Wordle

Field experience and CRCT

It is so hard to believe that our block three semester is coming to an end. Where did the time go? Last Friday was my student teacher's last day. It was so strange to think that I would be in her position in a few short months. The kids made her cards with special notes and she brought in cupcakes and treats for them.

 

Although it was an exciting and eventful day for this reason, we also had another situation arise. I was caught in the middle of one of my female students kicking a male student in a "bad area". She kicked him because he said something "smart" to her and another student. I was blown away that I would have to deal with this type of situation in the fourth grade!! I was the only adult in the room when this occurred because students were transitioning into the hallway to line up for specials and my mentor teacher and student teacher were both already in the hall. I told all the students crowding around the student on the floor to continue out into the hallway so I could make sure the student was okay. We finally got him up to the office and everything ended up okay. However, the female student was sent home and had several consequences. 

This event made me realize that even though I am teaching elementary school, you never know what your students are capable of doing and how many things can happen out of your control. I was satisfied with the way I handled the situation and glad to see that the male student was much better by the end of the day. 

CRCT review consumed the school days on Thursday and Friday of last week. I think the kids were getting stir crazy and I was just overwhelmed.  I think it is so crazy how much pressure they put on the students to do well and pass. At such a young age they should not feel this kind of pressure. They have the rest of their lives to worry about school and getting into college and finding a job. They are kids who should only worry about having fun while understanding the concepts their teachers are teaching. When I was in elementary school I remember standardized tests, but we would only discuss them the week before taking it and I never felt nervous or threatened too pass. It just amazing me that kids so young understand these concepts.

I am looking forward to finishing my field experience this week, but I am going to miss my fourth graders so much. It has been a wonderful experience and cannot wait to see what third grade has in store for me next semester.

Responding to young writers

I really enjoyed commenting on different students' blogs this week. I can't imagine how some of these young students feel when people around the world comment on their work. If I was in their position, I would love the comments and feedback from other adults besides my teacher. Below are the links to the three blogs I commented on.

http://kidblog.org/MrHuebnersClass/cjackson3/what-i-wish-icould-do-to-help-japan/#comment-177

http://y6miriamlord.blogspot.com/2011/04/rehmans-egyptian-sacrifice.html#comment-form

http://kidblog.org/MrsFowlers2ndGrade/macie11/camjansen/#comment-423

First week back after spring break

After such an enjoyable spring break with my friends and family, it was very difficult to get back in the swing of things, go back to class, wake up early and even prepare to take the GACE. Even though summer is right around the corner, I still have so much work to complete before the end of the semester.

It was a great feeling to take the GACE this past Saturday and hopefully pass and never have to take it again. I had prepared and stressed over this test for the past couple months, however, it was an amazing feeling to realize how much I have learned through this program so far and will continue to learn in the months to follow. I was more prepared to take the test than I thought. Many of our professors have done a wonderful job steering us in the right direction and I am thankful. Now I probably will continue to stress about passing the next the next couple weeks. Why must they do that to us?

Today, during science, we taught science centers to second graders at J.J. Harris about push and pull. I had a great time working with the students and they seemed to be engaged in our lesson. We used weight and surface to compare combinations that are easier to push and pull. Both my first group and second group consisted of all boys. The first group was a little wild and had a few behavior issues, but overall I think the lessons went well and they understood the material we were giving them.

Week long field experience and Ch 12 (Katie Wood Ray)

      This week my field placement has been a great experience. I finally taught a whole class lesson about light during science. It was so great to have the students view me in a more professional manner. I included powerpoints, center activities, flip books, and a quiz. Being at JJ Harris and in my placement classroom all week long has been really beneficial to see how an entire week plays out. It was so nice to understand everything that was going on instead of only catching last two days of the week.
     I actually experienced more writing instruction this week than I had in the past in my field experience classroom. I led a writing center during ELA time two days this week.  My teacher put a writing prompt on the smart board. This prompt basically had students think about the warm weather and the summer season and discuss three activities they enjoy during this season. The students used a four square to show their introduction sentence, conclusion sentence, and three body paragraphs. Once they had their ideas organized on the four square, they transferred their ideas into a paragraph including lots of details and interrogative, declarative, exclamatory, and imperative sentences. I was open to questions for all the students and was able to look at each student's writing and give feedback since it was a center with a few students.
     In Ray's reading this wee, I agree with the idea of spending time in the beginning of the school year explaining to the students "how" the writing workshop "works". This allows for less questions about the process later in the year. I really like how Ray thinking writing practice is so important for students. She states, "Our students learn many, many things about writing and about themselves from engaging in daily work as writers." Some teachers think that students will get their writing experience by just writing, when in fact, writing instruction is important for our students to grow as writers.

Distractions in Writing Workshop Chapters 7, 8, 19

I thought the advice from Katie Ray Wood, at the beginning of chapter seven,about writing workshop and how to handle distractions was very helpful.
When planning for good writing workshop management the three main things to think about are presence, space, and supplies.
The teacher's presence in the classroom is important because it helps us manage the students' behavior. I agree that having the teacher moving around the classroom is easier and more practical than students coming up to the teacher for help or questions. It also allows students to see the teacher's presence and understand the teacher's interest in their writing. In my field experience I try to walk around the room during writing time to show the students that I am there to help, give advice, or look over their writing.
It is essential for a writing workshop classroom to have space where all students come together, especially for a focus or share session. The classroom I am in this semester, fourth grade, does not have a space like this, but my teacher does not use writing workshop. He gives the students a writing prompt and many times the students are allowed to work in pairs or small groups.
When thinking about supplies, we often think that students only need pen and paper. Katie Ray Wood states that different kinds of writing supplies support the independent work of the writers. "The more tools the better" she states. This can include but is not limited to highlighters, pens, markers, pencils, paper clips, sticky notes, index cards, staples, scratch paper etc.
The students in my field placement have writing journals, which work out well for them. Many times they do their prewriting on separate paper or by using a graphic organizer. I think they would benefit from more supplies as well.

Conferring can be unpredictable...

I think conferring , like Kate Ray states, can help build learning relationships between students and teachers. Students are able to open up and explain how and what they are thinking. Even though we, as teachers, cannot prepare ourselves for what students might say, it can be a raw and honest time with a student. This aspect of writing keeps it interesting and unpredictable.
When I have my own classroom, I plan to implement writing workshop and make it evident to students that I care about their writing and what they have to say.
During traditional writing teacher, students raise their hands for help and the teacher will answer their question. During writing workshop and conferring, most teachers keep a running record of which students they have conferred with. This record allows the teacher to keep control to provide equal opportunities for the students and their conferring  time.
In my current field experience, my mentor teacher does not use writing workshop with the students. I am in a fourth grade classroom and I feel that at this age the students can be very successful with writing workshop. I think when a teacher uses conferring in the classroom, it allows all the students to become more independent with their writing. For example, Katie Ray states, "I always have students who come up to me while I'm conferring with other students . What I say to them is, Is this something you can take care of yourself? Because I really need you to do that." I think this is an excellent strategy to instill confidence and independence in the students and create an environment without disruptions.