Domain IV: Rights and Responsibilities
Elaboration:
This week is ISTEP week. It makes for a long week for both the students and the children. Luckily, we only have it today and tomorrow. However, for the next two days I think I will take it a little easier on the children as far as work. I also am not taking away recess for homework. I think that especially during this time, it is important that they have the chance to unwind. I can tell many of the children are also worried or stressed about the test. Unfortunately, this is a responsibility that cannot be avoided.
Analysis:
I think as I look towards the future, I have to think about how I will approach ISTEP. I frequently hear teachers all over the building telling children that they need to know something for ISTEP. While I don't think it's wrong to prepare them, it can too easily become the focus. I have even caught these words coming out of my own mouth a few times. I think that integrating test taking strategies into a curriculum is a great idea. However, tests are not always the best form of assessment. I have been trying to find ways to incorporate other authentic assessments to go along with tests. The only problem that I have found is that children often struggle transferring a skill from a test to a real situation or the other way around.
Monday, February 28, 2011
Friday, February 25, 2011
Thursday, February 24, 2011
Domain 2: Personal Development
3:00 p.m.
Elaboration:
Today after school, my teacher and I went over my midterm evaluation. It was fun to be able to hear what she had to say from the semester. A majority of the report was very positive, but it was also helpful to know the things that I could improve upon. It was very easy to talk to her about those things and I think it will continue to be a great semester.
Analysis:
I think I am continuing to develop in my ability to listen to both positive comments and criticism. As of this semester, I have noticed that I have a harder time accepting the positive notes of things. I don't necessarily dwell on the negative but become extremely preoccupied by trying to fix things and being as perfect as possible. When I get into these modes, I forget to celebrate what I have accomplished. I think that I would like to start counting at last two small celebrations a day, whether written or just telling someone to continue to persevere and look on the bright side. So for practice, my two for today:
- I gave the health test to Mrs. H's class today and I had no children fail. I had 1 D, 10 C's, 2 B's, and 9 A's. A fairly even distribution. I was excited that the children did so well.
- Even after being angry at me for punishing him for something, one of my students came and gave me a hug today.
3:00 p.m.
Elaboration:
Today after school, my teacher and I went over my midterm evaluation. It was fun to be able to hear what she had to say from the semester. A majority of the report was very positive, but it was also helpful to know the things that I could improve upon. It was very easy to talk to her about those things and I think it will continue to be a great semester.
Analysis:
I think I am continuing to develop in my ability to listen to both positive comments and criticism. As of this semester, I have noticed that I have a harder time accepting the positive notes of things. I don't necessarily dwell on the negative but become extremely preoccupied by trying to fix things and being as perfect as possible. When I get into these modes, I forget to celebrate what I have accomplished. I think that I would like to start counting at last two small celebrations a day, whether written or just telling someone to continue to persevere and look on the bright side. So for practice, my two for today:
- I gave the health test to Mrs. H's class today and I had no children fail. I had 1 D, 10 C's, 2 B's, and 9 A's. A fairly even distribution. I was excited that the children did so well.
- Even after being angry at me for punishing him for something, one of my students came and gave me a hug today.
Wednesday, February 23, 2011
Domain 7 Communication
8:00 a.m.
Elaboration:
Yesterday, in effort to help a student who has really been struggling with getting his homework in, I made a take home folder for language arts. I put papers on one side that needed to be done and marked the other side as finished. His mother sent back his folder with all papers done except two. She said he worked yesterday till it was nearly bedtime on homework. She wrote me a note in the folder telling me this. She also said she like the folder idea and thought it would help. She thanked me for my work. I sent her back a note in the folder thanking her for what she was doing and detailing what was still needed.
Analysis:
All of this time, I, and a few other teachers, had been struggling to get this child's work in. I tried calling the parent several times and never reached anyone. I tried writing a note in his planner and he never took the right papers home. Although it may be a little extra work, it will help in the long run to have a system with a folder for him to take his Language Arts homework home in. I also really appreciated the positive interaction with the parent. I hope that after helping him catch up, he will also feel more positive about his work.
8:00 a.m.
Elaboration:
Yesterday, in effort to help a student who has really been struggling with getting his homework in, I made a take home folder for language arts. I put papers on one side that needed to be done and marked the other side as finished. His mother sent back his folder with all papers done except two. She said he worked yesterday till it was nearly bedtime on homework. She wrote me a note in the folder telling me this. She also said she like the folder idea and thought it would help. She thanked me for my work. I sent her back a note in the folder thanking her for what she was doing and detailing what was still needed.
Analysis:
All of this time, I, and a few other teachers, had been struggling to get this child's work in. I tried calling the parent several times and never reached anyone. I tried writing a note in his planner and he never took the right papers home. Although it may be a little extra work, it will help in the long run to have a system with a folder for him to take his Language Arts homework home in. I also really appreciated the positive interaction with the parent. I hope that after helping him catch up, he will also feel more positive about his work.
Tuesday, February 22, 2011
Domain 1: Content/ Subject Matter Expertise
10:30-11:15 a.m.
Elaboration:
ISTEP is swiftly approaching and this week we are doing ISTEP review. Each of the teachers is teaching a mini lesson on a skill that is needed for the test. I taught a mini lesson on main idea and detail. The lesson seemed to go fairly well, but I realized when I was teaching it that it was more difficult than I first anticipated. Main idea is a concept that I don’t remember learning. It is something that some people just seem to understand without specific instructions.
