Today was a day of mixed emotions: anticipation, nervousness, and even excitement. It was the beginning of my opportunity to find out what Methods was really going to be like, aside from the countless stories passed down from upper classmen. I was incredibly excited because I knew this semester would mark the beginning of my “real” classroom experience, and for that, I couldn’t be more anxious! However, in order to get to that point, much preparation has to take place – and it is that aspect that made today quite nerve-wracking. As I received my syllabus for my Social Studies Methods course from Dr. Sanchez, I was prepared for what met my eyes because of his forewarning in Best Practices this past semester. None the less, there is something about knowing that the time has finally come to actually do the lesson planning he so intensely discussed. In the end, I know his high standards will pay off as we implement our planned lessons in the classroom. After discussing the syllabus, we talked about the definition of Social Studies, and through Dr. Sanchez’s insight, I think we’re all beginning to see how influential and important the subject is for our students. I’m really excited to hear from him as he shares his wisdom with us!

After making it through my first Method’s course, I entered my Language Arts Method’s with Dr. Denyer slightly more relaxed! We discussed the role of both reading and writing in our lives and why we chose the concentrations we did as Middle Grades Educators. After she introduced the Book Club concept to us, we looked over the course syllabus. Before I knew it, my day which began with nervousness and anticipation was over – and I made it through!

Thankfully, both Dr. Sanchez and Dr. Denyer stressed their availability to us as professors. Not only are they guiding us as we properly plan lessons and implement them in the classroom, they are there to support and calm us as we begin this new phase in our education. So while it was a slightly overwhelming day with receiving the requirements of each course, there was comfort found in knowing that such willing and knowledgeable individuals are walking along side us! 

17 January 2007

In both Social Studies and Language Arts Methods, we are experiencing a variety of activities from the student perspective. As a teacher, it is so easy to remove ourselves from the position of the student, forgetting their needs and desires, planning only what we want, and consequently, leaving too many students “in the dust.”

In Social Studies, Dr. Sanchez discussed the importance of Geography as part of the Social Studies Curriculum because not only do students need to what events happen when, they need to be aware of where such events took place. He then administered a 24 question “quiz” that a “teacher” gave his students. This “quiz” consisted of questions like, “If you were at the airport and your ticket read MCO, what airport are you flying to?” Through this activity, Dr. Sanchez was showing us what NOT to do as teachers. By placing us in the position of the student, we were able to experience what some teachers choose to put their students through. We were then given a better example of what we could use in the classroom and ways in which such an activity could be modified. Working in pairs, Dr. Sanchez handed out a map of the United States with states and capitals labeled. Timing us, we had to find as many mistakes on the map as possible. After the activity, we discussed different ways to administer it in the classroom.  

The majority of Dr. Denyer’s Language Arts Methods class was also spent playing the role of student. As a class, which consists of about 15 females, we discussed our story: where we grew up, where we live now, where we want to live etc. All of this discussion was leading up to the reading of “When I was Young and Lived in the Mountains.” Dr. Denyer read the text aloud, and then encouraged us to write a similar story to what was just read. We were able to share our work with the class which led to more class discussion. Removing ourselves from the student role, we discussed the activity and realized the importance of asking thought provoking questions to students. We continued a discussion on what constitutes “good questions” so when we try to engage in conversation with our students, we don’t hit a brick wall!

 Today, both classes allowed me to experience what I may offer my students first hand, and by doing so, I feel more aware of and able to address the needs of my future students. I hope to continue to learn different activities to use in the classroom, investigating them from both the student and teacher perspective, because I feel it is only then that I will be able to adequately educate my middle grades class.  

19 January

The day we have been waiting for since the beginning of the semester finally came… and this morning we received our field placements! I found out last night that we would be finding them out in class this morning – so the anticipation and anxiousness began right away! I knew everything would work out just how it was supposed to, but none the less, I wanted to know what grade I would be working with, who my co-operating teacher was, and what school I was at! Once the paper was in my hand, a rush of thoughts went through my mind – the scariest one being, “Am I ready for this?!” I was calmed yet again, by knowing I had great support around me, and I wasn’t entering this phase alone! I will be setting up an appointment with my co-operating teacher in the next few days and finding out my classroom schedule; so now, the real part of being a teacher begins – and I’ve never been more excited!