As I was teaching the very first lesson in my TWS, there were several things that went differently than I had planned. First, as I was teaching, I introduced the students to the term mass, and was surprised at the responses that I got from students. When I asked what they thought it meant, several students referred to a Bill Nye movie that they had seen, and gave a very close definition of mass. I had planned on doing a discussion of these terms, but the students' responses made me realize that I needed to move it in a different direction. I still discussed the same things, but I could see that the students did not need me to spend quite so much time on this since they already knew some things about it.
Also, as I was teaching, I left out several aspects of the lesson that I had planned to include. There was supposed to have been a discussion about why we weigh, and what it means when something is light and when it is heavy. These discussions would have been helpful to the students in understanding my essential question. Also, it would have helped those who didn't understand already to discover that heavy and light relate to each other. This would have helped the English Language Learners in my class. However, I, in looking at my lesson plan, missed that portion of the lesson, and forgot to have it.
Also, when I was having the student discuss the scales that they had looked at in their groups, I realized that we were starting to run out of time, and the final portion of the lesson was one that needed to happen. I ended up rushing through this section of my lesson. I think this was okay, because the students still got the information they needed, but I would have liked to have spent a little more time on it.
Overall, I felt good about this lesson. I would have liked to spend a little more time on it, but I only had an hour. In the future, I think I might give these concepts more time. Also, I should have included the conversations that would have supported my essential question. It would have helped the students understand why we were doing what we were doing. I did end up having it later in the unit, but it should have been in this first lesson. However, I do think I was clear in sharing my purpose for the activities that the students were doing, and what they were to be thinking about as they did them. I also feel that the students gained experience with the things that I wanted them to experience. Overall, I felt that this lesson was a large improvement from the previous math lessons I had taught.
Sunday, November 30, 2008
Tuesday, November 25, 2008
Reflections on my TWS
So I have finished teaching all of the lessons for my TWS. The only thing that is left is the post-assessment, which the students will be taking tomorrow morning. I am very relieved to be finished with it.
Overall, it went well. There were a few things that I missed during specific lessons as I was teaching. I forgot to include certain conversations that were needed. Eventually, I did go back to them and have them, but they should have been earlier. However, I believe the students have been mostly successful with all of my learning goals. According to my formative assessment data, the students have mostly been performing well.
I tested out the GLAD attention getter strategy. I really love this. The students are now able to define mass and weight, and it was a convenient way for my to get their attention. I have tried several different attention getters this quarter, and so far, this is the one that works best for me. I feel like we are accomplishing something while I am getting their attention, and the kids are engaged in it. Also, it ensures that all students have their hands free and have a few seconds to really give me their full attention. I really love this strategy, and will continue to use it in my classroom.
Also, after talking with Carole and Joanne about the things that I am forgetting to touch on in my lesson plans, it was decided that I should start making a checklist/outline of things to cover that I had written about. The "big ideas" of the plan. I hadn't started this until my last lesson, but it was incredibly helpful to me. As I was teaching my lesson, I was just able to look at the list, and see if I had forgotten anything, and then, if I had, I could go back and talk about it. It was much more helpful to me than trying to read through my seven page lesson plan, and try to figure out where I was and what I might have missed. Lesson plans are great, but, like with our phone calls home, students don't always respond in the way that we think they will, so having it scripted out is helpful in planning, but confuses me as I am trying to teach. Having an ouline is much easier for me to follow. I will continue to distill my plans into an outline, since it is so helpful to me. (On a side note, I do think the Literacy format that we have learned, with the Who, what, when, where, why, I do, we do, you do elements, helps me to focus on what is important a little more.)
One issue that has kind of been a challenge still is timing. It always seems to take me longer to teach than I want it to, and it takes the students longer to do the activities that I plan for. I think that I need to become more concise with what I want to cover, and also, I think that getting to know how quickly kids learn things will help me with this.
