New rules were introduced to each of my classes a week and a half ago. Since then, we have worked individually, in pairs, in groups, and as a whole class. Each time, before beginning I remind the students of the rules that they created for class. Today, before we began individual work, I asked the students to tell me what rules they had written. They named each of them, and included some extras...like not drinking and driving.
Despite their attempts at humor, they worked quietly and diligently during individual work. The second half of class was devoted to paired work. Again, we reviewed the rules. There remains some chatting with other students besides their partners, but this dissipates quickly as I move through the classroom, answering questions and redirecting off-task behavior.
All four classes have accepted and applied the new rules. As I mentioned before, they are great students, and with clear expectations I can try more challenging tasks with them and know that they will respond appropriately. They will be doing individual/paired presentations in December. Though class will be over, I am excited to know that each student will feel confident and safe presenting because the other students have realized how important mutual respect is in the classroom.
Video will be posted this weekend!
Wednesday, November 25, 2009
Sunday, November 15, 2009
2nd update on Inquiry Plan
After introducing how to create formal commands on Tuesday, my students practiced with several different exercises. Then they completed a take-home assignment which helped them write out several commands that a teacher would give a class. This made them familiar with the wording and structure.
On Wednesday, after I presented the project to my students, they got to work right away writing out four to five rules for their specific activity. They LOVED working in groups, and I was pleasantly surprised to see how well they stayed on task. They had a strict time-line which positively affected how well they stayed on task. The students spent Thursday preparing their visual aids and creating skits about how their activity should not look during class. I spent the time checking in with groups, helping them grammatical errors and assisting in prioritizing their rules.
On Friday, the students presented their posters and skits. For each rule that they presented, they were expected to give one reason why it was important. We discussed how it was important to have rules with a purpose. Some of the main themes running through their presentations were: respect, responsibility, and successful completion of assignments. I was impressed and pleased that all students created practical and truly important rules. Not one group made light of or created silly rules for their activity. Some of the groups were truly creative with skits...others were not. However, the students had fun watching all of them.
While the theme of expectations has been presented, now I will be observing each activity over the next two weeks to see how well students follow through. For each activity, we will be revisiting their self-created rules from this point on. I will report back after observing them in each activity.
On Wednesday, after I presented the project to my students, they got to work right away writing out four to five rules for their specific activity. They LOVED working in groups, and I was pleasantly surprised to see how well they stayed on task. They had a strict time-line which positively affected how well they stayed on task. The students spent Thursday preparing their visual aids and creating skits about how their activity should not look during class. I spent the time checking in with groups, helping them grammatical errors and assisting in prioritizing their rules.
On Friday, the students presented their posters and skits. For each rule that they presented, they were expected to give one reason why it was important. We discussed how it was important to have rules with a purpose. Some of the main themes running through their presentations were: respect, responsibility, and successful completion of assignments. I was impressed and pleased that all students created practical and truly important rules. Not one group made light of or created silly rules for their activity. Some of the groups were truly creative with skits...others were not. However, the students had fun watching all of them.
While the theme of expectations has been presented, now I will be observing each activity over the next two weeks to see how well students follow through. For each activity, we will be revisiting their self-created rules from this point on. I will report back after observing them in each activity.
Tuesday, November 10, 2009
Classroom Update #1
Before implementing my inquiry plan, I have had to do some foundation work. First, I had to check up on video/photo release forms, and was happy to discover that 100% of my students are okay with being on videotape. To streamline my project, I decided to only video in one class. It will provide greater continuity for those of you who will watch it later. I will be implementing this plan in four separate classes, though.
This week, I taught my students to write and to say formal commands in Spanish. Today, we focused specifically on plural formal commands. This is essential for the project that they will be completing. They will be using these commands to create rules for the different activities in the classroom tomorrow. Before beginning, I will give them a list of "rules" and they will rate them from most to least important. They have also been compiling lists of verbs that could be used for rules in a classroom. I will be video-taping 1. my presentation of the project tomorrow, 2. the students' work session tomorrow and Thursday, and 3. the presentation of the rules on Friday.
I will be following up in the next several weeks by observing and taking notes while my students participate in random activities. I will have a checklist for which expectations they keep. They have been working hard this week learning the commands...I think they are excited about their new rules.
