This week was amazing!! I finally got to work with my new cooperating teacher in the English department and I am slightly in love. She has so many of the qualities of a teacher that I admire and seek after. From the moment I met her she was friendly, outgoing, valued and asked for my opinion, involved me in her classroom and made me feel welcome. She is passionate, fun, and has a fantastic management ethic. She is in charge and lets her students know it. She does not let them walk over her and yet she is still able to gain strong relationships with her students and create a positive atmosphere conducive to learning. To sum it up, I definitely have a 'teacher crush' on my new cooperating teacher and her teaching style.
I learned this week not to judge my students or predispose them to any specific expectations. I got to interact and meet three new periods of students for my ninth grade english class. I had already met a few of them in my health and fitness classess but many of them were new to me. They were working on a project to introduce the book To Kill a Mockingbird. They were choosing controversial statements and then within their groups either agreeing or disagreeing with them. This project was brought into a group discussion for the whole class. Students were able to add on to other group topics and it became a healthy discussion. I was very shocked by some of the students who were very studious and came up with clear and concise arguments. We talked about being prejudice and what is meant and how it fits into the world that they know and I was very impressed with the ideas they were able to form and the confidence they were able to share personal and intimate opinions and experiences with.
Like I mentioned before I have already learned a lot from my cooperating teacher. I will adopt her sense of presence within the classroom. She demands respect from her students and will not continue talking if they are interrupting her or being disrespectful. She does so in a very commanding and specific way. She knows her students and how to best manage them specifically. She differs her instruction from class to class and knows which topics to avoid and which ones to magnify per each classes overall abilities.
I am very confused as to why there are not set aside activities for the P.E. department at my school. Maybe there are set aside activities per each day and week that I am not aware of, but I feel that each day is just thrown together last minute. Students are not actively engaged and often get bored with what they are asked to accomplish. I want to add suggestions but am nervous as to how the students will respond. I think they are getting too used to being able to opt out of the activities and 'just walk'. I am very disappointed with the amount of activity level that is going on with the young women in my class. Even when we do play group games there are maybe 4-5 girls in the whole class that are actually trying to play. I am going to suggest adding different opportunities for the girls or any boys who would want to participate such as zumba, pilates, yoga, kickboxing or step aerobics and hopefully we will be able to participate in some of these activities. I think that it is our job to provide physical activities that all students can associate themselves with.
Overall this was a great week and I learned a lot from both of my cooperating teachers! I love having the opportunity to associate with different teachers in different environments. Ninth graders are a fun bunch to be around and I learn something from them everyday!
Tuesday, April 30, 2013
Wednesday, April 24, 2013
Assessment Strategies in P.E.
Physical education and assessment strategies are always a tough act to balance. There is a need for assessment in P.E. and a need for more research within this field. How do we assess whether a student is learning the skill? Not all students are athletically inclined and so this can be a difficult task for them to excel in. You also can't test a student by BMI or bad fat percentages because they often are innacurate and invasive assesment tools. So What is the best method?
In this article: Integrating assessment into physical education teaching from the Journal of Physical Education, Recreation and Dance, they emphasized the importance of discorvering what your intent behind assessment was before deciding what type of assessment should be done. Students should be assessed on specific criteria that is measurable and shows improvement. Students do not need to exceed greatly within that specific criteria but if they are showing improvement that is an important aspect to learning. The following three points were emphasized within the text.
I also liked the fact in the article that the students can help with assessments. By grouping students together we can assess small groups faster than a whole group. Students can also share their portfolios and do small assessments as the quarter goes on to help each other improve. It is hard to put a measureable number on the assessments as to what the student should be able to do by the end of the year. I think the biggest part about teaching physical education is teacher students the importance of daily personal improvement.
It is hard to find good research on assessment strategies for physical education because there are so many varied viewpoints. I learned that I need to learn more about myself as a teacher and what type of assessments I want to utilize and which ones will be of the most use to me.
In this article: Integrating assessment into physical education teaching from the Journal of Physical Education, Recreation and Dance, they emphasized the importance of discorvering what your intent behind assessment was before deciding what type of assessment should be done. Students should be assessed on specific criteria that is measurable and shows improvement. Students do not need to exceed greatly within that specific criteria but if they are showing improvement that is an important aspect to learning. The following three points were emphasized within the text.
