Domain V: Methodology
12:00-12:35 p.m.
Elaboration:
Today I taught my first actual lesson, a health lesson. Overall, I was pleased with how it went. I gave clear directions and broke things in the lesson down into small chunks. I also included a very kinesthetic activity with touching different parts of the body because we were learning the bones. All the children participated in what was going on. There were a few who I had to bring back with the group once or twice. However, there was one student who could not stay with the group.
Analysis:
It was my goal to be as active as possible because 16 of my 22 students are highly active 3rd grade boys. While this worked fairly well, I am struggling to know what to do with the one student who just is not engaged with the rest of the class. This is the case no matter who is teaching. Although this is the norm, I don’t want to just settle and not even try to get to him. Short of having someone right beside him at every moment, he is nearly impossible to keep on task. I reminded him verbally during the lesson several times and had him do specific actions with the rest of the class. I also helped him shortly during independent practice. What else can I do?
Wednesday, January 12, 2011
Tuesday, January 11, 2011
Domain V: Methodology
11:50 a.m. - 12:30 p.m.
Elaboration:
Today during math, the students were working on fractions. Mrs. Brown used the marker board and had the children come up and write on it. At the beginning of math class they did a fact practice, then they moved on to the fractions. Mrs. Brown had the students raise their hands when they agreed or disagreed with something. She also asked the students for the reasoning behind their answers. They continued to go over the lesson until it seemed that the majority of students understood the difference between the numerator and denominator. After, they did the homework practice side A for Saxon as a class.
Analysis:
I think that in watching this particular math lesson, I was noticing the importance of formative assessment. So many times, when following a schedule it seems that teachers just move on whether the students are ready or not. I want to make sure as I go through this semester, especially with the Saxon program, that I don’t get ahead of the students for the sake of time. However, I know that you can’t continue to do the same lesson forever if there are just a few students not getting something. How do I know when to stop re-teaching something and move on when I don’t want to leave the students behind?
11:50 a.m. - 12:30 p.m.
Elaboration:
Today during math, the students were working on fractions. Mrs. Brown used the marker board and had the children come up and write on it. At the beginning of math class they did a fact practice, then they moved on to the fractions. Mrs. Brown had the students raise their hands when they agreed or disagreed with something. She also asked the students for the reasoning behind their answers. They continued to go over the lesson until it seemed that the majority of students understood the difference between the numerator and denominator. After, they did the homework practice side A for Saxon as a class.
Analysis:
I think that in watching this particular math lesson, I was noticing the importance of formative assessment. So many times, when following a schedule it seems that teachers just move on whether the students are ready or not. I want to make sure as I go through this semester, especially with the Saxon program, that I don’t get ahead of the students for the sake of time. However, I know that you can’t continue to do the same lesson forever if there are just a few students not getting something. How do I know when to stop re-teaching something and move on when I don’t want to leave the students behind?
Friday, January 7, 2011
Domain 3: Professional Development
Domain 6: Management of Time, Classroom, and Behaviors
3:00 p.m.
Elaboration:
Today Mrs. Brown and I sat down and talked about my lesson plans, as well as what classroom management will be like. We went over my unit plan and looked at two of the lessons that I had shown her earlier. We also discussed classroom management because Mrs. Brown will be teaching a class on classroom management to second year teachers, starting next week. In talking about classroom management, we talked about self-motivated or “big headed” children, “structurally at risk” children, and “go with the flow” children. She told me that often times your class acts as a teeter totter and the go with the flow children are the ones who tilt the class one way or another. We also talked about one of the best things for classroom management in my classroom is keeping the children busy. The children in this class cannot handle very much down time. Mrs. Brown encouraged me to come up with a list of activities that I can use whenever there is down time.
Analysis:
Mrs. Brown’s experience in classroom management and her looking at my lesson plans helped immensely in making me feel more confident. Also, I learned some new terminology in looking at classroom management. Thinking of the children in this way will help me with grouping, seating arrangements, and general instruction. Also, in thinking about ways to take up extra time, I decided I might use a “bucket of fun”. In this bucket, I will place pieces of paper with short educational and fun five-ten minute activities. Then, if there is down time, my students can draw an activity from the bucket.
Domain 6: Management of Time, Classroom, and Behaviors
3:00 p.m.
Elaboration:
Today Mrs. Brown and I sat down and talked about my lesson plans, as well as what classroom management will be like. We went over my unit plan and looked at two of the lessons that I had shown her earlier. We also discussed classroom management because Mrs. Brown will be teaching a class on classroom management to second year teachers, starting next week. In talking about classroom management, we talked about self-motivated or “big headed” children, “structurally at risk” children, and “go with the flow” children. She told me that often times your class acts as a teeter totter and the go with the flow children are the ones who tilt the class one way or another. We also talked about one of the best things for classroom management in my classroom is keeping the children busy. The children in this class cannot handle very much down time. Mrs. Brown encouraged me to come up with a list of activities that I can use whenever there is down time.
