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Cadet Teacher Academy - Job Shadow 2

JOB SHADOWING ALLOWS CADET TEACHER INTERNS THE OPPORTUNITY TO


FURTHER EXPLORE OTHER GRADES AND SUBJECT AREAS THEY MAY BE
INTERESTED IN PURSUING FOR A TEACHING CAREER. PLEASE DO THE JOB
SHADOWING FOR THE TIME NORMALLY REQUIRED WITH YOUR MENTOR
TEACHER.
CLEAR THIS WITH YOUR MENTOR TEACHER AND INFORM THE HIGH SCHOOL
OFFICE AND CADET INSTRUCTOR/COORDINATOR OF YOUR CHANGE IN
SCHEDULE FOR THAT TIME PERIOD.

PRIOR TO THE JOB SHADOW YOU WILL NEED TO TURN IN AN INTAKE FORM, AND
AFTER THE EVENT, AN ATTENDANCE FORM AND AN EMPLOYER EVALUATION
FORM ALONG WITH THE CRITIQUE. ALL FORMS WILL BE AVAILABLE ON THE
CADET G-MAIL SITE. PLEASE RETURN COMPLETED PAPERWORK TO MRS.
LINDERMAN (JOB PLACEMENT COORDINATOR) AT THE TECHNOLOGY CENTER.

APPROPRIATE PAPERWORK (INTAKE FORM, ATTENDANCE FORM, AND


EMPLOYER EVALUATION FORM MUST BE TURNED INTO MR.DEVARY IN
ORDER TO PARTICIPATE.

The Job Shadow intake form will be used to generate a job shadow agreement that
will need to be signed by a parent/ guardian and the Job Shadow teacher/supervisor.

BE DETAILED IN YOUR OBSERVATION. COMPARE THE CLASSROOM


MANAGEMENT, DIFFERENCES IN THE AGE LEVEL ABILITIES COMPARED WITH
YOUR CURRENT PLACEMENT, WHAT ACTIVITIES YOU OBSERVED THE TEACHER
AND STUDENTS DOING, AND YOUR CONCLUSIONS FROM THE EXPERIENCE. THIS
ASSIGNMENT SHOULD BE TYPED AND FOLLOW THIS EXACT FORMAT.

CADET TEACHER INTERNS NAME: Anna Cool


SCHOOL DISTRICT: Mattawan
JOB SHADOWING OBSERVATION:

On November 30th, 2016, I observed Mr. Goschkes fifth grade math class at Mattawan
Later Elementary. While there, I learned that not only are there multiple ways to do a math
problem but also multiple ways to teach mathematical problems, organize a math review around
it, and use technology to control and enhance a students learning.
When I first walked in, I took in the room around me. Similar to the structure I had seen
in Ms.Runks room last year but different than Ms.Osborns room, Mr.Goschke had his students
set up in pods or groups. Mr.Goschke stood at the back of the room as he taught while he wrote
on the promethean board in the front of the room using a handheld digital notepad. By doing this,
he could observe his students focus better while simultaneously going over each math problem.
His review was a lot less interactive and a lot more fast paced than I was used to in Ms.Runks
classroom.
In Ms.Runks room, she would have students move around the room and went over each
problem at the same moderate pace. In Goschkes class, the students sat in their seats as their
teacher reviewed each problem at a faster pace the farther they went through the review. Each
student would copy problems down on their notebooks or write it on a whiteboard to do as a
class. This demanded their focus and Goschke was quick to tell particular students who didnt
follow along to keep up or pay closer attention to what he was saying to the entire class. On the
day I was there, they were reviewing multiplying decimals and learning the new concept of
multiple step problems that required more organization and higher order thinking.
When teaching new concepts, Goschke slowed down the pace of the lesson. He had the
online textbook video read out an example problem and in between each slide he would point out
important points and explain certain parts that were unclear. The students seemed to react well to
having both visuals and multiple auditory platforms for their lesson.
I enjoyed Goschke because I got to observe a different style of pace and other ways to
utilize technology in the classroom. I could definitely see myself in the future using similar tools
to aid classroom attentions and management. Although I thought the speed of his math review
could be hard for struggling students to follow, I do have respect for how controlled and on task
his class was. His style of management and pace was new and I was thankful to gain another
perspective.

DATE OF JOB SHADOWING: 30th March 2016


TIME: 9:00 A.M. - 10:30 A.M.
GRADE LEVEL: 5th Grade
SCHOOL BUILDING: Mattawan Later El.