Research shows that teachers need to vary the methods of instruction. This week reflect upon the following questions to determine the quality of your cooperating teacher’s instruction.
Does the teacher:
• Rely too heavily on “tell” forms of instruction?
• Include “show” methods of instruction to demonstrate the meanings of the material being taught?
• Include “do” activities where students apply, or learn, the skills of the lesson?
• Vary instructional methods to ensure meeting the needs of all students?
I look forward to seeing everyone next Tuesday.
Tuesday, November 17, 2009
Monday, November 9, 2009
Week 12 - Curriculum Structure and Content
Most of you have probably heard about No Child Left Behind. This federal mandate has put a lot of pressure on schools to be accountable for student achievement. It has encouraged districts to realign their curriculum with the state standards. The curriculum is not a guide that sits on the teacher’s shelf. It consists of the course content. You will learn a lot more about curriculum in your program here at LU. However, you should be able to observe the following from your cooperating teacher regarding curriculum and content.
Does the teacher:
• Have a course plan which identifies the units, topics, tasks and skills which will be covered during a specified period of time?
• Have a daily plan or structure which identifies the skills and supportive facts, concepts and principles needed for the lesson?
• Begin the lesson with a review of what was covered during the last session?
• Provide exercise activities or skills practice where students can practice and apply the material learned?
• End the class with a summary of what was covered and “learned” during the class period?
Does the teacher:
• Have a course plan which identifies the units, topics, tasks and skills which will be covered during a specified period of time?
• Have a daily plan or structure which identifies the skills and supportive facts, concepts and principles needed for the lesson?
• Begin the lesson with a review of what was covered during the last session?
• Provide exercise activities or skills practice where students can practice and apply the material learned?
• End the class with a summary of what was covered and “learned” during the class period?
Monday, November 2, 2009
Week 11 - Teacher-Student Rapport
Just a reminder that we do have class on Tuesday, November 10th. And take a look at the RSS feeds I have included in the margin of the blog this week. These are news articles related to teaching and the profession. Please read any of the articles of interest to you.
I believe that the art of teaching is shown in the teacher's ability to have a positive rapport with students. According to Webster's Dictionary, the word rapport means "relation; connection, esp. harmonious or sympathetic relation: a teacher trying to establish close rapport with." Hopefully, your cooperating teacher has a good rapport with the students. Watch your cooperating teacher this week in order to answer the following questions:
What strategies does the teacher use to build and maintain rapport with students? How are opportunities for success provided for each student? Do the students have a positive connection with the teacher?
I believe that the art of teaching is shown in the teacher's ability to have a positive rapport with students. According to Webster's Dictionary, the word rapport means "relation; connection, esp. harmonious or sympathetic relation: a teacher trying to establish close rapport with." Hopefully, your cooperating teacher has a good rapport with the students. Watch your cooperating teacher this week in order to answer the following questions:
What strategies does the teacher use to build and maintain rapport with students? How are opportunities for success provided for each student? Do the students have a positive connection with the teacher?
Tuesday, October 27, 2009
Week 10 - Meeting the needs of the individual learner
Observe this week how your cooperating teacher effectively (or ineffectively) teaches the students with special needs in the classroom. Reflect upon the following questions as you post your blog entry.
What modifications or adoptions are made wtihin the course content or curriculum to meet the needs of the individual learner? How does the teacher utilize large group, small group, and/or individualized instruction to meet the learning needs of students? How are student interests and student choice incorporated in to the students' learning opportunities?
What modifications or adoptions are made wtihin the course content or curriculum to meet the needs of the individual learner? How does the teacher utilize large group, small group, and/or individualized instruction to meet the learning needs of students? How are student interests and student choice incorporated in to the students' learning opportunities?
Monday, October 19, 2009
Week 9 - Management and Student Behavior
Many first year teachers struggle with student discipline. By answering the following questions, recognize the behavior strategies used by your cooperating teacher that work or do not work in the classroom.
How are expectations for behavior, routines, and learning explained? What are the guidelines for classroom behavior? How is appropriate behavior encouraged? How does the teacher react to inappropriate behavior? What techniques both verbal and nonverbal are used to cue appropriate behavior? What strategies does the teacher use to prevent problems?
How are expectations for behavior, routines, and learning explained? What are the guidelines for classroom behavior? How is appropriate behavior encouraged? How does the teacher react to inappropriate behavior? What techniques both verbal and nonverbal are used to cue appropriate behavior? What strategies does the teacher use to prevent problems?
Tuesday, October 13, 2009
Week 8 - Classroom Routines
Students feel safe and secure when there is a set of classroom routines. Please reflect upon what classroom routines your cooperating teacher uses in the classroom.
What are the established procedures in the classroom such as attendance, beginning class, ending class, clean up, etc? What is the physical arrangement of the classroom, tables, desks, positioning, etc? How does the teacher transition the students from one activity to another? Reflect upon the classroom routines - Are the routines providing a positive, safe, and secure plan to ensure student learning? do you agree with the routines that the techer uses? Why or why not?
Don't forget - your deadline is Sunday night by midnight. And please post two separate posts each week. For grading purposes it is easier if there are two different posts instead of one post with your comment and reply to someone else in class.
Thanks!
What are the established procedures in the classroom such as attendance, beginning class, ending class, clean up, etc? What is the physical arrangement of the classroom, tables, desks, positioning, etc? How does the teacher transition the students from one activity to another? Reflect upon the classroom routines - Are the routines providing a positive, safe, and secure plan to ensure student learning? do you agree with the routines that the techer uses? Why or why not?
Don't forget - your deadline is Sunday night by midnight. And please post two separate posts each week. For grading purposes it is easier if there are two different posts instead of one post with your comment and reply to someone else in class.
Thanks!
Tuesday, October 6, 2009
Week 7 - Effective Assessment
Effective Assessments
Most of you have already begun your classroom observation. The next few blog entries will be based upon what you see in the classroom in which you are observing. If you have not started your observation, answer the questions by observing the assessment practices of one or more of your Lindenwood professors. Please do not use names of teachers, professors or students.
How does the teacher assess the progression of the students’ learning? How does the teacher determine a need for further instruction? How does the teacher determine and document when a student reaches mastery of a learning objective?
I have posted a youtube presentation by Rick Stiggins about Assessment For Learning. Take 6 minutes and watch the youtube - it will help you know what to look for in your classroom.
Most of you have already begun your classroom observation. The next few blog entries will be based upon what you see in the classroom in which you are observing. If you have not started your observation, answer the questions by observing the assessment practices of one or more of your Lindenwood professors. Please do not use names of teachers, professors or students.
How does the teacher assess the progression of the students’ learning? How does the teacher determine a need for further instruction? How does the teacher determine and document when a student reaches mastery of a learning objective?
I have posted a youtube presentation by Rick Stiggins about Assessment For Learning. Take 6 minutes and watch the youtube - it will help you know what to look for in your classroom.
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