Clinical Observation:
I chose to observe a writing lesson the teacher taught the students. The lesson was about small moment stories, something they have been working on for two weeks.
Lesson on Small Moment stories:
What I Noticed:
-Teacher displayed one students piece on the overhead. She talked about how small moments need to be something very small that you explode and use lots of details. She asked the students to think as she read the students piece and to be thinking about where the student could explode their moment at. -She told the students to think about where the author needs to put the breaks on at. -She read the piece and then allowed the students to turn and talk to a buddy. After turning and talking she allowed the students to share where they think the breaks should be stopped and where the moment should explode. -The piece was on a trip to Carowinds and the student talked about the whole trip. When she asking the class where they thought the breaks should be hit and the moment should be exploded one student said to talk about the roller coaster ride. -The author of the small moment that was shaded with the class got to choose which of their peers ideas they wanted to use and they chose the one about the roller coaster. -The teacher then took the paper and cut off the piece that didn't not talk about the roller coaster and took the writing up to the moment about the roller coaster handed it back to the student and said "Now go glue this into your writing day book and continue to write about the roller coaster." - She then gave the class a chance to go look at their small moment story and think about where they need to hit the breaks and where they should explode the moment. Once they found the spot they could cut out the rest and put the cut out part into their day writing day book and continue to explode that moment. -Students were allowed to come to the teacher and conference to share their idea about where they felt they needed to hit the breaks and explode the moment. |
Thoughts, Questions, Connections to Methods Classes:
-I like the terms "explode the moment" and "hit the breaks." -I like how one students piece was worked on--she shared with me that she made sure it was okay with the student before hand that is was shared. -A question I thought about was at some point does she chose other students pieces as well to share? -The cutting out the piece where they want to hit the breaks and writing from there on is nice so that the students did not have to start writing all over they can just cut and continue. -One connection I see is there conferencing! She went to each student to check in but even after she conferenced with act they were allows to come to her to share their piece and get ideas. |
Reflection:
I really enjoyed getting to see the students in my class work on their small moment stories throughout the two weeks I was at my school. This lesson on small moment stories was really neat because the lesson was not directly taught but more of a guided practice. My cooperating teacher started out but talking about small moments and how a small moment is like the seed of a watermelon--a watermelon is huge with a bunch of small seeds just take one seed and expand a story from that. I liked how she used that as a way for students to see how small a small moment story really is. When the teacher talked about looking for a spot to hit the breaks she made the sound of breaks screeching to a stop. She encouraged the students to do this quietly at their tables when trying to figure out where they needed to put the breaks on at in their piece of writing. It was so interesting to hear the students quietly make the breaks sound at the table when they decided where they wanted to stop and expand that part of their writing. I think using a students piece of writing to read to the class was so relatable to the students instead of her just putting up a piece of her own writing. Using their ideas and letting the student who owned that piece of writing decide where the break should be put on based on their peer's suggestions was a great way to let the students see what they needed to do in when they went to work on their own stories. My only concern was wondering if some students felt left out because it wasn't their piece of writing used. I think I would try to use different students pieces of writing for during writing lessons so no one felt left out. One of my favorite strategies that I drew from observing this lesson is the idea of allowing students the opportunity to come conference whenever they felt like they needed it during writing time. I felt like this was a great strategy because if students felt stuck or just needed reassurance they could receive it. They did not have to wait until an allotted conference time it was just whenever they felt like they needed that time with their teacher, and when the teacher was not in a conference with a student she would walk around and talk to them about their pieces. Overall I felt like the lesson was done well and I really enjoyed it.
Classroom doCUMENT:
For my classroom document I chose to take pictures of the classroom and reflection on the set up.
Reflection:
I chose to document the classroom because I loved the way it was set up. When I went on my first day to meet the teacher and students I was shocked with how different the classroom looked compared to others I have been in. The classroom felt like a home. It was colorful and warm. There were lamps everywhere and during work time students could decide to have the lights on or off when working. The using of encouraging quotes throughout the room was so uplifting for students. Whenever a student was having a bad day or a hard time with something one of the teachers would point to a quote that may relate to how they may be feeling to make that student feel better. The quotes encouraged me when I was there. It was just something she implemented that I adored. I think in my own classroom, depending on the grade, I will have quotes dispersed throughout the room. Around the room there were different places students could "book shop" at. Students were allowed to do this whenever they finished their morning work. There were so many options for books for the students to choose from! I think it is great if you are able to provide students with as many different options as you can so they do not get bored. Having different areas other than their seats where students could read was something I have never seen before. During literacy centers, math centers, or writing time students where allowed to go anywhere in the room even out in the hallway to work. The trust she had in her students to be able to work wherever they felt most comfortable was amazing. It was nice that they did not have to sit in their seats at all time when it came to doing classwork. I thought the use of so many different colors and objects throughout the room was going to distract students but if anything it appeared to help them stay on task. I was so impressed with this classroom. I feel like making your classroom feel like home to students is a great way to make them love school. Coming into a bland classroom would just make school feel like dull and it would not make students love coming to school in my opinion. I wanted to share the classroom because it was done like I have never seen before and I loved it.
