So I mentioned in my last post that I had the opportunity to take over the classroom for 2 days because my mentor was gone for the week. The first day was a lot of fun and I'm really glad that I had the opportunity to have that experience. At first, I was a little scared that my mentor wouldn't be there to give me feedback on how I did my first day, but as the day wore on it was really great! The kids respected me, listened to me, felt comfortable asking me questions and I went home that night excited about the day.
The next day I was in the classroom, the students were taking a lot of exams/quizzes. I unfortunately had my first brush with cheating. I was really hoping that I would encounter this experience much later in my teaching career. I was disappointed because a) the cheating occurred in my honors class b) it happened right in front of me c) the students involved didn't seem too concerned about the matter d) I kind of didn't know how to react without my mentor there guiding me. While we had talked a lot about cheating in classes and how we might address it, I still felt unprepared to face the situation alone.
I feel like cheating as in many difficult to handle situations requires a lot of context, and quick thought. I've definitely talked about my decision with my mentor and field instructor afterwards, but in that moment, you know you have to do something. I'm not looking forward to the next time I have to confront a student about cheating, but at least I've had some experience in dealing with it and maybe I can adapt and improve what I've done this past week to any future encounters I've had.
10.02.2009
1 month in!
So it's been about a month since we've started observing in our placements. It's interesting to see how everyone's experiences in the cohort vary so drastically from each other. Just goes to show how different schools are and how important it is that we address the needs of each school, classroom, student individually.
In my own classroom, I've been doing mostly observations which I find really useful for gathering ideas of how I might want to teach. There are things that I love about how my mentor teaches and things that I am less crazy about. Things I love include how she makes the classroom so comfortable for all the students, and how she really asks them to push themselves. That the learning is for them and that they have to take initiative if they want to succeed.
One thing I don't like, but that my mentor doesn't use very much is the TV to project images from the computer (like powerpoint presentations). 1) It's difficult to see the screen from the back of the room, and subsequently students have to move around significantly to see the screen better. 2) The students prefer that the lights are off when the TV is on so that they can see the screen better, but this allows for a classroom where the teacher can't see everything that's going on. 3) The TV is in the upper right hand corner of the room and you can point to key structures that the figures are trying to show because it's too high up (I suppose you could use a pointer of some sort, but it seems like it would be rather ineffective).
I've had the chance to do a bit of grading, and make my own quiz. I get to take over the classroom next Tuesday and Thursday (all day!) because my mentor will be out for the week, so I'm nervous, excited, curious as to what will happen! Wish me luck! :)
In my own classroom, I've been doing mostly observations which I find really useful for gathering ideas of how I might want to teach. There are things that I love about how my mentor teaches and things that I am less crazy about. Things I love include how she makes the classroom so comfortable for all the students, and how she really asks them to push themselves. That the learning is for them and that they have to take initiative if they want to succeed.
One thing I don't like, but that my mentor doesn't use very much is the TV to project images from the computer (like powerpoint presentations). 1) It's difficult to see the screen from the back of the room, and subsequently students have to move around significantly to see the screen better. 2) The students prefer that the lights are off when the TV is on so that they can see the screen better, but this allows for a classroom where the teacher can't see everything that's going on. 3) The TV is in the upper right hand corner of the room and you can point to key structures that the figures are trying to show because it's too high up (I suppose you could use a pointer of some sort, but it seems like it would be rather ineffective).
I've had the chance to do a bit of grading, and make my own quiz. I get to take over the classroom next Tuesday and Thursday (all day!) because my mentor will be out for the week, so I'm nervous, excited, curious as to what will happen! Wish me luck! :)
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