December11, 2011

Blog 10

  Reflecting over my semester full of practicum experience, I truly feel that I have

learned and grown in my thinking, analyzing, and perception of the classroom. I have

learned that implementing lessons is not an easy task, and that just because it works on

paper does not mean it can be carried out well. I have also learned that successful lesson

planning consists of a lot of trial and error. This is not only okay, but also imperative to

growth as a teacher. There is not a manual to lesson planning because not every strategy

is going to work in every situation. It is important to not get caught up in thinking that

everything has to come out in an expected way. This will lead to frustration and

disappointment, but also will limit the opportunities for teachable moments. Student

understanding is the objective, and can be obtained in multiple ways. Most importantly, I

have realized that it is possible to successfully develop lessons that will engage and

empower students in their learning. This can be done through actually getting to know

students, gauging their interests, and applying the results to lesson planning. What works

one year may not work the next, but can be variated to meet the needs of the current

students. All students learn in different ways, and teachers must be cognizant of this

when preparing lessons. While I am sure it did not happen overnight, each of the teachers

I observed had apparent, developed relationships with their students. The personable

interaction was of definite benefit to the students, and the classrooms were tight knit

communities. This has made me realize that there is a direct correlation between

classroom climate and student learning. This experience was greatly important to my

education and I will build on it as I continue on my journey.

December 5, 2011

Blog 9

  I have been contemplating how my perspective of teaching has changed, if any,

over the course of this semester.  My first thought on this subject was that I don't think

my perspective on teaching has changed much since starting school. I am a non-

traditional, 35 year old student who has worked in education for the past ten years as an

instructional assistant. I made the decision to return to school and get my teaching degree

with clear views in my head about what kind of teacher I wanted to be. You see, I

definitely understand that being a good and effective teacher goes way beyond how I

want to decorate my classroom and arrange the furniture. I know it will be an exciting

feeling when I finally get to do those things, but I know the reality of the challenges I will

face managing my classroom. I will not have 20-25 perfectly behaved students who listen

politely with their hands folded in their laps while I teach. I will also not have a

classroom full of children with perfect home lives.

I know I want to be a good teacher, but what does this actually mean? A couple

years into my formal education now, I can see my thinking beginning to change on some

levels. I do know that teachers need to actively engage their students. I have three

children of my own, and my oldest son (a junior in high school) tells me how hard it is to

pay attention in his Geometry class. He says his teacher sits at her desk the entire class

period and teaches by reading the text out loud. We owe our students an engaging

learning experience. Children are learning in a different way than before, and it is our job

as teachers to meet them where they are. Good teaching is about making connections to

our students. It is about connecting what they learn to the world in which they live. This

is the kind of teacher I hope to be.

 

December 1, 2011

Blog 8

Today I spent time in a fifth grade classroom for math instruction. The goal of the

lesson was for students to independently develop several word problems, then partner up

to solve each other’s. After that step was completed, students found different partners.

The teacher had developed this as extra practice because the students were struggling in

this area. I thought this was a great way to better understand word problems because just

reading them can be confusing. However, actually developing them can lead to better

understanding and eventually help to read them as well. I also thought this activity was

great because it got the students out of their seats and addressed multiple intelligences. I

have heard many peers say they thought it would be difficult to incorporate multiple

intelligences into math instruction, but this was a great example of how it is possible.

You could even incorporate music as a timekeeper while students were switching

partners. I was very pleased with this activity because one of my biggest frustrations in

education is how math is taught. I know there are many creative teachers who spend huge

amounts of time on how to more effectively teach math, but with the majority I have

observed this is simply not the case. So many times I witness teachers reading the new

concept out of the math book and doing a few examples out of the book. Then the

students complete assignment independently. It is apparent the students do not

completely understand the lesson, but are hesitant to ask questions in fear of looking

unintelligent. I just do not think this is a very effective approach to math instruction.

Students are not engaged, and therefore are not grasping the concept. This particular

teacher recognized that her students needed more, and found a simple (yet effective) way

to accomplish this.

 

November 22, 2011

Blog 7

I observed a classroom of fourth graders today. This observation took place in the

general education classroom during reading time. The class was involved in an activity

called “Reader’s Workshop”, and was separated in five differentiated groups based on

reading level. This reading activity was completely opposite of the one I observed in third

grade previously. The goal in that lesson was not to divide the students by reading ability.

