Well, I have just finished my third week and I am learning a lot. I have been teaching math for the last two weeks and had my first 'formal' observation on Thursday. I was reminded again that most often we student teachers are our worst critic! I felt alright about the lesson but thought of a lot that I could change if I were to teach it again...my mentor teacher was so wonderful and gave me lots of very positive feedback. She felt it went very well and there was a lot that she said that i forgot to feel good about! She also gave great constructive feedback regarding mixing up the learning. By this I mean, kinesthetic and a more visual focus for the EAL (English as an additional language) students, which they all are!, which I am going to really focus on. I have been thinking a lot about student learning styles and information processing. I have such a unique situation when it comes to really teaching in a differentiated way considering all these students know at least one, if not two or three, other languages. They need differentiation in a big way.
I am finally settling in enough to bring out my own teaching style. I didn't anticipate how difficult in would be to be in a new classroom without all the time to adjust and feel comfortable. I had gotten very used to Sumas and their style. It is a bit different here considering it is the British system and in an international school. I am thinking a lot about what my teaching style and philosophy is since I come from a different schooling background than the other teachers. I feel so fortunate to have had such a wonderful experience with Carole at Sumas and there are things regarding teaching that i feel strongly about that I learned there and am now transferring to this situation. Student Independence as a learners and as people is a big one. With a younger class I have been thinking about the importance of teaching and expecting this independence.
I also am realizing that I really miss all the resources from Woodring and all our classes! I was not able to bring those (books are hard to travel with as you know!) and there is a lot about those resources that I miss! Well, I know this isn't too detail and is more of a 'thoughts on the run' but just wanted to say hello and tell everyone that I am doing great and I hope you are too. I want to see updated blogs ladies! I am wondering how everyone is doing?!!! ~christine
Friday, January 23, 2009
Monday, January 5, 2009
a new beginning
Hello to everyone! Well, I am in Prague, aka Praha, and had my first day of school today. It was wonderful. The class I am in has only 12 students which seems pretty typical for this school. How amazing to have a smaller class. What a difference it makes when it comes to a teachers ability to interact and work with each student. There are many similarities but also many differences throughout the school day and it has been so fun and interesting to experience each one of the differences, even though I have only attended one day so far. I will definitly be talking about this more throughout the quarter.
Prague is amazing in and of itself as well. I spent three days in London adjusting to the time difference (Prague is 9 hours ahead of WA state time) and then flew to Prague on the 31st...just in time for New Years. Lots of fireworks throughout the night. I have explored many sights and already learned about so much of the rich and tumultuous history. I am finally understanding what it means to have such deep roots and true cultural traditions. Everything is so old here, it is unbelievable. I went to a church that took 600 years to build and this is quite represented by the way the architecture changes throughout the building depending on when that section was built. Crazy! Well, I know you are all settling into different roles this quarter as well and I can not wait to hear all about your experiences as well. Hope all is well.
Na shledanou, Christine
Prague is amazing in and of itself as well. I spent three days in London adjusting to the time difference (Prague is 9 hours ahead of WA state time) and then flew to Prague on the 31st...just in time for New Years. Lots of fireworks throughout the night. I have explored many sights and already learned about so much of the rich and tumultuous history. I am finally understanding what it means to have such deep roots and true cultural traditions. Everything is so old here, it is unbelievable. I went to a church that took 600 years to build and this is quite represented by the way the architecture changes throughout the building depending on when that section was built. Crazy! Well, I know you are all settling into different roles this quarter as well and I can not wait to hear all about your experiences as well. Hope all is well.
Na shledanou, Christine
Wednesday, December 10, 2008
go, go, go!
On monday I taught all the math sections for the 5th grade and was the only 'teacher' in the room...wow...it was a little intense! I got done with the first session and felt as though I had been really short and quick with the students. When Carole came in afterwards I told her that I felt as though my temper had risen. Once I started thinking about it, I realized that since I was the only teacher in the room (we have had 3-4 educators in the room all year and it has been wonderful) I really felt the push to confer with the kids quickly and efficiently. This meant that I tended to rush and wanted them to 'just get it'. While talking with Carole she said that this is why it is so important to have a good and purposefully planned conferring schedule so that you get to all the students throughout the week and as neccessary. Advice I will definitly take and work on.
TWS - DONE!!! Literacy at WWU - DONE!!! Special ED: Almost DONE!!!
I can not believe that this is my last week on Westerns campus
Next on the list: Christmas program... actually very excited for this. I am thrilled to see them perform! Then, Winterfest ~ my last day with the 5th graders and with Carole...bummer but exciting none the less
TWS - DONE!!! Literacy at WWU - DONE!!! Special ED: Almost DONE!!!
I can not believe that this is my last week on Westerns campus
Next on the list: Christmas program... actually very excited for this. I am thrilled to see them perform! Then, Winterfest ~ my last day with the 5th graders and with Carole...bummer but exciting none the less
Wednesday, December 3, 2008
A Whole Day (almost)
Today I taught math, literacy and science. It was such a great experience. It was incredibly nerve-wracking but totally worthwhile and informative. I have to admit that I have battled with the idea that with this model it would be really difficult since the 5th graders are in different classes for these subjects. I was worried about being in a new class every subject and being able to adapt and adjust as necessary. Since I am comfortable with math and been in that classroom and with Carole the most I was less nervous about teaching math. I am also comfortable with the literacy classroom since I have been teaching more and more. The science classroom I had yet to teach in so this was a little nerve-wracking and considering I also developed the two lessons mostly on my own. The science teacher helped but all the materials were my responsibility. I couldn't believe it though, it went pretty smoothly for an intern teacher!
What was so great about it was that I was able to use my knowledge about the structure of math and literacy to inform what I did in science. This was a huge advantage and the science teacher, Tammy, even commented on it. I also did a short read-aloud in literacy to prep them for what we would be doing in science later today. This was great and made the transition into science much more smooth. I was also able to group the students in a purposeful way which felt great. I realized in science that since I had taught them all day my comfort level with them was even more personal and relaxed which I felt was great for all of us.
No, the day was not perfect. There were many things that I would do differently and will do differently. In math there is always a concept that I have my own ah-ha moments with. In literacy I should have taught bibliographies as a mid-teaching mini-lesson but will do tomorrow even though they have already been using website information. And in science, I should have been better prepared for the students that are pulled out in the other two classes. All in all though, I am proud of myself for making it through the whole day.....except for calendar math when I was watching a videotape of myself instead :)
What was so great about it was that I was able to use my knowledge about the structure of math and literacy to inform what I did in science. This was a huge advantage and the science teacher, Tammy, even commented on it. I also did a short read-aloud in literacy to prep them for what we would be doing in science later today. This was great and made the transition into science much more smooth. I was also able to group the students in a purposeful way which felt great. I realized in science that since I had taught them all day my comfort level with them was even more personal and relaxed which I felt was great for all of us.
No, the day was not perfect. There were many things that I would do differently and will do differently. In math there is always a concept that I have my own ah-ha moments with. In literacy I should have taught bibliographies as a mid-teaching mini-lesson but will do tomorrow even though they have already been using website information. And in science, I should have been better prepared for the students that are pulled out in the other two classes. All in all though, I am proud of myself for making it through the whole day.....except for calendar math when I was watching a videotape of myself instead :)
Saturday, November 22, 2008
Conferences and more....
Well, I have made it halfway through conferences. It has gone well and I have gotten the chance to lead a few and be a part of many. It has been an unbelievably valuable experience and I am so glad that Carole has been so open to me taking the reins a couple of times. I have no doubt that it is difficult to relinquish the control when she is so involved with her students! There have been many amazing moments while conferencing. I have realized how important it is as a teacher to establish a relationship with the parents and the importance of professionalism and being clear on why you are doing what you are doing in your classroom. Parents can be great, difficult, disappointing and so supportive. There are so many different types of parents, families and reactions from everyone. Since the conferences are student led there are many different emotions happening within the conference. Everyone is bringing something to the table and knowing how to keep the atmosphere positive is important and difficult.
