February 13th-17th, 2017

Weekly Rating: 4! 

• Observe: This week I was reminded of how excited students are to learn and be engaged. When my children are singing and learning new facts about music, they are well behaved and seem so happy. There is no bitterness or harsh feelings. We are all just learning and living. It's so fun. 
• Reflect: Reaching down and getting on students' levels changes their perception of me and my understanding of them. I learned this mannerism at camp, that if I am talking personally, one-on-one with a child, I should get on their level. Eye contact and a sincere heart goes a long way. There were two specific instances where I was able to employ this tactic, and I am wary to call it a "tactic," it's more of a respectful gesture. I will lower myself to you, sad/frustrated child, because I want to better understand you and I want to become more accessible to you. 

The first incident happened when one of my Ks walked into my classroom already crying and upset. He is often distraught and thinks he must cry over every perceivable issue. Kindergarteners have assigned seats, so they already know exactly where they are supposed to go when they enter my room (rather than me assigning them from their spot in line). Well my K friend walked in crying and said "someone told me to sit on red." Well... his seat is on yellow. I am absolutely uncertain why this was such a big deal to him-my best guess being that he thought he was going to get in trouble. But I didn't get angry. I got on his level and listened to what he had to say, though he didn't say much more than "someone told me to sit on red." So I told him that as long as he is doing what he's supposed to do, there's nothing to worry about... and class went on! 

My second incident was not quite as sweet or happy. I have a 1st-er who is notorious for bothering anyone he sits beside. This held true on the day that he was in music. I know he probably isn't doing it on purpose, but after several attempts to encourage good decisions and not making excess noise, I asked him to sit in our chair that let's students take a breather away from the group. In 1st this week we were using clothespins on hearts to create our own rhythm patterns. I gave my 1ster in the chair his bag and explained the rules to the whole class. After a few rounds of people tapping their rhythms with claves, I told the class to rearrange their clothespins and went over to speak with 1ster. I asked him why he was sitting over there.. I then asked him if he thought he could rejoin the group and make better choices for the rest of class. This was all while bent over speaking directly to him. I just think this is more respectful and yields better results than just gleaming down on them.

• Focus: It is very nice to erase what my answer was to this prompt last week. I feel much better about personally assessing my students this week. I took the time, especially in 1st (this is most prevalent in my mind) to hear everyone's rhythm they created. I was on the floor with them, moving around and looking at what they had created. I would ask them if they knew how to tap the rhythms or if they needed help with any of the words we say with them. This was a great way for me to feel out how my students were doing with creating simple rhythms.
  I also figured out a great way to connect with my 4 & 5s. Competition DRIVES them. They LOVE it! It's wonderful. We played a Jeopardy game which served as a review (and assessment) over things we had discussed in the previous weeks. This was so fun for everyone in the room! 

• Be productive: I have worked on FINALLY figuring out exactly where I want to take my edTPA. It is coming together. I have it written down in it seems like 400 different places. So I definitely need to spend more time writing down official documents and lesson plans! 

• Have courage: I decided to try something new with my 4/5th graders. We played Jeopardy. Honestly, that took courage. They can be challenging to gauge... They usually make me feel like I am wasting my time and not interesting and as boring as watching paint dry. This week, however, they were energetic, participating, and pleasant (haha). 

• Begin anew: Well.. I am writing this blog on Monday night, already having completed my weekend preparations for this week. I am so tired. I spent 6 hours on Sunday alone creating lesson plans and SMARTnotebook for each grade. I didn't count how many hours I worked on Saturday, but I know I did. I have now felt the overwhelming feeling of having so much work to do on a weekend while all of your friends are off having fun. It's okay though, I did have moments of fun at a church youth night and at a local fun-hip place downtown! I just understand now what it feels like to have a full-time job. The work never seems to end. 
• Data analysis: I analyzed student's understanding of terms and vocabulary through Jeopardy. I analyzed students' understanding of simple rhythm compositions as they played the rhythms. With 3rd grade I heard them play simple rhythms and saw people analyzing their own simple rhythm heart to find the match. I heard second graders hear a simple rhythm and be able to tell me exactly what notes they heard (so awesome). 
• Advice: Don't procrastinate. From this Monday-night Student teacher to the future student teachers: Begin the week before. I am starting my lesson plans for next week TONIGHT! Also, smile. SOAK IN those beautiful moments when your students surprise you with how talented they are. Get on their level. LOVE IT!

NCTCS: 

Standard 1: Teachers demonstrate leadership

1a: Teachers lead in their classrooms

I am going with this one this week. I love how my students are expected to behave and make good decisions for themselves. I love that I can help guide my students in their exploration of music.

Standard 2: Teachers establish a respectful environment for a diverse population of

students

2a: Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults

I would say that my experiences with my 1st and Kindergartener show a positive, nurturing relationship with caring [big-children] (adults). I love my kiddos.

Standard 3: Teachers know the content they teach

3d: Teachers make instruction relevant to students.

I'm lookin' at you, 4/5thers. Say 'hello' to Jeopardy.

Standard 4: Teachers facilitate learning for their students

4h: Teachers use a variety of methods to assess what each student has learned

I'm thinking specifically about my 4/5 graders when we reviewed before our game, and then played the Jeopardy game. I also assessed my 1/2 students when we talked about rhythms before we made our own. Then, not only did they create their own and perform them, but they also moved to another rhythm heart (musical rhythms) and performed theirs as well. This checked for understanding of the person who created and the person who performed. My 3rds had to hear and understand rhythms in their heads (and were wonderful at it!)

Standard 5: Teachers reflect on their practice

5a. Teachers analyze student learning.

With my answers from #4 I add that I have since curved my lessons for this week to cover our weak spots and continue with what we do well!

• Management Question of the week: 
• Portfolio: EE7: Website, Technological Evidences, Professional Development Plan and Resume. I started looking at the SIP and trying to figure out how to incorporate implementing those goals into my lessons and demeanor throughout the school day. I desperately need to get my NCTCS notebook together as well as edTPA planning commentary and context for learning! 
• Support: