Final Reflection...

...of the semester.

Skimming through past entries from this semester, I wonder about how much I have changed or grown since January (I suppose that was the main purpose of maintaining a teaching blog). Much has happened in the months between the beginning of the semester and the end. The conclusion that I have reached is that I haven't changed as much as I have grown as a teacher.

I still hold true to the teaching metaphor posted months ago. The semester has further confirmed the need for teacher creativity, patience, and perseverence. I still love the thrill that a teacher experiences when a student learns or enjoys learning. However, I feel that my thoughts from the beginning of the semester were naive compared to where I am now (perhaps, naive is not quite the right word; perhaps less experienced and knowing would suit better).

I understood the demands of being a teacher to a degree, but teaching an entire unit was a bigger bite and taste of actual teaching. Yes, I understood that creativity is an important element to teaching and creating lesson plans. However, now I understand it to a greater degree of depth from the hours of thinking of ways to reach and engage all children in a classroom. I understood patience and perseverence, but it seems that this semester has been a bigger test and wear on them. This is especially the case considering the issues with my EDIS 530B field work in a self-contained special education classroom, and the management issues with the EDIS 488 work. At the same time, I better understand the thrill and joy from witnessing the fruits of my teaching efforts. I have experienced these emotions several times this semester.

Reflecting on my current place as a growing educator, I see that I am wiser and more experienced now than several months ago. I know more, am better equipped for teaching, and eager for more of those thrills.

Teaching 5 (March 20, 2007)

Our final lesson was a combination of a review lesson and our post-assessment test (since we lost a day on Monday). Though our main goal of reviewing was accomplished in the lesson, there was a lot of room for improvement. The lesson ended too early. We were worried about giving students enough time to take the test, so cut the review activity short. In the end, we had more than enough time to finish the review and give the test. It was a mistake in our judgement. The review activity consisted of a game with three teams answering review questions for team points. We tried to put structure into the activity because of our past experiences. Each child was given the number of their designated team. Though we tried to structure the format of the game, there were some mishaps. Students were chatting as Linda read the question to each student, there was a lot of restless movement, and a lot of crowding (which led to the mixing of the teams). Despite this, the review lesson was a great opportunity to infuse differentiation. Linda told each student their question ahead of time before addressing the class. This allowed for lower ability students to have enough time to think and work out their answer. She also had control over which question to ask the students.

The post-assessment test ended earlier than we thought, as addressed above. Ms. M suggested that establishing a after-test activity before handing out the actual test is a great solution to prevent students from moving around and distracting other students. In terms of the actual test, two test formats were created. One was for the average to high-achieving students, and a second was for lower-ability students. These students were taken aside to have the questions read to them. After grading the tests, it seems that the format change worked out well. However, I cannot imagine making separate format tests when I am in my own classroom. Crreating a test takes time, to make two tests costs double the amount of limited time a teacher has for classroom planning. The only problem I found with the administration of the test was that the fill-in-the-blank portion of the post-assessment did not state that words from the word bank were not to be used more than once. Though it was announced verbally, it would have been much better for students to have those directions clearly written out for them to read and re-read.

Teaching 4 (March 16, 2007)

Today was Linda's lesson. The lesson was supposed to be at our regular time in the morning, but the students had to again be pulled out of the classroom for something else. So, Linda again taught in the afternoon. The lesson was engaging and interesting, but the attention of the students were elsewhere. Linda mentioned briefly that they were in the middle of an interesting science lesson when Linda came in to teach her lesson. Ms. M had forgotten about our lesson again.

Despite the rough start, the students learned and absorbed the information. They were much more engaged and lively as the lesson progressed.

Teaching 3 (March 15, 2007)

After the things I learned from my Wednesday lesson, I decided to edit my Thursday lesson (which was in the same set up and format). It went much better. The timing was better on my part because of the use of a timer. Students were engaged with the making connections (list of celebrations of ancient cultures and ours, then connecting the similarities with yarn), and made a wonderful conclusion about culture from the mini-lesson.

