The first group, Angeles and Katie Hart presented to the class about kindergarten math. I love how this group was passionate about the grade level they selected, and they use multiple ways to add and subject. This was my favorite group to present and I feel the group did exceptionally well with their presentation. Their opening activity was counting out colorful teddy bears. I enjoyed their opening activity because it was personal connection of how I first learned how to count, and I am glad to know the teddy bears are still used today. Angeles and Katie Hart instructed how to get a partner and count out the teddy bears. First, we each had to individually count out how many teddy bears there are, and then my partner, Lisa, counted out loud …show more content…
Angeles would count the number of dots of each side of the domino. She did a great way to explain to the class how to talk and teach kindergarten students. Angeles taught the class what an adding and subject looks like by saying it is called an equation, the sign in between the numbers determines if you add or subject, and the equal sign is our answer, or solution. I loved how Angeles teaching the lesson as if we were kindgarters. She use positive feedback, and also had a smile on her face. I could see how passionate she was to teach math to kindergarters students. Katie Hart drew a number line on the board to show how to add and subject. Katie was patient and did not rush to teach us how to use the number line. I loved how both of the group members taught the class how to add and subject by using two different methods. The closing activity was a great way to end the lesson. The group handed out construction paper, scissors, glue, and a handout sheet with lady bugs with dots on each lady bug had a dot on it and the handout also had corresponding numbers. The class was instructed to cut out and glue each lady bug on the construction paper to the corresponding number. In conclusion, I feel this group did an excellent job. I used to teach preschool students at my former high school and I feel their lesson can be taught to kindergarters and to the older preschool students. I would rate both Angeles and …show more content…
Flowers, taught the class how to use magic dots. Personally, I like the use of magic dots, but this method can get a little confusing. I was taught how to use magic dots, and I really do enjoy this method to add. Shana wrote out three examples problems that she taught and went over with the students, and then she had three problems that volunteers would do on the board. Similar to my group, we wanted to incorporate kinetic movement and class participation in our lesson to allow students to move around, work with others, and develop social skills. Overall, I like how Shana/Mrs. Flowers presented magic dots, but I would say she needs to improve on her eye contact. I noticed when she would talk she would look at the white board because she was write and talking at the same time. I would recommend Shana to write first, and then speak. I noticed Shana acted like the group leader and knows how to take
How does this relate to how you see yourself as a teacher? I appreciated how the teacher was spontaneous in reading to the children. For example, in the story Otis makes a noise putt puff putted chuff and she asked the students to mimic the noise that Otis made. I think that by being spontaneous and being sensitive to the environment and atmosphere learning will be fun and more memorable for the children.
Select and identify TWO concepts presented in the video you find significant as an early educator and explain why you selected these concepts (7 descriptive/detailed sentences)
I love the fact that she added music to her lesson which helps with the multiple intelligence students. She gave directions and introductions to the class verbally and visually. She also begins the lesson with a song and rhythm to set up the lesson. Nina was able to used her talent to bridge the gap between music and language arts. Her expressions in her face and her voice reflect the tone of the story and she paused to ask questions and allowed time for answers. Nina’s lesson taught rhyming, rhythm, and word phrases and she showed patience with different interruptions that arise. She also had the students engaging in the lesson by keeping beat on a tambourine which showed her students were comprehending the lesson being taught. Rereading certain parts of the book and the way she added music to her lesson, I notice it was easier for the students to recall parts of the story. The only suggestion I would add to the lesson is give every child a hand drum to keep the rhythm or beat and add another song at the end to tie it all
Create a “Classroom Book Bag” using a “paper made book” of the Ugly Duckling. I will provide parent instructions letting them know that we worked on this story during class. I will instruct parents to ask their child what the story was about to see if their child can recall what had happened in the story. If they cannot tell their parents what had happened, have the parents read the story to their child and ask their child to retell the story.
After I finished my observation I learned lot things I hadn’t realized by how they interacted with each other. I've been around children before but never analyzed their behavior or explained it using psychology. I have a newfound appreciation and sympathy for elementary school teachers, the kids still have a lot of cognitive developments growth to do and it takes a benevolent person to do such a work. Overall I found the experience fascinating and enlightening.
The teacher,presentation, and overall enthusiasm helped as well because without it all of the students motivation would have fallen off.
Over the course of this class I feel like I have become a much better writer. When I go back and look at some of my Journal entries and assignments that I did at the beginning of the semester, I can’t help but tense up at some of the things I wrote. Sometimes the things I was writing didn’t flow well, or I might have even have missed glaring grammar mistakes.
