Today was my second day for my edTPA lesson! And I think it went pretty well. :) The kids were engaged and not so "perfectly behaved." That was my greatest fear. A class that is too well behaved. I need to show my classroom management skills also!
The children did mix up a couple definitions, so we went back through that. They had the definitions...just with the wrong words. They were also such a creative bunch! One girl drew a seal and then to show scale, illustrated it crushing a town. Another SPED student drew a bear and did such a good job distorting the face! I was so excited at the end of class looking at their final ideas.
Jeeze, I'm tired. That's all I have time for tonight, haha.
Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts
Monday, November 13, 2017
Friday, November 10, 2017
A Year Later
Wow, I did not realize I hadn't logged on in almost year. I could
have sworn that I did at some point, but maybe I didn't get around to
actually posting something.
What I'm doing with my life currently is my final practicum placement before student teaching! It's been crazy and a great learning experience. The kiddos love me from what I can tell. :) Today I had these lovely kindergarten girls insist on sitting next to me on the floor and they kept scooting closer and closer. It was absolutely adorable. Whenever I see the kids in the hall I usually hear, "Hi Ms. Niemi! Are you in our class today?!" I'm kind of sad that my school schedule doesn't allow for me to be there every day!
My cat just had to crawl into my lap right now. LOL.
Right now I'm doing my edTPA for the class. Kind of a challenge getting everything ready. I haven't done education classes in about a year, and I could tell that I lost some knowledge when I had first arrived at the placement. It's a lot better now. I feel much more confident in my ability.
Today was a learning moment though. I messed up. I'll admit it. Luckily, it wasn't as worse as it could have been and that's what makes me sick to my stomach. See, a lot of schools have a certain way you should handle kids that are getting belligerent or are becoming unsafe - to themselves and others. I know this. I do. The big thing - you don't touch them. Well, in the kindergarten class today this little boy grabbed the exercise ball, put it on top of the chair and proceeded to start climbing on top of it. Accident waiting to happen, right?
I told him to get down. I gave him at least two warnings, and then he was on the top wobbling and in that moment all I could see was him falling and cracking his head open. The teacher was across the room telling him to get down and there he was rocking back and forth getting closer and closer to falling.
So I did what I thought was right. I went to pick him up. And I had to put him back down on the wobbly ball. Because if - as a teacher - you hurt the child in the process of protecting them from hurting themselves you get fucked. I DO NOT UNDERSTAND THIS. I mean, I understand why the schools have gotten to this point. Obviously, a child was hurt somehow in the process of being saved from hurting themselves worse, parents go upset and sued the school. What kind of a shitty world is this? Where parents are so unthankful that you saved little Johnny from breaking his arm that the small amount of hurt they received from being saved is grounds for suing?
And I want to know just how far this goes. If a student is running with scissors, you tell them to stop and they trip and fall on the blades and get MAJORLY hurt.....because you told them to stop that somehow makes you not legally responsible? Just saying, but I don't think it's that easy. What about when a student ends up dead from a crazy accident? Like jumping from one climbing rope to the other? You tell them to stop, they don't and fall 20 feet on their head. This whole situation makes me so angry.
What I'm doing with my life currently is my final practicum placement before student teaching! It's been crazy and a great learning experience. The kiddos love me from what I can tell. :) Today I had these lovely kindergarten girls insist on sitting next to me on the floor and they kept scooting closer and closer. It was absolutely adorable. Whenever I see the kids in the hall I usually hear, "Hi Ms. Niemi! Are you in our class today?!" I'm kind of sad that my school schedule doesn't allow for me to be there every day!
My cat just had to crawl into my lap right now. LOL.
Right now I'm doing my edTPA for the class. Kind of a challenge getting everything ready. I haven't done education classes in about a year, and I could tell that I lost some knowledge when I had first arrived at the placement. It's a lot better now. I feel much more confident in my ability.
