Yesterday, I experienced my first time as a day group leader of Group 21 at the Oregon Writing Festival. PSU has been hosting the festival for two decades now. I went to Smith ballroom to meet up with my group. I had 10 students from all over Oregon. There were six girls and four boys with half of them 4th graders and the other half is 5th graders. There were so many kids and adults everywhere. I welcomed each student in my group. The intermediate group (grade 4 and 5) sits closer to the stage. The middle schoolers at the center of the ballroom. And the high schoolers at the back and the sides of the ballroom. First there was an introduction for everyone.
Here is a quick info: The Oregon Writing Festival serves the best writers from grades 4 to 12 from all over Oregon. I think there were about a thousand students. Each group has about 10 students (from different schools) led by a day group leader who chaperones through the day and facilitates the group sharing (where students share with each other their writing piece). There is a presentation from a guest author (different authors for each grade band), two writing workshops, group sharing and lunch time scheduled for the day. The grade bands are 4th and 5th, 6th to 8th, and 9th to 12th. By the way, the Day Group Leaders are usually actual classroom teachers but there are some who are pre-service teachers like me (in a teaching program). The workshop presenters are actually real teachers teaching some aspect of writing.
After the introduction speeches, the older students with their day group leaders left the ballroom to go to their next activities.
The fourth and fifth grade stayed put to hear from their guest author, Bart King. This author is actually from Portland, OR. He was a middle school teacher. He wrote The Big Book of Boy Stuff and The Big Book of Girl Stuff. He now writes full time. Actually, I never heard of him before yesterday. He was very funny. The kids had a laugh and some of them asked some good questions. For a 45 minute presentation, the kids were very engaged.
Next, my group and Group 22 set out for our first workshop together. A teacher from the Beaverton S.D. taught poetry to our 20 students. I even wrote a haiku as the students did theirs. The workshop is a hour long. Anyways, the kids' haikus are better than mine. I was never good with structured type kind of poems. I like free verse because I can just say what I want and create a format I like. I remember one very funny haiku about hamburgers by a fifth grade boy.
At the end of the workshop, my group and I found a place to eat our lunch. It was too chilly out to eat out at the park blocks. Most of my students grouped up to eat and chat together. Three boys were sitting along. Though one boy's friend from another group came over to eat lunch with him. They go to the same school. I had the last two boys sitting together so they can chat. I ate my lunch while I observed the kids talking. Sometimes I chat with a few of them. Though, I didn't interact as much since they are there for making new friends from different schools and enjoy the writing experiences.
We finished lunch early so we check out our room for the group sharing. There was no one inside the small conference room. We got to start our time together 10 minutes earlier. We were scheduled only 90 minutes which isn't enough. First, I did an ice breaker so the kids know a little about each other and each other's names. Next, we review the norms of group sharing and I divided the groups up. First round, there were three small groups of the same gender. I did two more rounds of group sharing. It's more personal and they will get better feedback than getting all of them to try sharing to nine other students. At least, during this session, they can focus on four or five other people's work. The writer read his or her piece and the listeners either comment or ask questions about the piece.
I monitored each small group to see how they were doing. Some groups finished earlier than others so I was there to asked some questions that the students can discuss among themselves. Sometimes I even join in their discussion. The writing pieces are different genres and they are from one to five page in lengths. At the end of the session, two students gave me a copy of their work. I finished the group sharing with reflection time. The kids first write down their thoughts with some guiding questions I posted up on the dry erase board. They sat around the table as a whole group. I introduced the popcorn method for the kids to share their thoughts about the experience. I don't think I introduced the popcorn concept right. A few days, I have to signal certain kids to share. Only a few kids got it right away and popping off their thoughts after someone was done. (Reflecting on the whole group sharing time, I know I can do better. I never done this before so I didn't really know what to expect. I only met the 10 students earlier in the morning. They are actually good kids and they were able to go with the flow.)
The next activity was going to the second writing workshop where we met up with Group 22 again. The workshop teacher actually teaches at a Portland school with fourth graders. She even recognized a former student and called on her a few times. This workshop time, the kids worked on how to hook a reader. The kids wrote an interesting beginning to a story of someone or something. I even wrote a beginning too. Though, I was not good as the kids. My writing pieces do get better during the editing and revision process. At the end, they shared to the whole group. I am amazed how gifted these kids are. Then again, they had good teachers and their own passion to continue with writing.
Oh, the day had to end. It was dismissal time. As we left Crammer Hall, there were so many group of kids seeking out their contact person or parents. Nine of my students found theirs quickly and joined their contact person. I had one girl left with me and she told me about her agree upon meeting place with her mom. I didn't know where it was. Good thing she had a cell on her so she called her mom. We ended up meeting in the first floor of Smith Hall, near the coffee place.
I had so much fun. I can't wait to do this again next year. I let the day group coordinator that I want to do it again next year. By the way, I know an elementary school teacher from my work place who is also there. I didn't see her since there were so many people around. The coordinator told me that she was leading a middle school group. This teacher I know has been part of the festival for years.
Sunday, May 6, 2012
Tuesday, May 1, 2012
May Day and Update so far
Can't sleep
Can't sleep
I came home last night
around 10 pm
from my Monday evening class
Fame was on
so I watched it
It's a fun show to watch
I love to sing
Love watching other performers
Headed to bed
Tossed and turned
Can't sleep
Errggggg!
Past midnight,
Got up
Read for my EDU 510 class
for a couple hours
Turned off the lights
Went back to bed
Laid there
Thinking a lot
Why can't I sleep?
Got up again
Wrote in my journal
Noticed I haven't written in it
For weeks
Wrote a few entries
Oh, sleep,
I wish I was in la la land.
Now I'm here,
Writing this blog.
Oh, I want to sleep.
By Stacey M.
