Andy Khounmeuang

Service Learning Project

Phase 1: Investigation
Potential Needs
School is BYOD. Phones are typically used when not told too; however, it give them a
break when learning for a long time. There is a time when its appropriate and when its
not.
The schools Math I Proficiency is decreasing each year. Math I Proficiency (2015-2016)
decreasing each year (65.2 60.9 49.5 BIG DROP) (32.8% = Level I (the lowest))
[SIP also has intervention services to promote student growth.]
According to NC Teacher Working Conditions (2016) for Athens High....
Student Conduct Wise:
27.7% of teachers agree that students are following the rules of conduct.
39.7% of teachers agree that administrators consistently enforces rules for
student conduct.
38.1% of teachers agree that teachers consistently enforces rules for
student conduct.
Potential needs: Students need to follow rules. May need incentives for
students to follow them.
School Leadership Wise:
33.8% of teachers agree that they feel comfortable raising issues and
concerns that are important to them.
Potential needs: Teachers should feel comfortable with issues and
concerns that are important to them in school. When there are meetings, it
should be a SAFE space for teachers to shout ideas/issues/concerns that
they see around the school. If the school wants to make improvements to
make it a better community/environment, then its up to the teachers to
speak up about their issue and take action upon it.
Other Comments:
Only 47.83% of teachers responded to the 2016 survey, but 81.16% of
teachers responded in 2014. (This is a big drop and may have skewed
some data.)
62% of teachers need professional development to teach ELL students
more effectively (Q8.2 g)

Service Learning Project: Math I Proficiency

Phase 2: Planning and Preparation

[Plan a learning and service activity.] Help students that are in desperate need in
Foundations of Math IA one-on-one. When Im not doing one-to-one, I will walk around
 Andy Khounmeuang

the classroom and answer questions when students have them if Mr. Maxwell is busy
with other groups in Math IA and III. Usually, itll be when Mr. Maxwell is done with
lecture and the students is doing a group activity/worksheet for enrichment.
[Determine the nature or type of service needed.] It will be student based in the
classroom since Im helping out students. I think that students learn better when
they are helped by other people than the teacher. I was a peer tutor during my
Junior and Senior year of high school and I know that many students benefitted
from getting help from peers because they dumb it down.
[Identify academic, civic, or other learning goals.]
i. North Carolina Professional Teaching Standards (NCPTS #1,5):
1. Teachers demonstrate leadership.
a. They lead in their classrooms.
b. They demonstrate leadership in their school.
c. They lead the teaching profession.
d. They advocate for schools and students.
e. They demonstrate high ethical standards.
2. Teachers reflect on their practice.
a. They function effectively in a complex, dynamic
environment.
ii. Lead/Serve
1. Learn General Pedagogy (#1):
a. The candidate acquires general pedagogical knowledge and
skills appropriate to his or her professional educator role.
2. Demonstrate Understanding of the Education Context (#4):
a. The candidate understands the culture of the school, the
larger educational environment, and the society in which
the educational institution exists.
3. Ethical (#6):
a. The candidate commits to create a caring, healthy
environment for those in the educational community.
[Develop an action plan.]
i. Talk to Mr. Maxwell with Math IA and Math III Honors (2nd and 1st
period respectively). Questions include what to do with students when
walking around and looking at their work or if theres a student that
desperately need 1-on-1 time, where to go. SMART Lunch could also be
ideal, but I have class during that time (I can only go on Tuesday/Friday if
this is the case; but he doesnt have tutorials on Fridays).
There are no administrative issues that I know of. I will be in Mr. Maxwells room
walking around the classroom and I do not see this as a problem. If a student really needs
 Andy Khounmeuang

enrichment, then I may have to go to the library or in a quiet room (with permission from
the teachers room) to work with the student.

