Parlez-vous l'francais?

I know all of the kindergarten student teachers (and their cooperating teachers) are anxiously awaiting the arrival of their students tomorrow. But being a fourth and fifth grade student teacher, I have already almost hit the one week mark. It feels like a milestone. I've learned so much already, but I know I still have a long way to go. I still get overwhelmed when I'm sitting in the back of the classroom observing the students taking notes or listening to a lesson. I have questions running through my head almost constantly throughout the day. And if I don't have a question, I have an idea. Or I wonder if a certain idea would work with actual students in the classroom. Or I think about ways in which I could change a lesson, etc. I guess that's what the student teaching process is all about. I'm not complaining!

I would actually like to share one of those ideas here, to see what others think about it. I have a hard time integrating technology into Language Arts (beyond the document reader or projector). I had an idea over the weekend when I was working on my portfolio to actually create a classroom blog. But I wouldn't be the sole publisher on the blog. As a part of writer's workshop, students would work to create stories to contribute to the blog. Each morning, as a part of morning work, students could take time to type their stories on the blog. This could also carry over into our technology or study island specials as well. It's possible that students would also be able to write little summaries of what they're learning in the other subjects as well. Every student in the classroom wouldn't have a blog - this would be one blog for everyone! I would be able to access the blog, but so would other students (not the whole school or grade, just our class), my cooperating teacher, and parents of the students in the class. In my opinion, this is a great way to get parents involved in the learning process because every parent can't volunteer in the classroom. And let's be honest, we know we ask young children, "So, what did you do today?" they all get the same blank looks on their faces. I always think this is such a simple question, but it's not one most kids can answer quickly. I think this blog would be a great way for me to share with parents what is going on in the classroom, but students would also be able to share their stories and their work with their peers and parents. This would not be publicized on the internet, EVER! I understand the importance of privacy in schools. I'm not sure this idea will actually work out, but I'm hopeful I get the chance to ask. I'm excited about this idea, so I know kids would be. What do you guys think?

Also, today marked another important day in my life as a student teacher. We got a late add to the class. The new student is an English Language Learner. I like to think I have a lot of knowledge regarding ELL's because of the courses I've taken at Meredith. I also have some experience with Spanish. But today my eyes were opened. We are constantly reminded to remember that all ELL's aren't Spanish speakers. And that is so true. The new student speaks French. And I don't speak any! And neither does my cooperating teacher. When he first entered the classroom, he did not understand what anyone was saying, but we all made him feel welcome and did our best to show him around. Me and my cooperating teacher were using gestures and words to help explain what we were doing, where we were going, etc. But as the day went on, the student surprised me. I have never been more excited to hear English words come out of someone's mouth! The student was reading in English. He was reading in English and completing a worksheet ahead of his peers. This was an awesome experience. I'm probably naive because most veteran teachers have at least one student in their class every year that doesn't speak English, but this was a big deal for me. I'm looking forward to the challenge of creating lessons that he will understand. And I'm looking forward to stepping outside of the box to include him in activities in the classroom setting. I am actually really excited about this fall because I'm working with two ELL's. One student is in the silent period right now, so it will be interesting to watch him develop and grow as the school year progresses. It's going to be an interesting process, but one I'm looking forward to tackling. We'll see how this goes...

First "Week" of School

School officially started on August 25. It's a day I've been looking forward to since the MAT program started last fall. The first day of school was a bit sweeter due to the fact that Praxis scores came in the day before. And I passed! Of course that was a huge weight off. I don't think it's hit me yet that I could potentially have a teaching job in January. Whoa!

Wednesday was a day of rules and procedures. Obviously structure is essential for kids, no matter what their age. My teacher had a long list of things to go over on the first day. Needless to say, some things took longer than others. We didn't get through everything, but the first week is all about creating a safe place to learn, so we knew we could use Thursday and Friday to finish up as well. We practiced walking in a quiet, straight line, we took a classroom and school tour, and had some fun at recess. There were other activities in that list, but I honestly can't even remember what else we did (sad).