Today was a learning moment though. I messed up. I'll admit it. Luckily, it wasn't as worse as it could have been and that's what makes me sick to my stomach. See, a lot of schools have a certain way you should handle kids that are getting belligerent or are becoming unsafe - to themselves and others. I know this. I do. The big thing - you don't touch them. Well, in the kindergarten class today this little boy grabbed the exercise ball, put it on top of the chair and proceeded to start climbing on top of it. Accident waiting to happen, right?
I told him to get down. I gave him at least two warnings, and then he was on the top wobbling and in that moment all I could see was him falling and cracking his head open. The teacher was across the room telling him to get down and there he was rocking back and forth getting closer and closer to falling.
So I did what I thought was right. I went to pick him up. And I had to put him back down on the wobbly ball. Because if - as a teacher - you hurt the child in the process of protecting them from hurting themselves you get fucked. I DO NOT UNDERSTAND THIS. I mean, I understand why the schools have gotten to this point. Obviously, a child was hurt somehow in the process of being saved from hurting themselves worse, parents go upset and sued the school. What kind of a shitty world is this? Where parents are so unthankful that you saved little Johnny from breaking his arm that the small amount of hurt they received from being saved is grounds for suing?
And I want to know just how far this goes. If a student is running with scissors, you tell them to stop and they trip and fall on the blades and get MAJORLY hurt.....because you told them to stop that somehow makes you not legally responsible? Just saying, but I don't think it's that easy. What about when a student ends up dead from a crazy accident? Like jumping from one climbing rope to the other? You tell them to stop, they don't and fall 20 feet on their head. This whole situation makes me so angry.
Monday, September 26, 2016
Physical Development
Chapter 3 of my textbook is proving very interesting!
That, and my kitten is currently trying to eat my fingers while I type. No, this isn't some tiny kitten. This is a fluffy, teenager cat that basically is going through an "angst" stage and wanting to eat every and anything that moves.
Ew. His nose is wet.
Are you short or tall? Thin or heavy? Did you go through puberty early or late? How have these factors affected your development as a person?
I am an individual that falls within the "short" category by 1". I would say I am average, if not on the thin side. Definitely not heavy or overweight. I went through puberty at a young age, but also did not develop in other areas until college - and that was also due to gaining weight.
It was definitely hard because even though in sixth grade we talked about periods and our bodies changing, I had teachers give me a hard time when I asked to go to the bathroom at the same time every day for a week. I didn't want to go to change the products in between recess because that meant people might see what I was doing. It was difficult having teachers not be there to help you. It was also tough that I go my period earlier than everyone else, but I didn't develop any breasts.
Having boys call you, "2x4, flat as a board" literally from 7th to 12th grade, was awful. It impacted me in such a way, that when I got to college and boys showed interest in me, I dismissed it because why would they like me? I don't have boobs. There were a couple that I'd flat out ask them, and they were very confused because "boobs aren't everything." It was great to have some young men that were maturing enough not to be focusing completely on one body part, but it was awful because I still wonder if I'm good enough - based off the idea I'm not pretty if I don't have a cup size over a C.
I think it was hard because having my period sooner than everyone made me kind of serious. I was dealing with body pain before everyone else. I was dealing with the embarrassment of trying to hide a tampon in my sleeve. I was gaining the understanding of what having a period meant for my body, and that thought - that I could have kids now, was terrifying.
Overall, I think puberty made me develop mentally faster, while my body was. My indicated that my body was "now a woman," and with that I felt I needed to become a grown up. It was also hard that by acting more mature and serious than others my age, they became annoyed with me.
It's really cool for me to come to college though and be able to take a step back and learn about what is and isn't important in life. And be able to pick the people you actually want to hang out with, haha. My graduating class was 42, so you really don't get much of choice.
There it is! My reflections for Ed Psych!
That, and my kitten is currently trying to eat my fingers while I type. No, this isn't some tiny kitten. This is a fluffy, teenager cat that basically is going through an "angst" stage and wanting to eat every and anything that moves.
Ew. His nose is wet.
Are you short or tall? Thin or heavy? Did you go through puberty early or late? How have these factors affected your development as a person?
I am an individual that falls within the "short" category by 1". I would say I am average, if not on the thin side. Definitely not heavy or overweight. I went through puberty at a young age, but also did not develop in other areas until college - and that was also due to gaining weight.
It was definitely hard because even though in sixth grade we talked about periods and our bodies changing, I had teachers give me a hard time when I asked to go to the bathroom at the same time every day for a week. I didn't want to go to change the products in between recess because that meant people might see what I was doing. It was difficult having teachers not be there to help you. It was also tough that I go my period earlier than everyone else, but I didn't develop any breasts.
Having boys call you, "2x4, flat as a board" literally from 7th to 12th grade, was awful. It impacted me in such a way, that when I got to college and boys showed interest in me, I dismissed it because why would they like me? I don't have boobs. There were a couple that I'd flat out ask them, and they were very confused because "boobs aren't everything." It was great to have some young men that were maturing enough not to be focusing completely on one body part, but it was awful because I still wonder if I'm good enough - based off the idea I'm not pretty if I don't have a cup size over a C.
I think it was hard because having my period sooner than everyone made me kind of serious. I was dealing with body pain before everyone else. I was dealing with the embarrassment of trying to hide a tampon in my sleeve. I was gaining the understanding of what having a period meant for my body, and that thought - that I could have kids now, was terrifying.
Overall, I think puberty made me develop mentally faster, while my body was. My indicated that my body was "now a woman," and with that I felt I needed to become a grown up. It was also hard that by acting more mature and serious than others my age, they became annoyed with me.
It's really cool for me to come to college though and be able to take a step back and learn about what is and isn't important in life. And be able to pick the people you actually want to hang out with, haha. My graduating class was 42, so you really don't get much of choice.
There it is! My reflections for Ed Psych!
Sunday, September 25, 2016
Back, But Slow
Hello fellow teachers!
I should be finishing up an educational psychology quiz right now, but for some reason this blog popped back into my head, and it caused me wanting to write! (Don't tell my boyfriend though - he thinks blogging is for hipsters. I will change his thoughts. ;] )
Since this year I'm working full time at the Family Video in time, I'm only going part time to school this year. I had to make some tough decisions on which classes I would take, simply because some are only offered during the fall, spring, etc. I'm hoping what I'm thinking so far will work out. I would hate to go do my student teaching, and then have to come back for an art class or something.
I would like to keep this blog up and going though! In my Ed Psych textbook, there's actually these small things called, "Ed Psych and Me." It basically poses questions that get the audience thinking about the text they just read. I think this would be great for me to take advantage of in my own personal time to reflect on what I am learning. :)
1. How did your parents raise you? How did this compare to your friends' experiences? How did their parenting influence your development? If you plan to have children, how will the way you raise them compare to the way you were raised?
Parenting style: general patterns of interacting with and disciplining children
Authoritative parents: set high expectations, are warm and responsive. Firm, caring, and consistent.
Authoritarian parents: high expectations, but tend to be cold and unresponsive. Expect conformity, don't explain reasons for rules, and don't encourage verbal give-and-take.
Permissive parents: warm, but hold few expectations for their children. Children - used to getting their own way - have troubles relating to their peers
Uninvolved parents: few expectations for their children, and are cold and unresponsive. Little interest in their children
All right, going forward with that information.
My parents, I would say, were a mix of authoritative and authoritarian parents. My dad was a farmer and most of the time, he was out in the fields or in the milk parlor, so he really didn't do a lot of raising/discipling. It was more so my mom. Looking back, I would say she was definitely warm and responsive, but there were MANY times growing up in the years where rules would be set and the expectation to follow them would be set - even if the rule hadn't been explained. Through such, I struggled with feelings of respect and love, and yet, also intense fear for my mother for most of the years of my life.
