I feel quite underprepared even though I prepared this session over a week ago now. I think it could just be nerves, as it’s an observation. When working with the students alone and to my own accord, I’m brilliant.
I just seem to forget silly things during observations…
Bloom’s Taxonomy
Maslow’s Heirarchy
Kolb’s Learning Cycle…
This is tedious.
In other news, I have to observe a subject specialist tomorrow. It’s my last observation of someone! WOOOOT!
I’m quite melancholy about this school year ending, because I’ve quite enjoyed it, even though some of it has been a stress and a half; funding issues, academic writing not up to par, etc. I don’t want this year to end, but I do want to progress onto my second/final year and become qualified.
It’s honestly quite bittersweet right now.
…you randomly find dry erase markers in the oddest places. Like in my laundry basket. I have no idea how one got there…makes me think I ran it through the washer and dryer. Oh the disaster that could’ve been!
Since yesterday I have been working on written work to be completed before the end of this year. So far, I have been able to count up 22 documents that need completing, and I’m sure there are others which I have yet to discover in the PDJ.
I have managed to complete (the numbers in brackets are the amount of documents there are altogether):
The roommate’s mom donated this to our apartment…
I explained that we can show the number 12 in words.
I wrote: twelve.
I asked, “Does anyone know what the word dozen means?”
One student raised her hand so eagerly.
She said, “I know like dozen.”
I said, “Can you use it in a sentence?”
She said, “Mommy dozen like when I eat a lot of chocolate.”
(seriously how adorable) :-)
Here’s a game I picked up from a really old dusty teacher’s book I found a few years ago.
Make sure every students in the class has three small pieces of paper. On one they should put a name, age and occupation (although they can choose children or animals.) On the second they should put a location. On the third they should put a problem or event, for instance winning an award or accidentally eating a fly.
Put the pieces of paper into three different containers and get the students into groups of 4.
The teacher should pull one piece of paper from each container and discuss if it works as a story.
One student from each group should come and take two pieces of paper from each container, without reading them. They then sit down as a group and see if they can make a scenario out of them. They only have to use three pieces of paper (one from each category) but can incorporate other pieces of paper if the like.
Have a one minute window where if they are really stuck they can swap one piece of paper.
Students then improvise these scenarios, adding extra characters if needed.
They can then be made into either short dramas, or used as a basis for creative writing, using the problem or issue as the climax of the story.