Phase 3: Action
[What actions were carried out?]
Most of the action plan was implemented, except I didnt go to the library for
1-on-1 time. Instead, I focused on the every student in the classroom. I walked
around the classroom and check if theyre on task and if they were not, I told
them to stay on task. My other duties was to check students work and prompt
them questions or encourage them because they were right. Answering questions
was where most of my actions were being carried out. During independent or
group practice, many students had students and Mr. Maxwell, Mr. Harmon
(Curriculum Assistance), and I were guiding them to the answer of their question.
I also graded papers twice to help Mr. Maxwell.
[Did any problems occur? If so, how did you address those problems?]
One of the problems that I encountered was when students were asking me
personal questions about my college life. I told them that I would answer them if
they correctly did one problem. A lot of talking happens in the middle of the
period as a break, so I answered them during that time. Another minor problem
did come up when grading work from another period. The worksheet was about
finding surface area and volume of figures and students were entering pi, 3.14,
3.1, or 3 into the calculator (work was shown, so thats how I knew). Since it was
checked for accuracy, I didnt know how to grade them, but Mr. Maxwell told me
that if the work shown is correct, then he was fine with an answer close it to. If
the work was shown and the answer was wrong because of a calculator error, then
would be taken off. Overall, no main problems occurred for me to get
administrative help (besides a simple question about pi)
[Who benefited from your service learning project?]
Students love having emotional and academic support from other people outside
the classroom, so it benefitted them tremendously. Mr. Maxwell also benefitted
whenever I was grading papers because it shaved off time of his to-do list
during planning. Most importantly, I benefitted from both the students and Mr.
Maxwell. I was able to help students understand the lesson and they said it was
easy after I explained it, which gave me higher self-esteem. I benefitted from Mr.
Maxwell because I was actually grading papers and not sitting in the back of the
room whenever he was lecturing. I got a firsthand experience of how grading
papers is stressful for a teacher and Ill make sure that I wont have so much
paperwork to do, or at least do it through Flubaroo (its more compatible with
numbers or multiple choice responses).
 Andy Khounmeuang

Phase 4: Reflection
Top Ten Lessons Learned
1. Students need a lot of extra support and motivation.
When I was observing, they dont like to do anything, but if we grind and give the
students lots of support and motivation, then the classroom will flow more
efficiently and active.
2. Make sure ALL of the kids are getting some form of help by me is hard when I
only have 1 body.
This was the hardest for me. The class is a full house and students ask a lot of
questions about math, so giving all of the kids support is hard. Next time, I think
Ill just go group by group instead of individuals.
3. Students are engaged when someone other than the teacher is teaching them.
Mr. Maxwell has been teaching the class forever, so having Mr. Harmon come in
and help teach brings a boost to the classroom. I learned that having a couple of
extra teachers for a big class is beneficial for the students sake, especially when
its a foundations class.
4. Students are engaged when I'm there to help them.
Going off of number 3, they were really excited when I came into the classroom
because I was an extra help whenever Mr. Maxwell and Mr. Harmon was busy.
5. Answering a basic question is hard when my brain is functioning as an
advanced math student.
I self learned Calc III over the summer and Im helping my friends that are taking
Calc III right now. It becomes hard to turn off the advance math brain and turn
on the high school math brain when Ive been helping my friends constantly
and I only see them UP TO two times a week (depending on our schedule).
6. Asking students to explain their work helps the students critical thinking.
Although scaffolding is helpful for this type of level, asking them to explain
EVERYTHING from the BEGINNING shows what the student has learned so far.
Then, they can apply it to a similar problem by themselves while I check their
work quietly.
7. Patience is needed in the classroom, especially when all of the kids have IEPs.
Going off of number 5, questions were asked constantly. Currently, they are
learning about slope, slope-intercept form, and point slope form. They constantly
ask about the formulas for it because they forget and dont write it down. I may
need to tell them to write down the formulas on the worksheet so they wont have
to ask questions like this. (Note: Pacing is VERY slow, so I know that they will
still most likely be on slope.)
 Andy Khounmeuang

