Blogs 7b and 7c

Blogs 7B & 7C

7B: 269-274 & 283-287

            The beginning of the chapter talks about the purpose of assessments. We have already talked about assessments and how important they are because they help the teacher see where their students are and how their lesson plan went. There are many ways to go about creating different assessments. The next section of the reading talked about one assessment, which was testing and they talked about cheating. I believe this is another part teachers need to think about. Cheating is something teachers don’t really think about that needs to be looked at. I remember in school, the teachers would either separate us or have the dividers that you would set up creating your own space and cube looking thing.  When creating that testing environment I always thought how intimidating it was and made me feel a little more nervous. As a teacher I feel they should create a safe environment that allows students to feel a little more comfortable. Tests shouldn’t be to long and be clear, so the students don’t get confused, discouraged or restless. I was very interested in how a teacher would determine how much time to give students on a test. I was interested when they talked about allowing students 30-40 minutes to complete a test. Thinking about tests I have taken in the past that is usually how long they take, unless those who needed more time. As a teacher I will use a variety of different assessments and arrange my students in a way to separate them.

7C: PP 288-303

            There was a ton of information in this section of the text talking about different types of assessment items and they give descriptions, examples, guidelines, and advantages and disadvantages. I thought it was super interesting to read. I don’t believe one type of assessment is better or worse than another because they all have both advantages and disadvantages. What I have observed as I take tests a lot of teachers use a variety of these methods such as, multiple choice, matching, short answer, and true-false. I think this is a great way of going about creating tests because it provides a variety of different aspects for the students to think about and complete. I think it also creates the students to not feel intimidated because they may do better on one section rather than another. I feel like I have gone back and forth about doing well with matching, and short answers. I didn’t really do well on true false or multiple choice. I would always and still do second-guess myself, and always picked the wrong answer when I was down to my final two guesses. As a teacher I believe I will use a variety of different strategies on my tests.

6c & 7a

6c: PP 245-265

            This section of the text went further into the elements of a lesson plan. There are many parts of a full descriptive lesson plan and it is beneficial for teachers to create full descriptions of lesson plans especially, for beginner teachers. It gives the teacher a guide and outline of what is to come as well as a place to look if things don’t go right or if you forget something. As a teacher this will be one of the most important things I will do when preparing for a lesson. I have done many different kinds of lesson plans some not so descriptive to really descriptive depending on what the teacher wants. For myself, I need that descriptive lesson plan as a guide, because it helps me be fully prepared and think about how my lesson is going to go and give me some options if things aren’t working the way I planned. It might take more time but it is definitely worth it. I also think as an assessment or another part of an assessment is to have a reflection. One for my students to do on what they learned and thought of the lesson and a reflection for myself of my own lesson and how it went. I really want to be the best teacher I can be and even if feedback can be difficult to take I rather be told what worked and didn’t work then continuing something the students or myself don’t like or learn from.

7A: PP 274-283

The beginning of the chapter talks about assessing students and just as I mentioned in the last entry an assessment I would like to use is reflection. It is really important as a teacher to reflect and assess your students to see what went well or didn’t work and what the students learned. If the students aren’t learning the concept then the teacher needs to change her lesson to meet the common core they are trying to teach. The book mentions many different kinds of assessments such as portfolios, checklist, observations, and rubrics. These are all wonderful examples I would use in my classroom to assess my students. I believe that both the teacher and student are both in learning and teaching a lesson. I really think the students should be involved in their assessments instead of the teacher deciding. I know using one form of assessment or type of lesson plan can be boring so its important for the teacher to change it up. I really enjoy reflections and depending on what we are doing, for example a conference or midterm I would have my students do a portfolio. I would have them pick their best work or work they think they could improve and put it all together to share their thoughts. I would also have individual meetings with students to discuss how they are doing or about different assignments or even as a checkpoint. I also like the idea about giving students a checklist to mark off when completing assignments. Then there area always the quizzes and tests that sometimes we can’t get away from and have to do. This section gave great ideas on different assessments to use, that I would definitely use in my classroom.

