Blog # 15 Short Analysis
Imagine
that it is your first time teaching in a classroom. The first thing that you
will think about is how you will teach each lesson, but the true challenges of
a class room are solving issues. Anytime we enter a new environment we observe our surroundings. By using
observational tools we are able to find issues and figure out how we can
address these issues based on the circumstances. I interviewed a third grade teacher in hopes
to find a better understanding of how observation plays a big part in solving
classroom issues . The teacher talks about many things she has observed that
allow her to recognize that there is an issue with in her student’s weather it
is a learning issue, and issues with their peers. I will talk a little about
these two issues that she was faced with during her first year teaching.
Writing
Lesson
While trying to teach a
writing lesson, the teacher talks about how she found an issue within herself
and with her students. Being that she was a college writing professor before
working in an elementary school she tried approaching writing the way she did
with her college students in order to see what works and what doesn’t. As a
result she saw that many students were shutting down and having a melt down
because they found the writing assignment to be a challenge. Observing that her
students found this challenging she changed the way she taught writing. She
says “ I do stuff on the board, I realized with them I have to be very
specific. I have to tell them “ok in your introduction you need a 3 specific
reasons in college this is called a thesis”. In third grade this is your
listing sentence very similar just the language
is different. I have to break it down for them.
We do outlines, four squares, maps, and some of them do bullet
points.”
Another challenge/issue
the teacher was faced with while doing a writing assignment was when she got a
new student in her class whom did not know English. As a
teacher she has to make sure all of her students were growing, so she used the
writing assignment as an observational tool.
Teacher:
She’ll even do the writing with us , like the other kids, you’ll see the
students that are fluent in English they’ll just shut down with the writing and
she’s attempting it even if its spelled wrong I’m like I don’t care even if it’s
spelled wrong get your ideas out I just
want to see what you know just to really see if she’s understanding what’s
being taught and she does. So that’s I think that’s….
Me:
So your basically telling her even though your answers may be incorrect just
write your ideas down
Teacher:
Yea if its writing I don’t care if your sentence structure is off , like if
you’re missing a common I just want to see if she understands the question
being asked and if she can give me some details. So of course I have to shuffle
and change my expectations for other students but I pause I just think it’s
amazing how she’s learning so much.
As the school year
continues she gets to know her students a little better . Observing the students
conversations amongst their peers the teacher learns that they love the video
game called mind craft. Using Mind craft
as a motivational tool, the teacher pretends that she plays that game too and
asks her students to write a how to essay. Making this connection with her
students she then comes up with a brilliant idea and explains why she thought
this would solve the writing issue for many of her students. Here is what she
says :
Teacher: Oh yea they
love video games, they love it. I told them Mrs. Castillo plays mind craft, I
just said it , and I don’t play mind craft. Haha I uh made myself learn because
of them.
Flora: Oh really?
Hahaha
Teacher: Yea just
because they are obsessed with that game, they wrote about it in their essays.
I’m like faking it, oh yea I love it ha-ha
Flora: Ha-ha
Teacher: Then I told
them to write me a how to essay, like
how to survive in the game and
Flora: Hahaha that’s
amazing I think that’s a good way to get them to write
Teacher: Yea find
something that they are interested in and try to run with it. I find that
helpful with college students too.
Students
Getting Along
In a classroom there
are many students, all which have different personalities. It is very common
for students to not get along 100% of the time. So how can you know if students
are not getting along? Is it something that we need to be told in order to know
or can we observe these things? If we can know that there is a problem with a
student simply by observing then what signs are we looking for? The teacher
talks about different signs that let her know her students are having an issue
and then different approaches she has used in order to solve that issue so it
does not affect their learning.
Teacher:
You’ll see it; you’ll see the body language. You’ll see some of them shut down
you’ll see the tears in their eyes, you’ll see those pushing books on the
floor, pencil shavings everywhere. Im like what is going on in this group?! He
said this she said that he licked his fingers and touched me. Oh my gosh it
goes on and on. So I talk to them, I
give them maybe a minute or so in the hallway, it’s my little office.. I just
let them let it out and vent let I tout let me know what’s going on .
Me:
Yea
Teacher:
Um I, I work with the guidance counselor if it’s something I really don’t have
a clue what im doing, or sometimes I will run to another teacher . If it’s
something im really really concerned about I run to the principle. Um, and but
most of time if they are arguing I ask
them to move their desk away from each other and try to get them to refocus.
it’s harder when they shut down and are
sobbing, I let them go to the bathroom, wash their face come back, and If
they’re you know like come back and get ready to learn bc if you don’t do the
work you’ll have to take it home.
Flora:
Right, you’re giving them a moment to breath
Teacher:
yea and if they don’t then they will shut down the whole day and I think im
very aware with the students that have issues with other kids. They usually
tell me anyway. But um….. I think what’s hard is when you have a quiet student that holds things in and
doesn’t say anything , barely talks so you can’t figure out what’s going on in
their minds that’s when I try to get the parents , like is there anything going
on? Do they say anything at home? Communication is huge, weather I’m
communicating with the kids, guidance counselor, or parents; I just have to
communicate all the time. But yea I shuffle their desks around to answer the
question. I give them choices I think, it’s your choice you can sit there
arguing with each other or we can step out into the hall way I’ll hear your
side of the story ill hear her side and then I, I usually say like we’re
friends right like you guys are friends with one another so what’s going on.
And then the next day they are fine.
Flora:
Yea that’s how it usually is hahahaa
Observational
skills play an important role in a classroom. Having the skill to observe your
classroom gives you a better understanding of your students and you will be
able to identify what issues are at play. While observing you will spark
with new ideas and come up with different approaches to problem solving. Just
like this teacher, you will soon learn what approaches work and what does not
work.
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