8. Personal whiteboards is like sooooooo in while doing stuff from the workbook
and lecturing is sooooooooo out.
Making things interactive, like a good old black marker and a dry erase board
makes thing fun and interesting. They really love erasing their work with a paper
towel for some reason. One student commented about how she hates doing stuff
from the workbook with her pencil. (Plot twist: The problems were actually from
the book)
9. Service Learning Project takes time and the outcome of success is hard to
measure.
I go observe up to two times (Im wayyyyy past 8 hours) every week to see the
Math I kids. I learned that the outcome of success is hard to measure because each
week is a new topic and Mr. Maxwell doesnt do a lot of quizzes. I measure
success by number 6. If students receive my help and they can do a similar
problem without my help, then I met my goal. If they semi-struggle, then I
partially met my goal. If they need help again, then I didnt reach my goal and I
try and help them again. I also base my outcome of success by asking them simple
questions, depending on the lesson. Since were still learning about slope, my
questions were What is the slope formula, how do you find the slope-intercept
form given two points, whats the point slope form, etc
10. Grading takes time and is stressful for a teacher.
Mr. Maxwell forgot to tell me that they had a test one day, so I graded papers to
help him. Mr. Maxwell is a busy teacher with a lot of meetings during his
planning time, so he doesnt have time to grade papers. I graded work from all 3
classes and 90 minutes is not enough. There were 20 problems and each problem
was graded based on accuracy, which is why it took so much time.
Reflection Questions
How can you transfer this experience into your future classroom?
It is important for me to help every student in the classroom, even if they don't
need help. This can be achieved my small talk on an in-class assignment or during
lecture. I will be sure to incorporate Mr. Maxwell's activities, like using the dry
erase boards. Peer tutors are beneficial for the class and I think having a peer to
help the students will engage the students.

How did your service learning project change your assumptions of the causes and
solutions needed to address larger societal needs?
At the beginning, I knew that the most of the students had IEPs and didn't know
how to handle them. Some people treat the students as ordinary people without
special needs, but I know that they are unique and important to our society.
Thankfully, I didn't encounter any difficult language barriers. When listening to
 Andy Khounmeuang

the SLP presentations and hearing that a language barrier is making the classroom
difficult, it makes me rethink about my future classroom and if I had ELL
students. I do, however, think math is easier for ELL students because it's
primarily made up of Roman numbers and not definitions or history.

How did your service learning project develop your problem solving and critical
thinking skills?
Whenever I was answering questions, I had to make sure the answer was right and
the explanation to the question was easy to comprehend for these students. I had
to make sure it was concise too, but that really didn't happen as I like to make sure
every step was explained and that the students understood my response in context
of the problem. Observing the classroom at the back of the room gave me a
different perspective than being in front of the room and walking around the
room. Students usually don't know I'm at the back and I can catch what Mr.
Maxwell can't catch.

What did you discover about yourself throughout this project?

I discovered that I wasn't really patient with the students and I think it was
because most of them were IEP students. I have to make sure in the future that I
cannot be impatient and be supportive of ALL students. I think that after taking
ECI 416, I will be able to change this. On the bright side, I learned that the ability
of each student varies from person to person, so I was able to accommodate with
different students, even though I was impatient with some of the students. The
most important thing I discovered about myself was being immersed into the real
world and that teaching 30 students is a joy and a pain at the same time.

Phase 5: Demonstration and Celebration

https://www.easel.ly/browserEasel/6331151

0 1 2 3

Phase 1 - Did not submit. More than one One component of All components of
Investigation component of the the investigation the investigation
investigation phase phase is missing. phase is submitted.
is missing. The The process is clear, The process is clear,
process is surface thorough, or thorough, and
level or does not relevant to the needs relevant to the needs
 Andy Khounmeuang

include relevant of the school or of the school or

needs of the school classroom classroom
or classroom community. community.
community.

Phase 2 Planning Did not submit. More than one One component of All components of
and Preparation component of the the planning and the planning and
investigation phase preparation phase is preparation phase is
is missing. The plan missing. The plan is submitted. The plan
is surface level or clear, thorough, or is clear, thorough,
does not meet relevant to the needs and relevant to the
relevant needs of of the school or needs of the school
the school or classroom or classroom
classroom community. community.
community.

Phase 3 - Action Did not submit. More than one One question of the All questions of the
question of the action phase is action phase are
action phase is missing. The submitted. The
missing. The answers are vague answers are clear
answers are vague or lack detail. and thorough.
and lack detail.

Phase 4 Did not submit. Three or more One or two lessons All ten lessons of
Reflection: Top Ten lessons of the of the reflection the reflection phase
reflection phase are phase are missing are submitted. Each
missing OR lessons OR lessons are lesson is explained
are vague and lack vague or lack detail. in detail.
detail.

Phase 4 Did not submit. More than one One question of the All questions of the
Reflection: question of the reflection phase is reflection phase are
Questions reflection phase is missing. The submitted. The
missing. The answers are vague answers are clear
answers are vague or lack detail. and thorough.
and lack detail.

