My third grade class is 20 kiddos, 12 boys, 8 girls, and for math we get a little guy who is supposed to be in 1st grade, is actually in 2nd, and tests at a 5th grade level. Cute kid too, cracks me up! We have two students on IEPs for math and reading. Three students have transferred to the school this year. One from a public school out of state, one from home school out of state, and one from a parochial school in a town near ours. Two of these kids are pretty behind, the third is just barely keeping up. There is a little girl who moved here from Egypt last year with her parents and twin brother. It's an interesting group.
Day one: I get all sorts of questions: "have you seen Frozen?" not yet, no spoilers! and my personal favorite, "how old are you?" I told them I finished 3rd grade in 2003...their jaws dropped!
Day two: I already have a love note when I come in! The kiddos are warming up to me, but still aren't sure what they can ask me for help on.
By the end of week 3: "I wish you could stay ALL day!" I'm just another teacher. :)
By week 5: I probably get more questions than Mrs. K or Mrs. E (the resource teacher). Mrs. K has a lot going on, I think they're trying not to bother her too much. She has some major pregnancy brain going on and her husband is in the hospital for GI issues that they can't quite figure out. Poor lady!
I think it's really weird to see the kids at my "money job." AKA my waitressing job that actually pays the bills, since I'm more or less paying to teach them. Some of them totally ignore you, some of them get really excited to see you!
Sunday, February 23, 2014
Second Field Experience: Third Grade!
My second field experience is in a public school near my university, with 3rd grade. It is 11% free and reduced lunch and consistently scores above state average in, well....everything. The building is older, but not OLD, and parking is a nightmare. I mostly observe Mrs. K's class for two hours, three days a week. I am also scheduled to teach two independent lessons.
This teacher is very thorough. I met with her before my time started, and she had a welcome sheet already typed up for me, ready to go. The students are all assigned a number for easy labeling of cubbies, mailboxes, book boxes, etc. Amazing idea? uh, yeah.
I observe math and literacy blocks. We're getting these kiddos through fact families/division and fractions in the 6 weeks I'm here. I'll be teaching fractional parts of a set. When we did pre-tests, 5 of my 21 little ones tested out of this section. I have my work cut out for me!
I'll also be handling a book club (that's what she calls reading groups, how cool!) and focusing on inferencing and mysteries with the book Howie Bowles, Secret Agent by Kate Banks.
This teacher is very thorough. I met with her before my time started, and she had a welcome sheet already typed up for me, ready to go. The students are all assigned a number for easy labeling of cubbies, mailboxes, book boxes, etc. Amazing idea? uh, yeah.
I observe math and literacy blocks. We're getting these kiddos through fact families/division and fractions in the 6 weeks I'm here. I'll be teaching fractional parts of a set. When we did pre-tests, 5 of my 21 little ones tested out of this section. I have my work cut out for me!
I'll also be handling a book club (that's what she calls reading groups, how cool!) and focusing on inferencing and mysteries with the book Howie Bowles, Secret Agent by Kate Banks.
Wednesday, October 2, 2013
Beginning Level Field Experience: Week 3!
Week three...where to start?
Well, my first classroom prep job was to color. I love coloring. I started working on it right before my kiddos got there and apparently seeing a teacher color is very distracting, because six girls were standing around my table for about five minutes before I authoritatively asked them to do what they were supposed to.
Then I had to put the weekly newsletter in their "School-Home Communications" folder--which is separate from their daily take home folder. So many folders! Well first we were missing a folder, then I found it in the kiddo's cubby, then we were missing a newsletter. Once that got figured out, Brenna told me she liked my "shiny nose thing" and Ali promptly informed her its actually called "a nose earring, duh."
My read-aloud lesson was The Knight and the Dragon by Tomie DePaola. The words are minimal and the whole second half is only pictures. I let my kids be the "author" for the second half of the story and wow, I got some interesting responses!
Me: "Okay, so what is the dragon doing to prepare for the battle?"
Stephen: "I think the dinosaur looks angry!"
Half the class agrees.
Me: "The dragon looks angry? Can anyone tell me why he might be angry?"
Samantha: "The dinosaur is probably mad cuz he lost a tooth."
Okay, WHAT?
And then there's discipline. Let's just say Mrs. J and I don't exactly see eye to eye on how to discipline 5 and 6 year olds. She has a "clip-up, clip-down" behavioral chart and she will clip these kids up or down for anything! And as the kids were lining up for recess, she actually asked me to call out the names of the kids who needed to be clipped down for talking at group work! WHAT?!
First off, one center that is almost guaranteed to get clipped down is audio books. 5 year olds have no concept of the idea that when you have giant noise cancelling headphones in, what sounds like a whisper to you is probably actually pretty loud. And there are 2 kids sharing one book. They have to talk to each other on occasion! I always try to give this group verbal and non-verbal warnings--usually two warnings before they are asked to go back to their desk. Mrs. J makes them go back without a warning!!
Same goes for computers. Two kids, two computers, giant headphones. And most of them barely know how computers work. I have to log them in to the website they' allowed to use to start with and then every time they accidentally click the red X at the top.
And don't even get me STARTED on writing workshop. Put four kindergartners at a smallish round table and make them share art supplies? That probably won't be quiet either!
Biggest problem right now? Discipline styles. She thinks I'm too nice. And maybe I am...she's the expert after all.
Well, my first classroom prep job was to color. I love coloring. I started working on it right before my kiddos got there and apparently seeing a teacher color is very distracting, because six girls were standing around my table for about five minutes before I authoritatively asked them to do what they were supposed to.
Then I had to put the weekly newsletter in their "School-Home Communications" folder--which is separate from their daily take home folder. So many folders! Well first we were missing a folder, then I found it in the kiddo's cubby, then we were missing a newsletter. Once that got figured out, Brenna told me she liked my "shiny nose thing" and Ali promptly informed her its actually called "a nose earring, duh."
My read-aloud lesson was The Knight and the Dragon by Tomie DePaola. The words are minimal and the whole second half is only pictures. I let my kids be the "author" for the second half of the story and wow, I got some interesting responses!
Me: "Okay, so what is the dragon doing to prepare for the battle?"
Stephen: "I think the dinosaur looks angry!"
Half the class agrees.
Me: "The dragon looks angry? Can anyone tell me why he might be angry?"
Samantha: "The dinosaur is probably mad cuz he lost a tooth."
Okay, WHAT?
And then there's discipline. Let's just say Mrs. J and I don't exactly see eye to eye on how to discipline 5 and 6 year olds. She has a "clip-up, clip-down" behavioral chart and she will clip these kids up or down for anything! And as the kids were lining up for recess, she actually asked me to call out the names of the kids who needed to be clipped down for talking at group work! WHAT?!
First off, one center that is almost guaranteed to get clipped down is audio books. 5 year olds have no concept of the idea that when you have giant noise cancelling headphones in, what sounds like a whisper to you is probably actually pretty loud. And there are 2 kids sharing one book. They have to talk to each other on occasion! I always try to give this group verbal and non-verbal warnings--usually two warnings before they are asked to go back to their desk. Mrs. J makes them go back without a warning!!
Same goes for computers. Two kids, two computers, giant headphones. And most of them barely know how computers work. I have to log them in to the website they' allowed to use to start with and then every time they accidentally click the red X at the top.
And don't even get me STARTED on writing workshop. Put four kindergartners at a smallish round table and make them share art supplies? That probably won't be quiet either!
Biggest problem right now? Discipline styles. She thinks I'm too nice. And maybe I am...she's the expert after all.
Friday, September 27, 2013
Book Review: 1-2-3 Peas by Keith Baker
Alright, this is an ADORABLE counting book. A bunch of little peas doing cute activities and teaching how to count? AWESOME. The book has both the number and the "number word" (i.e. 7 and seven) on each page. There's rhyming, it's colorful...this book was made to keep kiddos interested in counting.
First it counts 1-10. Then 11-19 are all on one page, and from 20-100 it counts by ten.
5 stars from me for Pre-K-Grade 3!
ISBN: 978-1-4424-4551-2
First it counts 1-10. Then 11-19 are all on one page, and from 20-100 it counts by ten.
5 stars from me for Pre-K-Grade 3!
ISBN: 978-1-4424-4551-2
Tuesday, September 24, 2013
Book Review: Sergio Makes a Splash by Edel Rodriguez
Sergio Makes a Splash is an ADORABLE book by Edel Rodriguez, who is also the illustrator. Sergio the penguin is afraid to swim, even though he LOVES water. Eventually he is persuaded by his teacher and classmates and jumps into the ocean! Of course, he loves it, and can't wait to go back!
