Well, today was it. I cannot believe it.
I had an interview with my principal today, but I forgot to take the IWU form...is that ok? I completely spaced on the first question but after that I think I did ok. I tried to cut myself short and not drag out my answers...that was encouraging:)!
I was holding in the tears until one of my students hugged me in a way that I knew he would truly miss me. Of course, the students are all going to "miss" me; they all wanted hugs and acted "all sad" and such, but he almost clung to me and gave me a really long, deep (if I can use that word) hug. He didn't realize it was my last day until later in the afternoon. As I was reflecting on it, I thought that perhaps he actually thought he had a friend. He was listened to, believed in, and had expectations set before him.
I have also thought about things I could've done, and although I cannot change the past, I can keep those things in mind for the future.
I thank you for ALLLLLLLLLLL your support this semester! A thank you is not enough. I am sure we will remain in contact...even in the near future, so I have no worries there. I am so grateful you were my supervisor; a true gift from God!
I hope you have a WONDERFUL break with your husband and boys! Try to rest and enjoy your time with family and friends!
Wednesday, December 16, 2009
Tuesday, December 15, 2009
Journal 12/15/09 1 day!
WOW! Time has flown! It went great without my teacher today! The students were wonderful! And the sub (that she said is controlling:)) worked well with me. I just made sure I gave her stuff to do with students and tried to make her feel useful and appreciated!
I wonder if they just had a good day or if it was because they had more consistency today. I don't equate her being gone with their behavior, but it does make me wonder:)!
The student that's been so hard to "figure out"...well, he had a great day today! I called his mom right after school; I rewarded him; we praised him in class and clapped for him (because the students noticed too); he stood in line; he participated in class; he sat in learning position; it was amazing! I had written a note in his assignment book yesterday that he had had a better day; when I called him mom, she said he had been happy about that. It's amazing what a little encouragement can do for someone! It will be interesting to see where this goes. And this was only one day after mom being home when he gets off the bus!
No worries at all...I know you have a lot to do! If you never read them, that's even ok with me! You do what you need to do!
It hasn't quite hit me yet that tomorrow is my last day...I think it will be hard but freeing at the same time!
P.S. Tom has an interview with Ohio State on Friday!
I wonder if they just had a good day or if it was because they had more consistency today. I don't equate her being gone with their behavior, but it does make me wonder:)!
The student that's been so hard to "figure out"...well, he had a great day today! I called his mom right after school; I rewarded him; we praised him in class and clapped for him (because the students noticed too); he stood in line; he participated in class; he sat in learning position; it was amazing! I had written a note in his assignment book yesterday that he had had a better day; when I called him mom, she said he had been happy about that. It's amazing what a little encouragement can do for someone! It will be interesting to see where this goes. And this was only one day after mom being home when he gets off the bus!
No worries at all...I know you have a lot to do! If you never read them, that's even ok with me! You do what you need to do!
It hasn't quite hit me yet that tomorrow is my last day...I think it will be hard but freeing at the same time!
P.S. Tom has an interview with Ohio State on Friday!
Monday, December 14, 2009
Journal for 12/14/09 Time flies...
Even though I was tired today, I was more energized when teaching. The students responded very well. It's amazing what a bag of popcorn can do:)!
The only thing that is on my mind now is getting in all the grades. I still have some students who need to finish things, and so that is what needs to get done these next few days.
I will be teaching the whole day tomorrow, for my teacher will be out, so I will lose a few hours of catching up, but that's alright.
I told my principal today of my "decline", and he was perfectly fine with it! He said he has others in mind. I was just grateful it was so easy. I never have liked telling people "no".
We have an interview set up for Wednesday! Remember, Miss L, short, concise answers, eye contact, and always professional:)! And I thought the hard parts were over! Just kidding!
I wonder when it will hit me that it's almost over. I do feel like this chapter is over, and now it's time to move on. I go to meet the couple that Prof Jones referred me to tonight. We'll see where that leads!
Have a great last few days! Finish strong!
I hope you enjoyed all that grading!!
The only thing that is on my mind now is getting in all the grades. I still have some students who need to finish things, and so that is what needs to get done these next few days.
I will be teaching the whole day tomorrow, for my teacher will be out, so I will lose a few hours of catching up, but that's alright.
I told my principal today of my "decline", and he was perfectly fine with it! He said he has others in mind. I was just grateful it was so easy. I never have liked telling people "no".
We have an interview set up for Wednesday! Remember, Miss L, short, concise answers, eye contact, and always professional:)! And I thought the hard parts were over! Just kidding!
I wonder when it will hit me that it's almost over. I do feel like this chapter is over, and now it's time to move on. I go to meet the couple that Prof Jones referred me to tonight. We'll see where that leads!
Have a great last few days! Finish strong!
I hope you enjoyed all that grading!!
Friday, December 11, 2009
Journal for 12/11/09
We met with the mom today, and the special ed director was able to join us too. I was the first to see her - to take her into the conference room. I just tried to make her feel comfortable and talk about the shopping she did yesterday, etc. The special ed director was really able to help by suggesting a counselor in town that also uses horse therapy. So the mom is going to start with that and with talking to her allergy doctor to see if they can direct her (apparently he's allergic to a lot of things, and this might be one cause of his behavior). The mom is also moving to day shift, so that will hopefully bring more consistency with homework and behavior after school. We were able to suggest some activities to do with him at home after school to help develop some other interests besides computer games and also to give him some quality time with his mom - we also thought that maybe as one of the middle children (and as a quieter one) that maybe he is getting overlooked or "lost" (those were more his mom's thoughts, and then we fed off those). She cried and expressed her regrets as a mom, and they were quick to assure her that she had not failed as a mother.
I shared some encouraging, positive things about her son with her. I also told her that the fact that she had come in meant something HUGE! I hope things start to turn around. Our problem now is that we don't know what consequence to have for his disrespect in the class. Some consequences just make him more mad and angry and he gets into one of his "moods"; other consequences he just doesn't respond to - he ignores more. Obviously, we could send him down to the assisstant principal for discipline issues but his form of "punishment" is not what I believe this child needs or is appropriately considering we don't know the cause of his behavior. I just don't feel that's fair to him (if that makes sense). My teacher and I discussed it, and we are at a loss at this point. I am hoping that the change at home will help turn things around. We'll see. It just might take some time.
The principal was supposed to get back to me about a time that would work for an interview, but he hasn't. I have not bothered him about it again. Any suggestions? I feel like the couple times that I already talked to him about it, it was a "bother" just because he is busy; I could have been reading more into it, of couse. I just want to be respectful.
Also, I think Monday I am going to share my decline in the aide position. Is that the proper way to handle that? (I think so; I just want to make sure) I just want to be honest with him and tell him that for personal reasons, I just feel led down a different direction this semester and that as much as I appreciate the opportunity, the other options I had in mind are just going to fit my needs better. Should I also apologize for showing a lot of interest and not accepting? Just curious if you had any suggestions or words of wisdom.
My teacher also told me that she was proud of the way I handled the aide. We were discussing the sub that I will be working with on Tuesday and how controlling she is and that led to discussing the aide. I won't go into detail, but she just said I had done well. She also said something about the "things she had said when I wasn't looking or she didn't think I could hear"; again, some of the things she says makes me wonder WHY she says them to me. The other day too, the student we are trying to figure out would not go to library/talk to us about what was going on. He never did tell us what was wrong, but in the meeting today, she brought that up and definitely used the reason I had asked the student about which involved an activity I was doing with him...she may mean nothing by it, but almost every time, it has really surprised me.
I will miss her...we've developed a good relationship. I love that aspect of student teaching...so much!
Have a great weekend...any last weekend plans? :)
I shared some encouraging, positive things about her son with her. I also told her that the fact that she had come in meant something HUGE! I hope things start to turn around. Our problem now is that we don't know what consequence to have for his disrespect in the class. Some consequences just make him more mad and angry and he gets into one of his "moods"; other consequences he just doesn't respond to - he ignores more. Obviously, we could send him down to the assisstant principal for discipline issues but his form of "punishment" is not what I believe this child needs or is appropriately considering we don't know the cause of his behavior. I just don't feel that's fair to him (if that makes sense). My teacher and I discussed it, and we are at a loss at this point. I am hoping that the change at home will help turn things around. We'll see. It just might take some time.
The principal was supposed to get back to me about a time that would work for an interview, but he hasn't. I have not bothered him about it again. Any suggestions? I feel like the couple times that I already talked to him about it, it was a "bother" just because he is busy; I could have been reading more into it, of couse. I just want to be respectful.
Also, I think Monday I am going to share my decline in the aide position. Is that the proper way to handle that? (I think so; I just want to make sure) I just want to be honest with him and tell him that for personal reasons, I just feel led down a different direction this semester and that as much as I appreciate the opportunity, the other options I had in mind are just going to fit my needs better. Should I also apologize for showing a lot of interest and not accepting? Just curious if you had any suggestions or words of wisdom.
My teacher also told me that she was proud of the way I handled the aide. We were discussing the sub that I will be working with on Tuesday and how controlling she is and that led to discussing the aide. I won't go into detail, but she just said I had done well. She also said something about the "things she had said when I wasn't looking or she didn't think I could hear"; again, some of the things she says makes me wonder WHY she says them to me. The other day too, the student we are trying to figure out would not go to library/talk to us about what was going on. He never did tell us what was wrong, but in the meeting today, she brought that up and definitely used the reason I had asked the student about which involved an activity I was doing with him...she may mean nothing by it, but almost every time, it has really surprised me.
I will miss her...we've developed a good relationship. I love that aspect of student teaching...so much!
Have a great weekend...any last weekend plans? :)
Thursday, December 10, 2009
Journal for 12/10/09 Still no 2 hour delay:(
The mom forgot about our meeting, so we are planning on it tomorrow instead.
We did centers this morning (and math was included), so this morning went better. We also did a volcano this afternoon which helped management because they didn't want to have to go back to their seats for that:)! They did super well.
I should put myself in their shoes...you are right.
I have been observing other teachers; trust me, it's not that I don't have enough to do. The other teachers...it's sad. I even observed an IWU grad (from just 2 or 3 years ago) today, and I wasn't really impressed a whole lot. I know that it was only for one subject but still.
I was so excited about this - I talked with Prof Jones in the office today and was telling her how I'm not quite sure what I will be doing next semester but how I don't really want to be in the school setting...just something more low key. She gave me a card for a friend who needs a sitter...which is what I wanted! ( and still want) I asked God for a sign. Now, I know this is not final by any means, but my oh my! How cool is He?
Hope you had fun tonight with your class!
Keep those dreams funny!
We did centers this morning (and math was included), so this morning went better. We also did a volcano this afternoon which helped management because they didn't want to have to go back to their seats for that:)! They did super well.
I should put myself in their shoes...you are right.
I have been observing other teachers; trust me, it's not that I don't have enough to do. The other teachers...it's sad. I even observed an IWU grad (from just 2 or 3 years ago) today, and I wasn't really impressed a whole lot. I know that it was only for one subject but still.
I was so excited about this - I talked with Prof Jones in the office today and was telling her how I'm not quite sure what I will be doing next semester but how I don't really want to be in the school setting...just something more low key. She gave me a card for a friend who needs a sitter...which is what I wanted! ( and still want) I asked God for a sign. Now, I know this is not final by any means, but my oh my! How cool is He?
Hope you had fun tonight with your class!
Keep those dreams funny!
Wednesday, December 9, 2009
Follow Up
We have wondered about a behavior/emotional disorder for this student, but we aren't quite sure yet. My teacher has looked through a book that has a lot advice for certain "labels" or "student types". She is going to start keeping a journal on him. I also think the special ed director is going to meet with us, so we will see! I wish you could observe him.
Journal 12/9/09 Preach it to the Choir, Olivia
Ok, so I said something to my students today that was convicting...I told them that they still need to give me their best because I'm giving them my best...what a lie. While I was saying it, I realized that I haven't been giving them my best. I can't even put to words how I have felt or acted and just how my time with them has been. I have lost my spark and energy; I don't if it's because I'm tired and ready to be done; I don't know if it's just hard because it's not "mine" any more and therefore, it's "secretly" frustrating to just be "helping"...even though I basically am still taking over from 10-then of school (2:45). I know I've had alot on my mind too; I just feel like I spend the whole time trying to manage them. But I've gone in with that expectation, so I need to bring my best and my A game instead of a bad attitude. They seem to have lost respect for me...but that could be because of the whole transition...I know I've already said all this, but I've just been reflecting on it more and more. I haven't "enjoyed" teaching these past few days...I still LOVE it but haven't enjoyed it. I just don't want to spend these next couple days on a bad foot with the students; I need to talk to my teacher about it...any advice?
You're last night class is tomorrow....are you excited?
You're last night class is tomorrow....are you excited?
Tuesday, December 8, 2009
Journal for 12/8/09 Communication
I called 2 parents today. One to see if she could come in to talk about her son and help us come up with an game plan for him and another to inform her I would be sending home work that her child failed (from rushing through). Both mothers were receptive, and I really tried hard to come across as a team player and not upset or "in your face". I have realized throughout this semester the importance of parent rapport. I did not call parents with positive things like I had planned, so therefore, every time I went to call them about an "issue", I felt totally guilty; I guess I now know the priority that will have in my class.
I did leave a message with one parent last night (an encouraging one), and the student came in this morning and told me (I could tell he was proud). I spoke with another student today about how we seemed to not be on the best of terms the past few days, and so we kind of mended that, which greatly improved her behavior. Amazing what a little communication can do!
I don't know what it is...but the kids are driving me nuts during instruction; they are not responding to me like they usually do; I'm sure I'm getting tired, and they are being tossed between the two of us...many factors play in, but it's tough. I pray God's grace will be greater than what I can handle.
We have one student that we are trying to figure out...Professor Forshey, it's different (it being whatever is going on inside his head). I wish I had time and the words to type it out, but it's almost like Jeckel (sp?) and Hyde. I feel like something else is controlling him...maybe I should just pray over the room and over his desk...see what that will bring. He's bit pencils, stomped his feed, thrown a shoe, stayed out in the hall for a long time because he didn't want to do what we asked; today, he laid on the floor at the end of school and wouldn't get up. We've tried a checklist, a sticker chart with the best reward at school we can come up with, ignoring him, giving him room to cool off, having him participate, encouraging the good, etc. That's why we are going to meet with his mom this week to see if we can collaborate...We have an idea that just might work if we are all on board together!
We'll see!
I didn't get those materials to you today; hopefully tomorrow!
I did leave a message with one parent last night (an encouraging one), and the student came in this morning and told me (I could tell he was proud). I spoke with another student today about how we seemed to not be on the best of terms the past few days, and so we kind of mended that, which greatly improved her behavior. Amazing what a little communication can do!
I don't know what it is...but the kids are driving me nuts during instruction; they are not responding to me like they usually do; I'm sure I'm getting tired, and they are being tossed between the two of us...many factors play in, but it's tough. I pray God's grace will be greater than what I can handle.
We have one student that we are trying to figure out...Professor Forshey, it's different (it being whatever is going on inside his head). I wish I had time and the words to type it out, but it's almost like Jeckel (sp?) and Hyde. I feel like something else is controlling him...maybe I should just pray over the room and over his desk...see what that will bring. He's bit pencils, stomped his feed, thrown a shoe, stayed out in the hall for a long time because he didn't want to do what we asked; today, he laid on the floor at the end of school and wouldn't get up. We've tried a checklist, a sticker chart with the best reward at school we can come up with, ignoring him, giving him room to cool off, having him participate, encouraging the good, etc. That's why we are going to meet with his mom this week to see if we can collaborate...We have an idea that just might work if we are all on board together!
We'll see!
I didn't get those materials to you today; hopefully tomorrow!
Monday, December 7, 2009
Journal for 12/7/09 Tag Teaming
It nice not teaching this morning. (P.S. It took me over 40 minutes to get to school this morning:)). I did notice that my teacher called on one student in particular way more than any other student; I hope I was more mindful of that.
I noticed I was a bit more impatient with the students today; I think I just had a lot on my mind...
The whole "job" thing. As I got to thinking about it, it is going to be a 35-60 minute drive depending on the weather. I checked today, and I only get sub pay, not Title 1 aide pay. I don't receive any days off; I would just have to have a "no pay" day. And, I had already planned a trip in January that would but into that first week back at school (which could be cancelled if necessary).
Do you think, especially in light of the economy, that is unwise to just want to do more random stuff next semester...like sub, clean houses/businesses, and perhaps even nanny/babysit? I think my mind and spirit kind of need a break. I am not fearful of losing an opportunity to get my foot in the door at Eastern; if I would not end up following Tom, I would go wherever I could find a job or overseas or anything. I'm not worried about that.
I don't want to make a foolish decision, but I don't want to do what's "the best" in everyone else's eyes.
Just thought I would get your opinion if you don't mind playing mom or the "wise one" or something like that;)!
Have a good night.
I noticed I was a bit more impatient with the students today; I think I just had a lot on my mind...
The whole "job" thing. As I got to thinking about it, it is going to be a 35-60 minute drive depending on the weather. I checked today, and I only get sub pay, not Title 1 aide pay. I don't receive any days off; I would just have to have a "no pay" day. And, I had already planned a trip in January that would but into that first week back at school (which could be cancelled if necessary).
Do you think, especially in light of the economy, that is unwise to just want to do more random stuff next semester...like sub, clean houses/businesses, and perhaps even nanny/babysit? I think my mind and spirit kind of need a break. I am not fearful of losing an opportunity to get my foot in the door at Eastern; if I would not end up following Tom, I would go wherever I could find a job or overseas or anything. I'm not worried about that.
I don't want to make a foolish decision, but I don't want to do what's "the best" in everyone else's eyes.
Just thought I would get your opinion if you don't mind playing mom or the "wise one" or something like that;)!
Have a good night.
Friday, December 4, 2009
Journal for 12/4/09 8 Days but not counting...
