Section One:

Teacher Candidate Introduction to the Elementary Portfolio Project

Introduction to the Portfolio Project
"Every child deserves a champion, an adult who will never give up on them, who
understands the power of connections and insist that they have become the best that they can
possibly be." Rita Pierson (2013, n.d.)
As a practicing teacher, I have had the great honor of watching my students grow and
mature into wonderful adults. I feel strongly that all teachers should strive to be every child's
champion. I want to be the teacher that students remember when they are adults themselves. I
believe that it is extremely important for teachers to make personal connections with each and
every student, while at the same time help students make connections to learning. I want every
child to be the best student they can be, and to be the kind of educator that can contribute to
making such results a reality in the lives of my students.
In my portfolio project, I will introduce the major components that will be covered in this
paper. The components that will be addressed in this paper will include: planning, instruction,
engagement, and assessment within the classroom. Within these categories, I will further discuss
topics such as English Language Learners, Students with Disabilities, SES, and other important
matters in education such as ethnicity, religion, and economic challenges. I will also include the
importance of balancing Literacy, Math, and Technology within the classroom. Finally, I will
communicate the importance of continuing my own education as a teacher, so that I will succeed
as an effective educator throughout my career. I will achieve this through constant professional
development offered throughout the year through Boces, additional classes, and online courses.

Portfolio Development
In this portfolio project, I will make connections between my experiences in education,
and the artifacts that I have developed while pursuing my Master's degree in education. I will
also reveal how the artifacts that I have developed for the classroom, demonstrate how I am
committed to driving instruction so that the standards are aligned to the Common Core. I am
committed to passionately engaging students' interests, as well as their needs for
accommodations within the classroom in covering the curriculum.
In section two of this project, I will share my personal experiences as a learner and as an
educator. My experiences both as a learner and as an educator have shaped who I am as a
person, and have had a profound impact on how I view education. In this section, I will give a
brief written account of my personal, educational, and professional qualifications for teaching
students in this modern world. I will also draw upon my personal experiences as an educator and
thereby corroborate how this experience is applied within the classroom.
In section three of this project, I will present the instructional materials that I have
developed while pursuing my Master's degree in Education at Medaille. I will incorporate a
variety of subject matter while making connections to the best teaching practices, pedagogical
knowledge, and theories in the field of education. The artifacts that I have chosen will
demonstrate my effectiveness as an educator and my ability to be a caring teacher.
In section four of this project, I will demonstrate my ability to align my instructional
materials to the New York Common Core learning standards. Maintaining professional standards
in the classroom is vitally important when considering how and what should be taught to
students.

In section five of this project, I will reflect on my effectiveness and skills as a teacher. It
is important as an educator to constantly evaluate the quality and communication of instruction
with one's students. Reflection upon one's experiences as a teacher helps facilitate a healthy
environment in which one is more productive in the future.
In the last section, I will create a video where I will showcase the artifacts that I have
chosen for my portfolio while making connections to the common core, teacher skills, and
strategies.
Theorists and Experts in the Field of Education
Jerome Bruner is considered to be one of the foremost thinkers of education (Gershon,
2013). He is a trained psychologist who also made many major contributions in a number of
fields outside of the field of education. His theory on scaffolding has had a major impact on my
classroom pedagogy. I have adapted and used scaffolding in my classroom for many years.
Scaffolding has been defined by Wood, Bruner, and Ross (Wood, 1976 p. 89) as an "adult
controlling those elements of the task that are essentially beyond the learners capacity, this
permitting him to concentrate upon and complete only the elements that are within his range of
competence." Scaffolding has been become more refined, sensitive, and tailored exchange that
occurs during a one-on-one or small group situation (Rogoff, 1990).
In my classroom, scaffolding is a practice that involves giving students aids or guides that
help students come to terms with a new concept or skill in reading, writing, mathematics, etc.
The concept of scaffolding allows students to grow and develop as they become more proficient
in developing a skill or concept, after this the help is gradually removed. In my metric system
learning segment I needed to help guide some students more than others. I developed several
different ways to assist those students that needed additional assistance.

First, I reviewed the place value of a number, and then the location of the decimal found
in a number. Then, I showed that when they are dividing by powers of ten, to move the decimal
to left, and when multiplying by powers of ten, to move the decimal to the right. I developed a
way to remember this by using an acronym: K (king) H (Henry) D (Doesn't) U (Usually; Units)
D (Drink) C (Chocolate) M (Milk). This phrase can be adapted to length, mass, and capacity.
The students tend to be more successful with procedural knowledge when they use this tool.
Then in turn they became more successful in conceptual knowledge and problem-solving. My
learning objective for this group was to understand that the metric system is a decimal system of
measurement. To convert metric units, multiply or divide by powers of 10. Students needed to
be reminded that division is used to covert from a smaller unit to a larger unit, and that
multiplication is used to covert from a larger unit to a smaller unit. When these students had
trouble remembering what factors to use when converting centimeters to millimeter (x10),
meters to centimeters (x100), and kilometers to meters (x1000). I posted a chart with the number
of millimeter in centimeters, the numbers of centimeters in a meter, and the number of meters in
a kilometer, this will help students to identify and learn the conversion factors for each unit.
These students also had difficulty comparing the two measures because they compared only the
numbers. I reminded them to convert the measures to the same unit first and then solve the
problem. Those students did better in this learning segment because of the scaffolding that was
provided to them during this learning instruction.
When teachers used scaffolding, in the classroom, the teacher is helping students move
on to new material that they could not have done without assistance, and thereby supporting
those students in the task of learning material that is more difficult and challenging. Those
students increased in confidence, to make greater progress with help, than they otherwise would

