My goals for the lesson were to explore a different way of writing about science (poetry) and for the students to identify systems described or mentioned in the book. I think I accomplished these goals pretty well, really.
The students were kind of disoriented when they walked into the class and 1/3 of the desks were arranged in a big circle with stools in the circle as well. I heard a lot of "What is this?" and "This is weird" and "What is going on with this?". However, being 8th graders, they seemed to handle it fine once they read the directions on the document camera (If your desk is in a weird place, please leave it there and sit at lab station 6, 7 or 8).
Each period was different. First period was asleep still and there was low participation in the discussion surrounding the book and questions I asked at certain stopping points in the book. Second period went pretty well. It's a smaller class (first and fifth are the largest) and it seemed like there was maybe 65 or 70% class participation in discussion. There were only 2 or 3 kids that never had anything to say.
Both first and second went faster than the rest of the periods; we got through the book and all the questions faster, and I am not exactly sure why or how that happened. I know that in third, fourth, and fifth I had to do more behavior correction than in first and second period. That is probably where the time went, but it is something to ponder.
Third period, it seemed like there was high engagement and understanding, but at the same time, in that particular class period, there are 5 or 6 boys that really dominate conversation and really set a tone for the rest of the class. These 5 boys are all high-energy, really bright, and class clowns. So, though they have a lot to say that is valuable, they wind each other up and get off-task being goofy or funny really quick and fast. However, they seem to also quickly get back on task once I call them on it or let them move or something. And they do get other kids thinking by being so outgoing and open to sharing their thoughts. It seemed like there was always more that people wanted to say than we had time for during third period, which I think is mostly good. I used more pair-share in 3rd period so students would all get a chance to talk, mostly to get the question answered and the topic covered faster. The thing about those 5 or 6 boys is they are really likable--it is hard to really get irritated by them, at least it was for me today. I did not let them get away with things, mind you, at least I don't think so, but it is tempting to just give them the rein they are seeking. I thought I handled them pretty well, and so did my MT.
Fourth period had a very interesting dynamic. Probably 96% of the kids in there are really bright, but they are also all high-energy and they get off on tangents easily. The students in fourth period seem really comfortable in their own skin and with each other--I think maybe they have honors English, social studies, and math classes all together and so they know each other better. When people know each other better, they talk to each other a lot more, tease each other more, mostly in good nature, not in trying to be mean. I would say there was maybe 98% participation in discussion in that class. They all seemed very engaged. However, the discussion at times got out-of-hand with multiple people talking at the same time and just too much, you know? It was intense, though fun for me. My MT thinks they were testing me, pushing the boundaries, and I don't feel that way as strongly as he does. I think they are all just busybodies and kids that need to move. Plus, the period is right after lunch, and that does not help their concentration so much.
Fifth period was the most frustrating for me. There were more attempts at gaining power, pushing my buttons--really seeming like they were trying to irritate me or get me riled. I did a good job of staying calm and keeping most of my emotion out of my voice, but I am sure the students sensed some irritation from me sometimes. How do you keep yourself from showing that? It is hard for me. Not frustration, just irritation. Some kids just bother you, so how do you avoid letting them know that? The discussion in that class was very, very slow. Not just because of behavior problems, but because there are a fair number of struggling learners in that class, though my two easiest to handle classes (first and second) have an aide and my hardest one doesn't, so I wonder what the 5th-period students' statuses are--IEPs, 504s, or just kids who have never tested into anything. My MT says there are a lot of struggling learners in that class, and I have seen the evidence of that myself, I didn't just accept what he had to say, but I wish I knew why the students struggled. I don't know the why, maybe I will by the end of this internship.
What went well in the lesson:
- Students seemed to enjoy the story
- Students were able to identify most of the systems mentioned/described in the book
- I gave them clear things to look for in the story and I also told them what I wanted them to be able to do
- For the most part, I would say students were pretty engaged
- The flow was great in some periods, off in others. I am interested in how students felt about the flow, though not sure how I'll find that out
- Many students struggled with identifying phrases or words that embodied personification. They could identify them if I read personification phrases to them, but most could not recall the words and phrases without prodding
- My MT observed that I was not consistent enough with my discipline/management of students; he thinks the lesson was solid, which he agrees is the first step towards managing behavior, having a well-planned and engaging lesson, but I did not have consequences for behavior, I kinda just kept reminding students to behave (mostly in 4th and 5th period), and that does not work with all students. Some need consequences to correct themselves.
- I ran out of time to complete the whole lesson-I did not have time in all the periods for them to complete a quick-write, so I had them finish it for HW, and that does not give you the same feedback as a quick-write does.
That's all I have for now. I get to go read the quick-writes that were completed today now. That will be interesting. And Friday, I'll go pick up the descriptions of systems in their personal life, outside of school in expository, narration (story), or poetry form. They each were assigned this: Provide and describe an example of a system in your life, outside of school, using either expository writing, narration, or poetry. I even made a rubric! I'm so proud of myself.
We shall see what those things tell us about what they understand.
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