I quit my job on Friday abruptly. Faced with 100 short stories, lesson planning, and everything else, I just had to quit immediately. I feel like awful for just turning my back on the place, but truth be told, I never really enjoyed it there. They have no perception of what quality really entails, and I refuse to work in a place that does not stand behind everythng they do. I miss Tria and am considering moving back to Philadelphia for the summer to work there, live in the city, be near the beach, and begin my job search there.
I have a job fair today. I still feel unprepared. This is a constant feeling for me no matter how many hours I invest into the next day. S. admonishes me for my lack of forward thinking. I do think ahead, but in practice, I find myself constantly behind in my lesson plans. I want the kids to "really get it" before I push forward.
My poetry unit is taking to long to unleash. I wanted to build excitement, and yet I find myself struggling once I take the leash off and let the kids work on their own. But then, who could understand "paraphrasing" on their very first try. It is not an easy task, and will never be.
I need to stop beating myself up. It's just no fun this way. For the most part, I've always been a successful person, and there is no reason this will not continue throughout the rest of my life.
Wednesday, March 30, 2011
Wednesday, March 23, 2011
Teacher Recruitment "Mock" Day
Well, it turned out to be a mock teacher recruitment day. I messed up the dates for the event. It is next Wednesday the 30th, not today the 23rd. Boy, do I feel ridiculous!
On the bright side, it was really good (for me especially) to have a sort of mock interview day. I thought I allowed myself plenty of time to arrive there on time and ready to ask questions but wow was I wrong.
1. I realized that I had left my make-up at school, so had to arrive fresh-faced. This was okay since it is the way I generally arrive through life lately, except make-up could have given a bit of a self-confidence boost. If i think of this now, maybe I should add this step to my regular routine.
2. I only had my black heels available to wear or else flats. I should have grabbed the heels I had in the the school closet before leaving yesterday. I'm more comfortable in a smaller heel than I had on.
3. My version of Word at home is not compatible with our school version, so working on my resume once I got home last night was not an option. This meant that I had to begin my day by arriving at PSU to put the finishing touches on my resume, and then print it out. Here again I ran into compatibility issues, and it took me an hour and a half to repair them, as well as adjust some page layout issues. I spent way too much time trying to get the thing just right (maybe).
4. I stopped at Staples on the way there to get my resume printed out on fancy paper. This took a long time, since there was someone in front of me. Once I had the resume printed out, I realized I needed something more professional than my manila folder. Here again, it took me too long to narrow down my choices and decide on the correct leatherbound portfolio holder. Plus, I wanted a free hand, so that I did not looked too bogged down with paperwork to shake someone's hand.
5. Once there, I got lost and had to ask two different students for directions. 30 more minutes whoosh...
And then I discovered an empty gymnasium. And then, I rechecked the date...
And now, I'm really ready to attend a career fair day. I have resumes on quality paper, a portfolio to carry them in, some more insight as to grooming decisions, and an idea of all the possible things that could go wrong.
I've let some a "life" details fall by the wayside during my time in grad school, and I feel as if this is trickling down into other areas of my life. I must find the time to make sure every aspect of my life is quality driven; otherwise, I cannot avoid the negative consequences impacting my professional life.
On the bright side, it was really good (for me especially) to have a sort of mock interview day. I thought I allowed myself plenty of time to arrive there on time and ready to ask questions but wow was I wrong.
1. I realized that I had left my make-up at school, so had to arrive fresh-faced. This was okay since it is the way I generally arrive through life lately, except make-up could have given a bit of a self-confidence boost. If i think of this now, maybe I should add this step to my regular routine.
2. I only had my black heels available to wear or else flats. I should have grabbed the heels I had in the the school closet before leaving yesterday. I'm more comfortable in a smaller heel than I had on.
3. My version of Word at home is not compatible with our school version, so working on my resume once I got home last night was not an option. This meant that I had to begin my day by arriving at PSU to put the finishing touches on my resume, and then print it out. Here again I ran into compatibility issues, and it took me an hour and a half to repair them, as well as adjust some page layout issues. I spent way too much time trying to get the thing just right (maybe).
