Week 9 CES

This week I got to observe several kindergarten, first, and second grade classrooms.  I saw a variety of behavior management strategies that I would like to try in my classroom.  During a first-grade reading group, I saw a teacher that used coins for good behavior.  I thought that the coins were a great idea because they are visual.  If  a student is off-task on misbehaving, the teacher takes one of the student's coins away and puts it back into her container.  The students trade in their coins for Gotchas.  They have to earn twenty coins to earn a Gotcha.  I also liked how some teachers placed numbers on their floor for the students to line up.  They called a few number at a time to reduce pushing and arguing to get in line.  Every student had an assigned spot.  I also got to see classrooms with special needs while I was observing.  A couple of classrooms had children with IEPs.  I saw that some of the students with IEPs had to be pulled out for testing.  Many of the students had to have the test read to them for their IEP.  Some students had aides that had to stay with throughout the day.  I saw how challenging teaching can be when there are many different needs in the classroom.

Week 8 CES

This week we learned about the long o sound spelled with -oa and -ow.  I was impressed with my students spelling test grades.  A majority of the class got all of the words correct on their pre-test.  During reading slideshow, the students had to listen to me say the sounds in the words and tell me if I needed to use the letters -oa or -ow.  I think that this activity helped the students because they had to practice listening to the sounds in the words.  A couple of weeks go, I taught them that -ay belongs at the end of a word when the long a sound is the last sound they hear.  I noticed that the students could tell me the rule but could not apply it on their tests.  I used this observation as evident that my change in spelling instruction made a difference.  I also thought of a new way to teach the students how to figure out what is ten less and ten more of a number.  I told them that I was going to pick a number, but I was also going to hide the number chart where they could not cheat.  It caught their attention when I told them that they were not going to be able to look at the chart.  First, I ask the students how many tens and ones a number consisted of.  Then, I explained ten more as having one more ten in the ten's place.  I also explain ten less as one less ten in the ten's place.  We checked all of our answers  on the number chart.  The math test results showed me that they had a better understanding of ten more and ten less without looking at a number chart.

Week 7 CES

This week was my first week of full-time teaching, and I feel like it was a very successful week for me.  I am constantly learning better ways to teach subject matter.  While talking to another teacher, I learned that it is a good idea to give students a few minutes of exploration time when using manipulatives in a lesson.  During this time, they are able to do whatever they like with the manipulatives before the teacher starts the lesson.  Exploration time helps teachers with behavior management if he or she states her expectations after the time is up.  Also, I have learned how important it is to constantly walk around while the students are doing a task. The students are more likely to stay engaged if they know their teacher will walk by and make sure they are doing what they are suppose to be doing.  After praising students for doing well, I have found calling out names and stating my expected behavior very helpful.

Week 6 CES

This week I have been preparing for my full-time teaching.  I think that having more time by myself in the classroom has helped me make spur of the moment decisions on how to do things.  I have learned that things can come up and might alter the lesson I have planned.  Also, I have thought of better ways to do activities that I did not think about while I was planning.  These decisions have shown me the importance of being flexible in the classroom.  On a couple of days, I felt like schedule changes threw me for a loop.  Now, I feel like I am getting better with going with the flow and making last minute decisions if needed.  I have also noticed the importance of reflection.  I think I need to sit down after each day and write the things that worked and did not work from my lessons.  I want to think about how I could do activities differently where I will be better prepared the next time.  This week I noticed that the dry erase markers worked better than the base ten blocks for the place value mats.  When we used blocks, I had at least one person start building with them each day.  I did not have any problems with the markers.  They all liked writing the numbers in the boxes to solve.

Week 5 CES

This week I saw how my students' behavior can change when their schedule is altered.  They have to take benchmark tests, so their whole morning routine was messed up.  The students kept asking many questions because they did not know when they could take AR test or other things they do through the day. Behavior management was even more a challenge for me this week because the students act like they forgot their expectations when started back on our normal routine Thursday. I many more interruptions than I do on normal weeks.  Monday, I plan on going back and making sure that I stay firm where we can go through our daily routines smoothly.  Mrs. Britt had a great suggestion for reading groups. I will walk around to see if any students have questions when my reading groups are changing. This will limit distractions, and I will not be bombarded with questions at the end of my last group.

During math, I need to remember to add my conclusion of the lesson. Also, I think I need to move more quickly through the sideshow where the students can have more time for independent practice. I want to spend a majority of my time on introducing the new material and allowing time for practice.  I want to start using a timer for activities.

