Monday, May 22, 2017
Monday, April 3, 2017
Field Trip to SMU and the President George W. Bush Museum and Library
Click here to the assignment on Mrs. Kallas's wiki.
On Thursday, March 30 my Education and Training class visited SMU and Bush Library. We started out in the tech labs for the Department of Teaching and Learning (click here). To me, the most interesting part was learning about the different augmented reality apps, and how there were so many different apps that you could use. Seeing how easy it was to bring something technologically advanced into even a Kindergarten classroom was fascinating.
After we finished at SMU, we went over to the President George W. Bush Museum and Library (click here). We got to see a model of the oval office and were able to sit at the president's desk. The office had a lot of natural light and places for other people to sit. Here's a picture of Makaylia, Brooklyn, and I at the desk.
My favorite part of the museum was the letters written by children from other countries to the president after 9/11. Seeing how other countries were viewing the situation was very interesting. It showed so much compassion for another country and really warmed my heart.
Book Study: Working the Crowd and Room Arrangement (Chapters 1-4)
For a link to the prompt click here.
Chapter One:
"... teacher quality is the single most important in-school factor influencing student learning and achievement." Do you agree or disagree with this statement. Support your answer with statistics, research, or personal experiences and observations (must give specific examples for experiences and observations).
-I do agree with this statement. If someone has a teacher that doesn't have the passion for teaching, then the students won't learn. I have had teachers who were amazing, cared about teaching, and I did very well in my class. Then I had teachers who didn't care about teaching, and I did poorly in their class.
Chapter Two:
According to Jones, what is the best way (3 steps) to give corrective feedback to a student who is stuck? Give an example of how you can do this with a student in your field site classroom. Write the dialogue of what you would say.
-The best way to give corrective feedback is: Praise, Prompt, and Leave. In my classroom this would look like:
Me: Good job! These first two problems were done exactly the way they were supposed to be! On the third problem, instead of doing "x" what should you do?
Then let the student correct the problem themselves.
Chapter Three:
Look at the room arrangement in your field site classroom. What obstacle or obstacles prevent you from "working the crowd?" Describe how they hinder the teacher.
-In my middle school field site classroom, the desks are arranged in rows with the teacher desk at the front of the classroom. This prevents me/the teacher from "working the crowd" because it allows for there to be a large 'green zone', and the teacher cannot be near the majority of the class at all times.
Chapter Four:
According to Jones, where should the teacher's desk go? Where would you position the teacher desk in your field site classroom? Why would you select that location? Give reasons supported in your reading.
-The teacher's desk should go 8ft within the students' desks. I would keep my desk towards the back of the classroom. I would do that because I feel like that way it is easier to see what everyone is doing when your students think that you're not looking.
Chapter One:
"... teacher quality is the single most important in-school factor influencing student learning and achievement." Do you agree or disagree with this statement. Support your answer with statistics, research, or personal experiences and observations (must give specific examples for experiences and observations).
-I do agree with this statement. If someone has a teacher that doesn't have the passion for teaching, then the students won't learn. I have had teachers who were amazing, cared about teaching, and I did very well in my class. Then I had teachers who didn't care about teaching, and I did poorly in their class.
Chapter Two:
According to Jones, what is the best way (3 steps) to give corrective feedback to a student who is stuck? Give an example of how you can do this with a student in your field site classroom. Write the dialogue of what you would say.
-The best way to give corrective feedback is: Praise, Prompt, and Leave. In my classroom this would look like:
Me: Good job! These first two problems were done exactly the way they were supposed to be! On the third problem, instead of doing "x" what should you do?
Then let the student correct the problem themselves.
Chapter Three:
Look at the room arrangement in your field site classroom. What obstacle or obstacles prevent you from "working the crowd?" Describe how they hinder the teacher.
-In my middle school field site classroom, the desks are arranged in rows with the teacher desk at the front of the classroom. This prevents me/the teacher from "working the crowd" because it allows for there to be a large 'green zone', and the teacher cannot be near the majority of the class at all times.
Chapter Four:
According to Jones, where should the teacher's desk go? Where would you position the teacher desk in your field site classroom? Why would you select that location? Give reasons supported in your reading.
-The teacher's desk should go 8ft within the students' desks. I would keep my desk towards the back of the classroom. I would do that because I feel like that way it is easier to see what everyone is doing when your students think that you're not looking.
Subscribe to:
Posts (Atom)