Anyways, the last few weeks I was stressed. It makes my insomnia worst. I couldn't concentrate on my homework and studies. Last Thursday, the kids at my after school program performed at the Annual ExAcademy Talent Show. For a month, I helped some of my first graders. I collaborated with a girl on her poem. I dictate her words down as she spoke to me. We edit and revise together. Only a couple places I had to vetoed and added repeated lines for a better flow. At the end result, the piece was polished and I was so amazed about her poetry skills as a six year old girl. Truly, the majority of her poem was her actual words. Here is the first line of Ellie's poem: I believe in time and past! Anyways, this experience was the first time I collaborated with a child on a creative piece and it made me want to be a first grade teacher in real life.
A group of boys wanted to act out a skit. Two of the boys had great ideas so I jotted down their thoughts and I wrote up the skit called The Mystery of the Misty Gold Mine (title came from one of the six year old boys). Another group of my first graders want to be in a skit too and a co-worker gave me Little Bunny Foo Foo which many first graders there knew the story already. I spent some time helping the kids practice their act. I have amazing co-workers and boss who also aided in their practice. Debra worked with the girl by putting music to her poem. The girl wanted to sing it while a female friend of hers danced. The kids' parents were amazing too since they help their child prepared through memorizing their lines, working on acting skills and providing costumes. The rest of the first grade group sang in two group songs with the kinders. Next, the K-1 sang with the 2nd and 3rd graders on the song, "This Land is Your Land." It was awesome. So last Thursday evening, my first graders did a swell job. They were amazing. The audience of fellow students, families and friends listened attentively and clapped at the end of each performance. I tried to reach all my students and praised them. Though, a few of them slipped by. The next day, I did finish my praising of the kids I missed.
After that was done, my mind was starting to unblock. Over the weekend, I worked on my homework. I am almost caught up with my Creative Arts class. Though, I'm a few living journal assignments behind in my Monday class. I am plugging away. By the way, the living journal is basically a blank book filled with notes, free writes, creative writing pieces, drawings, visual art stuff, etc on my learning this term. This project is for both my Monday and Tuesday evening classes. It's a fun and unique way to log one's learning, reflections, and notes on what's important to me as a classroom teacher. The instructor for my Integrated Social Studies and Language Arts with Technology class is an in-service 6th grade teacher. She has a modified version of the living journal that her students do throughout this school year.
Why can't I sleep? I think my stress is still around. I tend to be hard on myself. Last night, a classmate of mine said that I was hard on myself. I don't know why. I guess I want to really be successful in my dreams. I failed an undergraduate education program 5 years ago. Since then, I learned so much at my current job. I am better at making my stance and able to manage a group of children. To my final thoughts, I came upon an old journal where an inspirational quote from a dear friend of mine, Sarah from my early college days emailed me a long time ago. She said, "Here is a friendly reminder to tell you that whenever you can't help doubting yourself in whichever way it may be, you are just fine exactly the way that you are and if you weren't you probably won't have the friends that you do or have had in the past, hun. Keep trying not to be too, too hard on yourself."
Can't sleep
I came home last night
around 10 pm
from my Monday evening class
Fame was on
so I watched it
It's a fun show to watch
I love to sing
Love watching other performers
Headed to bed
Tossed and turned
Can't sleep
Errggggg!
Past midnight,
Got up
Read for my EDU 510 class
for a couple hours
Turned off the lights
Went back to bed
Laid there
Thinking a lot
Why can't I sleep?
Got up again
Wrote in my journal
Noticed I haven't written in it
For weeks
Wrote a few entries
Oh, sleep,
I wish I was in la la land.
Now I'm here,
Writing this blog.
Oh, I want to sleep.
By Stacey M.
Anyways, the last few weeks I was stressed. It makes my insomnia worst. I couldn't concentrate on my homework and studies. Last Thursday, the kids at my after school program performed at the Annual ExAcademy Talent Show. For a month, I helped some of my first graders. I collaborated with a girl on her poem. I dictate her words down as she spoke to me. We edit and revise together. Only a couple places I had to vetoed and added repeated lines for a better flow. At the end result, the piece was polished and I was so amazed about her poetry skills as a six year old girl. Truly, the majority of her poem was her actual words. Here is the first line of Ellie's poem: I believe in time and past! Anyways, this experience was the first time I collaborated with a child on a creative piece and it made me want to be a first grade teacher in real life.
A group of boys wanted to act out a skit. Two of the boys had great ideas so I jotted down their thoughts and I wrote up the skit called The Mystery of the Misty Gold Mine (title came from one of the six year old boys). Another group of my first graders want to be in a skit too and a co-worker gave me Little Bunny Foo Foo which many first graders there knew the story already. I spent some time helping the kids practice their act. I have amazing co-workers and boss who also aided in their practice. Debra worked with the girl by putting music to her poem. The girl wanted to sing it while a female friend of hers danced. The kids' parents were amazing too since they help their child prepared through memorizing their lines, working on acting skills and providing costumes. The rest of the first grade group sang in two group songs with the kinders. Next, the K-1 sang with the 2nd and 3rd graders on the song, "This Land is Your Land." It was awesome. So last Thursday evening, my first graders did a swell job. They were amazing. The audience of fellow students, families and friends listened attentively and clapped at the end of each performance. I tried to reach all my students and praised them. Though, a few of them slipped by. The next day, I did finish my praising of the kids I missed.
After that was done, my mind was starting to unblock. Over the weekend, I worked on my homework. I am almost caught up with my Creative Arts class. Though, I'm a few living journal assignments behind in my Monday class. I am plugging away. By the way, the living journal is basically a blank book filled with notes, free writes, creative writing pieces, drawings, visual art stuff, etc on my learning this term. This project is for both my Monday and Tuesday evening classes. It's a fun and unique way to log one's learning, reflections, and notes on what's important to me as a classroom teacher. The instructor for my Integrated Social Studies and Language Arts with Technology class is an in-service 6th grade teacher. She has a modified version of the living journal that her students do throughout this school year.
Why can't I sleep? I think my stress is still around. I tend to be hard on myself. Last night, a classmate of mine said that I was hard on myself. I don't know why. I guess I want to really be successful in my dreams. I failed an undergraduate education program 5 years ago. Since then, I learned so much at my current job. I am better at making my stance and able to manage a group of children. To my final thoughts, I came upon an old journal where an inspirational quote from a dear friend of mine, Sarah from my early college days emailed me a long time ago. She said, "Here is a friendly reminder to tell you that whenever you can't help doubting yourself in whichever way it may be, you are just fine exactly the way that you are and if you weren't you probably won't have the friends that you do or have had in the past, hun. Keep trying not to be too, too hard on yourself."
Thursday, April 19, 2012
First Whole Class Math Lesson
Today I taught my first math lesson to the first graders in my field school. I did okay. I know I can do better. For some reason, I couldn't pull things together. Next time I need to script what I am doing for the before, during and after phrase of the lesson. I don't know what I was thinking. I'm usually detail-oriented. I think I'm just feeling overwhelmed already. My first lesson plans are due for my Monday and Tuesday night classes. I want to do well. It's so hard. I need to focus and just do it. When I was younger, I was so fearless. Even when I was stressed, I kept going.
Monday, April 2, 2012
Spring Term starts Tonight
Last term, it was a struggle. I had three heavy content classes. The last few weeks of the term, I struggled in trying to complete assignments. I tend to over think. Though, I am trying to override that and just do it. Let my professors give me some helpful feedback I need if I need to improve on something. I checked on my grade report online for last term and I received good grades.
Tonight I start my first course for spring. On Monday nights, I have the integrated Social Studies and Language Arts course. On Tuesday nights, I have the Creative Arts course. This term's weekend class will be Cultural Proficiency Instruction (sounds like teaching ESL/ELL students). I hope this term I do better. I am striving to get straight As. Two of my courses sounds like fun. Time to bring on my creative juices on. In addition, I start back on my field experience with the same first grade classroom next Thursday. Oregon City S.D. is having their second round of furlough days and it's because of their deep budget cuts this year.
I hope to continue my growth as a teacher this term. I will end this entry with an inspirational quote about following one's dreams.
"Go confidently in the direction of your dreams. Live the life you have imagined."
~Henry David Thoreau
Tonight I start my first course for spring. On Monday nights, I have the integrated Social Studies and Language Arts course. On Tuesday nights, I have the Creative Arts course. This term's weekend class will be Cultural Proficiency Instruction (sounds like teaching ESL/ELL students). I hope this term I do better. I am striving to get straight As. Two of my courses sounds like fun. Time to bring on my creative juices on. In addition, I start back on my field experience with the same first grade classroom next Thursday. Oregon City S.D. is having their second round of furlough days and it's because of their deep budget cuts this year.
I hope to continue my growth as a teacher this term. I will end this entry with an inspirational quote about following one's dreams.
"Go confidently in the direction of your dreams. Live the life you have imagined."
~Henry David Thoreau
Friday, March 30, 2012
7 Strategies of Effective Readers
Earlier in the term, I read an interesting text about what effective readers do in reading to learn. I meant to share it but I got super busy this winter term. I had three heavy content courses that I was taking.
Here is the short information on the 7 Strategies of Highly Effective Readers* do:
1. Activating background knowledge: Connect your prior knowledge of what you know about the topic from the text you read. Recall relevant schema and experiences from long-term memory in order to extract and construct meaning from text.
2. Inferring: Bringing together what is spoken (written) in the text, what is unspoken (unwritten) in the text, and what is already known by the reader in order to extract and construct meaning from text. Basically, gather information from the text, reading between the lines and your schema to create your own meaning from the text.
3. Monitoring-Clarifying: Thinking about how and what one is reading, both during and after the act of reading, for purposes of determining if one is comprehending the text, combined with the ability to clarify and fix up any mix-ups if necessary. In other words, you are monitoring your comprehension while you read or after you read.
4.Questioning: Engaging in learning dialogues with text (authors), peers, and teachers through self-questioning, question generation, and question answering.
5. Searching-Selecting: Searching a variety of sources to select appropriate information to answer questions, define words and terms, clarify misunderstandings, solve problems, or gather information.
6. Summarizing: Restating the meaning of text in one's own words--different words from those used in the original text.
7. Visualizing-Organizing: Constructing a mental image or graphic organizer (ex. mind maps or T-charts) for the purpose of extracting and construct meaning from text.
All seven strategies are ways for you, the reader to connect to whatever text you're reading. Why do you read? What is your purpose for reading? Reading is to create meaning. By creating meaning, our minds are engaged.
*Resource: 7 Strategies of Highly Effective Readers:Using Cognitive Reserach to Boost K-8 Achievement by Elaine K. McEwan.
Here is the short information on the 7 Strategies of Highly Effective Readers* do:
1. Activating background knowledge: Connect your prior knowledge of what you know about the topic from the text you read. Recall relevant schema and experiences from long-term memory in order to extract and construct meaning from text.
2. Inferring: Bringing together what is spoken (written) in the text, what is unspoken (unwritten) in the text, and what is already known by the reader in order to extract and construct meaning from text. Basically, gather information from the text, reading between the lines and your schema to create your own meaning from the text.
3. Monitoring-Clarifying: Thinking about how and what one is reading, both during and after the act of reading, for purposes of determining if one is comprehending the text, combined with the ability to clarify and fix up any mix-ups if necessary. In other words, you are monitoring your comprehension while you read or after you read.
4.Questioning: Engaging in learning dialogues with text (authors), peers, and teachers through self-questioning, question generation, and question answering.
5. Searching-Selecting: Searching a variety of sources to select appropriate information to answer questions, define words and terms, clarify misunderstandings, solve problems, or gather information.
6. Summarizing: Restating the meaning of text in one's own words--different words from those used in the original text.
7. Visualizing-Organizing: Constructing a mental image or graphic organizer (ex. mind maps or T-charts) for the purpose of extracting and construct meaning from text.
All seven strategies are ways for you, the reader to connect to whatever text you're reading. Why do you read? What is your purpose for reading? Reading is to create meaning. By creating meaning, our minds are engaged.
