Monday, October 6, 2014
I began my week by doing morning meeting and having everyone
introduce themselves to the new kid in class. There was one day where the
students did not follow my instructions. They talked among themselves and they
would not be quiet when I told them to. My CT had to interfere and straighten
them up. She advised me to set guidelines and to use my teacher voice even if
it hurt their feelings. The next day I was a bit firmer and they followed my
instructions without any misbehavior.
On Monday,
I read When Autumn Falls to the class. I called on each table to join me on the
carpet. I began by reading the title and asking them the definition of autumn.
After a student answered that autumn was fall, I asked them between what months
it occurred. I began to read the story and stopped at the page that mentioned
the word temperature. I decided to stop here and ask them what temperature was
because it was a word that they learned in science last week. They were able to
tell me that temperature measured whether it was hot or cold outside. I resumed
with the reading and made another stop because my students did not know what
bobbing was, which I explained that it was a competition of getting the apple
by the mouth. The next stop I made was when the book mentioned Jack-O-Lanterns.
I asked the class whether they were going to carve pumpkins to make
Jack-O-Lanterns, they were able to make connections to the text. I learned by
watching my group’s read alouds that I need to establish an attention getter. The
attention getter will help me by redirecting their attention back to me after
they share stuff. There was one part in the story that talked about rain and I
imitated the sound and hand gesture for rain. My students repeated my action.
After I finished the read aloud, I asked what they learned about the book. I
gave everyone an opportunity to share once about what they learned.
Photo credit to Ana Siu.
In class,
there is one particular male student that I’m concerned about due to behavior.
He does not follow directions most of the times and tends to act like a
kindergartner. I noticed that he works when you actually sit down with him and
take the time to work with him. This student is still in the
punishment-obedience stage of Piaget’s moral development. He knows that the
punishment for disobeying is moving his star down, but it seems that he does
not really mind too much.
Resources:
Levin, J., & Nolan, J.
(2014). Principles of Classroom Management (Seventh ed.). Pennsylvania: Pearson
Education.