They offered me a Title 1 position today. Last time I spoke with them about it, they already had someone lined up that "they owed". But today, the principal said they wanted me for the temporary fill! So, that's exciting! Nothing is ever final...is it? God is still in control.
Next week will probably be a little crazy. I asked my teacher if she wanted me to "take over" from math until science or what she wanted do with that non-instructional time. She said I can take them to lunch but for study hall, we could just tag team it; I don't think that is smart. It will confuse the students; they will not know who or how to respond. We both manage differently, and with the extra "crafts" and such...boy oh boy!
We'll see how it goes! They are starting to "shut down" a bit, BUT I think that is partly teacher controlled...we create the environment in which for them to shut down...
Yeah for your internship being over! That has to feel wonderful!!!
Next week will probably be a little crazy. I asked my teacher if she wanted me to "take over" from math until science or what she wanted do with that non-instructional time. She said I can take them to lunch but for study hall, we could just tag team it; I don't think that is smart. It will confuse the students; they will not know who or how to respond. We both manage differently, and with the extra "crafts" and such...boy oh boy!
We'll see how it goes! They are starting to "shut down" a bit, BUT I think that is partly teacher controlled...we create the environment in which for them to shut down...
Yeah for your internship being over! That has to feel wonderful!!!
Thursday, December 3, 2009
Journal for 12/3/09 Relief?
It's kind of weird....I thought I would feel relieved, but I don't. I wasn't really nervous once I got in there tonight....so maybe that's why I don't feel relieved. I'm not quite sure what to think of it all. It's weird.
I do appreciate you and the whole "panel"! The feedback was very helpful and hopefully I will be able to grow in those areas before a real interview!
I was discouraged that I could not properly answer the mastery question. But, that just showed me an area of growth. I equate some of that imcompetency to the fact that it is not my own classrooom, and I don't feel like everything I did was really up to par or how it would be officially done in my class. But, again...just an opportunity to grow. I'm still learning...
One more full day of teaching my own plans! I can't believe how fast it is gone. I'm still in a daze!
I hope you got home at a decent time tonight!
Your internship is done...correct?
I do appreciate you and the whole "panel"! The feedback was very helpful and hopefully I will be able to grow in those areas before a real interview!
I was discouraged that I could not properly answer the mastery question. But, that just showed me an area of growth. I equate some of that imcompetency to the fact that it is not my own classrooom, and I don't feel like everything I did was really up to par or how it would be officially done in my class. But, again...just an opportunity to grow. I'm still learning...
One more full day of teaching my own plans! I can't believe how fast it is gone. I'm still in a daze!
I hope you got home at a decent time tonight!
Your internship is done...correct?
Wednesday, December 2, 2009
Journal for 12/2/09 Interesting...
This is going to be a short journal, but one "episode" really caught my attention today. I told the music teacher to let me know how the students did for her because a few weeks back they were "horrible" for her, and we had to have a talk; they came up with their own consequences, etc. So today, I reminded them of the consequences that resulted for inappropriate behavior.
She came to me afterward and told me that they were wonderful, that they had improved a lot, and that because of this fact, she moved them to the center of the group for their program!!!
She was telling me this in the hall, and my teacher came out. I filled her in on some of what the music teacher had told me, and she asked, "My students?"
My students?
It was just interesting to me that she didn't even say "our students" or anything. I didn't take offense...obviously that is not what I do, but it just caught my attention.
I really enjoyed teaching this morning; AND, my students needed more time for journaling...woohoo! They WANTED (let me rephrase that) more time for journaling!
I got to see Smartboard in action today; I like those things. Do IWU students learn how to use those in Ed Tech now?
I will try to come over and see you tonight!! I need to fix my porfolio, which is taking me awhile, but I still want to come and be calmed by your presence and get some writing wisdom from you!
She came to me afterward and told me that they were wonderful, that they had improved a lot, and that because of this fact, she moved them to the center of the group for their program!!!
She was telling me this in the hall, and my teacher came out. I filled her in on some of what the music teacher had told me, and she asked, "My students?"
My students?
It was just interesting to me that she didn't even say "our students" or anything. I didn't take offense...obviously that is not what I do, but it just caught my attention.
I really enjoyed teaching this morning; AND, my students needed more time for journaling...woohoo! They WANTED (let me rephrase that) more time for journaling!
I got to see Smartboard in action today; I like those things. Do IWU students learn how to use those in Ed Tech now?
I will try to come over and see you tonight!! I need to fix my porfolio, which is taking me awhile, but I still want to come and be calmed by your presence and get some writing wisdom from you!
Tuesday, December 1, 2009
Journal for 12/1/09 Happy December!!
I'm not going to lie...this week will probably be my hardest just because I am fighting "the end". I feel like I should be done, and I don't like my teacher's holiday mindset, so it's kind of a mind battle I am having to fight...but that will only make me stronger!
I don't like holiday "crafts" unless they have an educational purpose....if it's a repsonse to a read-a-loud or reflective of what students are learning, then great. But I am not teaching art or home 'ec' (I have not idea how to spell that!). I know the kids get a little crazy this time of year, but I believe we should still expect the same from them. It's hard having to think through all this Christmas "stuff" when I will be going back to half a day next week and because I don't support it all. I feel like we're making excuses to not have to plan stuff. I realize the students do need breaks and that Christmas spirit is important, but it is important that learning is tied to it...and I'm afraid that is not what we are doing. I COULD try to tie it in, but with only 2 full days left, it seems like I should just wait for my time to do that...when I have my own class.
Thanks for all your help today! I appreciate it!
I don't like holiday "crafts" unless they have an educational purpose....if it's a repsonse to a read-a-loud or reflective of what students are learning, then great. But I am not teaching art or home 'ec' (I have not idea how to spell that!). I know the kids get a little crazy this time of year, but I believe we should still expect the same from them. It's hard having to think through all this Christmas "stuff" when I will be going back to half a day next week and because I don't support it all. I feel like we're making excuses to not have to plan stuff. I realize the students do need breaks and that Christmas spirit is important, but it is important that learning is tied to it...and I'm afraid that is not what we are doing. I COULD try to tie it in, but with only 2 full days left, it seems like I should just wait for my time to do that...when I have my own class.
Thanks for all your help today! I appreciate it!
Sunday, November 29, 2009
Journal for 11/25/09 Happy Late Thanksgiving
Seeing that you haven't posted either makes me feel better! I just didn't get to it on Wednesday and then have been traveling these past few days!
Wednesday...I just had to keep the kids under control. I myself was so ready for break. I know that the days before holidays are supposed to be "fun", but I would much rather keep the day normal with instruction because I feel as though the "funness" is a big part of what makes them crazy.
A few questions: Are you still coming on Tuesday?
Do you have any pointers for how I should prepare for the oral defense? I'm really not worried, but I want to prepare...just go over the questions?
Also, do I have to wear a suite or just professional attire?
I hope you had a wonderful Thanksgiving!
Only 2 1/2 weeks till the end!
See you soon!
Wednesday...I just had to keep the kids under control. I myself was so ready for break. I know that the days before holidays are supposed to be "fun", but I would much rather keep the day normal with instruction because I feel as though the "funness" is a big part of what makes them crazy.
A few questions: Are you still coming on Tuesday?
Do you have any pointers for how I should prepare for the oral defense? I'm really not worried, but I want to prepare...just go over the questions?
Also, do I have to wear a suite or just professional attire?
I hope you had a wonderful Thanksgiving!
Only 2 1/2 weeks till the end!
See you soon!
Tuesday, November 24, 2009
WRITING
And I want to meet to discuss writing. In fact, I know my 3rd observation is on Tuesday but could I still get observed one last time over a writing lesson after I've spoken with you?
I talked to my teacher about my frustration with it today, and she said I'm doing well, but I don't think I am...I definitely could use some help!!
What evenings are good for you, if any?
I talked to my teacher about my frustration with it today, and she said I'm doing well, but I don't think I am...I definitely could use some help!!
What evenings are good for you, if any?
Journal for 11/24/09 Still Learning...
Domain 7 Communication
You know the discipline situation from yesterday? Well, the mom went to the superintendent about it and I guess was upset about the whole thing. (and she showed no signs of that the entire time) Apparently, she referred to me as an instructional assistant and was upset that she hadn't received prior notice; she also thought her son's punishment was too harsh.
My teacher told me that the VP wanted to talk to me about it...that I had not done anything wrong, but he just wanted to talk to me. It was a great growing experience because I felt like he truly wanted to help me grow from the experience. I tried hard to balance defensiveness with letting him know my thought process. I guess I didn't realize that taking him to the office would equal suspension; perhaps that is why I hadn't made an effort to call his mom up until then. I was just still trying to get a feel for him and to chart his behavior so I would have evidence. I guess when it is something such as pushing and shoving, the parent should be notified of the behavior and that I am tracking it. It was just disappointing that she didn't handle it there with us but took it to the next level. I learned from the VP, and it wasn't awkward. I was thankful he approached it as such and was just willing to talk through it with me. I'm not quite sure of his exact purpose in doing so, but I think it was to help me grow professionally.
The want me to get my sub license so that I could sub for a maternity leave next semester. I am at the top of their list. I told them I was interested, but you know that is not my heart's desire at this point. It is just good to keep my options open and to get my foot in the door somewhere. Funny how I have made all these connections around here but come next August (Lord willing), I will be in an environment with to no connections. But who knows what could happen...God always has His plans to carry out!
Dr. Bennett is not coming; he can't fit it in. Just thought I'd let you know!!
One more day till break!
You know the discipline situation from yesterday? Well, the mom went to the superintendent about it and I guess was upset about the whole thing. (and she showed no signs of that the entire time) Apparently, she referred to me as an instructional assistant and was upset that she hadn't received prior notice; she also thought her son's punishment was too harsh.
My teacher told me that the VP wanted to talk to me about it...that I had not done anything wrong, but he just wanted to talk to me. It was a great growing experience because I felt like he truly wanted to help me grow from the experience. I tried hard to balance defensiveness with letting him know my thought process. I guess I didn't realize that taking him to the office would equal suspension; perhaps that is why I hadn't made an effort to call his mom up until then. I was just still trying to get a feel for him and to chart his behavior so I would have evidence. I guess when it is something such as pushing and shoving, the parent should be notified of the behavior and that I am tracking it. It was just disappointing that she didn't handle it there with us but took it to the next level. I learned from the VP, and it wasn't awkward. I was thankful he approached it as such and was just willing to talk through it with me. I'm not quite sure of his exact purpose in doing so, but I think it was to help me grow professionally.
The want me to get my sub license so that I could sub for a maternity leave next semester. I am at the top of their list. I told them I was interested, but you know that is not my heart's desire at this point. It is just good to keep my options open and to get my foot in the door somewhere. Funny how I have made all these connections around here but come next August (Lord willing), I will be in an environment with to no connections. But who knows what could happen...God always has His plans to carry out!
Dr. Bennett is not coming; he can't fit it in. Just thought I'd let you know!!
One more day till break!
Monday, November 23, 2009
Journal for 11/23/09 Finally
Domain 7 Communication
Funny how I have awaited this day for so long. I feel like I have not even been able to fully process the fact that I am almost done. I cannot believe that it's over; I have tried to stop and think about it, but my mind and heart are still racing 100 miles an hours. It's going to be hard to focus these next 2 days before Thanksgiving; I'm ready for a chance to truly take a break and just be. I hope I get that opportunity this weekend.
Although my lesson plans were pulled off at about 2:30 this morning, I still managed to squeeze out some instruction. I had a discipline issue to take care of this morning (we had to call a mom on Friday to come in today, and the vice principal or mom wanted me in there). I realized through this experience that I should not have waited till the 5th instance of "bullying"/"reacting" to call his mom, and I apologized to her and told her I was still learning too! I didn't even think about it because all along I was just thinking about the importance of keeping track of the behavior, so I could have record and chart consistency.
Again, I also learned that I don't like others to take over my lessons. Because I had to step out, my teacher taught spelling. Although I had written plans out and told her what to do, when I stepped in for a minute and came in to take back over, she was not doing my plans. I understand that she has her own way of doing things, but I was excited about that lesson (like I am of most lessons), and I wanted my students to experience it.
One more thing...it has been hard to be excited about teaching writing because it is so frustrating to work with students on writing. I am learning that I must keep the expectations simple. For example. I told them I need an attention-getter and a wrap up sentence in the intro (that's all I will grade on for that paragraph). Writing just seems like such an overwhelming task, and it takes so much time. Not to mention, you have to help edit over and over.
Tomorrow I am going to plan writing when the Title aide is in there! He's studying English, so I believe that will be super helpful!
Keep plugging away at your work! You can do it!
Funny how I have awaited this day for so long. I feel like I have not even been able to fully process the fact that I am almost done. I cannot believe that it's over; I have tried to stop and think about it, but my mind and heart are still racing 100 miles an hours. It's going to be hard to focus these next 2 days before Thanksgiving; I'm ready for a chance to truly take a break and just be. I hope I get that opportunity this weekend.
Although my lesson plans were pulled off at about 2:30 this morning, I still managed to squeeze out some instruction. I had a discipline issue to take care of this morning (we had to call a mom on Friday to come in today, and the vice principal or mom wanted me in there). I realized through this experience that I should not have waited till the 5th instance of "bullying"/"reacting" to call his mom, and I apologized to her and told her I was still learning too! I didn't even think about it because all along I was just thinking about the importance of keeping track of the behavior, so I could have record and chart consistency.
Again, I also learned that I don't like others to take over my lessons. Because I had to step out, my teacher taught spelling. Although I had written plans out and told her what to do, when I stepped in for a minute and came in to take back over, she was not doing my plans. I understand that she has her own way of doing things, but I was excited about that lesson (like I am of most lessons), and I wanted my students to experience it.
One more thing...it has been hard to be excited about teaching writing because it is so frustrating to work with students on writing. I am learning that I must keep the expectations simple. For example. I told them I need an attention-getter and a wrap up sentence in the intro (that's all I will grade on for that paragraph). Writing just seems like such an overwhelming task, and it takes so much time. Not to mention, you have to help edit over and over.
Tomorrow I am going to plan writing when the Title aide is in there! He's studying English, so I believe that will be super helpful!
Keep plugging away at your work! You can do it!
Saturday, November 21, 2009
Journal for 11/20/09 Praise God
So the other day, I prayed for grace with 3 of my students. I didn't think about it much throughout the day, but at the end of the day, as I was reflecting, I realized that God gave me situations with each of those students!!! WOW! I was so grateful and humbled.
Today, (Saturday) I woke up and my computer was infected...I'm going to cry just thinking about it. My dad was working this morning, but I was able to get ahold of him! I took it to him, and he fixed it for me. Praise GOD! I wasn't worried about it; it was just a surreal moment.
My computer is not reading CD's or my memory stick, so I haven't been able to back up my stuff. My dad was able to back my stuff up automatically to his serve though the other day, so praise God, again, that we did that.
That student that my teacher made the comment about. He is one of my students that I have really been working with/on, and he just has a bad attitude all the time. There are many reasons why he would "hate" teachers; I didn't take it personally. I was just wondering what was going through her head when she shared that with me. I would rather a student hate me for having high expectations than to be his friend and not challenge him to be more than he is.
Have fun working today...we'll just plug away together:)! Make sure to take a break somewhere in there!
Today, (Saturday) I woke up and my computer was infected...I'm going to cry just thinking about it. My dad was working this morning, but I was able to get ahold of him! I took it to him, and he fixed it for me. Praise GOD! I wasn't worried about it; it was just a surreal moment.
My computer is not reading CD's or my memory stick, so I haven't been able to back up my stuff. My dad was able to back my stuff up automatically to his serve though the other day, so praise God, again, that we did that.
That student that my teacher made the comment about. He is one of my students that I have really been working with/on, and he just has a bad attitude all the time. There are many reasons why he would "hate" teachers; I didn't take it personally. I was just wondering what was going through her head when she shared that with me. I would rather a student hate me for having high expectations than to be his friend and not challenge him to be more than he is.
Have fun working today...we'll just plug away together:)! Make sure to take a break somewhere in there!
Thursday, November 19, 2009
Journal for 11/19/09 Spelling
Domain 1 Content/Subject Matter
At the end of lunch today, one of the Title 1 aides and my teacher and I were discussing grammar and the comment was made that it is not in the standards. Then they mentioned that spelling was not in the standards and that the principal from last year had wanted them to get rid of their spelling books (I don't think my teacher ever mentioned her reasoning behind it). I could tell that my teacher was definitely not for that decision, and it just made me think about how we are so set in our ways, we don't even "see the light".
To me, if we are all instruction based on our specific standards then we will hit everything. Spelling, for so long, has just been give the words Monday, pretest Wednesday, final test on Thursday. To think anything different is radical:)! The old school ways just make me realize how we as teachers receive our stereotypes...the old school way of teacing doesn't really cause us to truly teach nor does it call us out of our comfort zones. I am not meaning to sound negative or disrepectful to my teacher or any other teachers; I am just thinking through it all.
My teacher told me yesterday that one of my students said he hates teachers after something I had said or did or something. And then today, she told me she heard him say it again. I am probably thinking about this way too much, but I was just wondering why she told me that. Is she trying to put me down or to make me feel bad? Because even if that's not her purpose, I just don't understand why you would say that to someone without backing it up with encouragement or "excuses" for the student. She wasn't pointing fingers at me or being cruel about it...and I definitely think it is important to know, but I hope that I would have handled that situation better.
Thanks for the helpful information in your last post. I will let you know if I can meet sometime soon!! I think it will be good once the portfolio is in, and I can really keen on some things that I want to do...like figuring out the comprehension issue and planning my writing lessons better, etc.
I love teaching! When does your principal"ing" end?
At the end of lunch today, one of the Title 1 aides and my teacher and I were discussing grammar and the comment was made that it is not in the standards. Then they mentioned that spelling was not in the standards and that the principal from last year had wanted them to get rid of their spelling books (I don't think my teacher ever mentioned her reasoning behind it). I could tell that my teacher was definitely not for that decision, and it just made me think about how we are so set in our ways, we don't even "see the light".
