My highest anxiety about test taking is that I am going to fail. I have general anxiety disorder and for me it is a personal anxiety. I truly am my own worst enemy. I study hard and work hard but still have this fear. Since I have come back to school I have achieved a 4.0 GPA in all 4 semesters, but the anxiety is still there for every test.
For me, it is even worse with papers and gets worse toward the end of the semester. I attempt to relieve this anxiety with ample studying. I tend to talk about my anxiety. Also, I listen to music before tests to calm myself, and try to turn what anxiety I have left into positive energy.
Math tests tend to create equal test anxiety for me. I know with study I will understand what to do during the test, yet doubt my abilities. I also know from a non-anxious perspective, that I try my best in all I do. I am capable, and I can succeed. I just need to convince myself of that fact while I am anxious.
Sunday, December 2, 2012
Math Journals 1 & 2
1st Journal
I. Rank your favorite subject (#1 = Favorite through #9 least favorite)
_7__Mathematics
_8__English
_1__Science
_2__Social Studies
_5__Art
_9__Business
_4__Computers
_3__Music
_6__Physical Education
II. How many math courses have you completed since you were in 8th grade?
(Count 9th grade as “one” and then continue from there.)
5
III. Write the name of your hometown and tell me how many miles your hometown is away from Fargo?
Fargo 0 miles away
IV. Math Autobiography and “Why do children learn math?”
Growing up math came fairly easy to me. I was in a math class all the way through my first year of college. I was in the advanced math path from seventh grade through 11th grade (pre-calculus). However, I did have a few hiccups along the way.
My first issue with math was finishing what we called mad minutes. You had to answer 20-30 math problems depending on the chapter in less than one minute. These sheets created a lot of stress in my early life. I knew how to do all of the problems, but having a time limit scared me and I would freeze up. Eventually, with lots of practice at home, I was able to get past the freezing up and succeed.
Geometry was another place I struggled. Learning all of the rules was my problem. It felt more like learning facts and memorization than doing math like I was used to. I did pass the class and move on but that year was very hard for me.
Finally when I entered pre-calculus, which was half trigonometry half calculus, I realized I was in over my head. The teacher I had did not care if we did well or not, was not willing to help outside of class, and felt he was weeding us out and preventing failure in college. I did not grasp these concepts well and felt I had no place to turn. I switched from the advanced math course to the average track mid-year.
I like learning math because it is a challenge. I enjoy solving problems and knowing I did well. The same reason I like math is the reason I dislike it. Sometimes it is too challenging for me and I get frustrated especially when I feel I have no one to turn to for help.
I feel math is a necessity for life. We are constantly solving math problems in our daily lives. It may be paying for something with cash, or measuring an object to see if it will fit in a room. I still enjoy math, I do puzzles involving math problems from time to time, I just know my limits surrounding math.
I feel children must learn math early. Math is like a foreign language. Young children learn language at a fast pace and so it makes sense to teach math during a time they are developing so quickly. I feel if we wait until children are older math actually would be harder to learn. Also, even at young ages math is crucial to life. It may be playing with Legos, buying candy, and many other situations. Math empowers children and helps them be more independent.
I. Rank your favorite subject (#1 = Favorite through #9 least favorite)
_7__Mathematics
_8__English
_1__Science
_2__Social Studies
_5__Art
_9__Business
_4__Computers
_3__Music
_6__Physical Education
II. How many math courses have you completed since you were in 8th grade?
(Count 9th grade as “one” and then continue from there.)
5
III. Write the name of your hometown and tell me how many miles your hometown is away from Fargo?
Fargo 0 miles away
IV. Math Autobiography and “Why do children learn math?”
Growing up math came fairly easy to me. I was in a math class all the way through my first year of college. I was in the advanced math path from seventh grade through 11th grade (pre-calculus). However, I did have a few hiccups along the way.
My first issue with math was finishing what we called mad minutes. You had to answer 20-30 math problems depending on the chapter in less than one minute. These sheets created a lot of stress in my early life. I knew how to do all of the problems, but having a time limit scared me and I would freeze up. Eventually, with lots of practice at home, I was able to get past the freezing up and succeed.
Geometry was another place I struggled. Learning all of the rules was my problem. It felt more like learning facts and memorization than doing math like I was used to. I did pass the class and move on but that year was very hard for me.
Finally when I entered pre-calculus, which was half trigonometry half calculus, I realized I was in over my head. The teacher I had did not care if we did well or not, was not willing to help outside of class, and felt he was weeding us out and preventing failure in college. I did not grasp these concepts well and felt I had no place to turn. I switched from the advanced math course to the average track mid-year.
