{"content":{"sharePage":{"page":0,"digests":[{"id":"43208088","dateCreated":"1317088740","smartDate":"Sep 26, 2011","userCreated":{"username":"mgoodsit","url":"https:\/\/www.wikispaces.com\/user\/view\/mgoodsit","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ened4415fall2011.wikispaces.com\/share\/view\/43208088"},"dateDigested":1532093074,"startDate":null,"sharedType":"discussion","title":"Lesson Reflection: due November 4","description":"Post your reflective narrative here and respond to one another as indicated on the assignment sheet.","replyPages":[{"page":0,"digests":[{"id":"45664294","body":"
\nAmanda Pruitt
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\n1. What was your original intent or goal for this lesson?
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\nFor this lesson, the students learned the five parts of a friendly letter. My goal was for each student to be able to write a friendly letter using the five parts, Greeting, Heading, Body, Signature, and Closing. The students will be able to write a friendly letter including all parts.
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\n2. Were you successful in reaching that goal? How?
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\nYes, I was very successful in teaching this lesson. Every student wrote a friendly letter using all five parts. The students showed great interest in this lesson. Every student chose who they would like to send a letter to and then wrote their letters using the five parts.
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\n3. What specifically went well with your lesson?
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\nThe part that went specifically well in the lesson was the interaction with the students. The students asked great questions and showed interest in the lesson. I did not have to beg for participation, the students offered their opinions and worked well with the lesson.
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\n4. What did not go well with your lesson? Why?
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\nThe part that did not go very well was the time given for the lesson. I felt that the lesson on the five parts of a friendly letter should have had more time, so that each student could focus on each step at a time instead of it being rushed through. I would have liked the students to spend a couple of days on the letter.
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\n5. What adjustments will you make or did you make during the course of your day to replicate the lesson?
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\nOne thing that I changed throughout the day was how the letter was explained. Each class period is different and needs different instructions to understand the lesson. I would go slower with some students and quicker with others depending on their personal understanding and learning abilities.
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\n6. How does this lesson find its way into your unit and how well does this lesson scaffold and\/or integrate into the next lesson?
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\nWe had just finished up the verb unit, so it fit well with writing letters because the students had a chance to use their grammar skills within their letters. We had already discussed several parts of speech and the students were able to use that knowledge in their letters. The following lesson was adjectives and how they are important in writing.
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\n7. What theoretical principle and\/or project did you tie to this lesson from your coursework?
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\nEach student had written a letter to mail. Their project was their final draft of their letters. We used several of our notes from the parts of speech to help build strong sentences in their letters.
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\n8. Will you use this lesson again? Why or why not?
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\nYes, I would use this lesson again because it teaches writing skills as well as social skills. Also the students really enjoyed writing the letters because they got to chose who the letter was going to. The positive feedback that I received from the students made it an enjoyable assignment.","dateCreated":"1320458345","smartDate":"Nov 4, 2011","userCreated":{"username":"apruitt77","url":"https:\/\/www.wikispaces.com\/user\/view\/apruitt77","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45677360","body":"The lesson I will be reflecting on in this assignment will be the lesson I taught when Mrs. Kriegel, my university supervisor, came to do her observation. The lesson was an introductory lesson comparing and contrasting expository and persuasive writing. The lesson began with a group activity where students were randomly paired up and given two note cards. On one side was an expository essay prompt and on the other side was a persuasive essay prompt. Next, I handed out a Venn diagram worksheet where students were to write the correct prompt under the expository or persuasive heading and explain what could be similar to both genres within the prompt. Then, I presented a PowerPoint with information comparing and contrasting expository and persuasive writings styles as well as examples of expository genres (i.e. How- to, recipes, compare and contrast essay).
\n1. What was your original intent or goal for this lesson?
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\nThe original goal for the lesson was to have students understand what characteristics made a prompt either expository or persuasive. I also wanted students to be able to identify common types of expository essays. Finally, that there will be similar characteristics for both essays, such as using transitions within the writing.
