Montford Visit #1

My first visit to Montford was AWESOME! Ms. Graham is a wonderful teacher, and it
was clear to both myself and the other observers that she is passionate about teaching and the
other observers in that she is passionate about teaching. I love how she took control of the
classroom while also making it fun and interactive with the curriculum. For example, Ms.
Graham has a policy in which the students names are randomized on the end of Popsicle sticks.
Each time the students finish the activity assigned, she would pull out a stick and call on the
student. This was definitely smart, because putting the names in a random choosing pushes the
students to complete all of their work, since they are not the only ones to be called on. Also, this
idea was very interesting because it tied in with Ms. Grahams style of teaching. The students
were not afraid of not being right either. One young lady blatantly pointed out that she was not
sure of the answer, but rather scolding the student in front of the whole class, she helped the
student with the answer. This instance showed me the level of comfort the students have with
Ms. Graham, and the idea of asking for help. The students were also working with a new online
guided workbook program for reading comprehension. Yet, once again, Ms. Graham guided the
class flawless. She continued to motivate them to log on to the programs and turn in their
assignments and take their quizzes as soon as possible so they will not have a low grade in the
course. I thought that this was very considerate of Ms. Graham, because she did not have to take
any assignments after the due date nor was she required to even provide the students with a
reminder as to what they should be doing. To continue on, the students were also working on the
workbook section of the program, which is found in paperback version at the desk of each
student. While they were working on another activity/mini-lesson with Ms. Graham, we were
actually able to provide feedback on sticky notes for each of the students to look at. These

comments included: Great Details!, Please be sure to provide specific examples., Why?. This
was really cool considering this was our first visit.
Another additive to the curriculum, to accompany the workbooks, was the online portion
of the workbook. This allowed students to go on and practice, take quizzes, and finish other
assignments. The use of media in the classroom has been a huge debate lately. As a future
educator, I have come to terms with the idea that the school in which I work in may require me
to incorporate digital media into my lesson. Not only paying special attention to the
implementation of the traditional PowerPoint. Yet, I feel that one of our books pointed out a very
valuable aspect of digital writing and incorporation. Digital writing, according to Hicks, is
Going through a process, rather than just focusing on a final product (Hicks, 2009) This led
me to feel more accepting of the use of media in the classroom. As long as students are aware
that they are not expected to be perfect, and automatically grasp concepts with the ability to
produce a piece of art from the gate; this release of pressure will lead to better progress in the
classroom, as in Ms. Grahams classroom.
Next, was the students favorite part of the day, at least it seemed. We went to the library
where we met, probably the funniest librarian ever, Ms. Drake. Both she and Ms. Graham took
time out of their busy days to talk to us about what we plan to do with our future and the rest of
our time at Florida State. Again, neither one of them was required to do any of that, but they
juggle many different situations at once making them, in my book, some of the best educators.

Montford Visit #2
This week was another great week! The students are beginning to become more active
and comfortable with us observing in their classroom. Some of the students even came in and
said hello before preceding to tell us about their day so far. One of the young girls had been
telling us in a previous class that her mother was nine months pregnant and would be having the
baby any time soon. She continued to tell us about her new little sister and how she is happy to
be an older sister. Honestly, I was surprised to see that she was so excited to have a newer,
younger, sibling, but it was also somewhat refreshing to hear something positive about siblings.
Unfortunately, this week was not our week to go to the library. (They run on a bi-weekly
schedule, which I thought was very effective.) However, again the students participated in the
bell work at the beginning of class and were called on using the infamous Popsicle sticks! I could
tell that some of the students were still working to become acclimated to the system of using
Popsicle sticks, because they would still raise their hands sometimes Our next activity on the
classroom agenda was to have a class discussion on the group reading. This process actually
went over very well. I could tell that the students were engaged and excited to read the story
about the young girl and her experiences that she encountered. This led to us grading the
worksheets on the readings. Many students had great ideas, but struggled to provide key
examples to support their answers. These books are a new additive at Montford, so we also had
a guest from the company come in and observe to see how the new workbooks were working out
in the class. However, I found this interesting, because if she had not told me the program was
new, I would have never known, because Ms. Graham made it seem as though she had been
working on it for years. After class, I decided to ask her how she likes the new workbooks. She
told me they are different from what she is used to working with, but she thinks the stories are

interesting for the students. This is the Ms. Graham that I admire. I cannot wait to see the
students continue to make progress as I observe.

Montford Visit #3
Today we focused on the stories in the workbooks again. However, this time was all
about us providing feedback on the work they had already completed or lack thereof. Many of
the students completed their work, but lacked minute details in their work. For example, many of
the students provided their answer in the blank, but forgot to go back and cite the details for what
makes this true. Instead of writing directly in their workbooks, we wrote our feedback on sticky
notes and then placed them inside. Obviously, I thought this was really cool, due to my sad
phobia of red pen! It gave the students the chance to fix their mistakes and then throw away the
sticky notes. We all deserve a second chance, right? While they were looking over the sticky
notes, we were able to walk around and help them by answering any questions they had. Most of
the students did not have questions, because they were already aware they had not submitted
complete work the first time. While they were fixing their mistakes, we had the chance to
interact with the individual tables on a personal level. We also got the chance to hear their
feedback on the new workbooks. Most of them did not really have any qualms about the new
books and actually enjoyed reading the different story. The only part they did not like was when
they had to do the work, but is that not most students? They were really fun to work with though
and receptive to our comments. Personally, it made me feel like we were no longer just observers
in the classroom, but individuals who were contributing to the academic success of students.
After working through their assignments and correcting the few errors, we collected the books,
and instructed the students that they would be receiving a grade next class for that story and also
receiving feedback on their next assignment. Today was another great day with my Montford
Mustangs!

