Jenny Blaylock telephone

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Jenny Blaylocktelephone 252-213-0613email
jfb1204_at_mail.ecu.edu
Teacher Education Portfolio Program of Special
Education East Carolina University
Professional Introduction
Evidence of Knowledge Skills
Observations
Noteworthy Achievements
Forms
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Professional Introduction
Autobiography
Philosophy of Education
Classroom Arrangement
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Autobiography
I grew up in Warrenton, North Carolina a small
town located between Kerr Lake and Lake Gaston.
My brother and I spent lots of time on the boat
water skiing and enjoying time with our dad. My
mom was always a very busy lady. She taught
Special Education for about 20 years and then
decided to take a job as a Headmaster at a local
private school. I left the elementary school that
I had been at since Kindergarten and started 4th
grade at Kerr Vance Academy. It was sometimes
difficult to have my mother as my headmaster, but
it brought us closer together and helped me to
appreciate and look up to her as mother and
professional. Beginning in middle school, I
worked at the after school program for children
Pre-K thru 6th grade. Along with playing three
sports a year, I also was a waitress at a family
owned Italian restaurant and became a nursing
assistant. After my first year of college, I
helped start a school for 3 year olds that helped
them to get them familiar with a kindergarten
setting. I created units and wrote lesson plans,
came up with a way to chart behavior and sent
weekly letters home to all of my students. I did
that for two summers and regard that as my most
rewarding experience to date. Although I had a
lot of experience working with children, I didnt
always want to go into education. I came to East
Carolina and declared nursing as my major. I
liked working as a nursing assistant, but soon
felt very overwhelmed with the course load. I
switched over to Special Education and felt like
I had made the right decision immediately. After
my Junior year, I added on Elementary Education
to my degree so that I would have options when I
graduated. Seeing how successful my mother has
been in her career, my ultimate goal is to follow
in her footsteps and become an administrator.
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Philosophy of Education

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Philosophy of Education, Part II

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Room ArrangementGR Whitfield

• Click here to take a look at Allison Scotts
  Resource Classroom at GR Whitfield in Grimesland,
  NC.

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Curriculum Planning Packet

• GR Whitfield
• Clinical Teacher Allison Scott
• Grimesland, NC

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Video Permission Slips
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Forms
Competency Matrix
Video Permission Form
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Evidence of Knowledge Skills Essential for
Effective Teaching
Case Study Families Project
Curriculum Planning Packet
Senior I Reflection
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Action research
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Evidence of Knowledge Skills Essential for
Effective Teaching
Unit Plan for Senior II
Reflection of Unit
Component A
Component B
Component C
Pre-Referral Packet
Video
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Practicums Observations
Observations The Fletcher Academy Greenville
Montessori School
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Observation 1
Observation in Special Education Setting
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Classroom layout
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Observation ReflectionGreenville Montessori
School

