Education 1100 Site Visit Notes

Student Name: Zaria Jakes Date/Site Visit

Number: Feb 13, 2017

School: Fox Valley KinderCare Grade Level/Subject:

Kindergarten

Using the space provided below, briefly summarize todays

classroom experience.
Standard 4- Learning Environment
Identify the Illinois
Professional Teaching
Standard(s) targeted
in todays
experience.

To introduce the letter Y, Ms. Syeda went around the

table and asked the children one by one to give a word
Identify the activities
that occurred today,
that began with the letter y, and wrote it on chart
which addressed the paper for everyone to see. Instead of saying no when
teaching standards a child said a word that did not begin with the letter y,
identified above. she wrote the word on paper and helped the children
Then describe what sound out the word to decide if it started with y. I
you learned.
learned an alternative way of correcting a students
answer, while having them participate at arriving at
the correct answer.
Instead of having students feel ashamed and
embarrassed of their wrong answer. The class worked
Describe the impact
of the performance
together with an open discussion to correct mistakes.
activities on student She has created an environment where students feel
learning. comfortable and safe to share out amongst their
peers.
A child wasnt writing anything on their paper. He was
just sitting there making pencil markings on the table.
Describe any
additional activities
Instead of calling him out and separating him or taking
of significance that his paper, Ms. Syeda just simply pulled up a chair and
occurred today. sat next to him at the table. The boy realized that she
was watching closely and began to participate with
the group.
Students recalled that y makes the yuh sound
General comments
(like yoyo)
and observations Students discussed and wrote words that began
including at least one with y
emerging question. How does a teacher address when the letter y makes
different sounds. Such as in the words family and try?

Student Name: Zaria Jakes Date/Site Visit

Number: Feb 22, 2017

School: Fox Valley KinderCare Grade Level/Subject:

Kindergarten

Using the space provided below, briefly summarize todays

classroom experience.
Standard 5- Instructional Delivery
Identify the Illinois
Professional Teaching
Standard(s) targeted
in todays
experience.

Students were learning and practicing skip counting

by 2s up to 20, and 10s up to 100. When teaching
Identify the activities
that occurred today,
the students about skip counting and what skip
which addressed the counting was, Ms. Syeda used a wide variety of
teaching standards different explanations and methods to get the children
identified above. to understand and be successful. She included words,
Then describe what pictures, fill in the blank worksheets, number charts
you learned.
and math manipulatives to further the directions. I
learned that it is important to have multiple ways to
teach students because not everyone learns the same
way.
By teaching something multiple ways, you ensure that
each child feels welcome and like they belong. It also
Describe the impact
of the performance
ensure that every child has the opportunity to be
activities on student successful with the lesson and in the classroom in
learning. general.

Students were encouraged to use any method that

works for them. Almost every child was using a
Describe any
additional activities
different method, a little girl was even able to use her
of significance that shopkins and yet everyone was able to reach the end
occurred today. goal. It was awesome to experience the level of
excitement in the classroom about numbers.
 If everyone but one student is understanding skip
counting, or the lesson at hand, do you move on or
General comments
and observations
continue with the lesson until they get it?
including at least one
emerging question.

Student Name: Zaria Jakes Date/Site Visit

Number: Feb 20, 2017

School: Fox Valley KinderCare Grade Level/Subject:

Kindergarten

Using the space provided below, briefly summarize todays

classroom experience.
Standard 7- Assessment
Identify the Illinois
Professional Teaching
Standard(s) targeted
in todays
experience.

After doing a quick review of their popcorn words, the

students had a small popcorn word spelling test.
Identify the activities
that occurred today,
Students were being assessed on their ability to spell
which addressed the the popcorn words, and later on using them in a
teaching standards sentence.
identified above.
Then describe what
you learned.

Assessing students gives a teacher the ability to teach

better. It is almost like a teachers reflection of their
Describe the impact
of the performance
work. If student perform poorly, the teacher needs to
activities on student go back and find a different way to get the information
learning. across. This also makes sure that students are
retaining the knowledge they are supposed to be
learning.
 After the spelling test of words, they had to make up
one sentence verbally, using one of the popcorn
Describe any
additional activities
words. Lastly students had to identify popcorn words
of significance that on a worksheet.
occurred today.

A variety of assessments were used to give all children

the chance to demonstrate their knowledge. Do
General comments
and observations
teachers always have to create multiple assessments
including at least one of the same information?
emerging question.

Student Name: Zaria Jakes Date/Site Visit

Number: Mar 10, 2017

School: Fox Valley KinderCare Grade Level/Subject:

Kindergarten

Using the space provided below, briefly summarize todays

classroom experience.
Standard 3- Planning for Differentiated Instruction
Identify the Illinois
Professional Teaching
Standard(s) targeted
in todays
experience.

Ms. Syeda introduced the science experiment called

the Melting Race. Students were able to create
Identify the activities
that occurred today,
individual predictions about the experiment itself and
which addressed the the results. They were able to watch ice melt with
teaching standards different additives, water, salt, milk and none. Each
identified above. student wrote in their journals which one would melt
Then describe what the fastest.
you learned.

