Week 1 Student Teaching
The first day of my student teaching was not what I expected. I am concerned about my student teaching experience. My cooperating teacher has been teaching for eighteen years and has nothing written down. No lesson plans. No scedules. Nothing. The kids seem not really interested in the class and the lesson. I thought that the students in the class would have some sort of musical background but not many do. I fear that this will affect my student teaching during the semester but I'm trying to keep a positive attitude.
Day two was much better. I realized the more I talked and communicated with students the smoother the class went and the happier the students and I were. I tried not to completely take over his lesson but added anything that came to mind throughout the entire class. The teacher told me at the end of the class that I did a good job and he is excited to collaborate.
Today we just did a pre-test and I helped the teacher. It wasn't a very busy day but I am glad we are measuring students knowledge early in the semester. Most students got around 40% which was expected.
Today was a fun day. During my plan period, I created a powerpoint presentation on genres of music along with some examples to listen to Monday and Tuesday. The teacher played the piano and the students love it. I even played a short song on the piano. I walked around and continued to talk to students and help them with chapter one "getting to know the piano" the students are really funny. I like them a lot. The teacher and I high fived at the end of the day because we were excited to collaborate for next week.
Schmidt Chapter 1
1. In Classroom Confidential Schmidt refers to multiple intelligences. What intelligences do you hope to use in your teaching and why? Obviously, as being a music teaching I’m going to implement musical intelligence. I’m going to do this by nurturing musicality in my classroom. I will give every opportunity for students to grow using instruments, technology, and listening. I will also use what Schmidt calls “picture smart”. In using visualization and demonstration in the classroom, I will use this method to connect with those who are those types of learners. I believe that many of the intelligence Schmidt mentions in chapter one could be used in any lesson. I think it is up to me to identify what kind of intelligence the student has and help them grow.
2. Schmidt asserts that “activity without cognition is just a way to keep kids from smacking each other… Idle hands may be the devil’s workshop, but clueless hands aren’t much better…before you switch on the hands, you must ease the brain into gear and keep it running” (p.15). Are there ways you will use Schmidt’s “full brain learning”? Explain. One way I would implement “full brain learning” is using experiments. This could be a way for musicians to experiment with sound or recording. This can entice the musically intelligent student to ask the question “what would happen if…” I would also use the “showtime” method. I can use pictures/drawings as a way to get an idea of emotion or feeling in the music.
Day two was much better. I realized the more I talked and communicated with students the smoother the class went and the happier the students and I were. I tried not to completely take over his lesson but added anything that came to mind throughout the entire class. The teacher told me at the end of the class that I did a good job and he is excited to collaborate.
Today we just did a pre-test and I helped the teacher. It wasn't a very busy day but I am glad we are measuring students knowledge early in the semester. Most students got around 40% which was expected.
Today was a fun day. During my plan period, I created a powerpoint presentation on genres of music along with some examples to listen to Monday and Tuesday. The teacher played the piano and the students love it. I even played a short song on the piano. I walked around and continued to talk to students and help them with chapter one "getting to know the piano" the students are really funny. I like them a lot. The teacher and I high fived at the end of the day because we were excited to collaborate for next week.
Schmidt Chapter 1
1. In Classroom Confidential Schmidt refers to multiple intelligences. What intelligences do you hope to use in your teaching and why? Obviously, as being a music teaching I’m going to implement musical intelligence. I’m going to do this by nurturing musicality in my classroom. I will give every opportunity for students to grow using instruments, technology, and listening. I will also use what Schmidt calls “picture smart”. In using visualization and demonstration in the classroom, I will use this method to connect with those who are those types of learners. I believe that many of the intelligence Schmidt mentions in chapter one could be used in any lesson. I think it is up to me to identify what kind of intelligence the student has and help them grow.
2. Schmidt asserts that “activity without cognition is just a way to keep kids from smacking each other… Idle hands may be the devil’s workshop, but clueless hands aren’t much better…before you switch on the hands, you must ease the brain into gear and keep it running” (p.15). Are there ways you will use Schmidt’s “full brain learning”? Explain. One way I would implement “full brain learning” is using experiments. This could be a way for musicians to experiment with sound or recording. This can entice the musically intelligent student to ask the question “what would happen if…” I would also use the “showtime” method. I can use pictures/drawings as a way to get an idea of emotion or feeling in the music.
Rob, I can see why you might be concerned if your CT doesn't have anything written down after 18 years of teaching. Of course getting to know routines and students will help in making things go smoothly, but still, there must be some sort of curriculum that is used, isn't there? I can't really tell from your post what you are teaching or which grade level/s. What are you measuring on the pretest? What was the content?
ReplyDeleteKeep in mind that you are going to need standards, objectives, and so on for the edTPA, and it seems like you will need to start communicating about that with your CT, earlier rather than later.