Domain 3 Professional Development
Two things...
I realized that for 2 or 3 of my plans yesterday, I didn't even use my plan sheet or at least look at it to see what assessments I was to be doing throughout the lesson. I really don't know why I didn't do it, but I definitely missed out. I obviously can remember some of my observations throughout, but I don't know exactly what my students did, nor did I complete the purpose as I set out to (or at least I don't have true proof). So today, I made sure that that is what I looked at so that I know what I need to be assessing. It might sound silly that I would skip looking at such but when I get to just "teaching and learning", I forget what I'm doing. I think part of it is that since most of my plans are stretched and not what I would do if it were my classroom, they don't come as naturally to me. Also, since I have up to 4 assessments going at one time, it's hard to keep track of it all. There's no excuse though. I'm just kind of bummed I missed out on such. But, I've learned my lesson, and I can adapt and do better next time!
Also, I got to speak the the OT today that will be working with my students. Because I have saved most of the boys' work, and she wanted to see their work, I asked permission to take her down to show her. So, I was able to show her their cutting, writing, coloring, etc. She advised me on something I/we could do with one student to improve his wrist strength/control, and we just talked through various things about them. It was a great learning experience....just that communication with her and putting into words what I observe. I was grateful I got to talk with her because my teacher told her we are doing Handwriting without Tears with him. Well, we are, but he is way past the level that we are at right now; he has other handwriting stuff that he does and does well. I guess I never thought about doing a separate lesson for him through HWT; I dont' know if I even thought about it going beyond where he is at now. Stinkers...that would have enlightened my teacher to the fact that he is not there.
Another thing...I know I said two, but I just thought of another. My teacher had to present information to the principal about how the students have grown since last year. She gave me a copy, and I read over it this morning. I found some obvious things that were not valid. And then for other areas, I just wonder where she gets that information and much more she could have put on there if she used standards/IEP goals/aligned assessments. That paper could have been so much stronger. Also, it interests me that she never consulted me about any of it. She wrote down info for one student that only I have worked with; she worked with him, I think, maybe once. Just interesting...You'd think if you really wanted the information, you would ask the person, who at this point, knows the best...especially if they have data to show/prove it:)
I also don't like it when students get helped when they don't need it. I've on this before, but a student was being worked with today and words were basically being put in his mouth, it was being written out for him, and I don't think he has a problem with quality or speed; he just needs a quiet place to work, so I'm not quite sure why he is even helped so much. When I worked with him, I just let him do his thing, waiting to me asked for help. Once I thought he was struggling, I asked him if he needed help, but he said no...grant it, I might be off on the above scenario. Maybe she wasn't helping him that much, but from what I caught...that's what it seemed like. And of course, the student isn't going to say anything!
This ended up being a lot more than two:)!
Thanks for coming today and for just coming in during a somewhat normal time. Let me know when you want to get together for CEC. I'll see if Katie can cover this Monday and then I'll do the 12th!
Wednesday, September 30, 2009
Tuesday, September 29, 2009
Journal for 9/29/09 Almost October...
Domain 8 Multicultural Perspectives
One of our 6th graders with an emotional disability had a "breakdown" today. There was a sub in his class and this happened the last time he had a sub too. I never really found out why he was crying so much, but after Mrs. Kirk talked with him and brought him back it, the aide said something like, "That was real pathetic." And Mrs. Kirk was yelling at him the entire time...the kids were distracted, and I just kept wondering what all the other teachers were thinking. Again, it just goes back to the fact that he is treated like he is a "normal" child, not like a child with a disability.
Time management has been a little harder since I have switched all our activities. We do the worksheet stuff in the afternoon and the hands-on lessons/instruction more in the morning. That way, if the aide has to work with them in the afternoon, there is work she can do with them. It just makes for hard planning in the morning because now I have to judge more by time. When we did worksheets in the morning, it didn't really matter what/when we got them done, but now I just have a bunch of plans, and I will just decide when it is best to do them. It's not very good "planning ahead", but I plan the night before and then prepare as I need to during the day. In this time of environment, it works, but I still feel like I am flying by the seat of my pants sometimes. I have been doing much more instruction though, and it's kind of nice because they are experiencing different learning opportunities. Today, for their weekly reader, I did a whole center rotation; it was easy to plan, technology was used, and the students loved it. We did math, reading, social skills, and fine motor skills. I still have many lessons planned that we have never done or probably won't get to do, but it is nice fitting some of them in this last full week of teaching. I'm sure I"ll get to do more next too, but I do wonder if she will keep any of it?!?
One of my students cried today because his tummy was hurting. I asked why his tummy was hurting, and he said he was hungry. They sent home food with him.
I forgot to look at my cupcake plans, so when we make our cupcakes today for good behavior, we just decorated them; I didn't want to take time to go get the plans, so hopefully I can look at it later and apply what I observed.
These are all kind of random thoughts, but just some reflections as I near the end of my time here. I'm getting more and more excited about my next placement just because it's going to be so different. I love this one, and I know I will love the second. God has blessed me so...His love is too amazing!
We'll see you tomorrow! I won't expect you at any certain time...surprise;)
One of our 6th graders with an emotional disability had a "breakdown" today. There was a sub in his class and this happened the last time he had a sub too. I never really found out why he was crying so much, but after Mrs. Kirk talked with him and brought him back it, the aide said something like, "That was real pathetic." And Mrs. Kirk was yelling at him the entire time...the kids were distracted, and I just kept wondering what all the other teachers were thinking. Again, it just goes back to the fact that he is treated like he is a "normal" child, not like a child with a disability.
Time management has been a little harder since I have switched all our activities. We do the worksheet stuff in the afternoon and the hands-on lessons/instruction more in the morning. That way, if the aide has to work with them in the afternoon, there is work she can do with them. It just makes for hard planning in the morning because now I have to judge more by time. When we did worksheets in the morning, it didn't really matter what/when we got them done, but now I just have a bunch of plans, and I will just decide when it is best to do them. It's not very good "planning ahead", but I plan the night before and then prepare as I need to during the day. In this time of environment, it works, but I still feel like I am flying by the seat of my pants sometimes. I have been doing much more instruction though, and it's kind of nice because they are experiencing different learning opportunities. Today, for their weekly reader, I did a whole center rotation; it was easy to plan, technology was used, and the students loved it. We did math, reading, social skills, and fine motor skills. I still have many lessons planned that we have never done or probably won't get to do, but it is nice fitting some of them in this last full week of teaching. I'm sure I"ll get to do more next too, but I do wonder if she will keep any of it?!?
One of my students cried today because his tummy was hurting. I asked why his tummy was hurting, and he said he was hungry. They sent home food with him.
I forgot to look at my cupcake plans, so when we make our cupcakes today for good behavior, we just decorated them; I didn't want to take time to go get the plans, so hopefully I can look at it later and apply what I observed.
These are all kind of random thoughts, but just some reflections as I near the end of my time here. I'm getting more and more excited about my next placement just because it's going to be so different. I love this one, and I know I will love the second. God has blessed me so...His love is too amazing!
We'll see you tomorrow! I won't expect you at any certain time...surprise;)
Monday, September 28, 2009
Journal 9/28/09 More than Worksheets
Domain 2 Personal Development
This morning, when I was doing the Math Board, I overheard my aide and teacher discussing some of their plan of action once I am gone. I heard them discussing their morning routine and then the aide brought up something about "she goes over the alotted time; she is only supposed to have them from such and such time, but today she didn't get them out of there till 9:45" (or something like that. My guess is that she was talking about me, and although it is her norm to gossip or complain, etc., I have never heard her do so about me. At first, I was actually hurt because I was standing right there in the room and neither of them had ever brought it up before. I thought about saying something to my teacher, asking her if I was using too much time, but I figured that for one, my time is also up there, and for two, if she thought it was a big deal, she would have already brought it up with me. I also realized that people will say and do things like that my whole life, but I can't go around trying to make myself feel better my trying to solve the problem each time. She made a comment about hurrying them up or something and all I could think of was that to her, instruction is worksheets and a few "instructions"/verbal mini lesson. She has no idea what exactly goes into a lesson nor does she probably understand the concept of progress, mastery, informal assessment, etc. So to her, it would be easy just to speed them up. A hard lesson learned...I want them to understand why I do what I do. One of my students I let out at the approximate time, and I should be better at that, but sometimes if I am in the middle of something, I don't just want to stop cold. His teacher has never said anything to me about it, so I am assuming it's been ok. I probably should have talked with her about it. And the other, he always comes in late, so I work with him an extra few minutes to try to keep him on track or give him the extra instruction he needs. Anyways...I don't have to fix all the hurts in life.
