Anglican version: Ave Maria! Maiden mild!/ Listen to a maiden's prayers/ For Thou canst hear through from the wild/ Thou canst [save] amid despair/
Safe may we sleep beneath Thy care/ Though banished, outcast and reviled/ O Maiden, hear a maiden's prayer/ O Mother, hear a suppliant child/ Ave Maria! [perhaps refashioned into a purity prayer...and, can "save" be substituted with "pray" in respect to Mary's intercessory role?]
Sunday, July 21, 2013
Thursday, April 18, 2013
April 17, 2013
I submitted my Reflection Paper #2 and gave a presentation on the article, "Children's Literature: A Motivating Context to Explore Functions" by Esther Billings and Charlene Beckmann (NCTM, 2005).
I presented how teachers may present enriching material on functions with students, anywhere from K-12, using the delightful picture book based on a Chinese folktale by Lily Toy Hong, titled "Two of Everything."
Teachers may create a resource, explained by the authors of the article, of functions based on a captivating story that are obviously arising from the book, adapted from the book, or somewhat hidden, which may describe aspects that are suggested by the book if the students care to explore the nuances of the story further.
I tried the book out on my ESOL Kindergartners at School A and ESOL Second Graders at School B. There are numerous ways to present concepts and differentiate, from drawing pictures to using counters, to function or rule machines, to graphs. There is even the related English vocabulary of doubling, tripling, and quadrupling :)
I presented how teachers may present enriching material on functions with students, anywhere from K-12, using the delightful picture book based on a Chinese folktale by Lily Toy Hong, titled "Two of Everything."
Teachers may create a resource, explained by the authors of the article, of functions based on a captivating story that are obviously arising from the book, adapted from the book, or somewhat hidden, which may describe aspects that are suggested by the book if the students care to explore the nuances of the story further.
I tried the book out on my ESOL Kindergartners at School A and ESOL Second Graders at School B. There are numerous ways to present concepts and differentiate, from drawing pictures to using counters, to function or rule machines, to graphs. There is even the related English vocabulary of doubling, tripling, and quadrupling :)
April 18, 2013
I am going to have to dig deep; I am having to dig deep. We are in the thick of spring, and I'm thinking about my transition to new teaching positions which may involve teaching newcomers and incorporating even more picture clues and grammatical communicative tasks.
This morning, I was thinking about my beloved French teacher from middle school, Madame P. I need to think about how much fun I had learning French, and how I was fascinated by her ability to prepare--by hand, with her whimsical sketches--her quizzes and tests. They were both fun and challenging.
I also need to think about the high school ESL teachers who seemed to have a similar spirit in being able to work on the fly,quickly preparing picture support to accompany supported text.
It can be done...I can make it challenging and fun!
This morning, I was thinking about my beloved French teacher from middle school, Madame P. I need to think about how much fun I had learning French, and how I was fascinated by her ability to prepare--by hand, with her whimsical sketches--her quizzes and tests. They were both fun and challenging.
I also need to think about the high school ESL teachers who seemed to have a similar spirit in being able to work on the fly,quickly preparing picture support to accompany supported text.
It can be done...I can make it challenging and fun!
Sunday, April 14, 2013
April 12, 2013
Victory: The shy fourth-grade girl who has been characterized as "selective mute" at School B actually initiated a conversation with me! It's hard to believe, as I can hope for little more than a smile and a hello from ANYONE during morning hallway duty. This is great progress for her and me, and it happened naturally in the context of our ESOL writing activities. When I mentioned to her in passing that "We will be writing today," she created an exchange by inquiring whether Jose F. received our letters. This shows genuine interest in the communicative writing activity, concern for her former classmate/school friend, and a meaningful response to my greeting. Praise be to the Lord!!
Sunday, April 7, 2013
March 21, 2013
I am still wincing from this more than two weeks later: it's so demoralizing for a teacher amidst classroom chaos when a young student protests or even just announces gleefully, "But we're not learning anything!"
A lot can be chalked up to classroom management. But a comment like that immediately compels the teacher to check himself or herself on the acuity of the objective. Of course, my knee-jerk response was to put more pressure on that student to respond to my warm-up queries and make the injunction that they all model proper student behaviors when responding to a teacher-directed question.
The need for more student-directed inquiry is a tough nut to crack. It involves engaging them first, and somehow creating a meaningful context.
As for routines--it's a sad fact that students will rely on a set structure as not only an aid, but as a crutch for any actual learning. Students expect....Watch out!!
A lot can be chalked up to classroom management. But a comment like that immediately compels the teacher to check himself or herself on the acuity of the objective. Of course, my knee-jerk response was to put more pressure on that student to respond to my warm-up queries and make the injunction that they all model proper student behaviors when responding to a teacher-directed question.
The need for more student-directed inquiry is a tough nut to crack. It involves engaging them first, and somehow creating a meaningful context.
As for routines--it's a sad fact that students will rely on a set structure as not only an aid, but as a crutch for any actual learning. Students expect....Watch out!!
Thursday, April 4, 2013
April 2, 2013
It's bizarre that it hasn't been until recently that it has occurred to the Baltimore County Public Library system to cull out the juvenile non-fiction books from the general non-fiction books. I had to figure this mystery out when for the umpteenth time my son was resistant to checking any storybooks or chapter books out. So, I asked at the information desk and was promptly and considerately directed to the beginner's atlases and books on planets with large text for strictly amateurs. My kindergartener was so enthralled!
Thursday, March 28, 2013
March 27, 3013
It was nice getting in touch with Marianne, who it turns out, now teaches all three of the ESOL kids who transferred out of my Schools A and B, to whom we wrote individual friendly letters. The classes involved were, in order of our meetings, School B- First Grade (writing to Kevin), School B- Fourth Grade (writing to Jose F.), and School A (writing to Alejandro F.)
The children put such care and thoughtfulness into their letters to their old classmates (whom they missed to varying degrees--some poignantly. And some barely knowing them, but writing considerately or even by means of introduction), personalized writings, some with illustrations and spring break decorations.
It was a heart-warming, authentic, communicative writing experience!
I think my students and I appreciate a meaningful writing task. Besides, I would have felt terribly guilty for promising the students on those departure days that we would keep in touch...and not follow through!
As for the students who suddenly have to move out of state or even return to their home countries...I have much less control over that situation...only a prayer ;)
The children put such care and thoughtfulness into their letters to their old classmates (whom they missed to varying degrees--some poignantly. And some barely knowing them, but writing considerately or even by means of introduction), personalized writings, some with illustrations and spring break decorations.
It was a heart-warming, authentic, communicative writing experience!
I think my students and I appreciate a meaningful writing task. Besides, I would have felt terribly guilty for promising the students on those departure days that we would keep in touch...and not follow through!
As for the students who suddenly have to move out of state or even return to their home countries...I have much less control over that situation...only a prayer ;)
March 28, 2013
Go Fish! was enjoyed by a first grade and a second grade group to pass the time after a test was completed, and in the last few minutes of school before...Spring Break! However, for games to be a worthwhile learning activity, rules must be adhered to, otherwise, what's the point?
The prime educational game of the day, which was a change of pace for the advanced first grade group, was Flip N' Match Homonyms, essentially a concentration (Memory) game utilizing homonym pairs. I still need to thank Christine Williams for ordering these games (among others, still unused) last year. The kids loved it...and I saw remarkable teamwork (partners), strategy, and engagement. Giving children opportunities like this is a better motivation and reward than stickers and bribes.
Plus, I could really appreciate how sharp the minds and recall (Memory!) of these first graders are. I am feeling dull and definitely in the "age 40-up" set by comparison. They can run circles around me!!!
