Domain 3 Professional Development
3:15-3:45 p.m.
Elaboration:
Today I had a substitute. Needless to say it was a little bit of a hectic day. This afternoon I met with two of the teachers after school. We talked a little bit about the day. We also talked about the coming ISTEP test. The teachers would like to do some sort of ISTEP prep. Although I realize that this is necessary, I hate it. However, I talked with the other teachers and helped come up with an idea of switching rooms and having different ISTEP prep sessions in each room. Over the course of several days, the students would get many different practices and the teachers would only plan one or two lessons to teach four times.
Analysis:
I am very grateful for the collaboration in this even because it can be such a huge task to do on your own. I think it is crucial for teachers to use opportunities like this to collaborate. Even in other situations, such as the general set up of our classrooms, it is helpful to all the teachers and enables the teacher to group their students more specifically, which is also helpful for them. These teachers are not islands. Although, they all have very different teaching styles they still learn from each other. I hope that some day I teach in an atmosphere that is this positive.
Tuesday, February 15, 2011
Monday, February 14, 2011
Domain 5: Methodology
Elaboration:
Today was Acuity testing. This always messes up the day a bit. Many of the children dread it because they sit at the computer taking tests. I am not sure that it is a very accurate depiction of how the children are actually doing. However, in some cases it shows the aptitude that is possible. For example one student frequently performs at an average level in class, partially because of his behavior. However, when tested he performs higher than almost anyone else in the class.
Analysis:
There may be other children who also perform in similar ways. It is my goal to try and motivate these students and pull out their best abilities. For example, with this particular student I have noticed that creative writing really seems to bring out his best work. I will continue to challenge him and provide opportunities for him to showcase his abilities.
Elaboration:
Today was Acuity testing. This always messes up the day a bit. Many of the children dread it because they sit at the computer taking tests. I am not sure that it is a very accurate depiction of how the children are actually doing. However, in some cases it shows the aptitude that is possible. For example one student frequently performs at an average level in class, partially because of his behavior. However, when tested he performs higher than almost anyone else in the class.
Analysis:
There may be other children who also perform in similar ways. It is my goal to try and motivate these students and pull out their best abilities. For example, with this particular student I have noticed that creative writing really seems to bring out his best work. I will continue to challenge him and provide opportunities for him to showcase his abilities.
Friday, February 11, 2011
Domain 4: Rights and Responsibilities
10:30 a.m.- 11:30 a.m.
Elaboration:
On Fridays I have one hour during art to work on things. Generally during this time I organize, grade, or get ready for lessons later in the day. Today I spent most of my time grading and attempting to find missing work. This is one of the responsibilities that seems to take the most time. I spent half of recess trying to find children who still owed me late work.
Analysis:
Paperwork can seem to be one of the most overwhelming responsibilities of a teacher. Not only is it time consuming, but it is also difficult to collect all of the student work. I could probably spend an hour a day trying to find students and get work from them. I have been trying to come up with more effective ways of keeping track of missing work. Lately, I have taken to go through the homework and checking it off before I grade it. Then, I make a sticky note with the names of children who have not turned in their work. I keep extra papers of all homework assignments and make copies if they lose them. If it goes longer than a week, and I have talked with a parent, I will eventually give them a zero. While I don't think it is appropriate for children this age to have mass amounts of homework, it is important that they learn to be responsible. I must continue to think of ways to carry my end of the responsibility and still encourage them to take ownership of their own work.
10:30 a.m.- 11:30 a.m.
Elaboration:
On Fridays I have one hour during art to work on things. Generally during this time I organize, grade, or get ready for lessons later in the day. Today I spent most of my time grading and attempting to find missing work. This is one of the responsibilities that seems to take the most time. I spent half of recess trying to find children who still owed me late work.
Analysis:
Paperwork can seem to be one of the most overwhelming responsibilities of a teacher. Not only is it time consuming, but it is also difficult to collect all of the student work. I could probably spend an hour a day trying to find students and get work from them. I have been trying to come up with more effective ways of keeping track of missing work. Lately, I have taken to go through the homework and checking it off before I grade it. Then, I make a sticky note with the names of children who have not turned in their work. I keep extra papers of all homework assignments and make copies if they lose them. If it goes longer than a week, and I have talked with a parent, I will eventually give them a zero. While I don't think it is appropriate for children this age to have mass amounts of homework, it is important that they learn to be responsible. I must continue to think of ways to carry my end of the responsibility and still encourage them to take ownership of their own work.