Another note, one of my students is moving this week. Thursday is his last day; again, I know you aren't supposed to have favorites, but he is mine. It will be sad to see him go. It's comforting though knowing I had a chance to be a part of his life for this short time. It is also nice knowing I will be leaving soon myself, so I would be saying goodbye anyway. I feel for the others though who will miss him a lot as well.
This morning, when I was doing the Math Board, I overheard my aide and teacher discussing some of their plan of action once I am gone. I heard them discussing their morning routine and then the aide brought up something about "she goes over the alotted time; she is only supposed to have them from such and such time, but today she didn't get them out of there till 9:45" (or something like that. My guess is that she was talking about me, and although it is her norm to gossip or complain, etc., I have never heard her do so about me. At first, I was actually hurt because I was standing right there in the room and neither of them had ever brought it up before. I thought about saying something to my teacher, asking her if I was using too much time, but I figured that for one, my time is also up there, and for two, if she thought it was a big deal, she would have already brought it up with me. I also realized that people will say and do things like that my whole life, but I can't go around trying to make myself feel better my trying to solve the problem each time. She made a comment about hurrying them up or something and all I could think of was that to her, instruction is worksheets and a few "instructions"/verbal mini lesson. She has no idea what exactly goes into a lesson nor does she probably understand the concept of progress, mastery, informal assessment, etc. So to her, it would be easy just to speed them up. A hard lesson learned...I want them to understand why I do what I do. One of my students I let out at the approximate time, and I should be better at that, but sometimes if I am in the middle of something, I don't just want to stop cold. His teacher has never said anything to me about it, so I am assuming it's been ok. I probably should have talked with her about it. And the other, he always comes in late, so I work with him an extra few minutes to try to keep him on track or give him the extra instruction he needs. Anyways...I don't have to fix all the hurts in life.
Another note, one of my students is moving this week. Thursday is his last day; again, I know you aren't supposed to have favorites, but he is mine. It will be sad to see him go. It's comforting though knowing I had a chance to be a part of his life for this short time. It is also nice knowing I will be leaving soon myself, so I would be saying goodbye anyway. I feel for the others though who will miss him a lot as well.
Friday, September 25, 2009
Journal 9/25/09 Processing...
Domain 2 Personal Development
It was interesting today because a man from the Triangle at school came to take my picture for my internship this summer (he wanted one of me "in action" as a teacher). When he was here, it was almost like Mrs. Kirk became completely different...responding to the boys unlike she usually does, not in a bad way but it was like she was trying to defend her class...if that makes sense. I know that having someone in the room always makes us want to be and do our best. I was trying to be mindful and that and just be me; it's always scary when all eyes are on you, and you know it. I know that after I've been teaching for awhile, that won't matter that much. But, come to think of it, I think even when you've been here, it's been like that. Again, just something I've noticed...how teachers automatically want to start "defending" their classes/rooms. I think that is the best word to describe it right now, for lack of a better one.
I hope that I can apply this and always be consistant no matter what...it's a hard lesson when other eyes are on you, but God's eyes are always on me.
When my 4th grader came down for my help, Mrs. Kirk took him, so I told her that today he has earned a SPONGEBOB DAY and that we would not be doing work. She still took him and tried finishing a paper. In those few short moments, I got scared for that student because I'm afraid he is going to get "helped" too much. He knows his stuff...I'm afraid he is going to get info fed to him; I know I already talked about this, but it just jumped out to me again today. She also asked me what we would do about all his work, and I told her that he always has work and that it could just wait until Monday. I wasn't 100% if we would do any work today, but I know, or at least, I hope he was looking forward to this free day and that is the whole purpose of a behavior plan...to stick with it. He deserved it. It was intersting to me that she didn't really respect that, and it seemed because she wanted to get the work done. I guess that's it for most of the kids down here; it's about getting the work done, not about learning...(just processing)...at least from my observations. It sounds so negative to talk like that. I think I am just ready to move from this placement and not just because of all this but because I am just ready to have my own class - a classroom full of learning and all that goes along with that! My time will come. Patience...perseverence...faithfulness...
I don't know if this will work, but I would just like to be observed doing every day normal stuff, so could you just randomly show up when it's convenient for you and whatever we are doing at the time, you can observe me doing that? 9:30-10:30 is out of the question and then 11:20-12:30 is also out. Other than that, whenever you want to come...does that sound good?
Have a grrrrrrrrrreat weekend! Enjoy the beauty of the rain!
It was interesting today because a man from the Triangle at school came to take my picture for my internship this summer (he wanted one of me "in action" as a teacher). When he was here, it was almost like Mrs. Kirk became completely different...responding to the boys unlike she usually does, not in a bad way but it was like she was trying to defend her class...if that makes sense. I know that having someone in the room always makes us want to be and do our best. I was trying to be mindful and that and just be me; it's always scary when all eyes are on you, and you know it. I know that after I've been teaching for awhile, that won't matter that much. But, come to think of it, I think even when you've been here, it's been like that. Again, just something I've noticed...how teachers automatically want to start "defending" their classes/rooms. I think that is the best word to describe it right now, for lack of a better one.
I hope that I can apply this and always be consistant no matter what...it's a hard lesson when other eyes are on you, but God's eyes are always on me.
When my 4th grader came down for my help, Mrs. Kirk took him, so I told her that today he has earned a SPONGEBOB DAY and that we would not be doing work. She still took him and tried finishing a paper. In those few short moments, I got scared for that student because I'm afraid he is going to get "helped" too much. He knows his stuff...I'm afraid he is going to get info fed to him; I know I already talked about this, but it just jumped out to me again today. She also asked me what we would do about all his work, and I told her that he always has work and that it could just wait until Monday. I wasn't 100% if we would do any work today, but I know, or at least, I hope he was looking forward to this free day and that is the whole purpose of a behavior plan...to stick with it. He deserved it. It was intersting to me that she didn't really respect that, and it seemed because she wanted to get the work done. I guess that's it for most of the kids down here; it's about getting the work done, not about learning...(just processing)...at least from my observations. It sounds so negative to talk like that. I think I am just ready to move from this placement and not just because of all this but because I am just ready to have my own class - a classroom full of learning and all that goes along with that! My time will come. Patience...perseverence...faithfulness...
I don't know if this will work, but I would just like to be observed doing every day normal stuff, so could you just randomly show up when it's convenient for you and whatever we are doing at the time, you can observe me doing that? 9:30-10:30 is out of the question and then 11:20-12:30 is also out. Other than that, whenever you want to come...does that sound good?
Have a grrrrrrrrrreat weekend! Enjoy the beauty of the rain!
Thursday, September 24, 2009
Not my journal for the day...just extra stuff
Next observation...right...I said something and then didn't...
Let's see...ummmm...what about next Wednesday? That might be good for me...what about you?
Also,
Aides are supposed to instruct...right? So...can you give me some examples of what they should be used for? I don't mean that in a rude way...I just mean..."dependent practice", "independent practice help", enrichment, activities...???
I'm just trying to think, if I had all the students in my class now, how I would use the aide to the fullest while still being the teacher... you know?
Let's see...ummmm...what about next Wednesday? That might be good for me...what about you?
Also,
Aides are supposed to instruct...right? So...can you give me some examples of what they should be used for? I don't mean that in a rude way...I just mean..."dependent practice", "independent practice help", enrichment, activities...???
I'm just trying to think, if I had all the students in my class now, how I would use the aide to the fullest while still being the teacher... you know?
I had the opportunity to apply something that I learned...
