Brittany and the future

Instead of looking back at the semester, let us look towards the future. We have now observed our cooperating teachers for 100 hours, is there anything that you want to change when you take over the classroom?    Or.................are you  going to keep everything the same? We have talked a lot about different approaches and techniques, is there anything that you want to add into your classroom's daily routine? What are some of your expectations for next semester and what are some concerns that you might have?   Let us discuss!  

Molly is asking for a semester summary

As we are nearing the end of, or have already finished, the first 100 hours of our student teaching experience, think back upon it. 

What were some aspects about the classroom organization and management that you liked? Did not like? 

What, if anything, would you change about how your teacher is structuring/instructing the curriculum? How do you plan on teaching the curriculum next semester when you take over the class?

What's something new that you've learned this semester from your teacher or your students?

Dr. Ries and world language and social studies

Recently,  some school districts have eliminated world-language teacher positions and have insisted that classroom teachers be responsible for this instruction. 

After winter break, it will be mandated (in certain districts within the state) that general education classroom teachers teach world-language in the classroom. They will be responsible for 30 minutes of instruction a week. In these districts, it will be mandated that K-2 teachers infuse world-language into their social studies curriculum. Teachers in grades 3-5 will be required to use digital software called Middleberry. This is the new approach o immersing students into the world of "other"  cultures, by the means of world-language.  How comfortable do you feel with this request by a school district?  How would this affect your social studies curriculum?  How prepared are you to follow such a mandate? 

How does your district in which you are observing meet the state standards for world-language?

Brittany and standardized tests

Educators have debated this topic over many years, but we would like to know................. what is your take on standardized testing? Do you agree or disagree with these types of tests? As K-12 students we have had our fair share of sitting for the NJASK, PARCC, PSATs, SATs and most likely many other tests  throughout the years.  Did these tests provide us with the necessary skills to be successful?   While you were a K-12 student did you think teachers were teaching to the test? Do you think these tests limited our K-12 education? 

Now.............as a future educator,  are you going to teach toward the test or are you going to find other ways to provide your students with the necessary skills to be successful? In your observations, even though it is still early in the year, are your cooperating teachers stressing and teaching toward the standardized tests that their students will be taking at the end of the year?    

Can you think of other ways in which we can assess our students?         

Gianna asks about modifications and accommodations

Throughout my observations, I have seen students with IEPs and 504 plans. I have seen many different accommodations and modifications for these students. This semester, there is a student who is on the road to receiving an IEP and being classified with ADHD. I see the challenge that my cooperating teacher faces with the modifications that she needs to provide for this student in order that the student be successful. This student has great trouble forming letters. As a result of this, we scribe for the student and write words in yellow marker so that he is able to trace the letters. This student is also on a behavior chart with the goal to just stay in his seat. At the end of each subject, we present the clipboard to the student and ask him how he thinks he did, in terms of staying in his seat for that short period of time. If he was able to stay in his seat, he receives a smiley face.  The student receives a prize at the end of the day if there is a smiley face for every subject. The student also has a special seat, a cube chair, and he uses this when the class sits on the carpet. This cube chair helps him stay in his seat for the duration of the lesson. This is the type of data that the teacher collects that will be addressed in the IEP if and when he becomes classified.    

Have you seen modifications or accommodations like this in your classroom? If so, please describe them. Are there students in your classes who are on behavior charts? Do you believe that behavior charts are a good thing? Also, have you ever seen special seating for students who might have difficulty staying in their seats?

Amanda and Halloween concerns

As Halloween approaches, I believe that it is important to remain sensitive to all students. Halloween is an exciting time in elementary school for a lot of students, however, some students may not celebrate that particular holiday for religious or personal reasons. I am very curious to hear what you all think about this topic because it is an issue about which I have little experience. I  personally do not know what I would do if confronted with the situation in which a child is not allowed to celebrate Halloween, for religious reasons.  

Have you ever observed a situation in which a child was unable to participate in Halloween or in any other class celebration, for religious reasons? Have you talked to your cooperating teacher about how they would approach (or have approached) such a situation? For example, would you allow other students to continue Christmas activities and give the student who doesn't celebrate Christmas a seasonal activity?  On the other hand, would you refrain from giving specific holiday activities at so as to avoid any uncomfortable situations? Would you still decorate your classroom for the various holidays, despite the fact that one or two students in your classroom may not take part in those holidays? What are your thoughts?   The article listed below may be of some help to you.     


https://www.notsowimpyteacher.com/2017/12/when-you-have-students-who-dont.html

Aimee asks a technology question

The use of technology in classrooms has always been a topic of great debate. As we take our education courses we have learned the advantages of the use of technology in the classroom in different subject areas. Although teachers agree that technology is a great tool in the classrooms to enhance learning many do not have the technological resources to make that type of learning happen. During my observations throughout the various semesters I have not seen teachers take advantage of the iPads that are offered in their classrooms in order to teach a whole class. The only time that I have observed them use the iPads were during centers when students were allowed to go onto the program  "razkids."  What type of technology infusion have you seen in classrooms during your observations?   How can we implement the use of technology during a lesson? How rigorous do you plan to make technology-based work/projects for your students when you have your own class?