Course-to-Practice Connections Project (30 points)

As part of this course, you must spend a minimum of 10 hours working with children
and/or adolescents. You may spend this time in educational (i.e., schools) or non-
educational (i.e., community organizations) settings. Your professor will share potential
opportunities with the class, or you may identify your own opportunities and seek prior
approval. You will write at least 3 journal entries summarizing your experiences, and
must submit a course-to-practice connection chart illustrating how you observed course
concepts in the real-world. At the end of the semester, you will submit: a signed log
sheet and contact information for an adult who can verify your experience, three journal
entries, and a chart illustrating at least five connections between your experiences and
what you’ve learned in this course.

When you go to complete your hours, please remember that you are representing
FDU and the School of Education. This means that you should show professionalism
in terms of dress, showing up on time, and interacting in a professional manner with the
children and adults at the location where you are completing your hours.

Frequently Asked Questions

I don’t have a car. How should I complete my hours?

If you think that completing these hours will be an issue, please talk to your professor at
the beginning of the semester. If you do not have a car, you may choose to do your
hours on weekends that you go home or over Spring Break. You may also wish to
carpool with another member of the class, or look into public transportation.

What do you mean by “professionalism in terms of dress”?

What you wear will vary depending on the types of activities that you are completing! If
you are working with children in a school, you should most likely wear “teacher clothes”.
If you visit an after-school program, you will likely dress more casually. If you are
helping children with sports activities, you might dress in athletic apparel. In general,
use your best judgment, and ask your professor if you have questions. Remember that,
regardless of the location, you are a role model to the children you are working with.

How can I show that I am interacting in a professional manner with the children at
the location where I am completing my hours?
Here are a few tips. Ask your professor if you have more questions!
● Maintain appropriate confidentiality in all work with students (don’t go posting
pictures on Instagram or sharing personal stories); however, if you have reason
to believe a student is in danger, share that information with an adult or your
professor.
● Engage in activities with the children (educational activities, art activities, sports,
etc.); however, be careful about the language that you use and the type of
personal information that you divulge (e.g., discussing your night out partying
with friends is inappropriate; do not add the children as friends to your social
media accounts or give out your cell phone number).
● Do not bring or give food to the children even if they ask for it (including gum);
they could have food allergies, or parents might have particular rules about what
their children can and cannot eat.
How do I know if I am too sick to work with children?
Here are the signs that you should not go:
● Vomiting
● Diarrhea
● Fever over 100 degrees F (and don’t take Tylenol to mask it; you are
contagious!)
● Head lice
● Pink eye
● Strep throat (until you have been on antibiotics for at least 24 hours)
 Plan for Completing Course-to-Practice Connections Project (ungraded)

A. Who Will You Observe?

If you are planning on completing your observations with children you know/babysit/etc.,
please list the name(s) (first name is OK) and age(s) of the child(ren) you are planning
on observing:

Name(s) Age(s)
Boaz Atzmon 13 Years Old

Name of Adult who Will Verify the Experience Ellen Atzmon

Phone Number/Email of Adult Phone Number: 201-214-2252
Email: ellenatzmon@gmail.com

B. When Will You Observe?

Below, please describe your plans for when you will observe. Be sure to also
indicate how you are planning to get to the observation.

I will be tutoring Boaz Atzmon in all of his subjects. I will be mostly focusing on
math since that is my specialty. I will be aiding Boaz in his organizational skills,
study skills, and attempt to get him to stop procrastinating. I will also be
helping Boaz complete all of his assigned work on time. I will be observing and
working with Boaz on Tuesdays and Sundays.

C. Potential Problems/Questions for Your Professor

Below, please indicate any potential problems or questions that you have for your
professor.

