For Feap 2B, my CT gave me a lot of advice and behavioral management strategies. I watched her, took notes, and truly learned the ways she managed the class so successfully. Once I got the confidence to do so myself, I immediately began to improve. This could have been something as small as giving a negative check in a folder for negative reinforcement, or giving students tickets for positive reinforcement. Either way, I began to become more comfortable and felt more respected by my students. For Feap 2H, I decided to base my inquiry on engagement, and meeting the needs of all students (below level, on level, above level). This allowed me to explore various types of differentiation, and methods such as cubing strategy, smart board, Plickers, popsicle sticks etc. These all were aimed to engage all students, which linked to the FEAP 2H.
My goal or challenge was Feap 2B: Manages individual and class behaviors through a well-planned management system. This was due to the fact that I felt that I was not authoritative enough with my students, and felt as if I needed to earn more respect through behavior management strategies. My other goal or challenge was Feap 2H: Adapts the learning environment to accommodate the differing needs and diversity of students. This was a goal as I believed that I could have incorporated more differentiation into my classroom, in order to meet the needs of all my students, particularly above level students. For Feap 2B, my CT gave me a lot of advice and behavioral management strategies. I watched her, took notes, and truly learned the ways she managed the class so successfully. Once I got the confidence to do so myself, I immediately began to improve. This could have been something as small as giving a negative check in a folder for negative reinforcement, or giving students tickets for positive reinforcement. Either way, I began to become more comfortable and felt more respected by my students. For Feap 2H, I decided to base my inquiry on engagement, and meeting the needs of all students (below level, on level, above level). This allowed me to explore various types of differentiation, and methods such as cubing strategy, smart board, Plickers, popsicle sticks etc. These all were aimed to engage all students, which linked to the FEAP 2H. This is a differentiated activity for my classroom. These particular questions on the cubes relate to biographies, but it can be used for any topic that they are learning. There are three levels of cubes. The first level is for below level/struggling students, the second level is for on level students, and the third level is for above level students. Students are broken into groups of three based on level, and given their cube. This ensures that each student learns meangingfully from the activity, but none are overwhelmed or unchallenged. I believe that this is evidence that I have improved FEAP 2H. This is a lesson plan that I implemented this semester. I believe that it shows evidence of growth in my target areas. The lesson plan shows evidence of differentiation for all levels of students. Furthermore, it shows evidence of behavioral management strategies, particularly incentives. I plan to continue mastery of these two goals. I believe that creating interesting activities that foster differentiation is an effective means of meeting the needs of all students. Furthermore, I can administer self-assessments to determine if all students feel as if they are feeling challenged, bored, or overwhelmed, to ensure that my strategies are successful. In terms of behavioral management, I will add new incentives and behavioral techniques to continue this improvement. I plan to observe my peer's behavioral management techniques, and would use this as inspiration to implement in my own classroom. In the future, I would like to be exposed to more behavioral management strategies. I believe that taking a behavioral management class in fall 2016 would be a great help. Additionally, I focused on differentiating based on academic level. Therefore, I would like to differentiate based on different criteria such as learning styles, first language and so on.
1 Comment
This week I read about being a reflective teacher. Of course, this is one of the most important qualities that a teacher can possess in order to engage in professional growth and instruct effectively. Though it may seem tedious and as if it is not as important as the million other tasks a teacher may have, it is important to remember that time should be made for it. Feedback from students is one of the most valuable ways to reflect and make changes. In my classroom, I often do this via show of hands, informal conversations or exit tickets. My courses encourage me to do written reflections, as well as to record myself when I deliver lessons. This is vital as it is virtually impossible for teachers to remember every detail that they thought of while teaching a lesson. This links to our blog which was only mentioned in the articles. After watching my videos, the true learning occurs when I begin to compose my thoughts. This is when I learn what went well, what did not, and what I would do different in the future.
This reflective blogging ties in the 30 questions article, where one asks themselves higher order questions, and questions that makes one truly think deeply about the lesson or method used, and if it was successful. This article gave me great ideas and questions to ask myself in the future, as it is a way of truly digging deep. I enjoyed learning about the "thinking lens" and I definitely think it is something that I would use when I am in service teacher. In order to be more reflective, I should :
Claim 1: My lower level student's engagement level increases with extrinsic motivation.
•Each day, Billy is given a sticky note to put on his desk. Every time he raises his hand or participates in some way, he is allowed to put down a tally mark. When he reaches five, he gets a treat from the treat basket. •Everyday since my student has been given this challenge, he has succeeded. This has given me a better understanding of my student and allowed me to see that he is guided by extrinsic motivation. Therefore, I can inform further instruction based on this finding, and use rewards as motivation for him to be engaged and participate. Claim 2: Enrichment activities lead to a greater level of engagement for my above level student. Anthony was noticeably more engaged and intrigued after given the challenge to teach his classmates. He was more energetic and seemed less bored. Claim 3: Differentiation increases engagement. My cubing technique which differentiated according to student level resulted in students of all levels being engaged as well as performing well at the task at hand. All students were able to share meaningful information learned during the formative assessment portion of the activity. Claim 4: The use of technology increases engagement for all students Students raised hands more, showed obvious signs of excitement, and performed well in formative and summative assessment. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
April 2017
Categories
All
|