Classroom Climate and Culture
Observation #1
Name: Olivia Baughman
Date of field experiences: 9/15/22
Period 2
9:50- 10:35 am
Sequence of Events
Class begins with the mentor teacher and myself waiting outside of the classroom door to greet students. Students line up and wait to be allowed into the classroom once the teacher gives an okay. Once students enter the classroom they know to begin working on their Bell Ringer. Students have 10 minutes to work on their Bell Ringer, it is online through Schoology, and if students do not have a Chromebook, there are paper copies, and the Bell Ringer is proejected on the front board. Once the 10 minutes are up (a timer goes off) students know to quit working on this and the mentor teacher relayed that the class would be working on their autobiographical maps. Students hadd started learning about the Forces of Nature and Landforms in a new unit this week. Students today were to create a rough draft of an autobiographical map that includes a legend, a key, a compass, their own map/landform that is a letter, and inside of the letter they choose are 10 different landforms with creative names. For ex. one student told me they wanted to have a Takis volcano. Students were reminded where to find information about landforms in their textbooks -ra 37-37-. As the teacher was telling this to students, I passed out their individual folders and students worked on their rough drafts of their maps. Once students got their rough drafts approved, students began working on their final draft, which is on poster board paper cut in half. Students worked on this for the remainder of the class period.
Elaboration of a Significant Episode
With there being about 10 minutes left of class, the mentor teacher was currently helping a student on the right side of the room count and make sure that they had all 10 landforms and that they were labelled properly, I had just finished helping a student up front and noticed a student in the back of the room near the door not doing their work. The student by the door interrupted the class, which was quietly working by saying, "Mrs. Dyer can I got get a drink, I got the hiccups". Mrs. Dyer responded by asking the student to wait a moment. This student (student B) began asking me if I could just take her to go get a drink, and I told her that I could not just take her out of the room. Student B began pouting her face and looking around the room. Student B proceeded to ask over and over to go get a drink while standing by the door. The mentor teacher glancing up for a split second told student B to sit down. Student B sat down and began throwing her paper and pencil off the desk that they were supposed to be using to create a rough draft autobiographical map. I crouched down and asked student B how they were feeling and why they were upset. Student B said, "I hate this stupid class... I think this project is dumb". I relayed that "several of your classmates don't feel this way, yet why do you feel this way?" Student B ignored that and opened up their laptop, not making any eye contact with me. Students are blocked from going to Youtube, but student B went to TikTok online. When I saw this I said, " alright can you please get off of TikTok, it is work time and we are not supposed to be on this right now". Student B ignored this as well. I once again politely asked for student B to close their laptop, and I began to close it for them. Student B sternley said "NO" and then took their arm and knocked their computer off of their desk, landing by my feet. I picked up the laptop and held on to it. Mrs. Dyer was still working with a student on the other side of the room. I said, " do you think that it is okay to knock your laptop off of your desk like that, why did you feel the need to do that?" Student B did not respond or make any eye contact with me, they had their head hunched over. I asked " I don't think Mrs. Dyer would appreciate this, she works hard to create a fun activity, how about we try and start by picking two landforms to add to your map". I continued to hold onto the laptop and Student B picked up their pencil and looked at their rough draft paper. The student continued to stare at their paper for the last few minutes of class but was not disrupting others.
Analysis of Episode
Student B who exhibited this behavior today in the classroom, also exhibited behaviors yesterday as well. Yeserday student B was being distracting to the class because they had to use the restroom. This resulted in student B being escorted to and from the bathroom by me. After witnessing student B and their behavior, well their outbursts to get their teachers attention which distracts class makes me wonder what student B is really trying to convey or expell. Student B it seems has no interest in participating in class activities such as this one, or paying direct attention when the teacher is presenting information in a slideshow. The student was confused on the assignment and I am wondering if that is what leads to the student having outbursts for attention, even if it means the student ends up being disciplined. I also noticed that with student B, if they do not get what they want in that moment, then they either shut down or act out verbally.
I think with today's class and working with student B, I really saw and understood first hand how important it is to talk to the student before getting mad at them for their behavior or automatically disciplining them. Talking calmly is the most beneficial way to go. I was able to get the student disengaged from their computer and engaged somewhat, well more than they were originally with their assignment.
