Shannon+Ball


 * Shannon Ball**

Time: 7:50- 11:00 am
 * Visit 1 and 2**
 * September 18 and 20, 2006**
 * W.D. Williams, 5th Grade**
 * Roll: Observer**
 * Subject: Science**

1. My fieldwork teacher is really goofy. She makes the children laugh a lot throughout the lessons. She shows concern for the students by approaching them and quietly asking their questions or frustrations. She is lucky to have a smaller classroom (17 students) so it is a little easier to approach each student alone. 2. The class I am in has two students in particular that are severely challenged. These students are taken out of the classroom two separate times during the time I am in the classroom alone. When these students are in the class they need special attention from the teacher that she cannot always give. She dose however, try to include them in all lessons even if they are too difficult for them. I have also seen special spelling and reading worksheets given to the slower students. She has also created an accelerated math program within the classroom called math busters. This group is made up of students who are naturally gifted with math. They sit in with the class on the first day the material is presented. The rest of the week they work alone on the problems that increase in difficulty. The other students work through problems with the teacher at a slower speed. 3. I have not been in the classroom long enough to really see how the teacher interacts or understands the student’s parents or the community. 4. I have never seen my fieldwork teacher (so far) assign something that is too hard or too easy. She has been teaching for over 20 years, which may attest to this. Her choices for the academic work of the students are both tasteful and applicable. When the topics are first presented the usual bustle of confusion spreads through the classroom, but once the students get the hang of the lesson they tend to love them. I have also noticed that my fieldwork teacher allows a good amount of “confusion time” between giving more aid and having them figure it out on their own. //**Shannon- You've outlined specific ways that this teacher demonstrates an understanding of, and an ability to work with, diverse learners. You have noticed particular ways that she makes connections with the students and how she allows students to work on their various levels. I also appreciate that you notice that she appropriately challenges students (not hand-holding but providing enough support to encourage their development). - Annie**//
 * Observations based off the 4 Fieldwork Questions**

Time: 7:50- 11:00 am
 * Visit 4**
 * September 27, 2006**
 * W.D. Williams, 5th Grade**
 * Roll: Observer and Tutor**
 * Subject: Math**

Today the class learned Lattice Multiplication, an alternative form of multiplying. I had never seen this method before so I was learning it along with the students. The students seemed really confused at first because this method looks like some form crazy hard math. When I first looked at it I thought it looked scary too. Basically you place the numbers being multiplied on a grid and add the sums diagonally. This is a really bad explanation of Lattice, but is a very visual process. My fieldwork teacher asked me to walk around the class and help students who were having trouble. Since the students have taken a liking to me, most all of the squeaked for me to help them. I did the best I could to help everyone equally, but some really needed the extra help. I made one sweep through the whole class then helped two girls who really had no clue. One of the girls I have mentioned before in my visit 1 +2 entry. This student again got pulled out of the class to go to her special education program. It is so hard to watch this girl fall behind more everyday. I understand that the special education helps, but she on occasion can keep up with the rest of the class. This shows me that she is capable of the work. I think she would do better with a one on one teacher than being pulled out seven times a day. I have see situations like this in almost every classroom I have been in and it hurts to watch //**Shannon- You mention a very real challenge faced by students (and teachers) with the numerous pull-outs that happen in the elementary classroom. How might you work with this particular student (and situation) in your own classroom? - Annie**// //**Shannon-**// //**I think that it is great that you got to see such a visual and unique way of teaching multiplication. My class is just starting and I think that in the coming months this could be a reall beneficial tool for them to have. I agree with your comments on how one on ones are better than pullouts but I'm glad you get to have the experienc of working with this girl I'm sure that your attention is helpful anf much appreciated on her part. Keep up the good work my friend, your entries sound and look good.**// //**-Robin**//

Time: 7:50- 11:00 am
 * Visit 5**
 * September 27, 2006**
 * W.D. Williams, 5th Grade**
 * Roll: Teacher**
 * Subject: Social Studies**

Today I taught a lesson that was developed to help the students understand the importance of a compass rose and other features in reading and writing a map. My teacher gave me the lesson book about 20 mins. before the lesson began. I had to re-arrange the desks so that there was a 10’ x 10’ space for the activity. I masking taped a 9’ x 9’ square in the middle and girded out foot sections with the tape. This was the map grid. I did not number or letter any section like you would see on a map; I just left the squares. Next I placed random objects in random squares. I gathered the students around and told them to draw what they see without drawing the grid lines or objects outside the grid. They started drawing the objects as they saw them. I then told them that they were going to give this drawing to another student to use as a map. I said that I was going to empty the squares and they the student with their friends map would have to put them in the squares as they saw on the written map. The kids started to get nervous. They started to look at everyone else’s papers and realized that almost everyone did the assignment differently. They started to question if the other people would be able to understand their map. They asked, “Would the person know what side of the square the map drawer was drawing from” (perspective). It was great. I told them time up and we had a few students try to replace the objects according to the map. One replaced all but two correctly; the others had more difficulty. I then handed them a map I had drawn that had the grid labeled with directions, numbers and letters. They all replaced the objects correctly using my map and they said, “It is a lot easier to replace objects when you know directions and stuff”. This was an introduction lesson to their new social studies unit where they were learning about the world and maps. The point of the lesson was to have them understand the importance formalities in relation to maps. //**Shannon- This reminds me of the chapter we just read from Eleanor Duckworth's book. You were asking for the children to use their own experience to develop a map. Also, you suggested an interesting way for a child to develop perspective. Good thinking. - Annie**//

Time: 7:50- 11:00 am
 * Visit 6**
 * October 2, 2006**
 * W.D. Williams, 4th Grade**
 * Roll: Observer**
 * Subject: Math and Reading Groups**


 * Observations based off the 3 Fieldwork Questions**


 * This day my teacher had forgotten to tell me about a fieldtrip the theater that her class was going on. She asked if I would like to sit in on another classroom, I of course accepted and was placed in a fourth grade classroom.**
 * I was introduced to the classroom and the teacher then apologized for what I had to see in the next few minuets. I didn’t really understand what she was saying. Then it started… Apparently she has been very adamant with her class about a few certain things. Writing their name on all of their work was one thing that her class has apparently totally disregarded. So when she was trying to hand back papers she couldn’t. She named off all the names of the students that she didn’t receive papers from and about 90% of those named said they had done the assignment. She lectured them for a few minuets about how this will not be allowed in 5th grade. Then she tour up all of the papers in her hand that didn’t have any names on them and told them they would have to do the assignment again. This was definitely alarming right off the bat, but it drove her point home. I don’t know if this scare tactic worked, but it would have for me in fourth grade!!**
 * The next thing we did was going over rounding numbers. She had a great math rap that went something like this…**


 * //Four or more,//**
 * //add one more.//**
 * //Less than four,//**
 * //stay the same.//**
 * //Rounding math is my game!//**

It had a little more to it, but I think I remembered the meat of the rhyme. Each time the class went over a rounding problem they would say the rhyme as they went. It was a great learning tool!! Reading group time was next. During this time the class splits into groups based on their reading level. I was in a lower level group. They were reading a picture book about one of the first African American’s to go to a white school. The teacher was trying to teach them about key information. Basically they were learning to paraphrase subtopics throughout the book. Then they were given a sheet of paper with results of events in the book written on it. They were then given cards with the causes of the events on them. They were to match the cards with the results on the paper. They did a little cause and effect exercise, some discussion about their answers; then it was lunch //**Shannon- What did you think of the "cause and effect" exercise?Was it effective? Why or why not? Try to pull out the learning from the lessons you're observing rather than just describing. I like the rap song! Thanks- Annie**//


 * Visit 10**
 * October 30, 2006**
 * Time: 7:50- 11:00 am**
 * W.D. Williams, 5th Grade**
 * Roll: Observer**
 * Subject: Science**

