Like the Language lesson I did in the morning, I integrated Math with today’s Art lesson. While I did 3D shapes with the Language lesson, I did 2D shapes with the Art lesson. I cut out circles, triangles, squares and rectangles of various sizes and colours, so the students could manipulate the shapes and use the shapes to construct a picture. To reduce my work, I could have handed out construction papers and let them cut the shapes themselves, or give them samples so they could trace the shapes. However, that would take up a lot of time, and it might divert their attention in the cutting process. It would be too much for them.
I showed them what I would do with my shapes, and asked them questions to probe them. For example, I asked, “I want to make a person beside this house, so I’ll put a circle right here. What shape do you think I would use for the body?” So they said, “A rectangle!” Then I asked again, “Hm…I think I want this person to be a girl, what shape should I use for her little skirt?” They yelled out, “A triangle!” I like involving them in my instruction, so that they would feel more engaged and attentive.
I also allowed them to draw on their picture if they needed to. So they could draw frames for the windows, eyes and hair for the people, and other things that their creative minds would think about. Although a lot of them made houses, every student’s picture had a different touch to it. Some had castles, some had trees, and some had rectangular clouds. I thought that it didn’t matter if the shapes and colours that they used didn’t make sense, because the shapes and colours that they had were limited, but they were making the most out of them. They knew that clouds are not rectangles, so why judging them when they make rectangular clouds?
Tuesday, January 30, 2007
Lesson Reflection: Jan.29, 07 – 3D Shapes Booklet
This lesson is the first Language lesson that I did that does not involve reading aloud. I tried to integrate what they are doing in Math into the lesson, to reinforce their understanding of shapes.
I asked the students to list the five different 3D shapes that they learned in Math, which are sphere, rectangular prism, cylinder, cone and cube. I wrote them on the chart paper so they could refer to it later. I demonstrated to them in choosing one shape for each page, and writing about two things that are made or naturally in that shape. I let them contribute in my example, and they seemed very enthusiastic about it. I was surprised that they think about things that I wouldn’t have thought about. For example, when I was thinking about soccer ball and the globe for “sphere”, they gave me suggestions like head and eyeball. They told me that their arms are cylinders, and their bodies are rectangular prisms. I think they are very imaginative! It ended up that most of them did not copy down my examples, because they have so much in their heads to write about. One girl even added two lines on the page so she could write more!
As they were working, some of them had difficulties drawing the shapes and deciphering the words on the chart (e.g. Which word reads cylinder?). So, I drew a picture beside each of the shapes so they could tell which is which, and they could have a visual picture of what each shape looks like on paper.
Ms. Carson said that my classroom management improved, and I thought so too. I waited till they were quiet before starting, I was clear with my instructions, and I was able to answer every question without any disruption of other students. Most of them were clear as to what they had to do, and they dug right into work after going back to their desks.
I think the lesson was quite successful, and I feel good about it. The students can keep the booklets inside their desk, and they can go back to it to review the shapes. It is easy to hand out worksheets with all the shapes and descriptions, but I believe that students learn best with their own work.
I asked the students to list the five different 3D shapes that they learned in Math, which are sphere, rectangular prism, cylinder, cone and cube. I wrote them on the chart paper so they could refer to it later. I demonstrated to them in choosing one shape for each page, and writing about two things that are made or naturally in that shape. I let them contribute in my example, and they seemed very enthusiastic about it. I was surprised that they think about things that I wouldn’t have thought about. For example, when I was thinking about soccer ball and the globe for “sphere”, they gave me suggestions like head and eyeball. They told me that their arms are cylinders, and their bodies are rectangular prisms. I think they are very imaginative! It ended up that most of them did not copy down my examples, because they have so much in their heads to write about. One girl even added two lines on the page so she could write more!
As they were working, some of them had difficulties drawing the shapes and deciphering the words on the chart (e.g. Which word reads cylinder?). So, I drew a picture beside each of the shapes so they could tell which is which, and they could have a visual picture of what each shape looks like on paper.
Ms. Carson said that my classroom management improved, and I thought so too. I waited till they were quiet before starting, I was clear with my instructions, and I was able to answer every question without any disruption of other students. Most of them were clear as to what they had to do, and they dug right into work after going back to their desks.
I think the lesson was quite successful, and I feel good about it. The students can keep the booklets inside their desk, and they can go back to it to review the shapes. It is easy to hand out worksheets with all the shapes and descriptions, but I believe that students learn best with their own work.