What did not work in this situation was giving the student choice after one time. Asking student B a second time to get off of TikTok was not working. Trying to close the laptop for them was not working either because it began to make the student angry. I concluded that giving students an option the first-time makes them think about their choices in the situation. Although as the situation was playing out, my mind went into another gear, I scraped any theoretical things that I could take time to say and shifted into a listener, a guide, and lastly a teacher.
After this experience, I think it showed the reality of what educators face all day and I understand and see why so many educators are stressed or leaving the profession. It takes strong minded person who won't give up on the kids to work with them through their good and bad days. I saw so much good occurring in teh classroom today, other kids being excited about their autobiographical maps, and although student B was not having a great day, that just means as an educator we have to work extra hard to figure out why. I also feel as if this specific experience today with student B showed me aspects of how to have a social-emotional learning environment and be a social-emotional inclusive teacher.
Social and Emotional Learning
Observation #2
Name: Olivia Baughman
Date of field experiences: 9/19/22, 9/21/22
Period 2, 9:50-10:35; Period 3, 10:40-11:25
Sequence of Events 9/19/22
Class begins with greeting students outside the classroom door in the hallway, it allows the mentor teacher to watch students in the hall. Already there was one student in my mentor teachers class that I had not see the first week, yet he was acting out in the hall. Class seems very antsy once inside of the room, many unfocused and not doing their Bell Ringer (10 min). The student acting out in the hallway, once inside the classroom begins to distract other students by making inappropriate noises. Mentor teacher and myself repeatedly ask the student to stop because it is not school appropriate. Bell Ringer time is up and students transition to their digital notebooks and a PowerPoint over Pangaea and Supercontinents. Student refuses to follow directions over and over again. While the mentor teacher is teaching the other student blurts out inappropriate words and phrases. The student also begins poking the student next to them. Student is asked to remove themself from the classroom after being politely asked multiple times by the teacher and myself to do their work and try to focus. Student making distracting noises from the hallway, and swinging the door open and closed. Other classmates visibly bothered, while two other classmates began acting inappropriately to match the other student's behavior. Mentor teacher goes to the hallway to have chat, can hear the student backtalking, and the student begins cussing, later being sent to the office.
Sequence of Events 9/21/22
Bell Rings for students to come to 3rd period, mentor teacher leaves to use the restroom, I greet students at the door and watch the hallway. Students begin working on their daily Bell Ringer. Once the time for the Bell Ringer is up, mentor teacher transitions to reiterating the objective of the unit, and goes over the KW12 chart students would be completing. This chart is for students to fill out, what they know, what they have learned, and what do they want to know. Once student are given their paper, they begin taking notes in their digital notebooks, while the mentor teacher goes over earthquakes and how/why they occur, and the damage they do. After several students are pulled out of the classroom for disrupting the class by making inappropriate jokes about the Holocaust, and flying paper airplanes, other students patiently waiting for their teacher. The mentor teacher asks students to explain the movement of plates in the earth, and how they affect and create natural disasters. Calling on students, many answer with IDK, which is then told that that is not an acceptable answer. One student is praised for explaining in great detail everything they have learned about this topic, the mentor teacher, "that was fantastic, -high fives student-, that was a very good answer". The mentor teacher reminds students they have two weeks left of the 9 weeks and that it is important to pay attention and do well.
Elaboration of Significant Episodes
9/19/22
This day was a very different day in 2nd period than I had experiences so far with the class. The first week, I had never met this particular student because they were in In School Suspension for their behavior. As soon as the student saw me in the hallway, the student took up a tone and was being disrespectful while talking to me. I took that as a sign to introduce myself and ask how they were doing today. Once students were allowed into the classroom, I could tell there was a shift in the atmosphere, several students were visibly not comfortable with this particular student in the room, while two other students behaviors were influenced and changed by this student. This student had a sucker and was told to throw it away because of the inappropriate noises being made, as well as the commentary and backtalking to the teacher. The student was being disrespectful when other students answered correctly telling them they were dumb or wrong. The student is once again asked to work on their notes and pay attentions, the student responds, " I can't type, I can't turn around in my seat.......you're gay, -points to another student- you're gay, -points to me-, you're gay and you don't know me". The student also blurts out, "have you ever put a condom on a banana". Once the mentor teachers asked the student to please remove themself from the room, the student flipped both of us off. The mentor teacher went to the hallway to talk with the student and I stayed in the room to help students with any questions they had, where they should be in their digital notebooks, and helping them stay on task. Students wanted to try and listen or were looking at the classroom door through the window to see their teacher. The teacher came back into the room and the student stayed at the desk outside by the classroom door, yet the student was whistling and opening and closing the door. I once again asked the student to sit in the desk and work on their digital notes and the student said, "you don't know me, I don't know you", and I began talking to the student and seeing what was up.
