Ms. Pierson's Teaching Journal

Wed, 06 Jun 2007 17:43:43 GMT

I taught my Beach College lesson today. Based on my experience teaching this lesson, I learn that my students need to work on direction words and prepositions. With the glue, I helped the students begin applying it with hand-over-hand guiding, then used verbally prompting. However, the students did not know the direction words I uses using. The students, also, had problems putting objects in logical locations. For example, one student had placed a cloud on the sand and another put a shell in the sky. Additionally, students had problems with the fine motor skill of stretching out the cotton balls for the clouds.

If I could go back and teach this lesson again to the same group of students, I would prepare for the lesson by having more pieces of brown construction paper ripped up in advance. During the lesson, I would make sure I had another aide at my table because I had both Danny and Ricardo at my table with only one aide. These two students usually each have a one-on-one aide. This will give me more time to help the other students with the locations of where they should put the different objects.

I had a surprise during this lesson. The students were so excited about working with the sand. They loved rubbing their paper in the sand and the feel of it after it dried.

Wed, 06 Jun 2007 17:35:22 GMT

I taught my Rainbow Fish College lesson today with coffee filters and foil. Based on my experience teaching this lesson, I learn that my students need a lot of verbal encouragement to finish coloring in their coffee filter. In addition, the coffee filters were a hard material for the students to cut. Some of the students had problems with the gluing the foil pieces. I had made the pieces different sizes, but the aide I had discussed who should have the bigger pieces was not listening to me.

If I could go back and teach this lesson again to the same group of students, I would prepare for the lesson differently by writing explicit instructions for the aide. I would do the lesson in two days. I would have the students color their coffee filter and spray it wet. Then, I would let the projects dry over night and the students would finish their finish in the morning.

I had a few surprises during this lesson. One was that the students had trouble coloring in their filter because they normally over-color all of their assignments. Another surprise was how much the students liked the hair drier. They loved the feel of the air blowing on them.

Wed, 06 Jun 2007 17:32:45 GMT

I taught my Wish Upon a Star lesson today. The students are working on a song for their end of the year performance. They are learning choreographed dance movements as well. I made a Windows Movie that has pictures of them danced up in uniforms of jobs they could aspire to have in the future, visual cues for the music and pictures of the students throughout the year timed to the music. Essential, on June 5, the class is having the end of the year party and the parents and other classes from the school are invited to attend.

Based on my experience teaching this lesson, I learn that my students need to work on ignoring the movie. The students love looking at the pictures of them. The students also had trouble with remember to sing the song. It was not that they forgot the words, but that they were having trouble doing two tasks at once. About half of the students are performing the dance movements and singing the song. A number of students were not staying on the piece of tape with their name on it when standing. They were moving in front of the projector and blocking the movie. This was a behavior problem, where four students were being non-compliant and moving in front of the projector to be funny. Unfortunately, there is not a way to move the projector higher because the cord that connects it to the computer is too short.

If I could go back and teach this lesson again to the same group of students, I would do nothing in form of preparation. However, for instruction, I would have them watch the movie 3 times at least before I tried to have them perform with the movie. Additionally, before I gave the input, I would go over the rules with the projector. I would make sure that all the aides and the students understand what the consequences are going to be for students who goof off in front of the projector. This lesson will be repeated daily for until June 5.

I had a few surprises during this lesson. One was that Danny in who normally does not participate while the rest of the students are practicing, sat down, watched the movie and did some of the movements. Another, is Tony learned the visual cues in the movie quickly and was able to connect them to the corresponding movements.

Wed, 06 Jun 2007 17:28:58 GMT

Today, I taught my parachute lesson for P.E. Based on my experience teaching this lesson; I learn that my students need to not work on much. They did an awesome job. I had fully participation. This is a first. Some of the students need to work on some behavior issues. Some students were having a bad day and it continued into this lesson. John and Alex where already mad at me for putting them on timeouts early. Then the students were upset because the computers in the computer lab were broken.

If I could go back and teach this lesson again to the same group of students, I would do nothing else to prepare for the lesson. In relation to instruction, I would give some behavior guidelines before I started the parachute games. Additionally, I would make sure all the aides knew that they were required to participate and that it was not break time. (Of course, I would say it much nicer.)

I had a few surprises during this lesson. One was that all the students participated. Two that Marvin went out on the parachute. Three, how much the school psychologist liked the parachute games.

