Mahlon Annas
Dr. Kissel
11-12-10
Set up
Classroom Set Up and Organization
I completed my clinical work at The Downtown School in Winston-Salem, North Carolina. This school was totally different than any school I have ever been in before. In a normal classroom setting (especially in Winston-Salem Forsyth County Schools) most teachers have their own classroom and do not have to share with other teachers. Class sizes are around 30 students, and only one grade per class. At The Downtown School, teachers work in “pods” with 3 different classes in one room; about 15-20 children per class. Within these classes the children are split in half by grades. I worked with Kindergarten and first graders. This school is a Charter school, and one of the only charter schools in Winston-Salem. Needless to say it is very unique in our city.
Though it was different, I really enjoyed working with the children. Since there are somewhere around 50 children in one room, they learn to use their “inside voices.” All of the students are pretty well behaved for Kindergarten and first grade children. There are many different types of references on the walls for the kids to use; seasons, calendars, numbers, alphabet, word wall, etc. There are also countless amounts of children’s books laying around the classroom for the children to pick up and read whenever they would like. This classroom is a very comfortable learning environment.
Dr. Kissel
11-12-10
Set up
Classroom Set Up and Organization
I completed my clinical work at The Downtown School in Winston-Salem, North Carolina. This school was totally different than any school I have ever been in before. In a normal classroom setting (especially in Winston-Salem Forsyth County Schools) most teachers have their own classroom and do not have to share with other teachers. Class sizes are around 30 students, and only one grade per class. At The Downtown School, teachers work in “pods” with 3 different classes in one room; about 15-20 children per class. Within these classes the children are split in half by grades. I worked with Kindergarten and first graders. This school is a Charter school, and one of the only charter schools in Winston-Salem. Needless to say it is very unique in our city.
Though it was different, I really enjoyed working with the children. Since there are somewhere around 50 children in one room, they learn to use their “inside voices.” All of the students are pretty well behaved for Kindergarten and first grade children. There are many different types of references on the walls for the kids to use; seasons, calendars, numbers, alphabet, word wall, etc. There are also countless amounts of children’s books laying around the classroom for the children to pick up and read whenever they would like. This classroom is a very comfortable learning environment.
Teacher Interview
Q. What is the hardest part about teaching language arts to young children?
A. The hardest part about teaching language arts to young children for me is meeting individual needs appropriately. Developmentally students are at very different places in their understanding of literacy concepts, so I want to make sure that all needs are met. I want to challenge those who are competent with skills, support those who are growing, and develop skills for those students who might not understand a given area of study.
Q. How do you grade their work?
A. Here at the Downtown School we do not use letter grades but discuss what has been mastered and make plans for where we need to grow. We do use the K-2 assessment and the DIBELS assessments to progress monitor individual growth and to make plans for future goals. (The benchmarks help me know how a child is growing and progressing in specific areas.) If the children are working on a written assignment I always write a comment about the quality of their work. During some assignments, such as a spelling quiz for my first graders, I will write the percentage of accuracy. Parents receive interim reports at the midpoint of the quarter and quarterly progress reports from me. This provides at least eight written assessments from me each year. We also conference at least four times a year with families. If a child is struggling I will have a Personal Education Plan and meet with the parents to discuss goals for growth. Thursday packets go home weekly, so parents receive work samples with written comments each week so they are aware of ongoing progress.
Q. What do WSFCS want the kids to learn about language arts in the first grade?
A. There are many goals and we follow the North Carolina Standard Course of Study as our guide. Some of the major goal headings are:
The learner will develop and apply enabling strategies and skills to read and write.
The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
The learner will make connections through the use of oral, language, written language, and technology.
The learner will apply strategies and skills to create oral, written, and visual texts.
The learner will apply grammar and language connections to communicate effectively.
Q. Are many of your Kindergarten kids writing stories, or do they try to express most of their writing through pictures?
A. My kindergartners are at a variety of places in the development of their writing skills. One is still at the picture stage and is drawing and working with me to label his work. Most of the others are writing beginning and ending sounds of words and copying familiar words in the environment. I also have two who are sounding out new words independently and are becoming very effective writers.
