Blog #5 Bringing It All Together

Prompt:
Review the course goals you wrote about in your first post at the beginning of the semester.

·         What progress have you made on them?

·         What does this do to inform your practice next semester in student teaching?

·         What goals do you still have moving forward?

·         Include overall reflections on what you have learned in this clinical course and on-site this semester.

As I am finishing up my experience in my first grade classroom, I find it important to reflect on all that I have learned this semester. I made some goals for myself in the beginning of the year before going into my clinical. These goals included:

1.       Learning to better integrate subjects

2.       Build professional relationships

3.       Improve on writing lesson plans

4.       Improve use of technology to assist me in teaching

As I review these goals, I am happy to realize that I feel that I have made some progress on all 4 goals!

Goal #1

I was worried coming in to this experience knowing that I had to teach science and social studies this semester because those subjects don’t always play a large role in the classroom. I knew from my past experiences that not all classrooms have time set aside in the day for either of these subjects. When I got into my classroom, I realize that the majority of the day was scheduled around literacy and math, like I had expected, with “possible” time set aside for these other subjects at the end of the day. I have been learning so much great content over the year on social studies and science and I have realized how important these subjects are to teach so that students can be better prepared for their future. I was able to realize that although social studies and science instruction was not happening directly, components of it were integrated throughout the day ( I discussed these components in other blogs!) I was able to integrate social studies and science through the use of read alouds, changing simple components of center activities, and writing lessons.

Goal #2

My second goal was to build professional relationships. Although I don’t feel that I got to reach out to other professionals in the building as much as I would have liked to, aside from my teacher, I do think I learned a lot about the professional relationships that were already present among the 1^st grade team of teachers. I came to realize that unlike in my last clinical setting, this set of team teachers did not work together as much. Everyone in the first grade team sort of did their own thing and didn’t communicate very well or use each other as resources. I was able to sit in on a few first grade meetings which I don’t believe were used in a very positive way. Although I didn’t see much of a positive aspect of professional relationships this semester, I still take it as a learning experience and it still makes me realize how I want to act as a teacher with other professionals, especially my cooperating teacher for student teaching. I want to make sure that I build a strong relationship with her from the very start. I will be starting the year of with her so I hope that I can make contributions from early on and that I will feel like more of an equal in the classroom as a teacher instead of just someone who is there to work for them.

Goal #3

Writing lessons plans are something I feel I improved on the most this year. Although at times the lesson plans I would write felt very long and rigorous, I feel that my lessons went much better. Some of the new components in the planning such as planning for potential problems really helped my lessons run more smoothly in the classroom. I also think that the feedback I received on my lessons helped me understand how to teach lessons that weren’t so surface level and really got into the concept I was trying to get across. I know next semester in my student teaching I am going to be writing plenty of lesson plans! I am definitely going to be taking the lessons plan templates that I used this semester to use in my classroom. I have learned that the more detail and planning that goes into it the first time, the more your students are going to enjoy a well-run lesson and will grasp the concept better.

Goal #4

One piece of technology I feel I really improved on using this semester in my clinical classroom was the SMART board. My CT used the SMART board for any type of group meeting, for math, and for parts of literacy. She really motivated me to look more into SMART board and all that it can do. I explored the SMART exchange and found some great lessons I would love to use in my future teaching. I found that the SMART board can be extremely interactive, which is something I aim for in my lessons. I was able to download SMART board on my computer for a free trial and explore all that it can provide for a teacher.

Here is a copy of the SMART board slides for my Social Studies Lesson on maps!

I find that it is important to always have goals for yourself. Goals motivate and push you to want to be better. My main goal moving forward is really just keep discovering what type of teacher I want to be and where my beliefs stand on a variety of issues. Throughout all my clinical experiences I have seen things in the ways teachers teach, what they place emphasis on, and how they manage their classroom that I have liked and some things I don’t agree with at all. I take both the positives and negatives as learning experiences and store them as knowledge for when I have my own classroom one day. In student teaching, when I have the opportunity to really take over the classroom, I want to be respectful of my teacher’s wishes but also try out some things of my own to test my comfort level and see what I want to bring with me when I run my own classroom one day!

Blog #4- Science Instruction

Having spent eleven weeks in TCH 276, you have gained so much knowledge about science in the early childhood classroom. You will hopefully have also observed science instruction in your clinical classroom. Draw on this knowledge and these experiences in this discussion.

What have you noticed about science instruction and assessment in your setting?

• When does it take place? Does it take place? Think critically.
• What does it encompass?
• During science instruction, what does your CT do/ say?
• What do students do/ say? How do they respond?
• What are your opinions/ feelings about this?
• How does what you observe about science at this site connect with past clinical experiences/ early childhood theories/ and or science practices you have been learning about at ISU?
• How does knowing this inform what you will do when teaching and assessing science (either this semester, next semester in student teaching, and/or next year)?

What other additional reflections/ concerns/ questions/ musings do you have after spending these last few weeks on the site? Use your own experiences, especially those from your activity log for the last few weeks.

Just like social studies, science does not play a big role in my classroom as far as direct instruction is concerned. There is no specific time set aside in the day for science instruction to take place. When I first got into my classroom and was discussing with my teacher when I could complete my science lesson, she said that if they ever do science, it is very short lessons at the end of the day, but even that rarely happens. Luckily, my teacher has been very supportive and excited about me wanting to step in and make the student’s more aware of some of the science topics they should be learning about in first grade. So far, I have taught 2 whole group mini lessons and will soon be conducting a small group science lesson during centers time.

When I do have the opportunity to teach science, the content all comes from a Pearson book that the school uses. Even though I don’t support what these large corporations are always about when it comes to education, as a student who is learning to become a teacher, and even as a teacher in my first couple of years, I find this book to be very helpful. The Pearson book does cover all 4 aspects of science that we have been learning about in TCH 276, which are physical science, life science, earth and space science, and engineering. I find the book helpful in that it gives great kid friendly definitions for words and can be used as a guide for what should be covered. However, I disagree with the way that the Pearson book thinks it should be taught. In my classes, I have learned how truly important it is for students to not only discuss aspects of science but have inquiry based lessons where they are being able to explore, question, and discover things on their own through hands on activities. Pearson has parts of the book that are called directed and guided inquiry but I feel that there are so many more interactive lessons out there that can be taught that go more in depth and really help students grasp and understanding of what they are learning.

Unfortunately, my teacher requested that the lessons I do teach for science, come from the Pearson book, which like I said was a good guide, but rather limiting. My first two lessons, which were whole group lessons, were mostly discussion based. The first and second lessons I taught were on the parts of plants and what helps protect plants. I took what was given to me in the Pearson book and really expanded on my questions and thought of ways to get the students involved. I really tried to make connections to students outside lives by asking them questions such as where they see plants in their everyday lives, does anyone grow plants, does anyone have a garden at home, etc. I also asked them to think about different plants they have seen out in the world aside from the image of the rose we were discussing. I wanted students to understand that these concepts apply to more than the one image that was being shown in the book. The students in my classroom seemed really excited about learning science. They were active participants by sharing stories, making connections and answering questions. I extended on these lessons by creating a Bag-It activity that is currently being sent home with different students that focuses on plants. My hopes for the Bag-It are that students see science in a different light that makes it fun and exciting! By incorporating a fun math game, a variety of books, games, and activities, students will finally get that hands on experience that I would love to see more of in the classroom. It also gives them the opportunity to work with their guardian at home which I think is great!

I know that over the years, science has really taken a backseat to other subjects such as math and literacy and I think that is a shame. In my past clinical setting, I didn’t see any formal science instruction either. I really want to make sure science is present in my room when I am a teacher. I know that it is going to most likely have to be done every other week or something more along those lines but I do think there are a lot of important concepts that need to be taught. After teaching at Cedar Ridge and seeing all the fun, informative activities we do in class, I know that students are going to benefit from learning the Next Generation Science Standards. 

         

This is the page from the Pearson (Chapter 3, Lesson 4, Page 68) that I used for my first lesson about plants. The highlighted words are the vocabulary that I focused on. This is from the teacher's edition.

Blog #3 - Social Studies Experience

                I had a discussion early on my first few weeks about how the daily schedule was laid out. I was very curious to find out where science and social studies fit into their daily routine for several reasons. One reason being they are the main focus on this semesters teaching and the second reason being I know that often times science and social studies are pushed aside to make more time for math and literacy. When discussing with my CT about this, she told me that social studies only takes place at the very end of the day, if time allows. This led me to reflect back to when I was in elementary school and I can see that things have really changed. When I was in elementary school, there was a time set aside where social studies was covered. I even remember in 5^th and 6^th grade, the whole grade would move around to different classrooms and learn social studies from another teacher. Since I have to leave my clinical sight before Sheridan’s school day finishes, I have never got to observe a formal social studies lesson.  However, from attending TCH 277 and taking part in our discussions, I have come to realize that social studies is so much more than I ever thought it to be. When I first came in to this semester, I had a good idea of what the overarching categories of social studies were which include history, economics, civics and government, and geography.  However, I did not have a good idea of what each of those categories really included.