- By having students work with partners and in small groups the high student/teacher ratio is reduced creating some time for teacher based assessment
- Teacher can and should have students be evaluated on what they have learned by other students and themselves and also reflect on what they have learned through authentic assessment opportunities
- The way of teaching physical education is changing dramatically and we will be held highly accountable for what our students are learning, therefore have students keep a portfolio through the year is a way of determining what students have learned and documenting student learning.
I also liked the fact in the article that the students can help with assessments. By grouping students together we can assess small groups faster than a whole group. Students can also share their portfolios and do small assessments as the quarter goes on to help each other improve. It is hard to put a measureable number on the assessments as to what the student should be able to do by the end of the year. I think the biggest part about teaching physical education is teacher students the importance of daily personal improvement.
It is hard to find good research on assessment strategies for physical education because there are so many varied viewpoints. I learned that I need to learn more about myself as a teacher and what type of assessments I want to utilize and which ones will be of the most use to me.
Tuesday, April 23, 2013
Walking the Line...Weekly Blog #2
This last week was a great week for me to interract and build relationships with my students. In my health class we have been learning about alcohol use and abuse. On Friday we got to spend time with the fatal vision goggles (drunk goggles.) Students got to participate in a variety of activities with and without their goggles. They had to walk the line, throw a ball into a bucket 3 feet away, balance on one foot, and try to pick up a pencil on the ground 3 feet away from them. I got to work with a group of 8 students as they went through each activity. This was definitely the highlight of my week. We laughed and joked together and they even got me to 'walk the line' with my goggles. It was a lot of fun to gain a personal relationship with them. I still feel that I have a long way to go but I feel that I am on the right path. I will have to make the effort to create opportunities to associate myself with the students because there aren't a lot of activities where we get to interact.
I have noticed that often times teachers look for the easy way out of teaching. I do not want teaching to ever become a burden for me. I know that teaching will not always be easy but it should be enjoyable. I witnessed too many teachers in my life who simply recite information and expect it to be regurgitated back to them. I want my students to prove their knowledge and things that they have learned through fun and engaging activities. Too much of schooling has gone to the way of lecture, lecture, review, test. Repeat. This is something that I am working on how to deal with. I do not have the power to change the system and process right now but hopefully I can be influential when I do teach and have a lasting impact.
One practice that I liked that I observed this week was the way that the students were broken up into groups for their different activities. We had space to provide three different groups with the fatal vision goggles activity which made it fun for the students to have ample amounts of time to feel possible affects of drinking. In P.E. students also had the opportunity to choose whether they wanted to play Full-court basketball or team handball. Being able to break the students up into teams made for more student interaction. The smaller teams you are able to have in P.E. the more likely you are to have every student actively participating. I was in charge of the basketball group and I got to be the referee as well as jump in and play when someone was tired.
This week was also exciting because I finally got placed into an English classroom. I will start in a 9th grade English room on Thursday. I have been very nervous about being in an English classroom because it is extremely different than a Health or P.E. setting. I am so excited about how much I will be able to learn. The teachers at my school are great and so welcoming. Every time I go into the P.E./Health teachers offices sections they all say hi to me and ask me about my background and how I am enjoying my student teaching. I am very grateful for the things I have been able to learn and will continue to be able to learn. None of the teachers that I interact with are 'perfect' but neither am I. There is always something to take away from every lesson and every day spent within the school. I learn more about the teacher I want/need to be and the teacher I will work hard never to let myself become.
I have noticed that often times teachers look for the easy way out of teaching. I do not want teaching to ever become a burden for me. I know that teaching will not always be easy but it should be enjoyable. I witnessed too many teachers in my life who simply recite information and expect it to be regurgitated back to them. I want my students to prove their knowledge and things that they have learned through fun and engaging activities. Too much of schooling has gone to the way of lecture, lecture, review, test. Repeat. This is something that I am working on how to deal with. I do not have the power to change the system and process right now but hopefully I can be influential when I do teach and have a lasting impact.
One practice that I liked that I observed this week was the way that the students were broken up into groups for their different activities. We had space to provide three different groups with the fatal vision goggles activity which made it fun for the students to have ample amounts of time to feel possible affects of drinking. In P.E. students also had the opportunity to choose whether they wanted to play Full-court basketball or team handball. Being able to break the students up into teams made for more student interaction. The smaller teams you are able to have in P.E. the more likely you are to have every student actively participating. I was in charge of the basketball group and I got to be the referee as well as jump in and play when someone was tired.
