So as you may have noticed, I skipped a few weeks...oops! I never realized how quickly this semester would fly by and how much work I signed up for! Luckily, the end is in sight and I'm feeling a bit relieved. But there is one thing...I will miss my students!
Despite the fact that I spent more time observing other teachers' classrooms than I expected (meaning I wasn't interacting with my students), I realized that I really did miss the interaction with them and TEACHING them! It was always fun, and I could always remember something positive that happened during each lesson. Friday, however, we were in our normal classroom during 2nd hour and we told the students it was our last day. Surprisingly enough, they actually did seem a bit sad! It was nice to hear their positive thoughts about us teaching their class during the semester. But I suppose this is something I'll have to get used to if I plan on teaching twice as many students year after year!
Since this is my final post for Teacher Assisting, I was asked to reflect upon this blog. I noticed one thing I focused on was engagement. In high school, I was the student who could listen to someone ramble on, understand, and just do. It was easy. That is exactly what I want to avoid! It's not engaging and I don't feel like I was 'involved' in the class at all. One technique I learned within our content class was using Turn and Talks (T&T). It seems like such a simple concept, but I had never even thought about it until I was in a debriefing with Dave (I think) and this suggestion arose. I tried it the next day in class and was AMAZED by each students' thinking. They each worded their thought a bit differently and loved being able to speak to others about their thoughts, rather than relying on me to simply tell them the answers. After class, my students stated that this was really the first time they can remember being asked to discuss their ideas with their peers (and have their thoughts composed, first!) within their math classes. Giving the students a voice is so important and makes them feel important to their learning, which I've obviously added to my definition of engagement. When students dive into the material is when they're best thinking caps are put on and ready to do, rather than listen THEN do.
This brings me to my last point. One of the most important lessons of this semester has been making students KNOW you care. Otherwise, they won't care about a thing you say in or out of class. So, I've used this advice to chat with every student in any way I can, even if they seem completely uninterested. I know they'll understand why someday.
All in all, I am so grateful for this experience and getting to know 90 great high school students. I've learned more than I can explain, and grown as a teacher just as much. Now on to student teaching!
Sunday, April 24, 2011
Sunday, March 13, 2011
Week 9
Week 9 wasn't horribly interesting. My students were still doing probability, but it began to get a bit more extensive. It was a quick chapter, and they ended up testing on Friday! Since I've noticed that my students tend to struggle with paying attention during class, I decided to print out notes for each student and have them sort of fill in the blank. This helped with their attention since they already had the basic format of the notes. Since they had the notes, I was able to walk around more and discuss and also look at the students' papers to see what they were understanding. I also noticed that I was able to ask the students to work on a single problem for a short period of time (no more than a minute) and I could assess how each student was doing by whether or not they had any ideas written down. The students also seem to like having the notes in front of them, so I think this is something I may continue.
On Friday, our CT invited us to the Algebra 4 All Conference. We started by working with nspire TI calculators (which, by the way, are SO cool) and seeing how we could create graphs, lists, and use this data to answer questions. After this, we mostly discussed direct variation and completed worksheets that were given to be used during class time. They presented many interesting ideas to not only question students, but have them actually think about what they did rather than just mimic. They also used the term 'Meyerize' to create questions that questioned the students' understanding. I thought that was pretty entertaining. Other than that, the week seemed pretty simple. On to next week!
On Friday, our CT invited us to the Algebra 4 All Conference. We started by working with nspire TI calculators (which, by the way, are SO cool) and seeing how we could create graphs, lists, and use this data to answer questions. After this, we mostly discussed direct variation and completed worksheets that were given to be used during class time. They presented many interesting ideas to not only question students, but have them actually think about what they did rather than just mimic. They also used the term 'Meyerize' to create questions that questioned the students' understanding. I thought that was pretty entertaining. Other than that, the week seemed pretty simple. On to next week!
Sunday, March 6, 2011
Week 8
So this past week came and went..unfortunately I missed school Thursday and Friday for a funeral, so I'll have to end up staying two full days to make up for the lost time. So that was a bit confusing, but I'm hoping the students are ready to test tomorrow!
