Domain VII: Communication
1:10-1:40 p.m.
Elaboration:
Today I had to keep several children from recess in order to finish assignments. One of the children did not finish his assignment because he was really struggling with it. So, I told him that next time he needs to at least try, but if he needs help he can ask me. I can even help him right now if he wants. He was very upset about doing homework, so I had to explain to him why he needed to finish homework, even though he didn’t like it. Another child who was missing recess was arguing with me. I had to talk with him several times and explain to him what the procedure was and how he broke it. He still argued with me giving me many excuses.
Analysis:
I have realized that especially when children are punished, it is essential that a teacher clearly communicate why. Many times, it seems as if the children do not really understand why they are doing something specific. My communication changes from child to child, depending upon their understanding things. One of the children who simply wasn’t doing things because he didn’t like them, is very seldom made to do anything that he doesn’t like. Although I am not his parent, I took this opportunity to communicate to him that sometimes we have to do things we don’t like. I told him that I don’t like to have to keep children out of recess. I like to have fun too. However, sometimes we have to choose our attitude even when things are not what we want. While I’m not sure that he got this, I realized that I have a great opportunity to teach children about values and character when I am in this role. He told me at that moment, “Ok, I will choose to be happy even though I don’t like it and try my best. “ Then a few seconds later he said, “But Miss Yoder, why do I still feel so sad?” While his next words were a bit humorous, I still hope he caught at least a little of the lesson.
Friday, January 14, 2011
Thursday, January 13, 2011
Domain 2: Personal Development (Morals and Ethics)
9:40-10:30 a.m.
Elaboration:
Today I taught the same health lesson as yesterday to Mrs. Heurmann’s class. I have not had the opportunity to work with her class nearly as much, but the lesson still went fairly well. The children really seemed to like the lesson and enjoyed playing a game to name the different bones. I did ask one child to clip a strip after he was disruptive several times. After going over their homework, a majority of the children seemed to understand what we went over.
Analysis:
One of the things that is essential to me in combining my faith in teaching is making sure that I care about and have a strong relationship with my students. While many of the relationships I have formed with the children in my class have happened because I am in the room with them more often, I still believe that in general I have a stronger relationship with my class. In comparing the two lessons, I found that although my class is generally a bigger behavior problem than Mrs. Heurmann’s, they seemed to be more engaged and more obedient. I believe this is due to the relationship between my class and me. This is the first time that I have really seen a difference in something like that since I’ve been teaching. While I’m sure there will be days when my class will be less than attentive or obedient, I am a firm believer that caring about my students will encourage them to be better students.
9:40-10:30 a.m.
Elaboration:
Today I taught the same health lesson as yesterday to Mrs. Heurmann’s class. I have not had the opportunity to work with her class nearly as much, but the lesson still went fairly well. The children really seemed to like the lesson and enjoyed playing a game to name the different bones. I did ask one child to clip a strip after he was disruptive several times. After going over their homework, a majority of the children seemed to understand what we went over.
Analysis:
One of the things that is essential to me in combining my faith in teaching is making sure that I care about and have a strong relationship with my students. While many of the relationships I have formed with the children in my class have happened because I am in the room with them more often, I still believe that in general I have a stronger relationship with my class. In comparing the two lessons, I found that although my class is generally a bigger behavior problem than Mrs. Heurmann’s, they seemed to be more engaged and more obedient. I believe this is due to the relationship between my class and me. This is the first time that I have really seen a difference in something like that since I’ve been teaching. While I’m sure there will be days when my class will be less than attentive or obedient, I am a firm believer that caring about my students will encourage them to be better students.
Wednesday, January 12, 2011
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?
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?
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.
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