We can only control what we can control.
That is helping me plan my instruction to the best of my ability, restructuring, reteaching, employing new strategies, and trying to reach students over and over again. As I go through this student teaching experience I am learning much. I plan my lessons thoroughly, and thoughtfully, monitoring and adjusting when needed for usually a more successful lesson or experience for the students. However, I take the students actions too personally when it comes to working with them. Of course I want my students to be as excited about the lessons I plan, the material I have spent my life learning, and the techniques and strategies I've learned in the ETM School of Education. However, the lesson of being pro-active I am learning, but the students' response is sometimes hard for me to keep my morale up when things don't go the way they are slotted to go. I am putting aside that personal angle for now and focusing on the things I have continued to focus on mentioned above: monitoring and adjusting for real learning to take place in my classroom without believing it is a personal slight if they don't "get" it. It doesn't even mean that I have to work harder. I just have to continue to make use of my resources and remember that I am in a learning curve right now meant to be part of my training as a teacher. I have 3 seasoned professionals behind me, teaching me, mentoring me, and guiding me to be the best teacher I can be.
Classroom Arrangement
In my future classroom I will try various ways of setting up the classroom in a way that works best for my classes. Each class and student has an individual feel, and the classroom must be set up in a way to reflect those differences as well as similarities. I will have to teach in an uncluttered, organized environment, looking forward to the challenges that each class/subject/student and I bring to the teaching and learning environment.
Schools have changed.
Schools have changed a great deal since I was a student. Most of the changes I see are for the better, particularly with IEP implementation, legislation and school environment. Part of my classroom challenge involves students being prepared for class with all materials at the beginning of class. I have implemented several strategies such as reading to the students, particularly after lunch which has proved to be the most successful so far. However, I will continue to look for other bell ringer type activities that engage the students immediately and allow the learning process to begin immediately, for both the students and me. The example in class of greeting at the door has worked well for me, particularly as I get to know students better. I am committed to continue looking for new options to make my classroom a place where students say "What are you reading today, Mr. Woodall?" It is unrealistic for me to believe there will always be that excitement when the students enter the room, but I will continue to look for ways to make learning exciting for my students-even if I have to trick them into having a good attitude about my subjects.
Monday, February 23, 2009
Monday, February 16, 2009
Three Action Plan Reflection
Daily Assessments
One key element that I have incorporated and will continue to monitor is daily assessment of the students in lesson planning as well as the lesson itself. This is crucial because after you have taught the lesson that you have planned so carefully, how do you know the students have actually learned the material? I will focus this more intensely in time management in my lesson planning and overall curriculum units to ensure that daily informal assessments are an integral part of the learning process. This can take the form of bell ringer reviews as quick writes, anticipation guides using the before and after format, and even working with groups in cooperative learning activities. I have found the latter to be very helpful in assessing students progress on assignments given in group settings. Having honors classes often deceives me into thinking the students are more sophisticated or have a larger schema than I realize. This often leads me to repeating directions more often than is needed had I only anticipated just a little more in the planning process prior to the actual teaching item. I have found that by "getting in the trenches" with students often discloses to me problems in procedural planning or relaying of information. By constantly monitoring and adjusting during a lesson, particularly cooperative learning activities, I can become part of a group for a few exercises and discussions which prove productive in leading other groups in some needed directions. I believe this is extremely helpful in getting, for example, a jigsaw group into better focus. I also find that students respond well to this teaching technique as it lets them view me as an interested party in their learning. This open-mindedness on my part has been very helpful in making a lesson go more smoothly or assist students in staying on task.
