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.

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!

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.

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.

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.

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.

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.

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.

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.

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,

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.

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!

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.

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? ;)

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!

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.

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.

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.

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.

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.

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!!

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....

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.

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?)