Was there anything in this portion of the Virtual Field Experience that was new to you?
The majority of my career in education has been spent at the elementary level, therefore, I enjoyed observing a high school honors chemistry teacher. What I found interesting was that this teacher was just as kind and respectful to her high school students, as I strive to be teaching young elementary students.
Was there anything in this portion of the Virtual Field Experience that was new to you?
The majority of my career in education has been spent at the elementary level, therefore, I enjoyed observing a high school honors chemistry teacher. What I found interesting was that this teacher was just as kind and respectful to her high school students, as I strive to be teaching young elementary students.
The college prep chemistry teacher was intentionally inviting and never demeaning toward her students. She had a light-hearted, non-judgmental attitude, and even a sense of humor. Here are several examples. She did not criticize or ridicule a student, who neglected to pick up a new study guide at the beginning of the semester. Instead, she offered to get a study guide for the student and laid out extra guides for the entire class. When another student made a basic arithmetic error, she alleviated the student’s embarrassment by explaining that all students were eligible to use a calculator, especially since they were juggling several deep concepts at once. When correcting a different student’s error, she reassured the student, “You were on the right track.”
Was there an “ah-ha” in this section?
When asked about her discipline plan, the teacher gave a great example of how she teaches logical vs. illogical consequences. She gives her students the last 5 minutes of class to work on their homework. Because she has just taught new material and concepts, she wants to catch early errors, if possible, and to help prevent students from completing the entire assignment incorrectly. Some students figure it’s only 5 minutes left, so why bother. They begin to socialize, instead of working on the new concepts. When this happens, the teacher said she quickly offers to give a quiz on the homework material. When the teacher meets with resistance, she explains to her students that because they chose to socialize instead of studying, she figured they had already mastered the material and were ready to be tested. The teacher had just taught her students what the logical consequence would be.
What information are you going to take for your current/future students?
There were at least three new ideas from the high school advanced placement chemistry teacher I’d like to try with my students. First, she had a method to praise and acknowledge student work, although, I’m not sure if it would work with my elementary students. She said that before she passes back a graded test, she usually asks the class who they thought got the highest score. After brief guessing among students, she likes to announce the high score and to praise the student who earned it, especially when it’s a student who normally does not score the highest. She did acknowledge that it works with her students because they are the type of students who are happy for one another and genuinely congratulate one another for a job well done.
Another procedure I’d like to incorporate is having the students draw a map of the classroom of where to find materials and where to turn in papers. The chemistry teacher said the first 2 to 3 weeks of school is exhausting for her because she’s setting up procedures for the rest of the year. She said it’s worth it because it goes like clockwork from there on. On day one, she has students’ daily work set in the same spot it will go all year. She reviews the syllabus and has them write up their daily log and record of points. From there, the class literally walks the room, identifying where materials and papers are expected to be kept and turned in. From there, students draw a map of the room. That is the one element I have not attempted yet, and I will.
Finally, I also liked her beginning of the year contract with special education students. The teacher said she expects the same work from her special education students (the same assignments, quizzes and tests), but they are not on the same grading scale as the rest of the class. At the beginning of the year, she determines their level of achievement. If the student typically scores 50%, then that is where her grading scale starts for that student. I like this approach because it aligns with my philosophy that it’s best to meet a child where they’re at and to progress from there.
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