Boaz has been through at least three different tutors this year. All three of those
tutors quit their job because of Boaz either misbehaving, mistreating them, or
talking back to them.
 Log Sheet (10 points)

FDU Student Name: Nicole Selick

Course: EDUC 2202

Date Time In Time Out Adult Who Can Verify Notes Hours
the Experience
(name/email/phone)
3/20 4:30pm 6:30pm ● Name: Ellen ● Boaz was difficult 2
Atzmon Hours
● He made the
● Email:
ellenatzmon excuse that he
@gmail.com
had a stomach
● Phone: 201-
214-2252 ache and his
hand was shaky
(meaning he
could not get up
from the couch or
write anything)
● To avoid this
barrier, I set up a
zoom where Boaz
observed and
applied the
concepts of which
I modeled for him
● During this
session Boaz and
I did his
Wednesday and
Thursday math
homework. We
also studied for
his upcoming
assessments for
the week. We
read his social
 studies textbook
and notes to
study for his test
on Greece. For
science, we
watched,
reviewed, and
read the textbook
to study for his
circulatory quiz.
For math, we
studied, solved
problems, and
practiced
inequalities for his
upcoming
assessment.
3/22 5:30pm 7:15pm ● Name: Ellen ● Boaz actually 1 hour
Atzmon and 45
worked well today
● Email: min
ellenatzmon ● He listened and
@gmail.com
got a lot of work
● Phone: 201-
214-2252 done
● We completed
and studied for
his upcoming
math test. We
also completed
his 10-1
worksheet for
history. We also
studied for his
upcoming science
test.
3/28 7:50pm 8:50pm ● Name: Ellen ● Boaz worked very 1 hour
Atzmon
diligently and got
● Email:
ellenatzmon a lot of work done
@gmail.com
today
● Phone: 201-
214-2252 ● He gave me a
first bump after
our tutoring
session
● He was in a good
and positive
mood
● He actually
wanted to learn
and get things
done today
● Today we did his
math homework,
science lab,
social studies 10-
3 textbook
homework form,
and worked a bit
on his social
studies project.
● I believe he and
his mother were
in a good mood
today because
they finally
finalized Boaz’s
IEP and he was
moved into a
study skills class
 3/29 5:30pm 7:15pm ● Name: Ellen ● Boaz was in a 1 hour
Atzmon and 45
good mood and
● Email: minute
ellenatzmon had a good s
@gmail.com
amount of focus
● Phone: 201-
214-2252 ● There were times
where he lost
focused, played
on his phone, or
went to his
bedroom for a
long period of
time
● We were able to
do his entire four
page math study
guide, finish his
social studies
project, complete
his 11-1 google
form textbook
homework for
social studies,
and organize/set
up an organizer
for his science lab
report.
Total Hours (must be at least 4) 6.5
Hours

Journal Entries (5 points total)

Journal Entry 1

Date: 3/20/22
 I tutored Boaz in the late afternoon and he was still in his pajamas. When I

walked into Boaz’s house it was disorganized and a bit messy. The mother was not

home at this time because she went to celebrate her birthday with her friends. There

was food all over the table that I tutor Boaz on. This setting was non-educational and

was definitely not the best environment to work and study. Boaz (age 13) and I mainly

focused on math during this session because he had missed his math class on both

Wednesday and Thursday and needed help catching up. In addition, we studied for his

circulatory science assessment coming up along with his Greece history assessment

that was also coming up. During this session, Boaz made the excuse that he could not

write or get up from the couch due to the fact that he had a stomach ache and a shaky

hand. To avoid this barrier, I set up a zoom where Boaz observed and applied the

concepts of which I modeled for him for math. Then for the other two subjects, I read

him the class notes and the textbook. My role as his tutor is to not only observe how

Boaz works but help him with whatever he struggles with.

I thought it was interesting that I had to set up a zoom while being in the same

room as Boaz to get him to do his work. Although when I held the zoom he did his work

and learned, it was strange how motivated he became. I did not mind holding a zoom

since Boaz was not feeling the best, but it did feel awkward because we were in the

same room. In addition, Boaz caught on quickly when I was demonstrating and teaching

him how to do the inequalities problems that he was absent for during school. There

was also another strange occurrence. Before I tutored Boaz this day, his mom called

me and told me that Boaz had a 47% in math. This surprised me that Boaz is doing

poorly in math because he was able to solve all the problems correctly with me. Boaz

has a strong foundation in addition, subtraction, multiplication, and division for both

negative and positive numbers even when they are mixed together. From this
interesting tutoring session, I learned that I am a creative person who will attempt and

try to come up with ways to appeal to every type of learner.

Journal Entry 2

Date: 3-22-22

Today’s setting was a lot more organized. The table that Boaz (age 13) and I

usually work on was clear and had the necessary materials we would need to work.

