Reflection #4

First of all I was shocked by that story. I could kind of understand the mix up between Micheal and Miguel, well at least a little bit, but his real name wasn't even close! When I think so stereotyping on the secondary level I think of a few different things, but the most prevelent in my opion has nothing to do with gender or race. I feel like the biggest stereotype I see is on students behavior. Just becuase you hear that a student was a big problem for another teacher, or how horrible that student was in another class we shouldn't assume the worst before they ever step into our classroom. Many time I believe that teachers have a tendency the go off of what other teacher's expirences may be. I can understand this to a point, but we need to give that student the benefit of a doubt. If we already think that student will be trouble than we will act like it. I ran into this problem when I first started this semester. I had been warned of a student with severe discipline problems. Instead of acting like I was already having problems with them, I treated them like every other new student that walked in the door. Luckily me and this student have got along great, with very few problems. You never know how you can impact and change a student, give them a chance to do well in your class.

Reflection #3

I think inclusion can be a great thing. Yes, it is extra work but it can benfit everyone involved. I have one class with several inclusion students in it. During this class an aide sits in to help with those students. It took me a littl enit to get used to a teacher talking in the back of the room while I was giving the lesson, but now its great because that particular student can stay on pace. When I do one on one with the student I spend a little extra time with my inclusion students and it helps me get creative. They don't learn like everyone else so I have to figure another way to teach them.
One thing I would like to start using is a getting ahead strategy. Several of my inclusion students have modified homework assignments. I would like to include with assignment a worksheet that will give them kind of a review on techniques we will need in our new lesson next time. This way they are coming in a little ahead of the game with a glimpse of the new material. (Casale-Giannola, 2012, pg. 37) I would also like to include more community building opportunities. It is said that teaching a concept to someone else is the best way to learn. I want to do more group activities with my students. That way the inclusion students get to interact and learn from a peer, therefore building confidence, and the other students can hone in on some skills by teaching their inclusion partner. (Casale-Giannola, 2012, pg. 39)
It took a while for me to connect to a couple of my inclusion students. They just didn't quite yet trust me enough to ask for help. I realized that the key to getting them both to open up with getting to know them. I know what most of my students are involved in and will ask how their lastest event went, but with these two students I needed to go further. I really needed to dig in and get invested with them. For one student it was my taking intrest in their book and for the other student, she opened up when I talked about her art. Now these students and I work great together and I can see things flowing much more smoothly.

Reference
-How to fix to child left behind
-Casale-Giannola, D. (2012). Comparing inclusion in the secondary voactional and academic classrooms: Strengths, needs, and recommendations. American Secondary Education, 40(2), 26-42. Retrieved from ehis.ebscohost.com

Success journal reflection

       This week was extremely busy, but great. I have really gotten to see that my students and I are connecting. I absolutely love teaching and coaching as well. This week I also discovered some. Ew ways to teach my students that I had never thought of before.
        On the other hand I don't feel I was as prepared in some ways as I have been. I think spring break got the best of me and I fell a little behind. When I was stumped on one of the homework problems I realized that I had been falling behind on my own homework. This next week I am going in prepared. Even when life gets a little hectic I need to make sure I'm ready when one of my students has a question.

Success Journal Thursday and Friday

Thursday, March 21

In track practice one of the athelets was having problems getting over the hurdles without stutter stepping. I realized she was scared to go over in four steps because it meant she would have to use her weaker leg. I had her practice going over the mini hurdles with her weaker leg. We also tried some drill I had found from doing some research. After just the one practice she was easily going over the hurdles in four steps. It was really great to be able to help the athelete improve.

Friday, March 22

Friday several of the classes were taking a test. Last time we had a test many of the students had low review grades, this time they were prepared and asked more questions when they got stuck instead of just giving up on the problems. They also said they felt more confident when taking this test then they had before.

Wednesday, March 20

So by the time I got back from the job fair I only had one class left. It was nice though when I went out to track practice that many of my students asked where I was at. They wanted to know why I was in 7th period, but not in their class. I guess my students don't mind having me around. :)

Success Journal Mon & Tues

Monday, March 18

So we were refreshing on perimeter and area, and we came to the area of a circle which is pi*r^2. (Sorry hard to type that). Many of the students have a hard time remembering this formula, so I told them a little joke that a teacher once told my class. I warned them it was a dorky joke, but that they wouldn't forget the formula afterwards. 