In comparison with friends, I would say my parents were MUCH more strict. Especially in regards to social events. We were not allowed to hang with friends on school nights. We were not allowed to stay out pass 10 o'clock on the weekends. We could only spend time with friends of the same gender. And my parents would call ahead to make sure that that was what we were actually doing. My siblings and I also had to make choices if more than one friend asked to hang out with us. On top of that, we were usually only allowed to do a special "weekend hangout" with a friend once a month or so.
I think that really impacted my development with friends because while other girls were spending almost every weekend having a sleep over, or staying up late on a weeknight to watch a show that EVERYONE was watching, my siblings and I were almost isolated when we were at school participating in drama, choir, band, and athletic events. How my mom disciplined me also affected me in a kind of negative way. Let me further explain. I love my mother, and respect everything she has to say. But, I'm almost 23 years old and up until last year I took her opinions as "the word of God." She had something to say about my life, I listened and did whatever she told me. Once I broke up with a guy I had been dating for a three years, I was able to not only step back from that, but my entire life completely and see different aspects that I didn't like and that weren't helping me in my development - my mom's stubbornness and opinionated behavior was overwhelming.
Despite that, I do feel my mom and dad succeeded in developing a strong, independent woman who is creative, unique and a leader. I do strive to be an authoritative parent - one who is loving, firm in rules, but also responsive and can explain the rules rather than just expect the child to take what I say at face value. Yeah, there will probably be some times where I would very much like that child to take what I say and no question it, but children are creative and wonderful!
So, there's my thoughts for the day. :) Peace out, girl scout.
I should be finishing up an educational psychology quiz right now, but for some reason this blog popped back into my head, and it caused me wanting to write! (Don't tell my boyfriend though - he thinks blogging is for hipsters. I will change his thoughts. ;] )
Since this year I'm working full time at the Family Video in time, I'm only going part time to school this year. I had to make some tough decisions on which classes I would take, simply because some are only offered during the fall, spring, etc. I'm hoping what I'm thinking so far will work out. I would hate to go do my student teaching, and then have to come back for an art class or something.
I would like to keep this blog up and going though! In my Ed Psych textbook, there's actually these small things called, "Ed Psych and Me." It basically poses questions that get the audience thinking about the text they just read. I think this would be great for me to take advantage of in my own personal time to reflect on what I am learning. :)
1. How did your parents raise you? How did this compare to your friends' experiences? How did their parenting influence your development? If you plan to have children, how will the way you raise them compare to the way you were raised?
Parenting style: general patterns of interacting with and disciplining children
Authoritative parents: set high expectations, are warm and responsive. Firm, caring, and consistent.
Authoritarian parents: high expectations, but tend to be cold and unresponsive. Expect conformity, don't explain reasons for rules, and don't encourage verbal give-and-take.
Permissive parents: warm, but hold few expectations for their children. Children - used to getting their own way - have troubles relating to their peers
Uninvolved parents: few expectations for their children, and are cold and unresponsive. Little interest in their children
All right, going forward with that information.
My parents, I would say, were a mix of authoritative and authoritarian parents. My dad was a farmer and most of the time, he was out in the fields or in the milk parlor, so he really didn't do a lot of raising/discipling. It was more so my mom. Looking back, I would say she was definitely warm and responsive, but there were MANY times growing up in the years where rules would be set and the expectation to follow them would be set - even if the rule hadn't been explained. Through such, I struggled with feelings of respect and love, and yet, also intense fear for my mother for most of the years of my life.
In comparison with friends, I would say my parents were MUCH more strict. Especially in regards to social events. We were not allowed to hang with friends on school nights. We were not allowed to stay out pass 10 o'clock on the weekends. We could only spend time with friends of the same gender. And my parents would call ahead to make sure that that was what we were actually doing. My siblings and I also had to make choices if more than one friend asked to hang out with us. On top of that, we were usually only allowed to do a special "weekend hangout" with a friend once a month or so.
