Capture/Reflection 10 - 11/16/2010

I found much of what I read from the book very fascinating! What seemed to really catch my attention was the importance of homework. Now I plan to teach middle school and or high school, preferable high school so much of what I read I feel directly applies to me and my understanding and preparation toward homework. According to a studies done by Cooper, homework only has a great effect on students of a certain age. He says that homework really only begins to have positive effects about sixth grade and in high school as teachers give well thought out homework it can jump up percentile gain by as much as 30 percent. As I'm learning about this now I can only imagine how much I would have appreciated knowing this while I was in high school. I won't lie, my high school was lame and absolutely easy. I remember getting homework and often thinking, how is this to help; why do they give us this? I'm sure I'm not the only one tho have these thoughts and feelings while in attendance at school. I feel the same way still at times, especially when I sit back to do my capture/reflections for this class. Though those thoughts have crossed my mind I feel more motivated now than ever as I see numbers and associated with homework. Cooper specifically talks well thought out homework though. He states that there are two types of homework that we can give our students, the kind that designed to prepare the students and the kind that provide opportunities for practice. Homework should fit within one of these two categories and then there should be a grade value or a mode of following up. As I look at my own experiences that makes complete sense because I know that I am one that if there isn't a grade I will most likely not do it, or at least not put forward a full effort. This chapter gave me a better understanding and realization for toward the importance of homework. In the future as I go to assign homework I will better understand how I can help my students achieve greater understanding and success in their learning's.

Capture/Reflection 9 - 11/9/2010

I reflection of class this last week, or actually moreso of today, I got thinking a bit about colaboration and cooperation. Now our group of eight seemed to have a hard time with such a thing. We began on the right track with brainstorming out ideas of things we can teach and things we would like to teach. That was easy because we had a lot of options, but when it came to finally decideing between our gathered thoughts and ideas it was a little more difficult. We had a difficult time deciding at first on the dates of history we wanted to cover, then our objective, then who does what... Either way it was a learning experience. The reason I am reflecting on such an experience is because to me it was another example of how we are all so differet, not only in our interests, but also in our teaching styles. Some of us wanted to really hone in on activities and hands on learning styles while others were so worried about state core testing that I believe they were losing sight of how we ought to really try and teach. I mention such an example not because it's not important that we focus preparing our students for such tests, but because we ought not to let such tests tell us how we need to teach. Also, another thought I had was on the colaboration and cooperation that district or state commitees must have in order to develope curriculums. What kind of disputes do they hae on what's important and not important? How do they come to an agreement and understanding with eachother? This was and will always be a lesson to learn as I become a teacher because each district and every state may vary.

Capture/Reflection 8 - 11/2/2010

Reflection for the week again was on or from the teaching that took place. Now I taught today, but I don't want to reflect on that because there is a seperate assignment for such. As far as the teaching this week there is always so much to learn. Geoff gives very insightful feedback as well as many of the class. Feedback that really got me thinking, much of the reason is because I tend to struggle with it, is the idea of lecturing or presenting. We are supposed to be teachers, and it's hard to not just settle in as a presenter or lecturer. Why? Because we're at college and that's most of our experience over the past few years. All the general classes required by the school are lecture based and generally a very boring presentation of knowledge. Now I am a individual who thrives on activities and most of the time gets far more out of doing then just listening and jotting notes. In class we discussed various methods of teaching and the importance of being teachers and not presenters. How do you avoid falling into the lull of presenting o=vs. teaching? I suppose it's through better planning, yet also there is a level of avoidance in experience. Today I did teach, and I planned to avoid talking to much and spending more time on the activity I had planned, yet I failed. I planned well, so I thought, yet I didn't accomplish my plan at all. I'm sure there is plenty of room for improvement in my planning, yet due to lack of experience I struggled to succeed in my desires. THere needs to be careful planning, but also very careful time management and distribution of material. Does teaching come naturally? Is it something that takes years of experience to become an effective teacher? Is theory or practice more effective or are the equal? I suppose the answer is specific to the individual or is it clear and I'm not seeing it? I learned way more today from my own teaching as far as what I did or didn't do then from watching or listening to others teach, though they were beneficial too. Proper planning and effective classroom management is key, even if that management is only toward managing yourself. I want to be a teacher, not a lecturer or merely a presenter, though both have their place, yet it should not be front and center.

