Monday, March 28, 2011
Teaching Fun!
Well, where do I begin? It's been hard getting back into the swing of classes since our two week break for field experience and spring break. I really love being in second grade. Most weeks those are the days I look forward to the most. At this point in my college career I am ready to be done and move on. I'm ready to be in the classroom teaching. I was so proud of myself last week on Friday because I came up with a lesson on short notice (during specials) and the kids loved it and had a lot of fun. I taught them about the life cycle of plants and let me draw (and color!!) their own plant life cycle. This week each student is going to put a lima bean in a sandwich baggie to watch it sprout at school. I'm also going to let me plant some flower seeds to take home and watch grow. The students are going to make biodegradable planter pots with newspaper with a nifty pot maker my science teacher is letting me borrow. Needless to say, I'm ready to be finished with school and start teaching.
Thursday, March 24, 2011
Ch. 12 and Field Experience
I had a fabulous time during my field experience for the full week. I taught a unit on Georgia's regions and incorporated a reader's theater that the kids absolutely loved. I also divided the students into five groups and gave them children's informational books on GA to find their information. This relates to Ray's book because of the unit of study on geography. I think units are a great way to keep kids focused and for them to know what is expected. Units are also a great way to integrate subjects like I did with geography. I also did a science lesson on energy and had my students write an imaginative piece.
I really liked Ray's idea to do a unit on a topic I absolutely love as a teacher. This will bring a lot of enthusiasm and creativity in the classroom. It also gives me something to build on every year. Also at the beginning of the year the class could come up with a unit they want to study and write about. This allows students to be involved and have a voice/choice.
I really liked Ray's idea to do a unit on a topic I absolutely love as a teacher. This will bring a lot of enthusiasm and creativity in the classroom. It also gives me something to build on every year. Also at the beginning of the year the class could come up with a unit they want to study and write about. This allows students to be involved and have a voice/choice.
Monday, February 21, 2011
First I have a question that I'm really curious about- how do teachers spend time writing while their students write if they are supposed to conference with students during the writer's workshop?
A strong teacher presence in the classroom really helps with class management. I see that in my field placement. Also having materials for students to use is important so students feel they can help themselves and be responsible. My mentor teacher teaches the students a lot about using their resources. Students readily get dictionaries and use the word wall. My classroom is low on space because we are in a "learning cottage" but students all stay at their seats. I like Katie's idea about transitions even happening without the teacher but think that might need to be the teacher's responsibility or even use a timer so a student is not distracted by keeping the time. I liked when Katie said "The best way to manage 'distractions' in the writing workshop is to have plenty of 'attractions' for the students as writers." This is true and will help keep students focused during writing workshop. I had never thought about the creativity that various papers will bring, such as shaped paper and stationary or bordered paper.
One aspect of my own classroom that I am excited to create is a reading/writing corner. I have always wanted to create a comfortable area for students will comfortable pillows and chairs for reading and it can be an option for writing too. I have an idea to make it look like a jungle in the amazon. I also plan to have influences from around the world in my classroom, from trips that I have taken and cultures of my students.
I am definitely one of those teachers who like control and will want to be sure everyone is on task. I really like what Katie says about the environment during writer's workshop and forewarning me that it will feel "out of my control." I liked that she reminded me that it is NOT the behavior that is out of control, but the students' different writing decisions. No teacher wants their classroom behavior to be out of control.
I love the idea of getting students to publish regularly. The type of "workshop" I am seeing drives students to "publish" meaning 'turn in your final draft that has been edited by a teacher' by Friday or you finish during recess. I partially think this method is helping because fewer and fewer students have to finish during recess. The problem with this "workshop" is that the students do not get to write about anything. They get some choice, like who to write about for their special person OR during the "how to" week they chose a topic, but they have to use a certain format. We are trying to teach them how to write paragraphs and use details in each paragraph. The students want to write one sentence per paragraph.
I love what Katie thinks about deadlines and giving them to students. I agree that students need to feel a little pressure to get their piece publish. Even as a adult I need a deadline. If a teacher gives me a future assignment with no deadline I am not going to hardly start the assignment until I am given a deadline. And sometimes I wait until close to the deadline on purpose so I feel the pressure to get it done. So I think giving students a calendar with deadlines will be beneficial in the writing workshop.
