Final Reflection
As I have completed my Reading Methods Practicum, reflected upon my observations, and organized all that I have gleaned from the experiences in the classroom, I realize that I have grown so much in my knowledge as a future professional educator. I was able to get my hands dirty in the rich soil of teaching as I taught three lessons, which included a read aloud, shared reading, and interactive writing lesson. I got to experience the gratification of seeing the children latch onto the lesson, engage in discussion about the concepts that I was teaching, and grow in knowledge as they participated in the learning process that I facilitated. From my teaching experiences came the realization that there is absolutely nothing as rewarding as teaching and the reassurance of my calling as an educator. I am thankful for all that I experienced in my Reading Methods practicum and the opportunity to reflect on what I gleaned from it all. The following paragraphs document all that I learned from my practicum experience:
Interpretation of Student Learning:
My Reading Methods Practicum was an 11-week, 30-hour practicum at McAuliffe Elementary, which I attended each Tuesday morning from 8:30 AM to 11:10 AM. As I worked with the students and taught three lessons, I found myself successively growing in confidence with each lesson. The students were very receptive to my lessons as evidenced by their body language, eye contact, and willingness to respond when questions were posed. At the end of each lesson I had an informal assessment time where I asked the children key questions about the concept that I taught about. The children always seemed to have a good grasp of what was taught at the end of each lesson. The following list is a summary of my three lessons:
Lesson 1: Read Aloud
Topic: Adding and Subtracting using the book My Little Sister ate One Hare
Lesson 2: Shared Reading
Topic: Counting Money using the poem Smart by Shel Silverstein
Lesson 3: Interactive Writing
Topic: Discussing and creating a definition for “perimeter”
By teaching the different lessons, I realized a lot about not only teaching, but also learning. Students learn best when they are allowed to talk about and assign vocabulary to the new concepts being taught. Language guides thinking and children will learn best when they are able to not only work with the concepts, but also express them through writing, speech, and visual representation (language arts). Children are dynamic creatures. Their focus is always shifting and moving and it is up to the teacher to “roll with the punches” and be flexible enough to catch and refocus their wayward attentions when they begin to wander off. If teachers can make their lessons integrative and take into consideration all of the different learning styles while teaching, the chances of having a class that is attuned and engaged in the lesson go up.
Insights on the best practices and assessments as related to students:
The best practices (DAP and Balanced Literacy) always keep the student as the central point of focus. In order to reach all of the students in the classroom, the teacher must know the students extremely well. Teachers must know their students' developmental levels, strengths, and challenges and help them overcome these challenges in order to participate in the learning process uninhibited. Best practice is always culturally sensitive and takes into consideration the cultural values of the students in the classroom.
I had the privilege of observing a teacher who quite obviously taught according to best practice. She always kept her children’s developmental levels, abilities, and needs as her central focus and guide for teaching. She loved and cared for each of her students and spent time getting to know their strengths and areas of need in learning. She incorporated the different learning styles of her students into each of her lessons and was discerning and flexible enough to gauge her students’ attention levels and adjust accordingly. Her experience lent her the ability to come up with new approaches to her lessons when her students just did not comprehend the material. She assessed her students fairly using anecdotal notes, formal assessments (tests), and embedded assessments in the activities that she had them complete (word sorts, word games, math games, etc.). I felt that I was able to see a clear picture of what a best practice classroom looked like during my observation of Mrs. Overstreet’s class.
Alignment of learning goals with assessment data:
In the preliminary phases of lesson planning for each of my three lessons, I was required to clearly define the learning goals for the lesson and then come up with a way to clearly assess whether they had been achieved or not. For my lessons, I used the Oklahoma PASS Objectives to create the learning goals. These goals helped to shape the lesson that I was forming as they dictated what information needed to be salient and clearly represented and what information was just unnecessary or excessive. As I carried out my lesson, I held these goals in the back of my mind. At the end of my lessons, I informally assessed the children (through observation and questioning) to see if they had achieved the goals that I had set for the lesson. In all three lessons, I found that the children had reached these goals. I feel that I did a proficient job of aligning the initial learning goals with the assessment. It is important to note that my assessments were not formal; therefore I have no official data to prove that my lessons were effective in carrying out my goals. I do, however, have qualitative data in the form of observation that indicates that my goals were reached.
My discussions with Mrs. Overstreet yielded some pretty interesting observations. Mrs. Overstreet expressed to me that she rarely ever created the kind of lesson plans that I created for my Reading Methods lessons. She told me that with time, the natural progression of planning, teaching, and assessment will come and that I will find a way of planning that works best for me. For now, however, I will rely on organization and attention to detail to guide my instruction. It will be very important to be knowledgeable about education standards such as the PASS Objectives in order to create good learning goals and then meet those goals as evidenced by assessment data.
Implications of a Christian Worldview in the learning community:
Having a Christian Worldview is, in my opinion, absolutely essential in the teaching field. In many of my Education classes I have been taught that having the power and discernment of the Holy Spirit is more impactful than having any number of great teaching ideas. There are unseen forces warring against the souls of the children (Eph. 6:12) and the only defense that they may have is the power of a praying teacher. Prayer is powerful in the classroom and the guidance of the Holy Spirit will help teachers to be effective leaders not only mentally but also spiritually.
My participating teacher, Mrs. Overstreet, is an incredible woman of God. She is bold with her faith and when her students pose questions about faith or God, she freely and boldly answers them. In one scenario, a child asked about the purpose of the moment of silence at the beginning of the day. Mrs. Overstreet responded that that was the time that she used to pray to God. Prompted by further questioning, she explained that she was a Christian, loved God, was incredibly involved in her church, and prayed for each of her students every single day. She was unafraid to share her faith.
I realize that I may not be as fortunate as Mrs. Overstreet and may work in a school in which I cannot share my faith. Regardless of whether or not I am permitted to share my faith, I will remain active in my faith, communicating with and trusting in the Holy Spirit to guide me in my teaching. A Christian Worldview promotes love, kindness, peace, patience, joy, goodness, gentleness, faithfulness (loyalty), and self-control. These are all extremely positive attitudes and actions that I will encourage in my classroom whether I am allowed to talk about God or not. In even the most strict, anti-Christian expression schools, my students will know my faith by my actions rather than my words.
Implications for future learning:
In the future, I hope to grow in my confidence as a teacher. I realize the confidence is something that can only be acquired with time and exposure. I am willing to devote the time and resources to acquire these experiences. I am eager to learn about the things that I am unaware of like classroom management, assessment techniques, and different ways to differentiate my instruction. I have learned so much in my Reading Methods practicum and I hope to sink my roots deeper into that knowledge as I become more familiar with the Balanced Literacy approach.
I feel that my experiences in my Reading Methods practicum have laid the foundation and exposed me to a great amount of knowledge that will be applied to more experiences in the future. I am excited for what lies ahead- the many read aloud, shared reading, and interactive writing lessons that lay ahead for me.
Implications for professional development:
I am in a field in which professionalism is essential, but is often unrecognized. Unfortunately, teachers are not frequently labeled as “professionals”- a term reserved for businessmen or doctors. I intend to break that mold. The ORU College of Education produces a unique and professional brand of teachers that not only dress the part of excellent professionals, but also have the knowledge and adeptness to back it up. I am proud to be a part of such a prestigious college of Education that is preparing me for the rigors of the education field. With each class and practicum experience, I feel that I am developing more and more into a professional teacher. The consistent positive feedback that ORU Education students receive for their appearance, rapport, and knowledge is telling of the kind of preparation that my peers and I are receiving.
In this particular practicum, I grew very close to my teacher, Mrs. Overstreet, and gleaned as much information from her as possible. She always answered my questions and encouraged me with constructive feedback after each of my lessons. I view her as a professional teacher and wanted some of her knowledge and wisdom to rub off on me. Mrs. Overstreet.
As I progress in my course of study in Education, I have gleaned and continue to glean quite a few pieces of information about both teaching and learning. It was not until this semester that I began to see the pieces fitting together and making sense. My brain finally began to connect my instruction with my experience. I am thankful for my experience in the classroom during my Reading Methods practicum and am fully confident that I will use all that I have learned as a foundation to build on in my future teaching experiences.
Sunday, November 28, 2010
Contextual Information
Contextual Information Sheet
A. Class/Classroom Information
Grade levels in class (List all that apply.): 3rd Grade
Ages in class (List all that apply.): 8 years
Number of students enrolled in class: 22
Number of students typically present: 20
Time available each day to teach all students (in this class):
School day: 9:00AM-3:30PM
Practicum: 8:30AM-11:10AM
How would you rate the overall socio-economic status represented in classroom? (Mark only one)
Upper class:
Middle class: X
Lower class:
Ethnicity(ies)/Cultures represented (please specify):
African American: 5
Asian: 2
Hispanic: 8
Caucasian: 7
Pacific Islander: 0
Native American: 0
Other: 0
Gender make-up:
Number of males: 10
Number of females: 12
Number of students who perform at the following levels:
Below grade level: 7
At grade level: 8
Above grade level: 7
Teaching interruptions (ex. frequent intercom messages, student, parents, or teachers who enter class etc.):
Few: X
Some:
Many:
B. Resources (equipment and supplies) available for this class (Mark all that apply.)
Overhead projector: 1
Number of computer(s): 3
Video projector: 1
Phone/intercom: 1
TV: 1
VCR: 1
Also, guided reading table, globes, white boards for each student
C. Personnel resources available to you (Indicate all that apply.)
Instructional assistants(s) ---
Peer (student) tutors ---
Parent volunteers ---
Resource Teachers: 2
Other (describe) ---
D. Individual Differences
Number of ESL students in class: 7 that receive help
(Students can speak basic or broken English, however, their primary language is NOT English)
Number of non-English speaking students: 0
(Students who do not speak English at all)
Number of students in class with IEP’s: 2
(Students who have an Individualized Education Plan on file with the teacher or school)
Number of identified 504 students in class: 0
(Students who have been officially tested and are physically or mentally impaired in some fashion)
E. Number of students in pull-out or supplementary programs
Title I: the whole school is Title 1
Gifted: 7
Other (please list, for example: remedial reading): 2 children are Tier 3 of RtI and do skillbuilding
Please briefly describe the school’s immediate community:
Population (city or town): 591,982
Please list major industry(ies) (ex. oil, farming, steel mills, technology, automotive, etc.): Airlines, Medical, School (Education), Oil
Please list major employer(s) (ex. American Airlines, IBM, Wal-Mart, etc.): American Airlines, TPS, City of Tulsa, St. Francis Hospital, St. John Hospital, Bank of Oklahoma, Hillcrest Medical, Tulsa Community College
Students in your classroom mostly from:
Rural areas ---
Urban areas ---
Suburban areas X
Describe the school district:
Number of elementary schools: 13
Number of jr. high or middle schools: 2
Number of high schools: 2
Are there any of the following in your community? (Mark all that apply):
Community Colleges X
Career Technology schools X
Colleges X
Universities X
Contextual Information Narrative
Description of the Learning Environment:
Mrs. Overstreet’s classroom is set up in a very organized way. Everything is clearly identified either with physical or verbal labels (physical labels for her ESL students). Mrs. Overstreet introduced her classroom to her students during the first weeks of school and the children know where everything is located because they use various things in the room on a day-to-day basis. McAuliffe Elementary is a very safe and secure school, so children and parents are not concerned about their safety. Mrs. Overstreet has created a caring learning environment in her classroom in which all students feel safe to express themselves. Overall the learning environment is very positive and conducive to learning.
