1 st Student Teaching Placement Resource Room

Transcription

1 Journal 11/1/06 1 st Student Teaching Placement Resource Room 1. At about 8:15 a group of third graders come to the room for reading groups (the lowest 15 in third grade). There was an issue in the morning that the resource teacher had to take care of (talk about in reflection) so instead of splitting up into the three groups right away, a student teacher read three chapter of The Courage of Sarah Noble aloud to the students as one big group. While she read the other teacher came back into the room and they were able to split into the three reading groups. I observed the group with the resource teacher (my cooperating teacher). They had been reading Jigsaw Jones: The Case of the Mummy Mystery. Each student read a page and the teacher asked questions (already printed out). She asked each student different questions and evened out who answered so everyone was answering. The teacher would reword a word or look at a word more closely if they missed it or said it wrong. The students were in the room for about 55 min (8:15 9:10). 2. I sat with three students as they each read a different book silently and I had them one at a time read a page aloud to me and then I asked them about 1 2 questions about what they read. 3. I worked with a second grader. I had her read three books aloud to me. Then we worked on writing and counting numbers She had a worksheet and on it she counted objects and then wrote the number. Then on a piece of grid paper she wrote the numbers She had trouble with writing her teens backward. She got all the numbers 1 12 and 20 correct but then she wrote 31, 41, 51, 61, 71, 81, and 91 for all the teens. I talked with her about her teens and she fixed them. Then I folded the paper over and had her write the numbers again. She did them all correct this time except she wrote her 9 like P and at first she could not find her mistake. I had her compare what she had written above and guided her to find her mistake. Once she found it, I had her write 9 and 19 again. Lastly she did another counting objects worksheet. 4. I worked with two students from my 4 th grade student teaching placement and helped them with a doctor punctuation worksheet. After they completed it, I had one of them read a story to me while the other one worked on his journal until time was up. 5. After I lunch I got to sit in on a Case Study conference for a nonplacement student. The conference was from 12:30 1: I worked with a little boy in Kindergarten on an alphabet puzzle. I sorted the letters into groups based on colors (red, yellow, blue, and green). I let him pick the color and had him tell me what the color was and then I let him pick a letter and also tell me what the letter was. After he put one letter in I had him find its letter partner (lower or upper case depending on what he picked before). 7. For the last hour of the day I talked with my cooperating teacher about what I was going to do on the other two days and also about what had happened that day.

2 8. I had the opportunity to sit in on a debriefing meeting. There were many incidents that day that happened in and with the student in the emotional disorder room; which is right across the hall from the resource room. I sat in while the members of the team talked about what happened, filled in their reports, and I got to read what some of them wrote. I was not involved in any of these incidents but I had observed most of them. I thought this was a good experience and because of all the incidents that happened, I did not get to leave until around 4:20 (school is dismissed by 2:40ish). Reflection... Before the day even began there was a serious incident with a student who has ED. My cooperating teacher heard some noises in the hall and she want to go see what was going on and told me she would be right back. I went outside of the room and saw two doors shut, which have never been shut before, at one end of the hall and then at the other end I saw my cooperating teacher, another lady and the principal with a student. They had the student in an area between the doors that go outside and the two doors to the building. Once they had the student in that area they opened the other doors to let the others students enter to go to their classes. They were down there with the boy for a while and they moved some of the classrooms at that end of the hall to another location so his yelling would not disturb them. One of the classes that moved was my second student teaching placement. This was definitely an experience to witness and it was one of many that had occurred that day. At the end of the day I stayed and sat in while my cooperating teacher and other teachers involved debriefed about the incidents and my cooperating teacher let me read they reports they wrote. This was also a good experience. As far as literacy goes, I got to observe a lot. In the beginning of the day I observed a guided reading group. It was nice to see how an actual guided reading group is used in the resource room. Most of the students who came in needed help in either reading or math. In fact there were quite a few who would come in to read and we had them read aloud. The students would read a page or two aloud and then I would ask them a question or two to test for comprehension. The second grade I worked with struggles a lot in reading. I could tell she has learned about phonics because she would really use it to sound out a word but she only did if it I told her to sound it out. A lot of times she would either stop or just say a random word that made no sense. Sometimes she would just say words and not even look at the page. I found this frustrating at times but I would take a breath and give her some sounds to help her sound it out and when she got it I was so happy. I know I will have students similar to her in my class and I need to remember to stay calm and they will figure it out. I need to remember that feeling of when she got it to keep me going. Journal 11/2/06 1. From 7:45ish until 8:15 I worked with a student. I worked with her the day before and again I had her read the same three books to me as she did yesterday. She also did the same math, different worksheets but the same idea,

