Well, my microteaching lesson unfortunately not entirely captured on camera, went rather well considering. I was glad to see students analyze the primary documents they were reading and discuss their opinion on violent and nonviolent protest. When I began I was calm and confident and finally used appropriate wait time! And guess what, it works! The students were active and engaged and seemed to really think about the prompts and questions they were given. The beginning portion was
"filmed" twice and the second time was not nearly as affective as the first. I was extremely uncomfortable and nervous. The whole thing seemed contrived and not authentic at all. Which was extremely disappointing because I felt that I had been taught my best lesson yet. I finally was able ot take what we are learning and apply it. The majority of the "indirect" portion of indirect instruction was not captured. Students were not as nearly engaged because at that point, we were running late and the information was no longer new to them. They did not need to analyze the pieces and discuss, but merely try to recall what they previously said. It felt very staged and my performance as a teacher lacked.
What I did learn after feeling very agitated and nervous about the whole thing, was that when we teach we have to overcome our emotions and continue on with the lesson regardless of what we are feeling at that particular moment.
Tuesday, December 16, 2014
Tuesday, December 2, 2014
What is school for?!
Today's lecture really got me thinking about the question "What is school for?" Many have their own opinions and philosophies about the purpose of school and how the school system should be operated. While observing a history class, I gathered that Central Falls high school is for fostering good citizens, encouraging students to graduate and go to college, and to prepare students to be a part of the their community and society. Students were exposed to the news and issues involving citizens' rights and the importance of defending those rights. Students worked in groups and pairs while researching information for their assignments. Giving students opportunities to work together prepares them to work with others in whatever career they pursue. Students are taught problem solving skills and the correct way to research certain topics, which is a skill they will need in college. Tomorrow, students will present their findings. Presenting is another important skill for college and career readiness and for being an active outgoing member of society.
Overall, I was impressed with the lesson and how well the students engaged and remained on task. As a class we agreed the goals of CFHS are to get students to graduate high school, become part of the society, give students exposure to choices, encourage students to go to college and to promote self-reliance.
While the goals of CFHS are not exactly aligned with the theories of Dewey and Illich, I feel as though CFHS is doing an adequate job of incorporating student interest and choice in decision making. Although it is institutionalized, the school still provides options for students with different interests and allows them to empower themselves to certain degree.
Overall, I was impressed with the lesson and how well the students engaged and remained on task. As a class we agreed the goals of CFHS are to get students to graduate high school, become part of the society, give students exposure to choices, encourage students to go to college and to promote self-reliance.
While the goals of CFHS are not exactly aligned with the theories of Dewey and Illich, I feel as though CFHS is doing an adequate job of incorporating student interest and choice in decision making. Although it is institutionalized, the school still provides options for students with different interests and allows them to empower themselves to certain degree.
Wednesday, November 26, 2014
Assessment at CFHS
When observing classrooms at CFHS, I was pleased with the methods of assessment in the classroom. I observed two classrooms; history and english. In both classes the teacher asked general questions that could help them gauge where students were in the lesson and if they were grasping the material.
The history teacher walked around the room while the students completed their assignments. If students needed help, he went to the theirs desks and stood next to them or sat with them to understand why they were experiencing difficulty.
The english class was co-taught and both teachers aided in the assessment of students. The students were reading a story and filling out a worksheet as they went along. The teacher read aloud a few paragraphs and would stop and review the material periodically. He asked students questions about what they had just read, and asked them to make predictions. One student had their head down during this activity, and the co teacher went over to the student. He asked her what was wrong and prompted her to pay attention. Having two teachers who can assist all the students, helps the teachers assess where the students are in their class.
The history teacher walked around the room while the students completed their assignments. If students needed help, he went to the theirs desks and stood next to them or sat with them to understand why they were experiencing difficulty.
The english class was co-taught and both teachers aided in the assessment of students. The students were reading a story and filling out a worksheet as they went along. The teacher read aloud a few paragraphs and would stop and review the material periodically. He asked students questions about what they had just read, and asked them to make predictions. One student had their head down during this activity, and the co teacher went over to the student. He asked her what was wrong and prompted her to pay attention. Having two teachers who can assist all the students, helps the teachers assess where the students are in their class.
