November 12, 2007
Note: This post was made after the journal entry was written.
Today was my last official day. I plan to go back after Thanksgiving, but I don't need anymore hours. I only got to stay for one class, and it was geometry. She was reviewing proofs with them. They (like most geometry students) have really struggled with proofs. To give them more practice, she passed out a worksheet and had them choose the ones they didn't understand. Then they did the proofs together as a class. It was really great to see the "Ah Ha" moments when they understood something. To hear comments like "Oh, now I get it" or "I can really do this Mrs. Screws" was encouraging. It's moments like these that teachers live for.
One student kept saying that she just couldn't do proofs--that she was too stupid to do them. I really liked the way Mrs. Screws handled this situation. She asked the girl to pick a proof she was having trouble with. Then she walked her through each step to figure out each part. By the last few steps, the girl was really holding her own. She seemed much more sure of herself after this exercise. I hope that I will be able to help students out like this. Mrs. Screws really made a difference today--especially for that one student. She gave her confidence, and sometimes it's confidence, not math skill, that makes the difference.
Wednesday, December 5, 2007
Lesson 2
November 7, 2007
Note: This post was made after the journal entry was written.
I taught my second lesson today. I was really rushed to get to Walhalla because I had class all morning. I got to school during Mrs. Screws' lunch break. I used the time to get all my materials and thoughts collected. I was really nervous! I think I was so nervous because I knew I had to video myself. I was completely comfortable with the material, but knowing Dr. Manizade would be critiquing every point of my presentation made me a little unsettled. Talking with Mrs. Screws didn't really help (as usual), but I said a little prayer before the kids came in that really helped.
I was surprised at how well the first class responded to me. I think they were curious as to how I would handle the class, and their curiosity kept them in line. We hit some unexpected snags in the lesson, though. The lesson required that the students have prior knowledge of "isolating a variable." I know Mrs. Screws has gone over this topic several times, and I went into the lesson thinking they would have no trouble solving equations for a specific variable. Boy was I wrong! This really surprised me, but I was able to think fast and use student input to help me. When they struggled with this topic, I didn't have another example to model for them. So, I had a student make up an equation for me. He then had to tell me what steps to follow to solve the equation for one variable. I hope his classmates listened to what he was saying because he struggled in areas I know are common. Hearing a classmate struggle and discover the right method is good way to learn. It also shifts some of the burden of learning to the students.
This did mess up my timetable, though. I really ran out of time. I didn't get to all the examples I wanted to, and they didn't have much time to work in groups. This was really frustrating. Looking back, the only thing I could really take out would be the discussion about independent and dependent variables and science class, but I really liked this discussion! I think it helped them understand what it meant to have these types of variables in math class. We're supposed to activate prior knowledge and tie into their schema, right?
I think things would have gone better if I had access to a dry erase board or even a chalk board. I had to use and overhead projector, and I really hate them. I despise having to turn the lights off at the front--and in such a big class, the kids at the back have a hard time seeing the screen. It also is more time consuming. I kept having to change transparencies, find clean ones, get out of the way so they could copy, and walk back and forth around the tables to get to the projector. I think having a dry erase board may have made things simpler and faster.
In the second class, I was more prepared when they didn't know how to isolate a variable. I picked a student to verbalize the steps (the student I picked was acting up and not paying attention). He had a lot of trouble, but according to his classmates, he got further in the problem he solved with me than he usually does. Maybe that means I helped at least one person. And, his classmates would have had to have been listening to tell me that--so maybe the learned something too.
I left rather discouraged, but to my surprise, I got a rather encouraging e-mail from Mrs. Screws this afternoon. I have included it because it is so atypical of what I have experienced this semester and because it made me feel much better about my lesson.
"I just wanted to tell you again that you did a great job today. Please keep in mind, it is very challenging to meet the needs of all students while keeping them focused on the lesson you are teaching. As a teacher, the concepts I think are so obvious are the concepts that some students will struggle understanding. I just keep trying my very best and hope I am meeting the needs of the majority of my students. The one thing I try to remember is that my students are young and they need consistent guidance from someone who cares. I care about the success of my students and I also care about your success. Please let me know if I can help you in anyway. Teaching is a very challenging career, but I can see that you are ready for the challenge. Again, I thought you did a wonderful job today."
Note: This post was made after the journal entry was written.
I taught my second lesson today. I was really rushed to get to Walhalla because I had class all morning. I got to school during Mrs. Screws' lunch break. I used the time to get all my materials and thoughts collected. I was really nervous! I think I was so nervous because I knew I had to video myself. I was completely comfortable with the material, but knowing Dr. Manizade would be critiquing every point of my presentation made me a little unsettled. Talking with Mrs. Screws didn't really help (as usual), but I said a little prayer before the kids came in that really helped.
I was surprised at how well the first class responded to me. I think they were curious as to how I would handle the class, and their curiosity kept them in line. We hit some unexpected snags in the lesson, though. The lesson required that the students have prior knowledge of "isolating a variable." I know Mrs. Screws has gone over this topic several times, and I went into the lesson thinking they would have no trouble solving equations for a specific variable. Boy was I wrong! This really surprised me, but I was able to think fast and use student input to help me. When they struggled with this topic, I didn't have another example to model for them. So, I had a student make up an equation for me. He then had to tell me what steps to follow to solve the equation for one variable. I hope his classmates listened to what he was saying because he struggled in areas I know are common. Hearing a classmate struggle and discover the right method is good way to learn. It also shifts some of the burden of learning to the students.
