Quadrilaterals
Pros
1. The lesson was organized
2. I was prepared for the first lesson plan of that semester
3. I made sure to call on nonvolunteers
4. The notes were a connect the dots worksheet
Cons
1. There was too much information about the shapes and it made the lesson more confusing
2. The students did not fully complete the objective by the end of the lesson
3. I did not find the tangrams to be effective
4. My voice was not strong because I was sick
Potential and Kinetic Energy
Pros
1. The lesson incorporated technology
2. The students really understood the material
3. The students had fun with this lesson
4. I felt very prepared, confident, and organized
Cons
1. I had forgotten to keep track of time, luckily it was not a problem
2. I still struggle with explaining some ideas in the text, however I was prepared and it helped to read the material prior
3.I had made a typo on the power point but it was corrected
Coordinate Planes
Pros
1. I incorporated some movement which my mentor teacher enjoyed
2. The students understood the material
3. I was really familiar with this topic which made it that much easier to teach
4. I felt very ready, organized, and prepared
Cons
1. It took a considerable amount of time to make the worksheets
2. The independent pracice was too much work
3. The anticipitory set of the map seemed to not be necessary. A review of positive and negative numbers would have suited much better for this lesson
4. I was a little nervous about teaching another math lesson since math is a subject in which many struggle with
Combining Adjectives
Pros
1. The students clearly met the objective
2. I was prepared and organized
3. I was able to pull in the students attention
4. I incorporated technology through a powerpoint which the kids liked
5. The anticipitory set really seemed to help jog the memory of a previous lesson
Cons
1. I was losing track of time, but it did not create a problem
2. The students were slightly more talkative in this lesson so I kept reminding them to please keep there voices off
3. At one point in time I explained the question wrong but I was able to correct my mistake
Wednesday, May 16, 2012
Wednesday, May 9, 2012
Interview Questions and Answers
1. Describe some teaching techniques that you have fouond effective.
I have found that calling on non-volunteers is effective to keep students on their toes and to address participation on the lesson. Another effective technique is to keep certain parts of the lesson flowing faster than others so that you do not lose the attention of the students.
2. Describe certain learning styles and how you would adjust your lessons to benefit those learning styles.
The three learning styles are auditory, visual, and kinestic. Each lesson you can incorporate these learning styles. Auditory learners could learn well with lectures, for example when taking notes be sure to explain the lesson thoroughly for the auditory learners. For visual learners one could incorporate graphs, visuals, pictures, worksheets, and allow students to look at words when teaching the lesson. Kinestetic learners are slightly harder to address depending on the age group but one could allow students to make models of what is being learned or do experiments.
3. How would you create a safe atmosphere within a classroom?
One could create a safe atmosphere in a classroom by posting inviting posters, following through with the classroom rules, and arranging the desks in a safe way in case of a fire drill. Additionally, make sure that you, yourself are inviting by adding a positive attitude for the students.
4. What kind of rules did you encounter in your mentor classroom? What techniques did they use?
My mentor classroom this year was very interesting because it did not have a classroom rules set. Instead they followed the rules provided by the school. I didn't really notice any discipline problems among the students. If they did disbehave there was a warning and the second offense the student would recieve a (BIP) Behavior Improvement Paper. Typically, the rules you may encounter is be respectful, hands to yourself, and other rules that fall near to those categories.
5. What is the best ways to assess students? How was it assessed in the mentor classroom?
Again, I believe it depends on the grade. The younger grades (K through 2) should probably not be assessed to often with paper but with the teacher checking there work and reviewing activities. When the student advances farther into their schooling it is best to assess with the guided practice, independent practice, as well as tests so that the teacher knows what the students' strengths and weaknesses are.In my mentor classroom this year they assessed student knowledge with tests, guided practice, and independent practice.
6. Describe a lesson you taught this year. Explain why it was good.
The best lesson that I taught this year was teaching the students to graph positive and negative numbers on coordinate planes. This lesson stood out to me because the guided practice included the students standing up and moving according to the movement of the point of the graph. The students were having so much fun with it and I could really identify that the students where grasping the concept.