4. I stopped at Staples on the way there to get my resume printed out on fancy paper. This took a long time, since there was someone in front of me. Once I had the resume printed out, I realized I needed something more professional than my manila folder. Here again, it took me too long to narrow down my choices and decide on the correct leatherbound portfolio holder. Plus, I wanted a free hand, so that I did not looked too bogged down with paperwork to shake someone's hand.
5. Once there, I got lost and had to ask two different students for directions. 30 more minutes whoosh...
And then I discovered an empty gymnasium. And then, I rechecked the date...
And now, I'm really ready to attend a career fair day. I have resumes on quality paper, a portfolio to carry them in, some more insight as to grooming decisions, and an idea of all the possible things that could go wrong.
I've let some a "life" details fall by the wayside during my time in grad school, and I feel as if this is trickling down into other areas of my life. I must find the time to make sure every aspect of my life is quality driven; otherwise, I cannot avoid the negative consequences impacting my professional life.
Sunday, March 20, 2011
Classroom Management
When I began student teaching, I collected student work more often than I do now. This meant that most students completed their work, and for those who did not, I was able to meet with them immediately to discuss the issue. I've allowed myself to get away from this. When I spot check student's progress during in class time, I'm often disappointed in the amount of work that I see. A good idea here would be to stop, look, and listen and review expectations for the assignment we are working on. I also have no consequences in place for students, who do not complete their work beyond telling them that it may be a required part of their short story final draft packet. Moving forward, I must set proper consequences in place for not completing work. These could include lunch detention, staying after class, loss of in class privileges (sharpening pencil, notebook paper, group activity)... I have used the loss of group work as a tool for completion of their plot diagram. This worked well. I'll need to remember stressing consequences as I move forward. I want students to want to do good work on their own (must have more motivation), and it's hard for me to establish this sort of dictatorship over them. I need to keep in mind that they are not adults, and do not yet see the long term consequences of not completing work.
Addressing on task behavior. Often, in the final minutes of a group activity, students will begin to discuss issues unrelated to what the goal of the activity is. This is because often they feel they're done. I need to extend these activities more, and allow students to be able to check their own work once they've completed a task. In the future, This means I need to have copies of proofs ready after each project.
Class participation. I struggle with Periods 1 and 2. Are we all just waking up? Often, my class runs much more smoothly after these periods. I adjust things within the lesson to make this happen. This is unfair to these first two periods. I need to have more forethought as to what may or may not occur. Moving on, having an activating strategy ready for these for two periods may be a wise choice to get us headed in the right direction.
Addressing on task behavior. Often, in the final minutes of a group activity, students will begin to discuss issues unrelated to what the goal of the activity is. This is because often they feel they're done. I need to extend these activities more, and allow students to be able to check their own work once they've completed a task. In the future, This means I need to have copies of proofs ready after each project.
Class participation. I struggle with Periods 1 and 2. Are we all just waking up? Often, my class runs much more smoothly after these periods. I adjust things within the lesson to make this happen. This is unfair to these first two periods. I need to have more forethought as to what may or may not occur. Moving on, having an activating strategy ready for these for two periods may be a wise choice to get us headed in the right direction.
Short Story Assessment
Conflict Cafe Menu
This was a creative way in order to have students sketch out an outline for their story before they began writing. Most students seemed to enjoy the assignment. However, their enjoyment, I believe, became an obstacle for students to hand the project in on time. They did not know how long the project actually required. I should have spent more time having them frame the assignment and come up with a concrete action plan for it's completion. Also, the bulkiness of the menus hurt their usability when it came time to composing. It also was difficult to store and keep in order. I would use the framework again; however, if I had access to computers for every student I would have them compose the project in Microsoft Publisher. I believe this would aid the length of time necessary for the composing process and also, allow students to have the menus in front of them once they began writing.
Rough Draft
+ Students were ready to begin writing their stories, since they had already solidified some of their ideas through the conflict cafe menu assignment.
- A required length for the short story became an issue for contention starting here. I set the bar at 200 words. Not enough. Since, I would later raise the stakes for the final draft to 5 typed double spaced pages.
Second Stage Draft
+ I provided the students with a Checklist for Revision in order to move on to composing their Second Stage Draft. Also, I set a realizable time frame for when this assignment was due. I collected these drafts and read each and every one. I wanted access to student writing. This would aid me throughout the week to be able to point to student samples of writing, and ways of improving them.