Where to start...last week was a bit of a confusing week since the MME was occurring and the students were being sent to different rooms. It made it a bit difficult for planning and such, but we ended up moving the Algebra 2 test to tomorrow (3/7) since many of the students were missing for testing. It seemed to go a bit better than the previous week, but I'm judging that on the questions students began to ask. It seems as though they're becoming more comfortable with asking questions when they don't understand something. I try and put myself into their shoes and I remember avoiding questions because I was shy. I try and tell them all that questions are encouraged! I'd rather answer a ton of questions than sit in a classroom of silence. Something I have noticed though is that I struggle a bit with 'seeing' all the students while I'm teaching since I tend to avoid my peripheral vision, but I'm trying VERY hard to look at everyone. I've also noticed that it helps if I randomly question students to keep their attention.
As for the Algebra 1 students, they seem to be doing okay with the material. Jill is teaching the properties of exponents and it seems as though the students are struggling with when to use which property. We created flip books for them to use so they could refer back to their notes when studying, but part of me thinks that the whole studying part is missing from this issue. My main struggle with these students is getting them motived and interested in math! Clearly these are the students that need to be doing more activities that may include hands-on work or group work. This is something that we'll have to plan and work on to get them excited for class. If only every student loved math...!
Where to start...last week was a bit of a confusing week since the MME was occurring and the students were being sent to different rooms. It made it a bit difficult for planning and such, but we ended up moving the Algebra 2 test to tomorrow (3/7) since many of the students were missing for testing. It seemed to go a bit better than the previous week, but I'm judging that on the questions students began to ask. It seems as though they're becoming more comfortable with asking questions when they don't understand something. I try and put myself into their shoes and I remember avoiding questions because I was shy. I try and tell them all that questions are encouraged! I'd rather answer a ton of questions than sit in a classroom of silence. Something I have noticed though is that I struggle a bit with 'seeing' all the students while I'm teaching since I tend to avoid my peripheral vision, but I'm trying VERY hard to look at everyone. I've also noticed that it helps if I randomly question students to keep their attention.
As for the Algebra 1 students, they seem to be doing okay with the material. Jill is teaching the properties of exponents and it seems as though the students are struggling with when to use which property. We created flip books for them to use so they could refer back to their notes when studying, but part of me thinks that the whole studying part is missing from this issue. My main struggle with these students is getting them motived and interested in math! Clearly these are the students that need to be doing more activities that may include hands-on work or group work. This is something that we'll have to plan and work on to get them excited for class. If only every student loved math...!
Monday, February 28, 2011
Week 7
So this past week was an interesting one! Monday we managed to have a snow day due to the ice and snow on the roads! It was definitely nice to get a bit more sleep. When Tuesday came around, Algebra 1 was scheduled to take their test since it was scheduled for Monday, but when the kids walked in all I could hear was, "We have a test today?!". Still not sure how they had forgotten but apparently the long weekend tricked them. It seemed to go okay, but the students still seem to struggle a bit with solving systems of equations. We also had a substitute that day which led to even more confusion within the classroom!
On that same day, Algebra 2 began their new lesson on probability. Jill and I decided that I'd teach Algebra 2 (for now) and she's tend to Algebra 1. Since we've started teaching I've definitely noticed the age differences between the two age groups. The Algebra 2 students are quiet (mostly all the time) while the Algebra 1 students take every second they can to interrupt the lesson. This is my pet peeve and I'm still trying to work on ways to engage them and get them motivated to work! It just seems as though many students in the classroom have a negative outlook on math which only reflects upon the other students.
This past week was hectic in that every night when I came home from school, not only did I have to worry about my own homework, but I also had to prepare a lesson to teach the students in a productive manner! This past week has definitely deomonstrated the amount of hard work that goes into running a classroom and being prepared daily to teach our youth. And although I had a lesson or two that seemed to lose students, I realized that being in the College of Education is preparing me to get better at this! So although I was a bit discouraged when the lesson didn't go as planned, I think I was able to get a better understanding of the tools that students need to learn effectively.
