Monday, March 30, 2009
Week #3 (April 10): Figuring It Out
As of April 8 you have completed 6 practicum visits and are beginning to get a handle on how classrooms work. Your task for reflection this week by April 10 is to read over the questions that have been asked by your classmates in Weeks #1 and #2. Respond to one based on your observations, your experiences, your readings, your research. That is,answer your classmate's question and provide her with additional resources for finding out more. Do not answer a question that someone else has answered.
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Katie West,
ReplyDeleteA good way to incorporate science into younger grades is to go over the weather everyday during calendar time. Also, anytime you read a book that has animals in it you can take a few minutes to discuss the structure, growth, changes and movements of various animals. Also, you could go over the usefulness of tools such as scissors and crayons anytime you use these tools throughout the day. As far as social studies goes, you can teach citizenship traits such as honesty and responsibility during everyday activities such as bringing homework in on time. Also, you can incorporate holidays into every subject. For example, during Easter you can read easter books (for reading and writing activities), make graphs using jellybeans or eggs (math), and make easter eggs (for art). For more information you can visit the following website: http://books.google.com/books?id=V_yjdkUvD1oC&pg=PA44&lpg=PA44&dq=how+to+incorporate+science+and+social+studies+into+other+subjects&source=bl&ots=pho0J271xt&sig=HTWsa5SoXPFC5s85PkJ2xITevkA&hl=en&ei=6evUSYOQBNjJtgeYzLzgDw&sa=X&oi=book_result&ct=result&resnum=1#PPP1,M1
Heather Johnson
Brittany Norman,
ReplyDeleteYou bring up a great issue- what do you do for the kids who really are trying hard, but are not at a higher level, without them getting discouraged. I think that the teacher you are with has done a good job giving kids a choice in what they read. I had a teacher in 6th grade who said something that has stuck with me since: "Everyone likes to read. They just have to find WHAT they like to read." I think this idea is so important in encouraging students. Giving kids the opportunity to choose their subject and level they read is an easy, silent way to encourage kids to read. The more they read, the higher their reading level will get--naturally.
Also, maybe creating an after school book club in which students are invited to be in (probably students at the lower level) could help encourage them, without them thinking they are being singled-out. That way the students are together, reading similar things, discussing them and getting involved in their reading. I think through this, these students will naturally get better at their reading skills...as well as feel encouraged by their teacher and their peers.
Emily Fox
Beth Hicks,
ReplyDeleteHow do you help children like this, especially with reading and writing, the boys are pulled out of class for extra help but is that enough??
I feel terrible for the student in your classroom. It upsets me to learn that certain children don't have a supportive learning environment at home. I have a few students like that in my kindergarten class as well. From what we have learned in class, even though the students are struggling it would only make things worse to hold them back in kindergarten for another year. It would separate them from their friends, probably make them feel dumb or embarrassed, and it would greatly increase the chances of them dropping out of school. I'm not sure if this is true or not, but I think that I've also heard that some children (especially boys) just aren't developmentally ready to read and write in kindergarten. It probably wouldn't hurt for them to continue to receive extra help, and they may begin reading better in first grade after they have had longer to "practice" and learn. Because of the way that you've described their home life, it seems like they did not have much of a background in reading and writing so it may just be taking them a little longer to catch on. If they don't seem to want to read maybe you could find out more about their interests and try to do a guided reading lesson using a book that they would enjoy. Afterwards, you could add this book and some more similar ones to the classroom library so that they would be available to your students.
I think that by providing extra help when needed and encouragement to the students will help them become motivated to be better readers, if they view reading in a positive light then they probably won't get discouraged as quickly as other children who are struggling.
I hope that helps some!
Katie Stover
This comment has been removed by the author.
ReplyDeleteTina Dellinger,
ReplyDeleteIs there any way to help this students with their reading on top of being pulled out of class?
There are a few other idea I came up with to help students with reading eventhough they are getting extra help in school. You could get with all the teachers in your grade level and have extra reading help sessions held after school for the students in need. If you were able to get all the teachers in
the grade level to help, you could take turns so you wouldn't have to stay everyday after school. Also, around EOG time, you could have a meeting for parents to learn
strategies to help their children get extra practice in the subjects they are struggling with. It is important to get the parents involved and make them aware of what the state requires of their child during the EOGs.
A great website for parents to help students get extra practice is: http://www2.scholastic.com/browse/activities.jsp.
