Spending seven hours a day, four days a week with the students, allows for a lot of quality time. Especially with three, four, and five years old the nuturing side of any teacher would begin to show and strengthen. I can't describe why it happens or when it happens or even how it happens, but it seems with every teacher there were always be a student or two, with whom the bond created is deeper, the trust is stronger, and the understanding is crystal clear.
Looking at all of my students, I feel like the mother to them all. I worry about them, I care for them, I love them, and I want each and every one to succeed. I know each child. I know how he/she thinks, what he/she likes, what he/she thinks is "cool", what he/she enjoys doing outside of school, I know the names of their pets, their dolls, their action figures, and I know what they need - emotionally, socially, and academically.
The three year old in my class has created a stronger bond with me than some of the other students. The level of trust I have gained with this child is nothing short of extraordinary ... considering that for the first couple of months of school, he would scream and cry and sleep his way throughout the day.
I know this child is independent. He doesn't want to hold your hand as he gets on the bus. I can understand this child. I know what he is trying to say when others cannot understand his speech. I know this child wants to participate but at times is intimidated by the other students. I know he will come to circle if he gets to sit on my lap, sit near me, or have a "helper" task. I know that when others try to force him to do something, get stern, or are intimidating, he will lash out. I know that when he has a "fit" for not getting his way, it will last no longer than three minutes. I know that in order for him to go to sleep he will need the bean bag down off the shelf.
... As I know this child and know how fragile he is, my motherly instincts take over. When I see another adult who does not understand him, become frustrated when they can't understand him, or when he isn't "listening" to them, I can not help but to step in - I want him to be successful. I want him to enjoy school, not to become afraid.
As I reflect back, I see so many large gains in him. From now sitting with the other kids in class, to lining up among them, to sitting in his own spot at circle, I know his trust in the school is building. But, as I think about the bond I have with this child, I can't help but worry. What will happen to him next year? Will someone else be as understanding and patient as myself and his other two teachers have been with him?
I worry about all my students, for they have become my children, and my motherly instincts are in full force.
Friday, November 9, 2012
Friday, November 2, 2012
Full Time Teaching
This week finished out my full time teaching. I cannot believe how quickly the time came and went. I truly enjoyed every single day, and along with the kids, I was learning something new with every day.
The ball study ended up lasting five weeks, with a little bit of Halloween and Fire Safety activites mixed in along the way. I believe the students enjoyed the ball unit, as every day at least a couple of students would always write, "I want to play at balls" on their play plans. Using the ball study allowed for an almost seamless integration of my action research of incorporating physical activity/gross motor skills of catching and throwing as well.
My initial beliefs were the ball study would be much like the science learning cycle I did last semester in third grade but much more in-depth. Wereas everything would be centered around balls and students would really be into the discovery and inquiry focused on the different essential questions: Who uses balls? What are the purpose of balls? What are balls made of? What makes them bounce? What makes them roll? etc.
However, reflecting back, I realize my initial "beliefs, hopes, ideas, etc." were not developmentally appropriate. Preschool Philosophy revolves around three central statements: Instruction is embedded in play. Major focus is to facilitate peer social interaction and concept development. Instructional activities are very brief and concrete.
The students utilized the balls at various times throughout the day. But, the dramatic play area was used for more than a ball store. The blocks were used for more than building ramps and science was used for other activites besides looking inside and outside of balls. But, through having the balls available for play in any areas at any time, I found the students did learn through their play,with or without the balls. Just because their day didn't revolve 100% around balls, like my initial thoughts on conducting a "study" would, did not mean they weren't learning.
In fact, I found as the weeks progressed, students were relating back ideas they had learned the previous weeks. I was amazed when one student used the term "circumference" to discuss the balls. I could not believe that word had stuck with him. The students enjoyed "playing with the balls" and through their play, they learned crucial math, science, and literary ideas. Such as size, weight, circumference, force, energy, simple tools and a wide variety of new vocabulary terms.
While planning, I found having one or two critical questions of the week really helped to focus on specific workstations and discussions and helped to "build" each week upon the other.
During teaching, I found pre-k is not much different than the older grades. They love to be active, their attention span is limited to 10 minutes, and when that time is up, it's time to move on - it's not at ime to "punish" them for not being able to sit still any longer, their little bodies can't take it!
In fact, I believe teaching pre-k has taught me critical ideas that will be beneficial and almost needed in the older grades. Every student, no matter the age, deserves the patience, love, and understanding that makes up a pre-school teacher.
The ball study ended up lasting five weeks, with a little bit of Halloween and Fire Safety activites mixed in along the way. I believe the students enjoyed the ball unit, as every day at least a couple of students would always write, "I want to play at balls" on their play plans. Using the ball study allowed for an almost seamless integration of my action research of incorporating physical activity/gross motor skills of catching and throwing as well.
My initial beliefs were the ball study would be much like the science learning cycle I did last semester in third grade but much more in-depth. Wereas everything would be centered around balls and students would really be into the discovery and inquiry focused on the different essential questions: Who uses balls? What are the purpose of balls? What are balls made of? What makes them bounce? What makes them roll? etc.
However, reflecting back, I realize my initial "beliefs, hopes, ideas, etc." were not developmentally appropriate. Preschool Philosophy revolves around three central statements: Instruction is embedded in play. Major focus is to facilitate peer social interaction and concept development. Instructional activities are very brief and concrete.
The students utilized the balls at various times throughout the day. But, the dramatic play area was used for more than a ball store. The blocks were used for more than building ramps and science was used for other activites besides looking inside and outside of balls. But, through having the balls available for play in any areas at any time, I found the students did learn through their play,with or without the balls. Just because their day didn't revolve 100% around balls, like my initial thoughts on conducting a "study" would, did not mean they weren't learning.
In fact, I found as the weeks progressed, students were relating back ideas they had learned the previous weeks. I was amazed when one student used the term "circumference" to discuss the balls. I could not believe that word had stuck with him. The students enjoyed "playing with the balls" and through their play, they learned crucial math, science, and literary ideas. Such as size, weight, circumference, force, energy, simple tools and a wide variety of new vocabulary terms.
While planning, I found having one or two critical questions of the week really helped to focus on specific workstations and discussions and helped to "build" each week upon the other.
During teaching, I found pre-k is not much different than the older grades. They love to be active, their attention span is limited to 10 minutes, and when that time is up, it's time to move on - it's not at ime to "punish" them for not being able to sit still any longer, their little bodies can't take it!
In fact, I believe teaching pre-k has taught me critical ideas that will be beneficial and almost needed in the older grades. Every student, no matter the age, deserves the patience, love, and understanding that makes up a pre-school teacher.
Wednesday, October 24, 2012
The rewards
It is no secret, that anyone who decides to teach is not in the profession for the pay. For teacher, the rewards are not monetary, but still they are heavy in worth.
This semester has been trying for me. After spending 500+ hours gaining experience in the classroom, I have confidence in my ability and my knowledge to teach. At times during this semester, I step back and have to laugh that I am full time teaching, including all of the responsibilities but instead of getting paid for my hard work, I am paying to do it all. Paying for the late nights spent planning, paying for the late evenings preparing materials and the classroom. I found myself getting caught up in the notion that "I'm doing this for free as part of my education, even though I feel like I'm ready to do it 'for real'".
Tonight, at parent teacher conferences, I realized I'm not doing this for free. I'm still getting the rewards of teaching, and that is worth all the late nights, all the stress of juggling school, full time teaching, and a part time job. In fact, I'm beginning to wonder if I've done enough? Do I deserve it all?
Earlier this week, out of no where a little girl pipes up with, "I love you Miss Emily." Every single day, I get more hugs than I can count. Every afternoon, someone has written me a piece of mail and placed it in the mailbox for me to find. Last week, I had two parents thank me for something I had done for their child.
A child who at the beginning of the school year, couldn't get through a single day of school to the point where he would sleep it away and who wouldn't talk to anyone, wouldn't play, would do nothing ... well, today he went to a workstation, did the work, and lined up IN LINE AMONG HIS PEERS.
Another student, who at the beginning of the year, could not listen, could not share, and struggled with learning and engaging in the routine - became engaged in the workstation, was determined in his play, ENCOURAGED HIS PEERS TO MAKE A PLAN, sat a circle like a perfect student, and SHARED THE BALLS with others. Being able to reflect on his accomplishments and his growth with his mother at parent teacher conferences really hit home for me. It was the eye-opener, the refresher I needed - the reminder of why I do, what I do. Seeing his mom bask in his accomplishments, become emotional when talking of his growth, and share the wonderful things she's been seeing, was worth more than any pay check - especially when knowing I shared a part in all of this.