have achieved without such aid. An example of this occurred in my Figurative Language
Learning Segment when I walked one of my students through the process of developing an "I
Am" poem with assistance. He struggled with the concept of creating this poem after an in-depth
lesson on figurative language. I typed his responses while helping him think of things to say for
the poem. His confidence grew as we worked together on developing this poem. By the end of
the poem he did not need any assistance at all. He was very happy with his poem. He could not
have done this assignment without assistance and scaffolding.
There are three major scaffolding techniques used in this educational practice: modeling,
advice, and coaching. The one that I use the most in my classroom is modeling. I use modeling
when teaching; because it helps students that are visual learners grasp and conceptualize a new
concept or skill (Gershon, 2013). When the teacher models a new idea or skill, the student can
see it, hear it, and experience it in context. Sometimes a picture or demonstration is all a student
needs to become successful. I use the practice of "I do, we do, you do" in the classroom,
frequently during math class. In my lesson on the distributive property I demonstrate how to do
a problem for the class, then I have the class do a problem together, and then finally I have the
students do a problem working independently. Another example of this technique is when I
asked my students to develop a Haiku poem after the figurative language lesson. In this lesson I
modeled an example of a Haiku for my students, I gave them a graphic organizer for
brainstorming ideas for their poem. I also gave the students notes on how to write a Haiku and a
rubric to follow, to ensure that they are successful in creating their own Haiku. Some students
needed additional assistance in developing their own Haiku, while another student needed to be
walked through the whole process, in order to become successful in creating a Haiku on wolves.

Abraham Maslow (1908-1970) was a practitioner of humanistic psychology who studied

human motivation and development. He believed that students required certain needs met first,
before they could become productive learners (Gershon, 2013). Those needs began with having
the students physiological needs met, such as food, water, and sleep; subsequently they needed
their safety needs met; followed by their need for love, affection, and belonging; then their need
for self-esteem; lastly, they are able to come to what he termed, self-actualization. Maslow's
psychological theories of motivation can be transferred to the classroom. If a student is unable to
sleep at night they will be unable to concentrate enough to learn reading, writing, and
mathematics. I believe it is part of the responsibility of the school and teacher, to ensure that
Maslow's first four levels of needs are met before the student can achieve mastery at school. I
have a student in my classroom that stays up late at night and does not get enough sleep to learn
at school. The child struggles to stay awake and has trouble focusing on what is being taught.
He does much better after lunch in the afternoon. Another student of mind is afraid of another
girl in the classroom. I have observed the students together and I have not seen any bullying
taking place, but the child still feels as though this other student is a threat, especially at lunch.
This student will often miss school due to this fear. She missed more days than she attended
school. I finally told the student that she could invited a friend up to the classroom and they
could have a lunch brunch each day, which had a very positive result. She now comes to school
on a regular basis. She is working very hard to improve her grades and she seems much happier.
Vygotsky's proximal development theory has helped teachers understand what students
can do already and the limit of what they can do with the guidance from their teachers or peers.
The zone of proximal development theory or ZPD helps teachers assess a student abilities,
talents, and limitations (Gershon, 201). This will help a teacher when planning small groups,

paired partners, or seating arrangements. He believed that a teacher should imbed different
levels of challenge within each and every lesson, so that every child will benefit from instruction
and learning. When I am teaching I often pair students with low and high abilities, so that the
students can help guide instruction. I also know when I should support a student with additional
assistance because I am aware of the zone of proximal development. This is a very effective
skill for a teacher to use in the classroom. Understanding where students' abilities lie, helps
enable teachers to effectively aid students in achieving their full potential.
John Dewey (1859-1952) had a profound influence on education. Dewey believed that
the ideal education allowed students to interact with the material that they are studying. He
believed that students should not be passive learners, but rather active participants in the process
(Gershon, 2013). He advanced the idea that learning the content is not the most important aspect
of the students' education, but instead that the students should be able to immerse themselves
morally, culturally, and socially in the world around them. He believed that students should be
allowed to go on field trips that are interesting to them, thus stimulating their own desires to
learn. The students should be allowed to discuss at great lengths what they are learning or are
interested in with each other. Lastly, he believed in the concept of giving the students the
opportunity to be independent thinkers and learners. Learning should involve open, creative, and
engaging activities. Students should be given the option to decide what they would like to study,
that the students should have a voice in what ingredients go into the curriculum. I believe this is
important as well, because students become more engaged in learning when they have some
input into what they want to study.