Wednesday, January 24, 2007
Lesson Reflection: Shapes
We were working on 3D shapes today, so I brought a bag of shapes that I found from home and sort them with the students. They were excited, because they found some of the things hilarious. I think that when they see the connections between things they learn in school and the real world, they would enjoy it better. It is important to show them that Mathematics is all around us, and is essential to our everyday living.
After sorting the shapes, I told them that I would give each group a set of shapes, and they would build a structure together. I let them know that I wanted them to pay attention to the characteristics of the shapes, such as why the cone cannot stand on its pointed end. I gave them sufficient time to build and break a few structures. At the beginning, some groups had trouble cooperating. They each grabbed a few pieces and argued over who took more. I let some of them resolve on their own, and I encouraged one group to work together to build one single unit. They all ended up working with each other. I think that if they see the other groups cooperating and doing well together, then they would have the motivation to do that as well. Most of the students in this class are good at teamwork, so the more independent students also benefit from that.
I saw that they had a lot of fun building the structures. I took pictures of their groups and the buildings that they built, and they found that fascinating as well. Some students were even more motivated after I took pictures of them, because they wanted to make more structures so I would take more pictures of them. However, I only took one picture of each group for the time being.
After that, I asked them to go back to the carpet and share what they have found about the shapes. I guided them, and some of them made really good observations. We also talked about why certain objects are made in certain shapes. For example, ice-cream cones are cone-shaped because it is easy to hold. A tissue box is not made in a sphere shape because it will roll. I wanted them to start thinking about these things, so that they can make more sense of the world around them.
Overall, I think the lesson went pretty well. They had fun while they were learning, and I had fun while I was learning from them too. Hopefully, I will feel even more comfortable doing my next math lesson!
After sorting the shapes, I told them that I would give each group a set of shapes, and they would build a structure together. I let them know that I wanted them to pay attention to the characteristics of the shapes, such as why the cone cannot stand on its pointed end. I gave them sufficient time to build and break a few structures. At the beginning, some groups had trouble cooperating. They each grabbed a few pieces and argued over who took more. I let some of them resolve on their own, and I encouraged one group to work together to build one single unit. They all ended up working with each other. I think that if they see the other groups cooperating and doing well together, then they would have the motivation to do that as well. Most of the students in this class are good at teamwork, so the more independent students also benefit from that.
I saw that they had a lot of fun building the structures. I took pictures of their groups and the buildings that they built, and they found that fascinating as well. Some students were even more motivated after I took pictures of them, because they wanted to make more structures so I would take more pictures of them. However, I only took one picture of each group for the time being.
After that, I asked them to go back to the carpet and share what they have found about the shapes. I guided them, and some of them made really good observations. We also talked about why certain objects are made in certain shapes. For example, ice-cream cones are cone-shaped because it is easy to hold. A tissue box is not made in a sphere shape because it will roll. I wanted them to start thinking about these things, so that they can make more sense of the world around them.
Overall, I think the lesson went pretty well. They had fun while they were learning, and I had fun while I was learning from them too. Hopefully, I will feel even more comfortable doing my next math lesson!
Lesson Reflection: Purple, Green and Yellow
I always think that creating a hook for a lesson is a little bit difficult. However, the hook I did for today’s lesson was able to capture the students, and it really made them excited. I drew a smiley face on my palm and asked them to guess if it’s going to come off or not. Some said yes and some said no. Then I told them that I am going to read a story to them about drawing with markers. A few students knew the story, and some recognized the title. They were focused and engaged right from the beginning.
The students were very involved as I read, and they came closer and closer to look at the pictures. I stopped at the climax of the story, and I found that this is very effective, because they really wanted to know what is happening next. Even the students who have read it before wanted to listen to the whole story.
After I stopped reading, I asked them to think about what happened in the story and guess what might happen next. I wanted them to write a short summary of the story and write their own ending. I think I still need to work on giving instructions, because sometimes the words do not come out as I wish. Some students thought that it would be hard to retell the story and write an ending. Then Ms. Carson helped me explain to them that they can write two sentences about what happened in the story, and then write one or two sentences for their ending. I need to practice putting things simple and straight-forward so they understand exactly what to do. However, I also need to be careful not to restrict them by giving directions that are too specific.
