Getting Back to It..!

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Wow, have I been gone a long time.

Fortunately, I’m finally back. I have been going through some pretty big life changes and have needed some time to nurture myself and become the best possible version of myself.

I’m still substitute teaching at the same local middle school; however, my position has changed a lot. I am now primarily a small-group resource teacher. This means that, while the classroom teacher guides their lesson, I quietly work with individuals and groups who need that something extra to further aid in their understanding. I love it because it allows me to accomplish so much more, and with the students who likely need it most no less!

I’m also neck-deep in my college courses, namely Calculus 2. I am absolutely struggling with this one, but not for lack of effort (except, perhaps, very recently). It is my hope that, by keeping myself reflecting on this blog, I’ll also be keeping my eyes on the finish line: Completing my math education major and becoming a highly progressive teacher.

My second major course is primarily focused on inquiry-based learning and lesson-planning for the middle school level. One thing I already know for sure: Planning an engaging  math lesson for middle school students with a mere 43-minute class-period is the ultimate challenge!

I’m learning more every day, and I will continue throughout the entirety of my life.

5E Model Graphic 2

The 5E Model, which is the foundation upon which I am building my future career as an educator.

 

 

Cheers!

Miss Phillips

Looking Back

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Although my time teaching 7th Grade Life Science has come to an end, my journey teaching continues on!

The past two months were quite the adventure. There was much hair-pulling and late-night worrying, but it was ultimately worth it. Not only am I developing my skills professionally, but I am also learning how to let myself shine through as a teacher. My personality will no longer be shoved to the gutter! Certainly, this will be a refreshing change for my students just as much as it is for me.

One skill I’ve improved on by leaps and bounds is giving clear, firm instruction to my students. Instead of timidly asking them things such as “I need you to please do this…” I have learned to maintain friendly authority by choosing my words more carefully, such as calmly instructing my students to “Get started on this activity now.” I maintain a friendly persona, demonstrating that I have respect for my students; however, I also make it clear that following my directions is an expectation, not a choice.

I’m learning more and more every day that confidence in myself is essential to my successful classroom management. If the students observe that I’m unsure, they are more likely to test my boundaries. I know this is one of the most fundamental concepts behind classroom management; however, since I have always been an introvert, it is an area of controversial growth for me and I wear this new skill with pride!

To many more adventures to come,

Miss Phillips

The 5E Model – A Lesson on Teaching the Fun Way!

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The 5E Model:

  • Engage: Make sure to get your students involved and interested in the lesson!
    • Ex: Use pictures to help them visualize concepts and form their own opinions.
  • Explore: Allow students to formulate questions and find their own answers!
    • Don’t provide step-by-step instructions!
    • Don’t say, “No, you can’t do that.” Instead, let them make mistakes and failed attempts.
  • Explain: Explanation has nothing  to do with the teacher, and everything to do with the students!
    • Let the students see, explore, and develop their ideas amongst one another.
    • Only after they have discussed their thoughts together so should you, the teacher, start answering their questions.
  • Extend: Draw the lesson into the more complex outside world!
    • Show them how this knowledge applies to them!
  • Evaluate: This is not all about test scores!
    • Ex: Presentation, summary/writing, verbal response, etc.
    • Evaluation can- and should- happen throughout the teaching-learning cycle.

The 5E Model in YOUR Education:

If you somehow happen across this post, feel free to comment about a teacher or lesson in your life that reflects the qualities described above. Also feel free to describe a teacher or lesson that was lacking these qualities, and compare the two teachers/lessons. Which did you prefer and why?

My 5E Experience:

I will always remember a lesson my teacher presented in 4th grade. He came into class one day with a jar of peanut butter, a bagged loaf of bread, and a butter knife. Having not given us any previous directions, he proceeded to inform us that we were to instruct him on how to make a PB&J sandwich. Right away, we interjected “Put the peanut butter on the bread!” Our teacher promptly stuck the unopened jar on top of the still-bagged full loaf of bread. We were full of surprise and amusement, then clarified a bit more, “Open the jar and put the peanut butter on the bread!” He popped the lid off right away and sat the now-topless jar on top of the bagged loaf once more. After much laughter-filled trial and error, we eventually met success. By the end of the lesson, the class was beaming with satisfaction as our teacher finished off by eating his prized sandwich.