Conclusion
In conclusion, Bruner, Maslow, Vygotsky, and Dewey have paved the way for future
teachers for many years to come. Their methods have been studied, adapted, and expanded to
help teachers reach students in many meaningful and profound ways. They have changed the
way teachers assess students. Assessing students does not have to be just through paper and
pencil tests, it can also consist of a meaningful activity or research project. Helping students is
not always accomplished by telling them the same thing over and over again, but rather through
meaningful instruction, such as where a teacher provides help to students one-on-one, or in small
groups. Today, in our diverse and complex society, teachers can benefit by gaining knowledge of
their students' capabilities; with such insight they can then help them to learn and grow. Students
that are provided with various forms of assistance are students that succeed.
[Back to Table of Contents]

Section Two:
Teacher Candidate Background Experiences

Introduction
My experiences in education as a child have made me a better teacher. When I was in
second grade, I remember struggling to read a passage with my teacher. I can still remember her
trying to get me to say this one word. I remember having no idea how say that word and how that
made me feel frustrated, angry, and helpless, that I was being put on the spot. I am sharing this
story because I still remember sitting at that little table and I felt was not able to please my
teacher. This was a negative experience that shapes how I teach even to this day. In this section,
I will share with you my educational background from grade school to graduate school and how
these experiences have shaped and modeled my views on education.
I will begin by sharing my educational background as a student. I will then transition
into my experiences that are pertinent my journey into becoming a teacher. My work
experiences continue to shape my methods for reaching students of varying abilities. I will then
share what I have learned from school observations during the field work and student teaching
experiences. I have attained many different insights about becoming an effective teacher from
these experiences and the classroom applications are endless.
Educational Background
I understand the student who struggles in school, because I was the student that struggled
in school. I was the student that missed her specials so that she could go to the learning center. I
remember knowing as early as fourth grade that I was being tracked in reading and math. I
remember thinking how I wished that I was smart so that I could be in the other class with my
friend. I share these experiences because they have had a profound effect on why I became a
teacher.

When I was in high school, I was very fortunate to have the same great Literature teacher
two years in a row. He made reading come alive. He would not only dress up in costumes, but
he would also use special voices when he read aloud to us. I remember never being a reader until
I met this teacher. I felt more confident and interested in reading during his instruction. It was
during this time that I decided to switch my major from business to college prep. I never thought
about going to college until I had this positive experience in school.
During his class, we would read the plays of Shakespeare aloud together. After we
finished a play, he would let us watch the play on TV. I remember thinking: that was so
awesome! I started to understand and comprehend what Shakespeare was trying to communicate
in the text, precisely because of the way this teacher presented the reading material. He would
also test us in different ways. Although I was still a struggling student, yet because he assessed us
in different ways, I started to improve in school. I believe this was the starting point for me in
desiring to become a teacher. He made learning fun and he made me feel like I had something to
give back to the class. It was because of this positive experience that I decided to go out for the
school play. I was terrified at the thought of going on stage because I could never read well
enough in public. I felt embarrassed by how I perceived my reading ability. The only reason I
went out for the play was because my Literature teacher was the director of the play. So, I tried
out for the play and was chosen to be the understudy for the leading lady. I thought this was an
ideal situation, as I could be a part of the play and yet I did not have to perform in front of an
audience. The only problem was the leading lady quit. I became the leading lady and I did very
well!
Great teachers can have a profound effect on a student. I really do not know where I
would be today, had it not been for a teacher who taught thinking outside of the box. He reached

into a closed heart and gave hope where there was not any to be found. I wonder to this day what
happened to this teacher. I would to tell him how he changed my course in life. Today I love
reading, and it is because of his influence that I became a reader. What a precious gift he gave to
me. I want to be that kind of teacher. I want to reach students that have given up or who need a
little encouragement to succeed in school.
When I was in eleventh grade I took an Algebra math class. I seemed to have no idea
what was going on in this class and it was a blur to me. I ended up failing this class. Although I
had been a student who struggled in school, I had never failed a class until this time. I am
relaying this experience because it resulted in me having to repeat the class. Now the second
time I took this class I loved it; the teacher explained Algebra in a fun and interesting way. It
was after this class that I decided I loved Math. My students often think that I have always done
well in school, but I tell them the truth. I was a student who struggled in every area possible, but
due to some really great teachers in high school, I worked very hard and slowly I started to
succeed in school.
I always convey to my students that sometimes people who struggle in school become the
best teachers. I really believe this because I am always trying to find new and innovative ways
to reach my students. I have been teaching for eleven years now, and I am still assessing how
effective I am as a teacher. When the school year begins to come to a close I always inquire
among the students how the year went. I asked them what they liked best and why, as well as
what they did not like and why. I always wonder, what could I have done differently? Many of
my students have older brothers and sisters that previously had me as a teacher. I sometimes
think that I was a rock that went through much weathering over the years of teaching. I believe I

have slowly emerged as a better and more effective teacher. I know that I am truly not the same
person I was, when I began teaching. I have recognized the
need to reflect and to adapt, over time.
Work Experiences
When my son was young I decided to go back to school for my Master's in Education at a
local University. I also started working at a local daycare center. I did everything at this daycare
center. I began in the nursery with the babies, which I found very enjoyable. My first day in the
infant room there was a baby who cried the entire day. I tried so hard to comfort this baby. I later
found out that she had an inner ear infection and there was not really anything I could have done
to make her feel better. The reason I begin with this story is because working in the infant room
made me wonder how I could teach the babies through play. I would have them paint with
pudding, play with pans of water, or anything else I could think of to make learning fun. One of
the babies that I took care of in the infant room later became one of my students in my
classroom, in the school where I currently teach. She is graduating from the school this year. I
find it very sad to see her go. I have watched her grow up before my eyes and it has been an
amazing journey.
I moved from the infant room to the two year old room. I continued to teach these young
children through play. Later, I moved into the kitchen area during the morning, and in the
afternoon I would work with the after school age children. I loved helping these students with
their homework and I discovered I was quite good at it. It was during this time that I had
decided to go back to school to get my Master's in education. I almost completed this program
when I became pregnant with my second child, and so dropped out of the Master's program.
Later, I was hired at a local private school, where I have been teaching fifth grade for the last