7. Describe an outstanding teacher. What makes a teacher outstanding?
An outstanding teacher is one who listens to their students and is patient with their learning. They are flexible and willing to help the students however they can. They show respect to their students as it should be shown back in return. An outstanding teacher creates a safe environment for their students and is hopeful in aspiring to being an inspiration to their students.
8. How could you develop self-esteem in your students?
Self-esteem can be aquired when a teacher recognizes and praises the good works of her students. One can do this through praising good behavior and correct answers on an assignment or test. This can also boost a students confidence as long as one promotes a "you can do it!" atmosphere.
9. What kind of people do you find difficult to work with? Why?
I find that it is difficult to work with negative people because they contrast my positve attitude. I also find it hard to work with people who are unorganized because I am a very organized person and work best with order and structure.
10. What are your strengths?
I am a very dedicated person and give my best effort whenever possible, even when the going gets tough. I am very organized and I enjoy working with students. I am great at staying focused and being flexible according to the circumstances.
11. What are your weaknesses?
I don't always work well with others but I am able to sympathize for their situations. I also like fixing problems myself without the help of others. Sometimes I am not good with thinking of things off the top of my head but I am improving. Additionally, I am not the loudest speaker but I am able to always convey my point and I do it as clearly as I possibly can.
I have found that calling on non-volunteers is effective to keep students on their toes and to address participation on the lesson. Another effective technique is to keep certain parts of the lesson flowing faster than others so that you do not lose the attention of the students.
2. Describe certain learning styles and how you would adjust your lessons to benefit those learning styles.
The three learning styles are auditory, visual, and kinestic. Each lesson you can incorporate these learning styles. Auditory learners could learn well with lectures, for example when taking notes be sure to explain the lesson thoroughly for the auditory learners. For visual learners one could incorporate graphs, visuals, pictures, worksheets, and allow students to look at words when teaching the lesson. Kinestetic learners are slightly harder to address depending on the age group but one could allow students to make models of what is being learned or do experiments.
3. How would you create a safe atmosphere within a classroom?
One could create a safe atmosphere in a classroom by posting inviting posters, following through with the classroom rules, and arranging the desks in a safe way in case of a fire drill. Additionally, make sure that you, yourself are inviting by adding a positive attitude for the students.
4. What kind of rules did you encounter in your mentor classroom? What techniques did they use?
My mentor classroom this year was very interesting because it did not have a classroom rules set. Instead they followed the rules provided by the school. I didn't really notice any discipline problems among the students. If they did disbehave there was a warning and the second offense the student would recieve a (BIP) Behavior Improvement Paper. Typically, the rules you may encounter is be respectful, hands to yourself, and other rules that fall near to those categories.
5. What is the best ways to assess students? How was it assessed in the mentor classroom?
Again, I believe it depends on the grade. The younger grades (K through 2) should probably not be assessed to often with paper but with the teacher checking there work and reviewing activities. When the student advances farther into their schooling it is best to assess with the guided practice, independent practice, as well as tests so that the teacher knows what the students' strengths and weaknesses are.In my mentor classroom this year they assessed student knowledge with tests, guided practice, and independent practice.
6. Describe a lesson you taught this year. Explain why it was good.
The best lesson that I taught this year was teaching the students to graph positive and negative numbers on coordinate planes. This lesson stood out to me because the guided practice included the students standing up and moving according to the movement of the point of the graph. The students were having so much fun with it and I could really identify that the students where grasping the concept.
7. Describe an outstanding teacher. What makes a teacher outstanding?
An outstanding teacher is one who listens to their students and is patient with their learning. They are flexible and willing to help the students however they can. They show respect to their students as it should be shown back in return. An outstanding teacher creates a safe environment for their students and is hopeful in aspiring to being an inspiration to their students.
