After the completion of my new literacy project, I definitely learned a lot! I absolutely love exploring new technologies, so this project was a lot of fun for me. The main idea that I got out of this project is how to connect an aspect of literacy (in my case, social literacy) with a new technology (blogging). So many aspects of material taught in a classroom can be expressed through the use of technology, and this project only strengthened this idea.
In exploring social literacy, I was able to see that students' knowledge and ideas can be shared effectively with one another through blogging. Blogging is such a great tool to utilize in the classroom because it gives your students the freedom to share their ideas. Not only do students express their ideas to the rest of their classmates, but the classmates can comment on the ideas, potentially creating a great conversation and a strong classroom environment. Blogging opens the doors for so many opportunities in the classroom because it offers numerous ways of utilizing the technological tool.
In considering the knowledge that I gained from completing this project, it can surely be put to good use in my future teaching. I definitely plan on utilizing several aspects of technology in my classroom, including blogging. This project showed me how easy it is to incorporate material being taught in the classroom with technology. Using technology whenever I can will definitely be more effective in teaching my future students!
Tuesday, March 25, 2008
Tuesday, March 18, 2008
Teaching Vocabulary in the Classroom
This week in class, we talked about methods and challenges of teaching vocabulary. In thinking about utilizing vocabulary at the first grade level and looking at the methods used in my field placement, I have numerous frustrations.
I have really not noticed any time set aside for vocabulary instruction in my classroom. Vocabulary is sometimes integrated into other subjects, but is not done so very often. For example, during a math lesson just recently, the first graders learned about greater than and less than comparisons. Because of this particular lesson, the students now understand what greater than and less than mean.
One method that my CT uses for teaching vocabulary is the utilization of worksheets. I would have to say that as far as I can tell, the worksheets are not proving to be effective whatsoever. The use of worksheets to teach vocabulary is not improving the students' skills in reading or writing from what I can tell. The use of only worksheets to teach such a valuable aspect of language arts frustrates me because I feel that students are not getting as much out of the lessons as they could be.
On a brighter note, I have noticed a method that my CT uses that I believe has proven to be rather effective. Every day after the students return from lunch/recess, my CT reads a book to the class. During this time, my CT will read through the book and when she comes to a word that the students might not know, she will take a bit of time to talk about the word and how it relates to the story. This method really helps the students to understand these new words, and they seem to enjoy when my CT introduces new words to them.
I wish that I could see a bit more creativity when it comes to vocabulary instruction in my CT's classroom. I definitely believe that vocabulary should be set aside and taught on its own once in a while. I also believe that vocabulary can be effectively integrated into other subjects as well. With a combination of these two methods and an emphasis on creativity to form lesson plans, I feel that vocabulary could be effectively taught in a classroom. Worksheets are not always the answer!
I have really not noticed any time set aside for vocabulary instruction in my classroom. Vocabulary is sometimes integrated into other subjects, but is not done so very often. For example, during a math lesson just recently, the first graders learned about greater than and less than comparisons. Because of this particular lesson, the students now understand what greater than and less than mean.
One method that my CT uses for teaching vocabulary is the utilization of worksheets. I would have to say that as far as I can tell, the worksheets are not proving to be effective whatsoever. The use of worksheets to teach vocabulary is not improving the students' skills in reading or writing from what I can tell. The use of only worksheets to teach such a valuable aspect of language arts frustrates me because I feel that students are not getting as much out of the lessons as they could be.
On a brighter note, I have noticed a method that my CT uses that I believe has proven to be rather effective. Every day after the students return from lunch/recess, my CT reads a book to the class. During this time, my CT will read through the book and when she comes to a word that the students might not know, she will take a bit of time to talk about the word and how it relates to the story. This method really helps the students to understand these new words, and they seem to enjoy when my CT introduces new words to them.
I wish that I could see a bit more creativity when it comes to vocabulary instruction in my CT's classroom. I definitely believe that vocabulary should be set aside and taught on its own once in a while. I also believe that vocabulary can be effectively integrated into other subjects as well. With a combination of these two methods and an emphasis on creativity to form lesson plans, I feel that vocabulary could be effectively taught in a classroom. Worksheets are not always the answer!
Friday, March 14, 2008
Writing in the Classroom
This week in class, we discussed the writing processes and methods used in the classroom. In my placement, a first grade classroom, writing is incorporated several times throughout the day.
One method my CT utilizes at least once a day is journaling. The students love to write in their journals because they have no limits on what they can write about. One thing that I have noticed from reading through a couple students' journals that can become problematic is the repetition of journal entries. For example, one of my first graders writes about how she loves dogs but hates cats at least once a week. In this case, the same journal entry is being used over and over again, so new words are not being utilized very often.
Another method my CT uses is presenting the students with a writing prompt. This method usually works well because the students are guided in what they are expected to write. However, this process can become problematic at times as well. Some of the students in the class will answer the question that the prompt poses, but do not like to elaborate further on the idea. At times, asking the students to write more than one sentence is like pulling teeth!
The students seem to like writing in their journals more than answering to prompts. However, neither of the methods seem to be very effective in my classroom. I feel that the students feel very self-conscious about their writing because they are not as a whole, an advanced group of students. Almost the entire first grade class struggles in writing, and because of that, they do not seem to enjoy the process.
This class needs motivation to want to write, but it is difficult to find effective ways to do so. I can only imagine my CT's frustration!
One method my CT utilizes at least once a day is journaling. The students love to write in their journals because they have no limits on what they can write about. One thing that I have noticed from reading through a couple students' journals that can become problematic is the repetition of journal entries. For example, one of my first graders writes about how she loves dogs but hates cats at least once a week. In this case, the same journal entry is being used over and over again, so new words are not being utilized very often.
Another method my CT uses is presenting the students with a writing prompt. This method usually works well because the students are guided in what they are expected to write. However, this process can become problematic at times as well. Some of the students in the class will answer the question that the prompt poses, but do not like to elaborate further on the idea. At times, asking the students to write more than one sentence is like pulling teeth!
The students seem to like writing in their journals more than answering to prompts. However, neither of the methods seem to be very effective in my classroom. I feel that the students feel very self-conscious about their writing because they are not as a whole, an advanced group of students. Almost the entire first grade class struggles in writing, and because of that, they do not seem to enjoy the process.
This class needs motivation to want to write, but it is difficult to find effective ways to do so. I can only imagine my CT's frustration!
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