*Resource: 7 Strategies of Highly Effective Readers:Using Cognitive Reserach to Boost K-8 Achievement by Elaine K. McEwan.
Thursday, March 22, 2012
My Math Philosophy Statement
Here is my math philosophy paper:
Method of Teaching
I believe that children learn better in a problem solving classroom. In addition, direct teaching is needed when students are confused and learning new math vocabulary. I want students to discover the math concepts in fun ways and having them to think while they learn. The way I was taught, I only knew one way to do many math problems. When I came to a problem I had never seen before, I would get frustrated and would give up. I would give an answer to the problem to say I solved it even if my answer was wrong. In my classroom, I want to guide my students in learning math concepts. I want to build their communication and reasoning skills so that they can show people how they solve the problem and justify the answer. On the other hand, I believe that teaching math strategies explicitly in solving problems and summarizing the learning is a part of the math teacher’s role.
Teachers still need to be in control in keeping order but also knows what is going on in the learning community of their classroom. On Day One, the teacher teaches explicitly about the classroom norms, how grouping of students work, and how the students are to behave in class. The teacher and the students collaborate on how the learning environment is to be. They work together to create a peaceful, supportive, and respectful learning environment where everyone is safe to learn and take risks without negative feedback. The students are in control of on-task behavior, thinking and doing math activities, helping each other and asking questions to continue their learning.
As a math teacher, I will adapt and be flexible when instructing the best way for my students. I know what the best way is based on my assessing my students on their progress, process and responses to the learning. The best way is also using teaching strategies and best practices to engage students on their thinking and learning. I will teach various strategies so students can learn many ways to solve problems. When they come to a problem they have never seen before, they would have a toolkit of strategies they can use to solve the unfamiliar problem. I will be a model to my students as I think aloud through a problem so they can learn how I solve something or how to deal with confusion while still persevering in solving the problem. I want to create a learning environment where taking risks and making mistakes are okay. We will use questioning strategies to push each other’s thinking.
I will continue to reflect on my teaching practices and keep students’ goals in mind. To be successful, I will need to be very organized in keeping track of state standards, objectives, lesson planning, student assessments, gathering materials and other teaching duties so I can better serve my students. As a teacher, I would need to check on state standards before I plan my lessons. The objectives will fit the state standards. When I plan my lessons, I have to make sure each step is aligned with the state standards. Before I implement my lessons, I need to gather materials so they would be ready during the lesson time. If I scrambled for math materials during the math time, it will waste my teaching time and students’ learning time. Assessing students is important for the teacher to know how the students are progressing and attaining or not attaining the math concepts expected by the state standards.
Differentiation
No two students learn the same way or at the same pace. The teacher need to differentiate so all students can be successful learners. Through flexible grouping during the guided practice is a great way for all students to learn together. These groups should be heterogeneous so the low achieving students can learn from the higher achieving students as well as vice versa. This would be a good time to give high level tasks for all students to explore math concepts. In doing so, the high achieving students may learn something from the lower achieving students. In partner and small group work, the students with special needs or ELL will learn through peer-assistance; this is another way to support learners with challenges.
As for struggling learners, I need to explicitly teach the task and problem solving strategies at first. I will do the gradual release method where they are scaffold in problem solving on their own. For example, they will be given easier tasks at first so they could feel successful. Next, they will receive challenging tasks to push them further in problem solving until they reach the lesson’s objectives.
In our diverse communities, there are many students whose first language is not English. These ELL students need better support to help them learn in the American classrooms. Here are strategies for teaching math to them: 1) Write and state the content and language objectives; 2) Build background; 3) Encourage use of native language; 4) Use comprehensible input; 5) Explicitly teach vocabulary; and 6) Plan cooperative/interdependent groups to support language.
When the teacher share the objectives with the students, everyone would know what they are expected to learn and to do. Students are comforted that a road map is provided so they know what they are learning is meaningful in which this engage them in their learning. To build background on something the students do not have prior knowledge of, the teacher need to link students’ prior learning of previous lessons or a real-world problem. Encourage the students to use their native language when processing something new or thinking on the task so they do not get overwhelmed with trying to think in English and not be able to understand the concept being learned. The teacher need to make each lessons comprehensible through clear language, use of gestures and motions that link to the vocabulary, model the instructions, use visuals, use manipulative, real objects, demonstration and picture books.
ELL students do not acquire the math vocabulary on their own. Math teachers need to teach math vocabulary and academic language explicitly through word wall, clear explanation, concept maps, personal math dictionaries, and time to practice using math terms in meaningful ways. As I mentioned previously, ELL students can learn from their peers in small groups or in partners. This gives them a chance to speak, write, talk, and listen in nonthreatening situations. Though, it is important to not isolate ELL students of low level English by placing them with native English speakers. In small groups and in pairs, there should be at least one other ELL student similar in language level as well as speaks the same first language or a bilingual student so the ELL student do not feel frustrated and alone.
Assessment
As a teacher, I would use assessment to gather information in my students’ progress of their learning and their achievement in attaining the math concepts. Assessments should be use to encourage students’ learning and making instructional decisions. The appropriate assessment reflects on the full range of mathematics; they are concepts and procedures, mathematical processes, problem solving, reasoning, communication and productive deposition.
There are so many strategies to assess students’ learning. I will share only a few of my favorites. First, in before the lesson starts, the teacher can find out what students know through popcorn activity or Post-It responses on the KWL chart. During and after the lesson, there are anecdotal notes, observation checklists, math journal entries, ticket out (where students fill out a short questionnaire on what they learned and what they are confused about still), performance-based tasks and post unit tests. For students who struggle with writing, the teacher interviews the students so they can orally share what they learned.