What implications will these factors have on your teaching methods, instructions, assessments, and activities?
A majority of the students in Mrs. Overstreet’s class are Hispanic and are (or were at some point) ESL. I will keep this in mind as I teach the class and realize that I will need to speak clearly, use visual cues and words, and body language to communicate with some of the students. I have conversed with every child in Mrs. Overstreet’s class and all of them are at a conversational level in English. I should not have to make too many modifications to my lessons because I have observed their grasp of the English language as being conversationally proficient.
Describe the specific learning needs of individual students that require you to change your plans.
There are two children with Aspergers disorder in the class. Had Mrs. Overstreet not informed me of their disabilities, I would never have known. I may need to modify my lessons in such a way that I keep those particular children engaged in my lesson. By keeping them near me, and encouraging their participation, I believe that I may ameliorate any problems that could potentially arise. Other than that, I see no learning needs that will require me to change my plans.
A. Class/Classroom Information
Grade levels in class (List all that apply.): 3rd Grade
Ages in class (List all that apply.): 8 years
Number of students enrolled in class: 22
Number of students typically present: 20
Time available each day to teach all students (in this class):
School day: 9:00AM-3:30PM
Practicum: 8:30AM-11:10AM
How would you rate the overall socio-economic status represented in classroom? (Mark only one)
Upper class:
Middle class: X
Lower class:
Ethnicity(ies)/Cultures represented (please specify):
African American: 5
Asian: 2
Hispanic: 8
Caucasian: 7
Pacific Islander: 0
Native American: 0
Other: 0
Gender make-up:
Number of males: 10
Number of females: 12
Number of students who perform at the following levels:
Below grade level: 7
At grade level: 8
Above grade level: 7
Teaching interruptions (ex. frequent intercom messages, student, parents, or teachers who enter class etc.):
Few: X
Some:
Many:
B. Resources (equipment and supplies) available for this class (Mark all that apply.)
Overhead projector: 1
Number of computer(s): 3
Video projector: 1
Phone/intercom: 1
TV: 1
VCR: 1
Also, guided reading table, globes, white boards for each student
C. Personnel resources available to you (Indicate all that apply.)
Instructional assistants(s) ---
Peer (student) tutors ---
Parent volunteers ---
Resource Teachers: 2
Other (describe) ---
D. Individual Differences
Number of ESL students in class: 7 that receive help
(Students can speak basic or broken English, however, their primary language is NOT English)
Number of non-English speaking students: 0
(Students who do not speak English at all)
Number of students in class with IEP’s: 2
(Students who have an Individualized Education Plan on file with the teacher or school)
Number of identified 504 students in class: 0
(Students who have been officially tested and are physically or mentally impaired in some fashion)
E. Number of students in pull-out or supplementary programs
Title I: the whole school is Title 1
Gifted: 7
Other (please list, for example: remedial reading): 2 children are Tier 3 of RtI and do skillbuilding
Please briefly describe the school’s immediate community:
Population (city or town): 591,982
Please list major industry(ies) (ex. oil, farming, steel mills, technology, automotive, etc.): Airlines, Medical, School (Education), Oil
Please list major employer(s) (ex. American Airlines, IBM, Wal-Mart, etc.): American Airlines, TPS, City of Tulsa, St. Francis Hospital, St. John Hospital, Bank of Oklahoma, Hillcrest Medical, Tulsa Community College
Students in your classroom mostly from:
Rural areas ---
Urban areas ---
Suburban areas X
Describe the school district:
Number of elementary schools: 13
Number of jr. high or middle schools: 2
Number of high schools: 2
Are there any of the following in your community? (Mark all that apply):
Community Colleges X
Career Technology schools X
Colleges X
Universities X
Contextual Information Narrative
Description of the Learning Environment:
Mrs. Overstreet’s classroom is set up in a very organized way. Everything is clearly identified either with physical or verbal labels (physical labels for her ESL students). Mrs. Overstreet introduced her classroom to her students during the first weeks of school and the children know where everything is located because they use various things in the room on a day-to-day basis. McAuliffe Elementary is a very safe and secure school, so children and parents are not concerned about their safety. Mrs. Overstreet has created a caring learning environment in her classroom in which all students feel safe to express themselves. Overall the learning environment is very positive and conducive to learning.
What implications will these factors have on your teaching methods, instructions, assessments, and activities?
A majority of the students in Mrs. Overstreet’s class are Hispanic and are (or were at some point) ESL. I will keep this in mind as I teach the class and realize that I will need to speak clearly, use visual cues and words, and body language to communicate with some of the students. I have conversed with every child in Mrs. Overstreet’s class and all of them are at a conversational level in English. I should not have to make too many modifications to my lessons because I have observed their grasp of the English language as being conversationally proficient.
Describe the specific learning needs of individual students that require you to change your plans.
There are two children with Aspergers disorder in the class. Had Mrs. Overstreet not informed me of their disabilities, I would never have known. I may need to modify my lessons in such a way that I keep those particular children engaged in my lesson. By keeping them near me, and encouraging their participation, I believe that I may ameliorate any problems that could potentially arise. Other than that, I see no learning needs that will require me to change my plans.
Journal Question #15
This entry answers #15 of the Reading Methods Journal
Brief reaction of your practicum experience as a whole, including any professional and spiritual insights that you gained
I have to say that I am incredibly thankful for my practicum placement. Mrs. Overstreet is an absolutely incredible teacher who does an excellent job of modeling and utilizing Balanced Literacy. She isn’t perfect, though, and that is why I love her. Many times she would come to me and repent for not completing her interactive writing lessons the textbook way, but she always had reasons for her modifications. It seemed that she was always thinking to herself “why would I, why wouldn’t I?” Many times the “Why would I or why wouldn’t I” was determined by the amount of time in the classroom. With frequent interruptions and the school day punctuated with specials, library time, and various assemblies, Mrs. Overstreet did all that she could to fit her instruction within the time that she was allotted.
I learned that relationship is the foundation for EVERYTHING in the classroom. As a teacher, knowing your kids, their strengths, challenges, learning styles, social tendencies, etc. is the absolute most important thing. I watched Mrs. Overstreet’s class transform over a span of 11 weeks from disorganized second graders to well-adjusted third graders. As I observed, I realized that the driving force behind this transformation was the relational tone that Mrs. Overstreet set in her class. By “relational tone” I am referring to the caring atmosphere that was set as Mrs. Overstreet built relationships with each and every one of her students. They had a deep respect for her because she had a deep respect for them. They respected me when I did my lessons because she had high expectations and they knew it. She fostered the growth of caring relationships in her class as she constantly reminded her students that they were in a “no judgment zone” and that no question or answer was silly or laughable. The students enjoyed learning because the teacher helped them see the importance behind it- the practicality of it all.
Mrs. Overstreet’s class was not a “textbook” class, and I don’t know that any class can be a “textbook” class because every child is different and ever need is unique. If I learned anything from all of the discussions and readings, it would be the following:
o Reading and Language are both incredibly important
o Children won’t be passionate about reading and writing if they don’t see a purpose behind it
o Children can’t see the purposes of anything until they are guided into the realization of that purpose
o Children are guided by those that they have relationships with
o Teachers who establish close relationships with their children earn respect and honor from their students
It all comes down to relationship. Read Alouds, Shared Readings, Interactive Writing Lessons, and any other lessons will be purposeless if the students are not willing to listen to their teacher. I have learned many things in Reading Methods, but I feel like that is the most important thing that I have learned.
Brief reaction of your practicum experience as a whole, including any professional and spiritual insights that you gained
I have to say that I am incredibly thankful for my practicum placement. Mrs. Overstreet is an absolutely incredible teacher who does an excellent job of modeling and utilizing Balanced Literacy. She isn’t perfect, though, and that is why I love her. Many times she would come to me and repent for not completing her interactive writing lessons the textbook way, but she always had reasons for her modifications. It seemed that she was always thinking to herself “why would I, why wouldn’t I?” Many times the “Why would I or why wouldn’t I” was determined by the amount of time in the classroom. With frequent interruptions and the school day punctuated with specials, library time, and various assemblies, Mrs. Overstreet did all that she could to fit her instruction within the time that she was allotted.
I learned that relationship is the foundation for EVERYTHING in the classroom. As a teacher, knowing your kids, their strengths, challenges, learning styles, social tendencies, etc. is the absolute most important thing. I watched Mrs. Overstreet’s class transform over a span of 11 weeks from disorganized second graders to well-adjusted third graders. As I observed, I realized that the driving force behind this transformation was the relational tone that Mrs. Overstreet set in her class. By “relational tone” I am referring to the caring atmosphere that was set as Mrs. Overstreet built relationships with each and every one of her students. They had a deep respect for her because she had a deep respect for them. They respected me when I did my lessons because she had high expectations and they knew it. She fostered the growth of caring relationships in her class as she constantly reminded her students that they were in a “no judgment zone” and that no question or answer was silly or laughable. The students enjoyed learning because the teacher helped them see the importance behind it- the practicality of it all.