I'm excited to continue teaching and see what kind of activities we can create to get their minds moving and excited to learn!
On that same day, Algebra 2 began their new lesson on probability. Jill and I decided that I'd teach Algebra 2 (for now) and she's tend to Algebra 1. Since we've started teaching I've definitely noticed the age differences between the two age groups. The Algebra 2 students are quiet (mostly all the time) while the Algebra 1 students take every second they can to interrupt the lesson. This is my pet peeve and I'm still trying to work on ways to engage them and get them motivated to work! It just seems as though many students in the classroom have a negative outlook on math which only reflects upon the other students.
This past week was hectic in that every night when I came home from school, not only did I have to worry about my own homework, but I also had to prepare a lesson to teach the students in a productive manner! This past week has definitely deomonstrated the amount of hard work that goes into running a classroom and being prepared daily to teach our youth. And although I had a lesson or two that seemed to lose students, I realized that being in the College of Education is preparing me to get better at this! So although I was a bit discouraged when the lesson didn't go as planned, I think I was able to get a better understanding of the tools that students need to learn effectively.
I'm excited to continue teaching and see what kind of activities we can create to get their minds moving and excited to learn!
Sunday, February 20, 2011
Week 6
Although week 7 begins tomorrow, I have yet to update on last week! This past week was an interesting week. The Algebra 2 students were preparing for a test, so we spent a good portion of the week reviewing. They were doing function operations, including composite functions, as well as inverses of relations. They seemed to have a bit of difficulty with composite function and remembering which function to 'plug in' to which. By the time they took the test Friday, though, they seemed to have a better grip on the material.
This week Algebra 1 students were learning the different methods to solve for systems of equations. These students as well seemed to struggle with the idea of graphing, elimination, and substitution. Since this type of solving seems to simple to me, I have struggled a bit with trying to explain the material in a way that the students can understand, but I started ripping up paper and replacing variables with the corresponding equation (worked for Alg. 2 students, too!) and that seemed to help a bit. These students have been working on this material for probably about 2 weeks, and part of me thinks it's a bit crazy that they have yet to reach full understanding. What is especially hard is that they learned how to graph equations about the time we first entered the classroom, and most have forgotten the infamous y = mx + b! Clearly, the material hasn't 'stuck'.
Thursday was a bit hectic because the juniors were pulled out of class for MME prep so first hour was left with very few students, but they were able to spend the hour on their review. Our CT is in charge of the MME, so Jill and I were the teachers of first and second hour while our teacher was working on MME. Friday, our CT was also out of school, so Jill and I stayed all day. The Algebra 2 students were testing, so that was easy! We just quickly went over their review and they tested shortly after. Their test also went relatively quickly, so the students ended up with a bit of extra time. Surprisingly they were pretty calm! I was able to chat a bit with some of the 5th hour students, so that was nice! Algebra 1 students had some checking to do, as well as an extra review, and as the day went on, the students that walked in the classroom were a bit crazier than the previous hour. It was especially difficult to manage the classroom since Jill and I typically do not see the 5th and 6th hour students. We were able to help a number of students in the 6th hour class, but this was also the class that we struggled with getting them to work.
Again, classroom management is something I really need to work on! Hopefully all these classes I'm taking during this process will help me create a great plan!
This week Algebra 1 students were learning the different methods to solve for systems of equations. These students as well seemed to struggle with the idea of graphing, elimination, and substitution. Since this type of solving seems to simple to me, I have struggled a bit with trying to explain the material in a way that the students can understand, but I started ripping up paper and replacing variables with the corresponding equation (worked for Alg. 2 students, too!) and that seemed to help a bit. These students have been working on this material for probably about 2 weeks, and part of me thinks it's a bit crazy that they have yet to reach full understanding. What is especially hard is that they learned how to graph equations about the time we first entered the classroom, and most have forgotten the infamous y = mx + b! Clearly, the material hasn't 'stuck'.