Overall my time in this preschool classroom met all of my expectations based on best practices. I feel that on a typical day when it is the primary teacher or teachers, the room meets the expectations of best practice, NAEYC, ECERS and state standards. Once meeting the teacher, you are able to tell that she is up to date on her research and theories about children and early childhood education. The teacher truly cares about the children, their education and their future.
I am glad that I chose to read this book for my group presentation. Overall, I think this book will be helpful to use in my future classroom. I liked that none of the chapters felt over-whelming, and I think I could implement almost any of the activities into my lesson plans. In my opinion, Jennifer Jacobson wrote a helpful book that any teacher and student would benefit from using or
As a second language learner I have never expected myself to be a perfect writer throughout the semester. Even If English was my first language still, I would not be a perfect writer. It is not about first or second language, it is about how well I understand the learning objectives. Then organizing and writing with my own ideas and putting them in my paper. I am going to be honest, I am not good at English subject and English subject is my strongest weakness than the other subjects. In this paper I will discuss and analyze my own writing, reflecting on the ways that my writing has improved throughout the semester.
During the singing the song each student will have the chance to take their animal card out of the bag and identify the farm animal and it sound it makes.
At one point, for instance 4 minutes 3 seconds into clip 1, the class was getting a bit noisy and I tried to talk over them. Instead, I should have tried a method the teacher uses, such as clapping or closing the lights. It is important to never try to talk over the class or compete with them. At 2 minutes and 38 seconds in clip 2, I began to distribute the graphic organizers and send the students back to their groups to work with their partner. At this point, I noticed I was a bit unorganized and this could have gone smoother. When I was distributing the papers the class was getting chatty and impatient. For future lessons, I plan to do this differently. Perhaps, I could have a paper monitor hand out the papers or could have the students line up and take one. I will also work on giving perfectly clear directions to ensure all of my students are on task and understand. Next time, I will ask a student to repeat my instructions after I have given them to ensure they were listening and are ready to move on. For example, in clip 1 at 2 minutes and 19 seconds, I asked, “Did everyone hear what he read for us?” Next time, I will ask a student to repeat what was actually said. Another thing I would do is work a little bit more with the weekend motivation I began my lesson with. After I retold the class my weekend, I could have worked a little bit more with that example at about 40 seconds into clip 1. Next time, I will ask the class to turn and talk quickly to their partner and retell them their own weekends in order using details. This gives the students a chance to interact with their peers while retelling and personalizing the information. Also, I would enforce sequencing vocabulary a bit more in the responses on the graphic organizer. The organizer was broken up into columns labeled beginning, middle, and end. In the columns I feel it would be better if there was more
I laid out my expectations for them so they knew exactly what they were supposed to do during the activity. During the lesson, I had the students reading along and take notes to keep them engaged and actively learning. I also had the student’s contribute to the class discussion and provide input during the lesson. All of the students were following along and almost the entire class was contributing to the discussion. I made an effort to establish the purpose and explain the importance of learning the content. By starting off by explaining the purpose, the students payed closer attention. I also explained the directions in several ways to ensure that all students understood the task. I made sure that all students understood before they broke off into small groups. As the students were sharing in their group I was walking around answering questions and elaborating on concepts. After the students shared in groups, I had each group speak to the class what they discussed, I was impressed with their answers. They related Benjamin Franklin and his resilience during the time period, as well as how everyone had to contribute even
The stimulations were really eye opening. I was able to see through the eyes of a child with a learning disability in different areas. I always understood that children who have learning disabilities learned differently, but I didn’t imagine how extreme the difference could be. The problems were hard for me and became frustrating. I now know firsthand how frustrating it can be for students who have learning disabilities in different areas. It’s amazing what extra time or shorter questions can do to help increase understanding. I realize that some things that come naturally to me may be extremely difficult for someone who learns differently. As a new teacher, I will make sure to teach children strategies and develop assignments that increase student understanding.
We spoke about the children in the classroom who have personalities and learning styles that are unique to them. Building a relationship with each child, gives her the opportunity to gain the necessary knowledge to create lesson plans that are relatable to their personalities and learning styles. Her association with the children impacts their feelings of safety and security which relates to their ability to interact and learn in the classroom. Another advantage my cooperating teacher spoke about is the fact she has known many of the children since they were babies. She has witnessed them grow, develop personalities, and learning