You know the "authority thing"? Well, today at lunch, one of the lunch ladies was getting on to one of the first graders (I monitor the 1st graders at lunch). My first reaction was to jump in to see what he had done and handle it how I would, but then I remembered how that made me feel when someone else did that to me, so I just backed off and tried to support her by just watching and then leaving when they were done. Kind of hard at first but definitely cool to see played out!
Also, my teacher was not in the workroom with me for lunch today, and I was much more talkative. I don't know if it was just because of those who were in there at the time or if it was because I felt more "free" since she wasn't there. Either way, it was a nice change. Not that she keeps me from talking or anything; it was just an observation I made!
I also had all the boys myself today for about an hour and 20 minutes or so. Besides the effects of not working with some of these boys on a consistant basis, everything went fine. In fact, the K teacher walked in and was surprised at how quiet it was! That made my heart happy! Everything wasn't ideal, and I would still need to learn a lot about what would be best when having all those students at the same time do all different things, but they weren't out of control; I wasn't yelling; everyone had something to do. Keeping them focused and working was probably the hardest thing, but none-the-less, we survived!!
Have a great Thursday night!
I hope you are doing well!
You know the "authority thing"? Well, today at lunch, one of the lunch ladies was getting on to one of the first graders (I monitor the 1st graders at lunch). My first reaction was to jump in to see what he had done and handle it how I would, but then I remembered how that made me feel when someone else did that to me, so I just backed off and tried to support her by just watching and then leaving when they were done. Kind of hard at first but definitely cool to see played out!
Also, my teacher was not in the workroom with me for lunch today, and I was much more talkative. I don't know if it was just because of those who were in there at the time or if it was because I felt more "free" since she wasn't there. Either way, it was a nice change. Not that she keeps me from talking or anything; it was just an observation I made!
I also had all the boys myself today for about an hour and 20 minutes or so. Besides the effects of not working with some of these boys on a consistant basis, everything went fine. In fact, the K teacher walked in and was surprised at how quiet it was! That made my heart happy! Everything wasn't ideal, and I would still need to learn a lot about what would be best when having all those students at the same time do all different things, but they weren't out of control; I wasn't yelling; everyone had something to do. Keeping them focused and working was probably the hardest thing, but none-the-less, we survived!!
Have a great Thursday night!
I hope you are doing well!
Wednesday, September 23, 2009
Journal 9/23/09 Yeah for Positive Things!
Domain 7 Communication
Domain 1 Content/Subject Matter
To start off...I had some great things happen today!
I tried sending home a letter to parents following up with a read-a-loud series I'm doing. I ask my teacher if she minded if I tried realizing that the feedback probably wouldn't be much but hoping for the best...and guess what? The two that were they today returned it! The one that we thought probably would not, out of the three, DID!!! Oh my goodness! I was so excited! I'll have to do it again for our next book!
Also, I taught motion and force today for science, and my my students, especially one, really seemed to understand it!! He even enjoyed learning about it and was doing things on his own as examples because he seemed to really "catch on"! The words (terms/definitions) might not have sunk in totally, BUT the concept was definitely being learned!! I was so excited for him!
There were a couple instances with the aide today that makes me wonder the following: How do you, professionally and respectfully, lay out your expectations for the aide right off the bat without offending or making it sound like you are the "know it all"? How do you instill worth and value but set standards and "rules" so-to-speak? She "fixed" one of my student's pieces again today. It was so frustrating. Why do we have them work if they can't even show their work themselves? It would have been more appreciated if she would have pointed the "imperfection" out to him and had him fix it, but she was doing it herself. It's just sad, but I know, again, that she doesn't know the science behind it all. But this made me observe some other things during the day and that's what made me want to ask the above because I just want to know what your approach was during your experiences.
Thanks so much!
Domain 1 Content/Subject Matter
To start off...I had some great things happen today!
I tried sending home a letter to parents following up with a read-a-loud series I'm doing. I ask my teacher if she minded if I tried realizing that the feedback probably wouldn't be much but hoping for the best...and guess what? The two that were they today returned it! The one that we thought probably would not, out of the three, DID!!! Oh my goodness! I was so excited! I'll have to do it again for our next book!
Also, I taught motion and force today for science, and my my students, especially one, really seemed to understand it!! He even enjoyed learning about it and was doing things on his own as examples because he seemed to really "catch on"! The words (terms/definitions) might not have sunk in totally, BUT the concept was definitely being learned!! I was so excited for him!
There were a couple instances with the aide today that makes me wonder the following: How do you, professionally and respectfully, lay out your expectations for the aide right off the bat without offending or making it sound like you are the "know it all"? How do you instill worth and value but set standards and "rules" so-to-speak? She "fixed" one of my student's pieces again today. It was so frustrating. Why do we have them work if they can't even show their work themselves? It would have been more appreciated if she would have pointed the "imperfection" out to him and had him fix it, but she was doing it herself. It's just sad, but I know, again, that she doesn't know the science behind it all. But this made me observe some other things during the day and that's what made me want to ask the above because I just want to know what your approach was during your experiences.
Thanks so much!
Tuesday, September 22, 2009
Journal 9/22/09 Lengthy One Today...
Domain 6 Management of Time (both scenarios)
Today, I let the little boys experiment with a puppet show. I didn't really give them much instruction because I just thought about the show this morning. I thought I would just let them explore and enjoy the pretend atmosphere. I had gave them some cues like, "Ask each other a question, his name, etc." or "Answer his question". They really enjoyed it, especially when the state fell on top of them at the end;)!
Each day, right before lunch, I have the day's book keeper pick out a book of choice. Today, we read an Arthur book and at the end it had chocolate and strawberry ice cream, so I thought when they returned from lunch that we would do an ice cream graph of who likes what kind of ice cream the best. Now that I think of it, I will probably have them go and ask someone else what their favorite is too, like a poll.
Two things that were not planned but that I believe are beneficial to the learning experience. I was just thinking today how much more hands-on this classroom probably is now (not to my own credit, but I feel that the boys are being introduced to real learning experiences or at least "near-real"). It makes me wonder what my teacher thinks of all of it...does she see its worth? Does she think it involves too much planning? The hardest part is the assessment because I have to keep track of everything I do without the use of worksheets most of the time, but once you get used to it, it's not so bad. It just takes a little time, a little creativity, and lots of observation and good notes. I am definitely learning so much about assessment, which I talked about on blackboard this week, and I know I will continue to, even more so, in my next placement.
Checklists can be both informal and formal, correct? Just depending on when/how you are using them? That sounds like a silly question, but I just want to make sure!
Thanks! and THANK YOU for returning all of my papers and such!
Something else...
For these last 3 weeks, our "special" time has moved to the end of the day because our three first graders go with the K for P.E. This is not a problem expect that now the boys are in the room when I have another student, and since I save more instruction/hands-on activities for the afternoon, I realized today that I am going to have to change my plans because I can't and don't want to put that on the aide...that is not her responsibility nor do I want her teaching lessons. I was trying to talk to Mrs. Kirk about this realization today, and I think she took it more as not being able to balance having different students doing different things down here at once, which is why I think she has not given me all the students. I understand where she is coming from but that is not what I was referencing. I wanted to be careful how I said it because I didn't want her to think I was talking the aide down, so I just let it go. Part of it, I know, was me feeling bad that she thought I didn't think I could handle it but that was selfish on my part; I just need to get over that and realize she was just offering wisdom and advice even though, to me, it was not what I needed at the time:)! Oh learning! (sometimes I think I use this as a counseling session:)!
I also realized how "lucky"/"blessed" I am that I don't have all the students. I have much more time than I would to plan for the next day or the next lesson because I'm not working with all the students. I know this placement would be a lot more work and a lot more planning/preparation if I did. In some ways, I want that experience, but I know that in this situation, having all those students and it not being "my class" would be harder than taking it on in a future classroom without the experience (in my eyes). I am learning enough through this and observing enough to at least have some ideas of how I would handle all those students...I would be up for the challenge!