                I went back to look over the Illinois Social Studies Standards Plus that was provided for us to see if I could make any connections to what I see in the classroom on a daily basis and what is considered social studies based off the standards. The first grade standards for social studies teach social studies through the integrating the context of school and families.  I came to realize that although I have never seen a formal lesson, many of the social studies strands are being covered on a daily basis in indirect ways.  My classroom is very focused on the idea of behavior and so many of the civics and government topics relate back to what we discuss in class. For example, standard IL.14.A.1 states describe the fundamental principles of government including representative government, government of law, individual rights and the common good. What the standards plus made me see is what this really means is explaining how decisions can be made, how conflicts can be resolved in fair ways, and knowing the reasons for rules in school.  When conflict or issues arise in my classroom, my teacher has always done a great job or explaining to students decisions they can make to help them either solve their issue or calm them down. From the beginning, she has provided students with a thinking space to go to resolve issues between classmates. We also cover the rules for the school very often as part of PBIS. The way that this relates to social studies is that my teacher doesn’t just remind the students of the rules but when discussing them, has discussion about why the rule is there and what it does to help everyone in the school.

                 I have also seen some parts of social studies integrated into other subjects, which is a great way of going about teaching it if there isn’t an allotted time to do so. I have seen economics integrated in with math when discussing money. My teacher doesn’t only use money for adding and subtracting purposes but has discussion that goes along with it when possible that talks about what you do with money and how you make money. I have also seen history integrated by using their morning meeting time to complete calendar. During this time they are distinguishing between days, weeks, years and are able to place themselves at a certain point in time.

                 Geography is not something I have seen as much of but this is what I will be using to conduct my formal Social Studies lesson.  My CT wanted me to complete a lesson that helps students better understand the concept of maps and although I am still thinking through exactly it is I want to do with my students, there are plenty of great standards that I can address using maps that will help students better understand the compass rose, cardinal directions, relative location, and map symbols.

                I know and understand that elementary school has changed but I have really come to learn the importance of students understanding these social studies standards. It has been the same way in my past clinical experiences, where there isn’t any formal instruction, which I think is a shame.  I understand that as a future teacher there are going to be certain expectations placed on me to cover certain things. Something I really want to do to integrate social studies is read a lot of books that cover the topics that need to be covered during group read aloud. I have done some research and there are so many great books out there that can help students reach the social studies standards that need to be addressed at the grade level. I also think it is important as a future teacher to make sure before I go into teaching at a school that I know what their policy on teaching social studies and science is. Do they teach alternating weeks, do they do one month at a time, or do they just squeeze it in when they can. I need to think through what I find important and that will help me make decisions on jobs.

Here is a link to some of the books that I found! 

Social Studies Books

Also, please check out my workjobs that I have posted below! Having ways for students to independently practice social studies is another great way to fit social studies in when there is free time! These workjobs are engaging and fun and can be completed without any assistance from the teacher!

Workjob 4

This is a 2nd grade History workjob that I created called United States Holiday Matching Workjob. In order to complete this workjob students will match a set of picture cards to the written descriptions of the holidays. The materials include picture cards that can be found in a bag on the back of the folder.

Extension Activity: Add a calendar to the workjob with velcro on the days that these events take place. Allow students to connect the velcro picture strip to the correct date that it occurs. Students can check their answers by looking back at the descriptions. 

OR

Add notebook paper that students can add information about how they celebrate these holidays. You would also need to include a pencil. This way, when other students are learning about the holidays, they can see how other memebers of their classroom celebrate these traditions.

Workjob 3

This is a Kindergarten Economics workjob that I created that helps students learn about the differences between goods and services. It also helps students understand what types of jobs produce a good or provide a service. In order to complete this workjob students decide if the job picture is a good or service and then match the job picture to the job title.

The jobs that the students will learn about include:

Baker

Construction Worker

Farmer

Veterinarian

Police Officer

Doctor

Nurse

Teacher

Mail Man

Firefighter

A book that a teacher can use to help students learn about goods and services is What Are Goods and Services by Carolyn Andrews

There are also some great youtube videos to help your students understand:

Goods and Services - YouTube

Goods and Services - YouTube

Workjob 2

This is a 1st grade civics and government workjob that I created. This workjob is titled Symbols of the United States. This workjob consists of a set of puzzles that help students learn about the different symbols that represent the United States. The students take out the puzzle pieces and match up the picture of the symbol, the title of the symbol, and some facts that describe the symbol.