3 as she did yesterday. She showed an improvement in her reading and writing numbers. She needed less assistance and corrections today than she did yesterday. 2. 8:15 9:10 the group of third graders came in. We first had them sit as a whole group again. The teacher had the group summarize what they read yesterday in The Courage of Sarah Noble to fill in the students who were not there. Then she read aloud a chapter of the story. Next we split into the three reading groups. I worked with my cooperating teacher s group. We worked on a worksheet that had the students solve a color coded message (talked about in the book they are reading), write proper nouns, circle suffixes and write the root word on the line, and break words into syllables. I went over the first one of each part with the students and then let them work. They worked until it was time for them to go back to their classroom. 3. I worked with the student I had worked with earlier this morning on her spelling words. I had her write each word 5 times and spell them as she wrote them. After she wrote them I had her use magnetic alphabet letters to spell the words and again had her spell as she made the words. 4. I played an addition game (resource teacher has many games she made up using laminated folders, game pieces and dice to practice different skills) with three students from the 4 th grade classroom (2 nd student teaching placement). During this time I had a Kindergartener in there working on a color puzzle book and then I took him to get ready for lunch. 5. I observed a student work on two math worksheets on tens and ones and then I checked them after she was done. 6. I observed and helped two students from the fourth grade room with a multiplication worksheet. 7. During a free time I made copies and sorted papers for my cooperating teacher. 8. Had lunch from 12 12:30ish. 9. I worked with a Kindergartener as he did a computer color count game and then I took him back to his room when it was time. 10. I observed my cooperating teacher work with a student on reading. She and him took turns reading a page and she asked him questions about what was read. If they came to a word that seemed unfamiliar, she asked him if he knew what the word was and then she talked to him about it. 11. At about 1:45 I went and got the Kindergarten student, who I worked with earlier, and brought him back to the room. I had him work on a coloring sheet and had him write and say the numbers Then I took him back to his room at about 2:15ish. 12. I talked with my cooperating teacher during our free time until the teacher/staff meeting at 2:40. I got to sit in on the meeting and it went from about 2:40 until about 3:15.

4 Reflection... Today went a little better with the second grade girl who really struggles with reading. Some of the words she really struggled with she got this time, but she still struggled with others. She continued to sound out when I told her too, but that did not always work. It was so hard to not just say the word, but I continued to take some deep breaths and helped her without just telling her the word. I worked with the guided reading group today as well, and it was a good experience. They worked on a worksheet and it went well until we go to the last part, which was breaking word into syllables. I don t know but that is something I have always struggled with because I think too much about it. Anyway, the students would bring their sheet for me to look at and let them know if they needed to fix anything. This was difficult because my cooperating teacher did not have a key of the worksheet for me to look at to double check to make sure I was correct with where they lines for the syllables go. I helped the students but I remember I would occasionally second guess myself. My cooperating teacher helped me out and everything was fine, I just remember thinking how much smoother things would have gone had I had a key to look at. I plan to always try and have a key of at least most of the assignments I give to help me as well as any other people who need it. Such as a substitute or if I ever have student teachers or observers. I just think it is helpful to have. I also got to see how beneficial magnetic letters are when learning and practicing spelling words. While they are ideal for primary grades, they can also benefit some upper elementary students. Journal 11/3/06 1. I worked with the same girl I had worked with in morning before from about 7:45 until 8:15. I again had her read the same three books she read to me the other days and there was even more improvement. Then I had her work on the same kind of math worksheet she had done the other days as well. After the worksheet I had her write her numbers 1 20 on the grid paper. She wrote all her teens correctly but she wrote 20 as 02 but then the second time I had her write her numbers she got % correct without any corrections or help. My cooperating teacher and I were so proud of her we let her work on a computer program for the time remaining instead of doing another math worksheet. 2. The third graders came in at about 8:15 and we had them split in their groups. Unfortunately we were missing a group of students from one of the third grade classes, which threw us all off including the students. I had the students each tell me two things they were doing for the weekend while we waited. We ended up loosing 15 minutes while we waited. In the group we read a chapter from the book and I had each student read a page. I asked the students discussion questions (already made up) and I also talked about some questions on the worksheet the students were going to get after we were done reading the chapter. After we finished the chapter, I gave each student the worksheet and went over it with them. I reminded them what we talked about while reading (pronouns on a page, words with suffixes in a picture on a page, and

5 quotations on another page). The group was a little out of control, which made things difficult. 3. I went with my cooperating teacher to make copies and sort papers. 4. I worked with the student from earlier in the morning. We played two games with my cooperating teacher. One number game with teens and the other was an addition game. 5. I worked with a student in the 4 th grade classroom on her famous Hoosier assignment. I had her practice her spelling words and then I gave her the spelling test. We played a short game for the last 10 minutes. 6. I had lunch in a conference room because my cooperating teacher had to watch a video but we could not get the sound to work so we just ate in the room and then her and one of the emotional disorder teachers watched it in the resource room while I worked with a student after lunch. 7. I worked with the same Kindergarten student I had worked with before. I had him work on worksheet where he was supposed to color the picture if the picture started with the letter B. Then I had him write the numbers 1 10 on the same sheet he wrote on the day before. We had some free time and he wanted to play with the building set so we did. 8. I worked with the student my cooperating teacher had worked with the day before and like her I took turns with him reading a page of his book and asked him questions about the story. Reflection... Today I experienced an amazing feeling. I again worked with the same second grade girl I had worked with all week. She did so awesome today. I was so proud of her and the feeling it gave me was so awesome. I could tell she had improved in reading the three stories and also in writing her numbers. The feeling I had knowing I helped her be successful was so great and I will never forget that feeling. I hope to continue to have that same feeling throughout my many years of teaching because it is amazing. Afterward I worked wit the guided reading group and I learned more about flexibility. We had to wait on one of the third grade classes because they were taking a test for something. This messed up our schedule because it took a lot of time and because of it the kids were a little out of control. It was frustrating and learned how much a teachers decision to do something can sometimes have a lot of effect on other teachers and students. Especially when my students are expected to be somewhere else. As a general educator I need to remember this and work hard to make sure to be responsible and have my students where they need to be when they need to be there. If I do not I can mess up not only my schedule, I mess up the students, other teachers, and possibly others students as well. Journal 11/16/06 1. I worked with the same girl as the other mornings. I had her read a loud three short books to me. She struggled a lot with the first book and the beginning of the second but then she did well with the rest of the second book and most of the