- I did not stress the Checklist enough. Most students followed it somewhat. But, those that followed it to the T really showed signs of improvement from their rough draft to second stage draft. Again, a required word count would be an issue as I fear students who do not have enough material will just write anything in order to meet the minimum requirement for the final stage draft due next week.
This was a creative way in order to have students sketch out an outline for their story before they began writing. Most students seemed to enjoy the assignment. However, their enjoyment, I believe, became an obstacle for students to hand the project in on time. They did not know how long the project actually required. I should have spent more time having them frame the assignment and come up with a concrete action plan for it's completion. Also, the bulkiness of the menus hurt their usability when it came time to composing. It also was difficult to store and keep in order. I would use the framework again; however, if I had access to computers for every student I would have them compose the project in Microsoft Publisher. I believe this would aid the length of time necessary for the composing process and also, allow students to have the menus in front of them once they began writing.
Rough Draft
+ Students were ready to begin writing their stories, since they had already solidified some of their ideas through the conflict cafe menu assignment.
- A required length for the short story became an issue for contention starting here. I set the bar at 200 words. Not enough. Since, I would later raise the stakes for the final draft to 5 typed double spaced pages.
Second Stage Draft
+ I provided the students with a Checklist for Revision in order to move on to composing their Second Stage Draft. Also, I set a realizable time frame for when this assignment was due. I collected these drafts and read each and every one. I wanted access to student writing. This would aid me throughout the week to be able to point to student samples of writing, and ways of improving them.
- I did not stress the Checklist enough. Most students followed it somewhat. But, those that followed it to the T really showed signs of improvement from their rough draft to second stage draft. Again, a required word count would be an issue as I fear students who do not have enough material will just write anything in order to meet the minimum requirement for the final stage draft due next week.
Tuesday, March 15, 2011
Tuesday March 15th, Revising Stories, Reviewing PSSA
Today's lesson was on revising the 2nd stage drafts of our short stories.
It took about 14 hours in total to give students feedback regarding their stories, and I tried to let students know the amount of work (and also enjoyment) I felt as a result of this. I still have late stories to read this evening.
Because of this, I've fallen behind on completing a 2nd stage draft of my own story. I also was able to eek out minimal work on my poetry unit. This was also a result of working over the weekend. Quitting my job is on the top of my priority list at the moment.
We reviewed PSSA terms via matching definitions with directional words. For one class, we talked about using a graphic organizer in order to assess a correct answer.
I handed back the kids' short stories, thanked them for their work, and asked them to make a plot diagram, so that they could assess where they needed to add events to their story. I also made some general statements regarding the work that I had read.
I continue to struggle with engaging Periods 1 and 2. Perhaps, I should think about a different activating strategy in order to wake them up as well as myself.
Keep plugging!
It took about 14 hours in total to give students feedback regarding their stories, and I tried to let students know the amount of work (and also enjoyment) I felt as a result of this. I still have late stories to read this evening.
Because of this, I've fallen behind on completing a 2nd stage draft of my own story. I also was able to eek out minimal work on my poetry unit. This was also a result of working over the weekend. Quitting my job is on the top of my priority list at the moment.
We reviewed PSSA terms via matching definitions with directional words. For one class, we talked about using a graphic organizer in order to assess a correct answer.
I handed back the kids' short stories, thanked them for their work, and asked them to make a plot diagram, so that they could assess where they needed to add events to their story. I also made some general statements regarding the work that I had read.
I continue to struggle with engaging Periods 1 and 2. Perhaps, I should think about a different activating strategy in order to wake them up as well as myself.
Keep plugging!
Monday, March 7, 2011
Monday, March 7th
Again, I've gotten away from reflecting in writing on a daily basis.
After the horrific week last week (tennis slash, sudden snowball of criticism) today was just okay. I spent a lot of catch-up (makes me hungry for ketchup) time over the weekend polishing my lessons, communicating with colleagues, and trying to be a step ahead instead of a step behind. It's 545 and I'm still at school. I attended Track practice today (a welcome respite from the daily grind).
I greet my morning with enthusiasm, but I'm just not following through with my regular style of being within the classroom. I've felt extraordinarily nervous this morning, and this carried over all the way through the day. Some days this dissipates. I'm more "fun" than I'm presenting to the kids, more eloquent, and more on top of things.
