Hannah Eudy

T/L 310
Portfolio B

1) Dear Parent(s)/Guardian(s),

Welcome! I am so excited to have your child in my class this year, we are going to learn

so much in our classroom. First, I want you all to get to know me a little, so you know

who you will be sending your child to. I recently graduated from Washington State

University with a degree in Elementary Education and an endorsement in English

Language Learners (ELL). I love to read, write, paint, do math, science, and learn social

studies. I am hoping I can instill a love for school in my students, as we are going to be

creating a positive classroom environment. I have high expectations for all my students to

succeed and respect one another. One of my huge themes is respect, because once we all

become one big family, we learn easier. My hope is that we can all trust and feel safe

with one another, so that we can learn as much as possible. My plans for creating this

compelling classroom is to have morning meetings each day, so that every student can

talk about what they need to. This will help students listen to one another, create

empathy, and give them chances to share. My goals are that every child in my class

knows that I care for them and want them to do their best. We will be doing portfolios so

I can monitor growth, as I am looking to see growth in each student. Another goal is to

make sure all students are either up to standard, or exceed further, so that all students can

receive stellar marks. I am looking forward to meeting all my students and their parents!

Feel free to call or email me anytime, and you are always welcome to join us in class.

Sincerely, Miss Eudy

2) Parent-teacher communication is going to be challenging, but I will do my best to achieve

those relationships. My plan is to make sure the parents know that I would love their help

in the classroom (Wong & Wong, 2009, p. 60). This not only makes me more inviting but

it also makes them feel part of their children’s learning. I hope to have conferences at

least twice a year, and my practicum teacher gave me some great advice in which I might

adapt for my own student and parent needs. I will have the first conference be the parent

only so we can discuss any issues I would not want the child present for, and the second

conference will be student led. This ensures that I better know their family creating the

most positive environment for all. I also want to send home weekly notes every Friday

that are like progress reports as I want parents to write their signatures with a comment

box for them if they have any questions. My plan is to make myself accessible to parents,

by inserting my email and phone number in every letter I send home, and tell them to feel

free to contact me whenever, and come in if they want to help.

WEEKLY SAMPLE LETTER HOME (Sent home Friday due on Monday)

Dear Parent(s)/Guardian(s),

I hope all is well, here is what we have achieved, what we are working on, and what is

upcoming!

Insert past assignments and what we have done in class

Insert what we are working on in class

Insert what is upcoming, including any events or activities.

Feel free to contact me by email (hannah.eudy@wsu.edu), or phone number (425 418

1277)!

Best, Miss Eudy

Questions, comments, or concerns?

Signature: ___________________________________

Date: _______________________________________
3) Right now, I think my best communication skill is constructive assertiveness by clearly

stating my concerns without being manipulated with clear corrections (Everston &

Emmer, 2017, p. 204). I think this because it is the one I feel my practicum teachers have

had me use, and I cannot create a classroom environment without it being my own. I

think this strategy is easy because it is straight to the point, and it can be rather blunt, but

sometimes students do not listen to me so it takes time. With any problem-solving, the

student must be trusting of the teacher. I want to develop my skills in both the other ones,

but I would love to work on problem-solving. Where it is more of a compromise, with a

plan for change that involves the student or parent (Everston & Emmer, 2017, p. 204). I

think this is a great one, because then the student can feel like they are part of the process.

I saw my practicum teacher do this in the conference a little bit, and I really admired it. I

think working with the student gives the impression that it is more of teamwork, than the

problem of the student’s. I am excited about these communication skills though, because

I think they all have a place. The most useful to me seems like problem-solving and

empathetic which I would be happy to improve.

 Resources
Carolyn M. Evertson & Edmund T. Emmer (2017) Classroom Management for Elementary
Teachers (10th Edition). Prentice Hall.
Harry K. Wong & Rosemary T. Wong (2009) The First Days of School: How To Be An
Effective Teacher. Harry K. Wong Publications, Inc.