Reflection:

This is the time in the semester that the pressure is at its highest. The fact that almost all my assignment are due at the same time and all will make or break my semester. When I sat down to write this blog there was many options; writing about cooperative groups, the summative, the raft. The problem was I did not know where to begin with any of them. I understand cooperative groups and the role they play in the classroom. The fact that just grouping students together does not make it a cooperative group. I could even write about how much fun the making squares activity was. The problem I found was the blog was going nowhere. It did not push me to really think about something I was unsure. The raft on the other hand was a scary assignment until I came up with the idea. Now I feel so much better about it because I know the topic and where I want to go. So that topic would not produce a blog with much meaning. Now the summative assignment has me on edge because I hate self-evaluation. There I have said it, I Hate to evaluate myself. This create an issue with the summative assessment but more of an issue with my future career. If I cannot self-evaluate comfortably how can I improve my practices. How am I going to make sure that my lessons are being fixed because I looked back and realized things did not work? I know that this is the biggest part of the class, the self-reflection on my work and how I can improve. This has always been hard for me because in some places I feel that I did everything I could. However, someone else comes in and tells me that I could have done better. Now I always feel that there is always something I could do better and are over critical to the point that I sometimes feel inadequate about my work. I am not sure if I am alone with this feeling or not. Whether others start to feel that nothing could be good enough and so in some ways you give up or revert to your comfort zone. Overall, I guess my blog this week is about how can a person self-evaluate with enough confidence that they did not do everything wrong?

Rubrics:


I would like to start off saying sorry that the blog is being put up so late this week.


Now for rubrics and the sugar high from all the cookies. I have always found it hard to come up with a rubric. The problem is ever mind is different as well as everyone's taste. The cookies were a great example of how different a rubric could turn out about one subject. Some people in the class like hard cookies, others liked them soft. When it comes to writing rubrics some people have different things they are looking for. As a history teacher the most important thing in my mind with writing is the content of the paper. If the information in the paper is incorrect than there is something wrong with the research. I have never been the best writer, so to me being grammatically correct is not the most important thing as long as it is easy to read. One the other hand the English major in the class would say that grammar and style is more important content. In my mind it is hard to make a general rubric that can be used by other teachers because each teacher has certain things they are particular with.

This event happened in my special education class a few weeks ago. We were in groups trying to write one part of rubric but could not get anywhere. Each person in the group had a different idea of what sentence structure required to be considered a 4 on the rubric. It was not that any one of us was right or wrong but that we have a different background and different beliefs.

Chapter 11 and 12:

I live with two teenagers that refuse to read a book even if it is for school. Creating a lifelong reader is not an easy job when they have it set that they hate to read. This is the challenge that I am going to face in the schools because by the time the students enter high school their mind is made up. Chapter twelve brought up get ideas to help create lifelong readers. The idea that students have to read certain material will always be there but they also need choice. There are many dry and boring books about history that to be honest I do not even want to read. However, there are also books about history written as a narrative that conveys the same information. This goes back to Nukirk’s talk about narrative and how life is a narrative so we understand material better in a narrative form. The material needs to be level appropriate and the students need choice, making this harder for me as a teacher to find the best books. However, a little extra effort to create a reading community is worth it if the students are actually excited to learn and read. Chapter eleven talks about the difficulty some students have with reading which makes them not like to read at all. The change over in the third grade from learning to read to reading to learn is critical. Once the students learn to read it does not mean they know how to read to learn. These strategies need to be taught and expanded on with every reading assignment. The use of an organizer, think out loud, and self-monitoring are things I have been doing so long it is an unconscious response. The hard part is making sure to stop myself and make that I do not just assume the students know how to do it because I do.

Another reading strategy and what researchers say about it:

http://www.ascd.org/publications/books/105027/chapters/Creating-Lifelong-Readers.aspx

Observation Blog:

During my observations there was one thing that really stuck out to me. The students were doing a ten minute read during the class because they cannot take the book home. It was well structured and placed in the class given the situation with book shortages. The reading was not the problem it happened when there was not enough books. One student in the class did not have a book during the ten minute read. The teacher did tell him to look on with someone but he just sat there in silence while everyone else read. Then the teacher discussed the reading and had them finish the section for another five minutes. At this point there were three other students done with the section and not using the book. However, the teacher did not take the book from one of them and give it to the student without a book. The entire time the reading was occurring this student did nothing and the teacher did not do anything to change that. I am not sure exactly why this happened during this class and if it has happened before but it made me think. If the reading was so important to take class time to read then why was it not important for this one student to read. If it is not important for him to get the information is it important for the rest of the class. I am not against the ten minute read in this school setting because the students do need time with their books but if one student can miss the reading why are they doing it. The essential question is whether the reading was important enough to take up the entire class period. If the answer is yes than one student missed a very important part of the class that day. If the answer is no than the students could have been doing something else for the hour. Overall, this makes me think of lessons in the future because there is a lot of information to cover and I need to make sure the students get the important parts. The question I will ask myself for this point on is “is this so important that no student can miss the information?” If the answer is yes than more time should be spent on that lesson or topic. If it is no than there is in many ways no reason to be teaching it. One student can get by without knowing that information so the whole class should be able to skip that section and be fine too.

Lectures:

Lectures have a time and place in every classroom. The hard part for the teacher is making sure the lecture is effective. Anyone can get up in front of a room and throw information at the students. It is harder to give a great lecture than just spilling out all the facts. In many situations it is hard cover all the information in a class without quite a bit of lecturing. So the challenge to myself as a teacher is making sure the lectures I give have an impact. The best lecture occurs in small increments of no more than 10- 18 minutes and then the students need a break. One of the best classes I have had as a college student was set up very similar to this. The professor would lecture and go through the information and give the students a guide to take notes on. These pieces of lecture would only last for a short period of time. Then it would be time to break up in groups and use or expand on the lecture. This classes is three hours long on a Friday morning but the class never seems that long because the professor splits or chunks up the time so effectively. I feel I have learned the most from this class than I have any other classes in my college career. When I get out in my field this is what I need to remember. Look back on the days I was a student and figure out what I found most effective. Now I know my students will not react the same as I did to certain activities so something will need to be adapted but overall it is a matter of helping the students. If they respond better to lecture, group work, individual assignment, etc. than that is what I will do.

I do not want to be this teacher: