Tag Archives: student teaching

Self Assessing My Reflecting

reflective selfie That’s a selfie of me reflecting!
During the past quarter of course work and student teaching, I feel I became much more discerning and at the same time more clear about many teaching practices. I think my blogs reflect that. My blog that seems to have provoked others’ thinking the most was about student self assessment, particularly in the primary grades. Comments made on this blog also provoked further thinking from me which are reflected in my comments on the comments.

Part of the Process’ Classroom Community blog inspired me to write a whole blog (which I then linked to in her comments), and then I received quite a lot of comments on my blog about Part of the Process’ blog.

These two blogs both reflect how we pre-service teachers have become part of a teaching community that relies on its members to, not only offer possible solutions to problems, but to push one another’s thinking, which in turn pushes us all forward as a collective group. These two examples of blogs also show how student focused we pre-service teachers have all become. We’re not just concerned with how in the world we are going to become teachers any more. We’re most concerned with how our students are going to become the best learners and how we can instill some self-sufficiency in them to take responsibility for their own learning.


Ready to Race

After teaching the first part of a math lesson in my Dyad placement, I am feeling like a three year old race horse bucking at the starting gate ready to run. Hopefully during next Winter and Spring’s student teaching, I will not be the horse that rushes right out of the gate and then looks for greener pastures in the middle of the race track. Even though the rational part of my mind knows I need more preparation, another part of me just wants to dive in and learn on the job. Perhaps this is the part of me that is ready to be done with academic class work as the quarter comes to a close with all of its final projects. Of course, then my rational side says, “You know, you will have tons of lesson planning and prep. work when you teach, don’t you?” Teaching this lesson on collecting data for a graph was just so much fun that I want to keep practicing!

Fast forward to my feelings after teaching the second half of the lesson mentioned above on the following day. The first 15 minutes went just as planned, then almost everything that could go wrong, did. There were technical difficulties with the smart board, I got totally sidetracked by a dominating student’s suggestion (later realizing on the video that he had not even raised his hand when others did have raised hands), and I even bumped into the DVD player causing Bill Nye the science guy audio to start playing. Thank goodness I and everyone in the room had a good sense of humor. Did I mention the lesson went so long that there was no closure, because it was time for recess? When I picked up the graphs the students had made, only 2/3 had done them correctly and half of those could have been much neater to clearly depict the data. Let’s just say it was a great learning experience! Despite really wishing I could hit the rewind button on that lesson, I am still chomping at the bit for more. I am ready to practice this art of teaching, and, believe me, when I say, “It is an art!”