For more info. on what these journals are and to read journals 1-6, please click here http://sfraww.blogspot.com/search/label/My%20Journal%20WritingsWeek 7 (November 4 & 5) Journal
The two days at practicum this week were busy and eventful. On Tuesday, I got the chance to “teach” the students during math and science. The teachers were occupied with other things, so they asked if I could take care of the class. Having their math (and reading) routines memorized, I felt like I could do this! While the students sat at the rug, I played their usual educational songs via YouTube on the smart board; big numbers, days of the week, months of the year, one song on coins and another on the tricky teens. I asked some questions in between, but soon afterwards, it was lunch time so that was as far as we got. (Usually they have centers after songs at the rug.) After lunch, my CT asked if I could read a book to the students about Veterans Day. I felt the book was too advanced for the students and not interesting, but that was the only book available on the subject. So again, I asked questions about the book and later showed them a video of last year’s Veterans Day parade. For “busy” work, the teachers asked the students to draw a picture of a parade. Not really exciting, but I couldn’t think of an alternative on the spot. Since there was still time left before the media teacher came, I read Red Leaf, Yellow Leaf by Louis Ehlert.
Wednesday was much more exciting. The students took a (standardized) test, the first test I’ve seen them take! My CT went over step by step with the students what they had to do for each part. The test included questions on matching beginning sound pictures, comprehension questions of a short story, recognizing letter sounds, and writing a sentence. While I was walking around, I was surprised (my wow moment) to see many of the students who I thought were smart (because they would answer questions correctly at the rug,) were struggling with the test. I noticed only two students got all 10 questions correct on the matching beginning sound pictures. The IEP students didn’t do that bad, but could have used some individual assistance.
There was an assembly on safety, so I went with the whole class. Because this cut into the math period, my math lesson for an assignment was affected. I did it on shapes and realized I shouldn’t give stickers the students like in between the lesson (my oops moment)! I wanted to reward and encourage the students to participate, so I thought giving them each a sticker at the rug for answering would be better than giving one for the final assignment (which I wouldn’t have been able to since I didn’t finish). The students were getting distracted by the Disney Frozen stickers and I would constantly have to get their attention away from comparing their stickers with classmates. I eventually got a hoarse throat on top of my already bad cough! For my lesson, I played a song on shapes in the beginning which worked out well. I also used shape manipulatives and taught them a mnemonic; to remember an octagon has 8 sides, think of an octopus with 8 legs because octo-means 8 in a different language! If I could reteach this lesson (my aha moment), I would ask the students to come up and draw shapes on the anchor chart instead of me doing it all. This would get them on their feet and engage them more. For the final assignment, I would change it and have the students draw a scene including at least 5 shapes they learned about in the lesson. Hopefully my CT will let me reteach this lesson!
After I had my quick lunch and went to the cafeteria as usual, I showed some students my state quarter collection. I need to pick a few students to start a collection for an assignment and after asking a few students if they collect anything, I showed my collection as an example. Even though they don’t understand what states are, they were really fascinated seeing so many coins (50)! The five students I picked to help me, decided they want to collect coins as well, but we will have to pick something easily available on school property, like leaves.
In the afternoon, I helped the SPED teacher work on a thanksgiving bulletin board project with the students. They had to use four adjectives to describe a person they were thankful for. It was at this time that a little girl said something disturbing about someone at home! Because my CT was at a meeting, I emailed her later and asked her to take care of the situation with the student and she later told me she did. All in all, I was exhausted by the end of the day. I still want to continue taking advantage of any teaching moments I can and hopefully the teachers will give me more opportunities! Week 8 will be very busy as well, especially since school #7 is closed on Tuesday for Veteran’s Day. The semester is going by really fast, but I have enjoyed practicum so far!
Week 8 (November 12) Journal
Since School #7 was closed on Tuesday for Veteran’s Day, Wednesday was the only day of practicum this week. Due to this, I only had one day to teach my lesson for an art class assignment. For this assignment, we had to infuse art with a core subject and include an art project such as acting, singing, collage making, drawing using pastels/ paint, etc. I combined social studies and art and my lesson was on how we can be kind to others. I read a book, Each Kindness, and asked questions every few pages. Before starting the book, I asked what kindness meant, and many of the students didn’t know until a boy said “being nice”. By the end of the story, the students were able to understand the difference between what is kind and what is unkind. My CT was out for the day at workshops, but the SPED teacher was nice enough to give me tips (my aha moment) throughout my lesson. For example, she suggested I shorten my lessons for KG students or “put myself on fire” to keep the students engaged and excited, skip parts in the story that students might be sensitive to, define words like regret, etc.
