I was anxious about teaching a math lesson, as this is a subject where I feel the least confident. However, my cooperating teacher was helpful in guiding me toward planning a lesson that would be impactful for the students and that would allow me to experience some success. I think that part of my nervousness stemmed from having to also video myself teaching. I believed that I would be focused on the camera the entire lesson and that this would add to my nerves. What transpired, however, was that I forgot the camera was recording as soon as I started to teach the second-grade students. I was so caught up in what I was doing and by the interaction with the students that I forgot both the camera and after a few minutes my nervousness. I was teaching a lesson on subtraction, …show more content…
Before watching the video, I was not sure I had included the students enough by asking questions and having them interact with me, but the video showed that I did indeed ask plenty of questions of the students rather than just talk at them. My goal had been to engage the students as much as possible in order to keep them focused and interested. Watching the video, it was apparent that I stayed within the time allotted for teacher input and guided practice. At the time of the lesson, I felt like I had been teaching those two components for much longer. Watching the video, I could see that having students come up to demonstrate on the Smart Board added more time than I had accounted for and so I need to remember that when I am planning lessons where I will have students demonstrate their knowledge. I was not sure how I would feel about watching my lesson on a video, but I see now how it is a useful tool for self-assessment. Moving forward, I do not think I will be intimidated if I have to use a video as part of a
I am thankful that I had this experience. What I found in watching the video, was that I need to work on my speaking ability. Fewer giggles, an increased grasp of words, and working on leading students to correct answers through asking the right questions. My strengths included beginning the session by introducing ourselves to each other and creating a welcoming environment. I intentionally worked to invite all the students by name to offer their opinion on the videos and stories. I deliberately incorporated the teaching methods that we were taught that Jesus used, beginning a lesson by first asking what your students already know or believe, then complimenting them on what they knew. This task I found to be difficult at times. I would catch myself saying, “no your wrong”, instead of finding a more politically correct way to acknowledge their
I froze. I felt my smile fading away and my tendency to overthink going into action immediately. What do I do? What if I say something wrong? What if I don’t do enough? Other underclassmen often asked me about my experience in certain classes
The setting of this video is a traditional classroom setting. It’s sunny outside and morning or afternoon. There are two big green chalkboards at the front of the room and posters hung all over the walls. The desks are arranged in a big u shape with the audience sitting around them and the teacher in the front sitting on a stool. Throughout this video the teacher is
During lessons, videos give students the sense that he/ she is watching TV and most of the times videos provide great animation information on topics that strikes students
The administrator and myself entered the classroom after the warm-up. We observed the lesson using a form that recaps the five standards of the McRel Evaluation Tool. I began by simply recording what I was observing in the classroom. For example, I took notes on the activity, the explanations to the students, and the transitions from one activity to another. In addition, I observed the classroom environment, the set-up of the room, the visuals, decorations, and the procedures that were established in the classroom. I also observed the relationship between the teacher and the students.
As we discussed the potential of such software we realized this might be a way for our students who missed class to not miss out on learning. Thus, we began to record our live lessons using screen capture software. We posted our lectures online so our students could access them. When we did this, YouTube was just getting started and the world of online video was just in its infancy. In all honesty, we recorded our lessons out of selfishness. We were spending inordinate amounts of time re-teaching lessons to students who missed class, and the recorded lectures became our first line of defense.
My artifacts are two samples of students’ work. They are both formative math assessments on coins and were used during my student teaching experience. One sample assesses students’ ability to identify coins by its image, value and name by sorting. The other sample assesses students’ ability to solve money word problems by adding or subtracting coins.
The first issue was finding the right answer to help him. There were a few times I would try to answer and hoping that made sense even though it most likely did not make sense. For example, he was feeling a little pain for holding the trombone, and I didn't know the best way to fix that problem. Another issue was rushing or skipping. I felt that I was a little scattered brain throughout the lesson even when I knew what I want to go over in my lesson. Lastly, I didn't know how to form a good higher thinking question for throughout the lesson. I saved majority of my questions for the end of the lesson. These were few of the issues I felt I needed to improve on when it comes to teaching.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
Without a doubt the lessons and exercises on time management were the most meaningful to me. They brought insight into why I seemed to be constantly working yet still never really got anything I wanted to accomplish throughout the day finished. I realized the majority of the activities I had been spending the most time on didn’t reflect my values of hard work and self discipline and long term academic goals to be successful in college. This motivated to completely change the way I managed my time by effectively striking a balance between my maintenance, committed, and free time.
The one aspect that through me off a bit was, grouping the students. When planned out the lesson, I planned out the grouping for all of the students and when a few were absent, I had a difficult time adjusting. It took me a minute, but eventually I figured it out. I have also been trying to work on direction, so what I have started to do is incorporate the instruction into my presentation. I will also go around give individual instruction, which works out well since some of the students need more individual instruction. This also allows for me to check student work and give feedback, and interact more with the
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col...
When teaching a snowboarding lesson to kids it is inevitable that every so often I get a student that has a short attention span or is being disruptive. For ninety nine percent of these types of students, no matter how many times I tell them to pay attention or stop disrupting the lesson, it doesn’t work. After struggling with these students I needed to find a new way to take care of the issue....
At the end of the day or beginning of the school day, I communicated what I did with Ms. P to plan out better activities or lesson plans to meet each individual’s needs.