Today in class my mircoteaching group presented a lesson plan for kindergarten on bullying. I think our teaching went well overall and I will appreciate the chance this weekend to look over feedback and reflect on our process. Virgil's presentation afterwards was wonderful. I learned the creative ways in which you can combine subjects to illustrate a point in a new way. Virgil was attempting to refine his lesson plan on sexual health and puberty by connecting it to plant reproduction rather than reading about sexual health off a paper. I can see the creativity and the challenge of condensing the lesson while connecting the subjects.
Virgil's presentation also reminded me of a means of getting students comfortable talking about sex and sex education. The word bag was a great idea. I have seen it before I believe, I think it's a great way to get the class into the right mindset: "This is a safe place to talk about an uncomfortable topic"
On this note, it was also beneficial to discuss today the appropriate way to define periods, sex, homosexuality, wet dreams, tampons, STDs, ect... Sticking to the facts, especially over controversial issues, is important. Children always repeat what they hear both at school and home. Although students of concerned parents are likely to be pulled from class anyway if sex is discussed, speaking in a manner implying preference or opinion on issues of abortion with any child is not appropriate. Thank you for driving this point home.
Questions I still have:
How as a teacher do I react to students laughing at questions from the question box because they are uncomfortable?
Wednesday, July 6, 2011
Tuesday, July 5, 2011
Health 423- 7/5 Health Reflection
Dweck's reading: Mindset inspired me to think about the ways in which I view the world from both a fixed and growth mindset. The difference between the two was clearly illustrated for me with "their" separate reactions to a bad day. The fixed mindset will be judgemental of itself and the growth mindset will look to make changes in the future. The benefit of discussing this topic is understanding one's general disposition in the classroom and the effect you are having on children. The other day, for example, I missed a turn while driving and I said: "I'm so stupid". A growth mindset would say: "Oops, I missed my turn, I'll go around the block". However as my group discussed, people are not fixed within the confines of these two categories. This morning we were learning to knit in our first class. I nearly said: "I give up, this is too hard". Instead I was persistant, I gave myself positive messages, and eventually I had a breakthrough in understanding.
The reading additionally discussed a teacher's ways of addressing children through both mindsets. Acknowledging their finished product or intelligence (fixed) versus complimenting their hard work and progress (growth minded). At first this appeared as though growth minded did not value the final product, or set standards low. I was pleasantly surprised to read: "[Growth-minded parents] set high standards, but they teach their children how to reach them. They say no, but it's a fair, thoughtful, and respectful no" (188). I want to work on my own fixed mindset and fixed relationship with school work in order to encourage my students to appreciate the process of learning without the pressure of being the "best" or first.
Health today also introduced the Mr. Yuk box. I'll admit that even our group of adults had some issue distinguishing candy from medication. It was interesting to think about our own experience with numbers and symbols which allowed us to reach the conclusions we did. I had not realized, not yet having children myself, that cold medication was made to look like sweet tarts.
Questions I still have:
At what age do children begin to understand the difference between medication and candy?
The reading additionally discussed a teacher's ways of addressing children through both mindsets. Acknowledging their finished product or intelligence (fixed) versus complimenting their hard work and progress (growth minded). At first this appeared as though growth minded did not value the final product, or set standards low. I was pleasantly surprised to read: "[Growth-minded parents] set high standards, but they teach their children how to reach them. They say no, but it's a fair, thoughtful, and respectful no" (188). I want to work on my own fixed mindset and fixed relationship with school work in order to encourage my students to appreciate the process of learning without the pressure of being the "best" or first.
Health today also introduced the Mr. Yuk box. I'll admit that even our group of adults had some issue distinguishing candy from medication. It was interesting to think about our own experience with numbers and symbols which allowed us to reach the conclusions we did. I had not realized, not yet having children myself, that cold medication was made to look like sweet tarts.
Questions I still have:
At what age do children begin to understand the difference between medication and candy?
