Professional Conference Reflection

On Saturday, November 23^rd I attended the Rhode Island Teachers of English Language Learners (RITELL) Fall Conference. This conference focused on Sheltered Instruction and Common Core Standards and the speaker was Dr. Deborah Short. Dr. Short was an excellent speaker who kept my attention throughout the conference. She spoke in depth about the SIOP (Sheltered Instruction Observation Protocol) model and how to incorporate such model into everyday instruction. There were also connections made of how to use the SIOP model to fulfill the Common Core Standards.

From this conference I learned the basics of the SIOP model. I learned that the SIOP model works with different techniques that help English Language Leaner students. These techniques include vocabulary development, content area literacy, ad oral language skills. Vocabulary development techniques included many activities that got the students involved and even incorporated an activity with us as the participants. They included 4 Corners Vocabulary, Word Sorts, List-Group-Label, Shades of Meaning, Word Familiarity Rating, and others. All of the activities were provide on a handout given to us that I can keep for the future. It seemed very beneficial to get the students working together and sharing out the more. Vocabulary is definitely going to be a part of my lessons as a science teacher so I believe these methods and activities will be useful to my future.

Although I do not plan on going into teaching ELL, I still found this conference to be very educational. Learning different techniques as a future teacher is so important because I do not wish to be a routine teacher. Getting my students involved in activities that are educational is a huge goal of mine so attending more conferences like this one will be great for my own development. I also will try using the SIOP model checklist that was also provided in my lessons. Overall, Dr. Short’s presentation was a great first conference that I have attended and I definitely will utilize her techniques into my future teaching practices.

Observation Assignment IV-10 minute quiz

Objectives:

The students will be able to determine trends and patterns of the periodic table.

The students will be able to use the periodic table to explain the structure of electrons in an atom.

Bloom’s Taxonomic Levels:

Application

Analysis

Electrons and Periodic Trends Quiz

Name:_________________                                                                                          Date:_________

For questions 1-5 circle the correct answer (1 point each). For question 6, answer the question in 5-7 sentences in as much detail as possible. Use complete sentences (5 points).

1.     From a vertical perspective, how is the periodic table arranged?

A)   lower atomic number to higher atomic number

B)   the date in which these elements were discovered

C)    similar properties

D)   there is no specific arrangement

2.     From a horizontal perspective, how is the periodic table arranged?

A)   increasing atomic number from left to right

B)   there is no specific arrangement

C)   similar properties

D)   alphabetical order

3.     What is a valence electron?

A)   Electrons that are closest to the nucleus

B)   an electron in the outer shell of an atom that forms covalent bonds with other atoms

C)   electrons that are not able to form bonds with other atoms

D)   random electrons that are stronger than other electrons, in various shells of the atom

4.     How many valence electrons does Oxygen have?

A)   3

B)   0

C)   8

D)   6

5.     What group of elements has a full octet in its natural state?

A)   metal

B)   noble gases

C)   alkali metals

D)   halogens

6. What is the process one would go through when figuring out how many valence electrons an element has? Reference the periodic table in your explanation.

Electrons and Periodic Trends Quiz-Answer Key

Name:_________________                                                                                          Date:_________

For questions 1-5 circle the correct answer (1 point each). For question 6, answer the question in 5-7 sentences in as much detail as possible. Use complete sentences (5 points).

1.     How are the vertical columns of the periodic table arranged?

A)   lower atomic number to higher atomic number

B)   the date in which these elements were discovered

C)    similar properties

D)   there is no specific arrangement

2.     How are the horizontal rows of the periodic table arranged?

A)   increasing atomic number from left to right

B)   there is no specific arrangement

C)   similar properties

D)   alphabetical order

3.     What is a valence electron?

A)   Electrons that are closest to the nucleus

B)   an electron in the outer shell of an atom that forms covalent bonds with other atoms

C)   electrons that are not able to form bonds with other atoms

D)   random electrons that are stronger than other electrons, in various shells of the atom

4.     How many valence electrons does Oxygen have?

A)   3

B)   0

C)   8

D)   6

5.     What group of elements has a full octet in its natural state?

A)   metals

B)   noble gases

C)   alkali metals

D)   halogens

6. What is the process one would go through when figuring out how many valence electrons an element (not transition metals) has? Reference the periodic table in your explanation.

