EPS Fieldwork Log: Week One
PART A:
Name: Tawna Bartley
Date: October 9, 2007
Time: 8:30-12:30
PART B:
-greeted by the principal
-toured the school and met some of the staff
-during the first class we had a prep so we went over some of the procedures, advice and ideas with our cooperating teacher
-grade 7/8 Career Guidance: we discussed with the class and assortment of careers and occupations, we discussed the procedures to get into those careers as well, while the students were working on their sheets I walked around and made sure they were doing it correctly and helped them with anything they needed help with
-Recess: during recess we sat in the staff room and were introduced to the rest of the staff and what grades they taught
-grade 4/5 French: we began the class by singing two songs in French that helps them remember the days of the week and months of the year. The students then received a handout on the months of the year and I walked around and helped them with their assignment, when the students were finished they played silent ball
PART C:
-the grade 7/8 career education class was a bit rowdy right from the start
-the boys near the back got their work done quickly but ended up disrupting the rest of the class anyways
-it could have been the new visitors, the day, or just the class-everyone in the class sat near their friends -this led to a noisy, loud, disruptive class, name calling, limited attention spans as well as zero work accomplished
PART D:
I want to learn and benefit from others class management skills. I want to be able to handle a class co-ordinately and effectively so that the class can profit from the outstanding comfortable environment. I feel this is key within a classroom. This situation upset me and I want to learn of ways to best deal with a class effectively. My question to the teacher is why is the class not arranged better? Is it worse when they sit away from their friends? Do they learn better when they are paired with their friends? I think the behaviour of the class was partially because of the new visitors and I hope that it gets better. I hope soon they will see that we are also authority figures and they need to listen to us as well. I learned that the older the students the more persistent a teacher needs to be and not give in in the slightest to anything.
EPS Fieldwork Log: Week Two
PART A:
Name: Tawna Bartley
Date: October 16, 2007
Time: 8:30-12:30
PART B:
-our first class was Language Arts with the children from the FIAP room (Functionally Integrated Academic Program)
-second class we had the grade 7/8 class again this week but for French this time
-next we went outside on a nice sunny fall day with Mr. P for supervision
-after recess we went to the FIAP classroom and joined in with the classes sharing time
-we then helped with the language class within the FIAP room
PART C:
The first class with the FIAP children was interesting. Within this class of seven children there were several levels along with various disabilities of all different stages of severity. To help with these seven children were four teachers together with my cooperating partner and me. These students had what seemed like a simple task of cutting out four pictures in the shape of a square, a common simple task to you or I. The students were then told to listen to the teacher as to where to glue the pieces. This was a confusing task for many and I assisted two boys with the job. The students then got to colour their picture that they created.
PART D:
Today really hit me hard. I had a sister who was born with Rett Syndrome, a syndrome that affects only girls and they become both physically and mentally handicapped, my sister lived to the age of eleven, I was ten, so to see all of these other students was heart wrenching and heart warming all at the same time. To see these students reminds me of my sister and how she was. It makes me think of the life they have and will have. It makes me happy to see these wonderful teachers helping them, giving them a chance and putting their faith in them. It makes me feel as though I have made the right decision in becoming a special education minor. It made me realize that I can have a huge impact on these students. It made me feel that I can relate to these students and know what they are coming from, and realize that they are people too. I immediately fell in love with each and everyone of these children and already have a place in my heart for them. Watching them try to cut and paste the objects made me think of the everyday things I take for granted. The things you take for granted and the things people do not understand. I however, understand and want to be there to help these children every step of the way. Today made me proud and reassured me that I have made the right decision to become a teacher, so I can help people.
EPS Fieldwork Log: Week Three
PART A:
Name: Tawna Bartley
Date: October 23, 2007
Time: 8:30-12:30
PART B:
-we began the morning with 5/6 French
-we listened to a French commercial and they had to match what was being said to the pictures they had in front of them
-this was a rowdy energetic bunch of students
-we then had grade 7/8 career guidance
-they were to hand in their assignments and nearly all of the class was not finished
-they received new handouts to do and I assisted them to complete them
-lastly we had 7/8 health, in this class they are learning about sex education
PART C:
The grade 7/8 class was barely done their assigned homework and this upset me. I wondered why none of these students had completed their work. I wondered if there were no repercussions for not doing their homework. What was stopping them from finishing? I asked one girl if it was hard and she said that it wasn’t at all hard. Then why didn’t they do their work? I assisted the class with their work that was to be accomplished today, so that they could finish their work that had to be handed in by the end of the day. With helping these students I realized they knew exactly what needed to be done, they just didn’t do it. These students didn’t have the determination I had in school to get my work done. They didn’t even feel pressure that they were not done the work that needed to be done today. These kids were not at all worried.