//**Shannon- You make some good observations about how this teacher set up expectations immediately and was consistent with what she expected, with regard to behavior. This allowed the lesson to proceed without further focus on discipline. I'm interested in her approach to learning vocabulary. It sounds like she allowed the students to explore the ideas rather than define them immediately for the students. What do you think of this approach? Be sure to analyze in addition to describing.**//
 * Today science units started again. The 5th grade teachers split up the science and social studies teaching by standard courses of study. Each teacher teaches one course of study unit to each 5th grade class. My teacher’s course of study was animal life cycles, biomes, and habitats. Monday was the first day with her new 5th grade class. I was really interested in seeing her interact with the new class and also see how she gained both the attention and respect from the new class.**
 * She commanded the class right from the beginning; it was almost like showing them that she meant business. She was very strict and laid out the classroom rules and the behavioral procedures. The 5th grade goes by a colored card behavior method. Each student has four cards on his or her desk. The colors vary from blue** **(super excellent behavior), green** **(responsible behavior), yellow** **(oops, I messed up), and red** **(I did something really bad). The teacher will ask a student to change the color strip on their desk depending on the behavior of the student. To turn to blue you could be seen helping another student without having been asked, answered a question very well, or exceeded the classes “normal” expectations somehow. Students rarely skip a card color unless it is going from a “bad” card to a “good” card.**
 * She then did attendance, reprimanded some smart-mouthed students; and then started introducing the material to be covered. They did not define the terms though, instead we had a discussion on what each term may mean in regards to the students’ prior knowledge. Still definitions were not recorded. Then the class watched a //Magic School Bus// program about the habitat of a frog. After the movie had ended we then had another discussion about the previously given vocabulary terms. The students now combined their prior knowledge with the new material presented in the movie.**

=Response to Julia Travis’ 10-15-06 visit to her 4th Grade Class...=

She wrote about teaching a lesson about the importance of specific instructions. She taught the “How to Make a Peanut Butter Sandwich” where students write instructions on how to make a peanut butter sandwich. Most of the instructions were too broad, like a student forgot to write in “open the bag of bread” so the other student couldn’t get the bread to proceed. Her reflection was articulate and really showed me that she is already learning how to conduct a class with confidence. I also liked that she used the behavioral methods used by her teacher. This, I feel, is a hard lesson to learn. Most people want to do things their way. In a classroom full of students who have gotten used to a certain procedure, it is very important to try and stay as close to the classroom format as possible. When this is not done, mass chaos is usually unleashed. In my class, like I have mentioned in other reflections, they use a colored card behavioral system. They also use a clapping method to help calm the class. For instance, “If you hear me clap once… If you hear me clap twice…” As Julia wrote, I too believe that nothing beats actually getting up in front of a class and teaching!
 * Visit 11**
 * November 1, 2006**
 * Time: 7:50- 11:00 am**
 * W.D. Williams, 5th Grade**
 * Roll: Observer**
 * Subject: Math and Science**

//**Shannon- Thanks for commenting on Julia's work. I agree that practice is THE teacher. - Annie**// =**Questions from fieldwork for visits 7, 8, and 9**=

> > 4. My teacher sends weekly progress reports about each student home for their parents to overlook and to stay involved. Unfortunately most of the reports come back either signed with no comments or not signed at all; she still continues though. If the class is all not understanding a certain lesson or topic area she will spent extra time on the subject area and tech alternative methods to mastery. This is one area I have found most helpful. I have learned many ways to teach multiplication and division and have shared these ways with my math curriculum class!! //**Shannon- You've seen an assessment philosophy put into action -- allowing the students the opportunity to revise and amend work rather than simply "grading". Also, your examples of how the teacher provides ongoing feedback is excellent. Thanks for sharing - Annie**//
 * 1) My teacher creates and maintains a positive atmosphere for learning by being honest, dependable, silly, and very procedural. Every student knows what is expected during every part of the day. If they are acting out of line or need to be reminded about what they should be doing, she will remind them of what is and has always been done. I think this is a very important part of the classroom. Elementary aged students need structure. They need to know what needs to be done and how to do it before they can be given the freedom of “free range” learning. When I watch the class I see that students are proud to be independently working and enjoy that they don’t need commands barked at the all the time. The way they got to this level was through strict classroom procedure lessons at the beginning of the year. //**YES! -Annie**//
 * 1) To ensure that students are treated fairly the teacher must put a lot of effort into floating around the class and checking in on each student. This takes a lot of time that many teachers don’t have. I have noticed that my teacher tries really hard to call on students fairly and to visit one on one with each student. I don’t think she thinks of this as fairness, I think it is rather her experience teaching over the years paying off. INTERESTING OBSERVATION.
 * 1) Assessing and documenting each student’s process is actually I have asked and become more involved in. I have started grading some of the student’s work under her supervision. She does a lot of; if you finished it, it is counted and if you don’t do it at all, you get no credit and you have to do it soon. I like this procedure because I feel that as long as the student attempted the lesson, they had to of learned something. This also helps students get in to doing schoolwork to learn rather than just to learn a grade.