This week was also exciting because I finally got placed into an English classroom. I will start in a 9th grade English room on Thursday. I have been very nervous about being in an English classroom because it is extremely different than a Health or P.E. setting. I am so excited about how much I will be able to learn. The teachers at my school are great and so welcoming. Every time I go into the P.E./Health teachers offices sections they all say hi to me and ask me about my background and how I am enjoying my student teaching. I am very grateful for the things I have been able to learn and will continue to be able to learn. None of the teachers that I interact with are 'perfect' but neither am I. There is always something to take away from every lesson and every day spent within the school. I learn more about the teacher I want/need to be and the teacher I will work hard never to let myself become.
Wednesday, April 17, 2013
Classroom Management Strategies for Difficult Students: Promoting Change through Relationships
I read the article Classroom Management Strategies for Difficult Students: Promoting Change through Relationships. The article is based on strategies for improving classroom management in the middle grades-six through nine. These are the grades where students are more likely to develop declines in academic success as well as self-esteem. The title of this article really caught my attention because I believe that all students have the capabilities to be great students, they simply need the right attention and encouragement from a dedicated teacher who truly cares for their well-being.
The article addresses the extreme work-load and demands that are place on teachers. They are expected to know content, pedagogy, devlop engaging lessons for diverse students and use a variety of instructional strategies to keep students entertained. On top of all of this teachers are expected to have a one-on-one relationship with their students. At times this relationship may seem like the least important aspect on the never-ending To-Do list but it is truly the most important aspect to developing a positive classroom.
Some of the stratistics that I found interesting from the article were that teachers who had high-quality relationships with their students had 31% fewer discipline problems, rule violations and other related problems over the span of a year. These teacher put their students first. They focused on developing the whole person rather than one aspect of their students. The article also suggests that effective teachers do not treat all students the same. Instead they changed their management and relationship building style per each student that they have.
According to the article, successful teachers who are able to gain positive relationships with their students apply the following strategies: Understand the needs and beliefs of the students as they are, not as you think they ought to be, building empathy, admiring negative attitudes and behaviors, and leaving the ego at the door. The one that I found most interesting was the 'admiring negative attitudes and behaviors'. In this strategy teachers learn how to take a particular behavior that is not appropriate and turn it into a positive characteristic. An example was given of a student who is very manipulative. Instead of getting upset at the student who is manipulative and has a bad attitude, talk to them about how they have a great skill and they can use it for good if they choose.
Many students that we teach do not receive praise, admiration or love within their personal lives. As teachers we have the opportunity to extend to them the opportunity to receive these gifts. They all have worth and it is our job to discover what positive attributes they hold and how we can use them to better the class and their own lives. I enjoy working with difficult students. They are a challenge and I enjoy reaching that moment where I have connected with a student and instead of fighting me on a subject or disagreement we are simply able to discuss and learn from one another. I truly believe that creating positive relationships with your students is the best way to improve classroom management. This may involve changin pedagogy or content but there is no reason why we cannot adjust our teaching styles to include personal and positive interactions with our students. When we are actively engaged in their education and personal lives we can make a positive change for everyone involved. It is also our goal as teachers though to realize where the line is drawn when creating relationships. It is vital to become close to our students but we always must remember that we are first and foremost their teacher, an adult, and a professional that needs to be a positive influence in their lives.
The article addresses the extreme work-load and demands that are place on teachers. They are expected to know content, pedagogy, devlop engaging lessons for diverse students and use a variety of instructional strategies to keep students entertained. On top of all of this teachers are expected to have a one-on-one relationship with their students. At times this relationship may seem like the least important aspect on the never-ending To-Do list but it is truly the most important aspect to developing a positive classroom.
Some of the stratistics that I found interesting from the article were that teachers who had high-quality relationships with their students had 31% fewer discipline problems, rule violations and other related problems over the span of a year. These teacher put their students first. They focused on developing the whole person rather than one aspect of their students. The article also suggests that effective teachers do not treat all students the same. Instead they changed their management and relationship building style per each student that they have.
According to the article, successful teachers who are able to gain positive relationships with their students apply the following strategies: Understand the needs and beliefs of the students as they are, not as you think they ought to be, building empathy, admiring negative attitudes and behaviors, and leaving the ego at the door. The one that I found most interesting was the 'admiring negative attitudes and behaviors'. In this strategy teachers learn how to take a particular behavior that is not appropriate and turn it into a positive characteristic. An example was given of a student who is very manipulative. Instead of getting upset at the student who is manipulative and has a bad attitude, talk to them about how they have a great skill and they can use it for good if they choose.
