https://padlet.com/jrojo898/mh73foeopy25qxrv Funds of Knowledge en-us 2021-09-03 20:43:59 UTC 2024-10-16 13:04:44 UTC hello@padlet.com jrojo898 https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1716046376 This week I focused on funds of knowledge throughout my second grade class. I noticed the ways the students talked was much different than what I was used to. First of all, I noticed the big "Black Lives Matter" poster when I walked throughout the school. A big portion of the school's demographics is African-American and they want their students to know that they care. A lot of these students have/will face some sort of injustice and that poster is their as social awareness. I also noticed that the student's language played a big part in their communication and learning. The classroom consisted of some kids knowing English, Spanish, Q'anjob'al, Viatnamese, and Tagalog. Learning in their native language is easier for them but must learn in English. Some kids are pulled out for ESL development. Kids also know a lot of pop culture and vocabulary. They say things like "that's cringe, gucci slides, yeet, and we have a squad." They know how to use their chromebooks proficiently (demonstrates their knowledge of technology). During class they learned about Colonial school and were asked to compare/contrast it to their schooling. This demonstrates their funds of knowledge because they are reflecting on what school is like for them. They said that they have to wear masks and are able to use computers in today's world. Their funds of knowledge is much different than when I was in school at their age. ]]> 2021-09-03 20:54:52 UTC https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1716046376 jrojo898 https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1750011773 This week I focused on the process of observing children. The hardest part was starting and recording my observations. I found that having a chart/checklist helped me a lot. This helped organize my thoughts and divert my attention on specific items. Each child's development is different. This is why I tried my best to notice how they learn. There were only a few students who liked participating in group discussions. Otherwise, the teacher will randomly call on them and then they are forced to answer. When walking around, I would notice that some kids worked best independently. They did not like waiting and wanted to advance on their own. They would either move onto the next math problem in their book or already have the answers written. Those same students would get creative during writing time and have a lot of ideas to write down. I noticed there was not a lot of opportunities for them to have small group discussions. The time that they did have a chance, I noticed a lot of interactions. They were asked to share their personal narrative to a friend. The friend had to actively listen and either retell their partner's story or tell their own to the class. I would reinforce the idea of pride in each student I helped. I would show them my excitement when they would understand a problem, know how to read a sentence, or spelling. I would tell them "you should be very proud of yourself" and they were able to recognize that. They were able to evaluate their progress. One thing I would want to include in my classroom is more opportunity to work with partners. This allows for more critical thinking to occur and sharing life experiences with one another. It allows for the ball to get rolling in their thinking process. They can also help each other more since everyone thinks differently. ]]> 2021-09-18 04:43:50 UTC https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1750011773 jrojo898 https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1766687282 This week I observed students and their interactions with each other and the teacher. I was able to notice which students are more talkative and interactive than the others. I noticed some students are more comfortable talking to students that match their energy. The more social students would talk and joke with each other. The quieter students tend to talk to each other, or their table buddies. The teacher has a good method of making sure every student is included in class activities. She will call randomly on each student to get their input. Everyone gives their opinion or answer. I also like how the teacher is able to joke around a lot with her students. It creates a welcoming and relaxed environment. An idea I saw online is to involve more of my students' interests in the class. They like being able to relate to their own experiences. This will engage everyone. Also, if students are able to share with a partner, they all have a chance to interact and share their ideas. This is less stressful for the student. They don't feel the pressure of having all eyes on them. I would include more pair share activities in my teaching. ]]> 2021-09-24 23:13:04 UTC https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1766687282 jrojo898 https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1791600923 This week I focused on student engagements. I was able to focus on the student, how they engage in classroom discussions, how they engage in independent work, and how they engage with other students. I found that a lot of the same students like to engage on a bigger platform. These same students are usually the ones that have their hand up to answer the questions that the teacher is asking. Other students that don't verbally participate in class discussions usually work very well on their own. Some of these students are a bit more timid so speak but do participate in independent work. Other students that don't participate have a harder time asking for help. When I would go around and check their work, I would see some of them behind. I would ask them questions one-on-one and help them. They would usually give me the correct answers and feel better about continuing with the work. I noticed some students like to engage with their classmates in the classroom more than others. These are the students I would notice right away. They would say humorous things and talk loudly. Other students were very reserved in the class, but I would see them play and talk a lot at recess. I would be very surprised because they acted different in the class. I would like to see more engagement in math discussions. I noticed more students less engaged in math than in reading/writing. Students do math lessons out of their math book. They draw pictures and equations to represent addition/subtraction. I read an article on how making math connected to life and making it fun will result in more student engagement. The students learn about rows and columns and how to make equations of out that. I would have my students line up and demonstrate this, or use classroom chairs. A lot of my students do not like to sit down, so I feel that they would enjoy moving around and physically participating. 

