Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents
Student Teaching Evalua on of Performance (STEP) Template ....................................................................1
Table of Contents ..........................................................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .............................................3
STEP Standard 2 - Wri ng Standards-Based Measurable Objec ves and Learning Goals ............................5
STEP Standard 3 - Assessment and Data Literacy .........................................................................................7
STEP Standard 4 - Unit and Lesson Planning ................................................................................................9
STEP Standard 5 - Implementa on of Instruc onal Unit ............................................................................12
STEP Standard 6 - Analysis of Student Learning .........................................................................................13
STEP Standard 7 – Re ec ng on Instruc on to Improve Student Progress ................................................16

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STEP Standard 1 - Contextual Factors: Knowing Your School and

Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and
implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you
will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors,
you will be able to strategically meet the overall needs of your students. In the first two weeks of
student teaching, you should focus on learning about the students you will be working with.

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
• Note: Closing your internet browser before the signing process is completed will
result in a loss of your work. If you will be completing this document in multiple
sittings, it is highly recommended to save and back up your work on another
document. When you are ready to make your final submission, copy and paste your
responses into this document. The data from this electronic document will not be
saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and
entering your email address.
• An initial email will be sent to you to confirm your email address.
• A completed copy of the document will be emailed to you within minutes of
confirming your email address.

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 3. After completing the e-doc portion, submit the PDF you receive into the Digital
Classroom.

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 STEP Standard 2 - Writing Standards-Based Measurable Objectives
and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the
lesson’s specific learning objectives. Goals and objectives should be aligned not only to
standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The
standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your
mentor teaching on this STEP.

Unit Topic: Math

Unit Title: Addition: Two ways of looking at addition and part- part- whole.

National or State Academic Content Standards:

PPW-WU Level 1

Learning Goal: Students will be able to problem solve how to find the sum of two numbers to
find the total value. Students will recognize key words in sentence problems that inform them on
what operations they can use to solve the problem. By observing the instructor work through a
practice problem, working through the problem on their own, and seeing different examples from
classmates on how one could solve the problem students will be able to experience different
means to finding their answer and in doing so figure out what works best for them.

Measurable Objectives: Students will be given the word problem ‘Majesty has 68 sea shells
and 194 rocks in her collection. How many things does she have in her collection?' Students
objective is to recognize fluency and various methods to add 68 and 194 to conclude how many
items there are in total. The objective is that by the time students are working independently they
will need little help. I will assist students who are struggling by first reading the questions to
them out loud and asking how their worksheet relates to the model and group activities we had
just done. If students overall appear to still lack an understanding when working alone I will
remodel for them a step by step method of solving the equation.

If you would like feedback on your pre-assessment for alignment prior to administering, copy it
in here.

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 STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to determine
their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the case. After
students have participated in the unit, they are given the post-assessment, which can be the same
as the pre-assessment, a modified version, or something comparable that measures the same
concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student is Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.
A formative assessment to gage student understanding of a topic in our class is the ‘shake
shake show’. Following reading a math question I will say ‘shake shake show’ and students
will hold a thumbs up if the number we are solving for will be smaller or larger than our base
number. If our question is asking students to group / divide or subtract then they should show a
thumbs down. If the question is asking students to multiply or add then they should show a
thumbs up to show that the number we are solving for will be larger than the numbers alone
given. This has proven to be useful because it is a quick way to see students basic
understanding of a topic. If the majority of the class demonstrates a lack in understanding then
I know I need to break down the question into understandable parts for them. As well if only a
few students show a lack in understanding then I am made aware what students to give quick
attention to during independent work.

