1. What I think fully embodies the notion of praxis is having moments with students in the classroom. Praxis is taking a step beyond lesson planning and work in courses and taking it to have real learning moments with students. Praxis is theory and practice together.

2. The biggest area of growth for me as a pre-service as I enter into the field is confidence and trusting myself that I know what I'm doing.

1. What questions do you have about preparing to enter the field in the capacity of a teacher?

Being on the other side now (not as a student), I have many questions about why some of my teachers behaved in the way that they did (jokes they made, personal information they shared, etc.). What are good ways to build relationships with other teachers, especially those older than me? How much training do we usually get from a school before we step foot in it, or are there situations where people go in completely blind? What are the easiest traps to fall into as a first year teacher?

2. What denotes professionalism in the field of teaching?

To me, professionalism not only includes the way you dress, but how you handle situations (timely and effectively), how you lead by example, how you separate yourself from students in terms of authority in an appropriate way. Being professional means setting boundaries, being clear, and leaving no room for misinterpretation of your interests.

1. My junior and senior year of high school, I definitely needed social support from my school to get through things because of what was going on outside of school. This was provided to me by first, my school counselor. The experience with her could have been better, but was still helpful. Support was also provided to me by my theatre teacher, who I felt close enough with to share some of the things that was going on.

2. Yes, I do think schools and teachers should help students through personal issues that occur outside of the school. I think it is highly important for student success, because students are human people who do not solely exist in the classroom. Their life outside of school is a huge factor in determining the quality of work they are able to do IN school. Learning more about a student's struggles can help you meet them where they are, and best support their learning. (For example, if a student doesn’t have supplies at home for a project).

1. I define "classroom management" as a teacher's set of practices in their classroom that help facilitate student behavior to keep a calm learning environment.

2. Depending on the teacher, this may be more discipline based or more positive reinforcement based. The teacher is responsible for setting expectations early (preferably with the help of their students), reinforcing those rules each day, and changing rules when necessary. Teachers with strong classroom management must be observant.

Combined def: Classroom management is a teacher's set of practices in their classroom that help facilitate student behavior to keep the classroom under control in high stress situations. This requires trust and respect from student and teacher.

List of concerns for classroom management

• What's the best way to introduce a new rule

• Physical altercations- not intervene in a fight?

• Intro class- what to do about kids who do not care, "this is stupid"

General major beliefs concerning classroom management​

• Rules should be posted

• Rules should be co-written with students

• 3 Positives from first 2 weeks

  • A huge positive that I am very lucky to have is that my host teacher and I get along so well!

  • I have already taught a mini lesson that went very well, especially given that I am not in my content area.

  • I have made connections with a few students, especially one very shy student who has opened up!

  • One thing I have been worried about was how the students would behave when we had a sub, but they were actually pretty good

  • 3 Questions from your first two weeks

    • I am still pretty confused about the project we are doing with the other students in our placement, but I'm sure class today will clear all of that up.

    • My host teacher told me that her first two sections of the day (which I'm in) are her best behaved. There are still some pretty major behavior problems that I've noticed, so I am quite curious what her other sections look like.

    • The first day, my teacher told me she would send the IEPs and 504s, but she still hasn't. What is the best way to follow up and ask her?

• 3 concerns from your first 2 weeks
  • My biggest concerning thing that happened was the report I had to make about a student's comment regarding our active shooter drill. My teacher supposedly handled it, so I think it's okay, but definitely still something to keep an ear out for.
  • I am worried about moving into my bigger lessons just because it isn't my content area so I haven't had much practice with longer lessons in this way.
  • Honestly, I don't think I have any other concerns :) So far it is going very well.​​
• 3 areas of growth to work on until our class meeting on 2/19
  • Before our next meeting, I need to start reading the book that my placement class is about to start reading in class.
• • I want to meet early with my host teacher at least one or two more times to keep discussing my upcoming lessons.

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3/18/24

• My SMART goal was to trust myself more that I know what I'm doing when I'm teaching and to trust myself that I can apply what I have learned and make the best decisions in the moment. I think I have approached this goal so far by being present in the classroom and not just sitting when I am not "doing anything". There is always engagement to be happening and always help I can offer. These small interactions of helping students with their bellringers and other work has made me feel even more confident than the big moments because I feel like I really have been able to connect on an individual level.

• Though I think that this is a goal I will have consistently throughout my teaching career and is something I can constantly improve on, I think I have made a lot of progress this semester. 

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10 Minute Reflection

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3 Moments/flashes that have helped me grow as a future teacher

1. Twice now, I have taught class by myself (with a sub there obviously). Both of these days went very well and proved to me that I can have control of the classroom. The students' behavior was not different from when my host teacher is there which was a good sign to me.

2. Being a part of a tornado drill was a good experience for me because when it happened I was teaching, so I had to redirect when we got back. I also think it's good to get experience of all the drills before I am teaching for real.

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3 Moments/flashes that I want to discuss that made me re-think something about my personal teaching philosophy

1. Usually my host teacher does a great job explaining why she asks students to do something, but recently she pulled a "because I said so", and the student hadn't been pestering her over and over either. Something I may want to add to my philosophy is to fully explain my rules and redirection, seeing students as humans.

2. Growing up in a city and school district that highly pushes a college education more than anything, it has been really good for me to be in a school where not all of the students plan their life on going on this path. This has felt different than Burris, too, which is where I have been for the past three years. Something I want to work into my teaching philosophy is how theatre can support students their whole lives, no matter what career they go into and whether or not that includes a degree.

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3 Moments/flashes that I would like to unpack and discuss with my peers

1. There was a day that I stayed for two extra periods to make up time, so I got to sit in the teachers lounge. In there they were talking about behavior of specific students and how missing just one of these problematic students can change the behavior of the whole class. Does anyone else have one of these students or has overheard teachers talking about students like this?

2. Something that is an issue with my students is constantly tattling on each other, but breaking the same rules that they are doing. At an eighth grade level, this is not something I expected. Is anyone else seeing this?

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3 New Goals I have set for myself to help me improve and show my teaching competencies that I will work on for second rotation​

1. Since I have more time this time around to be prepared, I would like to have my lesson plans ready to go much sooner in advance.

2. I would like to practice some parts of my lesson/bounce ideas off of my peers.

3. With this unit plan I want to go out of my comfort zone and really try to apply methods I am learning in EDSE and this class. (obviously I am already out of my comfort zone because it is not the subject I want to teach, but I am teaching a short story unit so I feel familiar with stories).

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3/19/2024

• Understanding by design and backwards planning are similar in the fact that they both work from an end goal backwards to see what you need to do to get there. Understanding by design has more of an emphasis on starting with desired results, whereas backwards planning has an emphasis on starting with the end (project, test). 

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EU and EQ Activity

• You are teaching a unit on the importance of light, lighting and color in the theatre and stage.

  • EU: Lighting not only allows the audience to see what is happening onstage, but can create mood, communicate story, and show the audience where to look.​

  • EQs

    • How can color create mood or invoke emotional responses?​

    • How can lighting communicate time of day?

    • How can lighting communicate season/weather?

    • What role does lighting play in showing the audience what is important in a scene?