Académique Documents
Professionnel Documents
Culture Documents
Sartore
Sartore
makes an effort to make her learning process engaging, especially
when the lesson may not allow for high levels of engagement and
activity.
Tuesday, October 6th
I arrived today for only the afternoon because of a prior morning
engagement. When I arrived I was surprised to see a substitute, Mr.
Reed, instead of Ms. Bombich. This came as a surprise as I was not
given notice of a substitute. It turned out that Ms. Bombich had to be
taken to the emergency room Monday night and would most likely not
be returning until later this week or early next. When I arrived the
students were returning from lunch and reading quietly or together in
small groups in the back reading corner. Soon the students regrouped
to begin working on their high frequency words. Mr. Reed asked the
students questions about their high frequency words to informally
assess the students on their understanding of each word. The students
then used the knowledge of the high frequency words by filling them
into a story. The students filled the words into blanks in a story where
they were appropriate. This activity only took about twenty minutes.
Mr. Reed helped out when needed and remained pretty engaged with
the students as he went through the assignment. Next the class moved
onto working on handwriting. Following the standard drill, the students
worked on the assigned handwriting pages from their book. Today they
were working on upper and lowercase M and H. This took the
students up to their first special for the afternoon, gym. When the
students returned from gym they began to work on their math work
they started early in the day before lunch. The students were working
with arrays, skip counting, and number sentences. Mr. Reed called
students to the board to demonstrate some of these practices in a
performance assessment.
Today was not particularly engaging for the students, as there was a
substitute. The students still remained relatively attentive to Mr. Reeds
instruction. It was evident, however, that they were not necessarily
getting much of what was instructed. The students did not easily
adapt to the new instructor, but were still very respectful to him. There
is supposed to be a different substitute in tomorrow, which is a little
worrisome. The students are prepared to have a substitute and to
continue with instruction, but are of course more curious about who
the substitute will be and when Ms. B is returning.
Wednesday, October 7th
Today began to a rocky start to say the least. Another substitute, Mr.
Hrabley, was in today for Ms. Bombich. Mr. Hrabley seemed like the
perfect educator for a delinquent high school classroom. He was rather
strict and had a very serious demeanor. His interaction with the
Sartore
students seemed relatively forced, and honestly a little uncomfortable.
It was evident that he was not comfortable or familiar working with
elementary students. As I later found out, he previously taught high
school mathematics. The morning was a bit of a mess as Mr. Hrabley
tried to go through the morning routines. The students tried to explain
the morning routines and jobs that needed to be performed, but Mr.
Hrabley was very adamant about doing things his way. While I
understand his want to be in charge of the classroom, the students
were simply trying to convey what needed to be done, and a lot was
becoming lost in translation. Mr. Hrabley dragged out the morning
routines for a good twenty minutes before the class reported to their
first special, music. I originally planned to review my lessons during
this time in preparation to administer them that afternoon, but with Ms.
Bs absence, I stayed with the students in music. It was particularly
enjoyable to see how other students interact with the students and
employ specific classroom management skills of their own. Returning
from music, the students continued doing their morning work as Mr.
Hrabley finished up the morning routines. Once morning activities were
finally finished being conducted, the students continued with the
weeks theme testing. The portions of this test were not read by the
teacher and were independent. Instructions were read by Mr. Hrabley,
but not the questions or answer choices. Theme testing took the
students until lunch. Once students returned form lunch I conducted
my first lesson. I first conducted the broken teleprompter lesson that
extended practice of their weekly high frequency words and
Neighborhood News skit. I broke the class into two groups to make the
activity more manageable since I did not have access to the projector
with Ms. Bs absence. While one group practiced their skit, the other
group did the lesson with me. Students employed the fill in the blank
thinking from yesterdays activity to ready their Neighborhood News
script off a teleprompter app on my computer. Students had to fill in
the missing high frequency words as they went along. I extended the
script with some additional lines to include more high frequency words
the students were not practicing as much. After my lesson was
complete, the students went to the computer lab for their afternoon
special. In the compute lab the students use online education software
that is an extension of the school used textbooks. The education
software presents math and language practice in the form of games
and activities. Students are practicing math and language skills while
developing important elements of online literacy as well. Once we
returned to the classroom, I regrouped the students all together to
administer my second lesson. To further practice for the current theme
testing, we read the story of Whiskers the cat and answered a series of
comprehension questions. We popcorn read the story, which proved
difficult for some students. The students did not keep track of their
place very well, but did not struggle on many words and read the text
Sartore
pretty well. I reinforced key points that corresponded to some of the
questions as we read through the story. I then read the questions I
created and had students come up to the board to select the correct
answer from the choices by sticking a paw print cut out on the correct
answer. The students were very engaged in answering the questions
because everyone wanted a chance to come to the board. The lesson
went very well, and while it was not particularly flashy, it was
practical and important for theme test practice. At the conclusion of
my lesson, Mr. Hrabley took over to teach math, which he did through
the rest of the day. His comfort zone was made clear as he taught
math in great detail to the students until dismal time arrived.