Thursday was a bit hectic because the juniors were pulled out of class for MME prep so first hour was left with very few students, but they were able to spend the hour on their review. Our CT is in charge of the MME, so Jill and I were the teachers of first and second hour while our teacher was working on MME. Friday, our CT was also out of school, so Jill and I stayed all day. The Algebra 2 students were testing, so that was easy! We just quickly went over their review and they tested shortly after. Their test also went relatively quickly, so the students ended up with a bit of extra time. Surprisingly they were pretty calm! I was able to chat a bit with some of the 5th hour students, so that was nice! Algebra 1 students had some checking to do, as well as an extra review, and as the day went on, the students that walked in the classroom were a bit crazier than the previous hour. It was especially difficult to manage the classroom since Jill and I typically do not see the 5th and 6th hour students. We were able to help a number of students in the 6th hour class, but this was also the class that we struggled with getting them to work.
Again, classroom management is something I really need to work on! Hopefully all these classes I'm taking during this process will help me create a great plan!
Saturday, February 12, 2011
Week 5
This week was a short week for me, but the three days I was present within the classroom were rather busy! Both the Algebra 1 and Algebra 2 classes began learning new material, so keeping the students up to speed was a bit difficult. Algebra 2 is currently learning function operations, including composition functions and well as determining the inverse of a relation or function. They seemed to struggle with these concepts, but I think part of it was related to the fact that they were rushed through the material, since their warm-up consisted of 10 sample problems from past ACT tests (since this is the last week they’re able to discuss the problems within class). I understand that the test is very important to many students; however, I would have spent more time on the material since few seem prepared for the upcoming test.
As for Algebra 1, they are learning the various ways to solve systems of equations. They began with solving by graphing (which many are finding difficult since they don’t fully understand the concept of y = mx +b). The next method was solving the systems by substitution, followed by elimination. In these classes, we have been able to get in touch more with the students by going through the warm-ups each day in class, and it’s nice to have a few extra adults in the class so we can motivate them to actually work on the warm-up. Jill and I have noticed lately that if we walk around the classroom while the students are working on their warm-up, we have received many more papers. We’ve also connected with a few of the students that struggle being motivated, and I’m hoping they’ve learned we’re on their side! The students are beginning to ask us more and more questions now that they have become a bit more comfortable with us.
Next week is also another short week since the district scheduled their mid-winter break Monday and Tuesday of this coming week. Along with the short week, the craziness of the MME is occurring next week as well, so I think that will require some adjustment. We’re planning on staying the whole day Friday or the following Monday, so that will be interesting. We’re also beginning our lessons for Algebra 2 on Friday regarding probability, which I’m hoping we can make fun and interesting! Since Algebra 2 is first hour, they seem to struggle with the engagement factor, so I’ll be sure to clue you into the details then!
As for Algebra 1, they are learning the various ways to solve systems of equations. They began with solving by graphing (which many are finding difficult since they don’t fully understand the concept of y = mx +b). The next method was solving the systems by substitution, followed by elimination. In these classes, we have been able to get in touch more with the students by going through the warm-ups each day in class, and it’s nice to have a few extra adults in the class so we can motivate them to actually work on the warm-up. Jill and I have noticed lately that if we walk around the classroom while the students are working on their warm-up, we have received many more papers. We’ve also connected with a few of the students that struggle being motivated, and I’m hoping they’ve learned we’re on their side! The students are beginning to ask us more and more questions now that they have become a bit more comfortable with us.
Next week is also another short week since the district scheduled their mid-winter break Monday and Tuesday of this coming week. Along with the short week, the craziness of the MME is occurring next week as well, so I think that will require some adjustment. We’re planning on staying the whole day Friday or the following Monday, so that will be interesting. We’re also beginning our lessons for Algebra 2 on Friday regarding probability, which I’m hoping we can make fun and interesting! Since Algebra 2 is first hour, they seem to struggle with the engagement factor, so I’ll be sure to clue you into the details then!
