Demo Lesson Reflection

            My science lesson involved predicting and observing the densities among three different liquids: water, oil, and vinegar. Students were expected to come up with a reasonable hypothesis that depicted the layers of densities. They were then expected to follow the instructions of the experiment and arrive at the outcome that I had previously created.

            I feel that my engagement went well with the class, where they were interested in hearing what I was presenting about. I felt I could have asked a better question in order to introduce density. For example, I asked “what is density?” when I could have asked a question where the answer in density, such as “what helps a ship stay afloat?” I believe I thoroughly explained what density is and in addition, how liquids, gases, and solids all contain density.

            I knew that my experiment required a great amount of materials, so I prepared ahead of time and brought in a bag of premade liquids for the class. I felt this was essential to staying organized, and making sure there were enough of all the materials. When I assigned the class to create a small chart showing their two predictions and two results, I expected to lay out all the materials for each table. However, it took more time than expected to designate five cups of different liquids to each table, and the class became a little rowdy. I noticed that if there is too much downtime, minds begin to wander and the task at hand is not focused on as much.

            The class became whole group again when we began the experiment. I had not planned on it, but I was glad that I decided to also mock the experiment from the front of the room for the students to use as a reference. Once the groups of students began working on their own experiments at their table, they seemed to be really intrigued by the color mixtures and basis of the lesson. The noise level continued to remain high during a majority of the lesson, and I felt I did a pretty good job at maintaining focus throughout the classroom. I could have maybe established my expectations with behavior a little better, which would probably be easier in an actual grade classroom rather than with my own classmates.

            The results of each group also threw the class off a little bit, so for future reference I would remember to choose a lesson where all results are identical so the point is proven easier and more clearly. From the feedback that I received, I was praised that I asked a fine amount of quality questions referring to what the students would predict would be the order of liquids based on densities. I also believe that I asked a good amount of questions that sparked the students’ ideas a little bit to make them question the possibilities of there being a difference in results if the order of liquids poured was changed, and similar questions such as that.

            Overall I believe my lesson ran smoothly, just a few minor things that need to be worked on and basic steps to strive for. I need to keep order of the classroom at all times and make sure everyone if fully attentive so all instructions are heard and understood. I also spent a lot of time on my lesson when I was given about a ten minute time frame to work with, so I need to be more conscious of the time so I can work quickly but efficiently with the class. I feel that my presentation was pretty clear and I do believe that I also summed up my lesson nicely at the end to create a nice strong conclusion for the class (that liquids have different densities and the higher the density the lower it sinks when in contact with lower density liquids.) One last thing to strive for is to not only mention what my extension is but actually pursue the extension I had assigned for the class. I know I had certain time constraints but I believe a lesson is best taught when it is taught to its fullest degree. I’ve learned that it is important to practice and plan these lessons because we want to make sure as teachers that the students are being presented the information in a lesson to the best of the teacher’s ability. Time is a very precious thing in a classroom and should not be wasted.  

How's Your Berger?

Chapter 3:

1. The big idea of this chapter is…

About building through work. Students need to be challenged and inspired in order to create the work that is expected from them. With the more effort put into their work, students not only begin to give their best, but receive a boost in self esteem for having accomplished something great. Berger likes to point out that although many teachers or schools would love to enrich their curriculum with powerful projects, they state that they simply do not have enough time because they must “focus on basic skills and literacy” (Berger 72). Berger realizes that his proposal is not clear to include all basic and high order skills in these projects throughout the year, and not to label projects as extra activities to complete after the real curriculum or instruction is done.

            One of the ways in which real valuable work can be conducted is through research. “There is almost nothing more exciting than being engaged in genuine research- research where the teacher and students are exploring new ground together” (75). Before arriving at this statement, Berger made great discoveries in his own classroom noticing that the kids who liked being involved in these researches and experiments were normally the kids who acted out, so he now had them engaged.

            This chapters is also heavily fond of working with the arts where students critique and publicly display their work. This way students learn to form an opinion about their own work, about others work, to constructively tell another what to work on, and to openly take suggestions from other students, as well as proudly show their work off simply because it was something they made.

2. A teaching strategy I gained from this chapter that I think I will use is…

Having the students share their work with not only the class but an additional audience. Berger states, “every final draft my students complete is done for an outside audience. It may be for a small audience of kindergarten children of for a national audience on educational television. Either way, my role as teacher is not as the sole judge of their work, but rather similar to that of a sports coach or a play director: I am helping them to get their work ready for the public eye” (99).

            I like this strategy because…

There is a reason to do your work well, and it is not just because the teacher wants it that way. Its very realistic that students are going to have to eventually show their efforts to an audience whether it’s for a job interview, in a play, or on a field. They are going to one way or another have to display their work or performance to more than one person, so why should I have the only view and say in what a student creates?