I was interested in comparing the two different approaches to reading instruction.         

The first group was participating in reading conferences with the teacher. They first did

an activity together focusing on the skill of the week. They seemed to interact well

together and were engaged in the instruction. They did not seem to be distracted or have

trouble paying attention. Then each student individually read a chapter out of a book to

the teacher so she could check for fluency and comprehension. They all actively

participated. I thought this was a good way for the teacher to personally interact with

each student and check for improvement over the course of the year. At the same, time

the students were able to practice the weekly reading skill within a small group, which

helped them better understand and utilize the skill in practice.        

A second group worked on a different reading activity without the direction of the

teacher. It was evident that this group had a little more trouble staying on task. A couple

of the students seemed to be distracted and were having their own irrelevant

conversation. Some of the other group members became frustrated that not everyone was

actively participating. They did manage to finish their task eventually, but it was evident

that some students contributed more than others. While there were some problems within

this group, I feel it was still very important for students to have opportunities to

participate in cooperative learning. Some of the trouble with this group was that they

were all of the same reading level. It was obvious the entire group struggled in their

reading abilities, which probably led to the frustration. Perhaps this cooperative learning

task would have been more successful outside of differentiated reading groups. 

          Members of the third, fourth, and fifth groups were reading silently and

independently around the classroom. It was called DEAR time (Drop Everything And

Read). The students did very well with this, and seemed to really be involved in their

reading. I could tell this was something they did often, and they knew what was expected

of them. None of the students talked out during this time, and I only noticed one student

who seemed to lose focus and daydream a little. The Reader's Workshop activity lasted

for 45 minutes, from 10:00 am to 10:45 am. After observing both approaches to reading

instruction, I am confident in one thing. I believe it is very beneficial to break down the

class into smaller groups opposed to whole class instruction. However, I feel that not

grouping students in ability level is the more effective approach. The opportunity for

students to learn from one another in cooperative learning is invaluable, and I feel it is

essential in the classroom.

November 20, 2011

Blog 6 

 As I reflect on my practicum hours this semester, and also ones from previous

courses, I can still honestly admit that I am most anxious about implementing good

classroom management. I have studied and observed multiple successful strategies,

however I believe it is one of those concepts you might classify as "easier said than

done". I know I must be cognizant of the fact that good classroom management is a

process that evolves over time, however trial and error has never been one of my

strengths. I tend to strive for perfection in other aspects of my life and become impatient

when things don't go as planned. Realistically I know this is something I will have to get

over in my classroom. I realize that I will not have twenty or so perfectly behaved

children sitting quietly at their desks, hands folded in laps, eagerly awaiting my perfect

lesson plans. I recently had a great conversation with a third grade teacher I hugely

admire. Every time I observe her she is perfectly prepared and has complete control. She

makes it look so easy! Yet when I substitute teach, I feel my classroom environment is

pretty close to chaos. Now, really, do they all have to talk at once? It is very hard for me

to admit this to anyone because I take great pride in my abilities and years of experience.

However, I have learned that vulnerability can be a powerful and reflective learning tool.

I spoke of my concerns to this teacher, and she reminded me of her many years of

practice and of how valuable it can be to recognize your fears and weaknesses. I realize

this post is portraying a different side of me, and to be honest it is refreshing to realize I

do not need to have all the answers all the time. I will continue to process what I have

learned, realize perfection isn't necessary, and grow through my educational experiences. 

November 14, 2011

Blog 5

Today I visited a second grade classroom to complete field experience hours. I

arrived mid-morning to notice the students already busily working on folder activities.

Each student had a folder that consisted of spelling, reading, and grammar packets. The

students were working independently, but were required to have their work checked by

the teacher before they could move on to something else. The teacher explained mistakes

that were made, which the students had to go back and correct. After about thirty

minutes, the teacher introduced new vocabulary words for the week. They discussed the

definitions together, and then she asked for volunteers to use the words in sentences.

Most students were eager to have a turn to try a sentence. At this point, the class was

divided into two groups to read the weekly story from the anthology. The teacher took

one group, and I took the other. My group and I went to the reading corner and sat in a

circle on the floor. The students took turns reading around the circle. One thing I noticed

was how some students wanted to jump in and help other students having trouble. This

was great in some instances, but some students could have figured the word out if given

more time. I had to stress that we only helped with a word if specifically asked. I was

afraid that some students would not try if they knew the word would just be given to

them. I did try to watch for students that were extremely shy or had anxiety about reading

aloud. However, the teacher did not give me any forewarning of any issues of this nature.