Intervention
Students need intervention assistance if after assessing them, they are still way behind on knowing math or not able to learn concepts based on the grade level state standards in a regular math class. Intervention methods are different for each school. I am not sure where I would be at as an elementary school teacher. If the school I am hired at has math pull outs, I would have to follow the school’s procedures. Though, I hope to work with the math specialist closely so I know how the students are progressing. I also hope to impart with the specialist about where my class is in math so the pull out students can maybe have similar math tasks. I would want the pull outs to happen during my normal math time so it would not interfere with the other content areas that I would be teaching as well as any specials such as P.E. and music. I do not want these pull-outs to happen permanently. This type of intervention help is need-based and flexible enough when the students gain the concept knowledge, they can rejoin the math class fully. For those students who may need intervention and are not part of an intervention program, I have supplied some examples of supportive assistance in my differentiation section of this paper.
Technology
Technology is part of our world and many professions require some kind of technology. The use of technology in a math classroom is beneficial for students so they can learn concepts in a different way, connect it to the real world application, connect to symbolism and making math engaging. I will allow use of calculators. The benefit of calculator usage are used to develop concepts and enhance problem solving, used for drill, improve attitudes and motivation, and used commonly in society. I will also allow the use of the computer if it enhances students’ learning through games, graphing programs and other supplemental websites. The benefits of using technology that it requires different mental action in doing math, it provides unlimited materials with easy clean up, and it accommodates for different purposes.
Language Skills (Speaking, Reading and Writing)
The math teacher is also a language teacher. Mathematics has its own vocabulary and organization. Math students need to be literate in the math language as well as the written language to be successful in our society. Math requires reading for students to read the directions or story problem that they are trying to solve. Writing requires students to put down their thinking and learning on paper. Speaking requires students to verbally think aloud in processing their learning as well as talking about math.
First of all, I would require reading in the math classroom. As a whole group, we read each task or directions together. Next, students can work in groups or pairs for writing and speaking to learn concepts together. As the math teacher, I need to model explicitly on how to speak using math terminology with the task at hand. I would provide plenty of practice time for the students to converse using math terms in meaningful learning tasks with each other. Students would have opportunities to record their thinking, data collecting, attempts, strategies being used, and other comments before, during and after the lesson in writing and drawing. For the students who are ELL or with special needs, I would provide sentence frames or cloze sentences to help them voice their thinking. They can also draw and label as another way to share their work with me and with other students.
Student Learning
I believe all students have the ability to learn math at high levels. Teaching through problem solving is a great way to engage students and it gives them confidence in doing math. Rigor is having high standards for students’ learning and doing math. As teachers, we need to ask high level questions to engage students into thinking deeper. By doing this, they can see that math is not just about computations, but it is about relationships, patterns and number sense. Making the lessons rigorous will challenge the students and they will feel excited about learning math. For struggling students, they too can be challenged. They need to be built up for these challenges by teaching them problem solving strategies, give them plenty of time to practice these strategies and give them small challenging tasks to do at first. These students should given easier problem-based tasks so they could feel successful. However, I believe they need to be given a tough problem (still solvable to them with assistance) that they would fail at and guide them in how to deal with the failure so they persevere in continuation of solving the problem.
Drill and practice can be effective for memorization of basic math facts. I like teaching through problem solving because for the students learn connections in a way that is best for them; they seek different ways to solve problems; and they need to justify their answers and processes in solving them. I admit that I will need extensive training to teach math through problem solving. I did not grow up having teachers who truly taught through problem-based tasks.
By Stacey Moy
Method of Teaching
I believe that children learn better in a problem solving classroom. In addition, direct teaching is needed when students are confused and learning new math vocabulary. I want students to discover the math concepts in fun ways and having them to think while they learn. The way I was taught, I only knew one way to do many math problems. When I came to a problem I had never seen before, I would get frustrated and would give up. I would give an answer to the problem to say I solved it even if my answer was wrong. In my classroom, I want to guide my students in learning math concepts. I want to build their communication and reasoning skills so that they can show people how they solve the problem and justify the answer. On the other hand, I believe that teaching math strategies explicitly in solving problems and summarizing the learning is a part of the math teacher’s role.
Teachers still need to be in control in keeping order but also knows what is going on in the learning community of their classroom. On Day One, the teacher teaches explicitly about the classroom norms, how grouping of students work, and how the students are to behave in class. The teacher and the students collaborate on how the learning environment is to be. They work together to create a peaceful, supportive, and respectful learning environment where everyone is safe to learn and take risks without negative feedback. The students are in control of on-task behavior, thinking and doing math activities, helping each other and asking questions to continue their learning.
As a math teacher, I will adapt and be flexible when instructing the best way for my students. I know what the best way is based on my assessing my students on their progress, process and responses to the learning. The best way is also using teaching strategies and best practices to engage students on their thinking and learning. I will teach various strategies so students can learn many ways to solve problems. When they come to a problem they have never seen before, they would have a toolkit of strategies they can use to solve the unfamiliar problem. I will be a model to my students as I think aloud through a problem so they can learn how I solve something or how to deal with confusion while still persevering in solving the problem. I want to create a learning environment where taking risks and making mistakes are okay. We will use questioning strategies to push each other’s thinking.
I will continue to reflect on my teaching practices and keep students’ goals in mind. To be successful, I will need to be very organized in keeping track of state standards, objectives, lesson planning, student assessments, gathering materials and other teaching duties so I can better serve my students. As a teacher, I would need to check on state standards before I plan my lessons. The objectives will fit the state standards. When I plan my lessons, I have to make sure each step is aligned with the state standards. Before I implement my lessons, I need to gather materials so they would be ready during the lesson time. If I scrambled for math materials during the math time, it will waste my teaching time and students’ learning time. Assessing students is important for the teacher to know how the students are progressing and attaining or not attaining the math concepts expected by the state standards.
Differentiation
No two students learn the same way or at the same pace. The teacher need to differentiate so all students can be successful learners. Through flexible grouping during the guided practice is a great way for all students to learn together. These groups should be heterogeneous so the low achieving students can learn from the higher achieving students as well as vice versa. This would be a good time to give high level tasks for all students to explore math concepts. In doing so, the high achieving students may learn something from the lower achieving students. In partner and small group work, the students with special needs or ELL will learn through peer-assistance; this is another way to support learners with challenges.
