Week 5

This week I had the opportunity to take part in an after school "Fall Fest" which families were invited to attend from 4-6 p.m. This is a fundraiser for the school PFC organization, which is like a PTA (I assume it stands for Parent/Family/Community but I am not actually sure). It was held outside and included many games, food, prizes, and a pie eating contest. It was HOT...but a lot of fun for me and all the kids. I got to meet some new people and be my loud and silly self without consequence! I ran 2 games in the beginning, since all volunteers had not arrived, and stayed with games the whole time. I was very animated with kids, especially when they'd win, which kids got a kick out of. It was a nice time.


In regards to teaching, one area I am struggling with is pacing. I know that I am moving more slowly through lessons than my CT would like. For example, I spent extra time on word problems since I saw many misunderstandings. However, word problems are not on the summative test. Does this mean I should just push through? 

My goals for this week were to relax, enjoy myself in the classroom, and not lose my mind as I begin EdTPA content. 
✅I felt a more relaxed feeling about all of the student teaching business this week. I tend to over think most things (which I am working on). 
✅By the end of the week, I was enjoying myself in the classroom more so than I have been. I was more myself, with a bit of humor and silliness. I have been a bit on edge about this because my CT is more demanding on order and quiet. Whereas, I am fine with a bit of noise and silliness. 
⛔I did not lose my mind as I began EdTPA content because I did not begin EdTPA content. Although I have this as an unmet goal, I am content with it. The plan was that I would begin my multiplication segment on Thursday, after doing the "Addition: Standard Algorithm" lesson Monday, "Addition Word Problems" lesson Tuesday, and Multiplication: Doubling/Halving 3 Digit Numbers" Wednesday. However, since we got cut short on Monday for the "bus evacuation drill" and based on student performance, I did move on as quickly. Word problems are an area of struggle, so we spent extra time on that. 

My goals for the coming week are to remain sane during the EdTPA lessons (which begin Tuesday), and to have an improved and positive observation #2 (which is tomorrow).


Classroom Confidential

This was a great chapter that highlights some concepts that seem like "no brainers" but have not always been typical of classroom environments. I especially love the idea of the students creating a class resume to highlight skills and differences so that the assets contained in the group are celebrated. Through this chapter, I have learned that "eptness" means creating a classroom environment that utilizes the varying abilities of every student, channels the potential of every student, and makes learning relevant to real life for every student. It means focusing on strengths rather than weaknesses. It means that the students are actively involved in decisions about their learning. It means that mistakes are great opportunities for growth. It means the days of sit quietly and listen to the expert teacher are over.

Of the 10 behaviors that promote eptness, I hope to use them all eventually. I have already been using "expectations" throughout my previous years working with students and am doing so now. Despite any issues my students have upon entering the classroom, I am  trying to figure out how they can succeed. For example, I currently have a super fidgety student that is always messing with some kind of object, which is sometimes distracting to others. Rather than shaming her for this need (or expecting her to sit still), I made her a fidget out of a key ring and letter beads that spell her first name. I let her know that I have noticed her need to fidget and that I want her to be able to do so without distracting others. 

I will also use "encouragement." I make it a point to notice and point out positive behaviors and actions in detail. Commending students for positive actions allows confidence to grow, while telling them exactly what they did that was commendable. I actually had a student leave a math problem undone on homework. However, she wrote a note on it telling me that she didn't understand what to do and asked for help. I spoke to her about it (and wrote a note on the homework), thanking her for letting me know. I then re-explained and offered a model to reference.

I will also use "feedback" to help students have a solid understanding of what went well, what needs work, and exactly why. (I am struggling with this now, because I want to offer detailed feedback and examples for everything I review, but with all this student teaching workload it is not feasible. That bothers me.)