Mallory Glanzman EDUC 128 JA & Crestview Reflection For my Junior Achievement experience, I was in a third grade classroom

at Hanawalt Elementary with Mrs. Kelly Carpenter. For the overall experience, I believe it went very well. I enjoyed interacting with the students, and I had a wonderful time getting to know Kelly. The students were excited every time I came into the classroom, and I was equally as excited to teach the students about the Our City program. I enjoyed personally getting to know the students, and watching them grow throughout my time at Hanawalt. To stay professional, I made sure I looked and acted very professionally. I dressed as professionally as possible, and I always made sure that students would see me as a professional, not just a student or only a friend. After every session, I made sure to email the teacher and ask if there were any suggestions, compliments, or things to change about the next session. I always took suggestions and comments into my own learning evaluation. I made sure to make accommodations for all students in every session. After I had the teachers comments, I would evaluate my learning and see how what she said fit what I thought about the lesson. I believe my choices did make an impact on the students. Throughout every lesson, I made sure to choose how I would present the information to the students. I chose to present things verbally, along with visually, to meet every students needs. In my actions, I made sure to include all students to participate. I wanted to make sure that I was positive throughout every lesson. I knew that if I was excited and positive about what I was teaching the day, then the students would be excited to learn. I think this affected the teacher as well, since she could see her students being excited about learning for Junior Achievement. To adapt the needs of all learners, I made sure that I would include every student in all participation of activities. There were students who I needed more help with the instructions for activities, and I made sure I went to these students desks first so they did not fall behind the other students. For gifted students, I had them help out their peers, along with share what they thought, learned, or made for each activity. In taking leadership roles, I made sure that I was the leader of the classroom when I went into teach the Junior Achievement lessons. I wanted to be a leader as my presence in the classroom. I wanted to show my mentor teacher that I could lead her group of students while teaching. I took full responsibility in making sure every student in the class learned what I had to teach about the Our City program. To advance in this profession, I acted as if the students were my own and it was my own classroom. Luckily, my mentor teacher told me that any materials she had in her classroom I was free to use. I became a lot more confident in my teaching abilities and how I planned each lesson to meet the needs of students so each and every one of them learned from their Junior Achievement sessions.

Mallory Glanzman EDUC 128 JA & Crestview Reflection For my Crestview experience, I was in a Mr. Nideys third grade classroom with Beckie Wallace and Kelly Nelson. For this lesson, we decided to create a lesson about the Titanic. For the lesson, we were going to give students maps in small groups to plot the places the Titanic was supposed to stop, along with where the iceberg was, using latitude and longitude. This lesson did not go as we expected, at all. First, the teacher was not in the classroom for our observation or for our teaching of the lesson. We tried to contact our mentor teacher, but he did not respond to emails. It was difficult to plan the lesson without knowing what background the students had not only for the Titanic, but for geography and map skills. For one thing, the substitute did not have really any classroom management skills for the students. We tried our best to make sure every student was on task and understanding what we were teaching. It took a lot of patience and work on our part to make sure that every student was learning. In professional learning, I had to collaborate with both of my group members. We had to collaborate together to create a positive, and effective lesson plan about the Titanic. We had to work together to not only create the lesson plan, but effectively teach the students. We split up what we were going to teach so we all had equal parts in this lesson. We made sure that each of us was working alongside students to assist everyone that needed more help with the activities. During our lesson, we made sure to adapt the teaching for every learner. We were just going to give examples of latitude and longitude, but we changed it so we could do the examples together. We decided that this would better transition students into their small group activity. In leadership, I had to make sure that I was accountable for what I was supposed to teach in the lesson. I made sure that I prepared myself for my teaching part so I could effectively teach the students. I made sure that I knew everything that was to happen in the lesson so I could aid my group members in their teaching, as well. To advance as a profession, I had to really work on classroom management. The other group members and I had to take over the classroom and really get all of the students to listen and participate, since the substitute was not really aiding in our management. I learned a lot about managing a rambunctious classroom to make sure every student was learning from our teaching. Overall, I thought both the Junior Achievement and Crestview practicum experiences were beneficial to my teacher learning. I have learned how to differentiate lessons, how to handle a classroom, and provide effective instruction to accommodat e for all students learning. Both experiences have improved my teaching and I will take what I learned from each into my future teaching.