I like learning math because it is a challenge. I enjoy solving problems and knowing I did well. The same reason I like math is the reason I dislike it. Sometimes it is too challenging for me and I get frustrated especially when I feel I have no one to turn to for help.
I feel math is a necessity for life. We are constantly solving math problems in our daily lives. It may be paying for something with cash, or measuring an object to see if it will fit in a room. I still enjoy math, I do puzzles involving math problems from time to time, I just know my limits surrounding math.
I feel children must learn math early. Math is like a foreign language. Young children learn language at a fast pace and so it makes sense to teach math during a time they are developing so quickly. I feel if we wait until children are older math actually would be harder to learn. Also, even at young ages math is crucial to life. It may be playing with Legos, buying candy, and many other situations. Math empowers children and helps them be more independent.
Field Experince Reflection
My 40 hour field experience at Lodoen Kindergarten Center with Mrs. Huseby was a unique and awesome experience. I was able to meet many educators during this time (usually in the teacher’s lounge) and asked many questions. I learned about everything I could think of during my time there. What M.A.P. scores were and how they are used? How a kindergartner gets put on an IEP? What are signs of ADHD? How to do weekly lesson plans? How you deal with the obstinate or gifted/talented child in your room? What happens when you get a new student who is way behind your class? How you help the children cope when a student leaves the class? What style discipline tactics work? These were just a few of the questions I asked. What I learned in my field experience is just the beginning. However, it has provided me with a strong base to start. It helped me to solidify that my dream is to work with younger learners.
The best part of my experience was anytime I was allowed to teach. I really enjoyed making homemade applesauce day, and the day I taught the learners about bats. These were the times I was most in charge of the entire class and Mrs. Huseby was mostly observing me. She gave great tips and I was able to implement some of them right away.
The worst part of my experience was discipline. I didn’t know what would be acceptable so I took discipline slow. This led to a few small problems early on (the learners thought I would be a pushover). I should have asked about discipline styles in my first meeting, but I didn’t want it to come off as being one of the important issues. Next time I will ask what he/she does in the classroom before I am in front of the learners so I know the game plan better.
Overall this experience was great for me. It was an awesome first step and I cannot wait to take the next one.
The best part of my experience was anytime I was allowed to teach. I really enjoyed making homemade applesauce day, and the day I taught the learners about bats. These were the times I was most in charge of the entire class and Mrs. Huseby was mostly observing me. She gave great tips and I was able to implement some of them right away.
The worst part of my experience was discipline. I didn’t know what would be acceptable so I took discipline slow. This led to a few small problems early on (the learners thought I would be a pushover). I should have asked about discipline styles in my first meeting, but I didn’t want it to come off as being one of the important issues. Next time I will ask what he/she does in the classroom before I am in front of the learners so I know the game plan better.
Overall this experience was great for me. It was an awesome first step and I cannot wait to take the next one.
Practicum Journal #7
Journal 7
Grade K Time 8:30 – 1:00 Date 10/17/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
• Calendar time
• Daily planner
• Reading centers
• Going to gym
• Prep for returning students
• Checking papers
• Getting students from gym
• Snack time
• Math
• Going to lunch
• Getting students from playground.
• Poems
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Today, I was able to take small groups during reading centers or as they are sometimes called “Daily 5’s”. The Para educator who usually comes in during this time was sick today. I took the lower reading proficiency students. There were 5 groups of students who came to me in groups of two students.
We first worked on recognizing harder alphabet letters for each group. The letters I was supposed to ask about were preset for each student based on where they were having trouble. Then, we moved to white board writing of sight words. Again, we focused specifically on certain words for each group. We read together the book they were supposed to take home. Finally, each student read the book alone one last time.
When the learners were not in a group with either Mrs. Huseby or I, they were doing one of four other tasks. Those tasks are:
1. Reading to self
2. Reading to partner
3. Listening centers
4. Playing a sight word game called “Bad Bat”
Each task runs for 5 minutes for a total of 25 minutes of reading time with a minute in between for transition. The total time taken is 30 minutes. At the end of 5 minutes Mrs. Huseby flips over a rain stick to signal the end of the time. You could use a timer or a bell, but the learners seem to really like the sound of the rain stick.
I really like the idea of reading centers run this way for kindergarten. However, having three teachers in the room during this time seems to be best. When there is just the two of us like today, keeping the learners not in small groups on task seems to be a big issue.
