Monday and Tuesday we did not have school because of temperatures below zero degrees. Wednesday was our first day back after a VERY long weekend. After having a professional development day on Friday, my cooperating teacher introduced a new daily phonics program. I thought the way she introduced it was great, explaining not only the purpose of the program to the students, but also that it was new for her too. She explained to students that the program is supposed to help them with reading even when they are as old as she is, telling them that she still has to stop, think, and chunk some words when she reads to decode them. I loved that she modeled being a learner to the students (4I), showing them the value of being a learner. Another thing I thought my cooperating teacher modeled well on Wednesday was learning by doing. She had the students make paper airplanes as a class to introduce a writing assignment in which the students had to write directions for how to do something. After they made a paper airplane together, they began writing directions to teach someone else how to do it. The students were engaged and motivated to participate. As I plan lessons in the future I want to remember this lesson and the risk my cooperating teacher took by letting the class get slightly out of control. Her risk still produced effective learning, and I'd like mine to do the same.
On Thursday, two of my students got pulled out of our morning classes to take the ACCESS test, a language assessment I was familiar with through my ESL classes. I was confused as to which students were taking it and why, so my cooperating teacher and I talked about some of the mess around the test. She explained that she thinks one of the students was wrongly assessed in preschool because she wouldn't respond to questions. Even though her parents speak English as their first language in their home, she is required to take the ACCESS test after being deemed and English Language Learner in preschool. This conversation sparked a conversation about philosophies of teaching ELLs. My cooperating teacher talked about a teacher who used to work at the school in the bilingual program who believed the "English only" philosophy and we talked about how hard that is for preschoolers and kindergarteners. It was an interesting conversation to have with my cooperating teacher about valuing language but also about the difficulty that arises when different teachers in the building have different philosophies. I was glad to have this conversation with her and know that we are on the same page when it comes to valuing language diversity in the classroom (1A).
On Friday my cooperating teacher asked me to call students one by one to the reading data display next to the reading corner to add a sticker at their new reading levels. They already had stickers representing their levels at the beginning of the year, after 1st quarter, and we added their middle of the year levels. The students were SO excited to see where they moved on the chart, even though many only went up a level or two. Their smiles were priceless and in those moments of congratulations, I knew they were more motivated to keep reading than they had been all year. This sparked a conversation with my cooperating teacher later in the day about data displays. She told me that she used to be against them, especially in younger grades because it was hard for students to handle the pressure and it was hard for students who were at a low level. I agreed with those challenges, but then we talked about their responses today and how encouraged they were by it today. It's required by CPS to have the data on the wall, but it was good for me to reflect on my own thoughts about it. Having these conversations with my cooperating teacher is bringing up practices I'll be forced to abide by or think about if I'm a teacher in the future.
Schmidt chapter 2 talks about and defines eptness. I learned that in a culture of eptness, students' full potential is valued. It sees "every child is capable of learning, teaching, leading, and becoming an expert" (Schmidt, p. 25). The success of the class and benefit of the learning environment is dependent on all people involved. The class is thought of as a community that benefits from both the achievements and failures of all individuals. Students are involved in decision making, use real-world knowledge and skills, are willing to struggle to clarify their thoughts and words, and feel valued within the community.
Schmidt talks about 10 behaviors the promote eptness. One I want to make sure to incorporate into the classroom is feedback. I want to use it to be specific, but more importantly, to motivate students. By physically pointing out or repeating where students are achieving and where their efforts are effective, they see their success and can be motivated to be successful again. I want to practice using feedback to motivate students in this way. A second behavior I want to use is to model risk taking. Schmidt talks about letting students know if you're trying new things and talking about whether or not they worked in your classroom with your students. Thinking about a semester of student teaching, I know that many of the things I try in the classroom may not turn out how I plan them. I want to try modeling risk taking by letting students in on the fact that some of my lessons are risks. Finally I want to model being a learner to my students. Often when students are as young as mine are, I think it's easy for them to think the teacher has all the answers. When students ask questions, the teacher is often able to answer them without looking things up or struggling to explain concepts. This semester I want to practice modeling my learning to students by wondering aloud, posing questions, and showing students that I am also a learner who does not have all the answers.
Friday, January 31, 2014
Friday, January 24, 2014
Week 3
Tuesday I did a guided reading group for the first time. I chose a book from Reading A-Z that connected to what we talked about in social studies on Friday and the students loved it. That connection was really important in getting them excited to read the story. I also taught another math lesson, which went great. If anything, it was almost too easy after a couple examples. The students caught on right away. It was great to see their confidence grow as they realized they fully understood the concept. That was the first time I had seen this. Next time, while I think I need to have some extra activities available that could have been more challenging, I want to build on the confidence my students gained.
