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=This wikispace is presented by  in fulfillment of the requirements of= =SEED 394 Internship in Secondary Education= The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of //Reflective Decision Making + Leadership//, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.
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Graves, D. (2001). //The Energy to Teach.// Portsmouth, NH: Heinemann

=Check List - Next Steps=
 * Yolanda's Fall 2010 SEED 394 Internship Placement**
 * School: || Sioux City Middle School ||
 * Field-based supervisor: || Deborah Jorgensen ||
 * Content area: || ESL ||
 * FBS e-mail address: || "JORGENSEN, DEBORAH"  ||
 * FBS phone: || 712-253-3181 ||
 * USD supervisor || Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu ||

Next steps: Please check off the following items by replacing the "o" with an “X” in the left hand column of the table once you have completed the task. x
 * x || Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement. ||
 * x || Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail. ||
 * x || During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom. ||
 * x || Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom. ||
 * x || During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the __requirements__ of the experience in this space. Discuss the requirements. ||
 * x || Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting. ||
 * x || Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the informatin table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom. ||
 * x || When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people. ||
 * o || Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester. ||
 * o || Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester. ||
 * o || IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE. ||

My goals for the internship:
Write three goals for your internship experience. (1) Develop a clear understanding of what ESL is and how it is used to benefit the non English speaking student (2) Develop a better and realistic understanding of lesson planning to prepare for different level of student learning (3) Develop a growing resource of reading material for my future students (4) Learn the maximum that I can from an experienced and confident teacher about organization and establishing authority.

Post-experience reflection on my goals.
I did indeed learn what English as a Second Language was and saw the benefit to the students whose primary language was other than English. Mrs. Jorgenson had been teaching so long that she no longer used a written lesson plan, she did have very clear goals and worke to adhere to the state and local required standards. I could easily see how written goals and lesson plans would keep me focused and away from drifting as I might tend to do. I feel that I would need to write out lesson plans for all the classes for years to become the effective teacher that I want to be. I hope I would not become anal about the plans, rather be flexible to take advantage of teachable moments and listen to the students to adjust and be where they are rather than where they need to be with the goal of keeping them moving forward and hungry to learn more. I recognize that not all students will be hungry to learn but I hope that I will inspire students. I did create a list of books that I need to read if I am to use them for my students. It helps that the booksare humorous or have a message that students can relate to. This is an ongoing project of creating a reading lists but one that requires that I read the books before imposing them on students. I may like the book but they may have nothing for the students of todays world to grab on to. I need to continue to organize my materials so that I can have ready access. I need to learn how to use folders or drivers to save specific materials and be able to obtain it without going through each and every article, book or note. I have so much more to learn prior to teaching and succeeding so that I have successful students. Y Herrera

A. 45 hours of field-based classroom participation
Note: Some hours may be completed outside of your placement by the SEED 394 class as a whole.
 * **Date** || **Hours** || **Description of my activities/participation in the classroom....** ||
 * 10/13 || 3 || Observed 3 classes of ESL from moderate level to high level. Followed as students followed along audio reading of selected novels, Holes and Maniac McGee., Helped student with worksheet on past perfect tense. ||
 * 10/19 || 3 || Observed 3 classes of ESL, 2 classes read along with audio. last class had quiz on identifying pronouns in direct and indirect objects. ||
 * 10/21 || 3 || Observed 3 classes of ESL, quiz in one class, grammar work in advanced class ||
 * 10/12 || 1 || I met with Deborah Jorgensen in her classroom. As I arrived a little early I was able to observe 1 class, level 3, where Mrs. Jorgenson read "Little Engine That Could" to help students connect with character in Maniac Magee who was learning to read and discussing the similarities between the two books. In the book, Maniac Magee, the main character is teaching an adult character to read and uses this same book to help teach. . ||
 * 10/26 || 3 || Observed 3 classes of different levels review work and prepare schedulers to be evaluated. Students filled out forms for the books they had read to identified whether they were getting the information. ||
 * 10/28 || 4 || Observed 4 ESL classes. Had opportunity to observe lower level class. This class required much more simplistic directions and more clarification. The other classes had tests to assess their knowledge of the books and related grammar. ||
 * 11/2 || 3 || My placement was scheduled to have movies so I observed ESL 7th grade that focuses on English grammar, different teacher with same info but different techniques. Also observed English class that had Directive instructions. Great suggestions for future classes. Period 8 class read another chapter in Kira, Kira. ||
 * 11/4 || 3 || Observed 3 classes, reading class worked with comprehension and understanding multiple choice questions. ||
 * 11/9 || 3 || Observed 3 classes ||
 * 11/11 || 6 || observed 2 classes in the AM and taught period 6 and 7 worked on context forms. ||
 * 11/12 || 10 || Traveled to Omaha and visited South High Magnet School. I observed bilingual classes in History and English. I was amazed at the changes that have occurred in a public high school. I was very impressed with the classes and advantages that the students have the opportunity to attend. For example: Fashion Design, Culinary Classes, Piano and Dance classes. I was very impressed with the students behavior and positive attitudes, it was obvious that these students wanted to be at this school. The quality of teachers was also high and the low turnover rate reflected the high satisfaction level. The history book used in the bilingual History class was one that I never thought that I would see in my lifetime. It included hispanics in history as well as hardships due to the majority's attitudes and biases. Overall, I am very glad that I had the opportunity to observe the school, my only regret is that I am too old to be starting in this profession to seek out a school such as South to work in. ||
 * 11/16 || 3 || Observed 3 classes worked on main idea on Q&R forms and discussion, ||

B. Work with a group of students
1. Describe the group of students you worked with. The ESL classroom that I observed were students from at least 10 different nationalities and all were learning Enlish as their second languages. The level of capabilities in speaking, reading and writing English were quite varied and were grouped according to capability level. They ranged from age 11 (grade 6) to age 15 (grade 8). The students were amazingly well mannered and eager to participate in class. 2. Did students have cleary defined role/or tasks? Mrs. Jorgenson had very defined rules that allowed the classroom to function smoothly and efficiently. The head of a row passed out the books, the last in the row handed out the notebooks. The reverse was used in putting supplies away. Students left the room by rows. 3. Describe your interaction with this group of students. The students were friendly and welcoming. They did not ask many questions and I believe that perhaps it was due to politeness or insecurity of imposing. As an example, a girl would sit through the whole period rather than identify that she did not have the necessary worksheet. The students felt comfortable challenging me to a dice game inbetween periods but not comfortable enough to identify needs. 4. How did your interaction affect student learning? I was only able to teach a very small amount as my supervisor had a very precious hold on her class and her way of teaching which was very effective, however did not allow for much change from her scheduled teaching which corresponded with the other ESL instructor. I feel that the time I did teach, the students learned, enjoyed the learning process and even asked if I would teach every time I came back. Mrs. Jorgenson has an excellent reputation with her students...

C. Work with students individually
1. Describe the individual you worked with. Worked with student in helping her identify past perfect verbs and how to use them. 2. Did the student have clearly defined role and/or task? Student﻿ had worksheet and was to fill in the blanks with past perfect verbs, The questions were related to the reading but engaged in grammar, 3. Describe your interaction with the student, ﻿The student was staring at her assignment and looked confused. I asked if she need help, She stated that she did not understand what Past Perfect was and I reviewed present, future and past verb tenses and clarified that Perfect used the verb Had. 4. How did your interaction affect the student’s learning? The student finished the worksheet with minimal assistance after that and when reviewing the worksheet aloud in class, this student had her hand up repeatedly to volunteer answers, 5. How did you assess your impact on the student’s learning? I feel that the student understood the clarification with just a little one on one and boosted her confidence by her responses.

