Professional Documents
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Hiltoncfa
Hiltoncfa
Hiltoncfa
Mill Stream Elementary School
Allicia Hilton
January 14, 2019
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Table of Contents
Community ………………………………………………………………….. 2
District ……………………………………………………………………….. 3
School ……………………………………………………………………….. 4
Classroom …………………………………………………………………… 8
Students ……………………………………………………………………… 10
Conclusion …………………………………………………………………… 18
References …………………………………………………………………. 19
Parent letter ……………………………………………………………….. 20
Student interest survey ………………………………………………….. 21
Parent interest survey ……………………………………………………. 22
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Community
Mill Stream Elementary is located in Norridgewock Maine with a population of 3,267
people. The race in this community is not particularly diverse. 98.5% of the population is
Caucasian and the remaining 1.5% is labeled as other race. Since the race is not very diverse I
will have to be aware of other races in my classroom and making sure they do not feel left out or
uncomfortable. Although I am sure a majority of the students are aware of other races they may
not be knowledgeable on race, and it could be a hard topic to teach considering their surrounding
areas. It is important to note that 7.86% of the population is living in poverty. This may look like
a small percentage, but it is actually quite large when you are comparing it to the number of
people that reside in Norridgewock. Luckily, Norridgewock has New Balance, which is a factory
that makes shoes. This factory hires many people in the area and keeps a lot of families above
the poverty line. It is important for me to take into consideration the 7.86% of the families that
are below the poverty line, and realize that the students may not always come to class with the
basic necessities. When students do not have the basic necessities or the best home life it can be
challenging for them to learn, and I will have to learn how to work with that. I will need to be
prepared to accommodate my students if they come in and aren’t ready to learn for that day.
Lastly, I wanted to note that the Norridgewock population has decreased by 16.9% from 2010 to
2017. I think this is important because I need to be aware of students leaving in the middle of the
year, or the possibility that families move out of Norridgewock but still travel their students
during the school year. Long commutes can be hard for children if they are having to wake up
early and travel a long distance to school they may not be ready for learning when they get there.
All of these community factors are important to be aware of when you are teaching students. The
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more you know about their community and their possible struggles at home can help you better
assist them in the classroom and engage their interests.
District
Mill Stream Elementary school is located in district MSAD 54. This district is home to
eight different schools. A majority of these schools reside in Skowhegan with one school in
Norridgewock and one school in Canaan. I think it is important to take into consideration how
the grade levels and schools work in this district. If you reside in Skowhegan and go to
Skowhegan schools, once you reach sixth grade you will enter the middle school. However, if
you go to Norridgewock or Canaan you will not go to the middle school until you reach seventh
grade. Once all the students are in seventh grade they all merge together. I think this is very
interesting because the sixth graders at this middle school have had a chance to get used to the
middle school and what they expect as well as the seventh graders who they may be placed with
once they reach seventh grade. The sixth graders at the middle school have a very large
advantage that students from Mill Stream and Canaan do not have. I thought this was important
to note because even though I am only in second grade it is still important to keep in mind that
the sixth graders at this school will need a lot of preparation to get ready and up to speed with the
rest of the sixth graders they will soon merge with. Another thing that I wanted to note about this
district is that grades k12 are on the same bus schedule. I think affects my life as a teacher
dramatically. Since some of the second graders that I work with ride the bus with 12th graders, it
is likely that they will be hearing and seeing things that they shouldn’t. It is also likely that they
will be exposed to things on the bus, and that those things will be brought back to the classroom.
I need to be prepared to deal with these things in my classroom. Not only are the students being
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exposed to things, but a majority of them are forced to sit in the gym for twenty extra minutes to
wait for the bus. Buses pick up the middle and high schoolers first and then they come to pick up
the students at Mill Stream. It is hard for students to sit through a day of school, sit in the gym
waiting for twenty minutes, and then wait on the bus until they get home. I think this is important
for me to take into consideration because my students may not want to wait that long in the gym
and this could affect them coming to school. It is also important in case I ever have bus duty. I
will need to take into consideration the fact that the students want to socialize with their friends
while they wait for the duration, but I also need to make sure everyone is safe and getting on the
right bus. At a staff meeting I recently attended, there was a big debate on what we should do
with these students for the twenty minutes they are waiting for the bus, so it is clear that this is a
major and ongoing issue that the school is dealing with, something that is going to affect me
during my time here, and something that I may possibly have to deal with in my future school.