Q. What do you think is the most important thing for kids to take from language arts at their young age?
A. I always remind my students that if they can say it they can write it and if they can write it they can read it. I want them to see the connection between oral and written language and use those skills as they strive to decode text. I also encourage them to remember that the greatest writers in the world have editors and to take a risk when they are sounding out new words in their writing and reading experiences. I want them to know it is okay to try and try again when decoding. We are all – no matter what age – still learning.
Q. Do they do much group work when they write?
A. We begin our writers’ workshop with a whole group lesson and then the children move to their places for writing. I circulate and have individual meetings with my students and act as their editor during their writing times. I encourage my students to “whisper about writing” and help each other at sounding out new words when needed.
Q. How long do you spend per week doing language arts activities?
A. We spend at least 15 hours a week on language arts activities, but I strive to let my children know that language arts skills are a part of most everything we do.
Q. What advice would you give to a new teacher about teaching language arts to elementary school students?
A. Have fun and help your children enjoy reading and writing. Use good quality literature to integrate all areas of the curriculum so that children see the value of speaking, reading, and writing in all areas of their learning. Focus on the children’s growth and help them to see that they are making progress – no matter how small or great.
I thought of of the information provided by Mrs. Doe from the interview were all very helpful tips for me to apply in my future classroom. While working with her, and her children, I was privileged to see some of the answers to my questions take place. Mrs. Doe's classroom does spend a lot of time working in the language arts category. They somehow incorporate writing into almost everything, so at least 15 hours a week makes sense. Mrs. Doe also has a large amount of respect from her students. When working with them, she never loses her temper, calls them all "friends," and talks to them in a calm, cool, and collected voice. You can tell that when they are gathered together before writers workshop that she has their full, and undivided attention.
I really liked the connection Mrs. Doe makes between written and oral language. She says "I always remind my students that if they can say it they can write it and if they can write it they can read it." I think this is really awesome. Kids constantly need a confidence boost, and something that will encourage them to read and write. She builds a bond with her students first at the beginning of the year (or in the grade before since it is a charter school), really learns how they function, and communicates with every child differently as an individual. She is going to be a great teacher for me to use as a model for my school experiences.
A. The hardest part about teaching language arts to young children for me is meeting individual needs appropriately. Developmentally students are at very different places in their understanding of literacy concepts, so I want to make sure that all needs are met. I want to challenge those who are competent with skills, support those who are growing, and develop skills for those students who might not understand a given area of study.
Q. How do you grade their work?
A. Here at the Downtown School we do not use letter grades but discuss what has been mastered and make plans for where we need to grow. We do use the K-2 assessment and the DIBELS assessments to progress monitor individual growth and to make plans for future goals. (The benchmarks help me know how a child is growing and progressing in specific areas.) If the children are working on a written assignment I always write a comment about the quality of their work. During some assignments, such as a spelling quiz for my first graders, I will write the percentage of accuracy. Parents receive interim reports at the midpoint of the quarter and quarterly progress reports from me. This provides at least eight written assessments from me each year. We also conference at least four times a year with families. If a child is struggling I will have a Personal Education Plan and meet with the parents to discuss goals for growth. Thursday packets go home weekly, so parents receive work samples with written comments each week so they are aware of ongoing progress.
Q. What do WSFCS want the kids to learn about language arts in the first grade?
A. There are many goals and we follow the North Carolina Standard Course of Study as our guide. Some of the major goal headings are:
The learner will develop and apply enabling strategies and skills to read and write.
The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
The learner will make connections through the use of oral, language, written language, and technology.
The learner will apply strategies and skills to create oral, written, and visual texts.
The learner will apply grammar and language connections to communicate effectively.
Q. Are many of your Kindergarten kids writing stories, or do they try to express most of their writing through pictures?
A. My kindergartners are at a variety of places in the development of their writing skills. One is still at the picture stage and is drawing and working with me to label his work. Most of the others are writing beginning and ending sounds of words and copying familiar words in the environment. I also have two who are sounding out new words independently and are becoming very effective writers.
