As I get farther into this semester, the work I am doing with my first-grade practicum students is definitely becoming more and more rewarding. I am able to see these students grow and learn, and it definitely has solidified why I am going to be a teacher. An example of this was when I did a think-aloud with one of my students.
For this think-aloud, I was able to work with the same student I worked with for my miscue analysis. My cooperating teacher and I discussed this a lot. She wanted me to work with him again, because she was really interested in seeing how he would do. My CT helped me with choosing a book, and was able to give me even more details into his background as a reader, which helped tremendously when it came to preparing for this. The book we ended up choosing was Horrible Harry in Room 2B. This book was a little on the difficult side for him, but when discussing it with my CT she thought he would really enjoy reading it.
I started the process by discussing what we were going to do. I had asked him if he knew what a think-aloud was--knowing that he had never done one before. I was impressed by his response, since he had gotten the gist of what a think-aloud was without ever experiencing it before. I have to say I was a little relieved knowing that he already sort of understood, and was more than willing to work with me. After we discussed this I assured him that I would go first, modeling reading the first few pages and openly stating anything I was thinking, questioning, and strategies I was using. I was going to go back over what I had read, but before I could he beat me to it. As soon as I finished, he went off connecting to some of the things I had said as well as answering some of my questions with his own ideas. I was extremely surprised when these comments came willingly from a student who would barely talk to me earlier in the semester.
Then it was his turn. He began reading, and at first didn't say much. He started out by just stating words he didn't know, or saying that he liked a part. I thought this was a great start for him, and I assumed there would be words he didn't know since the book was pretty difficult. What I didn't expect was for him to stop reading at one point and tell me he wanted to go back. I let him work through it on his own, giving him just enough to aid in his thinking. He told me he got a little lost and didn't get what was going on in the story. I was so surprised when I heard this. I would have never expected him to stop and go back because from my time working with him he has never done that before. I was impressed with how much he has grown from just the miscue analysis we did, as well as how much he actually obtained from our conversations.
This think-aloud proved to me how important it is for teachers to do these. I have seen how using this strategy can keep a teacher informed on how a developing reader is doing, as well as gaining insight into what works best for each student. When it comes to the student I worked with, I feel as though it went more like a check-in with him after doing his miscue analysis. He showed me through this think-aloud what strategies he kept and some that he has been using more to better his reading. I feel that using this strategy with students lines right up with my beliefs on the release of responsibility and using a student-centered learning approach. It gives the student a chance to reflect on their own learning, and overall become a better reader. I definitely will be instilling this in my future classroom after what I experienced with my practicum.
Sunday, March 30, 2014
Sunday, February 23, 2014
The Dreaded Miscue Analysis
So the miscue analysis is over, and all of the Lit III students can take a deep breath. I am definitely making this assignment seem more dramatic and difficult than it actually was. To be honest, I really enjoyed this type of miscue analysis. I have only done one miscue analysis before this one, and it was way more intense. It was very formal, and I felt as though I was testing the poor student, then just sitting down and listening to her read. This time around was completely different. I was able to talk to the student more this time around, get a sense of how and why he might have made a miscue, and teach him a little something during our time together.
To start, I worked with a first grade boy from my reading practicum classroom. He is an average reader and is in one of the middle level reading groups. My cooperating teacher chose him for me when I discussed it with her. She chose him mostly because she was interested in the results, and he had never done something like this. He read Our Bakery by Melissa Wagner. It was a leveled picture book about a family opening a bakery. It was a good book for him, it had some challenging words in it, and I was able to get some great results and discussion ideas. When we talked about some miscues he had made, our discussion focused on reading strategies. He only used one or two while he was reading, and when we talked about it, he said it was his favorite. I was able to take one of his miscue words and teach him a new strategy to use and he was so excited about it. I loved that I was able to show him something new, and that he responded so well to it. This showed me that he is very motivated when it comes to reading, and is more than willing to listen, learn, and try it out himself.
Even though the discussion of miscues went really well, I think the retelling portion could have gone better. My student did his retelling but only had one or two very minor details in it. I really think he knew what happened in the story, but he maybe just didn't want to explain it to me. Even though I asked leading questions about different things he had said, he was very brief and only went into a lot of detail once. Looking back, I think I could have asked him better leading questions, to get a better understanding of what he remembered from the story.
This miscue analysis change my entire opinion about them. I was pretty against them after the first one because I felt like it was very long, and not authentic. In this miscue analysis, I was able to have valuable discussions with the student, and actually gain real information about him as a reader. This type of miscue analysis, for me, focused less on numbers and more on discussion. I love this because, in my opinion, the discussion I had told me more about the first grader I worked with than the percentage of miscues that went uncorrected and had meaning change. I was able to get to know this reader, find out what he excels at and what he needs work on, and help him become a better reader.
Overall, I think it went really well. I learned a lot about a student in my practicum classroom, as well as some ideas I would like to apply to my future classroom. I am extremely excited to use this type of miscue analysis with my future students in order to learn more about them as readers. I know not every miscue analysis will go as well as the one I had with this student, but I am sure with time I will be able to learn more and be prepared for any kind of miscue analysis.