The prime educational game of the day, which was a change of pace for the advanced first grade group, was Flip N' Match Homonyms, essentially a concentration (Memory) game utilizing homonym pairs. I still need to thank Christine Williams for ordering these games (among others, still unused) last year. The kids loved it...and I saw remarkable teamwork (partners), strategy, and engagement. Giving children opportunities like this is a better motivation and reward than stickers and bribes.
Plus, I could really appreciate how sharp the minds and recall (Memory!) of these first graders are. I am feeling dull and definitely in the "age 40-up" set by comparison. They can run circles around me!!!
Monday, March 25, 2013
March 22, 2013
I attended the SPED job fair to inquire about available positions. Updating your resume is an opportunity for life review, a sober reflection of where one is in the working economy.
Fortunately, my mentors are encouraging me in strength areas--character, protocol, rapport, inspiration, love of learning, ability to listen and grow, and creativity.
Fortunately, my mentors are encouraging me in strength areas--character, protocol, rapport, inspiration, love of learning, ability to listen and grow, and creativity.
March 23-24, 2013
My scheduled Saturday root canal became a tooth extraction: at age 40, the prognosis is that the detected stress fracture (and subsequent infection) will likely happen again due to my teeth-grinding. So, I was referred by Dr. Kathy Lee, endodontist, to Dr. Mitcherling, oral surgeon.
I was very impressed by the sympathetic, skilled, and upbeat demeanors of these professionals. They seem to know that they are meeting you at a vulnerable moment and want to buoy you with confidence.
Indeed, the oral surgeon even bowled me over with astonishment at how clearly I articulate my speech sounds..."it's almost eerie...I thought you must be from out of state, like Boston...your voice would be good on radio."
I was very impressed by the sympathetic, skilled, and upbeat demeanors of these professionals. They seem to know that they are meeting you at a vulnerable moment and want to buoy you with confidence.
Indeed, the oral surgeon even bowled me over with astonishment at how clearly I articulate my speech sounds..."it's almost eerie...I thought you must be from out of state, like Boston...your voice would be good on radio."
Thursday, March 21, 2013
March 20, 2013
I was successful with the second grade at School B by providing appropriate motivation and learning supports for them to finally do some writing.
I turned the paragraph writing assignment about a ball sport into writing a Sports Riddle.
Class went like this:
First, because students had expressed disappointment and jealousy at my parameter that not everyone could write about soccer, I started them off with a QuickWrite activity to "write as many words as you can to describe the game of soccer. The winner has the most descriptions. You have 3 minutes. Go!"
Then, I scribed their descriptions. I also gave them sports vocabulary and concepts such as rules and the object of the game. Next, I turned the easel around to show them my Sports Riddle. We checked off which words (provided by them) that I used. I referred them back to a Word Web that I had modeled using for them previously.
The benefit of reminding of them of the Word Web was to show how it could actually be useful in writing a good riddle. They also saw that the riddle did not have to have EVERYTHING, only sufficient detail to infer what the sport was.
While they were writing, I had a sports book available (Famous Sports by Cameron Fox, pub. Penguin Young Reader, 2001)) for them to refer to. Also, to motivate them about the enjoyable aspect of riddles, I read aloud vivid descriptions (adjectives and verbs, and place nouns) of animals (from the picture book Africa Calling, Nighttime Falling by Daniel Adlerman, pub.Charlesbridge, 1996). A book doesn't have to be explicitly a riddle book: just as I had done with the students at School B, I simply omitted the words naming the sport from my model (from the textbook and a piano book featuring sports)
The students first completed their Word Webs, and then moved on to their 2-5 sentence riddles that contained sufficient description. The students were happy to share and edified by useful and practical suggestions to describe their sport accurately and effectively. I was charmed by one student who even cleared his throat dramatically a few times to read. I gave a discarded costume jewelry tiara to the best riddle writer! She was very happy and proud.
I turned the paragraph writing assignment about a ball sport into writing a Sports Riddle.
Class went like this:
First, because students had expressed disappointment and jealousy at my parameter that not everyone could write about soccer, I started them off with a QuickWrite activity to "write as many words as you can to describe the game of soccer. The winner has the most descriptions. You have 3 minutes. Go!"
Then, I scribed their descriptions. I also gave them sports vocabulary and concepts such as rules and the object of the game. Next, I turned the easel around to show them my Sports Riddle. We checked off which words (provided by them) that I used. I referred them back to a Word Web that I had modeled using for them previously.
The benefit of reminding of them of the Word Web was to show how it could actually be useful in writing a good riddle. They also saw that the riddle did not have to have EVERYTHING, only sufficient detail to infer what the sport was.
While they were writing, I had a sports book available (Famous Sports by Cameron Fox, pub. Penguin Young Reader, 2001)) for them to refer to. Also, to motivate them about the enjoyable aspect of riddles, I read aloud vivid descriptions (adjectives and verbs, and place nouns) of animals (from the picture book Africa Calling, Nighttime Falling by Daniel Adlerman, pub.Charlesbridge, 1996). A book doesn't have to be explicitly a riddle book: just as I had done with the students at School B, I simply omitted the words naming the sport from my model (from the textbook and a piano book featuring sports)
The students first completed their Word Webs, and then moved on to their 2-5 sentence riddles that contained sufficient description. The students were happy to share and edified by useful and practical suggestions to describe their sport accurately and effectively. I was charmed by one student who even cleared his throat dramatically a few times to read. I gave a discarded costume jewelry tiara to the best riddle writer! She was very happy and proud.
Monday, March 18, 2013
March 13, 2013
Our school handled a Code Red situation admirably, at 2:55 p.m. I was with a 2nd grade pullout class: we were sharing and evaluating our sports riddles. With the extra time that we had to remain in our classrooms, I shared a twisted fairytale written by my son's kindergarten teacher, "The Three Little Vampires and the Big, Bad Werewolf"
By the time I got to my night class, I was exhausted. My teacher and classmates were sympathetic.
By the time I got to my night class, I was exhausted. My teacher and classmates were sympathetic.
March 12, 2013
Guided practice:
Now, let's go back to problem of our library books.
(Elicit student input.)
What was the specific problem?
How did you feel? Why?
What did you do as a consequence?
How did you solve the problem?
How do you feel about it now?
Anticipate the ESOL curriculum guide writing skeleton for Day 2 in series:
A problem I had was ------. This made me feel ------- because -------. I decided to -------. I solved the problem when I -----. Now I feel -----.
Now, let's go back to problem of our library books.
(Elicit student input.)
What was the specific problem?
How did you feel? Why?
What did you do as a consequence?
How did you solve the problem?
How do you feel about it now?
Anticipate the ESOL curriculum guide writing skeleton for Day 2 in series:
A problem I had was ------. This made me feel ------- because -------. I decided to -------. I solved the problem when I -----. Now I feel -----.
March 11, 2013
I need to refresh my mind on how my RRT mentor would like me to deliver a series of two writing lessons on problem-solution.
The model is supposed to be based on the story we already read and discussed--"Birds in the Garden."
What about the hook? (preliminary) And then, to follow up the model, the guided practice?
Hook: I was wondering, have any of you ever not returned your library book on time, like past the due date or when the school librarian expected it back?
How did you feel? What happened?
Turn and talk with your partner.
The model is supposed to be based on the story we already read and discussed--"Birds in the Garden."
What about the hook? (preliminary) And then, to follow up the model, the guided practice?
Hook: I was wondering, have any of you ever not returned your library book on time, like past the due date or when the school librarian expected it back?
How did you feel? What happened?
Turn and talk with your partner.
March 9-10, 2013
My daughter's last weekend before turning 13! She spent her second weekend volunteering at the assisted living center. We realized that it is not a good idea to be sucked into the negative energies of a particular resident who always has to be right, even when I am correcting my daughter in being respectful, responsive, and helpful. I let my daughter know that she could not play the victim, in letting it appear like she "rather go outside to play."
