Time flies! I'm so excited about the semester being almost over, but I am so flustered with all the odds and ends of everything else going on. Today we received paperwork on what to fill out in order to be a substitute. It's exciting and scary! Going from day to day not knowing where you're going to be or planning lessons, knowing the students, surroundings, etc. is such a huge deal. I am ready to see what other schools look like and how they operate and get my name out as a professional educator.
At school on Friday, there is going to be a "Career Cafe" going on for the 5th grade so they can begin to get an idea about what they want to be when they "grow up". I wonder what kinds of professionals they are going to bring in and it will be interesting to see what students gravitate towards. I think it would give the teachers a good idea about the kinds of fields they should be highlighting and making connections to when delivering instruction and making it more meaningful.
After being with my students for a year now, I am sad to see them go. I can now understand how teachers would like to loop with their students so they could have them for more than one school year. I know my students so well and can see progress so clearly when I compare it to the year before. I also know their likes/dislikes and feel like much of the time that is spent initially getting to know students can be decreased so more instruction can begin earlier in the year.
I am so sad to leave my 5th graders and the team that I feel I have become a part of. I have enjoyed many aspects and learned from even more.
Wednesday, December 4, 2013
Tuesday, November 19, 2013
Week 15-Reflections over the course of the semester
"Be patient toward all that is unresolved in your heart and try to love the questions themselves like locked rooms and like books that are written in a very foreign tongue. Do not now seek the answers, which cannot be given you because you would not be able to live them. And the point is, to live everything. Live the question now." -Rainer Maria Rilke
One of my mentors in the Benedum Program shared this quote with us tonight. It really made me question that despite all the stress that I was going through trying to finish papers, action research, and situations at school, what is it that I want to take with me at the end of the semester as it is drawing near. To answer some of these questions that I still have with me up to this point, I decide to sit and reflect on what I now believe at this point in the Benedum Program and my early teaching experience.
When I accept a teaching position, this is what I want to remember about cultural context?
When I am lucky enough to find a teaching position, I want to remember that the cultural context can influence an amazing amount of how students learn and what they learn. Depending on the composition of the classroom, teachers need to find various access points and connections that students may have in their preexisting schema and knowledge. For example, Dr. Hayes mentioned to us that it would seem silly to have students in Florida discuss what they wear in the snowy winters and how they would describe snow if many students may have never seen it. Likewise, asking students in West Virginia to describe living in a desert may be out of their realm because it's something they have never experienced before. I also know that depending on the cultural context of a school that every one is different, and although you may have "tools" in your "tool belt" to work from, that doesn't mean one "tool" or strategy will work with every group of students. As a teacher, I must take into consideration the ethnic, socioeconomic status, and other factors when deciding how to approach teaching and learning that best fits the needs of my students.
My observations are beneficial and dangerous in what ways?
My observations have been beneficial in so many ways. They have helped me explore what my students are saying to me, to one another, and how they are interacting in their environment. However, I must realize that there are always more than one way to interrupt and understand a situation. What I think may be occurring could be completely false because I'm only seeing one facet of information. Observations do provide some very valuable insight to student learning and understanding, but it must be use alongside other types of data to see a clearer picture.
How will you find a critical friend?
I believe that I have made some valuable critical friends within the Benedum Program that I can communicate even after graduation because of technological advances and ability to share videos, pictures, and discussions. I also would like to seek out someone, possibly a mentor, that could evolve into a critical friend. I want someone who will challenge my observations and beliefs and give me an alternative way of looking at things. I enjoy and want to encourage my colleagues to see other possible views and pieces as I engage in inquiry in the future.
Beliefs I want to continue and explore further.
