Saturday, April 24, 2010
Post 9
Finally, FINALLY, my video is posted to vimeo. I really enjoyed actually doing this project, but never have I been more thankful for a due date extension as I was on this project. I have had a very stressful time trying to get my video posted. When I uploaded the video from my camera onto my computer, the video worked wonderfully. When it was time to begin editing it, that's where the problems started. First, when I began editing it in QuickTime, I couldn't do the editing I wanted to do, so I purchased QuickTime Pro 7 because it claimed to do the editing I wanted. But of course, I could NOT get it to edit the video. Then I finally found Windows MovieMaker on my computer and tried to use it, but the video wouldn't upload because it was not in a compatible format. That's when I had to convert each video (I had two, since I'd videoed on two different days) and couldn't figure out how to get rid of the watermark that mysteriously showed up. And converting the videos took an entire night for each one. So there went two more nights I couldn't finish! I finally got them converted, then spent an hour figuring out how to use Windows MovieMaker. After that, I had to upload to vimeo, which took forever, and now here I am! Hurrah! Enjoy this video! Or else! Haha. :)
Sunday, April 11, 2010
Post 8
Well, on Friday I did my final video of my class. Just from watching the first few minutes of the video to make sure that it recorded correctly, I noticed that my students appeared much more engaged than they did earlier in the week when I videoed them. My first video was just a regular lesson in which the kids sit on the mat while we discuss the story we were reading, called A Winning Swimmer. Then my second video consisted of using our computer lab time to watch a slideshow on the projector and discuss it as a class.
I noticed during the first video that many of my students were very fidgety. They kept turning and looking at the camera or playing with the mat or their clothes. The second video, in the computer lab, shows all of them engaged, eyes on the slideshow, with every appearance of paying attention... I even noticed that one of my students who has the most difficulty paying attention was engaged for most of the second lesson. It was very encouraging for me to see.
As I am now officially on spring break, I will be using my time off this week to upload my video, edit it, and post it for everyone to view. Fingers crossed I don't have any difficulties!
I noticed during the first video that many of my students were very fidgety. They kept turning and looking at the camera or playing with the mat or their clothes. The second video, in the computer lab, shows all of them engaged, eyes on the slideshow, with every appearance of paying attention... I even noticed that one of my students who has the most difficulty paying attention was engaged for most of the second lesson. It was very encouraging for me to see.
As I am now officially on spring break, I will be using my time off this week to upload my video, edit it, and post it for everyone to view. Fingers crossed I don't have any difficulties!
Sunday, April 4, 2010
Post 7
Well, tomorrow I plan on videoing my students for the first time so that I can finalize my engagement checklist. I really appreciate the suggestions that everyone has given me on what I can do with my checklist. I have decided to go with videoing my students first so that I can gauge what I will include on my checklist, then on Friday, I will video my class again to see what improvements have or have not been made. I am really excited to implement this unit on How Things Move. I think that my students will really be engaged when we add in the websites and the computer activities on movement... I really want this to go well!
I feel that if I can get my students to be more motivated to learn, then I will really see improvements with those students who really struggle with paying attention. Especially the ones that I always find myself calling on because I KNOW they're not paying attention and I so desperately want them to be engaged!
I feel that if I can get my students to be more motivated to learn, then I will really see improvements with those students who really struggle with paying attention. Especially the ones that I always find myself calling on because I KNOW they're not paying attention and I so desperately want them to be engaged!
Sunday, March 28, 2010
Post 6
I am beginning my inquiry plan by developing a checklist that I can use to evaluate how I am currently engaging my students as a class. I have already been observing my students and how engaged they are when I am teaching a lesson. Part of my plan is to video my students early on when I am not implementing any of the ideas I will be using during the plan so that I have an idea of how engaged they actually are. I may feel like they're engaged just because I'm engaged, but I also know that that is not necessarily the case so I am hoping that by videoing them ahead of time I will get a better idea of what else I can do.
I have been looking for checklists online that I can use to continue developing my own checklist, but I am really at a kind of standstill. Does anyone have any suggestions of items that I could include on my checklist? Thanks! :)
I have been looking for checklists online that I can use to continue developing my own checklist, but I am really at a kind of standstill. Does anyone have any suggestions of items that I could include on my checklist? Thanks! :)
Monday, March 1, 2010
Post 5
Well, I initially did a search on Classroom Management but wound up finding information on Motivating Students instead! This was actually a good thing because I need to focus more on student motivation anyway, as opposed to classroom management.