Many students that we teach do not receive praise, admiration or love within their personal lives. As teachers we have the opportunity to extend to them the opportunity to receive these gifts. They all have worth and it is our job to discover what positive attributes they hold and how we can use them to better the class and their own lives. I enjoy working with difficult students. They are a challenge and I enjoy reaching that moment where I have connected with a student and instead of fighting me on a subject or disagreement we are simply able to discuss and learn from one another. I truly believe that creating positive relationships with your students is the best way to improve classroom management. This may involve changin pedagogy or content but there is no reason why we cannot adjust our teaching styles to include personal and positive interactions with our students. When we are actively engaged in their education and personal lives we can make a positive change for everyone involved. It is also our goal as teachers though to realize where the line is drawn when creating relationships. It is vital to become close to our students but we always must remember that we are first and foremost their teacher, an adult, and a professional that needs to be a positive influence in their lives.
Tuesday, April 16, 2013
Seeing the Gain through the Pain..Weekly Blog Post #1
This week in my school I spent all of my time with the Health & Fitness cooperating teacher. The students in the Health class were working on their presentations for the next unit of Alcohol use. They spent a day working in the library preparing their presentations and then presented them for two days. I also observed in the Fitness class where they are doing a Badmitton unit.
I am not sure if I am more stern than my cooperating teacher or if I simply do not look at certain situations with the right eye. There are many times when students are disrespectful and take up a lot of class time between transitions. For one example, students were doing their presentations this week and in-between each presentation, there wer three students who would do a clap war where one student would clap and then another and they wouldn't stop until the next presentation started. I didn't want to step on my teacher's toes so I did not say anything until it became necessary. I finally spoke up and told them not to be disruptive anymore. Often times my teacher will talk over the students while they are talking. I work with Elementary school kids and I demand respect from them to where when I am talking they are not. I try to implement this at the school as well but I worry that I am either being too stern or just looking at it from a different perspective.
I was really proud of myself this week and the things I was able to accomplish. I led the warm-up exercises in two fitness classes and was able to meet the Principle and have interactions with both him and the Vice-principle. I met with the Vice-Principle in order to try and secure an English placement. During one of these visits, she was meeting with the Principle and I took the liberty of introducing myself to him. We talked about my education experience and both of our backgrounds and it was a great chance get to know him and associate myself with the administrators.
I will adopt the generosity and kindness that my Cooperating Teacher uses. She is very understanding and listens to her students with respect and kindness even when they could be telling a lie or simply being unprepared. Especially during P.E. there are always students who fake injuries or illnesses in order to not participate. I have very little patience with students who fake injuries. I also have a hard time telling whether students are truly injured or just faking it. I have had both experiences and it never gets easier. The best thing I have observed from my teacher is to take everything with a grain of salt. She lets them rest if they need to or gives them ice or whatever they need but makes sure that she questions them about the experience and why and how they injured themselves. She also makes sure that she checks back with them on their recovery and progress.
This week was a good learning experience for me to learn about myself and what type of teacher I am and what type of teacher I need to become to better understand my students.
I am not sure if I am more stern than my cooperating teacher or if I simply do not look at certain situations with the right eye. There are many times when students are disrespectful and take up a lot of class time between transitions. For one example, students were doing their presentations this week and in-between each presentation, there wer three students who would do a clap war where one student would clap and then another and they wouldn't stop until the next presentation started. I didn't want to step on my teacher's toes so I did not say anything until it became necessary. I finally spoke up and told them not to be disruptive anymore. Often times my teacher will talk over the students while they are talking. I work with Elementary school kids and I demand respect from them to where when I am talking they are not. I try to implement this at the school as well but I worry that I am either being too stern or just looking at it from a different perspective.
I was really proud of myself this week and the things I was able to accomplish. I led the warm-up exercises in two fitness classes and was able to meet the Principle and have interactions with both him and the Vice-principle. I met with the Vice-Principle in order to try and secure an English placement. During one of these visits, she was meeting with the Principle and I took the liberty of introducing myself to him. We talked about my education experience and both of our backgrounds and it was a great chance get to know him and associate myself with the administrators.
