Prompt (Session 12): How has curriculum mapping assisted you? Do you have one? Does your school/district curriculum map? Where would/will you start in creating a useful curriculum map for your classroom?
Curriculum mapping, to be honest, has not helped me at all. I don't believe our district has curriculum mapping at all. In fact, in one of our 301 trainings, the school has a whole site dedicated to curriculum. Also, apparently, the school district used to have a Web site filled with curriculum ideas. However, now, the site is nearly blank. There may be a few ideas built around the common core, but teachers have to work from scratch, essentially. The school district is not very helpful on curriculum development.
I believe my curriculum map will already have to be different. I have been given students who are in "TnT" mathematics, which is essentially remedial math. At first, they were telling me AIMS, but my principal was saying to teach the basics. Now, students have a test, where those who score lowest enter my classroom. I am going to be getting AIMS Math Students next semester. For that class, I do not need a curriculum map, as everything needed is on Edgenuity. However, I will need to create intervention plans, and also check on the students' progress, to make sure they are progressing with ease. (They have set target dates in Edgenuity, and if they do not meet them, they fail the course.)
I think I will create a curriculum map for the TnT students. I will basically write a general one, with some specific concepts on it. I may create a pre-test with elements from pre-algebra, Algebra 1--4, and Geometry to see where they need help. Also, I may create a curriculum map outlining the concepts I want to cover. Also, Khan Academy will be useful to see where students are struggling. I need to brainstorm more about how to specifically create my curriculum map.
Thursday, December 19, 2013
Blog Promp: December 1st Meeting
Blog Prompt:
Do you differentiate instruction? Why? Why not?
Why is it important to differentiate instruction?
What impact does it have on student learning?
I try to differentiate instruction. However, from what I understand, some of the class is supposed to be differentiated instruction, while at other times, it is supposed to be a group lesson. I try to do a variety of both. One day I will use Khan Academy, which helps students where they are lacking in skill. Essentially, it is a skill-building tool. Other times, I will do group lectures.
I feel like it is really good to differentiate instruction. When I have the students work on Khan Academy, then I can go around and answer questions that students have. Also, I think it does help the students learn, exactly where they are at. Whenever I do group instruction, it seems to be above their skill level. While I want the students to succeed, I am trying to get them to grade level (or where they should be). Oftentimes, I will go over ideas from Algebra 1. Although I like to focus on topics such as negative and positive numbers when doing algebraic concepts, because many often struggle with that. Thus, I try to pull them up, but I also try to help them on the way.
Do you differentiate instruction? Why? Why not?
Why is it important to differentiate instruction?
What impact does it have on student learning?
I try to differentiate instruction. However, from what I understand, some of the class is supposed to be differentiated instruction, while at other times, it is supposed to be a group lesson. I try to do a variety of both. One day I will use Khan Academy, which helps students where they are lacking in skill. Essentially, it is a skill-building tool. Other times, I will do group lectures.
I feel like it is really good to differentiate instruction. When I have the students work on Khan Academy, then I can go around and answer questions that students have. Also, I think it does help the students learn, exactly where they are at. Whenever I do group instruction, it seems to be above their skill level. While I want the students to succeed, I am trying to get them to grade level (or where they should be). Oftentimes, I will go over ideas from Algebra 1. Although I like to focus on topics such as negative and positive numbers when doing algebraic concepts, because many often struggle with that. Thus, I try to pull them up, but I also try to help them on the way.
Friday, November 29, 2013
Non-Numbered Blog #3
When working with special education teachers, I find it difficult. I do not get to discuss things with her much, as we have different schedules. While I could discuss students with her at certain times, the school does not give us a prep period, and wants us to coach the seniors to graduation. However, with coaching, we are not given certain requirements. We are supposed to coach seniors, and it's not a clear process. Basically, we (the school) want them to graduate, so we coach students that we do not necessarily even have for our own classes. So, the school definitely keeps the teachers busy.
It is difficult to figure out how we should help the students, as some students talk about how their IEPs allow them to have help for tests and quizzes and even pre-tests. Then other students ask for help, and they cannot receive help for those. Also, since it is an online program, each teacher has a different policy for what they do for things such as unlocking tests. It is also difficult to talk to her (the resource teacher), because she also teaches Spanish and is also constantly busy, just like everyone else. I have difficulties knowing all of the students IEP's, especially since I help in the computer lab, when all of those students are not even my students. I definitely can work more closely with the Resource (Special Ed) teacher.
