Video–Taped Lesson (Reflection)

Wednesday, January 20th

Today was my first day of teaching a Block solo and I was pleased with the result. The class started with a pop quiz over the map of Europe. Students were given a few minutes to study their maps and then they completed the quiz (approximately 10 minutes). This went well and the students followed all procedures required. After all students had completed the quiz, they swapped with the adjoining desk and we checked the answers. I then gave the class the accompanying percentage grade and I called roll with each student telling me their grade (students were allowed to walk up to the desk and tell me more discretely if desired). This also went well and all students continued to follow procedures and expectations that have been put in place by Mrs. Westerfield. I felt very comfortable administering the assessment after watching Mrs. Westerfield in the 1st block. The students have become comfortable with me and there is a healthy, mutual respect that has been formed between us. This is an obvious advantage in regards to the students performing for me as they do for the “regular” teachers. The next activity involved work on the Immigration Interview from the Geography Alive text. Students have a profile of an immigrant, they are responsible for answering four questions regarding push/pull factors and the affect their migration has had on the U.S. and their home country. Students are also responsible for creating artifacts for each answer. I was pleased with this activity as it took most of the block (60 minutes), and the students were very active in the learning process. Dialogue was good with both teacher/student and peer-to-peer interaction. This activity allowed students to be social while getting up and moving around, allowing multiple intelligences to be used.

After watching the video of the class I did have some impressions that I didn’t have prior to viewing. First off, I say hey, ya, o.k., and right too often. I hope to improve on my speech with more experience. I was pleased in my movement around the room compared to sitting at my desk and having the students come to me. I felt that I did a good job of interacting with the students and cueing them to higher level thinking with the appropriate prompts. The students were very social (which was desired), but it seemed for the most part that they stayed on task and most of the conversations were based around the activity. I feel that I delivered the lesson as was intended and that the students experienced a learning environment.

1/21 Reflection

Today we continued to work on answers and artifacts for the Immigrant Interviews. We also took Map Quiz #2 (Europe) at the beginning of class for any student who did not score a 100% on Map Quiz #1. The structure and procedures for the lesson were set up the same as the prior lesson so the students knew what was expected of them. All went well except one male student who did very little work and appeared to be a bit hyper. After further investigation I noticed that this student had failed his last three assignments. I discussed this with Mrs. Westerfield and she showed me where he has been an “A” student the last two grading periods. She also informed me that the student had informed her earlier in the year that he was ADHD, something that I had suspected. We counseled with the student in the hall and discussed his behavior. He said he was having a hard time comprehending what was expected of him on the assignment and stopped working as a result. He was informed how to handle this problem in the future (inform the teacher). He was also told that if he continued to display irregular behavior that a parent/team conference would be scheduled next week. Lastly, he was educated on who he could talk to if he was struggling with any personal conflicts (guidance/teacher). I was glad that I noticed the detachment from the class activities and the poor performances and informed Mrs. Westerfield. In turn, she modeled the correct way to handle the situation, addressing several potential problems while offering solutions as well.

1/21 Haiti Relief Fundraiser

The students of DCMS had a great fundraiser the last two days, a Haiti Relief Fundraiser (Bake sale)! Students are given a short break between their fourth block and CATS Prep to purchase drinks and snacks, on these two days the Home Economics class cooked cupcakes all day and sold them for 50 cents a piece during this break. The results were phenomenal as the students formed a line all around the cafeteria to get the goodies (which sold out both days). It was a valuable lesson for all of the students involved as they learned about all the facets necessary to put on this type of an event.

I had hoped to have pictures but of all days my digital camera was possessed by a dead battery!!!

Ooops!!!

1/21 Pep Rally

1/21 (Red)

Date: 1/21 (Red) & 1/22/2010 (White)

Daily Lessson Plans

Objectives

- Identify numbered countries on a map (Europe).
- Describe the primary reasons people emigrate from their country of birth and immigrate to the United States.
- Identify key ways in which migration impacts the United States, immigrants, and the countries left behind.

Procedures

1) Students will be allowed five minutes to study for a pop quiz over the European Map they have completed. Students who made a 100% on the first quiz are excluded.
2) Students will take a map quiz. They will have to identify ten different countries. The countries they identify are numbered 1 thru 10.
3) Students will work on answers and artifacts for their Immigrant Interview (Geography Alive). These questions revolve around push/pull factors and the affect their immigration/emigration has on the U.S. and their home countries.
4) Graphic Organizer over “Lost Boys of Sudan” (refugees).

Assessment

Map Quiz – (Formative) Students will be assessed on the quiz with a grade ranging from 0 to 100. They will have a summative test over the twenty countries at a later date.
Immigrant Interview – (Formative) During this activity I walked around the room answering questions and making sure students were on task. Students will have one more block to complete this assignment.
“Lost Boys” Graphic Organizer – (Formative Assessment) This will be graded on a scale of 0 – 100. Students are allowed to take it home to complete.

Resources: Geography Alive Text, Map of Europe, Graphic Organizer