Interview Protocol

Teacher

(This interview should take place within the first two weeks of your clinical experience).
Interviewer: Interviewee:

Mikala Muskelly Mrs. B

Date: Time:

January 30, 2017

Planning Questions:

1. What is your process for writing a typical writing lesson plan?

a. Our big writing activities are based upon the cycles given to us by CMS
and correspond to what we have been learning in literacy. After
reviewing what the activity should be, we decide how we are going to
implement/modify/embellish it for our students. From that point we create
the steps we think the students should go through in order to gather the
information and skills to create the final product. We think about what
writing prerequisite we need to teach. Is there research or reading that
needs to be completed. How does the activity need to be modified for the
high-flyers or for the babies. What graphic organizers we need to provide.
We will create directions, an exemplar and a rubric of the expectations for
the final product.
2. What types of materials do you provide for students to access during language
arts/writing lessons?
. We use graphic organizers, books, writing journals, Razkids, Scholastic News,
Close Reading passages, ReadWorks.org.
3. In what ways do you plan for differentiation in writing instruction and activities?
. So much of the differentiation is based upon knowing the learners, their
strengths and their needs. We begin the beginning of the year by giving some writing
prompts and teaching some very standard lessons about how to turn the question into
the answer and what is a complete sentence . From those activities we begin to tailor the
writing to the specific needs of the students. Our grade level works very well together
and brings our challenges to discuss and brainstorm ways that to support them.

Instructional Questions:

1. What are some of your instructional challenges as a teacher?

a. Time, Time, Time! We have 3 rounds of testing during the school year. During
those testing blocks we lose weeks of valuable instructional time. We group our students
based upon ability and test scores, but even within that framework there are a wide
range of abilities. Making sure that you meet all of their needs and that nobody falls
through the cracks is always a concern. Having all of the materials to meet the needs of
the students and the demands of the curriculum can also be difficult.
2. What do you consider essential characteristics for successful teaching?
. A successful teacher needs to be organized, flexible, inquisitive, and be willing to
seek help when it is needed.
3. How is the use of technology integrated into your lessons? Does technology play a
major role in your writing instruction?
. We use DreamBox and Compass Learning to support the students with their
math and literacy skills. The programs are tailored to the needs of each child. I also use
RazKids to support their literacy skills. All of these programs are utilized in workshop
time. I do pull materials them for introducing lessons. I do not use any technology for
writing instruction. The best thing the students can do is just to write as much as
possible. I suppose in the upper grades when students typing skills are better
technology could be utilized.
4. What social studies and science topics/units will be studied during my clinical
experience? What are possible goals/objectives I could address for my lessons? Do you
have any instructional resources that would support these goals/objectives?
. Currently we are ending our life cycles unit. We will spend a (brief) 2 weeks on
African American History. During the month of March we will be introducing map and
geography, Sound and Matter. As far as resources, I honestly dont know as I havent
taught any of the topics before. We will find out together.
5. What does reading instruction look like in your classroom (e.g. readers workshop,
basals, etc.)? What reading topics will be studied during my clinical experience? What
are possible goals/objectives I could address for my reading lesson? Do you have any
instructional resources that would support these goals/objectives?
. We have just introduced our Character unit which focuses on Feelings, story
elements and a great deal of time on character traits. In the next week or two we will
begin our writing unit working on telling stories with a problem, solution, and
characters. Once the writing begins, the mini lessons will switch from mostly literacy
points to mostly writing points.

Classroom Management Questions:

1. What motivation tactics do you use to ensure a desire to learn?

a. I love to read and love to learn. I want to share that delight with my students. I
try to find literature that the students will enjoy and present it in a way that is
entertaining. We celebrate success together. I encourage them to problem solve and
figure things out, giving them the support they need to be successful. I like to frame it
that we are in this together. I am also kind of a goof ball as well.
2. Tell me about the classroom community. How is student behavior monitored? In what
ways is positive behavior reinforced? In what ways are negative behaviors prevented?
Tell me about the consequences for negative behavior.
. We have a school-wide behavior system based upon Leader in Me. The
standards are discussed and the rewards and consequences are standard everywhere in
the building. I love to point out the positive - who is doing the correct thing, who
followed directions the first time, who has been a good friend or helper. Usually others
will follow because everyone wants praise. When students have problems or questions I
like to turn it back on them and ask what do THEY think they should do or how THEY
would solve it. If they dont know, then we take it to the class. This way everyone
becomes invested. Its not just what Mrs. B says, its what everyone think.

Reflection on Interview:

The classs writing block does not follow the format of writers workshop, but instead consists

of writing about what they are learning in literacy. I believe that this process is more helpful in

reinforcing their literacy curriculum, but not really in teaching writing skills. They do not learn

much about the writing process and there is little room for one-on-one writing instruction.

There is much use of writing prompts and formulaic teaching of writing skills.

The biggest struggle that she experiences in teaching is managing all of the demands of

standards and student needs while being given limited time in which to complete everything.

However, she does remark that an essential characteristic of a great educator is being flexible.

In this way she must work writing instruction into the daily schedule as best possible.

The behavior management program that the teacher uses seems to be more effective than

others I have seen because it is reinforced school wide. The program focuses on building

leadership skills and teaching students how to problem solve their behavior issues. However,

there are a few issues with the program. It really relies on students feeling a sense of guilt for

not following the rules provided by the teachers. Students that typically have the worst

behavior, do not care about having to move a clip to a lower level. Therefore, the students that

this program works for are the ones that care about impressing their teachers or pleasing

others. I believe that this program could be a bit more effective if it focused on showing

students the impact that their behavior has not only on others but on themselves.