Post-Observation #1

     On wednesday, February 6, Dr. Mortimore blessed me with her presence for the first time since student teaching started.  Although I was nervous, I feel as though I maintained composure for the most part.  She arrived during my lunch period which was right before the class she was to observe.  We talked for a bit about what she should expect, we went through my binder, and we got to talk to Bethany!  Once the class started rolling in I started to get even more nervous.  Luckily, my kids were AWESOME!! They came right in, ready to work, and started promptly with DOL.  Naturally, Dr. Mortimore started typing away furiously on her laptop.  I decided to block that out and focus on the task at hand, aka teaching.  They worked on their DOL as their bell-ringer and I paced the room making sure that everyone was doing what they were supposed to be doing.  Although there was some side chatter, they still worked very diligently on their DOL.  Once I thought they were all done and I saw all of their pencils down I had students come up and make corrections on the smart board.  I think this is a great way to do DOL and I feel as though it is very effective.  For some reason, students LOVE any chance to use the smart board.  I don't know if it is the thrill of the vibrant colors magically appearing on the screen or if it's the chance to get out of theit seats; however, they are always eager to make the corrections.  After each correction I would ask why they made that correction and we would briefly discuss rules of grammar.  Quickly, we progressed to going over the structure of poetry through "Viva La Vida" lyrics by Coldplay.  For homework they were asked to find internal rhymes, end rhymes, slant rhymes, a rhyme scheme, count lines, and count stanzas.  Each group was assigned one of the elements listed above and I would have one student from each group come up and label the structure of the lyrics.  The students seemed to really enjoy doing this because they love the incorporation of music.  Finally, we moved on to them writing their own "Where I'm From" poem.  We would go over each part of the poem and I had a template for them to follow.  I allowed them to work the rest of the period and I answered questions about what I wanted out of the poem.  I even modeled my own poem that I made so that they would have an example to follow.
     Overall, I think the observation went very well.  My students were so well-behaved and for that they received donuts the next day.  My lesson plan worked out very well and my students seemed to really like writing their own poems.  My students even told me how much they enjoyed the lesson.  I think my directioned were clear and they knew exactly what I expected from them.  I was able to answer all of their questions clearly as well.  I think the best thing about the observation was that I was able to demonstrate how much I improved with my public speaking as well as my classroom management.  I didn't hesitate to tell my students to get quiet and to try and get them to focus.  I didn't have to often but when I did they listened right away.  As for my classroom instruction and public speaking, it has greatly improved.  It is completely different teaching eight grade then it is teaching my peers.  I feel way more comfortable up there teaching in front of students.  I feel as though they listen, that they are understanding, and that they respect my authority when I am up there.
     As for improvements, I feel as though my lessons could have been more structured and consisted of more substance.  In all fairness, my goal for that lesson was for them to understand the skeleton of a poem, or in this case music, so that analyzing a poem would be easier for them.  For example, how does the rhyme scheme and repetition work together to convey a certain feeling about a poem.  I suppose I should have allowed them to discuss the meaning of the song and not just the structure.  I also think I need to work on my own focus.  I tend to be one of those teachers where I get sidetracked and start on a tangent.  I think the students appreciate the conversations but sometimes it lasts longer then it should.  Luckily, I have learned from these mistakes already.  The following day we started "The Raven" and talked about its meaning and how a narrative poem works.  My kids loved this lesson and started "nevermore" all day.  I also have been staying on track because I needed to get the whole poem covered rather quickly.
      There are still a lot of things I could improve on.  I plan on simply working day by day to improve different things.  Each day I have been learning something new and the observation really boosted by confidence.  I feel confident that I can make it as a teacher and that I have improved a whole lot since methods.  Since the beginning of my placement I have learned that I connect well with students, that there can be a nice balance between being an authoritative figure and being someone who is fun, and that lesson plans never look like they do on paper (good or bad).   
      This past observation has allowed me think very critically about teaching and how I should change certain aspects as well as what I should keep the same.  First of all, how can I make my lessons transition smoothly?  I have been thinking the past two days of schools and I think I am coming up with effective ways.  It should be a layering process.  How can you use skills and concepts from one lesson and build them up in to the next lesson.  Transitioning is very important during the day.  Doing it wrong allows the class to get a little chaotic and become a little disconnected from the essential questions.  I find that using questions on the smart board is an easy way for students to transition from lesson to lesson.  You can use a piece from a previous lesson and a piece from the next lesson to get them thinking.  I also plan on using journaling as a way to transitions.  If they can gather their thoughts and store them somewhere then they can use that knowledge with the next lesson.
     Also, what can I do to make sure that students are actually understanding?  I tend to simply ask them and of course they nod in agreement.  However, I need to find questioning techniques to see if they understand.  One of the most cliche and simplest of ideas is to use post-it notes, exit slips, and random question asking.  I think it would be effective for them to ask each other questions about the lesson.  This way I can tell if students not only understand material but if they know what kind of questions I want them to be able to answer.  For example, what questions fall under the umbrella of the essential question.
     Moreover, I think I know what I can do to keep their intrest in poetry.  I found that it was hard to get them motivated for poetry because they already had a mindset about it.  It is boring, complicated, and unneccessary.  However, I believe in using pop culture as well as certain twists to keep them in tune.  For example, I showed them The Simpson's spoof of "The Raven".  Not only did it tie in perfectly but they understood the poem without traditional learning.  I also find that choosing poems such as "The Raven" give them insight to poems that aren't so typical.  They liked the thrill of the poem and found Poe fascinating.  They even wanted me to pull up a picture of him.  If I keep showing them something different about poetry I think they appreciate it more.  Also, I think they should write poetry as much as they write.  The more they practice the more they know what to look for.  Students like to be heard and this is the perfect way for them to do so.  They can be heard as well as learn what it is like to use poetic elements and following certain poetic forms.
     I feel as though this experience has been very postitive so far.  I have somewhat of a plan of what I am going to change and keep.  I am thoroughly happy with the observation, with my class, and I am honestly happy with myself....for once.  I am typically hard of myself with things but I am gaining confidence instead of losing it!