Now that I reflect back on my student teaching experience, I really miss teaching the kids. It becomes a daily part and something you look forward to every morning and now that I am done for the semester I miss it. I really enjoyed my student teaching experience and I have learned a lot. One thing that I am going to take from this experience is that there is always something do, so you should not have a lot of down time. However, on the other hand I believe that I have accomplished my goals and will continue to always work on my goals. Just to review my goals: My goal is to work on discipline, Get to know the students more and to learn. I would say that I accomplished my goal of discipline by making sure that the students follow the rule that if the teacher is talking then it is not there turn to talk while the teacher is talking. For example, if the students got too loud when I was giving directions, I would clap my hands in some rhythm until they were quiet. I felt that conferences were a big help to me because I was able to get a better understanding of the students and it helped me to get to know the students more. I was able to talk them about their favorite shows, their younger siblings and some of their extra curricular activities that they did. It was very fun to talk to them. Finally, my last goal I accomplished is to learn. I learn many things through the students and through my cooperating teachers. One thing that I learned from the students is that they like to have fun while they are learning. Finally, a cool project that I learned from my cooperating teacher is when you want to make a representation of the moon with craters. You take gray paper and trace a circle on it. Then you take liquid glue and draw various sizes of circles. Then you set a side to dry. Once they are dry, then you take a black crayon and shade over it and it turns out pretty neat.
In conclusion, the one experience that was meaningful to me was that I should not be afraid to raise to my voice to them. Every time that we get in line to go to either lunch or to specials ( gym, art or music) they are talking and I would tell them we will go when they are quiet. However, if that doesn't work after several times of telling them to get in line and be quiet I raise my voice and they be quiet and do what they are suppose. When doing this I feel better because they listened to me and I feel like this has changed me as an educator because it helped to realize that it is okay to get tough with them when needed.
Monday, April 12, 2010
Sunday, March 14, 2010
Assignment Three: Analysis of the Instructional Process
In the last couple of posts I have posted a couple samples of student's work, both of a high quality and of low quality. The unit that I posted on my last few blogs, met the standards because the students were to recognize symbols that uniquely represented our nation. In addition, this unit contributed to the goals because the students were able to identify a fact about it. They were also able to to take these symbols and recognize them on other things. For example, the students were able to recognize the Bald Eagle on the back of the quarter.
However, when I was teaching the lessons some of my expectations were: the students would be able to identify a fact, the student would write their sentence neatly. The students needed to make sure that their sentences started with a capital letter and ended in a period. The parts that were successful in the lessons for this unit is that the students were able to identify a fact that they liked about the symbol that they were learning, and they were able to color the picture so that it correctly represented the symbol. On the other hand if I were to these lessons again, I think that I would of found some other ways to make the lessons more fun.
Even though the students were able to identify to a fact, I found that by reading a book and having the facts already done on an overhead really helped my students. By reading the book the students were to look at the pictures and get an idea of what the symbol was like and the students always enjoy a good book. What I thought that was most effective for my students was having all of the facts up on the board. I put the facts up on the overhead for the students and then I passed out their books and they were able to get started right away. By them being able to get started right away, it gave me the opportunity to walk around and help students get started or to help them. On the other, since I have provided an analysis of a student's high quality work and a student's low quality of work, I would have to say that for the student that did not produce quality work, I went to him to and told him that he is not to bubble his letters, and that he has a good start and to keep going. For this student I just kept providing feedback of encouragement, in hopes of the student getting his work done.
So you may be wondering how I take such lessons and assess the students knowledge on the topics that were presented? Well, in the two lesson plans that I have provided, I talk about how I will look at the students writing and be able to tell them if they can go ahead and color. Then at the end of the lesson, the students will hand me their book and I will look at their sentences and their picture and determine if they followed directions and if they wrote a fact that corresponded to the symbol that we were learning. Finally, this lesson showed student achievement because they will knew the significant symbols and they were able to tell me something about it.
However, when I was teaching the lessons some of my expectations were: the students would be able to identify a fact, the student would write their sentence neatly. The students needed to make sure that their sentences started with a capital letter and ended in a period. The parts that were successful in the lessons for this unit is that the students were able to identify a fact that they liked about the symbol that they were learning, and they were able to color the picture so that it correctly represented the symbol. On the other hand if I were to these lessons again, I think that I would of found some other ways to make the lessons more fun.
