Module 2- Back to the Old Stomping Grounds

This week I have been blessed with the opportunity to go back to my old 5th grade classroom at West Side Christian school and observe my old teacher. It was excited to be in such a familiar building with familiar faces. It was also a cool opportunity to sit in that classroom with such a different point of view, the teachers. Also, I was able to recall things that the cooperating teacher did when I was there and still does to this day. 

In Woolfolk chapter four, she talks about a spectrum of topics that range from intelligence to learning challenges, to gifted students. Specifically, I liked the section on students with learning disabilities. I thought that it related to a conversation I had with my cooperating teacher this week. In the book Educational Psychology, it says a learning disability is "a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in imperfect ability to listen think, speak, read, write, spell, or do mathematical calculation." Although this is the definition the book gave, it also recognizes that definitions can vary. In the 5th grade classroom, there are four students that struggle specifically with reading and mathematics. My cooperating teacher discussed with me how it is difficult to know what to do when you have such a range of abilities in a class. She also expressed her concern with these four students and how she has handled their learning. This year , she chose to have them pulled-out during reading and mathematics so they could have individual help in the "learning lab" or resource room. She said that this has been very effective.

In chapter five, Woolfolk talks about language development, language diversity, and special challenges. I thought that this chapter was very interesting learning how to teach students who are bilingual or speak other languages. I specifically liked the section on how language actually develops. There are indeed milestones for early childhood language. With this, there are also ways to encourage the language development for specific ages. I really enjoy first-graders, so I thought it was intriguing to see where the students should be and how to encourage them. They should have a vocabulary of about 10,000 words, know spatial relations, opposites, understand same and different, and use all types of sentences. To encourage them, you need to praise them and have them talk about feelings. Also you can sing songs, use rhymes, talk to them like adults, listen, carry on conversations, ask questions to get them to think, and read books everyday. 

Chapter six talks about cultures and diversity. This is important to know all about how to handle various genders, families, cultures, religions, and races in your classroom. A section of this chapter also talked about low expectations and how this affects students learning. Woolfolk says, "Low expectations, along with a lower-quality educational experience, can lead to a sense of learned helplessness, described in Chapter 4." I have found this true from my observations. I have seen both sides; a side where teachers expect a lot from students no matter what and a side where teachers ask little of students because of situations. I can tell you first hand that if you ask more of yours students, they will step up to meet your needs. If you ask little, students will do even less. It is important to set high expectations for all of your students no matter where they come from and how much they do or do not have. If not, it will become a habit for students to get away with not trying and doing poor work, eventually this will not work for them in life. Always expect more and have faith that each student can indeed exceed and meet those expectations.

Like I said earlier, I was able to go back to the old stomping grounds and observe in my old 5th grade teachers classroom. I also mentioned that she is still doing similar things that she did nine years ago with me. I also noticed some changes. It was cool to compare both. Something that she still does and I admire greatly is pair devotionals at lunch. When the students eat lunch, there is a pair of students that has to prepare a Keys For Kids devotional. Another thing I remember is a poster on the wall. It was her "ACTS" poster. This stands for adoration, confession, thanksgiving, and sanctification. This is a prayer model that she taught us and I still remember to this day. Some things that I noticed were different were her techniques. She has become more interested in active learning. Some examples of this are giving the students less time of instruction and more time actually doing. They did this through "body posters" and "outdoor math". Students were asked to make a large poster of  a specific body system, draw, color, label, and give facts. After doing this, they have to present it to the class and answer questions. The outdoor math was another awesome thing they did. Students reviewed in class what they have learned about perimeter and area and then were sent outside with a worksheet to try and complete. An example of a question was, "Estimate the perimeter around the school in fee. Now find the perimeter of the school building in feet by pacing..." I thought this was an awesome way to interact and actually do what you are learning. 

Overall, I had a really nice time going back and getting to know some students. They were a really great bunch of kids. The students were excited about learning and showing me what they have done this year. It was refreshing to see this in school. I was able to follow some students into the resource room and experience what they do there and help out with a math sheet. I really enjoyed my time in the class, but I could tell that it was the last week or so of school. My cooperating teacher was quite overwhelmed and did not have a lot of instruction time while I was there because students are finishing up projects and more. I asked if I could get a few more hours next week, but it is a three day week and she thought it would be best to end this week. I was a bit bummed, but understanding with how hectic it is getting grades in and collecting work this time of year. I appreciated the time I had there and felt I learned quite a bit. Good to be back on the old stomping grounds.