To many, these occurrences I write of, may sound petty - some may laugh and say, "so what if the kid lined up", "so what if the kid shared the ball" ... and to them, I would say - you just don't understand. You don't understand the hard work and the deliberate and purposeful planning and conversations that have occurred about and around the students to get them to that point. You don't understand what these children are coming from and you surely don't understand how large of an accomplishment these "petty things" are, and you certainly don't understand that that one child lining up among his peers deserved a celebration today. Because, you simply don't understand these children like I do.
Reflecting on the accomplishments on the growth of the children over the course of these two months is amazing. I can only imagine where they will be at the end of this semester, let alone the end of the year. I don't know what it was about this week - but I saw so much growth that has rekindled my fire - my need to continue to grow myself in order to continue to challenge and better these students, every single one of them. It was as if this week was a sign - coming to me, when I needed it and serving as a reminder of what really matters, the students.
I'm still in awe of the week that we had. The minor daily occurrences that were HUGE ACCOMPLISHMENTS for individuals - the satisfactions of knowing that what we are doing, IS working. You just can't get any better than that.
This semester has been trying for me. After spending 500+ hours gaining experience in the classroom, I have confidence in my ability and my knowledge to teach. At times during this semester, I step back and have to laugh that I am full time teaching, including all of the responsibilities but instead of getting paid for my hard work, I am paying to do it all. Paying for the late nights spent planning, paying for the late evenings preparing materials and the classroom. I found myself getting caught up in the notion that "I'm doing this for free as part of my education, even though I feel like I'm ready to do it 'for real'".
Tonight, at parent teacher conferences, I realized I'm not doing this for free. I'm still getting the rewards of teaching, and that is worth all the late nights, all the stress of juggling school, full time teaching, and a part time job. In fact, I'm beginning to wonder if I've done enough? Do I deserve it all?
Earlier this week, out of no where a little girl pipes up with, "I love you Miss Emily." Every single day, I get more hugs than I can count. Every afternoon, someone has written me a piece of mail and placed it in the mailbox for me to find. Last week, I had two parents thank me for something I had done for their child.
A child who at the beginning of the school year, couldn't get through a single day of school to the point where he would sleep it away and who wouldn't talk to anyone, wouldn't play, would do nothing ... well, today he went to a workstation, did the work, and lined up IN LINE AMONG HIS PEERS.
Another student, who at the beginning of the year, could not listen, could not share, and struggled with learning and engaging in the routine - became engaged in the workstation, was determined in his play, ENCOURAGED HIS PEERS TO MAKE A PLAN, sat a circle like a perfect student, and SHARED THE BALLS with others. Being able to reflect on his accomplishments and his growth with his mother at parent teacher conferences really hit home for me. It was the eye-opener, the refresher I needed - the reminder of why I do, what I do. Seeing his mom bask in his accomplishments, become emotional when talking of his growth, and share the wonderful things she's been seeing, was worth more than any pay check - especially when knowing I shared a part in all of this.
To many, these occurrences I write of, may sound petty - some may laugh and say, "so what if the kid lined up", "so what if the kid shared the ball" ... and to them, I would say - you just don't understand. You don't understand the hard work and the deliberate and purposeful planning and conversations that have occurred about and around the students to get them to that point. You don't understand what these children are coming from and you surely don't understand how large of an accomplishment these "petty things" are, and you certainly don't understand that that one child lining up among his peers deserved a celebration today. Because, you simply don't understand these children like I do.
Reflecting on the accomplishments on the growth of the children over the course of these two months is amazing. I can only imagine where they will be at the end of this semester, let alone the end of the year. I don't know what it was about this week - but I saw so much growth that has rekindled my fire - my need to continue to grow myself in order to continue to challenge and better these students, every single one of them. It was as if this week was a sign - coming to me, when I needed it and serving as a reminder of what really matters, the students.
I'm still in awe of the week that we had. The minor daily occurrences that were HUGE ACCOMPLISHMENTS for individuals - the satisfactions of knowing that what we are doing, IS working. You just can't get any better than that.
Friday, October 12, 2012
Week 3 Full Time Reflection
This week was a week of adjustments and a week of firsts.
It began by having an ISE day. This was the first time I have been included in a ISE day. My assumptions was always it was a day for teachers to work in their rooms and attend small professional development activities and/or meetings. Boy, was I wrong.
At least for this particular ISE day, we had NO time to work in our classrooms. We spent the first half of the day, recognizing our partners in education and cleaning out the stage in the school - as required of every teacher. The second half was filled with a Choosy Kids follow-up seminar to our grant responsibilities. By the end of the day, I was exhausted and hadn't completed the items that I had hoped or planned to do. My expectations sure did receive a reality check!
Second up that week, was a field trip. While I had attended field trips in the past, I had never been the "responsible/acting" teacher at the time. I was truly amazed at all the precautions that most be completed before attending. Such as, meeting with the nurse to gather all medications, epi pens, inhalers, etc. that needs to be available in case of an emergency. And, with little ones, the importance of getting everyone to the bathroom before boarding the bus - which takes TIME.
I feel I was successful in getting the students prepared for the field trip, even if I did wait a little too long to begin bathroom trips. We went over expectations - both of their behavior and in what they should expect while on the field trip. To help with behavioral issues I strategically paired up the students with a student that would be "best" for them in keeping behavior in check. For one of the more "rowdy" boys, I deliberatly paired myself with him. Held his hand while boardin the bus, sat by him on the bus, and near him during the play. I truly feel that the field trip was a great time for the students, and a nice change of pace to help reinforce fire safety.
Even though, I had to go home sick on Wednesday, I feel I had a wonderful and successful circle time. In the morning, I had students make a guess as to how many marbles were in the jar. There were 14. I had guesses from 5-100. At circle, we counted them all together and found there were 14. I then had them count 14 other balls with me, and we compared what those 14 balls looked like in relation to the marbles. They all agreed that it looked like there were more other balls than marbles becuase they were bigger. Some of the students still had the misconception that there were more balls than marbles because of their size. To help bridge this gap, I then passed out the marbles to 14 students and then handed them each a ball from the other bin to physicall prove there were the same amount. During choice time, I also found a great opportunity to extend a student's play. This student was "baking a cake" in the sand area. I turned this into a shared writing experience by having this student dictate what they were adding into their cake mix and writing it down.
On Thursday, I felt I made another successful adjustment during circle time. I saw students were become antsy towards the end, and we still had a couple more minutes until we could get ready for gym. I had planned to read the story, Bounce. I continued with my plan of reading the story, but I had them stand up and act out the story as I read (bouncing along like the characters). Integrating movement kept the students engaged and helped control their antsy behavior.
I was also quick thinking and began using the term, Inside Muscles. Students have a clear grasp on inside voices and respond well with those reminders when playing inside. We have a few students who struggle to play nicely and not as rough while inside, so we had a discussion on inside muslces. The secret sender included the term in the morning letter and then the students had to explain what they thought it meant and how they could use it.
On Thursday, during choice time, I was observed by my coordinator. The feedback was all positive and noted my abilities to redirect and provide ideas for behavior at the dramatic play area. She noted my strength in modeling behavior, asking questions, revisiting children and their work, providing praise, and integrating interests (puppets) into the transitions and behavioral reminders.
Overall, there were many adjustments that needed to be made this week. The schedule was different because of the ISE day on Monday, Field Trip on Tuesday, and then I went home sick on Wednesday and then on Thursday, had to enter in check points with my teacher in the afternoon. From all of these adjustments, I found that I am flexible and I found the benefit in having detailed lesson plans. As my teacher was able to resume responsibilty from my lesson plans on Wednesday and Thursday the substitute was able to use my plans as well.
Looking ahead into next week, I have a few questions.
I am unsure how to balance imaginative play with teacher directed play. Some students when left to their imagination it turns into a behavioral problem, too rough, using weapons, etc.
How do you moderate and extend play for those at a lower level? This goes in with the question above, some of those students struggle with taking teacher input for extending purposes.
It began by having an ISE day. This was the first time I have been included in a ISE day. My assumptions was always it was a day for teachers to work in their rooms and attend small professional development activities and/or meetings. Boy, was I wrong.
At least for this particular ISE day, we had NO time to work in our classrooms. We spent the first half of the day, recognizing our partners in education and cleaning out the stage in the school - as required of every teacher. The second half was filled with a Choosy Kids follow-up seminar to our grant responsibilities. By the end of the day, I was exhausted and hadn't completed the items that I had hoped or planned to do. My expectations sure did receive a reality check!
Second up that week, was a field trip. While I had attended field trips in the past, I had never been the "responsible/acting" teacher at the time. I was truly amazed at all the precautions that most be completed before attending. Such as, meeting with the nurse to gather all medications, epi pens, inhalers, etc. that needs to be available in case of an emergency. And, with little ones, the importance of getting everyone to the bathroom before boarding the bus - which takes TIME.
