Friday, August 28, 2009
첫주 - Week One
8/26 Clinical Practice Orientation
Dr. Don Ring is my supervisor. I am blessed that in this time of chaotic scheduling and adjustments, I have a mentor who knows me and who is genuine. I can’t believe he volunteered to be my supervisor! That meant so much to me. I know this semester is the last one before becoming an official teacher, but I’m nervous about the huge responsibility. Will I be able to pull it off? Please, Lord, give me strength. Thank you for sending me an angel as my supervisor.
When I see such great teachers (in the movies, during observations, and in my pre-education), I lose confidence. Will I be as good as them? How could the mainstream society criticize their abilities as educators when they are so competent and effective already?
8/27 First Day at School – Teacher’s Institute Day
I’ve always wondered what that meant: Teacher’s Institute Day. Well, it means a day of teachers’ meetings, training, and conferences.
At G. Elementary, I witnessed a great principal – Mr. K. He is dynamic and charismatic. In a large cafeteria filled with almost all women (elementary school staff), he stood there humbly and confidently. I admired his style. He would clearly and genuinely explain the technological difficulties with the school/district website. I liked what he said… “for those of you who wants to know... this is how to perform this task… for those of you who doesn’t get this stuff, don’t worry about it. We’ll get someone out to you to help you individually.” Wow! What a respectful way to address a crowd of different types of teachers! The staff was productive, cordial, and cooperative. I think the leadership (namely Mr. K) is the driving force behind this impressive staff.
I wouldn’t even mind working there. The administrative staff genuinely wants to help the teachers with their work. The teachers genuinely want to help the students. The para-professionals really want to help the staff, teachers, and students. Mr. K loves new technology, and his passion affects the whole school. His committees (literacy, enrichment, intervention, etc) want to find ways to improve the curriculum and help students learn. For example, they are in the process of implementing a new writing curriculum that will consolidate the disenfranchised writing instructions. All the teachers are excited about the upcoming changes. The school is in the process of getting more SMART boards. All the teachers are excited about integrating technology in their everyday instruction. This is an efficient, effective, and cooperative school!
8/28 Second Day at School – Teacher’s Institute Day
My cooperating teacher, Ms. L, shared her classroom, her materials, and her methods with me. Her classroom is very cozy. I love the little teddy bears here and there. She has a checkered pattern table cloth over her table. She has a little fence in the corner for reading. Her room is very organized as well. The tables are lined in rows with students’ names in magnets in front of the desk – away from the student writing area. She also has the G.O.L.D. character rules on the sides of the students’ desks. Her books, her activity bags, and utensils are all neatly placed. This bubbly Ms. L is energetic, orderly, and cozy – very much like her classroom.
I will be taking over her first lesson in week three. I want to do well and confirm my desire to be a teacher. Please, Lord, show me strength, courage, and wisdom.
Dr. Don Ring is my supervisor. I am blessed that in this time of chaotic scheduling and adjustments, I have a mentor who knows me and who is genuine. I can’t believe he volunteered to be my supervisor! That meant so much to me. I know this semester is the last one before becoming an official teacher, but I’m nervous about the huge responsibility. Will I be able to pull it off? Please, Lord, give me strength. Thank you for sending me an angel as my supervisor.
When I see such great teachers (in the movies, during observations, and in my pre-education), I lose confidence. Will I be as good as them? How could the mainstream society criticize their abilities as educators when they are so competent and effective already?
8/27 First Day at School – Teacher’s Institute Day
I’ve always wondered what that meant: Teacher’s Institute Day. Well, it means a day of teachers’ meetings, training, and conferences.
At G. Elementary, I witnessed a great principal – Mr. K. He is dynamic and charismatic. In a large cafeteria filled with almost all women (elementary school staff), he stood there humbly and confidently. I admired his style. He would clearly and genuinely explain the technological difficulties with the school/district website. I liked what he said… “for those of you who wants to know... this is how to perform this task… for those of you who doesn’t get this stuff, don’t worry about it. We’ll get someone out to you to help you individually.” Wow! What a respectful way to address a crowd of different types of teachers! The staff was productive, cordial, and cooperative. I think the leadership (namely Mr. K) is the driving force behind this impressive staff.