3. A passage that I found especially meaningful was…

“one of the first things a school or classroom can do to improve the quality of student work is to get off this treadmill. This doesn’t mean to an end to deadlines- the real world is full of deadlines- but rather a clear distinction between rough research, rough drafts, and finished, polished draft work. It means final drafts may take days or weeks to complete. It means a different type of pressure: not just pressure to turn in enough work but pressure to produce something of real value.”

            This passage was meaningful to me because…

I find myself procrastinating all the time, and I remember back in middle school when I had projects to do where drafts needed to be turned in, each draft would be just okay and then my final product would be good, but there was no proof or progress in how I got there. I did not understand how to take something good and turn it into something great. The world is full of deadlines and they are not necessarily going to change for anyone, but the most a teacher can do is fully support change and variation so that a student’s initial idea isn’t exactly the same as their final product. The deadlines of drafts is more like steps, and students should have a sufficient amount of time that fits their needs in order to complete that particular draft that allows them to the next step. This draft needs to be worthy of passing them onto the next step, and that is what I believe deadlines should be used for.

4. A question I have arising from this chapter is…

Berger makes it sound as if there is almost not a single misbehaving, out of line, or intelligently inept student in any of his classes. I know that his teaching is supposed to really affect students and bring out the best in their behavior, efforts, success, and accomplishments, but are there any students that slightly or even significantly fall out of the spectrum?

5. An experience from my practicum that relates to this chapter is…

All the students in the fifth grade classes were assigned to complete a “bucket filler” assignment where they draw the superhero they wish they could be and why. Every student drew a picture and explained it in a few sentences on a separate page. All of these projects are hanging on the wall in the hallway outside the two classes, and for everyone who is passing through to see. It’s a great way for students to feel proud for having their work hung up, and to see all the work done by your class and how successful your class is.

Field Observation Update!

Field Observation: I have been learning more and more about my school with every visit. The students also seem to be improving with their studies, and I am glad to be of help. Most recently, the students were introduced to PEMDAS: the order of operations in mathematics. Although I was not present for the actual lesson plan, I was of great assistance yesterday by simply constructing random equations for those who needed some help. I've learned that, especially in my placement classroom, repetition is key. By establishing steps in order to solve a problem, students will eventually solidify their knowledge of how to do it and then it will almost become second nature. 

Hows your Berger?

1. The big idea of this chapter is… Actually three ideas: the value of culture, the positivity of peer pressure, and the value of community. We are too worried about test scores that we forget about the importance and impact that culture has on a school. Berger explains how “students adjust their attitudes and efforts in order to fit into culture. If the peer culture ridicules academic effort and achievement… this is a powerful force.” The most stressed way that he defines culture is how students or communities accept others and allow them to fit in. The primary obstacle seems to be about fitting in and what the most efficient way kids think that they can do that.
2. Berger adds the second idea of positive peer pressure. Peer pressure is often seen as something negative and to be avoided, but the fact of the matter is that the constructive criticism that a classroom has for everyone included is what makes that classroom a safe, supportive learning environment. Students that work hard to create products that they are proud of also receive compliments and pride from other students in class. Positive feedback creates for more understanding of criticism at later times. Berger exemplifies this idea when he speaks about a student, Jason: “At first when he turned in careless papers he said he didn’t care. When I edited his work with him he argues. Later, when he began to enjoy some positive feedback from classmates, he grew less resistant to my suggestions.”
3. Lastly, Berger identifies the value of community as being a key component of a well functioning school. He states “one thing clear to me through is that the power of the culture rests in community.” Building a strong community means eliminating the trend of a bigger everything. In a small school setting, teachers are more accountable and the web of personal relationships both supports and pushed students and faculty. Communication is constant and trust is largely demonstrated and accountable as well. When everyone is familiar with everyone, where the local community, families, and businesses, all involve themselves with a school because they believe is a good one and that it is a positive learning environments, that could only make students want to try and want to achieve.

2. A teaching strategy I gained from this chapter that I think I will use is…A specific project where a character is invented and a file and book are created documenting this character’s life. The project also includes a portrait of the character, personality, family, and career descriptions, and life history, as well as can include realistic artifacts from their life such as birth certificate, diploma, etc.

I like this strategy because…
It really allows for a student to help relate themselves to a specific character in a book or even simply create their very own character. Either way, maybe they want to be like this character and display the same traits that this character demonstrates. They could even use the character as a model for how they should continue to behave so that they can someday hope to achieve the same qualities as that character. This project incorporates some intensive writing, analyzing literature, and artistic virtues. As well as the other aspects of the project, I think it is so important for students to be able to express their ideas and release some creativity while they are in school.

3. A passage that I found especially meaningful was…“Schools need to consciously shape their cultures to be places where it’s safe to care, where it’s cool to care. They need to reach out to family and neighborhood cultures to support this.”

