Mod. #8: Lessons Learned

During this semester of working in the classroom I have grown a greater appreciation for the job titled "teacher".  I have seen the good, bad, and ugly and have witnessed the great joy that comes to being a teacher; watching a student FINALLY understand a difficult subject matter, witnessed children including those with learning disabilities, and watched teachers actions towards their students in all manners.

During my observations I have found out that organization is a major factor in how well the classroom runs.  I watched and asked the teacher how she came to terms with how she would organize.  The classroom I worked in was very organized - in both the atmosphere and what was expected of the students.  At all times, because of constant reminders, patterns, and examples set by the teacher, her students knew exactly what to do, how long they would be given for each task/subject, and where to turn in certain items.  Each day they were assigned a different colored pen, this helped with note taking and organizing what they did each day.  I learned that in order to make any class run smoothly, organization is a MUST.

I was a witness to the different styles and levels in which students learn.  There were some who had to doodle on a piece of paper constantly - often I would wait for the teacher to ask them to put their paper and pen away, however I was always surprised when they drank in every bit of information as those who sat watching the teacher throughout her explanation.  I learned that there were those who were great in math, some in science, and others in reading.  Not a single person excelled the entire class in all subjects taught.  There were even those who had a form of autism, yet were brilliant at math.  I learned patience and that raising your voice only adds to the commotion.

I have really grown this semester from going and observing the classroom with a reason.  I am even more anxious to begin my own career as a teacher.  I have truly enjoyed watching and observing the teachers while paying close attention to small details I had never noticed before.  

Mod. #7: a Smooth Class

I am sure it's the warm weather, or possibly the end of the school year excitement, which ever one - the 4th grade classroom is full of chatty laughter, anxious movement, and plenty of excessive drama (btwn boys/girls... girls/girls... boys/boys)  --- you name it.  It's there.

The teacher of this classroom has the calmest composure I have ever witnessed.  She never raises her voice, her temperament is in a constant even line.  I'm in awe over this ability.  When one student is being disruptive she calmly states: (name) - that's a level.  Each level represents time periods of either missing recess or staying after school.  On level 4 they miss the monthly "frenzie" - a party for all the 4th graders who have kept a good record in attendance, homework, classwork, and respectfulness.  At level 5 they are sent to another room to fill out a "think sheet" - claiming their misbehavior and then explaining how this will be fixed.  It works wonders with this group.

If the entire class is out of whack a bit, a 'second' timer is started, which she holds in her hand patiently and quietly at the front of the room until the desired atmosphere is met. With no yelling, raised tension, or aggravation: her purpose is met and understood completely.

Every morning the class is introduced to the schedule for the day, what to expect, what changes have been made, and what is expected of them from the teacher.  I am amazed how responsible and grown up these 9 & 10 year old's can be when given the responsibility to act in the teacher's expected manner.  The entire classroom is clean and organized, a place for everything and EVERYTHING in it's place.  (I have thought about taking photo's for myself --- for future help."

I asked her the other day how she keeps her cool in the classroom.
She glanced sideways at me, and with a slight grin coupled with a sarcastic laugh she replied:  "I don't..."  She does.  I'm amazed.  Always. 

Mod. #6: Best Teaching Practices/Strategies

I believe math and science are two of the easier subjects to have children participate in, mentally - physically - using all their senses to gain knowledge by more than just sitting at their desks, taking notes (& then dozing off or fidgeting w/ their neighbors or made up toys).

My chosen classroom works on math & science when I am in there to volunteer.  I am amazed at their brilliance. Today - while preparing them for their unit test in science, the teacher was performing a song for them about the different rocks in the rock cycle.  Singing to the tune of "Row Row Row Your Boat" - she introduced them to singing in a round (which was hilarious to watch - as it seemed that most of them had never participated in such a thing before).  By the end of the song, the participation level was high, the children were giggling over the fact that "it sounded like gibberish", and then continued singing for their own pleasure.  

A smooth transition was then made - going into math.  Fractions.  Adding fractions.  Comparing fractions.  Learning about fractions.  Yesterday they were given a problem:

The following fractions are not equal.  

Why?  

Which one would be the larger?

1/2 + 1/3 or 2/5?

She had them work alone on this problem yesterday, then turn in their work (even if they had written nothing down - she just wanted to see where their thought process was heading). 