I wouldn’t even mind working there. The administrative staff genuinely wants to help the teachers with their work. The teachers genuinely want to help the students. The para-professionals really want to help the staff, teachers, and students. Mr. K loves new technology, and his passion affects the whole school. His committees (literacy, enrichment, intervention, etc) want to find ways to improve the curriculum and help students learn. For example, they are in the process of implementing a new writing curriculum that will consolidate the disenfranchised writing instructions. All the teachers are excited about the upcoming changes. The school is in the process of getting more SMART boards. All the teachers are excited about integrating technology in their everyday instruction. This is an efficient, effective, and cooperative school!
8/28 Second Day at School – Teacher’s Institute Day
My cooperating teacher, Ms. L, shared her classroom, her materials, and her methods with me. Her classroom is very cozy. I love the little teddy bears here and there. She has a checkered pattern table cloth over her table. She has a little fence in the corner for reading. Her room is very organized as well. The tables are lined in rows with students’ names in magnets in front of the desk – away from the student writing area. She also has the G.O.L.D. character rules on the sides of the students’ desks. Her books, her activity bags, and utensils are all neatly placed. This bubbly Ms. L is energetic, orderly, and cozy – very much like her classroom.
I will be taking over her first lesson in week three. I want to do well and confirm my desire to be a teacher. Please, Lord, show me strength, courage, and wisdom.
Friday, August 14, 2009
Reading Across the Curriculum
Analysis Paper: Personal Literacy Experience
My experience with English literacy is somewhat unique and extensive. As an immigrant and a lifelong English language learner, I am conscientious of my own literacy in reading, writing, listening, and speaking as well as of those I encounter. This paper has allowed me to reflect on my personal literacy experience.
My family immigrated to the U.S. when I was eight. Because I was already exposed to reading and writing in Korea, learning the rules of a new language in America was not difficult. I remember spending three to six months in an ESL class. There, a bilingual Korean American teacher helped me translate English vocabulary into Korean. It consisted of memorization activities of isolated words and phrases. After six months, I was forced to return to Korea. The story is personal and complex, but I came back to the States in third grade. In all the moves back and forth from Korea, I spent most of the elementary years catching up to content areas – mostly content vocabularies and concepts.
All the catching up during the years has helped me gain essential study skills to be successful at school. I knew how to study for spelling, vocabulary, and grammar to succeed in the language arts. I knew how to work with numbers and materials to succeed in math and sciences. I knew how to take effective classroom notes for all the content classes. Most importantly, I knew how to use the textbooks. I would skip through the reading in search for the key information needed for the assignments. I knew how to use the appendix, glossary, table of contents, and the pictures to get the information needed to quickly find answers. It was never called plagiarism in my days, but I copied answers – in verbatim – from the textbooks or from my notes. I didn't produce my own writing with my own thoughts. I found this to be the most effective and efficient way to succeed in the school. My teachers never taught me or expected me to learn in any other way.
I became comfortable in the assign and tell format of my teachers. Actually, I was really good at it because it allowed me to remain a passive student without a mastery of critical literacy skills. In fact, I was never challenged to become a good reader or make reading really matter.
Because I was an A student at school, nobody realized that I struggled with the English language. At home, getting good grades was what mattered. Reading did not. They saw textbooks as the best source of information, and pleasure reading (trade books) was not encouraged at home. My parents barely finished grade schools in Korea, so they did not understand how to foster an environment for literacy.
Lack of authentic literacy experience at school and at home did not affect me academically until I went to college. My deficiencies in reading and writing skills made my learning experience frustrating. Textbook contents and additional research books were overwhelming. That’s when I finally realized that I lacked literacy mastery. My level of comprehension was at the lowest level (literal), but the college level work required me to be at the higher levels (interpretive and applied).
