This morning, I taught a Language lesson based on what we did in Art class last week. They students made a garbage bag penguin in groups, so today I asked them to write a procedural piece on how they made the penguin. Before we began, I read them a book called “The Life of a Water Bottle”, written by my colleague, another student teacher’s Grade 6 class in Cedarwood Public School. They were impressed that 30 people worked together to create the big picture book. So I told them that each group was responsible for one of the pages, just like how our class has worked on the penguins in groups, dividing up the work within the groups. I believe that it is very important to give students positive feedbacks and encouragement when they did something good, because they need to know it. They are beginning learners who are experimenting and testing out limits all the time, and we as teachers must work together with them to ensure their learning.
Most students did really well in their writing, and I am very impressed. They seemed to enjoy it a lot and they showed me that they really did learn something!
In the afternoon, I did a Math lesson with the class. I divided them into two groups, one group wearing blue hats and the other wearing yellow hats. I made the hats before class, with a number from one to ten written on each hat. One problem that arose was that the students kept pulling on their hats, which were made out of construction papers, so some of them broke before the game started. Ms. Carson had to help them tape the hats so that I could move on.
I explained to the students that I was going to call out a number, and they had to work as a group to decide which numbers would add up to the number that I wanted. For example, if I called out 6, the students with the number 3 and 2 would stand at the middle of the carpet. The group who was faster and got the correct answer would get a point. Some issues arose when they were too excited in the game. One student was making fun of the other group because they had less points. To solve the problem, Ms. Carson helped me out and suggested that the group who yells would get a point deducted.
When I began to call out bigger numbers, I thought that they would try to get more people to stand in the middle, but they didn’t. So I would say something like, “I want 3 people to make the number 15.” Then they would start thinking how to make a sum with three numbers. Overall, the game went well, and I am pleased with how well they did!
Saturday, March 31, 2007
Saturday, March 24, 2007
Mar.19, 07
Today, I read the story "Little Whistle's Dinner Party" to the students. I noticed that no matter how much they like to talk to each other during lessons, they are always attentive during read-alouds. They want to listen to the story, participate on predicting what might happen next, and they love to know what's on the next page. Therefore, it is important to engage them with quality learning. It is also a good way to hear them think aloud.
After reading the story, I told the students that they will be writing creative stories about their own toys. They can make up anything they want. They loved that! We brainstormed the potential ideas to place in the 5 Ws. However, they didn't have time to start their writing right away, because they had to go to gym. After they came back from gym, one student said to me, "It's too bad that we didn't get to write the story." I was surprised that she made this comment, and I also felt happy that she was interested and engaged.
After recess, they were off to write on their own. I was surprised by a few of the students who tend to trouble writing. Some of them wrote really creative stories! As teachers, we should try different topics to see what our students are interested in. In this case, I wouldn't know their creative talents if I didn't assign this writing assignment. A few students were confused and wrote a retell of the story. Although they were on the wrong track, their ability to retell the story showed me that they have improved in that area. Their writing was clear, and the pieces would have been fabulous retelling pieces.
Before lunch recess, I was walking to the office to photocopy something when I saw an elderly Chinese man standing at the stair case. I saw him about 2 weeks ago, and I've asked him in Chinese if he needed any help, but I found out that he was just waiting for his grand child to come down to get the lunch. Today when I saw him again, he waved at me. I felt really warm from the inside.
After lunch, I taught the students an Art lesson on recycling. I brought in garbage bags, newspapers, and scrap papers to show them how to make a "garbage bag penguin". They worked in groups, and I could tell that they were having a lot of fun! Group work is sometimes hard because they would start arguments and there would be problems in sharing, but I believe that if the work is fun, then they would be able to handle it.
After reading the story, I told the students that they will be writing creative stories about their own toys. They can make up anything they want. They loved that! We brainstormed the potential ideas to place in the 5 Ws. However, they didn't have time to start their writing right away, because they had to go to gym. After they came back from gym, one student said to me, "It's too bad that we didn't get to write the story." I was surprised that she made this comment, and I also felt happy that she was interested and engaged.
After recess, they were off to write on their own. I was surprised by a few of the students who tend to trouble writing. Some of them wrote really creative stories! As teachers, we should try different topics to see what our students are interested in. In this case, I wouldn't know their creative talents if I didn't assign this writing assignment. A few students were confused and wrote a retell of the story. Although they were on the wrong track, their ability to retell the story showed me that they have improved in that area. Their writing was clear, and the pieces would have been fabulous retelling pieces.
Before lunch recess, I was walking to the office to photocopy something when I saw an elderly Chinese man standing at the stair case. I saw him about 2 weeks ago, and I've asked him in Chinese if he needed any help, but I found out that he was just waiting for his grand child to come down to get the lunch. Today when I saw him again, he waved at me. I felt really warm from the inside.
