For block one I was put into a second grade regular education classroom at Lake Forest Hills Elementary School. I taught my writing lesson on November 8, 2017. I taught a group of four students and had them write a short narrative about their favorite Thanksgiving memory. They all love Thanksgiving and were excited to write their story and share with the others. I feel like I had some positives but also some negatives in my lesson. One positive was that I shared and explained with the students what the essential question and learning target was and what it meant. I also had a completed graphic organizer and narrative that I wrote to show to the students as a model for them to learn from. This concept is supported by Principles of …show more content…
I need to give them more of a challenge and keep them wanting to be engaged in the activity. I taught only four students, so maybe next time I can teach whole group so that I too am challenged. I also really need to work on giving feedback to the students. They need feedback so that they can learn, and saying “good job” every time isn’t going to help them grow in their learning, I believe if I made the changes I talked about in the last paragraph the students would have learned a lot more. I did not challenge them or myself. I took the easy way out and that does not benefit anyone. I want me lessons to be beneficial to the students’ learning and to my learning also. The article titled Instructional Strategies to Facilitate Leaning states, “ For example, when a student makes a particularly good response, the teacher might say, That's exactly it, and nod her head affirmatively as she moves toward the student.” My lack of feedback is hurting both the student and myself too. I need to let the students know that I care and that their work or answer is what I was looking for. This way they also will be more likely to do good the next time around. After watching my video, I learned that I need to speak louder so that the camera can catch everything that I am saying. Also, I noticed that I was playing with my pen and pencil, which is distracting to myself while watching the video and probably to the students that were
When I completed this lesson I actually felt I should re-think my decision to become an educator. Mrs. Anderson makes this job look easy. I had prepared my science lesson plan Monday and scheduled to start a 3-day lesson on Wednesday. I tried to keep my lesson close to the basal/textbook. I feel as though the students responded positively. They were responsible in raising their hands to answer questions. I had a note to “slow down” in my notes. This helped me pace my lesson appropriately. I felt confident….and then I did not! HOWEVER, this time I did not speed up my speaking and rush through the lesson as quickly as possible. I added a few examples that were not on my plan with the hopes to explain matter to the students and I believe that helped one or two students. I felt, as a class, we stayed on topic the entire class. There were a
This was an negative aspect on the group communication as the noise came from outside of the group from other children within the class room which distracted me from concentrating on my group when listening to feedback and also distracted the children in my group as they were looking round to see
Another goal that I have had since the beginning of the course was to adopt an engaging and effective teaching style. My aim has been to take the positive traits of teachers that I have enjoyed, while keeping in mind the characteristics and mannerisms that I have disliked, and crafting my own unique teaching style. As I have lead class discussions, group readings, and mini-lessons throughout the semester I have began to develop a teaching style through trial and error. I have paid special attention to the list of 25 pointers for successful tutees from assignment two and and focused on making my teaching interactive, supportive, equal for all, and respectful. I have learned to appreciate that, concerning a student's individual success, a teacher taking the time to listen to their student is just as important as the student listening to the teacher.
I observed that the students were finding themselves hard to concentrate on the lesson plan and I believe there were couple of reasons why the lesson failed to captivate the interest of the students. One of the reason is because, the activity of watching a movie and answering couple questions lacked the critical thinking process. Also, the students had to watch the same story videos from different websites which just seemed meaningless. The materials were extremely repetitive. Throughout the lesson, students had hard time sitting still and seem to lack interest; their heads were on the desks. Lastly, there were no hooks in the lesson plan to captivate the students that will make them desire to learn the
I will try to engage students with a story to start the lesson, which will focus their learning (Moitra, 2014). For example, introducing the lesson on alcohols by recounting their use in our daily life and why they are used in those situations. This engagement allows connection to their lives, they start the class by realising what you are saying to them is important and you are worth listening to (Makodia, 2009). This needs to be told with enthusiasm and passion to show that what you are saying is exciting and fascinating. This will require a range of tone and pace to allow the students to feel like they are hearing an interesting story. Through using gestures and walking around the class I can engage all students by allowing them to follow
I noticed that many students pretended to not understand and they just wanted to prolong until the class was over. I didn’t think it was necessary to repeat the video maybe more than three times. The teacher gave out the worksheet to the students prior to the video and the worksheet was going to be scored, so the teacher wanted to make sure that the students did ok. Most of the activities the teacher did for the class were limited to one activity and that was to practice with the groups, reviewing and practicing what the teacher just
Describe fully what happened when you tried to engage the children’s interest during the activity time? When the children first came to me I didn’t have any problem engaging them in the lesson. They were excited to do an activity that was new and on a topic that they don’t normally do during centers. The students like the game nature of the lesson. They didn’t necessary realize that they were learning while completing the center. The problem came with some of the children that have a harder time with self-control. They had a time waiting for their turn without goofing off. Also the children were the lesson wasn’t just not developmental appropriate had a hard time focusing.
