1.
Walking into the classroom, and the right side of the room.
Left side of class
back left corner of the classroom
Initial Impression of the school: I think this middle school is an excellent school. The entire staff was more than willing to work with me. Administration was very supportive of their teachers and was very involved with school functions.
What is on the classroom walls: This math class had many posters that would help the students. Some were problem solving strategies, Order of Operations, and math facts.
What are the hallways like: The hallways are well monitored and pretty organized. There is always a teacher who is in charge of watching the halls before and after school as well as in between periods. In the mornings students line up along the wall and wait for the day to start.
What is the culture like: So far my time spent with my special education teacher has been really fast paced. It seems like it could be overwhelming but my coordinating teacher is always on top of her responsibilities. The school seems to be a well oiled machine. Everyone seems set into a routine and it seems to be a very positive learning environment.
2.
What is the classroom like during math: The classroom is set for students to work with their peers they are sitting around. There are four students per table. Most of the time the students are working on worksheets for an assignment. Sometimes the students are moving from table to table because the teacher is having the students move from table to table so the student can use different manipulatives or tools to solve the problems.
Teachers: When I am there, there are 3 adults in the classroom. One general education teacher, one special education teacher, and myself. We are all usually walking around the classroom and helping the students.
Topics covered: Exponents, order of operations, and negatives have been covered so far. The topics covered in the classroom are based on what the math department has decided to cover.
Students Engagement: The students are typically engaged the entire period. There are three adults in the classroom so student behavior is easy to monitor.
What am I doing?: I am usually helping a certain group of students or walking around the class and helping students that my need additional help. I have at times asked students what they did in a math problem and if there is another way to solve the problem. Most of the time, I am having students write out their solution because they may only have an answer written down so I want to see what they did to get their answer.
3.
Teacher's belief about teaching mathematic?: The general education teacher is returning from a 10 year lay off. She was a small group instructor before for some school program I can not recall at this time. She is starting to get the hang of teaching a whole class. She has been open to suggestions and ask question about how she is presenting content. I think she is very flexible about teaching math which I think is necessary because there are many paths math may take an individual.
I like how the teacher has the tables set up as stations with different materials to help the students solve problems. I think it helps the students get some movement throughout the period and allows them a chance to look at a problem differently. Making the students move from station to station may take a student away from their specific learning style but it does change how a person may look at a problem. I think it may make the student analyze not just the problem but their resources around them and add another dimension of critical thinking.
4.
What am I wondering about my own mathematical teaching identity?: I'm wondering how well I'm going to be able to present my knowledge to the students about the content. I know I can solve any problem the students will have to do but can I help the students understanding the content. I am hoping I'll be able to create a positive learning environment and that I can help my students find their own methods to solving a math problem. I think routines and building relationships with students is important in a math class. They help maximize learning and create a atmosphere where everyone is has the same goal in learning mathematics.
As person that has worked with you on the job, I can assure you that you can definitely help students with understanding the content of what you are trying to teach. You really got through to several of our students last semester and used many techniques to be sure that they truly got the material. I have full faith that you will be an amazing teacher.
ReplyDeleteI agree that "it may make the student analyze not just the problem but their resources around them and add another dimension of critical thinking." My teachers constantly reinforce the idea of using the resources around them because in the real world they will do the same.
I like the set up your CT has with students moving from different tables to work with different materials. I think looking at a problem from different perspectives is good and give the student a chance to explore without being restricted. However, I understand how it can take a student away from their learning style. I also think your CT accepting suggestions and asking for feedback is great. It kind of reminded me that no matter how old or how long you've been doing something, you can always learn more.
ReplyDeleteI really like the idea of having different manipulatives at each table. Not only does this help the child experiment with different math aids but it also gets the students moving. So often in classes I find students sitting at their desks for the entire class period. Getting them moving around the classroom can have its benefits. It also gives everyone a chance to use each different manipulative.
ReplyDelete***Lauren Fritz
I really like what you said about how routines and building relationships with students is important in a math class. I feel like I can agree with this from not only a future teachers perspective, but also from a students perspective. To me math is a little more difficult to learn and teach, so having repore with the teacher and also having a consistent schedule is important.
ReplyDeleteThanks for the detailed pictures and analysis, Jackie. I really get a sense as to how your classroom looks and the environment you will be working with.
ReplyDeleteYour observations are very detailed, and I think you're beginning to create a pretty sophisticated identity as a math teacher. Keep at it. Keep looking towards what other teachers are doing, and keep contemplating your own ideas. I notice you're writing a lot about positive thinking and the establishment of routines with students. As we get deeper into the semester, I want you to reflect on why you believe this will works with your teaching style.