So anyways, today's lesson was okay. Again, I think I left kids feeling somewhat unsure of what the next stage was for their drafts. I'll try to polish this tonight. Anywho, I'm really sick of being here today and I'll try to write more frequently.
More work awaits me at home but I'm starving, need desperately to change clothes, and am going to miss yoga again. :( Better days ahead ---------------------
After the horrific week last week (tennis slash, sudden snowball of criticism) today was just okay. I spent a lot of catch-up (makes me hungry for ketchup) time over the weekend polishing my lessons, communicating with colleagues, and trying to be a step ahead instead of a step behind. It's 545 and I'm still at school. I attended Track practice today (a welcome respite from the daily grind).
I greet my morning with enthusiasm, but I'm just not following through with my regular style of being within the classroom. I've felt extraordinarily nervous this morning, and this carried over all the way through the day. Some days this dissipates. I'm more "fun" than I'm presenting to the kids, more eloquent, and more on top of things.
So anyways, today's lesson was okay. Again, I think I left kids feeling somewhat unsure of what the next stage was for their drafts. I'll try to polish this tonight. Anywho, I'm really sick of being here today and I'll try to write more frequently.
More work awaits me at home but I'm starving, need desperately to change clothes, and am going to miss yoga again. :( Better days ahead ---------------------
Monday, February 28, 2011
Beginning of Week Four
Today's lesson took awhile to take off, if it did at all. We began the period by discussing the importance of names. The students completed a writing prompt from a list of three selections. I did not think ahead and complete writing for the prompt beforehand. During students' writing time, Mr. S asked that I pass back quizzes, so I could not do the writing with students. This left me without a sample from which to read. It also made me seem somewhat unprepared. The students and I had a short discussion of names and the importances of names. I was happy to hear more about students and their families during the activity.
Students then began continuing to work on their conflict cafe menus. They were confused regarding my expectations for their rough draft. They struggled to get every small detail onto the rough draft. This held the class back from beginning the final draft of their conflict cafe menus. While I'm excited that students are putting so much time and attention into their rough drafts, they badlly need to begin the final copies of their menus, so that we can move on and begin writing. I disagree with even beginning with a rough draft copy, since it worked out fine for me not to have one. Now, students have a rough draft due tomorrow with confusing expectations. Students need more structure than I'm giving them.
Mr. S mentioned that I'm doing "really well" at student teaching, but also added that there are more things I could take on if I quit my job and dived more fully into teaching. I wanted to cry. I'm not sure a) how much I'm willing to put myself in debt, b) how much more I could or should invest here, and c) fear going completely insane. I do believe quitting my job might be a good idea both for teaching and tennis, and also because I find that it is a bad influence on my behavior. On the other hand, well what about money??? I'm already struggling. I called out of work today. I've never been such an unreliable employee.
How much more do I have to invest?
Students then began continuing to work on their conflict cafe menus. They were confused regarding my expectations for their rough draft. They struggled to get every small detail onto the rough draft. This held the class back from beginning the final draft of their conflict cafe menus. While I'm excited that students are putting so much time and attention into their rough drafts, they badlly need to begin the final copies of their menus, so that we can move on and begin writing. I disagree with even beginning with a rough draft copy, since it worked out fine for me not to have one. Now, students have a rough draft due tomorrow with confusing expectations. Students need more structure than I'm giving them.
Mr. S mentioned that I'm doing "really well" at student teaching, but also added that there are more things I could take on if I quit my job and dived more fully into teaching. I wanted to cry. I'm not sure a) how much I'm willing to put myself in debt, b) how much more I could or should invest here, and c) fear going completely insane. I do believe quitting my job might be a good idea both for teaching and tennis, and also because I find that it is a bad influence on my behavior. On the other hand, well what about money??? I'm already struggling. I called out of work today. I've never been such an unreliable employee.
How much more do I have to invest?
Thursday, February 17, 2011
Week Two - Thursday
Monday
I began each class on Monday with a notetaking activity to introduce the elements of plot. Despite the hip, new format on Prezi.com, the kids weren't too excited about it. I spent way too much time preparing this presentation. For the last half of class, kids broke up and began rereading the story "Seventh Grade" by Gary Soto and plotting the story. They were somewhat confused on where to begin. I should have provided them with more scaffolding besides the notes.