I feel I was successful in getting the students prepared for the field trip, even if I did wait a little too long to begin bathroom trips. We went over expectations - both of their behavior and in what they should expect while on the field trip. To help with behavioral issues I strategically paired up the students with a student that would be "best" for them in keeping behavior in check. For one of the more "rowdy" boys, I deliberatly paired myself with him. Held his hand while boardin the bus, sat by him on the bus, and near him during the play. I truly feel that the field trip was a great time for the students, and a nice change of pace to help reinforce fire safety.
Even though, I had to go home sick on Wednesday, I feel I had a wonderful and successful circle time. In the morning, I had students make a guess as to how many marbles were in the jar. There were 14. I had guesses from 5-100. At circle, we counted them all together and found there were 14. I then had them count 14 other balls with me, and we compared what those 14 balls looked like in relation to the marbles. They all agreed that it looked like there were more other balls than marbles becuase they were bigger. Some of the students still had the misconception that there were more balls than marbles because of their size. To help bridge this gap, I then passed out the marbles to 14 students and then handed them each a ball from the other bin to physicall prove there were the same amount. During choice time, I also found a great opportunity to extend a student's play. This student was "baking a cake" in the sand area. I turned this into a shared writing experience by having this student dictate what they were adding into their cake mix and writing it down.
On Thursday, I felt I made another successful adjustment during circle time. I saw students were become antsy towards the end, and we still had a couple more minutes until we could get ready for gym. I had planned to read the story, Bounce. I continued with my plan of reading the story, but I had them stand up and act out the story as I read (bouncing along like the characters). Integrating movement kept the students engaged and helped control their antsy behavior.
I was also quick thinking and began using the term, Inside Muscles. Students have a clear grasp on inside voices and respond well with those reminders when playing inside. We have a few students who struggle to play nicely and not as rough while inside, so we had a discussion on inside muslces. The secret sender included the term in the morning letter and then the students had to explain what they thought it meant and how they could use it.
On Thursday, during choice time, I was observed by my coordinator. The feedback was all positive and noted my abilities to redirect and provide ideas for behavior at the dramatic play area. She noted my strength in modeling behavior, asking questions, revisiting children and their work, providing praise, and integrating interests (puppets) into the transitions and behavioral reminders.
Overall, there were many adjustments that needed to be made this week. The schedule was different because of the ISE day on Monday, Field Trip on Tuesday, and then I went home sick on Wednesday and then on Thursday, had to enter in check points with my teacher in the afternoon. From all of these adjustments, I found that I am flexible and I found the benefit in having detailed lesson plans. As my teacher was able to resume responsibilty from my lesson plans on Wednesday and Thursday the substitute was able to use my plans as well.
Looking ahead into next week, I have a few questions.
I am unsure how to balance imaginative play with teacher directed play. Some students when left to their imagination it turns into a behavioral problem, too rough, using weapons, etc.
How do you moderate and extend play for those at a lower level? This goes in with the question above, some of those students struggle with taking teacher input for extending purposes.
Sunday, October 7, 2012
Week 2 Full Time Reflection
With each passing week, I am learning and understanding the responsibilities and duties teacher have, it is imperative that lesson plans are thoughtful, purposeful, and meaningful, as it can make the world of difference.
This week, I found that integrating "two themes" was very difficult. We had to hit on fire safety as we are going on a fire safety field trip next week, but yet, I had planned to begin my action research and the exploration phase of our ball study. I realize now, I should have postponed the action research and ball study and focuses solely on the fire safety, as it would have been more meaningful for the students.
The main lesson learned this week:
Less is more.
Less is more.
So far, it appears the students are very interested in the ball study. I am so excited to continue on with more exploration next week and then getting into more focused discoveries around balls. I found students writing on their play plans that they wanted to visit the ball collection. I also found the ball collection helping students behavior. As some of the boys who struggle with staying on task, not being rowdy, etc. are so interested in the ball study that they will stay in that area during choice. It even leads to more focused learning for them, as they were eager to classify the balls, asked to write and act out a play around balls, and use them outside.
Overall, integrating the balls into the classroom has helped teach sharing and turn-taking, as students are engaged in throwing games (action research) in which they must take turns. This benefit is huge - as a main goal of preschool is socialization and social skills!
The addition of picture word cards to the mail center has been wonderful. Everyday the mailbox continues to be full of letters written by the students to their parents, teachers and other students.
I also found that the students enjoy class projects, such as building the 3-D house for the fire poster competition. They were all so eager and wanting to help add to the house. I hope to incorporate more group projects like this in the future. The students also LOVED the book "Stop that Ball". It was a book that my mentor teacher picked up the night before I began the unit. I did not have time to look it over before hand and I wished I would have, as I realized after reading it there were so many extension activities that could have been done - such as having them act it out in the dramatic play area, or extending the story by creating a picture with a little red pom pom ball. I also realized through reading this book the available and new vocabulary words that were picked up by the students.
As a result, next week, I will be encouraging students to take the book with them to the dramatic play area to act it out with a red ball. I also will be beginning a word wall that is located in the writing center that will display new words learned with the picture and word so students can include them in their letters.
Overall, I feel good about this week. As mentioned above there are a few areas in which I could have improved, but I am looking forward to moving into next week.
Questions to look into from this week:
How can you help facilitate instead of leading play writing?
What can be done for students who struggle with self-regulation and listening?
How can you help facilitate instead of leading play writing?
What can be done for students who struggle with self-regulation and listening?
Friday, September 28, 2012
Week 1: Full Time Reflection
I was pleasantly surprised with how well the first week of full time teaching went. I found that with careful and thorough planning the days go by smoothly, except for the unexpected bumps that are sure to happen in any classroom ... which only strengthens the need for teachers to always be flexible.
You can read the lessons written for this week here.
Looking back at this week, the goal was for students to investigate the changing of the seasons and specifically the changes that come with Fall. My hopes were through scientific investigation and research (looking at trees outside, having a leaf collection, and reading nonfiction literature) the students would recognize that leaves in particular, go through many changes in the Fall. As a class, we kept a KWL chart that we added to throughout the week. During the week, I overheard students saying "Look Miss Emily, this is a red leaf" or "This leaf is green and red!" I was impressed with the students ability to become scientists at my workstation and use the binoculars and magnifying glasses outside to look at leaves and then provide observations to be recorded.
I was suprised that by the end of the week, our "learned" portion was lacking on our KWL chart. Even after prompting and modeling, the students will still not providing me with anything they had learned. On a whim, I decided students could act out the cycle of leaves - I mainly decided for them to do this to get moving, as they were struggling to sit still. I found that having them "pretend you are a leaf on a summer, warm day" was effective for hearing what they had learned this week. With each prompt "pretend you are a leaf a summer, warm day, I provided a follow up question, What color would you be?" ... I almost fell over when I heard students say GREEN, because we are eating! I quickly followed up with it's almost winter, temperatures are getting colder, pretend you are a leaf on a really windy day .. What color are you? What are you doing" and students replied with red and brown, and we are about to die and be blown off the tree!
Having the students act out the leaves, not only got them active, but proved to me that they had in fact learned the main objectives this week. Even if they weren't able to tell me in a group setting, they were able to show me and explain the knowledge! It was truly one of the most rewarding experiences of my career thus far.
For this week, I tested out new circle time seating arranagements to separate some boys that had been getting too distracted. I found the new seating arrangment is working much better, but will continue to monitor and make adjustments as needed.
To encourage positive behavior, I introduced a mail box at the writing station, in which a "secret sender" wrote letters to the entire class, and in which I wrote "thank you letters" to specific students that were caught being good throughout the day. The mail box was introduced to the students and they were encouraged to write letters to be "mailed" as well. I was shocked at the amount of letters that had to be "mailed" on Monday afternoon. The students really responded well to the mailbox and I found that it encouraged students to visit the writing station, even students who had never once visited it before! In fact, on Tuesday, we had an overwhelming amount of students write on their play plans that they wanted to write letters!
I found the students also enjoyed the leaf song that was done on Monday. I had other planned for the other days, but since they responded so positively to the one done on Monday, we did it everyday of the week instead of learning new ones!
Adjustments were made for individuals throughout the week as detailed on the lesson plans. During the week my teacher and I also made two more major adjustments to meet student needs. The first being for some boys that liked to get to rough and rowdy in the classroom. We directed their behavior instead to the dramatic play area, in which we helped them plan out a play, select a role, and act out for the audience. The second major adjustment that helped with the boys' behavior and the general atmosphere of the classroom was rearranging the furniture in the room to make the block area larger and not as crowded.