One belief I want to continue and explore further is the idea that all students can learn. I have seen this within my classroom and students continue to surprise me by demonstrating their knowledge. I often question the way that we traditionally "do" schools because it can stifle students' creativity and ability to demonstrate what they know because it's not shown in the way that we traditionally value, such as a paper test or a writing assignment. I do think that there is a time and place for writing, standardized testing, etc, but I question whether it should be the dominate way that we have teachers assess student learning. I also want to continue and explore the idea that students should be responsible for their own learning. I know this can be done a number of ways, but I would like to research how students have taken ownership of their learning and how that influenced student learning and even classroom management techniques.
One of my mentors in the Benedum Program shared this quote with us tonight. It really made me question that despite all the stress that I was going through trying to finish papers, action research, and situations at school, what is it that I want to take with me at the end of the semester as it is drawing near. To answer some of these questions that I still have with me up to this point, I decide to sit and reflect on what I now believe at this point in the Benedum Program and my early teaching experience.
When I accept a teaching position, this is what I want to remember about cultural context?
When I am lucky enough to find a teaching position, I want to remember that the cultural context can influence an amazing amount of how students learn and what they learn. Depending on the composition of the classroom, teachers need to find various access points and connections that students may have in their preexisting schema and knowledge. For example, Dr. Hayes mentioned to us that it would seem silly to have students in Florida discuss what they wear in the snowy winters and how they would describe snow if many students may have never seen it. Likewise, asking students in West Virginia to describe living in a desert may be out of their realm because it's something they have never experienced before. I also know that depending on the cultural context of a school that every one is different, and although you may have "tools" in your "tool belt" to work from, that doesn't mean one "tool" or strategy will work with every group of students. As a teacher, I must take into consideration the ethnic, socioeconomic status, and other factors when deciding how to approach teaching and learning that best fits the needs of my students.
My observations are beneficial and dangerous in what ways?
My observations have been beneficial in so many ways. They have helped me explore what my students are saying to me, to one another, and how they are interacting in their environment. However, I must realize that there are always more than one way to interrupt and understand a situation. What I think may be occurring could be completely false because I'm only seeing one facet of information. Observations do provide some very valuable insight to student learning and understanding, but it must be use alongside other types of data to see a clearer picture.
How will you find a critical friend?
I believe that I have made some valuable critical friends within the Benedum Program that I can communicate even after graduation because of technological advances and ability to share videos, pictures, and discussions. I also would like to seek out someone, possibly a mentor, that could evolve into a critical friend. I want someone who will challenge my observations and beliefs and give me an alternative way of looking at things. I enjoy and want to encourage my colleagues to see other possible views and pieces as I engage in inquiry in the future.
Beliefs I want to continue and explore further.
One belief I want to continue and explore further is the idea that all students can learn. I have seen this within my classroom and students continue to surprise me by demonstrating their knowledge. I often question the way that we traditionally "do" schools because it can stifle students' creativity and ability to demonstrate what they know because it's not shown in the way that we traditionally value, such as a paper test or a writing assignment. I do think that there is a time and place for writing, standardized testing, etc, but I question whether it should be the dominate way that we have teachers assess student learning. I also want to continue and explore the idea that students should be responsible for their own learning. I know this can be done a number of ways, but I would like to research how students have taken ownership of their learning and how that influenced student learning and even classroom management techniques.
Wednesday, November 13, 2013
Week 14- Time is flying by!
So it's officially the last week that I am full-time teaching. I've overwhelmed not by the lesson planning, but instead all of the other work that's left to the in the semester. Sometimes I feel like I'm not sure what I should be focusing on. Full-time teaching is one whole job in and of itself. However, we're supposed to split our time and resources into everything that our PDS asks us to do plus additional work for class.
It's so frustrating to have three students who "triggers" that cause emotional disturbances that lead up to students oftentimes leaving the classroom. At least two to three times per week, one of the students is either removed or students are removed so the crisis can be contained. It ended up being a situation where a student was suspended for two days due to behavior and verbal assault on a teacher. However, the parents continue to stand up for the student. It was even to the point where we felt unsafe for ourselves and, more importantly, the other students. How can we ensure that we maintain a safe environment when some students don't trust the school institution itself?