Today, I let the little boys experiment with a puppet show. I didn't really give them much instruction because I just thought about the show this morning. I thought I would just let them explore and enjoy the pretend atmosphere. I had gave them some cues like, "Ask each other a question, his name, etc." or "Answer his question". They really enjoyed it, especially when the state fell on top of them at the end;)!
Each day, right before lunch, I have the day's book keeper pick out a book of choice. Today, we read an Arthur book and at the end it had chocolate and strawberry ice cream, so I thought when they returned from lunch that we would do an ice cream graph of who likes what kind of ice cream the best. Now that I think of it, I will probably have them go and ask someone else what their favorite is too, like a poll.
Two things that were not planned but that I believe are beneficial to the learning experience. I was just thinking today how much more hands-on this classroom probably is now (not to my own credit, but I feel that the boys are being introduced to real learning experiences or at least "near-real"). It makes me wonder what my teacher thinks of all of it...does she see its worth? Does she think it involves too much planning? The hardest part is the assessment because I have to keep track of everything I do without the use of worksheets most of the time, but once you get used to it, it's not so bad. It just takes a little time, a little creativity, and lots of observation and good notes. I am definitely learning so much about assessment, which I talked about on blackboard this week, and I know I will continue to, even more so, in my next placement.
Checklists can be both informal and formal, correct? Just depending on when/how you are using them? That sounds like a silly question, but I just want to make sure!
Thanks! and THANK YOU for returning all of my papers and such!
Something else...
For these last 3 weeks, our "special" time has moved to the end of the day because our three first graders go with the K for P.E. This is not a problem expect that now the boys are in the room when I have another student, and since I save more instruction/hands-on activities for the afternoon, I realized today that I am going to have to change my plans because I can't and don't want to put that on the aide...that is not her responsibility nor do I want her teaching lessons. I was trying to talk to Mrs. Kirk about this realization today, and I think she took it more as not being able to balance having different students doing different things down here at once, which is why I think she has not given me all the students. I understand where she is coming from but that is not what I was referencing. I wanted to be careful how I said it because I didn't want her to think I was talking the aide down, so I just let it go. Part of it, I know, was me feeling bad that she thought I didn't think I could handle it but that was selfish on my part; I just need to get over that and realize she was just offering wisdom and advice even though, to me, it was not what I needed at the time:)! Oh learning! (sometimes I think I use this as a counseling session:)!
I also realized how "lucky"/"blessed" I am that I don't have all the students. I have much more time than I would to plan for the next day or the next lesson because I'm not working with all the students. I know this placement would be a lot more work and a lot more planning/preparation if I did. In some ways, I want that experience, but I know that in this situation, having all those students and it not being "my class" would be harder than taking it on in a future classroom without the experience (in my eyes). I am learning enough through this and observing enough to at least have some ideas of how I would handle all those students...I would be up for the challenge!
Monday, September 21, 2009
Journal 9/21/09 How will they ever learn?
Domain 7 Communication (for future reference) :) Today, one of my students was working on a "coloring" page; the directions called for orange yarn to use to put onto a caterpillar, but I had him do pipe cleaners, instead, and make pinwheel shapes out of them before gluing them on. He did a fine job, but as he was going to put them on, the aide, who was working with him at the time, took his and started to make them "perfect". I had no idea why she was doing that. I kind of said something like, "Oh, they're fine", but she kept going. I didn't want to make a big deal about, but at first, I was a little surprised and "erked" that she would do something like that. It was his work; his "pride and joy"; what would his parents thing to see something that was not his work but not even know it?!
I know it wasn't that big of a deal, but I guess, when I am a teacher, I will have to let my aides know of my expectations of them and of my philosophy of education so that we are all on the same page.
Just interesting how our ideas of "work" are just a little different from each other's!
I know it wasn't that big of a deal, but I guess, when I am a teacher, I will have to let my aides know of my expectations of them and of my philosophy of education so that we are all on the same page.
Just interesting how our ideas of "work" are just a little different from each other's!
Friday, September 18, 2009
Journal for 9/18/09 Teacher "help" vs. Instruction
Domain V Methodology
Domain II Personal Development
As we were reviewing for science this morning, I was fighting discouragement. My students hardly remembered anything at all. Which, I guess is fine because I don't expect them to get it so soon. The only thing is that I don't know how one ever moves on when nothing has been mastered. Do you just keep going over the same thing again again...40 times or do you move on and hope someone else introduces it the remaining 20 times? Or do you move on and continue to review every once in a while; I feel that would just confuse them to death. The sad part is, though, is that not much "teaching" goes on in this classroom. Completing work/worksheets does, so once I am gone, it will just be completing the worksheet pages and who knows if any mastery or understanding will ever occur. There is no accountability...knowing if they actually understand it or not because work is just done with the student or a lot of it. Boy, I'm sounding skeptical. Aren't I? And I know that teaching does take place here and not everything is just handed over to the students (I'm thinking of the older one in particular). I think what really triggered this had to do with one of my other students that comes down for about 40 minutes. The day I had to go to the HS for music program practice, and my teacher worked with him, they got more work done than usual. This made me wonder how much "help" he received. At times, it has been hard working with this particular student because I feel like sometimes he doesn't get the lesson (he is smart), but he has so much work to catch up on, teaching him just seems like a waste. I know that's not right at all. I would much rather a student "get" the concept rather than finish the worksheets, BUT it seems like the pressure is to get the work done. Where I know I am willing to reteach, I don't think that will really happen once I'm gone (again...skepticism, OLIVIA!), but I guess it could. Perhaps I need to start hoping for the best; I am just trying to think through it all. Thankfully his teacher is willing to work with us to shorten his assignments (which my teacher said is in his IEP, but I didn't see it), which will help us to finish the work and hopefully provide for more flexibility in reteaching if necessary. Although, as of now, we have always had too many worksheets...they never stop! ;) I don't really know where I'm going with this, except that this will truly help me once I have my own classroom, and I have students who will need extra insturction, less problems, etc. I know my students have to understand what is being taught, not just complete the work. It's just interesting to see how this concept has played out in my ST classroom.
Also, do think using the next level down for science would be wise? Or do you think that even if I did that, it would still take a long time to "stick". I thought about this today but did not ask my teacher about the book (level B, not C). She was the one that told me to start with C . I mean, maybe I could continue the next lesson, and if I still think that it is not for them, I could suggest that she begins with B once she takes over...again...just thinking through things and trying to figure out the best approach.
Only 3 weeks left!!
Are you available not this next week but the beginning of the following week for an observation? I'm going to book you early;)!
Domain II Personal Development
As we were reviewing for science this morning, I was fighting discouragement. My students hardly remembered anything at all. Which, I guess is fine because I don't expect them to get it so soon. The only thing is that I don't know how one ever moves on when nothing has been mastered. Do you just keep going over the same thing again again...40 times or do you move on and hope someone else introduces it the remaining 20 times? Or do you move on and continue to review every once in a while; I feel that would just confuse them to death. The sad part is, though, is that not much "teaching" goes on in this classroom. Completing work/worksheets does, so once I am gone, it will just be completing the worksheet pages and who knows if any mastery or understanding will ever occur. There is no accountability...knowing if they actually understand it or not because work is just done with the student or a lot of it. Boy, I'm sounding skeptical. Aren't I? And I know that teaching does take place here and not everything is just handed over to the students (I'm thinking of the older one in particular). I think what really triggered this had to do with one of my other students that comes down for about 40 minutes. The day I had to go to the HS for music program practice, and my teacher worked with him, they got more work done than usual. This made me wonder how much "help" he received. At times, it has been hard working with this particular student because I feel like sometimes he doesn't get the lesson (he is smart), but he has so much work to catch up on, teaching him just seems like a waste. I know that's not right at all. I would much rather a student "get" the concept rather than finish the worksheets, BUT it seems like the pressure is to get the work done. Where I know I am willing to reteach, I don't think that will really happen once I'm gone (again...skepticism, OLIVIA!), but I guess it could. Perhaps I need to start hoping for the best; I am just trying to think through it all. Thankfully his teacher is willing to work with us to shorten his assignments (which my teacher said is in his IEP, but I didn't see it), which will help us to finish the work and hopefully provide for more flexibility in reteaching if necessary. Although, as of now, we have always had too many worksheets...they never stop! ;) I don't really know where I'm going with this, except that this will truly help me once I have my own classroom, and I have students who will need extra insturction, less problems, etc. I know my students have to understand what is being taught, not just complete the work. It's just interesting to see how this concept has played out in my ST classroom.
Also, do think using the next level down for science would be wise? Or do you think that even if I did that, it would still take a long time to "stick". I thought about this today but did not ask my teacher about the book (level B, not C). She was the one that told me to start with C . I mean, maybe I could continue the next lesson, and if I still think that it is not for them, I could suggest that she begins with B once she takes over...again...just thinking through things and trying to figure out the best approach.
Only 3 weeks left!!
Are you available not this next week but the beginning of the following week for an observation? I'm going to book you early;)!
Thursday, September 17, 2009
Journal 9/17/09 The End of the Day...
Domain 2 Personal Development:
We made muffins today as a response to the book "If You Give A Moose A Muffin" (as a part of a book series), so at the end of the day, I had dishes to wash. I have been working with one of my students at the end of the day during the last 10 minutes that he's been there....I'm super excited that it's been working out!!! But today, I was supposed to tutor at 3:40/45, so I would not have much time after school to clean up before I had to leave, so I had my student help me. Of course, I turned it educational because cleaning up is one of the steps in cooking; I have him repeat directions back to me because that was his standard. The thing is, is that I just felt guilty for doing something selfish. Instead of working with him, I cleaned with him so that I could leave as soon as 3:20 rolled around. I mentioned it to my teacher, and she thought it was fine that I did that. Besides, after muffins, getting his attention might have been hard. But, I knew my heart, and so I have decided that I need to make tutoring at either 3:50 or 4, just to be safe so that in those situations my students and work don't get sacrificed!
It's painful learning sometimes...especially when my selfishness is revealed but thank goodness I have the grace of God to love me and to redeem me...even through this experience!!
We made muffins today as a response to the book "If You Give A Moose A Muffin" (as a part of a book series), so at the end of the day, I had dishes to wash. I have been working with one of my students at the end of the day during the last 10 minutes that he's been there....I'm super excited that it's been working out!!! But today, I was supposed to tutor at 3:40/45, so I would not have much time after school to clean up before I had to leave, so I had my student help me. Of course, I turned it educational because cleaning up is one of the steps in cooking; I have him repeat directions back to me because that was his standard. The thing is, is that I just felt guilty for doing something selfish. Instead of working with him, I cleaned with him so that I could leave as soon as 3:20 rolled around. I mentioned it to my teacher, and she thought it was fine that I did that. Besides, after muffins, getting his attention might have been hard. But, I knew my heart, and so I have decided that I need to make tutoring at either 3:50 or 4, just to be safe so that in those situations my students and work don't get sacrificed!
It's painful learning sometimes...especially when my selfishness is revealed but thank goodness I have the grace of God to love me and to redeem me...even through this experience!!
Wednesday, September 16, 2009
Journal 9/16/09 Authority on the Loose!
Domain 6: Management of Behavior
Domain 7: Communication with Students and Colleague
There were two instances today where my authority was kind of "interrupted" by my teacher. I didn't necessarily take offense to them, it was just that I was wondering why she would do that knowing that I have to earn that respect myself otherwise kids will never listen to me.
I understood why she jumped in in both situations, but I don't think either was necessary. the first was at lunch when a little 1st grader started arguing with me. i was handling just fine...just getting ready to explain that we do not argue back but comply when we are told to do something but she jumped in and told him not to argue with me.
The second time, one of my students was opening and closing his box. I told him to stop and then had to tell him again. At least point, a verbal warning was fine; he was more in a daze than anything. After I told him the second time, she asked if he was doing that with his box and when I said "yes", she told me to take it away from him "please".
Again, it didn't really bother me; I just kind of wondered why she didn't think I was in control because I definitely felt like I was in both situations, and she is usually great at that with me...she allows me to demonstrate my authority and earn that respect from them. Just interesting, I guess. Thank goodness I have already established that for the most part. Otherwise, that could have hurt my effectiveness - something to keep in mind for the future.
I was grateful that I asked her how the afternoon went today though. We had another "off" day because we had to practice for our music program. So the afternoon, I felt, was kind of wasted, but we read a picture book and did a P Mooney activity (Mrs. Kirk does that). Whenever we don't do a lot in the afternoon, I feel like I'm wasting time or being lazy, but I know I must consider where the kids are at; they were exhausted, and so I decided it would be ok. I asked her what she thought after it was over, and she agreed, so that gave me more of a peace of mind. You know me...push, push, push...but sometimes, that just isn't the best choice to make!!
Domain 7: Communication with Students and Colleague
There were two instances today where my authority was kind of "interrupted" by my teacher. I didn't necessarily take offense to them, it was just that I was wondering why she would do that knowing that I have to earn that respect myself otherwise kids will never listen to me.
I understood why she jumped in in both situations, but I don't think either was necessary. the first was at lunch when a little 1st grader started arguing with me. i was handling just fine...just getting ready to explain that we do not argue back but comply when we are told to do something but she jumped in and told him not to argue with me.
The second time, one of my students was opening and closing his box. I told him to stop and then had to tell him again. At least point, a verbal warning was fine; he was more in a daze than anything. After I told him the second time, she asked if he was doing that with his box and when I said "yes", she told me to take it away from him "please".
Again, it didn't really bother me; I just kind of wondered why she didn't think I was in control because I definitely felt like I was in both situations, and she is usually great at that with me...she allows me to demonstrate my authority and earn that respect from them. Just interesting, I guess. Thank goodness I have already established that for the most part. Otherwise, that could have hurt my effectiveness - something to keep in mind for the future.
I was grateful that I asked her how the afternoon went today though. We had another "off" day because we had to practice for our music program. So the afternoon, I felt, was kind of wasted, but we read a picture book and did a P Mooney activity (Mrs. Kirk does that). Whenever we don't do a lot in the afternoon, I feel like I'm wasting time or being lazy, but I know I must consider where the kids are at; they were exhausted, and so I decided it would be ok. I asked her what she thought after it was over, and she agreed, so that gave me more of a peace of mind. You know me...push, push, push...but sometimes, that just isn't the best choice to make!!
Tuesday, September 15, 2009
Journal 9/15/09 Yeah for Grandmas and Grandpas!
Domain 6: Management of Time
Today was Grandparents' Day at school. I knew that our schedule would be a little different, but I did not even stop to consider the fact that the kids would be VERY distracted today. From our room, they could see all the grandparents arriving and walking inside. They were also asking every few minutes when their grandparents would arrive and if it was time to leave the classroom. I found some flowers in the trashcan this morning, so we made little bouquets for our grandma's, which kept their attention. But once they started working on their worksheets, I started to lose them. So, I decided to just read to them for the last 10 minutes. I read our series book and then I allowed the book keeper to pick out a pick too. We usually do both of these activities any way, but today the time was moved and even though we had less time to do things today, I felt like at least would those, they would be getting something out of the morning.
It just goes to show again, just like a change in weather, a full moon, or a 2-hr delay, you have to be flexible and willing to work with the students. Instead of frustration, I must be excited for them and embrace their excitement as well. I just hope next time I will be more prepared.
I also realized that since the boys were "off" today, that finishing our morning work/worksheets would not be a good idea to do this afternoon. Instead, I went ahead and went through out regular afternoon activities so that their attention would be kept a little easier! And some people think teaching is a breeze;)!
Today was Grandparents' Day at school. I knew that our schedule would be a little different, but I did not even stop to consider the fact that the kids would be VERY distracted today. From our room, they could see all the grandparents arriving and walking inside. They were also asking every few minutes when their grandparents would arrive and if it was time to leave the classroom. I found some flowers in the trashcan this morning, so we made little bouquets for our grandma's, which kept their attention. But once they started working on their worksheets, I started to lose them. So, I decided to just read to them for the last 10 minutes. I read our series book and then I allowed the book keeper to pick out a pick too. We usually do both of these activities any way, but today the time was moved and even though we had less time to do things today, I felt like at least would those, they would be getting something out of the morning.
