Name: Andy Graves

Week: 8/31/15 to 9/4/15

1.

How did you spend your time this week? What responsibilities did you have?
a. This week was a mix of a lot of different parts of teaching: observation,
instruction, monitoring, and leading the students. There was no formal
teaching this week, however we are getting to the point where the students
are becoming familiar with me and I them. So, I spent a lot of time this
week talking with the students, instructing them on various activities, and
monitoring behavior to ensure that they were as on task as first graders can
be throughout the day.
b. Responsibilities this week included reviewing expectations for our literacy
centers (Read to self, work on writing); instructed/led some independent
number work (cut, glue, organize, etc.); and recess duty. During these
times my mentor teacher was benchmarking their reading levels, so I was
more in charge than I had been in the first few days of school. She was
still there, and I was merely carrying out her directions for thema proxy
of sorts. There was also the preparation work for the activities that I
assisted in accomplishing: making copies, printing things, pre-cutting
items, and organizing the materials so that it was easily accessible when
the time came.
c. In addition to the in class routines and work, I was able to observe/sit in on
a few different meetings that will, ultimately, play a part during my bellto-bell time. The school is implementing a WIN time, which is an
independent group time that allows students to get caught up on specific
skills. Additionally, the ELL/ESL team is working on organizing their
pullout schedule for all of the students who need extra assistance with
language acquisition. These are two bumps in our scheduling road that we
are working on getting smoothed out before I take over full responsibility
in the classroom. In addition to the extra meetings, I have been sitting in
on the first grade team PLC time, which is helpful as I transition into
teaching as well.

2.

What were your most satisfying experiences? What were your most
challenging experiences?
a. The most satisfying experiences this week were: remembering all of the
students names after the first 3 days of class; the students beginning to
recognize me as a teacher in their classroom, rather than an observer;
taking some responsibility for the classroom, even though I was not
teaching content, merely leading them through exercises. Even though
these seem kind of trivial, these are the three most important things to
starting off a good experience, in my mind. If you do not know their
names, you cannot gain their trust or respect; and if they do not see you as
a teacher the same issues will arise. Plus, I want to be teaching, so being
able to take some responsibility over the classroom was a good start to the
year. We are working out the plan for my transition into the bell-to-bell

and I think it is going to be a good semester.

b. The most challenging experiences were dealing with behavior issues in the
classroom and on the playground. There werent many, but the students
involved are not the type that takes to redirection, and it becomes a bit of a
standoff when youre attempting to redirect them and they are blatantly
defiant. Ive always struggled with this area of the work because of the
power struggle that plays out with a first grader. The understanding is I am
the adult, you do what I ask, however when you are not in that position of
power it is unnerving and I often find myself lost. My mentor teacher has
been helpful in giving me pointers, and observing her tactics has
simplified the processmost students do not what their parents involved
in their life at school, and so letting them know that you will do just that
tends to help out a little bit. However, I would like to see if I could find a
better way to encourage participation and respect without having to play
the parent card.
3.

What are the plans for the upcoming week?

a. Next week, our plan is to progress towards me taking over more
responsibility. We still have some benchmarking to do in our classroom,
so there will be more time for me to lead the students through the activities
designed by my mentor teacher, however I am going to start teaching math
this week. The plan is for me to take math first, since the afternoon block
is the least messy in terms of schedulingWIN Time is in the morning
block, which has made things more complicated. On Tuesday of next
week my mentor teacher is going to introduce the math unit and on
Wednesday I am going to teach solo the first lesson of that unit. We
decided this yesterday (9/4/15), and so I am responsible for getting my
lesson plan to my mentor teacher by Sunday evening for approval. After
Wednesday, we will slowly progress towards me leading the entire math
time, and the rest of the day as wellonce we get the morning routine
figured out that is.
b. Additionally, I want to look ahead at the literacy block, and start figuring
out what types of lessons I will be leading and what our small groups will
look like. I know we have more benchmarking to do before we can
accurately group them, however inquiring deeper into the process is on my
agenda. That way the transition can happen there as well. Im also curious
as to what type of work first graders do in small groupsI have not
experienced it first hand.

Response:
Andy,
Thank you for the weekly log. When you wrote about the redirection/correction
situations with first graders, it reminded me that one of the most important tools a teacher
can develop is a strong relationship with the students. When they know you care about
them and how well they do, they will want to do things that please you and not disappoint

you. So, as you get to know your students, be aware of the importance of the relationship
aspect of being an effective teacher.
Bill Orcutt
Name: Andy Graves
Week: 9/07/15 to 9/11/15
1.