After college, I have taught English to Korean students – students as young as five years old and as old as seventy years old. Because of my struggles, I am conscientious of assessing my students’ strengths and weakness in English literacy. Like me, many Korean students are good at traditional works (e.g. worksheets, multiple choice questions and short answer questions), but they are weak at authentic works (e.g. analytic reading and writing). So, I desperately wanted to teach the language well – in scope and depth. But how? How do I use teaching strategies which I have not been exposed to personally?
This has my literacy experience so far. I have a burning desire to master my own literacy – reading, writing, analyzing, and communicating. I have a genuine passion to help other English language learners overcome their struggles with literacy and empower them to invest in authentic literacy experiences. I know that this reflective paper will help me get closer to my burning desire and my genuine passion.
My experience with English literacy is somewhat unique and extensive. As an immigrant and a lifelong English language learner, I am conscientious of my own literacy in reading, writing, listening, and speaking as well as of those I encounter. This paper has allowed me to reflect on my personal literacy experience.
My family immigrated to the U.S. when I was eight. Because I was already exposed to reading and writing in Korea, learning the rules of a new language in America was not difficult. I remember spending three to six months in an ESL class. There, a bilingual Korean American teacher helped me translate English vocabulary into Korean. It consisted of memorization activities of isolated words and phrases. After six months, I was forced to return to Korea. The story is personal and complex, but I came back to the States in third grade. In all the moves back and forth from Korea, I spent most of the elementary years catching up to content areas – mostly content vocabularies and concepts.
All the catching up during the years has helped me gain essential study skills to be successful at school. I knew how to study for spelling, vocabulary, and grammar to succeed in the language arts. I knew how to work with numbers and materials to succeed in math and sciences. I knew how to take effective classroom notes for all the content classes. Most importantly, I knew how to use the textbooks. I would skip through the reading in search for the key information needed for the assignments. I knew how to use the appendix, glossary, table of contents, and the pictures to get the information needed to quickly find answers. It was never called plagiarism in my days, but I copied answers – in verbatim – from the textbooks or from my notes. I didn't produce my own writing with my own thoughts. I found this to be the most effective and efficient way to succeed in the school. My teachers never taught me or expected me to learn in any other way.
I became comfortable in the assign and tell format of my teachers. Actually, I was really good at it because it allowed me to remain a passive student without a mastery of critical literacy skills. In fact, I was never challenged to become a good reader or make reading really matter.
Because I was an A student at school, nobody realized that I struggled with the English language. At home, getting good grades was what mattered. Reading did not. They saw textbooks as the best source of information, and pleasure reading (trade books) was not encouraged at home. My parents barely finished grade schools in Korea, so they did not understand how to foster an environment for literacy.
Lack of authentic literacy experience at school and at home did not affect me academically until I went to college. My deficiencies in reading and writing skills made my learning experience frustrating. Textbook contents and additional research books were overwhelming. That’s when I finally realized that I lacked literacy mastery. My level of comprehension was at the lowest level (literal), but the college level work required me to be at the higher levels (interpretive and applied).
After college, I have taught English to Korean students – students as young as five years old and as old as seventy years old. Because of my struggles, I am conscientious of assessing my students’ strengths and weakness in English literacy. Like me, many Korean students are good at traditional works (e.g. worksheets, multiple choice questions and short answer questions), but they are weak at authentic works (e.g. analytic reading and writing). So, I desperately wanted to teach the language well – in scope and depth. But how? How do I use teaching strategies which I have not been exposed to personally?
This has my literacy experience so far. I have a burning desire to master my own literacy – reading, writing, analyzing, and communicating. I have a genuine passion to help other English language learners overcome their struggles with literacy and empower them to invest in authentic literacy experiences. I know that this reflective paper will help me get closer to my burning desire and my genuine passion.
Methods in Math
Math Philosophy
My experience with math instruction has been extensive. It spans from Korea to America for over two decades. Yet, the experience has been very similar in both countries – dry and uninteresting. As a future educator, I would like to explore the way I used to view math instruction and the way I view it now after being exposed to effective math instructions that can promote deep understanding and student engagement. This paper attempts to outline the change in my math philosophy before and after the mathematics methods course.
My first encounter with math began in Korea. There, I was forced to master many rote skills such as the multiplication tables and quick mental math. The teachers used physical and emotional pressure to ensure my mastery. With the solid background in math algorithm, my family brought me to America when I was eight. The math classes in the American schools were very simple compared to what I was used to in Korea. It followed the traditional method of instruction: check homework, review the past lesson, introduce the new lesson, do the book problems, and assign homework. As an English language learner, I found working with numbers and algorithm to be easy. I was in honors math since middle school, and I passed my AP Calculus before entering college.
Being unchallenged and bored in high school math made me lazy. Maybe that’s why I struggled through college advanced math classes. I didn’t realize that math required additional skills besides learning the rules and applying them to find the right answer. I didn’t have the deep understanding of mathematical concepts to appreciate the advanced calculus. I didn’t know how to apply higher thinking skills (such as evaluations, investigation, analysis, and synthesis) that were required in college math. Even now, I spend a lot of time using paper and pencil to do the most basic, everyday calculations because I don’t understand the basic numbers sense and estimation.
I do not want my students to take the misguided journey that I did. I want my students to find math to be meaningful in their everyday lives, to learn to comprehend math concepts concurrently with the many skills, to explore different tools such as computers and graphs in mathematics, and to take ownership in their own learning.
Before taking a mathematics methods course at Trinity, I never really criticized the traditional role of math instructions. I thought that math was a discipline that required teachers to be the masters of information. After the direct instruction, math teachers would ask students, rhetorically, if they understood a certain algorithm or problem. If the student answered the problems correctly, then the teacher would go on. They would call on another student if the answer was incorrect. Some teachers may ask students to work out a problem on the board or tell the class answer.
In the traditional math classroom, students didn’t need to understand as much as need to know what appropriate skills to use to arrive at a designated answer. Similarly, the homework assignments and tests were very algorithm-oriented. Even the problem-solving questions were just solving for the problem (not really investigative with multiple approaches to diverse solutions). In addition, independent work was emphasized in the traditional classrooms.
Conversely, the new methods introduced to me at Trinity are different from the traditional math instructions. In an effective math class, teachers should create and maintain a classroom norm that fosters student understanding, reflection, articulation, ownership, and critical thinking. This type of classroom norm mandates teachers to be engaging, hands-on, masters of questioning, and reflective.
Instead of emphasizing the algorithms, math instruction should foster higher-level thinking skills. Instead of providing one single, correct answer to a problem, students should learn to compare different strategies and approaches to problem solving. Instead of textbook problems, students should learn to solve real, meaningful, and relevant problems. It should provide the understanding of how mathematical thinking affects our everyday lives.
Math instruction should be about student understanding. In order to foster that, teachers must provide authentic learning and promote the ownership of learning. That means, embedding math instruction across the curriculum. Math should be integrated with art, sports, literature, social sciences, and other sciences. This is a natural way to engage with the students.
Another engaging instructional method is through the art of asking questions. The way teachers ask and the questions they ask are powerful in creating an effective classroom. For example, teachers can use a “fist to five” questioning method to check for individual understanding. Then, they could ask a student who has mastered the concept to explain it to the student who doesn’t understand. Furthermore, another student can be asked to explain the concept another way.
Just as in our everyday lives, students should collaborate and help each other. Ninety percent of learning is retained when students teach another student. Instead of busy work, the math instruction should promote active participation of all students. By working together with others, students can articulate their understanding and learn from others.
The real learning and understanding occur when teachers encourage the why’s and how’s of math concepts instead of the what’s. If the why’s and how's are genuinely explored with the students, then they will take ownership of their own learning. Along with understanding and ownership, students should work with hands-on tools, such as educational games, and integrate technology (eg. internet and graphing calculator). They cater to different learning styles and can engage all students.