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%)

0%

Proficient
30%
(80%-89%)

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Partially Proficient
60%
(70%-79%)
Minimally Proficient
20%
(69% and below)

Pre-Assessment Analysis: Whole Class

Students were then told that this was a take away problem and sent to this desks to work independently
on the problem. Students were asked to try and show two methods to solve the problem. While students
work silently I walked around to observe students thoughts. I chose two high level learners to
demonstrate their methods after the whole class worked for about 15 minutes. I collected students
worksheets prior to lettings these two high level students demonstrate to the class how they solved the
problem. With these worksheets I am both able to tell who has a deep understanding of the math
concepts and those who either do not understand the problem or were not engaged.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’
knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the
pre-assessment, a modified version, or something comparable that measures the same concepts. Include
the scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially
Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

For an exit card students answered an addition quality that utilize the same math techniques
prated and observed in the classroom. ‘ I have 61 baseball cards. Ace has 29 baseball cards.
How many more cards do I have than Ace?’ While this is a subtraction problem and my pre-
assessment was an addition question, it still covers the element of less than or more than and
how to manipulate number differences using similar methods.

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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving
learning outcomes in your specific disciplines. Each activity should align to instructional goals
and demonstrate your understanding of the pre-assessment data results, contextual factors,
student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to
state content standards. Be sure to include technology integration and demonstrate how you will
differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record,
review, and reflect on your teaching in the STEP process.

Grade Level: 2nd grade

Unit/Subject: Math

P
Day 1 Day 2 Day 3 Day 4 Day 5
National/State Use grouping (Ccss: (CCSS: Measure the (CCSS:
Learning Standards symbols 2.oa.c.3) 2.NBT.A.3) length of an 2.OA.A.1)
(parentheses, object by
List specific grade- putting together,
level standards that
brackets, or Express an selecting and
braces) in even number Read and write using appropriate taking apart, and
are the focus of the numerical
as a sum of numbers to tools such as comparing, with
lesson being expressions, and rulers, yardsticks, unknowns in all
presented. evaluate two equal 1000 using meter sticks, and positions, e.g.,
expressions with addends. base of ten measuring tapes. by using
these symbols. numerals (CCSS: 2.MD.A.1
drawings and
Specific Learning Grouping Counting Grouping single Measure the Putting groups
Target(s)/Objectives numbers multiples digit numbers length of an of numbers
Based on state into higher object using
standards, identify
together
multiples of that CM.
what is intended to be
number
measured in learning.
Academic Gouging, pairs, Sum of, Difference, Cm, longer, All together,
Language General ‘how many do I product, more, taking from shorter, object, combined
academic need’, model, total, rows, size, unit,
vocabulary and represent pairing, even, length,
content-specific odd measurement
Unit Resources, Printed Printed Worksheets, Rulers, Worksheets,
Materials, worksheets, worksheets, whiteboard, worksheets, whiteboard,
Equipment, and whiteboard, whiteboard, building CM cubes, building
Technology counting parts of a whole blocks objects blocks
multiples fluency
List all resources, fluency
materials,

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 Depth of Turn the Turn the Turn the Turn the Turn the
Knowledge Lesson question into a question into a question into a question into a question into a
Questions story, 3 retells, story, 3 retells, story, 3 retells, story, 3 retells, story, 3 retells,
What questions can ‘shake shake ‘shake shake ‘shake shake ‘shake shake ‘shake shake
be posed throughout show’ for if we show’ for if we show’ for if we show’ for if we show’ for if we
the lesson to assess are taking are taking are taking are taking are taking
all levels of student away or away or away or away or away or
understanding?
finding a finding a finding a finding a finding a
• Level 1: Recall larger number, larger number, larger number, larger number, larger number,
• Level 2: Skill/ find the key find the key find the key find the key find the key
Concepts word, show 2 word, show 2 word, show 2 word, show 2 word, show 2
methods methods methods methods methods
• Level 3:
Strategic
Anticipatory Set Students will Students will Students will Students will Students will
activate their activate their activate their utilize their activate their
How will students’ addition and
prior knowledge be addition skills addition skills subtraction subtraction skills
counting by
activated as well as and part- and part- skills and part- as well as their multiples skills
gain student interest whole whole whole skills tools
in the upcoming knowledge knowledge
Presentation of Content
Multiple Means of Creating visual Visual Ten bar lines Rules, cubes, Showing
Representation representations representations and single comparing a various key
, number tree circles, known size words that
Describe how
diagrams of counting by object to an inform the sam
content will be
dividens ones and unknown procedure,
presented in visual drawings,
various ways to counting by ten bar and
meet the needs of multiples single
Multiple Means of ELL- Define ELL- Define ELL- Define ELL- Define ELL- cubes
Define
Representation key key key key key
Differentiation vocabulary vocabulary vocabulary vocabulary vocabulary
Explain how Special Needs- Special Needs- Special Needs- Special Needs- Special Needs-
materials will be
differentiated for each building building building building building
of the following blocks and blocks and blocks and blocks and blocks and
groups: drawing paper, drawing paper, drawing paper, drawing paper, drawing paper,
• English extra time extra time extra time extra time extra time
Language Gifted Gifted Gifted Gifted Gifted
Learners students- show students- show students- show students- show students- show
(ELL) 2 methods to 2 methods to 2 methods to 2 methods to 2 methods to
• Students solve solve solve solve solve
with
special
needs
• Students
Application of Content
Multiple Means 2 volunteer shake shake 2 volunteer Students will shake shake
of Engagement students to show’, 5 students to make their own show’, 5
demonstrate, minutes of demonstrate, rules, students minutes of
How will students independent will measure independent
explore, practice, choral choral
counting work, group counting objects of their work, group
and apply the work, modeling choice work, modeling
content?