Well, it is all for the best that I play the chaperone role rather than be a helicopter mom: it is also not proper for the facility to use me as an extra staff member--as it could become a liability issue regarding care of their own residents.
Well, it is all for the best that I play the chaperone role rather than be a helicopter mom: it is also not proper for the facility to use me as an extra staff member--as it could become a liability issue regarding care of their own residents.
Friday, March 15, 2013
March 14, 2013
Happy Pi day. I have been experiencing some success introducing the picture books referenced by the Teaching Math article that I am reflecting on. I introduced One Watermelon Seed to the ESOL kindergarteners, and Two of Everything to a first grade section. The students become very animated counting the objects and predicting what will come next in a series. The picture books complement the themes my students have been exploring: Make-Believe vs. Reality (kindergarten) and Cultural Traditions (Grade 1).
Wednesday, March 13, 2013
March 8, 2013
I was surprised by a high-performing second-grader's tears when I was correcting her independent assessment in class. I had just pointed out the same correction to another high-performing student, who instantly acknowledged the minor correction--painless. But why should I be surprised? I was sensitive myself--I still am--and doggedly concerned about my own creativity not being stifled. Another student in the class resembles me for taking extra care in his writing assignments and the even the way he leaves the classroom. God bless these kids!
Monday, March 11, 2013
March 6, 2013
Today was the snow day that was just a bleak, rainy one in Dundalk. The upside was that in the morning I was able to evaluate a tricky math problem, enjoy the first half of Bourne legacy, and see the chiropractor!!
Sunday, March 10, 2013
March 5, 2013
The principal at School A tells me to invest in myself. The principal at School B tells me to think of it like college. Pretty consistent, I'd say!
Thursday, March 7, 2013
March 7, 2013
This post isn't about teaching ESOL in the elementary setting, but about my part-time tutoring job at the community college. Tutoring algebra walk-ins is my forte, but lately I have been scheduled to tutor biology students by appointment as soon as I arrive. Here's the rub: I'm no expert or even a science major. How can I prevent what happened last Thursday, where a type-A student came in with the assumption that I would know more than I do, without the benefit of any context from her class coursework or notes, just her abstruse pharmacological text? I guess I shouldn't panic and I should maintain a humble attitude. In addition to the Internet resources (my fear was that she would be turned off by my typing straight into the search engine, which is something she could do herself), I could introduce her to more basic biology texts from our cabinet.
Reflecting on how I crumbled in the face of her expectations to be given lucid explanations straight from the horse's mouth, regardless of a student's ability level, they must learn to ask the questions and begin to do the work themselves. In other words, teach them to fish (as opposed to just giving them the fish)....
My regret last week was that I ended up describing what she should do...we wasted time when we could have been using resources together, armed with guiding questions facilitated by me, if she didn't seem to know where to begin. Be a professional learning facilitator--this is where training should kick in :)
Reflecting on how I crumbled in the face of her expectations to be given lucid explanations straight from the horse's mouth, regardless of a student's ability level, they must learn to ask the questions and begin to do the work themselves. In other words, teach them to fish (as opposed to just giving them the fish)....
My regret last week was that I ended up describing what she should do...we wasted time when we could have been using resources together, armed with guiding questions facilitated by me, if she didn't seem to know where to begin. Be a professional learning facilitator--this is where training should kick in :)
Wednesday, March 6, 2013
February 27, 2013
At School B, they have clearly been ramping up for the MSAs. Not only was there a pep rally complete with an MSA song, but coming in to the lobby, there has been a dry-erase board counting down the days (since Day 19?). There definitely is a festive spirit in the air, a second Christmas?
February 26, 2013
My RTT mentor is encouraging me to stretch a bit...not a bad idea since I need to dust off the ELMO projector since the conclusion of month-long WIDA testing. Three things to consider: audio files, exploring DVD resources (not assuming they are all outdated), and trying previewed segments of video.
March 4, 2013
Reflections on Friday's lesson, before meeting with mentor:
Focus unclear regarding "ball games": is it just about types of games, because I forgot to reference important properties of balls, i.e. round, rolls.
Model probably would be improved with a text-dependent question following the use of the word web. I need to show a clear purpose.
Focus unclear regarding "ball games": is it just about types of games, because I forgot to reference important properties of balls, i.e. round, rolls.
Model probably would be improved with a text-dependent question following the use of the word web. I need to show a clear purpose.
February 25, 2013
I met with my two 5th graders today at School A. I'm trying to encourage them to set personal learning goals. It's obvious that one has spelling needs related to his transfer of Spanish sounds to written English (he excels at reading comprehension, but why is his spelling so atrocious?), and the other student (Urdu language background) would benefit from expanding on the details in his writing thru revision.
Monday, March 4, 2013
March 1, 2013
It was hard to drag myself in today, especially considering my coughing jags and my last-minute dental appointment. What brought me in? Bus duty...and my assistance plan to do a videotaped lesson.
Alas, the lesson was truncated from 25 minutes to less than 20 due to an MSA drop everything and dance type of pro rally. All I could do was feebly wave my exit tickets in the air, in the direction of the flipcam that my intention was to guide my students toward that assessment. Reflections on Monday when meeting mentor.
Alas, the lesson was truncated from 25 minutes to less than 20 due to an MSA drop everything and dance type of pro rally. All I could do was feebly wave my exit tickets in the air, in the direction of the flipcam that my intention was to guide my students toward that assessment. Reflections on Monday when meeting mentor.
March 2-3, 2013
The MSAs begin on Monday. Students in grades 3-5 will be busy testing. I received email updates from my principal and vice-principal at School A that I will be relieved of proctoring and accommodations duties in order to continue instruction with grades K-2.
Thursday, February 28, 2013
February 28, 2013
Julien's dad and I went to his elementary school to attend this semester's SST meeting. Not only did we hear how DES is attending to his needs, but I saw many lovely examples of differentiated lessons. Perhaps I'm learning that it still doesn't come naturally to me, although it looks so effortless. Here's an example from the bulletin board display of fifth grade new year resolutions:
"New Year, New Me!
"Write about your goal and resolution for the New Year. Describe the steps you will take to achieve your goal."
Now, this is very different from what I tried for the New Year. Right away, I tasked my students to quantify a specific kind of improvement they wanted to see, and to create a plan. Am I killing all natural impulses and love of learning? My tendency is to expect too much too soon.
In contrast, I can appreciate the simpler and clearer design of the posted writing exercise/formative assessment. The apparent expectation was that the students would demonstrate their understanding of goal and be able to write steps in a process to achieve that goal. The resolution was the real-world connection, although secondary to the process-writing in order to reach a goal.
It is also delightful to see a variety of responses based on the students' ability levels and interests.
"New Year, New Me!
"Write about your goal and resolution for the New Year. Describe the steps you will take to achieve your goal."
Now, this is very different from what I tried for the New Year. Right away, I tasked my students to quantify a specific kind of improvement they wanted to see, and to create a plan. Am I killing all natural impulses and love of learning? My tendency is to expect too much too soon.
In contrast, I can appreciate the simpler and clearer design of the posted writing exercise/formative assessment. The apparent expectation was that the students would demonstrate their understanding of goal and be able to write steps in a process to achieve that goal. The resolution was the real-world connection, although secondary to the process-writing in order to reach a goal.
It is also delightful to see a variety of responses based on the students' ability levels and interests.
Tuesday, February 26, 2013
February 23-24, 2013
I'm so proud of my daughter. She is in the seventh grade at the zone-middle school and she and I have been working on completing her Confirmation requirements for her final year at the Saturday religious education program thru Sacred Heart of Mary School of Religion.
This has involved going to Mass each week and volunteering for Catholic agencies. This weekend she started her work at an assisted living facility. The coordinator and workers there have been so supportive of her efforts. I get to look on as chaperone, only stepping in once and awhile to give Grace some pointers. She is really the right age for learning job skills and the the value of devoting your time, energies, and gifts to service. I really liked the way that she was mindful of the needs and abilities of the senior citizens there. She has instincts! Yay!