However, on a side note, I helped some of the student in the PRIDE program, which is the special education students who had behavioral problems due to their mental disabilities. That has been a good and enlightening experience. Despite the "behavioral problems," these students were really nice students, and very well behaved in my opinion. It was good to tutor them on a Friday, and in the future, hopefully I will tutor them some more.
It is difficult to figure out how we should help the students, as some students talk about how their IEPs allow them to have help for tests and quizzes and even pre-tests. Then other students ask for help, and they cannot receive help for those. Also, since it is an online program, each teacher has a different policy for what they do for things such as unlocking tests. It is also difficult to talk to her (the resource teacher), because she also teaches Spanish and is also constantly busy, just like everyone else. I have difficulties knowing all of the students IEP's, especially since I help in the computer lab, when all of those students are not even my students. I definitely can work more closely with the Resource (Special Ed) teacher.
However, on a side note, I helped some of the student in the PRIDE program, which is the special education students who had behavioral problems due to their mental disabilities. That has been a good and enlightening experience. Despite the "behavioral problems," these students were really nice students, and very well behaved in my opinion. It was good to tutor them on a Friday, and in the future, hopefully I will tutor them some more.
Non-Numbered Blog #2
For technology in the classroom, I have a lot of strengths and weaknesses. The principal and others let me know from the beginning that I would have a lot of "technology" in the classroom, such as SMART boards. I also have fancy calculators which I don't completely know how to use. So, there is definitely the technology. Also, my strength is that I was well trained in the SMART board usage part way through this semester, which was quite helpful. I was given troubleshooting techniques and miscellaneous training in the seminar by an expert in the SMART board technologies.
I also have a lot of weaknesses, however. I have not had the students use the netbooks enough. Occasionally, they have used netbooks. However, having a solid curriculum would be excellent for allowing the students to be on the netbooks for their classes, so that I could differentiate instruction better. However, this is difficult, as these students also do not like using the computers as much. They like face-to-face teachers better. However, since I am there in a small class, then I can help them individually. The students have a hard time using online technology; however, the TNT classroom (or 21st Century Classroom) is meant to use lots of technology. Thus, it is difficult to help these students.
I wanted to switch with one of the teachers in the lab; however, I do not know if I should ask the administration if we could switch places. The other teacher seems to be good at creating things. She is not even a certified math teacher (closer to English), but they threw her into teaching Algebra 1, Algebra 2, Geometry, and Income Management. She feels like she would be better suited for the basics (in the TNT Math Classroom), as she is really an English person, and since she is really creative. Basically, I was told that I could figure out how to work the TNT Classroom. While many people would love this freedom, I find it really difficult. It is also difficult as there is not a pre-algebra class at Desert Winds (which seems to be the purpose of my class; however, many of these students are also in another math class concurrently).
I need to meet with Kelly Cota again, who was the TNT Math Teacher from last year. Some things he knows; however, he really does not know, as the vision was not (and is not still completely) there for the program. I need to talk to him about differentiating instruction for these students.
I also have a lot of weaknesses, however. I have not had the students use the netbooks enough. Occasionally, they have used netbooks. However, having a solid curriculum would be excellent for allowing the students to be on the netbooks for their classes, so that I could differentiate instruction better. However, this is difficult, as these students also do not like using the computers as much. They like face-to-face teachers better. However, since I am there in a small class, then I can help them individually. The students have a hard time using online technology; however, the TNT classroom (or 21st Century Classroom) is meant to use lots of technology. Thus, it is difficult to help these students.
I wanted to switch with one of the teachers in the lab; however, I do not know if I should ask the administration if we could switch places. The other teacher seems to be good at creating things. She is not even a certified math teacher (closer to English), but they threw her into teaching Algebra 1, Algebra 2, Geometry, and Income Management. She feels like she would be better suited for the basics (in the TNT Math Classroom), as she is really an English person, and since she is really creative. Basically, I was told that I could figure out how to work the TNT Classroom. While many people would love this freedom, I find it really difficult. It is also difficult as there is not a pre-algebra class at Desert Winds (which seems to be the purpose of my class; however, many of these students are also in another math class concurrently).
I need to meet with Kelly Cota again, who was the TNT Math Teacher from last year. Some things he knows; however, he really does not know, as the vision was not (and is not still completely) there for the program. I need to talk to him about differentiating instruction for these students.
