Showing posts with label Field Experience. Show all posts
Showing posts with label Field Experience. Show all posts
Monday, November 9, 2009
Senior Field - Mrs. Hortin's 3rd Grade
So, I have been in Mrs. Hortin's 3rd grade class for 3 days now and have had a couple of opportunities to teach something here and there. I am also in the process of preparing my Math lessons and Literacy lessons and as I was doing so tonight, I realized that the anxiety and nervousness I expected to feel at the prospect of teaching, isn't accompanying me like it was in previous experiences. Instead, I am excited and hopeful and anxious to reflect on how the lessons go and what I can do to improve. I really was doubtful when I heard Dr. Peterson say to us that we wouldn't want to come back to class - that we would want to stay and continue teaching. Honestly, I thought, no way!! I could likely stay in the classroom where I am comfortable for several more months - maybe years. Strangely, and rather surprisingly, something has changed (and I haven't even taught my "real" lessons yet), and I feel more prepared to teach...and more comfortable with the idea of teaching. I know there is still tons to learn, (and there always will be more to learn), so I am grateful for the remaining class time I have to learn from the "experts", but I am also so grateful for the feeling of comfort that has replaced the fear and anxiousness I have had continually about teaching.
Wednesday, November 5, 2008
Field Experience Journal - Day 3
Teaching: Today the day began as days prior with students reading silently. Mr. Wyatt introduced the idea of conflict in stories today and asked the students to be aware of the conflicts in the stories they are reading today. Although students didn't have to write anything down, he did tell them to be prepared to share if he called on them. During reading time he also called individuals over to his reading table. I assume he was gauging their progress, etc. Mr. Wyatt taught Math today and we helped students that needed assistance. He asked Marla and I to each choose our favorite picture book to share with the class. I chose Olivia by Ian Falconer. I love this series and the students seemed to enjoy it. It was fun to incorporate a picture book in a high elementary classroom. After each of us shared our story Mr. Wyatt asked students to volunteer conflicts they saw in the story. I love picture books and throughout my classes so far, I can see how they can be instrumental even in the upper grades.
Environment/ Students with Special needs: Since the students desks are arranged in groups, during test times the students get out their "office" which are folders stapled together. We saw the students use these today as they took their literature test. Mr. Wyatt asked me to read the questions on the test to one particular student. We went to the "alcove" where I could read him the questions and we wouldn't disrupt anyone. I did notice another person doing the same thing for another student.
Methods: Today, I noticed that Mr. Wyatt used a few methods to reach the kenistetic learners. For spelling review he had the students clap on consonants, snap their fingers on vowels and stomp for 'y'. These seemed to help engage students during an otherwise potentially boring task.
Class Management: So far I haven't noticed Mr. Wyatt call on any student to pull their behavior card. Today he called on 2 students while we were there to pull their cards. I also noticed that Mr. Wyatt uses the echo clap method to get students' attention and he also uses the provoke response method. (Not sure if that is what it is called.) The example of what he did is as follows:
Mr. Wyatt: "One, Two, Three eyes on me!I
The Students: "One, Two, eyes on you!
As Marla and I tried to remember some things we wanted to make note of that wasn't conducive to student's self-esteem we couldn't remember the exact situation so we have determined that we need to make notes while we observe. Hopefully this will prove more helpful for gathering info for our assignments.
Environment/ Students with Special needs: Since the students desks are arranged in groups, during test times the students get out their "office" which are folders stapled together. We saw the students use these today as they took their literature test. Mr. Wyatt asked me to read the questions on the test to one particular student. We went to the "alcove" where I could read him the questions and we wouldn't disrupt anyone. I did notice another person doing the same thing for another student.
Methods: Today, I noticed that Mr. Wyatt used a few methods to reach the kenistetic learners. For spelling review he had the students clap on consonants, snap their fingers on vowels and stomp for 'y'. These seemed to help engage students during an otherwise potentially boring task.
Class Management: So far I haven't noticed Mr. Wyatt call on any student to pull their behavior card. Today he called on 2 students while we were there to pull their cards. I also noticed that Mr. Wyatt uses the echo clap method to get students' attention and he also uses the provoke response method. (Not sure if that is what it is called.) The example of what he did is as follows:
Mr. Wyatt: "One, Two, Three eyes on me!I
The Students: "One, Two, eyes on you!
As Marla and I tried to remember some things we wanted to make note of that wasn't conducive to student's self-esteem we couldn't remember the exact situation so we have determined that we need to make notes while we observe. Hopefully this will prove more helpful for gathering info for our assignments.
