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.
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