Non-Numbered Blog #1
Teaching my students in reading is not a strength. In my opinion, that is not my subject area. I do not need to do this, but the reading teacher does. Perhaps I could help the students by reading them the question a couple of times. I know some students at Desert Winds struggle in reading. Perhaps I could recommend students to the Read 180 program or the next level up. We have two reading teachers at Desert Winds. Thus, I would definitely say this is a weakness, as I simply do not know how to teach these students those skills, for the most part.
For the common core standards, I have tried to implement elements of this into my teaching. Despite the students knowing the answers, I ask them, why. This is an extremely important question, as the common core standards and the PARCC expect students to know these answers. However, I know the majority of Desert Winds is unlikely ready for common core. In the other classes, there are online classes that have common core implemented, which is excellent. However, I am unsure of how to implement them in my classes. It is really good to look at the standards. Unfortunately, however, I am very unfamiliar with curriculum at all, let alone with the common core. Also, I do not know how to bring these students from a lower level (such as pre-algebra) up to the common core level. I also get different answers as to what to teach the students. My principal says to teach them the basics, and then at the professional development days for the TNT Program, they say to teach to the AIMS. Thus, I do not have a clear direction for these students. However, our school is testing the students in math, and they are putting all of the low-level students now in math. However, I also have many who ONLY need to pass the AIMS to graduate, which is difficult. It is really difficult to figure out how to differentiate instruction.
I absolutely need support in how to help these students. Also, I need support in what to do to help the students I have who are in the computer lab, other than sitting down to help them or teach them in the middle of the computer lab. Both of these ideas have been suggested; however, both are near impossible to do, realistically. I also need someone to tell me how these students can "exit" my class, as this is also extremely confusing.
For the common core standards, I have tried to implement elements of this into my teaching. Despite the students knowing the answers, I ask them, why. This is an extremely important question, as the common core standards and the PARCC expect students to know these answers. However, I know the majority of Desert Winds is unlikely ready for common core. In the other classes, there are online classes that have common core implemented, which is excellent. However, I am unsure of how to implement them in my classes. It is really good to look at the standards. Unfortunately, however, I am very unfamiliar with curriculum at all, let alone with the common core. Also, I do not know how to bring these students from a lower level (such as pre-algebra) up to the common core level. I also get different answers as to what to teach the students. My principal says to teach them the basics, and then at the professional development days for the TNT Program, they say to teach to the AIMS. Thus, I do not have a clear direction for these students. However, our school is testing the students in math, and they are putting all of the low-level students now in math. However, I also have many who ONLY need to pass the AIMS to graduate, which is difficult. It is really difficult to figure out how to differentiate instruction.
I absolutely need support in how to help these students. Also, I need support in what to do to help the students I have who are in the computer lab, other than sitting down to help them or teach them in the middle of the computer lab. Both of these ideas have been suggested; however, both are near impossible to do, realistically. I also need someone to tell me how these students can "exit" my class, as this is also extremely confusing.
Blog #6
I pulled up an article called "Differentiated Instruction, Flexibility Make Multi-Age Classes Work." The URL of this article is http://www.educationworld.com/a_curr/profdev/profdev184.shtml.
This article seemed to be more geared towards elementary school students; however, I think it has a lot of application at the high school level as well. Specifically, for me, I have to teach students at all kinds of skill levels. The goal of this program is to help all kinds of different students at different levels. It's a class designed to test their ability levels, and figure out where they need help. I have all grade levels, between 9 and 12th graders in various classes. They are variously assorted in the classes. One way the professionals thought about this was to separate the concrete learners from the abstract learners. They used a lot of retesting and regrouping throughout the year. It is a very unique concept, and for me, I think I may put higher level students with other higher level students. Same with the lower level students. I really have to figure out how to implement this into the classroom, especially for the second semester.
My classroom management has been fairly good this semester. I have struggled in the big computer labs for when other teachers leave. I have to watch a lab of between 25 (on a small day) to 35 students each day for the last 2 hours of the day. It is really frustrating, as they expect me to teach my students while we are in the lab. This is near impossible, and the school does not even try to fix this. Many students talk and pull out their cell phones, while students are supposed to work and be quiet in the class. I have to write many referrals, and on this previous Monday, I had to write on the upwards of 15, unfortunately. They were being obnoxious and loud.
In my smaller classes (my maximum in those is 15), the hardest part for me is motivating students. A good majority of them are pretty quiet and do their work. There are some who are not motivated, and will talk while I am talking. I have one student who always wants to leave my class, who I may have to put on a contract (he does not care about being in school, because this is a trend in each of his classes).