As the full time teaching continues, I notice that it becomes easier and easier to fall into the routine of a teachers' manual for everything, even when we know that is not how our students learn best. I have tried to spend time researching fun and creative ways to teach the content without relying so much on the teachers' manuals. I have found that although they are not as structured oftentimes, the are more interesting and engaging for students to explore. Also, when assessment does occur, students are more likely to write about their experiences than from reading a textbook. I would like to further research game-based learning and hands-on exploration in the future and implement some new strategies in my classroom.
My action research is going well, and as it comes to a close, I am beginning to ask myself more questions that I would like to explore in my contract hours if I get the opportunity to return to the 5th grade, or even to compare other grades with comprehension of text. Students are collaborating more and I see more confidence within their answers. However, these last two tests students are struggling. I began to question whether this was because the strategies or the type of text the students are reading. For example, I noticed that students did really well on fictional texts, however they struggle more on nonfiction texts even though they are engaging in deeper meaning of text. I also began to question the assessment that was provided by the basal and the types of questions that they give. Students can discuss the main ideas and the text to self, text, and world connections, but students often are missing the questions that were detailed oriented.
It's so frustrating to have three students who "triggers" that cause emotional disturbances that lead up to students oftentimes leaving the classroom. At least two to three times per week, one of the students is either removed or students are removed so the crisis can be contained. It ended up being a situation where a student was suspended for two days due to behavior and verbal assault on a teacher. However, the parents continue to stand up for the student. It was even to the point where we felt unsafe for ourselves and, more importantly, the other students. How can we ensure that we maintain a safe environment when some students don't trust the school institution itself?
As the full time teaching continues, I notice that it becomes easier and easier to fall into the routine of a teachers' manual for everything, even when we know that is not how our students learn best. I have tried to spend time researching fun and creative ways to teach the content without relying so much on the teachers' manuals. I have found that although they are not as structured oftentimes, the are more interesting and engaging for students to explore. Also, when assessment does occur, students are more likely to write about their experiences than from reading a textbook. I would like to further research game-based learning and hands-on exploration in the future and implement some new strategies in my classroom.
My action research is going well, and as it comes to a close, I am beginning to ask myself more questions that I would like to explore in my contract hours if I get the opportunity to return to the 5th grade, or even to compare other grades with comprehension of text. Students are collaborating more and I see more confidence within their answers. However, these last two tests students are struggling. I began to question whether this was because the strategies or the type of text the students are reading. For example, I noticed that students did really well on fictional texts, however they struggle more on nonfiction texts even though they are engaging in deeper meaning of text. I also began to question the assessment that was provided by the basal and the types of questions that they give. Students can discuss the main ideas and the text to self, text, and world connections, but students often are missing the questions that were detailed oriented.
Wednesday, November 6, 2013
Week 13- Stressful times...
It's week thirteen! I can't believe how fast it's gone. I have noticed throughout the time that I've been teaching my mentor teacher is always working on other stuff that she is required to do. I am now wondering how these teachers teach and complete all the "extra" stuff?
I know that ideally I want a classroom where students are not afraid to come up to me and ask questions, express concerns, etc. , but I'm also struggling with the idea that I need to help each student that asks questions but at any given time, I have five students following me around the classroom. What can I do to create a system where students get their questions answered but also allow me to freely move around the room to take care of the things that I need to take care of. For example, students are so caught up in asking questions (which is very good thing, don't get me wrong) that they don't realize that there are often times, especially in this class, where I am needed to handle/diffuse a behavioral situation within the classroom. Students are easily frustrated if I do not answer their question right then and there. Would it be possible to instead have students ask another student at their pod grouping before asking me or Mrs. Law.
The 5th grade teachers also have professional learning communities every Wednesday during planning and every other Friday afternoon. I know teachers are under a lot of pressure with the switch to the Common Core, but I have questioned whether the students are going to be tested based upon the new Common Core that we are asked to use or from the previous standards. To my knowledge, they are still keeping the WesTest based upon the WV State Standards, which includes more topics than the Common Core requires. Because of this, the teachers are wondering whether to cover all the standards as they have before, or to go deeper with the Common Core Standards.
