Pre-Student Teaching (EDUC 362: Teaching Experience I) serves as the initial field experience for prospective student teachers and is completed the semester prior to student teaching.
This week was testing week. My teacher was in and out of the classroom helping with testing in other classsrooms. During this time she asked if it was possible for me to take over her math lessons for her. I was more than happy to have the experience time that she prestented. I have to admit though I was very nervous at the start but I relaxed when I started to do the lessons. I think that overall I did very well with the lessons. However, I did have one little problem during my time teaching which my teacher thought I dealt with very well. My students were fighting before I got to the classroom and then during the afternoon recess. When the students came in we talked about what type of behavior is apporiate when dealing with one another. Such as is yelling okay or laying our hands on one another is okay. I then had the students go around and say one nice thing about one another. I think that overall I did a good job during this time and I look forward to teaching more.
I also liked the way that you handled the arguing. Kids are constantly redefining what is "acceptable". Mrs. Grimes is still encountering that problem in the fourth grade! All kids, no matter the age, need to have structured rules about what is acceptable when it comes to conflict resolution.
An significant lesson that your students provided for you! Relationships is at the heart of teaching. UNM has the three Rs of relationships, receptivity to feedback and reflection as our guiding principles. The community we create and continually maintain is as important as the subject content we teach. Helping students negotiate the space in and outside of their classrooms is our role as teachers. Congratulations that you addressed that you honor respectful behavior towards each other and took time to engage them in relfection. Thank you, Frances
This week I really focused on getting to know my students. Since I didn't spend much Phase I time in this classroom I really want to quickly develop a good relationship quickly. I focused on the boys this week. I got down on each boys level and looked him in the eye and asked his name. I took note of any distinguishing features such as red hair or freckles. I asked about favorite activities and siblings. All of the students were just a sea of faces until I started focusing on learning about each student as an individual. The girls still look like a sea of pink and pigtails next week I will focus on them.
I am glad to hear that you are able to sit down with each of your students and get to know them one on one. I think that students are having so much fun telling them about their lives. I look forward to hearing more about your students.
I like your approach to getting to know the students! I too have found that visual ques help. Whenever I sub, I draw a classroom map, with each student on it. then in parenthesis I write features that stand out, glasses, t-shirt color, hairstyles. I find that by the end of the day, I know them based on their behavior and character, rather than their defining features.
So glad to hear that you took time to get to know your students as a priority. You will become better at remembering names and faces in context of teaching. Thank you, Frances
I've got to say that week one was definitely interesting. The atmosphere was different than I've ever encountered due to testing. Because I was not allowed to be in the classroom during testing, I spent the afternoons observing and getting to know Mrs. Grimes and her students. Mrs. Grimes has an interesting (and quite chatty) group this year and I learned a lot by watching her teach. Then on Friday I started my ten day teaching experience. Mrs. Grimes gave me a challenge to review division with the kids. I went home on Wednesday and brainstormed up a Division Bingo game. On Thursday, I went over my lesson with Mrs. Grimes and she was anxious to see it in action. Come Friday, I spent about ten minutes reviewing the procedures of long division and the kids seemed to know exactly what they were talking about. After reviewing, I handed out worksheets with 25 division problems. The students were to complete their worksheets and check their work. Once they were sure about their answers, they were to write them in on their Bingo cards. I thought that the lesson would be a good quick review for the kids, plus it would be fun to end the testing week with a game. What I did not expect was the kids to struggle so much with the division worksheet. The majority of the class is below grade level in math and reading, causing the worksheet to be laborious. I did not properly prepare for that, so we weren't able to play the Bingo game on Friday. Instead, I circulated the room (along with Mrs. Grimes) and helped the kids through the worksheet. In the end, I think I learned more than the kids did. I have never really encountered this type of situation before. As a sub, I am given assignments that the teacher knows the kids will be able to complete with success. I will definitely be a little more careful with my lesson planning from here on out!