I found some really interesting information on project-based learning when I was searching. Teachers and students alike talked about how much more motivated students are when the learning is project-based and over a longer period of time. This is also a great way to cross over into different subjects, instead of a slotted time for phonics, math, science, social studies, etc. Students were much more engaged and came up with amazing end products when participating in project-based learning.
Reading about project-based learning and watching a video in which teachers talked about the successes of their projects, it really made me think about what I could do to incorporate this into my classroom. Really, the only way I do this in some form is that we have a weekly language arts theme in my room and all the stories we read and the centers the kids do are on the same theme. For example, this week our theme is "What Scientists Do." Today in the science center, the students experimented with magnifying glasses and recorded their findings. In the social studies center they will be talking about inventions that were made long ago and writing about them. In the writing center they will be talking about what type of job a certain type of scientist has (they get to pick what type). I'd like to be able to extend something like this into a project-based learning activity, which would consist of a longer period of time and a more in-depth attitude.
The information I read regarding project-based learning showed that all students showed improvement in participation and motivation. Their understanding in several subjects improved, as they were able to apply their knowledge to real-world events and see how knowledge of subjects can be intertwined. I think this would really help my ELL students especially, as one of the most important things for them is to make connections between the language and what they are learning... which is obviously important for English-speaking students as well.
I think as far as my inquiry plan goes, I will be focusing on how project-based learning can motivate students. This will be relevant to my classroom in that I really want to see what I can do to encourage my students to be motivated to learn. Many of them are already this way, but there are some whose only encouragement to learn and become the best they can be comes from me, not their parents. I think this will impact their learning by increasing their enthusiasm for school and their thirst for knowledge. I'm hoping to do this by implementing some sort of project-based learning activity for my class... hopefully something that will take longer than a week, as most activities I read about lasted a number of weeks. Here's hoping!
Anyone have any suggestions?
I found some really interesting information on project-based learning when I was searching. Teachers and students alike talked about how much more motivated students are when the learning is project-based and over a longer period of time. This is also a great way to cross over into different subjects, instead of a slotted time for phonics, math, science, social studies, etc. Students were much more engaged and came up with amazing end products when participating in project-based learning.
Reading about project-based learning and watching a video in which teachers talked about the successes of their projects, it really made me think about what I could do to incorporate this into my classroom. Really, the only way I do this in some form is that we have a weekly language arts theme in my room and all the stories we read and the centers the kids do are on the same theme. For example, this week our theme is "What Scientists Do." Today in the science center, the students experimented with magnifying glasses and recorded their findings. In the social studies center they will be talking about inventions that were made long ago and writing about them. In the writing center they will be talking about what type of job a certain type of scientist has (they get to pick what type). I'd like to be able to extend something like this into a project-based learning activity, which would consist of a longer period of time and a more in-depth attitude.
The information I read regarding project-based learning showed that all students showed improvement in participation and motivation. Their understanding in several subjects improved, as they were able to apply their knowledge to real-world events and see how knowledge of subjects can be intertwined. I think this would really help my ELL students especially, as one of the most important things for them is to make connections between the language and what they are learning... which is obviously important for English-speaking students as well.
I think as far as my inquiry plan goes, I will be focusing on how project-based learning can motivate students. This will be relevant to my classroom in that I really want to see what I can do to encourage my students to be motivated to learn. Many of them are already this way, but there are some whose only encouragement to learn and become the best they can be comes from me, not their parents. I think this will impact their learning by increasing their enthusiasm for school and their thirst for knowledge. I'm hoping to do this by implementing some sort of project-based learning activity for my class... hopefully something that will take longer than a week, as most activities I read about lasted a number of weeks. Here's hoping!
Anyone have any suggestions?
Monday, February 22, 2010
Post 4
The domain I chose that I would like to focus on is Domain 2: The Classroom Environment. I chose this domain because I feel that if the management aspect of the classroom is not intact, then the whole classroom will fall apart. The first couple of years I taught, I really struggled with this. I would find myself wanting to scream at the kids or raising my voice all the time. Now I never have to raise my voice because I have figured out a management plan that all the children understand and can follow. They also know exactly what I expect from them at all times.