However, in Boaz’s house where I tutor him, there were quite a few distractions. Inside

his house both his mother and sister were in the same room talking. Boaz also had two

friends over that kept interrupting us while we were working. Today’s environment was

non-educational as usual due to the fact that it was at Boaz’s house and because he

had two friends over while I was there to tutor him. Boaz and I worked one-on-one

where I aided and observed him while he completed his required work and while he

studied.

Additionally during this session, Boaz and I focused on preparing him for his

upcoming math assessment. Once we finished going over and studying math, we

completed other work from his other subjects. For science, we studied and worked on a

lab that Boaz started in class. For history, I read the textbook to Boaz while he took

notes and completed a google form of questions that was required to fill out. For

language arts, Boaz and I read six different short stories and wrote summaries for all six

in a packet that was provided to him by his teacher.

I was surprised that Boaz was able to work diligently and complete all of his

required work without any issues. He had two friends over that were a distraction, but

he was able to refocus himself when he needed to. One of the friends he had over was

my brother who kept interrupting the tutoring session. I talked to my brother seriously

and this allowed us to be able to use the rest of our tutoring session without any

interruptions. I felt good about this tutoring session because Boaz and I got a lot of work

done and because I feel that he is prepared for his upcoming assessment. Also, he is all
caught up from his absences. From this session, I learned that I have a voice and that I

have control in these situations. Overall, Boaz worked diligently and nicely during this

session and I hope he can keep up with this positive mindset and work ethic.
Journal Entry 3

Date: 3-28-22

When tutoring Boaz today, he seemed a bit more distracted than our previous

session. During our last session, he had laser focus on getting all of his required work

done. However, today he was unable to focus at times. He got up a lot and wasted a lot

of our time together due to the fact he was not prepared for today’s session. The

environment where we usually work was cleaner and more organized than most times I

had tutored him. During our session, we worked together to get all of his required work

done for his classes. The environment of today’s session was a non-educational

environment due to the fact that there were distractions around us and because Boaz

was not prepared for today’s session.

In the end, we actually got a lot of work done together. I was not just observing, I

was helping him. He was able to get his entire math study guide completed which was a

total of four pages. Since we completed the study guide together that covered all the

concepts on his next math assessment it also counted as preparation and studying for

that upcoming assessment. In addition, together Boaz and I created an organizer that

will aid him in writing up his science lab report about his data on the circulatory system.

Since Boaz did not have the lab results completed we couldn't actually start to write the

report. However, since we created an organizer he should be able to string his lab

report all together by himself. Lastly, Boaz and I worked on his social studies project

and textbook google form. We got 100% on his google form which had multiple

questions about the textbook reading. The project for social studies was to pick an

important Greek person (we chose Socrates) and create an instagram page. Boaz and I

got all of his required work completed and had fun doing it together.

Journal Entry 4
Date: 3-29-22
 The setting of today’s tutoring session was quiet and peaceful. The table that

Boaz and I worked on was clear except for the materials and supplies that we usually

need. Everything was laid out, organized and ready. Even Boaz’s laptop was set up, on,

and had all the tabs of his work he needed to complete already open. Every time before

this session, Boaz would rarely be ready and rarely have everything he needed ready to

go. Most of the time, I am waiting for him to get ready. On top of being ready to go with

his computer, he was also focused and prepared to work. I believe that Boaz has finally

realized how much I could help him if he used our time wisely. This environment was

definitely more educational than usual since everything was prepared and ready for

Boaz to work and learn.

During this tutoring session, Boaz and I covered a lot of his subjects. He was

able to get his math homework done, which was a two sided worksheet focused on

concepts of triangles within geometry. We also completed his science lab webquest

which was about the circulatory system. In addition, we got a 100% on his google form

that was based on chapter 10 section 3 of his textbook. With the extra time that we had

left, we got a jump start on his social studies project.

I found it an interesting experience observing and working with Boaz for the

amount of hours that I have done. I am going to continue working with him for the rest of

this school year and the summer and hopefully the following school year until he does

not need me. I learned that there are many types of learners and they can be affected

by their work environment, household, past learning experiences, and opportunities.