On another note, I had the opportunity last week to write while my students wrote. The next day I shared my draft with the class and took their comments. I think they liked hearing what I wrote and knowing the value of writing and YES I even write as a teacher. It was good!
A strong teacher presence in the classroom really helps with class management. I see that in my field placement. Also having materials for students to use is important so students feel they can help themselves and be responsible. My mentor teacher teaches the students a lot about using their resources. Students readily get dictionaries and use the word wall. My classroom is low on space because we are in a "learning cottage" but students all stay at their seats. I like Katie's idea about transitions even happening without the teacher but think that might need to be the teacher's responsibility or even use a timer so a student is not distracted by keeping the time. I liked when Katie said "The best way to manage 'distractions' in the writing workshop is to have plenty of 'attractions' for the students as writers." This is true and will help keep students focused during writing workshop. I had never thought about the creativity that various papers will bring, such as shaped paper and stationary or bordered paper.
One aspect of my own classroom that I am excited to create is a reading/writing corner. I have always wanted to create a comfortable area for students will comfortable pillows and chairs for reading and it can be an option for writing too. I have an idea to make it look like a jungle in the amazon. I also plan to have influences from around the world in my classroom, from trips that I have taken and cultures of my students.
I am definitely one of those teachers who like control and will want to be sure everyone is on task. I really like what Katie says about the environment during writer's workshop and forewarning me that it will feel "out of my control." I liked that she reminded me that it is NOT the behavior that is out of control, but the students' different writing decisions. No teacher wants their classroom behavior to be out of control.
I love the idea of getting students to publish regularly. The type of "workshop" I am seeing drives students to "publish" meaning 'turn in your final draft that has been edited by a teacher' by Friday or you finish during recess. I partially think this method is helping because fewer and fewer students have to finish during recess. The problem with this "workshop" is that the students do not get to write about anything. They get some choice, like who to write about for their special person OR during the "how to" week they chose a topic, but they have to use a certain format. We are trying to teach them how to write paragraphs and use details in each paragraph. The students want to write one sentence per paragraph.
I love what Katie thinks about deadlines and giving them to students. I agree that students need to feel a little pressure to get their piece publish. Even as a adult I need a deadline. If a teacher gives me a future assignment with no deadline I am not going to hardly start the assignment until I am given a deadline. And sometimes I wait until close to the deadline on purpose so I feel the pressure to get it done. So I think giving students a calendar with deadlines will be beneficial in the writing workshop.
On another note, I had the opportunity last week to write while my students wrote. The next day I shared my draft with the class and took their comments. I think they liked hearing what I wrote and knowing the value of writing and YES I even write as a teacher. It was good!
Monday, February 14, 2011
Happy Valentine's DAY!!
As a side note, I have LOVED this Valentine's Day. My husband gave me special surprises all day long and we are about to go have dinner at a new restaurant that HE made reservations at. YAY!!
Conferencing, Share Time and Assessment
These chapters interested me the most because I have seen conferencing and share time in my classroom to some extent. One of the very first days of being in my second grade classroom I was conferencing with students and have continued almost every day I have gone. The type of conferencing I do is a little different than Ray's model. I don't really talk a lot to students about their writing, but sometimes I do. A couple of boys have written about computer games or video games that I have never heard of so we have talked about that. Also some girls have written "how to" papers on baking and I make connections with them because I enjoy baking. I was shocked by one girl's paper that was so detailed it was like she copied from a recipe book. I really liked Ray's idea to make a chart to keep a record of each conference. It can get confusing to know who you have and have not conferenced with. The teacher going around to each student and being in close proximity to the class helps students stay focused.
I liked the four different types of share time that Ray discusses. The type of share time I have seen was when a student read her finished piece aloud and students made comments about what was good and where she could improve. Ray mentions this is not the best way to do it and I would agree. If you want students to read finished work that is fine, but don't critique in front of the whole class. Perhaps critique in small groups.