Besides losing planning time for PLCs, teachers also lose planning time for IEPs, SATs, and other occurrences that happen on a daily basis. After being a part of the 5th grade team for 13 weeks, I now believe that teachers really don't have a planning period to discuss lessons and prepare at school. Instead, that is added responsibility on the teacher with little to no compensation. I also do not feel that students, myself include sometimes, realize how much effort teachers put into everything and how little we notice or take advantage/appreciate what they do.
As the last couple weeks of my internship wind down, I want to know what I can do as a novice teacher to provide best practices to my students, but also to have routines and procedures in place that ensure appropriate scaffolding for all students and maximum participation from all students. I feel like in order to do this, I am going to need to continue my research and inquiry to see what works best with the group of students I have.
I know that ideally I want a classroom where students are not afraid to come up to me and ask questions, express concerns, etc. , but I'm also struggling with the idea that I need to help each student that asks questions but at any given time, I have five students following me around the classroom. What can I do to create a system where students get their questions answered but also allow me to freely move around the room to take care of the things that I need to take care of. For example, students are so caught up in asking questions (which is very good thing, don't get me wrong) that they don't realize that there are often times, especially in this class, where I am needed to handle/diffuse a behavioral situation within the classroom. Students are easily frustrated if I do not answer their question right then and there. Would it be possible to instead have students ask another student at their pod grouping before asking me or Mrs. Law.
The 5th grade teachers also have professional learning communities every Wednesday during planning and every other Friday afternoon. I know teachers are under a lot of pressure with the switch to the Common Core, but I have questioned whether the students are going to be tested based upon the new Common Core that we are asked to use or from the previous standards. To my knowledge, they are still keeping the WesTest based upon the WV State Standards, which includes more topics than the Common Core requires. Because of this, the teachers are wondering whether to cover all the standards as they have before, or to go deeper with the Common Core Standards.
Besides losing planning time for PLCs, teachers also lose planning time for IEPs, SATs, and other occurrences that happen on a daily basis. After being a part of the 5th grade team for 13 weeks, I now believe that teachers really don't have a planning period to discuss lessons and prepare at school. Instead, that is added responsibility on the teacher with little to no compensation. I also do not feel that students, myself include sometimes, realize how much effort teachers put into everything and how little we notice or take advantage/appreciate what they do.
As the last couple weeks of my internship wind down, I want to know what I can do as a novice teacher to provide best practices to my students, but also to have routines and procedures in place that ensure appropriate scaffolding for all students and maximum participation from all students. I feel like in order to do this, I am going to need to continue my research and inquiry to see what works best with the group of students I have.
Wednesday, October 30, 2013
Week 12- Parent Teacher Conferences, New students, and After-school activies
Last Wednesday was my very first parent teacher conference! It was definitely stressful but very enlightening! We had every spot filled except for one. I was surprised that many of the spots were taken by the parents that we often see or speak to on a normal basis. I find this interesting because the students who were struggling the most, the parents have had little to no contact with me or my mentor teacher. I often wonder the student's poor behavior (which leads to poor grades), is a result of a parent not taking an interest in their child's learning or if the parents have so many other things going on that the parent not participating is by necessity to other things, not by choice.
I really feel like these students can learn, and they often surprise me with some of their insightful responses. The parents all had worried looks when they were able to look at report cards. I know the parents worry about how their students do academically and many mentioned behavioral concerns as well. I was also surprised at the number of parents who asked for suggestions on what to do with the student at home. This made me happy to see parents reinforce and support teachers' efforts that they make during the school day.