All of the negative effects of putting all aged students on the same bus have been pointed out,
and the only positive effects are it saves money. This shows me that the district is very concerned
about the money and how it affects them. If they are aware of the negative effects of the same
bus schedule, but still decide to do it then the district must be struggling with poverty. Overall,
from what I have seen, I think the district does a good job taking on all of these schools and
towns and making sure everything is equal for each school.
School
Mill Stream Elementary, in particular, offers grades from preK through sixth. The
student enrollment is 347. The
chart to the left shows the racial
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diversity in the school. It is clear to see that it is not a very diverse school which makes sense
since Norridgewock is not a very diverse community. As mentioned before, because of the lack
of racial diversity it is important to make sure everyone is feeling welcomed and accepted. It is
also important to teach students about the different races since they are not surrounded by a lot of
cultures. I believe culture and race is something that students should be aware of before entering
the world as an adult. These are things that I will have to keep in mind when I am teaching the
students. One thing that the school is trying really hard to improve is attendance. Attendance is
their main goal for this academic year. After reviewing the chart on the left I can understand why.
We are not that far behind the state average and that does not look good for the school, nor is it
helpful for the students to be missing so much time. Since I have started in the classroom, I have
not had a full group of
students make it to
school. It is a struggle
for both students and
teachers when they are
having a hard time
making it to school. Of
course, there are numerous reasons why a student may be absent, but the school as a whole is
trying their best to keep those attendance rates up. One way the school puts an emphasis on this
is by putting an attendance fact on every weekly newsletter that gets sent home. There is a
teacher: student ratio of 11:1, and this fits my teaching style very well. Small classrooms allow
for more one on one and group lessons which I find to be very beneficial. Out of the 347 students
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that attend Mill Stream, 256 of them are eligible for free or reduced lunch. I think this is
important to keep in mind because it shows the poverty levels in the community. One of the
biggest takeaways I have had from previous experiences is that students cannot learn on empty
stomachs. Luckily, the school offers breakfast, a healthy snack, and lunch daily. This food is
helpful when needing to get your students through a busy day of learning. I am grateful that the
school offers many opportunities for the students to eat because this will make teaching an easier
task. The school does a lot of helpful things that I am very fond of and have not seen in previous
experiences. One of the things that the school has is an afterschool daycare. I believe that this is
extremely important and helpful if it is affordable. Parents have such a hard time paying for
childcare, so for Mill Stream to offer afterschool support is a huge help. Another thing that the
school implements that I really enjoy is what they call a, Walking Ticket. A Walking Ticket is
something you receive if you are behaving badly. Instead of having to stay in for recess the
students have to walk up and down the sidewalk for whatever time they owe. This allows the
students to still get the fresh air and
movement. I think this is so important
because I truly believe that keeping
students inside for recess for bad
behavior is not the answer. Lastly, I
wanted to note the average proficiency
levels of the students in this school.
The charts to the left show that they
are lower than the district and state
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average. Although they are not that far behind the district and the state, it is still something to be
aware of and to take into consideration when teaching the students. I personally, do not believe in
teaching to the test, but I know that things need to be done in order to make sure our students
have the things that they need in order to be successful. I am aware that these test scores increase
the school's eligibility for grants and other things.
I thoroughly enjoy listening to Donna Beegle talk about her passions. It is so important to
focus on poverty and where we go from here. I decided to reference Donna Beegle in this section
of my CFA because of something she said that truly hit me. In the video Face to Face, Donna
talks about poverty and parent interaction. Since my time in this school I have noticed that there
is not very much parent interaction or participation. When I compare parent interaction with the
poverty rates it makes a lot more sense. Donna says that when parents aren’t interacting with the
school or coming to functions that people assume they do not care. I am very guilty of this, and
Donna really made me think deeper about this concept. It is now clear to me, that parents do care
but they are busy trying to provide for their families. It is not possible for some parents to take
days off to come to a school musical because they need to bring home groceries. Donna really
opened my eyes to a whole new point of view that will stick with me through this experience and
the rest of my teaching career. I need to remember what Donna said about poverty and parent
interaction when my students are upset that their parents cannot make it to a function, or when a
parent doesn’t show up for a conference. Instead of being judgemental I need to be empathetic
and caring. I am truly happy to have watched Donna Beegle's video and have gotten a new point
of view on poverty and parent interaction.
