Emily Suzette Young

“If a child can’t learn the way we teach, maybe we should teach the way they learn.” - Ignacio Estratda

Standing at the front of a classroom with twenty-five pairs of eyes staring at me waiting to absorb the information I have to teach, is the most frightening but most exhilarating moments of a teachers life. I know that I have the chance, in that moment, to alter the course of each child’s life that sits before me. I have the chance to make them feel important and empowered. I have the opportunity to inspire the students to dream and be whatever they want. Teachers have the chance to create a safe place where students can be themselves and learn through exploration, a place where mistakes are encouraged because that is how we learn best.

I call my students my children because in my classroom we are a family. I will do anything I have to in order to help my students be the best that they can be and allow them to know that they can be anything they want. In my classroom, “can’t” is not a word. The students know we always try and if there is something they want, I will do anything in my power to get them there.

Emily Suzette Young

Philosophy of Education

I believe that the purpose of education is to prepare children to become productive citizens of society. Recently, children are given more responsibility at a younger age. Education and school is used to help these children feel confident in the responsibility they have and have the knowledge to take on these responsibilities and be successful. However, no two children have the same responsibilities, same family, or the same goals in life. This means that education and teaching should be teacher led but ultimately student driven. This is accomplished by creating a safe and secure environment for the students to share about themselves, their lives, and their goals. This means showing the students that we are a family and in our family we respect each other, help each other, and push each other to reach our full potential.

Education does not just take place in the classroom. I believe that children cannot learn everything that they need to inside a room; they need to experience things and put a meaning to their learning. These experiences can be learned through field trips, pen pals from another state or country, working with community members, or even at home. Because of this, communication is an important aspect of any classroom. As the teacher, I must keep an open line of communication with the guardians of my students. My students spend more time at home with their families than they do in my classroom. Therefore, it is my responsibility to make sure that they know what we are doing at school, and they feel comfortable sharing with me what is happening at home.

Education is fluid. Just because there is a plan, does not mean that is what is going to happen. Children are curious beings and therefore will take your plan in a direction that you, as an adult, could not imagine. As the teacher it is my responsibility to allow my students to take the lesson where they need it to go and not force them to follow my plan. Listening to my students, I can then plan the following lessons based on their questions about the lessons.

Philosophy of Discipline

Discipline in a classroom can be a tricky thing. The first thing that I believe about discipline is that the “punishment should fit the crime.” Students should not be banned from participating in a class party because they didn’t turn in their homework. Instead, they should be given a make up assignment or simply no credit for the assignment. Second, I believe that discipline should be immediate, especially in the younger grades. Children do not have long attention spans; if you give them a punishment hours or days after the behavior (especially if the behavior is small) then they will forget what they are being punished for. If a student is not participating correctly in an activity, they should be warned and not be allowed to participate in that specific activity. However, as soon as that activity is over, that student should be aloud to participate with the class again. If the behavior is dangerous to them or others, the punishment should still fit what was done but could be done over a longer period of time. An example would be, if a student pushes another student in the lunch room, they would not be aloud back in the lunch room for the rest of the week.

Philosophy

Emily Suzette Young

Finally, I believe that discipline procedures, for typical things, should be clearly laid out at the start of the year. Students should know what is expected of them, but should also know what the consequences will be if they don’t follow the set rules. This allows the students to make an informed conscious decision about their behavior knowing what the consequences for their actions will be, even if they don’t realize that is what they are doing. It is then the responsibility of the teacher to enforce the correct punishment and remind the student that they knew what the rules were and what would happen if they did not follow them, hopefully preventing the same behavior from happening again.

Philosophy of Diversity

As a teacher, it is my responsibility to make sure that all students have access to the curriculum in the best way possible for each student. Because all students have diverse backgrounds and unique life experiences, it is my job to learn about those differences and incorporate those differences into my teaching. Diversity comes in many forms, from the language you speak, to the family structure you come from, or the abilities you have. All of these things matter in a students education and should not be ignored or looked over, but should be embraced.

It is the responsibility of the teacher to create an environment where all students have access to the general education curriculum in the best way possible. I understand that for some students, a full spelling list may not be appropriate and they will need to have a shortened one to be as successful as the student with the full list. I embrace that not all students speak the same language at home and will not condemn them for that. I recognize that not all students come from a family with a mother and a father and will not have books that portray this as “the” family structure, but will include those of all different make-ups.