Math is an understanding of relationships. It’s not only about numbers but about all relationships in our everyday lives, including numbers and time. By understanding relationships, we can make wise decisions in our everyday lives such as the amount of tip after a meal and balancing the checkbook. This is my philosophy of math. As a future teacher, I will try to create and maintain a classroom norm that fosters student understanding, reflection, articulation, ownership, and critical thinking. I will do that by being engaging, hands-on, master of questioning, and reflective.
My experience with math instruction has been extensive. It spans from Korea to America for over two decades. Yet, the experience has been very similar in both countries – dry and uninteresting. As a future educator, I would like to explore the way I used to view math instruction and the way I view it now after being exposed to effective math instructions that can promote deep understanding and student engagement. This paper attempts to outline the change in my math philosophy before and after the mathematics methods course.
My first encounter with math began in Korea. There, I was forced to master many rote skills such as the multiplication tables and quick mental math. The teachers used physical and emotional pressure to ensure my mastery. With the solid background in math algorithm, my family brought me to America when I was eight. The math classes in the American schools were very simple compared to what I was used to in Korea. It followed the traditional method of instruction: check homework, review the past lesson, introduce the new lesson, do the book problems, and assign homework. As an English language learner, I found working with numbers and algorithm to be easy. I was in honors math since middle school, and I passed my AP Calculus before entering college.
Being unchallenged and bored in high school math made me lazy. Maybe that’s why I struggled through college advanced math classes. I didn’t realize that math required additional skills besides learning the rules and applying them to find the right answer. I didn’t have the deep understanding of mathematical concepts to appreciate the advanced calculus. I didn’t know how to apply higher thinking skills (such as evaluations, investigation, analysis, and synthesis) that were required in college math. Even now, I spend a lot of time using paper and pencil to do the most basic, everyday calculations because I don’t understand the basic numbers sense and estimation.
I do not want my students to take the misguided journey that I did. I want my students to find math to be meaningful in their everyday lives, to learn to comprehend math concepts concurrently with the many skills, to explore different tools such as computers and graphs in mathematics, and to take ownership in their own learning.
Before taking a mathematics methods course at Trinity, I never really criticized the traditional role of math instructions. I thought that math was a discipline that required teachers to be the masters of information. After the direct instruction, math teachers would ask students, rhetorically, if they understood a certain algorithm or problem. If the student answered the problems correctly, then the teacher would go on. They would call on another student if the answer was incorrect. Some teachers may ask students to work out a problem on the board or tell the class answer.
In the traditional math classroom, students didn’t need to understand as much as need to know what appropriate skills to use to arrive at a designated answer. Similarly, the homework assignments and tests were very algorithm-oriented. Even the problem-solving questions were just solving for the problem (not really investigative with multiple approaches to diverse solutions). In addition, independent work was emphasized in the traditional classrooms.
Conversely, the new methods introduced to me at Trinity are different from the traditional math instructions. In an effective math class, teachers should create and maintain a classroom norm that fosters student understanding, reflection, articulation, ownership, and critical thinking. This type of classroom norm mandates teachers to be engaging, hands-on, masters of questioning, and reflective.
Instead of emphasizing the algorithms, math instruction should foster higher-level thinking skills. Instead of providing one single, correct answer to a problem, students should learn to compare different strategies and approaches to problem solving. Instead of textbook problems, students should learn to solve real, meaningful, and relevant problems. It should provide the understanding of how mathematical thinking affects our everyday lives.
Math instruction should be about student understanding. In order to foster that, teachers must provide authentic learning and promote the ownership of learning. That means, embedding math instruction across the curriculum. Math should be integrated with art, sports, literature, social sciences, and other sciences. This is a natural way to engage with the students.
Another engaging instructional method is through the art of asking questions. The way teachers ask and the questions they ask are powerful in creating an effective classroom. For example, teachers can use a “fist to five” questioning method to check for individual understanding. Then, they could ask a student who has mastered the concept to explain it to the student who doesn’t understand. Furthermore, another student can be asked to explain the concept another way.