I felt a bit like a deer in headlights on Wednesday. I don't think it truly hit me that school was starting and I was going to be with these kids for the remainder of the fall semester. That's a lot to take in, but something I'm so excited about! And the more I think about, the more real it's becoming. Let the planning begin...

Thursday was a continuation of Wednesday. We reviewed our classroom rules and procedures, but also began teaching. Students worked on reading inventories and selected a book to begin reading. My teacher is having students read 40 books per school year, instead of reading a certain amount of minutes per night. The list is also separated into genres, to ensure that students are choosing a variety of books. I love the idea and think it's a great way to encourage students to read books that truly interest them. And they get to read 10 books of their choice. What's not to love about that?

We also worked on labeling supplies, which surprisingly, took a long time even when working with older students. I was shocked! Again, the first few days are all about setting guidelines and creating procedures for students to use throughout the school year when working on assignments, reading, etc. They have to know what the teacher's expectations are, in order to succeed. The students in my class are great - they are fast learners, which is a plus. Having a combination class is a huge bonus for the fourth graders in the class. They can look up to the fifth graders for guidance and support. I love that!

Friday was my favorite day of the week. Not just because it was Friday, but because we really got into true instruction. Because I'm working in a 4/5 combination class, students switch classrooms for math. The teacher I'm working with doesn't teach math, so I also move with the kids. It was great to meet a classroom full of new students (although I need to quickly learn 20 more names). I'm getting a rare opportunity to work with a variety of students that I usually wouldn't get due to the combination class. I'm looking forward to the challenges the math class will present, but I know it's going to be a great learning experience. We also worked on fluency during language arts - students worked with partners, filling out a fluency checklist. This was to help them understand the most appropriate and comfortable way for them to read a book. I also began doing a read aloud today, which was so much fun! I chose to read 'Charlie and the Chocolate Factory.' We made it through three chapters today. The students were begging me to read more. I love reading to kids, no matter what the age. This is a great way for me to begin making connections with them. I want them to know that I'm excited about learning with them this semester!

I'm glad the first week is already under my belt. It's been a little chaotic, but I know that's due to the fact that it was just the first week. I feel like I'm in my element when I'm in the classroom and I've already learned a lot about myself. I love interacting with the students, but I'm also excited about the fact that I get to learn and work with a veteran teacher (I'm really working with three different teachers). The entire staff at the school is fantastic! I have a lot of work to do as far as planning goes, but the hardest part is over; the meeting the students and wondering if they like me part.

I've put my classroom management skills to the test, but I'm also constantly thinking of ways I could do something differently or improve something. I have a list of ideas going, which I will continue to add to throughout the semester. I can't even explain how excited I am about this part of the program. I'm giddy every time I think about it. I hope the rest of the MAT girls have had a great first week of school as well! I look forward to hearing stories. I know this is going to be a bumpy ride, but the first week has been a truly rewarding experience. I'm looking forward to the semester long ride!

North Carolina Museum of Natural Sciences

As a part of my summer vacation, Patrick and I decided to take a trip to the North Carolina Museum of Natural Sciences (this is what teachers do in the summer). We parked in a two hour parking spot, but little did we know, there was a lot more than two hours worth of "stuff" to see inside the museum.

I didn't really know what to expect because I don't remember visiting the museum as a kid. But as soon as we walked in the door, I knew it was going to be another great find to add to my list of field trip sites.

Here's a quick run down of the exhibits we explored.

The coast of North Carolina is featured on the first floor. Bioramas, as the museum labels them, are located throughout the museum. The ones on this level feature different birds, fish, and turtles of the coast. There's also information about weather and hurricanes and how those two things affect the appearance of the beaches in North Carolina. The information desk, museum store, and auditorium are also housed on the first floor of the museum. Behind the information desk, you'll find interesting items found in and around North Carolina - information about the state bird, soil from NC, and other animals and plants can all be found in this area of the museum.

