Planning
Planning for this lesson was a challenge because I wasn't sure how I was to utilize the time wisely. I had planned a few get to know you activities so that I would become acquainted with the students and them likewise with me. I also wanted to clearly articulate my daily expectations and procedures to set the tone of business like behavior as well as not being afraid to participate in the classroom.
Personal Reflection
When I was teaching my 10 minute portion of my lesson, I had realized several times that I was speaking to fast for my brain to keep up. This hindered my clarity with the things I was talking about. I have always had an issue speaking too fast. This is something that I must work on if I want to be successful in the classroom. What is a strategy to overcome this issue?
Classroom Management Reflection
I had realized that it is tough to manage a classroom of students that have different personalities and characters. I really need to put my best foot forth to learn how to effectively manage a classroom. Students are going to test my ability to effectively manage a classroom while trying to engage them in a lesson or activity. I am definitely new to this, and need to work on it before spring. What are some strategies to get engage students who refuse to participate?Wrap-up
I am ready to take this challenge and become the best teacher I can be. My skills need to enhance to be ready for a classroom of my own, but the only way to develop them is to practice.
Luke, I also had trouble with the timing/planning of the lesson. Since we are all new at this, it can be difficult to make sure we are allotting the proper amount of time for each activity. I also had the opportunity to watch your video and make some comments. You did a great job!
ReplyDeleteFor your first question on speaking at a pace that our brains can keep up with, I would suggest making a list. On a separate piece of paper than your lesson plan, I would make a few bullet points of the top points you need to get across to your students. Once you make the point, cross it off and move to the next point. If at the end of the lesson you still have a few bullets not crossed off, you will know what material to go over the next day.
Getting students who refuse to participate can be a struggle. I would look for the student's learning preferences and find a few topics they find interesting. If they are really passionate about a certain topic, ask them to give a presentation in class to their peers! You did a fantastic job this week with the first day of school lab. Keep up the great work!
The first day is always a challenge and you have to keep in mind most students have been talked to all day long about expectations, syllabuses etc. I try to make my room different and this year they had a table of contents and had to rotate through stations so they were doing something instead of being talked at.
ReplyDelete1. Practice will help with this. I struggle with this at times especially in meetings or contest practices. I have taken to writing a few reminders on the board and having bullet points for me to help job my memory. As teachers we are often thinking about 100 things while doing 1 thing. I rely on little notes/reminders to help make sure I cover everything I want to. Also practice taking a breath every sentence or two sentences to help slow you down.
2. If you can figure out what works 100% of the time let me know. I have broken things down in small groups and tell the group what roles they need to have. 1. spokesperson(answers class questions)2. recorder (the one filling out whatever will be handed in 3. Time keeper (keeps them on task
I also have tried to incorporate different ways to participate from vocalizing in discussions, to exit tickets, reflection post etc. As you have the same class all the time you can start to figure out what works best for your students. Keep setting the expectation that all participate and you can start to see progress. I think you are already thinking like a seasoned teacher and seeing what you do well and what can be improved!
Hi Luke, nice reflection! I will say that with the classroom management portion, having students that outright refuse to do the work is difficult. My suggestion to you is not to ask "can you" but say "we are going to" Asking opens doors to students to make an easier choice because it sounds more like an option. Though we were a challenge, I believe you did a good job in attempting to keep the class on track. Great job Luke!
ReplyDeleteHi Luke! I look forward to checking out this lesson on edthena!
ReplyDeleteAbout keeping a good pace: If you are talking too quickly for your brain, you are definitely talking too quickly for their brains. Once you are more comfortable with the lessons you will slow down, or you will be forced to repeat it because they didn't get it the first time. I don't think Dr. Foster coined this but he taught it to me: ask a question and wait 3 long seconds and after explaining instructions ask "What questions are there?" and wait those 3 long seconds. Both will ensure they have ample time for clarifications. Ask clarifying questions as you go through the instructions helps as well. As they ask questions it will help you reflect on how to change the directions for the next group. Sometimes there are holes in the directions that you might not notice. Also, make sure you have a copy of directions on the board or in front of them for larger activities, it helps.
Students who don't want to participate: I thought this was going to be a huge struggle when I got into school but once you start it isn't a problem. We have the advantage of teaching a "cool" subject, kids want to learn about it! I had a problem with one student during student teaching and you know what, I had to let it go. I talked to him privately, called parents, talked to my co-op teacher and the principal. That's how he was, and after I felt like I had tried everything I just decided to let him choose. It was so much more boring for him to sit out though. I have not had that problem since. Once you build a repertoire with your students they will do great things. I had a group of boys in my welding class holding hands so we could get through the hoola hoop game. At first they didn't want to so I said, hold a shirt or elbow, then when the competition started they found it was just faster to hold hands, then it was fun.
You're asking good questions!