 * Visit 12**
 * November 6, 2006**
 * Time: 7:50- 11:00 am**
 * W.D. Williams, 5th Grade**
 * Roll: Observer and Tutor**
 * Subject: Math, English and Science**


 * Response based on questions 4- 7 (for visits 7,8,9)**


 * 4. Today the class had another substitute teacher. My host teacher is out because of a serious personal problem. It is very interesting to see how different the students act when my host teacher is not around. It is also interesting to see how much her colleagues are willing to help her class. One teacher in particular kept poking her head in the classroom to make sure the student’s were on point. The substitute did a wonderful job of maintaining the class’s attention. Though he used only lecture as his teaching method, he still maintained attention. The class did seem a little scared of him though. He wasn’t too mean, just his voice carried a little stronger than my host teacher’s voice. He did, however, have favorites. He had certain students who he chose to help him when disciplining the students. I was wary of this tactic. He was turning students against students. He would say, “John Doe, would Miss. Blah Blah let this happen when she is here?” It worked, but I hate seeing students’ turned against one another.**
 * 5. This was hard to see. He was new in the class and he didn’t know anyone well enough to know their normal behavior. He did, however, try hard to keep the classroom procedures the same; this is a form of treating everyone fairly. Meaning, the students knew what was expected because the expectations had not been changed.**
 * 6. He also kept up with my host teacher’s assessments and progress documentation. I saw him using the grade book and grading worksheets.**
 * 7. This was not applicable to my observation because the substitute had no control over what was learned.**


 * Visit 13**
 * November 8, 2006**
 * Time: 7:50- 11:00 am**
 * W.D. Williams, 5th Grade**
 * Roll: Observer and Tutor**
 * Subject: Math, English and Science**


 * Response based on questions 4, 5, 6, and 7 (from visits 7,8, and 9)**


 * 4. Today we got a new student. I was so cute to see all the other students want to make him feel so comfortable. My host teacher did an amazing job of carrying on with the course work and letting the new student know what the class procedures are. She didn’t stop the class at all; she just would aid him during the activities. This way he didn’t seem like an alien, he more naturally fit into the classroom procedures.**
 * 5. This was also an example of everyone being treated fairly. Although he was a new student my host teacher never made a huge fuss over the new student. He was just as equal as the students who had been in the class from day one. I really liked the way my teacher handled this situation.**
 * 6. The students finished a huge state project today. This project was great!! The students each got a state to research. They then created a bumper sticker for their “travel suitcase”, a brochure with facts and pictures, an indigenous people study and a government tree plot. The suitcases were made from pizza boxes and were decorated with state landmarks. This was a great assessment of the students’ ability to analytically research and collect applicable information.**
 * One of the students who is always pulled out for special ed never got to finish her project because her work time for the project had been cut in half because she was always being pulled out of class. This was a big project and I don’t think she ever finished it.**
 * 7. My teacher added the government aspect to the project because the class expressed an interest in learning about voting and what the different positions exist in government. This interest, I think, came from the elections that were held in Asheville this semester.**