Tuesday, November 18, 2014
Professional Organization
I recently had the opportunity to attend a panel of Providence Public School students at Brown University. The event was titled "In Their Own Words" and was held by the Brown student organizations, "B.R.Y.T.E," "Generation Citizen," "Providence Student Union," and "RIUDL." Brown students are the moderators of these organizations and they collaborate with students in Providence public schools. The panel of students was asked various questions about their experiences in school, opportunities, and outside factors that may affect their academic careers.
The panel ranged from a middle school student, to high school students, and two alumni of E Cube Academy who now attend URI. As someone who has worked in Providence Public Schools before, their answers were of no surprise to me. All of the students were very bright and outgoing but two in particular really captured my attention.
The middle school student was a very small boy, with a lot to say. He spoke about how difficult school can be for students who are depressed and bullied. He said many of his friends were depressed and frequently cut themselves. When an audience member asked the students what the students expected in a teacher he responded that many of the students need their teachers to also be a parent. He said that sometimes, a teacher's smile can brighten their day because when they go home, they do not have a smile waiting for them.
The other student who stood out, was one of the alumni students. He was very passionate about education and was knowledgeable about the current issues in education. He spoke about his personal experience as a student from a low socioeconomic status. A Brown student asked him what they should expect on their first day volunteering in a Providence Public School and the student was very straight forward with them. He addressed the question head on and as eloquently as possible stated that they would not be comfortable, as Chad Brown is a very different world and different "Providence" from the East Side and Brown campus. He told them not to judge, but to embrace the students, their diversity and their cultures.
Overall, the event was very interesting because as teachers we must really listen to the needs of our students. I have to admit, at times I doubted if I could even be a good teacher, based off their demands. They need passionate teachers, excited teachers, teachers who are parents. A student requested a teacher come to their house to speak with their parents, to educate their parents, and to help their parents understand the importance of education. They want happy teachers, teachers who speak to them one and one, teachers who give them the attention they lack at home. Because "that's why you guys make the big bucks!" (That comment received quite the giggles from the audience!) In school we learn how to teach objectives on Bloom's taxonomy, how to plan a lesson, how to apply differentiated instruction and universal design of learning. But for them, school is not just a resource for academics. I haven't learned how to deal with these issues, what's the "right" and more importantly, appropriate, way to give these students what they expect from me. Not all districts have such personal demands from teachers, but if I do work in a district that is similar how do I meet these standards my students have for me? Maybe it comes with experience, but I know I will have an impact on my students and I aspire to have the most positive impact as possible, but how?
The panel ranged from a middle school student, to high school students, and two alumni of E Cube Academy who now attend URI. As someone who has worked in Providence Public Schools before, their answers were of no surprise to me. All of the students were very bright and outgoing but two in particular really captured my attention.
The middle school student was a very small boy, with a lot to say. He spoke about how difficult school can be for students who are depressed and bullied. He said many of his friends were depressed and frequently cut themselves. When an audience member asked the students what the students expected in a teacher he responded that many of the students need their teachers to also be a parent. He said that sometimes, a teacher's smile can brighten their day because when they go home, they do not have a smile waiting for them.
The other student who stood out, was one of the alumni students. He was very passionate about education and was knowledgeable about the current issues in education. He spoke about his personal experience as a student from a low socioeconomic status. A Brown student asked him what they should expect on their first day volunteering in a Providence Public School and the student was very straight forward with them. He addressed the question head on and as eloquently as possible stated that they would not be comfortable, as Chad Brown is a very different world and different "Providence" from the East Side and Brown campus. He told them not to judge, but to embrace the students, their diversity and their cultures.
Overall, the event was very interesting because as teachers we must really listen to the needs of our students. I have to admit, at times I doubted if I could even be a good teacher, based off their demands. They need passionate teachers, excited teachers, teachers who are parents. A student requested a teacher come to their house to speak with their parents, to educate their parents, and to help their parents understand the importance of education. They want happy teachers, teachers who speak to them one and one, teachers who give them the attention they lack at home. Because "that's why you guys make the big bucks!" (That comment received quite the giggles from the audience!) In school we learn how to teach objectives on Bloom's taxonomy, how to plan a lesson, how to apply differentiated instruction and universal design of learning. But for them, school is not just a resource for academics. I haven't learned how to deal with these issues, what's the "right" and more importantly, appropriate, way to give these students what they expect from me. Not all districts have such personal demands from teachers, but if I do work in a district that is similar how do I meet these standards my students have for me? Maybe it comes with experience, but I know I will have an impact on my students and I aspire to have the most positive impact as possible, but how?
