** 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.
