|Posted by agracemartin on April 25, 2015 at 11:05 AM|
Today I gave the Science 14s a lecture with direct instruction, notes from the PowerPoint, and an assignment. I was sure to differentiate the assignment for the K&E students to be fill-in-the-blanks, matching, and multiple choice instead of written short responses. The Science 9s also received direct instruction on energy transfer and generation of electricity. Hoods and hats were not even an issue because I put a memo to remove them on my first slide, and students self-monitored. Both of the Science 9 classes were amazing 10 out of 10 lessons. However, that is just compared to my first lessons. Therefore my next reflections will use this lesson as a benchmark. If I gave an equal lesson to this one tomorrow, it would be an 8 or 9. There is always room for improvement, but I am very satisfied with how well I am doing so far.
Today I am reflecting on something that my teacher associate/mentor told me, “expect the best publicly; prepare for the worst privately.” I must never let the students think that I’m floundering, and at times previously I have dared them to misbehave. I can change my wording to set students up for success by giving the positive expectation of what TO do while ignoring instructions of what NOT to do.
I am also thinking about having my head on a swivel. Teachers have so many things to do all at once, and being observant of all students at all times is crucial. I need to learn how to multitask giving instructions and scanning the room at all times. This is why I think it is more beneficial for me to stand at the front rather than walk around the room. I cannot see student’s faces when I am circulating. Also, I think that circulating is a better method for a physical classroom structure with table seating in which students sit at slightly different angles. I would not want to change the current grade 9 seating plans because it is working well for them. After seeing how they go off-task and chat too much as it is, I do not think that tables would help their learning process.
I talked with my TA about how students give almost anyone the benefit of the doubt and almost any new classroom management strategy. A lot of what I’ve learned at the university has been tested and researched in only a few classes and only for a short period of time. Can these strategies be done throughout the year consistently?
Categories: PSII Reflection Journal/Log