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Classroom
I am placed in a secondgrade classroom with a mentor who puts a lot of emphasis on
responsibility and accountability. She expects the students to be accountable for their learning,
and just as responsible for the classroom as she is. Not only is this making the students feel like
the classroom is theirs, but it is also teaching them to be responsible. She has a list of class jobs
and each student has their own job that changes every week. I think this is super important
because it gives off a feel of a community setting. Another thing that I thought was interesting
about the classroom was the library area. This is an area where the students take even more
responsibility. At the beginning of the year, the class sat down and decided on a way that they
wanted to organize their library. Once the class came up with a system, each student was
assigned one or more book boxes to be in charge of. The student's responsibility is to make sure
the books that belong in their box are in there and in the right order. I enjoy this system because
it again makes them responsible and accountable, but since they created the system it is easier for
them to know where everything is and how to access them easily. My mentor also has this chart
on the wall that shows the student’s math and literacy centers for each day. They do three
rotations for each subject, and when the students need to know where they are going next they
have to look up at the chart and do what is expected of them. This chart allows for my mentor to
be able to change groups daily if preferred and to change activities whenever she feels like the
students need a change of pace. I am a strong believer in flexible grouping and continually
changing those groups so I enjoy this system. I thoroughly enjoy the amount of responsibility
and independence my mentor gives her students. I think it is important to start transitioning the
students into independent learners at this grade level and she does a really awesome job at doing
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that. When my mentor notices a child is not doing what they are supposed to do, she will say to
them “fix it”, and they usually do, or if they don’t she will then say “lose it” which means that
they lose five minutes from earned recess which happens every Friday afternoon. Each student
has a sticky note on their desk where they keep tally marks of every minute they lose for earned
recess. Since the students have so much responsibility there is not a lot of classroom
management needed. Unfortunately, there is not any flexible seating in my classroom. All of the
students are assigned their own desk, and desks are grouped around the classroom. Some of the
groups have two desks and others have four. It would be nice to see some standing desks,
rocking chairs, bean bags, etc., but the classroom does not allow for much space. The classroom
walls are covered in different posters varying for different subjects, but the students seem to still
refer to them when need be, and my mentor does a really excellent job of referring to them
during lessons as well. There are plants throughout the room which is a nice touch to the
classroom and a good way to subtly incorporate science. Since science is so scarce in grade
school now, my mentor also allows students to bring in things to share, but these shares have to
be science related. Another thing that my mentor focuses on in the classroom that I think is an
excellent way for students to expand their minds, is a growth mindset. A lot of times in the
classroom I see students completely shut down because the subject they are working on is too
hard for them. When working with students on their growth mindset you are teaching them that it
is ok to be wrong, and if something is hard then you have to keep practicing for it to get easier. I
like the way my mentor explains to the students that people are not born geniuses, but that they
have to work hard in order to know the things that they do. My mentor dedicates every Monday
read aloud to a book about growth mindset and a minilesson on how the students can stretch
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their brains and learn that they are still growing. She also has little messages around her smart
board that students can refer to if they are feeling like a failure during learning time. I truly enjoy
the classroom that I am in and the way my mentor executes things. Of course, it would be nice to
have more space, but my mentor does a really good job of working with the space that was given
to her.
