Shared Experience

As I mentioned in a previous post I was assigned to a first grade classroom for my half day student teaching. The majority (I don’t have the exact numbers yet) of these students speak a language other than English at home. I should also point out that this is the case for most of the school, and many of the children in the school district.

My education classes have been specific about how to teach special needs and ELLs (English Language Learner). However, there is nothing like actually putting everything you’ve read and taught into action.

The students are currently learning how to tell time to the nearest hour and nearest half hour. A few students were able to grasp the concept behind :00=o’clock/nearest hour/minute hand on the 12 and :30=thirty/nearest half hour/minute hand on the 6. However, I saw many struggling faces and the informal assessment proved that these students did not understand.

One student can finish an entire page of addition and subtraction in less than a minute. She likes Math and told me it is her best subject. Telling time should be east for her, right? WRONG! Never, ever assume!!

The student was frustrated and nearly cried because she did not understand how to tell time. Because the master teacher was teaching the lesson, I was allowed to pull three of the struggling students to a back table to provide direct instruction and guided practiced. This proved to be helpful. However, the light bulbs clicked on when Mrs. J did the following:

Mrs. J finally stated, ”Boy and girls, in Spanish the nearest half hour is called media, for middle. Remember that means the big hand, or minute hand, is in the middle of the clock.”

INSTANT SURPRISE! Light bulbs turned on everywhere! Even students that had previously understood smiled and looked at their peers. There was giggling as Mrs. J tried to pronounce other Spanish terms, but the students were very proud that she had used a language they were familiar with. Mrs. J even asked a student how to say a few numbers in Spanish. By using the students’ first language, class participation increased and a direct link to what the children already knew to what they were learning was solidified.

Reflection:

1) Never assume that because a student is proficient in one portion of a content area that they will undoubtedly grasp another portion of the same content area. This is a HORRIBLE strategy to follow.

2) Know your audience. Use realia, visuals, and foreign language when necessary to establish the big picture. By notating the big picture, students are able to dig a little deeper for clarification.

3) Mrs. J struggled with Spanish. The students know Spanish. The students were able to be the teachers and Mrs. J learned from them. You cannot teach if you are not open to learning.

Think.Teach.Learn

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My first day of student teaching was successful. I have been placed in a first grade classroom at a Title 1 school. There are 20 children in the classroom; many who speak a language other than English at home. The master teacher has been teaching for over 20 years and has been at the particular school for 9 years. She is also a BTSA coordinator. I am excited to learn from her!

My sister is an instructional aide at the school, and many of the students know her from Homework Club and the computer lab. It was quite fun noticing their reactions when they heard my last name. “Are you Miss Lockett’s sister?” “You have the same eyes!” and so on and so forth. The funny thing is, my sister and I look NOTHING alike. No one ever believes we are sisters.

I will only be in the classroom from 8am-12pm. The morning consists of Math/Reading/Language Arts and I will be required to teach the lessons during the appropriate time blocks. I have never taught in the classroom. Unlike many of my peers, I have no experience substitute teaching. I’m not sure if I’ve mentioned it previously, but I am making the transition from Child Protective Services (social worker) to the field of education (elementary/primary). I believe that my experience as a CPS social worker allows me to understand what my students may experience at home. I consider myself to be very observant and the field of social work has taught to me to look for the hidden clues and avoid skimming the surface of various problems. That, however, is an entirely different blog.

At any rate, I am excited about student teaching and know that this is going to be an amazing experience.

Reflection:

I did notice that I tended to gravitate more towards the students that are hyperactive or easily distracted. This is not a good strategy to have. Mrs. J has her lower level and easily distracted students near the front of the room. The students that are at grade level and have minor behavioral problems are in the center of the room. Students that are either at grade level, advanced in various areas, and are more independent workers are near the back of the room. I found myself to be near the front, and caught myself at one student’s desk for more than 5 minutes. I finally asked the student if he understood what he needed to be doing, guided him, and told him that I would be back to check his work.

Assessment should be ongoing and every student needs my attention. Lingering around the front of the room for longer periods of time can lead to favoritism. It also shows very little regard for other students who may need help during guided practice.

My goal:

I must:

a) understand the difference between guided practice and independent practice

b) not interfere during independent practice, unless a student is obviously off course/task

c) provide continuous informal assessment for all students

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In order to enlighten my students, I must focus on their needs and encourage them to apply curriculum to their own lives. The specific educational philosophy applicable to my profession as a teacher is humanism.

            When discussing humanism as a way to view education, the humanistic approach encourages the development of students as unique individuals. Students are not adults, and their thought processes will be different from an adult teacher. However, this does not mean that the teacher’s ideas and opinions are supreme. As a teacher I want to remind my students that they are not only worth my time and effort, but are deserving of my time. I want my students to know that they are important to me as individuals. Rule number one in my class will be: The Golden Rule. My students will be reminded to treat their peers, as they would want to be treated. Once my students value themselves, they can value those around them.

            Chandra’s Teaching Philosophy

1.            Understand the mission statement and purpose of the educational institution. Adopt these methods for the “classroom” atmosphere.

2.            Respect breeds understanding. Respect all individuals from all backgrounds. Respect can cultivate a true learning experience.

3.            Understand the needs of each individual student, and the presentation of curriculum to meet these needs.

4.            Initiate contact with all students. Remind students that they matter.

5.            Foster student learning through discussion, real life events, and positive interaction

As a sociologist I study of life in various forms of group behavior. As a teacher I encourage critical thinking and the application of classroom lessons to real life situations. Students will be encouraged to become critical thinkers as they progress through their educational experience and work cooperatively with one another.

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We discussed technology in my online course, and we (my peers and I) were all proponents of technology in the classroom. We could all remember the instances when our former teachers brought certain types of technology in the room, and how it enhanced the learning process.

My 3rd grade class only had two computers; students that finished their work first and completed it correctly were given computer time. This time was spent playing Oregon Trail and other “educational” games.  Classrooms (and technology) have advanced alot since 1993. Classrooms I have observed use SMART Boards, computers for Accelerated Reader (AR), blogs, and search the internet for research.

To be able to compete in the job market in the 21st century you must have some sort of computer experience: a typing certificate and proficiency in various types of software. Teachers have a difficult job in that we are not only effectively presenting information that sparks student learning, but we must also prepare our students for ”the real world”.

It is easy to sit down and rack up a list of all the great things about technology in the classroom, but what about the cons?

George Morrison (2003) points out that as teachers we must ensure that there

is “equitable access to technology” (p. 469). Morrison (2003) further states that teachers have to avoid creating a generation of technology have nots (p. 469). For example, not everyone in my 3^rd grade class had the option to use the computer. The computer was designated for the stellar students. I’m sure my teacher would have loved to have the computer available to everyone, but computer access was limited. Schools in poverty stricken areas may not have easy access to computers. Studies show that white students outnumber black students when it comes to computer access and ownership.

Computers are necessary for success. I have already mentioned that most careers require some computer knowledge and usage. The State of California has opted to use the WWW to allow unemployed individuals file for jobless claims. The Career Services Center and local libraries are packed out with individuals attempting to file for unemployment; most have no idea how to use a computer.

Morrison (2003) believes that students who have access to computers are

actively involved, and can integrate higher-level thinking. Furthermore, these students are better equipped with social skills that allow them to work well individually and in groups. Computers are vital because they allow students to “create, design, and explore” (p. 474).

There is a technological divide amongst many schools. Funding is beyond my control. However, I must be willing to seek out technological options for each of my students and be willing to continually assess that technology is readily available.

How do you incorporate and use technology in your classroom?

Reference: “Teaching in America” by George S. Morrison.

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After yesterday’s post, I went to class and we discussed the proper ways to intervene when student disruption occurrs.

If there is no break in the lesson:

1. Ignore the behavior (if it is minor)
2. Increase physical proximity (walk closer to the student)
3. Involve student in academic response (Now, Joe, please read the next paragraph)

If the lesson must be stopped:

1. Remind the student of the classroom rules and expectations
2. Question the student about his/her behavior
3. Request appropriate behavior

AVOID–> nagging and threatening  comments

Ultimately,the goal is not to stop inappropriate behavior, but instead instruct students about how to replace inappropriate actions with acceptable classroom behavior.

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The First Days of School by Wong & Wong (2005) is a required textbook for my Classroom Management course. As I’ve read the book over the course of the quarter I have come to realize why many school districts present this book to first year teachers. The text includes a variety or strategies and key concepts that effective teachers MUST take to heart in order to have a school successful year; it is definitely a must read.

Wong’s book offers advice on how to model proper behavior, and how to have your classroom run like a well oiled machine. However, the one big question I have is: What happens if you have a defiant student?

I’m not going to kid myself; I am fully aware that somewhere a mother has given birth to a child that will grace the doors of my classroom and cause quite a stir. It would be absolutely amazing to have a class that listens when I clap my hands, sits down when they are asked to sit, and follows my lead without hesitation. As instructors we understand that we will always have the student the goes left when they need to right and test us with a smug grin.

Question: How do you handle a defiant student? Is it even a good idea to classify students in categories (good, bad, naughty, nice)?  What are a few sure fire ways to handle defiance (besides a trip straight to the Principal’s office)?

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The idea behind ThinkTeachLearn is three fold.

1st: Teachers must reflect pre and post lesson. Teachers must engage their students, and encourage them to be critical thinkers.

2nd: An effective teacher understands that his/her students can also teach.  An effective teacher uses cooperative learning, or shared experiences to promote the social, emotional, and academic growth of students.

3rd: Learning isn’t a one way street. Teachers learn from teachers, teachers learn from their students, students learn from their teachers, and students learn from each other.

Will you join me as I share my experience as a multiple subject teaching credential candidate?

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