Even though the students were able to identify to a fact, I found that by reading a book and having the facts already done on an overhead really helped my students. By reading the book the students were to look at the pictures and get an idea of what the symbol was like and the students always enjoy a good book. What I thought that was most effective for my students was having all of the facts up on the board. I put the facts up on the overhead for the students and then I passed out their books and they were able to get started right away. By them being able to get started right away, it gave me the opportunity to walk around and help students get started or to help them. On the other, since I have provided an analysis of a student's high quality work and a student's low quality of work, I would have to say that for the student that did not produce quality work, I went to him to and told him that he is not to bubble his letters, and that he has a good start and to keep going. For this student I just kept providing feedback of encouragement, in hopes of the student getting his work done.
So you may be wondering how I take such lessons and assess the students knowledge on the topics that were presented? Well, in the two lesson plans that I have provided, I talk about how I will look at the students writing and be able to tell them if they can go ahead and color. Then at the end of the lesson, the students will hand me their book and I will look at their sentences and their picture and determine if they followed directions and if they wrote a fact that corresponded to the symbol that we were learning. Finally, this lesson showed student achievement because they will knew the significant symbols and they were able to tell me something about it.
Saturday, February 27, 2010
Assignment Two: Sample of Student's Work ( Low Quality)
This is an example of low quality work. Even though I know that this student has the capability of getting this done, but they didn't. In order for this to be a high quality work, the student needs to write neatly, leave spaces between the words and to finish their fact. The students were given plenty of time to complete. They were given about 25-30 minutes to complete this.
I chose this one as a low quality work because out of the 25 minutes that they were given this student had only two words written. The reason why this is because the student does not have the motivation to get the work done. In addition, the student was starting to bubble the words which we discourage because one of our goals is for the students to master handwriting. Also, the student didn't finish their fact. They didn't even color their picture. I classified this one as a low quality work because the student did not accomplish much after 25 minutes.
Assignment Two: Sample of Student's Work (High Quality)
This picture is an example of a high quality students' work. I chose this one because the student followed all of the directions and they even followed my example when they colored the Bald Eagle. The directions was that they had to write one fact about the Bald Eagle. When they write their fact they must make sure it is in a complete sentence, that the beginning of their sentence is capitalized and they ended in a period.
However, one thing that I really liked about this students work is that they wrote really nice, so that they could read and so that I could read it. In addition, this student colored the Bald Eagle the way that I did and it looks neat and shows that this student put some time into their work. It doesn't look that they rushed through it, just so that they get done. Also, this student made sure that their sentence began with a capital letter and it ended with a period. One thing that assure the students about this is that even though they may not finish they will have time to work on it. I let them work on it in the morning when they come in or when we do the next symbol. If they get that day's symbol done, then they can go back and finish the other ones if they didn't finish it.
Friday, February 26, 2010
Assignment Two: Unit of Instruction Bald Eagle LP
Bald Eagle
Grade Level: 1
Curricular Area: Social Studies
Standards:
1.) Students will recognize the symbols, songs, locations that uniquely identify our nation.
Objectives:
1.) The students will recognize the Bald Eagle as a significant symbol of our nation.
2.) The students will pick one fact and put their United States symbols book.
Materials:
- The Bald Eagle Book
- Model for the Board
- Transparency of the facts with a hard copy
- Writing page transparency
- Overhead Marker
- Student Symbol Books
Procedures:
1.) Have the students meet on the meeting spot.
2.) Review yesterday's symbol.
3.) Read The Bald Eagle book.
4.) Have students go back to their desks.
5.) On the overhead, show them the facts, and read each one to them.
6.) Use a writing transparency to show the students how to write one of the facts. ( Remind them that their tall letters need to be tall and their short letters need to short. The first letter in your sentence should be capitalized and that your sentence should end in a period.)
7.) Put facts back on the overhead.
8.) Pass out their books.
9.) have them get started. ( Circulate and check progress and help students who may need help. The students must show me their writing before they can color the picture)
10.) When they are done I will take their books.
Assessment:
- Can the students recognize the Bald Eagle as an important symbol and can the students correctly write a fact? I will assess this by having the students give me their book, and I will review it. Also, I will assess this when the students show me their writing before they color. I will look at their writing and say it is okay or give suggestions on how to fix it.
Binns, Tristan. The Bald Eagle. Chicago, Illinois. Copyright 2001 Reed Educational and Professional Publishing.
Grade Level: 1
Curricular Area: Social Studies
Standards:
1.) Students will recognize the symbols, songs, locations that uniquely identify our nation.