It just goes to show again, just like a change in weather, a full moon, or a 2-hr delay, you have to be flexible and willing to work with the students. Instead of frustration, I must be excited for them and embrace their excitement as well. I just hope next time I will be more prepared.
I also realized that since the boys were "off" today, that finishing our morning work/worksheets would not be a good idea to do this afternoon. Instead, I went ahead and went through out regular afternoon activities so that their attention would be kept a little easier! And some people think teaching is a breeze;)!
Monday, September 14, 2009
Opportunities Journal 9/14/09
Domain 2 Personal Development:
One of the daily activities that my teacher set out for us to do at the beginning of the year was a coloring manner page (which would eventually be put into a book). A couple of my students are almost finished with it, so I asked my teacher if there was something else she had had planned next to do with them. She didn't, but she said she had a community something or other book they could do next. After thinking through this, I realized that I should have taken some ideas to her about what I could do with them, in order to help them learn more and stretch their minds. Honestly, I didn't really want to have to plan something else because, and I'm not quite sure why. I don't know if it's because we have to take things so slowly or if it's because I know that will probably not be continued once I leave. But then I realized my purpose there and that my attitude was wrong, so I asked her if I could do a science lesson every other day with them since they don't get that. And I also found out that the community book is social studies, so I can build upon that too if I want, creating more learning experiences for them.
I was frustrated with myself for not taking advantage of the opportunity at first, but I was grateful that I thought of an alternative. I guess my attitude was also wrong in the sense that she might very well continue what I do. If I set a good example and work to the best of my ability, then she might see the benefit and the effectiveness of teaching in this way.
It was definitely a learning experience and although it hurt personally, I know that I grew from it in more ways than one!
One of the daily activities that my teacher set out for us to do at the beginning of the year was a coloring manner page (which would eventually be put into a book). A couple of my students are almost finished with it, so I asked my teacher if there was something else she had had planned next to do with them. She didn't, but she said she had a community something or other book they could do next. After thinking through this, I realized that I should have taken some ideas to her about what I could do with them, in order to help them learn more and stretch their minds. Honestly, I didn't really want to have to plan something else because, and I'm not quite sure why. I don't know if it's because we have to take things so slowly or if it's because I know that will probably not be continued once I leave. But then I realized my purpose there and that my attitude was wrong, so I asked her if I could do a science lesson every other day with them since they don't get that. And I also found out that the community book is social studies, so I can build upon that too if I want, creating more learning experiences for them.
I was frustrated with myself for not taking advantage of the opportunity at first, but I was grateful that I thought of an alternative. I guess my attitude was also wrong in the sense that she might very well continue what I do. If I set a good example and work to the best of my ability, then she might see the benefit and the effectiveness of teaching in this way.
It was definitely a learning experience and although it hurt personally, I know that I grew from it in more ways than one!
Saturday, September 12, 2009
Journal 9/11/09 Sorry I had this written but got to post it yesterday!!
Domain 5 Methodology
Yesterday I was told that we could not do science this morning because one student would be on a field trip, so they "cancelled" the instruction time. Both students ended up being down here for it though this morning, so I decided to go ahead and work with them on the letters we started yesterday. So for one, thank goodness I was prepared to jump right in to something. Grant it, I did not have all my materials out, but the boys did not have to wait forever by any means.
The trouble I am having...I cannot get one of my students to think along the lines of thanking someone. He wants to talk about using a dog to help find people, and so I tried getting him to think of a way to talk about the policeman being a hero and then we could talk about the dog being a hero. I can't even get him to think out loud so that I know what he is trying to say or what he is thinking. I started writing down things for him as he said them, so that I could capture his main ideas, but I think we only got two sentences. So next, I had him try just writing down words that he wanted to use, but even that was difficult for him.
Do you have any suggestions for helping him to brainstorm? Perhaps I should have him talk about thanking someone like his mom for what she does every day or for a superhero that he likes and perhaps that would get him thinking in that direction. Maybe there's a way to lay it out better. Maybe he's never thought through the fact that we should be grateful and thankful to our heroes, but I went over all that with him again, and he seemed to understand it or at least claimed he did.
Any helped, METHODS;), would be much appreciated!!
Have a great weekend!
Yesterday I was told that we could not do science this morning because one student would be on a field trip, so they "cancelled" the instruction time. Both students ended up being down here for it though this morning, so I decided to go ahead and work with them on the letters we started yesterday. So for one, thank goodness I was prepared to jump right in to something. Grant it, I did not have all my materials out, but the boys did not have to wait forever by any means.
The trouble I am having...I cannot get one of my students to think along the lines of thanking someone. He wants to talk about using a dog to help find people, and so I tried getting him to think of a way to talk about the policeman being a hero and then we could talk about the dog being a hero. I can't even get him to think out loud so that I know what he is trying to say or what he is thinking. I started writing down things for him as he said them, so that I could capture his main ideas, but I think we only got two sentences. So next, I had him try just writing down words that he wanted to use, but even that was difficult for him.
Do you have any suggestions for helping him to brainstorm? Perhaps I should have him talk about thanking someone like his mom for what she does every day or for a superhero that he likes and perhaps that would get him thinking in that direction. Maybe there's a way to lay it out better. Maybe he's never thought through the fact that we should be grateful and thankful to our heroes, but I went over all that with him again, and he seemed to understand it or at least claimed he did.
Any helped, METHODS;), would be much appreciated!!
Have a great weekend!
Thursday, September 10, 2009
Journal 9/10/09 Oh my!
Domain 8 Global and Mutlicultural Perspectives
One of our students did not take his medication today, and I felt like we had an out-of-body experience. He was TOTALLY different...totally! I could not believe how "not him" that he was. He was talking very immaturely, he was completely out of control of his behavior, and I basically felt like I was talking to a drunk person.
I used to think that "those" type of behaviors were more choice than anything. Over the course of my time here at IWU, studying disabilities, I have learned that those disabilities really do exist and that medication is much needed. It was interesting to me that his teacher said she might send him down sooner than usual - it depended on how long she could "tolerate" or "handle" or "stand" him...something along those lines. Well, in my classroom, future that is, I will not just "stand" a student but discover ways to work with him/her on days that medication is not available or has not been taken. You can't just "deal" it with; you have to exceed beyond it and not allow it to overcome the student.
I really just took this opportunity to get a feel for how he asks when he doesn't take his medicine. I tried ignoring him, joking with him, being kind of random myself. I'm not quite sure what I would do with a student like this because I would need many more opportunities to observe, but it was good for me to experience that. I was a little afraid he might go crazy on me, but he did just fine.
One of our students did not take his medication today, and I felt like we had an out-of-body experience. He was TOTALLY different...totally! I could not believe how "not him" that he was. He was talking very immaturely, he was completely out of control of his behavior, and I basically felt like I was talking to a drunk person.
I used to think that "those" type of behaviors were more choice than anything. Over the course of my time here at IWU, studying disabilities, I have learned that those disabilities really do exist and that medication is much needed. It was interesting to me that his teacher said she might send him down sooner than usual - it depended on how long she could "tolerate" or "handle" or "stand" him...something along those lines. Well, in my classroom, future that is, I will not just "stand" a student but discover ways to work with him/her on days that medication is not available or has not been taken. You can't just "deal" it with; you have to exceed beyond it and not allow it to overcome the student.
I really just took this opportunity to get a feel for how he asks when he doesn't take his medicine. I tried ignoring him, joking with him, being kind of random myself. I'm not quite sure what I would do with a student like this because I would need many more opportunities to observe, but it was good for me to experience that. I was a little afraid he might go crazy on me, but he did just fine.