Q. What do you think is the most important thing for kids to take from language arts at their young age?
A. I always remind my students that if they can say it they can write it and if they can write it they can read it. I want them to see the connection between oral and written language and use those skills as they strive to decode text. I also encourage them to remember that the greatest writers in the world have editors and to take a risk when they are sounding out new words in their writing and reading experiences. I want them to know it is okay to try and try again when decoding. We are all – no matter what age – still learning.
Q. Do they do much group work when they write?
A. We begin our writers’ workshop with a whole group lesson and then the children move to their places for writing. I circulate and have individual meetings with my students and act as their editor during their writing times. I encourage my students to “whisper about writing” and help each other at sounding out new words when needed.
Q. How long do you spend per week doing language arts activities?
A. We spend at least 15 hours a week on language arts activities, but I strive to let my children know that language arts skills are a part of most everything we do.
Q. What advice would you give to a new teacher about teaching language arts to elementary school students?
A. Have fun and help your children enjoy reading and writing. Use good quality literature to integrate all areas of the curriculum so that children see the value of speaking, reading, and writing in all areas of their learning. Focus on the children’s growth and help them to see that they are making progress – no matter how small or great.
I thought of of the information provided by Mrs. Doe from the interview were all very helpful tips for me to apply in my future classroom. While working with her, and her children, I was privileged to see some of the answers to my questions take place. Mrs. Doe's classroom does spend a lot of time working in the language arts category. They somehow incorporate writing into almost everything, so at least 15 hours a week makes sense. Mrs. Doe also has a large amount of respect from her students. When working with them, she never loses her temper, calls them all "friends," and talks to them in a calm, cool, and collected voice. You can tell that when they are gathered together before writers workshop that she has their full, and undivided attention.
I really liked the connection Mrs. Doe makes between written and oral language. She says "I always remind my students that if they can say it they can write it and if they can write it they can read it." I think this is really awesome. Kids constantly need a confidence boost, and something that will encourage them to read and write. She builds a bond with her students first at the beginning of the year (or in the grade before since it is a charter school), really learns how they function, and communicates with every child differently as an individual. She is going to be a great teacher for me to use as a model for my school experiences.
Assessment of Writing
Q. How do you grade their work?
A. Here at the Downtown School we do not use letter grades but discuss what has been mastered and make plans for where we need to grow. We do use the K-2 assessment and the DIBELS assessments to progress monitor individual growth and to make plans for future goals. (The benchmarks help me know how a child is growing and progressing in specific areas.) If the children are working on a written assignment I always write a comment about the quality of their work. During some assignments, such as a spelling quiz for my first graders, I will write the percentage of accuracy. Parents receive interim reports at the midpoint of the quarter and quarterly progress reports from me. This provides at least eight written assessments from me each year. We also conference at least four times a year with families. If a child is struggling I will have a Personal Education Plan and meet with the parents to discuss goals for growth. Thursday packets go home weekly, so parents receive work samples with written comments each week so they are aware of ongoing progress.
While I was visiting the downtown school, I was able to sit in on one of their end of quarter assessments. This assessment was with the first grade kids. It was to see what type of progress they made in math. Granted, it was not a language arts demonstration, but I was able to see a type of assessment that Winston-Salem Forsyth County Schools give to their kids. Mrs. Doe gathered her first graders after the Kindergarten kids went out of the room for nap time. The kids came quietly and sat in a circle around Mrs. Doe. She passed out a whiteboard to each student to write on, then passed out a pencil. This process was very similar to what they were going to have to deal with when they begin to take their EOG tests. Next she passed out the students packets with the questions in them. She told each of the children not to open the packets yet because they were all going to read the questions together. Mrs. Doe reminded all of the children of the rules of test taking before they started (do not look at others papers, do your own work, etc.). They opened their packets and Mrs. Doe read the questions to the kids two or three times, and they wrote down the answers to the questions. Though they did not finish, I really liked the way that Mrs. Doe presented the test to the kids. She made it out to be "no big deal" so the kids did not get stressed out about the test. It was like they were doing a worksheet. She told me that they did the language arts test the same way.
