Monday, December 13, 2010
The end of last week went really well! The first math lessons of each day were a little off, but I feel that's because I needed to familiarize myself with the language to teach the content. The second and third lessons always went much better. For everything else, transitions went a lot smoother, perhaps a combination of me...but more because the children calmed down. I tried the wait time, and to not show I was getting exasperated, and I'm sure that helped, too.
Today I'll teach math but tomorrow, for my observation at the end of my "leadership week" I will be teaching a hands on science lesson, on weather instruments! :)
Monday, December 13, 2010
Wednesday, December 8, 2010
It's a Miss E takeover!!
Wednesday, December 8, 2010
Take over week/leadership week is in full swing! Although I was supposed to start on Tuesday, REM was out sick on Monday, so I had to step in...good thing I had already planned on teaching Math that day! So Monday was Greatest Common Factor (GCF). The lesson went well. I could tell the first class was getting bored because they got GCF right away! There was a lot of class work to be done, so I encouraged them to push through. We had quite a bit of issues with talking, and it wasn't just the first class. The entire grade was off, and it even carried over into lunch. I received a few apologies from students, which while I didn't expect them at all, I appreciated because I really thought there was something I was missing to be able to maintain order. I did have to take recess away from the students because I had to remind them 4 times (3 times too many) that they were to be working quietly. SPEM recommended they get a chance to earn back recess, because she felt they need recess. I'm trying to think of ways to get them to stop talking so much and stay on task...and this is becoming a behavior issue for the entire grade...
Tuesday went much better. I talked to SPEM about some strategies and she said to focus on the positive. I'm struggling with saying "I notice so and so is working well" when that child is the ONLY one doing so...and everyone else is talking and laughing and shouting out and not on task. So I'm working on some strategies for myself. Like the last class of the day, they could not stop talking, so I got their attention, and asked if we could try something different. I then had them complete their worksheet with a partner, and they were able to get it done. Sometimes it's proving to be the little things...
Wednesday went well...the kids loved the rubric I introduced and came up with some great words and phrases to describe a "good math problem solver." We then went over how to use the rubric to do an open response. The first two classes I was on my own, being SPEM was out today at a class, so REM rotated. During the third math class of the day, our homeroom (the integrated classroom), REM stepped in after I walked them through how to do the problem, and had kids do it on their own. She explained to me that there is such a wide range of learners in the class that half were done with the problem while I was still going through it. So she wanted to give students time to do the rest on their own while teachers walked around helping those who needed it. We had a second open response ready as a challenge, and many student completed them.
It is definitely a learning process for me!
Take over week/leadership week is in full swing! Although I was supposed to start on Tuesday, REM was out sick on Monday, so I had to step in...good thing I had already planned on teaching Math that day! So Monday was Greatest Common Factor (GCF). The lesson went well. I could tell the first class was getting bored because they got GCF right away! There was a lot of class work to be done, so I encouraged them to push through. We had quite a bit of issues with talking, and it wasn't just the first class. The entire grade was off, and it even carried over into lunch. I received a few apologies from students, which while I didn't expect them at all, I appreciated because I really thought there was something I was missing to be able to maintain order. I did have to take recess away from the students because I had to remind them 4 times (3 times too many) that they were to be working quietly. SPEM recommended they get a chance to earn back recess, because she felt they need recess. I'm trying to think of ways to get them to stop talking so much and stay on task...and this is becoming a behavior issue for the entire grade...
Tuesday went much better. I talked to SPEM about some strategies and she said to focus on the positive. I'm struggling with saying "I notice so and so is working well" when that child is the ONLY one doing so...and everyone else is talking and laughing and shouting out and not on task. So I'm working on some strategies for myself. Like the last class of the day, they could not stop talking, so I got their attention, and asked if we could try something different. I then had them complete their worksheet with a partner, and they were able to get it done. Sometimes it's proving to be the little things...
Wednesday went well...the kids loved the rubric I introduced and came up with some great words and phrases to describe a "good math problem solver." We then went over how to use the rubric to do an open response. The first two classes I was on my own, being SPEM was out today at a class, so REM rotated. During the third math class of the day, our homeroom (the integrated classroom), REM stepped in after I walked them through how to do the problem, and had kids do it on their own. She explained to me that there is such a wide range of learners in the class that half were done with the problem while I was still going through it. So she wanted to give students time to do the rest on their own while teachers walked around helping those who needed it. We had a second open response ready as a challenge, and many student completed them.
It is definitely a learning process for me!