8. How could you develop self-esteem in your students?
Self-esteem can be aquired when a teacher recognizes and praises the good works of her students. One can do this through praising good behavior and correct answers on an assignment or test. This can also boost a students confidence as long as one promotes a "you can do it!" atmosphere.
9. What kind of people do you find difficult to work with? Why?
I find that it is difficult to work with negative people because they contrast my positve attitude. I also find it hard to work with people who are unorganized because I am a very organized person and work best with order and structure.
10. What are your strengths?
I am a very dedicated person and give my best effort whenever possible, even when the going gets tough. I am very organized and I enjoy working with students. I am great at staying focused and being flexible according to the circumstances.
11. What are your weaknesses?
I don't always work well with others but I am able to sympathize for their situations. I also like fixing problems myself without the help of others. Sometimes I am not good with thinking of things off the top of my head but I am improving. Additionally, I am not the loudest speaker but I am able to always convey my point and I do it as clearly as I possibly can.
Monday, May 7, 2012
All Day Shadowing: May 3
When I first walked into my mentor teacher's classroom that day I could tell that something was amiss. She told me that her daughter was sick and so she would not be there for the remainder of the day. There was a substitute, but she wanted me to take care of the lessons and the lesson planning. I was very honored that she trusted me enough for this task. The only part I did not do was the spelling test which was reading the words outloud. The first lesson I did was my assigned lesson. This was the language arts lesson about adjectives. The objective was to combine adjectives in sentences. My anticipitory set included the students come up to the board and identify adjectives in a sentence as a review. Next we moved onto the input when we read in the text book and I wrote down specific examples and helped guide them in the lesson. The guided practice was a power point and the students used white boards to answer the questions. For the independent practice the students worked on a worksheet and I went around to help. I am sad to admit that I did forget to do the closure which was to have the students find objects in the room and use multiple ajectives to describe them. However, a similiar concept was presented to them on the last question of the power point so a closure was not evaded completely. The next lesson was math. It was a longer lesson on volume and cube roots but the students really seemed to understand the lesson when we were done. Next, there was a group from Mexico that came to speak with the class. It was a short presentaion but very educational. Afterward, the students worked on a science test. At the end of the day, I began a science lesson. There was not enough time to finish it though. The entire day was very eventful and I am very proud of myself for stepping it up and being 'teacher' for the whole day. It was such an incredible experience and I was so confident!
Week 25 The Final Week
This week was very interesting in all of it's forms. My all day shadowing experience was on Thursday of this week. The only other day I was there was on Friday. Unfortunately, there was a substitute on those days because my mentor teacher's daughter was sick. I do wish I got to see her at the end though. On Friday, I graded spelling papers and worked with one of the students on the math. He seems to need a little more assistence than the other kids, which is ok because we will all learn at our own pace. This year has been an awesome experience and I hope to broaden my knowledge in the following years.
Thursday, April 19, 2012
'Freedom Writers' Questions
1. Why do Ms. Gruwell's students hate and resent her at first?
The students hate and resent Ms. Gruwell for multiple reasons. The students don't like the fact that she is white and they feel that she has not earned their respect. Over time, she sympathizes with her students and works to find ways to earn their respect. She relates to their lives and historical issues which helps the students view life in a different way.
2. How does Ms. Gruwell's upbrining, appearance and attitude contrast with those of her students?
From the beginning, the viewer can initially tell that Ms. Gruwell had a normal, happy upbrining while the students are continuously faced with the risk of violence, death, drugs, and weapons. She most likely did not have those same risks in school. Ms. Gruwell is also dressed typically in a neat skirt and blouse in which makes her look very professional. Her students on the other hand are dressed in much more raggedy clothing. Additionally, Ms. Gruwell has a very sunny outlook on life for she is constantly smiling and believes in the hope of education. Her students, in contrast, believe that they will drop out of high school eventually and have a negative outlook on life due to events that have happened personally to them.
3. Most of the teachers at Wilson High do not dress in formal attire. Why do you think Ms. Gruwell chooses to wear business suits and pearls to class? What impression does this make? How do clothes, accessories, and make-up affect how others percieve you?
