Instructing a First Grade Classroom
My field experience at Cochranton Elementary School allowed me to utilize the tools that I have been provided with at Grove City College. As a sophomore, I have not been able to showcase my knowledge as a preservice teacher, but this specific field provided me with that. On my last day of the field I presented a read aloud along with a lesson. The book I read was called Arthur's Halloween by Marc Brown and to go along with the reading, I had the students recognizing the theme of the story. Before I read it to them, the students were told to draw what they think a witch's house would appear to be. The students had similar drawing such as a house with a broken window, bats around the house, cemeteries, and they all thought the witch would be a mean person. Throughout the lesson, I had to make sure the students were on track with the theme by asking questions throughout the read aloud. As the teacher in the room, there was open communication through myself and the students.
Throughout my experience I did not have to instruct my students often, but during the times I did, I had to make sure I was clear with directions, engaging the students, and making sure I was instructing the students in a cohesive manner. Other topics I had to use in my instruction were theme, characters, settings, plot, and author. Every time I would read a book, I would go through a series of questions throughout. The first question I asked each time was what the definition of author is and vice versa. I would also have to make sure that I was managing behavior during my lessons and while my cooperating teacher was instructing them. The class was overall talkative and that would be the one behavior I would have to address each time. During instruction, the teacher needs to make sure that they are including all components of the third component of the Danielson Framework, instruction.
My field experience at Cochranton Elementary School allowed me to utilize the tools that I have been provided with at Grove City College. As a sophomore, I have not been able to showcase my knowledge as a preservice teacher, but this specific field provided me with that. On my last day of the field I presented a read aloud along with a lesson. The book I read was called Arthur's Halloween by Marc Brown and to go along with the reading, I had the students recognizing the theme of the story. Before I read it to them, the students were told to draw what they think a witch's house would appear to be. The students had similar drawing such as a house with a broken window, bats around the house, cemeteries, and they all thought the witch would be a mean person. Throughout the lesson, I had to make sure the students were on track with the theme by asking questions throughout the read aloud. As the teacher in the room, there was open communication through myself and the students.
Throughout my experience I did not have to instruct my students often, but during the times I did, I had to make sure I was clear with directions, engaging the students, and making sure I was instructing the students in a cohesive manner. Other topics I had to use in my instruction were theme, characters, settings, plot, and author. Every time I would read a book, I would go through a series of questions throughout. The first question I asked each time was what the definition of author is and vice versa. I would also have to make sure that I was managing behavior during my lessons and while my cooperating teacher was instructing them. The class was overall talkative and that would be the one behavior I would have to address each time. During instruction, the teacher needs to make sure that they are including all components of the third component of the Danielson Framework, instruction.