https://resilienteducator.com/classroom-resources/5-elementary-math-lessons-that-get-students-engaged/


]]> 2021-10-05 03:15:29 UTC https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1791600923 jrojo898 https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1808516648 This week I focused on differentiation in classroom. I noticed my CT focuses a lot of her lessons around the students' understanding. She did this a lot during math and reading/writing. In math, I noticed that she would review how to use a hundreds chart. She would look at the patterns that existed in the chart with the students and ask them questions. Every morning she would have a 3 digit number they would focus on. She would call on students to explain how many hundreds, tens, and ones were in the number. Throughout her math lessons, she would use the students' math book and interactive online book. She would first use a projector and her math book to demonstrate what problem they were working on. If there was an addition problem, she would locate the first number (from the equation) on the chart, break up the second number into tens and ones, and use those numbers to count on the hundreds chart. Students would follow along and wrote down step-by-step instructions on what they did. They would then watch a video on the activity they just did. My CT would pause the video and asks the class what steps the video had just explained and why it was done that way. She did the activity first, then as a class, and then let the students do the next problem on their own. In reading/writing, she reviewed the sounds each letter of the alphabet makes with the students. They would chant these letters and sounds together. They took a spelling test where she would annunciate the words very clearly so the students could hear the sounds of each letter. She would meet with 1-3 students at a time at the back table. She go into more depth on letter sounds with these little groups. She also did read aloud for the students. They enjoyed listening to her and looking at the photos. She would ask them questions throughout the reading to see if they could relate to the story and check for understanding. Later, they had to revise their sentences they wrote from the previous day. They had to check for upper case letter, lower case letters, and punctuation. She would demonstrate this on the board and go step-by-step what each one looked like. Students revised independently during each step and knew where to maintain their focus. My CT would check for understanding by going around the class and seeing what the student had corrected during that given time. 
This article lists different ways teachers can differentiate in their classrooms. I really liked the idea this article demonstrated of matching vocabulary words to their definitions. I would like to do this in my classroom. This will make student connect to the word better as opposed to just memorizing where the letters go in the word. This activity allows the child to interact more with the word and remember the spelling and meaning at the same time.
https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/

]]> 2021-10-11 18:43:16 UTC https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1808516648 jrojo898 https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1821549518 This week I observed classroom environment and organization. I notice in my classroom that teacher has room for whole-group and small-group meetings. The teacher has an "invisible carpet" where kids come with their cushions and sit on the floor at the front of the class during read aloud, math, and correct classroom behaviors. Then for small-group meetings, the teacher will call the students (either individually or 2-3) over to the kidney bean table. They come here for reading assistance. I noticed that for routines, the teacher would have morning instructions on the board for the kids to read (red folder in your bookbox, backpack away, get breakfast, work on any unfinished work). The students line up for recess and lunch. They have numbered sticker dots on the floor and are assigned a number. They remember their spot when returning back from recess. Since COVID, kids must always have their mask on except when eating and playing outside. They sit in pairs in the classroom. Students have their bookbox when they transition from regular class to their reading class. They have reading activities, books, and writing notebook in their bookbox. They also have mailboxes where they place their red folders (contains homework from reading, writing, and math). Their cubbies are mini closets where they can put their backpacks, math book, and lunch. The teacher has her desk, books shelves, and cabinets/office drawers. She organizes her arts/crafts, copies, and reading books. I would like to incorporate all these things in my future classroom, but also add a reading corner. I have a carpet where my students would meet at and a separate carpet in the reading carpet. I want to have different types of reading chairs so kids can feel comfortable when reading. I want to add more culturally diverse decorations in my class. I would also like to include an organization chart. This would lists where things are so students don't have to ask me for tools. They will know where to find extra pencils, where their art supplies are, etc.
https://www.opencolleges.edu.au/informed/features/20-ways-to-better-organize-your-classroom/]]> 2021-10-17 01:42:43 UTC https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1821549518 jrojo898 https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1844988826 This week I focused on the ways Stratton build community within the school. I noticed there are many ways in which they build a community. Every teacher here knows the students by name. All the second grade teachers knows each second grader, all staff members know kids by first name, and the bus drivers know the kids on their bus. For the PBIS October Incentive, everyone is reminded to keep their mask on and held accountable. Everyone is included on this because of the health concern. Kids have their art and writing displayed in the hallways. This demonstrates representation and inclusivity. Kids and teachers can admire each other’s work through this. Plus the kids have their names on their work so they can give each other compliments and credit to. Some of their pictures are displayed so you can connect a face with a name. In a time where COVID exists, this is important. It makes it more humane and personal. All members of the school are involved in creating a community. Every teacher knows the students by name. Some students have stronger relationships with different staff members. Reading teachers and ESL teachers see the same students almost every day, so some kids prefer to be with that teacher. Some bus drivers also work during lunch and recess as supervisors. They joke around with the kids during lunch and have a great time. They light up when they see a staff member they trust. Teachers and students build community in the classroom and grade-level by doing different things. Students are respectful towards one another. Students are held accountable for mistreating one another. They have a discussion with the teacher and tackle any issues head on. Everyone takes responsibility which makes for a safer environment. In the online article I found, I read that allowing for students to talk more is essential. You can do this by allowing them to give gratitude, give daily compliments, and giving them a voice are great ways on how to create a welcoming environment. Students can give gratitude to an important person in their life and why they are thankful for them. You can give daily compliments to each student. By demonstrating this, they will want to practice this skill among one another. By giving them a voice, you can find out things that bother them or need more of. It's all about creating a place of respect and understanding.

