Overall, the teaching experience was great. Even though I made many mistakes, I'm glad I was able to make them now, get it fixed, and really work towards becoming a better teacher. I hope that my experiences in our 2nd grade classroom will encourage me to work harder and have confience while I teach. Thinking of each student, lesson plans of the unit were written to accommodate their different learning needs and help them learn the skill of comparing and contrasting. The skill of comparing and contrasting was not the easiest skill to teach. However, through careful planning and hard work, Gloria and I were able to teach the students to see the similarities and differences across Ancient Egypt, Ancient China, and modern world. “To be an expert teacher is to continually seek a deeper understanding of the essence of a subject to increasingly grasp its wisdom” (Tomlinson & McTighe). Since the students had already learned about Ancient China and Egypt, it was our job to help them understand how the two cultures related and how both cultures molded the world we live in today.
One thing I would change are the small group lessons. The students do not know how to work in small groups, which causes them to be off task. Therefore, I would modify the unit to have more large group and individual learning for the students. One mistake I made during my teaching was that I gave the students too many choices. I would give more explicit directions with the different tasks in the lessons. I also called on the same students over and over as I only looked for students volunteering to answer. However, I realized that I needed to call on different students. Even if they do not know the answer, I should give them the opportunity to answer a different question so that students are not discouraged. With the changes I would make, the unit would be a better learning experience for the students and a better teaching experience for me. Even though I would change many aspects of the unit and the way I taught each lesson, I am glad that I made my mistakes now, got feedback, and made changes for the next time I teach. I am being prepared to be a teacher in a classroom.
Tuesday, May 8, 2007
Monday, April 16, 2007
Last Lesson
The fifth lesson was a review activity for the post-assessment. It was a game that allowed the students review the information we learned during the week. Throughout the entire lesson, I had a difficult time keeping the students under control. They were talking, fooling around, and not paying attention. I had forgotten to mention that we were goign to take a test and it was important to pay attention to what we were reviewing. Therefore, the students were not taking the review seriously. If I could I would definitely redo the review lesson.
The post-assessment was given to the students. I took aside a few students who had trouble reading and read the test aloud to them. When students were finished with the test, they were to take out a book and read quietly.
The post-assessment was given to the students. I took aside a few students who had trouble reading and read the test aloud to them. When students were finished with the test, they were to take out a book and read quietly.
Monday, March 19, 2007
Fourth Lesson
I prepared myself as I was teaching in the afternoon. After experiencing the tiredness of the class on that Tuesday, I prepared myself to the same energy. However, there was another surprise for me. The class was also planned to have science that day. However, with my lesson already planned, the class had to miss out on the cool science lesson to sit and learn in mine. I felt horrible in having to take away the students from seeing how the bottle turned silver. The students were all in foul moods. They would rather be sitting outside, listening to the cool science lesson. They all looked up at me with dull faces.
I tried to be enthusiastic and began asking the students what they knew about architecture. After giving me examples of architecture, we color the pyramids, the Sphinx, the Great Wall, and the Forbidden City for the sort. I had the students gather in a large group to sort the characteristics of the four types of architecture. Trying to give everyone a chance to come up, I called out the characteristics and had the students lift up the drawing of the architecture they thought it went with. Afterwards, we made connections among the architecture and with the architecture we see today. The lesson ended with the students writing exit cards about what they learned during that lesson.
I tried to be enthusiastic and began asking the students what they knew about architecture. After giving me examples of architecture, we color the pyramids, the Sphinx, the Great Wall, and the Forbidden City for the sort. I had the students gather in a large group to sort the characteristics of the four types of architecture. Trying to give everyone a chance to come up, I called out the characteristics and had the students lift up the drawing of the architecture they thought it went with. Afterwards, we made connections among the architecture and with the architecture we see today. The lesson ended with the students writing exit cards about what they learned during that lesson.
Third Lesson
The same type of lesson was done for our third lesson and taught by Gloria. We had one large group instruction and broke down into two groups for small group. I generally felt that the students did not work well in small group because it was almost giving them permission to talk and goof off. The students learned about holidays, government, and images. They were able to compare ancient egypt, ancient china, and our world.