I am definitely most comfortable with Component 2C: Managing Classroom Procedures. I have worked really hard over the past few years to get classroom procedures down to a science for my students. I couldn't believe how much stress this relieved me of once I got it under control! I look at one of our new teachers this year on occasion and think to myself, "Man, she looks stressed!" And she reminds me of me in my first year of teaching. Here are some ways in which I feel that I handle classroom procedures well:
1. When my class is doing centers, every student knows his or her job. I am generally working with one group, while another is on the computer, and two others are working independently. Every day one of the independent groups is divided up so there are not five children in one spot, rather there are only two or three. For example, half of the group is doing ABC/Word Study while the other half is doing Listening. This keeps students more focused as there are not so many children all in one spot. I also have my eye on all groups at all times and if someone is not working correctly, I immediately call them on it. I don't make a big deal or take a lot of time to do it, but this lets everyone know that even though they're not sitting with me, I'm still watching them.
2. All of my transitions have a routine. Students know these routines and can recite them to me and to substitute teachers if need be. I assign helpers for certain tasks to make transitions move more quickly, and students know what their duties are before they're allowed to move on. This creates order for everyone. I even use this when implementing inside recess centers. The students are responsible for getting out the toys and for putting them back in the correct spots when it's time to clean up.
3. The ELL assistant who works in my classroom three days a week also has clear instructions on what her duties are. She receives lesson plans from me the week before so she has time to ask me any questions she might have. I also make sure to have all materials that I am providing ready for her before she arrives. I also monitor the groups she works with so if there is something she needs to do differently, I can discuss this with her at a different time.
I think that Component 2C: Managing Classroom Procedures ties in very strongly with instruction in that, if students know what is expected of them, none of us are wasting time going over things that have nothing to do with instruction. We can get right to the lesson as soon as everyone is ready, which doesn't take as long if everyone knows what to do. Plus, the procedures are set up so that there is never anything around the students that will distract them. For example, they know they are not allowed to have their crayon boxes on their desks if the only thing they need is a pencil. This prevents them from playing in their crayon boxes when they should be working.
I think that I would like to focus on Component 2B: Establishing a Culture for Learning. This is, I feel, my weak spot in classroom management. I think that I establish a culture for learning, but I would consider it only proficient. I would like to see what I can do to improve in this component.
I am definitely most comfortable with Component 2C: Managing Classroom Procedures. I have worked really hard over the past few years to get classroom procedures down to a science for my students. I couldn't believe how much stress this relieved me of once I got it under control! I look at one of our new teachers this year on occasion and think to myself, "Man, she looks stressed!" And she reminds me of me in my first year of teaching. Here are some ways in which I feel that I handle classroom procedures well:
1. When my class is doing centers, every student knows his or her job. I am generally working with one group, while another is on the computer, and two others are working independently. Every day one of the independent groups is divided up so there are not five children in one spot, rather there are only two or three. For example, half of the group is doing ABC/Word Study while the other half is doing Listening. This keeps students more focused as there are not so many children all in one spot. I also have my eye on all groups at all times and if someone is not working correctly, I immediately call them on it. I don't make a big deal or take a lot of time to do it, but this lets everyone know that even though they're not sitting with me, I'm still watching them.
2. All of my transitions have a routine. Students know these routines and can recite them to me and to substitute teachers if need be. I assign helpers for certain tasks to make transitions move more quickly, and students know what their duties are before they're allowed to move on. This creates order for everyone. I even use this when implementing inside recess centers. The students are responsible for getting out the toys and for putting them back in the correct spots when it's time to clean up.
3. The ELL assistant who works in my classroom three days a week also has clear instructions on what her duties are. She receives lesson plans from me the week before so she has time to ask me any questions she might have. I also make sure to have all materials that I am providing ready for her before she arrives. I also monitor the groups she works with so if there is something she needs to do differently, I can discuss this with her at a different time.