Tuesday, October 14, 2014
Microteaching Reflection
Overall, I was very impressed with my classmates' lessons, especially for being everyone's first time teaching a lesson. Everyone had a lesson that commanded the student's participation. Everyone displayed the four parts of direct instruction and asked questions that rose on Bloom's levels of taxonomy. Most of teachers accomadated their lessons well for time, as 15- 20 minutes is much shorter than the average class time. It is difficult to reach objectives intended and practice direct instruction in a short time frame. Everyone modified their lessons well and most came within the time limit.
A notable strength that I saw in two of my classmates was their presentation skills. All of us spoke loud and clearly however, two classmates looked as though they were seasoned professionals in how they spoke! They incorporated proper intonation when it was necessary and captured the students' attention with their tone of voice.
Something to work on for next time would be making sure the board and the teacher are visible for all students. I was blocked a few times by the computer monitor that was not being used. I could not see the examples on the slideshow and could hardly see the teacher's face. This could be an issue when trying to show students examples on the board. The teacher should always make sure they are visible to every student, and every student to them for both engagement and behavior reasons.
Another area of improvement would be getting over the fear of being in front of the room. We were all nervous, however we were in a comfortable environment with peers who are our classmates. When we are in front of 20+ adolescences we cannot show nerves or fear. When we are professionals we do not have the advantage to request hitting the stop button and starting over because we are not feeling the first 5 minutes of our lesson and want to start off differently. I was surprised when this occurred. An important technique to have as a teacher is to improvise. It is like a play where the show must go on, no matter what may be going on in your head. We will have to teach lessons on days when a million things from the outside are running through our minds. We have to learn how to turn all of that off and just focus on the now, what is happening and what you want to happen during the lesson. We have to make the best of our situations even if that means we come up with things off the cuff. We have to be ready to improvise and move on.
A notable strength that I saw in two of my classmates was their presentation skills. All of us spoke loud and clearly however, two classmates looked as though they were seasoned professionals in how they spoke! They incorporated proper intonation when it was necessary and captured the students' attention with their tone of voice.
Something to work on for next time would be making sure the board and the teacher are visible for all students. I was blocked a few times by the computer monitor that was not being used. I could not see the examples on the slideshow and could hardly see the teacher's face. This could be an issue when trying to show students examples on the board. The teacher should always make sure they are visible to every student, and every student to them for both engagement and behavior reasons.
Another area of improvement would be getting over the fear of being in front of the room. We were all nervous, however we were in a comfortable environment with peers who are our classmates. When we are in front of 20+ adolescences we cannot show nerves or fear. When we are professionals we do not have the advantage to request hitting the stop button and starting over because we are not feeling the first 5 minutes of our lesson and want to start off differently. I was surprised when this occurred. An important technique to have as a teacher is to improvise. It is like a play where the show must go on, no matter what may be going on in your head. We will have to teach lessons on days when a million things from the outside are running through our minds. We have to learn how to turn all of that off and just focus on the now, what is happening and what you want to happen during the lesson. We have to make the best of our situations even if that means we come up with things off the cuff. We have to be ready to improvise and move on.
Friday, September 12, 2014
Expectations at CFHS
What were your expectations for CFHS?
When I first discovered I would be going to Central Falls for my SED class I was both nervous and excited. I was excited to have the advantage of observing classrooms, but nervous because I was unsure of what to really expect. The only thing I really expected was some type of security at the door because of gang violence that has occurred in Central Falls in the past.
I am somewhat familiar with Central Falls and the Central Falls school department. I was expecting some type of security at the door because of gang violence that has occurred in Central Falls in the past. When I was in high school, I volunteered as a tutor at Ella Risk Elementary School. During this time, I became familiar with the demographics and challenges in this area. I was aware that teacher demographics did not mirror students demographics however, I was surprised when I heard about the teacher demographics in Central Falls High School. At the elementary level, the teacher and teacher's aide in the first grade classroom were both of Latino descent. I assumed that the teacher demographics in the high school would represent multiculturalism slightly more than Mr. Laplante had shared with us. I can see how such demographics could become a problem in the classroom. I expected a large ESL population and I was pleasantly surprised to hear how strictly the administration is enforcing ESL learning for teachers at the school. I am glad to see that administration is really taking the students into consideration. By doing so, teachers will be aware of better methods that will improve student learning.