Also, in one of my classes, students pull out cell phones. I have had to remind them not to. I think something in that class was I was not strict enough early on in the semester. Also, in one other class, I have a student who has an exception for a cell phone, since her mother is not well at all (the office confirmed this). In the rest of my classes, I feel like I was strict enough about cell phones, because whenever they try (which is rare, except for new students), I tell them that it is not allowed.
In the big computer lab, one of my successes is that I am pulling them out in the hallway, despite being the only teacher at times. Despite it just being me, the office staff expect me to pull the students out due to FERPA. I usually get more communication from them; however, students are sometimes unwilling to meet in the hallway, when which I need to write referrals. It is really difficult when I am the only teacher in there. The paraprofessional leaves between 4 and 5, and I am expected to stay in there by myself until 5:20, and the students are obnoxious sometimes. I have been really strict, because I absolutely must for there to be order in there. They are all on computers, and more than half of the students log off at least 20 minutes early, because they simply don't care. Also, the two teachers on record are both scheduled to leave at 3:30, leaving me with a math and an English class, which is absurd.
This article seemed to be more geared towards elementary school students; however, I think it has a lot of application at the high school level as well. Specifically, for me, I have to teach students at all kinds of skill levels. The goal of this program is to help all kinds of different students at different levels. It's a class designed to test their ability levels, and figure out where they need help. I have all grade levels, between 9 and 12th graders in various classes. They are variously assorted in the classes. One way the professionals thought about this was to separate the concrete learners from the abstract learners. They used a lot of retesting and regrouping throughout the year. It is a very unique concept, and for me, I think I may put higher level students with other higher level students. Same with the lower level students. I really have to figure out how to implement this into the classroom, especially for the second semester.
My classroom management has been fairly good this semester. I have struggled in the big computer labs for when other teachers leave. I have to watch a lab of between 25 (on a small day) to 35 students each day for the last 2 hours of the day. It is really frustrating, as they expect me to teach my students while we are in the lab. This is near impossible, and the school does not even try to fix this. Many students talk and pull out their cell phones, while students are supposed to work and be quiet in the class. I have to write many referrals, and on this previous Monday, I had to write on the upwards of 15, unfortunately. They were being obnoxious and loud.
In my smaller classes (my maximum in those is 15), the hardest part for me is motivating students. A good majority of them are pretty quiet and do their work. There are some who are not motivated, and will talk while I am talking. I have one student who always wants to leave my class, who I may have to put on a contract (he does not care about being in school, because this is a trend in each of his classes).
Also, in one of my classes, students pull out cell phones. I have had to remind them not to. I think something in that class was I was not strict enough early on in the semester. Also, in one other class, I have a student who has an exception for a cell phone, since her mother is not well at all (the office confirmed this). In the rest of my classes, I feel like I was strict enough about cell phones, because whenever they try (which is rare, except for new students), I tell them that it is not allowed.
In the big computer lab, one of my successes is that I am pulling them out in the hallway, despite being the only teacher at times. Despite it just being me, the office staff expect me to pull the students out due to FERPA. I usually get more communication from them; however, students are sometimes unwilling to meet in the hallway, when which I need to write referrals. It is really difficult when I am the only teacher in there. The paraprofessional leaves between 4 and 5, and I am expected to stay in there by myself until 5:20, and the students are obnoxious sometimes. I have been really strict, because I absolutely must for there to be order in there. They are all on computers, and more than half of the students log off at least 20 minutes early, because they simply don't care. Also, the two teachers on record are both scheduled to leave at 3:30, leaving me with a math and an English class, which is absurd.
Blog #5
For my use of assessment in the classroom, I would rate myself as a #3. I could do a lot better. Although I have used pre-assessments, I really have not figured out a way to differentiate instruction for as little as 2 or as big as 15 students. It has been frustrating, as I have not had much direction in the way of curriculum. I could definitely do better. I am planning to create pre-assessments for each section, and create a pre-assessment for the class completely. I have remedial math students. However, from experience, some of these students are at the pre-algebra level or below, and some are into the second year algebra. It's difficult to differentiate and do these pre-assessments. I am planning to create my own, and be able to show some type of improvement for these students. I have used it to figure out, to a degree, which of the old standards the students need help on; however, I have had trouble in using this data effectively.
Sunday, October 27, 2013
Blog #4
To this point, I have felt emotionally confused. While the small class sizes are excellent, I have felt like I have had no direction on what to do. Also, hearing about the Teacher Effectiveness Workbook, it makes me even more confused. Given that I had no direction to begin with, how can I be rated as an effective or an ineffective teacher regarding content? However, I do the best I can with the tools I have. Also, I have been enjoying the experience with the small classes.