In order to figure out the number of valance electrons an element has one would simply use the periodic table. There are trends and patterns that hold for figuring out how many valance electrons each element has so the periodic table is a great tool in figuring this out. The columns represent the group of elements and there are 18 groups. Group 1 has 1 valance electron. Group 2 has 2 valance electrons. Skipping over transition metals, group 12 has 3 valance electrons while group 13 has 4 valance electrons and so on. Group 18, with the exception of Helium, have 8 valance electrons.

Observation Assignment III-Classroom Management

            I always knew classroom management was important, but after attending my third class at Mount Pleasant, I realize just how important it really is. It was second period, on a Friday, and today just so happened to be the day of their unit test on cells. I had arrived as the students were walking in and the teacher had me sit in the front of the room so I was able to observe from a teacher’s perspective. As the students came into the class they were loud and rowdy. The hallways were even louder. Some kids were running, some were yelling to their friends. Students stopped in to the classroom I was in to see their friends. I could hear teachers telling certain students to get to their class. It was then time for the students to settle into their seats and get ready for the exam. The teacher began his “Do-Now” assignment. He told the students to make sure that they do this one because it would be on the test. The students continued talking. The teachers voice could not overcome the students and he did not discipline them.

            As I looked around the room I counted the number of students present. There were six. I asked the teacher if this is how many students were always there and he said that there should be twenty. This was shocking to me because it was the day of their unit test and if the teacher was not surprised then it was obvious this was a normal day in his classroom.

             When the test was being passed out the students continued to talk loudly and they did not put their things away. They had to take pencils from the teacher. I noticed that the teacher had left the “Do-Now” answer on the board (on purpose). The teacher asked if the students would put away their things and they ignored him. He continued to pass out the tests and shut a student’s notebook that was on his desk. The second the teacher turned around the student smirked and opened the notebook again. The teacher noticed this and chose to ignore it. The teacher stood in the front of the room and spoke to me about his class. I asked what they were learning about and what were the topics covered on the test. A student took out his cell phone and another student told the teacher right away laughing. The student said he wasn’t cheating and when the teacher asked to see his phone (laughing as well), the student played with it then showed the teacher a new background picture. The teacher didn’t say anything else and walked away.

             As the test went on, the teacher did he best to praise his students and encourage them to work. He answered any questions the students asked and since there wasn’t much of that he walked around and helped students who were not writing much. He gave the students hints and sometimes answers. They seemed to just blow off anything he said unless it was a direct answer. They would get up, walking out of the classroom saying, “mister, I have to go to the bathroom”, or “mister, I need a drink”. He would allow them to go but I don’t think the students were waiting for approval.

            The students finished at various times throughout the class period. When they finished they were not given other work and the teacher did not mention homework. When they finished they asked to go to the library or computer lab and the teacher gave them permission. When all the students finished the test, there were only a couple of students remaining in the classroom and they played on their phones and talked for the last fifteen minutes.

            The experience I had in this classroom was very eye opening. I realized that your students may not always respect you and that it is very important to manage your classroom appropriately at the beginning of the year and to stick to the rules you set for you classroom. This teacher treats these students with respect and I don’t think that these students dislike him. I just think they know they can get away with a lot so they behave however they want to. Other teachers may manage their classrooms with more discipline so this class may be a break for these students. However, I don’t think it was right of the students to disrespect their teacher and not follow the rules he tried to enforce in class. This class was a huge learning experience and it taught me that classroom management is such an important aspect of the classroom

Microteaching II

Here is where you can comment on my Microteaching II lesson plan on Density. Thank you very much!