Monday, September 14th
I observed three classes in Mrs. F's room. Because this was only the third full day of school, the schedule was slightly different from usual. The first period was an advisory class, followed by the regular 1st and 2nd periods (both 6th grade math classes). Overall, I really liked the vibe I got from Mrs. F and the classroom and think that it could not only be a good fit for student teaching, but also a place from which and teacher from whom I can learn. The sixth graders are SO young compared to the freshman and sophomores I worked with last year at DDHS!
One thing I loved was her "attention-getting device"--also known as a wind chime. She already has her classes trained that when she rings the wind chime (which has a great, peaceful sound), they stop talking and all eyes are on the teacher. Note to self--wind chime! Or, maybe my Tibetan prayer bowl...
It's early in the school year, and these kids are new to middle school, so I expected kids to be quiet. Whether it's from that, or that last Thursday and Friday Mrs. F trained them hard, I don't know. But the classes were great, albeit for a few select students (two SPED kids and two kids who could not stop moving or making noises... Can we say ADHD?!)
Her style is similar to the style I developed when 'dealing with' a disruptive or loud student, which I think bodes well for my student teaching. She has a way of addressing the student/behavior mid-sentence without disrupting the flow of the class and what she was in the middle of teaching. The most extensive of examples was when one of the ADHD kids was drawing on his arm. She asked him to stop and then reminded the class that it's a district-wide policy that students do not draw on their bodies or clothing while at school. I think doing this takes the attention off the student a little and to a bigger picture of discipline.
I also noticed that at the end of class she asked that same ADHD student to help with the task of collecting composition books from tables--in other words, kept that student moving!
Another tactic I liked is how she would improvise to keep students engaged somehow when she unexpectedly needed to give individual attention to another student/teacher/etc. She would have the class discuss something with their groups--though not all were necessarily following these directions, i imagine they will eventually learn to because she holds them accountable by following up and having students share their answers.
Names on popsicle sticks!
At one point, Mrs. F reminds the students that they are in a community, has a volunteer define community, emphasizes the need to respect others (she used the example of coming back to school being hard for anyone on a Monday morning after a weekend and that grace/respect should be shown).
Mrs. F uses variations of Think-Pair-Share a lot...
There's a basket at each table with calculators, crayons, dry erase boards/markers, a one-minute timer, etc.
I noticed she used the word "expectation" a lot throughout the morning... I suppose kids getting used to hearing this word is a good thing.
She never/rarely puts kids on the spot. Mrs. F will give students some combination of time to think, time to chat to a partner/their group, time to read over a paper if it's related, to come up with an answer or two in case they're called upon. Further, if a student can't answer, he can talk to his partner first and then answer, or she will come back to him after having another student answer a different question first.
I observed three classes in Mrs. F's room. Because this was only the third full day of school, the schedule was slightly different from usual. The first period was an advisory class, followed by the regular 1st and 2nd periods (both 6th grade math classes). Overall, I really liked the vibe I got from Mrs. F and the classroom and think that it could not only be a good fit for student teaching, but also a place from which and teacher from whom I can learn. The sixth graders are SO young compared to the freshman and sophomores I worked with last year at DDHS!
One thing I loved was her "attention-getting device"--also known as a wind chime. She already has her classes trained that when she rings the wind chime (which has a great, peaceful sound), they stop talking and all eyes are on the teacher. Note to self--wind chime! Or, maybe my Tibetan prayer bowl...
It's early in the school year, and these kids are new to middle school, so I expected kids to be quiet. Whether it's from that, or that last Thursday and Friday Mrs. F trained them hard, I don't know. But the classes were great, albeit for a few select students (two SPED kids and two kids who could not stop moving or making noises... Can we say ADHD?!)
Her style is similar to the style I developed when 'dealing with' a disruptive or loud student, which I think bodes well for my student teaching. She has a way of addressing the student/behavior mid-sentence without disrupting the flow of the class and what she was in the middle of teaching. The most extensive of examples was when one of the ADHD kids was drawing on his arm. She asked him to stop and then reminded the class that it's a district-wide policy that students do not draw on their bodies or clothing while at school. I think doing this takes the attention off the student a little and to a bigger picture of discipline.
I also noticed that at the end of class she asked that same ADHD student to help with the task of collecting composition books from tables--in other words, kept that student moving!
Another tactic I liked is how she would improvise to keep students engaged somehow when she unexpectedly needed to give individual attention to another student/teacher/etc. She would have the class discuss something with their groups--though not all were necessarily following these directions, i imagine they will eventually learn to because she holds them accountable by following up and having students share their answers.
Names on popsicle sticks!
At one point, Mrs. F reminds the students that they are in a community, has a volunteer define community, emphasizes the need to respect others (she used the example of coming back to school being hard for anyone on a Monday morning after a weekend and that grace/respect should be shown).
Mrs. F uses variations of Think-Pair-Share a lot...
There's a basket at each table with calculators, crayons, dry erase boards/markers, a one-minute timer, etc.
I noticed she used the word "expectation" a lot throughout the morning... I suppose kids getting used to hearing this word is a good thing.
She never/rarely puts kids on the spot. Mrs. F will give students some combination of time to think, time to chat to a partner/their group, time to read over a paper if it's related, to come up with an answer or two in case they're called upon. Further, if a student can't answer, he can talk to his partner first and then answer, or she will come back to him after having another student answer a different question first.