However, the last two hours of the day are obnoxious. I have to watch a computer lab of 40-45 or so students (on smaller days maybe 25 students) where all the students are on computers. At the start of the day, there are 2 paras and two teachers in the lab. During the last two hours, it is often just me. Sometimes, there is a paraprofessional until 5pm (which is 20 minutes before the end of the school day). Keeping the kids quiet (who are not even my students) is rather ridiculous. Also, to think that I am supposed to be teaching my 3-5 students in those days where I am in the computer lab the whole time is outrageous. However, they will not move those students (who are scheduled as my students) into other class periods, despite all of the classes being small. This is because all of the other teachers leave.
Physically, I often feel exhausted by the end of the day. The day drags on, and I have to figure out what to do each day of the week. I am supposed to coach seniors, who I do not even have as students. We were told to coach the students, but also we were given no direction on what to do. We do not know the requirements, and students come to us with questions which we cannot answer.
I feel like I am getting through to my toughest students. However, a couple of students I have failed out due to excessive absences. My toughest students are all at the end of the day on Mondays and Wednesdays, which is ironically in the lab. They say that I say they work together, but I almost always have to separate them. Sometimes, they do not want to complete their work, and instead want to socialize. I felt like I have kept them focused by having all of them sit in different places. However, my students who are low in other classes are good students, and I have tried to help them by giving them more individualized instruction, since we do have that option (at this point), until they add more students to my classes. If they add too many students to this class, it will seem to defeat the purpose. However, we will see what happens. I like the small class sizes; however, it can be difficult to figure out how to help these students.
The strategies that are working include working individually with students, interacting with students, having them do problems on the board and worksheets to demonstrate that they understand the subject. Strategies that do not work include lecturing for a long time without interaction. Also, certain games do not seem to work the best, depending on the game, since some students may not be as engaged. Working on the board may be good; however, if I make the game a race, then the student who does not solve the problem as quickly seems to stop doing the problem. Perhaps we could solve it as a class after doing this kind of contest.
I think the next steps in student engagement are going to include doing group activities where students can problem solve. Perhaps I could create a game similar to something like Clue in which they solve a mystery by doing math problems. Also, I am going to figure out a way to make my lessons more engaging and fun.
However, the last two hours of the day are obnoxious. I have to watch a computer lab of 40-45 or so students (on smaller days maybe 25 students) where all the students are on computers. At the start of the day, there are 2 paras and two teachers in the lab. During the last two hours, it is often just me. Sometimes, there is a paraprofessional until 5pm (which is 20 minutes before the end of the school day). Keeping the kids quiet (who are not even my students) is rather ridiculous. Also, to think that I am supposed to be teaching my 3-5 students in those days where I am in the computer lab the whole time is outrageous. However, they will not move those students (who are scheduled as my students) into other class periods, despite all of the classes being small. This is because all of the other teachers leave.
Physically, I often feel exhausted by the end of the day. The day drags on, and I have to figure out what to do each day of the week. I am supposed to coach seniors, who I do not even have as students. We were told to coach the students, but also we were given no direction on what to do. We do not know the requirements, and students come to us with questions which we cannot answer.
I feel like I am getting through to my toughest students. However, a couple of students I have failed out due to excessive absences. My toughest students are all at the end of the day on Mondays and Wednesdays, which is ironically in the lab. They say that I say they work together, but I almost always have to separate them. Sometimes, they do not want to complete their work, and instead want to socialize. I felt like I have kept them focused by having all of them sit in different places. However, my students who are low in other classes are good students, and I have tried to help them by giving them more individualized instruction, since we do have that option (at this point), until they add more students to my classes. If they add too many students to this class, it will seem to defeat the purpose. However, we will see what happens. I like the small class sizes; however, it can be difficult to figure out how to help these students.
The strategies that are working include working individually with students, interacting with students, having them do problems on the board and worksheets to demonstrate that they understand the subject. Strategies that do not work include lecturing for a long time without interaction. Also, certain games do not seem to work the best, depending on the game, since some students may not be as engaged. Working on the board may be good; however, if I make the game a race, then the student who does not solve the problem as quickly seems to stop doing the problem. Perhaps we could solve it as a class after doing this kind of contest.