As for struggling learners, I need to explicitly teach the task and problem solving strategies at first. I will do the gradual release method where they are scaffold in problem solving on their own. For example, they will be given easier tasks at first so they could feel successful. Next, they will receive challenging tasks to push them further in problem solving until they reach the lesson’s objectives.
In our diverse communities, there are many students whose first language is not English. These ELL students need better support to help them learn in the American classrooms. Here are strategies for teaching math to them: 1) Write and state the content and language objectives; 2) Build background; 3) Encourage use of native language; 4) Use comprehensible input; 5) Explicitly teach vocabulary; and 6) Plan cooperative/interdependent groups to support language.
When the teacher share the objectives with the students, everyone would know what they are expected to learn and to do. Students are comforted that a road map is provided so they know what they are learning is meaningful in which this engage them in their learning. To build background on something the students do not have prior knowledge of, the teacher need to link students’ prior learning of previous lessons or a real-world problem. Encourage the students to use their native language when processing something new or thinking on the task so they do not get overwhelmed with trying to think in English and not be able to understand the concept being learned. The teacher need to make each lessons comprehensible through clear language, use of gestures and motions that link to the vocabulary, model the instructions, use visuals, use manipulative, real objects, demonstration and picture books.
ELL students do not acquire the math vocabulary on their own. Math teachers need to teach math vocabulary and academic language explicitly through word wall, clear explanation, concept maps, personal math dictionaries, and time to practice using math terms in meaningful ways. As I mentioned previously, ELL students can learn from their peers in small groups or in partners. This gives them a chance to speak, write, talk, and listen in nonthreatening situations. Though, it is important to not isolate ELL students of low level English by placing them with native English speakers. In small groups and in pairs, there should be at least one other ELL student similar in language level as well as speaks the same first language or a bilingual student so the ELL student do not feel frustrated and alone.
Assessment
As a teacher, I would use assessment to gather information in my students’ progress of their learning and their achievement in attaining the math concepts. Assessments should be use to encourage students’ learning and making instructional decisions. The appropriate assessment reflects on the full range of mathematics; they are concepts and procedures, mathematical processes, problem solving, reasoning, communication and productive deposition.
There are so many strategies to assess students’ learning. I will share only a few of my favorites. First, in before the lesson starts, the teacher can find out what students know through popcorn activity or Post-It responses on the KWL chart. During and after the lesson, there are anecdotal notes, observation checklists, math journal entries, ticket out (where students fill out a short questionnaire on what they learned and what they are confused about still), performance-based tasks and post unit tests. For students who struggle with writing, the teacher interviews the students so they can orally share what they learned.
Intervention
Students need intervention assistance if after assessing them, they are still way behind on knowing math or not able to learn concepts based on the grade level state standards in a regular math class. Intervention methods are different for each school. I am not sure where I would be at as an elementary school teacher. If the school I am hired at has math pull outs, I would have to follow the school’s procedures. Though, I hope to work with the math specialist closely so I know how the students are progressing. I also hope to impart with the specialist about where my class is in math so the pull out students can maybe have similar math tasks. I would want the pull outs to happen during my normal math time so it would not interfere with the other content areas that I would be teaching as well as any specials such as P.E. and music. I do not want these pull-outs to happen permanently. This type of intervention help is need-based and flexible enough when the students gain the concept knowledge, they can rejoin the math class fully. For those students who may need intervention and are not part of an intervention program, I have supplied some examples of supportive assistance in my differentiation section of this paper.
Technology
Technology is part of our world and many professions require some kind of technology. The use of technology in a math classroom is beneficial for students so they can learn concepts in a different way, connect it to the real world application, connect to symbolism and making math engaging. I will allow use of calculators. The benefit of calculator usage are used to develop concepts and enhance problem solving, used for drill, improve attitudes and motivation, and used commonly in society. I will also allow the use of the computer if it enhances students’ learning through games, graphing programs and other supplemental websites. The benefits of using technology that it requires different mental action in doing math, it provides unlimited materials with easy clean up, and it accommodates for different purposes.
Language Skills (Speaking, Reading and Writing)
The math teacher is also a language teacher. Mathematics has its own vocabulary and organization. Math students need to be literate in the math language as well as the written language to be successful in our society. Math requires reading for students to read the directions or story problem that they are trying to solve. Writing requires students to put down their thinking and learning on paper. Speaking requires students to verbally think aloud in processing their learning as well as talking about math.
First of all, I would require reading in the math classroom. As a whole group, we read each task or directions together. Next, students can work in groups or pairs for writing and speaking to learn concepts together. As the math teacher, I need to model explicitly on how to speak using math terminology with the task at hand. I would provide plenty of practice time for the students to converse using math terms in meaningful learning tasks with each other. Students would have opportunities to record their thinking, data collecting, attempts, strategies being used, and other comments before, during and after the lesson in writing and drawing. For the students who are ELL or with special needs, I would provide sentence frames or cloze sentences to help them voice their thinking. They can also draw and label as another way to share their work with me and with other students.
Student Learning
I believe all students have the ability to learn math at high levels. Teaching through problem solving is a great way to engage students and it gives them confidence in doing math. Rigor is having high standards for students’ learning and doing math. As teachers, we need to ask high level questions to engage students into thinking deeper. By doing this, they can see that math is not just about computations, but it is about relationships, patterns and number sense. Making the lessons rigorous will challenge the students and they will feel excited about learning math. For struggling students, they too can be challenged. They need to be built up for these challenges by teaching them problem solving strategies, give them plenty of time to practice these strategies and give them small challenging tasks to do at first. These students should given easier problem-based tasks so they could feel successful. However, I believe they need to be given a tough problem (still solvable to them with assistance) that they would fail at and guide them in how to deal with the failure so they persevere in continuation of solving the problem.