After lunch, I taught the students an Art lesson on recycling. I brought in garbage bags, newspapers, and scrap papers to show them how to make a "garbage bag penguin". They worked in groups, and I could tell that they were having a lot of fun! Group work is sometimes hard because they would start arguments and there would be problems in sharing, but I believe that if the work is fun, then they would be able to handle it.
Monday, February 26, 2007
Lesson Reflection: Feb.19, 07 -- Red Pockets
I think I did great in planning the time for today's Art lesson. Most of the students finished within the period.
I created a net for the red pockets before hand, and I explained to the students what a net is. I showed them how to cut along the solid lines and how to fold along the dotted lines. I learned from my last Art class (the Valentine's card one) that writing numbers to show them the sequence of the steps would work really well, so I did the same thing for this lesson. I numbered the tabs to show them which one to fold first and where to glue. The lesson went smoothly, and most of the students understood and did pretty well.
I brought in some samples of red pockets to show the students what they could draw on theirs. I told them that this year is the year of the pig, so they might want to draw pigs on their red pockets. They could also draw flowers and other plants, which is more traditional. I put up my samples so that they could refer to them while they were working.
To my surprise, some of the students went up to the board and tried to copy the Chinese words on the sample red pockets! I find that very cute and creative. Some told me that the Chinese words are very hard to write, and a Chinese girl said that it is easy for her because she is Chinese. It opened up a space for the sharing of culture among the students.
I bought some chocolate coins to put into their red pockets, but I forgot to bring them with me. At first, I thought that it didn't matter because that was not the point of the lesson. However, when I thought of how the kids would love the coins, I decided to bring them in on Wednesday. One student asked me what do they do with the red pockets, so I told them that I had a surprise for them, but they had to wait for two days because I forgot to bring them. They were really excited!
I created a net for the red pockets before hand, and I explained to the students what a net is. I showed them how to cut along the solid lines and how to fold along the dotted lines. I learned from my last Art class (the Valentine's card one) that writing numbers to show them the sequence of the steps would work really well, so I did the same thing for this lesson. I numbered the tabs to show them which one to fold first and where to glue. The lesson went smoothly, and most of the students understood and did pretty well.
I brought in some samples of red pockets to show the students what they could draw on theirs. I told them that this year is the year of the pig, so they might want to draw pigs on their red pockets. They could also draw flowers and other plants, which is more traditional. I put up my samples so that they could refer to them while they were working.
To my surprise, some of the students went up to the board and tried to copy the Chinese words on the sample red pockets! I find that very cute and creative. Some told me that the Chinese words are very hard to write, and a Chinese girl said that it is easy for her because she is Chinese. It opened up a space for the sharing of culture among the students.
I bought some chocolate coins to put into their red pockets, but I forgot to bring them with me. At first, I thought that it didn't matter because that was not the point of the lesson. However, when I thought of how the kids would love the coins, I decided to bring them in on Wednesday. One student asked me what do they do with the red pockets, so I told them that I had a surprise for them, but they had to wait for two days because I forgot to bring them. They were really excited!
Lesson Reflection: Feb.19, 07 -- Red Pockets
I think I did great in planning the time for today's Art lesson. Most of the students finished within the period.
I created a net for the red pockets before hand, and I explained to the students what a net is. I showed them how to cut along the solid lines and how to fold along the dotted lines. I learned from my last Art class (the Valentine's card one) that writing numbers to show them the sequence of the steps would work really well, so I did the same thing for this lesson. I numbered the tabs to show them which one to fold first and where to glue. The lesson went smoothly, and most of the students understood and did pretty well.
I brought in some samples of red pockets to show the students what they could draw on theirs. I told them that this year is the year of the pig, so they might want to draw pigs on their red pockets. They could also draw flowers and other plants, which is more traditional. I put up my samples so that they could refer to them while they were working.
To my surprise, some of the students went up to the board and tried to copy the Chinese words on the sample red pockets! I find that very cute and creative. Some told me that the Chinese words are very hard to write, and a Chinese girl said that it is easy for her because she is Chinese. It opened up a space for the sharing of culture among the students.
I bought some chocolate coins to put into their red pockets, but I forgot to bring them with me. At first, I thought that it didn't matter because that was not the point of the lesson. However, when I thought of how the kids would love the coins, I decided to bring them in on Wednesday. One student asked me what do they do with the red pockets, so I told them that I had a surprise for them, but they had to wait for two days because I forgot to bring them. They were really excited!
I created a net for the red pockets before hand, and I explained to the students what a net is. I showed them how to cut along the solid lines and how to fold along the dotted lines. I learned from my last Art class (the Valentine's card one) that writing numbers to show them the sequence of the steps would work really well, so I did the same thing for this lesson. I numbered the tabs to show them which one to fold first and where to glue. The lesson went smoothly, and most of the students understood and did pretty well.