eleven years. It was during my tenth year that the school decided that all their teachers needed to
have completed their Master's in Education, to continue teaching at the school. It was at this time
that I had decided to go back to finish my Master's in Education. I soon discovered that because
the requirements changed so much in education, that I would need to start all over again.
School Observations
During one of my classes, I had the opportunity to observe at a school in the inner city. I
truly enjoyed going to this school and observing how the teachers interacted with their students.
This school meets on Saturdays to enrich and expound upon the curriculum for their grade level.
This program was developed to give students in at risk areas, additional help and support to
succeed in school. These students would attend the program during the summer and then if they
did well they would be asked to attend a Saturday program during the school year. This program
would follow them through High School and then help them into college.
I really enjoyed observing the teachers at this school. The teachers were highly engaging
in the classroom, despite having limited resources for their students. I was amazed at the amount
of work that the students were required to do, because these tasks were in addition to their other
school work. They challenged their students and pushed them to go beyond what they may have
imagined they were capable of accomplishing.
I am a teacher at a local private Catholic school, and I was able to do my first student
teaching at my school even though I have been teaching there for the last 11 years. In the past, I
have taught 6th grade Reading, 6th grade Math, 6th Health along with 5th grade Science, Health,
Religion, ELA, Reading, and Social Studies, as well as being a fifth grade homeroom teacher.
This year I am teaching 5th grade Reading, Social Studies, Religion, Science, Health, Math, and
4th grade Math (which has a 3rd grade student who moves up into 4th grade Math). There are 16

students in my Fifth grade homeroom. Among those 16 students, there are seven boys and 9
girls. There is one boy with an IEP, two girls with a 504 plan, and one gifted student. The 4th
grade classroom consists of 20 students, 9 boys and 11 girls. There are 3 students with an IEP
and 2 with 504 plans.
During my student teaching I did a learning segment on figurative language with my
students. Students were asked to explore the different types of figurative language through a
variety of text, in order to discover the deeper meaning of text through analysis. Students used
the surrounding words, phrases, and sentences of a text, to gain an understanding of what the
figurative language means. Students used figurative language to make unfamiliar objects, people,
setting or situations more relatable. Students also used literary devices such as similes,
metaphors, and personification to enhance their development of their creative writing skills. This
learning segment's instruction is being driven by the New York State Common Core Learning
Standards for English Language Arts and Literacy.
The first lesson in this segment will help students determine the meaning of words and
phrases as they are used in a variety of text using figurative language, such as metaphors and
similes. The students will practice the skills of developing their own examples of metaphors and
similes, and then they will compare and contrast those literary terms. Then the students will
develop their own sentences using those literary devices. In the second lesson students will
analyze a third literary device, personification. The students will practice the skills of
developing their own written examples of personification which will help to enrich their written
responses. Finally, in the third lesson, the students will then use metaphors, similes, and
personification as well as other figurative terms to create a free verse poem graphic organizer to
plan for writing. The final draft will be evaluated for using at least two literary terms, as well as

the appropriate and effective use illustrating their creative ideas. They will then read their poems
aloud to the class.
Each lesson with this learning segment will build upon the previous lesson. Each lesson
will require the activation and use of prior knowledge. The sequence will also span through
various levels of learning such as knowledge, comprehension, and application. The students will
make connections between information, such as other literary terms of figurative language that
they have learned previously, and new literary terms. Through modeling and planned
experiences the teacher will make these connections. The students will then connect their
understanding of figurative language to pieces of writing created by a variety of authors,
including other students. Finally, they will apply their new understanding by creating their own
sentences and poetry. The cohesive flow of this learning segment will allow the students to view
listening, reading, and writing as connected skills.
This class consists of a wide variety of learners. Each student has an equal voice in this
classroom and has something to give to the class. The teacher uses a variety of methods to reach
the students'. Methods endorsed by Bloom's taxonomy of learning, Vygotsky's socio-cultural
methods of group work, and Behavioral methods of repetition for memory retention and review.
Students' progress is closely monitored through informal and formal assessments. They are
monitored through the use of informal observations, small group work, conferences, peer and
self assessments, as well as through a review of work samples in both reading and writing.
Prior to this learning segment, the students conducted a research project on a State of
their choice. They researched the State using both print and digital resources. The students'
drew evidence from informational texts that enabled them to write a research project. They then
took their information and typed their paper in Computer class. Finally, when they have finished