Teacher interview
Planning Questions:
1) How do you write a typical lesson plan?
We have planning days twice a week and we plan our year--this is just a vague outline of what we want to teach. We all decide what we want to do and how long to stay on that specific concept or topic. We don't really write "lesson plans" just right out the subject and date we are going to do a certain topic.
2) What types of materials do you need available when you plan lessons?
I need a computer and lots of books!
3) In what ways do you plan to accommodate individual differences in the classroom?
I do this one on one, small groups, and then certain concepts may be different based on certain students needs for example some students may get one kind if word sort but another student may have a different one just depends on where they are at.
Instructional Questions:
1) What are some of your instructional challenges as a teacher?
Not having a computer in the classroom.
2) What have been some of your instructional successes as a teacher?
My biggest would probably be classroom management.
3) What do you consider essential characteristics for successful teaching?
I think patience, creativity, and flexibility. I think flexibility is the most essential.
4) How often do your students receive social studies/science instruction?
We integrate both in lessons within our theme centers.
5) Are you satisfied with the amount of time that you currently allot for social studies/science instruction?
Yes I am because we integrate both every time we do theme centers and we have Davidson college students come in and actually teach both social studies and science lessons.
6) What does reading instruction look like in your classroom (e.g. readers workshop, basals, etc.)?
We have reading and writing workshops along with literacy centers. Students also get to buddy read and share.
7) What reading topics will be studied during the 2nd week of my clinical experience? What are possible goals/objectives I could address for my reading lesson? Do you have any instructional resources that would support these goals/objectives?
We are talking about visualization. Visualizing why reading a and sketching what is being visualized,
Classroom Management Questions:
1) What motivation tactics do you use to ensure a desire to learn?
Positive reinforcement, such as words of encouragement. When students get off task with what they are doing I simple just go over and rub their back. Having connections with your students and making those connections is a very important tactic as well.
2) Tell me about the classroom community. What are the class rules? How is student behavior monitored? In what ways is positive behavior reinforced? In what ways are negative behaviors prevented? Tell me about the consequences for negative behavior.
We are big on community! Our class knows this, the whole school is a community which is why we are the Community School of Davidson. Our class rule is simple, treat others the way you want to be treated. Consequences are standing by them when they are off task or taking them to the back room and discussing their behavior.
3) Tell me about the pacing of lessons and interaction in the classroom- use of time- and other aspects of time…wait time, and time using teacher talk and student talk. What works well with your students?
I usually like to do quick mini lessons and then letting them go off and trying themselves. While they are doing that I go around and observe what they are doing and listen to their strategies.
1) How do you write a typical lesson plan?
We have planning days twice a week and we plan our year--this is just a vague outline of what we want to teach. We all decide what we want to do and how long to stay on that specific concept or topic. We don't really write "lesson plans" just right out the subject and date we are going to do a certain topic.
2) What types of materials do you need available when you plan lessons?
I need a computer and lots of books!
3) In what ways do you plan to accommodate individual differences in the classroom?
I do this one on one, small groups, and then certain concepts may be different based on certain students needs for example some students may get one kind if word sort but another student may have a different one just depends on where they are at.
Instructional Questions:
1) What are some of your instructional challenges as a teacher?
Not having a computer in the classroom.
2) What have been some of your instructional successes as a teacher?
My biggest would probably be classroom management.
3) What do you consider essential characteristics for successful teaching?
I think patience, creativity, and flexibility. I think flexibility is the most essential.
4) How often do your students receive social studies/science instruction?
We integrate both in lessons within our theme centers.
5) Are you satisfied with the amount of time that you currently allot for social studies/science instruction?
Yes I am because we integrate both every time we do theme centers and we have Davidson college students come in and actually teach both social studies and science lessons.
6) What does reading instruction look like in your classroom (e.g. readers workshop, basals, etc.)?
We have reading and writing workshops along with literacy centers. Students also get to buddy read and share.
7) What reading topics will be studied during the 2nd week of my clinical experience? What are possible goals/objectives I could address for my reading lesson? Do you have any instructional resources that would support these goals/objectives?
We are talking about visualization. Visualizing why reading a and sketching what is being visualized,
Classroom Management Questions:
1) What motivation tactics do you use to ensure a desire to learn?
Positive reinforcement, such as words of encouragement. When students get off task with what they are doing I simple just go over and rub their back. Having connections with your students and making those connections is a very important tactic as well.
2) Tell me about the classroom community. What are the class rules? How is student behavior monitored? In what ways is positive behavior reinforced? In what ways are negative behaviors prevented? Tell me about the consequences for negative behavior.