How did you spend your time this week? What responsibilities did you have?
a. This week I spent more time leading the class through more activities and
pre-determined lessons, with assistance from my mentor teacher. I have
begun regularly leading them through the morning routine: welcome,
breakfast, lunch, calendar, and announcements. There were a couple times
when I transitioned right into our phonics time, using the previous day as a
direct model. Additionally, I have been actively leading math for a bit
longerworking through the lessons that I wrote still.
b. In terms of indirect responsibilities, I have been taking the class to/from
specials, recess and lunch. As well as trying to my best to be active in
planning meetings and figuring out what is coming up for our students in
the next few weeks (see more below). Im still taking on a little more
responsibility as the days progress, and will have the class to myself (with
a sub) on Monday morning, since my mentor teacher has a doctors
appointment. I have been given the reigns to work through the morning on
my ownIm hoping for the best.

2.

What were your most satisfying experiences? What were your most
challenging experiences?
a. This week there were a lot of satisfying experiences, but they all stemmed
from similar happenings. We were working on counting from 1-120,
which most of the students have memorized wonderfully, but when it
comes to starting at random places in the number frame, or filling in
blanks they struggle a little bit. However, I am fully confident that they
know the numbers just fine, so when they make a mistake and finally
catch it they laugh and smile and see that they really did know the answer
the whole time. It is that moment, when we share a smile and an a-ha
moment that really means something to me. Often times it was merely
writing the same number twice, or skipping a number somewhere, but we
were together in the struggle and made it out alive.
b. On the flip side, I went to the Wednesday professional development
meeting this week and it was one of the most challenging things Ive done
so far. We were talking about the implementation of a district directive to
provide What I Need (WIN) Time every day. This, in itself, is great. I
know that all students can use a little extra help, however when there is no
clear direction as to how this is supposed to happen, while still
maintaining the course of teaching the grade-level content. It becomes
frustrating. Even more so, when nobody really has any answers to the

questions that we have been asking since the beginning of the school year.
The principal says, Its not going away, so were going to have to figure
it out, does not provide any clear direction. We have to teach the content
required of the grade, but still carve out an hour or more a day to stop
instruction in order to play catch-up with all of the students. Its
frustrating, and my mentor teacher shares this frustration. She has said
several times, she is supposed to be preparing me to teach bell-to-bell, but
doesnt even know what the classroom is supposed to be like.
3.

What are the plans for the upcoming week?

a. Im going to continue to lead math, and make sure my class knows their
numbers outside of the memorized 120 frameif they cant write or say
their numbers properly we cant really begin to add/subtract.
b. On Monday I am in charge of morning literacy and my first run at small
groups. So, I will be leading the phonics time and leading the small
reading groups as my teacher is out for the morning. So, with Monday
being my first shot at running small groups, I am going to stick to the
script, but after experiencing it first-hand I will have a better
understanding of what goes on. However, with the WIN time being
implemented fully, with expectations to be met, Im not sure what will
come of our morning routines. Therefore, I hope to get some clarity as to
what is going to be expected of us, so that we can all progress in a
meaningful way.

Name: Andy Graves

Week: 9/14/15 to 9/18/15
1.

How did you spend your time this week? What responsibilities did you
have?
a. This week was a lot like the previous week, but on Monday I was in
completely in charge of the morning. This was the first time when I had
the entire morning under my care. I had previously done bits and pieces,
but never the whole thing. It was new, but in hindsight I realized that I am
not quite ready for bell-to-bell teaching. I had put so much energy/worry
into preparing to be alone in the morning that I completely spaced the
afternoonsurprise; there are 2 halves of the day. Nonetheless, I made it
through and successfully ran the small groups and got us through math for
the most part.
b. I am still running the afternoons from read-aloud to math, and am starting
to realize that its harder than I thought it would be. Teaching math is
hard, especially when I know the material myself, but cant explain to how
do it to a first grader. Its an interesting, yet terrifying, position to be in.
My thoughts are along the lines of, Why cant they just do it already?
Nonetheless, were stepping up my responsibilities and I am slowly
getting ready to take over the entire day. It will be easier once we get a
first grasp on whats really coming beyond the horizon.

2.

