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?)

Hello! Will you be writing tonight?

Hello! Will you be writing tonight?


Sent from my iPhone

budding contents

Ocean  (No. 1) …………………………   1

Hal  (No. 1) ……………………………    3

Mike  (No. 1)  …………………………    4

Eunyce  (No. 1) ………………………...  5

Ocean  (No. 2) …………………………   6

Hal  (No. 2) ……………………………   7

Genevieve  (No. 1) ……………………    8

Rhad  (No. 1) ………………………….   9

Eunyce  (No. 2) ……………………….. 11