Learners are affected by their personal and school lives. It is as if an individual has

different worlds that they swap between in order to thrive. This project and working with

Boaz, have been an eye opening experience for me where I have learned how to deal
with certain situations and how to solve problems as they arise. You can’t plan for

situations like the ones I encountered with Boaz. I learned alot about myself and how

creative I am. I would strongly recommend this project in the future because it will help

an individual or educator learn different ways and approaches to working with a child.

Course-to-Practice Connections Chart (15 points; each entry is 3 points each)

In the first column, specify the date the concept was illustrated. In the second column,
specify the concept of research findings that were illustrated as you interacted with the
child/adolescent (e.g., phonological awareness, metacognitive thinking, intrinsic
motivation, identity foreclosure, etc.). Do not use the same concept twice. Concepts
should come from a range of topics (no more than two motivational concepts)!

In the third column, explain how the event or behavior that you observed relates to that
concept or finding. To do this task effectively, you must describe the meaning of the
concept in your own words, describe the event or behavior from the session that reflects
the concept, and explain why the event or behavior illustrates the concept.

Each cell is to be used for one entry, and each entry should describe the application of
a single concept. When you write in the box, the box will expand to fit your writing. A
good example and a poor example have been provided:

Date Course Describe Practice, Describe Concept that Applies,

Concepts & Explain How Event or Behavior Relates to
and Concepts
Research
This is a good Formal J (age 12) demonstrated formal operational thinking
example. operations: when she used abstract words, such as freedom and
abstract justice, in a poem that she wrote to express her views
2/12/17 thinking on the situation in Iraq. Formal operational thinking
involves being able to think abstractly. In this case, Jill
understands words that have abstract meanings (they
are not observable or tangible). This ability to think
abstractly distinguishes early adolescents from
children who tend to have difficulty with objects that
are not concrete or words that lack a physical referent.
This is a poor Formal J can think abstractly.
example. operations:
abstract
2/12/17 thinking

Note that the first entry includes both a definition of the concept and an explanation of
how the experience that you observed in the field illustrates this concept.

The bottom entry was not strong. There are three problems with this entry: (a)
definitions of formal operational thinking and abstract thinking are missing (b) examples
of J’s behavior, abilities, or explanations are not provided (these serve as evidence);
and (c) an explicit link showing how J’s behavior, abilities, or explanations are indicators
of abstract thinking during the formal operational stage of cognitive development is
missing (articulating this link shows exactly how you applied your understanding of the
concept to an actual situation).
Fill in the chart below:
# Date Course Concepts and Describe Practice, Describe
Research Concept that Applies, & Explain
How Event or Behavior Relates
to Concepts
1
3/20/22 Self-Regulation and
Motivation (Chapter 13) Boaz (age 13) demonstrated a

fixed mindset when he made up

the excuse that he could not do

any work because he had a

stomachache and his hand was

shaky. He acted in this way

because he had recently been

given his scores for his last

assessment and did poorly. A

fixed mindset is when someone

(such as Boaz) believes that their

capacity to perform various tasks

is an inherited trait or is in some

other way beyond their control. In

this case, Boaz’s motivation and

confidence towards math has

diminished because of his last

assessment score. His fixed

mindset will prevent him from

learning or grasping new

concepts in which he learns in

 math (McDevitt 508).

2
3/22/22 Cognitive Development:
Vygotsky (Chapter 6) Boaz (age 13) demonstrated his

zone of proximal development

(range of tasks that children

cannot perform independently yet,

can perform with guidance from

adults or in some cases from

peers or older children who are

skilled in that area) in each

subject area we worked on

together. In this strategic use of

terms, it tells us that children’s

ability to benefit from subtle

guidance from an adult indicates

that an ability is in formation:

“proximal development” means

that a new facility is emerging. In

this case, Boaz and I worked

together as a team and whenever

he needed help with a job or task

I would aid him. In other words, I

scaffolded (used to describe the

guidance provided by adults and

 experienced peers who help

children perform tasks in their

ZPD). Boaz did all of his required

work and studying (McDevitt 215-

218).

3
3/22/22 Peers, School(s), and
Society (Chapter 15) Boaz (age 13) demonstrated that

he does well socially. This was

demonstrated when he came

home with two friends when he

arrived for his tutoring session.

Peer relationships do many things

for adolescents such as Boaz.

