Week Four

1.  What did I learn?

I learned how much fun geometry can be.  Learning something (geometry terms, etc.), while creating something (the box), was fun for me.  However, the assignment we did made me realize just how much review I am going to need before I start teaching.  I couldn't remember what congruent meant, and I couldn't prove/justify why or how I knew my line segments were parallel, etc.  I need some serious vocabulary refresher courses!

2.  What do I have questions about?

How can I bring fun and interesting things into my teaching, when I am not very creative and haven't learned many tips yet?  I do not want to wait three years to "improve" my lessons, especially in math.  

How could I transform the lesson we did in class to a group lesson?  I would love to learn more about doing that.  (I just ordered Designing Groupwork), so maybe that will help:)

3.  What are the implications for classroom practice?

I can see how having students explain their "proofs' out loud can help others learn.  I had a hard time following what my cohort members were saying, but I think part of that was due to my struggle in recalling geometry terminology- and because I am couldn't see what they were referring to/doing.  If students are currently learning the concepts/vocabulary etc., I think it would be pretty easy for them to follow along.  I know that kids are very good at describing things in a way that their peers can understand them, so I think exercises like this can be very beneficial for all students - but especially those who may not "get it" from reading straight out of their math book.  The more they learn, the more confidence they will have to attempt risks in their learning.  I like that!

Blog # 4

 I want to be the kind of teacher who holds the bar high, raises expectations, and keeps the momentum going- all while meeting the standards.  I go back and forth with the notion that I can handle this task.  From what I am reading and learning about in my classes at UWB, I can and will be able to make it happen.  I just need to keep my eye on the goal.  As long as I put my students first, highlighting their needs and meeting them where they are “at,” meeting the standards should come naturally.  As Nicola Findley said, “Rather than impose our ready-made curricular connections, we need to uncover and encourage students' connections within and across the curriculum and with their own lives and interests.” 

Routman talks about keeping it relevant; making sure the students feel the tasks we ask them to complete are significant.  I call that “keeping it real.”  Keeping it real, while scaffolding each learner’s needs will bolster their confidence as learners, readers, writers, and mathematicians.  I like Routman’s advice about paying more attention to the amount of support a student needs, rather than to the teaching content.  I think that if a student is properly supported, and scaffolded teaching is a priority, the content (proper grammar, etc.) will follow. 

I have been able to observe my master teacher provide many shared experiences for her students.  So far I have seen them share in reading, writing, and math experiences, as well as scaffolded conversations.  I feel fortunate to be able to witness, first-hand, experiences that we are reading about in Writing Essentials.  Being able to think about what I would say to “my” students (while listening to my master teacher respond to her students) is invaluable.  I know it sounds silly, but it’s like getting to practice thinking without being on the spot.

Routman says that, “without the learner’s trust, it’s impossible to teach.”  My own children have told me about instances they have had with their teachers where my children did not feel like could share their thinking.  My children did not feel as though their teacher valued their thoughts or feelings.  I understood why my girls did not want to share a piece of themselves with the teacher if she was not going value what they said, or how they felt.  I think it is unfortunate that instances like this occur.  Teachable moments were lost.  I will be thinking about my girls’ experiences as I talk to my students in the future.  I definitely want them to feel valued, and I definitely want them to trust me.

I have noticed many times with my own children, and my preschool students, that a lot of learning occurs during social interactions and collaborative work.  Many natural teachable moments unfold during everyday conversations.  Doing things together is a great way for students to learn, but also for parents and teachers.  We can learn a lot about our students by what they say during a casual conversation.  It only stands to reason that students will learn just as much about themselves, about learning, and about the learning process during shared reading, writing, and math times.  I am really looking forward to supporting my students in as many ways as possible.  I am hoping to make students aware of their thinking, be independent problem solvers, and be able to articulate their thoughts and strategies.