Please add a selection from your first literacy journal entry here.  Also, please respond to at least one post by someone else in your group, and try to spread out responses so everyone is included.

01/29/2013

Today, I took field notes on a field placement orientation in a class. I’ve used pseudonyms throughout. The orientation took about 30mins.

Last semester, I took Curriculum and Pedagogy (Ed 301) and did my field placement in a 2nd grade class. Because I developed a positive relationship with my cooperating teacher and really enjoyed the environment created by the school, I will be continuing my placement there this semester. This is an excerpt from the field notes that I took on my first day in the class.  

-2nd grade class

-1 to 3:30 pm

-two main periods while I am there (math and reading)

-when I arrived, my cooperating teacher immediately included me in the routine of the classroom

-first child that I worked with was Justin, a boy that my cooperating teacher described as “special” (she did not mean this to be offensive)

-Justin has motor control issues (which make it difficult for him to write), as well as speech problems

-He is not at the same level in math or writing as his peers

January 29th, 2013

Fieldwork Seminar

Field Notes #1

These are “field notes” from the first meeting for my Independent Study this semester, which is the culmination of my concentration in Peace, Conflict and Social Justice Studies. Pseudonyms were used. 

January 29th, 2013

Fieldwork Seminar

Field Notes #1

These are “field notes” from the first meeting for my Independent Study this semester, which is the culmination of my concentration in Peace, Conflict and Social Justice Studies. Pseudonyms were used. 

In-Class activity: Writing reflections about a group project

Last year, I observed a class taught by two teachers. Teacher M was the primary teacher for this 6th grade class, and Teacher L was a support for students with language learning needs. Just to preface this excerpt – the students had just finished working on a multi-day group project, and the teachers were explaining their expectations for the reflections.

I was struck by this lesson, because I think it clearly demonstrated the focus of the school, and the values that teachers intentionally incorporate into their actions and expectations every day. I was really impressed that teachers could work together this efficiently, without a weird power hierarchy. Also, students, at least by this point in the year, seemed to be very responsive to the high standards and methods used for self-reflection.

• These field notes come from the second meeting of a Comparative Literature class
• Course is taught by Professor Reynolds*, a Classics professor who also teaches one course in Comparative Literature
• There are about 25 students in the class
  • College sophomores, juniors, and seniors
  • About ¾ female and ¼ male
• Class began by the teacher bringing up a key question and asking the students to answer using one of the readings as a guide
  • Discussion was technically student led, but it was interesting to see how Professor also shaped the discussion
    • With certain points made by students, Professor Reynolds continued to ask questions (either to that individual student or the entire class).
    • With other points made by students, Professor Reynolds would just nod or say okay, and then call on another student
      • What determined which points/comments were elaborated?
        • I assume Professor Reynolds pre-determined a direction for the conversation to go and addressed points that fit that mold.
        • Professor Reynolds could have also highlighted comments that she felt were particularly insightful or interesting
        • She didn’t say any one’s comments were wrong or irrelevant, but did not fully acknowledge them
        • How would this method work in a classroom with younger students?

In working at a kindergarten, I do literacy activities with small groups of students each morning revolving around a short poem or song. These are notes (based on recollection) are from three groups of ten minutes each, with three or four students:

This week's poem is "The old woman who lived in a shoe". The activity on the lesson plan, which I can change, invovled something that I knew would make the kids too silly and would not be helpful, so I skipped to the next day's activity, a type which is normally more successful. As always, we read the poem together (with me reading each line first if the group is not yet reading). With some groups, it takes a lot of time to get started because the students are acting in a silly way: usually several of the same students, although today was a good day for two of those. The reading goes unexpectedly well for the second group, as this is usually where it's most difficult to get started.