I will adopt the generosity and kindness that my Cooperating Teacher uses. She is very understanding and listens to her students with respect and kindness even when they could be telling a lie or simply being unprepared. Especially during P.E. there are always students who fake injuries or illnesses in order to not participate. I have very little patience with students who fake injuries. I also have a hard time telling whether students are truly injured or just faking it. I have had both experiences and it never gets easier. The best thing I have observed from my teacher is to take everything with a grain of salt. She lets them rest if they need to or gives them ice or whatever they need but makes sure that she questions them about the experience and why and how they injured themselves. She also makes sure that she checks back with them on their recovery and progress.
This week was a good learning experience for me to learn about myself and what type of teacher I am and what type of teacher I need to become to better understand my students.
Wednesday, April 10, 2013
Context for Learning
The classes that I am observing are the Health class and the Intro to Fitness class. These classes are required for students to take. They need .5 credits of Health and 1.5 credits of Fitness. One semester class is equivalent to .5 credits. I will be observing these classes on Mondays, Wednesdays, and Fridays from 12:30 to 2:30. I have spoken with the Vice Principle and she is working on finding me an English placement where I can fill in more of the required hours. As far as I can see this class is not any particular type. It does not have any Honors statuses and simply a requirement for students to graduate.
The official names of the classes are Health and Introduction to Fitness. These classes run in semester blocks. Each of these classes is 55 minutes in length on Mondays and Fridays. On Tuesdays, Wednesdays, and Thursdays the classes run 50 minutes. The schedule runs the same classes each day but there are slight time adjustments due to a MAPS advisory schedule on Tuesdays where students meet once weekly with an advisor to answer any questions about the school schedule, experience, or graduation requirements for 30 minutes in a classroom setting. On Wednesdays students have a similar 30 minute period where they meet in a classroom for additional help and support for their school experience. On Thursdays there is teacher collaboration in the mornings and it is a late start for students.
There is not a specified Health book that students use for either the Health class or Intro to Fitness class. There is a curriculum that is set up by the District per the state mandated standards. My cooperative teacher teaches alongside this curriculum, adding in her own material to meet the needed standards. In the classroom there is an overhead projector connected o the computer- similar to ones used at Eastern. Students also go to the library often to use the computers there and work on group projects where they are able to collaborate with different students on presentations on certain subjects.
The class I am choosing to discuss the demographics of is my 5th period Health class. In this class there are29 students:21 male and 8 female. This class is intended to be taken during the 9th grade. However it is not a requirement that they take this class during this time so there are a variety of grades in one class. For this specific class there are 25 9th graders, 3 10th graders, and 1 11th grader. The school as a whole is quite diverse in both ethnic background as well as financial status. I am not 100% on which specific ethnicities certain students are but from what I could obtain there are22 Caucasian students, 3 Hispanic students, 1 Pacific Island student, and 3 Asian students.
There are 3 students in this class that are English Language Learners. This aspect of the class makes for interesting discussions as well as grading tests homework and handing out worksheets. I have taught lessons where the ELL students in my class took 15 minutes to answer 2 questions on a worksheet simply because of the language barrier. Even with my assistance they still had another student help them and speak to them in their own language. This makes for a very interesting dynamic but one that is helpful to my education experience. Almost 1/3 of my class qualifies for free and reduced lunch. My P.E. class has similar demographics but there are a few more students from different ethnic backgrounds. Each class I have taught varies in race, gender, and ELL students vastly from one period to the next. It sure makes for interesting lessons!
From my perspective as well as my cooperating teacher, there are no students who qualify as gifted in this class period. There are more students who are underperforming during their schooling. There are no specific students who qualify under the 504 section for accommodations. My teacher is very lenient with underperforming students and gives them many opportunities for growth and learning. She always works very closely with ELL to help them understand the content as best she can.
I really enjoy being at this school and learn a lot from the diverse group of students that I get to work with.
Tuesday, April 9, 2013
TPA Lesson Plan Response
I have a lot of mixed emotions about the TPA Lesson plan format. For the most part, I feel that it is very beneficial information for prospective teachers to think about. It is vital for us as educators to be aware of the needs of our students and to be able to write lesson plans according to those needs. The TPA lesson plan engages the teacher in a personal narrative with their true teaching values. I like the lesson plan because it forces you to focus each individual lesson on the specific students that you will be teaching it to. It takes an ordinary lesson plan to an extraordinary one by simply being able to ask questions and dive into what the big idea or goal is for the students to learn.
