During my third observation, I
found various examples of classroom management. It was period 1 and Lisa
explained to me the unfortunate reality that many students in this class had
failed the test regarding the explication of American romantic poetry, and so
she must reteach it.
When
the students walked in, each sat at their designated assigned seating. While
Lisa was taking attendance, students were conversing and joking—the beginning
of the class was more so a time for students to clear tired and anxious minds
and socialize, but it wasn’t a bad thing because when Lisa started the class by
her energetic and passionate voice, the student’s were alert and ready to
learn.
Because
the students did not perform well on the poetry assessment, Lisa dedicated this
period to re-teaching it. Prior to the class, Lisa had explained to me how she
made the worksheets separate pages as opposed to back to back, because for some
reason if a writing assignment is back to back filled with directions, it can
overwhelm students—another interesting tip I had learned from Lisa.
While
students were engaged in the “cold read” (teacher and class alike read the poem
together as a whole before breaking it up), there was an announcement to which
students may inform parents of ILP appointments.
Lisa
had taught me that it is important to not speak too quickly, and that every
little thing regarding information being presented must be thoroughly
explained. In example, students may confuse the meaning of a word in a poem,
and so Lisa will dedicate her time to having the students as well as her pull
out classroom dictionaries and all look up the word together.
Lisa’s
first goal was to have students identify the meaning of a poem, and then discuss alliteration. I adored Lisa’s
dedication and patience with her students—
She refused to accept failure and
refuses to move on to another lesson until every student is on board and that
is the type of teaching I wish to implement in my classroom.
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