This has involved going to Mass each week and volunteering for Catholic agencies. This weekend she started her work at an assisted living facility. The coordinator and workers there have been so supportive of her efforts. I get to look on as chaperone, only stepping in once and awhile to give Grace some pointers. She is really the right age for learning job skills and the the value of devoting your time, energies, and gifts to service. I really liked the way that she was mindful of the needs and abilities of the senior citizens there. She has instincts! Yay!
February 22, 2013
After the previous long post, I was plagued with insecurities...I really need to adjust to becoming more outward directed in order to meet the needs of my students. I need to be responsive and prepared. It's a waste of time especially now to worry about what other people think. Just do my job.
As for instructional and curricular focus, the principal at School B advised me keep an eye in the K-12 standards, and I think the Articulated Instructional Modules publicly available on the school system's website is consistent with that. My Race to the Top mentor and I have discussed attending to the AIM standards. I can benefit from the guidance and advice of my various mentors to think more effectively as a teacher.
As for instructional and curricular focus, the principal at School B advised me keep an eye in the K-12 standards, and I think the Articulated Instructional Modules publicly available on the school system's website is consistent with that. My Race to the Top mentor and I have discussed attending to the AIM standards. I can benefit from the guidance and advice of my various mentors to think more effectively as a teacher.
Friday, February 22, 2013
February 21, 2013
Follow-through:
Well, I was able to pick up where I left off after my January 31 observation. It's nice to know that my three first graders were able to recall what we were doing....This is a full 21 days ago, due to the interruption of WIDA testing.
This time, I was mindful that I wanted my students to engage more deeply in the process of determining a sequence of events, or "the process of processing." I also wanted my students to be able to articulate their thinking. I found that this warm-up, in which I had the four students (three plus one: Carlos joined us for the first time today) sort 10 pictures illustrating The Three Little Pigs fairytale required noticing of visual details and logical ordering, in addition to knowledge of the narrative. For example, one scene that looked like the pigs dancing and rejoicing at first appeared like the end of the story; however, Hector pointed out that you could see the wolf still lurking in the woods. (I myself hadn't noticed because my eyes hadn't focused on this detail: the pictures were small and not in color). An ordering of scenes that required some sequential thinking was that the wolf had to first stand in front of the house in order to blow it down; therefore, the wolf would be seen charging out of the woods towards the pigs BEFORE blowing the house down, not after. In these respects, story sequence also required a sense of process required in explaining science or natural processes.
The 10 pictures of the story could be grouped into the three rough categories of "First," "Then," and "Finally" that I had intended for the prior "Getting Ready for Winter" (Hibernation/Migration) lesson.
The students were free to attempt sorting their "Getting Ready for Winter" sorts on their own. The students were given their books and encouraged to use the text and pictures to help them sort their assigned process. Hector (with Carlos as partner) sorted the butterfly migration sequence correctly. On the other hand, we had purposeful discussion regarding how Zalk could correct his bear hibernation sequence and David could correct his woodpecker food storage sequence. Sorting the pictures appropriately required an ability to explain why they were ordered in that manner. The woodpecker sequence was not so obvious, because it depended on the perspective of the sorter: was the woodpecker flying back and forth to the tree in order to store the acorns, or was he already at the stage of enjoying the acorns and attracting another bird to the tree to feed on the acorns, too? But it was also clear when a stage had to come first--the availability of acorns from fruiting trees, a bear having its pre-hibernation fill of fish and vegetation.
The response by the students was positive (despite their anxiety about being late for gym). David wanted to take the colorful sequence sort home, and Zalk wanted to try another one, next time! I would still like them to attempt a complete retelling of their "Getting Ready for Winter" sequence before they take it home. Then, they could share and perform for their family at home (an elaborate make & take)!!
Well, I was able to pick up where I left off after my January 31 observation. It's nice to know that my three first graders were able to recall what we were doing....This is a full 21 days ago, due to the interruption of WIDA testing.
This time, I was mindful that I wanted my students to engage more deeply in the process of determining a sequence of events, or "the process of processing." I also wanted my students to be able to articulate their thinking. I found that this warm-up, in which I had the four students (three plus one: Carlos joined us for the first time today) sort 10 pictures illustrating The Three Little Pigs fairytale required noticing of visual details and logical ordering, in addition to knowledge of the narrative. For example, one scene that looked like the pigs dancing and rejoicing at first appeared like the end of the story; however, Hector pointed out that you could see the wolf still lurking in the woods. (I myself hadn't noticed because my eyes hadn't focused on this detail: the pictures were small and not in color). An ordering of scenes that required some sequential thinking was that the wolf had to first stand in front of the house in order to blow it down; therefore, the wolf would be seen charging out of the woods towards the pigs BEFORE blowing the house down, not after. In these respects, story sequence also required a sense of process required in explaining science or natural processes.
The 10 pictures of the story could be grouped into the three rough categories of "First," "Then," and "Finally" that I had intended for the prior "Getting Ready for Winter" (Hibernation/Migration) lesson.
The students were free to attempt sorting their "Getting Ready for Winter" sorts on their own. The students were given their books and encouraged to use the text and pictures to help them sort their assigned process. Hector (with Carlos as partner) sorted the butterfly migration sequence correctly. On the other hand, we had purposeful discussion regarding how Zalk could correct his bear hibernation sequence and David could correct his woodpecker food storage sequence. Sorting the pictures appropriately required an ability to explain why they were ordered in that manner. The woodpecker sequence was not so obvious, because it depended on the perspective of the sorter: was the woodpecker flying back and forth to the tree in order to store the acorns, or was he already at the stage of enjoying the acorns and attracting another bird to the tree to feed on the acorns, too? But it was also clear when a stage had to come first--the availability of acorns from fruiting trees, a bear having its pre-hibernation fill of fish and vegetation.
The response by the students was positive (despite their anxiety about being late for gym). David wanted to take the colorful sequence sort home, and Zalk wanted to try another one, next time! I would still like them to attempt a complete retelling of their "Getting Ready for Winter" sequence before they take it home. Then, they could share and perform for their family at home (an elaborate make & take)!!
February 20, 2013
The birthday cake that my son chose for the family was very yummy.
I had a minor panic attack today because my assigned days at the two schools had been adjusted to accommodate a make-up day for a transferring student...and he didn't show up! The AP had driven across town the day before to pick up the testing booklet, and it turns out that this child has been out sick Tuesday, today Wednesday, and (because I am recording this journal entry retroactively) tomorrow, Thursday. The testing window closes for good on Friday. The nurse left a message on his mother's phone inquiring about his absence.
I had a minor panic attack today because my assigned days at the two schools had been adjusted to accommodate a make-up day for a transferring student...and he didn't show up! The AP had driven across town the day before to pick up the testing booklet, and it turns out that this child has been out sick Tuesday, today Wednesday, and (because I am recording this journal entry retroactively) tomorrow, Thursday. The testing window closes for good on Friday. The nurse left a message on his mother's phone inquiring about his absence.
February 19, 2013
By the way, my smartphone has been extremely helpful for 1) enabling me to keep this Blogger journal going and 2) being an Internet backup for the family when our limited data plan expires each month. At least we can access important messages and not totally feel in the dark (unconnected) while we wait for the next NetZero cycle ;)
February 16-18, 2013
It was a blessed long weekend, including Presidents' Day. My husband and children have been so sympathetic and supportive during this time of change, reassessment, and personal growth. It helps, too, that we are in the birthday season and at the start of Lent...there is much to celebrate and be glad about in our family of four.