Wednesday was a bipolar day. The morning was incredibly calm and scheduled. The students followed the routine exceptionally well. I taught a lesson and video recorded it for seminar. They seemed finally comfortable with what they were supposed to be doing. The afternoon, however was drastically different. My cooperating teacher put both groups together for math, which they had not done in a while. I think it was slightly overwhelming for the students, but also good for me to watch. She also pulled students for more testing since her deadline is coming up quickly. The afternoon seemed chaotic and disheveled. I also heard my first whisperings about union things today. It was a dynamic of school I had never witnessed. It was interesting, but I wouldn't want to sit in on it every time.
Thursday I attended my first cluster meeting. Because my cooperating teacher has a split class that was added this year, her plan period is at the end of the day, while the rest of her cluster (K-2nd) has a plan period at the same time in the morning. She usually goes to the meeting only about once a month because they have to provide a sub in order for her to go, but today she sent me to sit in on it. It was a good experience to see all the faces of the teachers she works with and to see what the meeting is like. It didn't seem as productive as I had hoped, but it
Friday I attended a professional development 2 part session with my cooperating teacher and the rest of the primary teachers from our school. It was split into two presentations that lasted a little longer than the normal school day. It was beneficial to participate in a professional development session with other teachers from my school, interacting with them more than I would have during a normal school day, however a lot of the material was stretched out and not applicable, which made it difficult to spend valuable time attentive.
Schmidt chapter four talks about successful multicultural classrooms. While this has been a topic of discussion and exploration in many of my classes, I was still reminded of some meaningful ideas to create a successful multicultural classroom. One ideas is that learning is more than just the content the standards cover. Students need to learn life skills and social skills as well. When students feel safe and like they understand the way "the power system" works (and how to navigate it), they are more likely to be interested and successful. In my college classes we talked a lot about exploring who we are and who our students are, but Schmidt brings up a third question I thought was equally as important. She encourages teachers to ask "Who are we together?" (Schmidt, p. 79). Other strategies I was reminded of in this chapter are reading aloud to students, using music in the classroom, organizing curriculum around big ideas, incorporating motion and emotion in the classroom, and having students conduct family interviews. This chapter reinforced a lot of the ideas and practices I had discussed with professors and classmates in the last few years, but also served as a great reminder to constantly be aware of my thoughts and practice in the classroom related to culture.
Wednesday was a bipolar day. The morning was incredibly calm and scheduled. The students followed the routine exceptionally well. I taught a lesson and video recorded it for seminar. They seemed finally comfortable with what they were supposed to be doing. The afternoon, however was drastically different. My cooperating teacher put both groups together for math, which they had not done in a while. I think it was slightly overwhelming for the students, but also good for me to watch. She also pulled students for more testing since her deadline is coming up quickly. The afternoon seemed chaotic and disheveled. I also heard my first whisperings about union things today. It was a dynamic of school I had never witnessed. It was interesting, but I wouldn't want to sit in on it every time.
Thursday I attended my first cluster meeting. Because my cooperating teacher has a split class that was added this year, her plan period is at the end of the day, while the rest of her cluster (K-2nd) has a plan period at the same time in the morning. She usually goes to the meeting only about once a month because they have to provide a sub in order for her to go, but today she sent me to sit in on it. It was a good experience to see all the faces of the teachers she works with and to see what the meeting is like. It didn't seem as productive as I had hoped, but it
Friday I attended a professional development 2 part session with my cooperating teacher and the rest of the primary teachers from our school. It was split into two presentations that lasted a little longer than the normal school day. It was beneficial to participate in a professional development session with other teachers from my school, interacting with them more than I would have during a normal school day, however a lot of the material was stretched out and not applicable, which made it difficult to spend valuable time attentive.
Schmidt chapter four talks about successful multicultural classrooms. While this has been a topic of discussion and exploration in many of my classes, I was still reminded of some meaningful ideas to create a successful multicultural classroom. One ideas is that learning is more than just the content the standards cover. Students need to learn life skills and social skills as well. When students feel safe and like they understand the way "the power system" works (and how to navigate it), they are more likely to be interested and successful. In my college classes we talked a lot about exploring who we are and who our students are, but Schmidt brings up a third question I thought was equally as important. She encourages teachers to ask "Who are we together?" (Schmidt, p. 79). Other strategies I was reminded of in this chapter are reading aloud to students, using music in the classroom, organizing curriculum around big ideas, incorporating motion and emotion in the classroom, and having students conduct family interviews. This chapter reinforced a lot of the ideas and practices I had discussed with professors and classmates in the last few years, but also served as a great reminder to constantly be aware of my thoughts and practice in the classroom related to culture.