Phase 5 - Did not submit and The link of the The link of the The link of the
Demonstration & did not present. demonstration and demonstration and demonstration and
Celebration celebration phase is celebration phase celebration phase is
missing OR the was submitted. The submitted. The
project was not project was project was
 Andy Khounmeuang

presented. presented, and presented in a

includes what was creative, digital
learned, the results, format, including
OR steps for the what was learned,
future. the results, and
steps for the future.

Grammar and There are more than There are 6-8 errors There are 3-5 errors There are 0-2 errors
Editing 8 grammatical in spelling, grammar, in spelling, grammar, in spelling, grammar,
errors or the errors syntax, and syntax, and syntax, and
interfere with mechanics, but they mechanics, but they mechanics.
readability. do not interfere with do not interfere with
readability. readability.

Work Habits Assignment was not Assignment was

submitted by the submitted by the
due date and time. due date and time.

Collaboration Did not collaborate Collaborated

within PLT effectively with effectively with
PLT PLT

Collaboration Did not collaborate Collaborated

within the Field effectively within effectively within
Placement the school the school
environment (e.g. environment (e.g.
with teachers, with teachers,
students, students,
administration, etc.) administration, etc.)
 Andy Khounmeuang

Rubric (out of 36)

1 2 3

Overview Neither question is fully answered. One question is not answered fully. Both questions are answered fully
Questions with concrete evidence.
Work Work example/artifact is incomplete. Work example/artifact is partially Work example/artifact is
Examples/ The work example/artifact provided complete. The work example/artifact complete and accurate. The work
Artifacts does not provide evidence of the provides some evidence of the student example/artifact provides
student learning outcome(s) identified learning outcome(s) identified in the abundant evidence of the student
in the assignment. assignment. learning outcome(s) identified in
the assignment.
Educator The reflection does not include all The reflection includes how The reflection includes how
Reflection required aspects to fully answer the technology changed students ability technology changed students
questions. to connect to the selected 4C, OR ability to connect to the selected
includes an explanation as to how a 4C, and includes an explanation as
more meaningful experience was to how a more meaningful
created for students by utilizing experience was created for
technology, OR there are parts that students by utilizing technology.
are unanswered/vague.
Alignment The assignment and content standards The assignment has some evidence of There is clear evidence that the
are not clearly aligned. alignment to content standards, but assignment is aligned to content
there are parts that are not connected. standards.
Incorporation The assignment uses only the The assignment uses remembering The assignment uses higher-order
of Blooms remembering level of Blooms and understanding levels of Blooms thinking and incorporates multiple
Taxonomy Taxonomy. Taxonomy. levels of Blooms Taxonomy.
Planning to There is no evidence of planned Planned supports are tied to content Planned supports are tied to
Support Varied supports. standards with attention to content standards and support the
Student characteristics of the class as a whole. needs of specific individuals or
Learning Needs groups of students with similar
needs.
Technology Teacher uses technology rather than Student's chosen tool provides an Student's chosen tool enhances the
Integration students. opportunity for "students" to assignment by providing an
demonstrate the degree to which they opportunity for students to
met the content standard(s). demonstrate competence in the
content standard(s).
Visual Aspects The majority of the assignment is of There are some portions of the The assignment is captivating. The
poor quality or the product is assignment that are poor quality or assignment and its content are
inappropriate and/or unprofessional. have inappropriate and/or appropriate and professional in
unprofessional material. presentation.
Grammar There are numerous grammatical There are some errors in spelling, There are minimal to no errors in
errors that interfere with readability. grammar, syntax, and mechanics, but spelling, grammar, syntax, and
they do not interfere with readability. mechanics.
Technical Mostly casual language is represented Mostly academic language is used. Academic language is used
Aspects with slang, poor organization, or little There is some adequate organization, exclusively. Organization is
coherency. and coherency to the assignment.
 Andy Khounmeuang

logical with good flow, and the

assignment is coherent.
Work Habits Assignment was not submitted by the Assignment was submitted by the
(Google Drive) deadline. deadline.
Work Habits Assignment was not submitted by the Assignment was submitted by the
(BloomBoard) deadline. deadline.