Grade K Time 8:30 – 1:00 Date 10/17/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
• Calendar time
• Daily planner
• Reading centers
• Going to gym
• Prep for returning students
• Checking papers
• Getting students from gym
• Snack time
• Math
• Going to lunch
• Getting students from playground.
• Poems
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Today, I was able to take small groups during reading centers or as they are sometimes called “Daily 5’s”. The Para educator who usually comes in during this time was sick today. I took the lower reading proficiency students. There were 5 groups of students who came to me in groups of two students.
We first worked on recognizing harder alphabet letters for each group. The letters I was supposed to ask about were preset for each student based on where they were having trouble. Then, we moved to white board writing of sight words. Again, we focused specifically on certain words for each group. We read together the book they were supposed to take home. Finally, each student read the book alone one last time.
When the learners were not in a group with either Mrs. Huseby or I, they were doing one of four other tasks. Those tasks are:
1. Reading to self
2. Reading to partner
3. Listening centers
4. Playing a sight word game called “Bad Bat”
Each task runs for 5 minutes for a total of 25 minutes of reading time with a minute in between for transition. The total time taken is 30 minutes. At the end of 5 minutes Mrs. Huseby flips over a rain stick to signal the end of the time. You could use a timer or a bell, but the learners seem to really like the sound of the rain stick.
I really like the idea of reading centers run this way for kindergarten. However, having three teachers in the room during this time seems to be best. When there is just the two of us like today, keeping the learners not in small groups on task seems to be a big issue.
Practicum Journal #6
Journal 6
Grade K Time 12:00 – 4:00 Date 10/12/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
• Reading time “Bats”
• Bat Books
• Poems
• Bat Books
• Bus time/free time
• Core teacher meeting (about reading proficiency, splitting students up into groups, and dividing them among the teachers.)
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Today we had another themed day. The theme was bats. Mrs. Huseby felt it was time for me to teach an entire unit. I got to read a science book called “Bats” which led to a fairly long discussion with the learners about bats and how they see, eat, and live.
After the discussion, I led the learners back to their desks and taught them to create a six page bat book. It was an art/science project. We did the first two pages before poems and the last four after to split up the work a little.
Bats are a great topic to cover during October in Kindergarten (being its Halloween). They seem to be interesting to nearly every learner. The themed day focuses the learner. However, making the bat book seemed to be too long of a project for some.
I had a few learners that were complaining about the amount of pages they needed to work on and I have to agree. The average Kindergartner has an attention span of five minutes. This project took almost half of a day. I feel the book is a great idea for a week long project. Perhaps a page a day in the morning, when the learners are first coming to class, with a final extra page on Friday and then putting it together.
The experience to take a unit and teach was priceless. Also, it was a lot of fun. On a side note, today we had two learners who each lost their first tooth. This is a huge rite of passage for the learner and creates an environment of pride throughout the entire classroom. Having two in one day was awesome. I find it funny that both times every student had to go check out the lost tooth. It is that big of a deal to the learners. Overall it was a great day.
Grade K Time 12:00 – 4:00 Date 10/12/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
• Reading time “Bats”
• Bat Books
• Poems
• Bat Books
• Bus time/free time
• Core teacher meeting (about reading proficiency, splitting students up into groups, and dividing them among the teachers.)
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Today we had another themed day. The theme was bats. Mrs. Huseby felt it was time for me to teach an entire unit. I got to read a science book called “Bats” which led to a fairly long discussion with the learners about bats and how they see, eat, and live.
After the discussion, I led the learners back to their desks and taught them to create a six page bat book. It was an art/science project. We did the first two pages before poems and the last four after to split up the work a little.
Bats are a great topic to cover during October in Kindergarten (being its Halloween). They seem to be interesting to nearly every learner. The themed day focuses the learner. However, making the bat book seemed to be too long of a project for some.
I had a few learners that were complaining about the amount of pages they needed to work on and I have to agree. The average Kindergartner has an attention span of five minutes. This project took almost half of a day. I feel the book is a great idea for a week long project. Perhaps a page a day in the morning, when the learners are first coming to class, with a final extra page on Friday and then putting it together.
The experience to take a unit and teach was priceless. Also, it was a lot of fun. On a side note, today we had two learners who each lost their first tooth. This is a huge rite of passage for the learner and creates an environment of pride throughout the entire classroom. Having two in one day was awesome. I find it funny that both times every student had to go check out the lost tooth. It is that big of a deal to the learners. Overall it was a great day.
Practicum Journal #5
Journal 5
Grade K Time 7:45 – 1:15 Date 10/10/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
• Meet with my teacher
• Morning meeting
• Reading centers
• Going to gym
• Prep for returning students
• Checking papers
• Getting students from gym
• Snack time
• Big book circle
• Going to lunch
• Getting students from playground.
• Poems
• Sorting and pattern assessment
• Writing journals
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Today was a great experience for me. With conferences coming soon, formal assessments needed to be done. As part of the learners’ math assessment, I was able to test the students on their sorting and pattern making abilities. The learners were brought to my desk one by one in alphabetical order. Using 15 chips of three different colors, first they were asked to sort the pile of chips into the three different colors. Then they were asked to take the chips, make a pattern, and tell me what the pattern was.
Overall, the learners did very well with the task. Pattern making was a concept they were just starting to work on. All but two of the learners were able to make some sort of pattern and tell me what it was. Sorting been covered for a while and all but one of the learners was able to sort.
The learner, who was unable to sort and make a pattern, set off a red flag. He is a very bright student and was able to do both tasks before in different settings. Also, he seemed very frustrated during the test. I asked Mrs. Huseby about the learner after the assessment. She thought for a moment and got an embarrassed look on her face. The learner is red green color blind and all three colors of chips were in his colorblindness area. To the learner, I had provided chips that all looked exactly the same. After we realized our error, I quickly picked three different colors I knew he could tell the difference between. I re-tested him and he passed with no errors.
Sometimes it is little problems that cause big errors. I felt very bad that I had put the learner through a frustration like that. However, I did not know about his colorblindness. I learned an important lesson about accommodation today. Even little accommodations like color change can have a big impact.
Grade K Time 7:45 – 1:15 Date 10/10/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
• Meet with my teacher
• Morning meeting
• Reading centers
• Going to gym
• Prep for returning students
• Checking papers
• Getting students from gym
• Snack time
• Big book circle
• Going to lunch
• Getting students from playground.
• Poems
• Sorting and pattern assessment
• Writing journals
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Today was a great experience for me. With conferences coming soon, formal assessments needed to be done. As part of the learners’ math assessment, I was able to test the students on their sorting and pattern making abilities. The learners were brought to my desk one by one in alphabetical order. Using 15 chips of three different colors, first they were asked to sort the pile of chips into the three different colors. Then they were asked to take the chips, make a pattern, and tell me what the pattern was.
Overall, the learners did very well with the task. Pattern making was a concept they were just starting to work on. All but two of the learners were able to make some sort of pattern and tell me what it was. Sorting been covered for a while and all but one of the learners was able to sort.
The learner, who was unable to sort and make a pattern, set off a red flag. He is a very bright student and was able to do both tasks before in different settings. Also, he seemed very frustrated during the test. I asked Mrs. Huseby about the learner after the assessment. She thought for a moment and got an embarrassed look on her face. The learner is red green color blind and all three colors of chips were in his colorblindness area. To the learner, I had provided chips that all looked exactly the same. After we realized our error, I quickly picked three different colors I knew he could tell the difference between. I re-tested him and he passed with no errors.
Sometimes it is little problems that cause big errors. I felt very bad that I had put the learner through a frustration like that. However, I did not know about his colorblindness. I learned an important lesson about accommodation today. Even little accommodations like color change can have a big impact.
Practicum Journal #4
Journal 4
Grade K Time 7:45 – 2:45 Date 10/05/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
• Meet with my teacher
• Start apple sauce
• Morning meeting
• Reading centers
• Going to gym
• Prep for returning students
• Getting students from gym
• Check apple sauce
• Snack time
• Ten apples up on top with high school helpers
• Writing unit
• Going to lunch
• Getting students from playground.
• Check apple sauce/ add sugar and cinnamon
• Poems
• Apple sauce tasting
• Free time/ bus children leave
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Apple Sauce
Today we made homemade apple sauce in class. It took all day long to do, so it was an apple themed day. We started when the learners first came into class in the morning. After they had put their items away and done their beginning of the day routine, one by one they got to come to the apple sauce making station. I showed them how to use a corer/peeler and they got to cut their apple (using a spoon) up and put it in a crock pot. Each learner then got to take a small piece of apple and taste it so they would know that the apple tasted like before it turned into apple sauce. After all the students apples were in the crock pot, we added a cup of water and let it cook down, checking and stirring it every hour.