Tuesday
On Tuesday, Mr. S began the first two classes with discussing the elements of plot for "Seventh Grade". We then watched a movie titled "Orpheus and the Underworld" from au.com . Mr. S's classes really seemed to "get it" more than mine. Perhaps, this is because I was a spectator during his, or I did not take enough time to explain. I had extra time at the end of Period Two, and improvved a comparison and contrast piece that the kids just didn't get. The last eight minutes of class ended up really being wasted time. I need to remember to slow down and explain myself. Mr. S, my supervisor, mentioned wait time, and I'm trying to be more patient as the week goes on. After viewing a couple of students unacceptable work that evening, I decided to speak with them on Wednesday. I also encountered some behavior issues during Monday's Period 4 class and Mr. S made seat adjustments.
Wednesday
Wednesday we reviewed the elements of plot. I began class with a sequencing activity to see if students were understanding the concept of putting events in order. I was impressed with their accuracy and how they applied the elements of plot for this activity. We gave them the choice to choose either "Rikki-tikki-tavi" or "The Bear Boy". The sequencing activity allowed students the chance to preview "Rikki" and we also skimmed and predicted some events for "Bear Boy". I asked students to devise a plot diagram for one of these stories as well. After Periods 1 and 2 struggled with the plot diagram, I decided to provide students with one of the answers to get them headed in the right direction. This proved valuable and I would have to make up for this misstep with Periods 1 and 2 on Thursday. I also attended the girls' basketball game that evening and had a chance to see some of my students outside of the classroom. I mad, a student who had been making horse noises during Monday's class stay after, and informed him that his behavior had embarassed me. I asked him if he thought this sort of behavior was appropriate, to which he recognized that it was not. I told him my expectations for his future behavior in the classroom.
Thursday
I reminded students that there would be a quiz tomorrow, and briefly went over what it would be on, as well as a quick discussion on effective study strategies. Students acted as if they already knew this information. We completed our plot diagrams with one of the stories. This proved a difficult task, since some students claimed "they were done" right from the beginning of the period. I had anticipated this, but trying to individually check student work, assign a second step, and a third, and then answer student questions proved a bit chaotic. I paired students up as they completed the assignment to help others move along. I should have assigned the diagram for hwk. so that we could have began the period on the same footing. We discussed the correct answers for the remainder of all of the periods. I collected student work at the end of the period for credit and was disappointed with some of the work I received. I realized that some students had wasted valuable time during the period sitting idle pretending to be onto step 2. I spoke with a student who had not been completing her work, after Period 5. I noticed that she played sports after school and asked her if perhaps she was tired. I asked if she understood the assignment or needed more time, to which she told me that she did not understand. At this point, I told her the proper behavior would be to ask questions. She acknowledged this, and I'm hoping that she turns in more meaningful work and/or takes the time to ask questions.
A side note
Study hall Period 7 has proved one of my most useful periods. I always try to utilize students to work on my review corner, hunt for students that left their things behind, or just ask them what they're reading. This one on one time has been vital to understanding them, and also began to give me a level of comfort. I'm still nervous every day, and Period 2 tends to be shaky, but by the rest of the periods I really feel like I'm pushing through and making progress.
I've really been responsible for planning, and then I bounce ideas off of Mr. S. I couldn't imagine devising a whole set of lesson plans ever without a second set of eyes on them. The kids have said we're exactly like each other, and really I take this as a huge compliment. I know I'm borrowing a lot from him, but hope eventually to step more into my own unique stride.
I know I'm doing the best I can to do the best I can. This is what I hope to inspire in my students before I leave.
I began each class on Monday with a notetaking activity to introduce the elements of plot. Despite the hip, new format on Prezi.com, the kids weren't too excited about it. I spent way too much time preparing this presentation. For the last half of class, kids broke up and began rereading the story "Seventh Grade" by Gary Soto and plotting the story. They were somewhat confused on where to begin. I should have provided them with more scaffolding besides the notes.