To me, if we are all instruction based on our specific standards then we will hit everything. Spelling, for so long, has just been give the words Monday, pretest Wednesday, final test on Thursday. To think anything different is radical:)! The old school ways just make me realize how we as teachers receive our stereotypes...the old school way of teacing doesn't really cause us to truly teach nor does it call us out of our comfort zones. I am not meaning to sound negative or disrepectful to my teacher or any other teachers; I am just thinking through it all.
My teacher told me yesterday that one of my students said he hates teachers after something I had said or did or something. And then today, she told me she heard him say it again. I am probably thinking about this way too much, but I was just wondering why she told me that. Is she trying to put me down or to make me feel bad? Because even if that's not her purpose, I just don't understand why you would say that to someone without backing it up with encouragement or "excuses" for the student. She wasn't pointing fingers at me or being cruel about it...and I definitely think it is important to know, but I hope that I would have handled that situation better.
Thanks for the helpful information in your last post. I will let you know if I can meet sometime soon!! I think it will be good once the portfolio is in, and I can really keen on some things that I want to do...like figuring out the comprehension issue and planning my writing lessons better, etc.
I love teaching! When does your principal"ing" end?
Wednesday, November 18, 2009
Journal for 11/18/09 Reflection Reflection...
Domain Methodology
Ok, so I really don't like grades. After "grading" papers today, and as I was reading your response, I realized that even more so that I don't like them. Maybe the child didn't pay attention or maybe they just rushed through (in my mind that's "their fault") but still, that grade will not reflect their true understanding. And if they don't "get it"...that's my fault; not theirs. I just feel stuck between a rock and hard place at this placement now with grades because I really don't know exactly how I feel about how it's done...something to continue to ponder.
Also, I realized that I am not looking forward to doing writing in this classroom because for one, many of my students struggle with writing (all the more reason to do it), and two because writing is hard to grade and score. I really need to get organized either this weekend on my writing. We are doing two writing assignments right now, and it will be interesting to see how they go and what I learn from them; it's all apart of the process!
Do you have any methods to offer for comprehension? Ways to prepare them for the "test" but not...what are some good ways to "paper assess" them for comprehension?? I have tried to not look at the end of the week tests and to quiz them on those, but my teacher said she has (even though she doesn't prefer that)...AH!
tips for teaching writing? (writing just seems like such a big task for students; I am going to break it down piece by piece and just teach mini lessons.I guess I need to make sure that I assess what I want to assess and anything else that I see "wrong", I will tuck that away for future lessons. I did find a rubric last night on which to base my "grading" for one of the assignments, so I'm sure it will come together. I just didn't know if you had any suggestions.
Also, at lunch, a teacher talked about diff. instruction. She said she doesn't know about it because we are all supposed to be different because God made us that way and some are just going to be "not as good" as others in certain things...interesting. What do you think of that?:)
Ok, so I really don't like grades. After "grading" papers today, and as I was reading your response, I realized that even more so that I don't like them. Maybe the child didn't pay attention or maybe they just rushed through (in my mind that's "their fault") but still, that grade will not reflect their true understanding. And if they don't "get it"...that's my fault; not theirs. I just feel stuck between a rock and hard place at this placement now with grades because I really don't know exactly how I feel about how it's done...something to continue to ponder.
Also, I realized that I am not looking forward to doing writing in this classroom because for one, many of my students struggle with writing (all the more reason to do it), and two because writing is hard to grade and score. I really need to get organized either this weekend on my writing. We are doing two writing assignments right now, and it will be interesting to see how they go and what I learn from them; it's all apart of the process!
Do you have any methods to offer for comprehension? Ways to prepare them for the "test" but not...what are some good ways to "paper assess" them for comprehension?? I have tried to not look at the end of the week tests and to quiz them on those, but my teacher said she has (even though she doesn't prefer that)...AH!
tips for teaching writing? (writing just seems like such a big task for students; I am going to break it down piece by piece and just teach mini lessons.I guess I need to make sure that I assess what I want to assess and anything else that I see "wrong", I will tuck that away for future lessons. I did find a rubric last night on which to base my "grading" for one of the assignments, so I'm sure it will come together. I just didn't know if you had any suggestions.
Also, at lunch, a teacher talked about diff. instruction. She said she doesn't know about it because we are all supposed to be different because God made us that way and some are just going to be "not as good" as others in certain things...interesting. What do you think of that?:)
Tuesday, November 17, 2009
Journal for 11/17/09 Grading
Domain 7 Communication
Something I realized today, as I was reflecting, is that I have not created any rubrics or given students very clear expectations on certain things....oops! That has made some things hard to grade, which makes complete sense now, but I just didn't realize it BEFORE I gave the assignments...something to think about in the next few weeks and for the future.
My teacher and I talked about student grades today because midterms went out. I asked her how she thought they were in comparison to previous midterms/report cards; she said they were higher. I was thinking they might actually be lower (at least reading because I've struggled with teaching comprehension). I thought maybe she thought I was glad their grades had raised to reflect me but that's not it at ALL! I just told her that I see grades as reflecting what students know, and if their grades don't reflect that, then I do something about it...either the assessment was poor or my teaching was...or they didn't read directions/take their time...these are all very hard things to balance. She understood but said the parents see the grade and if it is lower, they are more likely to do something about it. She wasn't upset by any means...again, it's just differing philosophies. We just talked through a few things concerning this matter and hopefully between both our thoughts and "ways" of doing things, I'll figure out a better system that will meet my expectations, her expecations, and parent expectations.
I see "grades" in a whole new light now...I don't grade; I assess...BIG DIFFERENCE!
Something I realized today, as I was reflecting, is that I have not created any rubrics or given students very clear expectations on certain things....oops! That has made some things hard to grade, which makes complete sense now, but I just didn't realize it BEFORE I gave the assignments...something to think about in the next few weeks and for the future.
My teacher and I talked about student grades today because midterms went out. I asked her how she thought they were in comparison to previous midterms/report cards; she said they were higher. I was thinking they might actually be lower (at least reading because I've struggled with teaching comprehension). I thought maybe she thought I was glad their grades had raised to reflect me but that's not it at ALL! I just told her that I see grades as reflecting what students know, and if their grades don't reflect that, then I do something about it...either the assessment was poor or my teaching was...or they didn't read directions/take their time...these are all very hard things to balance. She understood but said the parents see the grade and if it is lower, they are more likely to do something about it. She wasn't upset by any means...again, it's just differing philosophies. We just talked through a few things concerning this matter and hopefully between both our thoughts and "ways" of doing things, I'll figure out a better system that will meet my expectations, her expecations, and parent expectations.
I see "grades" in a whole new light now...I don't grade; I assess...BIG DIFFERENCE!
Monday, November 16, 2009
Journal for 11/16/09 Standards
Domain 4
One thing that frustrates me is that I have to stretch to meet standards. Since it appears that my school teaches more curriculum based than standards based the two do not always align. Even though the curriculum is "tied" to standards, it isn't. The concepts that the curriculum assesses are not what should be assessed according to the standards. I just don't get that, and I don't like creating poor plans based on that fact. I guess they aren't poor, but they are not what they should be because I have expectations that I have to meet even though I would rather meet the standards...does that make sense?
Sorry about all my SA's not having how I will continue to grow; I wasn't sure about that, and I didn't want to put it in there and make them longer if I didn't have to. Why I didn't look it up, I don't really know. Approximately how long should they be a piece?
I had a sub for my aide today, and it was just nice having someone that wanted to stay busy; sometimes, I feel like the aide would like to get by with not doing as much, but perhaps that is because I need to give her more work to do with the children and not just paper work?!?
See you tomorrow!
One thing that frustrates me is that I have to stretch to meet standards. Since it appears that my school teaches more curriculum based than standards based the two do not always align. Even though the curriculum is "tied" to standards, it isn't. The concepts that the curriculum assesses are not what should be assessed according to the standards. I just don't get that, and I don't like creating poor plans based on that fact. I guess they aren't poor, but they are not what they should be because I have expectations that I have to meet even though I would rather meet the standards...does that make sense?
Sorry about all my SA's not having how I will continue to grow; I wasn't sure about that, and I didn't want to put it in there and make them longer if I didn't have to. Why I didn't look it up, I don't really know. Approximately how long should they be a piece?
I had a sub for my aide today, and it was just nice having someone that wanted to stay busy; sometimes, I feel like the aide would like to get by with not doing as much, but perhaps that is because I need to give her more work to do with the children and not just paper work?!?
See you tomorrow!
Friday, November 13, 2009
Journal for 11/13/09 Friday Thoughts...
Domain Methodology
Hmmmm...let's see; what do I want to journal about today?
Well, one thing that I was thinking about today is just how hard it is as a beginning teacher because you have nothing. I mean, if I had taught third grade for 10 years already, I would have a better understanding of the curriculum/standards and what kids are to know. I was going to say that I would have lessons planned already, but that is not correct seeing that each class will be different from year to year, and I will need to plan instruction based off of so many factors...at least I would have a basis though of which to go off.
I started one of my students (probably the "smartest" as they would call her) on a extra project today to give her a "challenge". I am going to have her do some sort of report on China (because she is learning Chinese). She was interested, so I jumped upon that. I am going to give her freedom to do what she wants...a paper, a poster, a game, etc. So we'll see how that ends up. The library there only gave her one book, so I guess I will need to find more for her.
I think my relationships with the teachers/aides are continuing to grow; it's cool. I just love it.
I used a water bottle to help keep my students focused today. They were doing probability experiments, and I threatened to squirt them with the overhead bottle if they talked, so they all started talking. Then I said I would spray them if they were focused on their work...look how that negative reinforcing turned into a positive one! They loved it!
I also started a game of 500 today at recess, which got a few kids moving and playing that don't normally. I also played jump rope with them during their Fantastic Friday reward time for a few minutes...just a small way to get connected to them and one way to move from being a good teacher to a great one.
Hmmmm...let's see; what do I want to journal about today?
Well, one thing that I was thinking about today is just how hard it is as a beginning teacher because you have nothing. I mean, if I had taught third grade for 10 years already, I would have a better understanding of the curriculum/standards and what kids are to know. I was going to say that I would have lessons planned already, but that is not correct seeing that each class will be different from year to year, and I will need to plan instruction based off of so many factors...at least I would have a basis though of which to go off.
I started one of my students (probably the "smartest" as they would call her) on a extra project today to give her a "challenge". I am going to have her do some sort of report on China (because she is learning Chinese). She was interested, so I jumped upon that. I am going to give her freedom to do what she wants...a paper, a poster, a game, etc. So we'll see how that ends up. The library there only gave her one book, so I guess I will need to find more for her.
I think my relationships with the teachers/aides are continuing to grow; it's cool. I just love it.
I used a water bottle to help keep my students focused today. They were doing probability experiments, and I threatened to squirt them with the overhead bottle if they talked, so they all started talking. Then I said I would spray them if they were focused on their work...look how that negative reinforcing turned into a positive one! They loved it!
I also started a game of 500 today at recess, which got a few kids moving and playing that don't normally. I also played jump rope with them during their Fantastic Friday reward time for a few minutes...just a small way to get connected to them and one way to move from being a good teacher to a great one.
Thursday, November 12, 2009
Journal for 11/12/09 Moving on Up
Domain 6 Management in all ways (class, time, and behavior)
Sorry it didn't work out today. I read your email at school this morning but I was only on there to get a website for my students, so I didn't respond.
I don't know if that consequence will change his behavior. It might be enjoyable for him to just do whatever he wants at home?!?
I spoke with the EH teacher today about one of my students; I wanted to get some ideas on working with one of my students, who does not have an emotional or behavioral disability but has anger problems. I'm excited to try my plan!!!
Also, I am really getting closer to my teacher. It's so great! She is trusting me more, and I am learning how to balance in her class more. It's really neat.
I implemented my idea about the music stand for my student that has to be moving. I think it's going to work!! Yeah for LDA!
The end of the day went well, and work time went well pretty well too. I am really cracking down on remaining in their seats and raising hands, being patient until I get them, and also trying to answer their own questions. At the end of the day, they were all packed up and ready to go, with chairs up and behind their desks; it was so exciting. I did my best to get around to students while they were working on science...checking assignment books and making sure homework was in folders!!
I'm catching on; we're getting into the flow! YEAH!
Tuesday observation? What about math? at 10 a.m.?
Sorry it didn't work out today. I read your email at school this morning but I was only on there to get a website for my students, so I didn't respond.
I don't know if that consequence will change his behavior. It might be enjoyable for him to just do whatever he wants at home?!?
I spoke with the EH teacher today about one of my students; I wanted to get some ideas on working with one of my students, who does not have an emotional or behavioral disability but has anger problems. I'm excited to try my plan!!!
Also, I am really getting closer to my teacher. It's so great! She is trusting me more, and I am learning how to balance in her class more. It's really neat.
I implemented my idea about the music stand for my student that has to be moving. I think it's going to work!! Yeah for LDA!
The end of the day went well, and work time went well pretty well too. I am really cracking down on remaining in their seats and raising hands, being patient until I get them, and also trying to answer their own questions. At the end of the day, they were all packed up and ready to go, with chairs up and behind their desks; it was so exciting. I did my best to get around to students while they were working on science...checking assignment books and making sure homework was in folders!!
I'm catching on; we're getting into the flow! YEAH!
Tuesday observation? What about math? at 10 a.m.?
Wednesday, November 11, 2009
Journal for 11/11/09 First time for most things...right?
Domain 6 Management
We had a Veteran's Day program today at school, which was wonderful but caused most of the morning's instruction time to be lost and the students to be a little wired before hand. Once I have my own class, it will be something to consider and think through/about.
One of my students got suspended today. I have had to deal with a few behavior issues with him, but this one was reason to send him to the vice principal's office. He hit another student in the face with his sweatshirt. What I didn't know is that he was on a 3 strike system, and this was his 3rd strike. I wasn't bothered by the fac that I was the one to take him down or send him there; I knew that was necessary, but I just hate it for him. I'm not sure how I feel about it...he needs a behavior plan set up...difficult background, unstable home, etc.
My teacher and I talked about a few students who we might refer for the RTI process. It was neat to think through it all with her.
I was going to use technology this morning; I was wondering if it was going to go well; it didn't work. That's ok...plan...like t worked:)
You could come tomorrow; the afternoon is probably best because library is in the morning, and we're also going to be using the computer lab. Would around 2 work for you?
See you then!
P.S. I spelled progress wrong on my last title:)
We had a Veteran's Day program today at school, which was wonderful but caused most of the morning's instruction time to be lost and the students to be a little wired before hand. Once I have my own class, it will be something to consider and think through/about.
One of my students got suspended today. I have had to deal with a few behavior issues with him, but this one was reason to send him to the vice principal's office. He hit another student in the face with his sweatshirt. What I didn't know is that he was on a 3 strike system, and this was his 3rd strike. I wasn't bothered by the fac that I was the one to take him down or send him there; I knew that was necessary, but I just hate it for him. I'm not sure how I feel about it...he needs a behavior plan set up...difficult background, unstable home, etc.
My teacher and I talked about a few students who we might refer for the RTI process. It was neat to think through it all with her.
I was going to use technology this morning; I was wondering if it was going to go well; it didn't work. That's ok...plan...like t worked:)
You could come tomorrow; the afternoon is probably best because library is in the morning, and we're also going to be using the computer lab. Would around 2 work for you?
See you then!
P.S. I spelled progress wrong on my last title:)
Tuesday, November 10, 2009
Journal for 11/10/09 Progres already!
Domain 5 Methodology
Domain 7 Communication
Some good things about my student who always frowns...he got into math today (actually all my students did), my teacher told me he was excited to journal on Friday when I was gone, and yesterday he loved science (which she later told me he does!). I've learned that using him for demonstrations is a great way to get him involved! Yesterday during science he even shared answers out loud! WOOHOO!
I tried more direct instruction today, more individual work, but still hands on with some good examples. They responded well, and I think we will get the results my teacher is looking for. It wasn't bad; it was a good day, and the students seemed to do well. I was so excited that they grasped the concepts in science...energy flow, food chain, herbivores, etc. They even were biting on so well to the lesson that I took their interest a bit further than planned! YEAH! So that will probably be my subject where I do more of my own thing. BUT, my teacher is gaining ideas from that. She said she likes what I do in science and before, I think they just read and talked about it...Do I hear an artifact??:)
Real quick before I forget...I did my TWS on a whole literacy unit...grammar, vocab, spelling, reading...is that ok or should I have done just one topic from one subject? It's not too late to change if necessary!
I also had a chance to speak with my teacher a bit about my philosophy. Tom had challenged me last night to at least verbalize it because I am going to have to do that one day. I wasn't sure how this would happen/work out because I didn't know if it was the best thing. But just through talking today, it came up again and even though I didn't share everything, I was able to just talk about how I believe in group work but with the pressures put on teachers, it's hard (I hope I didn't use the word impossible because even though I think it is, I didn't want to offend her by coming across as a know-it-all) to do when you have tests and expectations to meet. So we just talked about standardize testing and how it seems contradictory with how they are wanting us to teach and yet, what better way is truly out there?
Have a great night!
Domain 7 Communication
Some good things about my student who always frowns...he got into math today (actually all my students did), my teacher told me he was excited to journal on Friday when I was gone, and yesterday he loved science (which she later told me he does!). I've learned that using him for demonstrations is a great way to get him involved! Yesterday during science he even shared answers out loud! WOOHOO!
I tried more direct instruction today, more individual work, but still hands on with some good examples. They responded well, and I think we will get the results my teacher is looking for. It wasn't bad; it was a good day, and the students seemed to do well. I was so excited that they grasped the concepts in science...energy flow, food chain, herbivores, etc. They even were biting on so well to the lesson that I took their interest a bit further than planned! YEAH! So that will probably be my subject where I do more of my own thing. BUT, my teacher is gaining ideas from that. She said she likes what I do in science and before, I think they just read and talked about it...Do I hear an artifact??:)
Real quick before I forget...I did my TWS on a whole literacy unit...grammar, vocab, spelling, reading...is that ok or should I have done just one topic from one subject? It's not too late to change if necessary!