I think the next steps in student engagement are going to include doing group activities where students can problem solve. Perhaps I could create a game similar to something like Clue in which they solve a mystery by doing math problems. Also, I am going to figure out a way to make my lessons more engaging and fun.
Blog #3
“What are you doing to meet the needs of
your special education students? If you
do not have special education students, how are you meeting the needs of your
low students? Have you met with your
school’s pre-referral group about these students?”
I am still learning the needs of my special education students. For one of my students, my elective class will actually be his content mathematics class. I really try to encourage all of my students who are special education students. I try to encourage them, like all of my students, that they can and will do well.
In particular, I am really proud of one of my special education students. He is 21, and is still working hard to do the best he can at everything. Ever since he joined the class, he has been consistently putting in all of his effort.
I briefly talked to the resource teacher about some of these students; however, I will need to meet with her about what needs these students have that I may not realize.
I am still learning the needs of my special education students. For one of my students, my elective class will actually be his content mathematics class. I really try to encourage all of my students who are special education students. I try to encourage them, like all of my students, that they can and will do well.
In particular, I am really proud of one of my special education students. He is 21, and is still working hard to do the best he can at everything. Ever since he joined the class, he has been consistently putting in all of his effort.
I briefly talked to the resource teacher about some of these students; however, I will need to meet with her about what needs these students have that I may not realize.
Sunday, October 6, 2013
What has worked; what has not (Prompt #2)
This year has been an interesting new experience. As I think about the semester thus far, I find both mistakes and successes in the classroom. I think that the interactive activities I have done, especially with the Smart Board, has been really good. Also, I find that presenting mathematical concepts in visual ways or more interesting ways to think about it is important.
However, I realized that something that has not worked was giving the students something too hard to quickly. I was working on factoring, and I realized that many students are not to that level. I should have gone over pre-algebra concepts. However, I thought they were at a much higher level. I also find that students have struggled with the concept of algebra and figuring out the value of a variable. I realized that students do not understand that 5x + 2x = 7x. Instead, students get confused on when and how to add the numbers with variables.
As I continue to move along in the semester, I am planning to do activities with algebra tiles. I think that students will understand this, and they will be able to better understand with hands-on activities like that. I think I will continue to do my best to keep the students engaged in what they are learning. I will also think of ways in which I can allow the students to be more interested in learning mathematics.
Sunday, September 29, 2013
Prompt #1
I am proud of, despite the fact I was given no direction, I have been able to figure out some ways on how to help the students. I have taken the role of being a leader, and created the pathway, despite my lack of resources. I am proud of creating a pathway to the best of my knowledge.
Also, I am proud of learning the differences between the "classes." In my school, many of the students are from a lower socioeconomic class. I enjoy establishing professional relationships with the students, and I appreciate their stories. I listen, and I offer any help I can. I feel like not only a teacher, but a mentor and guide as well.
I want to improve my organization in the classroom. Since there is no developed curriculum, I found that difficult to have a set structure. Also, I need to figure out a system in the classroom. My plan to help this is to do my best to develop my curriculum in the next few weeks. My goal is to have a lot of it created by the beginning of November. Also, I plan to have an organized plan of study.
I also want to improve my student interaction at times. Even though the students have been doing a lot of worksheets, I want to make the classroom fun and interactive. My plan is to learn more about the Smart Board, and come in extra days to learn these things. Also, I plan to create activities that are fun and exciting. I also want to promote a variety of learning strategies, by having interactive activities.
I am proud of, despite the fact I was given no direction, I have been able to figure out some ways on how to help the students. I have taken the role of being a leader, and created the pathway, despite my lack of resources. I am proud of creating a pathway to the best of my knowledge.
Also, I am proud of learning the differences between the "classes." In my school, many of the students are from a lower socioeconomic class. I enjoy establishing professional relationships with the students, and I appreciate their stories. I listen, and I offer any help I can. I feel like not only a teacher, but a mentor and guide as well.
I want to improve my organization in the classroom. Since there is no developed curriculum, I found that difficult to have a set structure. Also, I need to figure out a system in the classroom. My plan to help this is to do my best to develop my curriculum in the next few weeks. My goal is to have a lot of it created by the beginning of November. Also, I plan to have an organized plan of study.
I also want to improve my student interaction at times. Even though the students have been doing a lot of worksheets, I want to make the classroom fun and interactive. My plan is to learn more about the Smart Board, and come in extra days to learn these things. Also, I plan to create activities that are fun and exciting. I also want to promote a variety of learning strategies, by having interactive activities.
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