Parent teacher conferences also provided a deeper explanation for why a student may be acting a certain way in class that you were clueless about beforehand. For example, one student had been talking more often, being more defensive, etc. and it turns out she's struggling with her parents arguing over a divorce and moving. Also, I'm noticing that all the girls are going through a developmental change, which makes for awkward conversations and very emotional pre-teen girls. I'm beginning to question how teaching middle school would be with all of these changes going on in both males and females. I would definitely like to learn more about how I would interact in a middle school atmosphere.
We also have a new student! I am always interested in the situations that students come to a new school with and what led them to change schools midway through the year. This particular student's family needs financial help, which is not uncommon in my PDS, but I'm struggling with teaching these students when they have so many other needs going on in their lives. What can we do as teachers to meet the needs of our students when they come from situations that we can't control? I guess the most that we can do is provide them with a place to feel safe, secure, and cared for. Only then can we expect students to focus on their learning.
Today, the intern across the hall and I stayed for Tech Kids. I was impressed that so many students wanted to stay after school and learn more about science, math, and technology. The Tech Kids program brought students in from WVU Lunabotics program. The students were SO excited and wanted to ask questions and touch the invention.
Tomorrow is Halloween! I'm so excited mainly because the students are so excited. It's infectious! The 5th grade team is dressing up as minions from Dispicable Me. I think it's great that the team really is a unified team that participates in things together, even something as small as a Halloween costume. The students know they can always come to one of the team teachers and talk about things if another teacher is busy. It's important to depend on (and even have fun with!) the team members that you work with on an everyday basis! I think the more enjoyable you make things for yourself, the students will see how much you love your job and that learning and school can be a place that is fun and creative.
I really feel like these students can learn, and they often surprise me with some of their insightful responses. The parents all had worried looks when they were able to look at report cards. I know the parents worry about how their students do academically and many mentioned behavioral concerns as well. I was also surprised at the number of parents who asked for suggestions on what to do with the student at home. This made me happy to see parents reinforce and support teachers' efforts that they make during the school day.
Parent teacher conferences also provided a deeper explanation for why a student may be acting a certain way in class that you were clueless about beforehand. For example, one student had been talking more often, being more defensive, etc. and it turns out she's struggling with her parents arguing over a divorce and moving. Also, I'm noticing that all the girls are going through a developmental change, which makes for awkward conversations and very emotional pre-teen girls. I'm beginning to question how teaching middle school would be with all of these changes going on in both males and females. I would definitely like to learn more about how I would interact in a middle school atmosphere.
We also have a new student! I am always interested in the situations that students come to a new school with and what led them to change schools midway through the year. This particular student's family needs financial help, which is not uncommon in my PDS, but I'm struggling with teaching these students when they have so many other needs going on in their lives. What can we do as teachers to meet the needs of our students when they come from situations that we can't control? I guess the most that we can do is provide them with a place to feel safe, secure, and cared for. Only then can we expect students to focus on their learning.
Today, the intern across the hall and I stayed for Tech Kids. I was impressed that so many students wanted to stay after school and learn more about science, math, and technology. The Tech Kids program brought students in from WVU Lunabotics program. The students were SO excited and wanted to ask questions and touch the invention.
Tomorrow is Halloween! I'm so excited mainly because the students are so excited. It's infectious! The 5th grade team is dressing up as minions from Dispicable Me. I think it's great that the team really is a unified team that participates in things together, even something as small as a Halloween costume. The students know they can always come to one of the team teachers and talk about things if another teacher is busy. It's important to depend on (and even have fun with!) the team members that you work with on an everyday basis! I think the more enjoyable you make things for yourself, the students will see how much you love your job and that learning and school can be a place that is fun and creative.
Wednesday, October 23, 2013
Week 11-Coding Craziness
I'm in full swing of full-time teaching! I am collecting so much data, which is both great and scary. After going to small group seminar yesterday, I know realize that it's not only time to collect it, but also to analyze it. I'm intrigued yet still baffled by how to code my data. I have collected data in forms of video, exit tickets, audio recording, student samples, and initial surveys. I'm now looking to see how my data can help me discover answers to these following questions.
I have given students initial surveys to see how students view themselves as readers and writers.