9/21/22
After the Bell Ringer in 3rd period, students were reminded of the unit objective which is, "identify what students know about the forces of nature. Be able to explain and give explanation of how nature has impacted the physical environment and human populations in specific areas of Europe and the Americas". The teacher gives studens the KW12 charts (what they know, what they have learned, what they want to know) for students to fill out during class. Students are then told to pull up their digital notebook titled Landforms and go to tab 6, which is for Earthquakes. Once the teacher checks on their computer that all students are on the correct site, before getting started students are asked to turn in homework from the previous day. 2 of 15 students turned in their homework worth 25 points. The homework covered information about Volcanoes, and it was part of a blended learning assignment. Students used Bitmoji classroom to complete it. Once students transitioned back to their digital notebooks and began working on their new notes, one student shot a paperairplace across the room and I took it away and any other paper because this was the second one. A few minutes late another student began joking about the Holacaust, "Nazis, Nazis, Nazis, you're a Nazi" the student said to others in the class. This student was referred to student services because this continued on in class, as well as backtalking the teacher. Once the classroom climate was back to being stable, the teacher asked students to describle and explain how plates in the earth cause earthquakes and what the affects earthquakes have on people and the environment. Many students who were called on answered with "I don't know" and the teacher responds, "I don't know is not an acceptable answer, we have been working on this for two weeks". One student gives a very long detailed explanation and the teacher says, "That was fantastic, thank you -high fives the student-, that was a very good answer".
Analysis of Episodes
9/19/22
Since this was the first day I had met this particular student, I was shocked by how the student approached me and spoke to me without knowing who I was or why I was there. I realized pretty quickly that this particular student would have to be reminded of correct behavior and constantly be redirected from the negative actions to positive actions. This student exhibits disregulation and has a hard time regulating themself, and it made me think of the student's self awareness and how it connects to SEL. It also made me wonder about the student and that the students actions are Jest based, thinking they are indestructible even though their frontal lobe is not fully developed. I think what caused the students actions all period was that the student was not in the class all of the previous week and the student wanted to be noticed or seen, perhaps anger their teacher for some reason, because they thought it would be funny.
Asking the student politely to do their work, stop with the noises, actions, etc. did not work, and it did not work with the teacher either. Proximity and non -verbal communication would cause the student to act out more. Asking the student how they were doing did not work either, and at first it took some time for me to figure out something to say that the student would actually listen to. After watching my mentor teacher use a firmess with their voice, and finally send the student to student services, I realized that is what the student probably wanted, but it was the only thing that got the student to listen. It is making me reconsider the idea that it is actually possible to never send a student to the office, if you want the rest of the class to be able to do their work and be engaged. It kind of left me at a loss, and I am reconsidering and thinking about other classroom management techniques. It made me realize how many different classroom management techniques are needed. I want to start doing my own research on how educators differ when situations like this arise. I want to know if more send students to the office or find ways to not necessarily negotiate but work something out with the student acting like this.
9/21/22
With this class period, I really enjoyed seeing that although the teacher was dealing with two students who were disrupting class that the teacher still had it in them and was just as enthusiastic about the class content that they were so proud of the student who answered a question in great detail. Self-Management from SEL is definitely portrayed in class this day. The teacher regulated their emotions, continued to be organized and prepared to transitions to the next task on hand, and reminded students of their learning goals. The student who received the praise, is one I have noticed who does not receive it often because they are usually told to focus and not color. The teacher wanted to reinforce that when you pay attention and answer questions then you are rewarded symbolically. Seeing symbolic praise, definitely makes me want to use that in my classroom because I noticed the one or two time the first week when my mentor teacher gave out candy as praise, other students were jealous or wanted a different flavor which caused distractions. Symbolic praise is just as effective and keeps class moving while making the student feel important.
I think what caused the boys to act out was the idea that since they were back in the class together and I have noticed they do not like this class because they think it is boring, they wanted to disrupt having to learn anything. Seeing how the teacher handled this situation and then moved on was also good for the class to see that their teacher sticks to the classroom rules, one being respectful to others, and holding true to that.