Students
I have seventeen students in my class. The class is made up of ten boys and seven girls. I
think the classroom is split fairly equally which is nice because then boys and girls can interact
more frequently, rather than having a large group of boys and a couple of girls left out or vice
versa. In my short time of observing and interacting with the class, I have noticed that the
student's levels are all over the place. My mentor has many different reading groups because a lot
of students are not on the same level. She also individually makes their spelling tests so that
students are being challenged at their level and not bored or feeling defeated. I like the way my
mentor is constantly scaffolding, but I have realized that it is a lot of work. I am going to need to
aware of this when I am planning lessons and teaching. It is going to be important for me to
make sure students are being challenged, but that they are not constantly struggling with the
material. Being able to create meaningful extensions has always been a challenge for me, so this
is going to have to be the semester where I really work on this. I have four students in my
classroom with IEPs and two more students who are currently being tested to get an IEP. three
out of four of the students with IEPs get pulled out of the classroom for mathematics and
language arts. The fourth student gets pulled out for just language arts. I will need to be aware of
this when planning science, social studies or read aloud lessons. It is important that I take into
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consideration the students needs and what they need in order to do their best learning. For the
student that gets pulled for language arts but not mathematics, I will need to be aware of his
needs when teaching math. I will make sure to available to read problems to him so that the
reading does not get in the way of his math skills. There is one student in particular that I am
worried about connecting with. He has recently moved here and has a really hard time trusting
people and allowing people to work with him. Every time I try to work with him or talk to him
he completely shuts down and does not want to work with me. My mentor and I are working on
this, but I do not want to push him into something he is not comfortable with yet. I have noticed
that he likes to constantly be moving on fidgeting with something. My mentor usually allows
him to walk around the classroom or play with things as long as he is still paying attention and
not distracting his classmates. This has been a hard task for me because I am not used to teachers
letting their students walk around while teaching, but I am realizing that this is what he needs. I
did an interest survey and one on one interview with each of the students in my classroom. The
results I got from this survey surprised me in a couple of different ways. It was good to be able to
have an interview with them as well because I was able to ask more questions based on what
their answers were to the original question. I also feel like this one on one interview really helped
me connect with my students.
One of the questions on my
interest survey was what is
your favorite subject in
school. A lot of students said
writing. I thought this was
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really cool because I have never been in a classroom where a large majority of students enjoy
writing. After thinking about it this it made a lot of sense to me because my mentor rarely tells
the students what to write about, but instead just lets them write creatively. This showed when I
asked students why they enjoyed writing. I received responses such as, “because I like making
stories.”, “I like being creative.”, “It is fun to come up with ideas.” These were very different
responses then I am used to, but it was nice to see a group of students who are so creative. This
was also helpful because now I know when I am teaching other subjects that I should incorporate
writing. It is very easy to incorporate writing into all subjects, so I look forward to doing a lot of
writing in my classroom this semester. Although writing had the most students, other subjects
were favored as well. It is good to have a class that likes a variety of subjects and I will try my
hardest throughout this semester to integrate subjects frequently. Integration is something I truly
want to focus on this semester and this is going to be an awesome class to do it with. It does
make me sad that one student in my class said “nothing.” I hope to help this student learn that
school can be an awesome experience, and it would be awesome to have this student fall in love
with at least one subject
during the school day.
Another question that I
asked my student, was
what subject they struggled
with. A lot of my students
said math. I know that the
math unit we were working
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with during this time was extremely difficult for them, so I wonder if that had something to do
with it. After asking what subject they struggled with, I then asked why they thought it was a
struggle. One student said, “because it is constantly changing.” I had never thought about it like
this until the student said this to me. We are constantly changing units in math. As soon as the
students are finally understanding a topic, we change it and they have to start learning all over
again. There isn’t a lot of change in the other subjects, and they are more gradual that the
students probably do not even notice it is changing. It makes sense that math would frustrate a lot
of students when you think of it as a subject that they are never fully confident in. There were
other subjects that students said they
struggled with. I look forward to being
able to work one on one with these
students in these subjects to hopefully
help them struggle a little less. I also
look forward to working with students
in mathematics and finding strategies
that may help the students. Another
thing that I thought was interesting
from my surveys with the students was
one student's response in particular.
This student said reading was her
favorite subject, but that reading was
also something she struggled with. I thought this was so interesting, because typically if a student
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is struggling with something they do not enjoy doing it. It was awesome to see that this student
still enjoyed reading, and she knew that she needs to keep reading in order to get better at it. This
shows that the lessons my mentor does on growth mindset really do help the students.
