I would first like to say, that now that I've been here for two full weeks (almost three) observing the daily routines I am starting to get the hang of the classroom schedule. I am a lot less overwhelmed about eventually taking over every subject. I am much more confident now about becoming a teacher. I am getting to know the students, and they are getting to know me. However, I am still getting used to the open classroom concept--I hope eventually I will adjust!
I took over my first subject this week, Calendar Math. Calendar Math is a daily routine done first thing in the morning that reviews the calendar as well as important math subjects such as even or odd, patterns, money, and place value. After doing calendar math I realized that I am not bvery good at noticing the students that are not paying attention, they are often in the back. For example, one girl who was sitting in the back of the classroom didn't even know what month it was when I asked her. She raised her hand, I think only because everyone else did, and when I called on her she said, "Ummmm, December?" She couldn't even tell me the month and I was pointing right at the sign that says, September. Afterwards, Ms. Karr gave all the students who were paying attention a ticket, but much to my surprise very few of the students received a ticket. Makes me feel a little sad, because they seemed to pay attention when she was doing calendar. Now that I am aware of it, I will know to look for it. I also think I need to use more enthuasiam when speaking to the students, after all they are first graders!
I get to start teaching grammar and spelling next week and just like last week I am nervous! I wrote my lesson plans this week, all ten of them. It took forever. Sarah, I know you're reading this, but I have to say it...the benedum lesson plan template takes forever! :-) BUT, I do learn a lot when I'm writing them.
Action research? Well, I e-mailed Sharon about maybe finding out how calender math affects students computation skills, but I am not sure about how to get baseline data. Especially since we've done calender math since the very beginning. It also seems impossible to be able to distinguish between what they learn in calender math and what they learn in math instructional time. I am not sure whether it will work out or not, but I would like to do something with math.
I'll end with my funny story of the week! I noticed that Nathan seemed distressed, looking under his desk and in his desk for something. It was affecting his learning because he wasn't paying attention to Ms. Karr, who was reviewing dot configurations, and he is not the type to not listen to the teacher so I tapped him on the shoulder and whispered to him, "Nathan what are you looking for?", to which he replied, "Ms. Burns, I can't find my pencil and it was my favorite one." All I did was smile and point to my ear because his pencil was tucked neatly behind his. His face lit up with relief that he had discovered 'his favorite pencil.' I was happy to be of assistance!
I think they have been exceptionally good today! Even the talkative ones, Ms. Karr knows which ones, have been better today.
The children were, for the most part, much better this week. I think they are getting use to the routine and the fact that we started our reading series helped a lot. The noise from the other classroom can sometimes be stressful. You noticed that I often will have the children look at me just to make sure the noise is coming from the other class.
ReplyDeleteYou are doing fine with the calendar math activities and I like the fact that you are thinking about the ones who are not paying attention. I hope that you realize when I stop you from teaching to discuss with the class their behaviors it is not to make you feel uncomfortable or uneasy, but rather for the children to understand that you too are a teacher and they should show you the respect they show me. You do need to demonstrate to them in tone of voice and mannerisms that you want them to give you their attention. Don't be afraid to stop your instruction until you have them focused on you and the topic/activity at hand. There is no sense in going on with a lesson if you only have a portion of the class listening. You can hand out tickets to the children who are listening as well. Keep some in your pocket at all times.
Enthusiasm is tricky to show as it can also wind up the children. I often think that when someone asks me what I do for a living, I should say that I am an actress. Acting or performing in front of a room full of loving, impressionable, innocent children is one of the most important roles you will play. They look up to you and depend on you to be consistent with them. Looking forward to our fourth week with our children.
I keep forgetting to ask you if you had invited Sarah and Karen to the blog. They need to be able to comment on your entries as well. Don't forget to do that.
It's great that you are getting to know your students....one of the most important things we do as teachers....and I'm thinking that you're using that knowledge in your teaching. You know better who you need to remind to pay attention, etc. I know you're worried about not noticing who is not attentive....but you'll hone this skill. There is so much for you to focus on at this point...and sometimes you're probably more concerned about covering the content, so that noticing who is inattentive falls by the wayside. But as you do more teaching, attending the the behavior of individual students will become a more natural part of what you do. This is one of the reasons why we ask you to write such detailed lesson plans when you are beginning to teach. Then you've taken the time to think about the content, the instructional strategies you are going to use, etc.....in essence, you've begun to practice the lesson, so that when you are in front of students it seems more seamless. The fact that you are aware of what you want to improve speaks volumes....and your mentor teacher has much great advice for you.
ReplyDeleteAs we discussed, I think the calendar math could be a great topic for AR/inquiry. I'm not sure there's a lot of research that has been done on that...so yours would be cutting edge :) We will have to think about how you could assess what students are learning from calendar math....or you could discuss how the various kinds of instructional activities related to math (calendar math being one of them) contribute to student understanding of particular mathematical concepts. We'll talk more on Tuesday and you can continue to discuss it with your mentor teacher.