Socratic Seminar

Dr. Behrens had us use a Socratic Seminar to analyze two poems. There was an inner circle who discussed the poems and an outer circle. The inner circle had an outer circle partner. The people who were in the inner circle could turn to their outer circle partner and discuss with them to get an idea to share with the rest of the inner circle. It was very interesting but I thought it could be intimidating. Some students are not comfortable speaking in front of groups of people and I think this could put students on the spot. I do think that students need to build confidence and this is a way to do it. I also think that this is a great way to encourage positive discussion in the classroom. In my current 5^th grade internship, the students are learning how to have discussions with one another while also being respectful. My corresponding teacher also has her students use evidence to back up every statement they make.

 

CHAMPS Classroom Management

CHAMPS is a classroom management system which stands for Conversation, Help, Activity, Movement, Participation, and Success. The teacher needs to establish each acronym for each activity.

For example, if the students are working on a brochure the teacher asks if the students can converse during this activity. If they can converse, about what should they talk about? And with whom are they allowed talking with? Then the teacher looks at help. How should the students get your attention for help? For activity, the teacher needs to say what he or she expects at the end of the activity. What is the objective? For movement, the teacher needs to lay rules. For what reasons can students get out of their seats during this activity? Do they need permission?  For participation, what behaviors show that students are participating? And lastly, for success there are no questions. When CHAMPS expectations are met the students will be successful.

The CHAMPS system is used in the school that I am interning in now. I see posters all over the school and the teachers also have expectations on their whiteboards. They will place a picture of a no talking sign on the board and a picture of a person raising their hand. I think this is a good idea and helps establish classroom norms.


http://www.dailyteachingtools.com/champs-classroom-management.html

 

Testing Accommodations for ELLs

Testing can be stressful for any student, especially English Language Learners. There are some strategies that a teacher can use to help his or her students feel more comfortable and to help them perform better.

1.      Make the language understandable. The teacher can restate the question or break down difficult passages.

2.      Give them more time to take the test.

3.      Read the test to the student and permit them to respond orally.

4.      Give the test in their native language, if possible. This will assess their content knowledge.

5.      Allow the student to use spell check on essay tests.

6.      Reduce the number of questions on a test.

7.      Provide a work bank for fill in the blank questions.

8.      Interpret idioms.

9.      Simplify directions and make sure the student understands them.

Differentiating Instruction

All students learn differently and have different needs. Diverse learners prevent one lesson plan from fitting everyone’s needs. No two students have the same strengths and weaknesses. Teachers need to make sure they are differentiating instruction to meet every student’s individual needs.

Differentiating instruction can be executed in a simple way. For students with disabilities, a teacher can make the assignments shorter, giving these students more time to work. For gifted students, the teacher can have them complete an open ended question. Some students work better by working alone in a quiet area and can benefit by simply having their desk moved to a quiet location. If a student has a hearing impairment, the student can sit close to the teacher so he or she can hear better.

The Five Finger Test

Dr. Behrens shared a strategy in class that will help students choose an appropriate book for them to read. The students open the book to any page and start reading. If the students cannot read 3 or more words, the book is too advanced for them and they should make another choice. If they only miss one or two words, the book is okay.

This is a great strategy to teach students because it will allow them to independently choose a book to read. They can use this strategy anywhere, at home, at the store, and at school.

I noticed that during my first placement (first grade), my corresponding teacher had a five finger test poster in the classroom library. Once a week, students were able to go to the classroom library and exchange their books for new ones. I saw many students using the five finger test.

 

Creating Reading Groups and PLC's

I have learned a lot in class that I have applied to the classroom. I think the activity we did with the student data and placing them into groups has been extremely helpful. In my current placement (5th grade), the teachers have to place the students into intervention groups each week based on data from the previous weeks benchmark tests.

I feel more prepared on how to place my students into groups. The activity really gave me an insight on how to groups students and what to do when you have many students who need help. Without this activity, I would have no idea what to do or where to even start. It also helped me work collaboratively with my PLC members. In my internship classroom, my corresponding teacher is the 5^th grade PLC leader and I see how PLC’s work and how it is important to be able to work together.

 

Classroom Strategies Used in the Comprehensive Approach

The comprehensive approach integrates skills with literature based reading and process writing instruction. Some classroom strategies that use the comprehensive approach are:

·         Buddy Reading: older students read to younger students

·         Collaborative Projects

·         DEAR (Drop Everything And Read): All students in school read books of their choice for 15 to 30 minutes.

·         E-Pals: Not only does this integrate technology in the classroom but it’s a great way for students to use writing and form new friends from around the world.

·         Guided Reading: Teachers work with homogenous groups to teach reading skills such as phonics, word analysis, and vocabulary. Students read at their instructional level.

·         Journal Writing: Students express themselves personally and write for authentic purposes.

·         Puppet Show/ Readers Theater: In small groups, students perform for an audience. This enhances their expression and fluency.

·         Word Walls: Teachers display words in categories to help students with word atomicity and to increase vocabulary.

·         Shared Reading: Teachers share quality literature that is at a higher reading level. This exposes students to advanced vocabulary and also gives an opportunity for students to discuss the stories elements and information in passages.