As we ascended up to the second floor, we began to see different whales and other creatures of the sea, while also beginning to see exhibits pertaining to the mountains. The whales were fascinating. The best part about the museum is the fact that everything is so open. You can see different elements on the first floor from the second floor, which continues as you climb. The underbelly of the whales can be seen from the first floor, but they are much more impressive when you're standing on the second level, almost on top of them. You can also find an abundance of information about each whale on this level as well.

Once you circle around to the other side of the second floor, the mountains are on display. We saw more fish, turtles, and snakes on this level. There are so many bioramas with tons of information too - I felt like a little kid reading everything and discovering the different animals that live in various places in North Carolina. There are also rocks and minerals, information on mining, and plate tectonics on this level to help students understand how mountains are formed.

The third floor exhibits help students make further connections between the mountains and the sea. There is a great map on this level that shows students the different regions of our state - coastal plain, piedmont, and mountains. Walking through the second and third floor helped me see and understand how unique the state of North Carolina really is. Students can also learn about dinosaurs and fossils (prehistoric North Carolina). The coolest part about the third floor is the exhibit that features the Acrocanthosaurus, which is the most complete specimen of it's kind ever found (and it's in Raleigh). The exhibit is called "Terror of the South." In this area of the museum, students can compare and contrast different dinosaurs from this area.

I also liked the "Tropical Connections" exhibit. This exhibit is especially helpful for students in 5th grade because it's all about ecosystems. There's an interactive globe and other live animals to show students the differences between the various ecosystems on display. The mountain cove rounds out the third floor - there's a water fall, live fish and turtles, and an abundance of information specific to the mountains of North Carolina.

I was especially looking forward to the fourth floor because of the butterfly house. We walked through the arthropod zoo first, which features insects and bugs and the role they play in the life cycle. This exhibit was aesthetically pleasing, making you want to take a closer look at some of the (in my opinion) nastiest creatures on earth, including cockroaches, spiders, and mosquitoes. But like I said before, I was mostly looking forward to visiting the butterfly house, which sits in the middle of the fourth floor. It's a small enclosure where you can experience the tropics without ever leaving downtown Raleigh. There were live butterflies flying all around us, but we also got a closer look at a tarantula, a snake, and a sloth. The temperature was pretty steamy too (true to the tropics).

As a result of this visit and experience, this museum quickly jumps to the top of my field trip list for the Raleigh area (not surprising because it's the number one field trip destination in North Carolina). Students can learn about the regions of North Carolina in detail, ecosystems, interact with live animals, and also do many different hands on activities. The website has an abundance of information for the teacher to use prior to the visit, but also for use during and after the visit as well. It's important to do your homework in order to ensure that this visit successfully reinforces concepts taught in the classroom. I'm definitely looking forward to taking my first class to the North Carolina Museum of Natural Sciences. And even if you aren't a teacher, you should still visit the museum. It's always good to know about the area in and around where you live. The best part - it doesn't cost you anything!

It's a Blogging Life For Me...

When the topic of blogging came up on the first night of class, I was thrilled. I've had a personal blog for over a year now. I love the process of reflecting on life and sharing my thoughts with others. It's nice to know that friends and relatives can keep up with me by reading a bunch of words on a nicely decorated page. That's where this blog comes in. It's always interesting when you try to blur the lines between personal and professional. I've considered school my job for the past year because it's been so intense. Writing about school related things on the personal blog doesn't catch much attention. But that's why I was excited to create this "teacher" blog. Classmates and teachers care more about the content in this space because we can each relate to the material in some way.

I've enjoyed writing and reflecting on my experiences throughout the past six weeks. This semester has probably been the hardest one because the end is so close. Senioritis has kicked in and the fact that the classroom is so close makes the end seem even farther away. I can truly say that this space has made me think about tough topics in a more meaningful and insightful way. I also was more thoughtful in my blog posts because I knew other professionals and peers would be reading the content. I'm looking forward to using this space in the future. I want to share my experiences during the student-teaching process, but I'm also hopeful I'll use this space to talk about the job search, my first classroom, and other school and teacher related experiences. Who knows, this blog could end up being my classroom website as well!