Having a "stock pile" of leaves really helped the lessons go smoothly, as I found that on two of the days we went outside to be "scientisits" someone had raked up all the leaves that morning! It it also helpful to have individualization already planned into the lesson, so when it comes time for that activity, you have an action plan developed to help those struggling students along and to challenge the students who need it. For example, the leaf letter hunt was very successful, but it was found that it was easier for the struggling students to have a "smaller" piles of leaves to sort through.
I recieved positive feedback from both parents and my teachers. During an observation by my coordinator, she pointed out the ability I had to take an "aha moment" of one student and apply to the rest. For example, while being a scientist, one student said her leaf didn't have a stem. I took that exclamation and was able to focus on a vocabulary teachable moment! Parents have mentioned that their students are coming home and talking about letter writing, and writing the letter to the principal and how she came to lunch and how they received their thank you notes, etc. The parents also appreciated knowing what was coming up for the following week - hard work and planning does pay off!
My teachers and observations were very positive, stating that all activities were developementally appropriate and engaging. The students responded well to each activity! Some of my personal weaknesses this week included handling "troublesome" students during circle time. I was unsure how to take care of behavioral issues while attending to the entire group and moving on?
Looking ahead into next week, I want to continue to work on my circle time flexibility - being able to adjust as to students' needs and handling behavioral issues. I want to work on making picture word cards to be added to the writing center that students can reference when writing letters, hoping it will help independency and encourage more students. I also want to research more play ideas to provide students with play scripts that would be able to act out and lead independently.
Friday, September 21, 2012
Puppets
Last year, in the creative expression and movement course, we learned some methods, advantages, and uses for puppets in the classroom. Growing up, I was never big into puppets and I had never developed an appreciation for puppets, so during that segment of the course, I kind of brushed it off, thinking I'll never use this ... oh how wrong I was.
Before school even began, I was introduced to puppets again through my mentor teacher using them on the home visits. I found that she was able to incorporate a story to teach the child some "rules" of the classroom and to ease their fears even before the school year began. The first few weeks of school, she was using puppets everyday at circle to help teach the classroom rules, to reinforce good manners, and to tell stories to help develop social skills.
I was honestly amazed at the students' responses to the puppets. Not only were they captivated during the stories told by the puppets, but they would request for the puppets to make more appearances.
My teacher regularly uses, Mano and Bano and Naughty Nimbo to help reinforce the classroom rules, good manners, and good behavior. And also Precious Pat and Spot to help teach social skills, and self confidence/diversity.
This past week, the students were able to make their own sock puppet which even included a birth certificate for their puppet. On the last day, the students were able to use their puppets at circle to practice appropriate social skills. It is so interesting how the using the puppets can be such an effective method to teach students social skills that could be used throughout their day to help negiotate and solve conflicts.
I became so intrigued that I made my own sock puppet, Mr. Forgetful, that I use during circle time and transitions. The students have responded positively to Mr. Forgetful, enjoying that he forgot to have two eyes, forgot to brush his teeth which resulted in yellow teeth, forgot to comb his hair, and forgot to wear his pants! Mr. Forgetful is used to help reinforce the rules and good circle time behavior, as he forgot the rules and the students have to remind him. He is also used for transitions in a variety of ways. He forgot student name's but he knew the beginning sound, so when he said the beginning sound, they were able to go line up. Or, he forgot the student's name, but knew rhyming words, etc.
I have found that using Mr. Forgetful, gets the student's attention and they enjoy the activities, often smiling and laughing at things Mr. Forgetful says and does. Using puppets has also been beneficial to address certain problems in the classroom, such as running inside, cutting line, and not playing nicely with others. Being able to address these problems, through a story and scenario with the problems is an effective method, as it provides the students with ideas and knowledge of how to handle the situation in the future, provides a discussion starter, and allows the problem to be addressed in a positive manner that is not degrading any particular students.
Within a few short weeks, my outlook and knowledge on puppets has changed drasatically. I used to never give puppets a second look or even consider making or buying one. And now, I cannot get enough. I am so excited to continue to expand my usage of puppets in the classroom.
Before school even began, I was introduced to puppets again through my mentor teacher using them on the home visits. I found that she was able to incorporate a story to teach the child some "rules" of the classroom and to ease their fears even before the school year began. The first few weeks of school, she was using puppets everyday at circle to help teach the classroom rules, to reinforce good manners, and to tell stories to help develop social skills.
I was honestly amazed at the students' responses to the puppets. Not only were they captivated during the stories told by the puppets, but they would request for the puppets to make more appearances.
My teacher regularly uses, Mano and Bano and Naughty Nimbo to help reinforce the classroom rules, good manners, and good behavior. And also Precious Pat and Spot to help teach social skills, and self confidence/diversity.
This past week, the students were able to make their own sock puppet which even included a birth certificate for their puppet. On the last day, the students were able to use their puppets at circle to practice appropriate social skills. It is so interesting how the using the puppets can be such an effective method to teach students social skills that could be used throughout their day to help negiotate and solve conflicts.
I became so intrigued that I made my own sock puppet, Mr. Forgetful, that I use during circle time and transitions. The students have responded positively to Mr. Forgetful, enjoying that he forgot to have two eyes, forgot to brush his teeth which resulted in yellow teeth, forgot to comb his hair, and forgot to wear his pants! Mr. Forgetful is used to help reinforce the rules and good circle time behavior, as he forgot the rules and the students have to remind him. He is also used for transitions in a variety of ways. He forgot student name's but he knew the beginning sound, so when he said the beginning sound, they were able to go line up. Or, he forgot the student's name, but knew rhyming words, etc.
I have found that using Mr. Forgetful, gets the student's attention and they enjoy the activities, often smiling and laughing at things Mr. Forgetful says and does. Using puppets has also been beneficial to address certain problems in the classroom, such as running inside, cutting line, and not playing nicely with others. Being able to address these problems, through a story and scenario with the problems is an effective method, as it provides the students with ideas and knowledge of how to handle the situation in the future, provides a discussion starter, and allows the problem to be addressed in a positive manner that is not degrading any particular students.
Within a few short weeks, my outlook and knowledge on puppets has changed drasatically. I used to never give puppets a second look or even consider making or buying one. And now, I cannot get enough. I am so excited to continue to expand my usage of puppets in the classroom.
Friday, September 14, 2012
Scientific Method
These first weeks in pre-k have proven the need for observations, reflection, research, and planning. All the essence of action research and teacher as a researcher. As I have reflected on my observations and strategies implemented in the classroom, I feel as if I have become engrained in a "teacher" scientific method.
For example ...
First step: Observation
Through these first few weeks, I have gained valuable observations on individuals, classroom management, classroom set-up, schedule, and the class as a whole. Some of the observations I have made include:
A: I have observed students who are upset throughout the day, missing home and who struggle to do as told at times
B: I have observed one student who struggles more than most to follow the nap time procedure
C: Other students who at times are seen being too physical or rough in the classroom
D: Some students who have issues taking turns, sharing, and playing with others
Second step: Research
As I observed these things happening, I began to wonder what I could do to help some of these issues. I began talking with my mentor teacher about the issues, researching online and reading texts to gain some strategy ideas and then shared the ideas with my teacher.
A: When talking with my teacher, she shared that in her experiences she has found providing comfort to those students who are upset works best, after some comforting then try to divert their attention to something that interests them. For the students who struggle with doing as told, she mentioned trying to give them choices, to keep the "consequence" postitive, rather than being negative and forcing them to do as told.
B: While talking with my teacher, we both agreed that the student who struggled with following nap time procedures may be struggling to understand what we were asking. My teacher mentioned a strategy that is used with austic children at times - showing them pictures of what is asked. We discussed how this student may struggle following/learning merely auditory and may benefit from visual cues. From class and research, I have found another strategy to ensure understanding is to have the child repeat the directions that had been given.
C: From my classes and additional research, I have read that incorporating movement throughout the day can help children's attention focus, and energy levels.
D: With talking with early childhood specialists and professionals, a strategy they have found to be effective, is putting students who struggle taking turns and sharing in groups with students who excel as they can serve as postive models and having these students play a board game or other game that requires them to take turns and work together
Third step: Test
As I shared some ideas and talked with my mentor teacher, we were able to try out some of our strategies to see if it would help some of the issues that were arising
A: For one child who would become extremely upset throughout the day missing her parents, we found engaging her in an activity that divereted her attention to her interest would work like magic. When the teacher would engage this child in a conversation or activity about her dog, the child would almost immediately stop crying and be able to calm down, providing this child and the other children who struggle to do as told with choices has also been successful
B: For the student who struggled to follow nap time rules, we first implemented a three strike rule, that for each warning/reminder he was given, he received a strike on the paper that was beside his mat. When he got three strikes he was given a light change (yellow or red). Before a strike was given, he is asked what the nap time procedures, where should your head be, what should you be doing, etc. to make sure he still understands and remembers what he needs to be doing
C: We are trying incorporating more vigorous morning songs in morning circle and throughout the day as a preventive measure
D: We are trying to incorporate more board games into small groups for the students who need to practice engaging in play with others and in turn taking
Fourth step: Reflect & Revise
A critical piece in trying new methods and strategies is reflecing on their effectiveness and revising if it was not effective. It is crucial that is reflection piece does not happen only one time, but continuously.
