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.
Tuesday, February 26, 2013
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!
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