Tag Archive | field experience

My Teaching Philosophy After Pre-Internship

After completing my pre-internship experience, I am now faced with a question: Has my teaching philosophy changed? My answer to this question is yes! There are things that I definitely feel more stronger about, that I am now questioning, that I know have realizations about, and that I would like to add.

One thing that I..

1. Feel stronger about:

I definitely have a stronger belief in the fact that teachers need to help students understand subjects (like mathematics) rather than memorize it.  For some subjects I know that this could be hard but up until I started taking education math classes, I never thought that there was a way that we can actually teach and learn math so that it can be understood and be connected to real life rather then through memorization and being basically spoon fed the information.  Now, I realize that there are always ways to help students understand material and not just memorize it (although sometimes it will require a bit of work!).

2. Am I now questioning:

I question my understanding of putting in 100% of my effort to try to help my students learn and succeed in their schooling.  During my pre-internship, I noticed that there was on average one student in every class where the teacher just didn’t even try to get them to write notes, do the assignment, or get them off of his/her phone.  They basically said that as long as the student wasn’t disrupting others, they could just sit there and do nothing.  This makes me wonder at what point do you just give up (or I apologize maybe this isn’t the correct term to use…) on a student so that way you aren’t slowing down the rest of the class.  It also makes me wonder if this same way of thinking will happen to me?  Will I just allow a student to sit there and do nothing and refuse to learn?  I just don’t see the point in being in school if you are just going to sit there and do nothing.  But now comes a question that I now have: Is it appropriate to ask a student to drop a class if they refuse to learn or do anything in that class?  Or can I ask them why there are there in that class if they are just going to take up space and not do anything?

3. Now realize and would like to add:

I now realize the importance of allowing students to individually practice examples of the material that we have just covered and having the teacher walk around checking for understanding and clarifying any questions.  

I unfortunately learned this the hard way in my pre-internship.  In one of my grade nine classes, we had spent 3 and a half days on one section of the text book (which I personally feel was quite a bit of time to cover that one section which built off of the previous section so they should have had a really good understanding of the material).  In the first day and a half, we spent the class time taking notes and doing A LOT of examples as a class.  Everything seemed to be going fine; many students were answering questions and shouting out answers so I genuinely thought that they would be ready for a quiz after some practice.  So, the next two days I had spent with them doing an assignment and a worksheet.  On the fourth day, we had a quiz and I was very surprised to see that a lot of students were struggling with it!  I knew that there would be a few students who would struggle with it but it seemed like more students were struggling with this than I had expected. 

After this, I had realized my one flaw that most likely had the biggest impact: I didn’t get to do much one-on-one work with my students and be able to check if ALL students were understanding the material (I couldn’t even get much one-on-one time with the students during the assignment and worksheet time because I was trying to get students who had missed previous classes caught up). 

Also, by being able to walk around and check students work, this would have been a great classroom management strategy to get the students writing down notes and all the examples (which I found out many were only watching the board and answering instead of taking notes as well).

Also, just because students are either quiet or many shout out the answer doesn’t mean that they completely understand the material which is another reason why allowing students to do individual work while the teacher is circulating the room is important.

So clearly, I now would like to add to my teaching philosophy the importance of allowing time for students to do examples and work individually while you walk around and check their work.  Big lesson I learned there.

4. Would like to add:

I actually no believe in tiered assignments.  I tried this out during my pre-internship and it actually turned out to work fairly well!  The students have done tiered assignments in that class before so they had an understanding of the expectations and what to do.   I did struggle with actually creating the assignments because I didn’t really know what assignments would be considered equal amount of work or time so that students didn’t chose which assignment was faster or shorter. 

What I would do now that I didn’t  realize until after but is I would do all the questions first (which I did) and then I would assign a mark to each question.  Then, I would make one assignment and then use the total value of marks to create the next test.  When doing this in my preinternship, I just looked at the questions and just kind of randomly picked the number of questions and made it all roughly the same number of questions rather than the same amount of time or work.

First Day of Teaching!

Today was a fairly good day.  My partner, Ali, and I team taught a grade 11 mathematics course where we investigated the relationship between sine/cosine/tangent of an obtuse angel that the sine/cosine/tangent of its supplementary angle.  The lesson overall went fairly well.  It wasn’t super great but it also wasn’t a complete disaster.

The lesson plan actually pretty much went according to plan except for a few minor things.  There were a few good, yet unexpected things that happened during this lesson:

– Ali decided to do random questioning during the discussion of the chart which got students to pay attention and allowed for a variety of students to answer questions.

– I had noticed that the students seemed bored after completing the second row of the chart as a class.  So, instead of completing all the rows, I ask students to check their work with a partner later on and that we would just move on to answer the big question of the different types of patterns revealed in this chart.

There were a few things that Ali and I have changed to our lesson plan since we taught this lesson:

– In the lesson, we went through the chart provided in the textbook and didn’t provide any examples outside of what was given in the table.  The change that we made were to reorganize the table so that students could have a clearer visualization of the relationships between the angles and to include examples of the relationships that were not in the chart so students can have more examples to see.

– We added a few more questions to the assignment.  In the lesson students had roughly an extra 10 minutes of class time.  They were all caught up on homework so they stood around talking.  We just added an extra two questions onto this assignment and completed a homework check at the end of the period instead of at the beginning of the next.

– Also, we added a classroom management strategy.  During the discussion of the chart, one student was answering all the questions, except one or two.  So, to get other students answer, we will be calling off names off the attendance sheet (since we still don’t know names!).  We tried this later on in the lesson and it worked great! All students were trying out the answers and became prepared in case they got called on.  Also, Ali asked a student to answer a question who was busy talking with a friend.  After this, it seemed to make the student pay attention to class and not talk with his friend.