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\n2. Were you successful in reaching that goal? How?
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\nI believe I was partially successful at reaching this goal. The students were having a hard time explaining in writing why a particular prompt was expository or persuasive. They would just tell me they knew it was either one just because they knew. I was looking for them to identify that a prompt with steps to it was expository because it is a how-to genre.
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\n3. What specifically went well with your lesson?
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\nI feel like the group activity went well. I would want to tweak how I was using the Venn diagram though. I would have rather had them write why each prompt was which on a sheet of notebook paper and use the Venn diagram for the notes so they could compare and contrast the two essay types rather than the two essay prompts.
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\n4. What did not go well with your lesson? Why?
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\nI feel like the prompts fell short when it came for them to identify why each prompt was which not just saying because they knew. I think this could have been done if I had given them the notes first and then had them participate in the paired activity.
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\n5. What adjustments will you make or did you make during the course of your day to replicate the lesson?
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\nI was not able to replicate this lesson because my CT took over teaching the next period but if I had the chance I would have changed around how the Venn diagram was used as well as giving out explicit instructions for the pairs to analyze why each prompt was expository or persuasive with concrete justification.
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\n6. How does this lesson find its way into your unit and how well does this lesson scaffold and\/or integrate into the next lesson?
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\nSince this lesson was an introductory lesson it did fit well in the unit because it began with not only what the two types of writing are but how they are similar and different to each other. I think it is helpful at times to learn things by comparing and contrasting because as humans we do this all the time intuitively.
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\n7. What theoretical principle and\/or project did you tie to this lesson from your coursework?
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\nUsing the paired activity was something I have learned to utilize through the literature I have read throughout my studies. There has also been strong evidence that it helps students to learn together because learning is a social activity. This not only helps students to learn but it also helps them to practice how to act appropriately with their peers.
\n
\n8. Will you use this lesson again? Why or why not?
\nI think I would use this lesson again if I tweaked it a little bit. Right after the lesson was over I reflected on how it went and I believe it was worth going back over and using again.","dateCreated":"1320508595","smartDate":"Nov 5, 2011","userCreated":{"username":"akuhn1016","url":"https:\/\/www.wikispaces.com\/user\/view\/akuhn1016","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45708540","body":"1. What was your original intent or goal for this lesson?
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\nMy original intent for this lesson was to get my students excited about mythology and literature using the literature circles as our in class assignment. I introduced my literature circles on Monday and because the students had not participated in literature circles before I wanted to give them enough time for explanations and questions, which in sixth grade is a daily occurrence. As I began to introduce the literature circles I received many odd looks and groans. At first I thought I may lose the exact interest I was trying to create so I changed my strategy, I decided to focus on the jobs part of the circle and giving each student a chance to pick the job they wanted to research. This worked out perfectly and with only a few students who still had a few issues, the overall class was a success. Giving the students a choice to select the job allowed them to get more involved in the story and want to learn about mythology.
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\n2. Were you successful in reaching that goal? How?
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\nI was successful in reaching my goal because I changed the strategy. Instead of starting first with the information I wanted them to learn about the literature circle discussion, I gave my students a chance to involve themselves because they were able to choose the jobs and research something they had an interest in.
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\n
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\n3. What specifically went well with your lesson?
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\nAllowing the students to choose their jobs gave them more incentive to do the research and find out the information I needed them to understand for understanding. Initially, when I gave them the information they had no interest in doing any type of research, but when I changed the way I approached the lesson, involved them and gave them a purpose they really gained an interest for what they needed to discover. They did the research and came prepared for the discussion with questions to share with their groups. Giving them the choice of jobs made the difference in how much they wanted to become involved.
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\n4. What did not go well with your lesson? Why?
