Blog #2

Blog #2

After reading the article on 5 tips to be the candidate of choice, I have discovered my strength as well as my weakness.

My strength would have to be confidence. When I walk into an interview I make sure to know exactly what I am going to say. I practice beforehand and I have a set of questions that I use as a guide of what the interviewer is going to ask. I also make sure to research the school that I am interviewing with. I feel like all of these things help me feel more confident in the interview. I also try to think that the interviewer is a normal person who gets nervous as well. Overall, I try to be as prepared as possible and not let the stress get to me.

My weakness, however, is separating myself from the other candidates. I have always been more of a wallflower so when it comes to talking about myself I get nervous. Anything that makes me stand out makes me feel anxious. I can work on this by adding a touch of creativity to my portfolio. The video gave me a few ideas as well. I look forward to creating a positive portfolio that makes me stand out from the remaining candidates.

If there was something I could add to the list it would be to research the job, company, or school you are applying to. This will make a big impact on the questions and how you present yourself. It will also make you look good in front of the interviewer.

Blog #1

Blog #1

This year of student teaching has been so educational. I thought I was going to be the one teaching my students but in actuality they were the ones teaching me. This past year I have learned what it really means to be an educator. My students have taught me patience, kindness, and how to communicate. I knew this was going to be a rewarding experience but I didn’t expect this level of growth. For example, I have a student now that came into class not knowing a single letter or number. Now he can fluently read at his appropriate level. My students amaze me every day.

My students even make my days better. I remember there was a time last semester where I was not expecting a good day. For my own personal reasons I was not in the best mood but I tried not to let this affect my students or how I spoke and interacted with them. As soon as I got to class one of my students came up and hugged me. Even throughout the day the love and respect that my students gave me as well as seeing them learn new material turned my mood completely around.

My students are the reason I come into work everyday. They are the reason I am doing what I’m doing. I can’t wait to teach young minds.

Resource Page

Resources!

For Teachers:

• Teacher Pay Teachers
• Khan Academy 
• Edutopia
• Kahoot
• ReadWriteThink
• Pintrest

For Students:

• PBS Kids
• ABCya!
• Starfall

Model Math Lesson

Model Math Lesson Plan

TEKS:

K.2.G  compare sets of objects up to at least 20 in each set using comparative language;

1.6.H identify examples and non-examples of halves and fourths   

Materials: Give Me Half by Stuart J. Murphy, 3 paper pizzas (cut into 6 equal pieces, divided into 4 equal pieces, divided into 4 unequal pieces), 2 paper cupcakes, 8 paper cookies, an equal and unequal sign for each student, a square divided into two unequal pieces, 8 paper apples, manipulatives (bears, legos, counters, etc.), construction paper, markers

Engage

Ask the students if their parents ever make them share with their siblings. Have some of them share what they have had to share and if they made it fair or not. Now introduce the book, Give Me Half by Stuart J. Murphy and begin to read it. As you are reading the book for each food have a student come up to demonstrate the sharing. For example, with the pizza have a student take one slice and keep the rest for yourself. Ask the students if it seems fair to them, if they say no ask what we could do to make it fair. You will do this for each food in the story. Make sure to call on different students to demonstrate as well as different students to answer the questions.

Facilitation Questions:

• Have your parents ever told you that you needed to share with your siblings?
• If they have, did you make sure that it was fair or did you give them only a little bit?
• I am sharing my (pizza, cookies, cupcakes) with (student), does it seem fair? Why not?
• What could we do to make it fair?

Explore

After you have finished discussing the book, give each student an equal and not equal card. Before you start the activity ask students why their cards have an equal sign. The discussion should lead to them saying that when they are being fair in what they share they are also being equal in how much each one gets. Explain to the students that you will describe a scenario along with a picture to go along. Their job is to, with the cards, show if it is equal or not equal. You can chose to allow the students to discuss with each other or to decide independently. You may also group the students and have them answer as a group. The first scenario is, Jacob had four (two) slices of pizza. His sister wanted pizza as well so he shared with her. He gave her two (one)  slices of pizza. Is this equal or unequal? Second scenario, Sarah was asked to cut a square into two pieces. Her teacher said that both pieces needed to be the same size. Did Sarah cut her square in equal or unequal pieces? Scenario three, Mrs. Read had 8 apples that she wanted to share between 2 students. She gave one student 4 red apples and one student 4 green apples. Did Mrs, Read share her apples equally or unequally?