Drill and practice can be effective for memorization of basic math facts. I like teaching through problem solving because for the students learn connections in a way that is best for them; they seek different ways to solve problems; and they need to justify their answers and processes in solving them. I admit that I will need extensive training to teach math through problem solving. I did not grow up having teachers who truly taught through problem-based tasks.
By Stacey Moy
Wednesday, March 21, 2012
Reading Philosophy Paper
Today, I accomplished finishing my reading philosophy paper for my Reading Essentials class. It was a long process. It took me two weeks to write it. I'm so happy it's done. I already finished my final papers for my teaching math and language development classes. I will share my math paper another day.
Here is my reading philosophy paper:
“The books that help you most are those which make you think the most. The hardest way of learning is that of easy reading; but a great book that comes from a great thinker is a ship of thought, deep freighted with truth and beauty,” said Theodore Parker on books, an 18th century minister and abolitionist. The author of Bridge to Terabithia, Katherine Paterson said about reading, “It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations—something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” These quotes summarize to me what reading is all about. Reading is about thinking and connecting to what is read from various types of text. A well-balanced reading program is needed so students can become proficient readers, in doing so, they will continue to read for pleasure all of their lives. A good reading program requires these components: comprehension, accuracy, fluency and extended vocabulary. To implement a well-balanced reading program, I would need to focus in curriculum, assessment, instruction, classroom environment, and how students affect in relation to the teaching of reading.
First, I would investigate the state standards and review the curriculum provided at the school I am placed. The state standards set the tone on what the reader of a particular grade level need to know on reading. When I plan lessons, mini-lessons and guiding reading groups, my objectives need to be aligned with the state standards. As I mentioned previously, I also need to review the curriculum if any provided by the school. The curriculum must align to the state standards. Ideally, I would like to have Professional Learning Community (PLC) with the same grade level teachers to plan together on basic lesson plans and thematic units. This will help me greatly because I could continue to learn from experienced teachers about teaching reading. It is also nice to share the load since if I plan everything on my own, it would take too long. For example, in my courses at Marylhurst, it takes me about a couple weeks to create one lesson plan together. In reality, as a classroom teacher, I do not have that much time. With the PLC time with fellow teachers, we encourage each other and share teaching strategies that individually did not think of at first or provide resources that individually did not have. From there, I would modify these lessons to personalize them to better serve my own students.
Second, I would use assessment to gather information in my students’ progress of their learning and their achievement in attaining the reading level and concepts. Assessments should be use to encourage students’ learning and making instructional decisions. The appropriate assessment reflects where the students are at in reading through using running records, reading interviews, anecdotal notes, and observation checklists. By using these assessment tools, I could better plan lessons and guided reading groups.
Third, I would adapt and be flexible when instructing the best way for my students. I know what the best way is based on my assessing my students on their progress, process and responses to the learning. The best way is also using teaching strategies and best practices to engage students on their thinking and learning. I will teach various strategies so students can read at deeper levels and be engaged with what they are reading. I would teach several comprehension strategies explicitly and have plenty of practice time in learning these strategies. Teaching various reading strategies is important because it helps students continue to learn to read while giving them the independence to read on their own. The more practice a student have to reading, the better this person gets.
Furthermore, ideally I want my literacy block be uninterrupted for two hours each day. Though, a 15 minute morning break between reading and writing would be good. Students do need a break from learning since a short break will aid students’ retention of learning. In addition, play time is important to young students since the act of playing is about imagination, cooperation, and many other beneficial aspects to a well-balanced child. Back to my point about my instructional time, as a reading teacher, the cognitive strategies I teach my students will be surface and deep level structure systems. In my literacy block each day, there would be read aloud, interactive read aloud, shared reading, guided reading groups, sustained silent reading, and writing time. I want to create a learning environment where reading is fun and everyone is a reader.
Meanwhile I will continue to reflect on my teaching practices and keep students’ goals in mind. To be successful, I will need to be very organized in keeping track of state standards, objectives, lesson planning, student assessments, gathering materials and other teaching duties so I can better serve my students. As a teacher, I would need to check on state standards before I plan my lessons. The objectives will fit the state standards. When I plan my lessons, I have to make sure each step is aligned with the state standards. Before I implement my lessons, I need to gather materials so they would be ready during the lesson time. If I scrambled for materials during my teaching time, it will waste my instructional time and students’ learning time. Assessing students is important for the teacher to know how the students are progressing and attaining or not attaining the reading concepts expected by the state standards.
Next, the literacy block can only happen when the classroom environment is conductive to learning. Teachers need to be in control to keep order but they also know need to be aware of the learning community of their classroom. On Day One, I would teach explicitly about the classroom norms, how grouping of students work, and how the students are to behave during the literacy block. The teacher and the students collaborate on how the learning environment is to be. I would work together with my students to create a peaceful, supportive, and respectful learning environment where everyone is safe to learn and take risks without negative feedback. The students are in control of on-task behavior, thinking and learning, helping each other and asking questions to continue their learning. Teachers do play a huge influence in students’ attitude toward school and learning and whether they succeed or fail. First of all, I would show respect to my students in word and deed. I need to create a classroom environment where everyone is heard and respected. Teachers who let their students collaborate with them on how the classroom environment should be like, everyone would know what is expected and get excited that learning would happen without behavioral distractions.
At last, the students’ beliefs and experiences with reading do affect the teaching of reading. The attitude of the students affects how they want to learn how to read and reading in general. If students come from a low or non-existent reading home, they would have no relationship with the written word. It would be up to the classroom teacher to teach these students how to read and hopefully build a good school-to- home relationship as another place of support for these children. If some students hate to read for the reasons of poor reading skills or no real exposure to pleasure reading, then I need to share my passion of reading as their teacher. I would need to pick books for read aloud and guided reading groups to intrigue all students as well as assisting the independent reading book choices that connect to the individual student’s interests.
