Week 1 Journal Entry: Submit A Two To Three Page Weekly Jour

Week 1 Journal Entrysubmit A Two To Three Page Weekly Journal That Co

Week 1 Journal Entry Submit a two- to three-page weekly journal that contains reflections for each day. Your journal entries should record your thoughts about actions and events of your internship, as you reflect on each day. Please note the NC Standards the activities address as well as the amount of time spent on the activities. You will find these pieces of information invaluable when you complete your internship log at the end of the course.

Paper For Above instruction

During my first week of my internship, I maintained a daily journal to reflect on the various activities and experiences I encountered each day. This practice allowed me to deepen my understanding of the practical applications of my coursework and to recognize how my actions aligned with established standards.

Monday: The week began with orientation and observation of how the supervising teacher managed the classroom. I spent approximately two hours observing classroom routines, behavior management strategies, and instructional delivery. I reflected on the importance of establishing clear routines early in the school year to create a positive learning environment. This activity addressed the NC Standard related to establishing effective classroom management practices (Standard 2).

Tuesday: I participated in small-group instruction for about three hours. The task involved assisting students with reading comprehension strategies. I noted how differentiated instruction tailored to individual student needs enhanced engagement and learning outcomes. I also recorded how this activity met the NC Standard for providing targeted instructional support (Standard 3). My time spent on this activity reinforced the importance of formative assessment and adaptable teaching techniques.

Wednesday: The focus was on assessing student work and providing feedback. I spent around two hours reviewing assignments and discussing progress with the lead teacher. This reflection underscored the role of ongoing assessment in informing instruction and supporting student growth, aligning with the NC Standard emphasizing assessment strategies (Standard 4). I appreciated the importance of timely, constructive feedback for student development.

Thursday: I observed a classroom management strategy session, which lasted approximately 1.5 hours. The teacher used positive reinforcement techniques to promote good behavior. I reflected on how these approaches foster intrinsic motivation and classroom harmony. This practice addressed the NC Standard related to fostering a safe and respectful learning environment (Standard 2).

Friday: The week concluded with my first attempt at leading a mini-lesson for about one hour. I prepared and delivered a brief instructional segment on a science concept. I learned about the importance of clear objectives, engagement strategies, and pacing. Reflecting on this experience, I recognized areas for improvement, such as voice projection and transition timing. This activity aligned with the NC Standard for instructional delivery and student engagement (Standard 3).

Overall, my first week of internship was highly enlightening. Recording daily reflections helped me connect theory to practice, understand the application of instructional standards, and recognize personal growth areas. I look forward to building on this foundation in the coming weeks to develop my skills as an effective educator.

References

• North Carolina Department of Public Instruction. (2020). Professional Teaching Standards. Retrieved from https://www.dpi.nc.gov
• Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
• Fisher, D., & Frey, N. (2014). Checking for understanding: Formative assessment techniques for your classroom. ASCD.
• Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
• Danielson, C. (2013). The four domains of teaching: A framework for teacher evaluation. Educational Leadership.
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
• Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press.
• Chicago, S., & Clinchy, B. (2016). Classroom management strategies. Journal of Educational Strategies, 34(2), 45-59.
• Pellegrino, J. W., & Hilton, M. L. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
• Ontario Ministry of Education. (2014). Assessment for Learning: Strategies and Techniques. Retrieved from https://www.edu.gov.on.ca