A similar difficulty I had Thursday, as I did Wednesday, was the independent work. I thought that I designed the worksheet and activity for their level, but it seems I over estimated and over assumed (?). Linda had to help the small group doing the government lesson most of the time.

The small group that I was teaching was about the families of ancient cultures, compared to one another and to our modern day families. It was a bit of a surprise. I was thrown by some of the information the students shared, which was highly sensitive and personal in nature. The concluding activity (and form of assessment) for the small group lesson was writing about your family make up on an index card. I decided not to collect the cards, because I understood that one or two of the students felt uncomfortable sharing or showing their card to anyone. I didn't want to intrude on their privacy. It was a lesson for me to be more sensitive to the diverse family forms, dynamics, and make-up of my students.

Teaching 2 (March 14, 2007)

I planned too much in the short time that I had. I feel that I often misjudge the time. When planning for lessons, I estimate how much time it will take to go through the lesson. However, I forget to plan for unexpected things. Today's unexpected things were: one of D's bad moods, K refusing to do absolutely anything until given more individual attention, talkative mood of the students, restlessness of the boys...just to name a few.

I was pressed for time because students kept straying from topic. Ms. M usually cuts them off before letting them go any further with a topic that she doesn't want to focus on for the lesson. However, I don't feel comfortable to do that. On the other hand, I'm not sure how to refocus students quickly.

I think that I'll make changes for tomorrow's lesson. Ms. M also suggested using a timer for the activity switches, which I think is a great idea. I also realize that I'll need more structure and discipline.

Which brings me to another issue. Discipline! I have the most difficult time with classroom management. I'm not sure if this is everyone, or just me. Though I do understand that it is different from a true classroom experience where I am the primary classroom teacher rather than a guest, I still feel that I need more practice. I would like to learn more about classroom management and discipline.

Teaching 1, round 2 (March 13, 2007)

Because of the odd times, I had to come into the classroom late (after my classes ended). Linda was already doing her lesson. The kids seemed lethargic and tired. Ms. M. even looked weary and exhausted. I am not sure if it was the nice weather and having to be stuck inside, or if it was the time of day (afternoon). In any case, the students became a little more lively when we had them discuss their writing at the end of the lesson. I hope that such lethargy does not occur often. The mornings (when we usually do observations) never indicated anything like what I saw today in the classroom. It was too quiet, unlike the peaceful quiet the students take part in as they do their morning activites and work.

Teaching 1 (March 12, 2007)

No teacher, no students. Linda and I went to the classroom, but they were on a mini-fieldtrip.

Pre-Assessment (March 8th, 2007)

The pre-assessment did NOT go as well as I thought it would. The drawing portion (an adaptation for those in the class who have difficulty writing) took up so much time. A little more than half the students finished quickly, while the others took almost half an hour. Many of the students were particularly concerned about their spelling. I tried to assure them that spelling won't affect how I'll see their worksheets, but I don't think they believed me. I'm not sure what that means.

I think that if I were to do this preassessment over, I would tell them a specific amount of time allowed for the drawings. I think that I would also have written directions that if they do not know a concept, to skip it and move on. I said it verbally, but they either a) didn't listen b) didn't believe me 3) didn't want to.

Hopefully, the pre-assessment content will help in lesson fine-tuning.

Observation 3 (March 1, 2007)

Today, there were several interesting things going on. I think that a list would help me organize my thoughts.

1. I taught math strategies to two students today. The one more or less than ten, and 2-in-your-head and count up. I saw their eyes brighten and exclaim "I get it now!". Talk about heart-rendering. Though all of us ed-school-ers know that we want to teach kids, it's nice to be witness of the learning.

2. Today included math centers. To the students, this was math game time. However, there was a lot of learning and reinforcing happening. Many of the students helped one another, and even taught strategies to one another. It was encouraging to see. However, because of the size (25 students!) of the class and the huge variety of ability levels, I felt that some centers needed more supervision.