Wed, 06 Jun 2007 17:27:20 GMT

Today, I observed a bad day in special education. I was not feeling well and the students spotted my weakness. It felt like they were all after me. John decided to be very obstinate. He kept saying no to me when I was telling him what to do. In addition, he was sticking his tongue out and spitting at me. Ricardo then decided to cope his actions. I put them both on a time-out. My master teacher was out of the room because she had to go out to lunch with one of the students. Furthermore, the principle was on the trip too.

I proceeded to try multiple techniques I know that usually work. Since the students were running from the time-out area and spitting at me for attention, I tried ignoring them. However, the aides were giving them too much attention.

Then, for a treat for the rest of the class I put on a video. Caleb, who has autism, had a break down because I put on a new episode of Signing Time and he did not have a social story for trying new things. One of the aides gave Ricardo a piece of paper to draw on in time-out, while another aide started playing a game with John in his time-out area. Therefore, the whole purpose of the time-outs was lost.

My participation ended being negative because now the students think they just have to go to the aides to get what they want.

However, this problem with the aides is an on going problem that existed before I got to this placement.

Wed, 06 Jun 2007 17:12:42 GMT

Today I observed two IEPs. Danny’s IEP was first. He does not receive services so my master teacher had to do all the writing. Additionally, there were not very many people there. This meeting took only an hour and a half because it was a triannual. One important aspect of this meeting is that Danny got a Behavior Support Plan.

The second IEP was for Tony. This was the annual meeting and took over three hours. There were more people in attendance at this meeting. An advocate from Regional Center, the school psychologist, the speech therapist, the special education teacher, a regular education teacher, his mother, an interpreter, the bilingual aide, and I attended the meeting. There were disagreements about the delivery of speech services and full inclusion during the meeting.

My involvement was minimal because mostly I observed. When I was in the classroom, I was effective.

Observing the IEPs was beneficial because I was able to gain more experience with the process.

Wed, 06 Jun 2007 17:09:23 GMT

Today, I did not do much observing I did most of the teaching. My master teacher had a meeting. I taught math, language arts, and speech. In addition, I taught my normal carpet group (sorting). We sported kitchen items today. I, additionally, took Marvin to the bathroom. I got a lot of experience in toileting because I had to work with getting him off the toilet.

My participation was somewhat effective. A couple of students had meltdowns while the teacher was out of the room.

I was able to work on my behavior management techniques today. I was able to try the extinction method and it was somewhat effective.

Special Education

Fri, 06 Apr 2007 00:32:45 GMT

Today was my first day in my special education placement. It is a second to third grade moderate to severe life skills classroom. I observed the daily schedule. Additionally, I saw the use of sign language, P.E.C.S., and the TEACH task boxes. Furthermore, the speech therapist and the psychologist visited the class.

Even on my first day, I participated during many of the lessons. I taught two of the small groups because an aide was out and I began using the behavior management system.

My experience was very interesting; I was kicked, spit on, punched, and socked in the back. Even with all of this, I cannot wait for tomorrow. This is where I want to be.

Tuesdays

Wed, 14 Mar 2007 00:25:35 GMT

Today was a normal Tuesday. The students had a math test in the morning on angles and types of triangles. Most of the class did well. After looking over the test, I was able to figure out what problems the majority of the class got wrong. I designed similar problems and re-taught the lessons during later in the day to the students who did not do well on the test.

The students really benefited from my re-teaching. I feel that they now have a better understanding of this material. Tonight they have to correct their wrong answers on the test, so this will check to see if they retained the information we covered.

Observation

Wed, 14 Mar 2007 00:07:02 GMT

Today I observed the country visually impaired special education class. All of the students could read Braille, expect for two students who had enough vision to read material enlarged to about 300%. It was extremely interesting watching the students work are their braillers. They have wooden tools that they use to erase mistakes when they are writing in Braille. It essentially just flattens out the bumps.

They have a black lab puppy that is training to be a seeing-eye dog in the classroom. She is so well behaved that I did not notice her until a half hour went by. Then at recess she came out because she is allowed to play along with the students.

The students in the class are wonderful. There are about six students in the class and two aides. All of the students, but one, are of normal intelligence. They have such great personalities. One student noticed that I was in the classroom within a couple of minutes because she has good vision with correction. However, the rest of the class did not notice I was in the classroom until 40 minutes went by. Even then, I think there were students who did not know I was in the classroom.

I found the teaching of visually impaired students intriguing. If it did not involve getting another credential, I would look into it. Well, maybe I will later on.

Retesting

Sun, 11 Mar 2007 03:44:39 GMT

Today, I ended up subbing my class. The students were supposed to be testing most of the time. However, they were done fast. They had a list of items they were suppose to be working on when they finished. A number of the students could not do this without making noise. I had to be tougher than I have been in the past. When I gave them the next test, I had to adjust the test so the students were not leaving their desks. After they finished the work they had at their desk, they could read silently. This adjustment made it so the students were able to complete the three tests they had to take.