What were your most satisfying experiences? What were your most
challenging experiences?
a. Even though it was a small victory, making it through a morning
unassisted was rather satisfying, even though the afternoon kind of
bombed. However, on a more interesting note, starting to build
relationships with some of the students is starting to take on a lot of
meaning. They respect me enough to tattle on others to me, which is
something I look forward to in young studentsespecially first graders.
They are starting to come to me to tell me things are happening, whether
its important or not. Of course in order to keep that trust going I followthrough to find out if their complaint/issue is valid so that they know that
they can come to me with issues. Its a big first step in the direction of
getting somewhere.
b. On the flip side, like I said above, teaching math is hard. Trying to figure
out a way to teach the abstract concept of counting by 10s with first
graders is hard. Trying to figure out a concrete way to teach the concept of
counting on with first graders is hard. Math is hard. I dont even like math,
and trying to teach it in such a way that makes sense and is graspable feels
nearly impossible. I have been leading math for 2 weeks now, but we
havent really gotten into the meet of math until now. We are starting to
do real work, and I feel as if Im letting them down. I cant teach them
how to do mathat least thats what it feels likeand my mentor teacher
said, Youll just have to figure it out which is really not a lot of help. I
realize its true, but I really want to just know how already. No easy way
around it.

3.

What are the plans for the upcoming week?

a. This next week, we have some new adventures to go on. My class gets
FAST tested, and so my teacher will be allowing me to observe that for a
little while, and there will probably be some times when I am leading the
rest of the class with the assistance of a substitute as welllike Monday.
Additionally, we will continue our struggle to figure out how to count in
math, sound out words, and build words. Its a never-ending cycle of the
same materialwhich is to be expected. I will probably also start doing
more work in the morning rotations, especially once we get the FAST
results back and figuring out where our students really are.
b. On a side note, I am also creating a grade book so I can keep better tabs on
the progress that the students are making. So that I dont have to guess at
the math competencies and such. It just doesnt make sense to keep doing
the same things over and over again if they get it. With no previous
tracking, on my behalf, I have no idea where they are or where they might
be going. So, I got the okay to grade some papers and keep tabs on them. I
want to actively invest in the learning that they are doing, and I feel that
this is a good first step.

Response:
Andy,
I enjoyed reading your log. While, to a degree, the mentor teacher's comment about you
just have to figure it out, is true, BUT, there are a variety of methods you can use to help
students approach solving math problems. We can talk about those sometime if you are
interested.
Bill Orcutt
Teacher Observation Form
Name: Andy Graves
Date: 9-18-15
Time: 12:00 to 1:00
School: King Elementary
Subject/Activity: Read Aloud, Mathematics
Professional Demeanor
+You are persistent in maintaining your position as the teacher.
+I believe that even though students are not always staying with you, you remain calm.
Communication (Spoken / Written)
*Work at using terms other than You guys when referring to the members of the group.
I did hear you use friends at times.
*Talk slower. Sometimes you talk a little fast for this age group.
+You are easy to hear and when you are giving specific directions for an activity, your
speaking rate slows.
* All right, so, seems to be a favorite way of beginning the next activity. Not a bad
thing, but it might get old.
+You are generally able to wait for everyones attention before you begin to give
instructions
Knowledge of Content+You had the content and activities for this lesson well in mind and were able to move
smoothly from one activity to the next.
+The jumping activity using counting by tens was enlightening. It was also a great
way to handle the squiggly group of students and still work on knowledge of numbers.
Monitoring Student Learning

+I like the way that you kept a close eye on the whole group throughout the lesson.
+You are willing, and able, to redirect when you believe it is needed.
Planning, Preparation, Organization
+Very thoroughly written plan. Good detail. Easy to follow and a substitute could make
good use of these plans.
Classroom Management
+When you brought the students into the room, you gave them specific instructions in a
voice that communicated to the students that you meant business. The students
responded appropriately.
*If talking level is zero, you probably not have to talk over student voices when you are
giving directions.
+Once you gave them their two minutes to complete the work sheet, all were quietly
busy.
+You do well at using routines and procedures. If they are important to the classroom
organization and function, always follow through, so students know that is a habit.
*While it is important that all students are behaving as directed, it may help to keep the
transitions short and quiet with directions.
*How many warnings about the workbooks does the purple table get?
Address Individual Student Needs / Strengths
*I observe that you are now learning which students need your attention behaviorally and
academically.
Strengths
+You are able to recognize when you need to regain students attention.
+You want students to enjoy the learning and are willing to be patient to help them enjoy
the process of learning. (Be careful)
+Persistent. Dont be discouraged about having to repeat yourself several times to get the
behavior your want/need. These students are 6 years old and need a lot of repetition in
order to learn how you want things done.
Suggestions
*Keep things moving as smoothly as possible.
*Activities should be as controlled as possible so all students

William J. Orcutt
Supervisor
Drake University