I think that really impacted my development with friends because while other girls were spending almost every weekend having a sleep over, or staying up late on a weeknight to watch a show that EVERYONE was watching, my siblings and I were almost isolated when we were at school participating in drama, choir, band, and athletic events. How my mom disciplined me also affected me in a kind of negative way. Let me further explain. I love my mother, and respect everything she has to say. But, I'm almost 23 years old and up until last year I took her opinions as "the word of God." She had something to say about my life, I listened and did whatever she told me. Once I broke up with a guy I had been dating for a three years, I was able to not only step back from that, but my entire life completely and see different aspects that I didn't like and that weren't helping me in my development - my mom's stubbornness and opinionated behavior was overwhelming.
Despite that, I do feel my mom and dad succeeded in developing a strong, independent woman who is creative, unique and a leader. I do strive to be an authoritative parent - one who is loving, firm in rules, but also responsive and can explain the rules rather than just expect the child to take what I say at face value. Yeah, there will probably be some times where I would very much like that child to take what I say and no question it, but children are creative and wonderful!
So, there's my thoughts for the day. :) Peace out, girl scout.
Sunday, May 1, 2016
Stippling Portraits - A Practicum Lesson
It seems my first page of my lesson plan is too big as an image to upload :( Keep scrolling for other information regarding the lesson! :)
A project sample I created. If going for realism, the lesson can be taught a high school level, but if you are teaching a class about gradients, contrast, and value, this project is also attainable.
Blake Lively, Fingerprints
These are the three project samples of the student's work. We taught a 7th grade class; one of these students had an IEP even! Can you tell? I can't!
Student 1: Taylor Swift
Student Two: LeBron James
Student Three: Vinn Diesel
Tuesday, April 26, 2016
Questions (6-10)
We are so close to the end of this semester, a semester that taught me more than I thought possible. And with the end coming to a close, that means there is a whole bunch of last minute things to be done that weren't taken care of in the beginning, haha.
I will finally answer the rest of the assigned reflective questions in regards to my student practicum experience.
Question 6: "Are there rules posted? What are they?"
At the beginning of the experience, Mr. B didn't actually have the rules posted. That was something my co-teacher, Lindsey brought to his attention. It was almost like he had a, "d'oh" moment with how helpful having the rules in visible spots for the students would be. About halfway through, he got them posted on the backs of their cubbies that face the student work section. These rules talk about classroom etiquette such as picking up after oneself and not wasting materials, but it also described their discipline policy that is school-wide and has just been put into affect in the last year.
Question 7: "How does the teacher address safety issues?"
During our time with Mr. B, we never got to see him address safety issues in the class, so I asked him how he goes about doing such. He stated that whenever they start a new project, and there is possible safety concerns, he goes over with the students how to properly handle the equipment. Sometimes, the equipment cannot be handled by the students so he explains the reasons why. His number one thing is to always explain "why" about new situations or with questions. And then, if students break the safety rules the discipline plan is put into action.
Question 8: "How does the teacher handle: bathroom breaks/locker/drinks? Radio/Ipods? Telephone? Use of materials? Borrowing materials overnight? Cleaning up?
Mr. B teaches middle school and up, so the first day he has them in sixth grade he gives them the, "You're almost all adults," talk. Through this, the students are given the power to go the bathroom without needing to ask. The only way they can do such though, is if the bathroom pass is in the classroom (aka not being used). When they leave, they are expected to take no longer than 5 minutes, and if they constantly abuse that rule, the privilege of bathroom breaks is taken away.
Students are allowed music in the classroom if they have earbuds and are not doing any extra stuff such as social media and games on their phone/ipod. There is also conditions such as them getting their homework done, misbehaving, etc. They also need to have a B or better in the class to have access to that privilege. Mr. B does play music over his speakers during work time which all the students seem to enjoy.
Borrowing materials overnight is not an issue because at the beginning of the semester they are given an art kit with all the supplies they will need for that class. Items are accounted for when the kit is checked out to them, and if the items aren't there at the end of the semester/quarter, they student pays the teacher the replacement cost. That isn't an empty consequence either. He had students who did not receive their diploma because of replacement costs they accumulated throughout their art years.
