So today, our group met for a while to discuss our BPH. While meeting, it was brought to my attention that our LEARN lesson plan was due today, and well, by that time, I couldn't even have a panic attack. I just kind of let it marinate that I was going to be up all night scrambling to dish out a lesson plan. After all, teachers are expected to do this on a daily basis, so we better get used to it. Needless to say that I ecstatic when we got that remind text saying that the date was extended.
Looking over the teacher candidate standards, I see that today fit perfectly into 5c: teachers function effectively in a complex, dynamic environment. Even though we had ample amount of time to complete it, and we had the countdown, it still caught me off guard. I'm sure this standard isn't talking about procrastinating, but it spoke to me because I didn't meltdown and have a panic attack, I just took it all in and made a plan. I had other things to do, and other plans made for the day but I had to take my complex and dynamic environment and make it work. If teachers are supposed to function in these situations, then I'd say that I'm growing as a teacher! :)
Tuesday, February 23, 2016
Tuesday, February 16, 2016
The Proof is in the Blogging (Pudding)!
So we didn't have class today but we're continuing on with our 6 point lesson plan. I'm hoping to finish it tonight, or tomorrow at the latest. I'm anxious to turn it in and get feedback as I haven't done one this extensive before. I'm very nervous to present it to the class; I'm not sure what to expect. I've had some interesting experiences giving lesson plans in my classes and with every new education class I take, the nervousness comes back full force. However, I refuse to worry and I'm going to choose to make the best out of it!
On another note, I'm starting to see some overlap between my classes as we're now discussing the NCTCS in my ESOL methods course. One of my assignments is to go through all of the standards and provide proof of our demonstration at the proficient, developing, or emerging level. This blog is really saving me in that aspect as we have to connect all of our posts to a standard, so I'll be able to use my blogs as proof! Speaking of which, this reflection practice is a demonstration of standard 5b: Teachers link professional growth to their professional goals. My goal as a teacher is to meet all of these standards at the developing level and by tracking my progress of meeting these goals, I am fulfilling this standard!
On another note, I'm starting to see some overlap between my classes as we're now discussing the NCTCS in my ESOL methods course. One of my assignments is to go through all of the standards and provide proof of our demonstration at the proficient, developing, or emerging level. This blog is really saving me in that aspect as we have to connect all of our posts to a standard, so I'll be able to use my blogs as proof! Speaking of which, this reflection practice is a demonstration of standard 5b: Teachers link professional growth to their professional goals. My goal as a teacher is to meet all of these standards at the developing level and by tracking my progress of meeting these goals, I am fulfilling this standard!
Tuesday, February 9, 2016
The Week of Planning!
So, this week I feel like all I've been doing is lesson planning. I guess it's just one of those things you have to get used to in the life of teaching. The one thing that I love about this class is that Dr. Clark is really good about explaining everything she expects us to do. When I first started learning about the 6 point lesson plan, it was explained, but not in depth. Those videos were really helpful and I'm thankful that they're there for us to revisit when needed.
The most helpful video for me was the one talking about objectives and essential questions. I still don't feel confident with writing essential questions. I honestly feel like EQ's are only for science and social studies classes. I guess my struggle is trying to understand how to apply EQ's to ESL classes; how do I go about creating them for this specific class? It's funny because, in high school, I didn't pay any attention to the EQ and I didn't see why they were necessary. Now that I've been taught about them, I can see the impact on relevancy that they hold, which is important since we as teachers have to make instruction relevant to teachers (NCTCS 3d1). I don't think my previous teachers took this course when getting their degree. :)
My goal for the lesson plan required for this class is to first unpack standards and create an essential question. I definitely want to approach it this way especially since I've never planned a lesson this way before and I believe the practice will be beneficial to me as I continue to grow in planning. Previously, I've just grabbed a standard and tried my best to teach it correctly and in a manner that students will get. I'm hoping I'll be able to intake what I've learned with this one and apply it to other methods of lesson planning I'm required to use throughout my career here at the Webb.
The most helpful video for me was the one talking about objectives and essential questions. I still don't feel confident with writing essential questions. I honestly feel like EQ's are only for science and social studies classes. I guess my struggle is trying to understand how to apply EQ's to ESL classes; how do I go about creating them for this specific class? It's funny because, in high school, I didn't pay any attention to the EQ and I didn't see why they were necessary. Now that I've been taught about them, I can see the impact on relevancy that they hold, which is important since we as teachers have to make instruction relevant to teachers (NCTCS 3d1). I don't think my previous teachers took this course when getting their degree. :)
My goal for the lesson plan required for this class is to first unpack standards and create an essential question. I definitely want to approach it this way especially since I've never planned a lesson this way before and I believe the practice will be beneficial to me as I continue to grow in planning. Previously, I've just grabbed a standard and tried my best to teach it correctly and in a manner that students will get. I'm hoping I'll be able to intake what I've learned with this one and apply it to other methods of lesson planning I'm required to use throughout my career here at the Webb.
Tuesday, February 2, 2016
Honesty is the Best Policy!
Okay, so since last Friday, I have been in this rut of not wanting to do anything. Like, anything at all. And the bad thing is, I have sooooo much to do this week, and that's all the more reason for me to not do anything. So today, I honestly went into class today with the mindset of just sitting there because I already can't stand going in for those computer lab sessions. (I'm way too honest sometimes, guys.) However, I somehow mangaged to pull it together and participate, and I learned a lot.
At first glance, I dreaded the process of this Best Practice Handbook project. I didn't understand what was being asked of us and, let's be real here guys, 40!!!!!! entries? But, after working on and with it throughout the class, i'm feeling better about it. Also, I see how it helps us fufill NCTCS 2d. We as teachers have to adapt our classroom and our methods to the diverse needs of students. This BPH will give us the tools we need to be able to differentiate between our learners and use multiple strategies. Also, this handbook will come in handy when we graduate because we won't have as much access to scholarly articles and databases as we do here at the Webb.
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