Just a general comment about my growth so far: I feel that my questioning is getting better.  During orientation last week, it felt as if I was only asking basic questions and that I was asking those same questions over and over again to the point where I was annoying students.  Today, I feel as though my questions were actually deeper questions and they encouraged students to ask me questions if they were stuck (which before they would just say they were fine and go back to working).

So already I can see myself improving from this experience (small improvements, but improvements none the less!).

One thing that I am excited for is tomorrow.  I am teaching a lesson on proofs that I changed last minute and I am trying it in a style that is considered “out there” for me and is out of my comfort zone.  I originally have planned to teach my lesson using a conversation/guided discussion type lesson; but today, I decided that I wanted try something different and something that might be more engaging then just writing notes on the board.  So, I am teaching proofs using  an already solved proof, but it is cut up into many pieces and the students have to work in partners to put it in the right order.  I discussed this with my partner and cooperating teacher and we are all unsure of how it is going to go (my cooperating teacher has never tried a lesson like this with this particular group of students) but they are interested to see how it goes.  I am very excited but very nervous, but I’m sure all will go well. 🙂

Wish me good luck!!

“Blog About It” Entry 6: Part A – 3 BIG Questions

Three BIG questions about field experience and the role of teacher education:

1. What do you think is the purpose of field experience (i.e. pre-internship practicum, internship, etc.)?

I feel that field experiences serve many purposes that are all important.  The first is that the field experience allows us a chance to take what we have learned in our classes and actually apply that information into the classroom.  Throughout the past three years, there has been a tremendous amount of information that we, as teachers, need to know.  We can memorize and try to understand this material as much as we can but the best way for us to actually learn and understand this material is by experiencing it in the classroom and putting it into practice.  I can say that this is true for a fact because I’ve been through this.  One specific example was ECS 200 and 210.  There was a lot of information that, sure I thought was important, but I didn’t fully grasp the idea of what this might look like and how it would affect my teaching.  It wasn’t until ECS 300 when I got to teach is where I saw a lot of this information coming back to me and finally being able to see how it impacts the classroom and teacher.

The second purpose is that it’s a chance for us to practice teaching and work towards becoming the teacher that we imagine ourselves to be.  Also, it gives us a chance to try new things (ex. teaching styles/methods, classroom management, etc.), see what works and what doesn’t, and make mistakes while we still can and have someone to help us out if things get rough.

Another purpose includes being able to observe others and expand our ideas of and knowledge about teaching.  Sometimes, you don’t get to experience a wide variety of classrooms and teaching styles, especially for those in small schools.  Thus, being able to experience different classrooms and different teachers expands our knowledge of more current teaching practices and the different methods and practices that occur that differ from our own schooling experiences.

Being able to increase PLN (personal learning network) and get our names out in the schools is another purpose of field experiences.  Being in a school, there are many teachers and staff that you can become acquainted with and add to your PLN.  PLN’s are very important as the people in this group share information with one another and help each other out if needed.  Also, getting your name out and around to different teachers and administrators can increase your chances of getting a job.  Listening to many stories from interns and new teachers, their field experiences (mainly internship) got their name out to different people and many have been given high recommendations and some even got hired at their internship school immediate after graduation!

Lastly, then field experience allows us to gradually get used to the idea of teaching and makes us aware of some of the things to expect when we begin teaching.  Gradually get us used to the idea of teaching is important because that way it doesn’t feel like we are being thrown into teaching and become overwhelmed.  Being aware of what to expect and have few surprises will help increase the likeliness that we actually become great teachers and that teaching is something that we make a career of.  Statistics say that the first 5 years of teaching is the most difficult and this is when many teachers quit their jobs and move on to other professions.  A huge factor of this loss is because of the stress and complications that teachers had not foreseen and then become greatly overwhelmed and stressed.  Field experiences allows us to practice, observe, and become aware of and prepare for some of the complications, stress, and any other troubles that they may face in the future.

2. What roles does (or should) a teacher education program play in the process of becoming a teacher?

Just like the field experience, the teacher education program provides us with the opportunity to prepare for and work towards becoming the teacher that we want to be.  It also provides us with the information that will help us succeed as teachers, to be the best we can be for our students, information about students and their learning so that we can prepare to educate our students and help them to maximize their chances of success in school, and in life.

The teacher education program also allows us the opportunity to put this information to the test by applying it to actual teaching experiences.  Through these experiences, we are also provided with the opportunity build our own teaching philosophies and theories, to put these into context, and make changes and amendments to work towards perfecting these philosophies and theories.

Also, the teacher education program challenges our current views of teaching and education.  Teaching and education is rapidly evolving and changing; thus, it is important that we constantly challenge our ways of thinking and think of new ways to better ourselves and make our teaching more effective and efficient so that students can maximize their learning experience at school and make it more enjoyable.

3. What do you already know now about being a mathematics teacher that is unlikely to change through your upcoming field experiences (i.e. fundamental beliefs, values, commitments, etc.)?

There are a few things that I can be certain about being a mathematics teacher that is unlikely to change through my upcoming field experiences.  This includes:

1. As a mathematics teacher, I need to help my students understand math, rather than memorize it.

2. Rather than just the answer, it is more important to teach and assess the thought process and steps of a solution.

3. As a mathematics teacher, I need to be 100% committed to teaching my students, be there if they need help, and provide them with everything they need to help the succeed.

4. In mathematics, not every lesson has to be inquiry-based.  There are many factors that can affect this such as timing and the type of class.