Context: Student teaching was performed under the supervision of Karen Gilbert, second grade teacher and Hudson Elementary, and Tanya Honeycutt, advisor during Spring 2008.

Impact: While student teaching I taught several science, social studies, reading, and spelling lessons. Mrs. Honeycutt observed several times through the time I was at Hudson Elementary. I also received a great deal of feedback from both Mrs. Honeycutt and Mrs. Gilbert.

Alignment: This unit met the following North Carolina Standards for Elementary School Teachers.

Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.

Indicator 2: Teachers have knowledge of geometry and measurement.

I met this standard by helping the student with accelerated math. The students had geometry questions like how many faces does this figure have, how many edges does it have. I used their desks to help them understand what edges and faces are.

Indicator 3: Teachers have a knowledge of patterns, relationships, functions, symbols, and models.

I met this standard by helping them with accelerated math. Some of the questions would ask "if tiffany gives each friend that comes to her party 2 tokens, how many people came to the party if she gave out 14 tokens". They had to fill out a table and by finding the pattern in the table the saw that they were counting by 2's.

Standard 16: Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy issues and supporting professional development. Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students.

Indicator 1: When developing as leaders in their school and communities, elementary teachers involve students in activities outside the classroom.

I met this indicator by attending a discovery field trip and being the leader for a small group of students. The students walked around a discovery museum and I facilitated learning by participating, asking, and answering questions.

Indicator 2: Teachers participate in meeting that establish policy.

I met this indicator by attending faculty and grade level meetings.

Indicator 6: Teachers welcome classroom observation by other professionals and initiate professional dialogue regarding teaching methods and instructional delivery.

I met this indicator when Mrs. Honeycutt observed me teach several science lessons. After each observation I would gain feedback on what I did well and what I need to work on.

Indicator 9: Teachers understand the importance of collaborating with colleagues to strengthen content, research, and pedagogy, as well as with the community to provide quality instruction that meets state competencies.

I met this indicator by collaborating with my supervising teacher, Mrs. Gilbert, about what has worked well for her in the past and what she would like for me to touch on while planning my lessons.

Standard 17: Elementary teachers understand safety and liability issues in elementary schools and advocate for appropriate safety materials and enforcement practices in the classroom.

Indicator 1: Teachers ensure that safety issues are included in instruction and provide supervision during lab activities and field experiences.

I met this standard by telling the students way I was the one handling the hot water during a fog experiment and also discussed some of the safety tips during a thunder storm or tornado.

Indicator 3: Teachers have a working knowledge and comply with the science Safety Laws, Codes, and Standards.

I met this indicator by attending a safety meeting and a faculty meeting about after school safety.

Indicator 4: Teachers model and communicate appropriate safety behaviors.

I met this standard by observing students taking scissors to their desk and correcting them if the are holding them wrong and praising them if they are carrying them correctly.