They can offer emotional support,

serve as partners for practicing

social skills, train one another for

social life, contribute to a sense of

identity, help one another make

sense of their lives, and achieve

common ways of looking at the

world. It is important to facilitate

social skills with procedures that

facilitate smooth and friendly

interactions with others (McDevitt

562-563). It is to be shown in
 Boaz’s case that he and his

friends are close and enjoy each

other's company. It is beneficial

for Boaz to have these friends to

rely on. However, when someone

has a tutor come over the house,

there needs to be a quiet

environment for learning. The

friends distracted Boaz from our

tutoring session and cost him time

and reduced significantly the

amount of work we could have

completed together.

4
3/28/22
Chapter 3: Family, Culture, Boaz (age 13) was evaluated by
and Society
his school a while ago to see if he

could attain accommodations and

a class called study skills. Boaz

and his mother finally had their

IEP meet where they discussed

his issues further. An IEP or

individualized education plan is

created to identify a child’s (such

as Boaz) current intellectual and

social abilities, outlines academic

goals for the year, and determines

desired activities and

accommodations that will help

him or her succeed (McDevitt 97).

I could already tell from today’s

tutoring session that Boaz’s

confidence has increased. He

worked extremely diligently today

and was very focused. I feel as if

his IEP has jump started his

motivation to learn and his

wanting to get his work done. I

believe that the IEP so far has

provided him with a growth

mindset and much more. He got

so much done within our one hour

tutoring session compared to

other times I worked with him. He

was able to get his math

homework done, his science lab

completed, his social studies

homework done, and we even got

a jump start on his social studies

project. When he was completing

his math homework today he

 showed all of his steps and even

caught his own errors without any

help. Usually, Boaz quickly

finishes his math homework, and

makes quite a few errors due to

the fact that he does not show all

of his steps. When he did his

social studies homework he

actually read the textbook instead

of just skimming through and

gained a 100% on his google form

that went with it. In addition, he

did his science lab (webquest)

thoroughly and even rewatched

and read the articles and videos

that went with it because he was

genuinely trying his best and

wanted to know the info. The IEP

that he now has gave him a fresh

start to work and try his best in

school.

5
3/29/22 Emotional Development
(Chapter 11) Boaz (age 13) and I need to work

on creating or using a few coping

skills that he can use to avoid a

 panic attack or anxiety attack.

Boaz needs to find a personal

mechanism for managing

distress, the unfortunate outcome

that can lead to anxiety,

depression, and health problems

(McDevitt 401). Every time I work

with Boaz I can tell how he feels.

Almost every session that we

have, that day’s experiences have

a direct impact on it. If he

received a bad grade that day or

got unpleasant news, his attention

and focus or lack of attention and

focus are reflected in the session

with me. If Boaz and I come up

with some coping skills that he

can use, he will be able to focus

better and work more diligently

during our session which can

potentially lead him to doing

better in the future.

6
3/29/22 Self and Social
Understanding (Chapter 12) Boaz (age 13) demonstrated that

he does things that actually

undermine his chances of

success. Boaz’s mother also has

high standards for Boaz to do well

that are not unattainable from

Boaz’s position at the moment.

This concept is known as self-

handicapping and can be shown

in a variety of forms. Some forms

can include reducing effort

(putting forth an obviously

insufficient amount of effort to

succeed), setting unattainably

high goals (working toward goals

that even the most capable

individuals could not achieve),

taking on too much (assuming so

many responsibilities that no one

could possibly accomplish them

all), procrastinating (putting off a

task until success is virtually

impossible), and using alcohol or

drugs (taking substances that will

inevitably reduce performance).

These concepts and ideals are

derived when an individual

believes that they are unlikely to

succeed no matter what they do

and especially if failure will reflect

poorly on their intelligence. These

tactics increase their chances of

justifying failure (McDevitt 448).

When Boaz completes his

assigned work he rushes through

it just to get it finished so he can

either hangout with his friends or

play video games. Boaz also

tends to leave everything to the

last moment or even hand things

in late just so he can either go

over them with me or complete

them with my guidance. I believe

that Boaz’s confidence is weak

and that is why he needs some

extra scaffolding from me

(McDevitt 215-218). In addition,

Boaz’s mother has told me

multiple times that Boaz and his

friends share the answers of their

assigned work with each other

which is a form of cheating.