Each time the learners came back to class from outside activities (gym, lunch, etc.) they all came as a group and got to see how the apples had changed. After lunch we added the sugar and cinnamon and let it cook down until just before free time at the end of the day. For some the waiting was nearly unbearable. Finally, we all got to taste the apple sauce. The learners all sat on their carpet square and we passed out the apple sauce. Mrs. Husbey counted to three then we all took a taste. One by one the learners then got to talk about what they thought of the apple sauce. There were mixed results, but the learners had fun with the science event. I would not have changed a thing about this lesson. The learners had fun, it is a great activity, and you can pair so many other learning activities with an apple themed day.
Ten apples up on top with high school helpers
Another interesting event that happened today was that the class’s high school helpers came to class. The high school helpers are high school students from the alternative learning center.
First, I read Ten Apples Up on Top to the class. Then the high school helpers came to class to help with an art/math project. Using a work sheet, a picture of each student, and a piece of red construction paper, they recreated the balancing of the apples from the book. The learners traced the numbers 1 to 10 on the worksheet. Each number was surrounded by an apple shape. Then the learners got to color the apples with the help of the high school helpers. The high school helpers then cut out the apples. The learners glued their picture to the bottom of the construction paper and then with the help of the high school students, ordered the apples and glued them on top of the head of their picture. When they finished the high school helpers read to their learner.
To me this kind of one on one time is crucial to both the kindergartener and the high school student. It forms a special bond that both parties need. The kindergartner can use all the single attention they can get and they look up to the high school student. Also, these high school students are at risk of leaving school, so any tie that makes them want to stay in school is positive. If given the chance in my own classroom I would take this kind of relationship in a heartbeat.
Grade K Time 7:45 – 2:45 Date 10/05/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
• Meet with my teacher
• Start apple sauce
• Morning meeting
• Reading centers
• Going to gym
• Prep for returning students
• Getting students from gym
• Check apple sauce
• Snack time
• Ten apples up on top with high school helpers
• Writing unit
• Going to lunch
• Getting students from playground.
• Check apple sauce/ add sugar and cinnamon
• Poems
• Apple sauce tasting
• Free time/ bus children leave
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Apple Sauce
Today we made homemade apple sauce in class. It took all day long to do, so it was an apple themed day. We started when the learners first came into class in the morning. After they had put their items away and done their beginning of the day routine, one by one they got to come to the apple sauce making station. I showed them how to use a corer/peeler and they got to cut their apple (using a spoon) up and put it in a crock pot. Each learner then got to take a small piece of apple and taste it so they would know that the apple tasted like before it turned into apple sauce. After all the students apples were in the crock pot, we added a cup of water and let it cook down, checking and stirring it every hour.
Each time the learners came back to class from outside activities (gym, lunch, etc.) they all came as a group and got to see how the apples had changed. After lunch we added the sugar and cinnamon and let it cook down until just before free time at the end of the day. For some the waiting was nearly unbearable. Finally, we all got to taste the apple sauce. The learners all sat on their carpet square and we passed out the apple sauce. Mrs. Husbey counted to three then we all took a taste. One by one the learners then got to talk about what they thought of the apple sauce. There were mixed results, but the learners had fun with the science event. I would not have changed a thing about this lesson. The learners had fun, it is a great activity, and you can pair so many other learning activities with an apple themed day.
Ten apples up on top with high school helpers
Another interesting event that happened today was that the class’s high school helpers came to class. The high school helpers are high school students from the alternative learning center.
First, I read Ten Apples Up on Top to the class. Then the high school helpers came to class to help with an art/math project. Using a work sheet, a picture of each student, and a piece of red construction paper, they recreated the balancing of the apples from the book. The learners traced the numbers 1 to 10 on the worksheet. Each number was surrounded by an apple shape. Then the learners got to color the apples with the help of the high school helpers. The high school helpers then cut out the apples. The learners glued their picture to the bottom of the construction paper and then with the help of the high school students, ordered the apples and glued them on top of the head of their picture. When they finished the high school helpers read to their learner.
To me this kind of one on one time is crucial to both the kindergartener and the high school student. It forms a special bond that both parties need. The kindergartner can use all the single attention they can get and they look up to the high school student. Also, these high school students are at risk of leaving school, so any tie that makes them want to stay in school is positive. If given the chance in my own classroom I would take this kind of relationship in a heartbeat.
Practicum Journal #3
Journal 3
Grade K Time 7:45 – 1:15 Date 10/01/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
• Meet with my teacher
• Morning meeting
• Reading centers
• Going to gym
• Prep for returning students
• Checking papers
• Getting students from gym
• Snack time
• Big book circle
• Going to lunch
• Getting students from playground.
• Poems
• Writing journals
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Today my focus is the writing journals the learners have been doing. They have been working on his task three days per week since the second week of school. It is a 6 step process:
1.The learner thinks about a sentence he/she wants to write about, specifically focusing on “Who?” and “Did what?”.
2.The learner tells a partner about their sentence.
3.The learner goes back to their desk and draws a picture of what he/she wants to write about.
4.The learner says and tests the sentence, with the teacher present, to determine the number of lines for words. (Lines are in blue).
5.The learner then, using sounding out, attempts to write to their best ability.
6.Finally, the teacher writes the sentence using “Big person words”.
This form of journaling teaches reading through writing. This being kindergarten, is the lowest level of the program. There are no expectations at this point which I feel could be bettered. The learners also practice sight words. I feel that these sight words should be integrated into the program and the learner should be expected to use them when they are in a sentence. Maybe this will happen later in the year and it is just a matter of getting the learner used to journaling at this point. Overall, I am told, this program works very well and is continued from k through 3rd grade with increasing difficulty.
Grade K Time 7:45 – 1:15 Date 10/01/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
• Meet with my teacher
• Morning meeting
• Reading centers
• Going to gym
• Prep for returning students
• Checking papers
• Getting students from gym
• Snack time
• Big book circle
• Going to lunch
• Getting students from playground.
• Poems
• Writing journals
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Today my focus is the writing journals the learners have been doing. They have been working on his task three days per week since the second week of school. It is a 6 step process:
1.The learner thinks about a sentence he/she wants to write about, specifically focusing on “Who?” and “Did what?”.
2.The learner tells a partner about their sentence.
3.The learner goes back to their desk and draws a picture of what he/she wants to write about.
4.The learner says and tests the sentence, with the teacher present, to determine the number of lines for words. (Lines are in blue).
5.The learner then, using sounding out, attempts to write to their best ability.
6.Finally, the teacher writes the sentence using “Big person words”.
This form of journaling teaches reading through writing. This being kindergarten, is the lowest level of the program. There are no expectations at this point which I feel could be bettered. The learners also practice sight words. I feel that these sight words should be integrated into the program and the learner should be expected to use them when they are in a sentence. Maybe this will happen later in the year and it is just a matter of getting the learner used to journaling at this point. Overall, I am told, this program works very well and is continued from k through 3rd grade with increasing difficulty.
Practicum Journal #2
Journal 2
Grade K Time 7:45 – 3:45 Date 9/28/2012
List What occurred during the time you are at your school? What are all the things that happen in the time frame you are in your school?
- Meet with my teacher
- Morning meeting
- Reading centers
- Going to gym
- Prep for returning students
- Checking papers
- Getting students from gym
- Snack time
- 10 frame counting
- Going to lunch
- Meeting teachers in teachers’ lounge.
- Getting students from playground.
- Poems
- Math centers/Sorting Money
- Free time/ bus children leave
- Lesson Plans for next week
Describe 1 item from the list, in GREAT detail – who, what, when, where, how, why
Ten Frames
Today the learners were able to use ten frames to help with counting 1 to 10. Making a ten frame is fairly easy. It is just a piece of construction paper with a smaller piece of white paper with 10 boxes on it that has been laminated. The learners used plastic animals to show the number equal to the flash card Mrs. Husbey was showing. The learners were taught to start at the top left and go right when they counted, to prep them for writing.
I really like the idea of ten frames. They can be used in a variety of ways. They could be used for basic addition and subtraction if different color chips were used. Also, because the sheets are laminated, the learners could use marker board markers and practice writing 1 to 10 on them. To me it is a simple and cheap way to create a lot of learning experiences. The learners seemed to have a lot of fun with it too.
Sorting Money
In the afternoon, after the learners came back from recess, we had math centers. I was asked to take the money center and teach how to sort the money into pennies, nickels, dimes, and quarters. Also, I was to verbally quiz them on the names of each coin. The learners had no previous in school instruction about money so this was just a way to assess where each learner was at and see where to start.
The sorting went fairly well. Most learners were able to sort them with little effort. Some even sorted the play money out from the real coins. If I were to build this station, I would either use real or fake money, but not both. To some of the learners it was distracting having both.
The verbal quiz had mixed results. This was expected. Some learners did not know any of the names, while others knew the names and exactly what each coin was worth. The verbal quiz did give a good idea of where each student was at.
Finally, it was fun to do both the sorting and the verbal quizzing. This was the first time I was able to have one on one time with each student. Their personalities are so different and unique. It was great to get to know a little about each learner.