Mrs. Overstreet’s class was not a “textbook” class, and I don’t know that any class can be a “textbook” class because every child is different and ever need is unique. If I learned anything from all of the discussions and readings, it would be the following:
o Reading and Language are both incredibly important
o Children won’t be passionate about reading and writing if they don’t see a purpose behind it
o Children can’t see the purposes of anything until they are guided into the realization of that purpose
o Children are guided by those that they have relationships with
o Teachers who establish close relationships with their children earn respect and honor from their students
It all comes down to relationship. Read Alouds, Shared Readings, Interactive Writing Lessons, and any other lessons will be purposeless if the students are not willing to listen to their teacher. I have learned many things in Reading Methods, but I feel like that is the most important thing that I have learned.
Journal Question #14
This entry answers #14 of the Reading Methods Journal
In what ways (formal as well as informal) does the teacher evaluate student progress in reading?
Mrs. Overstreet’s class reading levels were divided into letters which were assigned to each child at the beginning of the school year (A being the lowest level and V being the highest level for elementary). I believe that they used the Fountas-Pinnell guided reading levels. Each student was placed in a group based on his or her reading level. Mrs. Overstreet would evaluate each student/group during guided reading time using anecdotal notes in which she recorded their growth in fluency, comprehension, and word recognition skills. During independent reading time, Mrs. Overstreet would pull her students aside and have them read for her as she recorded anecdotal notes on their reading progress/challenges. The children were also evaluated on their ability to complete word sorts and take spelling tests. Along with these forms of evaluation, the children were required to take computerized Accelerated Reader tests after reading each of their books selected from the library. These tests are supposed to measure comprehension of reading.
In what ways (formal as well as informal) does the teacher evaluate student progress in reading?
Mrs. Overstreet’s class reading levels were divided into letters which were assigned to each child at the beginning of the school year (A being the lowest level and V being the highest level for elementary). I believe that they used the Fountas-Pinnell guided reading levels. Each student was placed in a group based on his or her reading level. Mrs. Overstreet would evaluate each student/group during guided reading time using anecdotal notes in which she recorded their growth in fluency, comprehension, and word recognition skills. During independent reading time, Mrs. Overstreet would pull her students aside and have them read for her as she recorded anecdotal notes on their reading progress/challenges. The children were also evaluated on their ability to complete word sorts and take spelling tests. Along with these forms of evaluation, the children were required to take computerized Accelerated Reader tests after reading each of their books selected from the library. These tests are supposed to measure comprehension of reading.
Journal Question #13
This entry answers #13 of the Reading Methods Journal
Is it evident in word as well as action that the teacher has a genuine respect for his/her students? love for the teaching profession?
Of all of the teachers that I have observed, Mrs. Overstreet is the most caring and genuine that I have ever met. She is a seasoned teacher and explained to me that at one point in her teaching career she just didn’t “get it”- that children need to be loved and respected before they can be taught/learn anything. She told me that since that time, she experienced the transformational love of God in such a way that she was inspired to love her students just like God loves his children. She is highly effectual in doing this.
Having observed Mrs. Overstreet’s class from week 2 of school, I watched the beautiful progression of her relationship with her students. Initially, they were timid and reserved. Mrs. Overstreet took the time every single morning to hug and talk to every single one of her students as they walked through the door. She told me that it was the most important part of the whole day. I believe that it is because of this that the children developed incredibly deep respect for her. It was clear to see that they loved her so much that they would never do anything to betray the respectful relationship that they had with her and that she had with them. She respected her children and in turn, they respected her.
Mrs. Overstreet exudes love and happiness. Though I did hear her complain, most of her complaints were about the conditions of her children's home lives and lack of parent communication- not the teaching profession. It was abundantly clear to me that Mrs. Overstreet loves teaching. She is an incredible teacher who recognizes what is most important in the classroom- the students. When I become a teacher, I want to be like Mrs. Overstreet and have a caring heart, a sweet spirit, and a deep-seated passion for teaching.
Is it evident in word as well as action that the teacher has a genuine respect for his/her students? love for the teaching profession?
Of all of the teachers that I have observed, Mrs. Overstreet is the most caring and genuine that I have ever met. She is a seasoned teacher and explained to me that at one point in her teaching career she just didn’t “get it”- that children need to be loved and respected before they can be taught/learn anything. She told me that since that time, she experienced the transformational love of God in such a way that she was inspired to love her students just like God loves his children. She is highly effectual in doing this.
Having observed Mrs. Overstreet’s class from week 2 of school, I watched the beautiful progression of her relationship with her students. Initially, they were timid and reserved. Mrs. Overstreet took the time every single morning to hug and talk to every single one of her students as they walked through the door. She told me that it was the most important part of the whole day. I believe that it is because of this that the children developed incredibly deep respect for her. It was clear to see that they loved her so much that they would never do anything to betray the respectful relationship that they had with her and that she had with them. She respected her children and in turn, they respected her.
Mrs. Overstreet exudes love and happiness. Though I did hear her complain, most of her complaints were about the conditions of her children's home lives and lack of parent communication- not the teaching profession. It was abundantly clear to me that Mrs. Overstreet loves teaching. She is an incredible teacher who recognizes what is most important in the classroom- the students. When I become a teacher, I want to be like Mrs. Overstreet and have a caring heart, a sweet spirit, and a deep-seated passion for teaching.
Journal Question #12
This entry answers #12 of the Reading Methods Journal
Respond to the presence or absence of the opportunities to develop all aspects of the language arts—reading, writing, listening, speaking, viewing, and visually representing—within the meaningful context of the daily curriculum.
My normal practicum time (8:30 AM- 11:10 AM) did not afford me with an abundance of opportunities to watch the children express themselves using language arts. My typical observation included the kids sleepily walking in, quietly sitting at their desks, eating breakfast and recording the day’s activities in their planners (writing), and then rushing through word sorts of their spelling words. After this morning routine, the children would go to the library to choose books to read for the week. The children meticulously spent time selecting their books in the library and recognized the importance of developing themselves as readers by selecting books that were “just right” books as well as books that were just on the upper cusp of their reading levels so that they could challenge themselves as readers (Vygotsky-ZPD). They enjoyed reading the books that they spent so much time in selecting for themselves. After library, the children would go to specials (PE, art, and music), come back at 10:25 for a math lesson in which they were able to interact with the lesson by writing their math work on a whiteboard, and then work on a math worksheet.
Quite honestly, I felt like I was missing something during many of my Tuesday morning practicum experiences. I always got to observe Mrs. Overstreet’s math lessons, but rarely saw any of the balanced literacy activities described by Professor Huntley. In order to catch a better glimpse of what the opposite portion of the day held (the reading and language arts portion of the day after lunch), I attended my practicum over Fall Break. I hoped to see the language arts that I was missing in my morning session with the kids.
During their reading/language time, the children independently read for 45 minutes while Mrs. Overstreet went around to her focus students (typically struggling students), having them read aloud to her. There was a huge amount of importance placed on reading in Mrs. Overstreet’s classroom. Mrs. Overstreet would record anecdotal notes during this time. The children then participated in a writing lesson in which Mrs. Overstreet introduced a writing concept, gave an example of the writing concept, discussed it with the children, and then practiced applying the concept in their writing. On the particular day that I observed, the children were discussing the ways that authors use “emotion words” or descriptive adjectives and adverbs to inspire emotions in the reader. They then were allowed to write their own stories using emotion words. This assignment encouraged the children to use and build on their writing skills. The children were able to express their ideas through speech (Thinking Aloud- Keene and Harvey) and were given the option to visually represent their story by drawing a picture after they had written out their stories.
The first impression that I received when I went into Mrs. Overstreet’s class for my morning practicum was that there was not a whole lot of purposeful language arts activities going on. Granted, my observation time wasn’t ideal (I only really got to see math and library time). As I continued to attend my practicum, I realized that even during the morning responsibility and math time, Mrs. Overstreet did her best to keep her kids writing in their planners and on their whiteboards (which was certainly better than having no writing at all). The morning time seemed to be mostly about discussion, planning, and thought. The afternoon time seemed to be about reading, writing, and articulating. As I reflect upon this, I realize how purposeful it is to have discussion, planning, and thought during the math part of the day, for kids are dealing with abstract concepts. They need language to guide their thinking (Naming thinking using consistent language- Keene and Harvey). While I feel that language arts can be incorporated into every subject (and probably could be interjected even more into the math portion of the day), I think that Mrs. Overstreet did a fine job incorporating writing, listening, and viewing into her lessons, all the while teaching according to her students’ strengths and learning styles. The afternoon language arts portion of the day was rich with language arts activities- reading, writing, listening, speaking, viewing, and visually representing.
I made a very interesting observation during my time in Mrs. Overstreet’s class. It appears that the more mediums of expression that children are allowed to use, the more engaged that they are in the learning process regardless of the subject matter. Children who are able to freely speak, write, read, view, visually represent, and listen are much more engaged than children who are just allowed to listen or read quietly. I believe that it is because of this that most children love language arts (because they can freely express themselves using multiple mediums of communication) and learn to hate math. Their mediums of expression are muted during math when they are forced to “focus” and “pay attention”, when what they really need is to assign language to their thinking and begin to use that language in their everyday vocabulary (Critical dialogue- Gentile, Thinking/Language- Keene and Harvey).