February 15, 2013
A birthday email message from a good friend that I opened and read in the middle of the night gave me the courage to yes, go back to work the following day (after taking a half-day) to start anew. And I'm so glad I did! Friday was a day for taking stock of my increased service load of ESOL students...the principal from School B had discussed with me pullout interventions for the new students (particularly 2 newcomers) and ways that I could support the proficiencies of my students in the classroom, moving forward. In short, today I felt like I was able to play to my strengths as a tutor for the newcomers and to think strategically about how to regroup my students according to their needs and schedule. At School A, I was able to regroup kindergarten and second grade pullouts in this manner.
Thursday, February 21, 2013
February 14, 2013
Tears, yes, even at my Pizza Hut birthday dinner. The observation process has been a brutal one as my efforts have not gone unnoticed, but I have implemented changes as a novice might...I have been reactionary and anxious to get things right but missing the obvious. No, I'm not a horrible teacher...in fact, my rapport with the students is still positive, I have improved my classroom management instincts, and I'm a damn good consultant and tutor. I just need to keep my head in the game...even if the elementary school practices are not the best fit for me. I still have a lot to offer...as I work at being a more effective interventionist. Ever onward!
Wednesday, February 20, 2013
February 13, 2013
I went to work, after all...on my birthday! I needed to meet the principal for the pre-obs at School B, first thing in the morning. Got some useful feedback.
Tuesday, February 19, 2013
February 12, 2013
The WIDA assessments are wrapping up. I'm glad that the kindergarten assessments have been completed and that I became quite adept at reading the prompts and setting up the appropriate cards. Repetition and training are apparent!
Additionally, I was finally able to meet a kindergartener whose older brother also enrolled recently. Also evident with him is a sophistication of speech and critical thinking...but a delay in reading skills, or in the kindergartener's case, sound-letter knowledge. It's not for lack of trying--he was earnestly making the sounds and trying to come up with the corresponding letters, and even making crossing motions with his arms to facilitate his recall, but perhaps switching schools so many times i.e. the interrupted education and services effect, really is telling.
Additionally, I was finally able to meet a kindergartener whose older brother also enrolled recently. Also evident with him is a sophistication of speech and critical thinking...but a delay in reading skills, or in the kindergartener's case, sound-letter knowledge. It's not for lack of trying--he was earnestly making the sounds and trying to come up with the corresponding letters, and even making crossing motions with his arms to facilitate his recall, but perhaps switching schools so many times i.e. the interrupted education and services effect, really is telling.
Monday, February 18, 2013
February 11, 2013
Today a first grader whose teacher has referred him to ESOL services since September...has finally joined the roster and taken the entire battery of language proficiency tests. What is it like to go under the radar for so long? You definitely develop your own coping skills in a heavily academic environment. Although he may be lacking in spoken vocabulary compared to a native English-speaker, I was impressed by his ability to respond to my questions. That is a good sign--that he is receptive to the teacher's direction. However, I have already heard that the Hispanic/ESOL population characterized by the principals of both schools as "good kids...you can see they are trying their best to follow you.". My, I do not want to let them down!!
Sunday, February 17, 2013
February 9-10, 2013
Saturday was a bright spot, gaining a toehold in confidence by taking time out to the Special Ed praxis. The computerized test posted a score of 191, which seems to be above the minimum for gaining certification. I've gained two insights: 1) the perspective that the principal from School A brings, from his Special Ed inclusion background...in how student learning should be gauged and even in how he approaches new teacher-practitioners; and 2) how each question that I miss I the areas of development and characteristics of learners and assessment reveals some grounding that I am lacking.
All in all, a good day. It was nice to get home to celebrate: Gras surprised us with a gem of a DVD--The Ghost Writer!
All in all, a good day. It was nice to get home to celebrate: Gras surprised us with a gem of a DVD--The Ghost Writer!
Friday, February 15, 2013
February 8, 2013
I don't want to stop recording my impressions in this journal, even when it is slightly retroactive. (Strangely still helps me with forward movement!). The following day--early Saturday morning--I had a Praxis exam in Special Ed. I get satisfaction in continuing to learn and reflect. For example, it only occurred to me after I had taken (and passed) the exam that, even though I still have difficulty getting around to recording things (documentation), "anecdotal" evidence is more a natural outgrowth than the scientific habit of recording "frequency," even when the latter is just a matter of making tallies. It's that you measured reliably and used the results for a purpose that takes another order of brain space and level of organization.
Monday, February 11, 2013
February 7, 2013
Today was not such a good day. It is very stressful when you feel that your credibility is being undermined. At least within 24 hours, my input was validated by the central office...but who gets the credit, anyway, for clarification and support? Not me!!! ;)
Sunday, February 10, 2013
February 6, 2013
I met the last student today, a transferee from another school. High-calibre...it really is a challenge to have students of different language proficiency levels and academic ability in one ESOL class. This student had been in a class of newcomers who are still developing sufficient language skills to be able to write at grade-level. On the other hand, this child is fluent in English, has been receiving ESOL services throughout elementary school, and is both articulate and responsive to teacher's line of questioning. I'm grateful during this testing that I have seen a variety of response to test questions in all domains: listening, reading, speaking, writing.
February 5, 2013
I went back to School B to do make-up testing. My impressions of the two new students' abilities were confirmed. The first grader has so little schooling and English language background that he may choose not to respond; repeat a phrase in English as a stock answer; or attempt to demonstrate comprehension in his L1, which is Spanish. The third grader can read fluently, has decoding ability, and can write simple personal narratives. However, he doesn't respond appropriately to critical thinking questions, not giving more than a surface answer when a comparison or a main idea is being requested.
Wednesday, February 6, 2013
February 4, 2013
It is preferable to get up in the morning feeling motivated and refreshed with new insights (as opposed to bullied by the alarm clock). I would like to keep motivating my students who are demonstrating comprehension...reward them with process work that they are ready for and can handle. I need to take this "promoting autonomy" that an educator does, seriously. Especially in a small pullout format with various needs and abilities, this is possible. I will ensure that I have the differentiated piece and the learning modalities piece more explicit in the next observation lesson.
February 2-3, 2013
I have still been avoiding journalist about my last observation. It was devastating. Maybe I will just talk about it in bits and pieces because I really am affected by the post-obs emotionally, although I know that I need to implement changes ASAP.
Theme for improvement, with which to infuse my teaching practice. Students need to be engaged and involved for longer periods of time: capitalize in their concrete-operational stage. Visuals are not merely ancillary for first graders, but help them process information simultaneously with text clues.
Theme for improvement, with which to infuse my teaching practice. Students need to be engaged and involved for longer periods of time: capitalize in their concrete-operational stage. Visuals are not merely ancillary for first graders, but help them process information simultaneously with text clues.
February 1, 2013
Seek clarification. One of the buzz words of administrators. I have to try it myself as I improve my ability to be compliant in accommodation forms, progress reports, and filing. This is the key to effective collaboration.
Tuesday, February 5, 2013
January 31, 2013
Last night's NDM class was more like a seminar, and on a subject that I try to stretch my horizons in...math! The professor said that the topics in the PreCalculus book would be the upper limits for an elementary school teacher as well as a possible topic for advanced middle schoolers.
Well, I definitely did not feel like one of the smarter students in the room ;). The majority of these math-oriented teachers already took the "teaching math" course together that immediately precedes this one in the sequence.
I ordered the book immediately when I got home, so it will arrive as early as the Friday. I still need to get onto the new Blackboard platform known as Joule. And, check out the suggested math problems from the handout the teacher gave us in class.
What makes this class seminar-style, at least in my mind, is the ongoing fostered discussion that checks if we are getting it (an informal formative assessment) and the way that the topics (which seemed more like brain-teasers today, as we discussed qualitative graphs) were springboards for abstraction. However, I must always keep in mind--how would I present these topics to middle schoolers? (Title of NDM course, Middle School Mathematics-Algebra)
Well, I definitely did not feel like one of the smarter students in the room ;). The majority of these math-oriented teachers already took the "teaching math" course together that immediately precedes this one in the sequence.