We are big on community! Our class knows this, the whole school is a community which is why we are the Community School of Davidson. Our class rule is simple, treat others the way you want to be treated. Consequences are standing by them when they are off task or taking them to the back room and discussing their behavior.
3) Tell me about the pacing of lessons and interaction in the classroom- use of time- and other aspects of time…wait time, and time using teacher talk and student talk. What works well with your students?
I usually like to do quick mini lessons and then letting them go off and trying themselves. While they are doing that I go around and observe what they are doing and listen to their strategies.
Reflection:
I did this interview with my teacher on October 21st, my second day there. I was so happy that she had an assistant because she was able to go outside with me and answer these questions. I really live how the she plans her lessons out. Getting together with the other second grade teachers and doing an outline of the year is a great way to insure they are all on the same page. Then getting to plan with them twice a week and share ideas is something I hope I get to do with my colleagues. She shared with me her lesson planning book and showed me how she just write outs the topics she wants to do with them she said it is not as elaborate as what they make you write in college. I found that interesting. I was also shocked with her not have a computer in her classroom She states that is really only item she really wished she could have because it would be so much easier then using the overhead projector. I haven't been in a classroom that doesn't have at least one computer in it that I was surprised they did not have one. I total agree with one of her successes as a teacher being classroom management. My cooperating teacher was the queen of classroom management. She had so many tactics she used from songs, to special claps, to pulling names or numbers from a jar, and simply just ringing her wind chimes she had the room. Whenever she felt the students getting tired she would do a "brain break" and have them do some sort of exercise. I learned so many different management skills my two weeks in the classroom. I got to witness her integrating science and social studies lessons in theme centers and although she is happy with the amount of time allotted for the two subjects I wish they allotted more. The fact that twice a week they were exposed to the two subjects being integrated was great, but I just wish more time was spent on them. I think both science and social studies are very important subjects but I realize there is only so much time in a day. I love the way she talked about how to ensure a desire to learn. Positive reinforcement was constantly being used for students and when they did get off task she could simply rub there back and they understood they needed to focus. When students really go off task she would just take them to the back room and talk to them--this was always an encouraging talk to help them get back on task. I also agree that the classroom was very big on community. When you walked into the room you could just see they were one big family. All the students helped the other students when they needed it and there was so much parent involvement. I love how they had one classroom rule, "treat others the way you want to be treated", this rule is really the only one students need and it was followed well which showed me you do not need a ton of rules to have respectful students.
Student iNTERVIEWS:
1) What is a typical day like in the classroom?
Student 1: “Have a snack, have math, and go to recess.”
Student 2: “We learn things like reading, writing cursive, math, and then we get to go outside.”
Student 3: “Go outside, eat a snack, and eat lunch.”
Student 4: “We learn, like doing math.”
Student 5: “We come in and do our morning work, then learn, go outside, eat lunch, go home.”
2) What do you like about your class?
Student 1: “That I have lots of my friends in my class.”
Student 2: “Friends.”
Student 3: “Snack time”
Student 4: “Friends”
Student 5: “Playing football at recess.”
3) Is there anything you would change about you class?
Student 1: “I would get a pool.”
Student 2: “I would get a bathroom for the class.”
Student 3: “Everyone have their own iPad.”
Student 4: “Add a television.”
Student 5: “Make the classroom outside.”
4) What is your favorite subject (math, writing, reading, etc.)?
Student 1: “Science like when we built Bob the snowman” (This was my science lesson, we built a snowman.)
Student 2: “Writing like learning cursive.”
Student 3: “PE”
Student 4: “PE”
Student 5: “Science because we built Bob.”
5) If you were a teacher what would you teach your students?
Student 1: “How to play football”
Student 2: “Math, science, Spanish, writing, and spelling”
Student 3: “Teach all sports”
Student 4: “Football”
Student 5:” I would teach reading and kick boxing. My mom kick boxes and its fun.
Student 1: “Have a snack, have math, and go to recess.”
Student 2: “We learn things like reading, writing cursive, math, and then we get to go outside.”
Student 3: “Go outside, eat a snack, and eat lunch.”
Student 4: “We learn, like doing math.”
Student 5: “We come in and do our morning work, then learn, go outside, eat lunch, go home.”
2) What do you like about your class?
Student 1: “That I have lots of my friends in my class.”
Student 2: “Friends.”
Student 3: “Snack time”
Student 4: “Friends”
Student 5: “Playing football at recess.”
3) Is there anything you would change about you class?
Student 1: “I would get a pool.”
Student 2: “I would get a bathroom for the class.”
Student 3: “Everyone have their own iPad.”
Student 4: “Add a television.”
Student 5: “Make the classroom outside.”
4) What is your favorite subject (math, writing, reading, etc.)?
