1. How do you write a typical lesson plan?

I do not write anything up when planning my lessons. I come into my class each day and
think about what I will be explicitly teaching students, what I will be completing with my
students, what students will complete on their own, and what their homework will be.
2. In what ways do you plan to accommodate individual differences in the classroom?
In math my students are grouped by ability. I teach the group that is on grade level for math.
My teachers assistant works with students who are above grade level for math. And another
teacher comes in and works with students who are below grade level. Students may be given
less spelling words, or less math problems for homework. Lessons are typically taught at a
slower or faster pace as needed.
3. What are some of your instructional challenges as a teacher?
The most difficult part about teaching for me is realizing when a lesson is not going as
planned, and being able to adapt the lesson on the spot for my students needs. I also feel
like there is never enough time to get caught up.
4. What do you consider essential characteristics for successful teaching?
An essential characteristic is being able to stop when a lesson is not going as planned, rather
than continuing on with a disaster of a lesson. A teacher should be able to recognize when
their students just are not grasping concepts, and change their lesson on the spot to fit their
needs for the day.
5. How often do your students receive social studies/science instruction?
About every two weeks. We are allotted one block for either social studies or science, I
would rather spend a few weeks on a science unit and a few weeks on a social studies unit
going back and forth than try to teach science and social studies in thirty minutes.
6. Are you satisfied with the amount of time that you currently allot for social
studies/science instruction? Explain.
Because there is more of a focus on reading and math in elementary school, I am actually
comfortable with the amount of time I have to teach social studies and science.
7. What social studies and science topics/units will be studied during the second week of
my clinical experience? What are possible goals/objectives I could address for my
lessons? Do you have any instructional resources that would support these
goals/objectives?
We are currently studying the underground railroad in social studies, and we are not working
on a science unit. I was planning on teaching a lesson on the quilts used on the underground
railroad if you would like to teach something like that. There are a few topics that we have
not yet covered in science.
8. What does reading instruction look like in your classroom (e.g. readers workshop,
basals, etc.)? What reading topics will be studied during the 2nd week of my clinical
experience? What are possible goals/objectives I could address for my reading lesson?
Do you have any instructional resources that would support these goals/objectives?
 We generally follow the readers workshop model during reading instruction. We are
currently working on biographies, so you would be able to teach a lesson regarding
biographies.
9. What motivation tactics do you use to ensure a desire to learn?
I like to point out a students good behavior to the class. Everyone else immediately follows
their example. My students will generally stay on good behavior if it means they will be
recognized by me.
10. Tell me about the classroom community. What are the class rules? How is student
behavior monitored? In what ways is positive behavior reinforced? In what ways are
negative behaviors prevented? Tell me about the consequences for negative behavior.
Each student has a number, if they misbehave they have to put their number up on the board.
If they continue to misbehave they will have to place tallies next to their name.
Consequences may include homework at recess, 1-10 minute reflection at recess, silent
lunch, or a phone call home. It typically does not escalate past this point.