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Post by alicenburnett on Apr 16, 2016 11:56:01 GMT -5
Since I know we're all working on our literacy notebooks this week, I wondered if anyone wanted to share any of their experiences. The student I worked with said a couple of things that made me really proud and changed the way I thought about my field experience this semester. Let us know what's up with you.
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Post by leahwertz on Apr 16, 2016 14:16:24 GMT -5
For the literacy notebooks, I also be talking about some of the conversations that have really struck me during class as well. A lot of my experiences in the field have been me reflecting on what kind of teacher I want to be but a lot of George's comments have made me question my natural tendencies. Last class, he said something like "All English teachers say 'I'm different, I'm unique' but they're teaching kids who are saying 'Congratulations, we're not.'"
We're supposed to have at least 6 entries, so I'm planning on doing half field experience based and half reflection of class discussions.
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kasee
New Member
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Post by kasee on Apr 16, 2016 17:52:00 GMT -5
I feel the same way Leah. This field experience has given some insight on how I want to be as a teacher. My student has had mostly high moments throughout our sessions together, and he really is making good grades in the 50 Large program. I think he is very bright and seems to want to succeed both in the classroom, and outside of the classroom. My literacy notebook will be on the 50 Large program, the student that I worked with, and the impact that it has made on me.
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Post by sarahaubreyr on Apr 17, 2016 13:32:43 GMT -5
So I am totally not in this group, but I was snooping. I worked with 50 large and the experience was different. The kids were great, but not all of the same kids showed up every week. This made it difficult to help them improve because I only worked with them for 1 hour. I also noticed how AWFUL having kids work solely based off computers is. They all hated it. They felt like it was not helping them progress as much as a real teacher would. Since these students are students who need the most help in changing their live and improving their lives, shouldn't we be putting the most effort in helping them achieve that? Not just give them a bunch of computer work and hope that fixes it. I'm not saying the people at their schools are not doing a good job, I just personally feel we could do more to help them.
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kasee
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Post by kasee on Apr 17, 2016 20:53:18 GMT -5
I completely agree with you sarah! They seem so bored using the computer week after week. I don't know what exactly they do on a daily basis at school, but I would hope that it's more than this computer-based learning. I'm all for technology and incorporating it into a lesson or using it for activities, etc., but I think that some traditional strategies can be effective as well. I think simply placing these students in front of a computer screen all day is doing them a major disservice, and it's laziness on the teacher's part (If this is what they do everyday). This may be the best thing that the teachers have access to, so I'm certainly not trying to put them down or the program down. I would need to observe the students for a longer period of time to form a better opinion.  |
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Post by alicenburnett on Apr 20, 2016 12:37:10 GMT -5
For some reason I excelled in online classes so I didn't mind the format. My student only has three classes online so he's okay most of the time. There is a teacher that he can ask questions from and get help. The kicker is that the time frame set up is unrealistic, who can do a whole semester of Geometry in two weeks? A traditional classroom would end the school year at the end of May not the end of April. I think if that were adjusted, my student would be passing no problem. Unfortunately that's the situation of the classroom.
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Post by janinesherman on Apr 20, 2016 13:29:13 GMT -5
I talked alot about the pitfalls of the computer software program at Ghazvini in my literacy notebook. I feel it really limits the students in making meaningful connections. The student is not learning in context, which changes a lot because they aren't receiving background information. The example I used was that reading a small excerpt from Anne Frank's diary is a lot different learning experience than doing a comprehensive unit on the Holocaust, learning the biography of Anne Frank. The software is limiting in that it doesn't lead to long term learning. The students simply read for short term comprehension to answer test questions and then forget about the content. Even if the student is passing in these courses, I worry that they aren't being instructed in a meaningful way.
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Post by hannahhiester on Apr 21, 2016 10:06:49 GMT -5
I would agree with you all that the computers are not great. I think that communicating your ideas and listening to others' ideas is such an important part of learning and the computers leave little room for that. I have been working with the same student as alicenburnett and indeed the time frame is unrealistic. I have found myself asking him several times whether he would like to work on a section or just make an educated guess and move on (he doesn't need to get it all correct to pass). Every time he chooses to move on. His goal is to graduate, not get a deep understanding and I don't think that the time frame or the computer programs does anything to support the latter.
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