I also had a chance to speak with my teacher a bit about my philosophy. Tom had challenged me last night to at least verbalize it because I am going to have to do that one day. I wasn't sure how this would happen/work out because I didn't know if it was the best thing. But just through talking today, it came up again and even though I didn't share everything, I was able to just talk about how I believe in group work but with the pressures put on teachers, it's hard (I hope I didn't use the word impossible because even though I think it is, I didn't want to offend her by coming across as a know-it-all) to do when you have tests and expectations to meet. So we just talked about standardize testing and how it seems contradictory with how they are wanting us to teach and yet, what better way is truly out there?
Have a great night!
Monday, November 9, 2009
Journal for 11/9/09 Philosophies
Domain 4
So, today was my first day to teach all day, which was just fine! YEAH!
After school, though, my teacher and I talked a bit here and there, and bascially I have come to discover that our philosophies differ. She mentioned that a student made a comment about hating group work, which I do a lot of. And so she used that opportunity to tell me that maybe I should back off on the group work. She wasn't pushy or annoyed or anything. She said that she knows that's what they are teaching us "now days". She also said that she has to prepare them for ISTEP. She also said that she sees some kids not working well in groups and watches while others carry the workload and grade. She thinks more instruction might be best. (I know those sentences are choppy and don't flow, but I just trying to hit the main points here.)
I know why I do group work, and I know that it is not going to come to these kids over night. But today, before I spoke with her, I also realized that I need to do more direction instruction because that is what these students are used to. Their reading test scores were lower last week, and she mentioned that she didn't see much comprehension going on, which is what I actually tried to focus on last week...ha! I asked her if she had any ideas/strategies for comprehension, and her first answer was, "just ask a lot of questions; stop when they are reading after every page and ask questions." She did offer me more than that later on, but OH MY!
So, it is going to be very hard to find a balance between giving them the info and helping them discover it. I just feel like I'm not being true to what I know but if I teach that way, then my kids are learning the way my teacher wants to see them "learning". I have always been one to defend myself and explain myself, but I have tried to just take her comments/suggestions and not react. Today, I did that at first and then I tried to explain more of my thinking just so she would know that I had been thinking through all of it and so she would know where I was coming from. It probably didn't come off the greatest. I just talked about how that is what they teach us but that I do it for more than just "because that's what they teach us" and that I am getting a feel for how they work in groups and as a team, and that I have realized it's not going to come over night but that I also know they aren't used to this kind of instruction, and it's not my place to come in and change that in 8 weeks ( along those lines). I probably should've just kept my mouth shut because I didn't do a good job of explaining myself. I would love to share the theory and purpose behind it all, but I don't think in this situation that it is worth it.
I think she thinks I do what I do because it's "fun". That word bothers me in education. It has nothing to do with fun. WHen she was talking about more direction instruction, she said, "I know it's not as fun." That makes me sad!
That helped to get all that out! I will continue to think through it all. It's just hard because everything you have suggested and would want me to do (and every professor for that matter) is not understood as much by her. Not just that, but everything I believe in, education wise, is not seen as beneficial to the classroom (ok, not everything, but you know what I mean).
It is my responsibility to find a happy balance...God give me the grace to do such!
So, today was my first day to teach all day, which was just fine! YEAH!
After school, though, my teacher and I talked a bit here and there, and bascially I have come to discover that our philosophies differ. She mentioned that a student made a comment about hating group work, which I do a lot of. And so she used that opportunity to tell me that maybe I should back off on the group work. She wasn't pushy or annoyed or anything. She said that she knows that's what they are teaching us "now days". She also said that she has to prepare them for ISTEP. She also said that she sees some kids not working well in groups and watches while others carry the workload and grade. She thinks more instruction might be best. (I know those sentences are choppy and don't flow, but I just trying to hit the main points here.)
I know why I do group work, and I know that it is not going to come to these kids over night. But today, before I spoke with her, I also realized that I need to do more direction instruction because that is what these students are used to. Their reading test scores were lower last week, and she mentioned that she didn't see much comprehension going on, which is what I actually tried to focus on last week...ha! I asked her if she had any ideas/strategies for comprehension, and her first answer was, "just ask a lot of questions; stop when they are reading after every page and ask questions." She did offer me more than that later on, but OH MY!
So, it is going to be very hard to find a balance between giving them the info and helping them discover it. I just feel like I'm not being true to what I know but if I teach that way, then my kids are learning the way my teacher wants to see them "learning". I have always been one to defend myself and explain myself, but I have tried to just take her comments/suggestions and not react. Today, I did that at first and then I tried to explain more of my thinking just so she would know that I had been thinking through all of it and so she would know where I was coming from. It probably didn't come off the greatest. I just talked about how that is what they teach us but that I do it for more than just "because that's what they teach us" and that I am getting a feel for how they work in groups and as a team, and that I have realized it's not going to come over night but that I also know they aren't used to this kind of instruction, and it's not my place to come in and change that in 8 weeks ( along those lines). I probably should've just kept my mouth shut because I didn't do a good job of explaining myself. I would love to share the theory and purpose behind it all, but I don't think in this situation that it is worth it.
I think she thinks I do what I do because it's "fun". That word bothers me in education. It has nothing to do with fun. WHen she was talking about more direction instruction, she said, "I know it's not as fun." That makes me sad!
That helped to get all that out! I will continue to think through it all. It's just hard because everything you have suggested and would want me to do (and every professor for that matter) is not understood as much by her. Not just that, but everything I believe in, education wise, is not seen as beneficial to the classroom (ok, not everything, but you know what I mean).
It is my responsibility to find a happy balance...God give me the grace to do such!
Thursday, November 5, 2009
Journal for 11/5/09
My professor said I didn't have to blog today, so I guess I won't. The only thing I had to say is....study time...my students have a lot to learn. Also...learning to use aides as resources to the fullest. Ok, I'm done!
Don't party too hard!
Wednesday, November 4, 2009
Journal for 11/4/09 Yeah for more!
Domain 5 Methodology
Domain 6 Management
I LOVE TEACHING! Man, the days go by so fast; sometimes it’s hard to think about everything that is going on in a single moment, but I am learning so much. I am learning how to help my struggling students during group instruction. I am learning the purpose of assessment and what I want that to look like. As I was putting in grades today, I realized that many of my grades are 100%. I wondered what my teacher would think of this. The thing is, is that if students don’t do well, I’m not looking at that grade as a grade but in a way that tells me they did not get something. I try to pull them back and help them individually. I know she does this too, but I just wonder what she thinks of some of my assessments and my methods of assessing.
I did a vocabulary book with my students today, and I think most of them really enjoyed it because many of them LOVE drawing! I don’t know if I thought about it totally as I was planning this idea out, but it definitely built upon their abilities and interests. I had them draw pictures of their vocab words, which helped them learn the words because they had to first understand before they could draw. It was simple, but they loved it!
I was wondering, before today, if I would feel dead or overwhelmed or bored/tired with teaching all morning, but I wasn’t! I LOVE it! Grant it, there’s a lot more to do at the end of the day, but that is the name of the game!
There are so many minute details that play into the day...a few students not turning in assignments; having to redo; rushing; randomly cleaning their desks; jaws hurting; headaches. During work time, the students FLOCK to me (or the teacher). I don't like this. I was wondering if my teacher was secretly chuckling today because today was sort of the first day I was "in charge" of work time (I guess you could say). My overwhelm"ness" came from the fact that those students should not be used to getting up like that. There is no structure to that room. Already I can see a difference in my students...desks aren't as messy, they are doing better in the halls and for others, taking work more seriously, etc. But once they receive a little freedom, all of that goes out the door. So I was thinking of ways to try to put an end to the "teacher, teacher!!" mindedness of them during work time. I thought about setting up a mock "doctor's office" where throughout the morning or during work time they have to sign in and state what they need help with. Then, one by one, I will call them back. Until then, they need to work on something else. This will teach them patience, responsibility, prioritizing, and hopefully will help them to realize they are not the only student in the classroom...what do you think? Do you have any other ideas?
I will see you tomorrow night at Baldwin at 5!
Domain 6 Management
I LOVE TEACHING! Man, the days go by so fast; sometimes it’s hard to think about everything that is going on in a single moment, but I am learning so much. I am learning how to help my struggling students during group instruction. I am learning the purpose of assessment and what I want that to look like. As I was putting in grades today, I realized that many of my grades are 100%. I wondered what my teacher would think of this. The thing is, is that if students don’t do well, I’m not looking at that grade as a grade but in a way that tells me they did not get something. I try to pull them back and help them individually. I know she does this too, but I just wonder what she thinks of some of my assessments and my methods of assessing.
I did a vocabulary book with my students today, and I think most of them really enjoyed it because many of them LOVE drawing! I don’t know if I thought about it totally as I was planning this idea out, but it definitely built upon their abilities and interests. I had them draw pictures of their vocab words, which helped them learn the words because they had to first understand before they could draw. It was simple, but they loved it!
I was wondering, before today, if I would feel dead or overwhelmed or bored/tired with teaching all morning, but I wasn’t! I LOVE it! Grant it, there’s a lot more to do at the end of the day, but that is the name of the game!
There are so many minute details that play into the day...a few students not turning in assignments; having to redo; rushing; randomly cleaning their desks; jaws hurting; headaches. During work time, the students FLOCK to me (or the teacher). I don't like this. I was wondering if my teacher was secretly chuckling today because today was sort of the first day I was "in charge" of work time (I guess you could say). My overwhelm"ness" came from the fact that those students should not be used to getting up like that. There is no structure to that room. Already I can see a difference in my students...desks aren't as messy, they are doing better in the halls and for others, taking work more seriously, etc. But once they receive a little freedom, all of that goes out the door. So I was thinking of ways to try to put an end to the "teacher, teacher!!" mindedness of them during work time. I thought about setting up a mock "doctor's office" where throughout the morning or during work time they have to sign in and state what they need help with. Then, one by one, I will call them back. Until then, they need to work on something else. This will teach them patience, responsibility, prioritizing, and hopefully will help them to realize they are not the only student in the classroom...what do you think? Do you have any other ideas?
I will see you tomorrow night at Baldwin at 5!
Tuesday, November 3, 2009
Journal for 11/3/09 A Day of Blessings
Domain 2 Personal Development
I have been burdened by this placement recently...just wondering if my teacher agrees with anything I do (just to name an example). She began this morning by asking if she was giving me enough feedback. She said she had been thinking about it, and she says a lot of things to work on, and she didn't know if it was too much. I told her the more feedback she could give me, the better I would become. I was just thinking last night and this morning how much I just want to be mentored through this. I know you are definitely in that role, but I want to be believed in my the people that are with me and see me every day. Perhaps I have come off as too much of a threat or something, but I just want to be encouraged. I don't mean that selfishly, just innately (if that makes sense). My disposition and midterm were positive; she shared all great things. She didn't score me perfect in everything, and those areas are definitely ones in which I need to grow and with with I competely agreed.
I also made more connections with the teachers at lunch today; one in particular. I had also talked with her out at recess yesterday so that helped a lot!
I got to know my struggling student a bit more today. I rearranged the room, and I think it is a much better fit for my students. If I have my way, it will stay like that till I leave. My 4 main guys that I need to keep an eye on are easily accessible, and students are not in groups, therefore, eliminating distractions. They did so well today. I am learning to pace better. I did not get everyone done yesterday or today that I wanted, but I am doing better and better.
I am learning that the more I try to "cram" in, the less learning and organization takes place. At the end of school today, things were crazy because my teacher went all the way up to the bell! That makes it difficult to check assignment books and get students organized. But, this morning, most of my students remained organized; their desks seemed less cluttered and...OH! It was just wonderful!
I had a student try to make himself sick today...because he didn't want to do something and then wanted to go to the nurse. :)
I know that when my teacher is in the room, and I know she is watching me, I am more selective of what I do/say/how I handle situations, only because I am afraid of what she will think. I know what I want to do/think/say, but I don't know if she'll agree. You're right...it's differing philosophies. She had told me before that she had worked to keep the green folders/assignment books on desks, so I don't know why I wanted to try without asking her; that was my bad.
I will see you in just 2 days!
I have been burdened by this placement recently...just wondering if my teacher agrees with anything I do (just to name an example). She began this morning by asking if she was giving me enough feedback. She said she had been thinking about it, and she says a lot of things to work on, and she didn't know if it was too much. I told her the more feedback she could give me, the better I would become. I was just thinking last night and this morning how much I just want to be mentored through this. I know you are definitely in that role, but I want to be believed in my the people that are with me and see me every day. Perhaps I have come off as too much of a threat or something, but I just want to be encouraged. I don't mean that selfishly, just innately (if that makes sense). My disposition and midterm were positive; she shared all great things. She didn't score me perfect in everything, and those areas are definitely ones in which I need to grow and with with I competely agreed.
I also made more connections with the teachers at lunch today; one in particular. I had also talked with her out at recess yesterday so that helped a lot!
I got to know my struggling student a bit more today. I rearranged the room, and I think it is a much better fit for my students. If I have my way, it will stay like that till I leave. My 4 main guys that I need to keep an eye on are easily accessible, and students are not in groups, therefore, eliminating distractions. They did so well today. I am learning to pace better. I did not get everyone done yesterday or today that I wanted, but I am doing better and better.
I am learning that the more I try to "cram" in, the less learning and organization takes place. At the end of school today, things were crazy because my teacher went all the way up to the bell! That makes it difficult to check assignment books and get students organized. But, this morning, most of my students remained organized; their desks seemed less cluttered and...OH! It was just wonderful!
I had a student try to make himself sick today...because he didn't want to do something and then wanted to go to the nurse. :)
I know that when my teacher is in the room, and I know she is watching me, I am more selective of what I do/say/how I handle situations, only because I am afraid of what she will think. I know what I want to do/think/say, but I don't know if she'll agree. You're right...it's differing philosophies. She had told me before that she had worked to keep the green folders/assignment books on desks, so I don't know why I wanted to try without asking her; that was my bad.
I will see you in just 2 days!
Monday, November 2, 2009
Journal for 11/2/09 It's been awhile...
Domain 8 Global & Multicultural Perspectives
Today, the principal came in and passed out pencils for those on honor roll, which, of course, I did agree with. As he was getting ready to leave he challenged the students with adding 4 more students to that number by the end of the semester. After he left, my teacher proceeded to say that she thought 19 (which would be 6 more) could achieve honor roll. She asked me, "Don't you think so Miss Lewton?" I responded that I believed that that many plus more (EVERYONE) could achieve that. I wondered if this "erked" my teacher at all. She didn't seem to really jump on that ban wagon with me. How awful to make your students think that they can't achieve something...I wonder if any of them thought that they would be the 3 she could see "not making" it. Perhaps they didn't think a thing about it. I am just kind of disappointed in how much this school exploits honor roll/grades in front of all students. I have to be mindful of this when I get out there...I just must be.
I have a student that I'm just not sure how to reach. I am really trying hard to "check" all my students throughout instruction and work time. I am trying to move around the room more, use less "out loud" focusing tecniques (or use whole class instead of individual), etc. This student though...he is never on task, is almost always frowning, is hard to make that connection with. My teacher and I talked about it today, and we are both perplexed. Hopefully, between the two of us we will come up with a few ideas. I just need to work on getting to know him and earning his trust. (note to self)
I implemented the checklists on the desks today. I laminated them and then realized that I had to give them all a dry erase marker. Which is ok, but today they were playing with them, decorating them, etc. I'm ok with this because I know it will take time to adjust to and now that I know how they are with them, I can crack down on appropriate behaviors with them. It is hard since my teacher and I are still team teaching. I don't know if she is too fond of the idea. She didn't seem to excited. I think it is a great idea and worth trying but like anything, again, it takes time, practice, and repetition. I did have on there for them to put their assignment books and folders in their desks (trying to remove the clutter); I thought trying it for a week would be a good idea, but my teacher reminded me that she doesn't want that since she worked hard to establish keeping them on the desks, which I can respect and follow. I just don't know if it's the best idea. I should have asked her about this one first; I'm not sure why I didn't.
I haven't heard back from the DOE, but as soon as I do I'll let you know for my 2nd observation!
Have a great evening!
Today, the principal came in and passed out pencils for those on honor roll, which, of course, I did agree with. As he was getting ready to leave he challenged the students with adding 4 more students to that number by the end of the semester. After he left, my teacher proceeded to say that she thought 19 (which would be 6 more) could achieve honor roll. She asked me, "Don't you think so Miss Lewton?" I responded that I believed that that many plus more (EVERYONE) could achieve that. I wondered if this "erked" my teacher at all. She didn't seem to really jump on that ban wagon with me. How awful to make your students think that they can't achieve something...I wonder if any of them thought that they would be the 3 she could see "not making" it. Perhaps they didn't think a thing about it. I am just kind of disappointed in how much this school exploits honor roll/grades in front of all students. I have to be mindful of this when I get out there...I just must be.
I have a student that I'm just not sure how to reach. I am really trying hard to "check" all my students throughout instruction and work time. I am trying to move around the room more, use less "out loud" focusing tecniques (or use whole class instead of individual), etc. This student though...he is never on task, is almost always frowning, is hard to make that connection with. My teacher and I talked about it today, and we are both perplexed. Hopefully, between the two of us we will come up with a few ideas. I just need to work on getting to know him and earning his trust. (note to self)
I implemented the checklists on the desks today. I laminated them and then realized that I had to give them all a dry erase marker. Which is ok, but today they were playing with them, decorating them, etc. I'm ok with this because I know it will take time to adjust to and now that I know how they are with them, I can crack down on appropriate behaviors with them. It is hard since my teacher and I are still team teaching. I don't know if she is too fond of the idea. She didn't seem to excited. I think it is a great idea and worth trying but like anything, again, it takes time, practice, and repetition. I did have on there for them to put their assignment books and folders in their desks (trying to remove the clutter); I thought trying it for a week would be a good idea, but my teacher reminded me that she doesn't want that since she worked hard to establish keeping them on the desks, which I can respect and follow. I just don't know if it's the best idea. I should have asked her about this one first; I'm not sure why I didn't.
