I had a great day. Both the teachers and students were very nice, respectful and sweet to me. There was no big surprise. The first greeting I received from the whole class was “Good morning, Ms. Yu. We’re all in our places with bright, shiny faces, and this the way to start a new day.” They were all standing up and facing me. I was impressed. The way Mr. Stark asked everyone to respect me and do whatever I say without questioning made me a little uncomfortable at first. But later I realized the military style was a way of setting the tone. He actually was very funny and joked around with the kids.
I enjoyed the dinner together with our family. It was very interesting to hear everyone’s experience. I did a lot of notes today. I think I will adopt Kayla’s advice and start to organize my notes during the reflection.
Classroom Management:
I enjoyed the dinner together with our family. It was very interesting to hear everyone’s experience. I did a lot of notes today. I think I will adopt Kayla’s advice and start to organize my notes during the reflection.
Classroom Management:
“Level one.” Every class started with “Level one”, which means they all have to stop what they are doing, stand up and be quiet. I found this is a great way to get students’ attention, and, at the same time, not make them feel like little children.
“Row 1, row 3, row 2…” After class finished, students are not allowed to leave the classroom until the teacher gives the order based on students on each row. It was a very effective way to dismiss students in order.
Differentiated instruction:
Storytelling before watching. We watched a movie called “1776” for most of the class. But Mr. Stark spent more than 10 minutes literally telling everyone about the movie in his own language. He also asked questions and made connections to students’ life. I wondered why did he do that? Later I realized that it’s a way of meeting both visual and audible learners’ needs.
What I noticed/saw/heard was good:
“What I don’t like about the history book is that they don’t give you a full and complete story. They just gave you the facts”
“I know you are all mature enough to ignore those words.”
What I noticed/saw/heard was not good:
“Reading Pulse” – online program that designed to help students reading. I am not sure if that is the way to help students develop their love for reading. Kids seemed bored. Teacher read out loud their score from the system. I wonder how does that make students feel. Are those kids still able to read real books?
Some students fell asleep during the movie. The whole class got a pop quiz next day. I wonder what is the quiz look like? Is that a positive enforcement?
“Row 1, row 3, row 2…” After class finished, students are not allowed to leave the classroom until the teacher gives the order based on students on each row. It was a very effective way to dismiss students in order.
Differentiated instruction:
Storytelling before watching. We watched a movie called “1776” for most of the class. But Mr. Stark spent more than 10 minutes literally telling everyone about the movie in his own language. He also asked questions and made connections to students’ life. I wondered why did he do that? Later I realized that it’s a way of meeting both visual and audible learners’ needs.
What I noticed/saw/heard was good:
“What I don’t like about the history book is that they don’t give you a full and complete story. They just gave you the facts”
“I know you are all mature enough to ignore those words.”
What I noticed/saw/heard was not good:
“Reading Pulse” – online program that designed to help students reading. I am not sure if that is the way to help students develop their love for reading. Kids seemed bored. Teacher read out loud their score from the system. I wonder how does that make students feel. Are those kids still able to read real books?
Some students fell asleep during the movie. The whole class got a pop quiz next day. I wonder what is the quiz look like? Is that a positive enforcement?