I ordered the book immediately when I got home, so it will arrive as early as the Friday. I still need to get onto the new Blackboard platform known as Joule. And, check out the suggested math problems from the handout the teacher gave us in class.
What makes this class seminar-style, at least in my mind, is the ongoing fostered discussion that checks if we are getting it (an informal formative assessment) and the way that the topics (which seemed more like brain-teasers today, as we discussed qualitative graphs) were springboards for abstraction. However, I must always keep in mind--how would I present these topics to middle schoolers? (Title of NDM course, Middle School Mathematics-Algebra)
Saturday, February 2, 2013
January 30, 2013
There are children who enjoy taking tests. No, I am totally against tests that students are not realistically prepared for. But tests are nonetheless occasions for learners to test their abilities and to celebrate what they know and/or gained. Valid tests measure a learner's progress and indicate what the purpose and standards are. At the elementary level, it is refreshing for students to embrace reading as an adventure and challenge in and of itself, and a gateway for future learning.
January 29, 2013
I'm back @School A for standardized testing. There was an issue regarding snack time and bathroom breaks and too much time taken to settle the first graders down...so I decided to postpone the reading section of the test. Evidently, not a good idea: I was slammed by a host of administrators.
Thursday, January 31, 2013
January 28, 2013
It's shocking how behind I've gotten on these posts, but it's important for me to keep continuity during this difficult year...taking it day by day, entry by entry helps one believe in transitions and process.
This evening was memorable because Gras and I attended an area advisory council meeting that featured the county's school superintendent. It was interesting to hear what pressures and concerns the school system faces as well as to hear the concerns of parents who are worried that their children might be pawns in a transitional educational program. Parents and concerned staff members can't help but feel the strain. It's personal, and it hurts to feel trifled with by political and social systems and agendas.
This evening was memorable because Gras and I attended an area advisory council meeting that featured the county's school superintendent. It was interesting to hear what pressures and concerns the school system faces as well as to hear the concerns of parents who are worried that their children might be pawns in a transitional educational program. Parents and concerned staff members can't help but feel the strain. It's personal, and it hurts to feel trifled with by political and social systems and agendas.
Sunday, January 27, 2013
January 26-27, 2013
It's time to draft the observation lesson. I will need my curriculum standards. I will need to reflect on how much background knowledge has already been built for my students to acquire new learning. Then I have to prime them, light the fire, foster connections...to the model...the guided practice...the independent practice...to the independent assessment.
January 25, 2013
Day 3 of the 15-minute mini-sessions with my (3) test-puppy first graders: their classroom teacher finally had to come over to shush us, we were being so loud! That is actually progress, eliciting evermore talk from these students. On Day 2, the non-Spanish -speaking student (Urdu) made two personal connections and even referred to his home country to access a precious memory.
I realized that, in the large scheme of things, I have actually gotten to know these students very little, in both quantity of time and quality. Time is short...make the most of it!
I realized that, in the large scheme of things, I have actually gotten to know these students very little, in both quantity of time and quality. Time is short...make the most of it!
Saturday, January 26, 2013
January 24, 2013
More kindergarten batteries and first grade speaking tests. If I don't record my fresh observations, I will be ruined! First graders have the potential to respond to a challenge by either shutting down or working harder: don't we all? ;). One first grader didn't appear to understand when more was required of him, without needing additional prompting. But that would invalidate this kind of test. There are limits. And, in the big picture, a student already displays a tendency for a set of descriptors, so one mistake does not really "do him in."
I see it takes so little to keep the stimulation and motivation positive...but a teacher has to pace and manage to dispel creeping frustration on the part of both student and teacher.
I see it takes so little to keep the stimulation and motivation positive...but a teacher has to pace and manage to dispel creeping frustration on the part of both student and teacher.
Thursday, January 24, 2013
January 23, 2013
Conducting a battery of tests in the 4 domains--listening, speaking, reading, and writing--and administering it in a 1-on-1 interview-style format to kindergarteners has revealed to me weaknesses and strengths that I may not have considered, especially if had preconceptions about a child's intelligence. Again, I return to the progress reports to record relevant observations.
Tuesday, January 22, 2013
January 22, 2013
Now that the time of my next observation is drawing near, I'm getting nervous about the competences expected of a teacher, and namely, the big question, Do I know my students? I received a progress report completed by another teacher for a transferring student, and see how attentive she is regarding the student's measurable demonstrable ability in the four domains: speaking, listening, reading, writing. Moving forward, while I am conducting the English proficiency tests, this is my chance to observe the students' skills, if I haven't already.
Monday, January 21, 2013
January 21, 2013
There is no school today: it's Martin Luther King Jr. Day. Inauguration Day for President Obama's second term in office is also today, as well as significant 50-year and 100-year anniversaries for civil rights.
I'm glad that before standardized testing began at School B, I was able to have an "I Have a Dream" discussion with the group of struggling second graders (was 4, now 5) at School A about how our world became a better place as a result of this man's leadership and how there is still more for us as a society to dream and work towards. It was a meaningful discussion and so, was encouraging to the students in regards to their communicative competence. They were happy to receive my character value stickers instead of just stars and smiley faces on that occasion.
I'm glad that before standardized testing began at School B, I was able to have an "I Have a Dream" discussion with the group of struggling second graders (was 4, now 5) at School A about how our world became a better place as a result of this man's leadership and how there is still more for us as a society to dream and work towards. It was a meaningful discussion and so, was encouraging to the students in regards to their communicative competence. They were happy to receive my character value stickers instead of just stars and smiley faces on that occasion.
January 19-20, 2013
This weekend I am completing the progress reports, and if there are some whose listening/ speaking/reading/writing I need to observe further to apprise their progress--like the kindergartners, new students, transferred students, and/or those just put on my ESOL service--at least I have a generated draft to tweak, as needed.
Reflecting on the students' demonstrated abilities so far helps me to think about their needs and the areas that I may need to pre-assess and assist them with, to help develop their skills.
Reflecting on the students' demonstrated abilities so far helps me to think about their needs and the areas that I may need to pre-assess and assist them with, to help develop their skills.
Sunday, January 20, 2013
January 18, 2013
A teacher's heart is pulled in so many directions: ultimately your concern is that the student will be able to fend for himself or herself with the critical tools of mind and body and spirit, and even a step further, to make his or her own contributions in the world.
A teacher thinks about this when students have to transfer or leave unexpectedly. Children's fates are at the whims of their parents...and educators. It is important that children are empowered.
A teacher thinks about this when students have to transfer or leave unexpectedly. Children's fates are at the whims of their parents...and educators. It is important that children are empowered.
Friday, January 18, 2013
January 17, 2013
A speaking interview is designed to show the limits of one's basic comprehension and communicative competency. It soon becomes apparent what the speaker can sort out for oneself.
The interviewer is rewarded for his or her persistence in determining this as the sometimes hapless speaker gropes for the words to describe each context.
The interviewer is rewarded for his or her persistence in determining this as the sometimes hapless speaker gropes for the words to describe each context.
Thursday, January 17, 2013
January 16, 2013
It's heartbreaking to see first graders struggling to read a standardized test that requires a higher level of comprehension than is realistic. A child's teacher is also painfully aware when cultural bias further limits student understanding,
Wednesday, January 16, 2013
January 15, 2013
Stephanie Harvey professional development:
Such a wonderful woman, educator, and driven to write, collaborate, and insist on engagement and meaning making! It was a pleasure to meet her and learn by observing her teaching students, interacting with them, debriefing the experience with fellow educators, and sharing her values, beliefs, and thought processes. Some notions that I will take away to implement in my own teaching practice are: seamless reading (whereby reading's purpose is to entertain, inform, and instruct), Word Keeper (modeling for children to be caretakers of words), and lessons as a practice and opportunity to use a strategy regardless of the particular text, and the selection of shared readings for the rich and purposeful context they provide. Nothing wasted! Affirm and encourage. Empower.