I think the lesson went well, but I made a mistake. While I wrote down the names of the characters and words that they might need, I spelled “invisible” wrong. I did not notice it until afterwards. What should I do if it happens again next time? Should I go back and tell them that I made a spelling mistake, after they all handed in their work? I haven’t thought about it previously, but I should start thinking about it.
The students were very involved as I read, and they came closer and closer to look at the pictures. I stopped at the climax of the story, and I found that this is very effective, because they really wanted to know what is happening next. Even the students who have read it before wanted to listen to the whole story.
After I stopped reading, I asked them to think about what happened in the story and guess what might happen next. I wanted them to write a short summary of the story and write their own ending. I think I still need to work on giving instructions, because sometimes the words do not come out as I wish. Some students thought that it would be hard to retell the story and write an ending. Then Ms. Carson helped me explain to them that they can write two sentences about what happened in the story, and then write one or two sentences for their ending. I need to practice putting things simple and straight-forward so they understand exactly what to do. However, I also need to be careful not to restrict them by giving directions that are too specific.
I think the lesson went well, but I made a mistake. While I wrote down the names of the characters and words that they might need, I spelled “invisible” wrong. I did not notice it until afterwards. What should I do if it happens again next time? Should I go back and tell them that I made a spelling mistake, after they all handed in their work? I haven’t thought about it previously, but I should start thinking about it.
Jan.22, 07
Today was my first day teaching two lessons. The day went by quicker than usual, but by the end of the day, I was really tired. Mondays are more tiring than Fridays, because, like the children, I had three late sleeping days during the weekend. I need to get used to that, because not only would I be teaching for the whole day when I become a teacher, I would be teaching whole days from Monday to Friday. That means planning, teaching as well as assessing, while being alert of every child’s need all the time. These are very crucial tasks!
Ms. Carson showed me how to do a running record of the students’ reading levels, and she let me try it. It is interesting to see how the students try sounding out the words, and how some of them don’t. Their reading levels and attitudes and behaviours do not always compliment each other. Some good readers neglect to see that one of the words do not make sense when they were read incorrectly. Some lower readers try very hard to make sense of every sentence.
While the students were writing their “weekend news”, one girl told me that she had nothing to write after the first sentence. So I asked her, “Did you eat on the weekend?” She said “No…” Then I said exaggeratedly, “You DIDN’T eat during the weekend?!” Then she started laughing really hard. Students need to know that everything in their life is worth to be recognized. We only have exciting days once in a while, and sometimes life can be boring. However, everything becomes significant because we have lived through it. Some kids might feel bad because they did “nothing” on weekend, but we need to encourage them that nothing is “nothing”, because anything about them is important.
Ms. Carson showed me how to do a running record of the students’ reading levels, and she let me try it. It is interesting to see how the students try sounding out the words, and how some of them don’t. Their reading levels and attitudes and behaviours do not always compliment each other. Some good readers neglect to see that one of the words do not make sense when they were read incorrectly. Some lower readers try very hard to make sense of every sentence.
While the students were writing their “weekend news”, one girl told me that she had nothing to write after the first sentence. So I asked her, “Did you eat on the weekend?” She said “No…” Then I said exaggeratedly, “You DIDN’T eat during the weekend?!” Then she started laughing really hard. Students need to know that everything in their life is worth to be recognized. We only have exciting days once in a while, and sometimes life can be boring. However, everything becomes significant because we have lived through it. Some kids might feel bad because they did “nothing” on weekend, but we need to encourage them that nothing is “nothing”, because anything about them is important.
Thursday, January 18, 2007
Jan.15, 07: Scientist in School
Today, the freezing rain warning went on. The school buses are cancelled, but public schools are opened as usual. When I arrived at school and saw that most of the teachers were here (some arrived a little bit later), I felt that the teaching is different than a lot of other jobs. In weathers like this, some people might choose not to go to work – call in for a sick day or simply tell the boss that they need to travel very far for work. Teachers, however, are responsible for a class of students. They cannot, or will not, be absent from school if it is unnecessary. Ms. Carson spent last night at her mother’s house because she knew that the weather would be bad, and she lives very far from Greensborough P.S. This is the kind of things that I need to learn, because being a student has so much freedom that sometimes we are unaware of our idleness and irresponsibility.
Talking about responsibility, I learned that teachers must be constantly alert. I learned from the ethics for teachers online (a mandatory part of the education program), as well as my course Education and Human Rights, that teachers’ responsibilities goes beyond being a teacher in a classroom. In and out of school, during and off school hours, we are constantly role models for the younger generation. Teaching is not only a career, but an on-going, 24/7, attitudes and values. It is how we act, how we learn, and how we live.