A: So far, the strategy of diverting the attention away from crying and missing the parents and onto her interests areas really seems to be helping, at the time it does not and has not been revised, but is continously monitored. We are also keeping track of interests topics and areas for this child to use when needed
B: At first, we were given this student three strikes, but after more discussion, we realized that was giving a negative connotation to the child. We have already revised this to the child having a sheet with three smilies on it and then when a warning is given a smilie is taken away, but still left with two, etc. Upon implementing this, in two days, the child's nap time behavior has greatly improved.
C: Using movement songs in the morning and throughout the day has seemed to help as there have not been as many incidences with being too physical. We have also found that turning on a movement song when a physical behavior is seen not only helps with diverting their attention away from the behavior and into the song, but in helping them "get it out of their system"
D: We are going to focus on this strategy in the next two upcoming weeks. We are also trying next week, purposefuly placing not enough materials at the workstation, to encourage sharing and asking to borrow, etc.
Fifth step: Share
As ideas and strategies become fine-tuned and successful, it is imperative to share out to others, as some of the best ideas are a result of collaboration.
The scientific method, is a reoccuring, never ending cycle. Just like the scientific method, this "teacher" version that I am currently seeing and using in my class is an on-going process. In the upcoming weeks, I will be examining the effectiveness of these strategies mentioned above and continue reseraching and revising. As well observing the overall classroom and beginning and continuing the process with new issues as they arise.
... Just add go ahead and add "scientist" to the on-going list for the teacher job description.
Friday, September 7, 2012
Adjusting
The first two weeks of pre-school are all about adjusting. The students have to adjust to school and the parents have to adjust also. The first two phase in days were hard. Hard for myself, hard on the teachers, hard on the children and hard on the parents.
The first day there were some parents who stuck around, some may have because they wanted an opportunity to see their children interact in the setting and some may have because they were reluctant to leave without heir little one by their side. Surprisingly there were no tears on the first day from the students. That was until nap time, but even then all it took was some back rubbing and comforting and all was well again. This first day was a piece of cake, a piece of heaven, or maybe a dream. It was as if the students had been in the classroom for months, not days. By the afternoon, the students knew the routine, the procedures, and were following all the rules. With such a smooth first day, I knew our luck was sure to run out the next day.
As soon as students began filing in on the second day, I could tell we were in for a toughie. There were students who were glued to their parents' hips, with the look of defeat and terror spread across their face. There were students walking into the classroom with tears already in their eyes and only a few students walking in with a smile on their face. The day was filled with lots of tears from many of the students and ended with myself in tears as I watched a terrified, screaming and crying student looking at me for help out of the window of the bus as it pulled away.
Reflecting on the first week of pre-school, I find I have spent the majority of the days adjusting. Adjusting my expectations, adjusting the schedule, adjusting the classroom, and adjusting to the students. Coming from a third grade class this past spring, to a class of three and four year olds this fall was not the easiest transition. I forgot what it was like to explain directions to a four year old, I forgot how hard it is to get a three year old to understand a routine, I was not expecting the high level of difficulty for getting students to warm up to me or the classroom, and I was not ready to spend nap time rocking students to sleep, or passing out hugs and wiping tears of those who miss their mommies. By the end of the week, I feel I have done well in making those needed adjustments and in expecting the unexpected. At any given moment, I'm ready to pass out a hug and snatch a tissue to wipe a tear before it has fallen. I find myself at all times of the day, outside of the classroom, speaking in simple phrases and sentences and my imagination has been lit again.
Beginning the second week of Pre-K, I was slightly apprehensive and afraid that it would start the entire process of adjusting over again. Seeing how the students had three days of school, followed by a four-day weekend. I was pleasantly surprised that on Tuesday, many of the students still remembered the routine and were able to complete the morning tasks independently.
I feel that the students have done a better job at adjusting to school than I have in adjusting to being in a pre-k classroom. Coming from a third grade classroom last semester, it has taken come time to get back into the groove of handling the emotions and needs of a class of three and four, and now some five year olds. I found that I was a little rusty on the interactions and engagements that take place in some of the interest areas, specifically blocks and science. I was able to spend some time researching and reading up on those interest areas to gain some ideas and tips for extending the child's play, which I will dedicate another blog entry to writing about. I also find that behavior management, i.e "discipline" in older grades and "positive behavior support" in early childhood is something that I am still working on adjusting too. With talks with my mentor teacher and the paraprofessional in my room, I am continusouly learning new strategies and phrases to use to help my behavior management techniques and it is something I want to continue to research and read about as well.
Reflecting over the course of the first weeks of school, I have found that there are continously new ideas, questions, and strategies that I want to read about, learn about, and try out. I often find myself wishing I had more time in the day to read about early childhood, so that I can be (as corny as this is) "the best I can be" for the students. I have already developed a strong sense of care and love for my students and I want this semester to be as successful for them and for myself as possible. Some areas that I would like to read about, improve, and develop further include:
Ending out the first two weeks, I strongly believe the studetns, teachers, and the parents deserve a pat on the back for the job well done of adjusting. It is not an easy feat to face, much less accomplish. And after these first two weeks, I am proud of us all for adjusting so quickly, easily, and smoothly into the life inside pre-school. And, at the rate it's going, before too long, I will be adjusting to living life as a four year in a twenty-two year old body.
The first day there were some parents who stuck around, some may have because they wanted an opportunity to see their children interact in the setting and some may have because they were reluctant to leave without heir little one by their side. Surprisingly there were no tears on the first day from the students. That was until nap time, but even then all it took was some back rubbing and comforting and all was well again. This first day was a piece of cake, a piece of heaven, or maybe a dream. It was as if the students had been in the classroom for months, not days. By the afternoon, the students knew the routine, the procedures, and were following all the rules. With such a smooth first day, I knew our luck was sure to run out the next day.
As soon as students began filing in on the second day, I could tell we were in for a toughie. There were students who were glued to their parents' hips, with the look of defeat and terror spread across their face. There were students walking into the classroom with tears already in their eyes and only a few students walking in with a smile on their face. The day was filled with lots of tears from many of the students and ended with myself in tears as I watched a terrified, screaming and crying student looking at me for help out of the window of the bus as it pulled away.
Reflecting on the first week of pre-school, I find I have spent the majority of the days adjusting. Adjusting my expectations, adjusting the schedule, adjusting the classroom, and adjusting to the students. Coming from a third grade class this past spring, to a class of three and four year olds this fall was not the easiest transition. I forgot what it was like to explain directions to a four year old, I forgot how hard it is to get a three year old to understand a routine, I was not expecting the high level of difficulty for getting students to warm up to me or the classroom, and I was not ready to spend nap time rocking students to sleep, or passing out hugs and wiping tears of those who miss their mommies. By the end of the week, I feel I have done well in making those needed adjustments and in expecting the unexpected. At any given moment, I'm ready to pass out a hug and snatch a tissue to wipe a tear before it has fallen. I find myself at all times of the day, outside of the classroom, speaking in simple phrases and sentences and my imagination has been lit again.
Beginning the second week of Pre-K, I was slightly apprehensive and afraid that it would start the entire process of adjusting over again. Seeing how the students had three days of school, followed by a four-day weekend. I was pleasantly surprised that on Tuesday, many of the students still remembered the routine and were able to complete the morning tasks independently.
I feel that the students have done a better job at adjusting to school than I have in adjusting to being in a pre-k classroom. Coming from a third grade classroom last semester, it has taken come time to get back into the groove of handling the emotions and needs of a class of three and four, and now some five year olds. I found that I was a little rusty on the interactions and engagements that take place in some of the interest areas, specifically blocks and science. I was able to spend some time researching and reading up on those interest areas to gain some ideas and tips for extending the child's play, which I will dedicate another blog entry to writing about. I also find that behavior management, i.e "discipline" in older grades and "positive behavior support" in early childhood is something that I am still working on adjusting too. With talks with my mentor teacher and the paraprofessional in my room, I am continusouly learning new strategies and phrases to use to help my behavior management techniques and it is something I want to continue to research and read about as well.
