Today I was the one to stand by the door to greet the students. It was heartwarming to see their high spirits - they truly do love school. I hope that I can be a teacher who impacts students and allows them to continue loving school throughout their life.
I worked with my CT on my lesson plan for the week after that I was going to teach. She was extremely helpful and gave me a lot of pointers and tips.
Before I corrected my morning work, I was able to chat with Billy for a bit. My wondering for him is if I can help to improve his self-esteem and participation, would his reading level increase? Hopefully, I would be able to improve Billy's self-efficacy so that his beliefs about his capabilities for success would increase. Did Billy have an influence such as past experience, modeling, verbal persuasion or psychological state that may have caused him to have a poor self-efficacy?
I selected two students who did well and allowed them to give themselves a positive check. This form of positive reinforcement truly motivates students to pay attention during the correction of morning work. This could also be compared to Edward Thorndike's theory of operant conditioning called the law of effect - Behaviors associated with good consequences are more likely to occur in the future, and behaviors associated with bad consequences are less likely to occur again
After this, students learned about "fact" and opinion". They then went on to do a worksheet on it. My CT was doing individual testing with each student, so I basically had to manage the class myself.
I have to say, it was harder than I thought to keep the voices at whisper level while attending to all the questions the students wanted me to answer for them. However, I think that I did a good job at it. I utilized cues - nonverbal events that signify a behavior is expected. These included putting my finger on my lips, staring at a student, or moving closer to a student. If these did not work, I utilized prompts - verbal reminders that accompany a cue. Would I be able to utilize cues without having to resort to prompts?
It was a little challenging to find the correct balance while helping students with their worksheet. While I did not want to give them the answer, I wanted to help. I think I did well.
I was able to be the one to check the students' work and tell them if they could put it away. I believe I gained respect from them by having this authority.
After lunch, I stayed in my homeroom rather than following my home class into math and science with the team teacher. It was interesting to see the differences in behavior for the two classes. Again, I helped students with their worksheets and conversation journals.
Before I knew it, it was time to go. This day truly flew by.
I worked with my CT on my lesson plan for the week after that I was going to teach. She was extremely helpful and gave me a lot of pointers and tips.
Before I corrected my morning work, I was able to chat with Billy for a bit. My wondering for him is if I can help to improve his self-esteem and participation, would his reading level increase? Hopefully, I would be able to improve Billy's self-efficacy so that his beliefs about his capabilities for success would increase. Did Billy have an influence such as past experience, modeling, verbal persuasion or psychological state that may have caused him to have a poor self-efficacy?
I selected two students who did well and allowed them to give themselves a positive check. This form of positive reinforcement truly motivates students to pay attention during the correction of morning work. This could also be compared to Edward Thorndike's theory of operant conditioning called the law of effect - Behaviors associated with good consequences are more likely to occur in the future, and behaviors associated with bad consequences are less likely to occur again
After this, students learned about "fact" and opinion". They then went on to do a worksheet on it. My CT was doing individual testing with each student, so I basically had to manage the class myself.
I have to say, it was harder than I thought to keep the voices at whisper level while attending to all the questions the students wanted me to answer for them. However, I think that I did a good job at it. I utilized cues - nonverbal events that signify a behavior is expected. These included putting my finger on my lips, staring at a student, or moving closer to a student. If these did not work, I utilized prompts - verbal reminders that accompany a cue. Would I be able to utilize cues without having to resort to prompts?
It was a little challenging to find the correct balance while helping students with their worksheet. While I did not want to give them the answer, I wanted to help. I think I did well.
I was able to be the one to check the students' work and tell them if they could put it away. I believe I gained respect from them by having this authority.
After lunch, I stayed in my homeroom rather than following my home class into math and science with the team teacher. It was interesting to see the differences in behavior for the two classes. Again, I helped students with their worksheets and conversation journals.
Before I knew it, it was time to go. This day truly flew by.