Textbook Module 1

    Ashtyn Greenstein
    By Ashtyn Greenstein

    This week's textbook reading has unfortunately and fortunately reaffirmed what I know I need to improve on as a teacher: routines. From the beginning of the school year to the current date, there are only a few things I do consistently as a teacher in my classroom: Do Now routine, HW check, lesson agenda (flow of the lesson), and perhaps one or two other things. Students come into my classroom at least knowing that they should silently and independently start the Do Now. Although I need to remind my students multiple times that the Do Now is silent and independent, there are slowly more and more students who know exactly what to do when they walk into my classroom. Due to the management issues I am currently having, the conversation regarding Pavlov’s dog at least speaks to part of the reason for the behavior in my class: my students do not always know what to expect or what is coming next, which leaves room for misbehaviors. Students appreciate when actions are expected and will take full advantage of even a second of free time left in the classroom. On the subject of teaching techniques and content, the textbook reading again revealed my areas of improvement as a science teacher. I thankfully was given resources by another middle school science teacher and believe my worksheets are structure in a way that promote classroom routine and allow students to engage in “assess your understanding” questions, but many of questions are “level 1”. I believe I am giving my students too much information and not allowing them to think beyond the questions I am asking. My lessons need to include higher order thinking as well as scaffolded questions, which is represented by the following quote from the reading: “For example, a teacher may focus on testing the verbatim recall of Newton’s laws rather than students’ ability to apply those principles to novel situations.” (p. 94). My ability to relay information is strong, but I need to work on including the application of material to each of my lessons. I received a comment from a fellow teacher, which came as a surprise to me. The teacher had said that I am definitely destined to be a middle school science teacher because of my patience, organization, and ability to break things down. I was in shock because I am the most disorganized person I know. I did hone in on her comment of my ability to break things down. According to the text, communication is key to being a successful teacher. This does not just include being able to talk to student, but, in my opinion, it is also the act of being able to effectively relay information. Although this is obviously not an area of expertise for me, I am at least on the right track to reaching appropriate ways to get the information from my brain to theirs.

    ED 644 Fall 2017

    ED 644 Fall 2017

    Here is the online home for ED 644 Fall 2017.

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