16 June
After a perfectly miserable lesson on Friday, I was apprehensive about taking the lead on literacy today. I did an interactive read-aloud of Mrs. Armitage on Wheels by Quinton Blake and I seriously thought it went AMAZING! Rarely do I walk away feeling good about delivery, content, AND timing of a lesson, but my preparation paid off. Though a few chatty moments occurred, I felt in control of my management skills.
After sending them off to begin their task, Saide would give me suggestions to quiet them, focus them, transition from one part to the next, have students share and to call them back to the carpet for a reteach of connectives. I appreciated the direction, as I am still navigating the work and product expectations. He mentioned that I could be more firm and persistent with keeping them quiet when they work.
I also wasn’t used to the idea that a whole group reteach requires so much action. In American schools (or intermediate grades?) I feel that too much time could be lost going back and forth to the carpet.
Today I was able to use the Smart Board; I felt more natural than usual.
During the Tour de France lesson, I realized how much I love thematic study. Current events create a fantastic platform for instruction that really connects with the students. It is incredible how much these students know about Social Studies as a result of it.
17 June
The bus ride today made me more homesick than usual.
Without Saide in the room, the kids were unfocused and rowdy. I went on being firmer than ever, but it was only met with more talking and less independence. I hate feeling out of control.
Despite being more planned than usual, much of my time was spent managing behavior. Once they began working, I was better at looking out for kids to share. I tried to move their work along with the help of my schedule (but definitely NO thanks to the broken clock…)
Guided reading with 3 core students was also like pulling teeth. Since last week, I haven’t seen one of the boys think or work for himself EVER! This is my first time encountering such a dependent thinker. Is it too young to call him out on it?
18 June
Coming in first thing and admitting my concerns was fairly therapeutic. Saide is very thoughtful and his willingness to let me take thinks on is matched with incredible patience; I should not have been so intimidated.
Also, though I never I’d say it, but I like being able to come in early before the students and just get myself acclimated. In such a foreign, passive (at times) environment, I need to keep myself charged. Yesterday I was feeling so incapable and it even gave me sour feelings about my lesson that went well from Monday. I miss working with Kristen so much. I miss my Mort kiddos.
...
I am really enjoying working with the calendar, and I am looking forward to seeing how teaching time will go later this week. My prediction is, like the dates, their customs of telling time will benefit how the students pick up the language (“20 past”).
…
For my whole group instruction, I felt much more in control and tried pulling as much as I could out of the kids. Unfortunately, that led me to spend more time that I expected on the carpet. Too many teachable moments when it comes to writing stories, especially because there is such a long list of features they are expected to use; I didn’t want any to be left uncovered. Since last semester, I think I’m getting better at calling on a variety of students and realizing when the same few are raising their hands. Of course with such a large class (28), it is difficult to notice everybody.
Some of Saide’s feedback included:
- Too much on carpet
- Not dynamic/engaging enough
- Need to speak up
- Need to “be firm” and call out kids who goof off
- Command attention
- Need to be more direct; they don’t catch on to subtly
19 June
Nothing makes me feel like I’ve chosen the wrong profession quite like having 25 small people stare at me blankly while 3 big people and a web cam stare at me expectantly.
As I was telling Saide after my literacy lesson, when we are simply continuing an activity from the day before, I have a hard time making what I say seem important to them. My “bringing down the hammer” was more like a desperate attempt to regain control. Using student volunteers as a crutch for conversation left everything insightful to be desired.
I felt pretty decent about how specific my conferencing was going. Having struggled with the execution of writing conferences this past year, I’m realizing how effective they can be at focusing students and giving them achievable goals for a piece. Unfortunately, it made it difficult for me to zoom out while I was with students one-on-one and redirect the class as a whole. I know this will come with practice.
20 June
Today I came in seeking expertise. After Jeni’s lecture and my conference with Danielle, I realized that I really do owe it to the kids to know my stuff, if only to help me exude the persona that I do. The questions I asked Saide focused on whether the editor’s page was appropriate and effective for them as students and for our goals.
In giving the task, I tried to incorporate a more interesting backstory and (hopefully) let the “authentic audience” motivate them to go at these stories one last time.
Because I tried sending them off quickly, I had to clarify some of the directions to individuals. Developmentally, I think it was best for Core and Extension, although a few of the Support group seemed to take the task seriously. Many students would have preferred they also had a chance to finish their stories, but the conferences we were able to have with them, and that they were having with each other, were really valuable.
Saide was able to support me and led the ‘Plenary’ in a great direction that I think really tied everything together (which was definitely needed). Feeling a more equal co-teach model helped me find my voice. He seemed to think the activity itself was useful but I know how tweak it for next time.
