Week 3
What happened this week? What did you do? Your cooperating teacher do? Students do? Others? What was effectively done in the class? Instead of describing everything, choose a few events that somehow were significant. What made them significant? Did you see anything that challenged your belief's about teaching or learning?
Students started school on September 3rd. It was a very busy week. I mostly observed and assisted. We went over the classroom rules and expectations. We put materials away and labeled notebooks and folders. We passed out math workbooks and other materials. I introduced myself and I sent an "about myself" letter to parents. I also sent the student video release form home. Mrs. E modeled how students should behave in the classroom. She constantly referred back to the first classroom rule: be respectful. She went over the classroom routine. We redirected and modeled constantly. I taught the students a few call and response chants. I walked them to and from prep and lunch. Some students already gave me some drawings.
I absolutely love how Mrs. E teaches. Her read a-loud lessons are engaging and interactive. Students were able to make text to self connections without a problem. Her lessons had a nice flow to them. In one particular event/lesson, she read the book, "Big Al" and it was such a learning experience for all students, including me. She gave students a preview review of the book. She told them that there was going to be a problem and a solution before she even began to read the story. While she was reading she stopped and asked the students if they could figure out what the problem was. The students were able to point out the problem. She then drew a sad face on the board and labeled it "problem" she then wrote a few words that defined the problem. When she read the solution she once again asked the students what the solution was and she drew a happy face on the board with a few words that described the solution. She then asked students to close their eyes and think of a time they had a problem and found a solution. The students were then asked to turn to their partner and talk about their experiences. Mrs. E's lesson was significant because at that moment I realized how lucky I was to be in her classroom. I am going to learn a lot from her.
I have never been in one classroom for the whole day. When I was a teacher assistant, I moved from one classroom to another. Being confined to one classroom the whole day was really challenging for me. By 2pm the students were losing focus and interest. Seeing the students so tired at the end of the day got me thinking. Why do primary students have to attend school for so many hours during the day? It doesn't make sense to me.
Students started school on September 3rd. It was a very busy week. I mostly observed and assisted. We went over the classroom rules and expectations. We put materials away and labeled notebooks and folders. We passed out math workbooks and other materials. I introduced myself and I sent an "about myself" letter to parents. I also sent the student video release form home. Mrs. E modeled how students should behave in the classroom. She constantly referred back to the first classroom rule: be respectful. She went over the classroom routine. We redirected and modeled constantly. I taught the students a few call and response chants. I walked them to and from prep and lunch. Some students already gave me some drawings.
I absolutely love how Mrs. E teaches. Her read a-loud lessons are engaging and interactive. Students were able to make text to self connections without a problem. Her lessons had a nice flow to them. In one particular event/lesson, she read the book, "Big Al" and it was such a learning experience for all students, including me. She gave students a preview review of the book. She told them that there was going to be a problem and a solution before she even began to read the story. While she was reading she stopped and asked the students if they could figure out what the problem was. The students were able to point out the problem. She then drew a sad face on the board and labeled it "problem" she then wrote a few words that defined the problem. When she read the solution she once again asked the students what the solution was and she drew a happy face on the board with a few words that described the solution. She then asked students to close their eyes and think of a time they had a problem and found a solution. The students were then asked to turn to their partner and talk about their experiences. Mrs. E's lesson was significant because at that moment I realized how lucky I was to be in her classroom. I am going to learn a lot from her.
I have never been in one classroom for the whole day. When I was a teacher assistant, I moved from one classroom to another. Being confined to one classroom the whole day was really challenging for me. By 2pm the students were losing focus and interest. Seeing the students so tired at the end of the day got me thinking. Why do primary students have to attend school for so many hours during the day? It doesn't make sense to me.
CLASSROOM CONFIDENTIAL
From reading chapter three in Schimidt, what have you learned about behavior? Use specific examples from the book and from your student teaching experiences.
I learned that all behavior is motivated by one of two basic insticts:
1. To seek pleasure.
2. To avoid pain.
I learned not to label a child as a trouble maker and that a great teacher understands that all children want to learn and behave just as much as their peers. Teachers can help students accomplish their goals by:
1. Creating an environment in which they can learn using appropriate accommodations.
2. Helping them develop the courage and confidence they need to give up their camouflage and tackle the real job of learning.
A couple of key notes I took away from reading chapter 3
- Great teachers allow students to self-accommodate. After all, adults do it too.
- Differentiated learning is best practice
- There are different types of accommodations including, physical, social, and cognitive.
- Many students with achievement challenges camouflage their disability to avoid embarrassment and rejection.
Students start school on September 3rd so I don't have examples from my student teaching experience. However, in the past, as a teacher assistant, I have always been an advocate for different types of accommodations. Specifically, sensory tools for the fidgety child. I have invested in fidget spinners, pull strings, stress balls, weighted blankets and much more. I know that it's really difficult for young students to stay seated for a long time, so I make sure to incorporate a lot of movement breaks and sensory tools as needed to support the needs of the students'.
Diana, I'm glad that you can view your CT as someone from whom you can learn a lot; that is the idea. During these first days of school, it is so important to keep modeling as you have done. I know it's a long day for these young students. That's why I think it's really important to have recess and other movement breaks throughout the day.
ReplyDeleteHow did you do on your goal from last week? What is your goal for this week?
Hi Diana,
ReplyDeleteIf the classes are structured productively, there is time for work and play throughout the day. Our society has been set in the way to accommodate the working parent. Who will care for our children if they have half days? You are able to see this process from the start, which offers you a unique perspective of how children need structure. In that structure, a lot of creativity is lost. It is our job as teachers to embrace the whole child and help stimulant their minds academically and creatively. This will lead to critical thinkers and world leaders.