- I don't always give good feedback - I found several points throughout the lesson where I a.) didn't correct or mild an answer that was incorrect, but instead encouraged the student b.) didn't encourage a student in the way I should have when their answer was correct. I do understand that these two things are the opposite of each other, but I didn't like the way I handled either situation. When students answers are not quite what I am looking for, I am going to work hard to try to tease more information out of them, or guide their answer towards the correct (or more correct) answer. I also to need to spend time and effort acknowledging students to are willing to participate in class. Often answering a question, especially on content that is brand new, is very nerve-racking and I need to me more attentive to that.
- I don't always stay firm with my behavioural expectations - On several occasions, I expressed my behavioural expectation for a particular student, but then didn't wait for that expectation to be enforced. Because my TA was filming, she caught the student doing exactly what I had them not to, right after I had told them. This shows students that sometimes they can get away with things and pull the wool over my eyes. I really need to work on giving clear expectations, and enforcing consequences when those expectations are meant.
- Great information for future lessons - In looking at the footage from today I realized that several activities didn't go quite as well as I had wanted them to, and how to alter them for the next class. In video form, it was much easier to see the different between wait time/think time pauses and confusion/frustration/really-don't-know-the-answer pauses. Sometimes I find this a difficult distinction to remember when I'm reflecting independently.
Today my TA filmed me while I was teaching one of my lessons. I would be lying if I said I was excited about it. However, aside from really regretting my choice of clothing ensemble and hair style, I found watching myself teach very informative. Here's what I learned:
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Today I had the pleasure of teaching my Grade 3's about sorting rocks and minerals. And I have to say, I was pretty excited about this lesson. I had really good activities, and pretty good assessments to go with. I didn't quite achieve assessment triangulation, but pretty darn close. Here's why it didn't work.
Here's my lesson from today... My wonderful TA has given me the opportunity to go back and revisit this lesson tomorrow morning. Here's what I've decided to change...
Here's the plan for tomorrow's lesson. I'll let you know how it goes!! Today I taught my very first official lesson during my practicum. While I was a little nervous, I was really really excited to try out the things I had planned. A few things that went well...
A few things that can be improved...
Here's a copy of my original lesson - I hope to post my revised lesson soon! What if I told you to sum up who you are in three minutes? In these three minutes to have to express your personality, your hobbies, your likes and dislikes and your life experiences. Okay, maybe that's not so difficult for some of you. Now, here's the catch, you have to make it look like you're a good person.
Now don't get me wrong here. I really think that I am a good person. But my worry, and my fear, is that I don't always present myself appropriately. I can't always express who I am in such a way that it captures my many eccentricities. What if you choose the wrong things to say in those three minutes? People will hate you forever! (Alright, that might be a little too strong, but still, its scary!) And so I bumpily bring you to the world of webcasting. Initially this post was supposed to be about how wonderful and easy webcasts are and what a great communication tool they are. And I still want to say those things. Webcasting, for those of you who don't know, is simply a pre-recorded video that is sent out to your audience (be it your students, parents, colleagues, fellow 'NSYNC groupies) telling them....something. Webcasting in the classroom is a great way to let students know about a project or assignment, or even just a little get-to-know-you. Webcasting is also such a great to keep in touch with parents. Instead of spending days perfecting the appropriate Microsoft Word bored for your November newsletter - that is so often through into the recycling bin - you can whip out a quick video outlining what happened in class that day, and a little reminder to bring back a permission form or to pack sunscreen. So easy and so simple. And yet this weekend, I find myself flummoxed. I am supposed to create a three minute video outlining who I am and what I like to do to my future practicum classroom of Grade 3 students. What am I supposed to say? I love movies. Cool. I love music. So does everyone else. I'm a crazy person who gets emotional about webcasting. A bit of an over share maybe. I know I will get it done, and everything will be fine. I'm overthinking it a little, and I will have a chance to redeem myself on the chance that the video doesn't go over well. But still, its an interesting dile This week in our Seminar class, we had the pleasure of participating in four microteaches from our ever-talented classmates. While I thoroughly enjoyed all of the lessons, they did leave me with a few questions. One of the lessons was centred around KSA #08: Building Relationships and in particular, maintaining human dignity. The definition given for human dignity was one I truly appreciated and hope to keep in mind for the future. Human dignity is defined as 'self esteem and self respect based on being respected by others.' Now really, how simple yet complex is that?!
Another lesson that was taught was based on KSA #09: Using Varied Instructional Strategies. To me this such an important goal, but awfully difficult to actually produce. I completely understand that students all have very different learning skills and abilities, but the goal is to incorporate as many of these skills within your instruction all the time. I understand that over time as teachers will gain skills to better accommodate students, but to me its more than that. As teachers we want our students to learn and grow and try new things. But where's the line between growth and simply causing discomfort. For myself I understand that I am a very traditional learner. I learn best visually and aurally best, but tactile learning is really difficult for me. I also know that I take a long time to think through my ideas, and I like to have a plan. So for myself, or for my future students who happen to learn in similar ways, is it simply a matter of stretching that comfort zone to include activities for 'thinking on your toes' or is that not being accepting or accommodating to learner needs? I'm not going to lie, I find the task of implementing technology into the classroom both daunting and conflicting. On the one hand there are new technologies being developed literally every day and they are constantly changing shape and interfaces. For me, this is just too much change. I don't even like it when they move the Facebook buttons, let alone anything else. I also find myself shying away from technology, often just to be a bit of a pain. New studies and literature come out all the time about how kids are spending way too much time with screens and not nearly enough with people (parents, teachers, etc.), one of these was mentioned in class as well (Rowan's Virtual Child). And those sorts of studies just make me angry and sad. I don't want to be one of those teachers who can be replaced by a screen. I can't imagine having children and telling them to use my iPad instead of reading a book. It just makes me sad.
Now, after saying all that I did really appreciate a few of the resources given to us in class today. The main topic, blogging, and how to use it in education completely fascinates me. For one thing its easy. Starting a Wordpress or a blogger for your classroom is something that can literally be set up in minutes. From there you have a platform for your students to a) write responses to questions you've given them b) comment and exchange ideas with fellow classmates and c) have the freedom to make what they want of it and take it as far as they like. Another idea that was mentioned in Jenn's video (I'll add the link below just in case) was to use blogging in math as a response tool, or a way to share ideas. This makes problem solving and getting a deeper understanding of concepts easily shareable and I would argue, less threatening. To me, as a introvert who loves to build a community, blogging opens up the world. I can say what I want and you can read it or not. Though I'm not certain of this, I can imagine some students, who are often too shy to respond in a lively class discussion, much more willing to share their opinions on an online platform. This also allows the introvert-types who like to plan out their answer, or who take longer to process, the time they need to construct an answer they approve of while still participating. There we go, enough jibber jabber for one post! |
Johannah Wirzba
I am Junior High Language Arts teacher who has the amazing privilege of working with crazy, amazing staff and students each and every day. I hope to use this space as a way to process the many new ideas being thrown at me and grow as a learner and educator. Categories
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