Reflecting over the course of the first weeks of school, I have found that there are continously new ideas, questions, and strategies that I want to read about, learn about, and try out. I often find myself wishing I had more time in the day to read about early childhood, so that I can be (as corny as this is) "the best I can be" for the students. I have already developed a strong sense of care and love for my students and I want this semester to be as successful for them and for myself as possible. Some areas that I would like to read about, improve, and develop further include:
- Nap time: strategies for the restless students and for those who get upset
- Positive Motivational Strategies: To encourage over-all class behavior, we have a "light and smilie" system for individual behavior, but at times I wonder is that enough - especially when students do get a red light and continue to act out, what happens next?
- Positive Motivational Strategies: To encourage over-all class behavior, we have a "light and smilie" system for individual behavior, but at times I wonder is that enough - especially when students do get a red light and continue to act out, what happens next?
- Criers: What strategies can be used for those students who become very upset? How do you comfort them but express "enough is enough" and keep it from being a distraction for others?
Ending out the first two weeks, I strongly believe the studetns, teachers, and the parents deserve a pat on the back for the job well done of adjusting. It is not an easy feat to face, much less accomplish. And after these first two weeks, I am proud of us all for adjusting so quickly, easily, and smoothly into the life inside pre-school. And, at the rate it's going, before too long, I will be adjusting to living life as a four year in a twenty-two year old body.
Friday, August 31, 2012
First Days
Many people believe that teachers are in the profession for three things: June, July, and August. That period of time where all of our responsibilities, duties, and work is non-existent. What they don't realize is that the work of art of teaching never stops. There is never a moment that a teacher is not thinking about, looking for, or working towards bettering their classroom.
While there is a "first day" back for teachers and a "first day of school" there are no first days. Teaching is a continuous process of learning and working. If a teacher waited till the "first day back" to prepare their classroom for the upcoming year, essentially the teacher would be setting themselves up for failure. With all of the meetings, home visits, and conferences and professional development that is crammed into those few days, there is a very limited, if any, time left for the teacher to actually work in their room and prepare their classroom for the upcoming students.
I was able to spend eight days helping to prepare the classroom. Out of those eight days, there was only one day that was completely uninterrupted and devoted to only preparing the room. Multi-tasking quickly becomes a teacher's strength. During these eight days, we spent time completing all the paper work for the children, updating the STEPS preschool online documentation site, printing pictures and label, labeling the room, and making everything personalized for this year's group. So of my own personal tasks that I completed in this time for the classroom include:
Pocket charts can be very expensive, so I made my own "pocket chart" using business card holders that are a lot like page protectors, I just cut them in half to make the rows of five, a poster board, and tape. It was very easy and very cheap - two of a teacher's favorite things!
Getting a classroom ready, is not an easy task. It is a monumental, on-going, task that at times seems endless, makes the teaches want to pull their hair out all the while they promise themselves that when given the time they will become organized - that next year it will be easier, if they had the time. IF they had the time.
But it's okay - because as soon as the students walk in that door on that first day, all that hard work, all that tiring work, all that stressful paperwork, all those negative thoughts go out the window. All that work that went into getting the classroom ready no longer seems monumental, because, it is when you have 18 smiling faces, 18 eager and curious minds, 18 morning hugs that you realize it was all worth it. And in that moment, you wish you could have done more for these students, after all, they deserve the best and only the best.
While there is a "first day" back for teachers and a "first day of school" there are no first days. Teaching is a continuous process of learning and working. If a teacher waited till the "first day back" to prepare their classroom for the upcoming year, essentially the teacher would be setting themselves up for failure. With all of the meetings, home visits, and conferences and professional development that is crammed into those few days, there is a very limited, if any, time left for the teacher to actually work in their room and prepare their classroom for the upcoming students.
I was able to spend eight days helping to prepare the classroom. Out of those eight days, there was only one day that was completely uninterrupted and devoted to only preparing the room. Multi-tasking quickly becomes a teacher's strength. During these eight days, we spent time completing all the paper work for the children, updating the STEPS preschool online documentation site, printing pictures and label, labeling the room, and making everything personalized for this year's group. So of my own personal tasks that I completed in this time for the classroom include:
A birthday chart
A Velcro sign-up Chart
And a new behavior management class chart
Pocket charts can be very expensive, so I made my own "pocket chart" using business card holders that are a lot like page protectors, I just cut them in half to make the rows of five, a poster board, and tape. It was very easy and very cheap - two of a teacher's favorite things!
Getting a classroom ready, is not an easy task. It is a monumental, on-going, task that at times seems endless, makes the teaches want to pull their hair out all the while they promise themselves that when given the time they will become organized - that next year it will be easier, if they had the time. IF they had the time.
But it's okay - because as soon as the students walk in that door on that first day, all that hard work, all that tiring work, all that stressful paperwork, all those negative thoughts go out the window. All that work that went into getting the classroom ready no longer seems monumental, because, it is when you have 18 smiling faces, 18 eager and curious minds, 18 morning hugs that you realize it was all worth it. And in that moment, you wish you could have done more for these students, after all, they deserve the best and only the best.
Thursday, August 23, 2012
On Home Visits
When I was in kindergarten, there were no such things as Home Visits. In fact, the concept of a home visit was first introduced to me my tutor year of the program when I first began student teaching at Suncrest Primary. In Monongalia county, teachers are required to conduct home visits for pre-k and kindergarten students. In my home West Virginia county, Putnam, no such requirement exists.
I found the idea of home visits to be interesting, beneficial, and eye opening. I believe knowing the background of a student, the student's family, the home life, and the living conditions provides an abundance of insight into the behavior, the cognitive function, and the over-all student. It also allows the teacher to catch a glimpse into the daily life of the student outside of school.
Before going on my first home visit, I was both excited and apprehensive. I was unsure what to expect or even what to do! The first home visit went very smoothly and I found that I was able to easily interact with both the student and his mother. As I continued on the home visits, I began to form more opinions on home visits from my experiences and made notes about them importance of home visits and key elements of a home visit for the future.
- Home visits are a time to get to know the student: During a home visit, I found it was a great opportunity to find out what the student's interests are. Have them show you their favorite toy, their favorite book. After all, they are in a safe environment, their home, and are probably going to be more outgoing and welcome to you in this environment than on the first day of school in a new classroom.
- Prepare students for the first day of school: While it is critical to get to know the student, it is also important to have conversations with the student about school. Tell them about the classroom, tell them about yourself, run through the schedule, show them pictures, relate parts of the day/the classroom to their interests. Ideally, through conversations, you can help put any fears or doubts of the first day of school to the side for the student and get them excited.
- Find out the parent's expectations: It is crucial to ask the parents what they expect out of you and out of pre-school. Asking them for their expectations, allows you to set your own goals for your classroom and clarify any misconceptions - such as "I want my child to learn all of his numbers and letters". Well, yes ideally, we would hope the child would leave pre-school knowing more numbers and letters, but that is not a direct goal of pre-k.
- Successful Home visits --> Successful Year: Beginning the year off right with a successful home visit, helps set up the entire year. This first interaction with the child helps foster a positive relationship for the entire year. Involving the parents from the beginning will hopefully lead to more involvement throughout the year as well. Having home visits before the school year begins, allows you and the parents time to get the classroom prepared and labeled with names and pictures and all the forms and paperwork collected.
- Calm all nerves: At times, it appears the parents are more nervous and more hesitant about this step into preschool than the students. Especially if the child is the first one to be sent to school. Home visits are a great time, to not only get to know the parents, the students, and the expectations, but to calm any nerves and set any worries or concerns aside. Ask the parents what concerns they have - and do the best to ensure them, they are tiny, tiny issues in the larger scheme of the day
- Leave them wanting more: Leave the student with something to look forward to. Rather it be noticing their collection of dump trucks and saying: "You know what? When you come to school on Monday we will get the dump trucks and play with them at the sand table ... How does that sound?". Or even promising the child time will be set aside for a read aloud of a book of their choice from the huge classroom library. Whatever interests the child, latch on it, and use it to help spark the curiosity and excitement of pre-school - give them something to look forward to!
It is imperative to view home visits as an integral, positive responsibility of teaching early childhood, not as a chore. It is crucial to go into a home visit with open eyes, open ears, and more importantly an open mind. Be sure to remain excited and positive - and make this energy contagious to both the child and the parents.
After my first year of home visits, I not only look forward to seeing my students again on the first day of school, but in conducting the follow-up home visits later in the year and in future home visits of future classes.
Wednesday, August 22, 2012
Beginning Days
Returning to school at the beginning of August was a big change, but it was worthwhile. When given the opportunity to attend a conference with my mentor teacher, I knew it was something I couldn't pass up. The Pre-K classrooms in Mon County were all given a grant as part of Choosy Kids - I am Moving, I am Learning. A program designed for obesity prevention which takes a proactive approach towards addressing child-hood obesity by increasing the quantity of physical activity, improving the quality of physical activity and promoting healthy food and drink choices.