Thursday, February 10, 2011
Domain 5: Methodology
10:40-11:30 a.m.
Elaboration:
Today my math lesson went very well. The past two days math has been going much more smoothly than before. Today we played a "game" where students had to put numbers in order and round them. The students seemed to enjoy it and understand the concept. However, I noticed that when it came time to do the Saxon worksheet, many of them had trouble with it. They started to fidget and weren't paying nearly as much attention.
While I still have to do the worksheets every few days, the students really seem to respond well to the other forms of assessment.
Analysis:
By providing other forms of assessment and activities that provide students with manipulatives and opportunities to actively participate, the students seem to really understand and enjoy the concepts. I really do believe that having the children do something with what they are learning and providing visual and kinesthetic aids is the best way to approach math. Today when I asked the children to help me think of a time when they might need to estimate something in real life, a majority of them tried to tell me things like for homework or a test. Children need to understand the connection of math to their lives. I hope that by using a methodology that approaches math through real life and real experiences, my students will see beyond just the next test.
10:40-11:30 a.m.
Elaboration:
Today my math lesson went very well. The past two days math has been going much more smoothly than before. Today we played a "game" where students had to put numbers in order and round them. The students seemed to enjoy it and understand the concept. However, I noticed that when it came time to do the Saxon worksheet, many of them had trouble with it. They started to fidget and weren't paying nearly as much attention.
While I still have to do the worksheets every few days, the students really seem to respond well to the other forms of assessment.
Analysis:
By providing other forms of assessment and activities that provide students with manipulatives and opportunities to actively participate, the students seem to really understand and enjoy the concepts. I really do believe that having the children do something with what they are learning and providing visual and kinesthetic aids is the best way to approach math. Today when I asked the children to help me think of a time when they might need to estimate something in real life, a majority of them tried to tell me things like for homework or a test. Children need to understand the connection of math to their lives. I hope that by using a methodology that approaches math through real life and real experiences, my students will see beyond just the next test.
Wednesday, February 9, 2011
Domain 7: Communication
3:15 p.m.
Elaboration:
Today after school I had my first conversation over the phone with a parent. Right after school, while waiting for the bus, four boys got into an argument. After continuing the argument, Mrs. Brown said that they would all have to return in the morning and talk to the principal about it. One of the boys, being worried, went home and told his dad about it. He told his dad that he had clipped a strip for that, although in reality his clip strip was for disruption earlier in the day. I explained to the parent what had happened and that nothing had been decided yet from this argument. I told him that they were supposed to be meeting tomorrow morning to figure it out and that we would keep him updated on the situation.
Analysis:
At first, this was a bit terrifying to be honest. I had to back up what I said according to what was done with the situation. I was the one there talking with the boys about it. Therefore, I was able to tell the parent what I had seen and what was anticipated to happen. The parent said that he is not saying his son is blameless, but he also wants to make sure that he was not the only one getting blamed for something others were involved in. I tried to communicate with the parent that we try to take all of the children into consideration, and don't just listen to one person's side of the story. He seemed grateful for talking with me and I thanked him for calling. I think that overall, it was a positive first experience for this sort of a thing. It seemed as if he truly had the child's best interest at heart and wanted to team up to help him. He said I could call anytime I needed something. I think this is what parent teacher involvement should be.
3:15 p.m.
Elaboration:
Today after school I had my first conversation over the phone with a parent. Right after school, while waiting for the bus, four boys got into an argument. After continuing the argument, Mrs. Brown said that they would all have to return in the morning and talk to the principal about it. One of the boys, being worried, went home and told his dad about it. He told his dad that he had clipped a strip for that, although in reality his clip strip was for disruption earlier in the day. I explained to the parent what had happened and that nothing had been decided yet from this argument. I told him that they were supposed to be meeting tomorrow morning to figure it out and that we would keep him updated on the situation.
Analysis:
At first, this was a bit terrifying to be honest. I had to back up what I said according to what was done with the situation. I was the one there talking with the boys about it. Therefore, I was able to tell the parent what I had seen and what was anticipated to happen. The parent said that he is not saying his son is blameless, but he also wants to make sure that he was not the only one getting blamed for something others were involved in. I tried to communicate with the parent that we try to take all of the children into consideration, and don't just listen to one person's side of the story. He seemed grateful for talking with me and I thanked him for calling. I think that overall, it was a positive first experience for this sort of a thing. It seemed as if he truly had the child's best interest at heart and wanted to team up to help him. He said I could call anytime I needed something. I think this is what parent teacher involvement should be.
