1.    I was given directions for a project in class and there was not a given guideline or example guideline. 

2. How did this person inspire and motivate you to be better? How did this person give you constructive feedback? Be specific with words, tone, and body language.

3. How can you apply the successes that resulted from this conversation to your own teaching? 

2. What makes a text complex?

3. In what ways do students need to be able to successfully engage with texts in order to be career and college ready?

The first steps you must take as a lesson planner is figuring out what your objective is when looking at the common core standards. 

2. What effect do you think the instructor’s actions have on the culture of the skill-building session classroom?

3. How might you greet students in your own classroom?

How do you determine what student success looks like at the end of each lesson?

In planning, why might effective teachers start by analyzing end-of-year exams and year-long goals?

B. Why might it be important for every single student to follow along when you’re teaching or giving an instruction? What’s the potential harm if one student isn’t completing the activity or following the rules?

A. Reflect on when you have used the six forms of intervention when teaching over the past couple days. 

B. Which types of interventions most fit your authentic teacher self? Why?

  

C. Which intervention do you find most challenging to use well?  What next steps will you take in order to improve? 

  

C. The intervention I find most challenging would probably be the anonymous group correction because as I said before I find it hard to phrase them in such a way that they get the point across to the students that are misbehaving. 

I think that I can work more on the private individual correction in the sense that I want to become more comfortable doing so. Especially since this form of correction requires you to be very careful with the words that you use. 

B. How can you apply the successes of your Strong Start to other transition times in your classroom in order to gain a few more minutes for learning? 

B. I am not sure yet how to fully apply it, but I understand the importance of shaving time off of non-lesson related things to maximize the efficiency of the time spent learning. For my lessons, I do plan on having packets for when the students come in so we're not passing out papers every time I need to.

2. What questioning resources have you heard of or used?

3. What process do you use when crafting questions for your classroom?

While crafting my questions in my classroom, I like for students to give their own opinions, while having the evidence, or strong knowledge to back up their opinions. 

Process I use for developing questions:
Looking at the text for main ideas and vocabulary, and pulling questions from the presentation I created to reinforce key points and vocabulary. As the lesson progresses, I ask students to infer “what might happen if” based on the content learned.

What are some advantages of giving students time to think, talk, or write before answering a question?

What are some questioning strategies or activities you already know or use?

As you learn your student’s strengths you can strategically cold call. For example, while you’re circulating you can find a correct response that you want the student to share during the share out. Say something like “this response is perfect and I want you to share this exactly as it’s written when we share out in X minutes.”                  If you give students more time to think you increase the likely number of participants as they have time to think through the question(s) you want them to answer.
I used the think- pair- share yesterday many times, as well as having an elbow partner share out an good answer that their partner was not ready to articulate.

New teachers often do this because it feels comfortable for them. At first they might not be comfortable with silence, and therefore they call on the first person or take people who are calling out to fill that silence. 

 

Allowing students to have time to think is important because not all of them process the information the same way. For some, it might take a minute or two for what the teacher is saying to actually sink in. Sometimes they don't understand the material and talking with a partner can help them look at the material from a new perspective and make it easier to understand. 

 

I have been cold calling on students randomly so that I can try and get them to all engage in the activity. 

2.    Advantages of giving students time to think, talk or write before answering a question gives more students time to participate and take in the information given. It gives them time to come up with more and different ideas- leading to more engaging class discussions and more participation from many different students. 

3.    Some questioning strategies or activities I already use are starting the do now with questions that relate to their real life in connection to what we will be doing for the day. I also try to make personal connections to the subject in hopes of modeling real life connections so the students may be able to easily comprehend the topic. I also try to give them open ended questions. 

2. What are some common challenges of reading aloud in class for both teachers and students?

3. What role do you think the diverse identities of you and your students will play in your experience as a new teacher?

3. What role do you think the diverse identities of you and your students will play in your experience as a new teacher?

I will want to make sure that all students feel represented in my classroom.  I will include culturally relevant readings in my curriculum.  
Tara

The only time I felt like my identity was celebrated was in high school because of the fact that their was a program in place to help low-income, minority students succeed past high school. 

I think the diverse identities of my students will help check me and prevent me from falling into the same mindset that some of my teachers might have. It will be a reminder to be reflective in my teaching will remind me that my students are all capable of greatness.

A. How did you feel?

B. What were you able to comprehend? 

C. What type of supports did your teacher, manager, or peer use to support you? Or if they did not provide supports, what are some things you wish they had done?

2.What have you learned about student understanding as a result of viewing or collecting student work samples?
I have learned two things: one is that many of them have difficulty writing in that their sentence structure isn't great.
Also that my instructions need to be clearer.

2. What was challenging? What contributed to these challenges? 

3. What norms and structures would you want in place to ensure a healthy classroom environment that is focused on student achievement? 

 

-With the other Fellow splitting the period with me, I thought it was sometimes challenging to smoothly transition in a short amount of time—this was something we talked about and worked on over the course of the summer. 

 

-I would establish norms in the classroom with my co-teacher to ensure that we were communicating clearly about lesson planning and about the needs of the different students in the class. I'd want to normalize having a collaborative environment where both teachers have input

However teamwork only went so far with my cooperating teacher. When it came to giving feedback, I feel as if I didn't get as much as I would have liked. I appreciated the fact that she gave me freedom to do what I wanted with the class, but more constructive feedback would have been appreciated.