Week 16

This past week was my last week full-time teaching. I really enjoyed having the opportunity to teach 9-12th graders. Getting to know the students was one of my favorite parts of this experience. I am happy that in the end there was some time for me to teach a lesson of my own. The students really enjoyed the project. Below is the exemplar I had made and presented to the students. Looking at my placements as a whole, I have found my "niche" to be the elementary/jr. high grade levels. I think that my personality and comfort levels fit better with younger students.

On Thursday, Mrs. B took over her classes again. I could tell that she was dying to teach those classes again. Since then, a lot of the students have been very sassy to her. It is obvious that many students clash with her teaching style and personality. Mrs. A is sad that she won't have me teaching anymore and kind of dreads taking over full-time. From working with two very different teachers, the main thing I have learned is to focus on the students and not on the "drama" or negativity that some colleagues bring. There will be individuals that will try to bring you down no matter where you work, but you have to rise above it and be the bigger person. (Standard 8-Collaborative Relationships)
               

The Senior Art Show is on Thursday, May 1st from 6-8 pm. I do plan on attending and showing my support to the Seniors. My Cooperating Teachers may have me help them if needed. In these last two weeks at this placement, I will observe and assist the students as they work on their final project and grade/pass back projects that I taught them.  


Schmidt, Chapter 7

1. Based on Schmidt chapter seven, how will you use the community in your own classroom? Cite Schmidt in your response. What are compelling reasons for doing so?

I will use the community in my own classroom as a way to study its history and the architecture in it. Buildings and styles of home can say a lot about the community. Community-based learning can benefit all students in different ways. For example, "Indifferent students with a limited record of academic success often thrive when their work is connected to a real context that they know well -- their own environment" (pg. 141). 


Several compelling reasons to have a community-based learning curriculum include the active participation of the student in the project. For example, the student can interview a community resident, worker, or official as part of an assignment. There could be a research component involved or visiting a community site and take pictures. Community-based projects are not as successful if all you do is Google the information. The students should be searching and being the community as part of it. Another reason community-based learning is good is because it brings life and learning together. The community in which the students live in shapes their lives socially in a big way. The more the students know about their environment, the more they can critically think about the pros and cons of several subjects.