Philosophy

Emily Suzette YoungDiverse Learners

As part of 8 Step, for twenty minutes per day the students split up into groups based on ability level as determined by standards based tests. This is an example of plans made for a remediation group (students who scored fifty percent or less on the test). This particular week was about finding and defining compound words. This is something that had been taught for three weeks prior to this lesson. This lesson shows diversity in teaching by reviewing teaching methods and adjusting them for students who need remediation on that particular standard.

Emily Suzette Young

Hello families!

My name is Emily Young and I am the Student Teacher in your child’s class this semester. I have been in the classroom this week and will be here until the end of April. I grew up in Muncie and am a senior at Ball State. Teaching is my passion and this is the final step toward having my own classroom! I can’t wait to work more with your child and get to know them better. I can already tell that this is a wonderful class and I am so excited to be a part of it. I hope to keep in contact with you and that you feel comfortable communicating with me. Feel free to contact me through notes with your child or through Mrs. McCoy.

Thank you for the opportunity to work with your child!Emily Young

Hola familias!

Mi nombre es Emily Young y yo soy el professor de estudiante en la clase de su hijo semestre. He estado en el salon de clases esta semana y estaré aquí hasta el final de abril. Crecí en Muncie y soy estudiante de ultimo año en Ball State. La enseñanza es mi pasión y este es el último paso hacia tener mi propio salón de clases! No puedo esperar a trabajar más con su hijo y llegar a conocerlos mejor. Yo ya puedo decir de ella. Espero seguir en contacto con usted y que usted se sienta cómodo comunicándose conmigo. No dude en ponerse en contacto conmigo a través de notas con su hijo o por la señor McCoy.

Gracias por la oportunidad de trabajar con su niño usted!Emily Young

Diverse Learners

Emily Suzette YoungClassroom Management

Students should take responsibility in their actions and for their behavior. This clip chart allows that to take place. All students start on green at the beginning of each day. If the students are caught doing something good, they will move their clothes pin (which has their classroom number on it) up into the blue, then pink, and then purple. If the students move into the purple, or “super student,” they will be allowed to choose from the “reward sticks” which have good things such as a homework pass. If the student is caught demonstrating negative behavior, they will move their clip down to yellow, then orange, and then red. The yellow is simply a warning to make better choices. If the child lands on orange, the teacher draws from the “negative sticks” and the child has something extra to do, such as straighten up the desks. If the child continues to act up and clips down to red, a parent will be contacted immediately.

The things that will make the students move a clothes pin down will be disrespecting others or others property, not having their materials, being disruptive, and not following school policies, such as not walking in the hallway, being disruptive, playing in the bathroom, ect. When the student moves their clothes pin we will have a discussion of why that behavior was not appropriate and what would have been a better choice for next time.

Emily Suzette Young Classroom Management

For some students, the typical classroom management plan is not effective. Some students need an extra reminder and incentive to demonstrate positive behavior. Having the student create their own goals, rewards, and consequences, allows them to take ownership in their behavior. Having a binding contract creates something visual that the student can refer back to if they are having a bad day. Providing them with “Good News” cards to take home, gives them pride in their behavior and makes them want to earn them so they can show their family members what good things they accomplished at school.

Emily Suzette YoungLesson Plans

Emily Suzette Young

Lesson Plans

Emily Suzette Young

Lesson Plans

Emily Suzette Young Lesson Plans

Emily Suzette YoungLesson Plans

This lesson plan originally started with the Cause and Effect task cards. The students were to move around the room and decide if the underlined part of the card was the cause or the effect in the scenario. Throughout the activity, the students were asking me a lot of questions not understanding what to do. I began to get frustrated because this is something that we had been talking about for three weeks. When I went to grade the papers, the majority of students failed. I then asked the students why the activity was so hard. When the majority of them answered, “Because the cause and effect were switched,” I knew I needed to reteach the material.

I found the other sheet and worked through it with the students. We took a red pencil and highlighted the cause in each and a blue to highlight the effect. We discussed how they can be in any order and what the key words to look for to determine which is which, such as “Because” before a statement says that it is a cause.

