Observation Journal Entry #4
Mar. 1st, 2013 12:55 pm![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
aelfieToday's schedule is another weird one. Morning lesson is cut in half and the second half is taken up by Spanish. I asked if this was normal, and it is, something about it's the only way to get these lessons in for the week. It's a short day for me, I'm done right after morning recess.
I asked Ms. R for a suggestion on how to finish my drawing, she suggested mountains and a sky. So, I took that advice and finished my drawing. I think it looks much better. See?
Morning lesson, although short, consisted of Tongue Twisters led by yours truly. I taught three: Mares eat oats, Henry Hall hops on his heels, and Greek Grape Growers. The lesson seemed to go over well, the students were engaged (a bit too engaged in the hopping on heels, but they broke off quickly), they followed my instructions easily and asked if we could to do more next week. The rest of morning lesson was play practice. They stood on their chairs and read through it. The class wrote the play but no parts have been assigned yet.
During Spanish I had another chat with Ms. R. We looked at my schedule of activities, the list of things required over the next three weeks, talked about how the tongue twisters went, how I could be more help in the classroom, and where I could do more things (Woot! More chalk drawing.). We discussed the possibility of my visiting other classrooms on Friday's since the days' schedule is so weird and my time there is so short. We also talked about my future plans, goals, and aspirations.
We talked about student assessment. Ms. R tends to lean toward written narrative reports, some which the students see, some the parents see, and some she keeps for herself. She gave a test for the first time earlier in the year just as a practice for taking a test rather than using it as a measurement for student accomplishment. She's tried checklists for student assessment, but then ended up writing all over it anyway and decided that sticking to a narrative is best for her and the class. We then chatted about how the school gives the Ohio (Iowa?) test in 6th and 8th grades, more to give the students practice taking tests than benchmark collecting. Then the discussion turned to how do we keep parents happy? The school feels the need to test so that current parents are assured that child is "on track" in comparison to local schools. In addition, the faculty and staff also see a need for having something measurable and objective on file for showing prospective parents that "Yes this is a good school. See? We've got high test scores!" While on the other hand, we have the whole problem that as Waldorf teachers testing really isn't something we tend not to believe in anyway. So there is a balancing act in this area in order to keep everyone happy.
My thoughts on teaching today: I find it strange and somewhat exhilirating that I'll be waiting, waiting, waiting to teach...going inside my head "Why am I doing this? What in the heck makes me think I am capable of doing this? This is all so beyond my abilities. And I've been studying this stuff for years and I feel like I'm barely scratching the surface, I'm just not up to the task!" And then I stand up...and this persona called "Mrs Dadek" takes over. She is confident and capable, and notices the little things like the student in the back row who sat on their desk in the middle of the lesson and quietly takes care of it. How the butterflies are gone and she/I just...do it. And the lesson goes well. Then I sit down and think "That was awesome. More please!" and maybe, just maybe I can do this. That I am capable. It's an interesting feeling
I asked Ms. R for a suggestion on how to finish my drawing, she suggested mountains and a sky. So, I took that advice and finished my drawing. I think it looks much better. See?
Morning lesson, although short, consisted of Tongue Twisters led by yours truly. I taught three: Mares eat oats, Henry Hall hops on his heels, and Greek Grape Growers. The lesson seemed to go over well, the students were engaged (a bit too engaged in the hopping on heels, but they broke off quickly), they followed my instructions easily and asked if we could to do more next week. The rest of morning lesson was play practice. They stood on their chairs and read through it. The class wrote the play but no parts have been assigned yet.
During Spanish I had another chat with Ms. R. We looked at my schedule of activities, the list of things required over the next three weeks, talked about how the tongue twisters went, how I could be more help in the classroom, and where I could do more things (Woot! More chalk drawing.). We discussed the possibility of my visiting other classrooms on Friday's since the days' schedule is so weird and my time there is so short. We also talked about my future plans, goals, and aspirations.
We talked about student assessment. Ms. R tends to lean toward written narrative reports, some which the students see, some the parents see, and some she keeps for herself. She gave a test for the first time earlier in the year just as a practice for taking a test rather than using it as a measurement for student accomplishment. She's tried checklists for student assessment, but then ended up writing all over it anyway and decided that sticking to a narrative is best for her and the class. We then chatted about how the school gives the Ohio (Iowa?) test in 6th and 8th grades, more to give the students practice taking tests than benchmark collecting. Then the discussion turned to how do we keep parents happy? The school feels the need to test so that current parents are assured that child is "on track" in comparison to local schools. In addition, the faculty and staff also see a need for having something measurable and objective on file for showing prospective parents that "Yes this is a good school. See? We've got high test scores!" While on the other hand, we have the whole problem that as Waldorf teachers testing really isn't something we tend not to believe in anyway. So there is a balancing act in this area in order to keep everyone happy.
My thoughts on teaching today: I find it strange and somewhat exhilirating that I'll be waiting, waiting, waiting to teach...going inside my head "Why am I doing this? What in the heck makes me think I am capable of doing this? This is all so beyond my abilities. And I've been studying this stuff for years and I feel like I'm barely scratching the surface, I'm just not up to the task!" And then I stand up...and this persona called "Mrs Dadek" takes over. She is confident and capable, and notices the little things like the student in the back row who sat on their desk in the middle of the lesson and quietly takes care of it. How the butterflies are gone and she/I just...do it. And the lesson goes well. Then I sit down and think "That was awesome. More please!" and maybe, just maybe I can do this. That I am capable. It's an interesting feeling