Pre-J-Term Observation
December 11, 2019
Pre J-Term Observation
After working with Mr. Schneider to plan my J-Term we decided that before I started teaching in the classroom I should spend time doing observation. In order to not take time out of the J-Term itself (as they have been reduced to two weeks this year) I talked with Mr. Schneider about coming in and doing that observation as an internship sort of thing on Wednesdays. This observation was important because I came from a much more traditional school and didn't know what to expect from the classroom, in my observation I took note of the unique student teacher relationships that exist within this school and how the students are incredibly self motivated. One of the other things that struck me was the materials that they used to do math. They had an assortment of different tools that did a great job displaying the relationships between different units (units, tens, and hundreds) and the relationships between different parts of math (addition, subtraction, multiplication, and division). I cannot wait until I begin teaching the students with these materials because I am so excited to see how well they will be able to comprehend the ideas that the materials are designed to show them. This week instead of just doing observation at my internship there I actually worked with the students and taught some of them how to use the Large Bead Frame (Basically an abacus) to show addition well. I believe that this shows Learning Outcome 4 ("Show commitment to and perseverance in a fieldwork experience.") because I have taken my original thought of doing my own J-Term and stuck with it and worked to make it a reality. I believe that this falls under Service because I have given up time in both planning it and my internship there in preparation for the actual course and the intent of the course is to both help me learn more about myself and how I would do as a teacher, but also to help the teachers and students out by teaching the students math. I am looking forwards to the actual J-Term time.
Pre J-Term Observation
After working with Mr. Schneider to plan my J-Term we decided that before I started teaching in the classroom I should spend time doing observation. In order to not take time out of the J-Term itself (as they have been reduced to two weeks this year) I talked with Mr. Schneider about coming in and doing that observation as an internship sort of thing on Wednesdays. This observation was important because I came from a much more traditional school and didn't know what to expect from the classroom, in my observation I took note of the unique student teacher relationships that exist within this school and how the students are incredibly self motivated. One of the other things that struck me was the materials that they used to do math. They had an assortment of different tools that did a great job displaying the relationships between different units (units, tens, and hundreds) and the relationships between different parts of math (addition, subtraction, multiplication, and division). I cannot wait until I begin teaching the students with these materials because I am so excited to see how well they will be able to comprehend the ideas that the materials are designed to show them. This week instead of just doing observation at my internship there I actually worked with the students and taught some of them how to use the Large Bead Frame (Basically an abacus) to show addition well. I believe that this shows Learning Outcome 4 ("Show commitment to and perseverance in a fieldwork experience.") because I have taken my original thought of doing my own J-Term and stuck with it and worked to make it a reality. I believe that this falls under Service because I have given up time in both planning it and my internship there in preparation for the actual course and the intent of the course is to both help me learn more about myself and how I would do as a teacher, but also to help the teachers and students out by teaching the students math. I am looking forwards to the actual J-Term time.
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