Alexandria Mitchell

Alexandria Mitchell
Reflective Summary Report
Education 101
Walker-Guess

Alexandria Mitchell

Life in a Kindergarten classroom was by far one of my favorite experiences. I was

assigned to shadow and interact in a classroom for 16 hours over an 8-week period while
completing 20 activities that were listed from my professor. I was placed in Hawthorne
Elementary School on the far east side under Erika Carmichaels supervision. A classroom has a
variety of students rather it be educational levels, home backgrounds and behavioral situations.
The summary also includes how I have grown as a teaching candidate, my skills that have
increased and my view towards the assigned teacher.
Throughout the weeks I was able to grasp an understanding to students on the way they
interact and learn to the weaknesses that they share. Diversity was a big role in this classroom.
For example, there was multiple students that did not even speak English to the point of
pronouncing common site words. In my education 101 class, we were taught diversity from the
content of rural and urban areas to high and lower class areas. Lower class areas were rated
lower due to the fact that some parents perhaps had to work late and all night shifts making the
student suffer on learning homework or preparing for the next day. Lack of proper supervision,
physical neglect or abuse, inadequate day care and schools, difficulties in forming healthy
friendships, and vulnerability to depression combine to exert inordinate and debilitating stress
upon the developing child (Jenson, 2009). Eric Jensons quotation further explains the
complications common to happen within a lower poverty home life. Now, this does not mean
that it does not happen in the higher income homes but it is in fact more common in the lower
poverty and has greater effects on scores that reflect the schooling system. In class during an
open discussion, we talked over the topic of how we can help lower income children succeed.
One thing that came up was actually going to the student if they cannot come to the classroom,

Alexandria Mitchell

or even if they can and just need extra help whether it be during the school year, or on breaks. A
students learning should never stop just because the school bell rings. If a teacher has the chance
to help a student, it should be taken. Going to a childs family center or local library around them
is a simple example of going to a comfortable student zone to further develop a bond and the
educational level for a child. Although in my kindergarten classroom the teacher may not have
went to her students home she was very involved in her students home life until the extent of
how far she could have been. Whether the childs home life was around death, troubles or as
simple as a parent not speaking English she went to the level to make sure all parents were
comfortable and allowed her classroom open to parents at any time they felt the need while also
helping the family complete what she can to help them.
The classroom environment I was placed in filled the space of a home. The classroom
is a part of the new core of personalized learning in Warren Township Schools. Personalized
learning plans (PLPs) create the path for the individual learner. As said in Net Gen Tools article
over personalized learning, They consist of student daily actionable goals, action steps,
competencies, and some- times pacing recommendations (2016). For example, the chairs at
tables for students with ADHD were replaced with yoga bouncing seats which allowed those
students to let energy out, but not distract a child who is placed next to them learning. There are
bean bag chairs with rugs placed around the room for more comfortable station settings, instead
of lights on constantly she has hanging lanterns which give off a calmer lighting allowing them
to still see. Also, there is normally a constant music playing quietly in the background when it is
not group teaching time, which helps keep the students calmer when doing work. I agree with
this because it is directly targeting a students needs even though you are not out of the way of
every other childs needs in your classroom. When we discussed room environment it was

Alexandria Mitchell

mainly about how we would handle the changes between students rather one came in covered in
mud from working on the farm or another student come in dressed in a skirt. Your classroom is
supposed to be a safe zone which I feel the class I was placed in was. I felt this way when a child
showed up every single day in a Elsa Braid tied into her hair no matter how dirty it was, how
many times in a row she wore it, or how it looked. Some days it looked as if she threw it in
without even brushing her hair, the teacher always told her it looked pretty which made no
students look at it any different than their hair. I definitely agree with this action, if she would
have reacted or made a fuss over how the hair may have looked and smelt then every other child
would have which would great a bigger fuss allowing students to not focus for the entire day of
learning.
In Carmichaels classroom, I observed a very skilled teacher who completed her job to her
fullest ability every single day. When I asked her questions there was never any pauses in her
answers, especially for certain ones. For example, I asked How to students act the next day after
they had a horrible one that may have even included a phone call home or a trip to the front
office. Her response was great personally. She claimed, Every day the students normally come
in with a smile on the face and if they dont you can normally easily change that. The students do
not bring in the same issue from yesterday because they are normally pretty excited to be back
with friends or a lot of them still like learning at this stage. When asking her questions with
great answers, I write down the advice she gives me or specific situations with parents coming in
to talk or phone call homes; I have even had to personally take students out of the classroom to
the office for disruptions. Throughout the semester I have gained the ability to gain an entire new
mindset that when I step in the classroom they are no longer just the adorable kindergartens
but instead kindergartens who will be basing a lot of the rule knowledge or basic knowledge by

Alexandria Mitchell

my teaching ability. Also, I gained the skill of working with students in a manner that worked
well with the students at that age level on short notices. In a specific instance, a student was
having a bad day that led to throwing things. Carmichael began to react by time out, calm down
techniques, then moving him to another classroom; which still did not working leading her to
take him to the office in the appropriate hold once another child became in harm over his actions.
The class was in line in the middle of the hallway, with the door locked behind us I had no
choice but to compromise with what I was given, which was nothing but 30 students. After
placing the students on the line I compromised a quiet game since other classrooms were still in
session. Although it was not that big of an event it grew my skill of compromising tremendously
that allowed me to gain confidence as well knowing that I completed a task when need be even
though I had nothing with me to do so with.
My growth as an aspiring teacher candidate in my opinion has increased drastically.
Being a person who talks about going into teaching and helping children learn new things
everyday is completely different than actually being in that position or helping someone who is. I
completed my 16 hours very early and continue to still go weekly to help students, run activities,
and learn new things myself. As an education major it helps me by keeping in mind that I still
have a lot to learn as well do the students, but I can learn things from them just as much as they
can from me. This allows me to have an open mindset when speaking to them to make sure I
hear what they are saying while also taking in the knowledge that could potentially come with
that. Service learning is a great project that should be a necessity in every education program
before allowing students to continue. The 16 hours assigned could make or break someones
decision on the rest of their life before having to actually make that definite decision.
References

Alexandria Mitchell

Jensen, E. (2009, November). Teaching with Poverty in Mind. Retrieved April 29, 2016,
from http://www.ascd.org/publications/books/109074/chapters/How-PovertyAffects Behavior-and-Academic-Performance.aspx
Personalized Learning Plans and Learner Pro les. (2016). Retrieved April 30, 2016,
from Personalized Learning Plans and Learner Pro les

INTASC Standards

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and

Alexandria Mitchell

development vary individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self
motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic
local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teachers and learners decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to

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develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners,
families, other professionals, and the community), and adapts practice to meet the needs of each
learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.