Thursday, June 30, 2011
Health 423- 6/30 Health Reflection
Today in Health class, our time was spent discussing children in abusive situations. It was helpful for me to understand the different types of abuse, how they may or may not mannifest themselves in children, and what legal responsibility I have as an educator to report it. I was not aware of my obligations, but I take seriously the mental and physical health of the students in my classroom. I have witnessed repeated verbal/emotional abuse before and confronted the parents directly with no success. I now appreciate knowing my options especially since I will now be an educator with the "excuse" and legal obligation to call CSS. I plan on also taking notes of the child's behavior if I am suspicious in any way they are being neglected or abused. The topic today was very difficult to address; I cannot imagine a child experiencing the types of physical, sexual, and emotional abuse we went over. I therefore take seriously my role as both educator and advocate, in their lives.
Questions I still have:
How can I get a copy of the paper on sexual maturity of different age groups?
How does abuse (sexual, emotional) look in younger ages such as Kindergarten?
Questions I still have:
How can I get a copy of the paper on sexual maturity of different age groups?
How does abuse (sexual, emotional) look in younger ages such as Kindergarten?
Health 423- 6/29 Health Reflection
The most important thing I learned in class today was how learning is assessed across grade levels. I am new to EALRs and I had no idea that a concept such as "drug awareness/drug abuse" would be located on the same EARL for each grade level and advanced as the age progressed. This is a helpful way for me to organize the vast amount of information within the state regulations about teaching Health to numerous grade levels. I simiarly see the value in using "jigsaw" groups so that each student is accountable for their share of information. This was very helpful to me.
We also had enough time to introduce the assessment 5E learning/teaching model. I'll be presenting my microteaching lesson soon and I appreciate how our lessons direct my lesson planning. For example, the first "E" is engage where the teacher not only introduces the topic but uses the introduction as a preassessment. Our class also discussed a KWL chart. (Know, Want to Know, What I Learned). We are learning a lot of great techniques and ideas about teaching health both in class and from microteaching assessment. The challenge right now is remembering all the details to apply to the microteaching lesson as well as future lessons.
Questions I still have:
Are EALRs organized in this way in other subjects?
Can we spend more time on the 5 E's?
What other type of table "mix-up" options do I have besides the jigsaw?
We also had enough time to introduce the assessment 5E learning/teaching model. I'll be presenting my microteaching lesson soon and I appreciate how our lessons direct my lesson planning. For example, the first "E" is engage where the teacher not only introduces the topic but uses the introduction as a preassessment. Our class also discussed a KWL chart. (Know, Want to Know, What I Learned). We are learning a lot of great techniques and ideas about teaching health both in class and from microteaching assessment. The challenge right now is remembering all the details to apply to the microteaching lesson as well as future lessons.
Questions I still have:
Are EALRs organized in this way in other subjects?
Can we spend more time on the 5 E's?
What other type of table "mix-up" options do I have besides the jigsaw?
Tuesday, June 28, 2011
Health 423- 6/28 Health Reflection
Today in class we went over the changes to the food pyramid, and it's new form in a food plate. It was helpful to look at the advantages and disadvantages between both forms. I agreed with most of the class that it was a decision between being too simplistic or too complicated. I hadn't realized the original pyramid had been updated with vertical stripes and I agreed with Annie and their sizes were not easily comparable amongst the different catagories. On the other hand the simplicity of the food plate made nutritional goals easier to remember. A good adaptation would be including pictures from each catagory in their respective "slice" of the plate. I think a combination of both would be an effective aid to a nutrition lesson. Thank you for sharing WA State Dariy council tip, I'll be sure to take advantage of this once i'm a teacher.
Analyzing the constuction of food labels was very interesting as well. I have not done this before, and it gave me a lot of insight on the accessibility of the information. I've known people with gluten allergies who need to search through ingredients to see if they can eat a certain product. The labels currently do not make this very easy. For students with peanut allergies, as we discussed last week with the epi pen, this lesson could be applied to any classroom with an allergic student. Both to create a sense of empathy and understanding, as well as to understand the layout of nurtritional facts. I would like to learn more about different types of sugar. Our table found a product that listed the nutritional information for the serving size, as well as for the entire package. This was also very helpful. Both units helped me think more deeply about my grocery store research.