Tuesday
On Tuesday, Mr. S began the first two classes with discussing the elements of plot for "Seventh Grade". We then watched a movie titled "Orpheus and the Underworld" from au.com . Mr. S's classes really seemed to "get it" more than mine. Perhaps, this is because I was a spectator during his, or I did not take enough time to explain. I had extra time at the end of Period Two, and improvved a comparison and contrast piece that the kids just didn't get. The last eight minutes of class ended up really being wasted time. I need to remember to slow down and explain myself. Mr. S, my supervisor, mentioned wait time, and I'm trying to be more patient as the week goes on. After viewing a couple of students unacceptable work that evening, I decided to speak with them on Wednesday. I also encountered some behavior issues during Monday's Period 4 class and Mr. S made seat adjustments.
Wednesday
Wednesday we reviewed the elements of plot. I began class with a sequencing activity to see if students were understanding the concept of putting events in order. I was impressed with their accuracy and how they applied the elements of plot for this activity. We gave them the choice to choose either "Rikki-tikki-tavi" or "The Bear Boy". The sequencing activity allowed students the chance to preview "Rikki" and we also skimmed and predicted some events for "Bear Boy". I asked students to devise a plot diagram for one of these stories as well. After Periods 1 and 2 struggled with the plot diagram, I decided to provide students with one of the answers to get them headed in the right direction. This proved valuable and I would have to make up for this misstep with Periods 1 and 2 on Thursday. I also attended the girls' basketball game that evening and had a chance to see some of my students outside of the classroom. I mad, a student who had been making horse noises during Monday's class stay after, and informed him that his behavior had embarassed me. I asked him if he thought this sort of behavior was appropriate, to which he recognized that it was not. I told him my expectations for his future behavior in the classroom.
Thursday
I reminded students that there would be a quiz tomorrow, and briefly went over what it would be on, as well as a quick discussion on effective study strategies. Students acted as if they already knew this information. We completed our plot diagrams with one of the stories. This proved a difficult task, since some students claimed "they were done" right from the beginning of the period. I had anticipated this, but trying to individually check student work, assign a second step, and a third, and then answer student questions proved a bit chaotic. I paired students up as they completed the assignment to help others move along. I should have assigned the diagram for hwk. so that we could have began the period on the same footing. We discussed the correct answers for the remainder of all of the periods. I collected student work at the end of the period for credit and was disappointed with some of the work I received. I realized that some students had wasted valuable time during the period sitting idle pretending to be onto step 2. I spoke with a student who had not been completing her work, after Period 5. I noticed that she played sports after school and asked her if perhaps she was tired. I asked if she understood the assignment or needed more time, to which she told me that she did not understand. At this point, I told her the proper behavior would be to ask questions. She acknowledged this, and I'm hoping that she turns in more meaningful work and/or takes the time to ask questions.
A side note
Study hall Period 7 has proved one of my most useful periods. I always try to utilize students to work on my review corner, hunt for students that left their things behind, or just ask them what they're reading. This one on one time has been vital to understanding them, and also began to give me a level of comfort. I'm still nervous every day, and Period 2 tends to be shaky, but by the rest of the periods I really feel like I'm pushing through and making progress.
I've really been responsible for planning, and then I bounce ideas off of Mr. S. I couldn't imagine devising a whole set of lesson plans ever without a second set of eyes on them. The kids have said we're exactly like each other, and really I take this as a huge compliment. I know I'm borrowing a lot from him, but hope eventually to step more into my own unique stride.
I know I'm doing the best I can to do the best I can. This is what I hope to inspire in my students before I leave.
Friday, February 11, 2011
Week One Wrap - UP
Overall, I feel as if the week went swimmingly. Monday was a struggle. And then the week just flew by so quickly that I realize I need to be keeping up with this blog on a more frequent basis. I could not possibly tell you what we did on Tuesday without peaking at my notes. I do know that I am quickly learning student names and their hobbies, etc. I have struggled with a handful of students, but upon inquiry, find that these students also find trouble in most of our team's classes. Working in a team environment is so helpful to key in on students, and try to tie in ideas from other classes into our english curriculum.
I've noticed what a great listener my mentor teacher is. Listening seems like a capable adult task, but when you really consider the audience of varying 25 voices, this is a skill that all teachers really must hone. Building student responses into a class answer is the crescendo I seek in every group discussion. Over the years a handful of people have accused me of being a selective listener, and this is the first time I'm really experiencing it's harmful effects in the classroom.