Trauma Sensitive/Culturally Responsive Classroom Policy and Procedures
Observation #3
Name: Olivia Baughman
Date of field experience: 9/26/22-9/30/22
Period 2, 9:50-10:35; Period 3 10:40-11:25
Sequence of Events 9/29/22 3rd period
Students walked into the room and completed their Bell Ringer per usual, students were antsy and rowdy today, moreso than usual. Students would not focus on Bell Ringer. Students moved to opening their digitan notebooks. I had created a presentation for the lesson, it was over Where People Live and Migration. Students went through the first few slides taking notes, asking questions, answering questions, etc. When asked whether they think individuals are emigrating or immigration from Florida right now due to the Hurricane students became loud, rude to each other and their teacher, uncooperative, and refusing to listen to me. Joking about the hurricane and how it is affecting people as well after I told them that that was inappropriate. My mentor teacher interjected and controlled the class, and gave the students a talk. Several students were laughing at the teacher while the teacher was being serious. One student put their hood up.
Elaboration of Significant Episode
When I began the lesson, I checked to make sure that all students were on their digital notebooks in the correct one, I did not start the lesson until everyone was there. I had students label a page in their notebook with Where People Live and Migration. Once that was done, I moved onto the first slide which covered Where People Live. I had students write down key points in their digital notebooks. During this I asked a student to please write the notes. The student looked at me and shook their head. I checked on others and then I noticed the teacher going and sitting next to the student -proximity-. I moved onto the next slide which was over Population Density, again I had students write down key points and tell me if Muncie is as densley populated as Indianapolis. Several students after asking what other places have a large population density, answered with New York, California, and Texas. I told students that yes, each of these places do have large population density and one student smiled at me because they were proud of their answer. I asked students if they were ready to move on and a student replied "I don't know are we, I don't really care". I asked the student if they were taking notes, and told them that it is important information. Another student was making loud clicking noises and distracting the student next to them. I asked the student to stop and I moved onto Where are People Located. I had students recall the photos from the first slide that showed an urban area and a rural area and asked students to tell me the differences they saw, or what they know about each one. One student began blurting out random answers, this was the student that was sitting next to the teacher. The teacher asked them to stop and listen please. I had students connect where people live to the unit they have been learning about, which is Landforms, and I asked what landforms people do not live on. Students were not engaging and I called on several students. Once done with this slide, and covering resources and basic needs that they added to their digital notebooks, we moved on to Changing Populations.
When on the Changing Populations slide, I covered with students how populations increase or decrease when people move, and what migration is. I asked students once we moved to the Causes of Migration slide, if they think that individuals are Emigrating to Florida or Immigrating to other places or even areas of Florida. The student next to the teacher said sarcastically, "oh look no more homes". I told the student that that was not appropriate, that individuals are loosing their homes due to a natural disaster, and it is a serious subject. Two students in the front were talking loudly and laughing, I asked the students what they thought and one said with a tone, "what, I don't have an answer". I told the student that laughing while covering this wasn't sincere. Several other students began talking and I said, "hey let's listen up, listen up please, we need to be taking notes and be serious about this topic". Students continued to talk over me and the teacher finally interjected. The teacher said, "you are acting like second graders right now, what if this happened to any of your homes, it could, a tornado could come and destroy your home and injure or kill people you know. People are dying in Florida right now, people are loosing family members.... see that right there young man ( a student made a snide chuckle) that shows me that you think this is funny, you all are showing me that you have no compassion for others or care, I am disappointed in you". While the teacher was talking another student put their hood over their face halfway and was laughing, I said, "-students name- thats enough now, in no way is this topic funny".
Analysis of Episode
When I reflect on this class period, well even when I reflect on the two class periods that I gave the lesson, I know that in second period - class before this event- that students were engaged and for the most part doing as told. I asked more questions during this period where the event occurred as mentioned to me to do by my mentor teacher. Students as soon as class started already seemed more hyper, and part of me wonders that if the day I was teaching the lesson wasn't a great day for this class to have to engage, take notes, and be quite while the 'teacher' was giving the lesson. Yet, I feel like the students also in their minds pictured me as a sub and not an actual teacher, that they could mess with more, and take advantage of in a way. I have learned with this class that asking in a calm, nice voice, and repeatedly does not work as well. I realize that these students who usually have a tone with their teacher, have to be told very firmly and directly to stop their actions or behaviors. Even in that case though, I have seen the teacher write several referalls to student services in the time I have been in the class.