Friday, January 17, 2014
Week 2
On Monday we followed our normal schedule, but with a few small additions. The students changed seats for the first time as well as carpet spaces. They were SO excited to change seats and get new partners and tables. We also didn't have writing time today because my cooperating teacher spent that time re-explaining and enforcing part of their "Daily 5" routine for reading. Since break the students have been off task and doing activities they shouldn't be doing for their independent stations, so my teacher spent a significant amount of time going over the routine to refresh their memories. It was beneficial for me to see her explain it as well as for the students to be reminded of it.
One goal I was thinking about on Monday was that I want to start making sure I have a significant interaction outside of teaching with each student in my classroom everyday, whether it's commenting on their new shoes or asking them about their day, etc. I think it will help build relationships with my students more quickly. It's also a practice that demonstrates a positive learning environment and social interaction according to Illinois Professional Teaching Standard 4 (Learning Environment).
On Tuesday I got to talk with my teacher a lot about upcoming events and about the lesson I taught that day. We talked significantly about students who were getting tested for special education and how difficulties arose when their parents didn't agree with the school's recommendation for special education. She talked about how students need a certain amount of RtI before being considered for special ed, and how that creates frustration among teachers of different grade levels if they want certain students tested. I also taught my first lesson today. While it did not go as well as I had hoped, mostly because the students did not have the necessary prior knowledge and we did not have the necessary amount of time, it was a great learning experience. My cooperating teacher recognized that she had almost set me up for failure and we talked about how to avoid the issues I experienced for the next lesson. She also provided a significant amount of positive feedback as well, telling me a lot of things I did well throughout the lesson and chaos.
On Wednesday I led a guided reading group while my cooperating teacher got pulled out for an hour to test some students and we had a substitute. It was a good experience to be thrown into it without a lot of pressure. I realized that by doing guided reading groups I'll quickly learn more personal data and progress about students' reading levels. My teacher and I also talked a lot today about the benefits of being in a school with really good resources, especially for guided reading. Because our school does not have a resource room, the teachers need to come up with their own materials for guided reading groups. She explained that it takes a lot more time, paper, and planning when they have to do everything from scratch.
On Thursday we unexpectedly had a substitute teacher come in 15 minutes into the school day so my cooperating teacher could test students. The sub sat in the back of the room and made me teach the whole morning (which was not in her directions from my cooperating teacher). It actually was a great learning experience and helped establish my authority in the classroom. I could tell a big difference in the afternoon when I taught math. I used the same language and practices to gain classroom control that I had used on Tuesday, but the students were much more responsive. My math lesson also went much better on Thursday. The environment was better, feeling more controlled and more focused. Students were actively engaged and the environment was a healthy learning environment (IPTS 4).
Friday I learned more about the ESL services my school offers. I found out that the Arabic teacher used to pull out two of our students for two hours a day during reading for ESL services, but because she wasn't teaching them reading, my cooperating teacher fought for push in services instead. Now the Arabic teacher joins our classroom everyday for 40 minutes during reading, working with the two girls she used to pull out. In the afternoon on Friday my cooperating teacher asked me to read to our students about Martin Luther King Jr. and talk about why we have school off on Monday. She gave me two picture books and as I read them I was wishing I had known she would ask me to talk about it. I felt like a holiday like Monday's has great potential to incorporate social emotional goals and it was difficult to reach that potential when given the task last minute. The students still grasped the concepts well, though.
Schmidt chapter 3 contained a lot of useful information. One thing I learned about behavior is that "All behavior is motivated by one of two basic instincts: 1. To seek pleasure or 2. To avoid pain" (Schmidt, p. 45). It's also important to view classroom disruptions as opportunities to become a better teacher and to make sure students feel valued (Schmidt, p. 46). Another thing I learned is that "unschooled behavior" is often a form of self-accommodation. Schmidt writes that "the trick with self-accommodations is that adults have to pay attention and figure out the purpose behind" it (p. 47). In the middle of the chapter, Schmidt talks about camouflaging, and how the only way to see past students' camouflages is to find what they're good at and let them do it (Schmidt, p. 55).
