Teacher Interview
The various content areas taught are planned out in diverse ways. For example, in math class Investigations are used, and those lessons are scripted. The teacher picks out the main ideas of these Investigation lessons and modifies them to make them her own. On the contrary, during literacy, the teacher chooses literature that may be interesting to the students and from there finds Common Core State Standards that can be met in the reading of the book. The teacher often tries to find literature that can tie into other content areas. For example, social studies and literacy can be taught at the same time when students read about the Civil War. The teacher stresses the importance of being flexible in the classroom;
lesson plans may be created, but carried out in a different manner than intended.
When planning a lesson, it is important for my teacher to be in her classroom. Through creating lesson plans in her classroom, she can become keenly aware of what resources she has available to form her instructional plans. Additionally, my teacher finds it beneficial to have a Common Core handbook nearby to reference. A teaching manual is of great importance as well. The teacher often uses the Smartboard, and tries to take advantage of the Smart Exchange lessons to enrich her teaching. Through researching, and talking to other teachers about how they go about teaching diverse lessons, my teacher is set up for success when planning to teach a lesson.
My teacher states that first and foremost, teaching is about the students. The students in the fifth grade are grouped into classes based on their learning abilities. Therefore, classes are already designed to meet a particular group of student's needs. However, there are still students who need to be pushed more or less in the classroom. In all, high expectations are set for all students.
Instructional challenges that teachers experience include time restrictions and student work ethic. Some students will work really hard on projects and put forth their best effort. Other students, on the contrary, struggle to complete assignments or to even stay awake and alert in the classroom. This motivation is a struggle that teachers experience on a daily basis.
My teacher says that successful teaching is found where flexibility lies. Schools move at a fast pace, and flexibility needs to be common in the classroom. It is suggested that there is no way to predict what the school day will bring you.
Science is taught for the first half of the semester, and then for the second half of the semester, social
studies is taught. For the duration of my clinical experience, science will be taught. However, it is important to note that social studies is integrated on a daily basis into literacy.
My teacher is not satisfied with the allotted amount of time she has to teach social studies and science.
My teacher prefers to teach each subject daily. As mentioned prior in this interview, my teacher states that a great challenge that teachers face in the classroom is the allotted amount of time that they have to teach content. I will be told at a later time the lessons that I am to teach for the duration of
my clinical experience.
To ensure a desire for learning in the classroom, my teacher embraces group communication, positive reinforcement, and interesting content delivery.
In the beginning of the year, desired communication skills are expressed, classroom rules are posted,
and behavior contracts are signed. The first month of school sets the tone and expectations of the duration of the school year. Student behavior is monitored with the aid of self reflections. Students are often asked to monitor their own behavior and express their thoughts in a self reflection. Negative behaviors are dealt with universally and consistently. Consistency is key. If a student thinks that they can get away with something one day, they will try it again another day. It is important to address negative behavior at the root. Students who possess positive behavior receive "dollars." When dollars are collected up over time, students can trade them in for a prize. These prizes may include getting to sit with their friends at lunch or candy. Dragon dollars encourage positive behavior.
The teacher provides to students wait time that is conducive to learning. Often times the teacher will pose a question to students and wait however long is needed to receive a proper response. Sometimes the teacher will need to support students by stating that she will wait until the response she would like is given. Students in her classroom however appear to be engaged in the learning environment and respond active during instruction.