 * Visit 15**
 * November 15, 2006**
 * Time: 7:50- 11:00 am**
 * W.D. Williams, 5th Grade**
 * Roll: Observer and Tutor**
 * Subject: Math, English and Science**


 * Response based on questions 4, 5, 6, and 7 (from visits 7,8, and 9)**

6. Each student has a science and social studies journal. These journals are VERY specifically split into sections corresponding to the lessons learned. These are used as assessment tools. Both the teacher and the student can find their work easily and can see the student’s progress.**
 * 4. I believe I had previously talked about how the 5th grade swaps classrooms and teachers for social studies and science. For this response I am going to write through my observations of my host teacher teaching her second class. Her relationship with this class has really improved. Originally these three boys in the back would give her a very difficult time. They now do what they are told and actually produce some of the best scientific observations in class. This class is really fun for the students’ also, because they are growing simple plants in small greenhouses. Everything is hands on and the students’ are really excited about the project. Maintaining a positive atmosphere when the students are doing a really fun experiment is much easier than when they have to sit and listen to a lecture.**
 * 5. This class seems to have less special education students than my host teacher’s class. This makes it a little easier for the teacher to treat everyone fairly. By this I mean that my host teacher doesn’t have to spend as much time with the exceptional students and can more evenly spread out her time. Rumor is that this class has a teacher with less teaching experience, which is why she has less exceptional students.
 * 7. My host teacher did go over plotting the seeds for growth measurement a number of times because the students had trouble with telling the different types of plants apart.**


 * December 12, 2006**


 * RESPONSE TO:**
 * Kacie Loparto

Art Space Charter 5th grade**


 * November 25**


 * It is so great that you got to teach a lesson. I love that you brought art in to the protractor lesson. My class also was learning how to use protractors this semester. They had much difficulty with reading the correct numbers ( 90°). Also, they had problems with putting the point of the line segment into the “bulls eye”. I think it would have been very helpful to let them plat around with the protractor and create designs or real life pictures. Drawing trees is a wonderful way to let students explore what can be drawn with a protractor.**
 * I have a few questions:**
 * 1) **When you had them measure the angles did you check their work?**
 * 2) **Did you write a lesson plan for this activity? (I would like to see it if you did).**
 * 3) **What did the teacher say about your teaching methods?**
 * 4) **Do you feel you did a good job?**


 * The reasoning and logic game you described sounded like a real hoot. Was the game for fun? Are the students familiar with the game? Why did the teacher do it? Was there a specific NCSCOS he was trying to get at?**


 * Thank you for your reflection Kacie, I loved learning about your growth as a teacher!**


 * Visit 16, Final Visit**
 * November 15, 2006**
 * Time: 7:50- 11:00 am**
 * W.D. Williams, 5th Grade**
 * Roll: Observer and Tutor**
 * Subject: Math, English and Science**


 * Response from Questions 1 & 2 (for visit 10)**


 * 1) **My fieldwork teacher had a serious personal problem this semester. The way that her colleagues responded to her problem was incredible. They were so supportive and offered help in any way they could. When she had to take a week off for personal reasons they helped keep her classroom in order by poking their heads in to make sure the students were on point. The assistant principle also enjoys helping when he can. The guidance counselor also comes into class on a biweekly basis and teaches lessons; these lessons mostly cover guidance topics but can also cover classroom problems. (i.e. bulling, respect, behavior issues, cultural issues, etc.)**
 * 2) **My host teacher is a history buff. She recently went on a civil rights tour where she met famous people who played important rolls in the movement and went to renowned historic sites. She continues to learn with the students rather than preach from a know-all standpoint.**


 * Different teachers than the 5th graders normal teachers teach Science and Social Studies in different classrooms. They do this so that the students get a taste for what it feels like to be in a 6th grade class setting. They are not allowed to go back and forth to the classes and if they forget something they have to go on without it. (Because in 6th grade you can’t get something you forget.) This setup was setup by the 5th grade teaching team. They happen to very close and are able to do a lot of activities as a whole grade because of this.**