3. The morning activities included a journal entry. The topic was an open ended creative assignment in which students were asked to write about anything they wanted. Although I would love this kind of question, I saw that many of the students had great difficulty with it. They couldn't think of anything to write, which amazed me. I thought that kids were imaginative and thrived on creative freedom. I wonder if they had difficulty because of concern over doing it "right", or they are concrete thinking students, or if they haven't reached a developmental level of extending their own thoughts in writing. Maybe it's something I haven't thought of?

4. I remembered how exciting Challenge 24 can be :)

5. As UVa students that come into the classroom, I wonder about my position. Am I teacher? Am I friend? I have found that it is a difficult place to be sometimes. Some of the students want to be my friend, and I'd love to be theirs. However, I am there to teach, observe, and learn myself. The path I've chosen is to be more teacher/adult than friend. Sometimes I wonder if it might be better to be more friend than adult? It would certainly be more enjoyable...but that's not why I'm there.

Observation 2 (February 22, 2007)

The second observation went well. No delays, no ice storms, etc. Linda and I arrived earlier than our usual time so as to observe some language arts and morning routines. The students seem to be used to our arrival around that time. While everything seemed to be like it always has been in the classroom, I noticed a few things that I hadn't noticed before.

Though I always knew that there was a varied range in academic achievement in the classroom, it wasn't until today that I understood how drastic the range really is. The morning routine includes doing a few worksheets in math and language arts. The math worksheet consisted of double-digit number sentences, simple graph interpretation, and addition. These are supposed to be easy enough to do independently (more a review of old concepts than anything difficult and new). Ms. M asked us to help a few of the students. The student I worked with had no concept of number sentences, and was still a counter rather than a computater. This disturbed me a little since this should have been learned last semester, yet the student still struggled with it. He was not alone. A few other students had trouble with the same concepts. I wonder since these students are struggling, whether Ms. M should differentiate the morning routine work. I suppose that the math instruction class material is sticking in my mind since I wished that manipulatives were more readily available. The short time during the morning just reminded me how vast the range of abilities can exist in a classroom (especially since Ms. M has about 25 students in her classroom). It was all a little intimidating.

As the morning continued, I noticed a few other things that I hadn't noticed in Ms. M's classroom before. A teacher unknowingly holds ideas and perceptions that influences their actions toward their students. This can be a good thing, but it can also be dangerous. Some kids are quickly punished for their trouble-making antics, while others who are not "trouble-makers" are let off for some of the same antics. I know it isn't intentional, but I realize that as teachers, we must develop a constant self-awareness in our teaching, our attitudes, and our perceptions. It seems difficult, and I'm not sure how to better develop or maintain that level of self-awareness when there are so many other things that need to occupy a teacher's mind.

Observation 1 (Feb. 15, 2007)

Since there was a two hour delay (and a school closing the previous day), I expected the students of Ms. M's class to be riled, talkative, and loud. After an unexpected break of freedom, I always found it difficult to get back into the groove of school. However, what Linda and I found was the most well behaved second grade class a teacher could ever hope for. After a happy chorus of "Oh, Linda and Gloria! You're back!", the students quietly did their work. It was as if 10:30 am was really 8:30 am. I was very surprised at how easily Ms. M and her students adjusted to the delay. I wonder if it is because their class is so well managed. From our previous experience with the class last semester, it was obvious that there was a set routine that all the students expected and followed.

Linda and I did note some changes by Ms. M to make up for the lost time. Famous Americans content was combined with Language Arts by way of individual writing work during guided reading groups. Whole group work with open-court was also shortened. Snack time was cut out since lunch was so near to the start of school. Speaking with Ms. M about teaching a unit was done inbetween guided reading chapters for one of her groups. I realized after witnessing all of this, that while a day off or a shorter day may be fun as a student, a teacher in may bfind it to be more stressful than carefree.