I have wanted to be teacher that approaches situations like this calmly but maybe it doesn't work like that for all classes or all students. Part of me is rethinking my perspective on how I 'handle' students in situations like that. I think it depends on where the school is, the school community, etc. as well. Maybe the students would have listened to me if I was their actual teacher, but even then, I have been seeing students disrespect my mentor teacher. Students are learning social cues and interpersonal relationship skills and middle school is vital for that, students are going through many physical and emotional developments. Discipline wise, students may not be used to being told no or things such as that, so they're trying to rework their interpersonal relationships. Afer this episode, I am considering different tactics to handle students that just absolutely refuse to listen and meet the teacher with an attitude because as I heard a student say "I am grown", even though they are nowhere near being grown. The student may be feeling that way because at home they could be having to take on expectations that older individuals usually take on. Just because a student looks grown at this age, does not mean their cognitive development, frontal lobe, etc. are even close.
Collaboration
Observation #4
Name: Olivia Baughman
Date of field experiences: 10/3/22-10/7/22
Period 3
Sequence of Events 10/3/22
Students enter the classroom once they are allowed into the room like each morning, students begin their bell ringer for the next ten minutes. Students are then instructed to go to Kahoot. Students are playing Kahoot to review for their multiple choice test the next day over Forces of Nature and Landforms.
Elaboration of Significant Episode
Students logged in with the access pin to Kahoot once the time was up for the Bell Ringer. Students were excited to be playing Kahoot and were working individually to answer the questions, several students were working with a partner because they did not have a Chromebook. Students do not usually get to pair up with other students because students in this class become unproductive. The Kahoot contained questions about the Forces of Nature and it also had students matching numbered Continents with the correct Continent, as well as students being able to identify the correct oceans on different places on the map. Students that sit in the middle of the classroom in the desks, clustered together to try and take each others answers. Students after the first round were able to play a different game on Kahoot to review questions. Students were randomly placed into two teams. Students had to answer questions correctly and then were given flags to mark on a map, each team was trying to take over the other teams space or 'territory'. Students during this game became rowdy and very loud, some students were banging on their desks, others were yelling at the other team. During this I was helping a student read the Kahoot questions on their computer screen because they did not have their glasses and could not read the words. I asked the student where their glasses were because this is the second day I have read classroom work or questions to the student. The student said, "I let someone wear them" and I said, "well why does the person still have them, or are they lost?" The student just shrugged. When students were getting loud I asked them to concentrate on the questions and be respectful.
Analysis of Episode
This is the first time in 2nd or 3rd period that I have seen students work together during class time. Normally in class, students work individually at their desks, some days students are told repeatedly to go back to their desk and work by themselves. This makes me wonder that if there are some students who are able to work better or more efficiently with a partner because they need help, then maybe it would be better to let the student work with another instead of constantly distracting others by redirecting the student. But I also see why with other students after the Kahoot that it is more productive for them to work individually. Collaboration does not work well in the 3rd period class because most students are disrespectful to other students who have a differing opinion or do something they disagree with. My mentor teacher and I also redirect students and their language, reminding them what is respectful to say to others in this classroom and outside of it. I think if students had more opportunities to practice socially positive and productive collaboration and be guided on what is correct behavior then it may be possible for them to do it more often. Yet, part of me wants to know if some students just can't be allowed to do group or partner collaboration because of their behavior? Is this makign the student an outcast, or why collaboration is not implemented? If one student or several cannot actively partake, then the rest of the class does not because the lesson has been adapted?
Classroom Management
Observation #5
Name: Olivia Baughman
Date of field experiences: 10/31-11/4
Period 3
Sequence of Events 11/3/22
Students line up in hallway as usual before class, students are allowed into the classroom once the teacher or myself allows it. Students enter classroom, teacher is in there. I am watching a group of boys in the hallway who are misbehaving. Students across the hall have no teacher. My mentor teacher takes over the other class for 3rd period, and gives them an assignment. I am left to watch my class who is doing a handout, filling in key definitions for their upcoming unit on Ancient Civilizations.