I haven't heard back from the DOE, but as soon as I do I'll let you know for my 2nd observation!
Have a great evening!
Wednesday, October 28, 2009
Journal for 10/28/09 PT Conferences
Domain 7 Communication
One of the parents today said that she told her student, “It doesn’t matter what you know; it’s what you put on the paper.” This crushed me. To think that we have even warped parents’ minds to believe that the grade is all that matters. This particular student rushes through his work, and so a lot of what we talked about at his conference had to do with the fact that he knows it; he just doesn’t take his time to think through the questions or what he is doing. My teacher agreed with her for the purpose of ISTEP, but there has to be a better way. I would hope that I would be fostering ways to show what this student knows, truly reflecting his knowledge…not just taking a grade on his work. I think I am going to have to set up some kind of plan for him to slow down, and I am really going to have to work on his comprehension skills. Perhaps I should create folders for them of things they can do when they finish their work…individual folders so that we can work on things such as that. His mom did say we could send home extra stuff on which to work and that she would work with him. She is very active and supportive and is doing a lot for her son.
I forgot to mention yesterday, my teacher had two parent teacher conferences last night, but she didn’t mention anything about them until yesterday. My evening was already full; I don’t think she realized that I needed to be there, so she wasn’t thinking along those lines. When I asked her, she said I didn’t need to be there, so I didn’t go. I just wanted to make sure you knew thisJ!
I think PT conferences should be all positive, all strengths and parents’ concerns. Let them bring up the issues. I feel like some parents left today feeling kind of defeated and burdened.
My teacher referred to the students’ “problems” a lot, which I was not really pleased with. I don’t like that term, and I don’t think it helped to make the parents feel any better. I was just trying to think of how they were feeling walking in there expecting the worse or just to come in prepared to have stuff dumped upon them.
It was neat when my teacher told one mom that her son received the highest grade on something; she was trying to hide it, but I could tell she was smiling! I thought that was so cool how something so small and SPECIFIC made her so proud of her child!
I learned so much and piped in when I thought it was helpful. I’m so glad I got to experience these! I learned so much about my students and about how to conduct myself. I can’t wait for the chance to do them myself! So much can be fostered through these conferences!
P.S. I also got to sit in on an RTI meeting and meet the special ed coordinator! That was a worthwhile experience too!
One of the parents today said that she told her student, “It doesn’t matter what you know; it’s what you put on the paper.” This crushed me. To think that we have even warped parents’ minds to believe that the grade is all that matters. This particular student rushes through his work, and so a lot of what we talked about at his conference had to do with the fact that he knows it; he just doesn’t take his time to think through the questions or what he is doing. My teacher agreed with her for the purpose of ISTEP, but there has to be a better way. I would hope that I would be fostering ways to show what this student knows, truly reflecting his knowledge…not just taking a grade on his work. I think I am going to have to set up some kind of plan for him to slow down, and I am really going to have to work on his comprehension skills. Perhaps I should create folders for them of things they can do when they finish their work…individual folders so that we can work on things such as that. His mom did say we could send home extra stuff on which to work and that she would work with him. She is very active and supportive and is doing a lot for her son.
I forgot to mention yesterday, my teacher had two parent teacher conferences last night, but she didn’t mention anything about them until yesterday. My evening was already full; I don’t think she realized that I needed to be there, so she wasn’t thinking along those lines. When I asked her, she said I didn’t need to be there, so I didn’t go. I just wanted to make sure you knew thisJ!
I think PT conferences should be all positive, all strengths and parents’ concerns. Let them bring up the issues. I feel like some parents left today feeling kind of defeated and burdened.
My teacher referred to the students’ “problems” a lot, which I was not really pleased with. I don’t like that term, and I don’t think it helped to make the parents feel any better. I was just trying to think of how they were feeling walking in there expecting the worse or just to come in prepared to have stuff dumped upon them.
It was neat when my teacher told one mom that her son received the highest grade on something; she was trying to hide it, but I could tell she was smiling! I thought that was so cool how something so small and SPECIFIC made her so proud of her child!
I learned so much and piped in when I thought it was helpful. I’m so glad I got to experience these! I learned so much about my students and about how to conduct myself. I can’t wait for the chance to do them myself! So much can be fostered through these conferences!
P.S. I also got to sit in on an RTI meeting and meet the special ed coordinator! That was a worthwhile experience too!
Tuesday, October 27, 2009
P.S.
P.S. Is it ok to include my teacher in my lessons? I didn't think it was, but if I can use her, then I think I would like to! Do you think that would make her think I'm less of a planner or not as competent? (maybe that's not really a big deal) Maybe after I have the kids fully for a week, then they will not be as confused as to who is in "charge" (so to speak).
Journal for 10/27/09 The Wheels are Turning...
Domain 2 Personal Development
A few things stood out to me today...
One of our students brought pictures of girls in thongs (basically naked and way inappropriate, especially for a 3rd grader)! My teacher, after school, said that she thinks she got "through" to him. She didn't get mad or yell, she said, she just told him how disappointed she was in him. He cried.
If I remember correctly...this is not the most appropriate way to respond to a student...that doesn't really set any kind of promise, hope, or expectation for the student. It sounds so degrading and humiliating. Not that I am not guilty of such, but I just wasn't excited to hear that.
Something else - the teachers at lunch today were talking about how ANGRY they were with some of the students. They were using strong words, such as furious, and I don't know...I was just shocked. I mean, we all have student stories, and yes, they can upset us at times, but to let things get to us that much or to take it out on the child. To me, it's a sea of bad parenting and unstable home lives. Grant it, I don't always look at it that way when a situation occurs, but I hope I don't ever talk with such anger about any of them.
One more thing...my teacher and at least one more 3rd grade teacher use the phrase "boys and girls" a lot....AHHHH! I feel like we are back in the olden days. I don't think it's a bad term by any means, but it just bothers me to death. I like to say "3rd graders" or "3rd grade" instead. Not really a big deal; I've just been thinking about it this past week and wanted to mention it.
Actually, I do have just one more thing. I found out today that the little girl I observed being more touchy recently experienced her mother walking out on her family (not recently but a few years back, I think). That explains her outbursts of odd behavior and her need to be loved by a woman...WOW!
Have a great evening!
A few things stood out to me today...
One of our students brought pictures of girls in thongs (basically naked and way inappropriate, especially for a 3rd grader)! My teacher, after school, said that she thinks she got "through" to him. She didn't get mad or yell, she said, she just told him how disappointed she was in him. He cried.
If I remember correctly...this is not the most appropriate way to respond to a student...that doesn't really set any kind of promise, hope, or expectation for the student. It sounds so degrading and humiliating. Not that I am not guilty of such, but I just wasn't excited to hear that.
Something else - the teachers at lunch today were talking about how ANGRY they were with some of the students. They were using strong words, such as furious, and I don't know...I was just shocked. I mean, we all have student stories, and yes, they can upset us at times, but to let things get to us that much or to take it out on the child. To me, it's a sea of bad parenting and unstable home lives. Grant it, I don't always look at it that way when a situation occurs, but I hope I don't ever talk with such anger about any of them.
One more thing...my teacher and at least one more 3rd grade teacher use the phrase "boys and girls" a lot....AHHHH! I feel like we are back in the olden days. I don't think it's a bad term by any means, but it just bothers me to death. I like to say "3rd graders" or "3rd grade" instead. Not really a big deal; I've just been thinking about it this past week and wanted to mention it.
Actually, I do have just one more thing. I found out today that the little girl I observed being more touchy recently experienced her mother walking out on her family (not recently but a few years back, I think). That explains her outbursts of odd behavior and her need to be loved by a woman...WOW!
Have a great evening!
Monday, October 26, 2009
Journal 10/26/09 Field Trip Benefits
Domain 7 Communication
Domain 2 Personal Development
First of all, I forgot to include in Friday's journal that I had a few blessings that day that God revealed to me. One girl, who I thought wasn't really interested in me or anyone...kind of "feelingless" just came up to me and put herself against me...just wanting a hug and stayed like that for awhile. It wasn't an attention thing or a sappy thing. It was just her being a child...one that needs love.
Another student put at the top of one of his papers, "here is my work love, Jacob". This might seem like nothing, but again, it just shows the sensitive, feeling side of that child.
The field trip was good today in the sense that it gave me a chance to get to know the kids on a little different level and them me. I was also able to foster further learning through questioning the kids at the various places we stopped and/or giving them information they sought or I thought they should know. It was hard because most of the time I just felt like a helper, not a teacher, but obviously, my teacher is still in control, so I just tried to let her do her thing. There were so many times when I wanted to step in to get them under control, and I had to bite my toungue. A few times, I did speak out; Boy, it's a hard balance!
I'm trying to fight the pressure of the portfolio. I don't feel overwhelmed, but then it sneaks up on me because I feel that maybe I'm not thinking it's as hard as it really is. Like Dr. E told us 1st semester...just do the next thing....the next thing Olivia...
Domain 2 Personal Development
First of all, I forgot to include in Friday's journal that I had a few blessings that day that God revealed to me. One girl, who I thought wasn't really interested in me or anyone...kind of "feelingless" just came up to me and put herself against me...just wanting a hug and stayed like that for awhile. It wasn't an attention thing or a sappy thing. It was just her being a child...one that needs love.
Another student put at the top of one of his papers, "here is my work love, Jacob". This might seem like nothing, but again, it just shows the sensitive, feeling side of that child.
The field trip was good today in the sense that it gave me a chance to get to know the kids on a little different level and them me. I was also able to foster further learning through questioning the kids at the various places we stopped and/or giving them information they sought or I thought they should know. It was hard because most of the time I just felt like a helper, not a teacher, but obviously, my teacher is still in control, so I just tried to let her do her thing. There were so many times when I wanted to step in to get them under control, and I had to bite my toungue. A few times, I did speak out; Boy, it's a hard balance!
I'm trying to fight the pressure of the portfolio. I don't feel overwhelmed, but then it sneaks up on me because I feel that maybe I'm not thinking it's as hard as it really is. Like Dr. E told us 1st semester...just do the next thing....the next thing Olivia...
Saturday, October 24, 2009
Journal for 10/23/09 Communication
My teacher always has some things to tell me, suggest to me, fill me in one throughout the day or at the beginning/end of the day. Today, she talked about when to take away tickets. A student made a comment after I took a banana buck away for talking, saying that Mrs. Kady takes tickets away for talking. So Mrs. Kady just wanted to make sure we are consistent with our ticket/banana buck taking. I could understand taht of course. The only thing is that I know that many students will not have their 5 tickets at the end of the day, let alone at the end of the week (that might be a little of an extreme). The point being...she does not crack down as much as I do and doesn't take tickets all the time because she wants them to be able to participate in the Friday reward. Well, that completely throws out the management plan.
Then, I walked in on my teacher talking with another teacher about me. She was apparently saying something about this conversation because I heard her say that I asked if we could take away tickets for tattling. I was just going in their to say "good night" to them because I was leaving. Nothing was said about it but that was really a hard hit for me. I have no idea what she was saying or how she was saying it, but if she does have a problem or a concern, I wish she would bring it up with me.
I learned so much from this, and I know I will continue to. It really really hurt to know that stuff could possibly be "going around" about me or maybe just to this one teacher (I cried.). BUT, I feel that God is going to use this situation and this semester to really humble me and show me more of who I am and what life is truly about. I am learning so much of what it means to be a great teacher...having ideas and knowing the facts are good but unless implemented and chosen based upon my students...they're nothing. I am in this for the kids, and I am excited to see what all God chooses to do in me through it all!
I wish that she would give me a chance to share my philosophies and thoughts. She tells me hers, but she never asks mine. I know all my thoughts, ideas, suggestions are the best all the time or anything like that, but to be heard...to let my passion come forth...I just want her to know why I do what I do or why I think how I think, etc.
So much to learn...to many ways to grow...
Then, I walked in on my teacher talking with another teacher about me. She was apparently saying something about this conversation because I heard her say that I asked if we could take away tickets for tattling. I was just going in their to say "good night" to them because I was leaving. Nothing was said about it but that was really a hard hit for me. I have no idea what she was saying or how she was saying it, but if she does have a problem or a concern, I wish she would bring it up with me.
I learned so much from this, and I know I will continue to. It really really hurt to know that stuff could possibly be "going around" about me or maybe just to this one teacher (I cried.). BUT, I feel that God is going to use this situation and this semester to really humble me and show me more of who I am and what life is truly about. I am learning so much of what it means to be a great teacher...having ideas and knowing the facts are good but unless implemented and chosen based upon my students...they're nothing. I am in this for the kids, and I am excited to see what all God chooses to do in me through it all!
I wish that she would give me a chance to share my philosophies and thoughts. She tells me hers, but she never asks mine. I know all my thoughts, ideas, suggestions are the best all the time or anything like that, but to be heard...to let my passion come forth...I just want her to know why I do what I do or why I think how I think, etc.
So much to learn...to many ways to grow...
Thursday, October 22, 2009
Journal for 10/22/09 Yeah for Observation Day
Domain 1 Content
Domain 6 Management of Classroom
Thank you for all your thoughts, ideas, and suggestions! You can guarantee I will be thinking of ways to implement them, adapt them, modify them, etc. I appreciate your encouragement and just keeping me on track!
One thing I did want to ask: Since I will have to keep teaching how to find a subject and verb, when do I take a "grade". Do I go ahead and take the grades? Do I take a "completion" grade. Do I wait till I do another lesson. Do I just grade if they got at least 2 correct? I mean, I'm sure there are multiple ways, and of course, it depends upon what I am assessing and my purpose behind it, but I just wanted your expertise, wisdom, and direction!
I looked at the kids' desks before I left today, and it made me want to cringe! They are so messy! I'm sure from an outsider's position, it was a shock! I felt bad even leaving instructions because I was afraid it would be over-stimulating for them. I don't "blame" that on my teacher by any means, and I definitely haven't helped the situation by going over time and not finishing the work during the actual subject time. We're just going to have to work on it step-by-step!
Have a great Friday!
Domain 6 Management of Classroom
Thank you for all your thoughts, ideas, and suggestions! You can guarantee I will be thinking of ways to implement them, adapt them, modify them, etc. I appreciate your encouragement and just keeping me on track!
One thing I did want to ask: Since I will have to keep teaching how to find a subject and verb, when do I take a "grade". Do I go ahead and take the grades? Do I take a "completion" grade. Do I wait till I do another lesson. Do I just grade if they got at least 2 correct? I mean, I'm sure there are multiple ways, and of course, it depends upon what I am assessing and my purpose behind it, but I just wanted your expertise, wisdom, and direction!
I looked at the kids' desks before I left today, and it made me want to cringe! They are so messy! I'm sure from an outsider's position, it was a shock! I felt bad even leaving instructions because I was afraid it would be over-stimulating for them. I don't "blame" that on my teacher by any means, and I definitely haven't helped the situation by going over time and not finishing the work during the actual subject time. We're just going to have to work on it step-by-step!
Have a great Friday!
Wednesday, October 21, 2009
Journal for 10/21/09 I'm starting to feel like a real teacher...but definitely a rookie:)
It was our restroom break before lunch, and my teacher did subtraction facts between the boys and girls (each in their own line, and they had to compete against each other). One boy missed A LOT in a row. I know this is a small matter, but I couldn't help but think about how that had to make him feel. I don't think that is such a good idea. Many of the kids were saying stuff to him and acting like it was a big deal that he wasn't getting any right. Even small things like this really affect students, I think. Good idea but not a sound one, in my opinin.
I really like what I am learning about reflecting and meeting my students' needs. It's hard because I only have a short while, and when it's not your own routine, it makes it even harder, but it just goes to show how difficult teaching is. I am constantly assessing and making decisions! It's all so true! I have to think about what I want to assess, if I have assessed it, what kind of instruction I need to use. I think my philosophy about education has totally changed. Even though I am a total advocate for discovery learning, I have come to realize that the best approach to educating students is to pick a philosophy that meets their needs. I think will this class, I will slowly introduce them to more conceptual, discovery learning, but right now, they need the facts. So I am having to come up with ways to get them up, moving, and talking while at the same time, giving them the information and helping it to stick. I think once I get more into the swing of this, I can really start focusing on individual students. This is a hard thing too. I am becoming more aware of all students in my class while instructing...reinforcing one in particular (I think he did well today partly because of it), calling others out, etc. Now, I just need to figure out how to best help those who have attitudes, struggle academically, and are slower paced. I have realized that jumping in, I can't have it all together right off the bat; it's not possible to do that. If I really want to be the best teacher I can be, I have to keep adapting for the sake of my students and change a bit at a time. Otherwise, nothing will ever get done.
One thing we really need to work on is assignment books and homework. I need to brainstorm some options for this.
I will see you tomorrow!
Good night! I'm proud of you for handling that situation well today! (for what it's worth) Hope Evan is still recovering!
I really like what I am learning about reflecting and meeting my students' needs. It's hard because I only have a short while, and when it's not your own routine, it makes it even harder, but it just goes to show how difficult teaching is. I am constantly assessing and making decisions! It's all so true! I have to think about what I want to assess, if I have assessed it, what kind of instruction I need to use. I think my philosophy about education has totally changed. Even though I am a total advocate for discovery learning, I have come to realize that the best approach to educating students is to pick a philosophy that meets their needs. I think will this class, I will slowly introduce them to more conceptual, discovery learning, but right now, they need the facts. So I am having to come up with ways to get them up, moving, and talking while at the same time, giving them the information and helping it to stick. I think once I get more into the swing of this, I can really start focusing on individual students. This is a hard thing too. I am becoming more aware of all students in my class while instructing...reinforcing one in particular (I think he did well today partly because of it), calling others out, etc. Now, I just need to figure out how to best help those who have attitudes, struggle academically, and are slower paced. I have realized that jumping in, I can't have it all together right off the bat; it's not possible to do that. If I really want to be the best teacher I can be, I have to keep adapting for the sake of my students and change a bit at a time. Otherwise, nothing will ever get done.
One thing we really need to work on is assignment books and homework. I need to brainstorm some options for this.
I will see you tomorrow!
Good night! I'm proud of you for handling that situation well today! (for what it's worth) Hope Evan is still recovering!
Tuesday, October 20, 2009
Journal for 10/20/09 Oh the things we learn...
Domain 6 Management of Time and Classroom
Domain 1 Content
Domain 5 Methodology
The centers were helpful today because it gave me data for further planning. I am not doing anything that I originally planned for…I’m going to come up with all new plans based on how they performed today on the assessments. One thing I need to be mindful of is planning “too much” for one subject. I am thinking through the best way to plan out the morning. We have only about 1 and 30/45 minutes to do language, reading, and spelling, which does not seem like enough to me. I am thinking that I might break up the subjects across days and teaching reading story/skill and spelling one day and vocabulary and grammar another day…or something like that.
I am encouraged by the fact that I have to redo my plans because it just allows an opportunity for growth and challenge. I am in it for these students, and I am responsible to make sure they learn. I am can see that it will take awhile to get them into some of my routines. I am also seeing the importance of just sticking with more of her “style”/”routine” just because that is what they are used to. I can implement me and use my methods as well but not all at one time. Doing it all at once today really helped me to get a feel for how they will handle different forms of learning and to what they will need help adjusting. Our centers were not long enough, I sent them without giving directions (seeing how they would do independently), and I forgot some details in the directions. All of these factors made for an interesting morning.
Something else, the students would go to Mrs. Kady at times with questions or concerns, etc. I tried jumping in when I caught it so that they would respond to me. I don’t want to use her because in my “real” classroom, I won’t be able to. Besides, they need to learn who is in charge at that time. I didn’t bug me in the sense that they weren’t giving me that authority. It was just that I need to make sure that I am doing this on my own….managing and instructing. That was one difference today too between my teacher’s centers and mine. I had one center where I was instructing (guided reading). When she did hers, she was free-floating…I think this made a huge difference with these students. I also only had a Title aide in here, but he couldn’t stay the whole time, which also made a big difference.
I have been reflecting all day, and I think it would have been easy to get discouraged, but I haven’t because this is the essence of teaching. When I think about it, I am in a new environment with students I am still getting a feel for. Not to mention, I am jumping into another’s shoes. Although I had to reteach a lot in my special ed placement, it is completely different here because I am responsible for the whole class. In practicum placements, we didn’t have to assess and plan accordingly. (Might be a good idea to do for practicum!!! Teach a lesson, assess, and either plan another lesson to move on or to reteach.)
This was a great day for growth!
Also, if around 9:15 would work ok to come. I don’t know what exactly we’ll be doing at this point, but that way, when we are done, we can meet to reflect. My teacher takes over at 10. Would that be ok or does hurt you for time?
Domain 1 Content
Domain 5 Methodology
The centers were helpful today because it gave me data for further planning. I am not doing anything that I originally planned for…I’m going to come up with all new plans based on how they performed today on the assessments. One thing I need to be mindful of is planning “too much” for one subject. I am thinking through the best way to plan out the morning. We have only about 1 and 30/45 minutes to do language, reading, and spelling, which does not seem like enough to me. I am thinking that I might break up the subjects across days and teaching reading story/skill and spelling one day and vocabulary and grammar another day…or something like that.
I am encouraged by the fact that I have to redo my plans because it just allows an opportunity for growth and challenge. I am in it for these students, and I am responsible to make sure they learn. I am can see that it will take awhile to get them into some of my routines. I am also seeing the importance of just sticking with more of her “style”/”routine” just because that is what they are used to. I can implement me and use my methods as well but not all at one time. Doing it all at once today really helped me to get a feel for how they will handle different forms of learning and to what they will need help adjusting. Our centers were not long enough, I sent them without giving directions (seeing how they would do independently), and I forgot some details in the directions. All of these factors made for an interesting morning.
Something else, the students would go to Mrs. Kady at times with questions or concerns, etc. I tried jumping in when I caught it so that they would respond to me. I don’t want to use her because in my “real” classroom, I won’t be able to. Besides, they need to learn who is in charge at that time. I didn’t bug me in the sense that they weren’t giving me that authority. It was just that I need to make sure that I am doing this on my own….managing and instructing. That was one difference today too between my teacher’s centers and mine. I had one center where I was instructing (guided reading). When she did hers, she was free-floating…I think this made a huge difference with these students. I also only had a Title aide in here, but he couldn’t stay the whole time, which also made a big difference.
I have been reflecting all day, and I think it would have been easy to get discouraged, but I haven’t because this is the essence of teaching. When I think about it, I am in a new environment with students I am still getting a feel for. Not to mention, I am jumping into another’s shoes. Although I had to reteach a lot in my special ed placement, it is completely different here because I am responsible for the whole class. In practicum placements, we didn’t have to assess and plan accordingly. (Might be a good idea to do for practicum!!! Teach a lesson, assess, and either plan another lesson to move on or to reteach.)
This was a great day for growth!
Also, if around 9:15 would work ok to come. I don’t know what exactly we’ll be doing at this point, but that way, when we are done, we can meet to reflect. My teacher takes over at 10. Would that be ok or does hurt you for time?
Monday, October 19, 2009
Journal 10/19/09 First day of instruction...
Domain 5 Methodology
Domain 7 Communication
Domain 6 Management of Time
I started teaching today. Something I’m going to have to be better about…not such long lessons! I didn’t get to grammar today; we were having too much fun with the other “stuff” we were learning. (aka, I spent too much time on spelling) That will definitely be an area I will grow in. Perhaps even an artifactJ!
Today held many good connections between my teacher and myself. Over the weekend she emailed me because she had been able to go over my plans, which she did like. She just had a few things to point out about the routine of the classroom. By the end of the weekend, I was feeling pretty guilty for having taken charge so quickly. I just get ideas and go with them, and I forget that this is still NOT MY classroom. But I think the emails helped us to communicate better (and for me to read her or at least try), and so today I was able to apologize, and she was understanding. We both just realized how to better communicate with one another concerning routine and ideas, etc (at least I hopeJ). She’s new at this, and I am too, so it was encouraging in that aspect.
It will be interesting to see how the kids adjust to going from me to her (during the day). I teach for 2 hours in the morning, and then she picks up with math. I noticed a little bit that she was trying to have control of them like I did…I didn’t allow for any of the chatter that hey usually exhibit. One way I keep them talking though, is that I have “30 seconds of talking” written on the board with numbers 1-10 under it. I have them turn to a partner and tell them what we just went over, what something means, etc for 30 seconds (total). This keeps them verbal but on task still.
It’s hard doing the stars (management) while teaching because right now, I don’t know the teams, and I’m only teaching for 2 hours. They have to get 50 by next Tuesday! The most a team has is 6J. At least I know this now!
The kids got right to work this morning…even before the bell rang. Right now, it is fun to have a young, new teacher, so it will be interesting to see if they start to get bored with me…I hope I can keep the learning atmosphere alive and thriving! We’ll see!!
Domain 7 Communication
Domain 6 Management of Time
I started teaching today. Something I’m going to have to be better about…not such long lessons! I didn’t get to grammar today; we were having too much fun with the other “stuff” we were learning. (aka, I spent too much time on spelling) That will definitely be an area I will grow in. Perhaps even an artifactJ!
Today held many good connections between my teacher and myself. Over the weekend she emailed me because she had been able to go over my plans, which she did like. She just had a few things to point out about the routine of the classroom. By the end of the weekend, I was feeling pretty guilty for having taken charge so quickly. I just get ideas and go with them, and I forget that this is still NOT MY classroom. But I think the emails helped us to communicate better (and for me to read her or at least try), and so today I was able to apologize, and she was understanding. We both just realized how to better communicate with one another concerning routine and ideas, etc (at least I hopeJ). She’s new at this, and I am too, so it was encouraging in that aspect.
It will be interesting to see how the kids adjust to going from me to her (during the day). I teach for 2 hours in the morning, and then she picks up with math. I noticed a little bit that she was trying to have control of them like I did…I didn’t allow for any of the chatter that hey usually exhibit. One way I keep them talking though, is that I have “30 seconds of talking” written on the board with numbers 1-10 under it. I have them turn to a partner and tell them what we just went over, what something means, etc for 30 seconds (total). This keeps them verbal but on task still.
It’s hard doing the stars (management) while teaching because right now, I don’t know the teams, and I’m only teaching for 2 hours. They have to get 50 by next Tuesday! The most a team has is 6J. At least I know this now!
The kids got right to work this morning…even before the bell rang. Right now, it is fun to have a young, new teacher, so it will be interesting to see if they start to get bored with me…I hope I can keep the learning atmosphere alive and thriving! We’ll see!!
Friday, October 16, 2009
Journal for 10/16/09 Interesting...
Domain 7 Communication
So...my teacher told me that none of her bulletin boards were set in stone and that I could do whatver I wanted with them. I thought that I would try that idea that you mentioned last night (the one that your husband does). I asked her first, and she said yes. Then, when it came to spelling time and putting up their 100% papers, she made a comment about how I was changing it (or something) and asked me what we were going to do with the papers and chart. I was just kind of surprised at the way she said it and wondered if she was really ok with it. She never really acts like I've made her upset or anything, so I don't think she is really having problems with stuff that I am doing; I'm just not quite sure how to read her, so I need to keep working on it.
Something I thought about today is that I don't want her to think I am trying to be better than her or have the kids like me better or anything like that. That is NOT my goal at all (and obviously, you know that). The things that I want to try to do and experiment with are because I would do those in my classroom...I want to do them in my classroom!
We had a sub half day yesterday and today...I tried really hard to be respectful of the fact that they were still "the teacher". Today, I took over getting them settle down a few times because they were crazy. My teacher at one point had to yell at them pretty strongly. She felt bad afterward (she is more of an emotional woman...aren't we all!?:)), and didn't want to leave them on that note. She told them she doesn't like to yell and shouldn't have to. But to me, yelling and being firm are two totally different things. I think, maybe, she might think that I am "yelling" when I talk to them, but I am letting them know who is in control and that I'm serious. A sweet, kind tone with them does not work...at least, it hasn't yet.
Have a great weekend! Thanks again for all you do and have done!
So...my teacher told me that none of her bulletin boards were set in stone and that I could do whatver I wanted with them. I thought that I would try that idea that you mentioned last night (the one that your husband does). I asked her first, and she said yes. Then, when it came to spelling time and putting up their 100% papers, she made a comment about how I was changing it (or something) and asked me what we were going to do with the papers and chart. I was just kind of surprised at the way she said it and wondered if she was really ok with it. She never really acts like I've made her upset or anything, so I don't think she is really having problems with stuff that I am doing; I'm just not quite sure how to read her, so I need to keep working on it.
Something I thought about today is that I don't want her to think I am trying to be better than her or have the kids like me better or anything like that. That is NOT my goal at all (and obviously, you know that). The things that I want to try to do and experiment with are because I would do those in my classroom...I want to do them in my classroom!
We had a sub half day yesterday and today...I tried really hard to be respectful of the fact that they were still "the teacher". Today, I took over getting them settle down a few times because they were crazy. My teacher at one point had to yell at them pretty strongly. She felt bad afterward (she is more of an emotional woman...aren't we all!?:)), and didn't want to leave them on that note. She told them she doesn't like to yell and shouldn't have to. But to me, yelling and being firm are two totally different things. I think, maybe, she might think that I am "yelling" when I talk to them, but I am letting them know who is in control and that I'm serious. A sweet, kind tone with them does not work...at least, it hasn't yet.
Have a great weekend! Thanks again for all you do and have done!
Thursday, October 15, 2009
Journal 10/15/09 Oh the Lessons I Need to Learn
Domain 7 and 6 Communication and Management
I know why the management isn’t effective; it is because she tries and does so many things. I know I’ve mentioned it the past few days, but there is no consistency with this group and that is what they need.
My teacher did talk with me about my plan. She said she had thought about it last night and that she was wondering if it was a good idea to just lose the plan that she had been doing because then it would be harder to regain control when she took back over. I had thought about this too, and I told her that I had decided to still do the tickets and bucks for more individual behaviors but that the stars would be for more whole group.
This is so hard for me because I really want to try this plan with this group. I just think it would work. But as I was thinking about it tonight, I realized that I am being selfish and prideful…thinking that I have the best way. And now that I think about it, I realize that it’s probably more of the consistency issue that is really affecting things and not her plan.
I need to think through and pray about it a little more, but I think I need to apologize to her and just explain the “go-getter” than I am and that sometimes I just get carried away with ideas before considering all angles. And that if she wishes me not to do the plan, I will respect that.
I also realized that I need to explain the Teacher as a Decision Maker model to her; I don’t think she really understands domains, artifacts, etc., and I did not think of explaining them to her before. I am her first ST, and it didn’t even cross my mind; I think that would help a bit. I also typed up a newsletter, and I am just afraid all my ideas are going to seem like I am thinking “nothing” of her ways and all about mine. I just…I am so excited to get my feet wet and to actually teach, and I don’t consider much else actual teaching. I need to work on that this time around. I just want to do my best. This is a hard thing to balance. I will definitely learn a lot…I can tell already. I need to be open and willing to learn…yes, Olivia…you really do!
I know why the management isn’t effective; it is because she tries and does so many things. I know I’ve mentioned it the past few days, but there is no consistency with this group and that is what they need.
My teacher did talk with me about my plan. She said she had thought about it last night and that she was wondering if it was a good idea to just lose the plan that she had been doing because then it would be harder to regain control when she took back over. I had thought about this too, and I told her that I had decided to still do the tickets and bucks for more individual behaviors but that the stars would be for more whole group.
This is so hard for me because I really want to try this plan with this group. I just think it would work. But as I was thinking about it tonight, I realized that I am being selfish and prideful…thinking that I have the best way. And now that I think about it, I realize that it’s probably more of the consistency issue that is really affecting things and not her plan.
I need to think through and pray about it a little more, but I think I need to apologize to her and just explain the “go-getter” than I am and that sometimes I just get carried away with ideas before considering all angles. And that if she wishes me not to do the plan, I will respect that.
I also realized that I need to explain the Teacher as a Decision Maker model to her; I don’t think she really understands domains, artifacts, etc., and I did not think of explaining them to her before. I am her first ST, and it didn’t even cross my mind; I think that would help a bit. I also typed up a newsletter, and I am just afraid all my ideas are going to seem like I am thinking “nothing” of her ways and all about mine. I just…I am so excited to get my feet wet and to actually teach, and I don’t consider much else actual teaching. I need to work on that this time around. I just want to do my best. This is a hard thing to balance. I will definitely learn a lot…I can tell already. I need to be open and willing to learn…yes, Olivia…you really do!
Wednesday, October 14, 2009
Journal for 10/14/09 I'm Lengthy Today...
Domain 7, 6, 5, 4
Communication, Management, Methodology, and Rights and Responsibilities
Lots on my mind today…(nothing new, I guess)
The big thing…the management of this class is so frustrating! AH! I say that with a smile. My poor teacher…she is so wonderful and really wants to have control, but she is not consistent, not firm, and tries too many things in the course of a day to really be effective. I took the kids to the restrooms today (woohoo), and I contemplated whether or not to be myself and make them mind me, and I did; I figured for one, it reflected on me as a teacher and for two, they need to get used to it. They did so well. I noticed her trying some of the things she has seen me do, but again, none of it is effective because they don’t take her seriously, and there is no consistency. Since I mapped out my plan yesterday, I created most of it today and showed her after lunch. I asked if I could start implementing it to get the kids in the swing of things (now that I think of it, I’m not really quite sure why I decided to ask her if I could begin it now instead of when I begin to teach). I really just want to get them under control. It’s hard knowing when to make them behave for just a few minutes (since I’m not their teacher yet) and just letting her have uncontrolled control. But she asked that I wait till I teach so that the students KNOW who has the authority. I completely understand. I just know I’m so excited because I think this is really going to work for them. I just want to see the results, but I need to be patient and allow her to still be the teacher. I felt bad for being selfish in that; I should have thought through that more. I don’t think she was upset by any means, but there was no reason for me to ask for that at this time.
I created a behavior checklist for a student today. She had me work with him this morning to get him caught up on work. We had to all go talk to the Assistance Principal about him, and that was a neat experience…then the Title aide stopped in to ask if he had gotten his HW done because he had helped him write it all down yesterday…Between the Assistant Principal situation and the aide, I realized that I was a little disappointed at how this student was being handled. My teacher and the Title aide talked about him and his situation in a way that made it all seem like his fault. But, nothing has seems to have really been done to help him. She said she tells the students multiple times in the day to fill out their assignment notebooks, but obviously, that is not enough for this student. I guess I was just surprised because she has a special ed background and the Title aide (to me) should know to do something else as well. I was impressed with how the As. Principal handled the situation…calling mom, encouraging her to contact my teacher, talking with the student about self-respect, etc. Mom asked that his assignments be written clearly so the solution to that is to have the teacher initial his book everyday. I think it is more than this so that is why I created a checklist. She said I could go for it; we’ll see how it goes!
I get to teach multiplication. I’m going to research some methods but if you have any you want to share, I would SURE appreciate it! Also, have you heard of the “Sundae” multiplication facts activity, where the kids have to build a sundae by memorizing all their facts? When I have seen this done in the past, I have thought that it wasn’t the best thing to display that to all students. What if a student is struggling? What if they never master their facts…etc. I asked my teacher about it, and she said that it hasn’t been a negative thing in the past (she is the one that told me about doing this – a suggestion). I was just curious what you think…
Something else that caught my attention…At the end of the day, my teacher called out the grades for their spelling pre-tests. She had all the 100’s come up to get their tests, all those that missed one, and then the rest. Maybe I am just paranoid about these kinds of things, but I did not think that was the most appropriate thing in the world nor do I think having a sticker chart with stickers that represent 100% on spelling tests is either. I think this could build community, and it could be a positive thing in the class, but it definitely depends on the class.
Just one more – I had asked my teacher if I could do centers in the morning to get students started (that’s the firs thing they come in and do – news station, post office, etc.) she was all for it. Then today, she made a comment about morning work. She just said that if I wanted to use it, I could find it “here” and that it might be good to stick to that routine. So, I just need to figure out how to work both of these in because I have the centers planned, and I really want to try them. I don’t think she was x-ing those out; I just think she forgot or didn’t realize that they were to replace morning work. I don’t like morning work, and too much time is wasted in the morning with uninterested students.
Communication, Management, Methodology, and Rights and Responsibilities
Lots on my mind today…(nothing new, I guess)
The big thing…the management of this class is so frustrating! AH! I say that with a smile. My poor teacher…she is so wonderful and really wants to have control, but she is not consistent, not firm, and tries too many things in the course of a day to really be effective. I took the kids to the restrooms today (woohoo), and I contemplated whether or not to be myself and make them mind me, and I did; I figured for one, it reflected on me as a teacher and for two, they need to get used to it. They did so well. I noticed her trying some of the things she has seen me do, but again, none of it is effective because they don’t take her seriously, and there is no consistency. Since I mapped out my plan yesterday, I created most of it today and showed her after lunch. I asked if I could start implementing it to get the kids in the swing of things (now that I think of it, I’m not really quite sure why I decided to ask her if I could begin it now instead of when I begin to teach). I really just want to get them under control. It’s hard knowing when to make them behave for just a few minutes (since I’m not their teacher yet) and just letting her have uncontrolled control. But she asked that I wait till I teach so that the students KNOW who has the authority. I completely understand. I just know I’m so excited because I think this is really going to work for them. I just want to see the results, but I need to be patient and allow her to still be the teacher. I felt bad for being selfish in that; I should have thought through that more. I don’t think she was upset by any means, but there was no reason for me to ask for that at this time.
I created a behavior checklist for a student today. She had me work with him this morning to get him caught up on work. We had to all go talk to the Assistance Principal about him, and that was a neat experience…then the Title aide stopped in to ask if he had gotten his HW done because he had helped him write it all down yesterday…Between the Assistant Principal situation and the aide, I realized that I was a little disappointed at how this student was being handled. My teacher and the Title aide talked about him and his situation in a way that made it all seem like his fault. But, nothing has seems to have really been done to help him. She said she tells the students multiple times in the day to fill out their assignment notebooks, but obviously, that is not enough for this student. I guess I was just surprised because she has a special ed background and the Title aide (to me) should know to do something else as well. I was impressed with how the As. Principal handled the situation…calling mom, encouraging her to contact my teacher, talking with the student about self-respect, etc. Mom asked that his assignments be written clearly so the solution to that is to have the teacher initial his book everyday. I think it is more than this so that is why I created a checklist. She said I could go for it; we’ll see how it goes!
I get to teach multiplication. I’m going to research some methods but if you have any you want to share, I would SURE appreciate it! Also, have you heard of the “Sundae” multiplication facts activity, where the kids have to build a sundae by memorizing all their facts? When I have seen this done in the past, I have thought that it wasn’t the best thing to display that to all students. What if a student is struggling? What if they never master their facts…etc. I asked my teacher about it, and she said that it hasn’t been a negative thing in the past (she is the one that told me about doing this – a suggestion). I was just curious what you think…
Something else that caught my attention…At the end of the day, my teacher called out the grades for their spelling pre-tests. She had all the 100’s come up to get their tests, all those that missed one, and then the rest. Maybe I am just paranoid about these kinds of things, but I did not think that was the most appropriate thing in the world nor do I think having a sticker chart with stickers that represent 100% on spelling tests is either. I think this could build community, and it could be a positive thing in the class, but it definitely depends on the class.
Just one more – I had asked my teacher if I could do centers in the morning to get students started (that’s the firs thing they come in and do – news station, post office, etc.) she was all for it. Then today, she made a comment about morning work. She just said that if I wanted to use it, I could find it “here” and that it might be good to stick to that routine. So, I just need to figure out how to work both of these in because I have the centers planned, and I really want to try them. I don’t think she was x-ing those out; I just think she forgot or didn’t realize that they were to replace morning work. I don’t like morning work, and too much time is wasted in the morning with uninterested students.
Tuesday, October 13, 2009
Journal for 10/13/09 I love teaching!
Domain 1, 2, 5, & 6
Content, Personal Development, Methodology, and Management
I was working on my TWS and unit for next week, and as I was contemplating how to do it, I realized that it is going to take time “weaning” my students into my routine. I kept trying to brainstorm multiple ways to accomplish what I want to accomplish, and I realized that I can’t just jump right in and that it might not go as planned the first time. At second glance, I thought perhaps it was not the best idea to do guided reading next week, but now I have decided not to jump into that the first day. I want them to at least get used to me as a teacher first, and THENJ we’ll just into the stations. I’m excited to try everything; I think it’s coming together. Something else I have had to realize is that you just can’t do everything the curriculum suggests, and I knew that, but when reading through it, it can be overwhelming. I am trying super hard to be sensible but myself when planning. I know I’m doing probably more than expected, but I know that is me, and I also want to take advantage of trying things with these students. I have created a behavior plan that I think will work (in fact, I can’t wait to implement it), and I have also figured out the students for which I want to make individual behavior plans. I just wish that I could base all instruction off of standards and then all the resources I would need would magically appearJ. (I feel like this is all rambling, but it’s fresh in my mind.)
My teacher and the aide talked about giving me the aide’s desk once I arrived, but I could tell yesterday that didn’t seem to go to well, and then today, she asked my teacher for a chair or suggested some other alternatives to her desk for herself. My teacher found a chair and cleared off a desk in our room for her, but I told her I would take it. I don’t want to cause any tension between the aide and myself, and besides, this is her territory; everything is set up here the way she likes it. She is going to be a right-hand man to me, and I don’t want to hurt that relationship over something such as a desk! I was grateful I was here to talk with my teacher about it, so that I could offer to take the other desk!
Something I really appreciate about my teacher is that she really cares about the students. When they tell her stories and such, she listens and responds, and I can just see her compassion toward them! I love and admire that about her!
I also love the atmosphere here. The teacher’s lounge is so much more positive here than at my last placement. A lot of the teachers talk about church, so whether or not it is the best “Christian” atmosphere, it is just nice to hear that these are the people educating these kids. That makes me think that I am trying to say I would rather be surrounded by Christian teachers, but I know that is not the case; it’s just interesting to compare and to reflect upon.
Praise God we have lunch at 11 o’clock! I love early lunch!
Content, Personal Development, Methodology, and Management
I was working on my TWS and unit for next week, and as I was contemplating how to do it, I realized that it is going to take time “weaning” my students into my routine. I kept trying to brainstorm multiple ways to accomplish what I want to accomplish, and I realized that I can’t just jump right in and that it might not go as planned the first time. At second glance, I thought perhaps it was not the best idea to do guided reading next week, but now I have decided not to jump into that the first day. I want them to at least get used to me as a teacher first, and THENJ we’ll just into the stations. I’m excited to try everything; I think it’s coming together. Something else I have had to realize is that you just can’t do everything the curriculum suggests, and I knew that, but when reading through it, it can be overwhelming. I am trying super hard to be sensible but myself when planning. I know I’m doing probably more than expected, but I know that is me, and I also want to take advantage of trying things with these students. I have created a behavior plan that I think will work (in fact, I can’t wait to implement it), and I have also figured out the students for which I want to make individual behavior plans. I just wish that I could base all instruction off of standards and then all the resources I would need would magically appearJ. (I feel like this is all rambling, but it’s fresh in my mind.)
My teacher and the aide talked about giving me the aide’s desk once I arrived, but I could tell yesterday that didn’t seem to go to well, and then today, she asked my teacher for a chair or suggested some other alternatives to her desk for herself. My teacher found a chair and cleared off a desk in our room for her, but I told her I would take it. I don’t want to cause any tension between the aide and myself, and besides, this is her territory; everything is set up here the way she likes it. She is going to be a right-hand man to me, and I don’t want to hurt that relationship over something such as a desk! I was grateful I was here to talk with my teacher about it, so that I could offer to take the other desk!
Something I really appreciate about my teacher is that she really cares about the students. When they tell her stories and such, she listens and responds, and I can just see her compassion toward them! I love and admire that about her!
I also love the atmosphere here. The teacher’s lounge is so much more positive here than at my last placement. A lot of the teachers talk about church, so whether or not it is the best “Christian” atmosphere, it is just nice to hear that these are the people educating these kids. That makes me think that I am trying to say I would rather be surrounded by Christian teachers, but I know that is not the case; it’s just interesting to compare and to reflect upon.
Praise God we have lunch at 11 o’clock! I love early lunch!
Monday, October 12, 2009
Journal 10/12/09 And we're off again!
Domain 7 - Communication
Domain 4 - Rights and Responsibilities
WOW! First day at a new school. This is going to be great! My teacher is so open to anything that I want to do. I am going to take over spelling, grammar, and reading starting next week! Woohoo! I’m excited! My brain is already swarming with ideas!
A few quick questions while I’m thinking about them:
1. For my TWS (which I plan to start with this right away!), can I do it on reading skills AND grammar skills that are both tied into my literacy unit? Also, do I have to wait to plan my lessons based off of my pre-assessments, meaning, should I try to have a pre-assessment by Friday and then plan the unit over the weekend. I know this would be best, but if it wouldn’t work out, would it be ok to plan it all at the same time? Thinking out it, it wouldn’t, so I just better plan to have that by Friday. J I love that I answer my own questions.
2. Are students’ IEP goals supposed to be the same as their regular grade-level standards because some of my students’ are…what’s the point? Although, the goal stated only 90% accuracy…would that be the difference? 90% as compared to 100%?
3. Also, on the IEP’s…if there are accommodations/modifications for state assessments are those to be used within the classroom as well. Because on this new ISTAR program, it states that these acomm/mods are to be used on a regular basis. Well, state testing is not on a regular basis, so…?!? I’m just not sure what that means.
I was starting to “worry” (if you can call it that) about not being able to use many hands-on things in here because of all the worksheets and direct instruction that was being conducted. I was thinking along these lines more for grades…if I did a lot of hands-on things, not as many worksheets would get done, etc. But, I talked with my teacher and the got the approximate number of grades she takes each week for certain subjects. She also shared that she does activities throughout the week, and we have a 30 minute time period in the afternoons in case we didn’t get to something in the morning (if not, it’s study hall time or help time, etc).
She does have a discipline problem but not because of the students. She is not consistent and firm (not a bad thing; it just doesn’t work for this class). I have a feeling we will get them whipped into shape quite quickly! They just need some structure. I think I will have some opportunities to create individual behavior plans for some of my students or at least, I would like to try.
It interested me that when she was teaching or reading out of the book, looking at problems in the book, etc., the students were doing MANY different things. I’m taking anecdotal records and also time samplings of each of them. I am also trying to get in an IRI on each of them this week so that, along with another E/la assessment, I can place them in groups for balanced literacy. Yes…I am going to try that too! I also ran by my teacher an idea for the beginning of the day instead of morning work, and she said she’s been wanting to try that but hasn’t yet (especially with this group), so she said GO FOR IT!
I know I might be planning and dreaming too much right now, but I feel this is going to be a great environment in which to try it!
Would next Friday work to come and observe me? Morning time, between 8 and 10? That will be our morning work, spelling, grammar, and reading timeJ! Just let me know!
Oh, and my teacher is so informative; she answer so many questions today, and she is just so supportive and open. It's going to be great!
Domain 4 - Rights and Responsibilities
WOW! First day at a new school. This is going to be great! My teacher is so open to anything that I want to do. I am going to take over spelling, grammar, and reading starting next week! Woohoo! I’m excited! My brain is already swarming with ideas!
A few quick questions while I’m thinking about them:
1. For my TWS (which I plan to start with this right away!), can I do it on reading skills AND grammar skills that are both tied into my literacy unit? Also, do I have to wait to plan my lessons based off of my pre-assessments, meaning, should I try to have a pre-assessment by Friday and then plan the unit over the weekend. I know this would be best, but if it wouldn’t work out, would it be ok to plan it all at the same time? Thinking out it, it wouldn’t, so I just better plan to have that by Friday. J I love that I answer my own questions.
2. Are students’ IEP goals supposed to be the same as their regular grade-level standards because some of my students’ are…what’s the point? Although, the goal stated only 90% accuracy…would that be the difference? 90% as compared to 100%?
3. Also, on the IEP’s…if there are accommodations/modifications for state assessments are those to be used within the classroom as well. Because on this new ISTAR program, it states that these acomm/mods are to be used on a regular basis. Well, state testing is not on a regular basis, so…?!? I’m just not sure what that means.
I was starting to “worry” (if you can call it that) about not being able to use many hands-on things in here because of all the worksheets and direct instruction that was being conducted. I was thinking along these lines more for grades…if I did a lot of hands-on things, not as many worksheets would get done, etc. But, I talked with my teacher and the got the approximate number of grades she takes each week for certain subjects. She also shared that she does activities throughout the week, and we have a 30 minute time period in the afternoons in case we didn’t get to something in the morning (if not, it’s study hall time or help time, etc).
She does have a discipline problem but not because of the students. She is not consistent and firm (not a bad thing; it just doesn’t work for this class). I have a feeling we will get them whipped into shape quite quickly! They just need some structure. I think I will have some opportunities to create individual behavior plans for some of my students or at least, I would like to try.
It interested me that when she was teaching or reading out of the book, looking at problems in the book, etc., the students were doing MANY different things. I’m taking anecdotal records and also time samplings of each of them. I am also trying to get in an IRI on each of them this week so that, along with another E/la assessment, I can place them in groups for balanced literacy. Yes…I am going to try that too! I also ran by my teacher an idea for the beginning of the day instead of morning work, and she said she’s been wanting to try that but hasn’t yet (especially with this group), so she said GO FOR IT!
I know I might be planning and dreaming too much right now, but I feel this is going to be a great environment in which to try it!
Would next Friday work to come and observe me? Morning time, between 8 and 10? That will be our morning work, spelling, grammar, and reading timeJ! Just let me know!
Oh, and my teacher is so informative; she answer so many questions today, and she is just so supportive and open. It's going to be great!
Thursday, October 8, 2009
Journal for 10/8/09 1/2 way...
Domain 2: Personal Development
Last day...
I was so encouraged to see that my teacher did the social studies lesson...she even took them over to the board and went over past ones. She also seemed to get into the social studies lesson for the older boys. I just hope she keeps them going. Her attitude seems to be so receptive of what I have implemented; it doesn't seem like she is just doing them because I am here...that makes me so glad!
I was able to show her my science block plan with basically a lesson for tomorrow (but will probably carry over well into next week as well). I was also able to give her some other assessments to help her with future planning as well!
It was hard when the aide worked with "my" 4th grader today. He was out of sorts (his teacher said he has been all week), and he even asked if it was time to go yet (I don't recall him ever doing that; maybe once). I was wondering if maybe the fact that he knows I'm leaving affected him this week. I made sure I told him on Monday about it so that he would be prepared; I wasn't sure what the best decision was to make about that. Not that I think he is attached to me like that, but I a change in the norm, not having those few minutes with someone who focuses on him that loves him (not that they won't), but it will just be different. I took him upstairs and gave him his little "good-bye" gift on the way. I explained that it would be different adjusting to someone new but that he was just going to have to work hard and communicate to them about what he needs.
I fought back tears after I left him. My heart breaks for him.
On a lighter note: The 1st graders at lunch asked why I was going to stop being a lunch lady and become a teacher...from the mouth of babes!
I had some great opportunities to speak with teachers today...just to know them a bit better (acutally over the past few days). I really am going to miss this place. I am a better person because of it, and God has worked and taught me so much. He has been with me every step of the way, and has opened doors and opportunities in many place. I have to praise Him for it. I know there is still much to reflect upon and think through from this placement. These 2 months will carry over, not only into my 2nd placement but into my future teaching positions as well.
I will see you tomorrow. Thank you for all your support this placement. I couldn't have done it without you!
Last day...
I was so encouraged to see that my teacher did the social studies lesson...she even took them over to the board and went over past ones. She also seemed to get into the social studies lesson for the older boys. I just hope she keeps them going. Her attitude seems to be so receptive of what I have implemented; it doesn't seem like she is just doing them because I am here...that makes me so glad!
I was able to show her my science block plan with basically a lesson for tomorrow (but will probably carry over well into next week as well). I was also able to give her some other assessments to help her with future planning as well!
It was hard when the aide worked with "my" 4th grader today. He was out of sorts (his teacher said he has been all week), and he even asked if it was time to go yet (I don't recall him ever doing that; maybe once). I was wondering if maybe the fact that he knows I'm leaving affected him this week. I made sure I told him on Monday about it so that he would be prepared; I wasn't sure what the best decision was to make about that. Not that I think he is attached to me like that, but I a change in the norm, not having those few minutes with someone who focuses on him that loves him (not that they won't), but it will just be different. I took him upstairs and gave him his little "good-bye" gift on the way. I explained that it would be different adjusting to someone new but that he was just going to have to work hard and communicate to them about what he needs.
I fought back tears after I left him. My heart breaks for him.
On a lighter note: The 1st graders at lunch asked why I was going to stop being a lunch lady and become a teacher...from the mouth of babes!
I had some great opportunities to speak with teachers today...just to know them a bit better (acutally over the past few days). I really am going to miss this place. I am a better person because of it, and God has worked and taught me so much. He has been with me every step of the way, and has opened doors and opportunities in many place. I have to praise Him for it. I know there is still much to reflect upon and think through from this placement. These 2 months will carry over, not only into my 2nd placement but into my future teaching positions as well.