In contrast, I will also always remember my high school computers class and the dread that filled me each time I walked into the classroom. Throughout the entire semester, we had to do countless projects using the Office Suite (Excel, Publisher, Word, etc). Every single one of these projects were taken straight from our textbooks. With absolutely no room for creativity, we were expected to follow every single step listed in the book, utilizing complete precision down to the very data/writing which we had to enter. There was no conceivable way to add our own flare to any of the projects; otherwise, we lost points. The teacher was looking for exact, cookie-cutter answers. What a snore!

Clearly, I absolutely preferred the laughter-filled lesson in fourth grade. Now why is that? After having to work through something so thoroughly and really having to think, my class and I developed a feeling of ownership of the final product of the lesson. We earned that knowledge, and it felt good. Likewise, copying from a textbook took little-to-no effort, and the assignments all felt pointless. With this new observation, I plan to apply this model directly to how I substitute teach. It may take a lot more planning and creative thinking, but I’m in this to succeed and inspire, not just to skate by and bore each mind that enters my classroom!

 

Controlled Chaos and 7th Grade

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As I await the new college semester, I have been busying myself with substitute teaching a 7th grade Life Science class. They will be “mine” all the way through the first week of October. Wow!

Now, I have plenty to say about teaching 7th grade science…

First and foremost, I had no idea just how unprepared these kiddos would be for a light independent research project! In retrospect, I completely understand; however, it certainly surprised me when I first introduced our research project on atoms! I only hope my kids are learning as much from me as I am from them! I was unaware of just how much I could hone my improvisational skills in a mere three days. Color me impressed!

Essentially, the lesson I was given was to have my kids research either Oxygen, Hydrogen, or Carbon. This research requires them to identify the correct number of protons, neutrons, and electrons for the atomic forms of their respective elements. In addition to this, they need to create an information tag in the same format with which their element is presented on the periodic table. So far, only a few particularly bright, science-minded students made this visual connection. With this research, they will be building small models of their given atoms. Let me pause to say that Monday (build day) is undoubtedly going to be chaotic!

So, why is this project such a challenge? Well, as a daily warm-up, I asked my students to write out everything they know about atoms. The second they were given this prompt, they met my eyes with the blankest stares ever given. They all tried their best to try and think of some possibilities, but one answer I saw several times was “I think an atom is a type of rock.” You can see why this would be problematic.

To make things more challenging, my kids really struggled to follow directions. Perhaps it was the flurry of a completely new learning environment, or perhaps it was my own shortcomings; however, a million times later my kids still needed me to strongly re-emphasize that “If you have a question, wait patiently in your seat with your hand raised, and I will make my way over shortly.” Nope, I had crowds at my ankles! Fortunately, I took this as an opportunity to learn more effective methods, and have been tackling this issue more and more each day!

With all of that said and done, I’d like to finish by saying that this is the most gratifying position I’ve taken so far. Although I’m increasingly nervous as build day creeps closer and closer, I love my classes and look forward to learning more from them each new day of school!

Welcome to my humble blog!

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You can call me Miss Phillips.

I am beginning my studies at the University of Nevada, Reno. I am seeking a degree in Secondary Education: Mathematics while, during my spare time, working as a substitute teacher for a nearby school district.

Just over a year ago, I never would have expected to be scoring consecutive grades of 4.0 in math. I always believed that it was my weakest subject. Now, I realize that all I need is confidence, support, and dedication in order to succeed- not just in math but with any challenge I face. I realized that I needed to become my #1 supporter, a realization which has completely influenced the ways I think of myself as both a professional and an individual. It is a change that was long past-due, and one of the best changes I have ever made.

And about a month from today, despite a long-time struggle in the subject, I am thoroughly excited to commence working towards a career in teaching math to students like me. It is my hope to inspire confidence in all the students I will teach; not just confidence in their math abilities, but in all areas of their lives. I want to be one of many who will teach them that, with enough hard work and passion, they can achieve things they might never before have imagined of their selves.

Thank you for your time!

– Miss P.