Along with the interest survey and interview I did with my students, I sent home a letter
and interest survey for the parents to fill out about their child. I wrote the letter because I wanted
to introduce myself to the parents and let them know I will be working with their child. I also
wanted to start building that relationship so I could build a stronger relationship with my
students. The letter also let the parents know that they could contact me by email if they had any
questions. I believe by giving the parents my email address I was allowing them to trust me with
their child a little more. I wanted to send them an interest survey on their child, so I could
compare the different points of views the parents may have about their child. The results I got
back were very contradicting compared to what the students said. I also asked the parents what
their child's strengths
were in school. A
majority of parents said
that math was their
child’s strength.
However, the majority
of students said this was
the subject they
struggled with the most.
I believe this may be because my mentor typically sends home math as a homework assignment
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and not writing, so the parents haven’t had the opportunity to work on writing at home. I am
curious to send home a writing assignment for my students, and see if the parents change their
mind. These results also make me
wonder if parents and children talk
about their school day, and what
they enjoy doing. I also asked
parents what their children may
need improvement with. Not
surprising, a lot of parents said
writing. However, the students believe this is what they are good at and this is what they enjoy
doing. A lot of parents also made the comment that they need to work on punctuation and
handwriting. It may be helpful to explain to parents that writing isn’t just about handwriting and
punctuation, but it is also about creativity. It was interesting to see the very different results from
the parents and the students, and it makes me wonder why the responses were so opposite. I will
need to take this into consideration when working with the students, but also if I ever conference
with the parents or send home assignments. Another question I asked the parents was what
motivated their child. From
observing the classroom, I
had a pretty good idea what
motivated the classroom and
each individual student, but I
was curious to see what the
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parents thought and if they had anything that may help me teach their child. A majority of
parents said rewards. Of course, this didn’t surprise me because rewards at home typically
involve some type of sugar or extra play time. Since we cannot give these types of rewards at
school. I will keep this in the back of my mind and possibly come up with some type of reward
system for the classroom to participate in. The earned recess every Friday afternoon is the only
reward system that my mentor has in place, and there is not a whole school reward system in
place. It may be nice for the students to have something to work towards each day, such as an
extra read aloud or something small. I also wanted to point out that five parents that did not send
anything back, and the difference in two
responses that I received. I wanted to tie this into
what I learned from Donna Beegle. Before
listening to Donna’s interview, I may have judged
these parents who did not send anything back or
the parent that did not have much to say about
their child. I now know that I should not be
judging them, but I should allow this to inform
me what my students home life may be like. All
parents care about their child, and the parents that
didn’t respond could be working two jobs. The
parent that did not write much may be having a
hard time realizing what their child needs in
school because they do not have enough time to
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be as involved as they want to be. This does not mean that the parent that took the time to write
more loves their child more, but it just means that parent had more time to write. I am glad that I
had the opportunity to listen to Donna Beegle and get this new point of view before entering the
teaching career. I now know how important it is to build a relationship and interact with parents.
Being able to connect with parents has a huge correlation in student success. I believe the letter
and interest survey I sent home is a good step in the right direction for building a relationship for
the semester. My observations, chats with my students and mentor, interest surveys, and
interviews allowed me to gain a good insight into how I am going to teach my students this
semester. I have already learned so much about my students learning styles. It is clear that a
majority of them are visual learners and enjoy doing things hands on. From what I have observed
and talked to the students about, they like to interact with what they are learning about. Since a
lot of them chose writing for the favorite subject, and a majority of them noted that it was
because they like writing their own stories it shows that they are creative. I plan to incorporate
many interactive and creative lessons for these students especially with my teacher work sample
in order to make their learning authentic and meaningful. It is clear that I will need to work hard
to make each subject engaging. I am lucky to be able to do a lot of one on one work or small
group work with the students so that I can really grab onto each individual strength and harness
their weaknesses. I will take writing into a large consideration and try to help harness there
handwriting and punctuation, but at the same time not kill their creativity. I will continue to help
the students find strategies that allow them to struggle less with math. I know every student isn’t
going to love every subject, but I would love to see school be a little easier for the students in my
classroom who aren’t that interested.