6 third. Then I helped her with her spelling words. She used the white board to write out each word 5 times and then made the word using magnetic letters. 2. Around 8:15 the third grade reading group came in. The teacher worked with the whole group on phonemic awareness first. She showed the students flash cards of letters and had them say a word that starts with that letter (the ones she had told them and have been working on) and then had them say the sound the letter makes. The she had each student say a word, what the first sound in the word was and what the letter was, then what the next sound in the word was and what that letter was (teacher wrote the word on the board as they told her the letters) and then the teacher pointed to the word and had the student say it and then spell it. She did this for every student and then had them go sit in their reading groups. I worked with a different group b/c the other student who helps with reading groups was not there so I had her group. The teacher would say a word and the students had to write it on a piece of paper or a white board and the teacher in each group checked to make sure they did it correctly. The each group worked on the same packet and completed it as a group. The packet was review for the quarterly. It was on using the table of contents and index to find topics and pages. As a group we talked about the question and worked together to find the answer. When they were done it was time to go (9:20ish) 3. From 9:45 to 10:15 I worked with a boy who read a loud a couple chapters from Shiloh to me. I asked him questions about what he read every couple of pages. 4. I played a math game with the girl from the morning. Similar to the ones before and this one was working on 20 s. 5. At about 10:50 the two boys and a girl from my fourth grade placement came in to take their Social Studies test. I read the test aloud for the two boys and then the girl, who needed extra help worked with the teacher. After the test I played a math addition game with them until 11:15. They came back and from 11:30 12:00 I sat at a table with them while they worked on the Accelerated Math. I was there to assist them if they needed but they worked individually. 6. Lunch from 12 12:30 7. I worked with a little boy in Kindergarten from 12:30 12:45. There were print outs of his first and last name and then cutouts of the letters in his first and last name. I had him tell me his name and then tell me the letter in his name, going in the order of spelling his first and last name, find the letter and put it under the name. Then we worked on numbers First I had flash cards, not in numerical order, and he told me what number it was. Then I put each card down and worked with him to put the cards in numerical order. I started to work with him on a counting math handout but the teacher took over because I had to get my Reader Case Study student. 8. I worked with my Reader Case Study student from 12:45 1: After 1:15 my teacher was done with students for the day. She had me look at a student who is being tested folder as she went through it and we discussed it together. We also talked a little bit about what I will be doing when I student teach.

7 Reflection... Again I had the same experience of working with the second grade girl who struggles in reading. We read three different books this time and she continued to do the same stuff of saying random words without even looking at the page. Then she would use phonics to sound out the word when I told her to sound it out and eventually she would get it. While she was doing the same things as before, she did much better at reading these books then she did when she read the other three. My cooperating teacher had her re read the same three books for the whole week and I think that is really beneficial for her. I realized that it helps her to be successful in reading the stories and then she feels good about herself. I found it interesting while I observed my cooperating teacher teach the third grade groups about phonics. It was like a review of what I had just heard the day before at the Manchester Pre Professional Development workshop about Dibels. She actually told me she went to a workshop on Dibels and she took what she learned and used in for that lesson. I thought that was kind of neat to actually get to observe a lesson on what I had just learned about the day before. Another interesting thing I observed was when I had a student read Shiloh aloud to me. I forgot that they book has the southern accent in it and the book does not use proper English at all. Anyway while he read, when he got to a part that did not use correct English he would read it so it would be correct. However, that meant he was not reading it correctly so I had to correct him. I explained that in the book they use a different way of talking and that he needs to read the words in the book as they are not try and change them. It was a challenge because I did not want to confuse him because he needed to read it correctly. I realized from this experience that I need to pay attention to they the different books are written. I need to explain to my class that certain books have a different way of talking then what we are used to but as good readers we need to read the way it is written because that is the way it is meant to be read. It is also challenging to sit there and watch students take a test, especially when you see them mark the wrong answer. It is so tempting to want to tell them something or give them a hint to help them but you can t. It is so hard to watch that because you want so much for the students to be successful. I learned that is something I am just going to have to get used to. There will be times students will not do as well as I hope but it is up to me to help them so they can be successful. Not give them answers or correct them, but work with and guide them in the right direction.