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    LRN Project 6 1

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    Darci Jansen created a learning-focused growth plan to address classroom management of non-instructional duties. She wanted to find activities for students to do when others were returning book bags to avoid losing instructional time. Her plan was to talk to her mentor for ideas and find quick bell ringer activities online. She would implement the activities when students returned books and assess whether students stayed on task. Resources needed included small educational tasks and her mentor's advice. In a reflection, she noted the new process went smoothly, though activities may need to allow unfinished work to continue later. Going forward, she may set designated book return days and better coordinate activities with classroom lessons.

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    LRN Project 6 1

    Uploaded by

    api-302628955
    62 views6 pages
    Darci Jansen created a learning-focused growth plan to address classroom management of non-instructional duties. She wanted to find activities for students to do when others were returning book bags to avoid losing instructional time. Her plan was to talk to her mentor for ideas and find quick bell ringer activities online. She would implement the activities when students returned books and assess whether students stayed on task. Resources needed included small educational tasks and her mentor's advice. In a reflection, she noted the new process went smoothly, though activities may need to allow unfinished work to continue later. Going forward, she may set designated book return days and better coordinate activities with classroom lessons.

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    Darci Jansen created a learning-focused growth plan to address classroom management of non-instructional duties. She wanted to find activities for students to do when others were returning book bags to avoid losing instructional time. Her plan was to talk to her mentor for ideas and find quick bell ringer activities online. She would implement the activities when students returned books and assess whether students stayed on task. Resources needed included small educational tasks and her mentor's advice. In a reflection, she noted the new process went smoothly, though activities may need to allow unfinished work to continue later. Going forward, she may set designated book return days and better coordinate activities with classroom lessons.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    62 views6 pages

    LRN Project 6 1

    Uploaded by

    api-302628955
    Darci Jansen created a learning-focused growth plan to address classroom management of non-instructional duties. She wanted to find activities for students to do when others were returning book bags to avoid losing instructional time. Her plan was to talk to her mentor for ideas and find quick bell ringer activities online. She would implement the activities when students returned books and assess whether students stayed on task. Resources needed included small educational tasks and her mentor's advice. In a reflection, she noted the new process went smoothly, though activities may need to allow unfinished work to continue later. Going forward, she may set designated book return days and better coordinate activities with classroom lessons.

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    You are on page 1of 6

    Learning Project

    Iowa Teaching Standard # 6 Demonstrates competence in


    classroom management
    Learning-Focused Growth
    Plan

    Name Darci Jansen

    Target Completion Date: December 2014


    Focus for Growth: What do I want to know/be able to do?

    Managing Classroom Procedures: Performance of Non-Instructional Duties-I want to figure out a


    way for my students who arent picking out books for their book bags to do something
    educational rather than just sit there. Right now, students can bring their book bags back whenever
    they are finished with the books in it. This results in all different days students bring their bags, so
    the first 5ish minutes then are used for that student to put those books away, pick out new ones,
    and put up their stickers. I want to have something for the rest of the students to be doing in the
    meantime so that instructional time is not lost.

    Filling the Knowledge Gap: How and where will I learn about it?
    (readings, videos, talk to experts, etc.) How will I build my skill level?

    My main way of building my skill level and learning about it is talking to my


    mentor about it. I want to know what worked for her and what are some ideas
    she has. I will also look online a bit for ideas of small quick things (bell
    ringers) that my students could do when they come in the room if others are
    getting new books.

    Implementation Steps: When and how will I use the new information/skill(s)?

    Because I do not know exactly what days students will have books to return, I will just have
    things ready so if students do bring books then I can put a quick activity on the board. I will use
    my various ideas and depending on the age group and what we have been doing, I will put an idea
    on the board or tell students, so they have something to do while other students are picking out
    new books. I will use it so I can get the most educational time possible. Students know how to
    pick out their own books now, so the other students can be doing a small educational task while
    students pick out new books.

    Assessment/Data Collection: How will I know that I am appropriately implementing


    new information/skill(s)? To what degree is this new information/skill(s) producing desired
    results?

    While a student or students are picking out new books, if the other students are on task
    practicing a skill then I will know that I am appropriately implementing the new information.
    The desired result is that less educational time is lost especially since I only see most of these
    kids for 20-30 minutes. It should be sucessful as long as students know the expectations.

    Assistance Options: What resources might I need? What resources are available to me?

    I will need small activities or tasks for students to do. Some ideas include practicing their
    spelling words by writing with chalk or picking 5 and writing them in playdough, having a variety
    of activity sheets and allowing them to pick one of them, working with word families, writing
    sentences, ect. Pinterest is a great resource along with the internet in general! My mentor also has a
    lot of great ideas.

    Adapted from Mentoring Matters, MiraVia, LLc

    Learning-Focused Growth Plan: Tracking Progress


    Date

    Action

    New Learning

    New Questions

    November 4

    Explain the new


    procedures to
    students and show
    them where the
    materials can be
    found

    They didnt completely


    seem to understand,
    but I said Id help them
    the first time it
    happened.

    How will the


    students know when
    they come in the
    room whether
    someone has
    brought their book
    bag or not especially
    since they dont
    always get there at
    the same time if
    they are from
    different sections?

    November 5

    November 8

    A student brought
    For a couple of them, it Am I loosing more
    back her book bag. I took almost the whole instructional time by
    let the other students time for them to pick doing it this way
    choose from a small what they wanted to
    because students
    selection of activities. do. I wont be able to have to select and
    allow them to choose then clean up their
    because it defeats the materials?
    purpose of trying not to
    lose instructional time.

    Another Student
    They were on task and
    brought back his
    it kept them busy. I will
    book bag. My
    have to remind them
    students worked on a about the new
    short vowel match
    expectations for the
    and color page that I first few days as they
    gave to each of
    are not used to it.
    them.

    Should I make only


    set days students
    can bring their book
    bags back?

    Adapted from Mentoring Matters, MiraVia

    Journey to Excellence
    ITS # 6 Self-Reflection
    Name:
    As I reflect on upon my work with ITS #6 Learning Project:
    1. What happened during the observation? What did the students do? What
    did I do?
    I saw a student come in with his book bag, so I reminded the other students what they should do.
    While the student was talking with me about his books and getting new books, the other students
    worked independently on the short vowel page that I gave them. As soon as the student was done
    putting up his stickers and getting new books, we began our lesson.

    2. What pleased me?


    How well the students worked and were on task. They caught on very quickly. The whole
    process went very smooth.

    3. What disappointed me?


    Nothing really disappointed me, but I didnt think about the fact if students dont get done
    with the task before the other student is done picking out his or her books. Im thinking that
    Ill just have a place for the group to put their unfinished pages and they can continue it the
    next time someone brings their books back.

    4. To what degree did I accomplish my goal?


    The process itself went well and all students were on task doing something instructional. I
    didnt feel that I lost as much time in the process. It will take a little time to get them used to
    the full routine so I dont have to remind them what to do.

    5. What might I do differently in the future?


    I may have set days that students can bring back their book bags. Also, as I get into the full swing
    of it, I can coordinate the activities or worksheets that they can do that week with what they are
    learning in their classroom or what they did learn the week before.

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