https://www.nshss.org/blog/5-strategies-for-building-community-in-the-classroom/

]]> 2021-10-26 13:39:13 UTC https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1844988826 jrojo898 https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1845508422 https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment
This week I focused on assessments and instruction in the classroom. I saw that students did MAP testing in the fall. They did this testing for math and reading. All students are expected to increase their scores. Every student has a score sheet attached to their desk with their fall and expected winter scores. I noticed in the intermediate and advanced reading classes have spelling pretests (diagnostic). They then learn the words and take spelling tests the following week. I saw that students take math tests (summative) on addition. They also write personal narratives. They write these every time they learn a new lesson (grammar, writing a letter, etc). Students are encouraged to do think-pair share activities during reading activities. They are able to find answers together. They also give their own input about their lives and how it relates to the reading. The CT does think-a loud during class reading. She asks students what a word might mean, if they've ever experienced what the character has gone through, etc. The students learned about addition in math. There is a lot of "we do" demonstrations. Students follow along with the teacher as she demonstrates how many tens and ones are in a number. She has the same virtual page opened like the students' math book. Students draw rods and cubes in their math books while she draws it on the board. In writing, my CT has a beginners writing/reading class. She does a lot of "we do" writing. She writes the prompt on a piece of paper which is then projected onto the screen using a projector. Students write down exactly what she wrote. They write down "how-to" steps on how to make a PB&J sandwich. Teachers and administrators use assessments to find out how much the student is understanding. They are also able to find out if something is too hard for the students. They can also see if the student needs to be challenged more. In the article I found, I saw that I can use exit slips in order to see if my students understood that day's lesson. I can also use prompts like "What I found interesting about this work was.. Today was hard because..." ]]> 2021-10-26 15:58:29 UTC https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1845508422 https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1894564091 A school professional that works at this school is Ms.Shin. She is the MLL instructor. She comes into our classroom, along with many other classrooms, every day. She pulls 2 students from my clinical class. One student speaks Spanish and the other speak Vietnamese. A lot of students already have a relationship with Ms.Shin because they had her for kindergarten. She supports the community because she helps with English development. She helps students who know 1 or more languages. When I was given the opportunity, I joined in on one of her lessons. She helped students with more 1-on-1 instruction. She helped these students with identifying the sounds specific letters make. She would have them spell out different words using magnetic letters/white boards. I learned that she really cares about her students. She believes developing relationships with the students and their families is extremely important. That is something I want to do with my students. I want to develop a level of trust with my student and their families. ]]> 2021-11-16 16:06:12 UTC https://padlet.com/jrojo898/mh73foeopy25qxrv/wish/1894564091