Blogging for this course not only gave me the opportunity to reflect on my own experiences, but it also gave me the chance to see what my peers were thinking. My learning of much of the readings for this course was enhanced because I could read what others were posting based on the same prompts. I also enjoyed reading about my peer's experiences in the classroom. I found that some had similar struggles to my own, but others had great success. Getting the chance to share in these experiences in an indirect way gave me the opportunity to further reflect on my own classroom experiences.

The only way I think the blog hindered my learning experience was the extent to which I could share information. I obviously had to be more careful about the items I posted here because anyone can view or read the content. I wouldn't say I was less honest because of that...I would just say I was less detailed. And that's the way this blog will stay.

I came into this course with a love for social studies and history and I'm leaving with a profound understanding of what it takes to actually teach the subject in the classroom. I've learned from my teaching experiences that it's a huge challenge. Many teachers don't even make time for social studies in the school day. I look forward to tackling the challenge of integration - that's the most effective way to fit each of the subjects into the instructional day. I also hope to learn a lot more about myself as a social studies teacher. I will maintain high expectations for myself and for the lessons that I bring into the classroom, but I do hope my lesson writing skills when it comes to social studies, progress as quickly as this program has.

Thanks for everything!

The Potential is There

Teaching lessons in the classroom is one of the best ways to know if a lesson is successful. As you read in my previous reflection, my first social studies lesson looked great on paper, but when it was taught in the classroom, it was overwhelming to the students. There were way too many activities and I was expecting the students to remember way too much. So for the second lesson, I decided to use my reflection to create a minimalist lesson. I wanted students to have one topic or idea to focus on, with one main activity to help them understand the topic. Overall, I think I did a good job when considering my weaknesses from the previous lesson. But I still think I have a long way to go when it comes to writing great, meaningful social studies lesson. The potential is there.

Now for the details of lesson #2. Me and two peers decided we would teach a social studies lesson collaboratively. The challenge came when we were trying to find an activity that would keep all three teachers busy. The topic was geography, so we decided to teach states and capitals of the United States; the focus was northeastern and southeastern states. We came up with a game that used outlines of the states from each region, state clues, and blank maps. Students had just learned the northeastern states, so we figured they would be relatively successful with those. But as an added challenge, we chose southern states as well.

Challenges/weaknesses in teaching the lesson:

• Planning with two other people is always a challenge. We all have different ideas and opinions that we bring to the table. Three teachers was great for some aspects of instruction, but I do think this lesson may've been more effective had one person created it and taught it all the way through. I think we each had a different vision of how it would turn out. This was a great lesson on collaborative teaching in the schools though!
  
• The clues were difficult. We should've thought to write each of the clues on the board as the teacher read the clue from the note card. Students needed to see the wording of the clue while also hearing it read aloud. I even had a difficult time recognizing one of the states when the clue was read.
• I think the Smart Board would've made this lesson more fun. I think the students enjoyed how interactive the activity was, but our projection of the United States was too small. The outlines of each of the states didn't fit on the actual map, so we had students stick them on the screen beside the map. Again, this wasn't a huge weakness, but this is definitely something that would've made the activity more fun and engaging.
  
• Partnering students may've also made the activity more successful. Some of the students had a hard time identifying their state initially. To help with differentiation, I think partnering students according to their ability levels would've made that part of the process a bit easier for some of the students. Since there were three teachers, we each walked around and filled that role for students.

Strengths of the lesson:

• Well-planned and thoughtful lesson. The lesson was both fun and challenging for students. It encompassed states they had already learned, but also challenged them to identify southern states they hadn't yet worked with in the classroom. Students also had to work to identify the states on their blank map.
  