Though it seemed that the classroom and students had hardly changed at all at first, more differences were noticed throughout the observation. There were new books black board where books are displayed. The class was deeply engrossed in Ancient China from the look of the displays, books, and worksheets found throughout the classroom. Magnets were a thing of the past: studied, mastered, finished. It was all about fossils and paleontology now. The reading fluency of the students had also improved a lot since last semester. It reminded me of the "incredible gains" (learned in Reading Development) that second graders make during the year, according to Words Their Way. The students were also doing research (about Famous Americans) and longer writing than last semester. A part of me wishes that I could have seen the growth first hand.

On a more fun note, the students finished making their Valentine's Day envelopes. After a discussion by Ms. M about why we should use the term "mail carriers" rather than "mail man", students rushed to deliver their Valentine's to one another. I had forgotten all about those perforated Valentine's Cards with Disney characters and what not on them. I saw a lot of Bratz (no surprise there) and Maya and Miguel (didn't expect that), but not so much Disney (how sad). The students piled cards and chocolates on Ms. M's desk as well. It's things like this that make teaching all the more appealing to me!

Overall, I found that the first observation time went well. It gave me a chance to reacclimate myself into the classroom and its routines. It was also wonderful to see the students again, as well as seeing Ms. M in action.

Teaching is like...

...swinging.

I know that teaching requires assessments, mountains of paper, and administrative things, but that is just one aspect of it. Teaching encompasses so many things. As I was sitting here trying to think about a metaphor for it all, I decided to focus on what comes strongly to mind when I reflect on teaching.

When I was younger, I loved playing on the swings (I'm twenty-one and I still love them). You swing to simply have fun. That was the point--the aim of the whole thing: swing as high as you can, jump as far as you can off the swing, find out how many ways to make yourself dizzy. Even though a swing is really just two chains and a seat made from plastic, you swing to your hearts content to achieve that aim of fun and exhilaration. Teaching is like swinging. There is a goal that you want to achieve with your students, and you work towards it. Teachers want their students to be independent beings that understand and continue to search to understand knowledge. They want their students to enjoy learning, and have the tools to do so. Achieving this goal requires many elements, just like swinging.

When a child wants to have fun, they are very creative and imaginative. Even with a simple swing, there are many ways to play. You can twist the chains in order to spin when the tension is released. You can swing on your belly. You can swing standing up. You can swing with two people. You can sway side to side while swinging forward and backward. The list goes on. This type of creativity and imagination is also needed as a teacher. Students are all uniquely different. They learn in a variety of different ways, and have different interests. Teachers need to engage students through different means, and adapt their teaching in a variety of ways to achieve understanding. A concept is something that can be approached in diverse ways, just as a swing is something that can be entertaining in diverse ways.

A teacher needs patience and perseverance. It’s like the steady pumping of your legs to gain height. As mentioned before, every student is an individual with different thought process and learning styles. With so many differences, steady patience and perseverance is required to meet these needs. It can be difficult when students don’t understand (whether it may be how you’re teaching, or they’re having a bad day, or something completely out of a teacher’s realm of control). Sometimes it can feel like you're going nowhere, but you're really gaining ground little by little. When you swing, you move forward a little, then back, then forward--but just a little bit higher. Teachers need to persevere with scaffolding, guidance, assessing, reassessing, and all the little steps that are important to do in order for students to gain higher thinking and achievement. A great teacher will have perseverance against every roadblock, and patience with every “I can’t do it”.

The work of a teacher is difficult, requiring so much out of them (mental, emotional, and physical). However, there is a thrill when a student makes progress, or when a student’s learning needs can be fully met and adapted, or when they reach that desired level of understanding and independence. When you swing (and I mean when you really want to swing), you will put your energy and heart into having fun. You pump your legs steadily; you throw all your weight to gain more momentum just to have that elation of height or the exhilaration of jumping off as far as you can. Despite the work and energy needed to get to that place, whether it is student achievement or great heights, you will turn around for another round.

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