Facilitation Questions:

• Why do you think your cards have an equal and unequal sign instead of saying fair and unfair?
• What do you think  it means to say it is equal?
• Jacob had four slices of pizza. His sister wanted pizza as well so he shared with her. He gave her 2 slices of pizza. Is this equal or unequal?
• Sarah was asked to cut  a square into two pieces. Her teacher said that both pieces needed to be the same size. Did Sarah cut her square in equal or unequal pieces?
• Mrs. Read had 8 apples that she wanted to share between 2 students. She gave one student 4 red apples and one student 4 green apples. Did Mrs, Read share her apples equally or unequally?

Explain

Have the students explain what it means for something to be equal and what it means to be unequal. Allow a moment for them to discuss with you and make connections to the activity they just did. After, begin going through each scenario with them. Ask who thought it was equal and who thought it was unequal? Give everyone time to answer before starting to discuss their why. Ask those who chose equal to explain their reasoning. Then ask those who chose unequal to explain their reasoning. For the pizza scenario, show them a new pizza that is not cut equally. Ask if that pizza would have been split equally. For the square scenario, point out how it is cut into two pieces. Then ask, so why can it not be equal? For the apples scenario, point out to them how one student got all the red apples and the other got all the green apples. Would this make it equal or unequal? Both students received apples but each one had different colors. Even though they are different colors Mrs. Read was only splitting the apples. It did not say she wanted them to have the same amount and same colors. Then you will lead the discussion with the students but allow them to explain their thought process during the elaborate portion of the lesson plan.

Facilitation Questions:

• How did you know when something was equal or unequal?
• Why do you think it is equal or unequal?
• It is cut into two pieces, so why can I not say they it is equal?
• What could I have done to make the square equal?

Elaborate

Have students pair up with a partner.  Each group will get eight manipulatives (candy, counter bears, etc.).  The group will first divide the manipulative in a fair way between the two partners. Each partner should end up with four. Practice this with multiple numbers. The students will give back the manipulatives and then get into groups of four.  You will then give each group eight manipulatives once again and each group will divide the manipulative fairly between themselves. Practice this with multiple numbers. You may also use a story format as a means for the students to split up the manipulatives fairly. Make sure that you stop and talk as a class how they made it equal. Also show them a scenario where it is unequal but they can make it equal. For example, if two people are sharing five cookies how can they make it equal? The students should say to split the fifth cookie in half.

For first grade, remember to have them refer to halves and fourths when asking them for the fraction.

Facilitation Questions:

• How many manipulatives did each partner get? (Ask this during 2-person groups and 4-person groups).
• How did you decide to split up the manipulative so that it was fair for everyone in the group?
• If each person in your group did not get an equal amount how can you fix it?
• What fraction did each of you get? Was it split into halves or fourths? (first grade)

Evaluate

The students will complete an exit ticket to turn in after completion.  Each student will get a piece of construction paper that they will divide into a chart with a marker. One side will say equal and the other unequal. You will then tell them what they should be drawing. For Kindergarten, make sure to just have them work with halves. First grade should be using both halves and fourths. Some examples are, having them draw a circle split in half equally. Then ask them to do it where it is unequal. Make sure that for each shape they show it as an equal and unequal. You may use circles, squares, rectangles, or triangles. You may also have the students decide instead how to draw each shape (split in half, into fourths, or unequally) but there must be shapes in both sections (equal and not equal).

For Kindergarten, you may have to have the shapes already drawn for them. First grade should be able to draw the shapes on their own. If they have trouble they may trace the shape using the shape manipulatives if needed.

For first grade, on the equal side only have them label each shape ½ or ¼. Ask them if we divided the shapes into halves or fourths?