 This passage was meaningful to me because…
I know in my own middle school and high school that if you showed that you stressed over a test or a subject too much and spent a lot of your time studying it meant that you were a “smart kid” and you were nerdy and weren’t cool. It was fine to do well which is what a lot of student hoped for, but when a lot of effort was demonstrated by a student, I experienced other students calling that student an “overachiever” in a negative way. Although this wasn’t always the case, it definitely was a feeling that a lot of other students had that did not achieve as greatly. From my own witnessing of this type of situation, I feel that this same state of affairs occurs in many schools, and it’s a shame that many student simply don’t live up to their main potential because of how they think others will perceive them if they do extraordinarily or even ordinarily well in school.

4. A question I have arising from this chapter is…

That Berger explains how a strong and close community functions well because there is a close bond with the small number of inhabitants in that community. Schools  can’t help if they are big, especially if they don’t have the funding to create a few smaller schools, so how can larger schools create the same great sense of community as these successful small schools that have teacher accountability, spirit, and positive culture?

5. An experience from my practicum that relates to this chapter is…

My practicum school consists of grades ranging from kindergarten through sixth grade. There are only two classes from each grade in the school, therefore making this entire elementary school smaller than my graduating class in high school. This community is very close where every faculty member in the school knows every student that walks down the hallway. They know their first name, last name, siblings, learning disabilities, hobbies, just about everything. Everyone’s brother or sister is in someone else’s brother or sister’s class or everyone’s neighbor is someone they go to school with. The clearest demonstration of this close community bond is during the school’s morning meeting in the beginning of the school day. From eight thirty to nine o’clock, all students are permitted to play games and run around in the gym. At about nine o’clock, the whole school gathers in the gym and a morning message is shared. The principal speaks for a moment to tell the school how great they’ve been, and some events that are happening. Birthdays are shared and celebrated, and the pledge is said by all. The meeting concludes with morning movements where all the students do small exercises to warm up for the day. Since the whole school is taking part in this session, it is a positive and efficient learning environment for the whole school.

    

How's Your Berger?

Introduction and Chapter 1

The big idea of this chapter is…

How quality is more important than quantity. Berger explains how he realized one day while working on a playhouse after school that “there was a spirit, an ethic in the air that day.” It partly included the kids, the teaching, the curriculum, and the community, but most importantly, it was about all of these things at once. How they all worked together to create this culture that was full and rich of encouragement and motivation helped these kids to volunteer, work together, and care deeply about the quality of what they built. Berger adds how the newspaper these days includes articles about the “crisis” in education and how a new quick fix will help things. The only way to help the crisis is to establish a new ethic he explains. “Some schools are good; some are not. Those that are good have an ethic, a culture, which supports and compels students to try and to succeed.” The biggest concern seems to be centered around testing students and ranking them, when we should really be focused on bring out their best quality instead of the quantity of high percentiles on standardized tests.

            When Berger presents the work of his students to other schools across the country, they are in disbelief that a young student could live up to such high standards. The students are not overwhelmed by pressure, they simply know what is expected of them and know that quality is key and they need to do their best, so they do.

A teaching strategy I gained from this chapter that I think I will use is…

A project that incorporates all classes to create something together that can be seen or used by, or even benefit the community. (Berger’s example of building the playhouse)

I like this strategy because…

It integrates the use of a hands-on project where classes and students have to work together for a common goal that will be seen by everyone. They want their parents and their neighbor’s and their brothers and sisters to see what they’ve done and tell them that they’ve done a good job, so they will strive to do their best and give it their all so  they can create something that both they and everyone can be proud of.

A passage that I found especially meaningful was…

“In the classroom or on the building site my passion is the same: If you’re going to do something, I believe, you should do it well. You should sweat over it and make sure it’s strong and accurate and beautiful and you should be proud of it.”

This passage was meaningful to me because…

I think it’s extremely vital that especially at a young age; you should begin working to the best of your known ability. Kids don’t know how well they can do until they are motivated to push themselves and try and create something or complete something that they are proud of. That is why, like Berger explains, we should establish an ethic; a culture in which students feel they are a part of and want to learn and want to pass on knowledge and want to create and build great things.

1. A question I have arising from this chapter is…

That I feel that creating a close community that everyone benefits from and creates motivation and encouragement for students is easier said than done. How can it be ensured that any poor school with poor standards and community can be transformed into one of these model schools? Berger explains how this should be a goal of the nation; to create an ethic or culture in all schools.

Another question I have is that since all student’s work is set at extremely high standards, doesn’t this create high competition in classrooms and in the school? When students are expected to do their best, do they ever believe that their best is not better than a classmates, become discouraged and cause problems to arise?

An experience from my practicum that relates to this chapter is…

The school where I attend my practicum is small and holds eight different grade levels. Everyone in the school knows everyone, and in the morning, all the grades gather in the gym to release some energy in the gymnasium. After they get their fix of running around and playing games, the whole school assembles in lines across the gym to take part in the school wide “morning meeting.” This is where the Pledge is said, birthdays are announced, a new greeting in another language is introduced, and upcoming events in the community are shared. The whole school: students, teachers, and the principal all gather together in order to share all this information with one another. This get together ensures a culture among the school; a sense of safety and community, and even an ethic that the students know and feel that they are part of.