Lessons from the shadows

I just completed my second observation, this time in a Grade 2 classroom. I was given the opportunity to work closely with three students for short periods of time and what struck me most was the amazing diversity in learning styles and ways of engagement with the world, even at such a young age. I believe it is vital to never lose sight of the fact that engaging students and making them feel valued are two of the most important aspects of successful teaching.

I want to advertise a very interesting blogpost on the lessons that can be learned from shadowing and thus learning to think like a student, as it has strong relevance in terms of engagement and the avoidance of frustration I personally feel as a student. I particularly appreciate the reflection that movement is key to engaging students, as opposed to having them sit passively for the majority of their day, as their minds and bodies collectively stagnate. I also love the idea of a reading period prior to an examination, when all of the buzzing questions concerning the exam (minus the answers!) can be brought to the fore and discussed. The avoidance of confusion is key to limiting frustration.

The attachments are well worth checking out and include an overview of the author's shadowing process and a student survey you can use with your own students.

Thanks to Ron Sandland for sharing this article with my classmates and me.

http://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned/

First School Observation

Having just had my first school observation as part of my teaching degree, I wanted to record the notes I took about the good classroom practices I witnessed in a Grade 1/2 classroom. For reasons of professionalism, I won't include the name of the school here, nor will I name the teachers I spoke to or the children I (hope I!) helped.

- As the students entered, the teacher asked them to come from an "outside voice to a soft inside voice"
- The teacher asked some students about the importance of personal space, and also asked students who were acting out if they were "modelling positive [/expected] behaviour." This put the onus on the student to correct their behaviour as opposed to sounding as if the teacher was telling them off
- Asking the students to come up to the board or overhead projector to help makes them feel special
- The teacher repeatedly told the students that they were awesome; this surely gives them confidence
- Having the students (with the aid of a partner) take attendance makes them feel important
- Clear, simple instructions were confirmed by asking questions
- The teacher was honest with the students and did not baby them
- Students who finished early and tidied their area from an activity were asked to help others tidy up, fostering teamwork
- Students who were using good strategies or who had produced particularly good results had their work praised and shown to the class
- Ringing a bell was used, along with verbal instruction and physical movement, to show students what to do next; this removes ambiguity and breeds routine
- A special helper of the day assisted the teacher with her work and gives the children greater control over their education
- Having the students stretch at certain times, along with the use of movement, gesticulation and repetition helped to conform to different learning styles and keep the students focused
- Magnetic name tags that students put in a circle when they use the bathroom helps to keep an eye on where students are
- A traffic light system for behaviour helps students to be mindful of their behaviour and gives them a greater sense of responsibility; one child who got to red was asked to sit at his desk for a little while in order to calm down and focus
- If a student attempted to answer a question but was wrong, they were told "Good try, but would you like to ask a buddy?" I believe that such an answer would make them unafraid of failure
- A jar of lolly sticks with the students' names on provides a completely unbiased way of choosing students to call on
- The use of a little song when the students became distracted helped to focus them back on to the task at hand; "1, 2, 3, eyes on me" was answered by "1, 2, eyes on you," and repeated until all of the students were taking part in the song
- Students were asked to discuss certain questions with their "shoulder buddy;" this clear direction means that they won't just seek out their friends
- One student brings an item for show and tell each day, and has the other students ask focused questions about the item, followed by guesses, before the item is revealed. This creates excitement and helps to keep the students focused
- To teach the date, day and month, the teacher uses a whiteboard with certain letters missing, to tell a little story concerning the time of year, such as fall, and this was also accompanied by a song with actions, to directly involve the students in the activity

Overall, I had an exciting morning observing and helping out in the classroom. I am left with a feeling of thankfulness because --
a) I still have the opportunity to try something new and varied at this stage of my life;
b) I had a fantastic time and feel lucky to have been given the opportunity to take part in the observation;
c) All being well, this will be my career!