There are still some minor things that I need to work on at times. I feel that I really need to stop side talk as soon as it starts happening. I am much better at this than I used to be, but I need to keep working on it. Sometimes, I feel like it would be a bigger distraction to address it than the chatter is, but it doesn't take long for that to escalate, and I don't want the class to be out of control.
One issue that came up that gave me some food for thought was, how do I get assessment data using interviews and anecdotal notes while students are working with others? With one group in particular, I chose a student for my sample, and each time I would ask her a question, another student in her group would blurt out the answer. It is great that he knows that, but how can I help him to support his group without just telling them what they need to know?
Also, how can I be more efficient with my conferring, so I provide help to all of the students who need it, rather than just a few?
Overall, it went well. There were a few things that I missed during specific lessons as I was teaching. I forgot to include certain conversations that were needed. Eventually, I did go back to them and have them, but they should have been earlier. However, I believe the students have been mostly successful with all of my learning goals. According to my formative assessment data, the students have mostly been performing well.
I tested out the GLAD attention getter strategy. I really love this. The students are now able to define mass and weight, and it was a convenient way for my to get their attention. I have tried several different attention getters this quarter, and so far, this is the one that works best for me. I feel like we are accomplishing something while I am getting their attention, and the kids are engaged in it. Also, it ensures that all students have their hands free and have a few seconds to really give me their full attention. I really love this strategy, and will continue to use it in my classroom.
Also, after talking with Carole and Joanne about the things that I am forgetting to touch on in my lesson plans, it was decided that I should start making a checklist/outline of things to cover that I had written about. The "big ideas" of the plan. I hadn't started this until my last lesson, but it was incredibly helpful to me. As I was teaching my lesson, I was just able to look at the list, and see if I had forgotten anything, and then, if I had, I could go back and talk about it. It was much more helpful to me than trying to read through my seven page lesson plan, and try to figure out where I was and what I might have missed. Lesson plans are great, but, like with our phone calls home, students don't always respond in the way that we think they will, so having it scripted out is helpful in planning, but confuses me as I am trying to teach. Having an ouline is much easier for me to follow. I will continue to distill my plans into an outline, since it is so helpful to me. (On a side note, I do think the Literacy format that we have learned, with the Who, what, when, where, why, I do, we do, you do elements, helps me to focus on what is important a little more.)
One issue that has kind of been a challenge still is timing. It always seems to take me longer to teach than I want it to, and it takes the students longer to do the activities that I plan for. I think that I need to become more concise with what I want to cover, and also, I think that getting to know how quickly kids learn things will help me with this.
There are still some minor things that I need to work on at times. I feel that I really need to stop side talk as soon as it starts happening. I am much better at this than I used to be, but I need to keep working on it. Sometimes, I feel like it would be a bigger distraction to address it than the chatter is, but it doesn't take long for that to escalate, and I don't want the class to be out of control.
One issue that came up that gave me some food for thought was, how do I get assessment data using interviews and anecdotal notes while students are working with others? With one group in particular, I chose a student for my sample, and each time I would ask her a question, another student in her group would blurt out the answer. It is great that he knows that, but how can I help him to support his group without just telling them what they need to know?
Also, how can I be more efficient with my conferring, so I provide help to all of the students who need it, rather than just a few?
Wednesday, October 29, 2008
Advice?
I am hoping to get some advice from all of you. I have noticed that the students in my class come up to me and ask me for help all of the time. Usually, it is with very minor things, like "I finished my story, what do I do" or "I don't know what this means." I want to help these students, but usually, they can ask others and figure it out. And usually, when they approach me, I am working with someone else. How can I discourage this overly dependent behavior? They are fourth graders, and I don't want them to be asking me every time they have a small question. Also, it is unfair to the student I am working with at that moment. Do any of you have any suggestions?
A new day, an new lesson
Today, I taught the second of my three lessons on fluency. These are the lessons that I am basing on my case study students that I am assessing for 497. I am doing this project on two kids, instead of one, and with both students (average fourth grade readers, I believe) struggled to read fluently. My CT and I figured that all of my class could probably benefit from some lessons on fluency, so I have been teaching these lessons to the whole class.
Today, we focused on trying to say words like what they might sound like, because it would help us understand the text better. I read a poem and had them listen for words I emphasized, and then we did another together. Then, after we worked as a whole group, I had them go off and work together in partnerships. They all practiced reading the poem, and then shared in the last 10 minutes of Lit. I hadn't originally planned to have them work together on this, and I also hadn't planned on having them perform. However, both of these choices were good ones, I felt. I felt that several students needed the extra support of working with a partner for this activity. Also, because so many students worked so hard on it, I felt that they would really enjoy sharing. I only had them share one line, but it worked out really well.
Tomorrow, we are going to work on speaking like characters, and will be doing some reader's theater. I am very excited about this, and so are the students. I passed out their scripts today, and I feel that it will go well. Also, I am trying to work a little more on the equity piece for this project. I am having three students who are quiet and don't contribute that much be "facilitators." They will fill the "director" role for their group, in addition to reading their own parts. I feel that this will give these students the opportunity to really get involved, and will help them seem more capable to their peers.
There were some minor management issues today with a few students. During my lesson, there was a group of about four students who were whispering to each other. At first, I was kept reminding them that while I was speaking, they needed to be listening. This worked for a moment, but then they would start it up again. Finally, I moved over to sit near them and continued my lesson from a few feet away. It worked, and they stopped chatting. Two of these students were also chatty during the partner time. I was conferring with other groups, so I didn't deal as effectively with them at that time, but when I went over to work with them, they did get back on task, although I think they got off again later.
I also started to use the facilitator role in the daily language today. We have been trying to get the students familiar with these roles in math and literacy, and facilitator is relatively new. I had the students talk in their groups about the work, and then the facilitator shared. It worked out very well. The students were much more engaged. Also, I think students who don't usually contribute shared in their groups.
I also provided an adaptation for a student during writing as well. This was the first time I had ever really done this. This particular student is usually pulled for literacy, but today, the students were writing stories in the afternoon. All of the students had an outline to help them plan for their stories, but this particular student was not really getting started even on that. I went and talked with her, and tried to get her started, but she didn't want to do it. I went around and helped a few others, and then came back to her. Instead of having her fill out her outline, I asked her questions, and filled it out for her. It worked out very well. She had lots of ideas, but just hadn't written them down. After we finished her outline, I got her the paper to write her story on, and then told her I would come back, and she got started on the story right away. It really worked well. This student regularly has behavior issues, and she did later in the day, but I felt that, for that period of time, I helped her feel like she could succeed. It was a wonderful feeling.
So, overall, a great day!
Today, we focused on trying to say words like what they might sound like, because it would help us understand the text better. I read a poem and had them listen for words I emphasized, and then we did another together. Then, after we worked as a whole group, I had them go off and work together in partnerships. They all practiced reading the poem, and then shared in the last 10 minutes of Lit. I hadn't originally planned to have them work together on this, and I also hadn't planned on having them perform. However, both of these choices were good ones, I felt. I felt that several students needed the extra support of working with a partner for this activity. Also, because so many students worked so hard on it, I felt that they would really enjoy sharing. I only had them share one line, but it worked out really well.
Tomorrow, we are going to work on speaking like characters, and will be doing some reader's theater. I am very excited about this, and so are the students. I passed out their scripts today, and I feel that it will go well. Also, I am trying to work a little more on the equity piece for this project. I am having three students who are quiet and don't contribute that much be "facilitators." They will fill the "director" role for their group, in addition to reading their own parts. I feel that this will give these students the opportunity to really get involved, and will help them seem more capable to their peers.
There were some minor management issues today with a few students. During my lesson, there was a group of about four students who were whispering to each other. At first, I was kept reminding them that while I was speaking, they needed to be listening. This worked for a moment, but then they would start it up again. Finally, I moved over to sit near them and continued my lesson from a few feet away. It worked, and they stopped chatting. Two of these students were also chatty during the partner time. I was conferring with other groups, so I didn't deal as effectively with them at that time, but when I went over to work with them, they did get back on task, although I think they got off again later.
