Well I apologize for skipping out on this on Friday...I was so excited to relax and enjoy my weekend that I completely forgot about journaling at all! Here's what I missed...
Friday (day four) was my last day of being at school for half of the day. I taught my first small reading group lesson that day after "hover" observing my CT and assisting the students during rotations in the morning. You would think that after a semester of teaching small group reading lessons every day and working with my supervisor on small group management that I would have it perfected/down to a science by now. This was not the case! Before beginning the lessons I set up very clear expectations (well, I thought they were clear) and even added my own little management trick to keep the group's focus. I quickly learned that you can have 5 perfect little angels and all it takes is one student to distract the focus of the entire group. 6 students is an odd number because it felt too big for a "small group" lesson but obviously much too small to be considered large group - but at the end of the lesson I had met the objectives I set for myself and the students understood the relatively new concept of drawing conclusions from a text and mapping it on an inference chart. This was successful.
I didn't get much of a chance to conference with my CT afterwards, but she said that she noticed my setting up of expectations at the beginning (which was good) and that next time the groups should be smaller. Even she agreed that six students in a small group was too large to run as smoothly as a group with, say, four students - which is thankfully the number of kids I'll be working with in tomorrow's lesson.
As far as today went, it was a really great day of working closely with my CT and the students and, I think, a nice introduction to what the next eight weeks will be flowing like. We had the chance to sit down and map out exactly what responsibilities I'll be taking over, so that was awesome for me to have laid out on paper. It really is less scary/intimidating when you know exactly what you'll be doing and when. (Except I'm developing a unit for social studies to be implemented next week - ah!)
I think the main thing I'm taking from my cooperating teacher at this point is to not be so nervous all of the time. Obviously, she's been teaching kindergarten for 15 years and she has some experience under her belt. Well, not some - a ton. But I have been trying this new thing where I just own up to the fact that my lesson might work and that it might not, and that even if it doesn't I'm here to learn and I am doing my best to make every lesson work. I've learned that confidence goes a long way. It's like magic. My first whole group lesson in practicum completely tanked because I was so incredibly nervous, and tomorrow I'm doing something very similar - but along the way have learned that being cool, calm and collected is an amazing feeling and seriously makes all the difference (at least it does for me). My main areas to work on from my CT and supervisor last semester were on presence and confidence and I feel that I'm finally getting enough teaching experience under my belt that I can start to make those changes.
And let me tell you, that's exciting.
Monday, January 28, 2013
Thursday, January 24, 2013
Day Three
Another successful day in KH! Today I was in the classroom from 8-12 because I have seminar this afternoon (in about 20 minutes, actually). Today was 100 Day! which means it was the 100th day of school this school year. Our kindergartners had a lot of special events planned - there was a short assembly in the library, and our interim principal dressed up as a superhero (which the kids quickly figured out). I got my first chance at being in front of the whole group when I read a story about the 100th day of school. This was awesome because I got to emulate some of my CT's management strategies but also use some of the ones I am familiar with. The group of kids in this class is so well-behaved and attentive, though, that I worry I won't be prepared enough for my next student teaching assignment in March! I had to talk over maybe one student throughout the 10 minutes I was in front of the class, and it was a problem that was swiftly and easily resolved.
My cooperating teacher continues to show little nuggets of wisdom to me throughout the day. This morning, a girl started crying because the boy next to her was making fun of her skirt. My CT quickly remedied the problem by positively encouraging the girl who was crying, reiterating what kind of behavior is expected in the classroom, and using humor ("Well, if anyone has something bad to say about your skirt, they clearly just don't have any fashion sense.") to correct the situation. She also asked the boy who was exhibiting the negative behavior to apologize, to which she told the girl that she can either accept his apology or not depending on how she felt about it. I thought this was so important. My CT really talks to these kids like they are adults, and I think it's really effective because it helps them learn how to make adult decisions.
I am feeling more and more confident in front of the group and managing the students as I am there more often. I got the chance to go from table to table and assist students again today, and I even got a few Valentines addressed to me when the students made cut-out hearts with things they loved on them. It was definitely a good day today, and I hope tomorrow - when we return to a more normal routine - goes just as well. I'll be teaching my first small-group lesson...7-10 minutes long, but still, I'll be teaching! :)
Wednesday, January 23, 2013
Day Two
Well...two days down, many to go!
Today I was at school for another half-day, but this time I was there during the afternoon. I was much more active in the classroom this time, walking around from table to table as students were doing independent work and working one-on-one when necessary. I got to know the students much better today and (I think) I know all of their names!