Student 1: “Science like when we built Bob the snowman” (This was my science lesson, we built a snowman.)
Student 2: “Writing like learning cursive.”
Student 3: “PE”
Student 4: “PE”
Student 5: “Science because we built Bob.”
5) If you were a teacher what would you teach your students?
Student 1: “How to play football”
Student 2: “Math, science, Spanish, writing, and spelling”
Student 3: “Teach all sports”
Student 4: “Football”
Student 5:” I would teach reading and kick boxing. My mom kick boxes and its fun.
rEFLECTION:
I decided to interview five different students because I wanted to see how each answered the questions. I loved having the opportunity to interview the students and converse with them. Learning about their thinking on things was really fun! I decided to incorporate question number one because I wanted to see how the students explained their day of school, I was expecting longer answers but mostly it was eating snack and going outside. I thought it was funny that three of the student stated that they learned math. I asked question two because I was curious to see if any of the students stated something they have learned about being what they liked about their class. They did not, mostly it was having friends which I agree is something I always liked and still like having in classes. It is just something that makes students more comfortable. With question three I was interested in hearing what they would change or add to their classroom my favorite answer was having the classroom outside. I love that idea! I also thought it was so interesting when student two said a bathroom for the classroom. That is something I wish all classrooms could have so students could use the restroom when needed. Question number four was a basic question that I have always asked students, I was so excited when they said science especially when making Bob the snowman! For my science lesson I froze balloons and made them into a snowman—this was for them to learn about matter such as how solids turn to liquids. The lesson was so fun and the students talked about it every day after we did it, they also remember the three states of matter, which made me so happy. I was pretty excited my lesson went so well. Question five was a fun question I though I would ask to see what they would teach if they were teachers. I love how most were teaching some kind of sports. Of course all three that mentioned sports where male students. While writing out the students answers I noticed that student number two usually answered the questions in an educational way for instance their favorite subject was writing, they were the most accurate in explaining how a typical day at school was, and when asked what they would teach they hit most of the core subjects taught! It was interesting to me that they really enjoyed school and learning which makes my heart so happy!
oVERALL CLINICAL EXPERIENCE:
My overall experience in my school was amazing. I was welcome with open arms by the entire staff. I was placed in a second grade classroom. The school I went to was a charter school. Each teacher looped with their students so my teacher was a 2nd and 3rd grade teacher. Every single classroom kindergarten through fifth grade had an assistant. I thought it was amazing how every single room had an assistant because it is something so rare to see. I learned so much from both my cooperating teachers as well as the students in my class. I was able to see what a full day in the classroom was like. I got the opportunity to see my teacher teach a unit on visualization and a unit on small moment stories. I got to see how she started a unit and spent time on different parts to come together. I watched students go from knowing almost nothing about a topic to mastering it within the two weeks I was there. I learned countless classroom management strategies. My cooperating teachers were amazing when it came to keeping a classroom managed. They had songs, special claps, name sticks, and sayings that managed the class well. I wrote down countless books that students of all ages love. I learned some great mentor texts that help children grow as writers. The idea of allowing time to conference with students whenever they needed it is a strategy I will implement in my classroom. I got to see how students think as writers and how to go about a writing lesson. One of my cooperating teachers would write while the students did and I love the idea of writing along with my students and then sharing my writing so they can see how I think. My cooperating teacher allowed time for every student to have the opportunity to share their strategies for how they figured something out whether it was reading, writing, or math. I saw that allowing your students to explain their strategies will help them grow as better writers, readers, and mathematicians. It will also help me as a teacher see their thinking. I got to see ways science and social studies where integrated into the classroom. I got to experience literacy and math center. I had the opportunity to put a literacy center together with one of my cooperating teachers. I have been given countless lesson plans and worksheets for my future classroom. I was able to teach a science, social studies, reading, and math lesson. I saw how much time it took to prepare a lesson and how to teach one. I learned ways I can improve the lessons and that even experienced teachers like the two I was placed with make mistakes. My cooperating teacher gave me the best advice when saying “the day you don’t make a mistake or the day you feel like you truly know it all is the day when you should no longer be a teacher because as a true teacher you will forever learn knew things and you will make mistakes and that is okay.” Hearing something like this for a teacher whose been teaching for over fifteen years helped me so much. I learned that it is okay to laugh at myself. I saw how to build a strong classroom community. My teacher showed me her classroom website and how she updates it with photos, lesson extensions, challenges, and extra work almost daily so parents see what is going on, ways to help their children, and the things they are learning. The proved to be a great form of communication with parents. I am so lucky to have been placed in a classroom with two amazing cooperating teachers whom I learned so much from. The clinical experience I received the last two weeks has been the best one I have ever had. I will forever be grateful for all that I have learned. This experience has set in stone that I am exactly in the major I should be. Teaching is the best job there is!