I have had some other awakenings recently as a beginning teacher. In our 5th grade class there has been three family deaths (two grandparents and one foster parent) that has rocked the class and reminded me that there is more than just lesson plans and teaching that occur in a school day. I do not feel that I should release too many details because it is not my place but what I can acknowledge and learn from is that it is important to be there for the students but to also continue the day, the week, so that there is still structure yet a supporting community within the classroom. I tend to get so wrapped up in lesson plans, reflections, getting through the day and what is happening in my life (school or personal) that I forget that another aspect of being a teacher is being involved and supportive for the students in their personal lives as well. I feel that I am not saying what this has made me realize in the most coherent way....I guess that basically, it has made me think, made me reflect and opened my eyes a little more to the role of teacher and truly how many hats you do wear.
To wrap it all up....conferences have been great, such an incredibly valuable experience and I feel I know these students even more completely or as much as I can at this point in the year. Also, students lives extend beyond school and my support for them needs to extend beyond the school setting as well.
I have had some other awakenings recently as a beginning teacher. In our 5th grade class there has been three family deaths (two grandparents and one foster parent) that has rocked the class and reminded me that there is more than just lesson plans and teaching that occur in a school day. I do not feel that I should release too many details because it is not my place but what I can acknowledge and learn from is that it is important to be there for the students but to also continue the day, the week, so that there is still structure yet a supporting community within the classroom. I tend to get so wrapped up in lesson plans, reflections, getting through the day and what is happening in my life (school or personal) that I forget that another aspect of being a teacher is being involved and supportive for the students in their personal lives as well. I feel that I am not saying what this has made me realize in the most coherent way....I guess that basically, it has made me think, made me reflect and opened my eyes a little more to the role of teacher and truly how many hats you do wear.
To wrap it all up....conferences have been great, such an incredibly valuable experience and I feel I know these students even more completely or as much as I can at this point in the year. Also, students lives extend beyond school and my support for them needs to extend beyond the school setting as well.
Friday, October 31, 2008
an update......
Whew.....we are all feeling it, the chaos of teaching (as Carole so eloquently put it) combined with the chaos of being a student at WWU. I spent from 9-4 in the computer lab yesterday and it looks as though it may be another long stint again today. BUT...... it is making me sane again because I am getting organized, catching up and being ridiculously productive! Which is why I will celebrate with a nice glass of dry Chianti tonight! Yes.....
Okay, but here is what I really need to be writing about and reflecting on. My time at Sumas has been filled with teaching and learning as usual. After finishing my TWS, I became very focused on figuring out the data and trying to get an understanding of what their work was showing me in regards to their conceptual and procedural understanding. Carole and I rejoiced in the fact that after the final assessment on the unit all the students were between a 3- and a 4 (4 being the highest). This was a great feeling and also a relief because these 'expectations' or standards have been moved down to third grade so these student NEED to know this, and know it well. That being said, there are still a few students who I am not comfortable saying really and truly have it both conceptually and procedurally. Keeping this in mind will be important as we head into unit after unit this year.
Now that my TWS lessons are taught and I am focusing on the write-up, I have also had a lot of time to reflect on the improvement of my teaching skills as well as a re-focus on what I need to continually work on and develop. Lets start with what is making me feel good.......
** I feel as though I my management has improved since the beginning of this quarter. I am slowly coming into my own when it comes to management style. I tend to use my more quiet nature when dealing with the students, and most of the time this has worked pretty well. When it doesn't work, I have realized that letting them get away with it is not an option so there has been a few times where I have had to express how I felt disrespected by them. This was mostly when there was a sub and the students were testing me. I also feel that my confidence has improved when it comes to giving directions. I am getting better about being more clear and concise (though always room for improvement). Also, I am trying to be more aware of the types of questions I ask so that I can move beyond yes/no questions. This is an area where I still have far to go but just being able to try and focus on that (and not just getting through the lesson itself) is improvement itself!
I am getting a little bit better at the insane multi-tasking teaching takes but I still feel as though I have far to go....I always make so many mistakes when I try and multi-task too much so finding my style and ability to do so is essential!
Some areas where I hope to have improved in by the time December comes are......
Generally, this is where I am feeling good and hoping for improvement with. I would love to have more feedback about areas of improvement (areas where I have improved and what I need to work on improving more....)