I think that Component 2C: Managing Classroom Procedures ties in very strongly with instruction in that, if students know what is expected of them, none of us are wasting time going over things that have nothing to do with instruction. We can get right to the lesson as soon as everyone is ready, which doesn't take as long if everyone knows what to do. Plus, the procedures are set up so that there is never anything around the students that will distract them. For example, they know they are not allowed to have their crayon boxes on their desks if the only thing they need is a pencil. This prevents them from playing in their crayon boxes when they should be working.
I think that I would like to focus on Component 2B: Establishing a Culture for Learning. This is, I feel, my weak spot in classroom management. I think that I establish a culture for learning, but I would consider it only proficient. I would like to see what I can do to improve in this component.
Monday, February 8, 2010
Post 3
I've always looked at curriculum as a sort of map of what we as teachers are expected to help our students master. After doing the readings for this module, I still feel the same way. The purpose of curriculum is to put order to the content our students must learn. As a first grade teacher, I feel as though the use of following curriculum is very important, as I am helping to set the foundation of my students' learning. What I teach them will be the base from which they continue from when they move onto second grade, all the way up through twelfth grade and on into higher education.
I honestly feel like the teachers in my district do not have much control over the designing of curriculum. In my five years as a teacher, my colleagues and I at my school have been asked to redesign curriculum for various content areas numerous times. We spend hours doing so and putting together a good plan. Then, when the new school year begins, our suggestions and ideas have been completely ignored in favor of whatever the Board has decided upon (my favorite part of this being that some Board members have no educator experience whatsoever -- note the sarcasm :), and we are never given any explanation as to why our well-thought out plans have been thrown in the garbage. I understand that all members of the educational community must work together to develop the best curriculum for the students we are serving... so why doesn't that happen? I believe that the teachers in my district need to be able to give more input... and that input should be considered. For example, one of the teachers in our building recently met with all grade levels to find out what we all do in the subject of writing, as we are redesigning our district's writing curriculum. As she was writing down our input, she even stated, "I don't know why I'm doing this, no one will probably ever look at this or ask to see it... But I'm doing as I'm asked."
I feel that in my classroom the reading and math curriculum are followed quite well. My students are learning, beginning to show mastery, or showing mastery in these areas. When it comes to writing, science, and social studies, following the curriculum becomes much more difficult. My students do receive instruction in these areas, but usually in during the language arts block, when we are reading a science- or social studies-related story, or when I am working with reading groups and other students are completing a center involving a blend of writing and science, writing and social studies, or writing itself. In this way I don't really feel like I'm covering the curriculum in these areas, and if I were to open our district curriculum guide and look at those subjects right now, I know I would find areas in which I was lacking. I guess my concern is, if these children don't learn how to read first and foremost, how can I possibly focus on anything else?
I honestly feel like the teachers in my district do not have much control over the designing of curriculum. In my five years as a teacher, my colleagues and I at my school have been asked to redesign curriculum for various content areas numerous times. We spend hours doing so and putting together a good plan. Then, when the new school year begins, our suggestions and ideas have been completely ignored in favor of whatever the Board has decided upon (my favorite part of this being that some Board members have no educator experience whatsoever -- note the sarcasm :), and we are never given any explanation as to why our well-thought out plans have been thrown in the garbage. I understand that all members of the educational community must work together to develop the best curriculum for the students we are serving... so why doesn't that happen? I believe that the teachers in my district need to be able to give more input... and that input should be considered. For example, one of the teachers in our building recently met with all grade levels to find out what we all do in the subject of writing, as we are redesigning our district's writing curriculum. As she was writing down our input, she even stated, "I don't know why I'm doing this, no one will probably ever look at this or ask to see it... But I'm doing as I'm asked."
I feel that in my classroom the reading and math curriculum are followed quite well. My students are learning, beginning to show mastery, or showing mastery in these areas. When it comes to writing, science, and social studies, following the curriculum becomes much more difficult. My students do receive instruction in these areas, but usually in during the language arts block, when we are reading a science- or social studies-related story, or when I am working with reading groups and other students are completing a center involving a blend of writing and science, writing and social studies, or writing itself. In this way I don't really feel like I'm covering the curriculum in these areas, and if I were to open our district curriculum guide and look at those subjects right now, I know I would find areas in which I was lacking. I guess my concern is, if these children don't learn how to read first and foremost, how can I possibly focus on anything else?
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