Saturday, February 5, 2011
Week 4
So as many people know, 'Snowpocalypse' struck through the US, causing my district to have TWO (Yeah, 2!) snow days in a row! I think I was as excited as the kids: I've decided it never gets old. So, Wednesday and Thursday were our snow days, which made the kids a bit crazy on Friday.
But we'll trail back to Monday, which was the day I stayed all 6 hours since my CT could not be at school. Because Jill and I have yet to receive our teaching certificates, there was a substitute present all day who was basically 'crowd control'. It was exciting since Jill and I were able to be in front of the classroom more, and we even prepared a lesson for 2nd hour so they wouldn't get too far behind. Since there were 3 of us, the first 3 hours of classes were pretty easy. After lunch, the kids actually woke up a bit and were a bit more rowdy, especially since there were 2 unfamiliar faces within the classroom. Although it was exciting to be a real teacher, I finally realized how stressful it was! Controlling the classroom is much more difficult than I thought. Yet another thing that I'll have to work on.
The next 2 days of class were relatively easy. We simply just helped the students review for their test (which got pushed back another day!). We also talked with our CT about getting involved more within the classroom, so starting Monday we're going to do the warm-ups with the students and even work on some lessons.
And tonight is the school dance, Swirl, in light of Valentine's Day, so a few of us TA's will be chaperoning! It'll be interesting to witness the occurrences of the evening. So there's more to come next week!
But we'll trail back to Monday, which was the day I stayed all 6 hours since my CT could not be at school. Because Jill and I have yet to receive our teaching certificates, there was a substitute present all day who was basically 'crowd control'. It was exciting since Jill and I were able to be in front of the classroom more, and we even prepared a lesson for 2nd hour so they wouldn't get too far behind. Since there were 3 of us, the first 3 hours of classes were pretty easy. After lunch, the kids actually woke up a bit and were a bit more rowdy, especially since there were 2 unfamiliar faces within the classroom. Although it was exciting to be a real teacher, I finally realized how stressful it was! Controlling the classroom is much more difficult than I thought. Yet another thing that I'll have to work on.
The next 2 days of class were relatively easy. We simply just helped the students review for their test (which got pushed back another day!). We also talked with our CT about getting involved more within the classroom, so starting Monday we're going to do the warm-ups with the students and even work on some lessons.
And tonight is the school dance, Swirl, in light of Valentine's Day, so a few of us TA's will be chaperoning! It'll be interesting to witness the occurrences of the evening. So there's more to come next week!
Friday, January 28, 2011
Week 3
Each time I'm in the classroom, the students seem to get at least a litttle bit more comfortable with us being there. Although most questions tend to come from the same students, others are learning that we really can help them! (And I would hope since there are 3 adults within 1 classroom!)
This week we've done well with putting the warm-ups on the board as well as deciding what types of problems would be most beneficial to the students. They tend to be extremely uninterested in these problems even though they've had them since the beginning of the year AND these questions make up 20% of their homework assignment for that night! Ah well. If only this were a perfect world. Yesterday we spoke with our CT and have decided that we'd like to become more independent within the classroom and jump into being in front of the students.
Another thing I've learned through this experience is that you absolutely cannot force students to work. I try and try yet I've noticed that it seems to be rather useless. Because of this, I've noticed that nagging the students to do their work really does not help. So I've tried to reform my sentences a bit before I actually speak to said students. The seem to be a bit more responsive with my different tone, which I would consider partially successful!
Today we learned that we'll actually be able to teach the class on Monday! Our CT won't be there; however, there will be a substitute (the district won't allow substitutes unless they're certified). Since we actually know the material, we'll be able to help the students and we are even teaching a new section! Should be exciting. Also, since I don't have class Monday after TA-ing, I'm staying the whole day to help out and make sure the students don't fall behind without our CT being there. I'll make sure to post next week about my first experiences teaching!
This week we've done well with putting the warm-ups on the board as well as deciding what types of problems would be most beneficial to the students. They tend to be extremely uninterested in these problems even though they've had them since the beginning of the year AND these questions make up 20% of their homework assignment for that night! Ah well. If only this were a perfect world. Yesterday we spoke with our CT and have decided that we'd like to become more independent within the classroom and jump into being in front of the students.