During my small group time, the students were still goofing off. However, I tried to make it clear from the beginning that no one should be talking in the group when I was talking. I also sat in a chair so that they would see me more as an authority figure rather than a friend. Even though the lesson was suppose to be independent work, the students did not understand the directions. Therefore, I walked them through the worksheet question by question. Again they did not have time to finish.
The lesson ended well, but I felt that we did not get feedback of what the students had learned during the lesson.
During my small group time, the students were still goofing off. However, I tried to make it clear from the beginning that no one should be talking in the group when I was talking. I also sat in a chair so that they would see me more as an authority figure rather than a friend. Even though the lesson was suppose to be independent work, the students did not understand the directions. Therefore, I walked them through the worksheet question by question. Again they did not have time to finish.
The lesson ended well, but I felt that we did not get feedback of what the students had learned during the lesson.
Second Lesson
For the second lesson, Gloria taught about clothes, language, and images. We had one large group instruction and 2 centers. The lesson was taught in an hour so we had barely time to finish. Most of the students did not finish my center where we were sorting the differences in language. I realized I had no disciplinary authority over the students when they were doing small group. Even when I asked them nicely, sternly and forcefully to be quiet, they all refused to listen to my directions. Once my teacher walked over and they fell quickly into silence. However, as soon as she walked away, the chattering started again. I felt almost hopeless in getting the students to quiet down and concentrate on the task.
Since our students are high-achieving, I forget that they are still second graders. They get excited with hands on activities and cannot sit for a long time. The whole lesson ended successfully as the students were able to learn about how ancient egypt and china have contributed to our world.
Since our students are high-achieving, I forget that they are still second graders. They get excited with hands on activities and cannot sit for a long time. The whole lesson ended successfully as the students were able to learn about how ancient egypt and china have contributed to our world.
Tuesday, March 13, 2007
First Lesson
I walked in the class, with all my supplies, ready to teach my lesson about Ancient China/Egypt inventions. However, the teacher was not expecting me so I had to interrupt the lesson they were already doing. The students seem to be so tired and lacking energy. Irregardless, I tried to have as much energy as I can to get the students excited about learning how ancient inventions are used in our lives today.
As I passed out the worksheets, I asked the students what some inventions they had already learned about. The students all looked lazily at their feet or elsewhere. Even the students who usually was excited to volunteer, sat quietly with their heads down. Teaching at the end of the day had harsh conditions!
I had the students read the passages about each invention aloud. However, I realized through the reading that it was too hard for them to read and to understand. Therefore, I tried to summarize the passage in more simple terms. As only one student was volunteering to answer questions, I continually called on her, but I should have tried to include the other students whether they had their hands up or not. I move quickly through the facts about the inventions and moved on to how the inventions are used in the world today. Many of the students seemed uninterested. First, I was moving too fast for them to write down everything I said. Many of the students were not focusing on what I was talking about. I felt as though the lesson had gone down in ruins.
The lesson ended with the students writing about how they use one of the inventions in their lives. During the writing time, students were able to write about how they use paper, compass, and the calendar in their own lives. After they had finished writing, they were able to share their story with one another and the whole class. The lesson did not go as well as I wished it would have. However, through this learning experience, I will continually learn how to be a good teacher.
As I passed out the worksheets, I asked the students what some inventions they had already learned about. The students all looked lazily at their feet or elsewhere. Even the students who usually was excited to volunteer, sat quietly with their heads down. Teaching at the end of the day had harsh conditions!
I had the students read the passages about each invention aloud. However, I realized through the reading that it was too hard for them to read and to understand. Therefore, I tried to summarize the passage in more simple terms. As only one student was volunteering to answer questions, I continually called on her, but I should have tried to include the other students whether they had their hands up or not. I move quickly through the facts about the inventions and moved on to how the inventions are used in the world today. Many of the students seemed uninterested. First, I was moving too fast for them to write down everything I said. Many of the students were not focusing on what I was talking about. I felt as though the lesson had gone down in ruins.
The lesson ended with the students writing about how they use one of the inventions in their lives. During the writing time, students were able to write about how they use paper, compass, and the calendar in their own lives. After they had finished writing, they were able to share their story with one another and the whole class. The lesson did not go as well as I wished it would have. However, through this learning experience, I will continually learn how to be a good teacher.
First Attempted Lesson
I was ready to teach my first lesson, only to find that our class was gone on a field trip.
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