Week 1

On Wednesday I met my cooperating teacher for the first time in person.  I am in a first and second grade split classroom with about 20 students, 6 of whom are second graders.

After having two snow days and an extended winter break, the students were not used to their normal routine.  I could tell they were antsy and forgetful of procedures and routines.  They started the morning out by copying their spelling words and filling out their planners.  My teacher introduced a new unit called "Inventing Fun" by doing a concept map and tying it to a read aloud.  Then the students participated in "Daily 5," which they do for reading each day.  They did independent work while my cooperating teacher worked with a guided reading group, followed by an all class mini lesson about a poem, followed by another section of independent work, and finishing with a mini lesson reviewing parts of speech and doing a mad lib (they ran out of time for the last independent section).  After reading, they rewrote a writing piece describing a lost mitten.  They used a graphic organizer they had completed before break.  In the afternoon they did math.  I walked around and helped students doing independent work while my cooperating teacher worked with the other students on the rug.

Some things I observed on my first day were the patience of my cooperating teacher to listen well to each students ideas and comments, a laid back but controlled atmosphere, effective introduction of new academic language with a concept map (including an explanation of different word forms as well as concrete examples), and a consistent use of student choice.

On Thursday we had a substitute teacher because my cooperating teacher had an off campus training session to attend.  We followed the same schedule as we had on Wednesday.  After having many experiences last semester with different substitute teachers, I still found today's experience to be an opportunity to learn.  I noticed today, once again, that when routines are broken, the atmosphere of a classroom is drastically different.  Yesterday my classroom felt calm with an appropriate amount of noise.  Today the chaos was overwhelming.  It  even seemed overwhelming to many of the students, some crying for no apparent reason or because of small mishaps.

Another thing I noted about my placement on Thursday is the friendly community and atmosphere of the building as a whole.  In all the schools I have aided in, never have I felt so welcome.  Everyone who passes me in the hallway asks my name, and often where I am from and what program I'm studying in.  They are genuinely interested in learning about me and helping me in whatever way they can.  They are just as friendly with each other.  It seems like a wonderful place to work. 

Friday was a more normal day with my cooperating teacher back.  Because she can't fit science and social studies into their daily schedule, she spends Friday straying from the normal schedule and teaching science and social studies integrated in reading and math.  It was a method I really enjoyed watching.  It was cohesive and the students enjoyed the theme.  One thing I noticed about my class is that they need to change grouping often.  If they sit on the rug too long they get antsy and stop listening all together, but when they sit on the rug for a short time and then switch to independent work or small groups, they learn more.  This is something I'l want to incorporate into my lessons.

In Classroom Confidential, Schmidt refers to multiple intelligences.  I will hopefully incorporate my strongest intelligences into my teaching, which according to Schmidt are "picture smart," "body smart," and "people smart." Because I thrive in these areas, I will incorporate pictures, movement, and personal interaction into my lessons.  Not only that, but I will try to connect with students who share these intelligences.  More than that, I want to create an environment in which students can experiment with intelligences and have the option of choosing activities designed for specific intelligences.

While I don't have a specific plan for what I'll be teaching yet this semester, I will definitely be striving to use Schmidt's "full brain learning."  For example, I'm interested in explore the use of imaginary play depending on the topic of a nonfiction unit I'll need to teach later in the semester.  I also want to incorporate visual expression instead of only verbal expression.  Another idea I'd like to try is to publish something as a class this semester.  It was beneficial to read this chapter and gain specific insights into ways to incorporate full brain learning and multiple intelligences in the classroom.