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 Multiple Means of ELL- will retell ELL- will retell ELL- will retell ELL- will retell ELL- will retell
Engagement understanding understanding understanding understanding understanding
Differentiation after 2 other after 2 other after 2 other after 2 other after 2 other
students students students students students
Explain how
materials will be Special Needs- Special Needs- Special Needs- Special Needs- Special Needs-
differentiated for will ask 2 other will ask 2 other will ask 2 other will ask 2 other will ask 2 other
each of the students for help students for help students for help students for help students for help
following groups: before asking before asking before asking before asking before asking
teacher teacher teacher teacher teacher
• English
Language Gifted students- Gifted students- Gifted students- Gifted students- Gifted students-
Learners will model and will model and will model and will model and will model and
(ELL) assist other assist other assist other assist other assist other
students students students students students
• Students
with
special
needs
Assessment of Content
Multiple Means Formative work Summative exit Formative Formative work Summative exit
of Expression sheets done for card of similar ‘shake shake sheets done for card of similar
5 minutes question from show’ for how 5 minutes question from
Formative and independently classwork and our keywords independently classwork and
summative and 5 minutes demonstration. are and 5 minutes demonstration.
assessments used to with peer help. demonstrated in with peer help.
monitor student the problem
progress and
Multiple Means of ELL- Will ELL- Will ELL- Will hear ELL- Will ELL- Will hear
Expression hear the hear the the question hear the the question
Differentiation question question question
Special needs- Special needs-
Explain how Special needs- Special needs- will have more Special needs- will have more
materials will be will have more will have more time will have more time
differentiated for
time time time
each of the Early Early
following groups: Early Early finishers- will Early finishers- will
• English finishers- will finishers- will work on their finishers- will work on their
Language work on their work on their unfinished work on their unfinished
Learners unfinished unfinished previous work unfinished previous work
(ELL) previous work previous work previous work
Gifted- will Gifted- will
• Students Gifted- will Gifted- will model their Gifted- will model their
with model their model their work model their work
special work work work
needs
Extension Activity and/or Homework
Identify and describe Homework Eureka math Homework Students will Students will
any extension will expose will begin with will directly get extra credit play a math
activities or game on Iready
homework tasks as
students to a correspond for using their
both grouping demonstration CGI grouping rules to or splash math
appropriate. Explain
and taking of 3 ways to activity with practice where they
how the extension
manipulate
activity or homework away form count by similar measuring groups of
assignment supports groups of multiples. numerals. objects outside
the learning targets/ numbers
objectives. As
numbers. the classroom.

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 STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link:

https://www.youtube.com/watch?v=hL5bDqlO3Ls
Summary of Unit Implementation:
Our units have covered taking away and adding to groups of tens. We have modeled various
methods for solving but have mainly focused on fluency key terms, using blocks, drawing out and
manipulating ten bars and ones circles, and number tree diagrams. Once a level of comprehension
is determined students are expected to work silently and on their own for 5 minutes and then are
able to ask the teacher or friends for guidance. Students are expected to demonstrate two methods
for solving the problem which also acts as an opportunity for students to check their own work on
their own.