Elaboration of Significant Episode
Students were given their handout, and told to use the online version of Webster's Dictionary not google, to find the definitions to the terms they would be learning about. Less than five minutes into class and the teacher says I will be watching them today. The teacher keeps the classroom door open since the classes are right across from each other. Students are working independently, two students working together, one did not have a Chromebook. I ask a student to take down their hood because it is school policy, and they refuse. I give it a few minutes, giving the student choice and they refuse once again, and use inappropriate language with a tone. I respond to the student, " I don't think that that language is appropriate inside or outside of this classroom, and I don't appreciate the tone, I wouldn't take to you in that way". The student ignores me and begins talking to their friend. I tell the students that I would have one move spots in the classroom. The students start to work for a while. As I am watching the class, I am helping students determine which definitions to write down, helping with computer issues, and any other questions. The two students working together begin playfully hitting each other, and I tell them to keep their hands to themselves. The students get back to work but I see that they are watching football. I first use proximity, and then I have them X out of the site. I stand directly behind them and I tell them that they will be moved if they don't stay focused. The class continues to work on their definitions, with minimal noises and chatter. The students working together and the two students in the front, get in an argument distracting the whole class, and the students refused to listen to me when I told them to please stop, to lower their voices, and get back to work, and that what they were discussing was not a conversation for the classroom at the moment. Out of the whole class, it was the same 3 or 4 students who were disrupting the class. The rest of the class was doing their work as told, and they were given praise for their hard work. The other students eventually listened somewhat when I became more stern and began to find my teacher identity/voice.
Analysis of Episode
Today was the first time I had been left in charge of one of my practicum classes, and I took quite a bit away from it. I felt defeated a little to be honest. My mentor teacher told me that they were not surprised that the certain students acted out more than usual, I was told they do that with anyone who is not their actual teacher. Yet, I also feel accomplished like it was a really good learning point. I accomplished keeping a majority of the class on task for the whole period, while I still engaged with the students and their needs. I think a problem is that I am too nice and certain students do not take me seriously once I am serious with them after giving them one or two chances because they also know that I cannot write them referrals so I don't hold as much power over them as their teacher. I think since it was my first time watching the class without their teacher in there, I did not replicate the exact responses their teacher would have to their behavior, because we both have different teaching styles, so I think that showed and the students who were misbehaving tried to worm their way around it and backtalk.
I learned from today that some students would rather argue and put up a verbal fight than for ex. just take off their hood. After today, I am just really thinking about my mentor teachers classroom management strategies, if the rules and expectations are being followed, or if students know they argue enough they are either sent to the office or the issue is dropped and class continues. I realized that my tactics were not working for some and so now I'm also rethinking my classroom management, knowing that my future students will follow the rules and expectations, and I won't let things slide, because then the respect and discipline is lost. I've concluded that the structure has been lost somewhere betweent the teacher and students. If it were my own classroom, I would make sure to reinforce the class rules and expectations often and remind students that respect goes both ways.
Mentor Teacher Pedagogy
Observation #6
Name: Olivia Baughman
Date of field experiences: 11/7/22-11/11/22
Sequence of Events
Date and time: 11/7/22 , 3rd period
Students began class without a Bell Ringer like usual. Students were to read a text about Knosses in Ancient Greek Civilization, students are learning about the Minoans. Students were to complete a 4-Square Criterion Reflection sheet, answering different questions. The Standards are listed, along with the success criteria questions. Students also reflect on their learning in a how did I do section. Student's worked on this throughout the whole class period.
Elaboration of Signigicant Episode
Each student was to work on this assignment on their own. Their teacher went over and explained how to successfully complete this assignment, which they have done once before. Students could ask for help from their teacher or myself if they had questions or were confused. Many students ended up needing help answering the questions and finding the answers in the reading. Students became confused when asked to explain and elaborate how the facts they found proved their statement in answer one. Students also became confused on how to connect their examples by using transitional words. My mentor teacher began realizing that maybe students aren't prepared enough to complete this assignment on their own. Students began getting off task or just sitting at their desk when their teacher or myself was busy helping another student. Students would yell out for one of us and we would have to ask them to wait just a moment. My mentor teacher was splitting their attention between a lot of students at once.
Analysis of Episode
As I am thinking of class, I am reflecting on when students on Wednesday were asked to begin taking their own notes, and not teacher-guided where students wrote exactly what their teacher told them to. This day was a struggle for students, as they were not sure what notes to take from the video they were watching. Students would ask "what should I write down, or I don't know what the correct notes or answer is". I think this shows that my mentor teacher used their pedagogy to try an independent learning strategy differently with students after the first one on Monday. My mentor teacher wants to challenge her students, yet after this week, has realized that the students are not ready to move beyond the teacher guided structure completely like she thought. Some students did great, while a majority of students struggled and got off task. It also makes me think of my mentor teachers classroom pedagogy when it comes to classroom management. Multiple times during the week, a student had been asked to take their hat off and refused to each time, when their teacher or myself asked, even though it is a school rule. There was no disciplinary actions used, or consequences because the teacher gave up asking. If students know they will win against their teacher in classroom management, it makes me wonder, if students refuse to think or don't want to search for answers on their own, is because they know eventually they will be guided or told what it is.