typing their final copy they will read them to the class. This class has been exposed to other
figurative language such as onomatopoeia and alliteration in previous language lessons. The
students' have had indirect exposure to metaphors, similes, and personification through the
experiences of reading a variety of descriptive texts and through everyday conversations. During
read aloud experiences, the class has been focused strongly on the how the authors can paint a
picture with their words.
The class will experience academic language development in regard to figurative
language through Bloom's taxonomy of learning and language function. This is to be
accomplished through listening, speaking, and writing activities. Students' will read the
vocabulary words, write the vocabulary words, and discuss the vocabulary words. They will talk
about the vocabulary words in whole group discussions, small group discussions, and in pairs.
By using Bloom's taxonomy of learning the whole class will be engaged in learning. The teacher
will also use behavioral methods of repetition for memory review and Dewey's experience
methodology by using inquiry activities. Each of these methods lends themselves to each other
by allowing the teacher to layer the learning segments on top of each other. Learning is a cyclical
process that should always connect together.
In Science we have been studying Cells to Body Systems. We began this unit studying
the vocabulary of the chapter. Although we still took notes on the vocabulary words, we read the
vocabulary words, discussed the vocabulary words, looked at pictures of the vocabulary words,
and wrote the vocabulary words in their notebooks, but my students choose two vocabulary
words and rewrote the vocabulary definition in their own words and then they drew three
symbols of what the words mean to them. When the kids were tested on these vocabulary words
they did very well. They knew these words. When we read a section I would ask my students to

write a paragraph summary on what we had just studied. We did interactive Smart Board
activities to learn this material more deeply and in a more meaningful way. My students choose
one body system to write a report and either create a poster, or make a model. I did provide a
checklist of the requirements for the project. In addition, I allowed time to research their projects
in the library and time in the computer lab. I provided an outline for their ideas and a graphic
organizer to develop their thoughts. After this they will be asked to give an oral report on what
they have learned about their project, and what they enjoyed the most in doing the project.
The kids enjoyed this unit on the Body Systems. I know that most of my kids will do a
great job on this project, but I will have a few that will struggle or maybe they will not complete
it on time. I tried to assess my students in multiple ways and in multiple formats. I used
Gardner's Multiple Intelligences when developing the curriculum in descriptions, preferences,
personal potential, related tasks and tests.
I thought that overall the unit went very well. I was frustrated that it took so long to get
through this unit. It seems that when incorporating multiple intelligences it will require more
time, because the students are going deeper into the material instead of merely scratching the
surface. The strength of this unit was that the students took a lot of interest in this material. The
limitations consisted in not all the students doing well in each assessment. In the written report,
many of my students really struggled in the writing area. I realized that I cannot write their
reports for them and I gained an understanding of what a challenge it was for some of them. I
often wish the school year was longer so that I could take more time to work with my students
that struggle in that area. I also feel as though I am less effective when I have to send some of
the home knowing they will probably not receive the support that they so disparately need. I also
thought I should have been more organized in checking their work for the project. Most students

will do fine working on the project at home, but a select few will need me to make sure that they
are getting the work done on time.
I have tried to incorporate more informal assessment in my classroom. I believe that this
is contributing to making me more insightful in understanding my students. I see the need to
give my students examples of the work that I expect of them. I have recognized that when
students are assessed more frequently, rather than simply waiting for the next chapter test, I tend
to see the misconception sooner and then gain greater proficiency as a teacher. I have also
observed the need to incorporate Gardeners Multiple Intelligence in my classroom. It is very
important to understand that students are learning in a variety of different ways. I think that this
also cultivates greater interest from the students in the classroom. Students become excited
when the ordinary is changed into something new and different.
Although I was in a sense, forced to return to school because I had not completed my
Master's, I have gained much insight from this experience. I have always been the type of person
who reflects on my teaching. I have continuously asked myself, how can I teach more
effectively, and how I might stir up within the students an enthusiasm for learning. I love it when
we get new textbooks as it affords me an opportunity to change things up, and learn something
new. I do not wish to be one of those educators who are content to just teach the same thing, by
the same methods, year after year.
I believe some of the most important principles that I have learned this year include:
activating prior knowledge, learning in incorporate graphic organizers, and using multiple
intelligences within the classroom. Graphic organizers are tremendous tools in which to activate
prior knowledge, help learn new vocabulary, help organize information that students are learning
or have learned, and to help assess students' learning. I am still struggling with using these new

tools in my classroom, as it take an enormous amount of time to gain sufficient skill in their use.
When my classes end in a few weeks, I plan on researching more tools that I can use in my
classroom, in future school years.
For my second formal observation, I planned a learning segment for the converting the
metric system. In this learning segment, students learned how to convert measurement within
length, mass, and capacity within the metric system, and use these conversions in solving multistep, real world problems. Students learned when converting a larger metric unit of length, mass,
and capacity to a smaller metric unit, to multiply by a power of 10. They also learned that when
converting a smaller unit of length, mass, and capacity to a larger metric unit, they should divide
by a power of ten. When the students developed this conceptual understanding they began to
raise their test average. The students not only worked on developing a reflective and a thoughtful
understanding of the metric system, but also worked on their procedural fluency on setting up
their problem correctly, as well as doing the same things to ensure mastery in the area of
mathematics. The homework assignment not only tested students on their procedural fluency
with standard converting problems, but also asked the students to problem solve, which tests, not
only their conceptual understanding, but also their mathematical reasoning and problem-solving
skills. The average, for lesson 1 homework score, was 88%, and 93% for the quick quiz. The
homework stressed more areas of conceptual understanding than did the quick quizzes, therefore
the scores were somewhat lower on average. In lesson 2 the homework average was 82%, and
the quick quiz was 83%, and finally, in lesson 3 students scored 88%, and the quick quiz 100%.
It can be seen in the summative assessment that the whole class average was 92%. This
summative assessment tested students on all levels. First, it tests their ability to covert between
length, mass, and capacity, which correlates not only to procedural fluency, but also conceptual

