Teacher Enacted High Leverage Practice - Coordinating and adjusting instruction during a lesson
My host teacher enacted this high-leverage practice yesterday, April 18th. The days lesson was to read aloud and ask questions regarding Act II of Hamlet. Up until 5th period, she had done just that. However, when seventh period came into the class it was quickly clear that they were in an extremely social mood; my host teacher had to calm down the class and bring attention back to herself several times before we even got to the reading. She pulled me aside and told me that she was going to change it up for the day and that instead of doing a large group read like she had planned, she asked the class to break themselves into groups to do the reading. After the initial rowdiness, all of the students were in groups and began reading. Both my host teacher and I walked around from group to group to facilitate and help with the reading, sometimes taking the parts/roles that had the most lines. In addition to this, I had prepared questions/notes for the readings as I was meant to have my host teacher observe me during the time period where it was going to be a group read. Although
…show more content…
However, by bringing questions up and continuously pausing to explain complex lines, most students stayed engaged. There is no physical evidence to show their engagement, but there was a paraphrasing worksheet handed out at the end of class where students were asked to show their understanding by both paraphrasing a passage as well as pointing out metaphors and other items of note. This practice affected the students greatly in that it allowed them to actually pay attention to the reading rather than struggle to pay attention like they would have in a large group setting. I thought that certain groups would pay attention less or not do the reading at all, but through facilitation, all students did the
During a test, these students were taken to another classroom area so that the inclusion teacher was able to read the test to them. Self-reading in the inclusion classroom is sometimes avoided as much as possible. The inclusion teacher also stated that there have been tests where the amount of information was lessened to avoid additional frustration being added as they are already struggling with reading the test information. According to the general education teacher, students on occasion are encouraged to read out loud. However, there is more of a push for them to participate in classroom or group discussion. Students that are asked to read aloud are based on their ability. This type of interaction makes for a comfortable learning environment and participation with their peers. She stated that she tries to pre-teach information that they will be covering on that day in the form of a warm up when the kids first enter the classroom. Then when they are exposed to the information later on in the class, it is not a total shock of information to
During the read aloud, Alexis finished her read aloud and began to move her students over to the working area to do her activity. However, this caused a disruption during my read aloud, and the children began to lose focus. In my read aloud video, you can hear Alexis’ group going to the work tables and beginning their activity at 5 minutes. I tried to get the students back on focus because I was busy answering students’ questions. I believe that one thing I could have done better was getting the students to focus on the book again.
Students followed the teacher’s simple explanation, but the explanation was too effortless. This relates to me when I was in seventh grade my history teacher always made the class copy every PowerPoint slide in our notebook, so we never got to read anything from the textbooks so every time I had to do a history assignment I always felt like something was missing since we never got to use the textbooks. My
engaging, you wont have discipline problems” (Boyd 2012). The truth is, you may have fewer student
There were many roles that took place in this interaction, the host teacher was the leader, due to the fact that she was the one implementing the methods and ensuring that students succeed, but the literacy coach was the behind the scenes leader that ensured that the teacher was able to effectively teach the students and was using her time to maximize the students potential. The also, the teacher also played the role as the student in learning and implementing the new methods she was being taught, then the literacy coach was the teacher in teaching the new methods. • During the meeting, my host teacher taught the lesson as the literacy coach observed the lesson and took notes on what she was doing and what things she would have changed during the lesson. After the lesson they discussed what things were done correctly, where the weaknesses were, and what things could have been changed to make the instruction more effective. • My host teacher communicated that she believed some suggestions were beneficial, however, she did not like all of them.
Although the students who were in the back were harder to see from my vantage point. I also had trouble with one student trying to sit on top of me during the reading, which I had to stop and ask her to sit back. This caused me to lose my place at one point, and I had to take time to find where I had left off. The students however noticed my unease with reading aloud and clapped for me when I was done. I think this was their way of encouraging me
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
This group is energetic and engaged, but is also eager to blurt out and socialize instead of focusing on the task at hand. There are a few students who enjoy engaging negatively and others who are reticent to speak. In addition, there are two students with Individual Education Plans (IEPs) and I wanted to create an activity that enabled all students to excel. Since I knew that this group of students were antsy, I created a lesson that would enable them to talk with each other, stand up if they needed to and would encourage all students to participate. I have one student who is engaging and well-liked, but can monopolizing the conversation with peer approval so I tried to create a situation that he would be able to engage, but that others would also have the chance to participate.
Furthermore, informational texts found in Reading A-Z talk about different water sources like the Mississippi River where the learner could relate too since the river crosses Minnesota. Part of the assessments done the learner indicated the dislike of reading, but through selective texts of her interest or texts that she could relate and use her background knowledge to engage on the reading would create on her motivation to read. Just as Fisher & Frey (2012) states that few readers read the introduction to know if it the text meets their needs. In order to create engagement on readers, looking at the complexity of a text as a teacher is it vital to maintain the reader joy