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\nSome students still did not want to do the research even when they chose the literature circle job. These students were not very involved with the lesson and in some ways it could have hindered the group. When the students first entered the class I gave them a minute to get seated and then I did a full homework check. Once I realized some students did not complete the literature circle jobs I moved them to the back of the classroom so they had a chance to complete the lesson, if they did finish then they could join their group, two did, but one didn\u2019t he sat at the back of the class without the chance to participate. If he would have done his job I really believed he would have enjoyed the lesson.
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\n5. What adjustments will you make or did you make during the course of your day to replicate the lesson?
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\nIn the next class I gave the students a few minutes to look over their jobs before the literature circle discussion started. This allowed those who did not complete the assignment a chance to finish and then join the group. This worked out better because everyone could participate in the discussion. I would also give more directions and what is expected of each job they selected. The direction shows each student exactly what to do to prevent those who didn\u2019t o understand a chance to complete the lesson.
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\n6. How does this lesson find its way into your unit and how well does this lesson scaffold and\/or integrate into the next lesson?
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\nLiterature circles are a great discussion tool to involve the students in their own learning; they can take responsibility for what they are learning and actually learn more. I love literature circles I integrated them into my unit with both my chosen text as well as my Shakespeare lesson. Literature circles move the students toward the information they are learning because they are in control of what they discover, it gives them a foundation to continue onto the next lesson with more knowledge. Mythology was the unit where I taught two stories, I used literature circles with both stories and the students were move involved and learned more the second time we used the literature circle discussion.
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\n7. What theoretical principle and\/or project did you tie to this lesson from your coursework?
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\nI mainly focused on how I could get my students focused on the lesson. I began to wonder what would make them interested in learning about mythology. I needed a \u201chook\u201d, so when I changed the way I wanted the students to approach the learning and the research they became more involved. Having the students understand the benefits of what they are learning by making it more interesting to them is why the lesson was successful.
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\n8. Will you use this lesson again? Why or why not?
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\nI will definitely use this lesson over and over again. Literature circles are one of my favorite lessons to teach because of the involvement I receive from the students. Literature circles give the teacher and the student\u2019s different ways to approach a lesson so everyone gets the most out of what they are learning.","dateCreated":"1320596049","smartDate":"Nov 6, 2011","userCreated":{"username":"jdegruyf","url":"https:\/\/www.wikispaces.com\/user\/view\/jdegruyf","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318561922\/jdegruyf-lg.jpg"}},{"id":"45708598","body":"Amanda, I used the same type of technique for my letter lesson. I thought it was perfect to get the students to understand how to write a letter and what should and shouldn't go into the letter.","dateCreated":"1320596147","smartDate":"Nov 6, 2011","userCreated":{"username":"jdegruyf","url":"https:\/\/www.wikispaces.com\/user\/view\/jdegruyf","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318561922\/jdegruyf-lg.jpg"}}],"more":0}]},{"id":"43208014","dateCreated":"1317088684","smartDate":"Sep 26, 2011","userCreated":{"username":"mgoodsit","url":"https:\/\/www.wikispaces.com\/user\/view\/mgoodsit","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/ened4415fall2011.wikispaces.com\/share\/view\/43208014"},"dateDigested":1532093075,"startDate":null,"sharedType":"discussion","title":"Teaching Inquiry: due October 28","description":"Post your teaching inquiry posts and responses to one another here. You should generate a true online dialogue around the issue or problematic situation presented by your colleagues.","replyPages":[{"page":0,"digests":[{"id":"45213496","body":"Amanda Pruitt
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\n1. At the beginning of my TOSS internship, my CT and I discussed what material would be covered during my time in the classroom. One of those assignments was a friendly letter. We both thought that this would be a fun activity and the students can learn the five parts of a letter and write to someone they chose. When I assigned the letter, the students were excited and ready to begin their letter. The problem showed up when we began writing our letters in writer's workshop. It amazed me and my CT that many of the students had no comprehension of how to write a letter. The students are so used to e-mail and texting, that actually writing a letter was truly challenging to the students.