Another thing I've learned through this experience is that you absolutely cannot force students to work. I try and try yet I've noticed that it seems to be rather useless. Because of this, I've noticed that nagging the students to do their work really does not help. So I've tried to reform my sentences a bit before I actually speak to said students. The seem to be a bit more responsive with my different tone, which I would consider partially successful!
Today we learned that we'll actually be able to teach the class on Monday! Our CT won't be there; however, there will be a substitute (the district won't allow substitutes unless they're certified). Since we actually know the material, we'll be able to help the students and we are even teaching a new section! Should be exciting. Also, since I don't have class Monday after TA-ing, I'm staying the whole day to help out and make sure the students don't fall behind without our CT being there. I'll make sure to post next week about my first experiences teaching!
Week 2
So, if I would have posted like I should have last week, I would have been able to share all my experiences from the second week! Pretending that this week hadn't happened yet, I would have said that the students still seem to be a bit confused as to why Jill and I are there. They tend to almost ignore us, despite us asking the students if they would like help with anything. But it's definitely been a great experience. We've been doing very well with learning all of the students names! I think I know all of the students from first and second hour; however, I'm still struggling with a few in third hour.
It has been an adjustment working with special needs children since this is my first experience with these types of students, but I think I've learned a few techniques that have helped me help them in every way that I can. I have learned that these specific students tend to avoid asking questions, and I'm trying to assure them that I really am just there to help! I'm hoping they just need a little bit more time to adjust to us being there. Now onto this week!
It has been an adjustment working with special needs children since this is my first experience with these types of students, but I think I've learned a few techniques that have helped me help them in every way that I can. I have learned that these specific students tend to avoid asking questions, and I'm trying to assure them that I really am just there to help! I'm hoping they just need a little bit more time to adjust to us being there. Now onto this week!
Friday, January 14, 2011
Week 1
So I've finished my first week of Teacher Assisting and it continues to show me that I'm in the field that I belong in. I did have my fair share of first day jitters, but after each day I feel a bit more confident in what I do within the classroom. I felt a little useless the first day or two in the class, but I feel as though Jill and I have figured out a few things that we can focus on throughout the day.
The first hour class we're present in is Algebra 2, while second and third hour are Algebra 1. However, third hour runs a little bit differently than the other hours. Third hour is co-taught with a Special Education teacher, which means that nearly half of the students are special needs children. This is an extremely valuable experience for me since I've had little to no interaction with students with special needs. I'm definitely thankful that I'm able to have a range of students to learn from.
Within the classroom thus far, Ms. Cole has shown us how to grade homework assignments, enter them into the computer, and where all the printing occurs. Ms. Cole also has a warm-up problem on the board for each class to complete before they discuss new material, and she has clued us into the types of problems that she's looking for and for the past few days we've been able to write them up ourselves.
The struggle now is learning all the students' names! But my favorite part of this experience, thus far, is being able to interact with the students after the lesson by helping them when they become 'stuck' on a problem. I can finally see what I want to do with my life, and I'm excited for what's to come :)
The first hour class we're present in is Algebra 2, while second and third hour are Algebra 1. However, third hour runs a little bit differently than the other hours. Third hour is co-taught with a Special Education teacher, which means that nearly half of the students are special needs children. This is an extremely valuable experience for me since I've had little to no interaction with students with special needs. I'm definitely thankful that I'm able to have a range of students to learn from.
Within the classroom thus far, Ms. Cole has shown us how to grade homework assignments, enter them into the computer, and where all the printing occurs. Ms. Cole also has a warm-up problem on the board for each class to complete before they discuss new material, and she has clued us into the types of problems that she's looking for and for the past few days we've been able to write them up ourselves.
The struggle now is learning all the students' names! But my favorite part of this experience, thus far, is being able to interact with the students after the lesson by helping them when they become 'stuck' on a problem. I can finally see what I want to do with my life, and I'm excited for what's to come :)
Subscribe to:
Posts (Atom)