A few segments of the TPA lesson plan that I really enjoy and know that I wouldn’t have engaged in without this format is the section on Academic Language, the rationale and the student voice sections. Many times during my teaching or planning portions I use words that are common to me and completely understandable but I often do not realize that my students will most likely not recognize their use or meaning. I didn’t understand that what I was using was academic language. Once I began working with younger children I became more and more aware of my own language and what words I needed to modify or explain if I was going to use them. This practice has helped me greatly in my teaching. I think the Academic Language portion of the TPA helps me establish what life skill or goal I want my students to understand from the lesson. This is often times the portion where I add in words such as advocate that can help students create positive behavior change as well as learn the content. If I can help students learn attributes, skills, and behaviors that will improve their overall well-being that I can feel satisfied as a teacher.
I also enjoyed asking myself the question, Why? Why are you teaching this lesson? Is it truly important? The rationale portion of this lesson plan format helps me establish what is most important about my lesson plan and what activities should stay or go. It the activity does not help to students meet their end goal or see the Big Idea behind the lesson, and then it is not an important activity to include. This has really helped me shape my lessons to be more united and holistic in an overall perspective.
My only begrudges with the TPA lesson plan is the time that is put into creating it. I enjoy the end result but struggle with the time that is required to complete the task. I often get confused with whether or not I am supposed to answer every question from the segments in the TPA format or do I simply need to summarize the questions in a paragraph form? Will I ever look at this lesson plan again and read through a paragraph to find the important info? I am a very visual person and I like my learning to be hands on. For this purpose I like bolded statements, charts, and graphs that help to organize how the lesson will flow and what important aspects need to be covered. If I am going to put time and energy into my lesson planning then I want to be able to use them again. I have to add in some type of table or timeline in my lesson to make it visually useful to me. So my difficulties with the TPA lesson plan come mostly through not knowing exactly what I need to add into it. There is a lot of information that they want covered and I am more than willing to go through every single question but if it is not required then I struggle with the value of it. Everyone does the TPA format differently even though we are all technically required to do it the same. I think I would just enjoy some reassurance of whether or not how I am doing my lesson in TPA format are accurate for the actual assessment that we will be doing.
A few segments of the TPA lesson plan that I really enjoy and know that I wouldn’t have engaged in without this format is the section on Academic Language, the rationale and the student voice sections. Many times during my teaching or planning portions I use words that are common to me and completely understandable but I often do not realize that my students will most likely not recognize their use or meaning. I didn’t understand that what I was using was academic language. Once I began working with younger children I became more and more aware of my own language and what words I needed to modify or explain if I was going to use them. This practice has helped me greatly in my teaching. I think the Academic Language portion of the TPA helps me establish what life skill or goal I want my students to understand from the lesson. This is often times the portion where I add in words such as advocate that can help students create positive behavior change as well as learn the content. If I can help students learn attributes, skills, and behaviors that will improve their overall well-being that I can feel satisfied as a teacher.
I also enjoyed asking myself the question, Why? Why are you teaching this lesson? Is it truly important? The rationale portion of this lesson plan format helps me establish what is most important about my lesson plan and what activities should stay or go. It the activity does not help to students meet their end goal or see the Big Idea behind the lesson, and then it is not an important activity to include. This has really helped me shape my lessons to be more united and holistic in an overall perspective.
My only begrudges with the TPA lesson plan is the time that is put into creating it. I enjoy the end result but struggle with the time that is required to complete the task. I often get confused with whether or not I am supposed to answer every question from the segments in the TPA format or do I simply need to summarize the questions in a paragraph form? Will I ever look at this lesson plan again and read through a paragraph to find the important info? I am a very visual person and I like my learning to be hands on. For this purpose I like bolded statements, charts, and graphs that help to organize how the lesson will flow and what important aspects need to be covered. If I am going to put time and energy into my lesson planning then I want to be able to use them again. I have to add in some type of table or timeline in my lesson to make it visually useful to me. So my difficulties with the TPA lesson plan come mostly through not knowing exactly what I need to add into it. There is a lot of information that they want covered and I am more than willing to go through every single question but if it is not required then I struggle with the value of it. Everyone does the TPA format differently even though we are all technically required to do it the same. I think I would just enjoy some reassurance of whether or not how I am doing my lesson in TPA format are accurate for the actual assessment that we will be doing.
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