Montford Visit #4
As promised, today we were instructed to provide a grade for the students who turned in
their workbooks. This was somewhat frustrating, because even after given almost all last period
to fix their errors, some of the students decided to do things their way and not even make the
corrections to their work. So, as instructed, we had to give them the grade they earned. This was
also an important part of this observation to me. It has always been one thing to provide a check
or a check minus for and individuals work. Yet it, was a whole different scenario to be instructed
to provide a percentage for each of the students. Ms. Graham expressed her disappointment, but
notified the class that they were given ample chances and time to finish their work, and they
would need to make sure to work hard on the next few assignments. This was awesome to me,
because Ms. Graham is all about pushing her students to reach their greatest potential both inside
and outside of the classroom.
After letting the students see their grades, we then recollected the books in order to
provide feedback on their next workbook assignment. This process seemed a bit easier, and
definitely went by faster since we were already aware of what to say. This also was big because
we learned how to word different feedback.
Finally, today was BOOK FAIR! So, it was somewhat more difficult for the students to
concentrate seeing they were already aware they would be attending the book fair during our
class period. It brought back many memories, and by the time we returned it was almost time for
the next class period. We still handed them back the books just in case they had any questions
about the feedback we provided. Overall, I was proud of their progress as a whole. We had the
chance to observe both an honors and regular classroom, and to see how both classes progressed

at their own pace, and how Ms. Graham was able to alternate her teaching styles to meet the
needs of ALL of her students, not only the ones who excel quickly.

Case Study
To preface this reflection, I cannot express how grateful I for our placements at
Montford. Honestly, I was one of the main students stressing about having to make the drive
ALLLL the way to Montford. However, looking back, the amount of knowledge that was gained
throughout this process is mind blowing. I actually got to see what happens in the daily life of a
teacher who, besides a rapid introduction so she could tend to her students, never had I met
before. Mrs. Graham should have her own poster, for one of the best teachers on earth.
My fondest memory is her hardworking character, and her relentless dedication to the
success of her students. Many people would probably ask how I could even come up with this
concept after only being there for several visits. Yet, one would have to step foot in her
classroom, view her candy apple smile, and feel her joyful spirit to understand the extent of her
impact in the field of education. If they were to keep walking, and take a seat, they would then
get to walk into what I like to call, Ms. Grahams world. Although every assignment did not
require the complete attention of their teacher, Ms. Graham was constantly scanning the room to
make sure she could quickly address any questions or concerns.
Our interaction with the class was one for the books. At first, Ms. Graham introduced us
to the class, and they said hello, but their facial expressions said, Who in the world are these
people? They even did their best to avoid eye contact at first. It was so funny. Then, a class
later, Ms. Graham gave us the opportunity to provide feedback in their workbooks. This was
another moment of reality kicking in, regarding what it takes to be an affective teacher. Ms.
Graham could have told us to just grade the books, and allow some of the children to receive Fs.
Nevertheless, she makes history in my books, because she is more focused on her students
understanding the material, rather than just moving on to the next assignment regardless of their

retention of the new material. So, we provided our feedback, which consisted mostly of:
complete #5, make sure to complete your vocabulary, provide support from the story, and check
the spelling of the words circled. This was a pretty long process, because we literally went page
by page, but it was worth it. When we handed back the workbooks, many of the students went
back and fixed their mistakes. Ms. Graham also allowed us to walk around to the different tables
and explain why we gave any of the feedback written. This was awesome! No longer were we
foreign aliens, the students now felt comfortable with our presence. Maybe this was because they
knew we would eventually grade their papers, but I would like to think that maybe they saw
something in my character that welcomed them to express their concerns.
Finally, the next best part of my experience at Montford, was being able to meet a Set 2
student. She was able to provide advice in relation to my future success in the program. She also
was able to provide help for my future in the English Education program.

In this picture, we see Amari (a funny character), taking full advantage of a moment of silence in
the classroom. I chose this picture because it shows the reality of a classroom. Some students are
paying full attention to the bellringer, while some have other plans. But, hey! Is that not what the
classroom is all about? This experience has helped me come to the realization that every day will
not be the same, and that is okay. Who wants to be a Plain Jane when you can have Ms. Graham
anyway? Thanks Ms. Katie! See you next semester, ready to work hard and continue to progress.

Works Cited
Hicks, T. (2009). Creating Your Digital Workshop: How Did We Get Here? Where Are We
Going? In The Digital Writing Workshop (pp. 126-127). Portsmouth: Heinemann.