One of the greatest elements of prac teaching is the ability to try out new things, to have a go at weird and wonderful things with little if any consequences. Of course, I don't try anything, but I do attempt to have a go at as many different styles of teaching as I can.
I have realised through my very limited experience that for me, I have to start with the activity. My best teaching this semester has been done when I have created a creative task which the kids will enjoy and I will enjoy teaching and then developing it for the students needs. Some of the other less productive, enjoyable and successful lessons I have given, I have focused on the students needs and abilities first and tried to find tasks which will suit them. This has not worked for me at all.
My weakness has been classroom management. Keeping students interested and on task. I read an article the other day about the differences between engaged and on task. At the year 1/2 level, students are honestly not engaged for longer than 10 minutes, so to have them on task for 20 minutes is a big challenge. As I would expect, student behaviour goes out the window when I attempt long tasks, no matter how enjoyable.
I had a successful science lesson, a possible reason for its success could have been how I had students move from their desks, to the floor, to walking around the room investigation. There was noise, and it was very loud but all students were commenting on what they had found. We were investigating gravity and air resistance through the use of paper helicopters. It was a very successful lesson, and if I had enough time I would have finished it. Having all the students do the same thing at the same time, but having their activities vary made it a successful lesson.
I worry too much about the issues in the class. For example, there is a student who is ESL. He struggles with his writing, and will basically freak out if he has to do anything to do with writing. Frustratingly, he is very clever and is actually able to do more than what he allows himself. I spend a lot of time and cognitive effort trying to come up with activities which will engage him and push him without his knowledge. It has got to the stage where I have absolutely no authority over him, he will regularly say no to me, or completely ignore me. I am just not sure what to do. I have tried getting to know him better and being more friendly on a personal level outside of the class. This seems to work as he will react to me well however when we are in class and I am in that position of authority, it is as if I do not exist.
There is another student in the class who (year 1) is very clever (much more than his peers) however he has come up with the idea that he doesn't need to work. He will regularly try to achieve work avoidance goals, he will sit for hours with nothing on his page. Whilst i continue to come around to his desk and offer positive reinforcement, he will end up doing a half hearted job. I am just not sure what to do with this student.
There are however many positives that I have taken from this experience: for example the student teacher relationship is well defined. Unlike last semester in prac, I am less these student's friend and more their teacher however they still know they can have a laugh with me and they can trust me. I enjoy hearing my name called out when I walk up to lines in the morning and the enthusiasm they share to see me. I have also developed a stronger tone when needed. Being able to sit on some of the loud students is something which has been developing.
I will continue to catch up all the things I have mis
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