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\n
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\n2. After assigning the letter, the students had a chance to begin their letters in class. This is when the problems arose. Students began raising their hands to ask questions on how to write a letter. Some of the questions included: What does a letter look like? What am I suppose to say? Where do I write my name? Do I write their name on it? How will they get the letter? Can I just e-mail them, its free? What are stamps and envelopes for? After hearing all of these questions, I realized that I am dealing with a generation that was born into technology and writing a letter on paper and mailing it to someone was Greek to them.
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\n3. My question that came out of this situation is do we as teachers continue to teach material like writing a letter to a generation of students that are so technology bound? Are we wasting our teaching time going over this assignment when the students will just e-mail or text their friends and family? Should we continue to teach this material knowing that 95% of the students will never write another letter? Is this skill important enough to spend class time teaching it?","dateCreated":"1319831707","smartDate":"Oct 28, 2011","userCreated":{"username":"apruitt77","url":"https:\/\/www.wikispaces.com\/user\/view\/apruitt77","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45215038","body":"I teach first period On Level Language Arts, and currently we are just going over the parts of speech. The classroom consists of 21 students total, two of which are inclusion special education students. The classroom environment is fairly calmed and relaxed a majority of the time. These students are deemed the \u201cshy ones\u201d by the team of four middle school teachers that interact with them on a daily basis. Rarely ever will a student speak up out of turn or inappropriately. The class consistently is too timid to even join in on class discussion time. This is a good and a bad thing. It\u2019s good when you are teaching because there are no interruptions or disturbances. However, just because the students are quietly listening doesn\u2019t mean they are actually getting it. They will not ask questions and engage when they are having trouble. Instead, they shutdown. This has been my mission lately; too liven up the classroom and have my students participate more in the class discussion of new concepts. This way, I can assess my students and see\/hear their levels of comprehension.
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\nAs I finished up my last day of teaching today I felt confident and content with the level of engagement I have seen recently from my students. I was asking direct questions to my students and receiving lively feedback from most. I was able to practice methods that I reflected from my CT in order to have more students speaking during the teaching process. However, while seeing this change in my students I uncovered a more worrisome problem involving one student specifically. Out of all the students who were responding orally to my questions one student was having a more difficult time. This student (whose identity and gender I will keep completely anonymous) struggles with a speech impediment. This student is also one of the inclusions students.
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\nThe problem came to me during a lesson on verbs. I was asking for students to raise their hands and read to me the answers that they found written on the board. I was selecting students in a random order, preferably selecting the ones who were not speaking up as often. As I was doing this I noticed that this student was continually avoiding my eyes, not wanting to be called on; not once had this student raised his\/her hand. Of course, the moment I saw a slight budge in the hand of the student I eagerly called out his\/her name. I badly wanted to include this student in the day\u2019s activity, so as to not leave anyone out. However, as soon as I did call out the name of the student, the student backed down and shook his\/her head frantically and quietly. I had just realized that I embarrassed the student by putting his\/her disability on the spot. This discouraged me. It looked to me as if the student did know the answer, but was too afraid to speak in front of me and his other classmates.
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\nAfter class that day, I thought over and over again of how I could include the student in the class discussion without bringing his\/her disability to the forefront and causing embarrassment. I have always been a visual and oral learner. So, thinking of learning methods that do not include speech require more thought from me. Today, I chose a different style of teaching which allowed for the students to come to the board and write the answers. This time the student was not shy at all about raising his\/her hand and coming to the front of the classroom. So there is one way of engaging this student, yet I don\u2019t believe it will work out every time. This student, just like the others in the classroom, needs a chance to have variety in his\/her learning experience.
\nOften while giving the class notes I question the students directly. This tells me that they are listening and focusing on the information I am giving them. This is when I notice the most that I am leaving this student out.
\n- How can I do the same for a student with a speech impediment without calling too much attention to their disorder and harming the esteem of the student?
\n- Even more so, how can I recognize communication disorders, like speech impediments, earlier so that I can eliminate problems, like my recent one, ahead of time?
