This section of my blog contains my reflection of my experiences during the fourth week in my classroom. During this time, I plan to be co-teaching with my mentor teacher for approximately 25% of the time.
This morning, I began taking over a portion of my mentor teacher's Reading and Language Arts class. In order to get a feel for everything, we decided that I could start with Spelling and Vocabulary for the week and work my way in from there.
Today, I began teaching with Spelling. I assigned the students their Practice Book Pages for the week and went over the directions for each section. We also did an example for each section as a class. The students seemed to respond well to my instructing them for Spelling as opposed to Mrs. Morris. They seemed to be quite chatty, but it was Monday for ALL of us so I didn't let it get to me. Plus, I have been feeling under the weather.
Something that I did learn and think was a bit funny occurred when I was reviewing and reading the spelling words from the new list and the students were echoing. I read the word "chose" on the spelling list as "choose". I immediately realized it and secretly hoped that none of the students picked up on it. But, sure enough, one student raised his hand and said, "Miss Lipford, you read number [whatever] as choose instead of chose."
Oh well. I am sure that there will be many more of these moments in the near future. After all, we can't be right all of the time! And, other than this, everything went alright and as planned! :)
Yesterday, I taught with my first workstation, Spelling. I introduced the workstation and provided a visual aid at the front of the classroom by holding up the folder that I had created labeled "Spelling Workstation" for students to easily find and get started. Also, I created an "I Can..." list and glued it inside the folder with instructions for how to go about completing activities and participating in the workstation.
During the station rotation, students seemed to really enjoy having the opportunity to complete their Spelling Practice Book pages in class. Also, they enjoyed having options when they completed their spelling pages. This makes me feel excited that students like the ideas that I have! Some students even expressed that next time, they would like to do activities that they didn't have time to complete this time.
After the workstations, my mentor teacher and I discussed putting together a laminated alphabet in order to allow for students to put together their spelling words. These would be letters that we could keep for all of the spelling lists and words compared to being created for each individual spelling list as I created for this word list and spelling station.
Whenever you make a mistake in front of kids, take the chance to turn it into a teachable moment!
Love to hear that you're doing stations. Don't be afraid to survey the kids and respond to their interests as to what they liked and didn't like at the stations. It doesn't mean you get rid of the ones they don't like, but let them know you're willing to modify based on their feedback.
This morning, I began taking over a portion of my mentor teacher's Reading and Language Arts class. In order to get a feel for everything, we decided that I could start with Spelling and Vocabulary for the week and work my way in from there.
ReplyDeleteToday, I began teaching with Spelling. I assigned the students their Practice Book Pages for the week and went over the directions for each section. We also did an example for each section as a class. The students seemed to respond well to my instructing them for Spelling as opposed to Mrs. Morris. They seemed to be quite chatty, but it was Monday for ALL of us so I didn't let it get to me. Plus, I have been feeling under the weather.
Something that I did learn and think was a bit funny occurred when I was reviewing and reading the spelling words from the new list and the students were echoing. I read the word "chose" on the spelling list as "choose". I immediately realized it and secretly hoped that none of the students picked up on it. But, sure enough, one student raised his hand and said, "Miss Lipford, you read number [whatever] as choose instead of chose."
Oh well. I am sure that there will be many more of these moments in the near future. After all, we can't be right all of the time! And, other than this, everything went alright and as planned! :)
-ME
Yesterday, I taught with my first workstation, Spelling. I introduced the workstation and provided a visual aid at the front of the classroom by holding up the folder that I had created labeled "Spelling Workstation" for students to easily find and get started. Also, I created an "I Can..." list and glued it inside the folder with instructions for how to go about completing activities and participating in the workstation.
ReplyDeleteDuring the station rotation, students seemed to really enjoy having the opportunity to complete their Spelling Practice Book pages in class. Also, they enjoyed having options when they completed their spelling pages. This makes me feel excited that students like the ideas that I have! Some students even expressed that next time, they would like to do activities that they didn't have time to complete this time.
After the workstations, my mentor teacher and I discussed putting together a laminated alphabet in order to allow for students to put together their spelling words. These would be letters that we could keep for all of the spelling lists and words compared to being created for each individual spelling list as I created for this word list and spelling station.
I am excited for the rest of this week!
-ME
Whenever you make a mistake in front of kids, take the chance to turn it into a teachable moment!
ReplyDeleteLove to hear that you're doing stations. Don't be afraid to survey the kids and respond to their interests as to what they liked and didn't like at the stations. It doesn't mean you get rid of the ones they don't like, but let them know you're willing to modify based on their feedback.