Chapter 6a and 6b

Chapter 6a pp. 223-235

            A lot of this part of the chapter was repetitive, of things I have already learned and continue to review in many of my class. It talks about the different learning styles and accommodating students in your classroom. It is really important that teachers are using different teaching strategies in their class to teach the subjects to connect to students learning styles. It can be difficult to get all of them, visual, auditory, and kinesthetic learners all at the same time. I know as a student I was a kinesthetic learner and needed those hands on experiences to learn best. I feel like this is one of the best ways to teach, giving students the opportunity to have those hands on learning lessons. I feel it is more difficult and does take more time for the teacher to put together, but is beneficial. I also feel that sometimes you can’t always have hands on learning activities and need to do other things besides just lecturing to your students or doing the same strategies over and over again. As the book discusses the delivery and assess mode, there are strengths and weaknesses to every teaching style. That’s why it is important to use multiple strategies. You could use more than one and being aware of how the students best learn, by change the strategies up for students to stay engaged and gather that understanding of what you are trying to teach.  I have learned about Gardner style of learning in few other classes, but it is also brought up in this text that teachers should use these different intelligences. It will help the teacher figure out how the students best learn and can be used in multiple lessons. I want to use multiple strategies in my classroom when I am a teacher such as those hands on learning activity and others for my students to get the most out of every lesson.

Chapter 6b pp. 237-244

           

            This part of the chapter talked about interdisciplinary thematic units. In school I always found it so fascinating and more interesting when teachers would create lessons that connected to things going on in the world or to themes in other lessons. I was shocked by how they did this. I was also more interested and engaged in the content being taught. Planning lessons are very beneficial and help for the teacher, sub, principal, and anyone else who looks at them, especially if they are well filled out including all the necessary information such as objectives, goals, title, grade, procedures, outcomes, etc. I think that the first few years I am a teacher I want to write out my lesson plans and elaborate on them because it will help me in the future and I can always write a shorter version of it. Then if anyone wants to look at why or what I am teaching in depth I would have that. It is also important as the book talked about pace and watching your time, because you don’t want a lesson including thematic units to go on for to long, that the class will get bored and not be engaged. You don’t want to focus on one area for to long and keep the lesson moving. This is also helpful when you have a fully written lesson plan to fall back on if things are not going as planned or things changed you will have options written on your lesson plan to help with these situations. Teachers want to be sure they are planning their lessons correctly to benefit the students and add to their prior knowledge. I think thematic units are awesome and very helpful; I will definitely use them in my classroom, as well as writing out my lesson plan with details.

Chapters 5b and 5c

Chapter 5b: pp. 185 – 202

                  This part of chapter five talked about objectives and how to handle controversial topics in the classroom. As we have learned in our classes here at Bradley, every teacher is different in what they require on a lesson plan. I always say it’s better to do more than less because then you are used to doing more, and will have everything on your lesson plan.  It will all be there organized and clear what your goals, objectives, and final outcomes will be. Even though it may take a little longer I want to make sure that when I am a teacher especially my first few years that I am doing my lesson plans full out. This will make sure I have successful lessons and goals while teaching, and make me prepared. I also thought the part in the chapter about the controversial topics was interesting, because it does come up in classes and teachers do need to be careful how they go about different topics. Sometimes these topics can be important for students to learn about. They don’t want to start this huge debate, fight or hurt anyone’s feelings or dis someone’s beliefs. Everyone is entitled to his or her own opinion, but sometimes it is not for the classroom. If you are involving a book or anything that may become a controversial topic it is important the teachers are prepared about how to go about something and keep their opinions out of it.