One of these tests was the retest for my PACT lessons. They did so badly on the posttest, I had to do some reteach. I was able to score the tests right away. The students improved on average by 40%.

Unfortunately, while I was scoring the tests two students were misbehaving. They decided to put "Kick Me" signs on a couple of the students’ backs and kick at them. I had to send them out of the classroom.
Overall, my classroom manage techniques have improved during this quarter. I no longer let the students walk all over me.

My first lesson for Pact

Sun, 11 Mar 2007 01:18:02 GMT

Today was hectic and the students had some behavior problems. I taught my lesson according to my lesson plan, but I ended up having to spend a lot of time on behavior management. One reason for this was that I needed to make some of my study aide ahead of time. Another reason was that the students were rushing ahead and doing the example problems before I covered them. They were not catching my explanations of how to approach pattern problems.

The simple geometric patterns the students understand. However, when the geometric patterns get more complex and when they were given numerical patterns they struggled. On problem 5, on page 425, none of the students were able to solve the problem by using a pattern. If the students had used the table I showed them, they could have gotten the answer. Additionally, none of them would ask me for help. I was able to help so of the students during tutoring after school.

This reflection informs me that I need to do a couple things for my next lesson. First, I need to make parts of the study aide ahead of the time. Next, I need to keep the students more engaged during the modeling time of the lesson. Last, I probably am going to have to extend my lessons from three math lessons to four math lessons because I need to go over using the table to solve pattern problems before the posttest.

Writing

Sun, 11 Mar 2007 01:12:10 GMT

Today was my first Monday. Mrs. Garcia has a very interesting way of getting her students to improve their writing. They are currently writing narratives and she first had them write an essay that would only score a one on the STAR test. Today, the students voted for the best “one” paper. Then she instructed them to write a “two” paper. She gave them the rubric for a two paper. This makes the students think more about their writing because at first they are trying to write badly. As they continue moving up on the rubric, Mrs. Garcia forces them to rewrite and proof read their work to create better essays. Also, I observed how Mrs. Garcia uses the science materials to teach a lesson.

I am becoming even more comfortable with the class. Today, I graded the science homework and passed out tickets when students gave correct answers.

My participation was effective. Mrs. Garcia’s technique of teaching writing was very valuable to experience.

Weekly Essays

Sun, 11 Mar 2007 01:08:24 GMT

Today was a half day again. I was sick yesterday and I was not in to teach. The students started the day with a writing prompt given by the principle to all the students in grades one through fifth. The principle gives a writing prompt every Wednesday. I found this interesting because the principal personally reads and grades the essays. Another thing I observed for the first time was an earth quake drill. At the end of the day, I attended a staff meeting for fourth and fifth grade teachers on teaching expository writing.

I am becoming more comfortable with the class and helping out more as need. During math and reading I had my own small group of students to work with.

My participation was effective. The earth quake drill and the staff meeting were helpful.

Wednesdays

Thu, 08 Feb 2007 17:08:48 GMT

Today was a half day. Every Wednesday, it is only a half day so there can be staff meetings and the teachers can plan their lessons. Additionally, I discovered that a large number of the students in the class are ELL. The majority speaks Spanish, one speaks French, and one student speaks another language that is classified under “other.” This came to my attention because Mrs. Garcia was helping the students with pronouncing phonemes in words while they were reading. After school, I got to observe my teacher and another fifth grade teacher planning out their lessons for the next week. At this school, the grade levels work together to plan their lessons. However, the other fifth grade teacher was missing in action. I was able to see how they supplement the textbooks to cover the standards more in dept for each subject and how they adjust to fit the needs of their students.

I had a little more responsibilities today. I am still learning the students’ names. At math, I continued to help struggling students.

My participation was effective. Witnessing all the planning that takes place before instruction was a valuable experience. Furthermore, seeing how two teachers plan lessons together was helpful.

Teaching 5th grade

Thu, 08 Feb 2007 16:47:01 GMT

Today was my first day of student teaching in fifth grade. I had many fears that the students would be disrespectful and hard to control. However, I observed that my master teacher has an effective behavior management plan that works for her class. She has the rules posted on the wall and holds the students accountable for them. In addition, she rewards them with a ticket and table point system. One of the things that really amazed me about this class is that the students were performing running records on each other as a practice reading assessment. In math, the Mrs. Garcia asked them to do put their work in “middle school style” in order to encourage them. Furthermore, she sings songs to help them remember what the next step in operation is (“Plug it in, plug it in…”). Last, the teacher makes use of the student white boards during instruction.