Capture/Reflection 7 - 10/26/2010

This week captures and reflection evolve around what was taught in the classroom by fellow students. In class last tuesday and also today we were taught by peers. The subject matter in my reflection has no significance but rather the ways in which it was taught does. I found throughout many of the teaching moments that assessment was something rarely touched on. As teachers I feel that assessment can be easily overlooked on a day to day basis, yet it is something that is crucial in helping the students to stay focused and continually progressing. Now there are various ways of assessing student learning, before, during, and after teaching the subject matter. Pre-testing is often easy to do with students because rarely is a score or grade associated with such. Asking the students simple questions or even those you may have on a final exam should indefinitely happen because as a teacher this is an opportunity for you as a teacher to finding a starting point for the lesson, or rather if necessary take the opportunity to review on what they know. From here you lead into the opportunity to better scaffold on the material that the students already know. Another form of assessment should be that done while you are teaching, meaning follow questions or reflective, or review question to assess that the students are understanding and following the lesson. Too often we as teachers depending on the material just assume or rather don't feel that the time needed is worth it if there is a lot of material to cover. As a student I don't always like it when the teacher calls on me unless I'm confident in the subject matter. Pride tells me I don't want to say the wrong answer, that I care what other students might think, yet assessing during the lessons helps me stay on track and gives the teacher a better idea if what he/she is covering is being understood. Such assessment wasn't being used as much as needed in the teaching moments during class. Lastly is the final assessment, at the end of a unit or term, or the year. Now most students hate these assessments because it puts them on the spot, yet as a teacher they are necessary besides the fact that they are required often times by administration and such. These assessments are also for the teachers benefit because once again one can look at the test scores and gain an overall understanding of class understanding and whether or not your styles and method are affective in the classroom. I've gone on long enough on assessment so I won't continue on other thoughts, but if my reflection for the week was to be summed up it would be on the importance of assessing students for more than just the student but rather for the sake of becoming a better teacher.

Classroom Observation: Salem High School 10/21/2010

1. Describe the teaching environment.

Large open shop; many individual lockers for gear; many different power tools for sheering, cutting, or drilling through metal; 6 MIG welding stations, 4 ARC welding stations, 9 Oxy Acetaling welding stations; a large welding room for doing big projects; Large ventalation system; "Clean and orderly"

2. Describe what students were doing.

Project work day! The students were MIG/ARC/OXY welding and torch cutting for various assignments designed to help the students learn how to weld.

3. Describe students attitudes.

Confident and happy to be welding and cutting. The students seemed to know their assignments and worked hard to accomplish the tasks (most). Those that had questions didn't hesitate to go to the teacher.

4. Describe teachers attitude.

Helpful; Available to help any students with questions; Upon introduction he was very safety consciencious by having us take extra precautions to ensure safety yet did not seem to enforce all rules with students throughout remainder of class - relaxed or unawares.

5. Describe perceived teacher strengths.

Passion; Knowledge; Seemed to understand material very well despite being a brand new teacher, yet did not seem confident on activities toward application.

6. Describe areas of possible improvement.

While talking with Mr. Massic and many of his students he did a lot of small assignments on just welding beads or doing but joints on various welders as well as torch cutting, yet did not apply anything to projects. Last year they only worked on projects in the last term and not all the students even did a project (?). Plans for the current year were to try and allow the next two terms for project time. Projects available to students are very open ended, yet planned to have a number of planned project to pick from in the near future. Safety was also an area for improvement. Stressing consequences to students who do not follow safety rules or just being more aware of classroom and students not following rules (multiple students not following throughout class). Also, a class rule was no drinking or eating yet there was such taking place and no enforcement was taking place (?).

7. Describe instructional techniques/ teaching styles.

Independent pranctice; Guided practice; clear and organized objectives and assignments...

8. Compare and contrast your teaching method and approach.

Push students further faster. When I was in eighth and ninth grade we covered efficient material to complete multiple projects in welding in only a third of a year. He needs to incorporate more application and project based assignments I feel rather than just doing welding coupons. I do like the fact that he takes the time to do open labs with the students to help them catch up on assignments if needed which is something I hope I do in the future as well.

9. Discuss overall impression of teacher, classroom, students, learning effectiveness, etc.

Well organized; clear objectives; confident and in control; Students were on task and those that were stuck felt comfortable enough to approach teacher and ask for assistance; A little relaxed on safety and class rules I felt; Provided plenty of hands on work time; Very clean and organized shop...

