November 30, 2017
Today I observed the Program Chair teach his 12th grade, International Baccalaureate History class. They are working on a unit covering the Civil War and more specifically, Abraham Lincoln. The method used for this class unit is more of a student teach then a teacher teach. The students have been assigned a book to read, and they are then each assigned a different chapter to teach to the class[EF1] . The book title is, Team of Rivals: The Political Genius of Abraham Lincoln. For the student-teach, the students are to create a power-point presentation with which they will take the other students through a review of the chapter that they have read. All students are required to read the chapters being covered on that day by their classmate[EF2] . Within the presentation students are to include up to six vocabulary words that they felt were important. They are to include in their slide the vocabulary word, the definition, where it can be found in the text as well as the text it is found in and why they felt that these words were significant. The next part of the presentation is to include up to three quotes or paragraphs that they feel summarizes the chapter. They are to again cite where in the text these are located and why they feel these are important. Finally, they are to create three questions that they will ask of the class and will follow with a slide that answers the questions[EF3] . Students in the class are asked to answer the questions based on their reading and the answers are then compared and discussed[EF4] . All students are graded on their participation during the class period[EF5] . During the entire presentation period, the instructor is listening and then guiding students to participate. He presents high-level thinking questions to help to move along the discussions. His questions and input demonstrate that he is quite familiar with the reading and also promotes the fact that he is familiar with the book and its characters and information[EF6] . Additionally, he is taking notes in order to incorporate the students teaching into the assessment at the end of the book. Students, when given the responsibility of directing class thought, achieve a better understanding of the subject matter for themselves[EF7] . They are able to take ownership of the materials that they have read and at the same time help to direct the same level or increased understanding of their classmates. Additionally, these students develop a greater appreciation for the time and effort that their instructors put into a developing lesson. The book used during this class is obviously at a higher learning level then most class, however, the concept of student-directed teaching is one that I truly hope to include within my classrooms. [EF1] 2b: Establishing a culture for learning [EF2] 3c: Engaging students in learning [EF3] 3b: Using questioning and discussion techniques [EF4] 2a: Creating an environment of respect and rapport [EF5] 1c: Setting instructional outcomes [EF6] 1a: Demonstrating knowledge of content and pedagogy 1e: Designing coherent instruction 1f: Designing student assessments [EF7] 1b: Demonstrating knowledge of students
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Monday, November 6, 2017
Today I handed back the graded exams that the students completed a week ago. The delay in returning the exams was due to providing students who were not present on the exam day a week to complete the exam for full credit. Returning the exams pre-maturely would have increased the opportunities for cheating among those students who had not yet completed the exam. The exam was written utilizing only information covered in classroom and homework assignments. There were no surprises and in fact students were permitted to bring to class, the day of the exam, an outline with which to write their response to the one essay question. This type of modification I would have expected to do for my non-honors class, but really was not comfortable with doing it for my honors classes. The essay expectation was for 2 paragraphs and I included the items that I was looking for in the essay question. We had covered the topic multiple times in class as well as in a review the day before. In the manner that the essay question was worded, the task was to “construct” an essay based on the information provided (asked for). When I create an assessment, I create it based on what the “class” expectation should be. The assessment is made up of a variety of question types, these variations in question types allow for students who test differently to have an equal opportunity for success. If adjustments need to be made for individual students, then they can be made on a case by case basis. My belief is that ALL students have the potential to be high-achieving students. I demonstrate this in my lesson planning as well as my assignment/assessment creation. If a student needs accommodation of extra time in order to meet the high expectations, I believe they should be given that time. An issue that I have however, is that, if an assignment is given, the student is responsible to, insure that it is completed. Students in our classroom, were instructed at the beginning of the year, both verbally and in a written syllabus, the expectations for assignment completion. They were told that if they missed class, they were responsible to make up missed assignments. They are also responsible for all homework assignments. An assignment that is not turned in on time, must be turned in within one week or will not be accepted. Some students have not complied with these expectations. Because this is the first time these students have had a "teacher candidate", I have adjusted the expectation for this reporting term only. Items turned in after the one week grace will be accepted but will receive a grade with a percentage reduction due to the lateness. This does however, provide difficulty with keeping up with the grading, especially when grades are due this week. In regard to the exams that were graded and returned, I felt that it was necessary to acknowledge a student who had a perfect score. One student, who makes every effort to participate during class, out of three classes, scored a 50/50. I acknowledged him and his grade to the class, and apologized in advance if I was to embarrass him. Acknowledgement I believe, is critical in motivating students and other students to do their best. It was after school, as I was pulling out of the parking lot, that I saw this student. I made a point of stopping and letting him know that I was extremely proud of him. He became emotional, he stated that it made him feel really good to have me point out his success in his test grade. This made my day as a teacher. As a teacher, I feel that I must set clear expectations of my student’s performance, that these expectations should be outlined in the class syllabus and should be adhered to. Students must receive praise for their efforts, they should be encouraged to strive to always do better. However, if students do not make an effort to complete assignments, they need to be held accountable for their actions. Exceptions can be made if students come to the teacher and explain difficulties that they are having, however, if they do not do this, then they must not be rewarded. My goal as a teacher is not to fail students, it is to help students reach their highest potential. |
Eleanor Forstater
My world has been my family. Now that they are grown and on their own, my students have taken a huge spot in my heart. Through my students I continue to learn and grow. Their experiences become my experiences. Their goals become my goals. And their achievements become my achievements. ArchivesCategories |
Photo used under Creative Commons from Castles, Capes & Clones