Ms. Gruwell probably dresses in professional, fancy attire because she wants to make a statement of her self for professionalism and because she is setting an example for her students. The impression that it leaves is that she is very neat and most likely lives a very sheltered, peaceful lifestyle. Items that we choose to wear affects how people percieve you in way that states how much you care about yourself. Also, it defines much of your personality.
4. What obstacles does Ms. Gruwell face in ensuring that her students recieve adequate supplies and an innovative education?
Ms. Gruwell constantly faces conflicts with the faculty and school board helping her pay for things. For example, when she wants to get books for her students books, those who are above her in status decline because of fear of getting the books ruined. Additionally, they feel that the students are not smart enough for books. She even starts other jobs so that she can pay for the books.
5. Why aren't Ms. Gruwell's students provided with new books from the school?
As mentioned before, the school will not pay for books because they feel the student's are not smart enough and that the student's will destroy the books. I feel that this is wrong because it is denying the student's education that could help them in the future. It is a way of setting the student's up to fail which makes a statement on where they are headed in life, just like the self fullfilling prophecy.
6. What are some of the inequalities among students and classrooms in Wilson High School?
Wilson High School diplays examples of education inequalities. For example, when the black student was put into an honors program, one can tell that it is rare for an African American to recieve that kind of opportunity. It is an assumption that I made that those students also recieve better supplies and recieve a better education which is unfair for other students who need an equal opportunity in education.
7. Describe how the honors English students are treated differently from the "at risk" students. Why?
Honors English students recieve more opportunities than "at risk" students as mentioned above. For example, they would be given better books, they are taken much more seriously, given more respect, and recieve better supplies in general. This is most likely the case because of their upbringings and the fact that they are in an honors program makes the statement that those students care about their education, therefore they will recieve more opportunities. These students are not set up to fail.
8. Why do you think Ms. Gruwell faces such hard criticism from her peers and administrators at Wilson High? Describe some of the challenges Ms. Gruwell faces in dealing with the authority of the school.
Ms. Gruwell faces such hard criticism because her way of doing things was different and promoted equal education which was not widely accepted at this point in time. They feel that she is messing up the program of the school when in reality, she is only trying to help her students achieve. Some of the challenges she faces is with the field trip to the Holocaust Museum, the Holocaust guest speaker, recieveing books for her students, and continuing on with her freshman English class.
The students hate and resent Ms. Gruwell for multiple reasons. The students don't like the fact that she is white and they feel that she has not earned their respect. Over time, she sympathizes with her students and works to find ways to earn their respect. She relates to their lives and historical issues which helps the students view life in a different way.
2. How does Ms. Gruwell's upbrining, appearance and attitude contrast with those of her students?
From the beginning, the viewer can initially tell that Ms. Gruwell had a normal, happy upbrining while the students are continuously faced with the risk of violence, death, drugs, and weapons. She most likely did not have those same risks in school. Ms. Gruwell is also dressed typically in a neat skirt and blouse in which makes her look very professional. Her students on the other hand are dressed in much more raggedy clothing. Additionally, Ms. Gruwell has a very sunny outlook on life for she is constantly smiling and believes in the hope of education. Her students, in contrast, believe that they will drop out of high school eventually and have a negative outlook on life due to events that have happened personally to them.
3. Most of the teachers at Wilson High do not dress in formal attire. Why do you think Ms. Gruwell chooses to wear business suits and pearls to class? What impression does this make? How do clothes, accessories, and make-up affect how others percieve you?
Ms. Gruwell probably dresses in professional, fancy attire because she wants to make a statement of her self for professionalism and because she is setting an example for her students. The impression that it leaves is that she is very neat and most likely lives a very sheltered, peaceful lifestyle. Items that we choose to wear affects how people percieve you in way that states how much you care about yourself. Also, it defines much of your personality.
4. What obstacles does Ms. Gruwell face in ensuring that her students recieve adequate supplies and an innovative education?