I have found it helpful to carry around a clipboard with my lesson plan and the seating chart attached. I'm about 80% on names at this point.
I reviewed student IEPs today, and need to make requisite accomodations for Monday's lesson for the appropriate students.
And onto more exciting things ... today's lesson went really well! Most students were engaged. Student work was placed in the hallway after completion. This was meaningful to them.
I'll be collaborating with my observation teacher to create my Prezi presentation. I'll also be seeking help from our science teacher for Wednesday's lesson.
I need to work on ... making more meaningful assignments, summarizing, listening!
But, I'll give myself a big pat on the back. I'm doing the best I can to do the best I can. More to come ...
I've noticed what a great listener my mentor teacher is. Listening seems like a capable adult task, but when you really consider the audience of varying 25 voices, this is a skill that all teachers really must hone. Building student responses into a class answer is the crescendo I seek in every group discussion. Over the years a handful of people have accused me of being a selective listener, and this is the first time I'm really experiencing it's harmful effects in the classroom.
I have found it helpful to carry around a clipboard with my lesson plan and the seating chart attached. I'm about 80% on names at this point.
I reviewed student IEPs today, and need to make requisite accomodations for Monday's lesson for the appropriate students.
And onto more exciting things ... today's lesson went really well! Most students were engaged. Student work was placed in the hallway after completion. This was meaningful to them.
I'll be collaborating with my observation teacher to create my Prezi presentation. I'll also be seeking help from our science teacher for Wednesday's lesson.
I need to work on ... making more meaningful assignments, summarizing, listening!
But, I'll give myself a big pat on the back. I'm doing the best I can to do the best I can. More to come ...
Monday, February 7, 2011
Monday, February 7th, 2011 - Student Inventory and Setting & Character
Today was the first day that I attempted to take the reigns of the classroom. One stumbling block that I find myself pausing on is not knowing student names. This makes me feel awkward and uncomfortable and somewhat inappropriate when subtlety reprimanding student's for small missteps. It is vitally important to me to keep our classroom under the sort of control Mr. S has inspired in the kids. In my observation, I made learning names one of my first objectives, since my role there was somewhat unclear. Observer? Co-teacher? Fly on the wall? Tutorer? Interviewer? I sent Mr. S an email today to ask him to place an emphasis on using student names for the rest of this week. As far as my lesson went, I should have set a clearer purpose for my Manuscript Monday activity. Using a student selection of writing for a model was a good idea, but students seemed to need more guidance as far as finding good details about the selection. If I was going to use this model again, I would make multiple copies for students to be able to read. With this model they could write down specific instances of good writing or where it might need improvement. I decided to do this for just periods 4 and 5 after I was frustrated with the lack of writing happening during period 3. I should probably have saved this idea for another date. Reading my own selection of writing was a good way to let students begin to get to know me. I did have volunteers read from most of my other classes, and as Mr. Sc suggested, I need to allow students enough time to think about and frame their answers. Possibly giving myself a countdown in my head or something might keep me from running to the next activity.
Seguing into the next activity did not run as smoothly as Period 4. Students did not seem to understand the concept of the elements of fiction. I should have rephrased this statement differently to activate their prior knowledge, such as What does a story contain? It was clear from our Activating Strategy that they had a good idea of setting and character. I left students too much time to complete the front side. I like the idea of setting up time frames, but most students could have been ready to move on sooner. I wanted to highlight student writing again at the end of class, but lacked the sort of participation I need to inspire it. I could of had the two students write their paragraph on the board vs. prompt A so students could visually compare these entries. Making better use of my classroom tools is a relevant goal here. Finally, I need to try to summarize the day's activities. Mr. S mentioned an online countdown that we could post while students are working. If I were scoring myself on a scale of 1-10, I'd give myself a 4. I think students were unclear on what exactly they were supposed to be learning and why.
Mr. S and I touched on some issues with a couple of students during our prep period. I'm trying to highlight a few students a day instead of asking about everyone. We reviewed tomorrow's lesson and the roles we will play during it.
Mr. S and I touched on some issues with a couple of students during our prep period. I'm trying to highlight a few students a day instead of asking about everyone. We reviewed tomorrow's lesson and the roles we will play during it.
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