10. Other comments.

Capture/Reflection 6 - 10/13/2010

This week in class we began our third round of teaching. I myself did not teach today, but a few others did. That which was taught I found to be very fascinating and then later I found myself sharing that which I learned with others. Of the five lessons taught the other day they all had a basic theme, that being medical technologies. Jessica taught us about neuron-technologies (technologies directly related to the brain). This particular lesson I found very fascinating, much to the fact that I was unaware of the advancements being made in relation to neuron technology. The particular part of the lesson though that helped me instill the material taught was the activity where we discussed moral and ethical pros and cons on the brain technologies. Many agreed that there are great moral and ethical benefits to be had with such technology, though with any good there is always the bad. The real question we all faced was how can such power be controlled? Or, another question in the effect though, is it worth it? In reflection to the lesson I feel like I learned much more then the above mentioned material, rather I learned hands on and in observation the learning taking place through a well executed activity. For the given subject, a discussion of pros and cons caused discussion and reflection which produced cognitive evaluation of material and personal views (emotion). The said activity helped a learner like myself (analyst) to better grasp the material through discussion and a voiced opinion. Now this particular activity won’t work for all subjects or every lesson, but the real lesson I captured and reflected upon was the idea of a well thought out and applied activity to enhance and further learning in the classroom. Now there were a lot of other great things taught the other day in class, but in particular reflection the teaching tool within an activity stood out clear.

Also in reflection of the week was the practice tutorials for the TSA we intend to take tomorrow. Now for all the multi-media savvy individuals in the class this may seem pointless and simple, but for someone like myself who doesn’t use computers as much or understand them as well, I proceeded to go through the tutorials in preparation for the test. In doing such I learned a lot, and too be honest may or may not have learned all that I’ll need to know for the tests, but I feel better prepared and confident with myself by taking the time to go through and make sure I can do the following tasks needed to pass.

Classroom Observation: Timpview High School 10/7/2010

1. Describe the teaching environment.

Large shop with all the tools and equipment needed to build basic and beyond wood projects. Many work benches providing work space for students aside from atop power machines. Main classroom area separate from shop space allowing a focused and less distracting environment for classroom work and lecture. Also there were many side rooms for storage of tools, projects, wood, and a room set aside for finishing.

2. Describe what students were doing.

Some students in the class remained in the classroom to retake the safety test (a requirement of 100% is needed in order to use the equipment in the shop). Other students were scattered throughout the shop working on cutting and assembly of drawer rings for the end table they were assigned to build. Another class in a separate period worked on turning a foot massage on the lathe.

3. Describe students attitudes.

By the looks of things I would say that the students stuck in the classroom retaking the safety test weren't too happy, though they were willing in order so they could work in the shop. Those working in the shop seemed to have a clear idea of what they were to do and how to do it safely.

4. Describe teachers attitude.

Alert and aware of the classroom and it's students, though able to focus specific attention where needed due to trust in the students. The teacher also had an assistant from the community volunteering his time, therefore allowing the teacher to focus on the specific needs of individuals and the class more easily and stress free.

5. Describe perceived teacher strengths.

Experience (plan for retirement in three years), routine and clear objectives in various classes. Safety oriented and conscience. Patient and understanding of students strengths, weaknesses, backgrounds, cultures...

6. Describe areas of possible improvement.

Keeping paperwork like his syllabuses up to date. Though he knows the projects all too well and the objectives of each class his paperwork was out of date due to various changes he's made over the years. Asked for teaching aids and syllabuses and only gave us one for one of his classes because the others were so old and out of date.

7. Describe instructional techniques/ teaching styles.

Independent Practice; Guided Practice - demoed every machine in class up to the point of our visit, as he demoed the machines and projects he completed the assigned projects with the students; Scaffolding; Positive Reinforcement; Organized and structure in most classes by having the students build the same projects.

8. Compare and contrast your teaching method and approach.

I really liked what Mr. Cherry was doing with his begging classes and turning class. He didn't allow students to build anything they wanted, yet rather gave them an assigned project so that they could use and learn the machines. Required the beginner classes before any advanced class where they could build whatever they wanted. Very safety oriented, which is something I have decided I want in the classroom/shop. Classroom management was ideal in the shop as he was able to create an environment that was safe and created a comfortable environment so that the students were confident. His demos were clear and simple so that all could grasp the tools or ideas being used or explained. Though I liked that all the students were assigned the same project, allowing it to be easier on the teacher, I would like to have maybe two or three projects students could pick from verse being limited to only one.

9. Discuss overall impression of teacher, classroom, students, learning effectiveness, etc.

Well organized; clear objectives; confident and in control; Students were on task and those that were stuck felt comfortable enough to approach teacher and ask for assistance; well understood class expectations (safety) and objectives; seemed that some students grasped the assignments and projects better then other yet all seemed to be able to accomplish the tasks given; Good student-teacher relationship...

10. Other comments.

I really liked how Mr. Cherry opened up his classroom to the qualified volunteer he had roaming around his classroom. In a shop class extra eyes and expertise is key in helping create and maintain a safe working environment.