          After the group reading was finished, the students moved on to journal writing. The

students were given a writing prompt that went along with their reading story. They were

instructed to write independently for twenty minutes. The teacher reminded the students

to proofread their writing, use "wow" words, and read to themselves through whisper

phones. When the time was up, the students paired up to read stories to each other. I

thought all of these were effective strategies to improve student writing. The students

seemed to enjoy everything as well. As students finished at different times, they were

given the choice of file folder games, finishing any work not completed, or reading

quietly. All students seemed to know the routine quite well and the classroom ran quite

smoothly and efficiently.

November 2, 2011

Blog 4

Today my observation hours were split between two third grade classrooms, one

in the morning and one in the afternoon. The morning was spent observing a reading

activity that went along with the weekly story. The teacher had prepared for this activity

by first dividing the story into five sections. She then typed and printed out each sentence

from each section individually in large font. The sentences were cut into strips and each

section's strips were put into a different envelope. The students began the activity by

"popcorn" reading the story together as a class. This is where one student reads a

paragraph, then "popcorns" (or passes) to another person to read the next paragraph. In

this classroom, boys must pass to girls and vice versa. After the story is read envelopes

are passed out to each learning club. The students' desks are grouped into learning clubs

so that they can work collaboratively. Each group had the task of arranging their sentence

strips into the correct order of the story. This gave the students the opportunity to practice

the weekly skill of sequencing. I walked around the classroom to observe each group

complete the activity. I immediately noticed each group working together quite well and

was excited to see the discussion this activity generated. The students seemed to enjoy

working together and appreciated one another's ideas and feedback. After the sentences

were arranged, each group glued them onto large pieces of construction paper to be

displayed in the classroom. I thought this was a great activity and provided the students

with an effective learning experience, more so than just completing a workbook page.

          At this time, the students went to a special. The teacher asked me if I would like to

decorate her calendar bulletin board. I was a little apprehensive of this as I am not the

most creative person, but thought I would give it a try. Since the rest of the classroom

was decorated with a rainforest theme, I used bamboo sticks to create a tiki hut to outline

the calendar. I used raffia and crinkled butcher paper to add to the effect. I must say it

turned out very well. The teacher liked it anyway!

          After lunch, I went to another third grade class to observe math instruction. The

lesson involved multiple step story problems. This concept seemed rather difficult to

understand, and I was curious how the teacher would handle this challenge. She started

with reviewing single step problems, which the students had a good grasp on. She then

read from the book to introduce the new concept. After several examples were

demonstrated on the board, the students seemed rather confused. They continued to

complete examples together, but I felt like they still did not have a good understanding.

The assignment was given, and students had twenty minutes of work completion time.

Immediately hands flew up with questions, and students swarmed the teacher's desk. I

couldn't help but thinking there must have been a more effective way to teach the lesson

that would be conducive to student learning. While it will definitely take more time on

the planning part, I hope to continually enhance lessons with different teaching strategies.

Maybe it's not always best to do things "by the book".

October 31, 2011

Blog 3

  Today I observed in an art classroom that saw students at every grade level from

kindergarten to fifth grade. While I do not particularly have any interest in teaching in a

specials area, I have realized through my Understanding Art class here at Ivy Tech that I

will have many opportunities to incorporate art lessons into my general education

classroom. In addition, being a strong believer in Gardner's Theory of Multiple

Intelligences, I understand that I will have students that learn in many different ways. It

will be my responsibility to provide learning experiences that will engage and interest all

learners. Art is something I have never enjoyed or thought myself to have much talent in,

but through coursework I have realized I can still use this medium to enhance other

lessons and subjects. This is the thinking that went into my decision to observe the

elementary art teacher today.

Previously I stated that I observed in an art classroom. I guess I should revise that

statement considering this particular elementary school no longer has the space for art

class to take place in a room of its own. Instead the students remain in their classroom

and the art teacher wheels a big cart to each room. I initially was thinking this must be a

huge burden to the teacher, and how much I would dislike not having my own room to

teach in. When mentioning this to him, his response caught me off guard and really made

me think. He stated that this would be the case if his happiness in his job depended on his

own comfort. He reminded me, however, that getting his students excited and interested

in art was his primary goal and that could happen in any old room. His enthusiasm and

love for teaching was inspiring. He entered every classroom with a huge smile on his

face, even though he was heaving a large, cumbersome cart. He immediately burst into

song, and the students knew to have supplies out before he was finished. Every classroom

throughout the day was excited when art class began and worked cooperatively on

projects. I was impressed with the control the teacher had over each class, even though he

was not in his own space. This showed me that learning could take place in any situation.

