Writing on Anchor Charts
Next time, I hope to improve my handwriting by writing on a flat surface (not while the chart is displayed and hanging). In my future practice, I intend to frequently utilize anchor charts. They are excellent references for students and allow them to use visual cues while working independently. I plan to have students contribute to the creation of the chart, as well as keep their own charts in their corresponding notebooks. My charts will be color coordinated, eye catching, print rich and illustrated. Below, I have included inspirational examples of colorful, engaging and useful anchor charts I have found from various sources on Pinterest.
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First Observed Lesson PlanOn October 8th, 2015 I led my first small group in a lesson I planned to develop their one-to-one correspondence (LA.K.1.1.4: the student will match print to speech). I worked with a reading group of four boys, each of which had been identified as struggling in phonemic awareness. In addition to one-to-one correspondence, this lesson met standards in relation to concepts of print (CC.K.R.F.1a), as well as phonemic awareness (LA.K.1.4.1).
Finally, students opened their Tig Can See books. The first four pages were read aloud as a group, then each student read one page themselves to the group. During that time, students pointed along as they/others read. While reading short sentences, the students were able to point to the words accordingly demonstrating accurate one-to-one correspondence for five words. Therefore, my objective for the lesson was met. Through my observation of the pointing skill being transferred as students read the book, I was able to determine if further instruction in one-to-one correspondence was necessary. Overall, I was impressed with my students' learning and proud of their ability to identify individual words in the sentence (instead of just repeating what they'd memorized). Next time, I hope to produce a longer lesson plan and engage the whole class in an activity. I am comfortable with all the students now. So far in my internship, I've noticed I like spending the day with 5 year olds much more than people my own age! :)
Elementary aged children are experiencing new things everyday, and I see the excitement, wonder and curiosity arise in the Kindergarten students I work with each Thursday. Consequently, emotions in the classroom can help or hinder student learning. Students learn and perform better when they feel secure, happy and excited; however, their cognitive performance is inhibited if students feel distracted or negative emotions toward the subject matter. (Bohlin, Durwin, Weber. 68) Schooling needs to go beyond the curriculum and guide students to be prepared to deal with real-life problems, challenges and emotions. As a future educator, I wonder how I will be able to include character education (based off students' emotional impulses impacting their behavior and their emotional intelligence levels) in my daily curriculum. Emotional intelligence involves students' understanding of their own emotions, as well as emphasize with others and acting accordingly. Ed Psych Modules offers insight on how to foster emotional intelligence in students, through various dimensions. In my internship, I witness these practices being applied daily. To promote emotional understanding in the classroom, students have "Share Time" during their calendar studies. The class sits on the carpet in a circle and passes a stuffed animal around clockwise. Whoever is holding the stuffed animal is encouraged to share how they're feeling or what they did throughout the week. Students love the opportunity to share their personal life with their peers. In dealing with behavior, emotional intelligence is fostered by teaching appropriate responses to the emotions of others. Ms. J frequently models ways to be caring and considerate of others' feelings when students report a rule has been broken. For example, Tamara* was upset when Lucas* pushed her while making his way to the water fountain. Tamara instantly reported the incident to Ms. J, who asked Lucas why he would be so inconsiderate of Tamara's personal space. Lucas is guided to realizing that his actions impact others, and he is led to apologize to Tamara. To promote emotional regulation by providing training in conflict resolution skills, Ms. J takes an opportunity to turn the disruption into a lesson. The class is reminded of their procedure for when something like that happens, to ask the person kindly not to do the undesirable action and to apologize for misbehavior. While doing letter study, multiple students frequently feel frustrated with their handwriting. I hear countless "I can't do it!"'s throughout the day, and nothing breaks my heart more. Each time a student doubts their own capability, Ms. J and I are sure to lead them by encouragement to continue to try their best. Lucy often is frustrated by her inability to master the curves of a capital G, or the strange line work in an S. Through individualized instruction and a little positivity, Lucy is quick to be prideful of her accomplishments and I'm happy to celebrate with her. Sharing enthusiasm and encouraging students to persevere increases their self-motivation and builds emotional intelligence. While continuing my internship, I hope to uncover each student’s behavioral cues, and find ways to help them grow their individual emotional intelligences. I wonder how to group students in ways in which they could balance each others behavioral weaknesses with their own strengths. For example, would sitting Tamara, who is more motherly, next to Abel, who has frequent behavioral out lashes, allow for peer comfort and help them achieve? Or would the mismatch of behavioral levels cause further disruption and impede their learning process? (* = New pseudonym) ReferencesBohlin, L., Durwin, C., & Weber, M. (2012). Emotional Development. In Ed Psych Modules (2nd ed., pp. 68-69). New York, New York: McGraw Hill.
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