Christin Jones
Meggie Colhoun,
ReplyDeleteThis is interesting that you asked this question because I was just asking my teacher about that today. She said that the students definitely know which groups they are placed into, who is more advanced and who is falling behind. She said that sometimes it is a problem because the lower kids just wait for the AG kids to get the answers and then just copy. She says that in order to try and prevent that she has them all work individually first and she goes around to see what they have come up with and then work with partners or a group to come up with more ideas for the assignment. Also, she said that when doing reading units, she does two or three different books about the same topic so they can have the same number of tests and do the same activities as a class.
Laura Davis
This comment has been removed by the author.
ReplyDeleteSarah Purrell,
ReplyDeleteThat is a great question of how to help students of all different learning levels benefit from a lesson. I am not sure if I have a definite answer, but I have a suggestion from my experiences and my observations. I like doing hands-on activities and I know it can't be done for every lesson. However, I have noticed that if students feel involved in a lesson, like they have some control over what they are doing or everyone gets a chance to be a part of it, most will generally enjoy it. Even if a student already understands the material, they will still benefit from the activity or lesson. Since everybody has different learning styles, it is hard to reach every students during every lesson all the time. The teacher I am working with does a lot of desk work and not much hands on and I have noticed that when I have been teaching hands-on lessons or activities the students get more excited because it something different. I think that as teachers we will continually be changing or adjusting or teaching styles to meet the needs of the students in our class.
Megan Cockrum
Molly Suddes,
ReplyDeleteI noticed that you had a question about giving rewards in the classroom. After reading several articles on rewards and talking to teachers, I think that it is ok to give rewards for things like passing off a book as long as everyone is given the same opportunity. It is also a good thing that the teacher is not giving large rewards. The point of giving rewards is for students to eventually internalize the behavior and not need a reward so the fact that she's just giving a small piece of candy or toy from a box is a good thing. It is also important though that the teacher give non-food rewards such as social rewards because these remind children that they are cared for and recognized. Social rewards include giving praise, a pat on the shoulder, or giving smiles. I've also found that its important to not emphasize the rewards but to just encourage fun and learning. From my experience in the kindergarten class, it seems that the students are not motivated by the rewards but by being genuinely excited about what they are learning and what they can do. The students really do seem to enjoy learning and are not doing activities just because they know they are being bribed by rewards.
Here are several good articles I found on giving rewards and class management.
http://www.kellybear.com/TeacherArticles/TeacherTip45.html
http://cspinet.org/nutritionpolicy/constructive_rewards.pdf
Leslie Sheppard
Molly M.,
ReplyDeleteI totally know what you mean when you ask how to help the students who seem to understand but don't necessarily get it right. I noticed the other day when I was teaching a Math lesson that the majority of the kids were on the right track and knew how to solve the problem, but they weren't getting the answer right. What I would do is to be sure to stress the idea of going over and checking your work. This would be beneficial especially to the grades that have EOG testing. The class that I am in has a song they learned that is about the steps to solving problems. I remind them of their song when I present them with a new problem or have them tell me the steps the song suggests when we work a problem together.
This is the song they sing and its kind of like a rap song:
First we read the problem
Next we look for what its asking
Then we solve the problem
Last WE CHECK OUR WORK!
They have hand motions for the song too. I think this will help because it helps keeps the child focused on what they need to do and hopefully helps eliminates silly mistakes.
Kayla Sizemore
Amanda Jackson:
ReplyDeleteWhen our kids have silent reading time after lunch, what should I do? I've been talking to them about their books and such, but should I read? Should I model reading to them?
The answer to your question is yes, you should set the example to help motivate them to read. As far as we know, students look up to someone who is older than them and try to be like them. These students might look up to you, so if they see you reading than that is what they will do. Another suggestion is make sure they choose books that they like to read. Many students do not like the fact that they are told what to read. If they have a choice, it is more likely they will engage in reading. Also, a helpful idea is to talk to the students about good books such as telling them a brief summary about a book that you think they might find interesting. This could make them curious to see how the book ends, and then they will want to read the book. These are things I would use to encourage students to read. I hope they are helpful!
Siomara Castillo
Joni Little,
ReplyDeleteI feel that I have the same problem in the classroom that I am in also. My teacher was explaining to us that you must teach to the students level. Our teacher explained that with students who are on a lower level to give them questions from their reading on their personal level and have the higher level kids answer critiqual thinking questions. Also she said to never let the students know what level they are on. Maybe you could break apart the class so that they all aren't reading the same book. There could be 3 different sections to the class and then have three different books that the class reads and then they could all teach the book that they read to the class. To help the children get to the reading level I believe that practice will help them. Parents need to be more involved and silent reading time will help them also. Partner reading is also a good idea to help with challenging words that they might not understand. Hope this helps!