Monday, December 6, 2010
Leadership Week Begins
Monday, December 6, 2010
My leadership week (traditionally known as a take-over week) begins on Tuesday and will go until the following Tuesday. However, REM was out sick today (Monday), therefor it really began today! No worries, as I had already planned on taking over math today. Last week, I stayed after school until 6pm on Thursday night and planned out Monday-Wednesday for math. Over the weekend, I made rubric posters so the kids could start grading their open responses themselves and determine what they need to work on to score a 4 on state testing open responses. Being I'm interning with the math teacher, all I'm taking over is math, as well as the other homeroom responsibilities, such as reading, writing, and transitions.
The plan is as follows for math: Monday, Greatest Common Factor (GCF), Tuesday - Multiples and Least Common Multiple (LCM), Wednesday - Open Response questions, Thursday - Vocabulary review and Divisibility Game, Friday - Prime Factorization and Factor Trees, Monday - Negative Numbers
I'm really looking forward to this week and feel prepared right now for all except Friday and Monday (and being it's only the first Monday, I'd say I'm in pretty good shape!)
Here we go!!
My leadership week (traditionally known as a take-over week) begins on Tuesday and will go until the following Tuesday. However, REM was out sick today (Monday), therefor it really began today! No worries, as I had already planned on taking over math today. Last week, I stayed after school until 6pm on Thursday night and planned out Monday-Wednesday for math. Over the weekend, I made rubric posters so the kids could start grading their open responses themselves and determine what they need to work on to score a 4 on state testing open responses. Being I'm interning with the math teacher, all I'm taking over is math, as well as the other homeroom responsibilities, such as reading, writing, and transitions.
The plan is as follows for math: Monday, Greatest Common Factor (GCF), Tuesday - Multiples and Least Common Multiple (LCM), Wednesday - Open Response questions, Thursday - Vocabulary review and Divisibility Game, Friday - Prime Factorization and Factor Trees, Monday - Negative Numbers
I'm really looking forward to this week and feel prepared right now for all except Friday and Monday (and being it's only the first Monday, I'd say I'm in pretty good shape!)
Here we go!!
Tuesday, November 30, 2010
Quotes and Synonyms
Monday, November 29, 2010
Today I was observed during a writing lesson by my supervisor from my college. I have a major project due in a few weeks for a curriculum class that I should have been working on over the Thanksgiving break, but this lesson plan took up all the free time and energy I had! Phew...who knew putting together two small group mini-lessons could take so much work!
The first small group consisted of above grade level students who have shown through other works and writings that they have a firm grasp on writing and show an individual style. For them, I planned a mini-lesson on the use of quotations. I had seen the use of the quotations in their writing and the biggest pet peeve I have is stand alone quotes. I know that 5th graders haven't learned this skill yet, but I feel they were ready to learn a bit about the proper use of quotes. I found some great rules for using dialogue quotes that I was able to tie into research writing. I have the lesson, so won't talk about it here, but rather reflect on the group. :)
It went well! This group of children are a quiet and controlled bunch. I find that using the thumbs up, down, sideways really works to see where they are with the use of quotes. The groups had some great input about using quotes, and while much of the information was familiar to them, the use in their own writing was new, especially using tags with quotes.
The second mini-lesson was on adjectives and synonyms. Again, I did the thumbs, both in beginning and end, and like with the first group, I got thumbs up all around after the mini-lesson. :) Using adjectives to describe an object, I had this group use a thesaurus and an online thesaurus to find synonyms. This group was a lot more rowdy than the last, but that was more dynamics (three boys one girl in this group, three girls one boy in the first group). but they did the lesson and I feel it was helpful. I even think they had fun finding synonyms because of some of the options given. They found many of the words humorous, and while behavior wise, not the best, I think they will use this skill because they had fun with it!
Once again, my supervisor loved the lesson and thought I did a fabulous job. :)
Today I was observed during a writing lesson by my supervisor from my college. I have a major project due in a few weeks for a curriculum class that I should have been working on over the Thanksgiving break, but this lesson plan took up all the free time and energy I had! Phew...who knew putting together two small group mini-lessons could take so much work!
The first small group consisted of above grade level students who have shown through other works and writings that they have a firm grasp on writing and show an individual style. For them, I planned a mini-lesson on the use of quotations. I had seen the use of the quotations in their writing and the biggest pet peeve I have is stand alone quotes. I know that 5th graders haven't learned this skill yet, but I feel they were ready to learn a bit about the proper use of quotes. I found some great rules for using dialogue quotes that I was able to tie into research writing. I have the lesson, so won't talk about it here, but rather reflect on the group. :)
It went well! This group of children are a quiet and controlled bunch. I find that using the thumbs up, down, sideways really works to see where they are with the use of quotes. The groups had some great input about using quotes, and while much of the information was familiar to them, the use in their own writing was new, especially using tags with quotes.
