second video teach

On Wednesday, I taught my second video teach. I started the class with an engagement activity that had students predicting what the purpose of my lessson would be. I showed the kids two videos: a video of mlk jr. and a video of malcolm x. The kids made predictions about malcolm x’s agenda as a civil rights leader. afterwards, the I lectured on malcolm x while we answered a lecture guide together. Afterwards, I showed the kids a video about Cesar chavez, a civil rights leader they knew little about. Again, we answered a video guide together and the students asked additional questions about the civil rights leaders I discussed.

I found that the engagement activity I used worked well. The students tend to like any activity that feels like a game. I figured that out after my first video teach; we played jeopardy. the students were intrigued also by the obscure, at least to them, civil rights leaders. they were very inquisitive as to the nature of celebrity they were. I also added malcolm x’s personal background knowledge. His life was filled with drama and the students liked the story of a conflicted life.

In reflection, I see how important it is to engage studnets personal interests and background. the students found it easy to pay attention when they wanted to learn more. Changing up my approach from lecture to video also kept their attention on the tasks at hand. I know, personally, that I enjoy a variety of learning methods. I feel as if my delivery is still a little rusty, but I expect to get better with practice.

Preparing for my first video teach

Today, I will be completing my first video teach. I worked for quite some time on it. I decided to do a jeopardy game. I made it a power point presentation. In the game I have listed themes that I know they gone over in last six weeks. Also, I have included subject matter that I will be presenting in my second video teach. That lesson plan will be over Civil Rights.

When preparing my lesson, I knew I wanted to activate knowledge I know they have received. I used key words I’ve heard their teacher use such as “stalemate.” Also, I used a a theme they will be learning about next week. Hopefully, if all goes well, my introduction of new material will serve as an engagement activity and activate their schema next week when I present my Civil Rights lesson.

In reflection, I can see my transformation from student to teacher. I see myself considering methods I would have neve before. I’ve noticed my terminology changing and growing with experience. Putting all the theory I have learned into practice is really turning out to be a great experience. I expect to be decently prepared for my student teaching next semester.

Strategies

This week we have focused on strategies for activating students knowledge (schema)  and interest. The purpose of pre-reading/teaching strategies is to gain the audiences’ attention. I believe these strategies will prove to be important in the classroom. As I now reflect about the most successful lessons I’ve seen taught, there seems to be a common denominator. Learning the variety of strategies available will make my classroom a more exciting place to be; it will allow for changing dynamics it my classroom.

Today, I saw a fellow colleague give her first video teach. While she is rough on herself, she did fine. Excellent, you could even say, considering it was her first one. She did activate students knowledge by complimenting the teacher’s lesson. The teacher provided questions to the students. After her first teach, she mentioned that confidence was a large issue concerning the success of her teach. I think that is true.

check out her blog about her first video teach: http://www.dc1234.wordpress.com

Instruction

Today, I instructed students in a government class on how write an argumentative essay. I taught the three main approaches to arguments, which are: logic, ethics, and emotion. The class went pretty well. The students used a reading guide with the lecture and powerpoint. Afterwards, we looked at an example essay that utilized the most important approaches in a useful manner. After my instruction, my co-op teacher informed me of my flaws. She mentioned that, at times, my voice did not project well enough and that I should practice on not being monotone in my speech. She also noted that I need to let students defend their answer when I pose a question they do not answer in a way I expect. She said I should try letting them explain their answer, even if it is wrong. I agree with her critisms and will work to better my technique and nuiances.

 In reflection, I realize the importance of preparation in lesson plans. At moments, I felt lost and noticed when silence went for too long. I also realized the importance of name recognition. Students I called by name were more eager to actively participate in class activities.

 Today was the first day with my first coop teacher; she teaches government. I’m very excited about developing a unit plan and attempting to implement into my coop teacher’s cirriculum.  She has assigned up V for Vendetta to teach.  I am definately going to brush up on my government. My coop teacher is very informative and helpful; she seems to address all my questions before I can spit them out. I look forward to meeting my second coop teacher and her students in world history.