When looking around the school hallways I expected to see bilingual signs which such a high Hispanic demographic in the town. The sign in front of the school is in both english and spanish and I figured that would be the case inside as well. Although there are a many different ethnicities, I feel as though signs positing rules would be more beneficial to be in spanish and english, the two majority languages.
I also expected to see more emphasis on college and academic success. There were a few posters stating dates of college fairs. It may very well be due to timing, as it is only September, however I expected to see more posters. As someone who works at Rhode Island College, I have dealt with many students from Central Falls who receive grants and scholarships to come to RIC as well as Central Falls students who participate in our college prep summer programs. I was expecting to see more of a Rhode Island College presence in the school. I did see a flyer for scholarship opportunities which I felt was extremely important. I know when I was looking at colleges price was a major factor. Financial aid can be a difficult to obtain, especially for students with parents who do not speak English. Advertising scholarships opportunities provides students with another incentive and reminder that furthering their education is possible.
Overall I was presently surprised. The staff members who spoke to the SED class were passionate about their jobs, their students, and learning in general. On the "warrior board," there were a few pictures of students and information about what they liked best at CFHS. Many of the them stated they liked the teachers at CFHS. In high school the student and teacher dynamic shifts and students are not always so fond of any form of authority. It was nice to see that the students feel as though their teachers are having a positive impact on their lives.
When I first discovered I would be going to Central Falls for my SED class I was both nervous and excited. I was excited to have the advantage of observing classrooms, but nervous because I was unsure of what to really expect. The only thing I really expected was some type of security at the door because of gang violence that has occurred in Central Falls in the past.
I am somewhat familiar with Central Falls and the Central Falls school department. I was expecting some type of security at the door because of gang violence that has occurred in Central Falls in the past. When I was in high school, I volunteered as a tutor at Ella Risk Elementary School. During this time, I became familiar with the demographics and challenges in this area. I was aware that teacher demographics did not mirror students demographics however, I was surprised when I heard about the teacher demographics in Central Falls High School. At the elementary level, the teacher and teacher's aide in the first grade classroom were both of Latino descent. I assumed that the teacher demographics in the high school would represent multiculturalism slightly more than Mr. Laplante had shared with us. I can see how such demographics could become a problem in the classroom. I expected a large ESL population and I was pleasantly surprised to hear how strictly the administration is enforcing ESL learning for teachers at the school. I am glad to see that administration is really taking the students into consideration. By doing so, teachers will be aware of better methods that will improve student learning.
When looking around the school hallways I expected to see bilingual signs which such a high Hispanic demographic in the town. The sign in front of the school is in both english and spanish and I figured that would be the case inside as well. Although there are a many different ethnicities, I feel as though signs positing rules would be more beneficial to be in spanish and english, the two majority languages.
I also expected to see more emphasis on college and academic success. There were a few posters stating dates of college fairs. It may very well be due to timing, as it is only September, however I expected to see more posters. As someone who works at Rhode Island College, I have dealt with many students from Central Falls who receive grants and scholarships to come to RIC as well as Central Falls students who participate in our college prep summer programs. I was expecting to see more of a Rhode Island College presence in the school. I did see a flyer for scholarship opportunities which I felt was extremely important. I know when I was looking at colleges price was a major factor. Financial aid can be a difficult to obtain, especially for students with parents who do not speak English. Advertising scholarships opportunities provides students with another incentive and reminder that furthering their education is possible.
Overall I was presently surprised. The staff members who spoke to the SED class were passionate about their jobs, their students, and learning in general. On the "warrior board," there were a few pictures of students and information about what they liked best at CFHS. Many of the them stated they liked the teachers at CFHS. In high school the student and teacher dynamic shifts and students are not always so fond of any form of authority. It was nice to see that the students feel as though their teachers are having a positive impact on their lives.
Subscribe to:
Posts (Atom)