Today she handed back their work, explaining that some of them were spot on, some still needed to investigate a little bit more.  The students were put into groups of 3 for about 15 minutes to discuss their findings.  I walked around listening to their ideas, as they took out strips of paper to make the different fractions, or watched them draw pictures - some pie graphs, others were rectangles portraying the different measurements.  I was amazed at their ability to figure something out -- before being fully taught.  Some helped those who weren't understanding by drawing it out, then using physical items to state their claim.  In the end, everyone sat back in their seats while the teacher called on 5 children to show off their handy work.  

I truly believe children today are quicker thinkers and are more intelligent than we give them credit for.  I really love that this teacher lets them use their imaginations to figure out ways of learning math and science.  

Mod. 5: Important Roles of Teachers

Hammering down THE most important role of a teacher (in my mind) is comparable to labeling an entire class under one word.  It can't be done.  There are so many important roles that a teacher plays, to me, in this time in my career path and through my hours of working in the classroom, one of the most important roles would be the role of caretaker and mentor.

A teacher needs to appreciate each child under their care.  With such a wide range of characters and learning capabilities, it is imperative that (even as difficult as it may be on some days) the teacher have equal amount of concern and care of each of his/her students.  I have learned from watching and asking questions that in order for a teacher to gain the trust of her students they must know that she appreciates them unconditionally.  One of the teachers that I have come in contact with was telling me that she was reading something in one of her students journals, talking about the teacher - mentioning how he thinks she's "so mean.  She seems so grumpy sometimes".  She told me, "that changed everything.  I knew I needed to change.  I look at it as - some of these children see me and are under my care for more hours in the day then their actual parents.  I need to make sure that they know they are appreciated and loved for who they are and what they can be."

Another teacher told me to deal and correct those who might be challenging and then focus on the positive aspects of the day (to keep your sanity in tact).  I think my children have appreciated those teachers who have taken the time out to help them as needed and have empathized with them when they feel overwhelmed or confused in a certain area.  Again, as long as the student knows they can trust their teacher, and that they won't be belittled by their teacher, they will respect him/her that much more.

Hats off to teachers!

Post #4: How does this teacher manage assessment?

In the classroom I have been observing, the teacher does a fabulous job at being consistent with observing and managing assessment of her students.

This classroom happens to have a wide variety of learning capabilities.  She has some who have tested for the excelling learning program and others who are pulled out of class for special education services ranging (some all day long and other's just once or twice).

As class work is given, this teacher will pull different groups back to her table - she sometimes just listens to them, paying close attention to how they are working and figuring out problems, and then other times (as needed) she offers extra help or tutoring on a subject they are struggling with.  She is also very good at walking around the classroom as the kids are participating in group learning centers, listening to their discussions and helping as needed.

I have been in the classroom when she's had to pull groups of kids back for core testing such as their reading and comprehension levels.  This is usually done at least twice a year, around parent teacher conferences, so that the teachers can let the parents know how they have excelled in their reading throughout the year and what improvements need to be made.

It has been a great example for me on how to keep up with your class's needs.  A great way to know the individuals in your classroom, not only through testing but through daily observing.

(Not all children test well - I am one of those - so daily observance can help know the child, so when the assessment time comes the teacher has a more clear idea of where their talents/skills/faults lie.  And can possibly know whether their assessment (testing) is a true depiction of their learning capabilities or if they actually perform better when not being tested....  this is through my own observations and personal opinion)

Post #3: IDEA

This week we are learning about IDEA and the effects I have seen in the classroom from this law (and one's like it).  I have been working in the fourth grade setting, at a school where the children are extremely kind and including to those who are labeled as being in special ed or have learning disabilities ranging from ADHD to Autism.

Today I assisted a boy who has aspergers.  He is quite intelligent and does extremely well in his studies, however on "bad" days he tends to get off task and becomes angry when he isn't able to complete his assignments.  He is taken out of the regular classroom setting for help in reading and some math, however spends most of his time in his regular ed class.  I am amazed at how well he accomplishes his assignments when he his teamed up with another patient student.  He becomes anxious and extremely happy with his accomplishments as they close their completed tasks and move onto the next subject.  Although his note taking skills are slow and can be unreadable (which often ends with the slamming of his pencil on his desk) he has learned to let me or other's take notes for him as he falls behind in the task (as long as he is asked for permission to do so.)