Schmidt also includes eight strategies for classroom management success. One that I want to use is to provide choice. My students provided choice in reading everyday, but I also want to provide choice in writing prompts. It would also be beneficial to provide choice in math somehow, whether it's through centers or letting students choose what they work on during independent math time. Another one I want to use is to teach self-encouragement. I want to train my students to not only receive encouragement from me, but also to be able to speak what they are doing well. A third one is using body language. I want to use body language to communicate encouragement and guidance. For example, placing a hand on a students' desk instead of telling them to be quiet (Scmidt, p. 59) or communicating encouragement through a smile or thumbs up when students are working well.
On Tuesday I got to talk with my teacher a lot about upcoming events and about the lesson I taught that day. We talked significantly about students who were getting tested for special education and how difficulties arose when their parents didn't agree with the school's recommendation for special education. She talked about how students need a certain amount of RtI before being considered for special ed, and how that creates frustration among teachers of different grade levels if they want certain students tested. I also taught my first lesson today. While it did not go as well as I had hoped, mostly because the students did not have the necessary prior knowledge and we did not have the necessary amount of time, it was a great learning experience. My cooperating teacher recognized that she had almost set me up for failure and we talked about how to avoid the issues I experienced for the next lesson. She also provided a significant amount of positive feedback as well, telling me a lot of things I did well throughout the lesson and chaos.
On Wednesday I led a guided reading group while my cooperating teacher got pulled out for an hour to test some students and we had a substitute. It was a good experience to be thrown into it without a lot of pressure. I realized that by doing guided reading groups I'll quickly learn more personal data and progress about students' reading levels. My teacher and I also talked a lot today about the benefits of being in a school with really good resources, especially for guided reading. Because our school does not have a resource room, the teachers need to come up with their own materials for guided reading groups. She explained that it takes a lot more time, paper, and planning when they have to do everything from scratch.
On Thursday we unexpectedly had a substitute teacher come in 15 minutes into the school day so my cooperating teacher could test students. The sub sat in the back of the room and made me teach the whole morning (which was not in her directions from my cooperating teacher). It actually was a great learning experience and helped establish my authority in the classroom. I could tell a big difference in the afternoon when I taught math. I used the same language and practices to gain classroom control that I had used on Tuesday, but the students were much more responsive. My math lesson also went much better on Thursday. The environment was better, feeling more controlled and more focused. Students were actively engaged and the environment was a healthy learning environment (IPTS 4).
Friday I learned more about the ESL services my school offers. I found out that the Arabic teacher used to pull out two of our students for two hours a day during reading for ESL services, but because she wasn't teaching them reading, my cooperating teacher fought for push in services instead. Now the Arabic teacher joins our classroom everyday for 40 minutes during reading, working with the two girls she used to pull out. In the afternoon on Friday my cooperating teacher asked me to read to our students about Martin Luther King Jr. and talk about why we have school off on Monday. She gave me two picture books and as I read them I was wishing I had known she would ask me to talk about it. I felt like a holiday like Monday's has great potential to incorporate social emotional goals and it was difficult to reach that potential when given the task last minute. The students still grasped the concepts well, though.
Schmidt chapter 3 contained a lot of useful information. One thing I learned about behavior is that "All behavior is motivated by one of two basic instincts: 1. To seek pleasure or 2. To avoid pain" (Schmidt, p. 45). It's also important to view classroom disruptions as opportunities to become a better teacher and to make sure students feel valued (Schmidt, p. 46). Another thing I learned is that "unschooled behavior" is often a form of self-accommodation. Schmidt writes that "the trick with self-accommodations is that adults have to pay attention and figure out the purpose behind" it (p. 47). In the middle of the chapter, Schmidt talks about camouflaging, and how the only way to see past students' camouflages is to find what they're good at and let them do it (Schmidt, p. 55).
Schmidt also includes eight strategies for classroom management success. One that I want to use is to provide choice. My students provided choice in reading everyday, but I also want to provide choice in writing prompts. It would also be beneficial to provide choice in math somehow, whether it's through centers or letting students choose what they work on during independent math time. Another one I want to use is to teach self-encouragement. I want to train my students to not only receive encouragement from me, but also to be able to speak what they are doing well. A third one is using body language. I want to use body language to communicate encouragement and guidance. For example, placing a hand on a students' desk instead of telling them to be quiet (Scmidt, p. 59) or communicating encouragement through a smile or thumbs up when students are working well.
Sunday, January 12, 2014
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.
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.
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