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Class Picture (Last day)
5/21/14
Teaching Day 15
May 19, 2014
Woohoo! I am now officially done with the lesson planning. (:
Xiao Yu arrived in the classroom first. This was the first time she arrived early again. Lately, she was arriving lately due to her "pigsa." But when she got healed, she came back to her usual routine. Her lola told me that she really wanted to come to school. But she was sick. So she was happy to be back. We chatted for awhile about the missing toy in the play street. She found it though.
There were already seven students before 8:00 AM. That was a big number already compared to starting with three students only. We started 3-5 minutes before 8:00 AM because the students were requesting for a game. We played two different games. The first one was the girls' favorite "Closing Up the Flower (Sasara ang Bulaklak)" and the second one was everyone's favorite "Pepsi 7Up." We took a lot of rounds and then at 8:05 AM, we were done with the games. We went through the whole morning routine and we did not skip the Mystery Activity this time. The students asked for it. The mystery thing was a "basahan" or what Tessa called the "wipey." Hihi cute name. Almost everyone guessed it correctly.
The students were also focused during the unlocking of difficulties. They also gave very good guesses about the meanings of the words. I guess I could say that one of my most favorite parts of the GLR-CT was the unlocking. It is such an essential part of the lesson. To me, it is like a key that the children have to use in order to enter the story.
The story that I told today was entitled, "Don't Let the Pigeon Drive the Bus." This was a story where the students' responses were required. Some said, "No" to the pigeon. One kid said, "Yes." She was definitely curious about what could have happened. The children loved the story. They were laughing at almost every line of the pigeon. By the end of the story, the last student arrived. It was Sophia. I had 14 all in all. Complete attendance (excluding Ziv who is now in Mindanao).
For the EAs, I am really blessed that my students were very appreciative. They said WOW at the charts that I made, they kept on raising their hands on the charts they wanted to do, and at times they get sad if they could not do the chart they wanted. But generally, I could see their efforts and interest to do the EAs. And that meant a lot to me. I wanted to help them understand the story in an enjoyable way too.
I worked with the first and last group on their EAs simultaneously. I first helped out the last group because they have to practice their dialogues for "The Bus" news. The second group, on the other hand, suddenly needed help. I just saw in the video that Sabien said, "Halaaaa, Zohaaaan!" I didn't hear this of course. What I only knew was that Sabien walked towards me and held my hand, "Teacher, Zohaaaaan. Zohaaaaan." And he led me to Zohan, pointing at what she was working on. Unfortunately, Zohan was drawing something, not the pigeon... but something else. And she was coloring the whole paper using the pink marker. I had to explain to her that she was not following what teacher told them and that she must stop. She was covering her work, ashamed of what she did. But she was not stopping. So I had to tell her to stop and I gave another sheet of paper for the group to draw a pigeon instead. That solved the problem for the first group. As for the last group, I had to help them practice their dialogues. As for the second group, Teacher Rina focused on them so although they were the last group to finish, they also did well.
There was also one moment when I had to talk to the students who were finished. Luis called Julianne a "loser." I had to talk to them about it. Julianne said being called a "loser" makes her feel bad. So I stressed on how it feels if somebody calls them a loser. This was not the first time Luis called someone a loser. He has been calling other people's works "panget" too in the past. This kid really needs constant reprimanding. 'Wag susukuan. Patience, patience. He will grow up and act mature later on.
During the discussion, I'm very happy that the students know the story and they remembered the details. Giving them sentence stems helped a lot for them to recall most of the details especially the many things that the pigeon do to convince us to let him drive the bus. They also gave good answers about what might have happened if we let the pigeon drive the bus. They said bad things might happen, he might bump into something, he cannot steer the wheel, etc. One even said that the pigeon was too small to drive the bus. Some even said that they wouldn't let the pigeon drive the bus because he was already angry.
Vincent kept on playing with his "The Bus" cue card. LOL. I almost forgot about the presentation of group 3's "The Bus." LOL. It was good that they reminded me before I gave out the Enrichment Activity. They had two takes because some of them were not ready and the audience was not listening. They did a great job in take two. Though they still needed a higher voice meter. ((:
We finished the Enrichment Activity first before they ate their snacks. All of them finished their work. However, there was one student who did not claim his/her work. I made 14 pairs so it was really impossible that someone did not make it. I asked everyone but everyone said it wasn't theirs. It was sooo weird. I believe I will be able to find out the owner later on. I asked the kids to put their work in front first so that we could take a look at them. I took some pictures before asking them to bring it home.
The fan was making me crazy while I was preparing for GOLD. The visual aid was flying away because of it. I asked the students, "Kapag may mga lumilipad na papel, hayaan nyo na lang sila, okay? Hindi naman natin kailangan 'yon ngayon." Hahaha! All of them were really distracted because of the flying and falling papers. They all wanted to help out and put it back.
