Entries for Week I (Jan 8 - 10)

January 8, 2013

1^st Period (8^th Grade U.S. History):

• I liked the jeopardy game played for review

5^th Period (Sophomore World History):

• I feel that the Project allows for an in-depth look at Christianity
• I noticed that the students needed to be consistently told to get on track; therefore, this particular class needs to be micro-managed when the noise is too loud, or the noise well escalate

7^th Period (Junior U.S. History):

• Question:  Should schools start to implement three U.S. history classes instead of only two?
• Four students seem to not be engaged during this period (perhaps due to the last class of the day), I wonder if have the analytical classes offered in the a.m. rather than the p.m. would improve attentiveness
•  I like the jeopardy, the class seemed to be more engaged

January 9, 2013

1^st Period (8^th Grade U.S. History):

• Great idea of allowing students to get 10 mins to review study guide quickly before the exam
• Class during the exam:  0817 no disruptions, 0845 students are done
• Students need something to do after the test is taken (written on the board)

5^th Period (Sophomore World History):

• The class went to the library to work on the Project
• The groups looked engaged in the initial research process
• I like the topic of the Project, which is, learning about different denominations of Christianity

Lunch Junior Prom meeting:

• I feel that it is important to be proactive while being an advisor, in this case Junior Prom

7^th Period (Junior U.S. History):

•  I feel that it is interesting there are some students not taking advantage of the quick 10 min review
• I like that when the students are finished with the exam that they have a task already, good classroom management
• I like the use of proximity

Board Meeting (January 9, 2013 @ 1930):

•  I liked the informal atmosphere of the meeting
• The board consisted of five board members (three men and two women), the superintendent, the teacher representative, and the recorder (clerk)
• The board discussed initially about the boiler needed at Shields Valley High School
• The board then discussed the transfer of the school transportation contract
•  Then the discussion of the custodial job (hiring)
• The board approved the school schedule for 2013 - 2014
• The principals of both schools (Shields Valley High School (7-12) and Shields Valley Elementary School (K-6))
• Then the teachers representative spoke of any concerns
• The board when passing a motion needed an individual to bring the issue to a motion and needed a second and then the issue is voted on
• The wording seemed to be extremely important, as well as the procedures
• The meeting lasted almost two hours
•  I felt that this was an interesting experience, understanding the inner working of an educational institution and its district 

January 10, 2013

1^st Period (8^th Grade U.S. History):

•  I liked the worksheet to pull out the key points of the Declaration of Independence
• I worked with two students that had an IEP
• The students were at first distant, then eventually warmed up
•  I feel that one-on-one is an important approach to help implementing deferential instruction (only if the personnel is present)

5^th Period (Sophomore World History):

• I feel that the students were engaged for the most part (lack of engagement is due to the basketball games that begins at 1430)
• I feel that students need to learn how to research the internet a little better (i.e. learn how to utilize a search engine)

7^th Period (U.S. World History):

• I was not in the U.S. World History class I was watching students from the 7^th grade Careers class and the Business class
• I felt that the worksheet was inadequate for the amount of time allotted in the class
• The students were finished within 30 mins
• The students then played on the computers, due to the lack of resources to further their instruction
•  I feel that a school Shield Valley’s size needs to be able to adapt during extracurricular activities (i.e. basketball), due to the amount of the student body involved

Introduction

This is the first post of my journal for Student Teaching.  I well utilize this post as an introduction.  My name is Christopher James Mantei-McAdam.  I am a non-traditional student and have been going to Montana State University in Bozeman on and off since 2003.  Prior to entering my scholastic career I was a United States Marine and have traveled the world as a result of my tour of duty.  I am married to my wonderful wife Ashley and have three beautiful daughters (ages 9, 7, and 2).  I have an enormous passion for history and hope to motivate and inspire students about the importance of learning/understanding the causes and effects of history.  I am excited for the opportunity to complete my student teaching at the same location that my family has attended school.  I expect to learn a wealth of knowledge from Mr. Huff and his class and Mrs. Brockway.