1) Describe fully what happened when you tried to engage the child/ren’s interest during the activity time. The students were naturally engaged when they came to the table because of the setup I had on the table. Science is most of the student’s favorite center, so they were excited to just being able to do a science experiment. They approached the table asking what we were doing. Which made it really easy to engage the students. I started asking what plants need to survive? Then after students gave the answer, air, water, soil, I told them we were going to make plants grow a different way by germinating them today. I explained what germination was and then started the activity.
A video reveals more than what a person perceives. The raw video of my lesson 3 helped me see how I looked to the students when teaching a lesson. What does the students see and hear when their teacher is speaking? Three defining things I feel went well with the lesson and was evident in the video, the guided practice activity, the prepared lesson, and learning experience for all students. The lesson was planned and thought through days before I was scheduled to teach. Having a well-planned lesson is important. Additionally, the guided practice was a fun way to review the content from the previous class. Students enjoyed using the ELMO to review and label the contents on a map. Finally, all students learning styles were supported during the lesson. Including all the learning styles, kinesthetic, auditory, and visual is important to ensure student have the best learning experience possible.
At the beginning of the lesson, I felt that the classroom procedures were a little hectic. After lunch, it takes the class a few minutes to settle down. The students use the restroom and get a drink and then they have about 10 minutes of silent reading to settle down. Once the packets were handed out and the students had a crayon and pencil ready to go, the class felt a lot more settled.
An intersectional reflection of my dichotomous relationship with higher education is what fuels my desire to pursue a Ph.D. in Educational Leadership and Policy Analysis. As a first-generation college student, earning a Bachelor’s and Master’s degrees profoundly altered the trajectory of my family out of years of generational poverty. As a result of embracing higher education, I possess the ability to think critically and creatively, with a passion and hunger for lifelong learning. Contrarily, the experience also left some biological, psychological, and social scarring. Macroaggressions, tokenism, and implicit bias have all contributed to the way that I now live, learn, and work in the world. While these experiences did not prevent the completion of my education, it has led others to abandon the pursuit, and certainly presents an enigma to many colleges and universities around the country eager to recruit and retain scholars that identify as Black/African-American, first-generation, and/or low socioeconomic status. The majority of my professional experience revolves around this very conundrum and the time has now come to pursue extensive and original research in this chosen field.
performing well on their summative evaluations and did not seem to understand the importance of quality class work and homework. I currently teach juniors and seniors in a high school science academy where they are expected to be prepared for college and beyond. The students’ study skills were not evolved to the point where they could be successful in college or the workplace. I wanted the students to understand that they needed to take on the responsibility for learning and acquiring new skills which is expected in college work and in today’s changing and
“Schooling the world” was a film based on schools around the world. The Director Carol Black focuses on India schooling and American schooling. The purpose of this film is to show that Americans think education should be one way and not different ways. The schooling in India has changed over time and locals are struggling with the changes. In the older schooling in India is was based on crops and the community. Very few people went to school, but many worked in the fields and in homes. Children are now being sent to boarding school in other towns and leaving their homes to get a better education. Many small towns in India are struggling with the new concept of learning and young people's views on money and communities. Throughout the film I agreed with most of the points in the film, I do disagree with some of the views the older Indian generation has.
One of the big parts about my lesson plan that I improved on was time management. Because I have more time to get all my points across, I am able to expand better. I focus more energy on the S.M.A.R.T. goal setting. I have a form for them to fill out that is pretty much an action plan for their goals. They are able to make a goal using all five S.M.A.R.T. techniques and be able to come up with solutions to how they will accomplish their goal. I was able to use this as an activity during my presentation.