Analysis:
Although some of my students may also have a natural understanding of main idea, many of them need to be taught the thought process for identifying the main idea. Content knowledge in this area means not just knowing what the main idea is myself, but also being able to explain to the students how to think about it. I am sure I have had trouble with certain subjects; however, being a student has always come naturally to me. I think this is one of the things that I will have to overcome as a teacher. I have to make sure I explain my thought processes and the skills that go behind the content knowledge in my head. Hopefully, by putting myself in the mind of the students, I will be able to know how to better explain things so they understand.
10:30-11:15 a.m.
Elaboration:
ISTEP is swiftly approaching and this week we are doing ISTEP review. Each of the teachers is teaching a mini lesson on a skill that is needed for the test. I taught a mini lesson on main idea and detail. The lesson seemed to go fairly well, but I realized when I was teaching it that it was more difficult than I first anticipated. Main idea is a concept that I don’t remember learning. It is something that some people just seem to understand without specific instructions.
Analysis:
Although some of my students may also have a natural understanding of main idea, many of them need to be taught the thought process for identifying the main idea. Content knowledge in this area means not just knowing what the main idea is myself, but also being able to explain to the students how to think about it. I am sure I have had trouble with certain subjects; however, being a student has always come naturally to me. I think this is one of the things that I will have to overcome as a teacher. I have to make sure I explain my thought processes and the skills that go behind the content knowledge in my head. Hopefully, by putting myself in the mind of the students, I will be able to know how to better explain things so they understand.
Friday, February 18, 2011
Domain 8: Global and Multicultural Perspectives
12:50 p.m.
Elaboration:
All day today two of my students have been fighting. The two students are different races and come from different family backgrounds. Generally, I see one student pushing the other one. When questioned, he always admits that he has done something. The other student is always extremely defensive and never owns up to anything. When talking with them, it is difficult to discern what to do, since it is usually one students word against the others. I have a fairly strong feeling that the defensive students is lying to me in saying he hasn't done anything to the other student.
Analysis:
It is difficult to figure out how to be fair in some of these situations since there is no clear answer. However, I have approached it as fairly is possible, making sure that one student doesn't escape when both are involved. I also have encouraged both of the boys to walk away when something happens. The first student who usually admits he has done wrong, usually does not get on others unless he is provoked. I asked him what had been said or done that was upsetting him, because I knew something had been going on. Finally, he said that the other student had been making fun of his family and his mother. I know that this student values his family a lot. He comes from a close knit family, with brothers and sisters and uncles and cousins who go through everything together. The student looked genuinely hurt. Because the other student won't admit to anything, I told this student that although I believed him, I needed to find proof. I have also been trying to make sure that I don't take what the defensive student says without another person's opinion. I am hoping that after talking to them both individually today we will have less problems next week.
12:50 p.m.
Elaboration:
All day today two of my students have been fighting. The two students are different races and come from different family backgrounds. Generally, I see one student pushing the other one. When questioned, he always admits that he has done something. The other student is always extremely defensive and never owns up to anything. When talking with them, it is difficult to discern what to do, since it is usually one students word against the others. I have a fairly strong feeling that the defensive students is lying to me in saying he hasn't done anything to the other student.
Analysis:
It is difficult to figure out how to be fair in some of these situations since there is no clear answer. However, I have approached it as fairly is possible, making sure that one student doesn't escape when both are involved. I also have encouraged both of the boys to walk away when something happens. The first student who usually admits he has done wrong, usually does not get on others unless he is provoked. I asked him what had been said or done that was upsetting him, because I knew something had been going on. Finally, he said that the other student had been making fun of his family and his mother. I know that this student values his family a lot. He comes from a close knit family, with brothers and sisters and uncles and cousins who go through everything together. The student looked genuinely hurt. Because the other student won't admit to anything, I told this student that although I believed him, I needed to find proof. I have also been trying to make sure that I don't take what the defensive student says without another person's opinion. I am hoping that after talking to them both individually today we will have less problems next week.
Thursday, February 17, 2011
Domain 7 Communication
2:30 p.m.
Elaboration:
This week has certainly been interesting. Mrs. Brown has been gone for two and a half days and will be gone again tomorrow. One third of my class (7 children) have been absent this week due till illness. Also, it's a full moon. However, because Mrs. Brown has been gone, I have been given more opportunities to talk with parents. Most of these interactions have gone very well. Many of them have simply been giving them homework for days that students have missed. However, I feel like I am finally getting to know the parents.
Analysis:
Parents are often much more difficult to deal with than students. Fortunately, most of my interactions with parents have been pleasant. It has been great to introduce myself to parents as they come in for various reasons. Even parents who are less involved in the lives of their students still care about their children. I have realized that one of the most important resources you can have as a teacher is the parents. In some cases I have had trouble because I have not been able to contact parents when I needed to. When parents are there to mutually help their child succeed, it is much easier to keep up with things and help students feel supported.
2:30 p.m.
Elaboration:
This week has certainly been interesting. Mrs. Brown has been gone for two and a half days and will be gone again tomorrow. One third of my class (7 children) have been absent this week due till illness. Also, it's a full moon. However, because Mrs. Brown has been gone, I have been given more opportunities to talk with parents. Most of these interactions have gone very well. Many of them have simply been giving them homework for days that students have missed. However, I feel like I am finally getting to know the parents.
Analysis:
Parents are often much more difficult to deal with than students. Fortunately, most of my interactions with parents have been pleasant. It has been great to introduce myself to parents as they come in for various reasons. Even parents who are less involved in the lives of their students still care about their children. I have realized that one of the most important resources you can have as a teacher is the parents. In some cases I have had trouble because I have not been able to contact parents when I needed to. When parents are there to mutually help their child succeed, it is much easier to keep up with things and help students feel supported.
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