I can think of only one last thing to say regarding my opinion on the topic of language arts opportunities in the classroom. It would be unfair to use a single rating scale for all teachers and their proficiency of language arts use in their classroom. Every classroom is made up of a diverse group of kids and it is the kids that should determine what kind of lesson should be used. I am convinced that while Balanced Literacy is incredible, there are elements of it that cannot be used in every single classroom, but must be modified to fit the group of students. I feel that Mrs. Overstreet was wonderful at reading her students, was flexible enough to change her instruction mid-lesson if it was not working, and did all that she could to provide ample opportunities for language arts expression taking into consideration the personalities of her children, their academic levels, and their preferred styles of expression. Teaching is like solving a rubik’s cube. You have to come at it from all angles and all sides taking into consideration that one move will affect all of the other squares (or children in this case). Maintaining a homeostasis in which each child is learning is certainly a challenge, but can be overcome by (1) knowing the students extremely well, (2) learning to “read” the children in order to gauge their interest levels, and (3) allowing the children to express themselves using multiple mediums of expression.
Respond to the presence or absence of the opportunities to develop all aspects of the language arts—reading, writing, listening, speaking, viewing, and visually representing—within the meaningful context of the daily curriculum.
My normal practicum time (8:30 AM- 11:10 AM) did not afford me with an abundance of opportunities to watch the children express themselves using language arts. My typical observation included the kids sleepily walking in, quietly sitting at their desks, eating breakfast and recording the day’s activities in their planners (writing), and then rushing through word sorts of their spelling words. After this morning routine, the children would go to the library to choose books to read for the week. The children meticulously spent time selecting their books in the library and recognized the importance of developing themselves as readers by selecting books that were “just right” books as well as books that were just on the upper cusp of their reading levels so that they could challenge themselves as readers (Vygotsky-ZPD). They enjoyed reading the books that they spent so much time in selecting for themselves. After library, the children would go to specials (PE, art, and music), come back at 10:25 for a math lesson in which they were able to interact with the lesson by writing their math work on a whiteboard, and then work on a math worksheet.
Quite honestly, I felt like I was missing something during many of my Tuesday morning practicum experiences. I always got to observe Mrs. Overstreet’s math lessons, but rarely saw any of the balanced literacy activities described by Professor Huntley. In order to catch a better glimpse of what the opposite portion of the day held (the reading and language arts portion of the day after lunch), I attended my practicum over Fall Break. I hoped to see the language arts that I was missing in my morning session with the kids.
During their reading/language time, the children independently read for 45 minutes while Mrs. Overstreet went around to her focus students (typically struggling students), having them read aloud to her. There was a huge amount of importance placed on reading in Mrs. Overstreet’s classroom. Mrs. Overstreet would record anecdotal notes during this time. The children then participated in a writing lesson in which Mrs. Overstreet introduced a writing concept, gave an example of the writing concept, discussed it with the children, and then practiced applying the concept in their writing. On the particular day that I observed, the children were discussing the ways that authors use “emotion words” or descriptive adjectives and adverbs to inspire emotions in the reader. They then were allowed to write their own stories using emotion words. This assignment encouraged the children to use and build on their writing skills. The children were able to express their ideas through speech (Thinking Aloud- Keene and Harvey) and were given the option to visually represent their story by drawing a picture after they had written out their stories.
The first impression that I received when I went into Mrs. Overstreet’s class for my morning practicum was that there was not a whole lot of purposeful language arts activities going on. Granted, my observation time wasn’t ideal (I only really got to see math and library time). As I continued to attend my practicum, I realized that even during the morning responsibility and math time, Mrs. Overstreet did her best to keep her kids writing in their planners and on their whiteboards (which was certainly better than having no writing at all). The morning time seemed to be mostly about discussion, planning, and thought. The afternoon time seemed to be about reading, writing, and articulating. As I reflect upon this, I realize how purposeful it is to have discussion, planning, and thought during the math part of the day, for kids are dealing with abstract concepts. They need language to guide their thinking (Naming thinking using consistent language- Keene and Harvey). While I feel that language arts can be incorporated into every subject (and probably could be interjected even more into the math portion of the day), I think that Mrs. Overstreet did a fine job incorporating writing, listening, and viewing into her lessons, all the while teaching according to her students’ strengths and learning styles. The afternoon language arts portion of the day was rich with language arts activities- reading, writing, listening, speaking, viewing, and visually representing.
I made a very interesting observation during my time in Mrs. Overstreet’s class. It appears that the more mediums of expression that children are allowed to use, the more engaged that they are in the learning process regardless of the subject matter. Children who are able to freely speak, write, read, view, visually represent, and listen are much more engaged than children who are just allowed to listen or read quietly. I believe that it is because of this that most children love language arts (because they can freely express themselves using multiple mediums of communication) and learn to hate math. Their mediums of expression are muted during math when they are forced to “focus” and “pay attention”, when what they really need is to assign language to their thinking and begin to use that language in their everyday vocabulary (Critical dialogue- Gentile, Thinking/Language- Keene and Harvey).
I can think of only one last thing to say regarding my opinion on the topic of language arts opportunities in the classroom. It would be unfair to use a single rating scale for all teachers and their proficiency of language arts use in their classroom. Every classroom is made up of a diverse group of kids and it is the kids that should determine what kind of lesson should be used. I am convinced that while Balanced Literacy is incredible, there are elements of it that cannot be used in every single classroom, but must be modified to fit the group of students. I feel that Mrs. Overstreet was wonderful at reading her students, was flexible enough to change her instruction mid-lesson if it was not working, and did all that she could to provide ample opportunities for language arts expression taking into consideration the personalities of her children, their academic levels, and their preferred styles of expression. Teaching is like solving a rubik’s cube. You have to come at it from all angles and all sides taking into consideration that one move will affect all of the other squares (or children in this case). Maintaining a homeostasis in which each child is learning is certainly a challenge, but can be overcome by (1) knowing the students extremely well, (2) learning to “read” the children in order to gauge their interest levels, and (3) allowing the children to express themselves using multiple mediums of expression.
Sunday, November 21, 2010
Journal Question #11
This entry answers #11 of the Reading Methods Journal Questions
What role does literature play in the daily curriculum?
In a balanced literacy classroom, literature is interwoven into every area of the curriculum rather than being a separate entity or discipline. From my observation, I did not get the impression that literature was a part of every curriculum area, rather that it was its own separate subject area. The children studied literature just as they would study math or science, clean cut and easily discriminated. Mrs. Overstreet’s presentation of literature was in accordance with a more traditional way of teaching in which each subject is taught separately at specified times during the day.
The time allotted for literature study was about 1.5 hours. During the first 45 minutes of the literature lesson the children had independent reading time in which they read on-level books that they had selected from the school library or the classroom library. During this time Mrs. Overstreet conducted her guided reading with her lowest reading level children. The remaining 45 minutes were spent in a writing lesson. Unfortunately, I was only able to see one literature lesson, for my practicum time was in the morning during the math lesson, but I did get the opportunity to watch the entire second half of the day including the literature lesson. While the literature instruction was purposeful and the children seemed to enjoy reading independently and writing together as a group, the literature was not specifically integrated into the other lessons. In Mrs. Overstreet’s class, the role of literature was as a specific discipline area rather than an interwoven, underlying theme.
What role does literature play in the daily curriculum?
In a balanced literacy classroom, literature is interwoven into every area of the curriculum rather than being a separate entity or discipline. From my observation, I did not get the impression that literature was a part of every curriculum area, rather that it was its own separate subject area. The children studied literature just as they would study math or science, clean cut and easily discriminated. Mrs. Overstreet’s presentation of literature was in accordance with a more traditional way of teaching in which each subject is taught separately at specified times during the day.
The time allotted for literature study was about 1.5 hours. During the first 45 minutes of the literature lesson the children had independent reading time in which they read on-level books that they had selected from the school library or the classroom library. During this time Mrs. Overstreet conducted her guided reading with her lowest reading level children. The remaining 45 minutes were spent in a writing lesson. Unfortunately, I was only able to see one literature lesson, for my practicum time was in the morning during the math lesson, but I did get the opportunity to watch the entire second half of the day including the literature lesson. While the literature instruction was purposeful and the children seemed to enjoy reading independently and writing together as a group, the literature was not specifically integrated into the other lessons. In Mrs. Overstreet’s class, the role of literature was as a specific discipline area rather than an interwoven, underlying theme.
Journal Question #10
This entry answers #10 of the Reading Methods Journal Questions
What types of audiovisual materials are used in the classroom and what is their frequency of use?
The audiovisual equipment and usage amount in Mrs. Overstreet’s class is as follows:
Smartboard: Used throughout the day, everyday by Mrs. Overstreet to teach lessons. Children are able to use the smartboard as well with Mrs. Overstreet’s instruction and guidance.
Computer station (2 computers): Used by the children each day for Accelerated Reader tests and research.
Television: used rarely
CD Player: used rarely
What types of audiovisual materials are used in the classroom and what is their frequency of use?
The audiovisual equipment and usage amount in Mrs. Overstreet’s class is as follows:
Smartboard: Used throughout the day, everyday by Mrs. Overstreet to teach lessons. Children are able to use the smartboard as well with Mrs. Overstreet’s instruction and guidance.
Computer station (2 computers): Used by the children each day for Accelerated Reader tests and research.
Television: used rarely
CD Player: used rarely
Journal Question #9
This entry answers #9 of the Reading Methods Journal Questions
Describe and respond to how the teacher addresses individual differences of her students.
Mrs. Overstreet is one of the most caring teachers that I have ever met. She loves, values, and respects each of her students incredibly and it is obvious in the way that she interacts with her children. I felt that rather than “addressing the individual differences of [her] students”, Mrs. Overstreet created an atmosphere in which respect was the most important quality. Mrs. Overstreet constantly reminded her students to be kind, accepting, and inform the teacher of any bullying behavior. Mrs. Overstreet constantly reminded her children to keep each other accountable for their behavior and be on “bully patrol” looking out for behaviors such as making other people feel bad, hurting others, or saying unkind words, etc. Out of all of the classes that I have observed, Mrs. Overstreet’s class was not only the most diverse as far as ethnicities go (Caucasian, Hispanic, African American, Pacific Islander, Asian) and ability levels (there were children with Aspergers syndrome, SLD, on-level students, and Gifted students), but also one of the most respectful. Addressing the differences of the group did not seem to be important for there were never any situations in which the kids disrespected each others’ differences.
Describe and respond to how the teacher addresses individual differences of her students.
Mrs. Overstreet is one of the most caring teachers that I have ever met. She loves, values, and respects each of her students incredibly and it is obvious in the way that she interacts with her children. I felt that rather than “addressing the individual differences of [her] students”, Mrs. Overstreet created an atmosphere in which respect was the most important quality. Mrs. Overstreet constantly reminded her students to be kind, accepting, and inform the teacher of any bullying behavior. Mrs. Overstreet constantly reminded her children to keep each other accountable for their behavior and be on “bully patrol” looking out for behaviors such as making other people feel bad, hurting others, or saying unkind words, etc. Out of all of the classes that I have observed, Mrs. Overstreet’s class was not only the most diverse as far as ethnicities go (Caucasian, Hispanic, African American, Pacific Islander, Asian) and ability levels (there were children with Aspergers syndrome, SLD, on-level students, and Gifted students), but also one of the most respectful. Addressing the differences of the group did not seem to be important for there were never any situations in which the kids disrespected each others’ differences.
Journal Question #8
This entry answers #8 of the Reading Methods Journal Questions
Describe and respond to the discipline measures you have observed in your practicum experience.
The discipline measures in Mrs. Overstreet’s class were very clearly defined and consistent from day 1. Mrs. Overstreet had a can of colored popsicle sticks with each child’s name written on them. If the children were caught talking at an inappropriate time or misbehaving, she would have the children pull their stick and place it on her desk. If they misbehaved again throughout the day, they would have to sign “the book” (a binder at the front of the class that held inappropriate behavior/no homework sheets for the students to sign). Children who signed the book had to miss their recess. If children failed to turn their homework in, they would automatically sign the book and miss recess in order to finish the uncompleted work.
Mrs. Overstreet was very consistent with her discipline procedures and her children were extremely well behaved and respected each other, Mrs. Overstreet, visitors, and myself. At first I wondered if making the children pull their sticks for talking or interrupting inhibited the children from expressing themselves freely during appropriate sharing times, however, it did not seem to be a problem.
I felt that having the children pull their sticks and miss recess for failing to remember to have their parents sign their planners was a bit harsh and at least 4-6 students consistently did not get to have recess because they did not have their homework signed or completed. I wonder if there is not a better way to motivate the students to bring their homework back completed than robbing them of their free time every single day. Most times, the failure to bring back homework was out of the students’ control and was a product of inattentive or disconnected parents (there were many children in the class whose parents never went to parent teacher conferences and were not very involved in their child’s lives according to Mrs. Overstreet). Knowing this, I would make modifications for these children to insure that they were getting the instruction that they needed as well as developing self-regulation skills and responsibility.
Describe and respond to the discipline measures you have observed in your practicum experience.
The discipline measures in Mrs. Overstreet’s class were very clearly defined and consistent from day 1. Mrs. Overstreet had a can of colored popsicle sticks with each child’s name written on them. If the children were caught talking at an inappropriate time or misbehaving, she would have the children pull their stick and place it on her desk. If they misbehaved again throughout the day, they would have to sign “the book” (a binder at the front of the class that held inappropriate behavior/no homework sheets for the students to sign). Children who signed the book had to miss their recess. If children failed to turn their homework in, they would automatically sign the book and miss recess in order to finish the uncompleted work.
Mrs. Overstreet was very consistent with her discipline procedures and her children were extremely well behaved and respected each other, Mrs. Overstreet, visitors, and myself. At first I wondered if making the children pull their sticks for talking or interrupting inhibited the children from expressing themselves freely during appropriate sharing times, however, it did not seem to be a problem.
I felt that having the children pull their sticks and miss recess for failing to remember to have their parents sign their planners was a bit harsh and at least 4-6 students consistently did not get to have recess because they did not have their homework signed or completed. I wonder if there is not a better way to motivate the students to bring their homework back completed than robbing them of their free time every single day. Most times, the failure to bring back homework was out of the students’ control and was a product of inattentive or disconnected parents (there were many children in the class whose parents never went to parent teacher conferences and were not very involved in their child’s lives according to Mrs. Overstreet). Knowing this, I would make modifications for these children to insure that they were getting the instruction that they needed as well as developing self-regulation skills and responsibility.
Journal Question # 7
This entry answers # 7 of the Reading Methods Journal Questions
How does the teacher gradually release responsibility? How did today's lesson promote student independence?
Most of Mrs. Overstreet’s lessons reflected the gradual release of responsibility model of teaching. Whether it was math, reading, or science, Mrs. Overstreet would open up with a minilesson, talk about the concepts that she was trying to teach, connect the concepts to the students’ background knowledge, model the application of the concept (Step 1), invite her students into the process (Step 2), and guide them as they acquired the concept for themselves (Step 3) until they were proficient in applying the concepts (Step 4).
An example lesson of Mrs. Overstreet’s that incorporated the gradual release of responsibility was a writing lesson about how writers choose specific words to display various emotions in their writing. Mrs. Overstreet read a passage of a text to the children about an author’s experience of being bullied in grade school. Together, Mrs. Overstreet and her class discussed the different words that the author used to show the emotion of sadness (Step 1). They then discussed times when they had felt the same way that the author did. Mrs. Overstreet then composed two sentences on the overhead projector about an emotional experience that she had (Step 2). She showed the kids the process that she used in coming up with the two sentences. These steps were (1) thinking of the event, (2) remembering the emotions that she felt during the event, (3) brainstorming about words that would fit the emotions that she felt, and (4) writing about the experience using the emotional words. She then asked her children to verbally offer up some example sentences that reflected their emotions (Step 3). After discussing the sentences, Mrs. Overstreet had her kids write their own sentences in their journals, making herself available to help them when needed (Step 4).
This lesson would have fully reflected the gradual release of responsibility model if Mrs. Overstreet had written her students’ sentences up on the overhead projector like she had done with hers. The children could then see and discuss their own sentences. The students were able to be independent and take ownership of their writing as they wrote in their journals. It would be even more beneficial and allow the students even more pride and ownership of their writing if Mrs. Overstreet would display the children’s writings within the classroom.
How does the teacher gradually release responsibility? How did today's lesson promote student independence?
Most of Mrs. Overstreet’s lessons reflected the gradual release of responsibility model of teaching. Whether it was math, reading, or science, Mrs. Overstreet would open up with a minilesson, talk about the concepts that she was trying to teach, connect the concepts to the students’ background knowledge, model the application of the concept (Step 1), invite her students into the process (Step 2), and guide them as they acquired the concept for themselves (Step 3) until they were proficient in applying the concepts (Step 4).
An example lesson of Mrs. Overstreet’s that incorporated the gradual release of responsibility was a writing lesson about how writers choose specific words to display various emotions in their writing. Mrs. Overstreet read a passage of a text to the children about an author’s experience of being bullied in grade school. Together, Mrs. Overstreet and her class discussed the different words that the author used to show the emotion of sadness (Step 1). They then discussed times when they had felt the same way that the author did. Mrs. Overstreet then composed two sentences on the overhead projector about an emotional experience that she had (Step 2). She showed the kids the process that she used in coming up with the two sentences. These steps were (1) thinking of the event, (2) remembering the emotions that she felt during the event, (3) brainstorming about words that would fit the emotions that she felt, and (4) writing about the experience using the emotional words. She then asked her children to verbally offer up some example sentences that reflected their emotions (Step 3). After discussing the sentences, Mrs. Overstreet had her kids write their own sentences in their journals, making herself available to help them when needed (Step 4).
This lesson would have fully reflected the gradual release of responsibility model if Mrs. Overstreet had written her students’ sentences up on the overhead projector like she had done with hers. The children could then see and discuss their own sentences. The students were able to be independent and take ownership of their writing as they wrote in their journals. It would be even more beneficial and allow the students even more pride and ownership of their writing if Mrs. Overstreet would display the children’s writings within the classroom.
Journal Question #6
This entry answers #6 of the Reading Methods Journal Questions
Describe the physical arrangement of the room and explain how it is or isn't conducive to the reading or language arts program. Describe and respond to the "literate richness" of the classroom environment.
Mrs. Overstreet’s classroom was extremely inviting and made me feel very comfortable. Upon walking into the classroom, one would see the desks organized in a 3 sided rectangle open to the front of the room (the opposite wall from the door) and the smartboard. Inside of the rectangle were the desks of 4 children. Mrs. Overstreet rearranged the seating order every 4 weeks. This seating arrangement allowed the children to see the smartboard at the front of the classroom as well as the chalkboard/word wall on the adjacent right wall (from the perspective of standing in the back of the room facing the front of the room). Mrs. Overstreet’s desk was positioned at the front of the classroom to the left of the smartboard. On the right side of the smartboard was a library of books arranged by reading levels.
The children would sit on an area of carpet in front of the desks, facing the smartboard during the class meetings. Mrs. Overstreet would sit in a rocking chair positioned at the left side of the smartboard as she conversed with them. At the back of the classroom, to the right of the door, was an island with a sink, mini refrigerator, pencil sharpener, and a cabinet with supplies. Behind this island was a mini hallway filled with lockers for the children. Also at the back of the room was a guided reading table and bookcase filled with binders on which each child’s name was printed. I am assuming that these binders held the children's writing, however, I never saw them used (I was not present for many reading lessons). Beside this shared reading table were two computers open for the children to use to take Accelerated Reader tests. The walls were decorated with cute decorations, calendars, and writings about “the writing and reading process” that Mrs. Overstreet composed with marker and chart paper.
Mrs. Overstreet’s room was comfortable, though there were some elements that did not seem to be conducive to the reading and language arts program. There were purposeful writings on the wall that were very thought provoking (the definition of metacognition, schema, the writing process, etc.), but they were not child-produced. The room was print rich, but not literate rich. The guided reading table was very purposeful and conducive to the language arts program. When the children had independent reading time, they were allowed to spread out in the room and use pillows provided by Mrs. Overstreet while they read their books. During independent reading, Mrs. Overstreet would go from child to child having them read for her. Overall, the inviting atmosphere, organization, comfort, and abundance of books and resources made Mrs. Overstreet’s room fairly conducive to the reading and language arts program.