Emily Suzette Young Lesson Plans

Emily Suzette Young

Lesson Plans

Emily Suzette Young Lesson Plans

Emily Suzette Young

Lesson Plans

Emily Suzette Young

Lesson Plans

Emily Suzette Young

o o o

o

o o

o

o

o

o o

o o o

Lesson Plans

Emily Suzette Young

o o o o o o

o o o

o

o

o o

o

o o

o o o

Lesson Plans

Emily Suzette Young

o o o

o

Lesson Plans

Emily Suzette Young

o

o

o

o

o o o

Lesson Plans

Emily Suzette YoungTeaching Unit

Learning Assessment Model Project

Winter Olympics (10 Day Unit)

The main purpose of this unit was to educate the students about the Olympics. Since the students were eight years old, they did not know much about the Olympics, especially the winter Olympics. Throughout the unit, the students were exposed to information about many different winter sports and different major countries that participate in the Olympics. Students worked both independently and in groups throughout the unit. The students will work in groups to learn and teach their classmates about their sport. The final project consisted of the students researching a specific sport through books and the internet and then presenting it to the class.

Emily Suzette Young Teaching Unit

Day 1: General Olympic knowledge For the opening lesson, the students will learn about the opening ceremony, general knowledge about the Olympics, Sochi, Russia (the host city), the Olympic Rings and Torch, and a brief outline of different sports. Day 2: Learning more about the sports The students will be learning about what they are going to do for their project. They will learn that they will be researching a sport and give a presentation on it in partners. Day 3: Ancient Greece/Centers The students will begin learning about the history of the Olympics. Today they will learn about Ancient Greece. They will then be breaking up into their centers and groups to work on their project. Day 4: Germany The students will be learning about the main competing countries throughout the lesson. Today they will learn about Germany (the location on a map, the flag and the major sports they compete in). They will then break into their centers. Day 5: Early Olympics The students will learn about the early games. This includes the rules of them and the sports that the Olympians competed in. Then the students will break up into their centers. Day 6: Norway The students will learn about Norway (the location on a map, the flag, and the major sports they compete in). Then the students will break into centers. Day 7: Previous Olympics The students will learn about recent past Olympics, where they were and some memorable moments. We will be researching online and sharing. Day 8: China The students will be learning about China (the location on a map, the flag, and the major sports they compete in). They will then get with their partner to work on their final project. Day 9: Summer vs. Winter Olympics The students will be learning about the differences between the summer and winter Olympics. They will be learning about the sports, and locations. The students will break into their partners and then we will begin presentations. Day 10: Final Presentations The students will be giving their presentations to the class. We will then be wrapping up our lesson by watching more of the sports and medal ceremonies. We will also finish our chapter book if we have not finished it before.

Emily Suzette Young

Content Objective: Students will research and present on a sport in the Winter Olympics. IN State Standards ELA Standard 7: Students listen critically and respond appropriately to oral

communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a point of view or thesis statement. Students use the same Standard English conventions for oral speech that they use in their writing

State Indicators: EL.2.7.9 Report on a topic with supportive facts and details

EL.2.7.11 Report on a topic with facts and details, drawing from several sources of information

ELA Standard 4: Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts. State Indicators: EL.2.4.3 Research process and technology: Find the ideas for writing stories and descriptions in pictures or books EL.2.4.4 Understand the purpose of various reference materials

Common Core Standards: Text Types and Purposes:

CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Production and Distribution of Writing: CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Interdisciplinary and Curricular Connections: Language Arts and Social Studies How this Objective will be Assessed: Post-test, presentation (final project) rubric

Emily Suzette Young

My display area was a bulletin board in the hallway outside our classroom. The display area started with just Sochi 2014 and a border of many countries flags. On the first day, we discussed the Olympic Rings and the medal count. These were then placed on the display board. These medal counts were for the five countries we talked about. After day two, when the students were given their sport, they drew a picture of their sport to be displayed on the board. As the week went on, the students worked on an acrostic poem of the Olympics. As they finished, I displayed their poems for people to read. Finally, I displayed the students’ final reports of their sport.

Emily Suzette Young

Resume

Emily Suzette Young

Emily Young, page 2765-749-0123

Resume

Emily Suzette YoungLetters of Recommendation

Emily Suzette Young Letters of Recommendation