With cleaning up, it is the expectation that they are all adults and he is not their parents. Students lose privileges such as music if they do not clean up after themselves. They may also lose points - when the class has gained 10 points through review questions asked they get to come to class and get straight to work. If they lose points, they have to go back to reviewing questions.
Question 9: "Does the teacher use a lesson plan, curriculum map, or a calendar to plan units? Does he/she have a written curriculum? What does the plan include?"
The teacher uses lesson plans, but does not have a curriculum map. He has something a little different which is a book of all the lessons the previous art teacher taught, along with all the art lessons he has ever taught and project examples with each one. He has done A LOT. I think it was really cool to see all the options he has created along with how he constantly looks to revamp the art program and not give the same old same old every year. We did express that it would be beneficial to create the lessons around multiculturalism and art history more, and that was something he stated he is looking into developing more.
Question 10: Ask students questions.
Lindsey and I got to know the students throughout the weeks. At the end of our lesson, I felt very much like when I had to leave the children I babysat for four years. I made connections with them, and now I will probably never see them again. Throughout the lesson, the children expressed that they really liked how they were able to do the portrait on someone they admired. We got to see why they chose the person they did through the paragraphs they wrote, and it was really interesting to see the not as shallow reasons that (I may) have expected. Other projects they had done was a clay house that got really detailed! I was a little intimidated by them in the beginning that I probably didn't get to know them as well as I could have, but come the week of us teaching I was able to see more of them and their talents from my direct working with them. I saw that the IEP student was very talented with painting and had a good eye when it came to picking out the different values. I saw the almost alarming levels of anxiety one student dealt with in regards to deadlines and wanting things to be perfect. And I saw another student that I would have pegged as a meat-head jock, do some beautiful stippling with his painting.
I will finally answer the rest of the assigned reflective questions in regards to my student practicum experience.
Question 6: "Are there rules posted? What are they?"
At the beginning of the experience, Mr. B didn't actually have the rules posted. That was something my co-teacher, Lindsey brought to his attention. It was almost like he had a, "d'oh" moment with how helpful having the rules in visible spots for the students would be. About halfway through, he got them posted on the backs of their cubbies that face the student work section. These rules talk about classroom etiquette such as picking up after oneself and not wasting materials, but it also described their discipline policy that is school-wide and has just been put into affect in the last year.
Question 7: "How does the teacher address safety issues?"
During our time with Mr. B, we never got to see him address safety issues in the class, so I asked him how he goes about doing such. He stated that whenever they start a new project, and there is possible safety concerns, he goes over with the students how to properly handle the equipment. Sometimes, the equipment cannot be handled by the students so he explains the reasons why. His number one thing is to always explain "why" about new situations or with questions. And then, if students break the safety rules the discipline plan is put into action.
Question 8: "How does the teacher handle: bathroom breaks/locker/drinks? Radio/Ipods? Telephone? Use of materials? Borrowing materials overnight? Cleaning up?
Mr. B teaches middle school and up, so the first day he has them in sixth grade he gives them the, "You're almost all adults," talk. Through this, the students are given the power to go the bathroom without needing to ask. The only way they can do such though, is if the bathroom pass is in the classroom (aka not being used). When they leave, they are expected to take no longer than 5 minutes, and if they constantly abuse that rule, the privilege of bathroom breaks is taken away.
Students are allowed music in the classroom if they have earbuds and are not doing any extra stuff such as social media and games on their phone/ipod. There is also conditions such as them getting their homework done, misbehaving, etc. They also need to have a B or better in the class to have access to that privilege. Mr. B does play music over his speakers during work time which all the students seem to enjoy.
Borrowing materials overnight is not an issue because at the beginning of the semester they are given an art kit with all the supplies they will need for that class. Items are accounted for when the kit is checked out to them, and if the items aren't there at the end of the semester/quarter, they student pays the teacher the replacement cost. That isn't an empty consequence either. He had students who did not receive their diploma because of replacement costs they accumulated throughout their art years.