A. Here at the Downtown School we do not use letter grades but discuss what has been mastered and make plans for where we need to grow. We do use the K-2 assessment and the DIBELS assessments to progress monitor individual growth and to make plans for future goals. (The benchmarks help me know how a child is growing and progressing in specific areas.) If the children are working on a written assignment I always write a comment about the quality of their work. During some assignments, such as a spelling quiz for my first graders, I will write the percentage of accuracy. Parents receive interim reports at the midpoint of the quarter and quarterly progress reports from me. This provides at least eight written assessments from me each year. We also conference at least four times a year with families. If a child is struggling I will have a Personal Education Plan and meet with the parents to discuss goals for growth. Thursday packets go home weekly, so parents receive work samples with written comments each week so they are aware of ongoing progress.
While I was visiting the downtown school, I was able to sit in on one of their end of quarter assessments. This assessment was with the first grade kids. It was to see what type of progress they made in math. Granted, it was not a language arts demonstration, but I was able to see a type of assessment that Winston-Salem Forsyth County Schools give to their kids. Mrs. Doe gathered her first graders after the Kindergarten kids went out of the room for nap time. The kids came quietly and sat in a circle around Mrs. Doe. She passed out a whiteboard to each student to write on, then passed out a pencil. This process was very similar to what they were going to have to deal with when they begin to take their EOG tests. Next she passed out the students packets with the questions in them. She told each of the children not to open the packets yet because they were all going to read the questions together. Mrs. Doe reminded all of the children of the rules of test taking before they started (do not look at others papers, do your own work, etc.). They opened their packets and Mrs. Doe read the questions to the kids two or three times, and they wrote down the answers to the questions. Though they did not finish, I really liked the way that Mrs. Doe presented the test to the kids. She made it out to be "no big deal" so the kids did not get stressed out about the test. It was like they were doing a worksheet. She told me that they did the language arts test the same way.
Writing Workshop Lesson Plan
I. Initial Planning:
Grade Level: 1
Topic: Minilesson: Read aloud/reflective writing or drawing
Prerequisites: Students must be able to comprehend a read aloud book.
Students must be able to answer read aloud questions.
Students must have the ability to express themselves as a writer.
Standards: Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.2.02 Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).
2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:
2.05 Predict and explain what will happen next in stories.
Resources: http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/16grade1
Why Mosquitos Buzz in People's Ears
II. Mini-Lesson (Lesson Introduction):
Objectives: After participating in the read aloud and answering the Bloom's Taxonomy level questions I have written throughout; I would like for the students to be able to express their favorite scene from the read aloud book via words, picture, or another form of expression.
Write a Step-by-Step Procedure: In the short timeframe I have for the minilesson, I will read the book Why Mosquitos Buzz in People's Ears to the class. I have sticky noted the book with questions to ask them throughout the book. The questions I will ask are: What do you think this book is going to be about based off the title? Do you think it will be fiction or nonfiction? What is an iguana? In real life, do you have a plan in case something dangerous happens? Can anyone construct an explanation as to why the characters are blaming each other? Who are the main characters? How are these characters alike and different? Was this book REALLY nonfiction?
After we complete the book, I will have the children go back to their seats and show me (the best way they can writing, pictures, etc.) what their favorite scene or sit
III. Writing/Conferring: (Lesson Development and Implementation)
Students Write (Independent Practice): After we finished the minilesson, I will have students recreate (through drawings, words, etc.) their favorite scene from the book. This will show me if they comprehended any parts of the book, and if so what they liked the most about it. This should take the first grade students around 30 minutes to complete.
Teacher Confers (Guided Practice): While the students are working, I will walk around and observe their work. For any student who may need help, I will offer guidance for those who are struggling for ideas of how to draw or what to write. If students are having trouble getting what is going on, we will go back through the book page by page until they see something that they would like to write about.
Checking For Understanding: Based on what the kids write or draw, I will be able to tell if they understood the book. I will also be able to see if they understood the book by the way they answered my reading questions that I asked before, throughout, and after reading the book. This way I will see that they understand verbally, and also on paper.