Yet, I think trying different forms of assessment this week showed how my mentor teacher's pedagogy is quite broad, in wanting her students to be successful and engaged in class because she truly cares about student learning, and the students themselves.
Goal Setting and Time Management
Observation #7
Name: Olivia Baughman
Date of Field Experience: 11/14-11/18
Sequence of Events 11/18/22
Period 3
Students began class by working on their Bell Ringer. The Bell Ringer incorporated the See, Think, Wonder instructional strategy. Students once time was up discussed what they wrote down with one another and me. Next, students transitioned to opening their digital notebooks on Ancient Greece to the correct tab where they have been taking notes. Students then listened to the lecture on what an Oligarchy is and what a Tyrannical government is and why it was important in Ancient Greece. Students learned important figures, made connections to modern day, viewed maps, and interpreted images. With the remaining 10 minutes of class, students watched a video of Sparta and wrote down 2 facts or pieces of information that they found interesting or confused them.
Elaboration of Significant Episode
Today class began with trying to get students to sit in their assigned seats and work on the bell ringer once it was explained to them. Several students were unwilling to do the work, while several had questions over the bell ringer. Once the time was up and the discussion was over, students moved on to opening their digital notebooks. Several students were trying to play games and their teacher locked them off the browser. Several other students were unwilling to go to it, while others who followed directions waited patiently. Once I checked that everyone was on their digital notebook or using paper to take notes we moved on. As I began the lecture and was a few slides in, I knew that I was not as far as 2nd period. This was due to the fact that several students kept distracting the class, repeatedly saying "Olive Garden" instead of Oligarchy when asked to read the slide. These students were also saying "Trannies" instead of Tyranny. I asked the student multiple times to stay focused, and the student would be quite and then disrupt the class again. The student eventually got the two students next to him distracted and engaged in acting inappropriately. As the lesson continued, the three students would chat and talk over me while teaching. Eventually Mrs. Dyer stepped in because the students were refusing to listen to me when I asked them to stop using inappropriate language, at one point one said "well they're r*tarded" and the student refused to listen when I told them that is not okay to say. Instructional time was lost due to constantly redirecting several students. Mrs. Dyer pulled one of the students out in the hall because of their behavior.
Analysis of Episode
This was the third day of teaching my lesson plan and I feel like it was the first day that the most instructional time was lost in 3rd period due to the behaviors of students. I'm unsure if it was because it was Friday and students didn't feel like participating in class today. I've also noticed when all three of those students are present in class, they tend to become less productive and distract each other and distract the class. I learned and really saw today how time can go by much faster and learning time can be lost from the teachers perspective. I also saw how it was lost from the perspective of students who want to learn and are engaged in the lesson and activity. I did not get through every slide, but I also realized that is because I had too information on each slide and need to manage time better as well on how long I spend talking on each slide. I also think that less time can be spent on the bell ringer at the beginning of class. This will allow for more time for students to complete the exit ticket at the end of class and to discuss it.
I have accomplished part of my goal by teaching 3 out of the 5 days of my lesson. Also just teaching a lesson in general with confidence has been another goal I have been able to achieve. Teaching a lesson was part of my SMART ACORN Goal. I think that I have been able to incorporate several high leverage practices that I would not have before this semester. My goal of becoming better with classroom management has also been accomplished, I realize that I still have improvements I can make with it, but compared to the beginning of practicum it has improved due to the relationships I have built with students.
Free Write
Observation #8
Name: Olivia Baughman
Date of Field Experience: 11/22/22
Period 3
Sequence of Events
Students only had a 30 minutes class period due to the 2 hour early release since it was the day before Thanksgiving Break. Students were asked to work on their final assessment of the unit over Governments in Ancient Greece that I had taught. Students were asked to create a timeline that included: an event space for each type of government, a description of the government, important figure and date. Students were then asked to draw at least one picture for a visual aid. Lastly, students were asked to summarize and write the similarities and differences between Democracy in Athens and the U.S.