D. Participate in redesign of a lesson with technology
Reflection on the ISTE standards Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
 * 4. Promote and Model Digital Citizenship and Responsibility **


 * || advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. ||

Mrs.Jorgenson purchased multiple lesson plan programs that coordinated with the books being read in class. She then had the legal right to copy lessons from the programs to use in her classroom. The worksheets that were used were consistent with the books and chapters and focused on learning sequence of events, context or other skills that were being worked on for that time period. Mrs. Jorgenson had an older whiteboard in her classroom but did not use it except as a large tv screen. She was not yet trained in the use of the whiteboards. Sioux City Middle School North is a newer building that is spacious and comfortable but the funds were limited and there is little technology in this school. Mrs. Jorgenson had the use of a computer in her class but little else was available. The ESL program had the use of 5 handheld ebooks that the students were able to use and read along with the audio books. The ebooks were used only for the higher level students and only 5 of the students could use the appliances while the remaining students read along in the regular paperback books. (Note- The ebooks were used by other classes during the other periods and teachers were responsible for getting them to the correct classroom ., [|ESL LP-1Context Sioux City North Middle.docx] [|ESL_lesson_plan2_001.jpg] [|ESL_lesson_plan_1_001.jpg] [|ESL_Lesson_Plan_4_001.jpg] [|Lesson_Plan_3_001.jpg] [|ESL_Lesson_Plan_5_001.jpg] [|ESL_lesson_plan_6_001.jpg] [|ESL_Lesson_Plan_7_001.jpg] [|ESL_lesson_plan_8_001.jpg]
 * Lesson #1 - Title Lesson 5 Context forms**
 * Lesson #2 - Title** Lesson 7 Context forms

G. Share two duties with field-based supervisor
1. What were the two duties you shared with your field-base supervisor? My FBS has recieved extra classes and this has removed her from extra duties. I did stand in the hall on occasion and just made my presence known. This was not an extra duty for Mrs. J but on occasion she did stand in the hall and watched the students in the hall as they changed jobs. What did you learn about collaborating with another colleague? I had the opportunity to observe the other ESL classroom and the two teachers share materials for the same level classes. I also observed and English class on D&I b

H. Attend an extra-curricular activity with students
1. What did you learn from your extracurricular activity(ies) with students? I went to an assembly where a retired football player ( 4 time superbowl participant with 2 championship rings) who talked to the kids about living healthy and eating good food to achieve the things you want to do. This was sponsored about the Iowa Dairy Council focus on ending obesity in children. Move a total of 60 minutes per day. 2. Describe what had the most impact on you from this outside-the-classroom requirement. The group of attendees in the gymnasium were loud, overly excited, they did not really care about the food message or the status of the retired athlete, they were interested in getting out of class more than the subject.

I. Attend a school board meeting
1. What date and school board meeting did you attend? On November 9, 2010 I attended the Vermillion School District Board Meeting. 2. What did you learn about the policy and procedures of middle/secondary schools? The meeting I attended, there were presentations by The Arts Program, primarily a voluntee program to keep art in Elementary School, Alternative School, approximately 20 % of all High School students attend the Alternative school at one time during their 4 years in HS. The School Board described budget and long term plans for future goals as well as current bus transportation. Discussed plans for going paperless

J. Reflective interview of field-based supervisor around teaching standards
Type your interview questions and the field-based supervisor's responses. How long have you been teaching? A. 35 years Have you always taught ESL? A. I started teaching Spanish at Heelan, and taught there for over 20 years.. 1. What is your impression of your field-based supervisor’s attitude toward teaching standards?She is doing what she loves to do, she loves to read and loves to teach reading 2. What is your impression of the impact of standards on instruction?The standards help to remain focused on the goal of teaching multiple levels reading, cultural, special needs and not lose sight of the students as the main goal and their education. 3. How do you intend to incorporate standards into your teaching? Mrs. Jorgenson had hers posted on the wall although she knew by heart, I believe that I will follow many of her examples including keeping the standards visible.

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