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Classroom management and approaches
Classroom management and approaches
Teaching as art
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Today I had the opportunity to teach in a high school intro to art class. Comprised of mostly tenth grade students, we are covering the basics. This lesson was focused on direct observation drawing. Using different softness of pencils, students are to look at a vase of flowers, and draw what they see. Students were instructed to start with one leaf and build the outer contour, then continuing with the other foliage. When the outer lines are complete, students move on to the inner contour of the leaves and flowers. Students were to also make their drawings larger than life, because we are going to be using these drawings later to add value.
I had a lot of difficulties planning and teaching this lesson, not because I can’t teach, but my cooperating teacher. It almost seemed as if he was afraid to let go of the rains with this class. During the planning process he mentioned on a few occasions not to let the students get out of hand. I want their full and undivided attention at all times. When one student starts talking, it’s a lost cause. This really put a lot of pressure on me to be creative enough to keep all the
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It was really interesting to see the student’s reactions to me teaching. I think it was hard for the students to bounce around and have three people in the room teaching at different times. Up until now the student teacher had been leading lessons, with the main teacher butting in to make corrections. Today I feel I did a good job biased on the circumstances. The lesson started out well, with all students seated in their spots with sketchbooks at the ready. The students are used to this, because the main teacher has drilled expectations into them. I start to teach, explaining how one starts with one leaf, then builds out to the other leaves and flowers, being sure to focus on what I am looking at. Reinforcing to students that they must study what they are looking at in order to be able to draw it
I am thankful that I had this experience. What I found in watching the video, was that I need to work on my speaking ability. Fewer giggles, an increased grasp of words, and working on leading students to correct answers through asking the right questions. My strengths included beginning the session by introducing ourselves to each other and creating a welcoming environment. I intentionally worked to invite all the students by name to offer their opinion on the videos and stories. I deliberately incorporated the teaching methods that we were taught that Jesus used, beginning a lesson by first asking what your students already know or believe, then complimenting them on what they knew. This task I found to be difficult at times. I would catch myself saying, “no your wrong”, instead of finding a more politically correct way to acknowledge their
Nina’s lesson taught rhyming, rhythm, and word phrases and she showed patience with the 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 noticed 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 together. Compare and Contrast the Approaches.
It is no longer acceptable to just lecture your students during direct teaching. This is especially true when dealing with third graders who must be actively engaged to hold their focus on what you are trying to teach. In my lesson I chose the whole class active participation strategy of student questioning as my first strategy. By asking my students questions it allowed me an opportunity to assess their prior knowledge. This also allowed the students to engage in the learning. Because I chose an example that they could draw on their own life experiences by asking about a trip they may have taken to a local lake it gave them a scaffold of prior knowledge to hang the new concept and build on (Lorain, n.d.).
As the time approached, my attitude toward student-teaching was one of confidence and in some ways overconfidence. I believed that I was equipped with all of the tools necessary to be a superior teacher. Little did I know what truly goes on behind the scenes of a teacher. Between grading papers, attending meetings, and preparing lessons, I would often feel overwhelmed. Still, student teaching would prove to be much more valuable than I anticipated. It would teach me to appreciate the wisdom of mentors and experienced teachers, value or being organized and prepared, and lastly the resilience of students.
Modeling the activity was a great strength I had within my lesson. I demonstrated to students exactly what had to be done and talked through it, giving direct examples. This was a strength because when you model for students exactly how the activity should be completed, it will lead to a higher level of success. On note for improvement, however, is making the images that I used for the demonstration larger. I need to make sure that the demonstration is visible for all students. Another strength of the activity was providing positive reinforcements to all my students. This is indeed a strength because praise motivates students. When students are motivated they work better. One way in which I did not provide a positive reinforcement is when I called out a student for not following directions. Instead of calling out students individually, I should have repeated directions to the entire class. This would have prevented the student from feeling targeted. In addition, if any other students made the same mistake, they would have heard the directions all over
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
It was my job to effectively instruct my students on their project and lead them to success. I was a teaching assistant for this course for two semesters and each group I was assigned to drastically differed from one another in how they learned and communicated. Some groups needed more or less help then others and it was crucial that I modify my teaching strategy to each groups needs. For the group that needed more help it was important that I was more involved, such as by writing everything down on the board and clarifying and repeating notes through weekly
The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in their environment, gives them motivation to study, interact with other children and follow the practices of their adult models. Moreover, they develop strategies and skills to represent objects in their environment.
For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col...
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.
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
Kinesthetic, visual, and auditory) similar to my previous videotaped lesson. There could have been more accommodations made for my students categorized as special, and I also do feel that I needed to give more prompt feedback to assure mastery of the concepts that I was teaching. These problems could have be alleviated with the use of guiding questions, answer choices, and graphic organizers. A strength that I am proud of maintaining is my effective classroom management and my use of a guided inquiry lesson. These components kept my lesson engaging, fun, and encouraged the students to be more autonomous as I helped them to construct their own knowledge about plants. Things that I did lack in my lesson was informing the students of the purpose of the lesson and the activities that I have planned for the lesson after performing my anticipatory set. As I mentioned previously, the teaching method that I used was guided inquiry. At this stage, we are not only encouraging our students to be the constructors of their own knowledge, but we are also encouraging them to be more independent as well. Using this teaching method provides students with some practice in using inquiry processes. All in all, I have noticed much improvement in my teaching compared to my last videotaped lesson, but there are still some important things that I need to work on: prompt feedback, and providing accommodations to meet the needs of all of my
First, I thought it was nice that the teacher started off by referring to the students as meteorologists. It was a great introduction of vocab and put the students in the proper mindset. During the science lesson, I thought that it was good thing that each of the students were given a copy of the textbook. The students could follow along and look at the great pictures while the teacher read. The students were extremely polite and attentive. I also thought it was effective that the teacher didn’t focus solely on the textbook, she had the students make real observations right from their classroom window. This clearly deepened the students understanding of the connection between the sky and weather. It also allowed students to reflect on other times that they have noticed a connections between the sky and weather in the past. At a few points in the lesson the students got a bit loud and off topic. When this happened, the teacher would simply have the student move a card. It seemed to be very effective. The behavior system in the classroom is having students move cards based on their behavior. The teacher also had a bucket of prizes for “good” behavior displayed by the
Overall my experience of being in Lingleville ISD was a great experience that allowed me to learn a lot not only about the students in the classroom, but also helped me learn a lot about myself. Going in to this classroom I expected to only learn things about classroom management and maybe a few strategies. After spending a few days in this room I learned many other things. I did learn about classroom management but I also learned about content, strategies, organization, lesson planning, and inclusion adaptations. I learned that an inclusion special education student can really thrive being in a mainstream classroom, not only academically but also socially. It was a wonderful learning opportunity to get to be a part of that. My mentor teacher
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity