One morning, I asked my Mentor what type of lesson plan she was using. She did not have one, but she was following the content of the Voyager Math Module 4 Summer Activity workbook. She was also incorporating the TAKS Math Study Guide revised 2007 to create lessons.
She separated the morning into two sections between the Voyager workbook and the TAKS study guide. I did not ask her about her long-range yearly plan.
Thursday, July 8, 2010
Lesson Observation
My first observation I was the best since she was still utilizing workbooks, Voyager Summer Activity workbook and TAKS study guide revised 2007. First, she presented the days’ objective which was the continuation of the workbook lessons: simplifying Algebraic structures using the distributive property, and solving two-step equations. She acknowledges prior lessons of the previous day. She utilized the workbook as a guide for her lecture. She projected the workbook through the Elmo as she gave the lesson. After her lecture, she directed the students on a few practice problems; then, assessed the student with a few problems.
The second part of her lesson, Mentor recalled the lesson on circumference of the previous day. As she distributed grid paper she gave the objective of the second lesson, area of a square. She used the TAKS study guide content as a guideline for the lesson. After working with the graph paper and demonstrating different types of objects. She related this lesson with the surface area. She presented each student with manipulative cut-out of 3-D geometric shapes creating an interest between the students. Students immediately started to ask questions. Incorporating this manipulative provided a visual and hands-on stimulus for each student. They were able to understand the concept of the surface area of a cube. For a larger display of a cube, she grabbed a plastic crate using it as an example. She demonstrated the crate, by displaying the top, bottom and sides of a cube making connections it to the surface area formula. After the lesson, she gave a quick assessment on the surface area. The surface area was not addressed again until the nine days later when reviewing Objective 4. Student did not do well in their retention of the surface area since only a few students got problem 32 correct on the pretest.
The second part of her lesson, Mentor recalled the lesson on circumference of the previous day. As she distributed grid paper she gave the objective of the second lesson, area of a square. She used the TAKS study guide content as a guideline for the lesson. After working with the graph paper and demonstrating different types of objects. She related this lesson with the surface area. She presented each student with manipulative cut-out of 3-D geometric shapes creating an interest between the students. Students immediately started to ask questions. Incorporating this manipulative provided a visual and hands-on stimulus for each student. They were able to understand the concept of the surface area of a cube. For a larger display of a cube, she grabbed a plastic crate using it as an example. She demonstrated the crate, by displaying the top, bottom and sides of a cube making connections it to the surface area formula. After the lesson, she gave a quick assessment on the surface area. The surface area was not addressed again until the nine days later when reviewing Objective 4. Student did not do well in their retention of the surface area since only a few students got problem 32 correct on the pretest.
Personal Reflections
My personal reflections went from highs to lows and in-between. This was not a regular structured classroom environment. I believe it could have been if time was not limited for the Mentor. The lessons felt rushed, like someone going 100 miles per hour. The students’ motivation was low. There were some moment that I saw a glare in their eye of motivation and excitement. I would like to see my student glow with excitement in my lessons. See them willing to participate and challenged in majority of the topics. I know my Mentor is an excellent teacher, but the time constrains she was challenged in trying to wake up these students. Having students that unmotivated and unwilling to learn is a challenge by itself. In creating the classroom I want in the future, I would need to create lessons that will motivate and challenge the students so they will have a great learning.
Interaction with Teacher and Students
My interaction with my assigned Mentor was good. She was very helpful in answering questions. The lessons were more teacher oriented than student oriented, so there was no cooperative learning activities. I did help one student on one-on-one; he was having problem finding the circumference of a circle, and its range. I guided him with the formula, by verbally questioning him. I did not feel victorious because he missed the same problem on the pre-test. Majority of the time, she lectured and worked out each problem step by step. She also demonstrates other methods or strategies in finding solutions to the problem. After the lecture the students assessed with a pre-tested without assistance.
Technology Integration
There were limited uses of technology in the classroom. She used the Elmo to project the workbooks when lecturing. There were no computers in the classroom; she would have to reserve the Computer Lab for computer usage. During the observation, students did not use computers. In integrating technology in to my lessons, students would benefit more and be safer using blackboard.