I will see you tomorrow. Thank you for all your support this placement. I couldn't have done it without you!
Wednesday, October 7, 2009
Journal 10/7/09 Oops...I forgot!
Domain 7 Communication
My teacher spoke patiently and sweetly to the student with an emotional disability twice today. I know that sounds a little silly, but it really stood out to me today because I think they were both times when no one unfamiliar was in here. I was super excited! It was like she was interested in him and cared for him. (which I'm sure she does, but it appeared to be demonstrated)
Domain 5 Methodology
Also, the aide is still having a hard time with her 6th grader; he just doesn't seem to be doing any of his work correctly. After a few weeks (at least, that's how long it seems) of this, I began to reflect more on it today. Obviously, this should be a red flag that reteaching needs to be done, but that is not the flow of things in here. He has to do papers over, but it is just assumed that he knows how to do something. Well, what if he did "get it" before hand but has lost in since? I was trying to think how he might feel every day, feeling like a "failure" or just frustrated that he isn't getting it or doing the work right. I know he does try hard. It hurts me for him, and I hope they will figure something out before this cycle continues too much longer. That is definitely where the teacher should jump in (whether she instructs him or not) because that should be her expertise.
I observed another class today and the speech teacher. I noticed in the classroom the number of times that teachers ask yes/no questions. OH MY! It brought to my attention the fact that I must be careful to steer clear of using these "knowledge" questions; if you can even call them that. It seems like that is just answering the question for the student already. Ex: Did the boy REALLY mean to hurt the dog? :) Not too many children would answer "yes".
I was kind of disappointed in the speech teacher. Even though she was working on language, she didn't take advantage of opportunities to correct or teach articulation, nor did she use all opportunities for language development. She also did a very poor job at asking questions and explaining things (for the level they are at). Grant it, she has only worked with them once, but still, they are 1st graders with disabilities. I do not think that time was used the wisest. To me, especially if you are working on language, you should have students using their words at every chance. She even answered for some of them sometimes or didn't give them a chance to speak at key moments. Ex: What number did you spin?
Domain 3 Professional Development
I asked one of the 4th grade teachers to see her standard assessment plan. The 4th grade teachers made a list of standards to teach for each quarter. Then they made assessments based off of these standards. They assess 3 times a quarter. This teacher had a notebook with lessons for all the standards that are supposed to be assessed for this first quarter, all morning work that corresponds, and reteach activities/lessons/etc. I like this! I would just add the component of having a standard sheet for each student and having being able to show progress/mastery of the standard. I wonder if making students responsible for this too would help? Have them check off standards as they master them...in a notebook that is their own...maybe they would see it as a personal challenge?!? Then (here goes some brainstorming), what if I had baskets at centers with specific standards on them and students when allowed to go there, could pick the baskets of the standards they still need to master? Oh my goodness...I want to try that! I don't like focusing SO much on standards but that is the name of the game in today's day and age, and it would definitely be worth a shot!
My teacher spoke patiently and sweetly to the student with an emotional disability twice today. I know that sounds a little silly, but it really stood out to me today because I think they were both times when no one unfamiliar was in here. I was super excited! It was like she was interested in him and cared for him. (which I'm sure she does, but it appeared to be demonstrated)
Domain 5 Methodology
Also, the aide is still having a hard time with her 6th grader; he just doesn't seem to be doing any of his work correctly. After a few weeks (at least, that's how long it seems) of this, I began to reflect more on it today. Obviously, this should be a red flag that reteaching needs to be done, but that is not the flow of things in here. He has to do papers over, but it is just assumed that he knows how to do something. Well, what if he did "get it" before hand but has lost in since? I was trying to think how he might feel every day, feeling like a "failure" or just frustrated that he isn't getting it or doing the work right. I know he does try hard. It hurts me for him, and I hope they will figure something out before this cycle continues too much longer. That is definitely where the teacher should jump in (whether she instructs him or not) because that should be her expertise.
I observed another class today and the speech teacher. I noticed in the classroom the number of times that teachers ask yes/no questions. OH MY! It brought to my attention the fact that I must be careful to steer clear of using these "knowledge" questions; if you can even call them that. It seems like that is just answering the question for the student already. Ex: Did the boy REALLY mean to hurt the dog? :) Not too many children would answer "yes".
I was kind of disappointed in the speech teacher. Even though she was working on language, she didn't take advantage of opportunities to correct or teach articulation, nor did she use all opportunities for language development. She also did a very poor job at asking questions and explaining things (for the level they are at). Grant it, she has only worked with them once, but still, they are 1st graders with disabilities. I do not think that time was used the wisest. To me, especially if you are working on language, you should have students using their words at every chance. She even answered for some of them sometimes or didn't give them a chance to speak at key moments. Ex: What number did you spin?
Domain 3 Professional Development
I asked one of the 4th grade teachers to see her standard assessment plan. The 4th grade teachers made a list of standards to teach for each quarter. Then they made assessments based off of these standards. They assess 3 times a quarter. This teacher had a notebook with lessons for all the standards that are supposed to be assessed for this first quarter, all morning work that corresponds, and reteach activities/lessons/etc. I like this! I would just add the component of having a standard sheet for each student and having being able to show progress/mastery of the standard. I wonder if making students responsible for this too would help? Have them check off standards as they master them...in a notebook that is their own...maybe they would see it as a personal challenge?!? Then (here goes some brainstorming), what if I had baskets at centers with specific standards on them and students when allowed to go there, could pick the baskets of the standards they still need to master? Oh my goodness...I want to try that! I don't like focusing SO much on standards but that is the name of the game in today's day and age, and it would definitely be worth a shot!
Tuesday, October 6, 2009
Journal 10/6/09 The Randomness Continues...
Domain 3 Professional Development
My teacher has been teaching my lessons and preparing for them and everything! I think I've kind of been surprised but grateful! She's doing great! I'm glad I had those extra lessons planned so that it would help her transition. That sounds funny...doesn't it?
I observed a 4th grade teacher today, and might I say that I think she is a great teacher. Even though I did not observe much (only a math lesson after last week's assessment), from hearing her share in the teacher's lounge and just from talking to her and observing how she is with students, I know that she is applying the things that we have learned in class. I wrote down a lot...does that surprise you...and gave it to her. I was hoping that she wouldn't take offense to anything I suggested or wrote down. She had asked me to feel free to make some suggestions or review what she did, so I told her I would give her a copy of what I did. She came down a few minutes later and said that she showed the principal what I did and that it was as if I had been teaching for 10 years. All I did was apply the basic lesson plan outline and suggested some ways to make the most of her time...all things I owe to you and the rest of the professors...nothing special! It was neat to be able to verbalize how great a job I think she is doing and that appreciate the work she is doing. I was reflecting on her ability with the aide, and I think part of it has to do with the fact that she went back later in life for her degree, so she has more "moder philosophy and understanding" behind her. She understands what it takes to be a teacher today and is willing to and actually does rise to the occasion. It was an encouraging experience all around. AND I HOPE YOU ARE ENCOURAGED BY THE FACT THAT YOU GUYS ARE TRULY PREPARING US! THANK YOU!
There was a little tension in the lunch room today with the 3rd/4th grade teachers and the other special ed teacher over which reading assessment to use. To make a long story short, what I gathered from the situation is that COLLABORATION (I like caps today:)) is huge. If they were all working together or the whole school had a plan in which to assess students, there would not be this "problem" or "issue" so to speak...IRI's vs. Running Records. I can't wait to help add to the team effort/work of my school!
My teacher worked with "my" 4th grader today, and he was in good spirits, and it seemed to go super well which was a relief to me. I feel like I am letting him go into good hands. I hope that continues and that she realizes his abilities and strengths and doesn't "feed" him the work/information. I was so encouraged by this!
I was also reflecting on the fact that one of the 6th graders is always asking, "right"? Learned helplessness...perhaps from not bieng encouraged to do much on his own, even though he does do work on his own, he is never sure of his abilities...just a thought?!? Just something I was trying to think through. Perhaps he has no assurance of his knowledge or confidence in his abilities...
My student that "moved" is coming back! YEAH!
My teacher has been teaching my lessons and preparing for them and everything! I think I've kind of been surprised but grateful! She's doing great! I'm glad I had those extra lessons planned so that it would help her transition. That sounds funny...doesn't it?
I observed a 4th grade teacher today, and might I say that I think she is a great teacher. Even though I did not observe much (only a math lesson after last week's assessment), from hearing her share in the teacher's lounge and just from talking to her and observing how she is with students, I know that she is applying the things that we have learned in class. I wrote down a lot...does that surprise you...and gave it to her. I was hoping that she wouldn't take offense to anything I suggested or wrote down. She had asked me to feel free to make some suggestions or review what she did, so I told her I would give her a copy of what I did. She came down a few minutes later and said that she showed the principal what I did and that it was as if I had been teaching for 10 years. All I did was apply the basic lesson plan outline and suggested some ways to make the most of her time...all things I owe to you and the rest of the professors...nothing special! It was neat to be able to verbalize how great a job I think she is doing and that appreciate the work she is doing. I was reflecting on her ability with the aide, and I think part of it has to do with the fact that she went back later in life for her degree, so she has more "moder philosophy and understanding" behind her. She understands what it takes to be a teacher today and is willing to and actually does rise to the occasion. It was an encouraging experience all around. AND I HOPE YOU ARE ENCOURAGED BY THE FACT THAT YOU GUYS ARE TRULY PREPARING US! THANK YOU!
There was a little tension in the lunch room today with the 3rd/4th grade teachers and the other special ed teacher over which reading assessment to use. To make a long story short, what I gathered from the situation is that COLLABORATION (I like caps today:)) is huge. If they were all working together or the whole school had a plan in which to assess students, there would not be this "problem" or "issue" so to speak...IRI's vs. Running Records. I can't wait to help add to the team effort/work of my school!
My teacher worked with "my" 4th grader today, and he was in good spirits, and it seemed to go super well which was a relief to me. I feel like I am letting him go into good hands. I hope that continues and that she realizes his abilities and strengths and doesn't "feed" him the work/information. I was so encouraged by this!
I was also reflecting on the fact that one of the 6th graders is always asking, "right"? Learned helplessness...perhaps from not bieng encouraged to do much on his own, even though he does do work on his own, he is never sure of his abilities...just a thought?!? Just something I was trying to think through. Perhaps he has no assurance of his knowledge or confidence in his abilities...
My student that "moved" is coming back! YEAH!
Monday, October 5, 2009
Journal 10/5/09 only 4 days left...
Domain 8 - Global and Multicultural Perspectives
My teacher took over today...almost completely but thank goodness I am here to help direct and get her back to the routine. I can only imagine how hard that would be. I am understanding, now, how hard it is not to jump into instruction/conversation when another is working with the students. I feel like the coins have turned, like they are my students, and I am having to teach her what I do. She kept a lot of the stuff that I do, today. Hopefully, as the week progresses, I can share more and more things with her. I think the hardest thing to switch over are the assessments...I have all sorts of checklists and things I write down and keep track of. I'm not quite sure how I am going to do this transition. Perhaps tomorrow I can make copies of all of them and give them to her. She has a copy already, of the blank ones, but not of those in progress.
Almost every, if not every, day, I hear the aide talking to the student works with about how he should know something (or something along those lines). Things that are simple, such as how many feet are in a yard. Then when she talks to us or to him about them, she explains that he knew them before, and she doesn't understand why he doesn't know. For quite awhile now, I have been reflecting upon this, observing it throughout the weeks, and experiencing myself with him. Obviously, it is not because he is not "remembering", but rather, it is because of his disability. I don't know if there is a specific name when students can remember something one day and then the next, it can be completely gone, but it just goes to show that even though they might be teaching him at his level, they are individualizing his instruction to the fullest because instead of moving from lesson to lesson, he would be receiving more instruction in those areas where he needs more exposure...not necessarily the 40 times, but more than a worksheet that he receives help on...again, I could be exaggerating, but I think I have explained my thoughts enough.
I love giving over the reigns...I think I will get a lot done this week. I thought I would be teaching a lot more, but I think having my teacher doing it and then helping them through it is better...I hope that's ok. I have just kind of gone with the flow of where my teacher has gone, and she told me not to write any more plans...hard because I keep thinking of other things I can still do or other things I still want to do, which I may.
Almost half of the journey is completed...and another awaits! I'm excited for what the future holds and grateful for my time here. I will truly miss this placement!
My teacher took over today...almost completely but thank goodness I am here to help direct and get her back to the routine. I can only imagine how hard that would be. I am understanding, now, how hard it is not to jump into instruction/conversation when another is working with the students. I feel like the coins have turned, like they are my students, and I am having to teach her what I do. She kept a lot of the stuff that I do, today. Hopefully, as the week progresses, I can share more and more things with her. I think the hardest thing to switch over are the assessments...I have all sorts of checklists and things I write down and keep track of. I'm not quite sure how I am going to do this transition. Perhaps tomorrow I can make copies of all of them and give them to her. She has a copy already, of the blank ones, but not of those in progress.
Almost every, if not every, day, I hear the aide talking to the student works with about how he should know something (or something along those lines). Things that are simple, such as how many feet are in a yard. Then when she talks to us or to him about them, she explains that he knew them before, and she doesn't understand why he doesn't know. For quite awhile now, I have been reflecting upon this, observing it throughout the weeks, and experiencing myself with him. Obviously, it is not because he is not "remembering", but rather, it is because of his disability. I don't know if there is a specific name when students can remember something one day and then the next, it can be completely gone, but it just goes to show that even though they might be teaching him at his level, they are individualizing his instruction to the fullest because instead of moving from lesson to lesson, he would be receiving more instruction in those areas where he needs more exposure...not necessarily the 40 times, but more than a worksheet that he receives help on...again, I could be exaggerating, but I think I have explained my thoughts enough.
I love giving over the reigns...I think I will get a lot done this week. I thought I would be teaching a lot more, but I think having my teacher doing it and then helping them through it is better...I hope that's ok. I have just kind of gone with the flow of where my teacher has gone, and she told me not to write any more plans...hard because I keep thinking of other things I can still do or other things I still want to do, which I may.
Almost half of the journey is completed...and another awaits! I'm excited for what the future holds and grateful for my time here. I will truly miss this placement!
Journa for 10/5/09 4 days...:(
Domain 8 - Global and Multicultural Perspectives
My teacher took over today...almost completely but thank goodness I am here to help direct and get her back to the routine. I can only imagine how hard that would be. I am understanding, now, how hard it is not to jump into instruction/conversation when another is working with the students. I feel like the coins have turned, like they are my students, and I am having to teach her what I do. She kept a lot of the stuff that I do, today. Hopefully, as the week progresses, I can share more and more things with her. I think the hardest thing to switch over are the assessments...I have all sorts of checklists and things I write down and keep track of. I'm not quite sure how I am going to do this transition. Perhaps tomorrow I can make copies of all of them and give them to her. She has a copy already, of the blank ones, but not of those in progress.
Almost every, if not every, day, I hear the aide talking to the student works with about how he should know something (or something along those lines). Things that are simple, such as how many feet are in a yard. Then when she talks to us or to him about them, she explains that he knew them before, and she doesn't understand why he doesn't know. For quite awhile now, I have been reflecting upon this, observing it throughout the weeks, and experiencing myself with him. Obviously, it is not because he is not "remembering", but rather, it is because of his disability. I don't know if there is a specific name when students can remember something one day and then the next, it can be completely gone, but it just goes to show that even though they might be teaching him at his level, they are individualizing his instruction to the fullest because instead of moving from lesson to lesson, he would be receiving more instruction in those areas where he needs more exposure...not necessarily the 40 times, but more than a worksheet that he receives help on...again, I could be exaggerating, but I think I have explained my thoughts enough.
I love giving over the reigns...I think I will get a lot done this week. I thought I would be teaching a lot more, but I think having my teacher doing it and then helping them through it is better...I hope that's ok. I have just kind of gone with the flow of where my teacher has gone, and she told me not to write any more plans...hard because I keep thinking of other things I can still do or other things I still want to do, which I may.
Almost half of the journey is completed...and another awaits! I'm excited for what the future holds and grateful for my time here. I will truly miss this placement!
My teacher took over today...almost completely but thank goodness I am here to help direct and get her back to the routine. I can only imagine how hard that would be. I am understanding, now, how hard it is not to jump into instruction/conversation when another is working with the students. I feel like the coins have turned, like they are my students, and I am having to teach her what I do. She kept a lot of the stuff that I do, today. Hopefully, as the week progresses, I can share more and more things with her. I think the hardest thing to switch over are the assessments...I have all sorts of checklists and things I write down and keep track of. I'm not quite sure how I am going to do this transition. Perhaps tomorrow I can make copies of all of them and give them to her. She has a copy already, of the blank ones, but not of those in progress.
Almost every, if not every, day, I hear the aide talking to the student works with about how he should know something (or something along those lines). Things that are simple, such as how many feet are in a yard. Then when she talks to us or to him about them, she explains that he knew them before, and she doesn't understand why he doesn't know. For quite awhile now, I have been reflecting upon this, observing it throughout the weeks, and experiencing myself with him. Obviously, it is not because he is not "remembering", but rather, it is because of his disability. I don't know if there is a specific name when students can remember something one day and then the next, it can be completely gone, but it just goes to show that even though they might be teaching him at his level, they are individualizing his instruction to the fullest because instead of moving from lesson to lesson, he would be receiving more instruction in those areas where he needs more exposure...not necessarily the 40 times, but more than a worksheet that he receives help on...again, I could be exaggerating, but I think I have explained my thoughts enough.
I love giving over the reigns...I think I will get a lot done this week. I thought I would be teaching a lot more, but I think having my teacher doing it and then helping them through it is better...I hope that's ok. I have just kind of gone with the flow of where my teacher has gone, and she told me not to write any more plans...hard because I keep thinking of other things I can still do or other things I still want to do, which I may.
Almost half of the journey is completed...and another awaits! I'm excited for what the future holds and grateful for my time here. I will truly miss this placement!
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