Just as in our everyday lives, students should collaborate and help each other. Ninety percent of learning is retained when students teach another student. Instead of busy work, the math instruction should promote active participation of all students. By working together with others, students can articulate their understanding and learn from others.
The real learning and understanding occur when teachers encourage the why’s and how’s of math concepts instead of the what’s. If the why’s and how's are genuinely explored with the students, then they will take ownership of their own learning. Along with understanding and ownership, students should work with hands-on tools, such as educational games, and integrate technology (eg. internet and graphing calculator). They cater to different learning styles and can engage all students.
Math is an understanding of relationships. It’s not only about numbers but about all relationships in our everyday lives, including numbers and time. By understanding relationships, we can make wise decisions in our everyday lives such as the amount of tip after a meal and balancing the checkbook. This is my philosophy of math. As a future teacher, I will try to create and maintain a classroom norm that fosters student understanding, reflection, articulation, ownership, and critical thinking. I will do that by being engaging, hands-on, master of questioning, and reflective.
FEP
Wednesday, March 25, 2009
FEP reflection
Day 1 -It was a great first day. Walking into this elementary school felt so right. It felt comfortable walking into the office and meeting all the teachers and staff. The classroom felt like home. As soon as the students walked in with their curious eyes, I knew that I was on the right path to my calling.I watched Ms. A with her 3rd grade class. She is an experienced teacher who knew her contents and different instructional strategies. She taught all the curriculum with ease. I loved watching the students struggle with learning and celebrate their small achievements. I thought, I can do this. I can't wait to get know these students throughout the week.Ms. A used technology (ELMO) such as powerpoint, internet, CD readings, CD songs, and ELMO to reach different learners. She likes to keep her students in their seats doing independent work. She is very strict. Her class management strategies are mostly negative (verbal warning, names on the board, keeping students in for recess) with some positive strategies (verbal compliments and "good bee" stickers). She struggles to keep her students "disciplined". She has high expectations for her students.
Day 2 -I am impressed with the integration of technology of this school. Ms. A can effectively utilize the powerpoint, internet, and ELMO (newest transparency tool) to reach different learners. She uses the CD player to reach auditory learners (story on CD, music), visual learners (online pictures), etc. It can help teachers organize better - saves time and saves space.Another classroom instructional resource I found useful is the teacher's manual. The textbook manual for teachers list the relevant standards for each lesson and different instructional strategies (ELL, accelerated, visual) to reach all learners. Ms. A has taught 3rd grade for almost 10 years, and her experience shows in her lesson plans. She understands the learning standards well and what 3rd grade curriculum should look like. I think her knowledge and experience are helpful in her lesson planning.
Day 3 -Today, I want to reflect on class management and student behavior. The third graders in Ms. A's class were very active. Ms. A used the good bee incentives to try to promote positive behavior, but they did not work with everyone.Students spend too much time sharpening pencils, going to the bathroom and drinking fountain, and opening their desks.If given a class of Ms. A's students, how could I manage their behavior and affect productive work? Children are active in nature, but they are contained in such unnatural academic setting. How can I motivate the children to behave and perform?These kids are so adorable. Individually, I want to hug and cuddle them. As a class, I want contain them. They want to spend time socializing and not on task. Ms. A has many lessons in one day, so much to accomplish with such active students. How can I do this every day? I am as active as the kids.
Day 4 -TIU supervisor came to observe me and my lesson at the school. I was really nervous because I didn't know how I'd be evaluated and how the lesson would go with the students. This would be my first formal lesson this week. Due to my anxiety, I couldn't sleep well the night before.Fortunately, everything went well! The supervisor came early so we had an opportunity to talk about what she expected and how my FEP was going so far. Then, I began the math lesson on Dividing by Using the Multiplication Table. The students were engaged and receptive to the lesson. I used ELMO in the beginning activity. Then, I used the board to introduce the lesson. Finally, we worked on the lesson problems. The mentoring teacher and my supervisor complimented on my job which made me feel really good. I thank the students for cooperating well and making the lesson meaningful for all of us.