My cooperating teacher is officially a rock star, by the way. Our class has a student with a brand-new behavior plan constructed by his teacher. This boy has had behavioral problems in the past, but excels academically (if I had a nickel for every time I've said that sentence...), so my CT wrote a rewards-based behavior plan in which he earns positive points (smiley faces) to earn a reward and check marks that don't deter him from getting the reward, but don't progress him any further either. I realize I didn't explain that well. At all.
Anyways, my CT explained to me that the student always does really well behaviorally when he knows he's being watched/during carpet time, but once he's at recess or doing table work it all breaks loose. The students went to their normal afternoon recess as usual, and my CT and I stayed in to plan and chat and get the room in order - so we could not see how this student was behaving at recess. Once the students got back and sat down for math, my CT did something I would have never thought to do: discuss the child's behavior plan with the rest of the class.
That wasn't really what surprised me, though. What surprised me is how incredibly mature and self-accountable this class of 5- and 6- year olds is. My teacher asked them simply, "How did J do at recess?" The class responded honestly with a collective "Not so good." One student then recounted the story of what happened, to which all other students confirmed. The student on the behavior plan calmly admitted that he did not make the right choices at recess, and class moved on.
It was like I was in classroom management heaven.
Recess #2 of the afternoon rolls around and again my CT asks the class how J (we'll call him J) did at recess. This time, everyone responded with enthusiastic nods that "He did really good!" My teacher of course followed up with specific questions, but everyone was so honest and happy to be little reporters of information that my CT had gotten all of the information she needed to make a judgment within just a few minutes.
We had a nice discussion about this later. I complimented her on her use of that strategy and admitted I would have been wary to try it - but it went so well in her class and really demonstrated to me how incredible of a classroom community she has established. I just read an article for seminar tomorrow about teachers as "warm demanders," and this is my CT to a tee. She has nothing but the highest expectations for her students but also has such great rapport and trust in them. What a cool thing for me to get to observe on my second day in the classroom.
Other than that, the day went smoothly for me and the rest of the class and I ended up staying after school until 5:00 to put together a science unit kit to be returned and to go over some of the reading curriculum with my CT. Needless to say, I left feeling exhausted (and hungry!) but so satisfied with the hands-on work I was able to do today and the level of observation I was able to do.
Tomorrow is "100 Day," the 100th day of school, so I will get to eat lots of marshmallows and read a story to the class before I leave for seminar. It will most definitely be an interesting day!
Today I was at school for another half-day, but this time I was there during the afternoon. I was much more active in the classroom this time, walking around from table to table as students were doing independent work and working one-on-one when necessary. I got to know the students much better today and (I think) I know all of their names!
My cooperating teacher is officially a rock star, by the way. Our class has a student with a brand-new behavior plan constructed by his teacher. This boy has had behavioral problems in the past, but excels academically (if I had a nickel for every time I've said that sentence...), so my CT wrote a rewards-based behavior plan in which he earns positive points (smiley faces) to earn a reward and check marks that don't deter him from getting the reward, but don't progress him any further either. I realize I didn't explain that well. At all.
Anyways, my CT explained to me that the student always does really well behaviorally when he knows he's being watched/during carpet time, but once he's at recess or doing table work it all breaks loose. The students went to their normal afternoon recess as usual, and my CT and I stayed in to plan and chat and get the room in order - so we could not see how this student was behaving at recess. Once the students got back and sat down for math, my CT did something I would have never thought to do: discuss the child's behavior plan with the rest of the class.
That wasn't really what surprised me, though. What surprised me is how incredibly mature and self-accountable this class of 5- and 6- year olds is. My teacher asked them simply, "How did J do at recess?" The class responded honestly with a collective "Not so good." One student then recounted the story of what happened, to which all other students confirmed. The student on the behavior plan calmly admitted that he did not make the right choices at recess, and class moved on.
It was like I was in classroom management heaven.
Recess #2 of the afternoon rolls around and again my CT asks the class how J (we'll call him J) did at recess. This time, everyone responded with enthusiastic nods that "He did really good!" My teacher of course followed up with specific questions, but everyone was so honest and happy to be little reporters of information that my CT had gotten all of the information she needed to make a judgment within just a few minutes.
We had a nice discussion about this later. I complimented her on her use of that strategy and admitted I would have been wary to try it - but it went so well in her class and really demonstrated to me how incredible of a classroom community she has established. I just read an article for seminar tomorrow about teachers as "warm demanders," and this is my CT to a tee. She has nothing but the highest expectations for her students but also has such great rapport and trust in them. What a cool thing for me to get to observe on my second day in the classroom.