Analysis:
Mrs. Brown’s experience in classroom management and her looking at my lesson plans helped immensely in making me feel more confident. Also, I learned some new terminology in looking at classroom management. Thinking of the children in this way will help me with grouping, seating arrangements, and general instruction. Also, in thinking about ways to take up extra time, I decided I might use a “bucket of fun”. In this bucket, I will place pieces of paper with short educational and fun five-ten minute activities. Then, if there is down time, my students can draw an activity from the bucket.
Thursday, January 6, 2011
Domain 8: Global and Multicultural Perspectives
1:10- 1:40 p.m.
Elaboration:
Today during lunchtime my teacher was discussing one of the students who earlier this week was removed from the school. The reason was that his family had to move into a homeless shelter. Because of this move, both he and his sister were moved to a different school. However, in order to keep more order in their lives, they have been trying to arrange for transportation for the children. This school is not any further than the other, so it seems to be a suitable option. My teacher says that they also send food home to his family on the weekends. There are several other students in my class who come from situations similar to these. Many of them don’t see their parents, don’t have enough food to eat, and have trouble getting to school.
Analysis:
While I have had some experiences with students from lower income families before, this is the first time that I have really had to face these facts head on. I have to remember that most of these children have had an upbringing very different from my own. Many of them do not have two parents, or do not live with their birth parents. I will need to keep this in mind when teaching lessons. Some of them are lacking in experiences that many children have had. Also, I must remember that some of them may be struggling in school because their basic needs aren’t being met. Throughout this semester, I want to learn to see things through their eyes. I want to try and teach them things that will help them to be the most successful in life. I want to show them that I have hope for them. While I may be experiencing a bit of shock right now and I may see things differently as the semester progresses, I want to keep my heart soft. Structure will be needed when working with these children from a different background, but kindness and care will also go a long way.
1:10- 1:40 p.m.
Elaboration:
Today during lunchtime my teacher was discussing one of the students who earlier this week was removed from the school. The reason was that his family had to move into a homeless shelter. Because of this move, both he and his sister were moved to a different school. However, in order to keep more order in their lives, they have been trying to arrange for transportation for the children. This school is not any further than the other, so it seems to be a suitable option. My teacher says that they also send food home to his family on the weekends. There are several other students in my class who come from situations similar to these. Many of them don’t see their parents, don’t have enough food to eat, and have trouble getting to school.
Analysis:
While I have had some experiences with students from lower income families before, this is the first time that I have really had to face these facts head on. I have to remember that most of these children have had an upbringing very different from my own. Many of them do not have two parents, or do not live with their birth parents. I will need to keep this in mind when teaching lessons. Some of them are lacking in experiences that many children have had. Also, I must remember that some of them may be struggling in school because their basic needs aren’t being met. Throughout this semester, I want to learn to see things through their eyes. I want to try and teach them things that will help them to be the most successful in life. I want to show them that I have hope for them. While I may be experiencing a bit of shock right now and I may see things differently as the semester progresses, I want to keep my heart soft. Structure will be needed when working with these children from a different background, but kindness and care will also go a long way.
Wednesday, January 5, 2011
Domain 2: Personal Development (morals and ethics)
1:00 p.m.
Episode:
Today I was once again helping in supervising indoor recess. I was only in my classroom, so both Mrs. Brown and I were in the room. The children were playing games and I went from one game or table to another, talking to the children and even playing some games with them. One of the students said to me, “I didn’t know teachers played games or talked with kids.” I smiled and told him, “As long as the students are doing what they are supposed to be doing I can stop and join in games or talk to you.” When it was time to clean up, I had the children clean and asked several of them to do specific jobs. I also told them to quiet down and get ready for their next class. The children seemed to respond well and listen when I gave them specific instructions.
Analysis:
Although this is an area in which teachers must be careful, I believe it is very important that teachers take time to relate to the kids and know them. Teachers are not meant to be a child’s best friend, but if I as a teacher learn to know and respect my students, they will also respect me. By understanding their interests and showing genuine care about their lives, I can better teach to their needs. Students recognize when adults want to be with them. While there are times when teachers must be strict, it is important that my students know each day that I want to be with them. When the time comes to be strict, I must show the students that I will not change my mind on things and that I expect them to follow my directions. I have seen so many teachers that seem to be either all caring or all business. I hope that through this experience I will continue to figure out what the proper balance is.
1:00 p.m.