Tuesday, February 8, 2011
Domain 2 Personal Development
Elaboration:
Today at school, my lessons seemed to go fairly smoothly. I talked with my teacher last night after the seminar to make sure that I was on schedule to teach the lessons I had planned today. Between the snow days last week and simply the busyness of it all, I have been struggling to get my lessons done way ahead of time. I am working for the rest of the week to get things done early. I have always been taught that hard work is valuable and you should always do your best. However, I have come to the place where I feel like even working hard and doing my best, I can barely keep up.
Analysis:
I know that I must continue to prepare to the best of my abilities and be diligent in my work. I have also realized that as a teacher, I am human. Also that although I am a teacher, this is my first week really teaching full time and I am a STUDENT teacher. I am learning as I go along. How can I push myself to truly do my best and yet allow myself to be human at the same time? What are some tips for managing all the lesson planning and everything? My teacher has been very helpful and gracious and I am so glad for her advice and help.
Elaboration:
Today at school, my lessons seemed to go fairly smoothly. I talked with my teacher last night after the seminar to make sure that I was on schedule to teach the lessons I had planned today. Between the snow days last week and simply the busyness of it all, I have been struggling to get my lessons done way ahead of time. I am working for the rest of the week to get things done early. I have always been taught that hard work is valuable and you should always do your best. However, I have come to the place where I feel like even working hard and doing my best, I can barely keep up.
Analysis:
I know that I must continue to prepare to the best of my abilities and be diligent in my work. I have also realized that as a teacher, I am human. Also that although I am a teacher, this is my first week really teaching full time and I am a STUDENT teacher. I am learning as I go along. How can I push myself to truly do my best and yet allow myself to be human at the same time? What are some tips for managing all the lesson planning and everything? My teacher has been very helpful and gracious and I am so glad for her advice and help.
Friday, February 4, 2011
Domain VI: Management of Time, Classroom, and Behaviors
11:50 a.m.-12:40 p.m.
Elaboration:
Today I taught a math lesson on graphing. In the beginning, most of the students were participating actively. However, as the lesson went on I would stop and wait. I redirected students to what we were doing when they got off task. However, it seemed that although they were attempting to follow along many of them were still really struggling. However, they were continually looking away or talking to their neighbors. Although, I tried to keep an awareness of what everyone was doing, they just did not seem to be listening. They ended up having to take home homework because they were not following along and listening well to directions.
Analysis:
After the lesson, I talked with my teacher. I asked her if this was because I was not explaining things clearly, if they just weren't getting it, or if it was a behavior problem. She said that my lesson was good, but they were simply not listening well to directions. She also said that I should clip more strips. I feel very frustrated because I feel I have been doing all I can to make directions short and easy. I have been taking them one step at a time. But for some reason, they just continue to get out of hand and not listen. I think I must continue to be clear of my expectations and enforce them. I feel as if I am constantly telling them they have to do things or punishing them. I don't want to feel like I always getting on them to do things. However, I also want to make sure I am not being a pushover. I definitely feel as if this is going to be the most difficult thing for me to overcome in my student teaching.
11:50 a.m.-12:40 p.m.
Elaboration:
Today I taught a math lesson on graphing. In the beginning, most of the students were participating actively. However, as the lesson went on I would stop and wait. I redirected students to what we were doing when they got off task. However, it seemed that although they were attempting to follow along many of them were still really struggling. However, they were continually looking away or talking to their neighbors. Although, I tried to keep an awareness of what everyone was doing, they just did not seem to be listening. They ended up having to take home homework because they were not following along and listening well to directions.
Analysis:
After the lesson, I talked with my teacher. I asked her if this was because I was not explaining things clearly, if they just weren't getting it, or if it was a behavior problem. She said that my lesson was good, but they were simply not listening well to directions. She also said that I should clip more strips. I feel very frustrated because I feel I have been doing all I can to make directions short and easy. I have been taking them one step at a time. But for some reason, they just continue to get out of hand and not listen. I think I must continue to be clear of my expectations and enforce them. I feel as if I am constantly telling them they have to do things or punishing them. I don't want to feel like I always getting on them to do things. However, I also want to make sure I am not being a pushover. I definitely feel as if this is going to be the most difficult thing for me to overcome in my student teaching.
Subscribe to:
Posts (Atom)
