To Do List Rubric

10 pts

1. Make a To Do list every day for one week (7 days) each day should
have a minimum of 12 items on it. Each day’s to do list should be put
in order of priority of importance. Items that have been completed
should be crossed off. (7 pts.)
2. Answer the following in one paragraph or more for each question; A.
Did this experience help you in any way? B. How did it help you, or,
why don’t you think it helped you. C. Is this a tool you would use in
the future, why or why not? (3 pts.)

*** Bonus points awarded for the best decorated list***

 1. Construct rating scale on measuring attitudes towards mathematics.

Item Development
The Attitudes Toward Mathematics Inventory was designed to investigate
the underlying dimensions of attitudes toward mathematics. The 49-items
of the ATMI were constructed in the domain of attitudes toward
mathematics to address factors reported to be important in research. Items
were constructed to assess confidence, anxiety, value, enjoyment,
motivation, and parent/teacher expectations. Consideration was given to
previous research as follows:
1. Confidence (Goolsby, 1988; Linn & Hyde, 1989; Randhawa, Beamer,
& Lundberg, 1993). The confidence category was designed to
measure students’ confidence and self-concept of their performance
in mathematics.
2. Anxiety (Hauge, 1991; Terwilliger & Titus, 1995). The anxiety
category was designed to measure feelings of anxiety and
consequences of these feelings.
3. Value (Longitudinal Study of American Youth (1990). The value of
mathematics category was designed to measure students’ beliefs on
the usefulness, relevance and worth of mathematics in their life now
and in the future.
4. Enjoyment (Ma, 1997; Thorndike-Christ, 1991). The enjoyment of
mathematics category was designed to measure the degree to which
students enjoy working mathematics and mathematics classes.
5. Motivation (Singh, Granville, & Dika, 2002; Thorndike-Christ, 1991).
The motivation category was designed to measure interest in
mathematics and desire to pursue studies in mathematics.
6. Parent/teacher expectations (Kenschaft, 1991; Dossey, 1992). The
parent/teacher expectations category was designed to measure the
beliefs and expectations parents and teachers have of the students’
ability and performance in mathematics
 2. Construct a checklist on classroom observation for a practice
teacher.

Areas of Observation by Cooperating Teacher (Classroom

Teacher)

Here you will find a question or statement followed by specific areas

the cooperating teacher will be observing the student teacher on.

1. Is the student teacher prepared?

 Do they have an organized, detailed lesson plan and all materials

needed?

2. Do they have knowledge of the subject matter and a purpose?

 Can the student teacher answer students' questions? Can

he/she motivate students to peak their interest in the subject matter?

3. Can the student teacher control students' behavior?

 Keep their attention

 Involve students in the lesson
  Stop lesson when needed
 Aware of individual needs
 Provide positive reinforcement

4. Does the student teacher stay on topic?

 Do they follow a logical sequence?

5. Is the student teacher enthusiastic about the lesson they are

teaching?

 Are students excited shown through class participation and behavior?

 Are the activities appropriate?

6. Does the student teacher have the ability to:

 Stay on topic?
 Give directions?
 Reach objectives?
 Vary questions?
 Involve students?
 Encourage participation and thinking?
 Summarize lesson?

7. Is the student teacher able to present:

 Enthusiasm?
 Details?
 Flexibility?
 Speech and grammar?

8. Do students actively participate in class activities and discussions?

 Are students attentive and interested?

 Are students cooperative and responsive?

9. How do the students respond to the student teacher?

 Do they follow directions?

 Do they display understanding?
  Are they respectful?

10. Does the teacher communicate effectively?

 Provide visual aids

 Tone of voice
 I choose family because at the very first I cannot imagine living my life without my
family by my side. Family is very important and valuable to me and is something that
should never be taken for granted. Without my family, a large part of my life and culture
would be missing. My family was my great foundation in becoming a better person.
They molded and taught me some moral values in which I can use effectively in my
daily living.

Our family is one of the most important social groups we belong to, as we grow
up and become part of society. This is the place where we learn most of our values and
find our belonging. Without our families we would not be the same people we grow up to
become. Throughout history, the word family has carried many different meanings. Most
people think of a family as a mother, father, and several children, but a family could be
almost any group with common characteristics. All of the many different types of
families are very important to society as well as the individual as they mature and find a
place in our lives.

In this world of doubt, insecurity, and fear, my family is always there for me,
holding their arms widely open to me with love. They are my best comforter in my
darkest days and motivate me in time that I’m hopeless and feeling down. The most
important thing that my family has taught me is that a family is made up of people whom
you can trust and whom you can count on.