Sabien had an "OC moment" when he wanted to ask, "How about that box?" The last two boxes on the chart were allotted for the naming words that we were describing. He asked why was there no describing word for the empty boxes beside the naming word. I told the class that the last two boxes were for all the naming words. I wanted to say, "Sorry naman di nalagay sa gitna ni Teacher K ang naming words." ((:
Jeremiah was still very inattentive today. I think he was quite listening but he kept on moving. He kind of reminded me about Jim Carrey in Eternal Sunshine of the Spotless Mind when he was lying on the snow and wiggling his arms and legs around him. O_o
The GOLD game got them so hyper. They absolutely loved the flags. But I had to tame them each time they fall out of their line. It also helped a lot because they have to follow the rules in a game. If I just let them go around or do whatever they wanted, we could have a wrecked game. Still, they were able to speak up and recite. It was a good way to let them speak what they think.
The GOLD evaluation also got them excited because they were drawing their favorite toys and describing them. Some drew their Barbie (Ashley's toy), "Juya" (Julianne's toy), cars, baby dolls, and etc. Their works were fantastic. They were able to write describing words about their toys by copying the describing words on the wall. That wall helped a lot. I also needed to spell out some words in order to write the names of their toys. I was not able to ask them to bring their work home because I wanted to check their works first.
Before the TS, I had a hard time with the board once again. I had to remove some of the visual aids before I started. Kagulow, actually! The game "Touch the Picture" worked but not everyone was able to touch the right pictures. Maybe they were overwhelmed by the plenty of names/pictures on the floor. After the game, we were not able to have the grouping of the pictures to long and short sounds anymore due to lack of time. We were supposed to do it actually so I let them leave the pictures on the floor. But we had no time so I proceeded with the seatworks and oral works instead. Fortunately, I was able to give them all the activities. They did well in the oral works. However, some of them had to bring their seatworks home and bring them on Wednesday. They knew they had to bring them home actually. Many of them were saying, "Finish na lang sa bahay, Teacher?" or "Teacher, can I do it at home?" Oooookay. Your call. ((:
At 10:35 AM, we were done. I collected their folders/envelopes with their worksheets. I plan to give them back on the 28th of May.
I had fun today even though I felt really tired. My menstruation finally came. It was actually a good thing that it came right after my teaching and not before while I was preparing the lesson and materials. Thank you God!
Today, there were times when I was losing my cool (especially my voice) and losing patience with the materials and visual aids that kept on falling and flying around but there were more times when I could smile, laugh, and be proud of what my students have made.
I finally fell in love with them completely. :")
Best Moment (Day 14)
Zyrill: Teacher Kaye, I want to become a teacher.
Teacher Kaye: Why?
Zyrill: Because I like many students.
I do hope she becomes one. She will become a great teacher.
Teaching Day 14
March 16, 2014
I got so nervous today because this was the day when Teacher Hazelle observed my class. Every time she peeped in, I dared not to look at her. But I made it through despite the numerous mistakes and spills. Hahaha! I tried my best.
We started the day with a game called Pepsi 7UP which the students really loved to play. I only had 3 students. LOL. Pepsi 7UP was a tiring game though. We just played 'til everyone got "it." Then we began to name the day, month, weather, cleaners, and little teacher. We also reviewed the new warning and timeout rule. Since Luis was already here, the timeout rule would be able to help him behave better. I hoped. I think somehow it did work on him. Though I had to let him sit with the group when it was time to listen to the instructions about TS seat works.
We also used the mystery/feely box once again after two or three consecutive days. We needed more time to finish the lessons so we have been skipping it lately. Some of them were also asking why we did that. I just told them that we were saving time. It just shows that they really know their schedule by heart. <3
During the unlocking of difficulties, the students had a difficult time unlocking the word building. I had to slowly guide to what a building looks like, what it has, etc. Their answers were: tower, tall tower, with elevator, with stairs, etc. I don't think they do not know what a building is. If they were to point a building, I think they can point at a building. But how to define it, to put it into words is still difficult. They ended up learning how to say the meaning of building though. The students were very happy when I unlocked the word hero. They were familiar with the word. But how to say its meaning was a challenge to them. I had to ask them, "What does a hero do?"
When I asked them the activating prior knowledge question, around 4 or 5 of them said that they experience getting lost. Tessa shared her experience about getting lost in the mall. Most of them said that they found their way. When I asked them what people do when they get lost, Luis said that they should go to the guard and tell the "dial" (He meant to say number.) of parents. Tessa said they should find their way.
The story that I chose for today was "Looking Out for Heroes." It had a good story. I think the students were able to relate to it but it contained some names of heroes that were hard to remember. I even had to make a nickname for the heroes so they could easily say it.
The groups for the EA were alright. But I made a mistake of grouping the first group with girls only. I thought Tessa would be able to help the group especially with the drawing and writing. But they made a mistake with the drawing. They were supposed to draw the boy and his face when he got lost. When I asked them why did they draw this, they could not answer. Elan even blamed Julianne for drawing the girl outside the car. Haha. I noticed that Julianne has an 'attitude.' She seemed to be distant from the other girls in class.