This week, I taught my students to write and to say formal commands in Spanish. Today, we focused specifically on plural formal commands. This is essential for the project that they will be completing. They will be using these commands to create rules for the different activities in the classroom tomorrow. Before beginning, I will give them a list of "rules" and they will rate them from most to least important. They have also been compiling lists of verbs that could be used for rules in a classroom. I will be video-taping 1. my presentation of the project tomorrow, 2. the students' work session tomorrow and Thursday, and 3. the presentation of the rules on Friday.
I will be following up in the next several weeks by observing and taking notes while my students participate in random activities. I will have a checklist for which expectations they keep. They have been working hard this week learning the commands...I think they are excited about their new rules.
Wednesday, October 14, 2009
Student Motivation-Task 5
Sorry for the late post. I was out of town and unexpectedly did not have Internet access.
I was not surprised that one of the major topics under the heading student motivation was project-based learning. In both the blog and the video a common strand was the necessity for authentic real-life tasks. They stressed that students are motivated by real-life issues and solutions. As I watched/listened, I was thinking that many of the projects my students participate in are active and interesting and cute (they look good). What I need to focus on in the future is keeping them true to life. This shouldn't be difficult with Spanish, I hope ;-)
I think that I can create projects that incorporate Spanish knowledge that they will need in day to day situations. One of my other goals this year is to incorporate service learning into my curriculum as well. I am considering a holiday unit where my students will learn how to say common holiday phrases with the end goal of collecting books or toys for Spanish-speaking children in the community.
I was not surprised that one of the major topics under the heading student motivation was project-based learning. In both the blog and the video a common strand was the necessity for authentic real-life tasks. They stressed that students are motivated by real-life issues and solutions. As I watched/listened, I was thinking that many of the projects my students participate in are active and interesting and cute (they look good). What I need to focus on in the future is keeping them true to life. This shouldn't be difficult with Spanish, I hope ;-)
I think that I can create projects that incorporate Spanish knowledge that they will need in day to day situations. One of my other goals this year is to incorporate service learning into my curriculum as well. I am considering a holiday unit where my students will learn how to say common holiday phrases with the end goal of collecting books or toys for Spanish-speaking children in the community.
Sunday, October 4, 2009
Framework: The Classroom Environment
I feel that one of the most important aspects of teaching is making students feel capable of taking risks and safe asking questions often. I chose Classroom Environment because this is one of my favorite aspects of teaching. The component of Environment that I am most comfortable with would be creating an environment of respect and rapport. As the teacher, I am responsible for setting clear expectations for how students will interact in my classroom and for modeling how those interactions will take place. When I had a classroom (I travel this year:-( ), I had a list called "Classroom Etiquette" in the front of my classroom. I want students to understand that my expectations for their behavior are not simply rules (though it is part of it), but they are also the expectations placed on them by society. I truly enjoy my job, so it is easy to have positive interactions with my students. I believe that this positively influences their interactions with each other. I make it clear the first day that everyone NEEDS to feel comfortable because it is hard to speak and present in a foreign language. My students respond really well to this expectation. They might giggle nervously when it is their turn to talk, but they are careful to respect the risks of other students when they are in the spotlight. I love this!
A culture for learning is so strongly tied to respect that I find it difficult to distinguish the two when deciding what is most important for instruction. One of the things that my students come to understand is that earning the respect of others is important, but it means nothing if they do not respect their own ability to gain and use knowledge. I reinforce the fact that "non-learning" is disrespectful not just to me but also to themselves. When the learning environment is based on respect for self and others, all students feel free to interact and respond appropriately. That said, I am still learning how to interact with my suburban students. They don't require the same amount of structure that my urban students needed to stay on task, but I had become really comfortable with a highly structured classroom. My students this year respond more energetically and with greater results when I give them "a longer leash," but this is hard for me!
I am still learning to manage being a traveling teacher. It is difficult to transition from room to room. I like to post my objectives, bell work, and agenda on the board for my students each day. I feel that it helps my students know what to expect and plan mentally for the hour. It is difficult to answer last minute questions and respond to individual student concerns after class and get to my next room in time to post my agenda, objectives, and bell work. These procedures help students know exactly what to do each day. It also helps them transition into the next subject. It also allows me to maintain focus throughout the hour. I can direct their attention to these objectives before class to introduce the topic and at the end of class to clarify questions and summarize concepts. Some ideas that I have for making this work are using the poster size post-its each day for my objectives (but I hate to use the paper!) or putting them on a flash drive to project onto the board (which takes a bit more time).
What strategies can I use to create a learning environment when I have no control over the physical classroom environment? Any ideas, experiences, or advice would be wonderful!