\n- Have you had any recent encounters with students and communication disorders? If so, how has your CT handled them in the classroom?","dateCreated":"1319833599","smartDate":"Oct 28, 2011","userCreated":{"username":"acook30","url":"https:\/\/www.wikispaces.com\/user\/view\/acook30","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45222322","body":"
\nJodie DeGruy-Fowler
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\nMy TOSS classroom is a Language Arts and Social Studies class. My collaborative teacher has created different sections around the room to display the students work. She has a very interactive classroom which includes a word wall, where students are required to write words in relation to the lesson and subject matter. The students get really involved in putting words on the wall and correcting any misspelled words they may find on the boards. I will definitely use this word wall in my future classroom because it allows the students to interact with the words and gain a deeper understanding and what they mean to the lesson.
\nThroughout my TOSS teaching experience classroom management has not been a major concern for me. My CT runs a tight ship and when I first introduced myself, I made it clear discipline procedures would remain the same during two weeks teaching the class. As my teaching progressed I noticed Mary* starting to disrupt the class, nothing major, but I could tell she was used of getting her way. The problematic situation occurs when other students are speaking and Mary* needs to exert her presence and wants attention. What transpires is another student is answering a question or speaking about the lesson; everyone else is listening and waiting for their turn to speak. Mary* is shaking her hand furiously in the air to answer the question. Once she is acknowledged for her to answer she claims she doesn\u2019t have a question and when I press her further for something relating to the lesson she still says nothing or I don\u2019t remember. Mary* exhibited this type of behavior once before, but I just blew it off as a legitimate reason, sometimes sixth graders forget their questions. The behavior has now increased to a level where it happens more than twice during each lesson. Once it reached its peak, I asked Mary* to step outside.
\n
\nConversation:
\nMs. Fowler\u2014\u201cMary* I have noticed that every lesson you are raising your hand to ask a question, but when I call on you don\u2019t seem to have a question. Why is this occurring? It\u2019s becoming quite disruptive during class.\u201d
\nMary*-- \u201cI\u2019m not; I really did have a question.\u201d
\nMs. Fowler \u2013 \u201cIf that\u2019s the case then why didn\u2019t you ask your question?\u201d
\nMary* -- \u201cI forgot my question.\u201d
\nMs. Fowler\u2014\u201cSo you\u2019re telling me every time I have asked you what your question was, you have forgotten it?\u201d
\nMary*-- \u201cWell Uh, No, but\u2026..
\nMs. Fowler\u2014Mary* you are well aware of the rules of the classroom and by raising your hand signals you have a question or comment. If you have a question or comment it will be answered, however constantly raising your hand with no question or comment is no longer acceptable.
\nMary*-- \u201cWell I really did have a question.\u201d
\nMs. Fowler\u2014\u201cMary this is not up for discussion, you know the rules and you will abide by them or face the consequences.
\nShe reluctantly agrees and heads to her next class.
\n
\nQuestions:
\nWas taking her outside to discuss the situation a good idea? Should I have just ignored her?
\nHow can we get students to participate in the lesson legitimately without always becoming disruptive?
\nSince the behavior was increasing, should I have just taken her outside to discuss and also make a call\/email home to her parents?","dateCreated":"1319845882","smartDate":"Oct 28, 2011","userCreated":{"username":"jdegruyf","url":"https:\/\/www.wikispaces.com\/user\/view\/jdegruyf","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318561922\/jdegruyf-lg.jpg"}},{"id":"45222366","body":"1. The TI I have chose to focus on is a situation that has progressively grown more pressing as my TOSS internship has progressed. In the beginning full week I was in the class room (6th grade advanced language arts) the students would talk amongst themselves as any normal sixth grade students have the tendency to do. But, I have now been able to figure out how to minimize and manage the talking, plus that is not the problematic situation; however, I do believe its fine to talk with students about who you are (of course within limits) but how am I to juggle this in with everything that they need to accomplish within the limited amount of time I have with them each day?