I brought in some samples of red pockets to show the students what they could draw on theirs. I told them that this year is the year of the pig, so they might want to draw pigs on their red pockets. They could also draw flowers and other plants, which is more traditional. I put up my samples so that they could refer to them while they were working.
To my surprise, some of the students went up to the board and tried to copy the Chinese words on the sample red pockets! I find that very cute and creative. Some told me that the Chinese words are very hard to write, and a Chinese girl said that it is easy for her because she is Chinese. It opened up a space for the sharing of culture among the students.
I bought some chocolate coins to put into their red pockets, but I forgot to bring them with me. At first, I thought that it didn't matter because that was not the point of the lesson. However, when I thought of how the kids would love the coins, I decided to bring them in on Wednesday. One student asked me what do they do with the red pockets, so I told them that I had a surprise for them, but they had to wait for two days because I forgot to bring them. They were really excited!
Monday, February 19, 2007
Lesson Reflection: Feb.19, 07 -- Dragon Dance
It was Chinese New Year yesterday, and the celebrations are going to continue for another two weeks , so I read a picture book about Chinese New Year to the students today. I explained to them about the traditions as I read, so that they could get a better sense of what it is like to celebrate Chinese New Year. The Chinese students in the class were pretty excited in sharing their knowledge with the rest of the class, which was great for discussion.
After reading the book, I asked some Chinese students to share with the class what they did for the last couple of days. They were more than willing to share their exciting experiences! I think that was the time when the students learned the most, because the information is real-life rather than from a fiction, and their peers are experiencing them first-hand. One of the non-Chinese students told us that his grandparents would give him money on Chinese New Year, which was very surprising for me, because I have never heard of someone from another culture celebrating for Chinese New Year.
Before I taught the lesson, I thought about the order in which I would guide them through the 5 Ws organizing plan for the story. I think I did it much better than last time, because I am more organized and I planned the sequence. The lesson flowed well, and the students seemed to understand it.
Overall, I think the lesson went pretty well. If I can do it again, I think I will read the book through once, and then read it again and stop every now and then for discussion. That way, the story would flow better and it would seem more coherent.
After reading the book, I asked some Chinese students to share with the class what they did for the last couple of days. They were more than willing to share their exciting experiences! I think that was the time when the students learned the most, because the information is real-life rather than from a fiction, and their peers are experiencing them first-hand. One of the non-Chinese students told us that his grandparents would give him money on Chinese New Year, which was very surprising for me, because I have never heard of someone from another culture celebrating for Chinese New Year.
Before I taught the lesson, I thought about the order in which I would guide them through the 5 Ws organizing plan for the story. I think I did it much better than last time, because I am more organized and I planned the sequence. The lesson flowed well, and the students seemed to understand it.
Overall, I think the lesson went pretty well. If I can do it again, I think I will read the book through once, and then read it again and stop every now and then for discussion. That way, the story would flow better and it would seem more coherent.
Thursday, February 15, 2007
Lesson Reflection: Feb.12, 07 -- Valentine's Pop-Up Card
I think that today's Art lesson went really well. I was trying to come up with a Valentine's Day craft that would be fun to do with the students, and I remembered making these pop-up cards when I was in Gr.5. Since then, I started making pop-up cards on every occasion because I thought it was so much fun. I think that the Grade Ones would love it too, but I wasn't sure if they were capable of making this kind of pop-up cards or not, because it is kind of complicated. Knowing that the practicum is the place where I can try new things and take risks, I decided to go for it.
I made my own card beforehand, as a model for the students. I also prepared step-to-step instructions that I can stick on the board and point to as I show them how to make the card. This way, if they got lost when they were doing it on their own, they could refer to the board. I demonstrated to them twice, just to make sure that they understood it. For the first time, I showed and gave the instructions. For the second time, I asked them questions like "What do I do next?" and "Do I draw on this side or that side?", so they were participating and not only listening. I believe that letting students talk allow teachers to know what they understand and what they do not. After making sure that they were comfortable with going back to their desk and working on their cards individually, I handed out the papers.
Most of the students drew very nice hearts, and their cutting skills were not bad a all! Only a few of them asked me for another piece of paper because they cut it wrong, which was better than what I expected. I was impressed! They have empowered me by showing me that they are children that can take on challenges, letting me know that I can take on challenges too. Overall, I think that my instructions strategies worked well today, and I would keep going from here.
I made my own card beforehand, as a model for the students. I also prepared step-to-step instructions that I can stick on the board and point to as I show them how to make the card. This way, if they got lost when they were doing it on their own, they could refer to the board. I demonstrated to them twice, just to make sure that they understood it. For the first time, I showed and gave the instructions. For the second time, I asked them questions like "What do I do next?" and "Do I draw on this side or that side?", so they were participating and not only listening. I believe that letting students talk allow teachers to know what they understand and what they do not. After making sure that they were comfortable with going back to their desk and working on their cards individually, I handed out the papers.