A student survey helped me identify my students' thoughts and confidence levels with their own literacy development before and after station implementation.
A student exit ticket will have students identify one way that they learned the content, what process or strategy they used, as well as an alternative way to approach the task, another strategy that a group member used that they may consider using next time.
I will watch the videotape to notice how students act/what they say/ how they perform when my attention/focus is with another station. I will also be able to watch my own interaction, as well as my mentor teacher and the special-educator during whole group/small group instruction throughout the 6 (+) weeks.
Class discussions will be recorded on a tape recorder during whole class and small group instruction. I will pay attention what questions the students ask and the information they share within their station group. I will then code these discussions, such as the questions being asked, into Bloom’s Taxonomy levels.
Lesson plans will be kept from any whole group involvement as well as all small group involvement with the comprehension and vocabulary This will allow me to look back at the flow/ procedures of the lesson and the differentiation provided
Visual observations (which can also be recorded) will be recorded into a teacher researcher notebook to refer to. I will take notes on what the student did during the lesson/things they said/how they look or reacted. Initially, reactions can be coded as positive or negative then use quotes to identify learning (level of interpretation/understanding)
We practiced coding data last night, however, I'm unsure how to apply it to my own research. I know that I go through and mark what stands out for me, then give it a label that can then be transferred across many statements. I then take those codes and mix them around to see if I can see any themes emerging. I'm thinking I might go through each station, such as the research station, and see what students pulled out of those stations then code based upon that. Next ,I'd take the vocabulary statements and code those. I also want to code the discussions that the students had using the chat questions and see if I can see any strategies or themes emerge from how students learn while being exposed to comprehension/metacognitive strategies and encouraged to discuss the theme of the story with students from various ability levels.
I think I have a long road ahead of me...
The
following question guided my research study:
·
In
what ways can differentiation influence students’ comprehension in literacy
development?
While
researching my main question, I asked myself the following questions:
·
“How
can differentiation in literacy have implications for other content areas?”
·
“How
will differentiation affect the motivation levels of my students?”
·
“In what ways do practicing metacognitive
skills through discussion affect comprehension and retention of text?
I have given students initial surveys to see how students view themselves as readers and writers.
A student survey helped me identify my students' thoughts and confidence levels with their own literacy development before and after station implementation.
A student exit ticket will have students identify one way that they learned the content, what process or strategy they used, as well as an alternative way to approach the task, another strategy that a group member used that they may consider using next time.
I will watch the videotape to notice how students act/what they say/ how they perform when my attention/focus is with another station. I will also be able to watch my own interaction, as well as my mentor teacher and the special-educator during whole group/small group instruction throughout the 6 (+) weeks.
Class discussions will be recorded on a tape recorder during whole class and small group instruction. I will pay attention what questions the students ask and the information they share within their station group. I will then code these discussions, such as the questions being asked, into Bloom’s Taxonomy levels.
Lesson plans will be kept from any whole group involvement as well as all small group involvement with the comprehension and vocabulary This will allow me to look back at the flow/ procedures of the lesson and the differentiation provided
Visual observations (which can also be recorded) will be recorded into a teacher researcher notebook to refer to. I will take notes on what the student did during the lesson/things they said/how they look or reacted. Initially, reactions can be coded as positive or negative then use quotes to identify learning (level of interpretation/understanding)
We practiced coding data last night, however, I'm unsure how to apply it to my own research. I know that I go through and mark what stands out for me, then give it a label that can then be transferred across many statements. I then take those codes and mix them around to see if I can see any themes emerging. I'm thinking I might go through each station, such as the research station, and see what students pulled out of those stations then code based upon that. Next ,I'd take the vocabulary statements and code those. I also want to code the discussions that the students had using the chat questions and see if I can see any strategies or themes emerge from how students learn while being exposed to comprehension/metacognitive strategies and encouraged to discuss the theme of the story with students from various ability levels.
I think I have a long road ahead of me...
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