I also have noticed the positive influence this young boy has had on his classmates.  He has taught them tolerance and diversity.  He has been able to tutor them at times when he has fully comprehended the assignment that his peer has not - which in turn gives him a major self esteem boost, knowing that he is needed just as they are.  My personal experience with IDEA through my observations is that not only does it help the child with the learning disability to feel and stay connected with his peers, it can teach children who don't necessarily have a learning disability  to have tolerance and patience for those who are slower learners or have a disability that requires patience and extra help.

Post #2

In this section of EDEL 1010 we have been learning about the history of education, mostly pertaining to the Civil Rights and Brown vs. Board of Education.  I truly enjoy reading and learning about the history of our country, the long road we have taken, but am often alarmed at those who came before us.  The horrific attitudes that were en graven in the schools and in the students during the time of segregation is appalling to me. I can't imagine treating another human being in such an appalling manner.

As I work with children in my chosen school, I honestly don't see any type of favoritism nor lack of interest in one student or another from the teacher.   Although there are some who are more rowdy, more wiggly, or more chatty, there is equal tolerance by the teacher - such a wonderful example.  

In the 4th grade, they are learning about the history of the state of Utah.  The children have been assigned to make an "alphabet book" which contains information about the state of Utah, each letter of the alphabet representing a famous person, place, or thing.  The child I have been helping during this assigned time has a difficult time with reading and writing.  Instead of being frustrated with this student, the teacher (knowing help will be in there) asked me to assist him as he comes up with words for each of the blank letters on his paper.  As I chat back and forth with him on his knowledge of "Utah", he quite often surprises me, and himself with how much he actually knows, just by discussing it out loud with someone.

By working on this project, I have come to realize more and more that not all children learn the same way, but that they each have their individual talents and unique way of learning and should not be shunned nor thrown aside just because they can't sit down, open a book, and see the answer jump off the page.   While there are some children in this class that speed ahead and have completed this particular assignment in a flash, there are those who need more (careful) time spent on this assignment, not only because they might be slower in their reading and writing skills, but possibly because they just learn differently.  I have learned that this is okay.  To have patience with these children.  As long as they are doing the best they can, that is all that matters.

More importantly.  I have learned, from my observations, that a teacher should never give students any reason to judge another student on their lack of skill in one area or another.  The classroom setting I get to participate in is very equal.  The children are there for one another.  They share when are given permission, and help their peers (friends or not) when given the chance.  It's an amazing thing to see and be a part of.

What developmental differences do you see in the children in the classroom. Blog post 1

I have been working in a 4th grade classroom of 30 children. This class has a wide range of learning levels ranging from a child who is on the lower end of the autism spectrum to children who are soon to be testing into an accelerated learning class for the 5th and 6th grades.  Although the academic range consists of a wide variety of levels, the teacher has been able to captivate the children in different aspects of learning styles.

On my first day of observing,  the teacher was just beginning the process of introducing Geometry to the students.   She wrote out and explained the geometric terms they would need to know, writing the terms down for the students to copy in their "math vocabulary" journals.  After explaining and making sure that all the students understood each vocabulary term, she insisted on 30 seconds of silence (per term) for everyone to have the chance to copy down the notes provided. Some of the children finished promptly and began being silly, but were immediately reminded of the 30 seconds of silence. Other's were a bit frustrated that this was not enough time, however were reminded that they had plenty of time later to catch up as needed.  As the note taking came to an end, the teacher explained their classwork assignment then drew names out of a can for pairing up on the assignment.

I was able to work with two boys who are on the autism spectrum, but are able to function in the normal classroom setting. One of the boys was excited about geometry and understood the concepts well, while the other giggled a lot, attempting to get all three of us off track.  We were able to bring his attention back to the homework by using visual aids in the classroom while figuring out which triangles were obtuse, acute, and right.    As I had a moment to roam the classroom, some of the "smarter" children were patiently describing different angles, using drawings, books, and other items in the classroom as examples for their partners who were struggling a little bit with the concepts.  The teacher walked around and helped as needed, however the children were paired up fairly evenly and seemed to work well together.

As the time came to an end, students returned to their desks while the teacher called them one by one to answer and show their work on the board.  When they were wrong, she didn't embarrass them nor put them down.  Instead they worked it out together while she complimented them on their hard work and great attempt, letting them know that this was a new concept which they would understand quickly.  I really appreciated the methods the teacher used to help the students understand angles and measurements.  She showed them by using pictures, associated the words with something familiar to help them remember the correct angle and term, the class wrote the different styles down, compared the angles with things in the classroom while working with a partner, and then they took turns writing these on the board.  It was a very fun and positive atmosphere to begin my observation in.