Teacher Candidate: Chelsea Farrell !

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Date: December 4, 2013 Supervisor: Mar

MU Standard 1: Appreciates, understands, and values diversity in individuals and school communities. This inder"arten class has 11 students# there are $ bo%s and 4 "irls& The class ma eup is multinational 'ith students comin" (rom a variet% o( countries& Most o( these students are )*+& There is a 'ide ran"e o( academic abilit% and maturit%& Chelsea sho's respect (or students, diverse cultures, lan"ua"e s ills, and e-periences has done a "ood .ob o( "ettin" to no' the individual students and their needs& MU Standard 2: Creates and organizational climate that supports students in their physical, cognitive, and emotional growth. The classroom is a ph%sicall% and emotionall% sa(e place 'here the teachers create an environment that is respect(ul, and supportive& Chelsea uses a variet% o( cues 'ith the children& Chelsea than s the students (or raisin" their hands and also uses cues such as /e%es on me0 or /all set1&&%ou bet0 to "et the students to (ocus on the teacher& Chelsea has introduced a number o( cues to help 'ith classroom mana"ement that the students are (amiliar 'ith& These cues are ne' to the students and have helped to mana"e the class& The teachin" st%le o( the class has been less structured than 'hat Chelsea e-perienced at her last placement& She has (ound this approach interestin", but also challen"in"& Chelsea,s lesson (ormat 'as un(amiliar to the students as it 'as a 'hole "roup, set lesson 'ith more structure than the students are less (amiliar 'ith& Durin" the lesson the students be"an to "et (id"et%& Chelsea adapted the lesson plan and "ave the students a brea in the middle o( the lesson& This abilit% to ad.ust the lesson to ma e it more e((ective is an important s ill as a teacher& MU Standard %nowledge. : !ell"grounded in li#eral education and pro$essional

The teachin" philosoph% o( the school and especiall% the cooperatin" teacher is en2uir% based& This approach encoura"es the students to ta e responsibilit% (or their o'n learnin" and (ocus on 'hat is interestin" to them& *s a result, the cooperatin" teacher "ives ver% (e' set, 'hole "roup lessons& The lesson (ormat that Chelsea (ollo'ed 'as some'hat un(amiliar to the students and challen"in" at times& The lesson ob.ective 'as to "et students to understand the concept o( settin" in a stor%& 3n the (irst part o( the lesson, Chelsea dre' on student,s prior no'led"e b% as in" the students to dra' a picture o( a settin"& Some o( the students 'ere able to per(orm this tas 'hile others 'ere not& This activit% 'as a "ood pre4lesson assessment activit%& *(ter (ive minutes Chelsea sho' students a 5rain 6op video about settin" and then reads the boo !ansel and 7retel on the

smart board to illustrate the idea o( settin"& This use o( technolo"% is an e((ective 'a% to teach the concept& *(ter the boo , there 'as a discussion o( the settin" in the boo the% had read& This part o( the lesson 'as challen"in" (or the students& 3n the (inal part o( the lesson, students 'ere as ed to "o bac to their dra'in"s and complete them based on 'hat the% had learned about settin"& *ll parts o( the lesson (lo'ed 'ell and (ocused on the learnin" ob.ective&

MU Standard &: 'emonstrates s%ill in planning, implementation, and evaluation. There 'as clear evidence o( lesson plannin" (or this lesson& The cooperatin" teacher "ave Chelsea complete (reedom to develop the lesson& The lesson included both 'hole "roup and individual activities& )ach o( the activities 'as clearl% ali"ned to the lesson ob.ectives& The assessments included a (ormative assessment, an in(ormal assessment based on student comments and a summative assessment o( student,s (inal dra'in"s& Chelsea is ver% (amiliar 'ith, and uses technolo"% e((ectivel% to enhance student learnin"&

MU Standard (: 'emonstrates personal, ethical, and pro$essional growth. Chelsea 'as dressed pro(essionall% and demonstrated her enthusiasm (or teachin" to her students& Chelsea clearl% en.o%s 'or in" 'ith the students and is interested in developin" her teachin" s ills& The teachin" philosoph% o( this class is much less structured than 'hat she e-perienced at her other school& Sometimes this lac o( structure has challen"ed Chelsea& 8onetheless, 3 'as impressed 'ith Chelsea,s thou"ht(ul comments about the di((erences in the approach to learnin" in the 696 pro"ram compared 'ith the approach used in man% :S schools& !er 'illin"ness 'or 'ithin di((erent paradi"ms 'ill be an asset as a teacher&

MU Standard ): *avigates the organizational climate and uses pro$essional %nowledge to positively impact learning environments. Chelsea has collaborated 'ell 'ith her cooperatin" teacher and has also 'or ed 'ith other members o( the school communit%& She has 'or ed hard to develop activities that 'ill help students develop as independent learners and compleproblem solvers& The lessons she has prepared have been desi"ned to support the learnin" needs o( all students& She has 'or ed hard to adapt her teachin" st%le to a ne' t%pe o( curriculum and teachin" philosoph%& 3n addition, the challen"es o( livin" and 'or in" in a di((erent countr% and conte-t have been a valuable learnin" e-perience&