I also started to use the facilitator role in the daily language today. We have been trying to get the students familiar with these roles in math and literacy, and facilitator is relatively new. I had the students talk in their groups about the work, and then the facilitator shared. It worked out very well. The students were much more engaged. Also, I think students who don't usually contribute shared in their groups.
I also provided an adaptation for a student during writing as well. This was the first time I had ever really done this. This particular student is usually pulled for literacy, but today, the students were writing stories in the afternoon. All of the students had an outline to help them plan for their stories, but this particular student was not really getting started even on that. I went and talked with her, and tried to get her started, but she didn't want to do it. I went around and helped a few others, and then came back to her. Instead of having her fill out her outline, I asked her questions, and filled it out for her. It worked out very well. She had lots of ideas, but just hadn't written them down. After we finished her outline, I got her the paper to write her story on, and then told her I would come back, and she got started on the story right away. It really worked well. This student regularly has behavior issues, and she did later in the day, but I felt that, for that period of time, I helped her feel like she could succeed. It was a wonderful feeling.
So, overall, a great day!
Monday, October 27, 2008
Literacy and other news
So I taught a lesson in literacy today. It went really well. It was one of my mini-lessons based on what I discovered during my literacy assessments. The teaching point was paying attention to conventions when reading because they tell us how the writer wants us to read the page. I read a book to the kids, and had them think about what I did, and then we read it together a couple of times.
The kids did an awesome job with it. They were really engaged in it, and they had a lot of fun with the story, I think. I originally hadn't chosen this story, but then, after remembering that it was on my bookshelf, I looked at it, and thought it would be a good one because it was very repetitive, and is also Halloween themed. The text was pretty easy for the kids, so they didn't really struggle to decode the words. The only problem with it was an abundance of capitalized words, so I had to project my voice quite a bit while we were reading together. My throat started hurting, so I must have been pretty loud. (Poor neighbors, LOL.)
The choral reading took a little longer than I had intended, but I was still able to confer with a few students. However, if I were to do this lesson again, I might try to take a little more time with it so I could get around to more people.
Also, though the kids were pretty engaged, I felt like I didn't really get to pay much attention to them, because I was trying too hard to be the lead voice. My eyes were pretty glued to the book. In the future, I would like to be able to look around a little more.
I am also teaching on fluency again on Wednesday and Thursday. I am excited. This lesson went really well, and the other ones are even more fun, so I think the kids will be even more engaged.
YAY!!
The kids did an awesome job with it. They were really engaged in it, and they had a lot of fun with the story, I think. I originally hadn't chosen this story, but then, after remembering that it was on my bookshelf, I looked at it, and thought it would be a good one because it was very repetitive, and is also Halloween themed. The text was pretty easy for the kids, so they didn't really struggle to decode the words. The only problem with it was an abundance of capitalized words, so I had to project my voice quite a bit while we were reading together. My throat started hurting, so I must have been pretty loud. (Poor neighbors, LOL.)
The choral reading took a little longer than I had intended, but I was still able to confer with a few students. However, if I were to do this lesson again, I might try to take a little more time with it so I could get around to more people.
Also, though the kids were pretty engaged, I felt like I didn't really get to pay much attention to them, because I was trying too hard to be the lead voice. My eyes were pretty glued to the book. In the future, I would like to be able to look around a little more.
I am also teaching on fluency again on Wednesday and Thursday. I am excited. This lesson went really well, and the other ones are even more fun, so I think the kids will be even more engaged.
YAY!!
Friday, October 24, 2008
Videotaping
I just finished watching a video of myself teaching. I noticed quite a few things that made me very happy. First of all, you could hear me the whole time. I had been concerned about that, because I have often been told I mumble, but I was projecting, so it seems I have improved in that.
Also, as I was watching this, I was thinking about the first time I ever videotaped myself teaching, and I must say, I feel I have improved a lot. When I first started teaching during practicums, I seemed so meek and scared. It was no wonder I had management problems that quarter. While I still feel like I can get better at managing the class, at least I don't look like the kids are going to eat me alive anymore. I feel like I have become a lot more confident than I was in the past.