The symbols the students learn about in this workjob include:

• The American Flag
• The Statue of Liberty
• The Lincoln Memorial
• The Liberty Bell
• Bald Eagles
• The White House

Some books you could read to go along with this activity to activate knowledge include:

• U.S. Symbols by Ann-Marie Kishel
• Celebrate America by Mary Firestone

Blog Post #2- Literacy Instruction

LITERACY FOCUS PROMPT
Having spent two weeks in your clinical classroom, you have become acclimated with the literacy instruction in your setting. Draw on that knowledge in this discussion.
What have you noticed about literacy instruction and assessment in your setting?

• When does it take place?

• What does literacy instruction encompass?

• During literacy instruction, what does your CT do/ say?

• What do students do/ say? How do they respond?

• What are your opinions/ feelings about this?

• How does what you observe about literacy at this site connect with past clinical experiences/ early childhood theories/ and or literacy practices you have been learning about at ISU?

• How does knowing this inform what you will do when teaching and assessing literacy (either this semester, next semester in student teaching, and/or next year)?

Literacy instruction plays a very big role in my classroom. Literacy instruction takes place in the morning right after what seemed to be to be rather short math lessons. The main part of the literacy is done by completing Daily 5. Daily 5 is something I have learned about in my classes at Illinois State but this is my first opportunity to actually see it done in a classroom. When I was learning about Daily 5 in my literacy classes, it was always one of my favorite ways to go about literacy instruction for a classroom.  The 5 parts of Daily 5 in my classroom consists of reading to yourself, reading to someone, word work, working  on writing, and listening to reading. One thing I noticed while observing students during their Daily 5 work time is that students who were at the center where they were supposed to read to themselves, they had a hard time staying on task. The students would talk to each other, they would get up and go talk to other students, or they would just sit there and not do much of anything at all. During this time the teacher is working with a small group of students on reading at a table so there really isn’t anyone monitoring what they are doing. As a future teacher, I have been thinking of ways that I could make sure my students are taking away something from being given the opportunity to have the time to read to themselves. One thing I would do to make sure students are getting work done during this time and this station of Daily 5 is create a list of expectations that the students come up with in the very beginning of the year. There is something like this in my classroom but it was all created by the teacher and students didn’t have any input. I think that by letting the students think about and come up with the ideas of what they think they should be doing during that time to be successful, they are taking responsibility for their actions. I would then make sure those expectations are posted up in the area that the students read to themselves so they can be reminded of what they should be doing. Also, I would make sure that students have a section of books to choose from that they are interested in. I could do some survey to find out what topics the students are interested in throughout the year. I will make sure to keep my books updated and varied so that all students have an option to choose that they will really enjoy. Finally, I will make sure that there is a variety of levels present for the students. I noticed a lot of the books the students get to choose from are at a higher level than the students are actually ready for and I’m sure that plays a role in them not focusing. By giving students books they are capable of reading on their own, it should hopefully motivate them to stay focused.

**This is the bulletin board in my room that explains to the students what each of the 5 steps of Daily 5 consists of and what they should focus on while at each station. It is posted in the back of the room near the computers. 

            

Besides daily 5, my class also has some time during the day where they do read aloud as a whole class. Unfortunately because I have to leave a little early I don’t always get to see this done in the classroom. In the afternoon after the students have attended their special for the day, they come back together as a whole group and the teacher will read them both picture books and chapter books. I personally think group read alouds are a very important part of the day. There are so many times during centers where students are being quizzed and put under pressure to succeed in reading and I think group read alouds are a much more relaxing time where they can really just enjoy reading. My teacher uses it as a great tool to bring the students all back together after they have been at lunch, recess, and specials for a significant amount of time and it seems to really get the students to calm down and get back into the mindset of listening.

           

The final section of literacy instruction that takes place in the classroom is right after classroom centers are complete. The students from the entire first grades move into different classrooms and work with different students and teachers.  From what I have observed in my classroom, students do a lot of independent work during this time. They have a packet with word work, writing, reading, and vocabulary that they work on. Some activities in the packet involve using partners but for the most part, students are working independently and once their packets are complete, they go to the computer to listen to interactive readings. During this time the teacher preforms reading assessments for each child’s specified reading. I started practicing their running records for this type of literacy and learned how to calculate percentages to determine which letter stories the children are reading at. This is something we have been discussing in TCH 274 so it was great to be able to put it to use in a real classroom setting.