Had the teacher been negative about his less than ideal circumstances, the students would

have taken on this attitude as well. This was a great lesson for me to take away on how

our attitudes can transpire and greatly affect student learning... in both positive and

negative ways.

October 12, 2011

Blog 2

Today I had the opportunity to complete observation hours in a third grade

classroom at Selma Elementary School. Although I had previously worked in this

classroom as a paraprofessional, I was very excited to witness the new strategies for

reading instruction this particular teacher had implemented this school year. During the

previous school year, she had identified a need for differentiated reading without

grouping students according to ability. I was skeptical at first because I thought there was

no way she could accomplish this efficiently without grouping. I soon realized I had

definitely underestimated her and her desire for student success.

            Starting with this school year each classroom was required to devote a one and a

half hour block to language arts. This classroom’s block took place from 8:30 to 10:00. I

thought to myself that this was quite a long time for students to stay focused, but I was

soon reminded of the teacher’s tendency to implement Gardner’s Multiple Intelligence

Theory into her lessons. She gathered the students to the reading corner to discuss the

genre, setting, and plot from the weekly story in the students’ anthology. The students

used white boards to illustrate answers to questions she posed. At this point, they began

the Daily 5. This is where they broke apart into 5 different activities, each lasting 15

minutes before they switched. One activity had each student pick a partner to listen to

him/her read a short book individually selected for reading level. Another group

individually read their selected books to themselves. A third group worked independently

on their spelling assignment: rainbow spelling. Group four played a vocabulary game

incorporating words the students had selected from their individual books. The last group

worked on haiku poems. The teacher monitored each activity, and even logged what each

group accomplished into a chart in a binder. The whole process moved very smoothly,

and I was impressed with the students’ eagerness to monitor their own learning.

            Did this take a little extra effort and work on the teacher’s part? Absolutely.

However, I strongly believe this approach to teaching reading will achieve higher student

success than previous years. I admire this teacher’s effort to differentiate her teaching and

meet her students where they are in their learning.

 October 5, 2011

Blog 1

  On Friday, September 30, 2011 I had the opportunity to volunteer at Second

Harvest Food Bank as part of Ivy Tech’s Days of Service. To be completely honest, I

really was not looking forward to this at first because I did not understand the connection

it had to practicum hours in a classroom. It was not that I didn’t see it as a good cause; I

believe I just caught up in thinking that field experience in education could only be

gained in the actual traditional school setting. I found myself wondering how

volunteering at a food bank could possibly benefit my educational process. As the day

progressed, I soon began to realize that this experience did indeed have a direct

connection to the career I will soon embark on.

            When our group first arrived, we were taken into a room to learn about the

Second Harvest Organization. We were educated about their history and process, but

most importantly about the issue of hunger our community is experiencing. The issue of

hunger MY future students are experiencing. Suddenly this became very real to me, and I

saw the importance of understanding the depth of this need. I was able to see how this

will directly impact my classroom, and why I need to be educated and aware. As I spent

the morning bagging items to be delivered to families, I reflected on my new

understanding, which led me to realize how important it will be to educate my students as

well. I began to envision a classroom that is actively involved in community service. I

like to imagine that my students will learn that they have the skills and the responsibility

for helping those less fortunate, maybe even peers in our own classroom.

This particular event was definitely a learning experience for me. While it was not

in a traditional practicum setting, it still presented an opportunity for growth and learning.

It helped me to better visualize and understand the connection between classroom and

community, which will be of great importance in my professional career. Perhaps more

importantly, it led me to realize the potential for learning in all experiences and to remain

open minded.

Reflection: The opportunity for practical experience and deep reflection through blog

writing contributed to a tremendous amount of growth in this particular principle. I

gained a deeper level of understanding of what goes into actually implementing a full

lesson plan in the classroom. I learned the planning process goes through a lot of trial and

error, and that a lesson plan is only successful if the students learn and grow through it. I

have found that effective lesson planning requires plenty of research and practice, and it

is always important to gauge student understanding before and after the plan is

implemented.