PART D:
When the students were not finished their homework it really bothered me. Where was the determination I had to succeed? The pressure to finish? The sheepish feeling of not finishing? Why didn’t these students feel bad? They were not done their work, one of the most important parts of school. Right? When I am a teacher in my own classroom, this is an issue I will face daily. How will I overcome it? How will I prevent it? I want all of my students to succeed and if they don’t do their work they won’t succeed and I won’t feel as if I have succeeded. As a teacher, I want everyone to accomplish their work, but of course I have to be realistic, sometimes life gets in the way. But at the same time, my students need to understand the importance and benefits of accomplishing their assigned tasks. When I am a teacher I will penalize with late marks, but allow the student to complete the assignment and show it to me first thing the next day for half marks. I think it is more important that a student finishes the work, so they need to be given some reward for having the determination to do it for the next day not just a mark of zero.EPS Fieldwork Log: Week Four- PART IPART A:
Name: Tawna Bartley
Date: October 30, 2007
Time: 8:30-12:30
PART B:-we began the morning with the grade one/two French class
-they worked on some Halloween vocabulary and played Halloween bingo
-we then had the three/ four French class where they worked on number sheets and finished colouring their haunted house pictures
-next was the grade seven/ eight career education class where they discussed their upcoming project interview they had to do and various jobs and requirements for such jobs
-after recess we had a prep class and we talked with our teacher about her experiences as a teacher along with her tips and advice she would give to us as beginner teachers
PART C:
In the very first class of grade ones and twos there was a young man who comes from a religious family of Jehovah Witnesses. This family does not believe in such things as Halloween and Christmas. However, this young boy wanted so badly to be doing what the other kids were doing. This young boy does not understand why he can not do what they are doing. He wanted to fit in and have fun like the rest of the kids.
PART D:
When the young boy in the grade one and two class was not allowed to do what all of his friends were doing it made me feel sorry for this poor little boy who wanted to do what the rest of the kids were doing but could not because his parents do not believe in it. As a teacher this made me realize that you will always have to accommodate your lessons to fit in with the beliefs and values of others. Our cooperating teacher let him play bingo but his pictures were different, for instance his hat was a ball cap instead of a witch’s hat, his pumpkin did not have a face on it, he did not have a picture of ghost, but he did have a picture of an ordinary broom. I found this very helpful to know that I can not mainstream my lessons to fit every student, I need to adapt my lessons for every student.
EPS Fieldwork Log: Week Four- PART II
PART A:
Name: Tawna Bartley
Date: November 2, 2007
Time: 12:30-3:30
This week our cooperating teacher asked us if we would like to go to her other school to see what it is like and we agreed. She said that the students at Ken Jenkins Elementary School are a lot different than those that are at Gladys McDonald School.
PART B:
-we began the afternoon with the grade two French class
-they learned some Remembrance Day Vocabulary and got to colour 1/2 Remembrance Day pictures
-when they were finished their pictures they got to make soldier hats and decorate them with the new vocabulary words they learnt and some pictures-we then had grade 5/6 French, our teacher had also taught them French that morning and promised them that if they had worked hard then they would get to make hats that afternoon, so during this class we just assisted the students with their hat construction and the spelling of the vocabulary words
-last class we had 7/8 French, these students are working on a restaurant unit, so during this class they constructed a menu for their restaurants
PART C:
During the grade 1/2 French class, one little girl was colouring away. She was doing very well with her colouring. At one point our cooperating teacher announced that poppies are red, as many of these students have never learnt about Remembrance Day before. As I was walking around and helping the students I noticed this little girl at her desk crying. She was very upset because she had coloured her poppy purple.
PART D:
I felt so sad for the little girl with the purple poppy. She was trying so hard to colour inside the lines. None of the students around her were making her feel bad at all they were telling her it was okay. I quietly and quickly got her another sheet and asked if I could help her. The little girl quickly cheered up and was so happy that I was willing to help her. I felt so proud inside that my little gesture made such an impact on her. She was so happy and forgot all about the purple poppy she had coloured earlier. Right away this girl and I had a bond. I was not showing favouritism. I just helped her because she needed me.
EPS Fieldwork Log: Week Five
PART A:
Name: Tawna Bartley
Date: November 6, 2007
Time: 8:30-12:30
PART B:
-first class we had a prep and we interviewed our teacher about the school site study
-second class we had 7/8 career guidance class where the students listened and cooperated in a group discussion about communication and non-verbal communication
-after recess we went to the gym to watch the school’s collaborative Remembrance Day service
-right before lunch our teacher had another prep and could not get another class to fill that time so we continued to interview her about the school
PART C:
During the Remembrance Day Service, every student got to participate in the ceremony. Some groups sang songs to encourage us to remember those soldiers that fought for our countries, while others said poems. Each class made a wreath that was placed at the service. The Band group played the last post for the service and the Choir group sang a version of “Flanders Field.”
