Week 4

     This week was a learning experience. I took over all but 1 subject and Sally stayed out of the room for a  few subjects on Friday. This was my first week teaching the Language Arts block and it was by far the most confusing thing so far. It's one big block and there is no specific set schedule. A bunch of different things are happening every day. Sally was really nice and helped me by writing out what to do for every day. By Friday, I felt that I had a better hang of it.
     In Language Arts, we spend a couple of days reading and doing vocabulary and working on grammar skills. I start Mondays by giving a pre-test in spelling and then a test again on Friday. I have been having the students do some partner work in Reading this week to break it up a little. In Math I spend about 15 minutes teaching the lesson and having the students doing some work along with me. If I feel that they are not understanding and we need more time together, I cut out the assignment and continue working with them until they get it. Because math is so short and Sally does not allow them to have math homework, it is a little bit difficult to fit everything in. In Science we read through the lesson for the day, I ask questions that connect to what they already know, and then they have a worksheet they are working through. We also did an experiment this week to show how currents move and how cold water is more dense than warm water. I also showed a brainpop video on currents. I am running out of emails to use for my free trials!!!  Bible is usally spent going through the memory verse, hearing a Bible story, and on occasion doing a worksheet.
     Wednesday I did not go into school, because I had the flu. I felt a little bit unprepared when I came back on Thursday as I was not able to collaborate with Sally to find out what the plan for the day was. It really showed me how important it is to be prepared.
     On Thursday, Sally told me that although the kids loved me, they were not showing proper respect for me as a teacher. Some of them not paying attention at all and talking out of turn. That was really discouraging to hear, even though it was something I was thinking myself.  I did not know what to do and at that point, I just wanted to give up. Sally was really encouraging and I spent a lot of time talking to my support system (parents). Friday I went back and had a talk with the students. I had to show them I meant business and their previous behavior was not acceptable. It went a lot better, and although I have a few students losing their recess on Monday, I am hoping that they will realize how important it is to respect each other and me. I want them to succeed and they are not going to do that if they are not participating in class.
     I am still in the process of learning how to work with students at all different ability levels. We have one student who tests out of every chapter, so I am supplying him with challenge material. There are some students that catch on really fast and sometimes get bored. I am trying to come up with different ways to engage them. I have some interesting things planned for this week though! I'm really excited to get through my lessons.
     This next week will be my first week taking over the entire day all week. It is very nerve-racking and exciting at the same time. I hope it goes well!

Schmidt
     There are 2 motivations behind every behavior. 1) to seek pleasure and 2) to avoid pain. This makes sense. If they are bored they want to do something to entertain themselves. If they are engaged, they will continue to have fun and be engaged in the learning. If students don't understand the material, they will zone out or act out to avoid doing the thing that they don't get.
     From Schmidt and from student teaching, I have learned that student behavior is mostly connected with being engaged. When students are engaged, they are less likely to act up and display behaviors that are unsatisfactory. When students have that time where they do not have something to do, that is when things start to get out of hand. Students also act out sometimes when they are frustrated and do not understand the material.
     It is important to encourage students to learn and be involved in the material. When they are doing good, give encouragement to continue. If they are doing poorly, give them a reason to do better. Let them know that you care. Get to know your students and take time to find out why they're doing what they are doing. I have one student that often cries because she takes longer to do things. She feels like she does not have enough time. I have told her multiple times that instead of crying she needs to come talk to me so we can find a solution. I often tell her that she can bring her work home or that we can find some time somewhere for her to work on it. If students are displaying behaviors on the outside, it can often be hiding something going on inside or outside of the classroom. Point being: GET TO KNOW YOUR STUDENTS!!!