To start, I worked with a first grade boy from my reading practicum classroom. He is an average reader and is in one of the middle level reading groups. My cooperating teacher chose him for me when I discussed it with her. She chose him mostly because she was interested in the results, and he had never done something like this. He read Our Bakery by Melissa Wagner. It was a leveled picture book about a family opening a bakery. It was a good book for him, it had some challenging words in it, and I was able to get some great results and discussion ideas. When we talked about some miscues he had made, our discussion focused on reading strategies. He only used one or two while he was reading, and when we talked about it, he said it was his favorite. I was able to take one of his miscue words and teach him a new strategy to use and he was so excited about it. I loved that I was able to show him something new, and that he responded so well to it. This showed me that he is very motivated when it comes to reading, and is more than willing to listen, learn, and try it out himself.
Even though the discussion of miscues went really well, I think the retelling portion could have gone better. My student did his retelling but only had one or two very minor details in it. I really think he knew what happened in the story, but he maybe just didn't want to explain it to me. Even though I asked leading questions about different things he had said, he was very brief and only went into a lot of detail once. Looking back, I think I could have asked him better leading questions, to get a better understanding of what he remembered from the story.
This miscue analysis change my entire opinion about them. I was pretty against them after the first one because I felt like it was very long, and not authentic. In this miscue analysis, I was able to have valuable discussions with the student, and actually gain real information about him as a reader. This type of miscue analysis, for me, focused less on numbers and more on discussion. I love this because, in my opinion, the discussion I had told me more about the first grader I worked with than the percentage of miscues that went uncorrected and had meaning change. I was able to get to know this reader, find out what he excels at and what he needs work on, and help him become a better reader.
Overall, I think it went really well. I learned a lot about a student in my practicum classroom, as well as some ideas I would like to apply to my future classroom. I am extremely excited to use this type of miscue analysis with my future students in order to learn more about them as readers. I know not every miscue analysis will go as well as the one I had with this student, but I am sure with time I will be able to learn more and be prepared for any kind of miscue analysis.
Sunday, February 16, 2014
This week I have taken a lot of time to think about the kind of classroom I hope to have. Of course, in my head, I have an unlimited budget and a classroom that is double the normal size; but on the serious side the main ideas of the room rarely change. Mainly I would like my ideas for my classroom to follow my beliefs, as well as be a comfortable, collaborative space between my students and me.
First, I want books everywhere. My goal is to teach first, second or third grade. Since reading is such of big portion of their schooling, I want them to see it everywhere. I got this idea from Debbie Miller's book Teaching with Intention. She talks about having books all over the classroom, so children see how important reading is. Another idea I like of hers is having baskets of books that are related in some way. I would love to make these baskets after talking to the students about what kinds of things they are interested in. This kind of conversation will give me some sort of idea of what my students are into, as well as make them feel like they hold some power in the classroom. Hopefully these ideas will either keep my students interested in reading, or jumpstart their interest.
Second, I want my classroom to be a representation of my class. I love the idea of starting each year with a clean slate and building a classroom from scratch with each new group of students. With this in mind, I want my classroom walls to be filled with different projects and things that have been done or are still in progress in my class. I want the students to feel at home in the classroom. I want them to be able to see their work up around the room and have a sense of ownership over the space they spend half their day in. Even though my organization OCD will want to get in the way of this, I know I must keep it at bay!
Lastly, I want my classroom environment to reflect my belief of a gradual release of responsibilty. I want different stations set up in my classrooms that allow my students to explore and learn. I want to be able to tell my students that we are starting to work on some subject, and have them know exactly where those materials are, and what they will be working on. I want to teach students how to think instead of what to think, and I believe this is the best way to do so.
As well as these major areas I will, of course, have meeting areas, room for students to get together and discuss, and as much space as I can manage in the room I am given. I would definitely love to have a state-of-the-art classroom with brand new tables, chairs, technology, etc.; but I have accepted that there is little to no possibility of this (I can still dream though, right?). I realize that creating a classroom like the one in my head will take a lot of work, but I believe it will be worth it if it benefits student learning in any sort of way.
First, I want books everywhere. My goal is to teach first, second or third grade. Since reading is such of big portion of their schooling, I want them to see it everywhere. I got this idea from Debbie Miller's book Teaching with Intention. She talks about having books all over the classroom, so children see how important reading is. Another idea I like of hers is having baskets of books that are related in some way. I would love to make these baskets after talking to the students about what kinds of things they are interested in. This kind of conversation will give me some sort of idea of what my students are into, as well as make them feel like they hold some power in the classroom. Hopefully these ideas will either keep my students interested in reading, or jumpstart their interest.