Such a wonderful woman, educator, and driven to write, collaborate, and insist on engagement and meaning making! It was a pleasure to meet her and learn by observing her teaching students, interacting with them, debriefing the experience with fellow educators, and sharing her values, beliefs, and thought processes. Some notions that I will take away to implement in my own teaching practice are: seamless reading (whereby reading's purpose is to entertain, inform, and instruct), Word Keeper (modeling for children to be caretakers of words), and lessons as a practice and opportunity to use a strategy regardless of the particular text, and the selection of shared readings for the rich and purposeful context they provide. Nothing wasted! Affirm and encourage. Empower.
Tuesday, January 15, 2013
January 14, 2013
Observations:
1) Completely New Student A recorded the same response for every single question.
2) Completely New Student B had only a surface understanding of academic vocabulary and 1-step problem solving.
3) By comparison, it appeared that average students had benefited from school interventions. Interventions don't guarantee the right answer, but you might at least approach them correctly...or have a fighting chance!
1) Completely New Student A recorded the same response for every single question.
2) Completely New Student B had only a surface understanding of academic vocabulary and 1-step problem solving.
3) By comparison, it appeared that average students had benefited from school interventions. Interventions don't guarantee the right answer, but you might at least approach them correctly...or have a fighting chance!
Monday, January 14, 2013
January 12-13, 2013
I'm glad that I had a long relaxing weekend. The weeks ahead will require focus as I concern myself with compliance issues for standardized testing (of ESL students) and improving my teaching craft. A professional works at it, whatever it is...and delivers! A nod to Novel Rocket advice by bestselling author Tess Gerritsen.
Saturday, January 12, 2013
January 11, 2013
Well, I survived yesterday. It was a personal victory that I was able to see beyond the negatives to areas that are possible to improve in. It was hard for me for days prior to the mid-year evaluation not to see it as a firing squad, but that would be premature, right?
Instead, the focus should be on learning and growing and scaffolding experiences for young learners, in the way that you would like someone to do for you if you were terrified. Now, is that someone I'm familiar with? ;)
Instead, the focus should be on learning and growing and scaffolding experiences for young learners, in the way that you would like someone to do for you if you were terrified. Now, is that someone I'm familiar with? ;)
Thursday, January 10, 2013
January 10, 2013
Improvements: I am recording this entry immediately after teaching my first class--Kindergarten. It is only 20 minutes long, but I have often basic logistical problems such as having the seats arranged in time for the children when they come in, not tripping over the seats, and being able to put them back in time for the next class that I bring in.
This is what I did today, and maybe only because my having to be practical and the urgency of simultaneously getting things done and teaching the students effectively must be done by midyear prior to standardized testing:
1) Arranged a calendar station by the door. Also on that table, I can put the ESOL cardboardshopping scene ("Just Around the Corner" realia) .
2) I placed the seats not too far away from the station, near the Pledge of Allegiance flag--convenient because we always say the Pledge together at that time.
3) The story I selected, Come! Sit! Speak!, had a purpose: to emphasize the appropriate contexts for shopping--place and time.
4) I was also able to utilize a manipulative calendar, assessing the students' ability to count to 10 and show me their familiarity with the days of the week. Even the newly arrived kindergartener was able to count to 10, even though she is not acculturated to school at all. I was impressed that another child, with the least vocabulary, was able to say all the days of the week starting with Sunday. Yet another child was familiar with the two weekend days, when we don't have school: Saturday and Sunday.
Good start to the day!
This is what I did today, and maybe only because my having to be practical and the urgency of simultaneously getting things done and teaching the students effectively must be done by midyear prior to standardized testing:
1) Arranged a calendar station by the door. Also on that table, I can put the ESOL cardboardshopping scene ("Just Around the Corner" realia) .
2) I placed the seats not too far away from the station, near the Pledge of Allegiance flag--convenient because we always say the Pledge together at that time.
3) The story I selected, Come! Sit! Speak!, had a purpose: to emphasize the appropriate contexts for shopping--place and time.
4) I was also able to utilize a manipulative calendar, assessing the students' ability to count to 10 and show me their familiarity with the days of the week. Even the newly arrived kindergartener was able to count to 10, even though she is not acculturated to school at all. I was impressed that another child, with the least vocabulary, was able to say all the days of the week starting with Sunday. Yet another child was familiar with the two weekend days, when we don't have school: Saturday and Sunday.
Good start to the day!
January 9, 2013
There are still some basic things that I am not doing right, that are evident during a spot-inspection. That day's posted objective, eliciting student talk. I will work on these things....
Today's victory in the classroom is that AFTER my dismal showing in the spot-inspection, I was able to turn it around and transition from getting the students to go from summarizing the narrative (in this case, a fable) to acting it out. I would say that was a modified form of retelling. And the kids had fun! Another victory in this: eliciting a smile from a shy, selectively-mute child who when you properly manage a situation, can be coaxed out of her shell.
Today's victory in the classroom is that AFTER my dismal showing in the spot-inspection, I was able to turn it around and transition from getting the students to go from summarizing the narrative (in this case, a fable) to acting it out. I would say that was a modified form of retelling. And the kids had fun! Another victory in this: eliciting a smile from a shy, selectively-mute child who when you properly manage a situation, can be coaxed out of her shell.
Wednesday, January 9, 2013
January 8, 2013
Reflection: There is a lot on my plate right now, as a new ESOL teacher. But I've got to push ahead...my students look to me for guidance and I need to experience professional growth. It's a personal issue for me. I need to take it one day at a time, 2-3 challenges per day at a time. More than ever, it is important to celebrate personal victories as a new teacher, in planning a particular lesson, in pushing forward with the gradual release model, in communicating effectively with coworkers, in making and keeping appointments--being present in an environment where I believe I can make a difference in the lives of learners.
Personal victory: After some discussion with my mentor, I was able to rethink an approach to teaching "distinguishing proper nouns from common nouns"--to create a more stimulating, enjoyable, and meaningful learning experience. I am understanding real-world connection to mean having a clear purpose for your life--practical and relevant for my children.
Personal victory: After some discussion with my mentor, I was able to rethink an approach to teaching "distinguishing proper nouns from common nouns"--to create a more stimulating, enjoyable, and meaningful learning experience. I am understanding real-world connection to mean having a clear purpose for your life--practical and relevant for my children.
Tuesday, January 8, 2013
January 7, 2013
OK, my rhythm is looking back a day. Whatever, just to crystallize some things and move forward. I am invested in personal and professional growth and am taking the necessary steps to assist my students and collaborate with colleagues and staff.
As for the following day's lesson that was discussed (in collaboration with) my mentor my focus will be: explicit instruction, clear model to assessment, curricular alignment. What am I looking for and where will we go next? All while managing this rowdy bunch of eight!
We chose this one to videotape precisely because this class makes me nervous.
By the way, the MRLs (Mentoring Reflection Log) that Cara uses with me are invaluable. I will put them in a separate black binder.
As for the following day's lesson that was discussed (in collaboration with) my mentor my focus will be: explicit instruction, clear model to assessment, curricular alignment. What am I looking for and where will we go next? All while managing this rowdy bunch of eight!
We chose this one to videotape precisely because this class makes me nervous.
By the way, the MRLs (Mentoring Reflection Log) that Cara uses with me are invaluable. I will put them in a separate black binder.
Monday, January 7, 2013
January 6, 2013
4:00 A.M. Brush teeth, shower.
4:15 Review video from December 16: 5th grade (school flipcam)
VIDEO:
There is a focus.
Hook: I got a letter in the mail--I usually expect it to be junk mail--and I discovered I enjoyed reading about Mona's experience.