Day 5 -Per Ms. A's request, I taught a lesson in Korean. We talked about the difference between Korean schools and American schools. I taught them to count from 1-10 and different body parts. Finally, I left a small gift for each of them - a name card with their names in Korean. They absolutely loved it. Ms. A and the students were engaged and involved throughout the lesson. I was impressed how quickly everyone learned the new foreign words (over 20 terms) in a 30-minute lesson. This was an example where self-insterest leads to self-motivation which affects learning.However, it was a sad day. I couldn't believe that today would be my last day with the class, Ms. A, and the school. I got to know all the students individually, and I became acquainted with other teachers and staff. The students came up to me throughout the day for hugs and say that they'll miss me. I know I will miss them greatly. So, I promised to stop by either in April or May with cupcakes and they promised to be good.General Reflection -Initially, I dreaded this week. My developmental e-portfolio was due on Wednesday, we had a class on Thursday with a ton of homework, and my FEP placement required me to drive almost 3 hours everyday for commute. I had issues at home because of FEP, too. So, I couldn't see a positive end to this week when it started on Monday.Being in the school with practicing teachers and real students, I forgot about all the problems. Everything felt right. I loved seeing all the wonderful students socializing enthusiastically, all the books and helpful technologies ready to be utilized for the learning environment, and all the teachers and staff busily working to provide for the students. The direct interactions with the teachers, students, and the school itself seemed real and meaningful. It validated my purpose for this educational journey that I'm on. I couldn't wait to have my own school, classroom, and students to help making a difference.The small group interactions and the two formal lessons I taught gave me confidence about the future. I genuinely love working with people - especially children. Even though I am not the most knowledgeable teacher, I know I can become an effective teacher. I have the passion and the dedication. My organizational skills and hard-working ethics are my strengths. I used to think that I wanted to teach either K-2 or 6-8, but I'm wrong. I love 3rd graders! They have the reading and math foundations for me to engage them in higher ordered thinking. We could explore interdisciplinary topics such as world geography and scientific experiments.
FEP reflection
Day 1 -It was a great first day. Walking into this elementary school felt so right. It felt comfortable walking into the office and meeting all the teachers and staff. The classroom felt like home. As soon as the students walked in with their curious eyes, I knew that I was on the right path to my calling.I watched Ms. A with her 3rd grade class. She is an experienced teacher who knew her contents and different instructional strategies. She taught all the curriculum with ease. I loved watching the students struggle with learning and celebrate their small achievements. I thought, I can do this. I can't wait to get know these students throughout the week.Ms. A used technology (ELMO) such as powerpoint, internet, CD readings, CD songs, and ELMO to reach different learners. She likes to keep her students in their seats doing independent work. She is very strict. Her class management strategies are mostly negative (verbal warning, names on the board, keeping students in for recess) with some positive strategies (verbal compliments and "good bee" stickers). She struggles to keep her students "disciplined". She has high expectations for her students.
Day 2 -I am impressed with the integration of technology of this school. Ms. A can effectively utilize the powerpoint, internet, and ELMO (newest transparency tool) to reach different learners. She uses the CD player to reach auditory learners (story on CD, music), visual learners (online pictures), etc. It can help teachers organize better - saves time and saves space.Another classroom instructional resource I found useful is the teacher's manual. The textbook manual for teachers list the relevant standards for each lesson and different instructional strategies (ELL, accelerated, visual) to reach all learners. Ms. A has taught 3rd grade for almost 10 years, and her experience shows in her lesson plans. She understands the learning standards well and what 3rd grade curriculum should look like. I think her knowledge and experience are helpful in her lesson planning.