Chapter 5c: pp. 202 – 220

                  This section talks about syllabi and Blooms Taxonomy. I really like the idea of syllabi in school; it is a great way to get the points across about what class is. I would use this at any age in school. This may sound silly but I don’t think I really understood them or knew of them till college. Thinking back I think I did have a few in high school. I love them, it’s a great way to make sure the students and teacher are on the same page about the objectives, goals, rules, procedures, etc. Blooms Taxonomy has six major categories, knowledge, comprehension, application, analysis, synthesis, and evaluation. These will help when creating lessons for the students to challenge their higher thinking level, and for making my objectives. In my classroom, I really hope to use Blooms Taxonomy terms to make my objectives strong, and obtainable. I have seen in some of the classrooms I have observed in have showed the students the objectives for doing certain activities, I think it could be a great Idea to do this, so the students can be sure they know what it means and know the importance of the lesson.

Chapter 4c and 5a- The Curriculum

Chapter 4c: pp. 140-160
Ashley Taus and My Section

Chapter 5a: pp. 163-184

This chapter focuses on the curriculum in school. This is the part I don't really think about, kind of forget about, and don't realize it is something we have to do, when thinking about becoming a teacher. The curriculum is obviously the most important part of the day because you have to know what you are going to teach. I was also nervous that teachers were all alone in this planning process, but then that wouldn't make sense because how does all the other teachers know to teach the same thing. Teachers collaborate and talk about what is going to be taught. You do not have to be alone in making these plans. You do however do have to prepare them in advance because you want to create a plan that will benefit your students learning. I never realized how much you have to plan, for the year, unit and lessons. I enjoy how they talk about allowing the students to teach you by having projects, and generate ideas, listen and talk to one another about concepts. I feel students learn best when they figure things out themselves. That light bulb goes off in their minds more, instead of the teacher telling students what to do. You want to give your students those learning opportunities to ask and answer questions and discover and learn new things on their own.  I remember in my middle school I had advisory, which I really enjoyed. It was a nice place to start before my day started and if I had questions or concerns or unfinished homework I could ask and do some of it there. It also allowed me to prepare myself for the day instead of just going into it. I really want my lessons in my class to be hands on learning activities, I best learned that way and think it will be beneficial for my students. That means I will have to really prepare my curriculum instructional plan, to set my students up for success and not failure.

The Learning Environment: Planning and Managing the Classroom Chapter 4A & 4B

Chapter 4A & 4B:

Chapter 4A (Pgs: 109-121):

As a teacher we play many different roles and it is important to remember the different aspects that go into being a teacher to benefit our students in their well being. Many students may not get the right attention, or feel safe at home and we want all students to feel that they belong in our classrooms and it is a safe place. We want to keep in mind that all children can learn, we want to see the best in each student, provide them with a positive and motivating environment, and use our time wisely in the classroom. As a teacher these are the attributes I would like to use in my classroom. I want to be there for each of my students and believe that each of them can succeed. I also want to create that environment where my students feel safe where they can participate and come to me with anything they need. The classroom is where students spend most of their day and its our job to provide them with a positive and effective learning environment. This includes our classroom management skills, making sure we are addressing inappropriate behavior, and using consequences. From the first day of school you want to enforce your management and make each student feel welcome by sharing stories, having conferences, observing, your students.


Chapter 4B (Pgs: 121-140):

Another important part of establishing an effective learning environment is explaining your procedures/syllabus to your class. Its important that the students are aware of your expectations and what the class entails. I feel like establishing these things from day one are super important because it can either make or break your year. This is something I get nervous about because I don't want my students to think I am all fun and games, or have them walk all over me. I want my students to know when it is time to have fun and when to be serious. This is something teachers really need to think about to create that environment they want. It won't come easy and you may have to change a few things if something isn't working. This part of the chapter also talked about how to phrase things to your students, for example instead of saying rules you would say expectations, and instead of punishment you would say consequences. Its also important to think about how you are going to handle different situations and be able to put a stop to the incorrect action and behavior that is happening in your classroom. They talk about not punishing the students and redirecting the students misbehavior. I agree with this statement because I don't technically want to punish my students. When I observe some teachers give time outs or change the students color cards and I am not a fan or think they are an effective consequence.