"Scientist Brenda" came to Greensborough P.S. today to teach Grade One students about structures. Since some parent volunteers were not able to come, I became one of the volunteers. I was responsible for one of the centres. This is my first time doing something like that, so it is quite new for me. I guided a small group of students to explore structures that support, enclose and span. The centres are interactive and fun, and it provides a great opportunity for students to investigate and discover new things. At the very beginning of the session, when Brenda introduced herself, she asked the Grade Ones, “Are any of you scientists too?” Only a few hands went up. In the end, when she asked the same question again, all hands went up. I think that this kind of learning is effective, because children are active in their own learning and they gain information on both the topic and themselves. They learned to view themselves as little scientists because they make hypothesis, observe, investigate, and test things out.
After the session, some of the students from Ms. Jones’s class talked to me when they saw me in the hallway. I felt good because from now on, they would know me as one of the teachers. They want to share with me because they have already made a bond with me.
During lunch recess, I went outside to watch the students play. One girl came to me and said that the big girls would not play with her, so she had no one to play with. So I suggested that she can play with the boy who was standing beside me, who was also alone. Both of them are in Ms. Carson’s class. At first, they were not so sure about what to play. Then the girl suggested that they could make snow angels, so they got all excited and ran away. They played together for the rest of the recess. I felt warm from the inside, because they are good children and they love and share so easily. Sometimes students have issues with socializing, but once they realize the options, they have the ability to solve the problems, and often, better than adults.
Talking about responsibility, I learned that teachers must be constantly alert. I learned from the ethics for teachers online (a mandatory part of the education program), as well as my course Education and Human Rights, that teachers’ responsibilities goes beyond being a teacher in a classroom. In and out of school, during and off school hours, we are constantly role models for the younger generation. Teaching is not only a career, but an on-going, 24/7, attitudes and values. It is how we act, how we learn, and how we live.
"Scientist Brenda" came to Greensborough P.S. today to teach Grade One students about structures. Since some parent volunteers were not able to come, I became one of the volunteers. I was responsible for one of the centres. This is my first time doing something like that, so it is quite new for me. I guided a small group of students to explore structures that support, enclose and span. The centres are interactive and fun, and it provides a great opportunity for students to investigate and discover new things. At the very beginning of the session, when Brenda introduced herself, she asked the Grade Ones, “Are any of you scientists too?” Only a few hands went up. In the end, when she asked the same question again, all hands went up. I think that this kind of learning is effective, because children are active in their own learning and they gain information on both the topic and themselves. They learned to view themselves as little scientists because they make hypothesis, observe, investigate, and test things out.
After the session, some of the students from Ms. Jones’s class talked to me when they saw me in the hallway. I felt good because from now on, they would know me as one of the teachers. They want to share with me because they have already made a bond with me.
During lunch recess, I went outside to watch the students play. One girl came to me and said that the big girls would not play with her, so she had no one to play with. So I suggested that she can play with the boy who was standing beside me, who was also alone. Both of them are in Ms. Carson’s class. At first, they were not so sure about what to play. Then the girl suggested that they could make snow angels, so they got all excited and ran away. They played together for the rest of the recess. I felt warm from the inside, because they are good children and they love and share so easily. Sometimes students have issues with socializing, but once they realize the options, they have the ability to solve the problems, and often, better than adults.
Jan.11, 07
This is the first time I come to Greensborough P.S. on Thursday, and I find that they are quieter than they are on Fridays. Usually, when I went on Friday, they would be talking to each other and fidgeting when we are doing the calendar. Today, they were listening and they were not loud at all. Students’ attention span and moods vary from day to day, and they get used to the 5-day school cycle. They can feel it when it is the beginning of the week, and also when it is coming near weekend. Therefore, teachers need to adjust their lessons according to the days. Planning serious and silent working lessons probably would not be a good idea for a Friday. Even teachers are allowed to wear jeans on Friday! It is interesting how we are dealing with children, and not papers and computers. We need to adjust and accommodate with care to our students.
Ms. Carson taught a lesson on length and width today. She asked me to put masking tape on the floor to make five big rectangles. Then, after she introduced the students to the concept of length and width, they used linking cubes to explore. They talked amongst their groups, and they had to cooperate. Ms. Carson used a lot of body motion to teach them the concept, which I find quite useful. The motion would be embodied into their knowledge system, and it can act as a reminder to the concepts when they forget.