After a perfectly miserable lesson on Friday, I was apprehensive about taking the lead on literacy today. I did an interactive read-aloud of Mrs. Armitage on Wheels by Quinton Blake and I seriously thought it went AMAZING! Rarely do I walk away feeling good about delivery, content, AND timing of a lesson, but my preparation paid off. Though a few chatty moments occurred, I felt in control of my management skills.
After sending them off to begin their task, Saide would give me suggestions to quiet them, focus them, transition from one part to the next, have students share and to call them back to the carpet for a reteach of connectives. I appreciated the direction, as I am still navigating the work and product expectations. He mentioned that I could be more firm and persistent with keeping them quiet when they work.
I also wasn’t used to the idea that a whole group reteach requires so much action. In American schools (or intermediate grades?) I feel that too much time could be lost going back and forth to the carpet.
Today I was able to use the Smart Board; I felt more natural than usual.
During the Tour de France lesson, I realized how much I love thematic study. Current events create a fantastic platform for instruction that really connects with the students. It is incredible how much these students know about Social Studies as a result of it.
17 June
The bus ride today made me more homesick than usual.
Without Saide in the room, the kids were unfocused and rowdy. I went on being firmer than ever, but it was only met with more talking and less independence. I hate feeling out of control.
Despite being more planned than usual, much of my time was spent managing behavior. Once they began working, I was better at looking out for kids to share. I tried to move their work along with the help of my schedule (but definitely NO thanks to the broken clock…)
Guided reading with 3 core students was also like pulling teeth. Since last week, I haven’t seen one of the boys think or work for himself EVER! This is my first time encountering such a dependent thinker. Is it too young to call him out on it?
18 June
Coming in first thing and admitting my concerns was fairly therapeutic. Saide is very thoughtful and his willingness to let me take thinks on is matched with incredible patience; I should not have been so intimidated.
Also, though I never I’d say it, but I like being able to come in early before the students and just get myself acclimated. In such a foreign, passive (at times) environment, I need to keep myself charged. Yesterday I was feeling so incapable and it even gave me sour feelings about my lesson that went well from Monday. I miss working with Kristen so much. I miss my Mort kiddos.
...
I am really enjoying working with the calendar, and I am looking forward to seeing how teaching time will go later this week. My prediction is, like the dates, their customs of telling time will benefit how the students pick up the language (“20 past”).
…
For my whole group instruction, I felt much more in control and tried pulling as much as I could out of the kids. Unfortunately, that led me to spend more time that I expected on the carpet. Too many teachable moments when it comes to writing stories, especially because there is such a long list of features they are expected to use; I didn’t want any to be left uncovered. Since last semester, I think I’m getting better at calling on a variety of students and realizing when the same few are raising their hands. Of course with such a large class (28), it is difficult to notice everybody.
Some of Saide’s feedback included:
- Too much on carpet
- Not dynamic/engaging enough
- Need to speak up
- Need to “be firm” and call out kids who goof off
- Command attention
- Need to be more direct; they don’t catch on to subtly
19 June
Nothing makes me feel like I’ve chosen the wrong profession quite like having 25 small people stare at me blankly while 3 big people and a web cam stare at me expectantly.
As I was telling Saide after my literacy lesson, when we are simply continuing an activity from the day before, I have a hard time making what I say seem important to them. My “bringing down the hammer” was more like a desperate attempt to regain control. Using student volunteers as a crutch for conversation left everything insightful to be desired.
I felt pretty decent about how specific my conferencing was going. Having struggled with the execution of writing conferences this past year, I’m realizing how effective they can be at focusing students and giving them achievable goals for a piece. Unfortunately, it made it difficult for me to zoom out while I was with students one-on-one and redirect the class as a whole. I know this will come with practice.
20 June
Today I came in seeking expertise. After Jeni’s lecture and my conference with Danielle, I realized that I really do owe it to the kids to know my stuff, if only to help me exude the persona that I do. The questions I asked Saide focused on whether the editor’s page was appropriate and effective for them as students and for our goals.
In giving the task, I tried to incorporate a more interesting backstory and (hopefully) let the “authentic audience” motivate them to go at these stories one last time.
Because I tried sending them off quickly, I had to clarify some of the directions to individuals. Developmentally, I think it was best for Core and Extension, although a few of the Support group seemed to take the task seriously. Many students would have preferred they also had a chance to finish their stories, but the conferences we were able to have with them, and that they were having with each other, were really valuable.
Saide was able to support me and led the ‘Plenary’ in a great direction that I think really tied everything together (which was definitely needed). Feeling a more equal co-teach model helped me find my voice. He seemed to think the activity itself was useful but I know how tweak it for next time.