Summary of Student Learning:

First I pose the problem in the form of a story. It is helpful for students comprehension to
see the problem they re working through in a realistic context. Then I show and read the word
problem to the students, emphasizing the key words that will cue their background knowledge of
appropriate procedures for solving. Following reading the question I then hide the question and
have 3 students retell our task. I choose these 3 students in sequential order of high level learner,
medium or high, and then low. This way the medium level student can get support from the high
level learner if needed and the low level learner will have now heard the question repeated 3 times.
We then do a comprehension question that demonstrates if we are taking away from a number or
adding on to it. This not only adds a level of understanding for student who do not have a grasp on
their problem solving solutions but it also shows me which students I need to give immediate
attention to during their independent or group work. By the time the students head to their desks to
work through the problem they should know what number they are looking for in the solution and
how the other two numbers in the problem relate to their solution.

Reflection of Video Recording:

I think my video demonstrated the various ways I try and gain student attention and
engagement. I think it also shows how challenging that can sometimes be with calling out or when
half the group has high comprehension and part of the group still does not. It is not shown in this
video but for those handful of students that did not know wether we were taking away or adding to
our total given number I had them work as a group with me at my desk.

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 STEP Standard 6 - Analysis of Student Learning

After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect
and analyze the post-test data to determine the effectiveness of your instruction and assessment.

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 1 2
(90%-100%)
Proficient
5 5
(80%-89%)
Partially Proficient
6 10
(70%-79%)
Minimally
Proficient 10 5
(69% and below)

Post-Test Analysis: Whole Class

My interpretation of the CGIs and Exit Tickets are that the students will need further review with
this math concept. The students need more practice and direction in really seeing what it is we
know from the problem and what it is we are looking for. The students seem to still be trying to
apply their basic addition and subtraction methods to our new unit and often time are taking
50/50 guessing for which strategy would bring them to the correct answer. Moving forward for
CGIs I am going to help those who are below the minimally proficient percentage of the class by
setting their work up or simplifying their problem numbers. I have realized that there is not
enough time to help each of these students and that if I do not set them up or modify their
questions then they will just sit there. I also realized that since my students are attached to their
skills in viewing a question as only either addition or subtraction I should make a new key words
list that reminds students of how to interpret questions where they are looking for a missing part. I
think that my students need more time with fluency on the carpet and working independently at
their desks. A lot of students who held the highest proficiencies were partially incomplete in their
work simply because they needed more time.

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 Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
I think that with my instruction those who paid attention and stayed in a motivated task space
were able to complete and explain their work. I think that I may need to take small groups outside
of CGI and Eureka math to work through problems with them that they have enough time and
guidance with. I tried to offer various forms of engagement for students to participate by having
3-5 retells, ‘shake shake show comprehension’, and by thinking out loud. I enjoy the ‘shake shake
show’ assessment because it is a low pressure andquick way to see students overall
comprehension of a unit.

Post-Assessment Analysis: Subgroup Selection

Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3
sentences).
For this subgroup population to focus on I am choosing my students on IEPs. This was an easy
choice because I have to give these students extra attention or they will not know how to start their
work or stay on task. I think this would be a subgroup in which growth in understanding in a unit
would be most clear to recognize.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 0 0
(90%-100%)
Proficient
0 1
(80%-89%)
Partially Proficient
2 3
(70%-79%)
Minimally
Proficient 2 2
(69% and below)

Post-Assessment Analysis: Subgroup

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 Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
I learned that even in small group work structure is very imperative for success. For this small group
work I made sure not to focus on just one student at a time. I assigned seating and also had the students
listen to my modeling and once we set up our work together sent them to complete working on their
problem without each other. It was beneficial for the students to not depend on me for too long or else I
would end up doing the work for them. It was also beneficial for one of the students to actually work
alone as it turned out his struggle was greatly helped just by hearing the question out loud and broken
down. One students benefitted from greatly from seeing how the problem could be set up. Two students
are still struggling to figure out how to stay on task but with assistance in breaking down, interpreting,
and setting up the problem it has made it easier to see where their further confusions are rather than them
losing motivation to show honest efforts and motivation.