Appendix Expansion
Another aspect I am incorporating more and more as I get more efficient in planning lessons is an extensive appendix. In addition to my files of handouts that I have made or sourced from the Internet or the textbook, having the appendix complete is an essential for me having a successful learning experience for me and the students. I continue to have my materials neatly filed for my students, but the appendix is a place where I can easily have access to all materials used. One thing I am finding in expanding the appendix is keeping it organized as I monitor and adjust a lesson constrained by time. The action portion of this plan is to find a way to move materials from lesson folder to lesson folder when items are not completed in the time frame I have anticipated. In trying to always plan more than I have time allotted, I am often moving items in the appendix to the next day so that my appendices are "jumbled" by the end of two or three lessons. While trying to save paper and reduce this movement on my part, I have found that using my laptop as a reference point for my appendix is quicker for me to be able to refer to when I begin to have an overflow of movement from one lesson to anther. By using the electronic version of the lesson, I will have better success in the actual flow of the lesson, rather than being over manipulative of my materials in hard copy. I usually have two electronic lesson folders open at a time minimized on the tool bar for easy access. I will keep monitoring this process of organization as I continue to improve the flow of materials and focus of the current lesson, i.e. this is a methodology in progress.
Rubric Development
I am a poor rubric maker. I have never had them until I re-entered school as an education major, and it is a large area of opportunity for me. I need to spend some time developing some practice rubrics on some very familiar subjects as well as look again at these from 2 years of education courses. I have come a long way in this regard in that I used to think them extremely confining as a student, but I am finding as a teacher, I need to develop rubrics for particularly large projects so that the students will be clear on what I am expecting in terms of requirements. Again, I will monitor and adjust this as the semester continues. I am currently implementing a very large cooperative learning project on the Constitution, and without a rubric, I can already anticipate the problems that may arise in regard to my instruction.
As I finish this entry for this week I realize I have my very own "Roman" in my class. She is the student who always sees my oversights or inconsistencies or reminds me that I have, indeed not, given them item x I thought they had. When this occurred to me today as the class was pommeling her with criticism for reminding me of a study guide for a particular part of a chapter, I had to be amused that I have in my class, the student I fancy myself to be. She is a planner, an organizer, and does NOT like group work at all. She would rather just do her work to the best of her ability with the available resources, hand it in, and get the feedback she needs to improve her personal best as well as provide the teacher with what is expected. This experience today reminded me of why all the hard work has been worth it for moments just like the one mentioned here.
One key element that I have incorporated and will continue to monitor is daily assessment of the students in lesson planning as well as the lesson itself. This is crucial because after you have taught the lesson that you have planned so carefully, how do you know the students have actually learned the material? I will focus this more intensely in time management in my lesson planning and overall curriculum units to ensure that daily informal assessments are an integral part of the learning process. This can take the form of bell ringer reviews as quick writes, anticipation guides using the before and after format, and even working with groups in cooperative learning activities. I have found the latter to be very helpful in assessing students progress on assignments given in group settings. Having honors classes often deceives me into thinking the students are more sophisticated or have a larger schema than I realize. This often leads me to repeating directions more often than is needed had I only anticipated just a little more in the planning process prior to the actual teaching item. I have found that by "getting in the trenches" with students often discloses to me problems in procedural planning or relaying of information. By constantly monitoring and adjusting during a lesson, particularly cooperative learning activities, I can become part of a group for a few exercises and discussions which prove productive in leading other groups in some needed directions. I believe this is extremely helpful in getting, for example, a jigsaw group into better focus. I also find that students respond well to this teaching technique as it lets them view me as an interested party in their learning. This open-mindedness on my part has been very helpful in making a lesson go more smoothly or assist students in staying on task.
Appendix Expansion
Another aspect I am incorporating more and more as I get more efficient in planning lessons is an extensive appendix. In addition to my files of handouts that I have made or sourced from the Internet or the textbook, having the appendix complete is an essential for me having a successful learning experience for me and the students. I continue to have my materials neatly filed for my students, but the appendix is a place where I can easily have access to all materials used. One thing I am finding in expanding the appendix is keeping it organized as I monitor and adjust a lesson constrained by time. The action portion of this plan is to find a way to move materials from lesson folder to lesson folder when items are not completed in the time frame I have anticipated. In trying to always plan more than I have time allotted, I am often moving items in the appendix to the next day so that my appendices are "jumbled" by the end of two or three lessons. While trying to save paper and reduce this movement on my part, I have found that using my laptop as a reference point for my appendix is quicker for me to be able to refer to when I begin to have an overflow of movement from one lesson to anther. By using the electronic version of the lesson, I will have better success in the actual flow of the lesson, rather than being over manipulative of my materials in hard copy. I usually have two electronic lesson folders open at a time minimized on the tool bar for easy access. I will keep monitoring this process of organization as I continue to improve the flow of materials and focus of the current lesson, i.e. this is a methodology in progress.