Week 4 CES

This week, we learned about contractions.  I really did not know how to explain them to the students when I was studying over the material.  I liked the explanation that Mrs. Britt gave me for contractions.  I used it when I taught the lessons.  She explained that contractions are words that collide together like a car wreck.  Sometimes cars lose parts in a wrecks.  Words can lose letters when they collide together.  I also explained that an apostrophe replaces the letters are missing.  I liked this explanation because it was something that they could relate to.  Last week, I noticed that the students were trying to get ahead of me when we were counting in math slideshow.  I liked how Mrs. Britt stopped the pointer to see if everyone was paying attention.  The students started paying more attention to where my pointer was when I taught on Tuesday.  Next week, I am going to talk to the whole group about how they sit during math slideshow.  After lunch, they are trying to spread out too far, and they are not paying attention as well.  Over the weekend and next week, I need to focus on finding double-digit subtraction games.  Also I need to finish my lesson for the unit. By the second week of my unit, I want to start looking for games for the next weeks material.  I  want to help plan more where I will not feel like I am not doing enough.

Week 3 CES

January 22, 2013
Today was the first day that the students read their short stories to me.  These stories had words in them that were easy for the students to decode.  I was comfortable leading this group because I took methods of literacy  last semester.  As the different groups came back to the table, I noticed that I have to be more repetitive with some groups.  I noticed that I had to be more detailed with groups than others also.  I had to adjust my instruction to how the group learned best.  During one group, I had to give a signal for them to start reading together.  Today was also my first day to take over social science.  I thought that the discussion I had with the class went well.  The students understood what I was trying to ask and were engaged in the discussion.  They loved the book and the activity too.    Finally, I was not clear on what I should do for my sections B and C when I came to school today.  I liked how Mrs. Britt sat down and helped me plan for my unit.  It helped me figure out what goals and information I should include in my unit.

January 23, 2013
The students read their story that they are going to be tested on Friday.  We went over their words to read several times in small groups because it is a short week.  I wanted to give them extra practice because we normally have one more day to practice them.  I was pushed for time today because it took me longer to teach my slideshows.  I think it took me longer because I had to repeat directions many times today.  I felt like I struggled with behavior management.  The class was very talkative, and I had to make several students move their behavior clip.  If they come in the same way tomorrow, I think it might help to talk to the group as a whole about their behavior and my expectations.  I ran out of time and did not have time to do my social science activity.  I think I need to work on managing my time a little better where I can get to everything.

January 24, 2013
Today, I experienced working around several events.  We had a visitor that came to read with the students.  I carried out my regular routine but also called students out to read.  The visitor came at the beginning of our reading slideshow, so I called out my highest level reading group first to go out of the room.  I called on them first because they would have an easier time catching up if I introduced new material.  I allowed the other students to go while I was leading small group reading instruction.  The students were working on workbook pages during this time, so they did not miss much.  I also had to deal with a behavior problem during planning time. During my planning, I saw how the administrators deal with misbehavior.  I thought it was helpful to know what the next step was after my students get sent out of the classroom.  I know who to go to and what to expect now.  I only had a problem with a couple of students today.  We also had a Gotcha party today.  I made sure that I started teaching math as soon as possible because we had to pack up and eat snack early.  I thought that today was a great day to see how teachers have to be flexible.  All of my questions were answered throughout the day.

Week 2 CES

January 14, 2013
Today was my first day to teach the reading/spelling slideshow.  I got a little nervous before I started and thought I should have prepared myself a little better.  The main problem I had was knowing what to do with words when they were highlighted.  Some were highlighted to point out sounds, and others were highlighted for spelling or reading.  After observing the small group reading lessons, I got a better idea  about what levels the students are on and  different ways to teach them.  I learned how to put grades in the computer and can do it independently now. During math, I liked how Mrs. Britt walked around and gave additional help to students that were confused. She broke down the information even further to a student where he could understand.  The child did not understand that he could not have more than nine ones on his place value mat. She made the student count the ones for her. Then, she picked up ten ones and told him that he could trade it for a rod.  The student understand the information after he was able to see it.  After journal time, I noticed that I have to be more repetitive with instructions for activities.  I saw that it is useful to repeat the instructions again after they have started on their assignments.

January 15, 2013
Teaching the reading slideshow was easier for me today.  I looked at the slideshow closer than I did the night before and asked my mentor any questions I had before school started.  While studying the slideshow, I noticed that a book about seasons was in my lesson.  I made sure that the first thing I did this morning was find the book where I would be prepared.  I also asked about the different symbols on the slideshow.  Items are different colors and/or underlined to show the students what to do.  Today was the first day I taught some of the math slideshow, and I felt like it went okay.  I think it will just take time and experience for me to get better teaching this subject.  During the slideshows, I realized that I am going to have to get better at my behavior management.  The students tried to push my limit a little today and see how far I would let them go.  I felt like I did some good things to manage behavior, but  there is plenty of room for improvement.  I have made note of the different directions my mentor gives when changing subjects to make it easier.  I think it will go better if I do many things like Mrs.Britt and keep them in their routine.

January 16, 2013
I thought that I made some improvement today because I lead the students from one activity to another for the most part.  I am learning how to give the students detailed directions where they know exactly what to do when they are moving from one activity to a next.  When I started today's slideshow, I made sure that the students knew that I was not going to try to talk over them.  I also started using checks for behavior management when needed.  Mrs. Britt still helped some with discipline, but I am learning ways to handle it.  Tomorrow, I plan on looking over all of the workbook pages before school starts.  I want to look over the directions on each page to get an idea of how I am going to explain it to the students.  I am also going to lay out the books and other materials I need for the next days slideshow.  I am more comfortable with leading the class now because I know what activities the students do each day in reading and spelling.  Also, teaching is becoming easier because I am learning where materials are.

January 17, 2013
I thought that today went well.  I was able to work around a busy schedule and get things done.  All of the time in my reading block was missed because  we had DIBELS, but I did the slideshow before physical education.  I was suppose to review the story in small groups but ran out of time.  I had the students to pull out their reading books and follow along with me as I read.  I asked them many comprehension questions after I finished reading.  The students seemed like they understood the story and did not have a problem with the comprehension questions.  I also thought that I did better with behavior management today.  I reminded the students of my expectations for them while they were in the hall and in the floor for the slideshow.  I only had a problem with one student.   Next time I give the spelling test, I will remind my students of my limit on how many times I will read the word.  I had some students that did not play close attention and wanted me to repeat the word several times.I think that I am learning more each day, and they will start to go smoother as I learn.  I was impressed with the math lesson today, and I want to start planning more for my unit.

January 18, 2013
I had the chance to review with the students and give them their tests today.  I thought that they did pretty well with the reading review and their test grades showed that a majority of the class understood the story.  They also did well on the math test.  I think the students are picking up on place value quicker than I thought they would.  Monday, I would like to review because a few students got their tens and ones places mixed up.  I would also like to discuss assessments and goals with my mentor on Monday.  I am not completely clear on what is expected for sections B and C of my teacher work sample.  I thought that behavior was better today.  I think my students are getting use to me and understand my expectations.

Week 1 CES

January 8, 2013
Today,  I liked how Mrs. Britt reminded the students of her expectations before she started the reading lesson.  Today was the students' first day back from Christmas break, and they needed to be reminded of their routines for class.  Mrs. Britt asked, "Who can tell me what you do when we...?" Asking questions is more effective than simply telling the students the rules because they have to think and supply the answers.    I also liked how the students reacted to Gotcha and Sparklers.  I could see the excitement on the students' faces when they got to put a straw in their Gotcha pockets or pick out a Sparkler for their group.  These behavior management strategies motivated the students to stay on-task while Mrs. Britt was working with small groups.  I am concerned about planning my lessons for my unit.  I want to find out where the students will be in the unit when it comes time for my full time teaching.  

January 9, 2013
 I learned the morning routine today, and I feel comfortable taking over it tomorrow.  I am curious about how small group reading is going to go tomorrow.  I am going to listen to each group practice reading their story.  I think  this is a good activity to start taking over some of the instruction.  During the reading block, I liked how the students were given a vocabulary word and had to give an example of it.  I also thought that the students were getting great practice with their spelling words by spelling them together.  Each letter popped up on the screen while they were spelling.  I thought that the spelling activities were beneficial because the students needed repetition to learn new words.  I also noticed that the math activities were repetitive.  The students had many opportunities to practice what they were taught in the math slideshow.    I liked when the students had the chance to go up to the board to practice.  They were able to learn from each other this way.

January 10, 2013
Today, I saw my mentor tell the students what she wanted them to do next before she released them from the carpet.  This kept the students from talking and getting too loud.  I liked this because Mrs. Britt saved time by not having to get the students' attention again for directions.  She also counted down from ten where they would get the task done quickly.  I liked how the students held up their pencils when they were ready to move on to the next spelling word.  This makes it easier to see when the students have had enough time.  I plan on using this when I start my full time teaching.  I noticed that the students were taught a new sound that they got to practice during small reading groups.  This practice reinforced the new sounds.  The students had many opportunities to practice spelling their spelling words and review what they were taught in math during the week.  I would like to look over the slideshows before the next lessons to see what they are expected to do for the day.  I would also like to observe small group reading instruction closer to see how it varies.

January 11, 2013
In the reading slideshow, I liked how the students had a symbol for thinking and reading.  They had to think about words for a minute before they could read it together.  I think that the time for thinking is important because it gives all of the students the chance to read the word.  After the slideshow, Mrs. Britt called a few students at a time to go back to their desks.  She used the months they were born in to decide who gets to go to their desk.  I would like to use this management strategy because there was less noise during the transition.  The students stayed on task because they were not tempting to talk to their friends while they went back to their desks.  Also, they stayed on task because they had to listen to know when it was their turn to go back to their seats.

During the reading test, the students took the test one section at a time.  I thought that this helped the students because their teacher made sure that they understood the directions one section at a time.  I think that they would forget what to do on some sections if the directions were given only at the beginning. Mrs. Britt told me that taking the test this way keeps the students from getting overwhelmed.  I agreed withthis when I saw the test was twenty-five questions.  Next week, I want really want to focus on how my mentor teaches reading where I can start teaching.