I will blog again soon, sooner than later this time.
Whew~Christine
Okay, but here is what I really need to be writing about and reflecting on. My time at Sumas has been filled with teaching and learning as usual. After finishing my TWS, I became very focused on figuring out the data and trying to get an understanding of what their work was showing me in regards to their conceptual and procedural understanding. Carole and I rejoiced in the fact that after the final assessment on the unit all the students were between a 3- and a 4 (4 being the highest). This was a great feeling and also a relief because these 'expectations' or standards have been moved down to third grade so these student NEED to know this, and know it well. That being said, there are still a few students who I am not comfortable saying really and truly have it both conceptually and procedurally. Keeping this in mind will be important as we head into unit after unit this year.
Now that my TWS lessons are taught and I am focusing on the write-up, I have also had a lot of time to reflect on the improvement of my teaching skills as well as a re-focus on what I need to continually work on and develop. Lets start with what is making me feel good.......
** I feel as though I my management has improved since the beginning of this quarter. I am slowly coming into my own when it comes to management style. I tend to use my more quiet nature when dealing with the students, and most of the time this has worked pretty well. When it doesn't work, I have realized that letting them get away with it is not an option so there has been a few times where I have had to express how I felt disrespected by them. This was mostly when there was a sub and the students were testing me. I also feel that my confidence has improved when it comes to giving directions. I am getting better about being more clear and concise (though always room for improvement). Also, I am trying to be more aware of the types of questions I ask so that I can move beyond yes/no questions. This is an area where I still have far to go but just being able to try and focus on that (and not just getting through the lesson itself) is improvement itself!
I am getting a little bit better at the insane multi-tasking teaching takes but I still feel as though I have far to go....I always make so many mistakes when I try and multi-task too much so finding my style and ability to do so is essential!
Some areas where I hope to have improved in by the time December comes are......
- Teaching more literacy so that I can get more feedback in that area.
- Math terminology - still need to work on using math vocabulary correctly. This is a tough one for me. Especially, when I am focusing on just getting through the lesson
- Not saying....."Does that make sense?".....and "Does everyone understand?" and being really repetitive before havig them get started on a task.
- Being more organized (I have gotten better, but still get overwhelmed by my disorganization sometimes)
- Sequencing and selecting while also conferring in a effeicient and helpful manner. This is a tough one!!!
- and many more things I am sure.....
Generally, this is where I am feeling good and hoping for improvement with. I would love to have more feedback about areas of improvement (areas where I have improved and what I need to work on improving more....)
I will blog again soon, sooner than later this time.
Whew~Christine
Friday, October 17, 2008
Post assessment: for me, for the students and for my TWS unit
I am going to first answer some specific questions that have been posed as well as give a short general analysis of how my TWS went and some of what I am taking away from it.... I say some because I am sure more will develop still!
1~ Based on your formative assessment, what results are you expecting to see
on this test?
The results that I am expecting to see from my post assessment have directly to do with my formative assessments as well as my pre-assessments and levels of improvement or lack there of. My formative assessments consisted of anecdotal notes, whole and small group discussion, calendar quiz, and discussion between Carole and I about the students throughout the unit. The results I hope to see are better understanding of place value in a variety of forms, and multiple subtraction strategies and appropriate use. I am expecting to see improvement for some students and I am expecting to also see where there will be a need for additional re-teaching with some students as well.
2~ How have you made sure this test will accurately measure all students' knowledge? Were there any adaptations you built in or used while students were taking their tests?
Ways in which my CT and I have made sure that this test will accurately measure all student' knowledge has been to incorporate what we are measuring on this test into the formative assessments throughout the unit. When conferring with students, we have kept our learning goals (place value/subtraction strategies) in the forefront. By this I mean that when conferring with students we, for example, emphasized and guided students toward thinking about place value when solving subtraction problems. We also used similar problems so that the format would be familiar and consistent. We also incorporated 'mini-quizzes' in order to assess if we were on the right track, toward conceptual understanding of place value/strategies as well as procedural efficiency. Sometimes we saw students who were getting this and sometimes we did not, and we needed to refocus. This occurred a lot during place value, where we eventually adapted the curriculum by using a new and different approach with both manipulatives(place value blocks). Adaptations such as this helped students to visually see place value in a new way.