For the activity, I had the students get into 4 groups to practice a short skit on an act of kindness, ex. sharing, saying nice words, helping peers, and not pushing in line, so they could perform for their classmates. I knew from the beginning the options we were given on what art form we could do would be too difficult and messy for kindergarten, but I had to choose something from the list. While I was helping another group, two boys did something and one boy got hurt. He was taken to the nurse, but was fine when he got back. It was a mistake (my oops moment) to have the students attempt acting in groups, something they were probably not used to doing. The SPED teacher advised me that I end my lesson at the rug and have them do something else at their seats instead. So I had the students draw what kind act they did in their groups and collected their work.
Eventually, the students went down to the book fair to see what books they wanted to buy the next day. The students would ask me or the SPED teacher for the price of the books and I felt bad when a few students expressed their concerns to me about money. The lack of money at home will make students feel bad for themselves if they can’t afford something they want while some of their peers might be able to. During my lesson, the SPED teacher told me to skip the part in the story about the girl wearing a dress that looked like it came from a secondhand store. I was surprised (my wow moment) to hear that some of the children in my practicum class are in a similar situation. I don’t blame the little students and nor will this negatively change my attitude or behavior towards them, but it does sadden me to know their situation, especially since they are so young.
Two thirds of practicum semester is over and I am starting to think about what I can give to the students as goodbye presents. I know I don’t have to, but I will miss the students very much and I want them to have something to remember me by. I know I will regret it if I don’t give them even a small gift. In addition, I know they will appreciate whatever I give since they are children and get excited over everything!
Week 9 (November 18 & 19) Journal
On Tuesday, November 18th, the students had a half day because it was report card night. The next day, I heard that 18/20 of the student’s parents came in. That was a good turnout compared to another class who had 9/19 parents come in. A teacher of the latter class was disappointed, which is understandable. If parents don’t show an interest in what their child is doing in school and their performance, the child may feel neglected. In addition, the child will not get the help (in time) that they may really need. Of course, parents are busy and tired after work and taking care of their family, so parents have their reasons.
The students had an assembly early in the morning on Tuesday. A few classes performed dances for the Latin American/Hispanic Heritage assembly. After breakfast, the students in my class practiced dancing and the majority of them looked like they were having fun. While the students performed at the assembly and the SPED teacher and teacher’s aide helped them remember the moves, I was asked to record the students dancing, which I did. The students looked adorable and overall, the assembly was entertaining.
Due to the half day schedule, not much teaching was done in class. I don’t know if that is usually the case on such days (this is the first time I was at #7 on a half day), the assembly took time out of an already short day, or because my CT was out. I heard she was out for jury duty, so I haven’t seen her this Tuesday or Wednesday (nor last Tuesday (off for Veteran’s Day) or Wednesday (CT at workshops). I have important things to discuss with my CT and would have preferred to speak to hear in person as soon as possible, so the fact that I haven’t seen her in four days (2 weeks) of practicum, leaves me no choice but to email her instead.
After the assembly, the students did a little bit of math centers and then it was time for lunch. During science, the students learned about wood, while I helped work on a chart for the letter of the week. Soon it was time to go home.
The next day, there was another assembly. Three firefighters came in to talk and later the students were able to go outside to see the fire truck. They were really excited and again, I was asked to take a picture. During math, I played the usual math songs for the students to sing along to. Later, I helped the SPED teacher do a short lesson using an interactive dice on the smart board. While I rolled the dice, she kept track of how many times each of the 6 numbers were rolled to teach the students that we can get a lot of information from a bar graph.
For some reason, the students have been telling on/complaining about each other a lot recently. I was getting tired of listening to this constantly and so was the SPED teacher. Thus, she decided to give an impromptu lesson on tattle-tailing. She explained what tattle-tailing was vs. telling and when students should tell (during an emergency). She wanted to show a video to the students, but I felt like she spent a lot of time looking for one. This happened during science too. A lot of time was wasted just looking for a video when it should have been found before the lesson (oops moment).
It wasn’t until this Wednesday that I realized I am a decent drawer! Previously, I would always think and say I can’t draw for my life, but the students have asked me to help them draw pictures, for example, a birthday cake, an igloo, or an iguana, and I would try on a separate paper. Not only did they like my attempts, but I was pleasantly surprised (my wow moment) and satisfied with my ability. This is probably minor, but I realized that (early) elementary school teachers, are artists amongst there other roles (parent, teacher, counselor, entertainer, etc.).
Now that it is crunch time, I am counting down the days I have left at #7. I would love to work with the students again for student teaching, but I feel like my CT might not like that idea and it would be a challenge to look for parking around the school in the snow. Thanks to my experience in Passaic for practicum, I have realized (my aha moment) that I prefer to work at an urban school district. I am familiar with areas like Paterson and Passaic and I think I will be more comfortable working with younger students in a similar environment.