Practicum Journal #1
Journal 1
Grade K Time 7:45 – 1:15 Date
9/26/2012
List What
occurred during the time you are at your school? What are all the things that
happen in the time frame you are in your school?
- Introduction with my teacher
- 9 post it poster
- Morning meeting
- Where’s my teddy? Bigger, smaller
- Reading centers
- Going to gym
- Prep for returning students
- Lesson plan
- Getting students from gym
- Snack time
- W worksheet
- Going to lunch
- Meeting teachers in teachers’ lounge.
- Getting students from playground.
- Watercolor waves for letter “W”
Describe 1 item
from the list, in GREAT detail – who, what, when, where, how, where
Today was my first day of
observation. It was also my first formal teaching experience. The
kindergartners were working on the alphabet, specifically the letter “W”. My portion of teaching the letter “W” was to
teach the learners to make water color waves and practice visual phonics.
The making of the alphabet book
appeared very simple. It was just a basic cover page with a place for the
learners to write their name. Each consecutive page had a very large letter of
the alphabet on the right hand side. This would be very easy to replicate.
In small groups, of 4 to 5, the
learners came to my station. We first found the letter “W” in the alphabet
book, then practiced the visual phonic for “W”, finally the learners got to
paint water color waves on their pages.
I would have stuck with smaller
groups of 3 to 4 to do this lesson. I felt like having more didn’t allow me to
pay enough attention to each learner. Also, timing was another piece that was
hard to keep to because of the larger groups. We were trying to keep each group
to 5 minutes. However, with the larger groups it tended to be closer to 6 or 7
minutes to get the work done. This may be due to the fact that it is my first
time teaching. Maybe I will get faster with time.
Overall, it was a great day. I
enjoyed first observation. The kindergarteners appear to like me as well. I
received many questions, some a little personal. However, that is part of what
I like about teaching this age group. They are constantly yearning for
knowledge and not afraid to ask even if society says it is impolite.
NETS
NETS stands for National Education Technology Standards. According
to their website NETS "are the standards for evaluating the skills and knowledge educators need
to teach, work, and learn in an increasingly connected global and
digital society." The website also lists NETS for students, coaches, and
administrators.Technology in the classroom is being taken very seriously and these standards are what many schools are following when hiring or deciding which teachers possess the skills to continue educating.
To learn more about NETS click on the link:
http://www.iste.org/standards/nets-for-teachers
Doc cam/Smartboard Reflection
The Doc cam and Smart-board both have their place in the history of technological advancement in schools. Both are still useful if they are all you have in your classroom. However, tablet technology, especially the Ipad, have taken the technology of the Doc cam and Smart-board and taken it to the next level. Using an Ipad you can now have the functionality of a Doc cam and Smart-board without being tethered to the front of the classroom. You can freely walk around having students annotate on the Ipad and making certain everyone is paying attention. Also, with the nearly endless number of apps for tablets the technology will not quickly be replaced.
Apple in Education
Schools systems are increasing the amount of technology in classrooms every day, and one way this is happening is by including Apple devices.Students can read textbooks that come alive on their Apple device. This includes interactive diagrams as well as videos. Creating a more hands on learning environment than a textbook could ever be able to provide. Apple books appear much more interesting to the learner and keep them on task. Students can still highlight text as they would in a normal textbook and the Apple device is much lighter than carrying around several textbooks in their backpack.
Apple also allows you to create your own textbooks. You can include pictures, Microsoft word documents, diagrams, backgrounds, tables, charts, animations and so much more. You can read more about this by clicking on the iBooks Author Website on the homepage of the website.
For more information and a free download visit:
http://www.apple.com/education/resources/#pages-epub
Ipads in the Classroom
Here are just a few great programs designed for the classroom:
Socrative - A site that allows the teacher to quiz or poll the class using Ipads, Ipods, laptops or smartphones.
Teacher Pal - Allows the teacher to take attendance and make notes.
Screen Chomp - Acts as a whiteboard and allows what is written to be recorded.
Keynote - Acts like powerpoint, but works for the Ipad.
These are only a few examples for teachers. There are also seemingly endless apps for student activities.
Paperless Educator
Paperless education is a very positive practice. It encourages the use of technology and is good for the environment. However, there are still some situations that require paper. Art and handwriting are just two subjects that come to mind.That being said, there are many ways teachers can cut down on the use of paper in the classroom to be more environmentally friendly. The following is a list of ideas that teachers could try:
For writing journals introduce students to blogging.
For writing journals introduce students to blogging.