Tuesday, November 4, 2008
Field Experience Journal - Day 2
Today Mr. Wyatt was in class. He uses a microphone for teaching and as intimidating and annoying and disruptive as I thought it might be, it was actually nice. Sitting all the way in the back of the class, you could hear him but it wasn't blasting or annoying.
The Teaching: As is the routine, the AM students came in and began reading books, newspapers, etc. of their choice. Next they were given their vocabulary test on the Great Flood. Students were directed once they were finished to put pencils away and get out their red pens for correcting. He has each student correct his own work. I found this great but different from what I did in school. We always have to change papers with a neighbor to ensure we were being honest I assume. I think this is a great alternative. It holds each student accountable for his own work and his own grade and doesn't humiliate him in the case he doesn't do well. To transition the PM students coming in, Mr. Wyatt writes the "Self Start" on the board listing what students are to do. An example of things he has them do are: 1) stack up journal 2) planners 3) math review - a transparency students do math problems from to prepare them for the math lesson 4) read.
Today, we taught the Math lesson on benchmark fractions. Of course, before starting, to wake us all up, we did "ZOMBIES". Although I was skeptical that kids would enjoy this silly song and movement activity, they actually seemed to like it quite well. As I reviewed the math material quickly to prepare to teach I realize that my 1st or so year of teaching, I am going to be doing as much homework as the students just to prepare to teach the material. It's been soooo long. While reviewing the previous day's homework answers we had students volunteer answers in order to be involved. I noticed that many of the same students were volunteering. I would hope in my classroom to be able to involve all students and help them all feel comfortable sharing their answers.
Class Management: So I noticed many charts around the classroom and was able to ask Mr. Wyatt about them today.
"Homeworkopoly" is a chart he got from homeworkopoly.com. This is used to reward students who turn in all their homework for the week. Students are rewarded with tickets (which go into a bowl for a later drawing which allows winners to some kind of reward.)
Surprises are candies which are in a black calderon. Mr. Wyatt will announce at times for students who answered a question correctly, etc. to go get themselves a surprise.
Tickets are given to students for random good behavior. These tickets are collected into a bowl for a the drawing on Fri. which allow students a surprise, frozen treat, etc.
Points are given to tables and as a whole class. I am not sure what the reward is as of yet. However, I have seen points subtracted if the class is being disruptive or not doing what they need to be doing.
Behavior card chart has each students name on it. If a student is talking when they shouldn't be or being disruptive in any other way, all Mr. Wyatt says is "student,....card" at which point they put their card in a sleeve showing they misbehaved. If more than 3 students get their card pulled then the drawing for Fri. is cancelled.
Although I think there is a pluthera of token systems in place and I can't hardly keep track, I wonder if these reward systems are behind the community feeling of the class. I hope that as I go throughout this field experience that I will be able to pinpoint more exactly what it is that aids the class in being so united so I can repeat it in my classroom.
The Teaching: As is the routine, the AM students came in and began reading books, newspapers, etc. of their choice. Next they were given their vocabulary test on the Great Flood. Students were directed once they were finished to put pencils away and get out their red pens for correcting. He has each student correct his own work. I found this great but different from what I did in school. We always have to change papers with a neighbor to ensure we were being honest I assume. I think this is a great alternative. It holds each student accountable for his own work and his own grade and doesn't humiliate him in the case he doesn't do well. To transition the PM students coming in, Mr. Wyatt writes the "Self Start" on the board listing what students are to do. An example of things he has them do are: 1) stack up journal 2) planners 3) math review - a transparency students do math problems from to prepare them for the math lesson 4) read.
Today, we taught the Math lesson on benchmark fractions. Of course, before starting, to wake us all up, we did "ZOMBIES". Although I was skeptical that kids would enjoy this silly song and movement activity, they actually seemed to like it quite well. As I reviewed the math material quickly to prepare to teach I realize that my 1st or so year of teaching, I am going to be doing as much homework as the students just to prepare to teach the material. It's been soooo long. While reviewing the previous day's homework answers we had students volunteer answers in order to be involved. I noticed that many of the same students were volunteering. I would hope in my classroom to be able to involve all students and help them all feel comfortable sharing their answers.
Class Management: So I noticed many charts around the classroom and was able to ask Mr. Wyatt about them today.
"Homeworkopoly" is a chart he got from homeworkopoly.com. This is used to reward students who turn in all their homework for the week. Students are rewarded with tickets (which go into a bowl for a later drawing which allows winners to some kind of reward.)