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Conclusion
All of these factors have informed my teaching during this semester. I am continually
going to take into consideration the poverty and diversity rates in the community. I will make
sure to be aware that my students may not always be in a learning mood, and I will need to
change that for them. It is important for me to pay attention to the bus route, and that students
may bring things into the classroom that they don’t quite understand but that they heard from a
twelfth grader in the back of the bus. Or maybe I will incorporate a little extra time for
movement at the end of the day because I know the students have to sit and wait for twenty
minutes in the gym for their bus before having a long bus ride. I know there may not be a lot of
parent interaction in this school, but I am going to try hard to have a relationship with the parents
and to be understanding as I know this will be very good practice for my future. Lastly, I will
take into consideration each individual students needs, strengths, and weaknesses. I will use the
data I have collected and will continue to collect in order to inform my teaching. The students
and my growth is my main priority while I am in the classroom, and I intend to take all the
opportunities I can get to find ways to help my students learn.
https://docs.google.com/document/d/12qqLLyeIHuZTDIxWigGfKt_TpWo5TKoTf09AaLdTMSE/edit 19/23
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Work Cited
Areavibes. “Norridgewock, ME Demographics.” AreaVibes - The Best Places To Live, AreaVibes Inc, 2010,
www.areavibes.com/norridgewock-me/demographics/.
“Explore Mill Stream Elementary School.” Niche, Niche.com Inc, 2019,
www.niche.com/k12/mill-stream-elementary-school-norridgewock-me/
“Face to Face.” PBS, Public Broadcasting Service, 5 Oct. 2011,
www.pbs.org/video/face-to-face-face-to-face-dr-donna-beegle/.
“Home.” Mill Stream Elementary School, MSAD #54, 2018,
https://millstream.msad54.org/
“Mill Stream Elementary School.” Napa Valley College Student Demographics, CollegeSimply.com, 2019,
www.collegesimply.com/k12/school/mill-stream-elementary-school-norridgewock-me-04957/.
“Mill Stream Elementary School.” SchoolDigger, SchoolDigger.com, 2006,
www.schooldigger.com/go/ME/schools/1459023112/school.aspx.
“Norridgewock, Maine Population 2018.” Total Population by Country 2018, US Census City/Town Population
Estimates, 2018, http://worldpopulationreview.com/us-cities/norridgewock-me-population/
“Norridgewock CDP-ME, Maine Demographics Data.” Camp Lejeune UT NC Demographics Data with Population from
Census, Towncharts.com, 2019,
www.towncharts.com/Maine/Demographics/Norridgewock-CDP-ME-Demographics-data.html.
“Norridgewock ME 04957 Demographics - Movoto.” Movoto Real Estate, Movoto Inc, 2005,
www.movoto.com/demographics/me/04957/.
https://docs.google.com/document/d/12qqLLyeIHuZTDIxWigGfKt_TpWo5TKoTf09AaLdTMSE/edit 20/23
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Letter Sent Home to Parents
January 9, 2019
Dear Families,
My name is Allicia and I will be student teaching in your child’s
class with Mrs. Kimball. Following student teaching, I will be
graduating from The University of Maine at Farmington with a
degree in elementary education and a concentration in mathematics.
Throughout my time at Farmington, I have had a wide variety of experiences that have
helped me prepare for this. I have worked in a kindergarten and a fifth‑grade classroom, and
have helped second and third graders with their reading strategies after school. I am also a
behavioral health professional, which means, I work in the home with children and their parents
to help them better prepare for adulthood.
This spring is going to be so fun and I am very excited to be teaching in the second grade.
I’ve spent a couple of days observing in the classroom and getting to know the students! I look
forward to continuing getting to know them and working with them! In hopes that I can have a
better understanding on how to best teach the students, I was wondering if you could please fill
out this interest survey on how you believe your child learns and what helps them be
successful!
If you have any questions please do not hesitate to email me: allicia.hilton@maine.edu
Sincerely,
Allicia Hilton
https://docs.google.com/document/d/12qqLLyeIHuZTDIxWigGfKt_TpWo5TKoTf09AaLdTMSE/edit 21/23
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Interest Survey for Students
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https://docs.google.com/document/d/12qqLLyeIHuZTDIxWigGfKt_TpWo5TKoTf09AaLdTMSE/edit 22/23
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Hilton 22
Interest Survey for Parents
Thank you for filling this out! This will help me assist with meeting your child's needs in
the classroom!
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https://docs.google.com/document/d/12qqLLyeIHuZTDIxWigGfKt_TpWo5TKoTf09AaLdTMSE/edit 23/23