A culture for learning is so strongly tied to respect that I find it difficult to distinguish the two when deciding what is most important for instruction. One of the things that my students come to understand is that earning the respect of others is important, but it means nothing if they do not respect their own ability to gain and use knowledge. I reinforce the fact that "non-learning" is disrespectful not just to me but also to themselves. When the learning environment is based on respect for self and others, all students feel free to interact and respond appropriately. That said, I am still learning how to interact with my suburban students. They don't require the same amount of structure that my urban students needed to stay on task, but I had become really comfortable with a highly structured classroom. My students this year respond more energetically and with greater results when I give them "a longer leash," but this is hard for me!
I am still learning to manage being a traveling teacher. It is difficult to transition from room to room. I like to post my objectives, bell work, and agenda on the board for my students each day. I feel that it helps my students know what to expect and plan mentally for the hour. It is difficult to answer last minute questions and respond to individual student concerns after class and get to my next room in time to post my agenda, objectives, and bell work. These procedures help students know exactly what to do each day. It also helps them transition into the next subject. It also allows me to maintain focus throughout the hour. I can direct their attention to these objectives before class to introduce the topic and at the end of class to clarify questions and summarize concepts. Some ideas that I have for making this work are using the poster size post-its each day for my objectives (but I hate to use the paper!) or putting them on a flash drive to project onto the board (which takes a bit more time).
What strategies can I use to create a learning environment when I have no control over the physical classroom environment? Any ideas, experiences, or advice would be wonderful!
Monday, September 28, 2009
Students and Learning
I spent my first three years as a teacher in Title One schools, and I am currently teaching in the suburbs of Boone County. My suburban students come to school rested and fed (usually). They come to school with social skills that allow them to interact differently in an academic setting. My urban students came to school (not always, but often) hungry and tired. They were often responsible for earning income or caring for siblings outside of school. Do these factors diminish their capacity to learn. Absolutely not! Do these factors affect the way that I teach. Absolutely! My students at my current school differ from my previous students in socioeconomic status, but each each and every student that I have taught has the capacity to learn. Their capacity to learn is endless, however, through time students (and teachers) become discouraged and sidetracked by outside factors that affect students' learning.
The teacher's primary responsibility is to equip students to learn. We must adapt to the individual interests and skills of our students. In my experience, I have also had to adapt to the culture and social practices of my students. For example, my current students are often quiet when given group work. My previous students were expressive and chatty during group work. In each case, I have to carefully observe whether learning is taking place. My role is to take my students from where they are and push to take themselves to where they need to be. While I adjust my activities to meet the needs of my students, it is not necessary to water down material or lower my expectations.
Aside from socioeconomic status, special needs also become a factor that I consider in planning my instruction. At one point, I had 25% of a class with special needs-ADD, dyslexia, EBD, etc. I expected these students to meet the same objectives as my other students, but I was aware that I needed to adjust my activities to suit their needs. I found that my other students also benefited from summaries, repetition, modified writing/reading activities, and individual attention. Again, each of these students has the capacity to learn, but as an educator I have to make sure that I am presenting material and allowing them to process material in a way that allows them to feel capable and successful in meeting objectives.
The teacher's primary responsibility is to equip students to learn. We must adapt to the individual interests and skills of our students. In my experience, I have also had to adapt to the culture and social practices of my students. For example, my current students are often quiet when given group work. My previous students were expressive and chatty during group work. In each case, I have to carefully observe whether learning is taking place. My role is to take my students from where they are and push to take themselves to where they need to be. While I adjust my activities to meet the needs of my students, it is not necessary to water down material or lower my expectations.
Aside from socioeconomic status, special needs also become a factor that I consider in planning my instruction. At one point, I had 25% of a class with special needs-ADD, dyslexia, EBD, etc. I expected these students to meet the same objectives as my other students, but I was aware that I needed to adjust my activities to suit their needs. I found that my other students also benefited from summaries, repetition, modified writing/reading activities, and individual attention. Again, each of these students has the capacity to learn, but as an educator I have to make sure that I am presenting material and allowing them to process material in a way that allows them to feel capable and successful in meeting objectives.
