On Monday I recorded my lesson while my CT tok observational notes. Though I could immediately think of a million things that could have gone differently she gave me time to reflect before discussing some strengths and goals. My PRT was an incredible resource to help me identifying these areas, and it gave much more focus and purpose to be watching my video together.
Though I was being responsive to my students' needs of clarification, I realized that it meant there is something unclear in the way I deliver my directions to the students. Tracy helped me to realize my bad habit of layering sets of different instructions to the students. In order to remedy this, I will need to think down to a more specific level when planning, and take into account when and how students are to follow my directions.
With this issue came a somewhat related one: time management. After reviewing my lesson video, I was able to see that my time was not always used efficiently. When assessing the lesson as a whole, the 30 seconds here and there really detracted from the time students could have been doing science (which we've learned in Dr. Davis's class is the most important part!) My preparation for this lesson relied on an assumption that they had completed the prerequisite question in their STEM logs. Because of this assumption, I had not planned appropriately, and the lesson resulted with many of them not meeting the objective for the day.
The final area I set a goal for was general classroom management. This lesson in particular contained a large load of information for the students to receive and observe as I modeled. I struggle with the structure for delivery of these lessons, but I decided I could still use proximity to the students as a way to keep their attention and engagement.
After conferencing with my CT about the lesson, we set my goals and will be working together to develop these skills!
IN OTHER NEWS!
This week I got the chance to meet with our Reading content coach and he left me with a very meaningful message:
There is a difference between being "a" teacher and being "the" teacher. "A" teacher is curriculum driven, and is concerned with upholding policy. "The" teacher has a class of children to advocate for and make decisions with. It is not comfortable or manageable to only be one type all of the time, but a balance that must be made.
As I work towards developing pedagogical fluency, I must keep this in mind.
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purpose_and_research.docx |