understanding in mathematics. I then included several problems that tested their mathematical
reasoning and problem-solving skills. The whole class improved over time as their procedural
fluency increased, which also resulted in an increase in conceptual understanding. The focus
students did struggle more with mathematical reasoning because they had difficulty with reading
comprehension skills.
During one of my classes, I had the opportunity to observe at a school in the inner city. I
truly enjoyed going to this school and observing how the teachers interacted with their students.
This school meets on Saturdays to enrich and expound upon the curriculum for their grade level.
This program was developed to give students in at risk areas additional help and support to
succeed in school. These students would attend the program during the summer and then if they
did well would be asked to attend a Saturday program during the school year. This program
would follow them through High School and then help them into college.
I really enjoyed observing the teachers at this school. The teachers were highly engaging
in the classroom, even if they had limited resources for their students. I was amazed at the
amount of work that the students were asked to do because this work was addition to their other
school work.
Classroom Application
When I analyze student learning in the figurative language lesson, I have used David
Ausubel belief that student acquire the basic foundation of a concept such as learning the basic
fundamental of figurative language and then they can take texts that they haven't studied and
they are able to addressed the text using a higher cognitive level of understanding of that author
(Ivie, 1998). Students need a schema or preexisting knowledge about the terms and examples of
figurative language so that they can identify and discompose what the author is trying to

communicate through the written text. When students become familiar with the terminology of
figurative language they are given the tools that will help them unlock the meaning of text in any
form. Students were also asked at the start of each class to review the vocabulary words,
examples of literary terms, and to think of their own examples.
By reviewing new informative on a continual basis students will take the knowledge that
they have just learned from short term memory and place that new information in long term
memory. This practice is support by research done by Behavioral that believe repetition helps
with memory by reviewing the material repeatedly. This will help struggle students as well as
students that are average students.
Vygotsky believes that students need cultural learning in group work. This motivates
students because they enjoyed working with their friends and my struggle students need a role
model to help guide them when they become confused or distracted (Gershon,2013). Bruner and
Piaget both believe that scaffolding helps learning targets build upon each other (Gershon, 2013).
Scaffolding can come from me the teacher or it can come from the students working with each
other in small groups. Some students like student 1, 2, and 3 need more scaffolding within a
learning segment then the gifted students.
Black and Wiliam believe that formative assessment is important in learning by show and
tell, tapping into prior knowledge, giving time to talk, pre-teaching vocabulary, visual aids, and
pausing when asking questions (Black and Wiliam, 1998). I have incorporated all of these
examples during this learning segment. I begin with examples of figurative language like, "I
have a ton of homework!" and then I asked them for example that they knew. Then by using
examples that they were familiar with I was tapping into prior knowledge.

I also gave the students several opportunities to sharing with the class their ideas and
examples of figurative language. The vocabulary was reviewed at the beginning in a fun video
and then reviewed several times over 7 periods that covered lesson 1, 2, and 3. I had the lesson
on a PowerPoint presentation that included fun and interesting pictures and examples. I gave
students that were slower to speak time to come up with their examples. If they needed more
time I would come back to them when they were ready. Overall, this has been are great lesson
and I believe that they children enjoyed it.
In the math lesson on the metric system, I used daily re-looping of previously learned
material: A process of always bringing in previously learned material to build on each day so that
students have a base knowledge to start with and so that learned structures are constantly
reinforced. I will begin by using hands on interactive activity using centimeter rulers and
classroom objects. Core Instruction: Direct Instruction of explicit examples of problems on the
Smartboard; Review, discuss, and write key vocabulary and concepts in their notebook; I will use
the "I do, we do, and we do" with the class. Guide Practice- Students will work through a series
of exercises together; Independent Practice-Students will work through a series of exercises in
the math text book and then the teacher will pick students to show what they know on the
Smartboard.
The learning objective for this learning segment is to convert measurements of length,
mass, and capacity within the metric system. The standard that was used for this learning
segment is 5.MD.1, convert among different-sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems. The targeted learning objective for these students would is to convert