Wednesday, September 9, 2009
Journal 9/9/09 Sad but true
Domain 4 Rights and Responsibilities
Today after school when my teacher and I were walking out, she was discussing one of our student's IEP's from his previous school. Basically, she was saying that his goals are goals for the future but that he needs more fundamentals right now. His case conference is tomorrow, and the special ed director asked her to write up some goals (I don't think it is supposed to work this way...is it?). She was saying that one of his goals is to read sentences, and she was saying how he has to know his letters and the sounds first and then sort of proceeded to ask me if I agree. I tested him, and he is reading and comprehending. At the time, I remembered the IRI that I did with him, but I don't think I felt comfortable bringing it up because I felt that she was being really defensive of the fact that his IEP was too far fetched. I just don't understand what she is basing her knowledge off of. She has nothing to show WHY she has set those goals; it's just "what she thinks". Even if it was based off of his work, he is doing work that he already knows! We go over a letter and it's sound every day, but he already knows those. He is working on a computer reading program with words that he already knows, but he was never tested on these. I guess I should have mentioned something to her about the phonics, but I guess I was just trying not to step on any toes again and tell her what she should be doing with him.
So I think I am going to show her those tests tomorrow and what they mean - that he is ready for deeper instruction and 1st, maybe even 2nd, grade work.
I just don't understand how you can be a special ed teacher and not know to do that. Just because he is "low" does mean he is incapable of actual instruction and "meat". Part of it too could be that I have been the one to work with him, but never has she asked me my opinion or where I think he is at or to test him or anything.
It just interests me because it is not fair to him. He deserves more. If I bring the tests up in a helpful, "here they are if you want them" type of way, do you think that would be respectful enough? Also I could just say that I had forgotten to show them to her, which I'm not quite sure why I didn't in the first place. Again, I guess I was trying not to take over but to let her do her thing and then follow after but add my own stuff. This is a hard balance, and I know I keep saying that, but I know so much of it has to do with I feel responsible for all the "wrong" or "not the best" that is going on. But I don't think it is my place to correct or change all that.
We'll see how it goes tomorrow!
See you in the morning!
Today after school when my teacher and I were walking out, she was discussing one of our student's IEP's from his previous school. Basically, she was saying that his goals are goals for the future but that he needs more fundamentals right now. His case conference is tomorrow, and the special ed director asked her to write up some goals (I don't think it is supposed to work this way...is it?). She was saying that one of his goals is to read sentences, and she was saying how he has to know his letters and the sounds first and then sort of proceeded to ask me if I agree. I tested him, and he is reading and comprehending. At the time, I remembered the IRI that I did with him, but I don't think I felt comfortable bringing it up because I felt that she was being really defensive of the fact that his IEP was too far fetched. I just don't understand what she is basing her knowledge off of. She has nothing to show WHY she has set those goals; it's just "what she thinks". Even if it was based off of his work, he is doing work that he already knows! We go over a letter and it's sound every day, but he already knows those. He is working on a computer reading program with words that he already knows, but he was never tested on these. I guess I should have mentioned something to her about the phonics, but I guess I was just trying not to step on any toes again and tell her what she should be doing with him.
So I think I am going to show her those tests tomorrow and what they mean - that he is ready for deeper instruction and 1st, maybe even 2nd, grade work.
I just don't understand how you can be a special ed teacher and not know to do that. Just because he is "low" does mean he is incapable of actual instruction and "meat". Part of it too could be that I have been the one to work with him, but never has she asked me my opinion or where I think he is at or to test him or anything.
It just interests me because it is not fair to him. He deserves more. If I bring the tests up in a helpful, "here they are if you want them" type of way, do you think that would be respectful enough? Also I could just say that I had forgotten to show them to her, which I'm not quite sure why I didn't in the first place. Again, I guess I was trying not to take over but to let her do her thing and then follow after but add my own stuff. This is a hard balance, and I know I keep saying that, but I know so much of it has to do with I feel responsible for all the "wrong" or "not the best" that is going on. But I don't think it is my place to correct or change all that.
We'll see how it goes tomorrow!
See you in the morning!
Tuesday, September 8, 2009
Journal 9/8/09 Yeah for FOG!
Due to fog, we had a 2-hour delay this morning. Although it was extremely nice, I think it made me more tired, especially coming back from a three day weekend. I also realized that since we had not had one before, that I was not quite sure what to expect work wise and student wise. I didn't know who would still be coming down or what all we would be able to accomplish; therefore, I felt a little unprepared this morning when a couple students showed up that I didn't think would, after talking to the aid. I guess it just goes to show that you have to be ready no matter what, unless you KNOW (100%) that something isn't going to happen. I definitely learned there! I was grateful for the extra time though and even though we won't get everything finished today, it's ok because plans will be done for the next day.
My teacher asked me at lunch if I was feeling ok. I asked if I looked sick, and she just said I didn't seem quite like myself. At first, that made me feel kind of "bad", thinking that I was putting off the wrong vibe or something, but then I realized that we all have days where we might not seem like ourselves and even though I feel great and don't feel like anything is wrong at all, it might appear that way. For one, I can't let others' opinions get me down and for two, I can be thankful to be in an environment where I can seem "off" but still be accepted. We have to stick together and encourage one another. I think I just "seem" this way after coming back from a long weekend and from everyone moving in this weekend. Still, I cannot allow that to affect my teaching. I still have to give my best, for God and my students.
Also, there are 10 minutes at the end of the day where I have one student; I think this would still be beneficial time for SOMETHING, but he usually just sits or works on a puzzle. I think I might ask my teacher if she would suggest anything...that way it doesn't seem like I think it's a horrible thing that he is doing nothing but see if she has any good suggestions. Or do you think at the end of the day like that, it is not worth bothering!?!? Just something I've been thinking about, and I definitely don't want to get out of more planning just because that gives me 10 minutes I don't have to do anything with, but I also realize that's the end of the day and things are not always predictable at the end of the day, nor is 10 minutes much time at all!
My teacher asked me at lunch if I was feeling ok. I asked if I looked sick, and she just said I didn't seem quite like myself. At first, that made me feel kind of "bad", thinking that I was putting off the wrong vibe or something, but then I realized that we all have days where we might not seem like ourselves and even though I feel great and don't feel like anything is wrong at all, it might appear that way. For one, I can't let others' opinions get me down and for two, I can be thankful to be in an environment where I can seem "off" but still be accepted. We have to stick together and encourage one another. I think I just "seem" this way after coming back from a long weekend and from everyone moving in this weekend. Still, I cannot allow that to affect my teaching. I still have to give my best, for God and my students.
Also, there are 10 minutes at the end of the day where I have one student; I think this would still be beneficial time for SOMETHING, but he usually just sits or works on a puzzle. I think I might ask my teacher if she would suggest anything...that way it doesn't seem like I think it's a horrible thing that he is doing nothing but see if she has any good suggestions. Or do you think at the end of the day like that, it is not worth bothering!?!? Just something I've been thinking about, and I definitely don't want to get out of more planning just because that gives me 10 minutes I don't have to do anything with, but I also realize that's the end of the day and things are not always predictable at the end of the day, nor is 10 minutes much time at all!
Friday, September 4, 2009
Journal 9-4-09 Again and again...
The two students I teach social studies and science to are not catching on a fast as I thought they would. I guess I really didn't stop to think that I am teaching special ed even at the 5th and 6th grade levels. Even though we are doing lower work, they still are not catching on in a hands-on way, so I have "resorted" to skill and drill and memorizing the facts. I am also still trying to work with them on understanding the concepts, but for one, if they have not learned that way that much or two, if they DO NOT learn best that way, then it will not benefit them as best as it should. So, I am learning patience in my teaching methods and in how students learn. I can't get frustrated for having to teach the same thing again and again, but I have to be determined to make sure that they get it and that I am doing my part in helping them. I have to keep checking myself!! I think, slowly but surely, they are getting there!!! Not much mastery has occurred in that classroom because the boys get helped with work and then it is not checked to see if "they know it". So, I am trying to do that so that I have proof of what they know!!!
I hope you have a great weekend!!
Domain 5: Methodology
I hope you have a great weekend!!
Domain 5: Methodology
Thursday, September 3, 2009
Journal 9-3-09 ~ I feel like I'm fighting a battle and not winning...YET!