Ms. Gruwell constantly faces conflicts with the faculty and school board helping her pay for things. For example, when she wants to get books for her students books, those who are above her in status decline because of fear of getting the books ruined. Additionally, they feel that the students are not smart enough for books. She even starts other jobs so that she can pay for the books.
5. Why aren't Ms. Gruwell's students provided with new books from the school?
As mentioned before, the school will not pay for books because they feel the student's are not smart enough and that the student's will destroy the books. I feel that this is wrong because it is denying the student's education that could help them in the future. It is a way of setting the student's up to fail which makes a statement on where they are headed in life, just like the self fullfilling prophecy.
6. What are some of the inequalities among students and classrooms in Wilson High School?
Wilson High School diplays examples of education inequalities. For example, when the black student was put into an honors program, one can tell that it is rare for an African American to recieve that kind of opportunity. It is an assumption that I made that those students also recieve better supplies and recieve a better education which is unfair for other students who need an equal opportunity in education.
7. Describe how the honors English students are treated differently from the "at risk" students. Why?
Honors English students recieve more opportunities than "at risk" students as mentioned above. For example, they would be given better books, they are taken much more seriously, given more respect, and recieve better supplies in general. This is most likely the case because of their upbringings and the fact that they are in an honors program makes the statement that those students care about their education, therefore they will recieve more opportunities. These students are not set up to fail.
8. Why do you think Ms. Gruwell faces such hard criticism from her peers and administrators at Wilson High? Describe some of the challenges Ms. Gruwell faces in dealing with the authority of the school.
Ms. Gruwell faces such hard criticism because her way of doing things was different and promoted equal education which was not widely accepted at this point in time. They feel that she is messing up the program of the school when in reality, she is only trying to help her students achieve. Some of the challenges she faces is with the field trip to the Holocaust Museum, the Holocaust guest speaker, recieveing books for her students, and continuing on with her freshman English class.
Monday, April 16, 2012
Week 24
On Monday my mentor teacher had the students due a lot of practice workseets online about probability. She went over all of them with the students. This served as an AIMS review. I was never entirely aware at how important AIMS was until this year. The elementary schools make a huge deal out of it as well as the high school. my mentor teacher had the students take a practice AIMS test and from their scores she can decide what the students need improvement on. A big part of math is pracicing. That is a great way to get good at it is too practice and gain confidence with the material. Thursday and Friday I helped grade papers. I am getiing really good at that! For the first time I graded the students timed math facts worksheet. Typically there were students who did very well or others who struggled with it, but not usually somewhere in between. Again, practice is key. I was surprised at how long it took to grade even a few of them. I'm not sure how often she does those worksheets. I would probably guess once every two weeks or so. There is also a student in class that needs help on a lot of problems. It seems as though he needs someone to walk him through everything. I wonder, how as a teacher you could help raise his confidence. I may want to try some more one on one and trying to help him be more active in class. It is a struggle however, if the student does not want to learn. Perhaps it would help to have special reinforcement for that student but I'll keep watching my mentor teacher and see if she can offer more advice in that area.
Wednesday, April 11, 2012
Week 23
Last week was a paper grading week! Monday I graded their independent practice math worksheets. It surprisingly took the whole time. I never really realized it, but with grading it is necessary to make judgement calls on whether the question is right or wrong. Thursday I graded their math assessments which was front and back. As a general, the class did pretty well. I've noticed a few problems with simplifying and doing larger math equations. That should come with practice. My mentor teacher is really cracking down on the AIMS testing that they are doing next week. She is redoing topics that a lot of the students missed on their practice AIMS test. I can tell that this is a really important test, just as it is in high school. I even watched the students recite memorized poems. As I expected, a lot of the students had not memorized it, while others had it memorized it completely, and some only had it memorized partially. Memorization, I have found, can be very difficult no matter what age. It takes motivation and concentration which canbe achieved with time and practice. My mentor teacher stated that she had never had so many students not memorize the poem. Unfortunately, it is the choice of the student on whether to do it or not like with most assignments.
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