In conclusion, I believe that the curriculum, assessment, instruction, classroom environment and students’ attitude of reading play a part in teaching reading. The curriculum, assessment, instruction and classroom environment must align to the academic needs of the students. As a reading teacher, I have influence on how my students relate to reading. It is my job to effuse the passion of reading to my pupils so they would become thinkers and creators. In other words, I end this paper with this quote from Albert Einstein who said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
~By Stacey Moy
Here is my reading philosophy paper:
“The books that help you most are those which make you think the most. The hardest way of learning is that of easy reading; but a great book that comes from a great thinker is a ship of thought, deep freighted with truth and beauty,” said Theodore Parker on books, an 18th century minister and abolitionist. The author of Bridge to Terabithia, Katherine Paterson said about reading, “It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations—something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” These quotes summarize to me what reading is all about. Reading is about thinking and connecting to what is read from various types of text. A well-balanced reading program is needed so students can become proficient readers, in doing so, they will continue to read for pleasure all of their lives. A good reading program requires these components: comprehension, accuracy, fluency and extended vocabulary. To implement a well-balanced reading program, I would need to focus in curriculum, assessment, instruction, classroom environment, and how students affect in relation to the teaching of reading.
First, I would investigate the state standards and review the curriculum provided at the school I am placed. The state standards set the tone on what the reader of a particular grade level need to know on reading. When I plan lessons, mini-lessons and guiding reading groups, my objectives need to be aligned with the state standards. As I mentioned previously, I also need to review the curriculum if any provided by the school. The curriculum must align to the state standards. Ideally, I would like to have Professional Learning Community (PLC) with the same grade level teachers to plan together on basic lesson plans and thematic units. This will help me greatly because I could continue to learn from experienced teachers about teaching reading. It is also nice to share the load since if I plan everything on my own, it would take too long. For example, in my courses at Marylhurst, it takes me about a couple weeks to create one lesson plan together. In reality, as a classroom teacher, I do not have that much time. With the PLC time with fellow teachers, we encourage each other and share teaching strategies that individually did not think of at first or provide resources that individually did not have. From there, I would modify these lessons to personalize them to better serve my own students.
Second, I would use assessment to gather information in my students’ progress of their learning and their achievement in attaining the reading level and concepts. Assessments should be use to encourage students’ learning and making instructional decisions. The appropriate assessment reflects where the students are at in reading through using running records, reading interviews, anecdotal notes, and observation checklists. By using these assessment tools, I could better plan lessons and guided reading groups.
Third, I would adapt and be flexible when instructing the best way for my students. I know what the best way is based on my assessing my students on their progress, process and responses to the learning. The best way is also using teaching strategies and best practices to engage students on their thinking and learning. I will teach various strategies so students can read at deeper levels and be engaged with what they are reading. I would teach several comprehension strategies explicitly and have plenty of practice time in learning these strategies. Teaching various reading strategies is important because it helps students continue to learn to read while giving them the independence to read on their own. The more practice a student have to reading, the better this person gets.
Furthermore, ideally I want my literacy block be uninterrupted for two hours each day. Though, a 15 minute morning break between reading and writing would be good. Students do need a break from learning since a short break will aid students’ retention of learning. In addition, play time is important to young students since the act of playing is about imagination, cooperation, and many other beneficial aspects to a well-balanced child. Back to my point about my instructional time, as a reading teacher, the cognitive strategies I teach my students will be surface and deep level structure systems. In my literacy block each day, there would be read aloud, interactive read aloud, shared reading, guided reading groups, sustained silent reading, and writing time. I want to create a learning environment where reading is fun and everyone is a reader.
Meanwhile I will continue to reflect on my teaching practices and keep students’ goals in mind. To be successful, I will need to be very organized in keeping track of state standards, objectives, lesson planning, student assessments, gathering materials and other teaching duties so I can better serve my students. As a teacher, I would need to check on state standards before I plan my lessons. The objectives will fit the state standards. When I plan my lessons, I have to make sure each step is aligned with the state standards. Before I implement my lessons, I need to gather materials so they would be ready during the lesson time. If I scrambled for materials during my teaching time, it will waste my instructional time and students’ learning time. Assessing students is important for the teacher to know how the students are progressing and attaining or not attaining the reading concepts expected by the state standards.
Next, the literacy block can only happen when the classroom environment is conductive to learning. Teachers need to be in control to keep order but they also know need to be aware of the learning community of their classroom. On Day One, I would teach explicitly about the classroom norms, how grouping of students work, and how the students are to behave during the literacy block. The teacher and the students collaborate on how the learning environment is to be. I would work together with my students to create a peaceful, supportive, and respectful learning environment where everyone is safe to learn and take risks without negative feedback. The students are in control of on-task behavior, thinking and learning, helping each other and asking questions to continue their learning. Teachers do play a huge influence in students’ attitude toward school and learning and whether they succeed or fail. First of all, I would show respect to my students in word and deed. I need to create a classroom environment where everyone is heard and respected. Teachers who let their students collaborate with them on how the classroom environment should be like, everyone would know what is expected and get excited that learning would happen without behavioral distractions.
At last, the students’ beliefs and experiences with reading do affect the teaching of reading. The attitude of the students affects how they want to learn how to read and reading in general. If students come from a low or non-existent reading home, they would have no relationship with the written word. It would be up to the classroom teacher to teach these students how to read and hopefully build a good school-to- home relationship as another place of support for these children. If some students hate to read for the reasons of poor reading skills or no real exposure to pleasure reading, then I need to share my passion of reading as their teacher. I would need to pick books for read aloud and guided reading groups to intrigue all students as well as assisting the independent reading book choices that connect to the individual student’s interests.
In conclusion, I believe that the curriculum, assessment, instruction, classroom environment and students’ attitude of reading play a part in teaching reading. The curriculum, assessment, instruction and classroom environment must align to the academic needs of the students. As a reading teacher, I have influence on how my students relate to reading. It is my job to effuse the passion of reading to my pupils so they would become thinkers and creators. In other words, I end this paper with this quote from Albert Einstein who said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
~By Stacey Moy
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