Reading Assignment- Chap 2A, 2B, and 3

Chapter 2A pp. 27-56

This first part of chapter two talked about how teachers need to be decision makers. Something I realized is that teachers will be making a ton of decisions everyday in and outside of the classroom, during and making lessons. Teachers need to consider what is best for the students, sometimes every decision won't be the greatest one and thats okay. As teachers are making these decision they need to reflect before and after, asking themselves if the decision they are making will benefit their students or if it was necessary. As they reflect, analyze and judge their decision making process its important they think about what they could do differently next time. I feel its always important to have a second plan incase the first one doesn't go as planned. For some events you can't always plan for what will happen and have to act on instant, which I am kind of scared about because, this is something I can't always do, I like to think and plan things ahead of time. I think that a great way to know if something worked or didn't work during a lesson would be to ask the student or those involved and see what they learned and benefited from that lesson.  They also briefly discussed the importance of safety and rights of the students and teachers. We need to make sure we are aware of the school districts policy and follow those rights and rules to make sure we are treating others equally and being appropriate towards one another. 

Chapter 2B pp. 57-78

This section gave a ton of great characteristics thats teachers can use in the classroom, which was about teachers using all their resources and understanding what they are learning. It is also important for teachers to be learners as well. As teachers we can not know everything and are always learning, its important for teachers to keep updated in each subject and with upcoming technology. We also want to model for our students and give them inquiry and those hands on opportunities. I believe this is the best way for students to learn. I know it is how I learned in school and lectures didn't help me at all. I really want to use those hands on experiences in my classroom. Teachers also want to be able to connect our lessons to our students interest and real world situations because it makes it easier for students to then understand and grasp those concepts. As teachers are creating those lessons we need to think about what kind of things will benefit each of our students. If one thing doesn't work we need to be quick on our feel to change up our lesson. We all went to school and have had many different teachers but those who were positive, encouraging, and funny, were the ones we remembered most and learned the most from. I want to be that teacher who is there for my students and give them those different learning opportunities. For everything that teachers do we need to have a reason for and just because we think it may be a better way to learn something research might prove us otherwise. Its the same thing that if something isn't working, we need to reflect and rethink that decision we have made.  They also touched upon preventing those unwanted behaviors. This starts at the beginning, as we need to set those guidelines and rules at the beginning of the year and continue to follow them. Once we don't our students won't take us seriously and not listen to us and misbehave. We want to make sure our students are staying on task, and things that go into this is making sure we are giving clear instructions, giving them the right questions and using those proper tools that would benefit our students. In my classroom I want to do everything I can to help them benefit and learn the lesson and concept. 

Chapter 3 pp. 81-108

Chapter three focuses on thinking and questioning strategies. It is important that teachers are using those higher-level questions when asking their students questions to allow them to really think, connect, and relate those questions to the content. The teachers and students in the classroom need to listen to one another. If the students answer a question wrong, its important that you don’t have another gender correcting that student, and try to have the student you asked answer the question by asking him or her questions that dig deeper. There are many different ways you can have students think and figure things out for themselves for example inquiry learning. Another way is questioning. There are so many different benefits from questioning students, and as a teacher you could find out a ton, from what students do and don’t know, if they understood something, those that are struggling, what they are thinking, etc. I remember learning in one of my classes all about the different kinds of questions to ask your students. There are tons and you don’t want the questions to be yes or no and really want students to think about those higher level thinking questions. There are analytic, clarifying, convergent-thinking, cueing, divergent-thinking, evaluative, focus, etc. As teachers it is our job to make sure we are asking the right questions and changing it up. We don’t want to just give the students the answer because they will never learn that way. When we ask these questions we want to make sure we are using the right wording, being clear, allowing time for students to think, and involving as many students as possible.