Monday, September 21, 2009
Curriculum
Curriculum in my classroom provides a structure for inquiry as we seek answers to questions and gain the skills that are necessary to navigate through daily life. Before I even consider the textbook curriculum provided by my district, I first consider the skills necessary for my students to function in a multicultural society. I know that my students will need to listen for understanding, speak to be understood, and interpret both written information from a variety of sources. Woven throughout all of this, I consider that my students need to become culturally literate. They need to gain an understanding and sense of respect for the similarities and differences between cultures. As I consider the skills necessary for this I create a curriculum map for each year. This is the big picture of what I want my students to learn through the year. When I begin to create my units, I then look at the textbook curriculum and outside resources (newspapers, internet, etc.) to create individual lessons and activities.
I have a great deal of freedom in the way that design and use curriculum in my classroom. This is due in large part to the fact that I am NOT in a tested area. It is also due to the fact that most administrators don't have experience with World Languages and don't want to step out of their area of expertise. My department shares a textbook and final assessments. We also share some formative assessments. This allows each of us to emphasize what is of interest to our students. It also allows us to move at the pace that fits our individual classes. In my opinion, this helps to create a student-centered environment because I am able to move with the ebb and flow of my students' interests and abilities. It also allows me to stress the topics that I am excited about--which means that my excitement will be transferred to my students.
I really enjoy the curriculum provided by my district. It is divided into themes appropriate for the different levels of learning. For example level one is focused on the individual: family, school, interests, food--all things that are important the the individual student's daily life. As they continue in learning, the themes become more abstract as the students have more skills and vocabulary to communicate on that level. Utilizing "backward design" and "essential questions" has greatly improved my instruction. It provides my students with an end goal. Last year, my students learned how to describe clothing with the question, "How does the typical American teenager dress?" They had a culminating task of choosing an outfit for a common occasion (a date, school, sports, a formal event) and describing it in Spanish. They would wear that outfit to school for a fashion show showcasing American fashions for a Guatemalan teenager preparing to visit. In preparing for their end task, my students discovered how the typical Guatemalan dresses for specific events. They learned the terms for fabrics, prints, and clothing items. What could have been a list of words to memorize became an exciting event with lights, cameras, and action. They loved it!
As I read, I was struck by a variety of images used to describe curriculum: "a verb, an activity, an inward journey," "running the race course, " and "unlearning." While I am lucky to have a nice curriculum to use as a resource, I find that being a better teacher doesn't mean that I use a text book more or less--I just use it better. I don't assume that the textbook knows my students better than I do, but I make use of the variety of excellent materials and activities created by professionals. I think that the inward journey is about me discovering that it is all about my students and what will allow them to acquire and construct knowledge through tasks in my classroom.
I have a great deal of freedom in the way that design and use curriculum in my classroom. This is due in large part to the fact that I am NOT in a tested area. It is also due to the fact that most administrators don't have experience with World Languages and don't want to step out of their area of expertise. My department shares a textbook and final assessments. We also share some formative assessments. This allows each of us to emphasize what is of interest to our students. It also allows us to move at the pace that fits our individual classes. In my opinion, this helps to create a student-centered environment because I am able to move with the ebb and flow of my students' interests and abilities. It also allows me to stress the topics that I am excited about--which means that my excitement will be transferred to my students.
I really enjoy the curriculum provided by my district. It is divided into themes appropriate for the different levels of learning. For example level one is focused on the individual: family, school, interests, food--all things that are important the the individual student's daily life. As they continue in learning, the themes become more abstract as the students have more skills and vocabulary to communicate on that level. Utilizing "backward design" and "essential questions" has greatly improved my instruction. It provides my students with an end goal. Last year, my students learned how to describe clothing with the question, "How does the typical American teenager dress?" They had a culminating task of choosing an outfit for a common occasion (a date, school, sports, a formal event) and describing it in Spanish. They would wear that outfit to school for a fashion show showcasing American fashions for a Guatemalan teenager preparing to visit. In preparing for their end task, my students discovered how the typical Guatemalan dresses for specific events. They learned the terms for fabrics, prints, and clothing items. What could have been a list of words to memorize became an exciting event with lights, cameras, and action. They loved it!
As I read, I was struck by a variety of images used to describe curriculum: "a verb, an activity, an inward journey," "running the race course, " and "unlearning." While I am lucky to have a nice curriculum to use as a resource, I find that being a better teacher doesn't mean that I use a text book more or less--I just use it better. I don't assume that the textbook knows my students better than I do, but I make use of the variety of excellent materials and activities created by professionals. I think that the inward journey is about me discovering that it is all about my students and what will allow them to acquire and construct knowledge through tasks in my classroom.
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