Two guys are talking to one another and the first guy asks his friend, "What is the area of a circle?" His friend replies, "pi*r^2". A redneck close by hears their conversation and says, "What?! pie aint square, pi is round...."

It a goofy joke, and sounds even goofier saying it. Oh well I may i felt like a dork for a min, but all the students laughed and now they definately remember it.

Tuesday, March 19

Today Mrs. Harrison had a substitute. I was kinds worried at first because even on the time she has been out of the classroom, the students know she's still in the building and could come back at any minute. I wasn't sure how the students would act. It was great though. They were really respectful and I had a great day.

Reflection #2

A. Sure students can memorize dates and facts, but what is that teaching? Its easy to memorize those things, but it you don't know why it exists then you loose the whole importance of it. A student can learn the slope formula, but if they don't know what it really means then they will have a hard time understanding derivatives later on and solving application problems will be nearly impossible. Multiple choice is perfect for checking their calculating abilities, but not necessarily for understanding. Assessments, like having the students create and solve their own problems, shows understanding from all angles.

B.

I) Answering homework questions from previous night's assignment. This allows me to see if they have any particular area of the lesson that they didn't understand.

Group discussion throughout the lesson. I ask questions while we work through examples to check for understanding. Calling out individual names when I ask the question help me eliminate the problem of only one or two students answering all the questions. 

Walking around the room at the end of class while they begin doing their homework. This gives me a chance for one on one time with the students who are still a little fuzzy on the lesson. 

II) Chapter test (not multiple choice) These help prepare students for the STARR test. Even though the STARR test is multiple choice, the chapter test will still cover the same information and be presented in a similar manner. Not to mention this will get students used to completing a test in a given time limit. 

Projects- One great project is Whitebeard's Treasure. This project has then use everything they have learned about about different parallelograms and information from Algebra (line properties). This partner project requires both students to turn in a completed set of the work that way both students have to do the entire project. If the students don't understand parallelogram properties it will become obvious very quickly.

Homework- The students have homework assignment due every class period. This not only gives grades but it gives them a numerical assessment on which sections they are struggling with. 

III) Well first of all you need grades, but not everything needs a grade. Many of the formative assessments can be done on a daily basis and on the group level. This is great, but you also need more specific and individualized assessments, which tests and homework are great for.

IV) 

1. Bell Ringers- I would like to use these once a week. It will be a short 5min exercise that will cover a topic from the previous week. I will collect these and review them at the end of class. The total 6 from a 6 week period will be counted for a daily grade. I don't want to put a big emphasis on the grade, just on the understanding. 

2. Smart board with multiple choice answers. If I have the resources, this would be an amazing tool. Each student would have a clicker with answer choices A-E on it. I would present a multiple question and the board and each student would submit their answer. I would then immediately have access to how many students answered each choice on a question. If the class is struggling with a particular concept I will know it right away. I have seen this work first hand in a classroom. It was also engaging for the students.

3. I think oral presentations would also be a good tool. Have the students explain things out loud and essentially teach the class what they learn would show complete understanding. Besides the best way to learn is to teach. I could have the students find geometry in the real world. They would have to find certain shapes and then determine wether they are similar figures or not by comparing ratios. 

Reflection #1: Introduction

            

                Hey guys! My name is Lacy Osborne and I am teaching high school math. I am very excited to be student teaching out at Wall HS for their geometry classes. After taking college geometry this past semester I realized how much I really like geometry and would like to teach it. This works out nicely considering most first years teachers end up teaching that subject. I'm not sure where I will be when I graduate. I have a chance to go back to my alma matter to teach and coach, which I would absolutely love. The only thing is I would end up being there with two of my little sisters, I wouldn't mind but I don't know how they would feel about that. Also though, I am getting married in June so we have to figure out a place where we can both get good jobs. 

                 Teachers do where many hats and I feel one of their many goals is to teach students to learn in a way that transcends past the classroom walls. I want my students to be able to succeed in my classroom, but also out in the regular world. I also believe that we as teachers are to engage students. We aren't there to just sit back in our comfort zone and hope the students will learn in the way we teach. We should be reaching out and trying different things to engage the students into the lessons. Teachers are also huge role models. As a student I payed a lot more attention to my teachers than they think I did. If a teacher didn't really seem to care about their job or their students, I didn't care as much either. On the other hand if a teacher was enthusiastic about what they where teaching and actually seemed to care about us, then it made me want to try hard for myself and for them.

Just me!

My fiancé Dillon and I

My lovely Zoey

And  the adorable Britian