Blog post#7 asks about class rules and how they are enforced. In Ms Sede's 4th grade class the rules are posted on the wall. Simple rules: Respect others, respect yourselves, etc. They are placed in an obvious area where they can be readily seen by everyone. Ms Sede has good systems in place for recognizing good behavior. They have the "clip up" system. She will often tell kids, "Thank you for being on task, clip up." Or "Good work on following directions, clip up." If the whole class is on the right track she has a treasure jar they are trying to fill for a "class prize" ie extra recess, gum chewing day, etc.
I haven't seen her need to stop any "rule-breaking" behavior, just staying on task reminders mostly. But I do know the class has certain steps that co-ordinate to when they have to "clip down". If they get to the lower levels, they loose recess, or have to send a note home, etc.
A few of the procedures that I have seen that make the class run smoothly are: The clip system and incentive jar. The routine of their day. They go over the main points for the day, which I think gives the students comfort to know what is coming next. She has organized the room with a good flow of where things are turned in and the kids know where those areas are. She also has a few actions that have meaning to them - like sign language. When she taps her head with her fingertips, it means "Everyone be thinking of an answer and I am going to ask for one in just a minute, be ready!"
In kindergarten, the rules are enforced by constant vocal reminders. But they are almost always worded the same way - I think the consistant wording helps them to know what the expectation is. For example, ""Childs name", check your hands." This is what the teacher asks when the students need to make sure they are doing what they should be doing. In this example, maybe they are grabbing their neighbor or something - this ss a way to let them figure out they need to keep their hands to themselves.
Monday, November 17, 2014
Monday, November 10, 2014
Observation Blog #6
I observed in 4th grade. The classroom had been rearranged since the last time I was there. The teacher mentioned she was trying something new to get the classes attention, by walking on the desks. So she moved the desks. I kept calling it her "catwalk". She said it is fun for the class and yes...it does get their attention!
Our observation connections this week are about engaging the students - I think the "catwalk" definitely engages the class! ;o)
Connections: There were a couple of engaging activities I observed: The choral answers, while also working in their notebooks. The small group time, and individual activities that were reinforcing concepts. Attention getting activities - like the walking on the desks. The assessment was looking for feedback so far in division. The teacher is very good at withitness, she observes and walks the class regularly.
We spent a lot of time on math when I was there. They are learning long division. It is a new concept and they have only been working on it for a short period of time. She did almost a centers idea. Where the whole class had certain activities they were working on - and she took small groups of 4-5 kids and they went over the process of long division as a group, working on a worksheet together. Then we came back together as a large group and did some problems using the SMART board and they worked through them in their math journals. It was mostly "choral" answers. "What's the next step?" and the class would respond. I could tell her goal during this part of the teaching was to train them on the steps of long division. They weren't 100% sure what to do on each step (yet), but they were getting really good at knowing what the steps were they needed to do. I can see this where she was going with it. After our together time they took an assessment to see how they were doing so far. The 4th grade team will use these assessments to break the kids into different groups to continue working on division with other 4th graders who are at the same learning level as they are. This was interesting to watch, because these 4th graders were getting really frustrated with trying to put into work the things we learned. I shared with the teacher that the class is learning something TOTALLY foreign to them.. it would be like me learning a new language! Just a good reminder.
Our observation connections this week are about engaging the students - I think the "catwalk" definitely engages the class! ;o)
Connections: There were a couple of engaging activities I observed: The choral answers, while also working in their notebooks. The small group time, and individual activities that were reinforcing concepts. Attention getting activities - like the walking on the desks. The assessment was looking for feedback so far in division. The teacher is very good at withitness, she observes and walks the class regularly.
We spent a lot of time on math when I was there. They are learning long division. It is a new concept and they have only been working on it for a short period of time. She did almost a centers idea. Where the whole class had certain activities they were working on - and she took small groups of 4-5 kids and they went over the process of long division as a group, working on a worksheet together. Then we came back together as a large group and did some problems using the SMART board and they worked through them in their math journals. It was mostly "choral" answers. "What's the next step?" and the class would respond. I could tell her goal during this part of the teaching was to train them on the steps of long division. They weren't 100% sure what to do on each step (yet), but they were getting really good at knowing what the steps were they needed to do. I can see this where she was going with it. After our together time they took an assessment to see how they were doing so far. The 4th grade team will use these assessments to break the kids into different groups to continue working on division with other 4th graders who are at the same learning level as they are. This was interesting to watch, because these 4th graders were getting really frustrated with trying to put into work the things we learned. I shared with the teacher that the class is learning something TOTALLY foreign to them.. it would be like me learning a new language! Just a good reminder.
Wednesday, November 5, 2014
Observation Blog #5
My observation time for this blog was very short. But I will be back in the class this week so I am sure my next post will have more info. I was in the Kindergarten class. I brought the kids in for the morning and tried to give them instructions on how to start their day. It was a challenge to give them the instructions for entering the classroom with the wind blowing, the kids chatting and anxious to get into the room. I also noticed no matter how specific I thought I was... one or two totally missed the instructions, even when I know I told them. Ohhh 5 year olds! I also shared a story with them, they loved it and we had a good time reading it together.
Addressing the topic: Important/challenging roles of a teacher.
Specifically in the Kindergarten classroom there is a lot of refereeing and teaching social skills. There are many kids who haven't had a lot of classroom experience and need help knowing what is acceptable and what is not acceptable among their classroom friends. There are lots of reminders to use kind words, please and thank you, asking for things from our friends - not just taking things, etc.
I think this is both an important and challenging role.
Being a patient teacher and being willing to repeat directions for the few who are just going to miss it the first time, is also a challenging and important part of the teaching process. I know I told the students exactly what was expected coming into the classroom, but some just missed it! I think some of these younger kids have something specific on their mind, something they want to tell a friend or tell the teacher, and until they can get that out of their head - they struggle to "absorb" any direction that is given to them. It was interesting to see.
In conversations with the teachers I have been observing, they have shared some of the challenging parts of their jobs. The number one challenge I have heard is working with parents. Some of the things they have mentioned are: getting help from home with students who are struggling, parents who are not willing to accept their child is having classroom behavior problems, etc. They also say it's hard to sometimes see the hard lives some of these kids have. I think that will be tough.
The other thing I have heard for challenges is the amount of time that goes into their jobs. While every single teacher has said it is worth it... they all agree that a lot of after school time goes into getting things done.
Addressing the topic: Important/challenging roles of a teacher.
Specifically in the Kindergarten classroom there is a lot of refereeing and teaching social skills. There are many kids who haven't had a lot of classroom experience and need help knowing what is acceptable and what is not acceptable among their classroom friends. There are lots of reminders to use kind words, please and thank you, asking for things from our friends - not just taking things, etc.
I think this is both an important and challenging role.
Being a patient teacher and being willing to repeat directions for the few who are just going to miss it the first time, is also a challenging and important part of the teaching process. I know I told the students exactly what was expected coming into the classroom, but some just missed it! I think some of these younger kids have something specific on their mind, something they want to tell a friend or tell the teacher, and until they can get that out of their head - they struggle to "absorb" any direction that is given to them. It was interesting to see.
In conversations with the teachers I have been observing, they have shared some of the challenging parts of their jobs. The number one challenge I have heard is working with parents. Some of the things they have mentioned are: getting help from home with students who are struggling, parents who are not willing to accept their child is having classroom behavior problems, etc. They also say it's hard to sometimes see the hard lives some of these kids have. I think that will be tough.
The other thing I have heard for challenges is the amount of time that goes into their jobs. While every single teacher has said it is worth it... they all agree that a lot of after school time goes into getting things done.
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