 School site: The Preuss School  Classes: 6 th Grade Math Enrichment and 7 th Grade Honor Pre-Algebra  Student population: 816 students  Student demographic: 67% Hispanic, 19% Asian and Pacific Islander, 10% African American, and 4% White  Background: a college-preparatory charter day school that educate low-income students between 6 th and 12 th grades

TPE 4: Making Content Accessible  “teach students strategies to read and comprehend a variety of texts and a variety of information sources, in the subject(s) taught.”

 Making Content Accessible  Brainstorming out strategies for students to use  Students referred back to the strategies in order to help them solve on word problems

TPE 5: Student Engagement  “extend the intellectual quality of student thinking by asking stimulating questions and challenging student ideas. They teach students to respond to and frame meaningful questions”

 Student Engagement  Students had to figure out a rule when a decimal value multiplies by power of 10.  Students worked on 10 different problems in order to see the pattern.

TPE 6: Developmentally Appropriate Practices in Grades 4-8  “design learning activities to extend students’ concrete thinking and foster abstract reasoning and problem-solving skills”

 Developmentally Appropriate Practices in Grade 4-8  Students imaged themselves cooking for a big party. They had to convert all of the recipes to fit with the large amount of guests.  Students were able to see life application in their life

TPE 7: Teaching English Learners  “use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners”

 Teaching English Learners  Used graphic organizer so ELs could follow the rules easier  Used manipulate strategies such as word sort to build on student knowledge  Helped build communication between peers

TPE 10: Instructional Time  “based on reflection and consultation, they adjust the use of instructional time to optimize the learning opportunities and outcomes for all students”

 Instructional time  Students were struggling on the practice problems. Instead of continuing on with the lesson, I used the practice problems to build on into my lesson.  I did one problem in detail, asked students to follow the process for the rest, and used one of the problems as a summary (exit slip)

TPE 11: Social Environment  “help students learn how to work responsibly with others and independently”

 Social Environment  This is a written expectation of how students should work by themselves and with others when they play a Review Activity  Student who does not follow the expectation will get disqualified

TPE 2: Monitoring Student Learning During Instruction  “use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the state-adopted academic content standards”

 Monitoring student learning during instruction  Used stamp to indicate the students got the answers correct  A chance to go around to check on student understanding  If a majority of the students got the problems correctly, then we move one. If a majority of the students got the problems incorrectly, then we go over the problems in details.

 This is a phone log that I used every time I made a phone call. The phone call is usually about reminding students to turn in assignment, positive phone calls (good job on the quiz), and inform parents on how their child is doing.

These are my next steps that I want to improve:  TPE 1B: foster positive attitudes toward mathematics, and encourage student curiosity, flexibility, and persistence in solving mathematical problem  I have a problem finding creative ways to teach students math without going back to the old tradition of doing problems on the board  I want to show students why math is relevant in their every day life by doing hand-on learning activities

 TPE 3: know when and how to use specialized assessments based on students’ needs  I have a hard time practicing how to effectively help students learn when they have different needs  I want to find effective strategies to assess student learning and not based on test/quiz scores

 TPE 5: If students are struggling and off-task, examine why and use strategies to re-engage them  Right now I do not have a disciplinary plan that I can use when students misbehave or off-task. I would like to use Jones’s hierarchy of disciplinary ladder. This will help me evaluate the magnitude of student behavior– “the punishment fits the crime”