Final Lesson for Field 3/31

Today I taught my last lesson. It was a science lesson, and specifically to do with erosion. I don't know if I am just feeling drained and faded lately for energy, but today's lesson was probably the least exciting and new for the kids. I started with a 4 corners activity, where the kids got up and walked to whatever picture they deemed most fitting to the word erosion (pics were a smokestack, man representing humanity, bulldozer, and tornado). That was a good activity to do first, cuz after they chose their pics to stand near, I had them discuss with a neighbor why they chose that pic, and then discuss with the rest of the class those reasons. It was good because it gave me some good clues into how in depth I had to be for the rest of the lesson, which consisted of 2 handout readings on soil erosion, one for the term itself, and one for humanity's impact on erosion, and follow-up questions for each. In all my intro was a bit weak; I did not really connect it too well to what they have been doing in science. When I asked if anyone learned something today though, I wish I had my camera on me, because just about every hand shot up, and I called on many students and they all said something different, but each being equally valid. I am generally happy with how it went, again a stronger intro would have sealed the deal to make it a pretty stellar lesson. I am done now with the lessons for field, but I still have to more short lessons to teach for Language and Literacy.

Blog for March 17

Was out of class today, but will make up for time at some later point. Hope all your days went well!

3rd Lesson

Today's lesson was the best one for me yet. I could actually see the learning taking place, which is a cool thing to see indeed. It concerned slavery in the Civil war. i read them a story about escaping via the underground railroad, and I created a story that they would finish off themselves. At first, they had some trouble getting started, but soon enough most of them were writing furiously. I expected that several students would come up to me towards the end of class to submit their conclusions, but they just kept writing. I decided with consultation of the teacher, not collect them just yet, and they could place them in their writing folders, to come back and work on them again later. Also, I again laid out the expectation right from the get-go that they should behave in the same way as they would if Ms. Bradford were teaching them. I did it with a bit more force this time, and I can say with confidence that there were no behavior issues whatsoever. It may have been because they were sitting at the desks writing for about half the class, as opposed to last time when they got up and acted stuff out, or maybe I am finally earning some respect in their eyes. Who knows? I just know that this was the best one yet, on several levels.

2nd Lesson

Today i taught my Language Arts lesson on cause and effect, where the students acted out their own skits demonstrating their knowledge of cause and effect. I think they learned a lot, and had a lot of fun, which I think are my two big ticket items I want to have an every lesson I teach. The only negative was the behavior. From the outset of the lesson I did not go over the rules again, but I did express my expectation for them, which was that they would behave in the same way as if Ms. Bradford were teaching them. They seemed to understand, but while they were preparing their skits, things got a little out of hand, with loudness. I feel that there were probably several reasons for this; these kids are a talkative bunch; they do not usually get up and act, or do anything kinisthetic really; I am still a new person in their lives, and therefore kind of exciting and different. Initially I was feeling a bit down after it was over, when Ms. Bradford came up to me, and told me that she loved the lesson, and how creative it was. When I expressed my misgivings about the misbehaviors, she reminded me that I did make several attempts to quiet them down, and anyway a bit of noise should have been expected. I see her point, and like the last lesson I taught, had I had these kids from the start of the year, set up the learning community as I will one day do, perhaps the outcomes by way of loud rowdy behavior might have been different.

class

Today Charlotte taught her lesson on how many drops of water could fit on a penny. I remember doing that activity during my Math and Science class with Dr. Nabors last semester, and my surprise at how many drops would fit on there. I was very tempted to spread the word around that they will all be so surprised that their guesses of 5 or 6 drops would be dead wrong. I am very glad I did not, first of all because it would be stepping on Charlotte's toes, and secondly because nothing could beat the authenticity of their shock and awe, when they found out how many could actually fit on the penny. Next week I will be teaching a lesson on cause and effect. As of now, I am considering having my lesson mainly be concerned with role-playing. I would divide the class into groups of two or three based on certain scenarios I give them. I give them the characters and either the cause of an event or the effect, then they each present to the class the scene in its entirety. I have work out some kinks still, like standards, and lack of technology and stuff, but that's where I am at now.

1st Lesson

So today I taught my first lesson. It was on symmetry. Initially I had a plan for the kids to do name monsters, whereby they write their names in block or bubble letters, on a folded piece of paper, then cut their names out. And when they unfold the paper, behold! symmetry come alive!!!!
This all went according to plan, but a couple of days before, I received some suggestions from Dr. White and my cooperating teacher stating that my other plan for them gluing the names on pieces of construction paper and using their names as torsos, and so add arms, legs and a head (thereby creating name monsters, the name of the lesson) would take way too long. So, instead I brought a big piece of board, and they all glued theirs on.
On the whole I think the lesson went very well, however they got out of hand a little bit towards the end. I started by making them laugh and breaking some ice, but perhaps that it what helped them get carried away in the end. Or perhaps, they were just excited to have someone new teaching them something. I think they really enjoyed the lesson, and I think it helped cement the learning that had already been done re. symmetry. In 2 weeks I will be teaching an English lesson, I think on cause and effect, and that should be really fun. I am not sure what we'll do yet, but I am sure I will get some ideas soon enough!

2nd Observation

During my second observation I chose the student with whom I will study for the ensuing case study. He was among the few that came up to Charlotte and I upon our first visit to show us something interesting records that had been broken in his Guinness book. I found out the other day that he is one of 6 children, and so may be eager to take some spotlight for himself, which is something that he and I have in common. I also played antonym go-fish with several groups of kids, and I am glad I had a chance to get to know some of them and how they are socially prior to teaching my first lesson which will be next week. It will be on Math, and I have been given the option of teaching either flips, rotations and slides or symmetry. I am not overly worried about coming up with lesson ideas for either, but I do want to make my first lesson ultra engaging. I want to start off on the right foot, and after all first impressions...right?
Thus far I am enjoying the class, and the teacher, she is kindhearted and has been teaching for several years. I intend to pick her brain for knowledge of little things over the semester, like questions on routine, and how she developed her own personal things she does with her class. Will it just take time, or is there a way to figure it out sooner???