metric units by multiply or divide by powers of 10. They also need to know the prefixes, and
then they will be able to convert between the units.
Some strategies I used with my focus students were to begin by writing them in order
from greatest to least: kilo (K-King), hecto (H-Henry), deka (D-Drink), UNIT (meters, liters, or
grams-Usually), deci (D-Drink), centi (C-Chocolate), milli (M-Milk) . I then showed them the
UNIT in the middle can be meters (m), grams (g), or liters (L). They can use the prefixes with
any of the metric measurements. It is easy to use and very adaptable for the students. I taught the
student that an easy way to remember the sentence was to say the acronym: "King Henry Doesn't
Usually Drink Chocolate Milk," where the first letter of each word stands for the first letter of
each prefix. The three focus students struggled with knowing in which direction to move the
decimal. I taught them that because we are using base 10, we will be multiplying by 10 for every
step we take to the right, and dividing by 10 for every step we take to the left. I also told the
students to put an arrow at the end when they are done, moving directionally to the right or left.
The reason for this is to remind the students both where they started, and where they are going.
This is another example of what the three focus students were doing wrong. They would do all
the work right, but then forget in which direction to move the decimal. I also encouraged them to
put an X over the original starting point as a reminder of which direction to move.
After teaching lesson 1, 2, and 3, I re-engaged the whole class with additional instruction
using a re-teach worksheet. I would review the rules and helpful tips to help them succeed in this
learning segment, as stated in the above paragraph. I then gave the whole class a quick quiz to
see how the class did, in comparison with the focus students. I then had the students come up to
the SmartBoard, to demonstrate what they learned. I would ask them to set up their problem, and

then write the KHDUDCM, they were then asked to write just the number of the problem
underneath.
As a whole class, I asked students up to the board to demonstrate their knowledge
converting units of metric. I made sure to call the students from the focus group first, as well as
asking them questions to help them succeed in doing the problems. I also pulled these students
during library and computers to work with them as a small group. We did problems on the
Smartboard; then I had them working on problems on individual white boards, and finally I
would work with them individually, to ensure that they were successful. Student 1 struggled the
most in the mathematic learning segment due to her short term memory loss and really struggles
to retain information on things that she does not use repeatedly. She would grasp the information
quickly, and then when asked to do it independently, she would become confused and unsure of
herself. Students 2 and 3 were much more successful in retaining the information and procedural
knowledge.
This learning segment on converting metric units is just part of the whole unit on
measurement. The students are also expected to convert using customary measurement. I then
decided that this would be too much information for these struggling students to memorize, so I
made a chart for them to use when converting customary measurement, as well as the metric
system. I did not have them use it for the metric summative assessment, nor for the reengagement assessment, but I developed it for the unit assessment on measurement.
Assessment for monitoring student learning for each lesson happened before the lesson
was given (pre-assessment), during the lesson (informal assessment at the white board), after the
lesson (homework), and before I began the new lesson. Students were asked to go up to the
Smartboard. I also had the students go up in pairs around the class to the white board and show

how to do a problem. I monitored their work by walking around the classroom while they were
working independently. I gave a quick quiz just before each lesson and then I reviewed each
problem with the whole class.
Philosophy of Education
My philosophy of education is that learning is a journey that should never end. We begin
learning the moment we are born and we continue on this incredible journey of learning our
whole life. My job as a teacher is to help children learn to think, reflects, and imagines all the
possibilities that the world has to offer them. I believe that every child has a gift within them and
it is my job to help them discovery that gift and to help nurture that gift. I do not believe that
teaching is a job but a calling.
In this essay, I will discuss the importance of following curriculum of the Common Core
and the methodology of presenting the subject matter with the aim of achieving the varies
objectives of education. I will support my views on learning, the learner, assessment, classroom
management and the teacher with evidence from theories that have been proven theorist in
education.
The School
The school is a portion, a section of the society as a whole. The role then, of the school is
a vital one, for it is a place where students grow and develop, in order to take their places as
productive members of the community at large.
The school can be a place that fosters an atmosphere in which students can discover and
cultivate the unique gifts inside of them. It should be an extension of their family; an
environment where each student can feel safe and free to find out who they truly are; to unlock

the riches of knowledge they already possess, and to connect that learning to new concepts and
ideas.
Since the school is a part of society, it follows that the school is itself a community, where
students not only develop as individuals, but also learn to flow and interact with one another. I
believe the school should facilitate a warm, welcoming, and friendly setting where the students
expand their ability to function, learn, work and play together. It can be a place when children
learn to appreciate the differences they encounter; different cultures, different ethnic
backgrounds; various talents, abilities, interests and the huge variety of flavors that come
together to form society. The school then is both a place when students can shine as individuals
and where they learn to fit, function, and flourish within the human family.
School Curriculum
The school curriculum is designed to have a connection to the state standards and is
intergraded within the core subjects such as Reading, Writing, Mathematics, Science, and Social
Studies. Curriculum refers to the knowledge and skills that students are expected to meet at each
grade level. It is designed so that if a student were to switch school they would not miss and core
instruction for that grade level. The learning standards and learning objectives should drive
instruction in a school curriculum. The lessons, books, materials, videos, presentation, and
reading used in each grade level should correlate with the school curriculum and the state
standards.
Learning
I believe that every student should be given all the necessary tools for them to be able to
success in school and that it is up to the teacher to figure out what those tools are. I understand
that every child is not the same and that learning can take many different forms and can happen