Describe the physical arrangement of the room and explain how it is or isn't conducive to the reading or language arts program. Describe and respond to the "literate richness" of the classroom environment.
Mrs. Overstreet’s classroom was extremely inviting and made me feel very comfortable. Upon walking into the classroom, one would see the desks organized in a 3 sided rectangle open to the front of the room (the opposite wall from the door) and the smartboard. Inside of the rectangle were the desks of 4 children. Mrs. Overstreet rearranged the seating order every 4 weeks. This seating arrangement allowed the children to see the smartboard at the front of the classroom as well as the chalkboard/word wall on the adjacent right wall (from the perspective of standing in the back of the room facing the front of the room). Mrs. Overstreet’s desk was positioned at the front of the classroom to the left of the smartboard. On the right side of the smartboard was a library of books arranged by reading levels.
The children would sit on an area of carpet in front of the desks, facing the smartboard during the class meetings. Mrs. Overstreet would sit in a rocking chair positioned at the left side of the smartboard as she conversed with them. At the back of the classroom, to the right of the door, was an island with a sink, mini refrigerator, pencil sharpener, and a cabinet with supplies. Behind this island was a mini hallway filled with lockers for the children. Also at the back of the room was a guided reading table and bookcase filled with binders on which each child’s name was printed. I am assuming that these binders held the children's writing, however, I never saw them used (I was not present for many reading lessons). Beside this shared reading table were two computers open for the children to use to take Accelerated Reader tests. The walls were decorated with cute decorations, calendars, and writings about “the writing and reading process” that Mrs. Overstreet composed with marker and chart paper.
Mrs. Overstreet’s room was comfortable, though there were some elements that did not seem to be conducive to the reading and language arts program. There were purposeful writings on the wall that were very thought provoking (the definition of metacognition, schema, the writing process, etc.), but they were not child-produced. The room was print rich, but not literate rich. The guided reading table was very purposeful and conducive to the language arts program. When the children had independent reading time, they were allowed to spread out in the room and use pillows provided by Mrs. Overstreet while they read their books. During independent reading, Mrs. Overstreet would go from child to child having them read for her. Overall, the inviting atmosphere, organization, comfort, and abundance of books and resources made Mrs. Overstreet’s room fairly conducive to the reading and language arts program.
Friday, November 19, 2010
Journal Question #5
This entry answers # 5 of the Reading Methods Journal
What types of instructional methods are being used?
Instructional Methods
For the most part, Mrs. Overstreet used direct and explicit instruction during the math and social studies portions of the day. She often would teach the lesson in its entirety and then begin to include the class as they worked through the worksheet/lesson on the smartboard together. Mrs. Overstreet’s language arts lessons were much more inclusive, for she encouraged her students to read with a purpose in mind, think about what they were reading, converse, brainstorm, and write with an audience in mind. The children did not compose texts as a group, but rather wrote in their journals (which were never reviewed by Mrs. Overstreet) by themselves. I wouldn’t say that Mrs. Overstreet had fully embraced balanced literacy, but she made an obvious attempt to incorporate elements from that approach.
The class was very print rich (most of it produced by the teacher), but it was not literacy rich. The classroom had absolutely no student-produced work on the walls. I recognized the balanced literacy terms that Mrs. Overstreet used with her students such as “metacognition”, “schema”, “mental movies”, and “shared reading”, however, their experience with my interactive writing lesson was the first that they had ever had of that kind. They were unfamiliar with going through the writing process as a group. It seemed that the ideas and the concepts were there, they just weren’t being utilized to get the maximum participation and purposeful thinking out of the students. There was evidence of a gradual release of responsibility (P. David Pearson), but the process didn’t seem to make it past the second and third stage (I do, you help and You do, I help) to the fourth stage of You do, I watch.
The science lesson that I observed was hands on, but not very purposeful and seemed like a huge waste of time. The children used flutes to learn about air pressure and sound. There was no discussion or reflection of the experimentation and what the children learned after it was over. It was a poor lesson and Mrs. Overstreet admitted that the teacher in charge of the lesson had not planned it ahead of time.
What types of instructional methods are being used?
Instructional Methods
For the most part, Mrs. Overstreet used direct and explicit instruction during the math and social studies portions of the day. She often would teach the lesson in its entirety and then begin to include the class as they worked through the worksheet/lesson on the smartboard together. Mrs. Overstreet’s language arts lessons were much more inclusive, for she encouraged her students to read with a purpose in mind, think about what they were reading, converse, brainstorm, and write with an audience in mind. The children did not compose texts as a group, but rather wrote in their journals (which were never reviewed by Mrs. Overstreet) by themselves. I wouldn’t say that Mrs. Overstreet had fully embraced balanced literacy, but she made an obvious attempt to incorporate elements from that approach.
The class was very print rich (most of it produced by the teacher), but it was not literacy rich. The classroom had absolutely no student-produced work on the walls. I recognized the balanced literacy terms that Mrs. Overstreet used with her students such as “metacognition”, “schema”, “mental movies”, and “shared reading”, however, their experience with my interactive writing lesson was the first that they had ever had of that kind. They were unfamiliar with going through the writing process as a group. It seemed that the ideas and the concepts were there, they just weren’t being utilized to get the maximum participation and purposeful thinking out of the students. There was evidence of a gradual release of responsibility (P. David Pearson), but the process didn’t seem to make it past the second and third stage (I do, you help and You do, I help) to the fourth stage of You do, I watch.
The science lesson that I observed was hands on, but not very purposeful and seemed like a huge waste of time. The children used flutes to learn about air pressure and sound. There was no discussion or reflection of the experimentation and what the children learned after it was over. It was a poor lesson and Mrs. Overstreet admitted that the teacher in charge of the lesson had not planned it ahead of time.
Journal Question #4
This entry answers #4 of the Reading Methods Journal
What types of instructional materials are being used by the teacher and/or the students?
As far as instructional materials go, Mrs. Overstreet clung pretty tightly to the curriculum provided at the school. I am not sure if this was by choice or by force, but based on the surrounding teachers, I would assume that the school pushes the curriculum pretty forcefully. The Math curriculum comes out of a booklet filled with worksheets. Every night the children’s math homework includes a worksheet. Word sorts are used for spelling and grammar, but I did not see a spelling or grammar workbook. Having used both throughout elementary, I am grateful that I did not see them.
One thing that I am thankful that Mrs. Overstreet did was to exploit the smart board constantly. Rather than shoving worksheets in front of her children, she worked all of the in-class worksheets as a group. She modeled for them how to do each and every problem so that they could complete their homework with ease. They worked together, discussed, and problem solved as a group. Though I have strong feelings about worksheets (mostly negative), I realize that most schools require their students to complete them and Mrs. Overstreet did a phenomenal job guiding her students through the process.
Over my fall break, I went to Mrs. Overstreet’s class to observe her reading portion of the day. Directly after lunch the children read “just right books” (on-level books) quietly for 45 minutes or so, during which time Mrs. Overstreet does guided reading with her struggling readers. Mrs. Overstreet then has a writing lesson with the students that she creates using a Lucy Calkins book called The Art of teaching Writing. Mrs. Overstreet told me that she uses that book more than any other resource in her class. The kids “make inferences” about the text, keep track of their “mental movies”, and recognize their roles as readers as they venture through the writing process in the writing journals that they keep.
The science lesson that I observed was thrown together last minute by a neighboring 3rd grade teacher, but Mrs. Overstreet explained that the science lessons are always hands on. I really didn’t get a good understanding of how the science curriculum worked, but I didn’t ask too many questions because it was late in the day and the kids and teachers were ready to go!
What types of instructional materials are being used by the teacher and/or the students?
As far as instructional materials go, Mrs. Overstreet clung pretty tightly to the curriculum provided at the school. I am not sure if this was by choice or by force, but based on the surrounding teachers, I would assume that the school pushes the curriculum pretty forcefully. The Math curriculum comes out of a booklet filled with worksheets. Every night the children’s math homework includes a worksheet. Word sorts are used for spelling and grammar, but I did not see a spelling or grammar workbook. Having used both throughout elementary, I am grateful that I did not see them.
One thing that I am thankful that Mrs. Overstreet did was to exploit the smart board constantly. Rather than shoving worksheets in front of her children, she worked all of the in-class worksheets as a group. She modeled for them how to do each and every problem so that they could complete their homework with ease. They worked together, discussed, and problem solved as a group. Though I have strong feelings about worksheets (mostly negative), I realize that most schools require their students to complete them and Mrs. Overstreet did a phenomenal job guiding her students through the process.
Over my fall break, I went to Mrs. Overstreet’s class to observe her reading portion of the day. Directly after lunch the children read “just right books” (on-level books) quietly for 45 minutes or so, during which time Mrs. Overstreet does guided reading with her struggling readers. Mrs. Overstreet then has a writing lesson with the students that she creates using a Lucy Calkins book called The Art of teaching Writing. Mrs. Overstreet told me that she uses that book more than any other resource in her class. The kids “make inferences” about the text, keep track of their “mental movies”, and recognize their roles as readers as they venture through the writing process in the writing journals that they keep.
The science lesson that I observed was thrown together last minute by a neighboring 3rd grade teacher, but Mrs. Overstreet explained that the science lessons are always hands on. I really didn’t get a good understanding of how the science curriculum worked, but I didn’t ask too many questions because it was late in the day and the kids and teachers were ready to go!
Journal Question #3
This entry answers #3 of the Reading Methods Journal
How does the teacher engage students in thinking? (i.e. are the students doing the thinking?) If not, what would you do to encourage their thinking?