Facilitation Questions:

• How would you draw a square into half/four equal parts?
• How would you draw a circle into half/four equal parts?
• What would it mean for the shapes to not be equal?
• What does it mean for the shapes to be equal?

Closure:

You will ask the students to quietly finish gluing in their last shape and pick up any materials or trash. Then you will ask the students to sit on the carpet and will ask them a series of questions that remind the students of what the math lesson was about. Afterwards, have the students turn and share with their shoulder partner something new that they learned today.

• What did we learn today?
• What does it mean to be equal/ not equal? Which one is fair?
• What does splitting something equally in half mean?
• What does splitting something equalling in fourths mean? (first grade)
• What is something new that you learned today?

Classroom Management Plan

A Necessity for Every Teacher!

Rules:

• Come prepared for class and on time
• Respect your peers, the teacher, and yourself
• Listen to directions
• Do your best!

Procedures:

• Students sit at their desks when they come in and begin the morning activity
• Students raise their hands if they need help
• Before going to the bathroom students must ask by raising their hands, the teacher will pair them up and two students must go together.
• Students must stay in their seats unless given permission or getting a tissue/sanitizer
• During whole group activities students are expected to sit on the carpet (in their assigned spots)
• For small group activities students are allowed to whisper with their table
• If students finish their work early they may read a book or ask the teacher for an extended activity

Areas in the classroom:

• Whole group on the carpet
• Table groups for students
• Small groups with the teacher

Disciplinary Interventions:

• Incentives for good behavior (proud tickets, dojo points, holiday themed treats)
• Misbehaviors
• Warnings (1-2)
• After the 3rd warning the student will put the folder on the teachers desk
• If the misbehavior continues the teacher will call the parent
• If the misbehavior still continues the teacher will sign the students folder

Parent Welcome Letter!

WELCOME PARENTS!!!

My name is Marissa Gonzalez, or how my students refer to me as, Ms. Gonzalez.  I am so excited to be teaching your 4th grade students this year.  We are going to have so much fun learning all of the new and exciting math and science lessons I have planned!  I won't give too much away because I want it all to be a fun surprise for my students...but I will say that most of the activities we do during my class will be hands on and engaging.  Expect your children to be coming home to you bursting with excitement about the cool math lessons they learned and the neat science experiments they participated in.  

I would like you to know that I will do my best to make sure each child is respected, cared for, and always learning.  I want my students to have plenty of time to collaborate with their peers and for this reason they will be put in groups of 4-5.  This will allow your children to share their ideas and listen to their groups ideas to get a better grasp of the lesson for that day. 

I care about each of my students, and I will make sure they learn as much as they can academically while also gaining essential social and problem solving skills. 

We are in this together!

Thank You, 

Ms. Gonzalez

Resume

Marissa Gonzalez

5806 Knollwood Trail., Spring, TX 77373 281-736-5281   mg51897@gmail.com

Credentials

• Teaching Certification Pending Graduation
• Pedagogy and Prof Resp EC-12 (Passed)
• Core Subjects EC-6 (Passed)
• ESL Certification to come

Career Objective

I am a recent college graduate with a Bachelor of Science (B.S.) in Teaching and Learning EC-6 Generalist (3.5 GPA), with various work experience.  I have recent academic experience and knowledge of classroom management, adaptive teaching methods, and lesson planning that would successfully fit the Elementary Teacher position.

Education

University of Houston

Houston, TX

B.S. Teaching and Learning EC-6 Generalist (May 2019)

• GPA: 3.5
• Award and Honor: magna cum laude, Dean’s List (Junior and Senior Year)
• Extracurricular Activity: Children’s Church Ministry Teacher, Hurricane Harvey Volunteer

Work Experience

Student Teaching, Cy-Fair ISD, Lowery Elementary (Aug. 2018-Present)

• Full school year of student teaching - Kindergarten

PINK, The Woodlands, TX

Sales Associate, Oct 2016-Jan 2017

• Oversee activities directly related to making products or providing services

Additional Skills

• Computer/Technology Skills
• Management Skills
• Problem-Solving Skills
• Communication Skills