Learning all the conceptual ways made me nervous about teaching elementary math because I thought I was never going to understand it. I was and still do get frustrated at times with teaching elementary math, but I believe it is much better than it was a couple months ago. The way I f... ... middle of paper ... ...one because it helps the students focus on one lesson at a time and it helps you as the teacher not feel so rushed. In conclusion, this class was stressful for me, but I am glad I was a part of it. In the beginning I was very nervous that I would never understand the way elementary math is now taught, but after weeks of learning more about it I feel much better.
I had been thinking and planning this lesson for weeks before actually teaching. I spent time collecting materials and was glad I gather enough so that every group did not have to be very big. Through this experience I learned a few things about classroom management. I believe that you can do a lot with students that you wouldn’t dream of doing. If you have good classroom management and the class expectations and rules are clear, your students will do just fine.
I also thought my math was for people who could not do math well, and the people who were in the highest math group were people who were smart, and could easily do math. I always felt judged by my peers as well because I was not in the same group as them. During my high school years my math teacher did take time, and work with the students who wanted extra help on their work. He would not move onto a different topic until everyone knew what they were doing which helped a lot because in my opinion you cann... ... middle of paper ... ...o see where they were with their math skills, and what they needed to work on. Then, last I would like to know what I could do if a child does not want to participate in math because I have found in my previous practicums that if child gets frustrated while trying to do math they will just leave, and go do something else.
I was anxious about teaching a math lesson, as this is a subject where I feel the least confident. However, my cooperating teacher was helpful in guiding me toward planning a lesson that would be impactful for the students and that would allow me to experience some success. I think that part of my nervousness stemmed from having to also video myself teaching. I believed that I would be focused on the camera the entire lesson and that this would add to my nerves. What transpired, however, was that I forgot the camera was recording as soon as I started to teach the second-grade students.
All in all though, it was just more practice for the students and I think they are really starting to get a tighter grasp on sequencing. I was a little frustrated because I wanted to try some different attention getters during my lesson, but I have only seen my cooperating teacher use one of them so I had to keep repeating the same attention getter, which I found to be less effective. One of my partners taught this week also they did a good job. I felt that she needed to have
This was the first lesson I have taught at CMS and I think it went reasonably well for a first attempt and considering my nervousness. There are, of course, things I would do differently or things that I would have implemented if I had the luxury of a follow up lesson the next day. I felt relieved to have taught this first lesson and now know what to expect for my second lesson with regard to how willing the students are to respond and participate in the lesson and how to pace myself. The first part of my lesson was presented as a whole group direct instruction and then I dismissed the students to practice independently. The third-grade classroom is extremely small and the space for group instruction is limited.
Learning about PBIS and then being able to see it put into action in the school I volunteered in just proved how these newer and more modern techniques work for students and teachers. Learning about formal and informal assessments and then putting the knowledge into action was helpful as it showed me the difference in the two and how each is unique depending on what you are assessing. Prior to this class I had very little knowledge about the discipline and suspension procedures involved with a student with disabilities. To be able to determine whether a student performed an action because of lack of implementation of the IEP or whether it was a direct relation to the disability or not is very fair for all students. Prior to these laws, students were disciplined unfairly and students were not protected by the laws.
I realized how important this was for my future classroom. If I were to stick with my ideas and have students constantly work by themselves, they might not gain the knowledge of working with their peers, or at least not in a social studies class. It relates to what we read from Hess on how to use discussion in classrooms. Even if I 'm just having students discuss between groups of five, they are still gaining many benefits, like having a "positive influence on civic behavior" after leaving school and helping students understand people have different opinions (Hess,
The teacher did not use many of the SIOP components, but he is nonetheless a very effective teacher for nearly all of the class. He effectively provided his students with background information before the class began writing their essays. He also broke the essay into chunks so the students could easily understand the requirements, and so that they could focus on learning the elements of an essay and apply their knowledge to future assignments. He used a variety of internet resources with examples and tips that the students could use to assist in writing the different parts of their essays (intro, body paragraphs, conclusion). The resources he chose were both easy to understand and easy for students to access if they needed to hear the information multiple times, or if they just needed a review.
Knowing that I have to teach math makes me a little nervous but I am willing to make my experience a positive one. Thinking back about my experiences when it came to learning math, I didn’t have the best experiences because I struggled to understand the different techniques and tools that are used when solving different equations. I do remember having a good experience when I was in elementary school because my teacher made my experience a fun experience by doing a