Objectives:
1.) The students will recognize the Bald Eagle as a significant symbol of our nation.
2.) The students will pick one fact and put their United States symbols book.
Materials:
- The Bald Eagle Book
- Model for the Board
- Transparency of the facts with a hard copy
- Writing page transparency
- Overhead Marker
- Student Symbol Books
Procedures:
1.) Have the students meet on the meeting spot.
2.) Review yesterday's symbol.
3.) Read The Bald Eagle book.
4.) Have students go back to their desks.
5.) On the overhead, show them the facts, and read each one to them.
6.) Use a writing transparency to show the students how to write one of the facts. ( Remind them that their tall letters need to be tall and their short letters need to short. The first letter in your sentence should be capitalized and that your sentence should end in a period.)
7.) Put facts back on the overhead.
8.) Pass out their books.
9.) have them get started. ( Circulate and check progress and help students who may need help. The students must show me their writing before they can color the picture)
10.) When they are done I will take their books.
Assessment:
- Can the students recognize the Bald Eagle as an important symbol and can the students correctly write a fact? I will assess this by having the students give me their book, and I will review it. Also, I will assess this when the students show me their writing before they color. I will look at their writing and say it is okay or give suggestions on how to fix it.
Binns, Tristan. The Bald Eagle. Chicago, Illinois. Copyright 2001 Reed Educational and Professional Publishing.
Assignment Two: Unit of Instruction: Liberty Bell LP
Liberty Bell
Grade Level: 1
Curricular Area: Social Studies
Standards:
1.) Students will recognize the symbols, songs, locations that uniquely identify our nation.
Objectives:
1.) The students will recognize the Liberty Bell as a significant symbol of our nation.
2.) The students will pick one fact and put their United States symbols book.
Materials:
- The Liberty Bell Book
- Model for the Board
- Transparency of the facts with a hard copy
- Writing page transparency
- Overhead Marker
- Student Symbol Books
Procedures:
1.) Have the students meet on the meeting spot.
2.) Review yesterday's symbol.
3.) Read The Liberty Bell book.
4.) Have students go back to their desks.
5.) On the overhead, show them the facts, and read each one to them.
6.) Use a writing transparency to show the students how to write one of the facts. ( Remind them that their tall letters need to be tall and their short letters need to short. The first letter in your sentence should be capitalized and that your sentence should end in a period.)
7.) Put facts back on the overhead.
8.) Pass out their books.
9.) Have them get started. ( Circulate and check progress and help students who may need help. The students must show me their writing before they can color the picture)
10.) When they are done I will take their books.
Assessment:
- Can the students recognize the Liberty Bell as an important symbol and can the students correctly write a fact? I will assess this by having the students give me their book, and I will review it. Also, I will assess this when the students show me their writing before they color. I will look at their writing and say it is okay or give suggestions on how to fix it.
Binns, Tristan. Liberty Bell. Chicago, Illinois. Copyright 2001 Reed Educational and Professional Publishing.
Sunday, February 21, 2010
Assignment Two: Unit of Instruction
| Days | Topic | Activity |
| Day 1 | Intro. to Symbols Start White House | Give Facts about White House Start Book |
| Day 2 | Finish White House | Finish Book Review Facts Give Example Have students write a fact and color picture |
| Day 3 | Bald Eagle | Review of Yesterday Read Book Give Facts Give Example Have students write a fact and color picture Finish yesterday's if needed |
| Day 4 | Liberty Bell | Review of Yesterday Read Book Give Facts Have the students write a fact and color picture Finish yesterday's if needed |
Saturday, February 6, 2010
Assignment One- Introduction to My Student Teaching
Welcome to Bagley Elementary! Bagley, Minnesota is located half an hour west of Bemidji. As you may already know, but I am teaching in Mrs. Brovold's first grade classroom. Our classroom consists of nineteen students. The picture on the left is a picture of our classroom. The majority of students sit on balls, as you may see. We do have students who cannot do their job while sitting on the balls, therefore they are now sitting in chairs. In this picture, in the left hand corner you can see a blue chart which we keep our daily schedule. The students rely heavily on this because they are used to routine. I would have to say that this has been quite the learning experience, but they keep me on my feet. Some of my goals for my student teaching experience is: to really work on the discipline, get to know the students more, and to learn. At this point, my primary concerns are the students understanding the material that I am teaching? My goal to address this is to work on the discipline so that the students are not being disrupted and to be able to make it relate to them. However, at this point I am looking forward to most is to have fun with kids and really having a good experience.
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