One thing I had to work on during the beginning of my teaching was giving directions. I got some feedback on how to give directions and manage supplies in my science lessons and that really helped my teaching. I really think about how I want to give directions, what I should say to students and when I should give the directions in the lesson. I try to make sure that students know to listen to my directions first and then move. I also try and have the directions listed somewhere on the board if there is a lot to remember. I have been working on how to phrase directions as well, to be clear and concise with my wording. I am working on how to ask questions in the classroom as well. I got a book from one of my cooperating teachers and I have been reading that when I have a spare minute. In my math classroom, I have been working on how to ask questions that engage students and how to prompt students if they have been asked a question.
I got some feedback or practice with assessment as well. When I was in fourth grade I was able to give a pre-assessment in math class. I then worked with my cooperating teacher and we looked at how the students did on the test and were able to sort of make some groups of students that were struggling with particular concepts. She gave me some ideas on how I could use preassessments in my own classroom someday and told me how she uses them. I found that feedback really helpful and will take those ideas with me.
Here are a few things I'm wondering after reading your post for today:
ReplyDelete1. What's the title of the book you're reading about effective questioning? Have you applied any strategies to the lesson plans you've written for me to review before I come to visit? And if you've tried some questioning techniques, how have they worked? We can talk about these questions when I'm visiting tomorrow. Remind me to tell you about the 100% idea I heard from a student.
2. I think using assessment data to organize classroom instruction was one of the most valuable aspects of your time in Jane's classroom. I'm sure you think there are plenty of experiences that compete with this one for "most valuable", but I've never seen a student teacher dig into this concept of assessment-informed instruction as much as you have--not even close. So, with that in mind, I was wondering about the instruction you provided for the math groups you identified. Did students get the same content, taught with the same approach/tools, but in a smaller context? Or did you adjust the content and approach to meet different needs as suggested by the assessment data?
Again, we can talk about this during my visit if you'd like.
See you tomorrow!