Other than that, the day went smoothly for me and the rest of the class and I ended up staying after school until 5:00 to put together a science unit kit to be returned and to go over some of the reading curriculum with my CT. Needless to say, I left feeling exhausted (and hungry!) but so satisfied with the hands-on work I was able to do today and the level of observation I was able to do.
Tomorrow is "100 Day," the 100th day of school, so I will get to eat lots of marshmallows and read a story to the class before I leave for seminar. It will most definitely be an interesting day!
Tuesday, January 22, 2013
Day One.
WELCOME!
I feel awkward starting this blog because I've never blogged much before. Where do I start? How do I jump in to talking about my student teaching experience without it seeming unnatural? This blog is intended to take the place of my teaching journal this semester, and hopefully it will live up to that expectation of mine. I feel that it is vitally important to be self-reflective (and, yes, self-critical) as a teacher at any level, so putting all of these reflections in one place where I can look back and reflect on myself and my experience teaching will be useful for me.
(A forewarning: I have a feeling this entry might be more detailed than most because obviously, a lot happens on first days and there are a lot of...um, thoughts? that go along with what happens.)
Now...Let's talk about Day One. This was a day that I have been anticipating excitedly and dreading terribly since I first entered the College of Ed. I was tossing and turning all night just awaiting the moment I'd get to walk into my classroom of 20 kindergartners at Hoover Elementary, and when that moment finally came I felt surprisingly calm. My cooperating teacher, of course, had something to do with the easing of my nerves - I can already tell we are going to get along! She has already been so helpful even just in the few hours I was there today, printing out and going over a schedule with me and giving a great deal of honest, anecdotal advice for me as a new teacher. Her classroom management is impeccable and I hope to be half as successful in that by the time I head teach (in 6 weeks...ahh!).
I learned a few things today before I even got to the classroom. First, be prepared. I gave myself a solid 15 minutes to drive from my apartment - which is less than one mile away - to the school. Naturally, with some unforeseen circumstances like me pulling into the wrong parking lot, getting momentarily lost, not finding a parking spot, looking for street parking...I was rollin' into the building at exactly 8:00. I wasn't late by any means, but if I hadn't given myself those extra "buffer" minutes it would have been a different story. Tomorrow, I'm planning on giving myself an extra five minutes to get to school...just in case.
Second, be open. I am not an expert teacher. I do not know all of my students' names yet. I don't know what specific classroom management strategies are going to work with my students. I don't know all that I need to know about the building I'm teaching in. Simply put, what I don't know massively outweighs what I do know. And for now, that is perfectly okay. I am here to learn and to experience; I am a sponge. As my CT put it, I am here to get messy and to screw up. I couldn't love that advice more! I dread the day my first lesson completely tanks, but I look forward to it in a strange way as well because the most I have ever learned as a developing teacher has come from those experiences that you just have to take a deep breath, reflect, and move on from. Being open to all kinds of experiences, both the good and the bad, will be what makes or breaks me this semester. Going into this teaching experience with that mindset is so important to me - and I think it will make it easier on me, too. :)
Anyways, back to my day. Honestly, I was there/with the kids for such a short amount of time today that there isn't a whole lot to talk about as far as actual "teaching" goes. I planned a little bit of what I'll be doing with my cooperating teacher, and re-met the students (some of whom were absent when I first visited last month, so that was nice). Today was mostly an observing, assisting, and random side work day. One of the best things I've noticed about my cooperating teacher is how she carries herself in front of the large group - I honestly don't think I've ever seen a kindergarten teacher talk so quietly and have so much attention from the class. She does not talk over anyone; she is incredibly calm and collected; she always ties positive and corrective feedback to the expectations she has at the front of the room (which are tied to the PBIS standards the school has in place). This is the kind of teacher I've always aspired to be but always find my loud voice getting in my way, so observing her will be really great for me.
Other than that, I did a few little things like making snowmen out of wooden Popsicle sticks with individual students, monitoring during literacy centers and during lunch, and handing out behavior tickets to students during calendar time. This day was mostly me getting acquainted with the school and with the students, and I hope tomorrow I get to do some meaningful observing as I will be seeing the afternoon half of the day.
I have totally outdone myself with this post, so I think I'll leave it at that. But the gist of this? I had an awesome first day. I know I'll be learning a lot from my cooperating teacher and, more importantly, my students! And last but not least, I know this will be an amazing learning experience and that I'll have to work hard, but I know it will be worth it. :)
Until tomorrow!
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