- Use Google Docs or email as a way for students to turn in assignments
- Use Microsoft word or applications like Evernote to take notes in class
- Give tests or quizzes online. Zoho or google forms offer easy ways to do this.
- Create presentations online by using a website like Prezi
Favorite Teacher Website
Khan Academy is a fantastic resource for teachers as well. The website is a wonderful tool to supplement teaching. I would highly recommend it as a resource to refresh memories and to help those who may be struggling with a concept, especially mathematics concepts. This website could also be used for gifted students to be challenged. The site could be used to teach higher lessons to some while the rest of the class is learning a bit behind.
Regardless of how it is used, Khan Academy could be implemented into every classroom. To see more click on the link:
http://www.khanacademy.org/
Special Project
In educational technology we created a special project called an
Exploding Box. This box functions as a regular box. However, it also could
creatively display different photos, etc. within the different layers
of the box. When you take the top off the box, the box opens up into
what seems like three different boxes (images below).
Some ways to use this box:
- Holiday presents
- Mystery Box (student brings an object for the day and the rest of the class guesses)
- Etc.
Saturday, December 1, 2012
Student vs. Teacher Reflection
Currently, I have a unique perspective. I am not only a student but have through my practicum taken the first steps as a teacher. One of the largest differences I have found thus far is in the planning stage. As a student you only have to think about yourself and how you are affected. However, as a teacher you need to think about your entire class individually. For example, in my practicum I have a student who is colorblind so when making lesson plans I must make sure to remember and adjust for the learner, or frustration could quickly take over and learning would stop.
Another interesting difference between being a student vs. a teacher is how you affect those around you. As a student you have friends and eventually those friends may look up to you in some aspects. However, as a teacher you are thrust into a role-model position almost instantly. The learners look up to you and you affect them positively or negatively every minute of the day!
Another interesting difference between being a student vs. a teacher is how you affect those around you. As a student you have friends and eventually those friends may look up to you in some aspects. However, as a teacher you are thrust into a role-model position almost instantly. The learners look up to you and you affect them positively or negatively every minute of the day!
VCSU's How's it going reflection
I am enrolled in the NDSU/VCSU Elementary Education program with a kindergarten endorsement. It has been wonderful thus far. The teachers are awesome. I feel that I personally know each and every one of my teachers. Personally knowing your students is very important to me. It helps motivate and eliminates a wall that is sometimes put up between professor and student.
There are a few kinks in the program that are a little hard to follow like having two blackboard sites, two e mails, and two computers. Also, registering for classes can be challenging. However, these issues are minor in comparison to the quality of the entire program.
Another benefit of the program is having larger practicum hour requirements. Due to this I have been making a lot of connections in my practicum in my Kindergarten classroom with what we are learning in our intro to education, and math classes.
In order to be an effective teacher, I still have a lot to learn. As a teacher, it is important to remember to NEVER STOP LEARNING! Each day is an opportunity not only to teach, but to learn something new.
There are a few kinks in the program that are a little hard to follow like having two blackboard sites, two e mails, and two computers. Also, registering for classes can be challenging. However, these issues are minor in comparison to the quality of the entire program.
Another benefit of the program is having larger practicum hour requirements. Due to this I have been making a lot of connections in my practicum in my Kindergarten classroom with what we are learning in our intro to education, and math classes.
In order to be an effective teacher, I still have a lot to learn. As a teacher, it is important to remember to NEVER STOP LEARNING! Each day is an opportunity not only to teach, but to learn something new.
Wednesday, November 28, 2012
SchoolTechnology.org
I believe that the right to learn 21st century technology. It is important to implement these technologies that are as modern as possible so that students can keep up with the demand in their future careers. We are teaching children for a job they will have 10+ years down the road not for today. I also think it is important for teachers to continue learning and finding new and creative ways to use technology in the classroom. In most cases, it is true that students know more about different programs than teachers do, so teachers should be open to feedback and exploring new options. Other points that I fully agree with are that students have the right to be fully protected from things like cyberbullying, and that teachers should use technology to be efficient in planning and evaluating.
The individuals that commented on this article also made many valid points. Due to financial constraints, not all schools have the opportunity to use the latest technologies. I do disagree with a lot of the comments that state that students do not have rights. Although they may not be legal rights, and teachers should have authority and set guidelines, students should still have choices and be treated with respect. Overall, I think that this article is very helpful in understanding the importance of technology and helped get me thinking about how I should implement the use of technology in my own classroom.
To read the article click on this link:
http://www.schooltechnology.org/2011/12/29/educational-technology-bill-of-rights-for-students/
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