My favorite point that Ray made about assessments was that most of us don't waste time asking questions we already know the answers to. This is REALLY enlighening idea to me because if you really think about that as a teacher it changes how and why you ask questions. The questions of history, action, and process are all good ideas for ways to help students improve as writers. It is good to remember why and what you are assessing students for and what this teaches them.
I liked the four different types of share time that Ray discusses. The type of share time I have seen was when a student read her finished piece aloud and students made comments about what was good and where she could improve. Ray mentions this is not the best way to do it and I would agree. If you want students to read finished work that is fine, but don't critique in front of the whole class. Perhaps critique in small groups.
My favorite point that Ray made about assessments was that most of us don't waste time asking questions we already know the answers to. This is REALLY enlighening idea to me because if you really think about that as a teacher it changes how and why you ask questions. The questions of history, action, and process are all good ideas for ways to help students improve as writers. It is good to remember why and what you are assessing students for and what this teaches them.
Tuesday, February 1, 2011
Monday, January 31, 2011
Ray's Ch. 9, 10, and 13
Let me begin by saying how crazy this past week and weekend has been. I have had so much going on. My field placement is awesome in second grade. It ties really well with this writing class because we have been learning about the writing process. The students have been taking pieces from prewriting through publishing. These chapters were helpful to me because they gave practical advice about what to do when teaching writers workshop. I haven't totally decided if my mentor teacher does writers workshop or not because there is not a lot of student choice involved.
It was great to read about all the preparations to begin to teach. I liked Katie's point that in a writers workshop you actually teach the entire time. A short time is whole class instruction but the remaining time you are giving one on one instruction. Many students learn best when they have the teacher focusing on them and I have seen this happen in my classroom. Students stay on task and ask more detailed questions if the teacher is sitting beside him or her. One of my favorite points Katie makes is when she asks "If I locked my students in my classroom and stood outside the door, what could they learn about writing without me being in there?" This is a great self check as a teacher to evaluate how effective your environment is. Something else new I learned was about the homework strategy with writing. Having students make a "toolbox" with a writer's notebook can be very helpful in writing. Students essentially create their own curriculum with the information they gather from everyday life and record in their notebook. Incorporating research skills such as interviews and surveys into students' everyday lives will help their creativity in writing flow.
Building students' understanding of writers will help them know more about what they are doing. I liked Katie's connections to the notebook like a painter's palette and learning to read like a seamstress visiting a dress shop. Kids know more about the real world than teachers often think, so the more connections made to real life the better.
I agree with Katie that I want my students to be interested in their work. I like that focus lessons shouldn't have to grab students attention because their attention should already be grabbed by what they are working on in writers workshop. The teacher centered approach to the focus lesson sounds like it is a good strategy to keep it brief and let students know the expectation. I also like ending the lesson with a "reader's digest" version. This helps students know exactly what they just heard in a nutshell.
It was great to read about all the preparations to begin to teach. I liked Katie's point that in a writers workshop you actually teach the entire time. A short time is whole class instruction but the remaining time you are giving one on one instruction. Many students learn best when they have the teacher focusing on them and I have seen this happen in my classroom. Students stay on task and ask more detailed questions if the teacher is sitting beside him or her. One of my favorite points Katie makes is when she asks "If I locked my students in my classroom and stood outside the door, what could they learn about writing without me being in there?" This is a great self check as a teacher to evaluate how effective your environment is. Something else new I learned was about the homework strategy with writing. Having students make a "toolbox" with a writer's notebook can be very helpful in writing. Students essentially create their own curriculum with the information they gather from everyday life and record in their notebook. Incorporating research skills such as interviews and surveys into students' everyday lives will help their creativity in writing flow.
Building students' understanding of writers will help them know more about what they are doing. I liked Katie's connections to the notebook like a painter's palette and learning to read like a seamstress visiting a dress shop. Kids know more about the real world than teachers often think, so the more connections made to real life the better.
I agree with Katie that I want my students to be interested in their work. I like that focus lessons shouldn't have to grab students attention because their attention should already be grabbed by what they are working on in writers workshop. The teacher centered approach to the focus lesson sounds like it is a good strategy to keep it brief and let students know the expectation. I also like ending the lesson with a "reader's digest" version. This helps students know exactly what they just heard in a nutshell.
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