During the week of September 23rd-27th, my 11th grade classes wrapped up the Progressive Era (1890-1920) and my 9th graders wrapped up ancient Egypt.
With my 9th graders, I used Google Earth to look at Egyptian pyramids, which is the first time I have used Google Earth while teaching. I enjoyed using it as a resource, but it was slow to load and I felt that I should be using it differently. What I had done is set up a bell ringer question that asked the students about the size and structure of the blocks that went into these Egyptian pyramids and then projected Google Earth's version of the pyramid of Giza. I'm sure there is a better way to use it in the classroom that involves the students a little bit more. Instead of being observers, I could have them asking more questions and navigating it.
With my 11th graders, I was pleased to see how seriously they took their test. Their test was on Friday and this was the first time they have taken a big test this year in my class. We reviewed on Thursday with a fun Jeopardy game, and the students paid attention to those questions, clearly studied their notes, and performed well on their tests on Friday.
As far as notebooks go for the 11th graders, I was disappointed for the most part with how they are keeping their notebooks. Everyone seemed to have a story while I was going around collecting their notebooks. "Miss McCoy, my notes stop here and then continue on in this section of my notebook" etc. I had a student hand in his/her notebook and then 10 minutes later hand me a loose sheet of paper that goes in between page 3 and page 4. I need to bring it to their attention that they need to be keeping up with their notebooks throughout the week and asking me if they need anything for notes that they missed for multiple days in a row.
I still need to be better about reflecting on my lessons. This will help me help my students.
Monday, September 30, 2013
Student Teaching Experience Week 5
Through my experiences this week, I have learned the importance of reflecting on my lessons every day. my students will learn the best if I am reflecting on my lessons and making adjustments to my lessons based on these reflections.
During my first period, I am able to see how my lessons for my 9th graders will be received by the students. As a student in my own high school, I remember being bored to death by readings, worksheets, and notetaking, so I know the importance of switching it up. I have found that it is hard to find the time to create the elaborate and meaningful lessons that I think of in my mind. The important thing is to put forth a big effort in creating and implementing these lessons, reflecting on them, grading the papers and assignments in a timely manner, and keeping communication open with students and parents. It is also integral for history teachers to thoroughly research how the resources we are using to convey historical topics to students are depicting the story. What all does this resource say about this specific historical event? How can I best pass this along to my students?
Bottom line: I want my students to learn A LOT and have fun doing it. I always hear my professors talk about "being a reflective practitioner" and they are right! It is so important.
My student teaching experience this week was full of moments where students were bored by notes and readings, and there were only few moments where conversation was foreward moving and truly diving deep into the material. I know there are times where lessons will not go well, but it is important that students are learning and are enjoying learning. Bottom line: it is so important to reflect, and implement changes in my practices based on my reflections.
During my first period, I am able to see how my lessons for my 9th graders will be received by the students. As a student in my own high school, I remember being bored to death by readings, worksheets, and notetaking, so I know the importance of switching it up. I have found that it is hard to find the time to create the elaborate and meaningful lessons that I think of in my mind. The important thing is to put forth a big effort in creating and implementing these lessons, reflecting on them, grading the papers and assignments in a timely manner, and keeping communication open with students and parents. It is also integral for history teachers to thoroughly research how the resources we are using to convey historical topics to students are depicting the story. What all does this resource say about this specific historical event? How can I best pass this along to my students?
Bottom line: I want my students to learn A LOT and have fun doing it. I always hear my professors talk about "being a reflective practitioner" and they are right! It is so important.
My student teaching experience this week was full of moments where students were bored by notes and readings, and there were only few moments where conversation was foreward moving and truly diving deep into the material. I know there are times where lessons will not go well, but it is important that students are learning and are enjoying learning. Bottom line: it is so important to reflect, and implement changes in my practices based on my reflections.
Sunday, September 15, 2013
Student Teaching Experience Week 4
This week in my classroom, I felt that my students really grasped the main themes behind the content in both my 9th and 11th grade classes.
My 11th grade class did a fabulous job in continuing with Progressive Era this week with woman's suffrage. We explored it through clips of Iron Jawed Angels, a HBO film depicting woman's suffrage through the story of Alice Paul.
My 11th grade class did a fabulous job in continuing with Progressive Era this week with woman's suffrage. We explored it through clips of Iron Jawed Angels, a HBO film depicting woman's suffrage through the story of Alice Paul.
Student Teaching Experience Week 3
This week at Clay-Battelle was great. I got a great sense of the community of Blacksville and the relationship the school has with the town. I sat in on my first SAT meeting, saw the students getting excited for the Friday football game, and felt like the students are getting a grasp on the routine of our class and the content.
Some goals I have set for myself as I feel that they will benefit my students:
1.) I need to reflect on my lessons at the end of each day, not at the end of the week.
2.) I need to follow through with my warnings. If I tell students I will move them if they begin talking to their neighbor when they shouldn't be, I need to follow through with that and move them.
Some goals I have set for myself as I feel that they will benefit my students:
1.) I need to reflect on my lessons at the end of each day, not at the end of the week.