Students had the sense of initiative and were able to

use their own thinking to create a prediction. They
Describe the impact used their own knowledge and background
of the performance information to come to their own conclusion, which
activities on student
learning.
can help build autonomy in the classroom and in daily
thinking.

One student tried to sneak ice and salt from one of the
experiment bowls and eat it. Ms. Syeda asked the
Describe any
additional activities
child to go wash their hands and move their chair a
of significance that few inches away from the table until they were ready
occurred today. to control themselves.

Students really felt a part of the experiment as they

were able to assist in the set up. It increased their
General comments
and observations
excitement levels and although there was a bit of wait
including at least one time before the ice fully melted, Ms. Syeda engaged
emerging question. them in a few related worksheets and activities.
Science is not exciting for some, how would you keep
them engaged?

Student Name: Zaria Jakes Date/Site Visit

Number: May 3, 2017

School: Fox Valley KinderCare Grade Level/Subject:

Kindergarten

Using the space provided below, briefly summarize todays

classroom experience.
Standard 8- Collaborative Relationships
Identify the Illinois
Professional Teaching
Standard(s) targeted
in todays
experience.

The student of the week invited her grandmother to

come into class to because she couldnt make it on the
Identify the activities
that occurred today,
designated family day. The class still proceeded with
which addressed the normal activities, but Ms. Syeda invited the
teaching standards grandmother to be an active part of the learning. The
identified above. students were working on comprehension skills, and
Then describe what
you learned.
the students grandmother sat at the table with them
and assisted them in reading and sounding out words.

When families and teachers work together, the

learning environment becomes much more exciting,
Describe the impact
of the performance
comfortable, and consistent with the student.
activities on student
learning.

All of the students have mastered their letter sounds

and are now working on sounding out words. Some
Describe any
additional activities
still get discouraged when they see actual words on a
of significance that paper because they feel they cannot read. A little boy
occurred today. began to cry because he felt like he could not do it.
Ms. Syeda calmed him down and worked with him
word by word until he gained enough confidence to
continue on his own.
There were times where students were focused on the
new face in the classroom instead of their work but
General comments
and observations
were guided to stay on task. If not all students were
including at least one ready to begin sounding out words, would that student
emerging question. receive a different worksheet with easier work?

Illinois Professional Teaching Standards

Standard 1 - Teaching Diverse Students: The competent teacher understands the
diverse characteristics and abilities of each student and how individuals develop and learn
within the context of their social, economic, cultural, linguistic, and academic experiences.
The teacher uses these experiences to create instructional opportunities that maximize
student learning.

Standard 2 - Content Area and Pedagogical Knowledge: The competent teacher

has in-depth understanding of content area knowledge that includes central concepts,
methods of inquiry, structures of the disciplines, and content area literacy. The teacher
creates meaningful learning experiences for each student based upon interactions among
content area and pedagogical knowledge, and evidence-based practice.

Standard 3 - Planning for Differentiated Instruction: The competent teacher

plans and designs instruction based on content area knowledge, diverse student
characteristics, student performance data, curriculum goals, and the community context.
The teacher plans for ongoing student growth and achievement.

Standard 4 - Learning Environment: The competent teacher structures a safe and

healthy learning environment that facilitates cultural and linguistic responsiveness,
emotional well-being, self-efficacy, positive social interaction, mutual respect, active
engagement, academic risk-taking, self-motivation, and personal goal-setting.

Standard 5 - Instructional Delivery: The competent teacher differentiates instruction

by using a variety of strategies that support critical and creative thinking, problem-solving,
and continuous growth and learning. This teacher understands that the classroom is a
dynamic environment requiring ongoing modification of instruction to enhance learning for
each student.

Standard 6 - Reading, Writing, and Oral Communication: The competent

teacher has foundational knowledge of reading, writing, and oral communication within the
content area and recognizes and addresses student reading, writing, and oral
communication needs to facilitate the acquisition of content knowledge.

Standard 7 Assessment: The competent teacher understands and uses appropriate

formative and summative assessments for determining student needs, monitoring student
progress, measuring student growth, and evaluating student outcomes. The teacher makes
decisions driven by data about curricular and instructional effectiveness and adjusts
practices to meet the needs of each student.

Standard 8 - Collaborative Relationships: The competent teacher builds and

maintains collaborative relationships to foster cognitive, linguistic, physical, and social and
emotional development. This teacher works as a team member with professional colleagues,
students, parents or guardians, and community members.

Standard 9 - Professionalism, Leadership, and Advocacy: The competent

teacher is an ethical and reflective practitioner who exhibits professionalism; provides
leadership in the learning community; and advocates for students, parents or guardians, and
the profession.

Go to http://www.isbe.net/peac/pdf/il_prof_teaching_stds.pdf for more

detailed descriptions of the standards, knowledge indicators, and
performance indicators.