Most of the students drew very nice hearts, and their cutting skills were not bad a all! Only a few of them asked me for another piece of paper because they cut it wrong, which was better than what I expected. I was impressed! They have empowered me by showing me that they are children that can take on challenges, letting me know that I can take on challenges too. Overall, I think that my instructions strategies worked well today, and I would keep going from here.
Thursday, February 08, 2007
Lesson Reflection: Feb.5, 07 – Recount
I did two lessons today, but they are actually one lesson divided into two sections. The first part is reading, and the second part is writing. While reading the story "Miska and the Long, Cold Winter", I asked questions and filled out the recounting plan with the students. I introduced the 5 Ws in the plan, but I thought that I should elaborate it and explain it more so they understand how important it is. If I can do it again next time, I'll tell them that "Who, what, when, where, and why" are essential elements to notice when reading or telling a story, because we need information from each of the Ws in order to form a complete and detailed story.
I think that teaching students to do text-to-self connection is pretty difficult. It is an abstract concept, so students need more exposure and time to get used to it. I used the recountng plan of the story as my guide to relate to my life. I pointed to the "what" section, and told the students that when the animals felt hungry, it reminds me of last time when I felt really really hungry. Then I went on to tell them my story and how to fit it in a recounting plan. I also told them that when they think about how the text relates to their life, they can think about the characters in the story, maybe the mouse reminds them of something, etc. I think it makes them realize that they don't need to have a similar experience in order to relate to the story.
I think the best part of the lesson was the part where I asked them to do "think, pair, share". I gave them two minutes to think about how the story relates to them. I noticed that some of them were just sitting there, and they didn't look like they were thinking. Then, I asked them to turn to the person beside them, and tell them about what they thought about. That worked! They started talking, and I could hear some great conversations going on. One girl sat there, couldn't think of anything to tell anyone. So I started asking her questions like, "Have you ever seen a mouse before? What about a squirrel?" Then she said, "Yeah! I have seen a squirrel before. It was jumping on the wires while me and my parents were in the car." So I said, "Great! That's a good connection!", and she went on to talk to another student about her story. I think the thinking part really got them into organizing their thoughts, which is good for the next part of the lesson. I asked a few students to share with the class afterwards. Then I handed out the recounting plans, and asked them to organize their stories into the 5 Ws.
Up till then, I thought the lesson was alright. After lunch, I showed them how I would use my plan as a guide to write the story in sentence form, and then let them write individually. However, since I split the lesson into two, and the gap inbetween was too big, some of them seemed to have forgotten about what they were doing before. So it took them some time to realize what they were doing. I didn't want to do the whole lesson in a big chunk of time, because they might feel tired and bored of the writing. If I can do the lesson again, I would minimize the gap between the lessons.
I think that teaching students to do text-to-self connection is pretty difficult. It is an abstract concept, so students need more exposure and time to get used to it. I used the recountng plan of the story as my guide to relate to my life. I pointed to the "what" section, and told the students that when the animals felt hungry, it reminds me of last time when I felt really really hungry. Then I went on to tell them my story and how to fit it in a recounting plan. I also told them that when they think about how the text relates to their life, they can think about the characters in the story, maybe the mouse reminds them of something, etc. I think it makes them realize that they don't need to have a similar experience in order to relate to the story.
I think the best part of the lesson was the part where I asked them to do "think, pair, share". I gave them two minutes to think about how the story relates to them. I noticed that some of them were just sitting there, and they didn't look like they were thinking. Then, I asked them to turn to the person beside them, and tell them about what they thought about. That worked! They started talking, and I could hear some great conversations going on. One girl sat there, couldn't think of anything to tell anyone. So I started asking her questions like, "Have you ever seen a mouse before? What about a squirrel?" Then she said, "Yeah! I have seen a squirrel before. It was jumping on the wires while me and my parents were in the car." So I said, "Great! That's a good connection!", and she went on to talk to another student about her story. I think the thinking part really got them into organizing their thoughts, which is good for the next part of the lesson. I asked a few students to share with the class afterwards. Then I handed out the recounting plans, and asked them to organize their stories into the 5 Ws.
Up till then, I thought the lesson was alright. After lunch, I showed them how I would use my plan as a guide to write the story in sentence form, and then let them write individually. However, since I split the lesson into two, and the gap inbetween was too big, some of them seemed to have forgotten about what they were doing before. So it took them some time to realize what they were doing. I didn't want to do the whole lesson in a big chunk of time, because they might feel tired and bored of the writing. If I can do the lesson again, I would minimize the gap between the lessons.
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