Surprises are candies which are in a black calderon. Mr. Wyatt will announce at times for students who answered a question correctly, etc. to go get themselves a surprise.
Tickets are given to students for random good behavior. These tickets are collected into a bowl for a the drawing on Fri. which allow students a surprise, frozen treat, etc.
Points are given to tables and as a whole class. I am not sure what the reward is as of yet. However, I have seen points subtracted if the class is being disruptive or not doing what they need to be doing.
Behavior card chart has each students name on it. If a student is talking when they shouldn't be or being disruptive in any other way, all Mr. Wyatt says is "student,....card" at which point they put their card in a sleeve showing they misbehaved. If more than 3 students get their card pulled then the drawing for Fri. is cancelled.
Although I think there is a pluthera of token systems in place and I can't hardly keep track, I wonder if these reward systems are behind the community feeling of the class. I hope that as I go throughout this field experience that I will be able to pinpoint more exactly what it is that aids the class in being so united so I can repeat it in my classroom.
Monday, November 3, 2008
Field Experience Journal - Day 1
Meeting the Principal: Today was the 1st day of field experience. We started the day off meeting with Principal Finch. It was great to meet him and see his commitment to providing a school atmosphere where there is respect (for all people), love of learning and where students do their best. He mentioned that at this time in our pursuit of this career is a unique opportunity to be "in" the moment as we observe and practice a little bit, but to be out of it observing and reflecting on how we will teach in the future. He encouraged us to be really reflective during this time. Thus, the reason for this daily journal. Although in and of itself it's not required, I feel it will be important to me in my reflective process. He compared our experience now to being on a balcony overlooking the dance below in which we are performing.
In the classroom today we had a substitute. I could see that despite her not being the regular teacher, the students know their responsibility to be respectful. I also noticed this in how they treated us as visitors to their classroom. I realized in seeing this that my preconceived notion that 6th graders were scary wasn't accurate. The students respected one another and respected us teachers. I also noticed while observing their interactions with one another that they function as a community. As I saw one student encouraging another,...or one student asking of another's well being after a fall, I was excited to see that in a classroom of many diverse students, you can have all students work together, care for one another and be a tight-knit community of learners.
The Teaching: First students began reading. Then students were taught vocabulary words relating the the Great Flood. Once the PM group joined the class, Marla and I taught math. We taught improper and mixed number fractions. As I watched the teaching methods, I saw an opportunity for students to become more engaged during the review of their vocab words. I thought it may have been more engaging if groups of students were to act out the vocabulary words and have the other students guess. However, I also realized as the day went on, that lots of material has to be covered in a short amount of time and that teacher's need to keep quite a tight schedule.
Classroom Environment/ Setup: The desks are set up as cooperative tables of about 5-6 students. There is a mini-computer station in the classroom that consists of 4 computers. There is a classroom library of picture books, young adult novels or chapter books, and resource books. The teacher has an "alcove" which seems like a place to meet with students individually, store supplies, and I also noticed some CD players back there. The environment of this classroom, as I mentioned before, is one of unity. I hope to be able to create that same type of environment in my future classroom.
In the classroom today we had a substitute. I could see that despite her not being the regular teacher, the students know their responsibility to be respectful. I also noticed this in how they treated us as visitors to their classroom. I realized in seeing this that my preconceived notion that 6th graders were scary wasn't accurate. The students respected one another and respected us teachers. I also noticed while observing their interactions with one another that they function as a community. As I saw one student encouraging another,...or one student asking of another's well being after a fall, I was excited to see that in a classroom of many diverse students, you can have all students work together, care for one another and be a tight-knit community of learners.
The Teaching: First students began reading. Then students were taught vocabulary words relating the the Great Flood. Once the PM group joined the class, Marla and I taught math. We taught improper and mixed number fractions. As I watched the teaching methods, I saw an opportunity for students to become more engaged during the review of their vocab words. I thought it may have been more engaging if groups of students were to act out the vocabulary words and have the other students guess. However, I also realized as the day went on, that lots of material has to be covered in a short amount of time and that teacher's need to keep quite a tight schedule.
Classroom Environment/ Setup: The desks are set up as cooperative tables of about 5-6 students. There is a mini-computer station in the classroom that consists of 4 computers. There is a classroom library of picture books, young adult novels or chapter books, and resource books. The teacher has an "alcove" which seems like a place to meet with students individually, store supplies, and I also noticed some CD players back there. The environment of this classroom, as I mentioned before, is one of unity. I hope to be able to create that same type of environment in my future classroom.
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