I have taken small steps to reach several of my learning goals. For example, one of my learning goals was to work on transitions between activities. When the students first come in in the morning, they look to the board to tell them what morning work they should be working on. After the morning announcements, it is time for me to start teaching. My mentor teacher suggested that I write on the board what books they will need out when announcements are over. I started doing this, and it made things go a little bit quicker, so that we didn’t waste five minutes after announcements looking for lost books and getting distracted and off-task. The only changes I have made to my practicum plan have been the dates. Due to snow days, ISE meetings, and class field trips, some of the tentative dates for me to complete assignments have been adjusted. Fortunately, my mentor teacher is really flexible and understands when things have to change at the last minute. I think I am progressing relatively well on the Practicum plan. Every weekend, I look through my syllabi to see what I have due soon and what I need to talk to my mentor teacher about. Knowing what is coming up is an essential part of staying organized and succeeding this semester.
Simple things like writing this down for students really does make things a lot smoother. This is good progress on making smoother transitions. Continue to look for specific, reoccorring rough areas during the time you are there. Usually, these are areas where students have freedom with no planned structured activity. Every transition area during the day may need different structures depending on when it is, where it is, what they just did, etc.
One thing that I have done to work toward smoother transitions is to create unstructured time activities for EDUC 401. Although we did not have implement these activities in the classroom, I have tried similar activities during regular unstructured time slots. Activities I do need to have a goal and they need to be well planned.
I have taken small steps to reach several of my learning goals. For example, one of my learning goals was to work on transitions between activities. When the students first come in in the morning, they look to the board to tell them what morning work they should be working on. After the morning announcements, it is time for me to start teaching. My mentor teacher suggested that I write on the board what books they will need out when announcements are over. I started doing this, and it made things go a little bit quicker, so that we didn’t waste five minutes after announcements looking for lost books and getting distracted and off-task.
ReplyDeleteThe only changes I have made to my practicum plan have been the dates. Due to snow days, ISE meetings, and class field trips, some of the tentative dates for me to complete assignments have been adjusted. Fortunately, my mentor teacher is really flexible and understands when things have to change at the last minute.
I think I am progressing relatively well on the Practicum plan. Every weekend, I look through my syllabi to see what I have due soon and what I need to talk to my mentor teacher about. Knowing what is coming up is an essential part of staying organized and succeeding this semester.
Simple things like writing this down for students really does make things a lot smoother. This is good progress on making smoother transitions. Continue to look for specific, reoccorring rough areas during the time you are there. Usually, these are areas where students have freedom with no planned structured activity. Every transition area during the day may need different structures depending on when it is, where it is, what they just did, etc.
ReplyDeleteOne thing that I have done to work toward smoother transitions is to create unstructured time activities for EDUC 401. Although we did not have implement these activities in the classroom, I have tried similar activities during regular unstructured time slots. Activities I do need to have a goal and they need to be well planned.