The second mini-lesson was on adjectives and synonyms. Again, I did the thumbs, both in beginning and end, and like with the first group, I got thumbs up all around after the mini-lesson. :) Using adjectives to describe an object, I had this group use a thesaurus and an online thesaurus to find synonyms. This group was a lot more rowdy than the last, but that was more dynamics (three boys one girl in this group, three girls one boy in the first group). but they did the lesson and I feel it was helpful. I even think they had fun finding synonyms because of some of the options given. They found many of the words humorous, and while behavior wise, not the best, I think they will use this skill because they had fun with it!
Once again, my supervisor loved the lesson and thought I did a fabulous job. :)
Thursday, November 18, 2010
The Empty Pot
Wednesday, November 17, 2010
Today in Language Arts we were continuing our inferencing lesson, I taught a lesson on prediction. They've seen it before, but for in their response logs, teachers are looking for deeper connections using prediction. They have to pull quotes from the text to support their predictions.
Using the Smart Board to project a graphic organizer, I was able to model for the class how to use a quote from a book to support a prediction, revise a prediction, and then explain what really happened. The book I used was called The Empty Pot, by Demi. This is a wonderful story about a little Chinese boy, Ping, who loves to grow flowers. One day, the Emperor decides to choose a successor from among the children and gives them all seeds. Whoever grows the best flower will be chosen Emperor. But there's a twist! This book made for a great prediction lesson. Unfortunately, I cannot take credit for choosing the book. It was part of a scripted lesson the school has. REM gave me the scrip and graphic organizer, however, I only used the scrip as a guide, and created the information for the graphic organizer.
I first introduced prediction, and then the graphic organizer up on the Smart Board. I had everything already filled in, but put it in white text, so to revel it to the class, all I had to do was change the font color. :) That's the first time I did that...and I loved the way it worked out! (So did REM.) I then read the book, starting with the cover, modeling how I make predictions. I made a few more using quotes, and then stopped on a page to have the students help me make a prediction and pull a quote. They participated really well!
I was also asked my REM and Sunshine if I would teach the lesson to Sunshine's class, because she didn't have one prepared herself, and they liked mine. ;)
Today in Language Arts we were continuing our inferencing lesson, I taught a lesson on prediction. They've seen it before, but for in their response logs, teachers are looking for deeper connections using prediction. They have to pull quotes from the text to support their predictions.
Using the Smart Board to project a graphic organizer, I was able to model for the class how to use a quote from a book to support a prediction, revise a prediction, and then explain what really happened. The book I used was called The Empty Pot, by Demi. This is a wonderful story about a little Chinese boy, Ping, who loves to grow flowers. One day, the Emperor decides to choose a successor from among the children and gives them all seeds. Whoever grows the best flower will be chosen Emperor. But there's a twist! This book made for a great prediction lesson. Unfortunately, I cannot take credit for choosing the book. It was part of a scripted lesson the school has. REM gave me the scrip and graphic organizer, however, I only used the scrip as a guide, and created the information for the graphic organizer.
I first introduced prediction, and then the graphic organizer up on the Smart Board. I had everything already filled in, but put it in white text, so to revel it to the class, all I had to do was change the font color. :) That's the first time I did that...and I loved the way it worked out! (So did REM.) I then read the book, starting with the cover, modeling how I make predictions. I made a few more using quotes, and then stopped on a page to have the students help me make a prediction and pull a quote. They participated really well!
I was also asked my REM and Sunshine if I would teach the lesson to Sunshine's class, because she didn't have one prepared herself, and they liked mine. ;)
Friday, November 12, 2010
Being Sunshine
Week of November 8, 2010
This was a good, but tough week. The kids are still wound up, and a bit out of control. They have had bad reports from Music, Library, and Lunch (which is a continuing situation that is not entirely their fault). I took over for Sunshine again this week, as she called in sick on Tuesday. The day went well, but Senora was out as well, and Eagle took over for her (which she was not too happy about). The day went very well, until dismissal. Two of the boys that Senora watches over were joking around and I saw one of them body slam the other into the fall. The second boy looked a bit hurt. I called them both over to me and had them explain to me what was going on. I said to the first that I saw him slam the other into the wall and that he needed to apologize for that. His response was "not until he apologize's for hitting me in the arm"... I tried to defuse the situation, with no help from Eagle (although looking back, it was probably good that I did it alone. But where was she in the first place, being it was her job that day to watch over these boys). I tried repeatedly to have the first apologize to the second, and told him that I hear what he's saying and validate that he feels he needs an apology, but he was adamant. I tried all the defusing tricks I knew, but the kids behind me were getting rowdy and impatient, so I told the boys the conversation would continue tomorrow with Sunshine. I also told the second to think back over the day to see if anything happened that he should be apologizing for. In this case, however, I'm more apt to believe boy #2.
