saptamana cincisprezece (Week 15)

            Monday we started our poetry unit. I introduced it by reading some of my favorite poems from Silverstein, both short and long, and then I read one from Robert Frost, and the Raven by Poe just to give them a little bit of everything from all different genres. We are going to do a different poem each day until the end of April. The first poem we did was a simple acrostic poem. Between that, library in the morning, and social studies presentations in the afternoon it was a pretty slow day.

            Tuesday we did ABC poems, I figured we would start with the easiest poems and wok our way into the more complex from there. So instead of just making an alphabet book I made them actually have a theme to it. I had them write it in the morning, or at least start on it, then we went to gym, the kids went to lunch, we did some before music, then had computers and I had them type up and finish their alphabet poems, then math before we went home and that was our day.

            Tuesday night was our social studies fair and that was something that was really cool to see. It’s still weird to be on the other side of all these things. I remember all my science fairs and projects like that and it’s weird to be a teacher now on this side of the fence. All the projects turned out really well. Some kids who normally aren’t the best students really put a lot into them and did a great job. I was also very proud considering I was on the committee for this and to see the kids step up for it was awesome.

            Wednesday morning went by pretty fast. We did some science until gym, then bathroom break to lunch. Then in the afternoon we kept going with the probability unit I started Tuesday. The homework Tuesday was really confusing. The directions weren’t clear and even after explaining it, it still didn’t go well, the problem was they understood the content and material, just not the instructions on the homework. So we did more practice with it so that they could practice the skills without the confusing instructions and not only get them repetition but also build their confidence. After that we did our poetry, we did haiku’s which the kids liked, and we worked on those until they went home.

            Thursday we kept going with probability and did some more practice to make sure the kids understand it. We did that until we went to gym and lunch. We did a science game before music, the students have a tendency to read the chapter and not pay any attention to the important information in the illustrations and charts. So I gave them 15 minutes to look at and read the chapter’s charts, illustrations, and other things they don’t normally read, then asked them each 2 questions from it and if they got them right they got a panther paw. We went to music and then finished the day with autobiographical poems.

            Friday was another bust. We did a science jigsaw in the morning with the next section in the book which took us up to gym. Then we cleaned out our desks between gym and lunch. After lunch Mrs. Z. decided that we would watch a movie with another class and they did a taxonomy sheet with it, then they went to library with the librarian, then we played math bingo to finish off the day. And I can’t believe next week is my last week of full time teaching.

Classroom Confidential

            In Schmidt’s chapter 7 her topic is all about community in the classroom. I love the idea of bringing community into the classroom because then I think it makes the learning more real for the kids. I know when I was younger I would learn in school and then go home and didn’t think anything would translate. By bringing the community in or bringing your kids out into the community they get a sense for how the learning can be made real and I think it’s one of the most valuable things you can do.

            Unfortunately in today’s world classrooms are test driven, whether we like it or not they are. It’s how schools are assessed and it’s how we are assessed as teacher on our ability to do our job. So one of the concerns that is brought up and Schmidt addresses is how community based learning is actually quite rigorous and in cases can be harder than a classroom curriculum. She lists 8 great reasons as to why this is; Community based projects put kids in the drivers seat, community based projects are academically and socially rigorous, the learning requires different types of knowing, it is active, teaching and learning are shared, life and learning are fused, student work has meaning in the world and beyond, and projects take on a life of their own. I especially like that last one because I like most if not all of my classmates enjoy and believe in alternative assessments. I’m a firm believer in projects and this is what Schmidt says about the potential of a community project; “A single project may unfold over an entire year, as students assess their progress, refine strategies, and ask ‘what do we do now?’” (pg 143). This is exactly the kind of thing I want and hope for in my future classroom, and she mentions why right before that quote; “Next thing you know, you’re in the thick of it and your classroom will never be the same”. I love the potential of getting the community involved, no matter what community it is.  Wealthier communities are sometimes more willing to get involved and higher needs communities when involved can be more rewarding and good for both the community and the kids. For instance I’m in a lower income community now and we have a project going that involves the community, and to get everyone involved and for the kids to see the potential is so good for them. To know that the community is a safe place that cares about them and their education is HUGE for them. That is why no matter what community my school is in I will always try and get it involved.