With cleaning up, it is the expectation that they are all adults and he is not their parents. Students lose privileges such as music if they do not clean up after themselves. They may also lose points - when the class has gained 10 points through review questions asked they get to come to class and get straight to work. If they lose points, they have to go back to reviewing questions.
Question 9: "Does the teacher use a lesson plan, curriculum map, or a calendar to plan units? Does he/she have a written curriculum? What does the plan include?"
The teacher uses lesson plans, but does not have a curriculum map. He has something a little different which is a book of all the lessons the previous art teacher taught, along with all the art lessons he has ever taught and project examples with each one. He has done A LOT. I think it was really cool to see all the options he has created along with how he constantly looks to revamp the art program and not give the same old same old every year. We did express that it would be beneficial to create the lessons around multiculturalism and art history more, and that was something he stated he is looking into developing more.
Question 10: Ask students questions.
Lindsey and I got to know the students throughout the weeks. At the end of our lesson, I felt very much like when I had to leave the children I babysat for four years. I made connections with them, and now I will probably never see them again. Throughout the lesson, the children expressed that they really liked how they were able to do the portrait on someone they admired. We got to see why they chose the person they did through the paragraphs they wrote, and it was really interesting to see the not as shallow reasons that (I may) have expected. Other projects they had done was a clay house that got really detailed! I was a little intimidated by them in the beginning that I probably didn't get to know them as well as I could have, but come the week of us teaching I was able to see more of them and their talents from my direct working with them. I saw that the IEP student was very talented with painting and had a good eye when it came to picking out the different values. I saw the almost alarming levels of anxiety one student dealt with in regards to deadlines and wanting things to be perfect. And I saw another student that I would have pegged as a meat-head jock, do some beautiful stippling with his painting.
Monday, February 29, 2016
The Decision
I enjoy using dramatic titles for my blogs. Makes it seem like something super serious, but in today's blog, it's pretty low-key!
Essentially, I had a question that needed answering - "How does my cooperating teacher decide upon the curriculum for the art class?"
I was indeed curious about this because this is an area we've discussed in my ARTED208 class. How does a teacher choose the curriculum? My cooperating teacher has been at Osseo for 6 years. When he first arrived, he based his projects off what the previous teacher had done. He went through all the lesson plans and if there was something that didn't interest him, he chose not to continue that project. From my understanding, he indicated that a teacher's interest in the project is just as important as the students' interest in the project. If you, as a teacher, are bored with what you are teaching or showing, how will you properly and to the best of your ability teach the students?
I discussed with him briefly about this, and stated my opinion that I would perhaps also teach to my strengths. If I'm not very good at ceramics, I may not teach that area very often. He understood my point, but believes that variety in the art room is good, and to keep in mind that these students are a lot younger than myself. Even if I'm not a master at the pottery wheel, I can still teach the basics and (hopefully) demo and create a project in a weak subject area that is better than what they can do.
In the end, I think when teaching a subject matter that I'm weak in, I just need to make sure I'm better than the students, haha.
Essentially, I had a question that needed answering - "How does my cooperating teacher decide upon the curriculum for the art class?"
I was indeed curious about this because this is an area we've discussed in my ARTED208 class. How does a teacher choose the curriculum? My cooperating teacher has been at Osseo for 6 years. When he first arrived, he based his projects off what the previous teacher had done. He went through all the lesson plans and if there was something that didn't interest him, he chose not to continue that project. From my understanding, he indicated that a teacher's interest in the project is just as important as the students' interest in the project. If you, as a teacher, are bored with what you are teaching or showing, how will you properly and to the best of your ability teach the students?
I discussed with him briefly about this, and stated my opinion that I would perhaps also teach to my strengths. If I'm not very good at ceramics, I may not teach that area very often. He understood my point, but believes that variety in the art room is good, and to keep in mind that these students are a lot younger than myself. Even if I'm not a master at the pottery wheel, I can still teach the basics and (hopefully) demo and create a project in a weak subject area that is better than what they can do.
In the end, I think when teaching a subject matter that I'm weak in, I just need to make sure I'm better than the students, haha.
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