Plans for Individual Differences: As students complete their work, I will have them share what they have done with the class. The class size of first graders is very small, around 5 or 6, so they will be able to share without mass chaos. It might even provide other students with ideas of what to add to their creations. For students who are AIG, I will have them write a paragraph or draw a picture (depending on how the expressed their favorite scene from the book) to explain what they have written or drawn on their paper. For students with IEP's I will be able to give them more of a personal experience that they may need for help. I can sit down with them and help them as they have questions about their work. For ESL students, they can express themselves in whatever language is most comfortable for them (I know basics of spanish and will be able to critique their work if needed).
IV. Author’s Chair (Lesson Evaluation):
As the students finish their work, the will begin to share what they have done. Fortunately since we have such a small class of first graders, it will be possible for all of them to share their work with me and the rest of the class. Before they share, the author will be asked how they want the other students and me to respond. As they finish sharing, students are free to offer up suggestions, respectful thoughts, etc. to the author as to how they can make their work better. Authors can accept or reject the suggestions. I will be able to guide the children while they are recreating their favorite scenes from the book to ensure they have met the objective. I will do this by walking around and observing as they are creating their pieces of work and also having conferences with kids to tell them what they are doing well and one thing they need to work on.
V. Lesson Reflection
What are my overall impressions of the lesson? In the beginning, I thought it was a pretty well planned out lesson and I could keep the kids in order. The lesson went a little different than planned. I liked the read aloud part of the lesson. They were very attentive in the beginning of the lesson when I began to explain what we were going to do. They knew we were going to read a book, and they were all excited about it because I was a different face reading to them besides Mrs. Doe. The kids also did really well with answering the read aloud questions I asked them and did not seem to struggle at all. The chaos began when they began to color. They were quiet for about the first 10 minutes of coloring, then you could tell that they were beginning to get bored. When it came to the authors chair, it was a battle of who was going to go first because they all seemed to finish up at the same time. I had not counted on that. I figured they would be finishing a little more scattered than they did.
How did the students react to the lesson? Students really seemed to enjoy my lesson. I could tell that they really liked the book, and they were able to respond to the questions I asked them about it. They all seemed to have a favorite scene from the book that they were going to describe. Most of the students choose to draw out their work, except for one (she was AIG so she still drew a picture anyway). I could tell they were all over eager to share their work with the rest of the class. They were all very proud of their work, which was really neat.
What did I learn about teaching writing from this lesson? I learned that not all students are on the same level as far as writing goes. I also learned that even though the class size was small, it was hard to give each student individual attention because they all seem to have to ask a question at the same time. Children seem to express themselves through pictures at the younger ages which is what this class mostly chose to do.
What was difficult/easy? The beginning of this lesson was easy. I had their undivided attention while i was reading and asking questions. The end part where they were beginning to create their own was when it became difficult. I think it also had to do with it being the end of the week. I did have fun with the kids though.
Next time, what will I do differently? The same? Next time, instead of having each child do an individual expression, I might have the class write a summary of the book, then go through and verbally tell me which part was their favorite. Having them recreate what they liked the most was a little complicated, even for a small class size. If I would have had a class over 15 people, it would have been a bit overwhelming. It might be a better idea to do with 2nd graders so they can write more than the first graders as well. I really liked the read aloud part of the lesson, I would definitely keep all of that the same. Maybe add in a few more questions.
How has teaching this lesson strengthened me as a future teacher? This lesson taught me how "needy" the younger children are. It showed me what it is going to be like in an actual classroom with all of the kids fighting for my attention. However, it showed me how to juggle and try to "spread the wealth" as far as my attention goes. I will also need to think more in terms of "smaller" children if I end up in the 1st grade. However, I think that comes with experience in the classroom. Overall, it was a good lesson, but the writing was a little tough to do with the younger kids.
Grade Level: 1
Topic: Minilesson: Read aloud/reflective writing or drawing
Prerequisites: Students must be able to comprehend a read aloud book.
Students must be able to answer read aloud questions.
Students must have the ability to express themselves as a writer.
Standards: Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.2.02 Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).
2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:
- prior knowledge.
- summary.
- questions.
- graphic organizers.
2.05 Predict and explain what will happen next in stories.
Resources: http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/16grade1
Why Mosquitos Buzz in People's Ears
II. Mini-Lesson (Lesson Introduction):
Objectives: After participating in the read aloud and answering the Bloom's Taxonomy level questions I have written throughout; I would like for the students to be able to express their favorite scene from the read aloud book via words, picture, or another form of expression.