• Three teachers meant a lot of attention for the students. They enjoyed the lesson because they received positive attention from their teachers.
  
• The lesson was engaging and fun. Students were eager to participate. They wanted to come to the board to post their state on the map, but more importantly, they were eager to help their friends. And every student in the classroom raised his/her hand at some point during the lesson. Students were comfortable and excited to learn, which was fun to be a part of.
  
• Students were challenged. We caused a great deal of disequilibrium in some students. I think if we had the opportunity to follow-up with the students, we would've seen some improvements in the states and capitals that each of the students could recognize from a map.

Overall, I think this lesson was successful. There are clearly some things I need to work on when it comes to writing social studies lessons. I think writing lessons based on social studies and historical events has been one of the hardest tasks yet. I'm looking forward to tackling the challenge when student-teaching begins. I think the challenge with social studies lessons comes in trying to make a huge, complex idea or topic minimal and simple, so students can actually learn and understand it. I'm looking forward to seeing improvements in my own work and lesson writing because I know I have a great deal of potential.

Acceptance is the Key

Bias is something a teacher has to be aware of, almost constantly. When instructing students in the classroom, the teacher's main job is to reveal different perspectives and ideas about a variety of subjects. When a teacher presents ideas in this way, students hear and understand a number of different sides to every story, rather than one.

Children are egocentric in nature. When students enter the classroom the teacher must offer support and scaffolding in order to help students reach a more multi-dimensional perspective on the world and the people around them. Presenting a variety of different perspectives on tough issues in the classroom allows students to consider others' feelings and opinions about the same topic. It's also great to expose students to controversial topics. Students learn to acknowledge and discuss a variety of different opinions in a non-threatening, accepting environment, which becomes your classroom. Students learn the idea of acceptance of others even when they have a differing opinion from a peer or classmate. Furthermore, they learn to understand each other and may even become friends in the process. Activities that expose students to a variety of opinions about different topics initiate this kind of environment where students can freely share their opinions.

So, what should a teacher do in the classroom to encourage an environment that accepts everyone's opinion?

1. Students should be exposed to a variety of sources for information. The textbook should not be the sole source of information in the classroom. Allowing students to explore other primary and secondary sources is a great way to help them come to their own conclusions about complex current events and issues. This also helps students connect to the real world.
   
2. The teacher should create a classroom environment where students can openly express their opinions. Students should feel free to discuss their thoughts on different issues without feeling judged by the teacher or by their peers.
   
3. There's more than one answer to every question. This statement should be posted in every teacher's classroom. Students need to understand that there aren't dumb questions, but more importantly, they should know that every response and answer to a question is worthy of acknowledgment. The answer may not be something we thought of, but it definitely will send discussion into a different direction and should be addressed all the same.
4. The teacher should work to bring current events into the classroom whenever he/she can. By exposing students to these types of real world events, we're helping them make connections to concepts they're learning in every subject taught in school.
5. Learning becomes a fun process when more than one perspective is explored and discussed. Students have the power to transform the learning environment they're in, depending on the opinion or perspective they take on a subject. That's the best part!

Creating this type of environment makes students more aware of their surroundings. They can easily imagine themselves in someone else's shoes when they read a book about a soldier or talk about a controversial event that's currently in the news. Students are creative and can immediately picture themselves in the situation if they're provided the right kind of scaffolding from an early age. These types of experiences are essential and follow us as we move into middle and high school, college, and on into adulthood. This is the formative stage where students need to be given the opportunity to share in a supportive, accepting environment.

In my opinion, when we create this type of environment in the classroom, everyone is free to share. Children from diverse backgrounds will bring unique experiences to the table, which should be welcomed. Family life, culture, and home life can all affect the perspectives students have on different issues. I look forward to creating this type of environment in my classroom because where students feel accepted, they are more ready and willing to share on a variety issues. Acceptance is the key!

And a wordle on the topic of diversity and acceptance in the classroom.