-Kala White
Laura Davis -
ReplyDeleteThere was not really any opportunity for us to help them with things, it was mostly independent work or the teacher asking questions to the class. My question would be how to get to know the students more if the classroom is set up that way?
The best thing to do Laura is just help the students anyways. I talk to the students during silent reading about the books their reading and their favorite kinds of books to read. During math, if the entire class is working on something, go over to a few kids and just ask if they need any help. Once you do that, students will feel more open to asking for your help. Another way to get involved with the students is to help grade their papers then talk to a few students about things they missed. Lastly, just talk to the students as much as you can. I talk to my students when they are changing classes, walking to or from lunch, and during their classes. Don't be afraid to just get in there, so to speak.
-Amanda Jackson
Heather Johnson,
ReplyDeleteWhat grade are you in first of all? If you are in 2nd grade or lower, they may not teach science and Social Studies as much because there are no EOGs on those subjects. If it is an older grade then they should be teaching more science because there is an EOG on it. I am in 4th grade and I have also noticed that my teacher doesn't do as much science. I have noticed that there isn't a lot of time during the day to teach science or social studies. Before 4th grade went on a field trip they studied a lot of social studies. But, if you are in lower grades then there aren't as many standards that have to be covered so that may be why they aren't teaching those subjects as much.
Joy Cooper,
ReplyDeleteDo we not have time to incorporate Science and Social Studies?
I have observed the same thing that Joy has. I feel like teachers to not embrace science and social studies as much as they should. Students need these subjects as much as they need reading and math. I think the answer to your question Joy is that since there are not EOG's in these subjects, teachers do not focus on them as much. Our teacher that Molly and I are with, Ms. Duckworth, however does do a good job incorporating these subjects. We do science experiments and use these subjects in center time. I think teachers do teach these subjects but they aren't very obvious because everything relates back to math and reading. I think as teachers we need to find time to teach these, especially since they will be an EOG test soon. Hope I touched on your question enough to help out. :-)
Beth Hicks
Karie,
ReplyDeleteIt is the exact same in the classroom i am in. Reading is what we do for the majority of the day. However in our class, the students have individual reading they do at home based on their reading level that way all the children are challenged and no one is "wasting their time". I think that it is important to challenge each student. I find it interesting that if the students do not meet the reading goal that they recieve tutoring. I think this is a great idea to help those who need the extra help. My question is when do they recieve this tutoring? Before, After or during class? Your teacher seems great and i hope i answered your question enough to help out. Be good girlie! Your going to be a GREAT teacher C:
Kala White
ReplyDeleteWhat are appropriate activities for students to do when they are not able to go on a class trip?
When the fourth graders went on the trip to Wilmington, the students who didn't go were forced to do EOG reviews the entire time. It would be more appropriate to let the students do fun lessons, like games and review activities instead of review worksheets. For example, I did a review lesson on fractions with M&Ms, so it was fun for the students, but they were still reviewing. I don't think the students should feel they are being punished for not being able to go on the trip.
Katie Stover,
ReplyDeleteThe question: how much time should be spent on reading and writing? Is around half of the day appropriate or should it be more or less?
i actually asked my teacher about this the other day and se says to incorporate it all day with every subject. The more the practice the better result. But make it into fun things so they will learn better. For example, in my classroom she has a math lesson that incorporates reading of course (instructions) but then they write a sentence or 2 about what they have learned about probability or whatever they are learning. She also does this for social studies and science. Wherever you can incorporate it do it!!
Meggie Colhoun
Emily Fox,
ReplyDeleteWhat I think to get kids back on track that are passed into higher grades that don't have an equivalent reading level from what I have observed is to give them extra tutoring and help. I have several kids in my class that I am observing that learn at a slower pace than the other students and they are pulled out at different times through out the day for about 20 minutes to work on reading and writing skills. I went to one of them to observe and they get extra attention and specific work that targets their problem areas. Also the teacher tends to adapt the lesson to help that child with his or her special needs in the content area. Also when I have been observing I have noticed throughout repetitive lessons the teacher will pull a child aside for about 10 minutes and again help them with their problem areas. It is a lot of extra work, but as a teacher you have to learn how to adapt to these special needs kids to get them on track with the rest of the class so they don't continue to fall behind.
Hannah Hobson
Tina Dellinger,
ReplyDeleteShould the teacher use two totally different lessons just because their abilities are different?
I know what you are talking about and since I have worked with the students from both of these classes I can see that it is necessary to use different lesson plans for each group. One group has a higher ability to comprehend more and the other barely understands the simple lessons they are given. There is no way they would be able to keep up if they were given the work the other students are given. They are in different groups in the afternoon and they are mixed with the higher learners and lower level learners and still the ones that catch on quickly pull away from the others and get bored when they are doing something simple. Most lesson plan formats have a section that can be adapted for students that have other needs, but this section can also be used for AG students or for students that struggle.
-Heather Heath
Heather Heath,
ReplyDeletehow to keep the students that don't go on the field trips interested in school without it seeming like the work is punishment?
If I was put in charge of the students who didn't get to go on the field trip I would make sure they had a fun day at school. It might not be the same kind of fun the other students on the trip are having but I would try my best to make them forget about all the fun the other students are having. I would have them do fun activities and play different games that enhanced their learning at the same time. Most of the time it's not the kids fault they couldn't go on the field trip so I would do everything I could to make sure they don't feel like they are being punished.
-Sarah Purrell
Shelby,
ReplyDeleteWhy don't the teachers make more time for these subjects (social studies and science)?
I honestly do not know the answer to this question. My teacher does not spend a lot of time with these two subjects either. Instead of telling you why they do not make more time for these subjects, I will just tell you activites that my teacher does to incorporate the subjects with math and reading. This week they read a non-fiction book about rabbits. The book told the rabbit's life cycle (which is a NC standard), the different between a rabbit and a hare, and told many interesting facts about them. She then had the students create a flip book and choose 5 facts that they learned from the book or that they thought were interesting. They had to write their fact and draw a picture that was associated with it. I hope this helps :) I remember doing a lot of social studies so I think it is kind of odd that they don't.
Karie Steelman
Hannah Hobson,
ReplyDeletequestion is: Why don't they implement more fun activities for the children?
It is upsetting that your teacher does not implement more fun activities in the classroom. I am in the Kindergarten classroom, and my teacher is really good about implementing fun and schoolwork. Our students have to write letters as well, but at least twice a day my teacher has them up and moving doing games or dancing. She makes sure they get exercise as well as incorporating the hard work stuff. It all depends on what type a teacher you want to become. There is no such thing as just doing structure work for learning. It only depends on if you think you can get your lesson done by doing structure, fun, and moving around. here is a website I found with fun activity ideas:
http://www.eslkidstuff.com/Classroomgamesframe.htm
Molly Suddes
This comment has been removed by the author.
ReplyDeleteKayla Sizemore: How can I help kids deal with stress so that they don't worry so much?
ReplyDeleteIt is very important to keep students from getting discouraged about the EOGs and other forms of testing. I feel so sorry for that little boy in your class that was crying because he didn't understand a math problem. It breaks my heart to see someone so young experiencing such a great amount of stress due to testing. I think that it's important to remind students that the EOGs are simply a review of everything that they have learned throughout the year. We, as teachers, should remind them to do their best and that it is okay if they don't know the answer to a question on the test.
Also, we have to remember the benefits of regular physical activity. We should be sure to incorporate activities such as recess and P.E. into the school day. These activities can be huge stress reducers.
Shelby Johnson
Christin Jones: Week 1 The only question about my visit is did anyone else feel as though the set up of the school was confusing or distracting?
ReplyDeleteThe set up of the school was somewhat different than what I have been use to while in other elementary schools. Having spent time in the kindergarten wing I have noticed that the open floor plan is a bit loud. Amazingly the students in my kindergarten class pay attention and focus on the task that they are working on. I think that the main way that my teacher keeps her students focus is that she ignored the noise and distractions from other classes from the beginning of the year. I think that if the students are prepped and understand that they need to pay attention in and if the teacher takes the time to let the students know that they need to stay focused that learning can occur in a distracting environment. One or two kids will always be distracted during a lesson because they are just kids but if the majority of the class is paying attention I think that learning will occur.
Katie West
Question:
ReplyDeleteMy biggest question as of right now is how do these routines get established in the beginning of the year, especially in the kindergarten classroom?
Leslie,
I feel like it's helpful to get a routine started by going in the first day and modeling what you're going to be doing each day for the rest of the year. I feel like, by modeling the behavior first-thing and by explaining it before or while you model it, students know what to expect and become familiar with the routine from the beginning. Here are some helpful links about establishing classroom routines and different areas that require consideration about routines and transitions within the classroom. Hope this helps!
http://books.google.com/books?id=-91gryOcpf4C&pg=PT23&lpg=PT23&dq=establishing+classroom+routines&source=bl&ots=PT15OOKPoo&sig=xBVYk_-PSVkavmsoPYOtH7KDUss&hl=en&ei=HhrhSZuOKM3flQfK_dHgDg&sa=X&oi=book_result&ct=result&resnum=10
http://www.learnnc.org/lp/pages/735
http://ctl.stanford.edu/Tomprof/postings/99.html
http://findarticles.com/p/articles/mi_m0STR/is_1_112/ai_90316927/
Kayla Rash
Siomara,
ReplyDeleteI think that if a student isn't able to go on a field trip because they can't afford it or a parent won't let them travel, then I would try to think of an interesting way for them to spend the day instead of in someone else's classroom. Maybe the children could spend a day with the principle and see what they do. Something like that where they get to have fun and learn without being punished. Obviously, if a child is unable to go on the field trip because they got in trouble at school then things should be re-examined according to the "crime". I agree that teachers need to find other alternatives for students who did not get in trouble at school but for whatever reason are unable to attend a school trip and not just assign them worksheets. Hope that helps you out a little with some ideas.
joni little
Shelby Johnson:as for the question of How do you meet his individual needs in the classroom when you are trying to meet the needs of everyone else?
ReplyDeleteI have asked my teacher the same question as well. She said it is always a challenge but she suggested always having something on hand in the classroom that the student/students who are behind can work on whenvever the other students are doing their own work such as cathcing up on their reading, or doing their homework in their free time. She said if you are always prepared to give them worksheets, books, games, or anything else that may help them catch up, you will succeed! The key is to keep things in the classroom that they can work on, and if they have questions, you will be there to assist them. She also suggested for the students who are ahead, to have more challenging work for them, this way they are not getting bored, and are still engaged in the classroom and sharping their learning skills as well.
All in all...it is about planning ahead! and having things in the class that can assist those students who are behind, and those that are ahead. It is not easy, but I believe that by doing this, your students will succeed, not matter how far or behind they are.
I hope this helped!
Joy Cooper
Emily Towery;
ReplyDeleteQuestion: He mentioned to us about having a few of the EC kids in his class for different subjects. I guess my question would be, if you have some of these EC kids in your class for reading, how would you include them in the reading groups? If the child had reading problems and behavior problems, wouldn't it hinder the other children in the groups' to learn what they need to? I know we should include these kids; that is what they are in the room for. I just wonder how you would include them, keep them in task and not frustrated, while making sure that they rest of the group is getting the education they need.
Each child that is labeled in any, which if they are being called "EC" they have been labeled, will either receive a 504 Plan or and IEP (Individualized Education Plan). In each of these plans there is an extensive meeting with principals, teachers, special educators, parents, any specialized professional that the child may need (ie speech therapist, physical therapist), and occasionally the student. During this yearly meeting the child's progress and problems are discussed, as well as ways to help end any issues, they will also plan the child's individual goals for the next year, and talk about any additional testing or possible changes needed in medications or rewards/consequences. Each child has their own plan and schedule, if it is believed that any cannot handle being placed in a traditional classroom setting, then that child will be sent to a pull-out class to get individualized help, with the premise being that the child may gain the knowledge needed to preform at grade-level or meet their goals. However, to keep any child engaged in class you may try to use small groups, as many hands-on approaches to education possible, and as much individual help and instruction as possible.
I hope that helps,
Nikki Craig
ps. sorry this is late, the internet at my home was just fixed. :(
Tina Dellinger,
ReplyDeleteIn response to your question: A few of the students get pulled out of class for reading and I was wondering how a teacher makes them feel included and know what assignments to do when they are pulled out for the entire time?
I have experienced this as well in my classroom. My teacher just picks them up wherever she is at in the lesson. I feel sometimes that these kids get confused when the teacher does this. I have also worked with the students when they came back early and "couldn't" do what the other students were doing. I think that you should do your best to include these students, even if it means stopping the lesson for just a minute to catch them up. Personally, I would suggest having the other students do some work on there own for just a couple of minutes until you could catch the other kids up. I think that none of the kids should be confused during a lesson. I hope this answered your question just a little bit. I am honestly still somewhat confused about this as well, but I hope to be able to figure it out better as my education continues.
Brittany Norman
Nikki,
ReplyDeleteYour question was how can we use non-leveled reading groups and keep the higher leveled children on task and not board during this time in our reading instruction?
I would say that you could have activities that all students are doing reading together at a medium level. You could pair the more advanced students with others who are struggling. You could also provide stepped activities where the hardest level is a slight challenge to the advanced students along with being a reach able goal for the most struggling students even if minor details must be changed. I think that reading in level reading groups is not always best and if you can find a way to make a medium level book to be challenge to some level for both the most advanced and the least advanced. The other suggestion I think would be to have both leveled reading groups that challenge individuals along with the non-leveled activities like Mrs. Koon does with the students everyday when they do their reading and writing groups.
Hope I make some sense!
Danielle Epley