Here is sushi...oh I like the way Sam is sitting in his chair!
NO IT'S NOT!
Breanna's Field Experience
Context: My teacher beliefs are that I can engage all students. I pointed out the positive things students were doing, instead of feeding negative behavior (DeVries, 2015).
Task: Students were visibly excited during whole group and small group when they got to answer questions. DeVries (2015) notes the importance of higher-level thinking questions. Students truly enjoyed sharing their thoughts and opinions with me.
Text: My whole group lesson was a great text choice. Students loved listening to me read "Yoko." They were fascinated by sushi, especially because most students knew very little about the food (DeVries, 2015). My small group lesson text was not such a "hit." One girl loved cats, but the others weren't very interested. Luckily, it was about a cat in the fall, and my writing prompt was about the fall. All students loved writing about fall activities.
Students: Students were eager to learn using technology. They absolutely loved my video in my whole group lesson. In my small group, we had a great discussion about the seasons. DeVries (2015) talks about students having different general knowledge as they enter school. Even in my small group of four (all top readers and writers), there were huge differences in background knowledge about the seasons.
Teacher: During both lessons, I tried to be cognizant of what students were understanding and what they weren't. During a small group lesson, I had an impromptu drawing time to help explain what I thought students were confused about. This helped with comprehension (and yes, my CT has a dry erase table..how neat!) (DeVries, 2015).