Interview with Clinical Teacher

ELED 3226-090

1. What types of materials do you need available when you plan l

essons?

I use the common core standards or NCDPI to read the unpacking for
what exactly the student will need to know for each standard. I then
use past lessons and google drive (we are a collective school and keep
everything on drive for others to view/use).

2. In what ways, do you plan to accommodate individual differenc

es in the classroom?

I have a unique class this year, almost all male (19 boys, 3 girls). This
has made for a different way of teaching. I have implemented a lot
more movement which is beneficial for all students. I also have two
students with 504s for extended time and preferential seating. One
student has an IEP for extended time, seating, and pull out
instruction.

3. What
do you consider essential characteristics for successful teachin
g?

Students need a teacher that tries to meet them where they are. You
should build upon foundations of knowledge that might not always be
there. Teachers need to be consistently reflecting and adapting their
lessons, as each class is never going to the be the same. Teachers also
need to be flexible when it comes to new technology or teaching
styles.

4. Are you satisfied with the amount of time that you currently all
ot for social studies instruction? Please explain.

Unfortunately, we have to integrate Social Studies through homework

and reading passages. There is no time for direct instruction, as it is
not a tested subject.

5. What does reading instruction look like in your classroom (e.g.

readers workshop, basal, etc.)?

Our school tries to follow the Balanced Literacy model. We begin with
a Mini-lesson then students apply in Readers Workshop, while
 teachers pull guided reading groups. As the year progresses, the
groups become more passage strategy groups and the mini lessons
are geared towards question types for each standard.

6. What motivation tactics do you use to ensure a desire to learn?

For behavior- our class employs STEM Bucks. Students earn them by
following the STEM 6 rules and going above and beyond. Students can
use these to buy things like homework passes, technology passes,
teacher chair, etc.

For Academics- students get 3 stem bucks for meeting mastery (80%
or higher) and 5 stem bucks for 100%. Students also get a sticker on
their ticket on my mastery wall for each time they master a common
assessment. For every 5 stickers, they get to pick something out of the
treasure box. When we do huge formative testing (Formatives and
MAP) students come up with their reward for meeting goal or level 4/5.
Its normally food or extended recess.

7. Tell me about the classroom community. What are the class ru

les? How is student behavior monitored?

In my classroom, when spend a lot of time during the beginning of the

year creating a class community. Students are held accountable to the
STEM 6 Rules: Be Prepared, Be Safe, Be Responsible, Be Respectful, Be
Courteous, Be Honest.

8. In what ways is positive behavior reinforced? In what ways are

negative behaviors prevented?

I know the movement is key to keeping behaviors at a minimum.

When you move into the area of a misbehaving student 99% of the
time the behavior is fixed. I also do a lot of positive reinforcement to
students near that student, praising the positive will quickly fix the
negative.

9. Tell me about the consequences for negative behavior.

In 5th grade, we do an infraction system. Every time students dont

complete homework or break any of the STEM rules they get an
infraction. These infractions add up throughout the week and if they
have more than 5 on Friday, they dont get to participate in Fun Friday.
This is where students can sit at any table in the lunch room and use
their own technology.
 10. Have you had any experience with ELL/ESL students? If
so, how did you accommodate their needs in your classroom?

This is my first year having a student with an IEP. I work with his
exceptional education teacher to work on his goals and make sure that
the work between our classes are balanced. She pulls him 3 days a
week for 45 minutes and pushes in one day for 30 minutes. I use my
teacher assistant to help monitor this student and my others that have
504s. She also helps to meet their accommodations when testing.
Reflection
Based on the interview I conducted with my cooperating teacher, I can
tell that she her best to make sure that her students are moving around and
engaged at all times. It will be very interesting to see how her classroom is
run with 19 boys and only 3 girls, this will make for a very interesting
classroom dynamic. When my cooperating teacher told me this, I made a
note to myself that the lessons that I teach to this class need to involve as
much movement as possible to make sure that my students are relieving
that urge while learning simultaneously. Also, based on her response,
students are rewarded and reprimanded with either positive and/or negative
reinforcement. I made this assumption based on students being given STEM
bucks when they do great things and given extra work, or given rest time
during their recess when they fall short of doing good things (this option is
usually given if the infraction system described in the interview is not used).
I will be sure to incorporate this reward system into my lesson plans and
when I am in control of the classroom. I could tell after our conversation
about how she writes and guides her lesson, that my cooperating teacher is
by the book when it comes to meeting the CCSS in North Carolina. She
makes sure that she has student acknowledge want standards are being
learned that day and why it is important. All in all, my initial reactions to this
interview is that my cooperating teacher runs an effective, comfortable, and
inviting classroom that provides an environment for students to thrive learn
while becomes great people in the process.