Rubric Development
I am a poor rubric maker. I have never had them until I re-entered school as an education major, and it is a large area of opportunity for me. I need to spend some time developing some practice rubrics on some very familiar subjects as well as look again at these from 2 years of education courses. I have come a long way in this regard in that I used to think them extremely confining as a student, but I am finding as a teacher, I need to develop rubrics for particularly large projects so that the students will be clear on what I am expecting in terms of requirements. Again, I will monitor and adjust this as the semester continues. I am currently implementing a very large cooperative learning project on the Constitution, and without a rubric, I can already anticipate the problems that may arise in regard to my instruction.
As I finish this entry for this week I realize I have my very own "Roman" in my class. She is the student who always sees my oversights or inconsistencies or reminds me that I have, indeed not, given them item x I thought they had. When this occurred to me today as the class was pommeling her with criticism for reminding me of a study guide for a particular part of a chapter, I had to be amused that I have in my class, the student I fancy myself to be. She is a planner, an organizer, and does NOT like group work at all. She would rather just do her work to the best of her ability with the available resources, hand it in, and get the feedback she needs to improve her personal best as well as provide the teacher with what is expected. This experience today reminded me of why all the hard work has been worth it for moments just like the one mentioned here.
Monday, February 2, 2009
NCSS
Answer the following questions in one paragraph: What services does this organization provide? What types of professional development do they offer? What organizations might you join? Did you find anything that is useful for student teaching?
About National Council for the Social Studies
Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators. Founded in 1921, National Council for the Social Studies has grown to be the largest association in the country devoted solely to social studies education. NCSS engages and supports educators in strengthening and advocating social studies. With members in all the 50 states, the District of Columbia, and 69 foreign countries, NCSS serves as an umbrella organization for elementary, secondary, and college teachers of history, geography, economics, political science, sociology, psychology, anthropology, and law-related education. Organized into a network of more than 110 affiliated state, local, and regional councils and associated groups, the NCSS membership represents K-12 classroom teachers, college and university faculty members, curriculum designers and specialists, social studies supervisors, and leaders in the various disciplines that constitute the social studies.
NCSS defines social studies as "the integrated study of the social sciences and humanities to promote civic competence." Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. In essence, social studies promotes knowledge of and involvement in civic affairs. And because civic issues--such as health care, crime, and foreign policy--are multidisciplinary in nature, understanding these issues and developing resolutions to them require multidisciplinary education. These characteristics are the key defining aspects of social studies. The Council published Expectations of Excellence: Curriculum Standards for Social Studies which provides an articulated K-12 social studies program that serves as a framework for the integration of other national standards in social studies, including U.S. and world history, civics and government, geography, global education, and economics. NCSS standards ensure that an integrated social science, behavioral science, and humanities approach for achieving academic and civic competence is available to guide social studies decision makers in K-12 schools.The NCSS framework consists of ten themes incorporating fields of study that correspond with one or more relevant disciplines. The organization believes that effective social studies programs include experiences that provide for the study of:
* Culture
* Time, Continuity, and Change
* People, Places, and Environment
* Individual Development and Identity
* Individuals, Groups, and Institutions
* Power, Authority, and Governance
* Production, Distribution, and Consumption
* Science, Technology, and Society
* Global Connections
* Civic Ideals and Practices
Membership in National Council for the Social Studies is open to any person or institution interested in the social studies.
Professional Development
NCSS Communities
Network with other NCSS members to seek advice, share your knowledge, and connect with other members who share your concerns. Visit the NCSS Communities website to browse or join a community.
NCSS Annual Conference 2008
Join thousands of your social studies colleagues at the NCSS Annual Conference, this November 14 - 16, 2008, in Houston, TX.
Learn more about the conference
Celebrate Excellence! Awards & Grants
NCSS recognizes the best in social studies education with award and grant programs that highlight teachers, programs, research, service, and more.