I used this book with my Kindergarten field experience class, but I would rate it Pre-k-1st grade. It has cute pictures, uses limited colors to enhance the type, and throws in a few facts about penguins. Before reading I asked my kiddos what they knew about penguins. After reading we did a Think-Pair-Share about what we were afraid to do the first time (riding a bike, etc.). They loved it! I love it too, this will definitely make it into either my classroom's, my kiddo's, or my nephew's library. Or maybe all three!
Rodriguez, Edel. Sergio Makes a Splash. New York: Little, Brown and Company, 2008. Print.
I used this book with my Kindergarten field experience class, but I would rate it Pre-k-1st grade. It has cute pictures, uses limited colors to enhance the type, and throws in a few facts about penguins. Before reading I asked my kiddos what they knew about penguins. After reading we did a Think-Pair-Share about what we were afraid to do the first time (riding a bike, etc.). They loved it! I love it too, this will definitely make it into either my classroom's, my kiddo's, or my nephew's library. Or maybe all three!
Rodriguez, Edel. Sergio Makes a Splash. New York: Little, Brown and Company, 2008. Print.
Beginning Level Field Experience: Week 2!
After totally stressing out about what to "teach" for read aloud I finally decided on Sergio Makes a Splash by Edel Rodriguez. Fantastic, the kiddos loved it! I'll be reviewing it soon and then posting a link to the review. :)
My coordinator observed this mini lesson and said I did well! And my mentor teacher had me organize more things and do more random tasks.
But during group work, I had so much fun with the kiddos! They're all super cute, and I even got a love note. They totally wore me out but we still had a really great day...and I can't wait for next week!
-Miss E
My coordinator observed this mini lesson and said I did well! And my mentor teacher had me organize more things and do more random tasks.
But during group work, I had so much fun with the kiddos! They're all super cute, and I even got a love note. They totally wore me out but we still had a really great day...and I can't wait for next week!
-Miss E
Beginning Level Field Experience: Week 1
For Beginning Levels (or Level 1s) we have to complete 30 hours of field experience. Three hours a week for 10 weeks.
I got my placement a week and one day before I was expected to begin. Kindergarten, in a school district known for its high numbers of low-SES students who barely made proficiency. Wonderful, I thought, just great. I sent the obligatory "hello, I'm your mentee, this is my contact info...." e-mail to my mentor teacher and started going through my closet, wondering how strict the school ACTUALLY was on teacher dress code. Student dress code was thoroughly explained: choice of khaki, black, navy, or grey bottoms that were knee length or longer. No leggings in grades 5-12. Shirts with collars, in one of six colors. No patterns, no prints, no embellishment. No sandals. Did I mention this is a public school?
The teacher dress code is basically this: professional dress, bottoms must be at least knee length, no denim, no sandals, no excessive embellishment, no sleeveless tops, back must be covered. As a pre-service elementary/early childhood teacher I own very little in the "professional" category that fits into this dress code. I have a lot of "dress" denim--you know those trouser cut pants that are right on the line between denim and dress? And I have a lot of cute, practical tops, but they either have embellishment or only look professional when paired with a scarf or statement necklace (both of which are frowned upon). AND its September and hovering around 80 degrees at the coolest. So there begins the struggle.
For the portion of the field experience where I sit in a classroom with 6 professors and 150+ other Level 1 pre-teachers, our first assignment was a race/proficiency/sex/SES status report on our school, due the Sunday before we were all to set out on our first day in our assigned class. This is a horrible, terrible, no good very bad idea for more than one reason: mainly, umm, stereotypes? My assigned school? 50% of students are on free or reduced lunch. 80% white, and 1 percentage point above state average proficiency rates. I was NOT expecting the school I walked into.
The school had just been rebuilt and this is the first year the new building has been open for classes. It's beautiful, and totally up to date in every aspect. The lower level classrooms (Pre-k-1st) have a bathroom and sink INSIDE the classroom, at the perfect height for a 5 year old. Someone was thinking when they built this school. Every classroom has a promethean board (similar to a smartboard) and a couple of brand new computers, and many classrooms have and iPad or two as well. Okay, how awesome is that?! Besides the fact that I've never used any type of smartboard and iPads aren't my thing...but that's fine, because "my" 5 year old students know all about this stuff!