Day 3 -Today, I want to reflect on class management and student behavior. The third graders in Ms. A's class were very active. Ms. A used the good bee incentives to try to promote positive behavior, but they did not work with everyone.Students spend too much time sharpening pencils, going to the bathroom and drinking fountain, and opening their desks.If given a class of Ms. A's students, how could I manage their behavior and affect productive work? Children are active in nature, but they are contained in such unnatural academic setting. How can I motivate the children to behave and perform?These kids are so adorable. Individually, I want to hug and cuddle them. As a class, I want contain them. They want to spend time socializing and not on task. Ms. A has many lessons in one day, so much to accomplish with such active students. How can I do this every day? I am as active as the kids.
Day 4 -TIU supervisor came to observe me and my lesson at the school. I was really nervous because I didn't know how I'd be evaluated and how the lesson would go with the students. This would be my first formal lesson this week. Due to my anxiety, I couldn't sleep well the night before.Fortunately, everything went well! The supervisor came early so we had an opportunity to talk about what she expected and how my FEP was going so far. Then, I began the math lesson on Dividing by Using the Multiplication Table. The students were engaged and receptive to the lesson. I used ELMO in the beginning activity. Then, I used the board to introduce the lesson. Finally, we worked on the lesson problems. The mentoring teacher and my supervisor complimented on my job which made me feel really good. I thank the students for cooperating well and making the lesson meaningful for all of us.
Day 5 -Per Ms. A's request, I taught a lesson in Korean. We talked about the difference between Korean schools and American schools. I taught them to count from 1-10 and different body parts. Finally, I left a small gift for each of them - a name card with their names in Korean. They absolutely loved it. Ms. A and the students were engaged and involved throughout the lesson. I was impressed how quickly everyone learned the new foreign words (over 20 terms) in a 30-minute lesson. This was an example where self-insterest leads to self-motivation which affects learning.However, it was a sad day. I couldn't believe that today would be my last day with the class, Ms. A, and the school. I got to know all the students individually, and I became acquainted with other teachers and staff. The students came up to me throughout the day for hugs and say that they'll miss me. I know I will miss them greatly. So, I promised to stop by either in April or May with cupcakes and they promised to be good.General Reflection -Initially, I dreaded this week. My developmental e-portfolio was due on Wednesday, we had a class on Thursday with a ton of homework, and my FEP placement required me to drive almost 3 hours everyday for commute. I had issues at home because of FEP, too. So, I couldn't see a positive end to this week when it started on Monday.Being in the school with practicing teachers and real students, I forgot about all the problems. Everything felt right. I loved seeing all the wonderful students socializing enthusiastically, all the books and helpful technologies ready to be utilized for the learning environment, and all the teachers and staff busily working to provide for the students. The direct interactions with the teachers, students, and the school itself seemed real and meaningful. It validated my purpose for this educational journey that I'm on. I couldn't wait to have my own school, classroom, and students to help making a difference.The small group interactions and the two formal lessons I taught gave me confidence about the future. I genuinely love working with people - especially children. Even though I am not the most knowledgeable teacher, I know I can become an effective teacher. I have the passion and the dedication. My organizational skills and hard-working ethics are my strengths. I used to think that I wanted to teach either K-2 or 6-8, but I'm wrong. I love 3rd graders! They have the reading and math foundations for me to engage them in higher ordered thinking. We could explore interdisciplinary topics such as world geography and scientific experiments.
Research Methods I & II
석사 학위이기에 논문을 써야 한다.
Action Research and Research Practitioner 이란... 직접 현장에서 research 를 하는 것이다. 무엇 보다도 내 학생들을 위하여 내 teaching 을 위하여 systematic 하게 연구를 하고 발표를 하는것이다. 많은 미국 선생님들이 action research 를 한다.
내 관심은... 절널링이 수학 성적을 올리수 있다 (Journaling in Middle School Math will Increase Student Performance).
Action Research and Research Practitioner 이란... 직접 현장에서 research 를 하는 것이다. 무엇 보다도 내 학생들을 위하여 내 teaching 을 위하여 systematic 하게 연구를 하고 발표를 하는것이다. 많은 미국 선생님들이 action research 를 한다.
내 관심은... 절널링이 수학 성적을 올리수 있다 (Journaling in Middle School Math will Increase Student Performance).
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