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!
Sunday, November 29, 2009
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!
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