• Jenny Blaylock
• Elem 3275
• Dr. Cuthrell
• 5 Dec 2005        I observed at Greenville
  Montessori School. Mrs. Beele was the teacher
  that I observed. She is also the principal of the
  school. Montessori Schools are different from
  public or private schools in that they put
  different ages together in one class. The class
  that I observed was ages 3-6. The three and four
  year olds are called primary students while the
  five and six year olds are called kindergarten.
  The Montessori Schools philosophy is that by
  putting younger children and older students
  together they will teach, help, and learn from
  each other. The students have free range of
  learning activities as long as the teacher has
  individually taught them a lesson on that skill.
  Class sizes are much smaller than public school
  so there is a lot of one-on-one interaction
  between the teachers and students. Because
  students have so much free range with what they
  do, you would think that there would be a lot of
  discipline problems within the classroom, but
  there arent! The students are so well behaved
  and very respectful of their teachers and of one
  another. I was particularly interesting in the
  types of classroom management skills the teachers
  used in order to keep the class so well behaved.
  When the students need the teachers attention,
  they place their hand on her shoulder. If the
  teacher is busy when they place their hand on her
  shoulder, she will tap their hand so that they
  know she will be with them as soon as she is
  finished with what she is currently doing. If the
  students start getting too loud at any point in
  the day, the teacher will ring a bell. Mrs. Beele
  only had to ring the bell one time during the
  entire day! When she did ring it, they
  immediately quieted down. Another thing that the
  Montessori School stresses is responsibility.
  Snack is laid out in the morning and students
  have free range to eat whenever they are hungry.
  They are responsible for getting their own snack
  when they are hungry and washing their dishes and
  putting them away when they are done. It is
  pretty amazing to see three year olds do this!
  Students are also responsible for what they do
  and get done during the day. There is no time
  limit on learning centers and the teachers dont
  stress that the students finish their work. One
  student that I observed had some problems with
  staying on task. Instead he was playing with his
  socks and rolling around on the floor. Older
  students would walk over to him and tell him that
  he needed to get back on task and finish his
  work. The teacher never had to say a thing. The
  other students took care of it. I thought that
  some students may get upset when a peer told them
  to get back on task, but they are all so
  respectful of each other. I never saw any
  bickering or fighting between any of the
  students. Each one of them had something
  different to offer to the class. The teacher was
  there to bring that quality out in each of them
  and to make them the best person they can be. I
  truly enjoyed my experience at Greenville
  Montessori School.

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Noteworthy Achievements
Scholarships
Note from Student
Note from Teacher
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Noteworthy Achievements

• Kerr Vance Academy Daycare
• -Assistant
• (1998-2002)
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• Private Tutor
• (1999-2003)
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• Kerr Vances 7am Program
• -Founder and Director
• (2001-2002)
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• Substitute Teacher for grades Pre-K through 6th
• (2002-2003)
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• Little Spartans 3-year old School
• -Lead Teacher
• (2003-2004)
•  

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EXTRAS

• Here is some extra work that I completed
  throughout the Special Education Program at East
  Carolina University.
• Click to take a look!

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Diverse Learner Power Point Presentation
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Self Monitoring StrategiesPower Point
Presentation
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Positive Behavior Support Plan

• Jenny Blaylock6 December 2005Dr.
  Voytecki        A Positive Behavior Support
  Plan is another approach to help people improve
  their difficult behavior. A PBSP is based on four
  things. They are an understanding that people
  dont want to control but help one another, a
  belief that there is a reason behind most
  difficult behavior, the application of a large
  and growing body of knowledge about understanding
  people better, and a conviction to continually
  move away from unpleasant behavior management
  methods.        A PBSP is a commitment that the
  teacher, student, and parent all make in order
  for the childs difficult behavior to weaken. The
  first step to fixing the problem is everyone
  recognizing that there is one. Laying out the
  problem and having a plan will minimize any
  unnecessary approaches like those we have heard
  of in the past. Too many children and adults have
  been humiliated and disrespected because of their
  disability. This is because society is not
  educated on how to handle these situations.
  Making people more aware of how to handle someone
  with a disability is vital.        I want to
  refer to Caleb, the child I did my FBA on. He has
  significant withdrawal issues. He doesnt like to
  be confronted and he ignores anything he doesnt
  want to hear. This is very frustrating for his
  teachers and mom. In a social situation, it is
  very likely that Caleb would get made fun of
  because he was withdrawing from the crowd. What
  everyone doesnt know is that Caleb has had quit
  a life so far. He has seen and heard more than
  most children his age. He doesnt understand the
  situation between his mommy and daddy because no
  one explained it to him. Hes frustrated and
  feels like he has no control. Withdrawing is his
  way to prove that he has control.       
  Creating a plan for Caleb would be imperative if
  one has not been done so already. The
  relationships that he has with his family, his
  quality of life, role models, and environment
  should all be observed. Those four things can
  have a great impact of whether someone feels like
  they belong or not. Options must be considered as
  well. Obviously what is going on in the home and
  around Caleb is not working for him. Teachers and
  parent(s) of Caleb need to sit down and have a
  game plan for what they can do to make him a
  happier child.

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