Episode:
Today I was once again helping in supervising indoor recess. I was only in my classroom, so both Mrs. Brown and I were in the room. The children were playing games and I went from one game or table to another, talking to the children and even playing some games with them. One of the students said to me, “I didn’t know teachers played games or talked with kids.” I smiled and told him, “As long as the students are doing what they are supposed to be doing I can stop and join in games or talk to you.” When it was time to clean up, I had the children clean and asked several of them to do specific jobs. I also told them to quiet down and get ready for their next class. The children seemed to respond well and listen when I gave them specific instructions.
Analysis:
Although this is an area in which teachers must be careful, I believe it is very important that teachers take time to relate to the kids and know them. Teachers are not meant to be a child’s best friend, but if I as a teacher learn to know and respect my students, they will also respect me. By understanding their interests and showing genuine care about their lives, I can better teach to their needs. Students recognize when adults want to be with them. While there are times when teachers must be strict, it is important that my students know each day that I want to be with them. When the time comes to be strict, I must show the students that I will not change my mind on things and that I expect them to follow my directions. I have seen so many teachers that seem to be either all caring or all business. I hope that through this experience I will continue to figure out what the proper balance is.
Tuesday, January 4, 2011
January 4, 2011
Domain 4: Rights and Responsibilities
9:30 a.m.
There is one particular child in my class that frequently has behavior problems. Although he is very bright, he often throws fits, talks out of turn, and acts much younger than the other students in his class. His behavior is very unusual and the other children in his class often notice it. When talking to my cooperating teacher, she mentioned to me that they had had several case conferences for this child, but were unable to have any sort of conclusions because she had not had enough documentation. Also, because she takes care of behavior issues herself rather than sending children to the principal. When he was observed by another school personnel, it was only for half an hour and the child was aware of being observed. Because I have seen this behavior and I am spending a majority of my time observing this week, I offered to keep an anecdotal record of him over the next week. I have been documenting when he pays attention and when he doesn't, his outbursts, talking out of turn, being on task and off task, and really any other behavior.
I think this is an important aspect of teaching, while obviously I cannot keep detailed records of each of my students, I must learn to document unusual behavior or really any behavior that can be useful in better teaching my students. While I understand why schools cannot just place students under certain classifications without proof or testing, there is a lot required of teachers to help students who may desperately need it. I also think this will be helpful in my future planning for N, because I will hopefully be more aware of his behavior patterns and know how he responds best.
9:30 a.m.
There is one particular child in my class that frequently has behavior problems. Although he is very bright, he often throws fits, talks out of turn, and acts much younger than the other students in his class. His behavior is very unusual and the other children in his class often notice it. When talking to my cooperating teacher, she mentioned to me that they had had several case conferences for this child, but were unable to have any sort of conclusions because she had not had enough documentation. Also, because she takes care of behavior issues herself rather than sending children to the principal. When he was observed by another school personnel, it was only for half an hour and the child was aware of being observed. Because I have seen this behavior and I am spending a majority of my time observing this week, I offered to keep an anecdotal record of him over the next week. I have been documenting when he pays attention and when he doesn't, his outbursts, talking out of turn, being on task and off task, and really any other behavior.
I think this is an important aspect of teaching, while obviously I cannot keep detailed records of each of my students, I must learn to document unusual behavior or really any behavior that can be useful in better teaching my students. While I understand why schools cannot just place students under certain classifications without proof or testing, there is a lot required of teachers to help students who may desperately need it. I also think this will be helpful in my future planning for N, because I will hopefully be more aware of his behavior patterns and know how he responds best.
Student Teaching: A New Adventure Begins
Domain VII: Communication
7:25 a.m.- 3:35 p.m.
I am beginning a new adventure in my teaching journey, student teaching. Today was my first day in Mrs. Brown’s 3rd Grade class at Lafayette Park Elementary. We communicated throughout the school day about the coming semester. After school we met for about a half hour to talk about expectations for the semester. In speaking, Mrs. Brown made it clear that she thinks that I will do a great job and she doesn’t think the things she wanted to discuss will be a problem. She told me that she expects me to keep up with grading, always have lesson plans prepared, and to keep the kids as involved and active as possible. These are all things that I already plan to do, but it was good to discuss these matters with her. Also, I was able to tell her what I felt like some of my weaknesses are and she reminded me that I am a student teacher and it is ok for me to still be learning those things. She reassured me that she would be there if I needed any help with anything. Also, she teaches a class on classroom management, and considers that to be one of her strengths, which I think will be helpful to me.
I think this was significant because I am going to need to learn to communicate a lot with my teacher throughout the semester. She knows her students, and she is an experienced teacher. I have to remember that she is one of the best resources I have. I think it was good that she was able to clearly set up what she expects of me, even on the very first day. I hope that this will keep things out in the open and that we will be able to continue to communicate clearly. I am looking forward to learning from her and from my own experiences. I am excited to see what the semester holds after the experiences I had today.
Subscribe to:
Posts (Atom)