When I asked Ms. Carson about what they are doing in language, she told me that she is integrating science and language, so they write a lot about what they learn in science. They are reading about Winter, they have a brainstorming web on the board with Winter words, and they do writing about Christmas and stories about Winter. I think that it is a good approach, because it will reinforce their knowledge about the subject when they are exposed to it more often.
One thing that I learned today is that I need to learn how to draw animals! I was helping Ms. Carson to draw pictures beside the ideas on the Winter web, and I had trouble drawing a deer and a squirrel. Being able to draw is fundamental to teaching at the elementary level, so I decided that I would find some drawing books and practice drawing animals. This will be my goal for 2007!
Ms. Carson taught a lesson on length and width today. She asked me to put masking tape on the floor to make five big rectangles. Then, after she introduced the students to the concept of length and width, they used linking cubes to explore. They talked amongst their groups, and they had to cooperate. Ms. Carson used a lot of body motion to teach them the concept, which I find quite useful. The motion would be embodied into their knowledge system, and it can act as a reminder to the concepts when they forget.
When I asked Ms. Carson about what they are doing in language, she told me that she is integrating science and language, so they write a lot about what they learn in science. They are reading about Winter, they have a brainstorming web on the board with Winter words, and they do writing about Christmas and stories about Winter. I think that it is a good approach, because it will reinforce their knowledge about the subject when they are exposed to it more often.
One thing that I learned today is that I need to learn how to draw animals! I was helping Ms. Carson to draw pictures beside the ideas on the Winter web, and I had trouble drawing a deer and a squirrel. Being able to draw is fundamental to teaching at the elementary level, so I decided that I would find some drawing books and practice drawing animals. This will be my goal for 2007!
Dec.20, 06: Christmas Concert
When I arrived at school today, a lot of young students were sitting on the floor outside the office, singing Christmas Carols with the teachers. I really like it, because the students really enjoyed it and had fun with the teachers. It gets them into a happy Christmas mood, too! I came in on a Wednesday because of the band rehearsal, so I left after lunch today.
At night, I came to the concert at 7:00pm. I loved watching the students perform. The concert ended with the Greensborough Faculty Orchestra. This was my first time to perform as a “teacher”, and it is very different than performing as a student. The audience is different, and the position is different. Students, in many situations, perform according to some expectations from the teachers. Teachers, however, perform as role models to the students. We set our own expectations for ourselves. When some students saw me, they called my name and waved at me. It was a very good feeling!
At night, I came to the concert at 7:00pm. I loved watching the students perform. The concert ended with the Greensborough Faculty Orchestra. This was my first time to perform as a “teacher”, and it is very different than performing as a student. The audience is different, and the position is different. Students, in many situations, perform according to some expectations from the teachers. Teachers, however, perform as role models to the students. We set our own expectations for ourselves. When some students saw me, they called my name and waved at me. It was a very good feeling!
Dec.15, 06: Two Weeks After
I haven’t seen the Grade Ones for two weeks, because Dec.1 was P.A. Day and I took out my wisdom tooth last week. Before I came to school today, I was a little bit worried that my absence has created a gap between us. But I was absolutely wrong! I was amazed when some of the students came to me and asked, “Are you OK? Does it still hurt? I lost a tooth too! I missed you!” They were eager to talk to me, and some of them drew pictures for me. I was really touched by their compassion.
The school is going to have a Christmas Concert next week, and Mr. Burrell formed a teachers’ band with a few other teachers. They were having their first rehearsal during today’s lunch, so I went in and asked if I could join as a flautist. And so I became one of the members of the “Greensborough Faculty Orchestra”. As a teacher candidate, I feel lucky to have the opportunity to be involved in extracurricular events. I believe that it can form bonds among the staff, because some teachers might not have the chance to work with one another during normal school days. I remember that one of my professors from ED I told us that there are two important things about being a teacher – we have to read the newspaper, and we need to have an interest. Having an interest allows us to talk to the students about what we like and show them our passion towards it. Today, I realize that having an interest brings out another side of us as teachers. I would never know that Andrew (I forgot his last name) is a great clarinet player if we are not in the teacher’s band.