Also, I remembered, as I was watching the video, something that I did during a discussion time. One of the students in the class frequently takes over every discussion, and does all of the work for every activity. Yesterday, while he was think-pair-sharing with his partner, I listened in, and then directed the focus to his partner. This helped to equalize what was happening between the two of them, I think.
One thing that I noticed was that I tend to call on the same kids a lot. I think this happens because they are often the ones who are raising their hands. I think I want to start a new system so I don't call on the same people all the time. I have heard from some teachers that they have a can filled with sticks that have the kids names on them, and these teachers just pull from that when they are asking questions. I like this idea because it promotes equity, however, I am concerned about using it in times that the student might not know the answer. He/she might feel intimidated by having to share.
I also feel like I am doing a good job of focusing on the students when they are sharing their ideas. This makes me happy, although I know that I also need to pay attention to other things. I really want the kids to know that I respect them and value what they have to say, and showing that I am listening to them is really important. I feel that I have been good at doing that.
Also, as I was watching this, I was thinking about the first time I ever videotaped myself teaching, and I must say, I feel I have improved a lot. When I first started teaching during practicums, I seemed so meek and scared. It was no wonder I had management problems that quarter. While I still feel like I can get better at managing the class, at least I don't look like the kids are going to eat me alive anymore. I feel like I have become a lot more confident than I was in the past.
Also, I remembered, as I was watching the video, something that I did during a discussion time. One of the students in the class frequently takes over every discussion, and does all of the work for every activity. Yesterday, while he was think-pair-sharing with his partner, I listened in, and then directed the focus to his partner. This helped to equalize what was happening between the two of them, I think.
One thing that I noticed was that I tend to call on the same kids a lot. I think this happens because they are often the ones who are raising their hands. I think I want to start a new system so I don't call on the same people all the time. I have heard from some teachers that they have a can filled with sticks that have the kids names on them, and these teachers just pull from that when they are asking questions. I like this idea because it promotes equity, however, I am concerned about using it in times that the student might not know the answer. He/she might feel intimidated by having to share.
I also feel like I am doing a good job of focusing on the students when they are sharing their ideas. This makes me happy, although I know that I also need to pay attention to other things. I really want the kids to know that I respect them and value what they have to say, and showing that I am listening to them is really important. I feel that I have been good at doing that.
Thursday, October 23, 2008
Today
So, I taught the last of what would have been my TWS if I hadn't bombed the first one today. It went well. I felt weird teaching it though. I had planned on something else, but when I was planning, I just never felt right about my teaching point. This morning, I talked with Carole, and she pointed out that I still hadn't taught them some of the things that were required for my assessment. So right before my lesson, I changed my teaching point. That is sort of what happened in my first two lessons, as well, but those ones were not successful.
So what was different? I think my internalization of the objective. I really felt like today, and yesterday, I really knew what I wanted the students to learn. I also didn't let the students take me on any digressions. I stayed on my teaching point. There was one point when the students wanted to discuss something other than the lesson, but I stuck with it, and told them we weren't going to talk about that yet.
I also think that bringing up my goal to the students repeatedly really helped me as well. I said it several times to the students, and that really helped to keep me focused as well. The students knew what I wanted, and because I kept saying it, I feel that I kept being reminded of it.
Hurray, I was successful today!
So what was different? I think my internalization of the objective. I really felt like today, and yesterday, I really knew what I wanted the students to learn. I also didn't let the students take me on any digressions. I stayed on my teaching point. There was one point when the students wanted to discuss something other than the lesson, but I stuck with it, and told them we weren't going to talk about that yet.
I also think that bringing up my goal to the students repeatedly really helped me as well. I said it several times to the students, and that really helped to keep me focused as well. The students knew what I wanted, and because I kept saying it, I feel that I kept being reminded of it.
Hurray, I was successful today!
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