This conference was very interesting and eye-opening. The statistics given about the obesity rates in West Virginia and across the nation are startling and scary. As an educator, it made me want to take action and incorporate the fundamentals ideas of Choosy Kids into the daily instruction and interactions I have with my students.
One of the workshops, Observing and Evaluating Motor Skills, in particular really sparked my curiosity and got my wheels turning. It intrigued me to begin thinking about possible action research ideas. I cannot wait to interact more with my students and observe them in the classroom to see if this route of action research would benefit the students in my classroom.
As an early childhood educator, I feel there is almost a pressure to develop students' fine motor skills in preparation of them to learn to write and use scissors. However, before their fine motor skills can be developed, their gross motor skills must first be fully developed. If you expect the child to write the number eight, but yet they cannot move their entire body to create the number eight with their legs, their arms, etc. by crossing their midlines - then how can you expect them to make that same movement on an extreme smaller scale? My experiences in early childhood centers has shown me that teacher led gross motor skill practice and development is either non-existent or left entirely up to the physical education teacher.
Integrating motor skill development into existing curriculum is easy. During teacher directed time, the focus of the station, such as letter or number recognition, does not have to be a sitting table top activity. It can be a physical activity, such as throwing a ball into a lettered bucket, hopping the number line, etc. Therefore, the students are still learning - both their numbers and letters and developing their motor skills, and being ACTIVE!
With the WV Early Learning Standards Framework dedicating a section to gross motor skills it is evident that the importance of physical activity and the development of these skills is critical in an early childhood education and would be beneficial in possibly exploring this route for an action research topic.
Beginning the school year by attending this conference was the best decision I have made. It got my wheels turning, got my excitement up, and has me motivated to make a positive change in the classroom. I am looking forward to meeting my students and reflecting more on if this is an appropriate route to take for my action research.
This conference was very interesting and eye-opening. The statistics given about the obesity rates in West Virginia and across the nation are startling and scary. As an educator, it made me want to take action and incorporate the fundamentals ideas of Choosy Kids into the daily instruction and interactions I have with my students.
One of the workshops, Observing and Evaluating Motor Skills, in particular really sparked my curiosity and got my wheels turning. It intrigued me to begin thinking about possible action research ideas. I cannot wait to interact more with my students and observe them in the classroom to see if this route of action research would benefit the students in my classroom.
As an early childhood educator, I feel there is almost a pressure to develop students' fine motor skills in preparation of them to learn to write and use scissors. However, before their fine motor skills can be developed, their gross motor skills must first be fully developed. If you expect the child to write the number eight, but yet they cannot move their entire body to create the number eight with their legs, their arms, etc. by crossing their midlines - then how can you expect them to make that same movement on an extreme smaller scale? My experiences in early childhood centers has shown me that teacher led gross motor skill practice and development is either non-existent or left entirely up to the physical education teacher.
Integrating motor skill development into existing curriculum is easy. During teacher directed time, the focus of the station, such as letter or number recognition, does not have to be a sitting table top activity. It can be a physical activity, such as throwing a ball into a lettered bucket, hopping the number line, etc. Therefore, the students are still learning - both their numbers and letters and developing their motor skills, and being ACTIVE!
With the WV Early Learning Standards Framework dedicating a section to gross motor skills it is evident that the importance of physical activity and the development of these skills is critical in an early childhood education and would be beneficial in possibly exploring this route for an action research topic.
Beginning the school year by attending this conference was the best decision I have made. It got my wheels turning, got my excitement up, and has me motivated to make a positive change in the classroom. I am looking forward to meeting my students and reflecting more on if this is an appropriate route to take for my action research.
Thursday, April 26, 2012
Inquiry Celebration
I found the inquiry celebration to be more enjoyable and less overwhelming this year. I am unsure if these feelings stemmed from my experience at the celebration last year or because I am more confident in myself and my standing/understanding in the program. Regardless, I found that all presentations I sat in on at the celebration made this complex idea of action research look easy. Coincidentally enough, all of the presentations I watched were on using math strategies to enhance number sense or mathematical understanding. As I watched these presentations, I began to dissect the process each teacher researcher was involved in. A brief overview: First, literature. Second, planning. Third, implementation and data collection. Fourth, data analysis. Fifth, conclusion. I found the interns from my school, Sarah and Nicole, were able to collaborate on their action research as they were both in kindergarten classrooms. I found their presentation to be one the best I have seen, as they made it look especially easy and effortless. They implemented four different strategies in order to help teach number sense. They did a pre-test, a weekly activities, and a post test for each strategy as part of their data collection. Watching their presentation, I was able to get a better understanding and good ideas to use for data collection and sharing.
Looking ahead to next year I am in a Pre-K setting. This is both exciting and overwhelming to me. Exciting because it is my specialization and I love the little ones. Overwhelming because I have NO idea where to even start thinking of an action research topic. I feel I am more limited because there is no formal or direct instruction allowed, by law, in a Pre-K setting. They learn through play and socialization. I need to continue to do more research, but I am thinking I may try different strategies/activities that could be set out at the free play choice areas to see how they enhance either number or letter recognition.
It is crazy to think that in a years time, that will be up there in front of peers presenting my own action research at the Inquiry Celebration!
Looking ahead to next year I am in a Pre-K setting. This is both exciting and overwhelming to me. Exciting because it is my specialization and I love the little ones. Overwhelming because I have NO idea where to even start thinking of an action research topic. I feel I am more limited because there is no formal or direct instruction allowed, by law, in a Pre-K setting. They learn through play and socialization. I need to continue to do more research, but I am thinking I may try different strategies/activities that could be set out at the free play choice areas to see how they enhance either number or letter recognition.
It is crazy to think that in a years time, that will be up there in front of peers presenting my own action research at the Inquiry Celebration!
Monday, April 16, 2012
Final Practicum Plan Reflection
My learning goals for this semester included:
1. multiple video taping of lessons and analysis
2. continued use of SmartBoard
3. Continued practice of detailed lessons
4. Continued practice of differentiation
Like I mentioned in the previous practicum plan reflection, the strongest goal for this semester was using the SmartBoard. I implemented the SmartBoard during every single lesson, have found new exciting ways to use it (templates, pre-loaded games, etc.) and was successful in using the SmartBoard during my two week teaching period. In fact, one of the stations I implemented during my teaching time was a SmartBoard station where one day the students were able to play a comprehension game on their reading story using the SmartBoard. I found that using the SmartBoard is benefical but cThis an be even more beneficial and exciting if you give the students the chance to use it themselves.
Since my last reflection, I have been able to video tape multiple lessons. I was even able to create a short clip of multiple videos (two days of full time teaching) that I am very proud of. This video reflects my educational philosophy: having an interactive and collaborative classroom. The video is a combination of two days of teaching. I even took this a step farther and had the students video tape their own assignment, which not only allowed them to use technology but also was motivating, exciting, and gave me some qualitative data on my inquiry of questioning, as their video was them answering their reading comprehension question by taking on different roles in the story. Visit this link to view the video compilation of my teaching!
Visit this link to view the video the students made during my 2-week teaching!
During my two week period of teaching I feel I also made gains differentiating lessons. I was able to group the students heterogeneously which allowed extra support for the lower level students when paired with a higher student during the stations. When teaching my learning cycle, I also developed modified assessments for those students who needed it. I believe both of these modifications were successful.
Overall the practicum plan was very beneficial this semester. Especially toward the end of the semester, the practicum plan helped me to priotize and ensure all assignments were completed on time. When looking ahead for next year I will be in a pre-k classroom. For my goals, I definitely want to keep video taping even more lessons. I am unsure of what I want my other goals to be at this time. When I meet with my host teacher from this semester to do my evaluation I will be asking for suggestions of area of improvement and I will also be asking my pre-k host teacher for ideas to include as well.
1. multiple video taping of lessons and analysis
2. continued use of SmartBoard
3. Continued practice of detailed lessons
4. Continued practice of differentiation
Like I mentioned in the previous practicum plan reflection, the strongest goal for this semester was using the SmartBoard. I implemented the SmartBoard during every single lesson, have found new exciting ways to use it (templates, pre-loaded games, etc.) and was successful in using the SmartBoard during my two week teaching period. In fact, one of the stations I implemented during my teaching time was a SmartBoard station where one day the students were able to play a comprehension game on their reading story using the SmartBoard. I found that using the SmartBoard is benefical but cThis an be even more beneficial and exciting if you give the students the chance to use it themselves.
Visit this link to view the video the students made during my 2-week teaching!
During my two week period of teaching I feel I also made gains differentiating lessons. I was able to group the students heterogeneously which allowed extra support for the lower level students when paired with a higher student during the stations. When teaching my learning cycle, I also developed modified assessments for those students who needed it. I believe both of these modifications were successful.
