At the beginning of my observation, I never thought I would become attached to the teacher and the school. I have greatly enjoyed each hour I have spent with my cooperating teacher. What was most fascinating was watching how 7th graders act. Before this experience, the thought of working with middle school children was intimidating. However, I have changed my opinion and would greatly enjoy a career working with this age group.
I have learned, through observation, that 7th graders are self-sufficient, but need direction and support. This age group loves attention, but at the same time are very self conscious. When children are in the spotlight, for example class presentations, they get shy and nervous. The majority of the students are very talkative and are concerned with looking “cool” and having the “coolest” friends. Personalities vary greatly among the children. There are several students who enjoy making their fellow classmates laugh and enjoy creating distractions. Yet there are still students who remain quiet and reserved.
Students’ progress is assessed by mid quarter and quarter progress reports. This results in a total of eight progress reports a year. My cooperating teacher has a policy about the envelopes the reports are in. If a student loses the envelope, they must pay a dollar for a new one. This creates responsibility and makes the children take care of the envelope. Also, if they lose it, their report cards are sent home directly through the mail, instead of through them.
She mentioned before, there are a total of eight progress reports sent out. Usually, the reports are given directly to the students. This allows her to be accessible for the students to ask questions about their grades and discuss strategies they can do to improve. If necessary, one on one attention and conferences are planned. Any work done in class, whether it be homework, quizzes, tests, is graded and returned back to the students. If needed, she will leave comments on how to improve or how great the work was completed. I think showing praise is just as important as suggesting improvement because it encourages the children and creates positive attitudes.
She is very supportive to her students. She praises achievements in and out of the classroom. If a student has a question, the students know to raise their hands and she will help. If the activity is more informal, the students are allowed to walk up to her desk to ask questions. When the students are working independently, she will float around the room to check progress and make herself accessible for any questions the students may have.
As well as with the students, she tries very hard to communicate progress with the parents. Personally, she will e-mail parents, make phone calls, send out progress reports, and set up conferences. The school has a school newsletter to tell the parents of the school’s overall progress. My opinion on being a student in her class or being a parent of a student still has not changed. If anything, it has improved. I greatly admire her and how she manages her classroom and career. She is greatly respected by both her colleagues and her students. I believe that my education would be brought to the greatest extent if I were one of her students. I have deeply enjoyed observing her and learning from her. I am saddened to no longer be observing her after this week and hope to keep in contact with her.
Thursday, March 19, 2009
Journal 3 - Curriculum Planning and Instruction
Each teacher has their own way of planning lessons. Many new teachers are very particular and structured when they design their lesson plans. She has been teaching for many years. She does not need to thoroughly plan each lesson. Instead, she keeps her plans brief and simple. She uses her lesson plan book to plan out each quarter. There are five horizontal rows and four vertical rows on each page. Each horizontal row is used for a day; Monday through Friday. The two middle vertical rows are used for a brief description of the lesson. The two outer vertical rows are used for notes, schedule changes, and issues that need to be addressed that are not related to the lesson. I have attached a copy of her third quarter lesson plans.
She maintains a very structured classroom. Each lesson starts and ends the same. When dealing with a book the students are reading, She begins by reviewing prior and current reading. She explains the plans for the day, upcoming assignments, and due dates. Each lesson is very prepared and consistent. She balances how she is going to present something differently to each class period, based on personalities. For example, she had the students do a vocabulary worksheet. For classes that struggled to remain quiet and work independently, she told the students that whoever finished the assignment first, read the directions, did not ask questions, and got them all correct would get the choice of either a homework pass or a bathroom pass. This technique worked great. The students were quiet, focused, and successful. Even her special education students were able to complete the assignment on their own.
She has an inclusive classroom. Each student is expected to complete the same assignment with or without help. She has learned the individual differences of each student. She knows whether or not she needs to change how she approaches the lesson for each class period. If necessary, she adds incentives, allows more times or provides extra attention.
The activities that the students mostly engage in deal with reading. The majority of the hours I have observed were when the students were listening to chapters on Pod cast and then discussing them. She teaches reading and the language arts that are incorporated into reading. The bulk of the work done in her class is done independently. For example, every Tuesday is independent reading day. This allows the children to become self-sufficient and responsible. However, if the students have questions or need help with anything, she is always dependable.
As mentioned in previous journals, I would still greatly enjoy being a student in her class. Good grades are achievable and praised. Each student is able to learn life lessons and skills from being in her class. Due to her structured lessons, students are able to remain focused and dedicated. As a parent, I would be honored to have her teach my child. She truly has the student’s best interest at heart. She takes time to prepare lessons that are beneficial for each individual student. If my child were in her class, I would know they would be receiving the most fulfilling education and attention.
She maintains a very structured classroom. Each lesson starts and ends the same. When dealing with a book the students are reading, She begins by reviewing prior and current reading. She explains the plans for the day, upcoming assignments, and due dates. Each lesson is very prepared and consistent. She balances how she is going to present something differently to each class period, based on personalities. For example, she had the students do a vocabulary worksheet. For classes that struggled to remain quiet and work independently, she told the students that whoever finished the assignment first, read the directions, did not ask questions, and got them all correct would get the choice of either a homework pass or a bathroom pass. This technique worked great. The students were quiet, focused, and successful. Even her special education students were able to complete the assignment on their own.
She has an inclusive classroom. Each student is expected to complete the same assignment with or without help. She has learned the individual differences of each student. She knows whether or not she needs to change how she approaches the lesson for each class period. If necessary, she adds incentives, allows more times or provides extra attention.
The activities that the students mostly engage in deal with reading. The majority of the hours I have observed were when the students were listening to chapters on Pod cast and then discussing them. She teaches reading and the language arts that are incorporated into reading. The bulk of the work done in her class is done independently. For example, every Tuesday is independent reading day. This allows the children to become self-sufficient and responsible. However, if the students have questions or need help with anything, she is always dependable.
As mentioned in previous journals, I would still greatly enjoy being a student in her class. Good grades are achievable and praised. Each student is able to learn life lessons and skills from being in her class. Due to her structured lessons, students are able to remain focused and dedicated. As a parent, I would be honored to have her teach my child. She truly has the student’s best interest at heart. She takes time to prepare lessons that are beneficial for each individual student. If my child were in her class, I would know they would be receiving the most fulfilling education and attention.
Journal 1 - Classroom Culture
Before entering ________ 7th grade literature classroom, I had high expectations. I had heard from several faculty members that she was one of the greatest teachers in the district. As I entered her room, the cleanliness and organization of everything was astonishing. Later, I heard her tell another teacher that a student joked with her that she should win “cleanest room” award. Every book and material has its place and was neatly put away. Her room is visually stimulating. On the walls, there are inspirational posters, assignment reminders, and past assignments.
In each period, there was always at least one student who would acknowledge me and say hello. Many asked the teacher, “Who is she?” However, all of the students were very welcoming and acted how they would without me in the room.
The teacher and her students seem to have a great relationship. She jokes around with them, but they still know and understand when it is time to be serious. One very admirable trait of her is how encouraging she is. Although there may be a wide range of how each child learns in her classroom, she is very inclusive and catering too all children. In one of her class periods, she has four children who are disabled. However, because of how she runs her classroom, you would never know.The Middle School I am at is an inclusive school.
There are five different class periods that she teaches. Each of them are the same lesson. However, the students are different. While all five are a diverse group of children, their personalities are different. The last class period of the day is 8th period. The students in 8th period react very strongly through their emotions. She explained to me that it is the end of the day and they are restless. However, each of them has a very emotional ways of handling things. With this group, I was able to see a bit more of a community formation. The students reacted to each other and displayed that they cared for one another’s well being. I overheard a few girls say to another girl, “Are you okay? You look very sad.” This displayed that the students cared for one another and that they knew each other very well. Overall, all of the class periods acted typical; picking on each other and teasing.
One very fortunate thing about this School is the teachers get a team plan period everyday. This is where all of the teachers in that grades team, for example she is on the 7th grade red team, meet for a class period everyday. This gives the teachers time to discuss the curriculum, what is going on in the school, and the students they have. By law, teachers are required to have one period for planning and one for lunch. Fortunately, this School was able to incorporate a team plan period.
Unfortunately, family involvement is not as successful. When I asked her about family involvement, she took a deep breath. Apparently, it is very tough to get parents to be involved in their child’s school lives. Many parents think their children are old enough to deal with school issues by themselves. She has even tried putting together positive activities to involve the parents. For example, she put together a snowflake making day. This was a day when parents were invited to come to their child’s class period and make snowflakes with them. To avoid time confliction, she ran the activity all day. Out of seventy five students, only three parents showed. While job obligations may be the reason for most of the parent’s absences, the majority of parents just have no interest.
Next I asked her about community involvement. She claimed that there was still not a great amount of involvement with the community, but more than with the parents. However, the bulk of the involvement consisted of fundraisers. She did mention to me that through the community there was a mentor program at Viking. Yet, she was not sure how it worked and how children were selected for it because she has never had a student involved in it.
As a child, I would greatly enjoy being in her class. She makes the reading interesting and has a good time with the students. She recently started using Podcast to record herself reading the chapters of the book they were reading. While the students followed along, she would play them. This tactic was extremely helpful for some of the students in the classroom who learn better through audio. It also eliminated students from the pressure of reading out loud. She understands children very well and strives to provide the best learning environment. Therefore, as a parent I would love for my child to be one of her students. I would feel at ease and know that my child was involved in a successful classroom.
In each period, there was always at least one student who would acknowledge me and say hello. Many asked the teacher, “Who is she?” However, all of the students were very welcoming and acted how they would without me in the room.
The teacher and her students seem to have a great relationship. She jokes around with them, but they still know and understand when it is time to be serious. One very admirable trait of her is how encouraging she is. Although there may be a wide range of how each child learns in her classroom, she is very inclusive and catering too all children. In one of her class periods, she has four children who are disabled. However, because of how she runs her classroom, you would never know.The Middle School I am at is an inclusive school.
There are five different class periods that she teaches. Each of them are the same lesson. However, the students are different. While all five are a diverse group of children, their personalities are different. The last class period of the day is 8th period. The students in 8th period react very strongly through their emotions. She explained to me that it is the end of the day and they are restless. However, each of them has a very emotional ways of handling things. With this group, I was able to see a bit more of a community formation. The students reacted to each other and displayed that they cared for one another’s well being. I overheard a few girls say to another girl, “Are you okay? You look very sad.” This displayed that the students cared for one another and that they knew each other very well. Overall, all of the class periods acted typical; picking on each other and teasing.
One very fortunate thing about this School is the teachers get a team plan period everyday. This is where all of the teachers in that grades team, for example she is on the 7th grade red team, meet for a class period everyday. This gives the teachers time to discuss the curriculum, what is going on in the school, and the students they have. By law, teachers are required to have one period for planning and one for lunch. Fortunately, this School was able to incorporate a team plan period.
Unfortunately, family involvement is not as successful. When I asked her about family involvement, she took a deep breath. Apparently, it is very tough to get parents to be involved in their child’s school lives. Many parents think their children are old enough to deal with school issues by themselves. She has even tried putting together positive activities to involve the parents. For example, she put together a snowflake making day. This was a day when parents were invited to come to their child’s class period and make snowflakes with them. To avoid time confliction, she ran the activity all day. Out of seventy five students, only three parents showed. While job obligations may be the reason for most of the parent’s absences, the majority of parents just have no interest.
Next I asked her about community involvement. She claimed that there was still not a great amount of involvement with the community, but more than with the parents. However, the bulk of the involvement consisted of fundraisers. She did mention to me that through the community there was a mentor program at Viking. Yet, she was not sure how it worked and how children were selected for it because she has never had a student involved in it.
As a child, I would greatly enjoy being in her class. She makes the reading interesting and has a good time with the students. She recently started using Podcast to record herself reading the chapters of the book they were reading. While the students followed along, she would play them. This tactic was extremely helpful for some of the students in the classroom who learn better through audio. It also eliminated students from the pressure of reading out loud. She understands children very well and strives to provide the best learning environment. Therefore, as a parent I would love for my child to be one of her students. I would feel at ease and know that my child was involved in a successful classroom.
Subscribe to:
Comments (Atom)