Elaboration of Significant Episode
While 2nd period students were working on their assignment, many were using their notes and were encouraged to so that they could reflect on their note taking skills and be able to complete their assessment. Students understood the assignment, and the instructions were written on the board in front of them, along with the important figures, dates, and the correlating government type were posted on the projector screen. This was for students who may have missed writing down a date, figure, etc. or for students who missed a day of class. Several students struggled to complete this assignment because they could not find their notes, along with not remembering all the information that was taught. Several other students were able to efficiently complete the assignment and get the summarization done.
Analysis of Episode
I realized after 2nd period that students needed to have a model of what an event space would look like on their timeline even though the instructions were on the board. So for 3rd period I created an example one and showed the class how they could create their first event space for their timeline. During class I also realized that was still asking a bit much for some students to complete in 30 minutes, while for others it was too much time. This helped me learn time management even more and how to create a more efficient use of time by having extra work for some students and realizing that some students will need more time or more simplified instructions.
Assessment for learning, of learning, and as learning
Observation #9
Olivia Baughman
12/2/22
Period 2
Sequence of Events
Students came into the classroom and were asked to complete their daily Bell Ringer. Once the time was up with the Bell Ringer, students were given a new assignment. Students were given a paper over Sparta and Lycurgus, students were learning about Sparta's military, education, and government in the reading. Along with the reading students were given a Challenge paper. The challenge paper contained nine questions of different levels ranging from basic to more in depth. Students were to work on this all class period.
Elaboration of Significant Episode
Students were given their readings and challenge papers and many students immediately were asking if they had to read all of it and several students were saying that, "this is too much reading, I'm not going to read all of this, your crazy if you think I will". Mrs. Dyer and myself told students to take it paragraph by paragraph and to underline or highlight what they felt was important information that correlated to the challenge paper questions. After about 10 minutes, Mrs. Dyer told the class that I would be helping them if they had questions because she was working on stuff at her computer. Mrs. Dyer said that if I was helping several students and several students still needed help then they could ask her. Throughout the class period, I worked with a majority of the class in terms of what the reading means, what the questions mean, etc. Many students would ask me to tell them where the information was in the reading, or what the answer was, or even how to shorten it -summarize it- into their own words. I would explain to students what words meant, along with helping them structure sentences in their own words, but they had to provide the information, I would not given them the exact answers to the questions. Two students throughout the class period had to be checked on every few minutes to make sure they were staying focused and on task and not talking to one another. Several students wanted to talk and make noises during the class period.
Analysis of Episode
Mrs. Dyer has been teaching the classes about Sparta and felt that this would be a new or different way to teach students and allow students to work more independently with guidance. While working in the classroom this semester, this is the first time students have completed a challenge page with a reading assignment. Students had mixed reviews about the assignment. Several students were willing to do some work, while others were not so willing. I think this assignment was a great way for students to work on their literacy skills, yet it could have been provided to students online with the ability of it to be read to students. It was made available as a PDF, but students did not have a voice to text option. This would help students who have IEPs in the classroom. Overall I think that the Challenge paper was a great wat for students to work on recalling information from their readings and to put it into their own words. It also allowed students to not only see the words while reading but to see it again in the question and then in their answers. I would like for students to complete a Challenge paper again and to see if they are able to focus in better and improve their scores and answers. It will be a good way for students to self reflect on their work, along with self assess where they have improved and where they still need work.
Student Behavior
Olivia Baughman
12/6/22
Sequence of Events
Students exit the classroom as the bell rings for the end of third period. Students are told to have a great day. I am packing up my stuff and heading out to leave. As I am walking down the hallway I see one of my students from second period and one of my students from third period being physical in the hallway. There are not other teachers around. They are not fighting, just acting like they are around their friends. I say one of the students names and say, " -students name- let go of him and keep your hands to yourself, do not push him against the lockers again".
Elaboration of Significant Episode
I think it is important to note how these two students were acting in the hallway, especially with no other teacher in the hallway to monitor students during passing period. Other students were running and being extremely loud. Students were acting like they could do whatever they wanted and stall going to class. When I turned the corner to the hallway I immediately called the boys out for their actions and to keep their hands to themselves. I knew that their friends were right next to them, but the behavior should not have been occurring. These students are often physical towards other students in class, like playfully hitting one another or grabbing someones computer or pencil/paper from their desks.
I think this was important to note because these two students were exhibiting this type of behavior as soon as they knew that a teacher wasn't present. These two students had to be sternly told with a raised voice in a hallway surrounded by other students to immediately stop what they were doing. It was a moment for me because I had not had to get on a student for their behavior like this yet while watching the hallway or leaving.