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.
Observation 3
As I walked into the classroom, the students were busy with their creative writing. The students were writing a story about anything. One thing I noticed about my class is that they are unable to use their imaginations with writing. Usually, the writing will end up being short and straightforward. During the writing time, the students were focusing on writing techniques such as indenting and writing in complete sentences.
I noticed that our teacher does not allow the students to be off task at any moment. As soon as she notices that a student is off task, she will quickly call on them and asks them to focus on the task at hand.
More and more, I notice the gap among the students. Some students were finding compound words in a story while other students were writing creative stories.
We were able to observe part of math time, where the students were doing math centers. Most students were working on adding and subtracting, but a few advanced students would do multiplication flash cards. The four math centers were: Ice Age (adding/subtracting), Challenge 24, Close to 20, and Multiplication flash cards. The students would have 15 minutes at each station, where some stations were independent and two were monitored by the teacher and a volunteer. The students were getting excited about the games and became noisy. I noticed that the teacher did not like the noise and would quickly call the class to quiet down once it became too loud. I once heard that a loud classroom is good because the students are excited about learning.
I noticed that our teacher does not allow the students to be off task at any moment. As soon as she notices that a student is off task, she will quickly call on them and asks them to focus on the task at hand.
More and more, I notice the gap among the students. Some students were finding compound words in a story while other students were writing creative stories.
We were able to observe part of math time, where the students were doing math centers. Most students were working on adding and subtracting, but a few advanced students would do multiplication flash cards. The four math centers were: Ice Age (adding/subtracting), Challenge 24, Close to 20, and Multiplication flash cards. The students would have 15 minutes at each station, where some stations were independent and two were monitored by the teacher and a volunteer. The students were getting excited about the games and became noisy. I noticed that the teacher did not like the noise and would quickly call the class to quiet down once it became too loud. I once heard that a loud classroom is good because the students are excited about learning.
Thursday, March 1, 2007
Second Observation
The morning is started off with a review worksheet of place values from the previous lesson. The students sit so quietly as they are focused on finishing that problem. The classroom has a huge gap in performance. Some students are still counters as I could see them drawing circles and counting numbers. Other students are computators so they move through the worksheet much quicker.
The students are separated into two groups, the Stars and the All stars. The Stars are still reading with their finger and must be in a guided reading group. The All stars are working on a research project about their famous Americans. The gap between the two groups is noticed with their reading books. The Stars are reading books such as "Frog and Toad are Friends." The All stars are reading books at a much higher level, such as "Shiloh." It makes me wonder if the students know the difference between being an All star and a Star.
After guided reading, students work in a large group setting with vocabulary. Generally, the same students answer the question. However, Mrs. Moore does call on different students giving them a chance to answer. Throughout the vocabulary lesson, the students are focusing on important words that will show up in their next reading.
The students are separated into two groups, the Stars and the All stars. The Stars are still reading with their finger and must be in a guided reading group. The All stars are working on a research project about their famous Americans. The gap between the two groups is noticed with their reading books. The Stars are reading books such as "Frog and Toad are Friends." The All stars are reading books at a much higher level, such as "Shiloh." It makes me wonder if the students know the difference between being an All star and a Star.
After guided reading, students work in a large group setting with vocabulary. Generally, the same students answer the question. However, Mrs. Moore does call on different students giving them a chance to answer. Throughout the vocabulary lesson, the students are focusing on important words that will show up in their next reading.
Sunday, February 25, 2007
First Observation
The classroom always has so much going on at the same time. Even though I have visited Mrs. Moore's 2nd grade classroom several times before, it still amazes me how she has the students in a routine where they know exactly what to do as soon as they walk into the door.
Students are learning about China during their social studies period, but they are also doing famous Americans during their language arts period. Even though both of these topics are social studies topics, Mrs. Moore has incorporated the famous Americans into her language arts instruction. The students are using library books, teacher-approved websites and teacher-provided books to research about their famous American.
While some students are working on their famous American research project, Mrs. Moore has her guided reading group reading a book on snakes. She scaffolds the students on looking back into the book for facts and focuses on key words, such as "all," not "some."
For large group instruction, the students are reading from Open Court Reading books. The students are learning about summarizing the beginning, middle, and end. During this discussion, Mrs. Moore continually encourages students to look back into the story to find the facts. In jsut one hour, I was able to observe that the class had a continual flow where the students always were immersed in learning.
Students are learning about China during their social studies period, but they are also doing famous Americans during their language arts period. Even though both of these topics are social studies topics, Mrs. Moore has incorporated the famous Americans into her language arts instruction. The students are using library books, teacher-approved websites and teacher-provided books to research about their famous American.
While some students are working on their famous American research project, Mrs. Moore has her guided reading group reading a book on snakes. She scaffolds the students on looking back into the book for facts and focuses on key words, such as "all," not "some."
For large group instruction, the students are reading from Open Court Reading books. The students are learning about summarizing the beginning, middle, and end. During this discussion, Mrs. Moore continually encourages students to look back into the story to find the facts. In jsut one hour, I was able to observe that the class had a continual flow where the students always were immersed in learning.
Monday, January 29, 2007
Teaching Metaphor
Teaching is like being a dog owner.I love my dog and believe that he is precious. He is loving, playful, and a great companion. Yet, I need patience and devotion to be able to take care of them. Even though I would like things to great all the time, there are times where discipline is essential, especially if he makes a mess of the trash. Having a dog is time consuming. Therefore, unless you truly love your dog, it's hard to put in the dedication and time that is needed to raise a healthy dog. As a teacher, I want to be able have the same dedication and love towards my students.
Just like every dog is different, every one of my students will be different and unique in their own ways. They will have different personalities and different ways of learning. As a teacher, I want to cater to their learning differences and encourage them in doing their best. I want to encourage my students to come to the classroom with different ideas and creative ways of learning. Students will make mistakes, but I want them to be able to learn through their mistakes. With my dog, he gets punishment when it is needed, but I quickly show him that I still love him. I would discipline my students, but also show them that it roots from how much I care for them.
I would need patience and dedication to my students as their teacher. Teaching takes time. It could be those extra days we get off or a month before school actually starts. Being in a room with 25 students for 9 months of a year is a long time. Without patience and care, it would almost seem impossible to nurture each student in being their best. I want to be able to see each student for who they are and not through a letter grade or others’ comments. Every student has the potential to be great. I want to be able to give them confidence in themselves and encourage them to do the best in all situations, despite the outcome. I want to teach because I want to see my students learn. Through the good days and the days where nothing works, I need to have perseverance to work towards the success of my students. Without the proper guidance and care of a teacher, students will go astray just like a dog would without a proper owner.
A teacher affects eternity; he can never tell where his influence stops.
-Henry Adams
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