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
My instruction was useful however I think it did not allow for enough time especially as I have to first
modify the numbers in problem, reexplain the comprehension that the class went through as a whole with
their new numbers, set up their problem for them, and give them time to work alone or with others since
when I leave this small group together they can not support each other. I have learned that our schedule
needs some modification to allow this small group more time to practice their skills and exposure to
material. Tomorrow I will try and show this group of students the concept problem with blocks so that
they can generate their own understanding on their papers and see what it is we are looking for in a hands
on matter.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient
1 3
(90%-100%)
Proficient
6 6
(80%-89%)
Partially Proficient
5 5
(70%-79%)
Minimally
Proficient 5 4
(69% and below)

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 Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.
The subgroup is progressing much slower because they are starting off at a more beginner level. This
said it has proven useful to not only focus on academic growth but also incorporate their social
emotional growth into the mix. This better personalizes their needs as well as keeps them not rack in the
multiple areas they need to succeed. This group needs a lot of attention with getting started but once
they are set up they seem to work best alone rather than with each other or others. They motivation
changes from day to day but I have found that when setting them up I I start with a lot of positivity,
enthusiasm, and rewards then they are engaged even when I walk away from them. The alone time they
have needs to happen after they are set up as apposed to the other students who work alone and then can
ask for guidance, or else they will not know how to get themselves started. The social emotional
behavioral work I am trying to incorporate into my instruction with them is focused on staying on task
and not second guessing themselves due to a lack of not trying because they think they can not succeed.

Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The next steps for instruction involve taking my IEP students aside for one on one intervention
rather than in that group. While the students have the same learning goals they second guess
themselves or copy off of each other. So by eliminating distractions I believe these students
will truly have an opportunity to succeed. An objective that I would set as a goal tied to this
unit would be to analyze the question. These students are not comprehending how to solve
their problems because they are not recognizing what information the question gives them and
what information they want to find out. With more time working with these students I would
make my goal to break down each question and first insure they know how to use the question
to solve the answer. I intend on modifying their questions to have simpler numbers so the focus
is on their solution methods and comprehension.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)

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 1. To be more intentional with verbage Script my words and don’t over speak as it
causes confusion about central message and
learning goal.

2. To be more organized in my modeling Write big, take up space, draw and label all
visuals.

3. Pace my time Start using a timer both for myself and

students.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:

Long-Term Goal: Learn how second graders think

Rationale: Why did you choose this goal? How do I chose this goal because I think there is a
you expect it to improve the outcomes of your
level of psychology that should come into a
future students?
dedicated teachers position. When a teacher
better understands how their grade level thinks
they are better able to achieve reaching their
ability to grab concepts and can avoid
obstacles to learning. I expect this to improve
my verbiage with students as well as structure
with lessons. To promote deeper learning I
expect it will make my lessons easier to
understand by incorporating a students age
level thinking patterns.
End Date: By when do you expect to accomplish I expect this goal may take a year or two of
this goal?
experience with an assisted online resource.

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 Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?
1) ‘Think Social’. (2005). Michelle Garcia.
h ps://www.socialthinking.com/Products/think-social-curriculum-for-school-age-students
© 2022. Grand Canyon University. All Rights Reserved.
tt
I will observe throughout my student teaching
to better inform my understanding of what
teaching styles are most effective for my
students (8/14-12/4). As well I will further
develop my relationships with my students,
betting my understanding of their interests. I
believe a book on chid psychology will also
prove useful across the board with behaviors
(12/4-). In addition I will meet with my
students to gain feedback on things I did and
things I can improve on with meeting their
needs (12/3)
One resource will be my feedback forms.
Another will be reviewing my reflections
throughout student teaching. Finally the book
‘Think Social’ by Michelle Garcia will be a
task of mine after my student teaching
experience. This book has 8 chapters and 70
lessons on how to relate to different age
groups. This will be a good resource for me
because in order to be a successful teacher I
need to master classroom management. In
order to master classroom management I need
to better my understanding of social emotional
concepts and practice instructions to diminish
distractions in the classroom.
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