Objective: Today we will use a visualizing strategy during reading.
Teacher: using visualizing concept/example as model/practice on something new (beginning of ESOL fiction story) as guided practice/National Geographic Explorer article about Amazing Caves (nonfiction)
Student talk: M. freely sharing--knowledge of sales & marketing, nonfiction vs. nonfiction, prior experience using strategy seeing pictures in his head. "I feel, you feel like, the month of..., too much."
Basketball: ball hog scenario situation. (C. gradually getting more involved.)
Students observe and discover for themselves that the two National geographical are at different reading levels. They appreciate the difference in level of details. (C. says, Lucky!)
C.is more animated from high-interest nonfiction text. (Acid! Forming shapes in limestone)
Teacher is redirecting, giving examples.
Teacher talk; what words are giving you pictures in your head? How many people do you see? Read and talk first. Write comments on how you make sense of the words to form pictures on your head. What are your connections?
SUGGESTIONS: Clear start time, clearer think-aloud teacher putting herself in student's shoes. More explicit directions and visuals do students don't need to question minimum requirements of assignment. (Do we HAVE to write in sentences?)
Clearer wrap-up needed after establishing indep assess is over! Revisit objective.
4:15 Review video from December 16: 5th grade (school flipcam)
VIDEO:
There is a focus.
Hook: I got a letter in the mail--I usually expect it to be junk mail--and I discovered I enjoyed reading about Mona's experience.
Objective: Today we will use a visualizing strategy during reading.
Teacher: using visualizing concept/example as model/practice on something new (beginning of ESOL fiction story) as guided practice/National Geographic Explorer article about Amazing Caves (nonfiction)
Student talk: M. freely sharing--knowledge of sales & marketing, nonfiction vs. nonfiction, prior experience using strategy seeing pictures in his head. "I feel, you feel like, the month of..., too much."
Basketball: ball hog scenario situation. (C. gradually getting more involved.)
Students observe and discover for themselves that the two National geographical are at different reading levels. They appreciate the difference in level of details. (C. says, Lucky!)
C.is more animated from high-interest nonfiction text. (Acid! Forming shapes in limestone)
Teacher is redirecting, giving examples.
Teacher talk; what words are giving you pictures in your head? How many people do you see? Read and talk first. Write comments on how you make sense of the words to form pictures on your head. What are your connections?
SUGGESTIONS: Clear start time, clearer think-aloud teacher putting herself in student's shoes. More explicit directions and visuals do students don't need to question minimum requirements of assignment. (Do we HAVE to write in sentences?)
Clearer wrap-up needed after establishing indep assess is over! Revisit objective.
Sunday, January 6, 2013
January 5, 2013
Saturday Reflections: I attended a Special Education Praxis review, which turned out to be a quick study "cram" session held at an auditorium @ NDM. Interestingly, the presenter was open about his ADHD and managed to channel it to entertaining and useful effect, giving plenty of humorous examples to add hooks to our learning. He was careful to note that, although for example, there is a respected university math professor who might teach with another approach, the expectation in special Ed is the direct instruction, modeling, think-aloud, errorless correcting style that we have become familiar with as inclusive classroom teachers.
I will continue to network and refine my teaching practice, taking advantage of opportunities to broaden and deepen my perspectives. Planning is the backbone, but I need to develop humor, faith, courage, and patience. Confidence, just like what my students need. Perhaps this is the modeling part.
I will continue to network and refine my teaching practice, taking advantage of opportunities to broaden and deepen my perspectives. Planning is the backbone, but I need to develop humor, faith, courage, and patience. Confidence, just like what my students need. Perhaps this is the modeling part.
Saturday, January 5, 2013
January 4, 2013
First day back at Colgate. It was Fancy Day: no wonder the kids looked extra grown up ;)
Today I was able to square away accommodations paperwork AND assist some students with their learning, particularly my new 5th grade Science push-in (2 students) at Deep Creek and the 2nd grade Friday group at Colgate.
Reflections: now that I am more aware of the need to elicit student talk, I need to re-examine ways to make the delivery more efficient. I clearly "ran over" time!! I need a more effective/helpful modeling strategy that can motivate students tentative about recording their responses. As an initial step, perhaps I need to have them interpret and move some manipulatives...reading first.
Also, spending time with three students whose progress reports I already drafted has enabled me to revise the descriptions slightly. Getting to know the students!!
Today I was able to square away accommodations paperwork AND assist some students with their learning, particularly my new 5th grade Science push-in (2 students) at Deep Creek and the 2nd grade Friday group at Colgate.
Reflections: now that I am more aware of the need to elicit student talk, I need to re-examine ways to make the delivery more efficient. I clearly "ran over" time!! I need a more effective/helpful modeling strategy that can motivate students tentative about recording their responses. As an initial step, perhaps I need to have them interpret and move some manipulatives...reading first.
Also, spending time with three students whose progress reports I already drafted has enabled me to revise the descriptions slightly. Getting to know the students!!
Friday, January 4, 2013
January 3, 2013
I would prefer to be writing these reflections right after work so they are not only fresh but part of my in the moment routine...but there are so many things to do and anticipate. So my now unbroken chain of daily reflections is again written in the wee hours. Nonetheless, it is an opportunity for my thoughts to gather and to celebrate incremental progress.
Reflection: Speaking of progress, I am making headway in drafting the progress reports for School #1, having already squared away School #2's. The WIDA assessments that I must administer (and schedule for School #1, and thankfully, the AP at School #2 drafted a schedule for the first week of the testing window as they have only 16 students) are just around the corner, as is my next official observation. Focus focus plan plan. Schedule schedule lessons lessons....
Reflection: Speaking of progress, I am making headway in drafting the progress reports for School #1, having already squared away School #2's. The WIDA assessments that I must administer (and schedule for School #1, and thankfully, the AP at School #2 drafted a schedule for the first week of the testing window as they have only 16 students) are just around the corner, as is my next official observation. Focus focus plan plan. Schedule schedule lessons lessons....
Wednesday, January 2, 2013
January 2, 2013
Reflection: Today at School #2, I pushed-in as ESOL teacher for two separate periods: attending to the needs of 2 fifth graders and 2 fourth graders. It feels good knowing that I have carved out time in my schedule for these particular students in their own classrooms and that I am staying through the assessment segment...although they are at varying levels of academic proficiency, each in their own way would benefit from seeing how details fit into the big picture, main idea, or author's purpose. As I have already drafted the progress reports for the students at this school, their needs are coming into focus. I am writing meaningful comments to help the fifth graders focus on writing goals. The urgency is greater in light of the upcoming rounds of assessments: English-language proficiency testing for ESOL students, and then the MSA testing for grades 3 and up. Also, as a teacher who may not have the opportunity to teach these children next year, I desire to make a positive lasting impact.
Tuesday, January 1, 2013
January 1, 2013
School resumes tomorrow. I need to take a deep breath and move forward with insights that I have gained since November toward improving my teaching practice. I may also use my own personal KodakEasyShare instead of an additional flipcam from the other school...I had to return it 2 weeks ago because it was previously damaged (batteries were left in and leaked extensively)...but on second thought I don't want to be liable for extra equipment. The principal at this school told me that taping myself would purely be for my own reflection purposes.
Reflection: 1st graders still rely on picture clues to stimulate their interest and support their reading comprehension. They may still struggle with decoding words. However, to foster students' ability to comprehend, students must be directed to utilize context clues. They will thus be able to construct meaning, building from what they already know to making new sense of things. (What was today's new learning?)
Reflection: 1st graders still rely on picture clues to stimulate their interest and support their reading comprehension. They may still struggle with decoding words. However, to foster students' ability to comprehend, students must be directed to utilize context clues. They will thus be able to construct meaning, building from what they already know to making new sense of things. (What was today's new learning?)
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