Boaz’s mom has unattainable

high goals for Boaz who cannot

achieve them due to the fact that

he started on a bad note.

Although Boaz has not done

drugs or alcohol, his diet of candy

gives him a sugar high and then a

crash. This inevitably reduces his

performance.
 Rubric

Emergent Novice Proficient Advanced Proficient Points

Earned
Log sheet 0 points 1-9 points 10 points Not applicable. ___/10
The log The log sheet The log sheet was
sheet was was submitted submitted and was
not but some completely filled out. 10
submitted. information was hours were completed
missing.

Journal Entries 0 points 1-2 points 3-4 points 5 points ___/5

The The journal's Each journal entry Each journal entry
journal entries are overly describes the setting, describes the setting,
entries general, without children, activities, and children, activities,
were not specific details. your role. Each journal and your role. Each
submitted. The journal entry contains a journal entry contains
entries do not reflection, as noted in a reflection, as noted
provide reflective the assignment in the assignment
insights and/or do instructions. The instructions. Each
not address the journal entries provide journal entry is at
questions posed some reflective insights least two paragraphs
in the assignment and partially address long. The journal
instructions. The the questions posed in entries do not contain
journal entries the assignment spelling or
contain many instructions. Each grammatical errors.
spelling and journal entry is at least
grammatical two paragraphs long.
errors. The journal entries
contain some spelling
and grammatical
errors.
Course to 0 points 1 point 2 points 3 points ___/3
Practice Entry 1 The entry The entry The entry describes the The entry describes
was not describes the event or behavior that the event or behavior
submitted. event or behavior occurred. It accurately that occurred. It
that occurred. A describes the course accurately describes
course concept is concept in your own the course concept in
described words. There is a link your own words.
inaccurately showing how the event There is an explicit
AND/OR there is or behavior relates to link showing how the
no link showing the course concepts; event or behavior
how the event or however, more detail is relates to the course
behavior relates needed. concepts.
to the course
concept.
Course to 0 points 1 point 2 points 3 points ___/3
Practice Entry 2 The entry The entry The entry describes the The entry describes
was not describes the event or behavior that the event or behavior
submitted. event or behavior occurred. It accurately that occurred. It
that occurred. A describes the course accurately describes
course concept is concept in your own the course concept in
described words. There is a link your own words.
inaccurately showing how the event There is an explicit
AND/OR there is or behavior relates to link showing how the
no link showing the course concepts; event or behavior
 how the event or however, more detail is relates to the course
behavior relates needed. concepts.
to the course
concept.
Course to 0 points 1 point 2 points 3 points ___/3
Practice Entry 3 The entry The entry The entry describes the The entry describes
was not describes the event or behavior that the event or behavior
submitted. event or behavior occurred. It accurately that occurred. It
that occurred. A describes the course accurately describes
course concept is concept in your own the course concept in
described words. There is a link your own words.
inaccurately showing how the event There is an explicit
AND/OR there is or behavior relates to link showing how the
no link showing the course concepts; event or behavior
how the event or however, more detail is relates to the course
behavior relates needed. concepts.
to the course
concept.
Course to 0 points 1 point 2 points 3 points ___/3
Practice Entry 4 The entry The entry The entry describes the The entry describes
was not describes the event or behavior that the event or behavior
submitted. event or behavior occurred. It accurately that occurred. It
that occurred. A describes the course accurately describes
course concept is concept in your own the course concept in
described words. There is a link your own words.
inaccurately showing how the event There is an explicit
AND/OR there is or behavior relates to link showing how the
no link showing the course concepts; event or behavior
how the event or however, more detail is relates to the course
behavior relates needed. concepts.
to the course
concept.
Course to 0 points 1 point 2 points 3 points ___/3
Practice Entry 5 The entry The entry The entry describes the The entry describes
was not describes the event or behavior that the event or behavior
submitted. event or behavior occurred. It accurately that occurred. It
that occurred. A describes the course accurately describes
course concept is concept in your own the course concept in
described words. There is a link your own words.
inaccurately showing how the event There is an explicit
AND/OR there is or behavior relates to link showing how the
no link showing the course concepts; event or behavior
how the event or however, more detail is relates to the course
behavior relates needed. concepts.
to the course
concept.
TOTAL: ___/30