Learn more about NCSS awards and grants
State and Regional Councils
NCSS supports and affiliates with orgainizations of social studies educators that thrive in most of the 50 United States.
Go to www.socialstudies.org/community to learn about regional, state, and local councils and their meetings.
Setting the Standards
Expect excellence from your students and yourself. The NCSS standards for curriculum--and teacher education--are the framework used nationwide for educational excellence.
NCSS Curriculum Standards
NCSS Teacher Standards
I found the resources on the website for the NCSS very promising for the development of my career goals and objectives. The site was very informative on how to do become involved in a high level organization which is nationally recognized for the social studies teacher I am becoming. I have already used some of its resources for my student teaching such as related links. The webquest we did last semester addressing this specific organization has been extremely helpful in helping me to find websites which are targeted for U.S. Government of which I am currently teaching.
About National Council for the Social Studies
Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators. Founded in 1921, National Council for the Social Studies has grown to be the largest association in the country devoted solely to social studies education. NCSS engages and supports educators in strengthening and advocating social studies. With members in all the 50 states, the District of Columbia, and 69 foreign countries, NCSS serves as an umbrella organization for elementary, secondary, and college teachers of history, geography, economics, political science, sociology, psychology, anthropology, and law-related education. Organized into a network of more than 110 affiliated state, local, and regional councils and associated groups, the NCSS membership represents K-12 classroom teachers, college and university faculty members, curriculum designers and specialists, social studies supervisors, and leaders in the various disciplines that constitute the social studies.
NCSS defines social studies as "the integrated study of the social sciences and humanities to promote civic competence." Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. In essence, social studies promotes knowledge of and involvement in civic affairs. And because civic issues--such as health care, crime, and foreign policy--are multidisciplinary in nature, understanding these issues and developing resolutions to them require multidisciplinary education. These characteristics are the key defining aspects of social studies. The Council published Expectations of Excellence: Curriculum Standards for Social Studies which provides an articulated K-12 social studies program that serves as a framework for the integration of other national standards in social studies, including U.S. and world history, civics and government, geography, global education, and economics. NCSS standards ensure that an integrated social science, behavioral science, and humanities approach for achieving academic and civic competence is available to guide social studies decision makers in K-12 schools.The NCSS framework consists of ten themes incorporating fields of study that correspond with one or more relevant disciplines. The organization believes that effective social studies programs include experiences that provide for the study of:
* Culture
* Time, Continuity, and Change
* People, Places, and Environment
* Individual Development and Identity
* Individuals, Groups, and Institutions
* Power, Authority, and Governance
* Production, Distribution, and Consumption
* Science, Technology, and Society
* Global Connections
* Civic Ideals and Practices
Membership in National Council for the Social Studies is open to any person or institution interested in the social studies.
Professional Development
NCSS Communities
Network with other NCSS members to seek advice, share your knowledge, and connect with other members who share your concerns. Visit the NCSS Communities website to browse or join a community.
NCSS Annual Conference 2008
Join thousands of your social studies colleagues at the NCSS Annual Conference, this November 14 - 16, 2008, in Houston, TX.
Learn more about the conference
Celebrate Excellence! Awards & Grants
NCSS recognizes the best in social studies education with award and grant programs that highlight teachers, programs, research, service, and more.
Learn more about NCSS awards and grants
State and Regional Councils
NCSS supports and affiliates with orgainizations of social studies educators that thrive in most of the 50 United States.
Go to www.socialstudies.org/community to learn about regional, state, and local councils and their meetings.
Setting the Standards
Expect excellence from your students and yourself. The NCSS standards for curriculum--and teacher education--are the framework used nationwide for educational excellence.
NCSS Curriculum Standards
NCSS Teacher Standards
I found the resources on the website for the NCSS very promising for the development of my career goals and objectives. The site was very informative on how to do become involved in a high level organization which is nationally recognized for the social studies teacher I am becoming. I have already used some of its resources for my student teaching such as related links. The webquest we did last semester addressing this specific organization has been extremely helpful in helping me to find websites which are targeted for U.S. Government of which I am currently teaching.
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