Over the weekend, I was able to devise a rubric for a task the class had completed. The reasoning for this was for me to practise marking students work. At first, it was difficult before I realised that I should look at the curriculum goal, and remember what we wanted the students to have known to be able to complete their task. It was a rewarding task, and one that I would practise again for other tasks that the students complete in the classroom.
The MT was absent today, and I felt very disorganised. This was because I had not been sent the weekly plan or timetable. Talking with Lana (the other 3/4 teacher), I was excited as I thought this may have been a good opportunity to take a class, more importantly a reading class, an area that I have the least confidence in. I thought as a teacher I may need to be ready to take on a class with minimal notice, and I thought that the Reading lesson would be a great opportunity to practice this. In addition, the basic plan for the reading lesson was explained during the previous week’s literacy planning session, and I understood the lesson, so I was fairly confident with conducting the lesson. The focus of the lesson was to keep the students attention, and to maintain the classroom behaviour to the same standards that was expected from the MT.
At first, I was able to stop the students from fiddling, and from keeping their eyes from wondering off. Although the lesson was on poetry, I tried to make it as relatable as possible. It was amazing to see how engaged most students were with poetry, but for some of the students, requiring to comprehend the readings was a little too much to bear. Therefore I quickened the lesson to ensure that they could tackle the activity sooner. As I roamed the classroom, I could see that while all the students had a grasp on the lesson, there were still some students who required assistance. The MT had previously suggested that with the extra person in the classroom (i.e. me), the roaming time was a great opportunity to help those students that would normally require guided learning.At the end of the lesson, the students shared at their desk instead of the floor, and the whole lesson went smoothly, and more importantly, on time.
A PATHS lesson was thrust upon me just before the lunch break. Once again, I relished this challenge, and prepared during lunch time. Although the lesson was scripted, the lesson still required some prior knowledge and preparation to ensure that appropriate questions were asked, and the learning intention was achieved. The lesson went smoothly, and the students were very engaged although it was a 50 minute lesson spent at their desks listening only.
Aline (a pseudonym) had behavioural issue today. She did not listen to any instructions, and refused to do any work. Even when she was told to go to the principal’s office, she refused and curled up into a ball. During the first break, I asked Aline gently to come with me and I held her hand as I walked her down to the principal’s office where she stayed until after the lunch break. When I consulted with Lana, it was revealed that her behaviour was a reaction to the substitute teacher telling her to sit properly and asking her to do the work, which was to write a father’s day poem. Unfortunately, Aline comes from a single family, and she only gets to see her father once a fortnight, and the substitute teacher was unaware of this. During lunch time, I told Aline that I was giving the last lesson (PATHs), an gave her the choice of coming into the classroom and participating, or to remain where she was. Eventually she chose to join the class and she was at least able to participate in the final hour. Although she had shut down during the day, I had tried to be gentle with her due to her family background, and although it did not produce the desired response earlier in the day, the time out allowed her to be open to suggestions, and I was glad she was at least able to spend sometime in the classroom.