Write a Step-by-Step Procedure: In the short timeframe I have for the minilesson, I will read the book Why Mosquitos Buzz in People's Ears to the class. I have sticky noted the book with questions to ask them throughout the book. The questions I will ask are: What do you think this book is going to be about based off the title? Do you think it will be fiction or nonfiction? What is an iguana? In real life, do you have a plan in case something dangerous happens? Can anyone construct an explanation as to why the characters are blaming each other? Who are the main characters? How are these characters alike and different? Was this book REALLY nonfiction?
After we complete the book, I will have the children go back to their seats and show me (the best way they can writing, pictures, etc.) what their favorite scene or sit
III. Writing/Conferring: (Lesson Development and Implementation)
Students Write (Independent Practice): After we finished the minilesson, I will have students recreate (through drawings, words, etc.) their favorite scene from the book. This will show me if they comprehended any parts of the book, and if so what they liked the most about it. This should take the first grade students around 30 minutes to complete.
Teacher Confers (Guided Practice): While the students are working, I will walk around and observe their work. For any student who may need help, I will offer guidance for those who are struggling for ideas of how to draw or what to write. If students are having trouble getting what is going on, we will go back through the book page by page until they see something that they would like to write about.
Checking For Understanding: Based on what the kids write or draw, I will be able to tell if they understood the book. I will also be able to see if they understood the book by the way they answered my reading questions that I asked before, throughout, and after reading the book. This way I will see that they understand verbally, and also on paper.
Plans for Individual Differences: As students complete their work, I will have them share what they have done with the class. The class size of first graders is very small, around 5 or 6, so they will be able to share without mass chaos. It might even provide other students with ideas of what to add to their creations. For students who are AIG, I will have them write a paragraph or draw a picture (depending on how the expressed their favorite scene from the book) to explain what they have written or drawn on their paper. For students with IEP's I will be able to give them more of a personal experience that they may need for help. I can sit down with them and help them as they have questions about their work. For ESL students, they can express themselves in whatever language is most comfortable for them (I know basics of spanish and will be able to critique their work if needed).
IV. Author’s Chair (Lesson Evaluation):
As the students finish their work, the will begin to share what they have done. Fortunately since we have such a small class of first graders, it will be possible for all of them to share their work with me and the rest of the class. Before they share, the author will be asked how they want the other students and me to respond. As they finish sharing, students are free to offer up suggestions, respectful thoughts, etc. to the author as to how they can make their work better. Authors can accept or reject the suggestions. I will be able to guide the children while they are recreating their favorite scenes from the book to ensure they have met the objective. I will do this by walking around and observing as they are creating their pieces of work and also having conferences with kids to tell them what they are doing well and one thing they need to work on.
V. Lesson Reflection
What are my overall impressions of the lesson? In the beginning, I thought it was a pretty well planned out lesson and I could keep the kids in order. The lesson went a little different than planned. I liked the read aloud part of the lesson. They were very attentive in the beginning of the lesson when I began to explain what we were going to do. They knew we were going to read a book, and they were all excited about it because I was a different face reading to them besides Mrs. Doe. The kids also did really well with answering the read aloud questions I asked them and did not seem to struggle at all. The chaos began when they began to color. They were quiet for about the first 10 minutes of coloring, then you could tell that they were beginning to get bored. When it came to the authors chair, it was a battle of who was going to go first because they all seemed to finish up at the same time. I had not counted on that. I figured they would be finishing a little more scattered than they did.
How did the students react to the lesson? Students really seemed to enjoy my lesson. I could tell that they really liked the book, and they were able to respond to the questions I asked them about it. They all seemed to have a favorite scene from the book that they were going to describe. Most of the students choose to draw out their work, except for one (she was AIG so she still drew a picture anyway). I could tell they were all over eager to share their work with the rest of the class. They were all very proud of their work, which was really neat.
What did I learn about teaching writing from this lesson? I learned that not all students are on the same level as far as writing goes. I also learned that even though the class size was small, it was hard to give each student individual attention because they all seem to have to ask a question at the same time. Children seem to express themselves through pictures at the younger ages which is what this class mostly chose to do.
