In lessons passed, I noticed that when I was at the front of the room during instructional time, students in the back of the room would be off task or unengaged. Also, when monitoring students working, there would be times that I would unintentionally neglect checking in with certain groups and the lack of support was apparent in what they produced. This week, I tried moving to different areas of the classroom and used my physical proximity to students in order to redirect their focus. By doing this, my verbal redirections decreased (though I still feel like I needed to do this more than I'd prefer). Moving forward, I need to remind myself the power of positive redirection. By complimenting the students who are on task and following directions, it sends a powerful message to the others who need to get on track. I have been feeling really "naggy" lately, and I think that incorporating this strategy will encourage students to take ownership of their learning, as opposed to just being obedient.
In order to be more prepared for my lesson, I engaged in more personal content research before writing my plans. Especially since physical science (or science in general) is not an area I feel particularly confident, I need to supplement my understanding before teaching it. Doing this also helped me develop the questions I wanted to ask the students as they were doing the activity. As simple a change as it was, I addressed the "Teacher Preparations" part of my plan so they are in chronological order. Until it becomes second nature, I will need to remind myself to immediately get my technology warming up as the students are transitioning so that it does not take away from instructional time.
In SCE4310 on Thursday, we engaged in a 5Es learning cycle in the content area of magnetism. I was incredibly inspired by Dr. Davis' organization and "flow" to the lesson. Though it is something I definitely will need to build up to, I am looking forward to incorporating that lesson planning model in the future.
As I continue to engage my students in a whole group and small group setting for our Math RtI bock, I am really appreciating what I am seeing. On Wednesday, I facilitated a few students as they completed a story-problem sort. I was particular interested in this task as it connects with the Linking Research to Practice mini-inquiry I am conducting for MAE4326. From the problems, the students had to think critically and determine if the action was to multiply, divide, add, or subtract. It was challenging for them at first, but they eventually were able to discuss and reason through most of the problems. I got especially excited when I realized how wonderfully they were engaging in SMP #3 (construct viable arguments and critique the reasoning of others). Of course, this kind of stuff happens when I don't have the camera rolling to capture it! Regardless, I was really proud of my students.