2.) I need to follow through with my warnings. If I tell students I will move them if they begin talking to their neighbor when they shouldn't be, I need to follow through with that and move them.
Student Teaching Experience Week 2
Today at Clay-Battelle I finished up a 3-day lesson with my 11th graders on the assembly line and Henry Ford. Being the 2nd week of school, I felt it important to dive into material on Monday. With my 11th grade classes, I conducted a lecture on the Progressive Era on Monday. We unpacked the 4 goals of the Progressive Era: building social welfare programs, promoting moral development, passing economic reform, and fostering efficiency. With fostering efficiency we focused on scientific management, and Henry Ford's assembly line.
About half of my students in my 8th period class attend M-Tech in the morning and take classes that have to do with welding, computers, etc. and they took an interest in discussing the assembly line. After the lecture, I taught them what they would be making in their own assembly line: an origami star. I divided them into teams and they divided the steps of creating this origami star into 6-8 steps, and divided out the steps into their own personal "job". I told them the rules of the star factory, that it would be run like Henry Ford's own factory: there would be no talking or sitting for the entire period. On Tuesday when they came into class they reported to their stations and they began on their work. Throughout all of my classes only one student was "fired" due to talking. At the end of each period I collected all of the students' stars and waste.
On Wednesday when my 11th graders came in to class we did an economics lesson on their waste and profit. Overall, the students enjoyed the lesson and grasped the main idea of fostering efficiency in the Progressive Era.
With my 9th grade class we have been working on the Neolithic and Paleolithic period, and my students took notes on the 1st section of their text on Monday. We explored this prehistoric time throughout the rest of the week through pictures, cave paintings, readings, and a 10 minutes video on Neanderthals.
My goal for teaching is to have all of my lessons planned for the following week by Thursday of each week.
About half of my students in my 8th period class attend M-Tech in the morning and take classes that have to do with welding, computers, etc. and they took an interest in discussing the assembly line. After the lecture, I taught them what they would be making in their own assembly line: an origami star. I divided them into teams and they divided the steps of creating this origami star into 6-8 steps, and divided out the steps into their own personal "job". I told them the rules of the star factory, that it would be run like Henry Ford's own factory: there would be no talking or sitting for the entire period. On Tuesday when they came into class they reported to their stations and they began on their work. Throughout all of my classes only one student was "fired" due to talking. At the end of each period I collected all of the students' stars and waste.
On Wednesday when my 11th graders came in to class we did an economics lesson on their waste and profit. Overall, the students enjoyed the lesson and grasped the main idea of fostering efficiency in the Progressive Era.
With my 9th grade class we have been working on the Neolithic and Paleolithic period, and my students took notes on the 1st section of their text on Monday. We explored this prehistoric time throughout the rest of the week through pictures, cave paintings, readings, and a 10 minutes video on Neanderthals.
My goal for teaching is to have all of my lessons planned for the following week by Thursday of each week.
Saturday, September 14, 2013
Student Teaching Experience Week 1
This was my first week back at Clay-Battelle High School, and it was such a great, and slightly overwhelming 3-day week. My first day back at school was Wednesday, August 14th. There were no students back at school until the next day. I felt so connected to the school by returning on the 14th, attending the faculty meetings, getting our classroom ready, and reconnecting with the school and faculty. I was happy when Mr. Ammons and I sat down and talked about the classroom rules we wanted to establish and write in our student-parent-teacher contract.
On Wednesday I created the student-parent-teacher contract and class syllabus for the students, where I laid out the expectations of the student and the teacher. I realized how valuable it would be to create this and establish structure and mutual respect on the first day. I am curious to see how the students do in following rules and offering respect.
The official first day of school was Thursday, August 15th, and what a day it was! My classes average about 20 students, and I have 2 preps: 9th grade World History and 11th grade Contemporary Studies U.S. History. The school is phasing into a completely online textbook for students in all social studies classes so they bought new textbooks, 1 set for the classroom and logins for students to access the book online at home or online at school. I'm interested to see how this will work and I already see myself trying to use the resources the textbook company provides: review games, activities, etc. My mentor teacher doesn't have lessons that coincide with these new texts, so he said that I will be starting teaching both classes from the very beginning...using my own lessons! This is both exciting and scary.
All in all, this week was great. My goal is to have all of my students' names learned by next Friday.
On Wednesday I created the student-parent-teacher contract and class syllabus for the students, where I laid out the expectations of the student and the teacher. I realized how valuable it would be to create this and establish structure and mutual respect on the first day. I am curious to see how the students do in following rules and offering respect.
The official first day of school was Thursday, August 15th, and what a day it was! My classes average about 20 students, and I have 2 preps: 9th grade World History and 11th grade Contemporary Studies U.S. History. The school is phasing into a completely online textbook for students in all social studies classes so they bought new textbooks, 1 set for the classroom and logins for students to access the book online at home or online at school. I'm interested to see how this will work and I already see myself trying to use the resources the textbook company provides: review games, activities, etc. My mentor teacher doesn't have lessons that coincide with these new texts, so he said that I will be starting teaching both classes from the very beginning...using my own lessons! This is both exciting and scary.
All in all, this week was great. My goal is to have all of my students' names learned by next Friday.
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