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Strategy
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http://glenwood.ortn.edu/
This is a Title 1 school features before and after school programs, bilingual education, and it is site based. There are 278 students in five grades at Glenwood: Kindergarten, 1st, 2nd, 3rd, and 4th. 17.95% are at or below poverty level. The deomgraphics are as follows: Asian (3%), Black (11.87%), Hispanic (7.19%), and White (78.42%).
Practicum at Glenwood in Mrs. McCormick's 3rd grade class on PhotoPeach
Practicum Reflections
1

Practicum Journal 3
That is so awesome! I know the kids were super happy to see you and were lucky to have you in their class. You are going to be a wonderful teacher and the students will just thrive with you. I am happy you got to do that! The encouragement cards you made them were so cute! I know they are going to be thrilled to have that.

Practicum Journal 2
I think you are right about teaching to the test. I think it is pretty sad that teachers are having to do that, and that unfortunately, we will probably end up having to do that also. My students do the same thing with rushing through their test and then doing badly on it. I think if students would just take a couple of deep breaths, and think about their answers then it would help them so much!

Practicum Journal 1
It sounds like it is going to be a really good experience for you and I am super excited for you! I can't wait to hear more about how it goes. I think it is really neat that she gave the class inside recess cause she didn't get it earlier.

Teaching/ Group Leading 3
Brown
April 12-20, 2012
Teaching/Group Leading 3
I, along with my peers placed at Glenwood Elementary, have been asked to help students that have either fallen behind in math or are borderline special needs. During this time I work on reviewing T-CAP concepts and practice problems.
I have noticed that the student I am working with does not have a strung number sense. She may also become frustrated with the problem and simply guess the answer. There is also one thing that she has been instructed to do that shocks me. She has been allowed to use her calculator to compute the answer instead of doing the work. I assume that this is because the T-CAPs will be timed and using the calculator is “faster”. From what I have seen, the student knows how to put in the operation and get the correct answer from the calculator, but she does not understand how she has come to that answer. If she does not understand and the teacher or class moves on to other things, it will confuse her later. This student first needs a strong foundation in mathematics so she can build concepts and processes on top of that.
As I continue to work with her, I encourage her to focus on the key words/ information and to work out the operation. With this encouragement, she improves and does not pick an answer on a whim. She seems to be more confident and comfortable with math problems.