Great reflection of your lesson, Whitney. I am curious about your thinking about the worksheets prior and in preparation of the BINGO Game? I am also curious to know what you would do differently if you retaught this lesson? I hope I did not miss your 10 day teaching so I could come to observe you!? Thank you, Frances
This week was testing week. My teacher was in and out of the classroom helping with testing in other classsrooms. During this time she asked if it was possible for me to take over her math lessons for her. I was more than happy to have the experience time that she prestented. I have to admit though I was very nervous at the start but I relaxed when I started to do the lessons. I think that overall I did very well with the lessons. However, I did have one little problem during my time teaching which my teacher thought I dealt with very well. My students were fighting before I got to the classroom and then during the afternoon recess. When the students came in we talked about what type of behavior is apporiate when dealing with one another. Such as is yelling okay or laying our hands on one another is okay. I then had the students go around and say one nice thing about one another. I think that overall I did a good job during this time and I look forward to teaching more.
ReplyDeleteI liked the way you handled the fighting! The students are intimidating at first but it does get easier with time I have noticed.
DeleteI also liked the way that you handled the arguing. Kids are constantly redefining what is "acceptable". Mrs. Grimes is still encountering that problem in the fourth grade! All kids, no matter the age, need to have structured rules about what is acceptable when it comes to conflict resolution.
DeleteAn significant lesson that your students provided for you! Relationships is at the heart of teaching. UNM has the three Rs of relationships, receptivity to feedback and reflection as our guiding principles. The community we create and continually maintain is as important as the subject content we teach. Helping students negotiate the space in and outside of their classrooms is our role as teachers. Congratulations that you addressed that you honor respectful behavior towards each other and took time to engage them in relfection.
DeleteThank you, Frances
This week I really focused on getting to know my students. Since I didn't spend much Phase I time in this classroom I really want to quickly develop a good relationship quickly. I focused on the boys this week. I got down on each boys level and looked him in the eye and asked his name. I took note of any distinguishing features such as red hair or freckles. I asked about favorite activities and siblings. All of the students were just a sea of faces until I started focusing on learning about each student as an individual. The girls still look like a sea of pink and pigtails next week I will focus on them.
ReplyDeleteI am glad to hear that you are able to sit down with each of your students and get to know them one on one. I think that students are having so much fun telling them about their lives. I look forward to hearing more about your students.
DeleteI like your approach to getting to know the students! I too have found that visual ques help. Whenever I sub, I draw a classroom map, with each student on it. then in parenthesis I write features that stand out, glasses, t-shirt color, hairstyles. I find that by the end of the day, I know them based on their behavior and character, rather than their defining features.
DeleteSo glad to hear that you took time to get to know your students as a priority. You will become better at remembering names and faces in context of teaching.
DeleteThank you, Frances
I've got to say that week one was definitely interesting. The atmosphere was different than I've ever encountered due to testing. Because I was not allowed to be in the classroom during testing, I spent the afternoons observing and getting to know Mrs. Grimes and her students. Mrs. Grimes has an interesting (and quite chatty) group this year and I learned a lot by watching her teach. Then on Friday I started my ten day teaching experience. Mrs. Grimes gave me a challenge to review division with the kids. I went home on Wednesday and brainstormed up a Division Bingo game. On Thursday, I went over my lesson with Mrs. Grimes and she was anxious to see it in action. Come Friday, I spent about ten minutes reviewing the procedures of long division and the kids seemed to know exactly what they were talking about. After reviewing, I handed out worksheets with 25 division problems. The students were to complete their worksheets and check their work. Once they were sure about their answers, they were to write them in on their Bingo cards. I thought that the lesson would be a good quick review for the kids, plus it would be fun to end the testing week with a game. What I did not expect was the kids to struggle so much with the division worksheet. The majority of the class is below grade level in math and reading, causing the worksheet to be laborious. I did not properly prepare for that, so we weren't able to play the Bingo game on Friday. Instead, I circulated the room (along with Mrs. Grimes) and helped the kids through the worksheet. In the end, I think I learned more than the kids did. I have never really encountered this type of situation before. As a sub, I am given assignments that the teacher knows the kids will be able to complete with success. I will definitely be a little more careful with my lesson planning from here on out!
ReplyDeleteGreat reflection of your lesson, Whitney. I am curious about your thinking about the worksheets prior and in preparation of the BINGO Game? I am also curious to know what you would do differently if you retaught this lesson?
DeleteI hope I did not miss your 10 day teaching so I could come to observe you!?
Thank you, Frances