Classroom Management
Most of the days were almost the same, student would walk in class, sharpen their pencil, remove their jackets or sweaters placing them on the side table, then sit at their assigned desk and wait for the teacher to start lecturing. Only once the routine changed, Mentor needed to verify students’ name spelling and ID numbers for the administration. The change in routine caused the students to start talking and walking around the room. There were no morning breaks, students would raise their hand and ask permission to go to the restroom. Attendance was visually taken, since the class was so small. Once in awhile, she would call out students’ names. She would pass out worksheet and distribute their pre-test. Four to three minutes before lunch she would give a quick “Lunch Pass” assessment. Each student would be given a quick question of what was reviewed during the lecture. They must answer correctly before going to lunch.
I did not see any classroom rules displayed on the walls. If there were any rules mentioned it was before my observations.
The consequences for breaking the rules were explained briefly to me. But to my knowledge none of the students have crossed the line.
Disruptive behavior was minimal, only one student would ask questions that did not pertain to the lecture, or try to answer all the questions without being asked. When this happened the some of the student would laugh, but Mentor would quickly redirect the question to some else or move on with her lecture.
I did not see any classroom rules displayed on the walls. If there were any rules mentioned it was before my observations.
The consequences for breaking the rules were explained briefly to me. But to my knowledge none of the students have crossed the line.
Disruptive behavior was minimal, only one student would ask questions that did not pertain to the lecture, or try to answer all the questions without being asked. When this happened the some of the student would laugh, but Mentor would quickly redirect the question to some else or move on with her lecture.
Monday, July 5, 2010
Students
The students in this class were very quiet, well behaved, but not motivated. They walk in to the classroom, sharpen their pencils, go directly to their assigned desk and sit quietly for the teacher to start lecturing. The students seemed sleepy and dragging most of the mornings, but there were few that stood out. It was a small class mostly boys and a few girls.
I got to help one student during my observation; he seemed to be having problems. As I sat next to him I guided him through the steps of a couple word problems. He had no problem solving the problem with guidance, but during the pre-tested he was unable to work it out. Not until he was asked to read the problem out loud, I realized he was lacking reading skills.
Like every classroom setting there is an overly anxious student. He had to answer all of the questions, but would get majority wrong. I also noticed him not listening but drawing or scribbling on his notebook during the lecture. During the pre-test, he would guess at the answers to finish first.
Another student, she needs extra guidance during the lecture. She had a paraprofessional assigned. During the six days I was observing, she was doing a little better on her pre-test. She was doing better than majority of the students.
Another student, which may not be funny, but it, amazes me. The Mentor kept asking this student to please sit up and wake up. He was always tired, but during the pre-test he scored higher than half of the students. My Mentor, in a joking manner, suggested to him, if he could pass all the pre-test while sleeping in class, he could go back to sleep.
The most challenging part with these students was when they did not want to participate in the lesson and would guess in the pre-tests just to finish. How can you help a student learn when they do not want to learn?
Even through the class was unmotivated majority of the time, The Mentor did not give up on them. She used manipulative, scenarios, diagrams, and even objects that happened to be at arm’s length as demonstrations.
I got to help one student during my observation; he seemed to be having problems. As I sat next to him I guided him through the steps of a couple word problems. He had no problem solving the problem with guidance, but during the pre-tested he was unable to work it out. Not until he was asked to read the problem out loud, I realized he was lacking reading skills.
Like every classroom setting there is an overly anxious student. He had to answer all of the questions, but would get majority wrong. I also noticed him not listening but drawing or scribbling on his notebook during the lecture. During the pre-test, he would guess at the answers to finish first.
Another student, she needs extra guidance during the lecture. She had a paraprofessional assigned. During the six days I was observing, she was doing a little better on her pre-test. She was doing better than majority of the students.
Another student, which may not be funny, but it, amazes me. The Mentor kept asking this student to please sit up and wake up. He was always tired, but during the pre-test he scored higher than half of the students. My Mentor, in a joking manner, suggested to him, if he could pass all the pre-test while sleeping in class, he could go back to sleep.
The most challenging part with these students was when they did not want to participate in the lesson and would guess in the pre-tests just to finish. How can you help a student learn when they do not want to learn?
Even through the class was unmotivated majority of the time, The Mentor did not give up on them. She used manipulative, scenarios, diagrams, and even objects that happened to be at arm’s length as demonstrations.
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