Second, I want my classroom to be a representation of my class. I love the idea of starting each year with a clean slate and building a classroom from scratch with each new group of students. With this in mind, I want my classroom walls to be filled with different projects and things that have been done or are still in progress in my class. I want the students to feel at home in the classroom. I want them to be able to see their work up around the room and have a sense of ownership over the space they spend half their day in. Even though my organization OCD will want to get in the way of this, I know I must keep it at bay!
Lastly, I want my classroom environment to reflect my belief of a gradual release of responsibilty. I want different stations set up in my classrooms that allow my students to explore and learn. I want to be able to tell my students that we are starting to work on some subject, and have them know exactly where those materials are, and what they will be working on. I want to teach students how to think instead of what to think, and I believe this is the best way to do so.
As well as these major areas I will, of course, have meeting areas, room for students to get together and discuss, and as much space as I can manage in the room I am given. I would definitely love to have a state-of-the-art classroom with brand new tables, chairs, technology, etc.; but I have accepted that there is little to no possibility of this (I can still dream though, right?). I realize that creating a classroom like the one in my head will take a lot of work, but I believe it will be worth it if it benefits student learning in any sort of way.
Sunday, February 9, 2014
Figuring out what my beliefs are as a teacher has been extremely difficult. I have so many ideas and opinions for what I want my classroom to feel like, but I realize as I begin my teaching career it will all change. Even though a lot of things will change, I have a few beliefs that will stay as I grow as a teacher.
First, I believe that as an educator I need to create a safe space for my students. I want them to be able to leave their worries at the door, and walk in to my classroom ready to learn. This will begin from day one. I want the students to be able to walk in and feel that this environment is their own and they created a part of it. A way that I want to do that is to create a classroom culture board. I want each of my students to bring in a piece of themselves--whether it be a family picture, an object of their culture, etc.--and put it up on a board. It will be our classroom family board. Everyone will be included, and it will bring our class together as a whole, instead of a group of 20+ different people working in the same room. I created this idea from my practicum students. I am working in a school where their school song includes a line: "we come from different countries, and cultures, but we are all the same." I want that instilled constantly within my classroom.
Second, I want to create an environment that is susceptible to learning. Like Debby Miller, I love the idea of creating an environment that leads to independent learning. Also, I want my students to be involved in creating this environment. I want them to tell me what they think is important for their learning, and to have a sense of ownership in the classroom environment. Along with that, I want to provide my students with the tools they need and require to learn "on their own". For instance, I want books everywhere. I want students to realize that reading is everywhere, and it is very important to the learning process. I want another teacher to walk into my classroom, look around, and not know where the teacher is.
I know that these beliefs take some time, and will not happen right away. I realize it will take a lot of work to create a classroom that will open up to communicating these opinions, and I know I will not get it right the first time I try. But in the end, I know I tried. I will know that I have done something to make my students learning environment a better place, and hopefully as I grow so will my classroom and my beliefs.
First, I believe that as an educator I need to create a safe space for my students. I want them to be able to leave their worries at the door, and walk in to my classroom ready to learn. This will begin from day one. I want the students to be able to walk in and feel that this environment is their own and they created a part of it. A way that I want to do that is to create a classroom culture board. I want each of my students to bring in a piece of themselves--whether it be a family picture, an object of their culture, etc.--and put it up on a board. It will be our classroom family board. Everyone will be included, and it will bring our class together as a whole, instead of a group of 20+ different people working in the same room. I created this idea from my practicum students. I am working in a school where their school song includes a line: "we come from different countries, and cultures, but we are all the same." I want that instilled constantly within my classroom.
Second, I want to create an environment that is susceptible to learning. Like Debby Miller, I love the idea of creating an environment that leads to independent learning. Also, I want my students to be involved in creating this environment. I want them to tell me what they think is important for their learning, and to have a sense of ownership in the classroom environment. Along with that, I want to provide my students with the tools they need and require to learn "on their own". For instance, I want books everywhere. I want students to realize that reading is everywhere, and it is very important to the learning process. I want another teacher to walk into my classroom, look around, and not know where the teacher is.
I know that these beliefs take some time, and will not happen right away. I realize it will take a lot of work to create a classroom that will open up to communicating these opinions, and I know I will not get it right the first time I try. But in the end, I know I tried. I will know that I have done something to make my students learning environment a better place, and hopefully as I grow so will my classroom and my beliefs.
Monday, February 3, 2014
Throughout my time in the education program I have been given the tools I need to become a teacher. Classes, assignments, volunteer work, and many hours observing in a classroom has prepared me for my "duties" as a teacher. What the program hasn't prepared me for is how I will teach. We can discuss many different theories on the best classrooms in the world, but it will be my decision as to what I think will work best. That is my goal for the rest of my time in college. I want to take this short time to discover what I think will work best in my future classroom, as well as how I can become an excellent instructor. I want my classroom to be a safe, easy-going space for my students where they can discover and learn on their own. I want to guide my students through the year, and my hope is that they will walk out of my class knowing more than when they came in. In the end my overall goal is that my future students will have gained the tools to continue their education, much like I have in my undergraduate career.
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