A blogger I like!

Doing a search over google, I was able to find Michelle's blog. Her blog is titled: The story of a beginning teacher. Here's the URL: http://michelle.paulandmichelle.net/.

I really liked this blog because of how easily I could relate to it. On her latest entry, she mentioned how she is using guided reading and reading/writing workshop, and how she's combined them! I am currently taking ELED 481 and in this practicum, we have learned so much about reading/writing workshop! This is definitely something to consider try and combine with back on track reading.

Another thing I could relate to was an entry where she talked about being observed. One of the things she noted was that her transitions needed improvement. This is something I need to work on as well. I seem to be way too preoccupied with teaching the actual material, that I sometimes overlook simple transitions, that help students stay focused and engaged.

Michelle's blog really speaks to me and it's inspiring to see a beginning teacher have similar struggles as me!

http://edwize.org/successes-and-failures-of-a-first-year-teacher
This is a great blog about a teacher who is at the end of the year and reflecting on everything they've done. It talks about how they were discouraged that their inexperience may have suffered student learning. This is something that I believe all new teachers keep in the back of their minds while teaching their first couple of years, but when we sit down and look over what the students have done throughout the year, it'll be reassuring to know how much positive change has come about.

Surprise me!

What has been the biggest surprise for me... This question is much more difficult than it seems, because honestly, there have been so many surprises up to this point (in a good way)! But the biggest surprise for me was how my students responded to my lessons and activities. This is the first time I have ever created and taught a mini unit and was extremely excited and scared at the same time. The task seemed daunting and I felt like the students would find it difficult to follow along when a new teacher was in front. Boy was I wrong! The students took very well to my expectations, guidelines, and activities. I was very pleased with how the students reacted and showed me that with the proper amount of preparation and willingness to be flexible, real engagement can be formed! One thing that I really took away from this mini unit was how explicit I need to make my instructions (especially by modeling) and making sure my directions are given before letting the students go and do the activity. It is extremely difficult and hard on the students when I have to pause them a minute or two into the activity, to remind them of a behavioral expectation that I forgot to mention during the instructions. Overall, I felt very satisfied (and surprised) as to how well students were able to listen and follow directions with proper instruction and modeling!!

Teaching and Reteaching

1. Learning target:

•How to locate and label important features on a map, such as borders and landmarks.
•Why a group of people (Coastal Indians) settled where they did.

During this lesson, students were able to look over a map and locate WA state on a global scale. This activity was really a review for students as they labeled the borders to the north, east, west, and south. It stands as our reference guide to where the Coastal and Plateau Indians settled. By looking back at the map, students are able to get a quick and easy grasp of where these two different Indian cultures settled, which leads us to the more important reason; why? Through reading chapter 4 (Coastal Indians), students were given the opportunity to find out as a class through group reading time, the different foods, housing, clothing tools, art, beliefs, and customs Coastal Indians shared (their culture). The material was then led back to the location of Coastal Indians' settlement and prompted students to think about how this location had an affect on their culture.

2. While students read the chapter aloud (and took turns using the "popcorn" method), they completed a worksheet where information on culture was questioned. Students would raise their hand when a peer finished reading and would share what was read and where it fits into Coastal Indians' culture. By students raising their hand and wanting to share the different material (foods, clothing, etc.) it showed me they were 1) following along 2) looking for cultural material 3) really understanding the importance of culture (as this would lead to the main goal, how the Coastal Indians' lifestyles/cultures were affected by where they settled.)

3. For students who may need some additional help, I would scaffold some more by asking students what was really important to the Coastal Indians. I would have students think about the food, housing, clothing, etc. After listing those items, I would ask students whether or not the material listed is found all over Washington State, or just along the coast. I would then leave students with the question, do you think the Coastal Indians would still have the same foods, clothing, housing, etc if they lived elsewhere, maybe in the flatlands of eastern Washington?

4. For students who have already achieved the goal, I would extend the lesson by asking students to consider how their cultural views might change if they were to live in a different part of Washington State. I would ask if their favorite activities or foods would change? Why or why not? Would technology have something to do with their response? (technology was actually a vocabulary term in chapter 4, Coastal Indians)

What defines me as a preservice teacher...

Motivation... the foundation for success...

Rather than spend the time to describe each picture, I will let them speak for themselves. Please comment on the pictures so we can share interpretations!

Blog Post Numero Uno!

My CT and I have kicked off to a great year! We get along very well and share many common ideas in the classroom. We have the same ideals for what is important and the different modes of strategies that may be used to accomplish tasks. When entering the classroom, I felt I had a good presence and ability to speak well to students but had this reoccurring thought of how I would manage out of place students. I am aware of how important management is in the class and the importance of being able to conduct issues properly. I found it extremely difficult to capture students' attention and keep their focus on the work at hand. Most times, I found myself repeating myself to the same student over and over when obviously, my management strategies were lacking. My CT does a great job in getting students' attention and keeping them on task. She is able to turn and get students' attention very quickly. I believe this is due to the great rules and procedures that have already been set. I can only dream (and practice of course) of the day when I will be able to manage my own classroom with confidence!

Welcome!

Welcome.