My 4th grader that comes down for resource is my topic of interest today. This is the same situation that I commented on yesterday concerning the great communication I was having with his teacher. Today, though, his homework/take home folder was changed to a TAKE HOME folder only and there was a sub, so I could not ask her about it. Since there was a sub today, it just made it even harder because I had no clue what work was supposed to be sent home, needed to be completed, what to tell him to work on; he can't really remember what's due, what's not, what he has to study, etc. It goes to show how throwing off a student's schedule like that can really mess them up and how important it is to keep that communication going. I will have to go see her first thing in the morning, and I am not mad or upset about that at all. I just hurt so bad for him and wish that I could just "fix" the problem. I wish he could just pay attention. I wish he didn't come down with piles of messy papers. I wish he could write and think faster; he's smart...so smart. But again today he started to cry because he just didn't see how he could get it all done. As I have reflected upon this situation today, I have realized that I might need to talk with her about shortening his assignments. If I tell him that I will allow him to stop on a paper after he has proved to me that he "gets it", then maybe, #1 that would motivate him, and #2 that would really show us what he does/does not know and can get done/achieve. It would also help us to get "papers" done quite a bit faster!
I could let it fester in my head all night, especially wondering what she'll think if I don't get to her right off the bat because WE have to have the best communication for the sake of the student. If we can't create the best system for him, then success will be hardly attainable!
It is a hard battle, but I guess I don't have to fight it alone...do I? May God grant me the patience, love, and understanding I need to truly help this child.
I could let it fester in my head all night, especially wondering what she'll think if I don't get to her right off the bat because WE have to have the best communication for the sake of the student. If we can't create the best system for him, then success will be hardly attainable!
It is a hard battle, but I guess I don't have to fight it alone...do I? May God grant me the patience, love, and understanding I need to truly help this child.
Wednesday, September 2, 2009
Journal 9-2-09 It's working!
Domain 7 Communication
I think I have some great artifacts going. I have set up a behavior plan for one of my students, even though my teacher was already doing a checklist, and his teacher is just awesome at working with me and him. We have been reflecting and communicating every day this week about how we think it is going and what we can do to better it. I'm keeping track of everything and recording; it's awesome and not just because it's a good artifact but because it just shows how this type of situation is really supposed to play out! It's so encouraging, and I am so grateful for her willingness to do whatever she can for him. I even gave her a Bendy Buddie and Fidget Frog today and told her to make sure he think it's a secret and that no other students can find out about, meaning he must keep it in his desk or under it. It worked! So far today at least. It's just amazing how when two teachers work together, things happen. Both of us are making adjustments and sharing what we think would be best, so it really is a team effort!
Something else today - three students came down during NWEA and they were just reading because they didn't have any work to do. My teacher told them that they could color for the last half an hour if they read the first half. Why I was working with one student, I simply asked them if they had read, "If You Give A Cat A Cupcake", and they said yes (a book we read in our class this week and was on display on the board). So I had them draw the "yummiest" cupcake they could think of and then once they showed me and explained it, I even had a few of them write out what they had drawn. It's just so easy to take advantage of opportunities like that.
Two of my three first graders were absent...goes to show that one must be flexible.
I spoke with the school psychologist about RTI today and where MG stands at this point (or lack there of I guess).
I am also learning SO much about assessment! It's overwhelming but good!
Have a great evening!
I think I have some great artifacts going. I have set up a behavior plan for one of my students, even though my teacher was already doing a checklist, and his teacher is just awesome at working with me and him. We have been reflecting and communicating every day this week about how we think it is going and what we can do to better it. I'm keeping track of everything and recording; it's awesome and not just because it's a good artifact but because it just shows how this type of situation is really supposed to play out! It's so encouraging, and I am so grateful for her willingness to do whatever she can for him. I even gave her a Bendy Buddie and Fidget Frog today and told her to make sure he think it's a secret and that no other students can find out about, meaning he must keep it in his desk or under it. It worked! So far today at least. It's just amazing how when two teachers work together, things happen. Both of us are making adjustments and sharing what we think would be best, so it really is a team effort!
Something else today - three students came down during NWEA and they were just reading because they didn't have any work to do. My teacher told them that they could color for the last half an hour if they read the first half. Why I was working with one student, I simply asked them if they had read, "If You Give A Cat A Cupcake", and they said yes (a book we read in our class this week and was on display on the board). So I had them draw the "yummiest" cupcake they could think of and then once they showed me and explained it, I even had a few of them write out what they had drawn. It's just so easy to take advantage of opportunities like that.
Two of my three first graders were absent...goes to show that one must be flexible.
I spoke with the school psychologist about RTI today and where MG stands at this point (or lack there of I guess).
I am also learning SO much about assessment! It's overwhelming but good!
Have a great evening!
Tuesday, September 1, 2009
Journal 9-1 Yeah for September
Communication with Colleague and with Student
2 things today...
My teacher and I had a chance to talk after school today since we had a faculty meeting, and I aksed her about working on Friday's with one of the students. She didn't care at all, but then asked if I was doing too much. She kept saying that she didn't it want it to seem like she had just thrown everything on me and that she didn't and still doesn't want to overwhelm me. I told her I had never thought that and that the overwhelming"ness" was not from class but from portfolio expectations/requirements. I just found it interesting that here I am wanting more and she is thinking I'm doing too much. It wasn't a negative conversation by any means but a very encouraging and good teacher-to-student teacher chat. She did remind me, which I was thankful for, that these children are slow learners and that it will take a long time for them to learn things; I needed that reminder because sometimes it is easy to get discouraged when I don't feel like anything is "sticking".
The 6th grader who came from another school, when asked where his assignment notebook and yellow folder were, said, "I don't know" or "at home", or something like that to my teacher. When we did behavior chart rounds, she asked if he had lied about that (because she found them in his locker and on his desk), he said he really didn't know. She said, "Either you lied to me or you didn't. Yes or no." He said yes, but honestly, I don't think he lied on purpose. I don't think he does like on purpose. I think he just speaks before thinking; he's just very impulsive in his actions, but because she assumed that he lied, she basically forced him to admit that he had lied. I could tell he was struggling to justify himself and reason with her, but she wouldn't have it, so he just admitted to it because he knew that's what she wanted to hear. I guess it just goes to show that there is a fine line between believing children all the time and allowing them to prove themselves to us. They have to earn respect, but we also have to be willing to give it to them. It's hard for me to talk to her about it since I don't agree with how they are handling him, but I just try to sympathize with the job that it is and try to just listen and "think through" it as an onlooker.
2 things today...
My teacher and I had a chance to talk after school today since we had a faculty meeting, and I aksed her about working on Friday's with one of the students. She didn't care at all, but then asked if I was doing too much. She kept saying that she didn't it want it to seem like she had just thrown everything on me and that she didn't and still doesn't want to overwhelm me. I told her I had never thought that and that the overwhelming"ness" was not from class but from portfolio expectations/requirements. I just found it interesting that here I am wanting more and she is thinking I'm doing too much. It wasn't a negative conversation by any means but a very encouraging and good teacher-to-student teacher chat. She did remind me, which I was thankful for, that these children are slow learners and that it will take a long time for them to learn things; I needed that reminder because sometimes it is easy to get discouraged when I don't feel like anything is "sticking".
The 6th grader who came from another school, when asked where his assignment notebook and yellow folder were, said, "I don't know" or "at home", or something like that to my teacher. When we did behavior chart rounds, she asked if he had lied about that (because she found them in his locker and on his desk), he said he really didn't know. She said, "Either you lied to me or you didn't. Yes or no." He said yes, but honestly, I don't think he lied on purpose. I don't think he does like on purpose. I think he just speaks before thinking; he's just very impulsive in his actions, but because she assumed that he lied, she basically forced him to admit that he had lied. I could tell he was struggling to justify himself and reason with her, but she wouldn't have it, so he just admitted to it because he knew that's what she wanted to hear. I guess it just goes to show that there is a fine line between believing children all the time and allowing them to prove themselves to us. They have to earn respect, but we also have to be willing to give it to them. It's hard for me to talk to her about it since I don't agree with how they are handling him, but I just try to sympathize with the job that it is and try to just listen and "think through" it as an onlooker.
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