My practicum was in the morning from 8:30 AM to 11:10 AM, so I was able to see the morning routine every single Tuesday morning. Though Mrs. Overstreet is a phenomenal and caring teacher, there were many times that I found myself wondering to myself, “when will the children start doing the thinking?” Each morning the children were expected to come in quietly, sit at their desks, eat their breakfasts, write their assignments for the day in their planners, complete a word sort, turn in any library books, take Accelerated Reader tests, and rush quickly off to specials (all in a 45 minute time allotment) after which they learned a math lesson. The children were expected to be silent throughout the “morning responsibilities” and then during their lesson, but I found that it seemed very difficult for the children to be quiet and composed during this time, for most of the children arrived to school with loads of stories to tell. Mrs. Overstreet continually had to push her kids to remain quiet and focused during this morning time, punishing by having them “sign the book” or “pull a popsicle stick” as forms of punishment (resulting in no recess). It seemed that Mrs. Overstreet was always very weary after the morning routine.
I realize that children oftentimes have to speak when they think. Sometimes they process what they are learning through their conversations. Ceasing conversation may be impeding the learning process. Children should be able to use their words as they process concepts.
Though I realize that I do not have even a fraction of the experience that Mrs. Overstreet has, I feel that the morning time is precious and sets the tone for the day. If the children are required to stifle their thinking and expression at the beginning of the day, precious thinking time is wasted. Having to complete a word sort in a rushed and hurried manner, trying to get to the next task is not the most effective way to utilize a word sort.
To her merit, I must say that Mrs. Overstreet took time to answer all of her children’s questions during the early morning routine (and there were many!). It seemed that the children wanted to just come up with questions to give them an excuse to roam the room. While Mrs. Overstreet did an awesome job of giving each of her kids her attention, I feel that perhaps an address to the entire class might have helped (for many questions were identical and Mrs. Overstreet had to answer the same questions over and over). Also, Mrs. Overstreet did a fine job of utilizing teachable moments. When a teachable moment arose (typically about behavior), Mrs. Overstreet used it as an example for the whole class (i.e. when a student was being super responsible, she’d point it out to the entire class).
In order to encourage more thinking in the precious early moments of the day when minds are most fresh and ready to learn, I would include activities that challenge the children to think, comprehend, and/or engage in the conversations that they are so eager to have. Perhaps starting the morning off with a morning meeting in which children are encouraged to engage in conversation about a specific topic or even take part in a writing activity like a journal entry or the creation of a list of things to do for the day (rather than a planner) would be different activities that could be completed in the morning time.
I understand that having procedures and structure to the day are incredibly important, but I think that both can be implemented without sacrificing good thinking time for the students.
How does the teacher engage students in thinking? (i.e. are the students doing the thinking?) If not, what would you do to encourage their thinking?
My practicum was in the morning from 8:30 AM to 11:10 AM, so I was able to see the morning routine every single Tuesday morning. Though Mrs. Overstreet is a phenomenal and caring teacher, there were many times that I found myself wondering to myself, “when will the children start doing the thinking?” Each morning the children were expected to come in quietly, sit at their desks, eat their breakfasts, write their assignments for the day in their planners, complete a word sort, turn in any library books, take Accelerated Reader tests, and rush quickly off to specials (all in a 45 minute time allotment) after which they learned a math lesson. The children were expected to be silent throughout the “morning responsibilities” and then during their lesson, but I found that it seemed very difficult for the children to be quiet and composed during this time, for most of the children arrived to school with loads of stories to tell. Mrs. Overstreet continually had to push her kids to remain quiet and focused during this morning time, punishing by having them “sign the book” or “pull a popsicle stick” as forms of punishment (resulting in no recess). It seemed that Mrs. Overstreet was always very weary after the morning routine.
I realize that children oftentimes have to speak when they think. Sometimes they process what they are learning through their conversations. Ceasing conversation may be impeding the learning process. Children should be able to use their words as they process concepts.
Though I realize that I do not have even a fraction of the experience that Mrs. Overstreet has, I feel that the morning time is precious and sets the tone for the day. If the children are required to stifle their thinking and expression at the beginning of the day, precious thinking time is wasted. Having to complete a word sort in a rushed and hurried manner, trying to get to the next task is not the most effective way to utilize a word sort.
To her merit, I must say that Mrs. Overstreet took time to answer all of her children’s questions during the early morning routine (and there were many!). It seemed that the children wanted to just come up with questions to give them an excuse to roam the room. While Mrs. Overstreet did an awesome job of giving each of her kids her attention, I feel that perhaps an address to the entire class might have helped (for many questions were identical and Mrs. Overstreet had to answer the same questions over and over). Also, Mrs. Overstreet did a fine job of utilizing teachable moments. When a teachable moment arose (typically about behavior), Mrs. Overstreet used it as an example for the whole class (i.e. when a student was being super responsible, she’d point it out to the entire class).
In order to encourage more thinking in the precious early moments of the day when minds are most fresh and ready to learn, I would include activities that challenge the children to think, comprehend, and/or engage in the conversations that they are so eager to have. Perhaps starting the morning off with a morning meeting in which children are encouraged to engage in conversation about a specific topic or even take part in a writing activity like a journal entry or the creation of a list of things to do for the day (rather than a planner) would be different activities that could be completed in the morning time.
I understand that having procedures and structure to the day are incredibly important, but I think that both can be implemented without sacrificing good thinking time for the students.
Sunday, November 14, 2010
Journal Question #1
This blog entry is a response to #1 of the Journal Questions.
Respond to what you have gained through your textbook and journal article readings, class projects, and discussions.
As I reflect on what I have learned throughout the entirety of my Elementary Reading Methods class, textbook readings, class projects, and class discussions, it is overwhelming and I am not quite sure where to start as I put pen to paper and get going.
Perhaps I should start with the umbrella under which everything that I have learned rests- Balanced Literacy. Balanced Literacy is incredible. I am amazed by its utility and efficiency in guiding children through the learning process as they express themselves using language arts. I am in love with the Balanced Literacy approach and look forward to implementing it in my classroom.
Some of the goals of the Balanced Literacy approach that I have learned are the following:
o To use children’s background knowledge to make connections with new concepts being taught
o To differentiate instruction based on the diversity and needs of learners in the classroom.
o To inspire a desire/need for reading in children and to show them the purposefulness of reading in everyday life
o To provide ample opportunities for children to participate in and express themselves through the various language arts- reading, writing, speaking, listening, visually representing, and viewing
o To build reading fluency and comprehension (which both make reading a more enjoyable experience)
o To help children become proficient word decoders
o To provide many opportunities for children to express themselves through writing.
o To provide opportunities to construct pieces of writing as a group and discuss the elements of writing
o To show children the purposes behind expressing oneself through writing.
o To use writing throughout multiple disciplines in order to deepen and enhance learning
The general goal is, of course, to enhance learning in all areas and disciplines through the use of literacy instruction.
In class, we focused on four different styles of lessons, how to facilitate them, and what their purposes were through the lens of the balanced literacy approach. I learned about how to conduct Read Alouds, Shared Readings, Interactive Writing, and Interactive Editing lessons in a purposeful way. Each lesson is incredibly functional and can be used in many different ways, for many different disciplines, to reach many different students.
I had the opportunity to conduct three of the four lessons discussed in class and also was able to provide and respond to in-class feedback with my peers regarding our lessons. I learned that challenges will arise in the beginning of implementing new lessons, but many times will be smoothed out through practice and repeated experience.
One thing that I am infinitely glad that I learned in Reading Methods was Educational Theories and the theorists that produced them. Being able to connect my thinking with a theory and a name not only makes me a more knowledgeable individual, it helps me to organize and categorize my thinking. I can now recognize what P. David Pearson’s Gradual Release of Responsibility looks like in the classroom or Vygotsky’s Zone of Proximal Development or Keene and Harvey’s Comprehension Strategy Instruction. I am grateful to have learned these things and have vocabulary to attach to my thinking.
I feel that I am a different person and think very differently than I did when I began this semester. I can literally feel myself becoming a teacher with every insightful discussion, every chapter read, every journal article reviewed. I am ravenous to learn information about the ins and outs of the classroom, different approaches to learning, and activities that can be used to produce purposeful learning. I feel that I have received all of those things in Reading Methods.
Respond to what you have gained through your textbook and journal article readings, class projects, and discussions.
As I reflect on what I have learned throughout the entirety of my Elementary Reading Methods class, textbook readings, class projects, and class discussions, it is overwhelming and I am not quite sure where to start as I put pen to paper and get going.
Perhaps I should start with the umbrella under which everything that I have learned rests- Balanced Literacy. Balanced Literacy is incredible. I am amazed by its utility and efficiency in guiding children through the learning process as they express themselves using language arts. I am in love with the Balanced Literacy approach and look forward to implementing it in my classroom.
Some of the goals of the Balanced Literacy approach that I have learned are the following:
o To use children’s background knowledge to make connections with new concepts being taught
o To differentiate instruction based on the diversity and needs of learners in the classroom.
o To inspire a desire/need for reading in children and to show them the purposefulness of reading in everyday life
o To provide ample opportunities for children to participate in and express themselves through the various language arts- reading, writing, speaking, listening, visually representing, and viewing
o To build reading fluency and comprehension (which both make reading a more enjoyable experience)
o To help children become proficient word decoders
o To provide many opportunities for children to express themselves through writing.
o To provide opportunities to construct pieces of writing as a group and discuss the elements of writing
o To show children the purposes behind expressing oneself through writing.
o To use writing throughout multiple disciplines in order to deepen and enhance learning
The general goal is, of course, to enhance learning in all areas and disciplines through the use of literacy instruction.
In class, we focused on four different styles of lessons, how to facilitate them, and what their purposes were through the lens of the balanced literacy approach. I learned about how to conduct Read Alouds, Shared Readings, Interactive Writing, and Interactive Editing lessons in a purposeful way. Each lesson is incredibly functional and can be used in many different ways, for many different disciplines, to reach many different students.
I had the opportunity to conduct three of the four lessons discussed in class and also was able to provide and respond to in-class feedback with my peers regarding our lessons. I learned that challenges will arise in the beginning of implementing new lessons, but many times will be smoothed out through practice and repeated experience.