Many adaptations during the test have been built into this classroom already and I utilized these for all the assessments. Adaptations included: sitting where you were most comfortable to take the test, using test taking strategies that have been explicitly taught and practiced, and having the directions clearly stated and written out.
3~ How will what you teach next be informed by this assessment?
What we teach next will be greatly informed by this assessment. For students who show strong understanding both conceptually and procedurally regarding place value and strategies will be strongly prepared for the next investigation which focuses on bigger numbers. Next steps for students who are not showing strong conceptual and procedural understanding will be more conferring and additional teaching of these two learning goals. Going back to using smaller numbers will could be an option until there is confidence that they are ready to move up to the larger numbers. It will vary with each student and depending on where there current skill level lies. This may take one small group lesson for some of the students or the whole next unit for others. This will be a bridge to cross when figured out.
4~ How will what you learn from this assessment change how you would teach this lesson next time?
Preliminary analysis of this assessment has left me feeling both proud of the students and a little disappointed with myself. A large, pretty darn large!, majority of the students did really well. A lot of 4's and 3's and only a few 2's and no 1's (there are many aspects of a grade for this assessment so I am generally talking about specific to place value and subtraction strategies only) BUT.... basically, the 3 students who are still struggling the most were the students I conferred with regularly. This can be looked at two ways and I am choosing to look at both of these ways. One way to look at it... I know these students fairly well from conferring so often throughout these lessons. Because of this, I am in a good spot to continue supporting them and to give them some good solid final pushes regarding this content area. A second way to look at this.... I need to really think about and mull over why my conferring with them did not help them to better succeed. What can I do during conferring to improve student learning. There was some improvement but not nearly enough.
Lesson specific, I would change numerous things the next time I taught this mini-unit. I would use place value blocks from day one (no 10,000 chart), I would dig deeper and look more in depth at the strategies they come up with on their own and then try to really highlight those examples that fit in with the desired strategies from lesson. I also would like to think up a better way, other than pencil and paper, to have given the pre- and post-assessments. I like the way we wrote the test and the format is very conducive to turning into data, but it still felt like such an archetypical assessment. Good, bad....still deciding! Other changes would be to have calendar time be even more intimately connected throughout the lessons instead of just at the very end (thanks to Carole for implementing that!) There is more I am sure and some that I would keep the same. This will all be detailed even further as I analyze my data further and complete the finishing write-ups for my TWS. My debriefing with Carole also gives me even more insight so I am sure that I will update this real soon with new thoughts.
In general:
This was a great experience. My personal math content knowledge is always challenged in such an interesting way when teaching math. It is really interesting to be learning math in a whole new way (the math sequence helped me to prepare for this but these experiences are more personal and thus impact me so much more) while also teaching a more conceptual approach to the students when I am still figuring it out myself. There was still a slight detachment since the TWS is not truly a whole investigation or unit. Things that went well: getting in front of the classroom so much that I began to feel more comfortable with dialogue between me and the students. I really want to work on asking more meaningful questions rather than yes or no questions. I also felt that we tried very hard to bring in other methods and visuals when what was happening was not working. I know that I felt really excited when bringing in place value blocks to replace the 10,000 chart. It felt exciting to problem solve and give more effort in finding a way to help them see it.
And lastly, there will be more to come about this.....my reflection has only just begun.... to live....{carpenter reference/joke.... :) }
1~ Based on your formative assessment, what results are you expecting to see
on this test?
The results that I am expecting to see from my post assessment have directly to do with my formative assessments as well as my pre-assessments and levels of improvement or lack there of. My formative assessments consisted of anecdotal notes, whole and small group discussion, calendar quiz, and discussion between Carole and I about the students throughout the unit. The results I hope to see are better understanding of place value in a variety of forms, and multiple subtraction strategies and appropriate use. I am expecting to see improvement for some students and I am expecting to also see where there will be a need for additional re-teaching with some students as well.
2~ How have you made sure this test will accurately measure all students' knowledge? Were there any adaptations you built in or used while students were taking their tests?