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\n2. Typically the students have just wanted to know more about my education, i.e. \u201cWhat school do you go to?\u201d \u201cWhat grade do you want to teach?\u201d etc. I don\u2019t want to shut them down and say, \u201cWe only need to be focusing on language arts at this time,\u201d because the positive social interaction with an adult figure is important for their social skills. However, I know that we need to focus on language arts and I feel like it might not be a good idea to answer their questions at all.
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\n
\n3. Therefore, my questions are:
\n1. Should it be a necessity for me to find time to answer questions from students about me and to ask them questions about themselves?
\n2. How best to skirt questions that are inappropriate from students and redirect them to more appropriate questions?","dateCreated":"1319845998","smartDate":"Oct 28, 2011","userCreated":{"username":"akuhn1016","url":"https:\/\/www.wikispaces.com\/user\/view\/akuhn1016","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45222532","body":"Srobin48
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\nI understand students must abide by the rules inside of the classroom and outside of the classroom; however yelling at the student in front of the class and the other teachers is uncalled for and childish. If you need to discuss something with a student whenever possible it should be conducted out of ear shot of other students. It not only shows respect for the student and the situation, but is more professional. As for your CT, I think she handled the situation perfectly. If she would have started to debate with the unnamed teacher then who knows how far and unresolved the situation could have become. I feel horrible for the student; no one should be treated in that way.","dateCreated":"1319846412","smartDate":"Oct 28, 2011","userCreated":{"username":"jdegruyf","url":"https:\/\/www.wikispaces.com\/user\/view\/jdegruyf","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1318561922\/jdegruyf-lg.jpg"}},{"id":"45222564","body":"In response to srobin48:
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\nAs your CT I would have asked all parties involved in the alleged altercation to step out into the hall and discuss things (i.e. Unnamed teacher, CT, and the student). This way it would have prevented the most harmful part of this how scenerio from happening-- the student being publicly humiliated for something he didn't do.
\nI hope your CT addressed with the principal the behavior of the unnamed teacher because that type of behaviour will unfortunately stick with the student for a long time and could have damaging and lasting effects on him. I feel that unnamed teacher should be reprimanded and I hope your CT talked to the principal in private about how inappropriately the event was handled.","dateCreated":"1319846480","smartDate":"Oct 28, 2011","userCreated":{"username":"akuhn1016","url":"https:\/\/www.wikispaces.com\/user\/view\/akuhn1016","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45222878","body":"In response to acook30:
\n
\nAlicia,
\n
\nFirst off I'm happy to see how caring you are toward the student with the speech impediment. I'm sure even though you embarassed the student initially that the student realizes that you are only trying to help hi\/her develop verbal skills as well as checking for understanding.
\n
\nSome ideas I can think of to help this student as well as all the other students in your shy class is to allow them time to write their responses out. That way they can rehearse in their heads what they are going to say and be less anxious because they will not be "put on the spot" to answer a question.
\n
\nAlso I believe I heard or read somewhere that students with speak impediments that it helps to not call on them as one of the first students to answer a question\/answer session but call on them toward the middle or end of the series of questions. I would also think that allowing for a longer wait time after asking the question would help so every student has time to completely think about their answer.","dateCreated":"1319847056","smartDate":"Oct 28, 2011","userCreated":{"username":"akuhn1016","url":"https:\/\/www.wikispaces.com\/user\/view\/akuhn1016","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45245734","body":"Akuhn1016,
\nI struggle with similar situations. My class asks questions of me, and I would like to answer, but my CT is very strict and no-nonsense. There is little time for the students and myself to get to know each other. I think it is important for my students to have some idea whom I am about, because if they \u201cknow\u201d me a little, they will see me as a person, not just a teacher, and hopefully they will then be comfortable to talk to me about their life and experiences and what troubles them.
