October 2011 Reflection
Harvest! What a wonderful time of the year. You are probably wondering what this has to do with my reflection - not much, but I really love this time of year. I think of harvesting and the farmers clearing the fields and it usually leads me to reflecting on my teaching. I like to believe that I also clear fields this time of year. My fields of confusion about a lesson, fields of testing each fall, and my fields of connections with students and educators. Gratefully, this class continually guides and persuades my reflection through these fields.
I continue the saga of poetry and tenth graders. I believe I have had a breakthrough. In one of my classes I continue to have “management” issues. I have had serious conversations/reflections with myself contemplating this event. I thought about the three books we have read - and I keep going back to each book. One tidbit of information kept stalking my thoughts. Giving the students the “big” idea and letting them break it down so it means something to them. Whoa!!!! Rather than give them little pieces during each class, I told them this is what I want them to know, this is our time frame, etc, etc. I cannot believe how this has changed this class. They come to class and begin working on their projects. They raise hands if they need help. I can actually help all students on an individual basis. I sneak in a few poetry terms and applications. They don’t even realize I’m doing it. Ha!!! We have researched some poetry on YouTube. They love it. There are so many right answers and yet - all different.
As I read through notes and journals I am continually drawn to one aspect that we practice in the literature, our meetings and our journals - reflection. This to me is the most important part of my learning. Stopping, breathing, thinking, just listening to myself makes a huge difference in how I teach and how I learn. I know this carries through to my students. My friend and fellow teacher discuss this very matter most days. It is so important to have quiet reflection, not only for yourself but for our students.
As I continue thinking of our weekend, and our thought provoking conversations concerning constructivism, (accidental alliteration), I am reminded of the teacher I want to be, and not necessarily the one I am today. It is a lot of work, but I feel it is worthwhile. I am trying to implement all of my learning and incorporate it in my eighth grade English class. As I noted in my previous reflections, we are reading and exploring The Diary of a Young Girl: Anne Frank. It has taken some time, but I feel I am slowly reworking the entire lesson and creating a student driven learning community in our little room.
I started gathering information on my students. I looked at grades and completed assignments. I also wrote myself notes and visited with each student. I was able to connect with each one. This was something I should have done at the beginning of the year - not 9 weeks into the year. But, now I know how important it is to listen to each student and really find out what they know, need and want from our class. Some days I feel just as confused as the students. Each day I ask the students what they think of something and how would they change it.
It’s funny when things begin to flow how the management part takes care of itself. I am not saying everything is perfect but . . .we are getting there. I also notice I have taken much from our community and payed it forward in my room. I say pay it forward because I feel like I have been given a gift and of course I want to share with my students. It might as small as a phrase or word - but they are each gifts. Thank you!!!
I was going to explain this paying it forward, but I see we are bringing in a lesson we are using or going to use in our room. Perfect. This will help we wrap my arms around the entire process. So I will share just a little. As I have previously written, I am teaching my 8th grade class Anne Frank: Diary of a Young Girl. My old teaching method was to read aloud in class, have questions, quizzes, etc. Some enjoyed, most were confused and bored. After all of our readings and articles I knew what I had to do. It was time to change everything. I still wanted to teach this but really had to ask myself why and how can it be relevant to my students. The why is difficult to put on paper.
Yes, we have the standards and benchmarks and even the core curriculum. But why do I want them to read this book? Because I love it and I want them to love it as much as I do. Simple!! I want them to understand what happened to Anne and her family and the importance of her diary in our society today. In order to achieve these simple reasons I had to change things. As I wrote earlier, I could see some so eager to learn while others struggled. The only way this could work would be to create a student directed learning center or in my case tables.
After the gathering of data (ha - I understand), the interviews with students and reviewing everything, I came up with five different tables or student centers. Well actually six. I post everything on Edmodo so students can see what tasks are available. I have a vocabulary table, inquiry table (I wonder), comprehension table, reading table, independent table (extended activities), and finally a help table where I sit each day. I cannot believe how well this is working. My eager students are so funny. They have ravaged the extended activities. It was as if they were starved for weeks. Truly, one day we were watching part of the documentary to start our class and my independent students were digging in. I had to tell them it would still be there when we finished the 10 minutes of documentary. Each day students come to class and sit at the table they choose. While at the table students are free to ask each other questions and work together. I really thought I would have groups trying to stay with their friends and go from table to table together. I had a few students that wanted to stay with friends, but the majority did not. Once students were responsible for their own learning, they (okay I know it’s corny) soared like eagles through the sky. Corny or not, it works.
As I read through my reflection, I am happy with my classes. I do have some hesitation or questions about traveling from school to school each day. I spend half my day in the elementary and the rest in the high school. I really don’t feel connected to either school this year. I cannot attend faculty meetings at either school. I am always in the “other” school during the faculty meetings. I will be very happy next year when we are in one school. With this I will close for this month. I look forward to our upcoming weekend, full of learning, questions and community.
I continue the saga of poetry and tenth graders. I believe I have had a breakthrough. In one of my classes I continue to have “management” issues. I have had serious conversations/reflections with myself contemplating this event. I thought about the three books we have read - and I keep going back to each book. One tidbit of information kept stalking my thoughts. Giving the students the “big” idea and letting them break it down so it means something to them. Whoa!!!! Rather than give them little pieces during each class, I told them this is what I want them to know, this is our time frame, etc, etc. I cannot believe how this has changed this class. They come to class and begin working on their projects. They raise hands if they need help. I can actually help all students on an individual basis. I sneak in a few poetry terms and applications. They don’t even realize I’m doing it. Ha!!! We have researched some poetry on YouTube. They love it. There are so many right answers and yet - all different.
As I read through notes and journals I am continually drawn to one aspect that we practice in the literature, our meetings and our journals - reflection. This to me is the most important part of my learning. Stopping, breathing, thinking, just listening to myself makes a huge difference in how I teach and how I learn. I know this carries through to my students. My friend and fellow teacher discuss this very matter most days. It is so important to have quiet reflection, not only for yourself but for our students.
As I continue thinking of our weekend, and our thought provoking conversations concerning constructivism, (accidental alliteration), I am reminded of the teacher I want to be, and not necessarily the one I am today. It is a lot of work, but I feel it is worthwhile. I am trying to implement all of my learning and incorporate it in my eighth grade English class. As I noted in my previous reflections, we are reading and exploring The Diary of a Young Girl: Anne Frank. It has taken some time, but I feel I am slowly reworking the entire lesson and creating a student driven learning community in our little room.
I started gathering information on my students. I looked at grades and completed assignments. I also wrote myself notes and visited with each student. I was able to connect with each one. This was something I should have done at the beginning of the year - not 9 weeks into the year. But, now I know how important it is to listen to each student and really find out what they know, need and want from our class. Some days I feel just as confused as the students. Each day I ask the students what they think of something and how would they change it.
It’s funny when things begin to flow how the management part takes care of itself. I am not saying everything is perfect but . . .we are getting there. I also notice I have taken much from our community and payed it forward in my room. I say pay it forward because I feel like I have been given a gift and of course I want to share with my students. It might as small as a phrase or word - but they are each gifts. Thank you!!!
I was going to explain this paying it forward, but I see we are bringing in a lesson we are using or going to use in our room. Perfect. This will help we wrap my arms around the entire process. So I will share just a little. As I have previously written, I am teaching my 8th grade class Anne Frank: Diary of a Young Girl. My old teaching method was to read aloud in class, have questions, quizzes, etc. Some enjoyed, most were confused and bored. After all of our readings and articles I knew what I had to do. It was time to change everything. I still wanted to teach this but really had to ask myself why and how can it be relevant to my students. The why is difficult to put on paper.
Yes, we have the standards and benchmarks and even the core curriculum. But why do I want them to read this book? Because I love it and I want them to love it as much as I do. Simple!! I want them to understand what happened to Anne and her family and the importance of her diary in our society today. In order to achieve these simple reasons I had to change things. As I wrote earlier, I could see some so eager to learn while others struggled. The only way this could work would be to create a student directed learning center or in my case tables.
After the gathering of data (ha - I understand), the interviews with students and reviewing everything, I came up with five different tables or student centers. Well actually six. I post everything on Edmodo so students can see what tasks are available. I have a vocabulary table, inquiry table (I wonder), comprehension table, reading table, independent table (extended activities), and finally a help table where I sit each day. I cannot believe how well this is working. My eager students are so funny. They have ravaged the extended activities. It was as if they were starved for weeks. Truly, one day we were watching part of the documentary to start our class and my independent students were digging in. I had to tell them it would still be there when we finished the 10 minutes of documentary. Each day students come to class and sit at the table they choose. While at the table students are free to ask each other questions and work together. I really thought I would have groups trying to stay with their friends and go from table to table together. I had a few students that wanted to stay with friends, but the majority did not. Once students were responsible for their own learning, they (okay I know it’s corny) soared like eagles through the sky. Corny or not, it works.
As I read through my reflection, I am happy with my classes. I do have some hesitation or questions about traveling from school to school each day. I spend half my day in the elementary and the rest in the high school. I really don’t feel connected to either school this year. I cannot attend faculty meetings at either school. I am always in the “other” school during the faculty meetings. I will be very happy next year when we are in one school. With this I will close for this month. I look forward to our upcoming weekend, full of learning, questions and community.