Ways in which my CT and I have made sure that this test will accurately measure all student' knowledge has been to incorporate what we are measuring on this test into the formative assessments throughout the unit. When conferring with students, we have kept our learning goals (place value/subtraction strategies) in the forefront. By this I mean that when conferring with students we, for example, emphasized and guided students toward thinking about place value when solving subtraction problems. We also used similar problems so that the format would be familiar and consistent. We also incorporated 'mini-quizzes' in order to assess if we were on the right track, toward conceptual understanding of place value/strategies as well as procedural efficiency. Sometimes we saw students who were getting this and sometimes we did not, and we needed to refocus. This occurred a lot during place value, where we eventually adapted the curriculum by using a new and different approach with both manipulatives(place value blocks). Adaptations such as this helped students to visually see place value in a new way.
Many adaptations during the test have been built into this classroom already and I utilized these for all the assessments. Adaptations included: sitting where you were most comfortable to take the test, using test taking strategies that have been explicitly taught and practiced, and having the directions clearly stated and written out.
3~ How will what you teach next be informed by this assessment?
What we teach next will be greatly informed by this assessment. For students who show strong understanding both conceptually and procedurally regarding place value and strategies will be strongly prepared for the next investigation which focuses on bigger numbers. Next steps for students who are not showing strong conceptual and procedural understanding will be more conferring and additional teaching of these two learning goals. Going back to using smaller numbers will could be an option until there is confidence that they are ready to move up to the larger numbers. It will vary with each student and depending on where there current skill level lies. This may take one small group lesson for some of the students or the whole next unit for others. This will be a bridge to cross when figured out.
4~ How will what you learn from this assessment change how you would teach this lesson next time?
Preliminary analysis of this assessment has left me feeling both proud of the students and a little disappointed with myself. A large, pretty darn large!, majority of the students did really well. A lot of 4's and 3's and only a few 2's and no 1's (there are many aspects of a grade for this assessment so I am generally talking about specific to place value and subtraction strategies only) BUT.... basically, the 3 students who are still struggling the most were the students I conferred with regularly. This can be looked at two ways and I am choosing to look at both of these ways. One way to look at it... I know these students fairly well from conferring so often throughout these lessons. Because of this, I am in a good spot to continue supporting them and to give them some good solid final pushes regarding this content area. A second way to look at this.... I need to really think about and mull over why my conferring with them did not help them to better succeed. What can I do during conferring to improve student learning. There was some improvement but not nearly enough.
Lesson specific, I would change numerous things the next time I taught this mini-unit. I would use place value blocks from day one (no 10,000 chart), I would dig deeper and look more in depth at the strategies they come up with on their own and then try to really highlight those examples that fit in with the desired strategies from lesson. I also would like to think up a better way, other than pencil and paper, to have given the pre- and post-assessments. I like the way we wrote the test and the format is very conducive to turning into data, but it still felt like such an archetypical assessment. Good, bad....still deciding! Other changes would be to have calendar time be even more intimately connected throughout the lessons instead of just at the very end (thanks to Carole for implementing that!) There is more I am sure and some that I would keep the same. This will all be detailed even further as I analyze my data further and complete the finishing write-ups for my TWS. My debriefing with Carole also gives me even more insight so I am sure that I will update this real soon with new thoughts.
In general:
This was a great experience. My personal math content knowledge is always challenged in such an interesting way when teaching math. It is really interesting to be learning math in a whole new way (the math sequence helped me to prepare for this but these experiences are more personal and thus impact me so much more) while also teaching a more conceptual approach to the students when I am still figuring it out myself. There was still a slight detachment since the TWS is not truly a whole investigation or unit. Things that went well: getting in front of the classroom so much that I began to feel more comfortable with dialogue between me and the students. I really want to work on asking more meaningful questions rather than yes or no questions. I also felt that we tried very hard to bring in other methods and visuals when what was happening was not working. I know that I felt really excited when bringing in place value blocks to replace the 10,000 chart. It felt exciting to problem solve and give more effort in finding a way to help them see it.
And lastly, there will be more to come about this.....my reflection has only just begun.... to live....{carpenter reference/joke.... :) }
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