Week 2

This week was in the introduction to curriculum at Hale Elementary. Students learned main idea throughout the week, and studied math concepts like place value and reviewed concepts from the first grade. This week I assisted in small group instructions during our math time. Ms. Krebs implements the districts mandated teaching strategy of TQE. The students are introduced to a math problem where they use their previous knowledge to try understand the given task or question. The group discussion is mainly turn and talk, or students are given a white board at their sit spots to individually explore the concept. Then the student will work through a set of problems as a group. Finally the class will work independently on their work. The math groups rotate daily, as the students finish their independant work, Mrs. Krebs and I observe and coach as needed. Each student is given a set of "beyond" problems to finish working on if they finish early, each tailored to the lesson. Finally if the students finish their problems, they choose between a math bin with preselected math games, and deep dive activities to work with independently or with a partner. Math has stuck out to me this week, because it is a well oiled machine. The students are familiar with the routines that in place and they students are seen in small groups for extra instructions. This is important for me to see so I can see how to tailor to my student that need addition supports in these areas.

In terms of new techniques that I learned, the school separates shared reading time and guided reading time. It is very beneficial. I am learning to take over for shared reading for next week. The way the district mandates shared reading is very cool. The teacher models the focused task, and engages the students in think aloud's and turn and talk. There are some ways that I would like to incorporate movement into these lesson, and will definitely work with my CT to plan ahead this week as we go.  The dynamic that Mrs. Krebs and I have is a learning process. She is very "by the book", and seems to really like to do things the same way every time. I am learning to be patient and work with her in a way that I did not see as challenging.  We are working well to attack many classroom issues, with student behavior and grouping, and I believe I have a great grasp on the students academic levels and personalities.

The teaching goals that I set for the week are going well. I was able to observing a lot of reading strategies, and Mrs. Krebs and I are working well to plan ahead to what and where I will be teaching. I hope that within the next week I have completed 4-5 lessons and that I have continued to support and build a good relationship with my students and CT. One other issue that came up is that I am a lot more shy around teachers and staff than I expected. I do feel as involved or part of the team yet, and I would like to work on build that relationship this week as well.

In chapter 3, Schmidt talks about finding ways to identify camouflage and seeing the real student underneath. I think this is very true for my student in class. In my class we have many different languages and 6-8 ELL student with varied skill level and in their native language. One of our ELL students in the class clown that she describes on page 53. During group discussion or direct instruction, he is constantly finding things to laugh at or have other students laugh at. He avoids reading aloud in small groups, and blatantly says he "can't" read when he is capable, but reads below grade level. Breaking down these false statements and encouraging his positive interactions during these times are important for me to maintain with him.