What was difficult/easy? The beginning of this lesson was easy. I had their undivided attention while i was reading and asking questions. The end part where they were beginning to create their own was when it became difficult. I think it also had to do with it being the end of the week. I did have fun with the kids though.
Next time, what will I do differently? The same? Next time, instead of having each child do an individual expression, I might have the class write a summary of the book, then go through and verbally tell me which part was their favorite. Having them recreate what they liked the most was a little complicated, even for a small class size. If I would have had a class over 15 people, it would have been a bit overwhelming. It might be a better idea to do with 2nd graders so they can write more than the first graders as well. I really liked the read aloud part of the lesson, I would definitely keep all of that the same. Maybe add in a few more questions.
How has teaching this lesson strengthened me as a future teacher? This lesson taught me how "needy" the younger children are. It showed me what it is going to be like in an actual classroom with all of the kids fighting for my attention. However, it showed me how to juggle and try to "spread the wealth" as far as my attention goes. I will also need to think more in terms of "smaller" children if I end up in the 1st grade. However, I think that comes with experience in the classroom. Overall, it was a good lesson, but the writing was a little tough to do with the younger kids.
Clinical Experience Reflection
Creativity was needed
Lessons were taught
I learned how to teach
Needed some thought
I started to love kids
Cleared my head
All to teach my lesson
Learned parts from SPED
Extremely demanding kids
eXplored different things
Participated in questions
Expanded their wings
Realized in the end
I was meant to teach
Especially since I'm like a kid
Now within my reach
Cant ever imagine a better thing
Experience was successful, now I'll spread my wings.
In my experience, I learned that writing will vary with age. This also applies within the same grade. Some kids will be on a higher level, others on grade level, and others who will not quite be where everyone else is. Those are the kids who need extra attention and a little extra confidence boost in reading. It is important for us as teachers to stay positive with these kids and try to make reading and writing a good experience for them so they will like it, even when they are older. If I could go back and change anything about the classroom I was in, I would definitely give those children daybooks to write in. I think that day books are a great idea for kids, especially younger aged children. This gives them a way to keep track of what they draw, write, or create. It also reminds them throughout the year of experiences they have had. It is a good reference for the kids to have and to go back to. It is a place for children to freely express how they feel and not have to worry about what anyone else is going to think because they are the only person who will ever see it. After using my own daybook in our Teaching Language Arts class, I am a strong believer in them. It keeps kids (and adults) organized which some people are not naturally.
After being in the classroom with these kids, I am SO excited to begin my year long process and student teaching. I can not wait to have my own classroom so I can see what works with kids, how they think, and how they react in certain situations. I loved this clinical process!
Lessons were taught
I learned how to teach
Needed some thought
I started to love kids
Cleared my head
All to teach my lesson
Learned parts from SPED
Extremely demanding kids
eXplored different things
Participated in questions
Expanded their wings
Realized in the end
I was meant to teach
Especially since I'm like a kid
Now within my reach
Cant ever imagine a better thing
Experience was successful, now I'll spread my wings.
In my experience, I learned that writing will vary with age. This also applies within the same grade. Some kids will be on a higher level, others on grade level, and others who will not quite be where everyone else is. Those are the kids who need extra attention and a little extra confidence boost in reading. It is important for us as teachers to stay positive with these kids and try to make reading and writing a good experience for them so they will like it, even when they are older. If I could go back and change anything about the classroom I was in, I would definitely give those children daybooks to write in. I think that day books are a great idea for kids, especially younger aged children. This gives them a way to keep track of what they draw, write, or create. It also reminds them throughout the year of experiences they have had. It is a good reference for the kids to have and to go back to. It is a place for children to freely express how they feel and not have to worry about what anyone else is going to think because they are the only person who will ever see it. After using my own daybook in our Teaching Language Arts class, I am a strong believer in them. It keeps kids (and adults) organized which some people are not naturally.
After being in the classroom with these kids, I am SO excited to begin my year long process and student teaching. I can not wait to have my own classroom so I can see what works with kids, how they think, and how they react in certain situations. I loved this clinical process!