Overall the practicum plan was very beneficial this semester. Especially toward the end of the semester, the practicum plan helped me to priotize and ensure all assignments were completed on time. When looking ahead for next year I will be in a pre-k classroom. For my goals, I definitely want to keep video taping even more lessons. I am unsure of what I want my other goals to be at this time. When I meet with my host teacher from this semester to do my evaluation I will be asking for suggestions of area of improvement and I will also be asking my pre-k host teacher for ideas to include as well.
Tuesday, March 13, 2012
Characteristics
"We believe the novice teacher should be an effective communicator. "
To me, Characteristic2, means a teacher is an effective communicator amongst students, colleagues, parents and the community. Communication takes on the role of a variety of forms. A teacher needs to be aware of and be effective communicating across various outlets, body language, technology, conversations, instruction, and discussion. It is imperative the teacher is an effective communicator with all entities involved in the school to make the school run as effectively and successfully as possible.
For this characteristic, I could use a couple different artifacts. First, my inquiry this semester is focused on questioning techniques. Depending on the outcome of my inquiry, I may be able to use my final paper that shows the effects questioning techniques can have on students understanding and engagements. I could also use the parent communication project for Educ 401. I developed this website, for a pre-k classroom, and I plan on using it next semester during my student teaching. This website may be the best artifact to use for this characteristic as it shows my communication to parents through the use of technology. You can visit the website by clicking here.
"We believe the novice teacher should have in-depth knowledge of content. "
To me, Characteristic 6, means demonstrating an in-depth knowledge of content through the institutional strategies, classroom management, lesson plans, and conversations. Having an in-depth knowledge is critical in the planning and delivery of the content material to the students, in order to allow them to grown and learn in the most effective manner.
For this characteristic there are a few artifacts that I could use to illustrate my knowledge of content. I have a literacy unit, art unit, and science learning cycle that would demonstrate my understanding of content and scope and sequence. I also have some pre-k lessons that I developed my tutor year that may also be appropriate to use because pre-k is my specialization. My plan and my goal is for this characteristic to use a unit that I will be developing my intern year. Next year, I am in a pre-k class, so using an unit that shows scope and sequence, and my knowledge of content and pre-k strategies and design may be the most meaningful and most effective to use to illustrate this characteristic.
For this characteristic there are a few artifacts that I could use to illustrate my knowledge of content. I have a literacy unit, art unit, and science learning cycle that would demonstrate my understanding of content and scope and sequence. I also have some pre-k lessons that I developed my tutor year that may also be appropriate to use because pre-k is my specialization. My plan and my goal is for this characteristic to use a unit that I will be developing my intern year. Next year, I am in a pre-k class, so using an unit that shows scope and sequence, and my knowledge of content and pre-k strategies and design may be the most meaningful and most effective to use to illustrate this characteristic.
Monday, March 12, 2012
Practicum Plan Reflection
My learning goals for this semester included:
1. multiple video taping of lessons and analysis
2. continued use of SmartBoard
3. Continued practice of detailed lessons
4. Continued practice of differentiation
So far, I feel I have hit most strongly on using the SmartBoard and creating detailed lessons. I have found myself using the SmartBoard on almost a daily basis and I have had more time and opportunity to sit down and play with the SmartBoard to discover everything it can do! I want to continue this usage and really incorporate more of its interactive features during my 2-week teaching period. I have also been creating detailed lessons. This is another aspect that I will continue to work on throughout the reminder of the time.
I have not video-taped multiple lessons for analysis yet. I was originally planning to video tape all lessons, but I now realize realistically for my purposes, video taping during the 2 week period from my own lesson plans will be the most beneficial. During this 2 week period, my goal is to obtain videos that are reflective of my educational philoshopy and videos that will provide me data towards inquiry of how questioning levels can affect understanding and engagement.
I also have not been as successful differentiating lessons as I was last semester. I think the road block for this, is because most of the lessons I've been teaching have been whole group oral discussions. I am hoping that during my two week period, I can modify and adjust the lessons to be more easily differentiated, as there are a few students, both lower and higher, who would greatly benefit from differentiation.
As I look over my calendar of the practicum plan, I am pleased to see I am up-to-date and have been able to complete all assignments on task and I am staying ahead by planning in advance and working on projects as time allows. I believe my pre-planning has really helped me to stay organized and to be successful this semester!
I am looking forward to my two-week teaching time from my own plans and I am working to develop these lesson plans in a manner that will allow me to accomplish all of my learning goals!
1. multiple video taping of lessons and analysis
2. continued use of SmartBoard
3. Continued practice of detailed lessons
4. Continued practice of differentiation
So far, I feel I have hit most strongly on using the SmartBoard and creating detailed lessons. I have found myself using the SmartBoard on almost a daily basis and I have had more time and opportunity to sit down and play with the SmartBoard to discover everything it can do! I want to continue this usage and really incorporate more of its interactive features during my 2-week teaching period. I have also been creating detailed lessons. This is another aspect that I will continue to work on throughout the reminder of the time.
I have not video-taped multiple lessons for analysis yet. I was originally planning to video tape all lessons, but I now realize realistically for my purposes, video taping during the 2 week period from my own lesson plans will be the most beneficial. During this 2 week period, my goal is to obtain videos that are reflective of my educational philoshopy and videos that will provide me data towards inquiry of how questioning levels can affect understanding and engagement.
I also have not been as successful differentiating lessons as I was last semester. I think the road block for this, is because most of the lessons I've been teaching have been whole group oral discussions. I am hoping that during my two week period, I can modify and adjust the lessons to be more easily differentiated, as there are a few students, both lower and higher, who would greatly benefit from differentiation.
As I look over my calendar of the practicum plan, I am pleased to see I am up-to-date and have been able to complete all assignments on task and I am staying ahead by planning in advance and working on projects as time allows. I believe my pre-planning has really helped me to stay organized and to be successful this semester!
I am looking forward to my two-week teaching time from my own plans and I am working to develop these lesson plans in a manner that will allow me to accomplish all of my learning goals!
Sunday, February 12, 2012
Characterisitics
"We believe the novice teacher should be a facilitator of learning for all students. "
To me, Characteristic 4, means being aware of the students' abilities, needs, and interests and planning lessons around those characteristics.It means using a variety of teaching strategies to meet every learning style, using engaging lessons that are motivating and fun for the students, and differentiating instruction to meet the varying levels of ability, so all students are given the equal opportunity to learn and benefit from a lesson.
An artifact that I can use for this characteristic, is a lesson plan that I developed for SPED 360 that I taught in a first grade classroom last semester. This lesson plan is differentiated by student's reading ability, and the lesson focuses on making/writing text to self connections which met CSO RLA.0.1.1.15: make text-to-self connections. This lesson was taught in whole and small groups. The whole group portion included me reading the story and facilitating a discussion on making connections. The lesson plan shows the varying strategies I used for this portion which is important to use while facilitating learning for all. The small group portion was taught during their daily stations. Students completed this part of the lesson during the "writing station". In which I differentiated the product by readiness. I had the low ability group, make 1 connection to either character, setting, or event and draw their connection and orally dictate their connections. I had the low/middle group draw pictures with captions to illustrate their 1 connection. I had the middle/high group write complete sentences to make a connection to 2 of the following: characters, settings, or events. I then had the high group make 3 connections and write them in complete sentences.
This lesson plan shows how I facilitated learning for all by using a variety of teaching, learning, and management strategies (which are detailed in the lesson plan) and by differentiating the instruction (which is also detailed in depth).
"We believe that the novice teacher should be a reflective practitioner."
To me, characteristic 8, means that as a teacher I am an active and deliberate reflective practitioner. It means that I reflect on my teaching, my lessons, and all decisions made throughout the day. It is more than just purely reflecting, it is an active reflection process, in which I am reflecting for a purpose - and make changes or modifications based on those reflections.
For this characteristic, I could use my inquiry project from last semester as my artifact. For that assignment, I used my teacher journal, in which I observe and reflect on a weekly basis to narrow my inquiry focus on context. I reflected on my observations and wonderings found my in my journal and decided to look into how differentiation can affect student's motivation and behavior. I then, tried differentiating the instruction to further investigate this wondering (lesson plan that I talked about above). I reflected on my pre-differentiation observations and my post-differentation observations and I found there was an increase in student's motivation and positive behavior.
I feel this artifact shows that I am an active reflective practitioner. I used my reflection process on my daily observations, to find something that could possibly be changed, changed it, and then reflected again on the outcomes of that change - from this inquiry project I have learned the value in differentiating and continue to differentiate lessons as a result of my reflective practice. This artifact also encompasses my teacher journal that is very reflective in nature and a lesson plan that shows my detailed reflection after teaching. For those reasons, I feel this artifact is the most encompassing to show how I am reflective across many aspects in my pre-service teaching.
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