After school, Ms. Carson gave me a large card. Every student in the class has written a little card for me, about how much they missed me, and the cards were pasted on the large card! I was so moved! It was so nice of Ms. Carson and the students, and I will never forget about today!
The school is going to have a Christmas Concert next week, and Mr. Burrell formed a teachers’ band with a few other teachers. They were having their first rehearsal during today’s lunch, so I went in and asked if I could join as a flautist. And so I became one of the members of the “Greensborough Faculty Orchestra”. As a teacher candidate, I feel lucky to have the opportunity to be involved in extracurricular events. I believe that it can form bonds among the staff, because some teachers might not have the chance to work with one another during normal school days. I remember that one of my professors from ED I told us that there are two important things about being a teacher – we have to read the newspaper, and we need to have an interest. Having an interest allows us to talk to the students about what we like and show them our passion towards it. Today, I realize that having an interest brings out another side of us as teachers. I would never know that Andrew (I forgot his last name) is a great clarinet player if we are not in the teacher’s band.
After school, Ms. Carson gave me a large card. Every student in the class has written a little card for me, about how much they missed me, and the cards were pasted on the large card! I was so moved! It was so nice of Ms. Carson and the students, and I will never forget about today!
Wednesday, January 17, 2007
Nov.24, 06
When the students arrived at school today, I was surprised that a lot of them came up to me and said, "Ms. Chung! I went on the website!" They looked really excited and animated, which is the best encouragement that a teacher get from students. We can guide students to be involved in certain experience, but we cannot control what each student come out of each lesson. Some of them might find that the greatest part of the lesson and the website is that they can go online with their parents. Some might love the links to online games. Some might develop computer skills because of this opportunity to use the computer. The greatest achievement of the teacher is that the students enjoy it and they are getting the best out of it, in their own ways.
I did a Math assessment with a few students today. Initially, I have created four criterions for my performance-based assessment – “Using a set of data to construct a bar graph”, “Labelling a graph”, “Obtaining information from the graph to show understanding”, and “Communicating ideas of how the graph is read.” However, I found that most of the students seemed confused and uncertain about how to label a graph, so I decided to remove that criteria from my assessment. I also talked with my host teacher about it afterwards, and she agreed that we should teach them again and have them practice labelling a graph. Most students are quite good with constructing a bar graph. I noticed that some of them were careful and precise, while others were quick and efficient. The similarity is that they all seemed to be engaged and occupied with this activity.
When some of them were uncertain of how to go about in making comparative sentences, I guided them. Although we should not be helping them through an assessment, I feel that we need to show them and be clear with our instructions, to make sure that they fully understand the task. Once they knew what exactly I was asking about, they would do it on their own. When students made a mistake, I did not tell them they were wrong. I encouraged them to keep going with what they were doing and complete the task.
I encountered one cute incident today. A girl from my class asked me, "Ms. Chung, what's your name?" I acted silly and answered, "My name is...Ms. Chung!" Then she said, "Nooo! Like...what's your first name?" So I told her that my name is Anita, and she said, "Oh, that's a very preeety name! What's your last name?" And of course, I said, "Chung!"
I did a Math assessment with a few students today. Initially, I have created four criterions for my performance-based assessment – “Using a set of data to construct a bar graph”, “Labelling a graph”, “Obtaining information from the graph to show understanding”, and “Communicating ideas of how the graph is read.” However, I found that most of the students seemed confused and uncertain about how to label a graph, so I decided to remove that criteria from my assessment. I also talked with my host teacher about it afterwards, and she agreed that we should teach them again and have them practice labelling a graph. Most students are quite good with constructing a bar graph. I noticed that some of them were careful and precise, while others were quick and efficient. The similarity is that they all seemed to be engaged and occupied with this activity.
When some of them were uncertain of how to go about in making comparative sentences, I guided them. Although we should not be helping them through an assessment, I feel that we need to show them and be clear with our instructions, to make sure that they fully understand the task. Once they knew what exactly I was asking about, they would do it on their own. When students made a mistake, I did not tell them they were wrong. I encouraged them to keep going with what they were doing and complete the task.
I encountered one cute incident today. A girl from my class asked me, "Ms. Chung, what's your name?" I acted silly and answered, "My name is...Ms. Chung!" Then she said, "Nooo! Like...what's your first name?" So I told her that my name is Anita, and she said, "Oh, that's a very preeety name! What's your last name?" And of course, I said, "Chung!"
Subscribe to:
Posts (Atom)