in many different ways. I believe that every child has something to give to society. I believe that
learning can take many different forms. I also believe that measuring what the student has
learned cannot always be measured by taking a conventional test. Some students may never be
able to pass a written test, does that mean that they have not learned? I know with all my heart
that isn't true. In my opinion, students learn at different rates and in different ways. When we
teach children all the same way, we as teachers are doing a disservice to them.
The Learner
Teachers should always keep the interest of the students in mind at all times. I
understand that as teacher we have to adhere to the curriculum of the school and the standards of
the Common Core but we still need to making learning fun and interesting. If we are working on
working multiplying fractions than we can work on white boards or I have half the class go up to
the big white boards with a friend and then we switch for the next problem. Children need to
move, they need to engage not only their minds, but their bodies, in the learning process.
Learners also need to be motivated to learn. Finding ways to show the importance of a topic
helps to motivate students to learn. Like the old saying, "A spoon full of sugar makes the
medicine go down."
Assessment
Just as teacher should have differentiated instruction in the classroom, they should also
have differentiated assessment. There many simple and easy ways to assess what students are
retaining after a lesson. Giving the students a quick quiz after a math lesson can help teachers
assess whether students are grasping the lesson or whether they have a misconception on the
lesson. Also, giving the students questions to answer on a slip of paper can help teacher ascertain

whether understood the new concept that had been taught. I feel strongly that as teacher we
should strive to find as many ways as possible to assess students.
The reason being, just as Gardner's theory claims that students do not all learn in the
same manner they should also not be assessed in the manner. "Therefore, it is important that a
teacher create an 'intelligence profiles' for each student. Knowing how each student learns will
allow the teacher to properly assess the child's progress (Lazear, 1992). Have the knowledge of
each students abilities will allow the teacher such as myself to make informed decisions on what
to teach my students and how to administrator the information to them. I am not saying that I
still do not find the value in traditional tests but I also believe in finding alternates ways in
assessing students. Several assessment forms that I use in the classroom are research based
projects, portfolios, independent projects, posters, readers' theater, hands on science activities,
and outdoor fieldtrips. I believe that there are times to ask the children what they would like to
and how they would like to be assessed.
The Teacher
I have been teaching for 11 years at the same school. Before that I taught at a daycare
center with the school age children. My view as the teacher has changed and will continue to
change as I continue teaching. I believe that the teacher should be the person who helps to guide
instruction. The teacher is the one who finds the good in every student or discovers the hidden
talent within the child. The teacher should always be the child's champion. I believe that school
is the extension of the family. Therefore, it is the job and duty of the teacher to not only facilities
knowledge but to protect and guide the student. The students needs have to be met before the
student can learn.

Classroom Management
Maintaining good classroom management is all about being organized, consistent, and
fair. I believe that a classroom should be neat and organized but most of all, that the teacher
should maintain a fair and unbiased classroom. I think that a teacher should encourage students
to take ownership of the classroom. Every student should have a job and that they understand the
importance of doing that job correctly and diligently. When the classroom is neat, clean, and
organized then the class will run smoothly. In my classroom, I have a variety of different plants
throughout the classroom. I also have a fish tank, two turtles, a hamster, and one pleasantly pump
breaded dragon. The students take care of feeding the animals and cleaning their cage. The
classroom has throw pillows, comfortable chairs, throw rugs, and twinkle lights decorating the
classroom. I have classroom rules hanging in the classroom. We discuss them on a regular basis
and the students are told what the expected behavior is for the classroom. The students are
reminded to be polite, honest, and kind before they go to lunch every day. I not only verbally
remind students of the expected behavior for the classroom but I model the behavior. No one is
allowed to laugh at another student ever and that is taken very seriously. You are allowed to
make mistakes because I always tell them that their teacher will make mistakes so why can't
they. Just the other day, a fourth grader was not behaving in class and she told another teacher
that in fifth grade she will behave but she does not have to behave now. Kids need to understand
the rules and they need to know that those rules will be enforced. Please, do not misunderstand
me, I believe in grace but I will not have students rule the classroom.

Resume

Carol Quinn /Curriculum Vitae

-1156 Maple Road
Williamsville, New York, 14221
716-868-4198
[email protected]

Teaching Experience
5th Grade Homeroom Teacher- Saints , Peter and Paul School

2004-Now

I am currently teaching 4th and 5th Math, Reading, ELA, Social Studies, and Science.

Education
B.A. in Social Science-Interdisciplinary-University at Buffalo
Associate Degree in Liberal Arts Science-Erie Community College

1989-2004
1986-1988

Summary
I have six years experience working in a Pre-K center and I have more than 11 years working in
elementary education. I have experience in teaching 4th, 5th, and 6th grade Math. In addition, I
have experience in teaching Science, Social Studies, ELA, and Reading. I have experience in
developing and running Science Clubs. I have also assisted in helping run school's plays,
concerts, and other after school activities.

Skills

Flexible and adaptable

Creative and fun
Clean, neat, and organized
Strong skills in Math and Science
Interactive lessons
Hands-on lessons and activities
Classroom is attractive and engaging with a vary of animals residing in room

Conclusion

Subsequently, my educational and work experiences have worked hand in hand preparing
me to be a well rounded educator. My experiences have shaped me into becoming a better
teacher that will be able to reach my students in a more productive and engaging manner. They
have prepared me to look for alternatives ways of reaching students of all abilities. The school
observations have helped me to see news ways of implementing knowledge and skills into
todays young minds. They have helped shaped my Philosophy of Education. I view my
Philosophy of Education as a moving river, full of life. This river is constantly changing to adapt
to any environment. My learning experiences both in the classroom as a teacher and in the
classroom as a student, has had a profound effect on how I view education. As you will see, in
the artifacts that I have chosen for section three.
[Back to Table of Contents]