TEACH AND TRAIN

Shadowing Reflection Summary

Instructions Senior and
Occupational

DIRECTIONS:
Write a reflection on the shadowing experience of a best practices teacher or a
corporate trainer. The Shadowing Reflection Summary should not exceed 3 pages in
length or 5 slides. Use this outline in this order. Include this in the electronic or
hardcopy portfolio.

I. Describe the shadowing experience, where, when, length of shadowing, why you chose
this person to shadow, and the setting and classrooms or trainings sessions you
observed.
Upon walking in the classroom of Mrs. Campbell’s seventh and eighth grade
Young Living class, I was immediately impressed with the organization of the
room and the routine the students followed when walking in. It was a wonderful
experience because the classroom is decorated with uplifting posters on the walls,
informative flyers about FCCLA, and personable papers that it seemed the
students custom-made to portray themselves which seems like a great way for
each student to be able to express themselves and know they have a place in the
classroom. I had the opportunity to observe Mrs. Campbell from Madison Jr. High
in Rexburg, Idaho for the duration of one hour on Wednesday, September 29,
2021. I chose to observe here because it is most accessible for me, and I have had
an interest in what a middle school Family and Consumer Sciences class is like
since I did not have that option in my middle school. Overall, I enjoyed the
uplifting experience.
II. Observations:
1. What observations did you make about room management techniques?
First, as soon as students walked in the classroom at the beginning of class, they
all knew what to do and what was expected of them. There was a crate labeled
with their class name with folders for each individual to collect their worksheets.
They grabbed their worksheet and took their seat and started working on the bell
work which was projected on the board. I also noticed Mrs. Campbell’s ability to
correct students and manage activities when students were not staying on task by
addressing them and reminding them of her expectations. Students were really
responsive and accepted her correction.
2. What observations did you make about the content/curriculum being taught?
The content being taught was centered on recognizing small kitchen equipment
and naming its function. It was very clear and concise, and everything was
thoroughly reviewed, taught, and assessed.
3. How did the teacher or trainer manage the lesson?
Mrs. Campbell did very well at starting the lesson with a review of what they
had already learned and requested full participation from everyone. Then, she
moved fluidly to cover new material that added to what they have already
discussed by displaying a lecture on the board and giving students a worksheet
to record new information. While they filled out the worksheet during the lecture,
Mrs. Campbell answered questions and interacted with the students as she
walked around the classroom.
4. What evidence did you see of planning?
It was evident the lesson was planned because it was presented with clear
instruction and many materials. Mrs. Campbell was prepared with questions and
activities to check for understanding and think critically for themselves. After
her lecture, she had planned a game for the students to play in order to practice
their new skills and challenge each other in a positive way.
5. Discuss with the teacher/ trainer the following.
• The school’s or organization’s mission statement
• “Madison Junior High School will provide a stimulating learning
environment and learning experiences that promote success.”
• “Madison School District 321 will ensure a quality education by
focusing on academic success, instilling a love for learning, and
preparing all students as productive citizens.”
• The curriculum standards or guidelines.
• They are of Idaho CTE
• Maintaining a professional motivation for the career.
• This has changed for her over the years but currently it is to remember
why she got into teaching in the first place, and to remember that her
relationships with these students are the most important thing, also
scheduling out time for her to do her hobbies helps her stay motivated.
Also, she learned this one in the last few years, but setting boundaries
with work is so important and helps to keep her sane. For example,
never staying at work longer than an hour past contract time, almost
never taking work home, to not have her work email on her cell phone
so that she only receives and answers emails during work hours.
• Their “best advice” to a new teacher/ trainer or a potential teacher/trainer.
• 1: to set boundaries 2: make sure to make time for you and your family,
this job (especially FCS teachers) can take so much of our time and
have so much prep - you need to give yourself and your family
attention too 3: make friends with the custodians, office staff, and the
librarian. They will be some of your best resources when you need
something and they will help you when you are struggling. 4: know that
 you are not perfect and don't be afraid to tell the students that you
don't know something but be willing to figure it out. With FCS being so
diverse we can't be experts on every single topic or question that might
be asked of us. So be willing to learn new things!
• Why did they choose the presentation strategies methods that were used?
• She has found that practicing the information and doing it in a game
style works really well, especially with younger grades.
• How did they choose the activities?
• Based on previous experience and just experimenting with different
activities. Games and other activities usually keep their attention best.
• How did they accommodate diverse learning styles, or accommodations
needed, learning styles, language, cultural values, and ethical standards of
teaching/ training?
• She uses partner work. Also, giving verbal cues/information and also
presenting a lot of things visually so that everyone can get what they
need.

6. Include other applicable observations.

It was a wonderful opportunity to observe the teaching techniques in a Junior
High setting. Mrs. Campbell portrayed a lot of class management and student
inclusion which makes for a fun learning atmosphere. She also didn’t waste a
minute of time in class to be productive because even in the last few minutes of
class when they finished their game, she directed the attention of the entire class
back to the board to continue reviewing the content they just learned.