\n
\nI did have a 6th grade student recently ask me a question that was not the best idea for me to answer, and, instead of embarrassing him and telling he was in the wrong and not to ask me questions like that again, I said, \u201cStudent, why are you acting silly? You know I can\u2019t answer that. Think of another question I can answer.\u201c I then just laughed it off in front of him so he would know I wasn\u2019t mad and that I was open to talking with him more.
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\nSometimes during transition times when students are passing up papers or taking out textbooks, I tell the students I will answer appropriate questions about myself from students who are quiet and have their hand raised. This adds structure, helps improve their behavior during transition, and allows them to learn about me. Some times I will do the opposite and I will pose a question to the class and call on students who are sitting quietly and with his or her hand raised during transitions. This really quiets them down and gives them an opportunity to tell me something about themselves. And it\u2019s a win win for everybody. The students learn about me and I learn about them, and I keep what can be chaotic transition periods more structured and manageable.","dateCreated":"1319915886","smartDate":"Oct 29, 2011","userCreated":{"username":"becca_hargis","url":"https:\/\/www.wikispaces.com\/user\/view\/becca_hargis","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45269356","body":"akuhn1016,
\n
\nI have experienced students wanting to know more about me. They seem to always ask me my age and what I'm going to school to be. I often tell them that we will talk after class or at recess. I never tell them my age; however, I will tell them about school and my plans after school. When I tell the students that we will talk after class, it seems by the time after class comes, they forget about wanting to know. I guess they are just trying to get out of doing school work. It doesn't bother as much with the sixth graders asking me questions like this, but I dread it when it is high school students asking me questions like this. I feel like they will try to use it against me or something!","dateCreated":"1319987857","smartDate":"Oct 30, 2011","userCreated":{"username":"srobin48","url":"https:\/\/www.wikispaces.com\/user\/view\/srobin48","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45269918","body":"acook30,
\n
\nI have a similar problem. I have a student in the advanced class that is Albino and blind. Because of this, he is extremely shy. While I was just observing, my CT never called on him. He is extremely smart so it's not that I'm worried he does not understand, but I just don't want to treat him differently. Since I have started teaching, I do randomly call on students but not him. When we are going over homework or a worksheet, I always start on one side of the room and make everyone answer a question. When the class participates in this, I do expect this particular student to answer the question when it comes to him. He does it without me asking him to. If I had another week of teaching I would start calling on him randomly, but I guess I'm out of time now. If or when I am in a similar situation like this, I will give the student a few days to get use to me and then I will start calling on them randomly.","dateCreated":"1319988662","smartDate":"Oct 30, 2011","userCreated":{"username":"srobin48","url":"https:\/\/www.wikispaces.com\/user\/view\/srobin48","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45346444","body":"acook30 is ARIEL COOK.
\nSorry I did not think to clarify this in my original posting!","dateCreated":"1320094780","smartDate":"Oct 31, 2011","userCreated":{"username":"acook30","url":"https:\/\/www.wikispaces.com\/user\/view\/acook30","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"45347106","body":"Jodie,
\nI understand how frustrating your situation can be!
\nI will admit it: At one point in my life (12 years ago), I was that child. : (
\nIf that former evil me took the place of Mary in your story, your remarks would be absolutely correct. I did it to get attention, and specifically from my classmates--not the teacher. I thought it was SO funny...
\nI think you were wise to speak to Mary one on one, because it shows that you care about the behavior of your classroom and disruptions like these will not slide. Hopefully, you began to see an improvement afterward.
\nI think the only other way I would have handled it would be addressing Mary right as the disruption happened again. If she refused to state her question again, I would warn her that I will never call on her again. I would let her know that she has misused that classroom right too many times, and that I can no longer trust her. This would be my final warning. If she does it again after that, I would no longer call on her when her hand is raised. She thus loses her right to be called on at all.","dateCreated":"1320095622","smartDate":"Oct 31, 2011","userCreated":{"username":"acook30","url":"https:\/\/www.wikispaces.com\/user\/view\/acook30","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":2}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}