This did mess up my timetable, though. I really ran out of time. I didn't get to all the examples I wanted to, and they didn't have much time to work in groups. This was really frustrating. Looking back, the only thing I could really take out would be the discussion about independent and dependent variables and science class, but I really liked this discussion! I think it helped them understand what it meant to have these types of variables in math class. We're supposed to activate prior knowledge and tie into their schema, right?
I think things would have gone better if I had access to a dry erase board or even a chalk board. I had to use and overhead projector, and I really hate them. I despise having to turn the lights off at the front--and in such a big class, the kids at the back have a hard time seeing the screen. It also is more time consuming. I kept having to change transparencies, find clean ones, get out of the way so they could copy, and walk back and forth around the tables to get to the projector. I think having a dry erase board may have made things simpler and faster.
In the second class, I was more prepared when they didn't know how to isolate a variable. I picked a student to verbalize the steps (the student I picked was acting up and not paying attention). He had a lot of trouble, but according to his classmates, he got further in the problem he solved with me than he usually does. Maybe that means I helped at least one person. And, his classmates would have had to have been listening to tell me that--so maybe the learned something too.
I left rather discouraged, but to my surprise, I got a rather encouraging e-mail from Mrs. Screws this afternoon. I have included it because it is so atypical of what I have experienced this semester and because it made me feel much better about my lesson.
"I just wanted to tell you again that you did a great job today. Please keep in mind, it is very challenging to meet the needs of all students while keeping them focused on the lesson you are teaching. As a teacher, the concepts I think are so obvious are the concepts that some students will struggle understanding. I just keep trying my very best and hope I am meeting the needs of the majority of my students. The one thing I try to remember is that my students are young and they need consistent guidance from someone who cares. I care about the success of my students and I also care about your success. Please let me know if I can help you in anyway. Teaching is a very challenging career, but I can see that you are ready for the challenge. Again, I thought you did a wonderful job today."
What does it mean to mentor?
November 6, 2007
Note: This post was made after the journal entry was written.
Today's visit to Walhalla was to meet with my teacher about the lesson I am teaching tomorrow. Both she and I would prefer that I teach the next section, but the timing did not work out right. I am very concerned about making the lesson captivating. I'm afraid I will lose the students within the first few minutes of class because relations are not particularly exciting. To keep them engaged, I have planned a few activities that I hope will keep their attention as well as help me help them learn.
I mentioned a few of the plans I have for tomorrow to Mrs. Screws, and she didn't seem too thrilled by some of them. I think my plans to let them do group work concerned her. I don't think she trusts me to control the class. It is really discouraging to hear that she doesn't have faith in me. I know I have a lot left to learn, but it would be nice to know that someone believed in me.
It's been this way all semester--she is always very negative. She always tells me all the "dirty" little secrets of the teaching profession and how hard it is. Then she justifies her comments by telling me that she wants me to know what I'm getting into. I appreciate her honesty, but as my mentor teacher, I think it would be nice if she said something positive. Isn't she supposed to encourage me and give me helpful insights into teaching? To me, a mentor should be someone positive. A "glass half full" type of person. Mrs. Screws is a pretty good teacher, but her negativity is a bit of a downer. If she's so unhappy in this job, why does she do it? It's not like she doesn't have other choices.
If nothing else, I have learned that I need to stay positive if I'm going to survive student teaching. But, I'm not satisfied with just surviving. Surviving doesn't benefit my students or me. I want to thrive. I want to succeed. I want to wake up looking forward to the day--not dreading it. This is going to be a challenge with Mrs. Screws, but at least I know now what is facing me.
Note: This post was made after the journal entry was written.
Today's visit to Walhalla was to meet with my teacher about the lesson I am teaching tomorrow. Both she and I would prefer that I teach the next section, but the timing did not work out right. I am very concerned about making the lesson captivating. I'm afraid I will lose the students within the first few minutes of class because relations are not particularly exciting. To keep them engaged, I have planned a few activities that I hope will keep their attention as well as help me help them learn.
I mentioned a few of the plans I have for tomorrow to Mrs. Screws, and she didn't seem too thrilled by some of them. I think my plans to let them do group work concerned her. I don't think she trusts me to control the class. It is really discouraging to hear that she doesn't have faith in me. I know I have a lot left to learn, but it would be nice to know that someone believed in me.
It's been this way all semester--she is always very negative. She always tells me all the "dirty" little secrets of the teaching profession and how hard it is. Then she justifies her comments by telling me that she wants me to know what I'm getting into. I appreciate her honesty, but as my mentor teacher, I think it would be nice if she said something positive. Isn't she supposed to encourage me and give me helpful insights into teaching? To me, a mentor should be someone positive. A "glass half full" type of person. Mrs. Screws is a pretty good teacher, but her negativity is a bit of a downer. If she's so unhappy in this job, why does she do it? It's not like she doesn't have other choices.
If nothing else, I have learned that I need to stay positive if I'm going to survive student teaching. But, I'm not satisfied with just surviving. Surviving doesn't benefit my students or me. I want to thrive. I want to succeed. I want to wake up looking forward to the day--not dreading it. This is going to be a challenge with Mrs. Screws, but at least I know now what is facing me.
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