This was a good, but tough week. The kids are still wound up, and a bit out of control. They have had bad reports from Music, Library, and Lunch (which is a continuing situation that is not entirely their fault). I took over for Sunshine again this week, as she called in sick on Tuesday. The day went well, but Senora was out as well, and Eagle took over for her (which she was not too happy about). The day went very well, until dismissal. Two of the boys that Senora watches over were joking around and I saw one of them body slam the other into the fall. The second boy looked a bit hurt. I called them both over to me and had them explain to me what was going on. I said to the first that I saw him slam the other into the wall and that he needed to apologize for that. His response was "not until he apologize's for hitting me in the arm"... I tried to defuse the situation, with no help from Eagle (although looking back, it was probably good that I did it alone. But where was she in the first place, being it was her job that day to watch over these boys). I tried repeatedly to have the first apologize to the second, and told him that I hear what he's saying and validate that he feels he needs an apology, but he was adamant. I tried all the defusing tricks I knew, but the kids behind me were getting rowdy and impatient, so I told the boys the conversation would continue tomorrow with Sunshine. I also told the second to think back over the day to see if anything happened that he should be apologizing for. In this case, however, I'm more apt to believe boy #2.
Native American Photo Albums and Alone for the Day
Wednesday, November 3, 2010
Today I was observed for a Social Studies lesson. The class has been researching Native American tribes (5 in total) in groups and now they get to share their research through artistic expression. Each member of the tribe-teams, using their specific research topic (food, climate, clothing...) draws and colors three pictures on large index cards. They then write captions and mount it all on oak board to be bound together with other group members pages, including a collaborative cover.
Sunshine let me teach her class early in the morning during a LA block so I could get some practice with the lesson in before being observed. With a few insertions from her, I was able to get the language needed. She then had a doctors appointment, which went longer than anticipated, so it worked out well that I could teach all the SS lessons that day. I received wonderful feedback during my meeting, and we also went over the PPA draft I wrote. I received help with editing it, and even before that, SPEM helped me write it.
Friday, November 5, 2010
Today was parent-teacher conferences with REM and SPEM. I was left in charge of the class, and the 1-to-1 aide was out as well. All in all, it was a great day. I was prepared with the Scientific Notation math lesson, and Eagle taught the first one, so I was able to observe her being I was REM for the day and didn't rotate with our class. However, this time, I was making notes on how I would do things differently, not the same. This was a first so far this year, and I believe an important step. The next class was my own homeroom, and they did a great job. I made sure I was explaining the concept in many different ways, being as clear as I could. It was such a different experience with only one teacher in the room, ie: ME! because certain students on plans really do need those extra bodies in the room! During the third class of the day, the class became so engaged in a math conversation that Sunshine had to pop in and reminded me it was time for lunch. :) What a great experience!
Where I still feel I need improvement is class management. There were times when they would get a bit, too out of control and I found I was loosing my patience. I have to remember that they're just kids!! And sometimes they cannot control themselves!
Today I was observed for a Social Studies lesson. The class has been researching Native American tribes (5 in total) in groups and now they get to share their research through artistic expression. Each member of the tribe-teams, using their specific research topic (food, climate, clothing...) draws and colors three pictures on large index cards. They then write captions and mount it all on oak board to be bound together with other group members pages, including a collaborative cover.
Sunshine let me teach her class early in the morning during a LA block so I could get some practice with the lesson in before being observed. With a few insertions from her, I was able to get the language needed. She then had a doctors appointment, which went longer than anticipated, so it worked out well that I could teach all the SS lessons that day. I received wonderful feedback during my meeting, and we also went over the PPA draft I wrote. I received help with editing it, and even before that, SPEM helped me write it.
Friday, November 5, 2010
Today was parent-teacher conferences with REM and SPEM. I was left in charge of the class, and the 1-to-1 aide was out as well. All in all, it was a great day. I was prepared with the Scientific Notation math lesson, and Eagle taught the first one, so I was able to observe her being I was REM for the day and didn't rotate with our class. However, this time, I was making notes on how I would do things differently, not the same. This was a first so far this year, and I believe an important step. The next class was my own homeroom, and they did a great job. I made sure I was explaining the concept in many different ways, being as clear as I could. It was such a different experience with only one teacher in the room, ie: ME! because certain students on plans really do need those extra bodies in the room! During the third class of the day, the class became so engaged in a math conversation that Sunshine had to pop in and reminded me it was time for lunch. :) What a great experience!
Where I still feel I need improvement is class management. There were times when they would get a bit, too out of control and I found I was loosing my patience. I have to remember that they're just kids!! And sometimes they cannot control themselves!
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