PART D:
During the Remembrance Day service the students were different than usual. They were not rowdy or rambunctious, they were quiet and respectful. They acted exactly how they were supposed to act. The students came in to the gym quietly and in an organized fashion. The students sat down properly and maturely. How can I bring this same respectfulness, quietness and maturity to my classroom? How can I get my students to act this way everyday? I want my classes to be perfect. I want them to be ‘little angels’. Is this possible? Can I achieve this? How? I do not want to run a military class I just want them to be quiet and attentive when they need to. I was really proud of these students at the Remembrance Day service and they sparked wonder in my mind. How can I get my students to listen and respect me when I am teaching?
EPS Fieldwork Log: Week Six
PART A:
Name: Tawna Bartley
Date: November 13, 2007
Time: 8:30-12:30
PART B:
-we started off the day in the FIAP room by participating in sharing time with the students
-next we had gym class with the FIAP children, we sang songs such as “The Hokey Pokey” and “If You are Happy and You Know It”, next the students got to play with whatever they wanted
-After recess we had the grade one class for French where they worked on worksheets regarding colours
PART C:
In the FIAP room the students have a duotang that they take home each night and the parents are to fill it out. It has basic questions in it such as what was for supper? What did watch on television? What did play with? And what time did go to bed? These duotangs are looked over everyday when the students have their sharing time to help the students remember what they did last night. Quite frequently the parents are forgetting to fill them out and it is hard for the teachers to help these students tell the other students what they did last night when the teachers have no idea what the students did.
PART D:
As an observer watching these students struggle while telling of the previous evening it was hard to not be able to help them. I wanted to be able to start off what they were trying to say but I nor any other person around had any idea what they were trying to say. It is not that the students could not tell of their evening, it was the fact that the parents could not put their busy lives aside for five minutes and put some effort towards their students’ education. I feel that if a parent does not feel that certain assignments are unnecessary, then the child is the one that is harmed because they sense this negative energy from their parents and then they begin to feel as though school does not matter either. I think that the parents are at fault and that they should put their children first. Coming from a single parent household, with just a mother while going through the critical grades of schooling I was able to benefit and grasp onto my mothers encouragement and determination at a young age because she truly put our needs ahead of her own and sensed the seriousness of helping her children with their schoolwork. As a teacher I feel it is very important that parents help their children with their school work as well as constantly encouraging them to do well in school. When I become a teacher I know I will have a hard time dealing with incomplete assignments and projects but I can hopefully have an efficient system to eliminate or reduce such problems.
EPS Fieldwork Log: Week Seven
PART A:
Name: Tawna Bartley
Date: November 20, 2007
Time: 8:30-12:30
PART B:
-first class we had sharing time in the FIAP room
-next class, we took the FIAP students to the gym where we danced to “If You’re Happy and you Know It”, “The Hokey Pokey”, and “The Chicken Dance”
-then we had free time with the students and got to play with whatever we wanted
-during recess there were popcorn sales , fifty cents for a bag of popcorn, so we supported the students and bought a bag of popcorn from them
-after recess we had the grade 7/8 students for recess, our cooperating teacher explained to the students how to conjugate “ER” verbs
-they were to complete their “ER” worksheet pages
PART C:
During the grade 7/8 French class it was easy to see that the students were not grasping what the teacher was telling them. The students looked confused, were asking a lot of questions and getting frustrated. There had to be a way to get this very important, yet easy concept across to them. The students were getting mad that they could not figure out how to do this assignment and needed help.
Today we told the grade 7/8 students that today would be our last day to come to see them. These students that we have got to know over the past eight weeks were genuinely sad to know that we would not be back. One girl pulled me aside and asked how I knew that I needed to be a teacher and if I always knew that I wanted to be a teacher. Other students asked if we would ever teach them again, I replied with, “If you take all of your high school math classes, you might be able to see me in grade twelve” The girls were excited and asked if I could please come to Thom Collegiate to teach them.
PART D:
I could tell that these students needed help and I remembered how easy it was to conjugate these verbs with the help and memory of the song. I remember asking our cooperating teacher at the beginning of our field placements if she had that song because I remembered it. I told the students about the song and asked the teacher if we could play the song, she agreed and it helped the students out. The students were happy that they were now learning how to easily conjugate the verbs. When the students were frustrated it made me quickly think of new ways to explain this concept to them and that is what a teacher is constantly doing. Teachers always have to manipulate their lessons to better explain it to the students and they are usually doing this on their toes. It felt really good to be able to help the students and they saw that too. I loved being able to teach them a quick an easy strategy to help them with their assignment. By doing this I was able to experience the everyday feeling that a teacher has when they know that they have accomplished helping someone everyday. That is why I am becoming a teacher, I want to help others. I am glad I was able to feel the rewards early of teaching and know that I have made the correct decisions.
When I saw that the students cared that today would be our last day together I realized how quickly relationships between students and teachers are made and that they are made automatically. When the students asked if I could return it was heart-warming that these children actually truly cared and wanted us to come back, without us having any clue that they liked us. I enjoy that these students liked us and feel this was beneficial to both of us. Once again I got to experience the everyday gratitude that a regular teacher experiences everyday. I loved that satisfaction and can not wait to feel that bond and relationship with my students everyday.