I did not have much responsibility today. I walked around the class and got to know the students. During math, I tutor two of the students.

My participation was effective. Being in the new class and finding out that not all fifth graders are scary was a valuable experience.

Day 15

Sun, 19 Nov 2006 19:36:00 GMT

Today, I observed the craziness that goes along with testing. The students were being pulled out of class to be tested by Ms. Stone, Mrs. Dunn, or a teacher-friend of Ms. Stone, Mrs. Nelson. There were two substitutes in the class to take the place of them and try to make class run as smoothly as possible. The testing was being done in separate offices outside the classroom. The teachers were testing the students’ progress since August. The test covered the California Content Standards in Reading and in Math. The pulling of students out of the classroom was somewhat disruptive. However, the teachers were able to test all 30 students in four hours. Also, today, I observed how the teacher dealt with death. From what I understand one of the students’ father murdered another person in front of that student and another student who lives in the apartment complex too. Both of the students showed up for class today and were talking about it with the other students. Ms. Stone talked to the class gently about what happen. Then, she said that sometimes it helps to talk about these things with an adult. She asked the students if they remembered the school counselor, who has come and visited their classroom. Furthermore, she explained that the counselor is nice and has a fun office. Czarina who has been to the counselor’s office said it was cool. The two students decided that they wanted to talk to the counselor. Ms. Stone then worked to get them appointments. Unfortunately, the counselor could not talk to them today.
I had many responsibilities in the classroom. I taught all the whole-class lessons. First, I taught opening as normal. Then, I taught the Alphafriends songs. To work on noticing the initial sounds during Vinny Volcano’s song they made a “V” with their arms every time they a word started with a “V.” During Andy Apple’s song they clapped every time a word started with the letter “A.” Next, I taught blending using –at words with the pocket chart. Afterwards, I introduced the centers. I helped students at the first center. I assisted the students with making the “-at family” hat word wheel and aided the students with reading Nat at Bat.
My participation was effective because the students did really well with the blending. When I was working at the center, the students were using the tap, tap, tap, and sweep method I taught earlier when they were decoding words. Furthermore, every student in the group read a page in Nat at Bat.
My most valuable experience was witnessing how to deal with tragedy in a classroom of young students. Seeing Ms. Stone talk a little about what happened was a great experience. She was able to get the class settled enough that the tragedy did not interfere with instruction. Also, she was able to start the process of getting the students help, who need it.

Day 5

Mon, 02 Oct 2006 20:39:26 GMT

Today, I observed some good, basic, language art activities. To start, the students read sentences, which were written on the white board, together. The students have learned the three site words “I,” “see,” and “a.” then the teacher drew a picture of nouns to complete the sentences. Afterwards, the students went up to the board and took turns reading a sentence. All the students were confident and were able to read the sentences, even the ELL students. Next, we played “I spy” with the flashcards from Houghton Mifflin reading series for “R,” “M,” and “S.” At the end of class, the teacher put on the “magic apron.” The apron had miniatures of items that start with the letter “R.” The students had to guess what was in the apron.

I lead opening again today. I tried having the children clap their hands when we count to 100. Moreover, I helped at the same two centers I was at yesterday. Additionally, I supervised recess.

My participation was very effective. During opening, I had no problems with any of the students and they all were paying attention. Furthermore, having the students clap their hands worked great when we were counting. It helped get the students more involved. I am beginning to be able to call most of the students by name.

There were many valuable experiences today. Leading opening is making me more comfortable in the classroom. Additionally, I picked up many lesson ideas.

Day 3

Mon, 02 Oct 2006 20:35:43 GMT

I went in on a Thursday today because I had to miss Tuesday. I was able to observe how the lessons have progressed since Monday. In addition, Ms. Stone tried a new lesson with the students that is usually done in first grade. The children had to cut out words and pictures. Then they glue them on construction paper to make “I see a …” sentences. Some of the students did really well, while others had many problems.

I assumed a lot more responsibilities today. I had to take over the class for five or so minutes. I read Friends at School to the class at this time. Additionally, I learned how to take role today. I helped with three centers today: the trail mix, “Twinkle, twinkle, little star,” and “One, two, buckle my shoe.”

My participation was effective. All the students seemed to pay attention even though it was not the most exciting book. Additionally, the students did great at the centers and followed my directions.

Reading to the students and taking over the class for a few minutes had to be the most valuable experiences. I was able to get more accustom to positing the book so the students could see the pictures. Furthermore, I got to work on making sure I had the students’ attention.