One thing that I am infinitely glad that I learned in Reading Methods was Educational Theories and the theorists that produced them. Being able to connect my thinking with a theory and a name not only makes me a more knowledgeable individual, it helps me to organize and categorize my thinking. I can now recognize what P. David Pearson’s Gradual Release of Responsibility looks like in the classroom or Vygotsky’s Zone of Proximal Development or Keene and Harvey’s Comprehension Strategy Instruction. I am grateful to have learned these things and have vocabulary to attach to my thinking.
I feel that I am a different person and think very differently than I did when I began this semester. I can literally feel myself becoming a teacher with every insightful discussion, every chapter read, every journal article reviewed. I am ravenous to learn information about the ins and outs of the classroom, different approaches to learning, and activities that can be used to produce purposeful learning. I feel that I have received all of those things in Reading Methods.
Thursday, September 9, 2010
The First Day: Conversational Learning
** This entry answers #2 of the Journal Questions
Describe the interactions between the teacher and students. Is conversational learning evident? Explain.
For my Reading Methods practicum, I was placed at McAuliffe Elementary with Mrs. Overstreet’s 3rd grade class. Upon discovering that I was placed at McAuliffe, I must say that I was very pleased. I enjoy completing my practicums in the Union district and have had very positive experiences at McAuliffe (Reading and Language Arts pen pal project). There is no doubt in my mind that this experience will be just as positive as the others.
The first day of a practicum is always the most nerve wracking day. Uncertainty about the teacher, reception by the students, and interactions with the administration make me very anticipatory and nervous. By now, I have completed many practicums and had many first day experiences, yet I still get those same first day butterflies. When I got to McAuliffe, signed in, and then was directed to my classroom by a precious little 2nd grader named Allie, my teacher (Mrs. Overstreet) was nowhere to be found. So I stood. I waited anxiously and took the liberty of looking at all of the resources in Mrs. Overstreet’s classroom. I noticed all of the interesting names of her students, the way that she had set the desks up (in a semi circle/square with four desks in the center), the decorations that she had on her walls, her word wall, etc. Her classroom is really a thing of beauty and I aspire to setting up my classroom in a similar way. It’s comfy, cozy, and very conducive to learning.
Minutes passed as kids bearing gifts for their teacher traipsed through the doorway looking for Mrs. Overstreet. I felt bad that my first introduction with them was letting them know that I had no earthly idea where she was, but that she’d be there soon. After 5 or 10 minutes, I heard a sweet, angelic voice down the hallway. I peeked out of the door and saw the sweetest, smiling lady encircled by many of her kids showing her their newest art pieces, tattling on their friends, and sparking conversations about various topics. I watched as she stopped, hugged every single child, and acknowledged each of them. They looked at her adoringly. Their admiration of their teacher was obvious. I began to get emotional as I watched the almost tangible love flowing out of Mrs. Overstreet for her kids. She was genuinely interested in every comment and every expression and walked with her kids to her classroom. Upon seeing me, it was clear that she had forgotten about my arrival, and apologized profusely. I understood. She had been spending time with her kids in the library before school started. That was understandable and admirable. Quickly, we made our introductions and she invited me to be part of her team, not only observing, but helping to guide her class. She made me feel welcome and a part of the classroom. Someday, I will be that congenial with classroom visitors.
The morning began with the classroom meeting. Mrs. Overstreet used every single, tiny interaction with her students to create a relationship or teachable moment with her kids. She audibly commended each of her kids for something that they had done correctly or admirably- from getting their agendas signed, to following directions, to being kind to each other. It was clear that she was fostering a familial community in her class that was supportive and allowed her students to express themselves. A majority of the class was Hispanic. I have been in many classrooms that are predominantly Hispanic. Typically, the kids are quiet and shy and take quite awhile to warm to newcomers (me). Mrs. Overstreet’s kids were all kind, expressive, and communicated very well.
One thing that I observed that took me by surprise was Mrs. Overstreet’s willingness to diverge from the task at hand in order to utilize teachable moments. The morning meeting took much longer than it really should have because Mrs. Overstreet used her students’ questions, comments, and stories as launching pads for discussions, lessons, and thought provoking statements. In the first hour that I was in Mrs. Overstreet’s class, she had talked about the relevance of reading (in a pragmatic sense), the various books in her class, the importance of education, the value of getting a job, different religious beliefs, the value of each student and their families, and the usefulness of following directions. I was impressed. Mrs. Overstreet explained to me that it was the second week of school and that creating a relationship foundation with her students was crucially important. She pointed out that she did not plan on having drawn out morning meetings all year long, but that she wanted her kids to realize the value of their thoughts and opinions. It was obvious that she was succeeding at her goal. Her kids were anxious to tell me their stories as we walked from the classroom to their music class.
During math time, the kids used boards and dry erase markers to interact with the math concepts that they were learning and to have concrete, discussable evidence of their learning. They sat on the floor around Mrs. Overstreet- who was in a comfy rocking chair- and took turns working math problems on the smartboard. I was impressed by the amount of conversation that was taking place in the math lesson. The kids realized the value of what they were learning and saw the practicality of addition, subtraction, and multiplication. I wish that just one of my math lessons had been discussion based when I was in 3rd grade. I might be a better mathematician if that had been the case.
Needless to say, my first- day experience in Mrs. Overstreet’s was phenomenal. I loved watching the way that Mrs. Overstreet interacted with her kids. She utilized conversation to help solidify learning. She genuinely cared about her students’ questions, comments, and responses and utilized them to spark deep discussions. I am amazed that in just the first 2 weeks of school, Mrs. Overstreet is well on her way to establishing a caring classroom filled with readers, writers, and learners.
Describe the interactions between the teacher and students. Is conversational learning evident? Explain.
For my Reading Methods practicum, I was placed at McAuliffe Elementary with Mrs. Overstreet’s 3rd grade class. Upon discovering that I was placed at McAuliffe, I must say that I was very pleased. I enjoy completing my practicums in the Union district and have had very positive experiences at McAuliffe (Reading and Language Arts pen pal project). There is no doubt in my mind that this experience will be just as positive as the others.
The first day of a practicum is always the most nerve wracking day. Uncertainty about the teacher, reception by the students, and interactions with the administration make me very anticipatory and nervous. By now, I have completed many practicums and had many first day experiences, yet I still get those same first day butterflies. When I got to McAuliffe, signed in, and then was directed to my classroom by a precious little 2nd grader named Allie, my teacher (Mrs. Overstreet) was nowhere to be found. So I stood. I waited anxiously and took the liberty of looking at all of the resources in Mrs. Overstreet’s classroom. I noticed all of the interesting names of her students, the way that she had set the desks up (in a semi circle/square with four desks in the center), the decorations that she had on her walls, her word wall, etc. Her classroom is really a thing of beauty and I aspire to setting up my classroom in a similar way. It’s comfy, cozy, and very conducive to learning.
Minutes passed as kids bearing gifts for their teacher traipsed through the doorway looking for Mrs. Overstreet. I felt bad that my first introduction with them was letting them know that I had no earthly idea where she was, but that she’d be there soon. After 5 or 10 minutes, I heard a sweet, angelic voice down the hallway. I peeked out of the door and saw the sweetest, smiling lady encircled by many of her kids showing her their newest art pieces, tattling on their friends, and sparking conversations about various topics. I watched as she stopped, hugged every single child, and acknowledged each of them. They looked at her adoringly. Their admiration of their teacher was obvious. I began to get emotional as I watched the almost tangible love flowing out of Mrs. Overstreet for her kids. She was genuinely interested in every comment and every expression and walked with her kids to her classroom. Upon seeing me, it was clear that she had forgotten about my arrival, and apologized profusely. I understood. She had been spending time with her kids in the library before school started. That was understandable and admirable. Quickly, we made our introductions and she invited me to be part of her team, not only observing, but helping to guide her class. She made me feel welcome and a part of the classroom. Someday, I will be that congenial with classroom visitors.
The morning began with the classroom meeting. Mrs. Overstreet used every single, tiny interaction with her students to create a relationship or teachable moment with her kids. She audibly commended each of her kids for something that they had done correctly or admirably- from getting their agendas signed, to following directions, to being kind to each other. It was clear that she was fostering a familial community in her class that was supportive and allowed her students to express themselves. A majority of the class was Hispanic. I have been in many classrooms that are predominantly Hispanic. Typically, the kids are quiet and shy and take quite awhile to warm to newcomers (me). Mrs. Overstreet’s kids were all kind, expressive, and communicated very well.
One thing that I observed that took me by surprise was Mrs. Overstreet’s willingness to diverge from the task at hand in order to utilize teachable moments. The morning meeting took much longer than it really should have because Mrs. Overstreet used her students’ questions, comments, and stories as launching pads for discussions, lessons, and thought provoking statements. In the first hour that I was in Mrs. Overstreet’s class, she had talked about the relevance of reading (in a pragmatic sense), the various books in her class, the importance of education, the value of getting a job, different religious beliefs, the value of each student and their families, and the usefulness of following directions. I was impressed. Mrs. Overstreet explained to me that it was the second week of school and that creating a relationship foundation with her students was crucially important. She pointed out that she did not plan on having drawn out morning meetings all year long, but that she wanted her kids to realize the value of their thoughts and opinions. It was obvious that she was succeeding at her goal. Her kids were anxious to tell me their stories as we walked from the classroom to their music class.
During math time, the kids used boards and dry erase markers to interact with the math concepts that they were learning and to have concrete, discussable evidence of their learning. They sat on the floor around Mrs. Overstreet- who was in a comfy rocking chair- and took turns working math problems on the smartboard. I was impressed by the amount of conversation that was taking place in the math lesson. The kids realized the value of what they were learning and saw the practicality of addition, subtraction, and multiplication. I wish that just one of my math lessons had been discussion based when I was in 3rd grade. I might be a better mathematician if that had been the case.
Needless to say, my first- day experience in Mrs. Overstreet’s was phenomenal. I loved watching the way that Mrs. Overstreet interacted with her kids. She utilized conversation to help solidify learning. She genuinely cared about her students’ questions, comments, and responses and utilized them to spark deep discussions. I am amazed that in just the first 2 weeks of school, Mrs. Overstreet is well on her way to establishing a caring classroom filled with readers, writers, and learners.
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