Questions I still have:
How do I get students more interested/engaged in learning about the foods they eat?
Analyzing the constuction of food labels was very interesting as well. I have not done this before, and it gave me a lot of insight on the accessibility of the information. I've known people with gluten allergies who need to search through ingredients to see if they can eat a certain product. The labels currently do not make this very easy. For students with peanut allergies, as we discussed last week with the epi pen, this lesson could be applied to any classroom with an allergic student. Both to create a sense of empathy and understanding, as well as to understand the layout of nurtritional facts. I would like to learn more about different types of sugar. Our table found a product that listed the nutritional information for the serving size, as well as for the entire package. This was also very helpful. Both units helped me think more deeply about my grocery store research.
Questions I still have:
How do I get students more interested/engaged in learning about the foods they eat?
Friday, June 24, 2011
Health 423- 6/23 Health Reflection
I left immediately after class for the grocery store assignment, so I completely forgot to blog after class. I am writing now, the following morning. Sorry about that Carrie!
Today in class we learned several important lessons that will be imperative to my success as a teacher. The guidelines for lesson planning were extremely helpful for me to finally understand the workings of my future career. Basically you have shown me how to structure lessons so that they meet state requirements and can be reproduced by myself or others. I'm ready to dive in with both feet and learn how to best navigate Ealr's and GLE's.
Additionally learning about EPI pens was very relevant. I appreciate feeling prepared to assist my students in the event of an emergency.
The class's connection to the study of health allows me to focus my attention on one subject rather than all of them at once. For Microteaching we divided into groups. My group chose “Bullying” and we soon recognized the challenge of isolating each possible element of the Ealr’s relevant to our planning. We were also pleasantly surprised to see that elements of communication and bullying were included as part of the health standards for Kindergarten. It is good to know the states takes bullying as seriously as I do.
Questions I still have:
Where should I start when planning a lesson? Do I begin with EALR/GLE requirements or conceptualize the idea and see how it fits in with state standards?
Do most beginning teachers craft lessons from scratch?
Today in class we learned several important lessons that will be imperative to my success as a teacher. The guidelines for lesson planning were extremely helpful for me to finally understand the workings of my future career. Basically you have shown me how to structure lessons so that they meet state requirements and can be reproduced by myself or others. I'm ready to dive in with both feet and learn how to best navigate Ealr's and GLE's.
Additionally learning about EPI pens was very relevant. I appreciate feeling prepared to assist my students in the event of an emergency.
The class's connection to the study of health allows me to focus my attention on one subject rather than all of them at once. For Microteaching we divided into groups. My group chose “Bullying” and we soon recognized the challenge of isolating each possible element of the Ealr’s relevant to our planning. We were also pleasantly surprised to see that elements of communication and bullying were included as part of the health standards for Kindergarten. It is good to know the states takes bullying as seriously as I do.
Questions I still have:
Where should I start when planning a lesson? Do I begin with EALR/GLE requirements or conceptualize the idea and see how it fits in with state standards?
Do most beginning teachers craft lessons from scratch?
Wednesday, June 22, 2011
Health 423 - 6/22 reflection
The most important thing I learned in class today was about concept mapping. My small table group mapped out health in areas of sex education, anatomy, respect, trust, mental health, and safety. The advantange of concept mapping was seeing how our differing defintions of health intersected visually on paper. I also had not anticipated the immense challenge of visually representing the relationships between our catagories and sub catagories. Instead of being flat and linear, the concept map ideally would be 3D and circular in my mind. I can see how laying out concept maps can make one aware of their own assumptions about a topic, especially such a broad one as health. This tool also serves as a unique way to discover how students think about the topic. I appreciated the graph of photographs you showed as well. This allowed me to think more creatively of different ways of creating concept maps for my future students.
Questions I still have:
How can I adapt this to other school subjects?
Do concept maps have to be organized in boxes and lines?
How does this look for different grade levels?
Questions I still have:
How can I adapt this to other school subjects?
Do concept maps have to be organized in boxes and lines?
How does this look for different grade levels?
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