I walk into my placement classroom at 8:15, as requested, and was quickly greeted by my mentor teacher, Ms. J. She told me she was running behind this morning (oh, Monday!) and as she was scrambling to prepare the classroom she gave me random tasks ("Can you write the students' names on these folders?") she told me she was expecting me to teach read aloud every week, as well as circulate the room during her small group meeting times. What I heard was "you're in charge of 19 of the 23 students while I meet with the other 4! It'll be fun!" Kiddos started to arrive and I was instructed to make sure they did their "three jobs" but wasn't told what those were. Ms. J had to go check in with the office, leaving me with her arriving 23 kindergarteners and sometimes their parents--and no idea how she worked her class!
Once she returned, I was given more random, mostly organizational tasks while she taught her class. Then in the last hour before recess, she set them free to work in groups and suddenly I was in charge! It was quite the shock, really. But everything went relatively smoothly and soon I was on my way to MY classes, looking forward to 3:15, when I could go back to my room and sleep!
-Miss E
I got my placement a week and one day before I was expected to begin. Kindergarten, in a school district known for its high numbers of low-SES students who barely made proficiency. Wonderful, I thought, just great. I sent the obligatory "hello, I'm your mentee, this is my contact info...." e-mail to my mentor teacher and started going through my closet, wondering how strict the school ACTUALLY was on teacher dress code. Student dress code was thoroughly explained: choice of khaki, black, navy, or grey bottoms that were knee length or longer. No leggings in grades 5-12. Shirts with collars, in one of six colors. No patterns, no prints, no embellishment. No sandals. Did I mention this is a public school?
The teacher dress code is basically this: professional dress, bottoms must be at least knee length, no denim, no sandals, no excessive embellishment, no sleeveless tops, back must be covered. As a pre-service elementary/early childhood teacher I own very little in the "professional" category that fits into this dress code. I have a lot of "dress" denim--you know those trouser cut pants that are right on the line between denim and dress? And I have a lot of cute, practical tops, but they either have embellishment or only look professional when paired with a scarf or statement necklace (both of which are frowned upon). AND its September and hovering around 80 degrees at the coolest. So there begins the struggle.
For the portion of the field experience where I sit in a classroom with 6 professors and 150+ other Level 1 pre-teachers, our first assignment was a race/proficiency/sex/SES status report on our school, due the Sunday before we were all to set out on our first day in our assigned class. This is a horrible, terrible, no good very bad idea for more than one reason: mainly, umm, stereotypes? My assigned school? 50% of students are on free or reduced lunch. 80% white, and 1 percentage point above state average proficiency rates. I was NOT expecting the school I walked into.
The school had just been rebuilt and this is the first year the new building has been open for classes. It's beautiful, and totally up to date in every aspect. The lower level classrooms (Pre-k-1st) have a bathroom and sink INSIDE the classroom, at the perfect height for a 5 year old. Someone was thinking when they built this school. Every classroom has a promethean board (similar to a smartboard) and a couple of brand new computers, and many classrooms have and iPad or two as well. Okay, how awesome is that?! Besides the fact that I've never used any type of smartboard and iPads aren't my thing...but that's fine, because "my" 5 year old students know all about this stuff!
I walk into my placement classroom at 8:15, as requested, and was quickly greeted by my mentor teacher, Ms. J. She told me she was running behind this morning (oh, Monday!) and as she was scrambling to prepare the classroom she gave me random tasks ("Can you write the students' names on these folders?") she told me she was expecting me to teach read aloud every week, as well as circulate the room during her small group meeting times. What I heard was "you're in charge of 19 of the 23 students while I meet with the other 4! It'll be fun!" Kiddos started to arrive and I was instructed to make sure they did their "three jobs" but wasn't told what those were. Ms. J had to go check in with the office, leaving me with her arriving 23 kindergarteners and sometimes their parents--and no idea how she worked her class!
Once she returned, I was given more random, mostly organizational tasks while she taught her class. Then in the last hour before recess, she set them free to work in groups and suddenly I was in charge! It was quite the shock, really. But everything went relatively smoothly and soon I was on my way to MY classes, looking forward to 3:15, when I could go back to my room and sleep!
-Miss E
Subscribe to:
Posts (Atom)