The discussion and reporting was alright as well. I was able to end up with drawing the children to thinking whether they like to be brave like the boy. They all said yes. They actually wanted to be a hero. Wow.
I really enjoyed looking at their drawing of their heroes. I even asked some of them about why they drew that person as their hero. Zyrill said that his Dad was "pogi" and that he always helps her. As for Luis, Iron Man was his hero because he fights the bad people. Tessa said that ate Cheska was her hero because she helped her find their way when they got lost in the mall.
As for GOLD, we just reviewed naming words and describing words. They were also able to use the describing words well. The only problem they encountered was the spelling. It was a good thing that the visual aids of the different describing words were posted on the walls. They had an easier time copying the describing words (especially the color words, size words, and shape words) instead of directly asking me to spell the words for them.
TS, I love you talaga. The students remembered their short o sounds and long o sounds that they recently learned. Once more, I was able to finish all the activities in the TS. I had to give them the worksheets so it took awhile. They were able to go out of the room by 10:35 AM.
I am really exhausted today. But I felt relieved that everything that I worked hard for was still remembered by the students. They were not totally lost during the GOLD and TS.
One thing that I really made a mistake (not really a big mistake though) was I gave out all the worksheets. Just because I thought that I should give them something to bring home each day. :( I just didn't know that I was supposed to keep the worksheets and just let the kids bring the arts and crafts home (Enrichment Activities). Argh. I am really disappointed for not being able to think this over and not being able to ask about it. But it is okay. At least I also could remember how my students performed. It is just that it would be easier for me to make the reports if I had them. I also have a choice to ask the parents to bring their folders with worksheets on Monday. Maybe I could just do that.
I need to plan the following during the weekend:
1. Last lesson plan
2. Plans for Culminating Activity-- I am thinking of an On the Road concept wherein they would have to pretend they are in a bus.. and they have to find words/phrases that they have to read.. and in the end all will end up in a place where they have to play a board game. I am still not completely sure about it....
Best Moment (Day 12)
Zyrill: Teacher Kaye...
Teacher K: Yes, Zyrill?
Zyrill: You and Teacher Rina are both so nice... and beautiful.
Teacher K: Awww, thank you Zyrill. You are beautiful too.
To have appreciative students like her is really a blessing. (:
Teaching Day 13
May 14, 2014
The dancing this morning made me laugh so hard inside but I tried to contain it. Sabien danced like a pro. I'm sorry I just had to let it out here because I could not let it out in class. HAHAHAHAHA. I'm lucky that I was able to take a still from the movie.
Before I started with the lesson, I explained to the kids that we are following a new rule. The students who are doing something wrong like misbehaving will get warnings. Three warnings will be given. If they get the third warning, they have to sit in the timeout seat. This policy was also suggested by Luis' mother because they do it at home and it works for Luis. However, I could not just apply the policy to Luis. So I applied it to the whole class. It worked on the other students too. However, Luis was absent today. He had a stomachache. So I had to explain the rule again on Friday.
I also told the students today that the summer classes were almost over. I had mixed reactions to this announcement. One student said, "Yay yay! Makakapaglaro na ako." Most of them were like, "Whaaat?" "Tapos na?" "Wah?" Their faces were a mixture of disbelief. Though they were not able to show it each day, I know they have enjoyed the summer classes somehow. They knew it. They were going to miss it. Me too.
I am proud of the students' answers during the activating of prior knowledge. They were able to give me good answers about the stuck car. They told me about their car getting stuck, not being able to move anymore. One student said that one of their cars were just in the garage broken.
My story today was entitled "Duck in the Truck." It was a funny story. The students were laughing. I was also glad thad we had a good discussion about it. They all wanted to do the opposite of what the duck did. They wanted to help the animals who were stuck in the muck. (:
For the Enrichment Activity, they had to tape a yarn around the animals and the duck. Glue was not working so I had to give each student some tapes. While I was going around, I heard Emman playing with his work. He was saying, "Help! Help! Help!" in a mini voice. I copied him and he smiled at me. He repeated his own show. Cutie pie.
One thing that I noticed today was if there was a chart falling or some artworks flying somewhere, the students were eager to pick them up and put them back where they belong. I had to ask them a lot of times to let it go. ((:
During the TS, I noticed that materials do matter to the students. Emman was very observant today. During oral work, he commented on the activity, "Mas maganda yung kahapon" with a smile. The materials do really motivate the students.
We finished the 4-pronged early. So I had time to distribute their worksheets. We also had time to talk about the foods that they are assigned to bring on our party next Wednesday.
Counting down... 2 more to go!
Teaching Day 12
May 12, 2014
For the students who arrived early, I asked them to make their fleas.
The month is May. Still, there was one student who always say M-ah-y. ((:
I asked them about Mother’s Day during Circle Time. Some students were able to celebrate with their mothers. One student had a party. When I asked if they showed love to their mothers, they all said yes.
I started the unlocking of word difficulties with 5 children. Ha-ha. They were all on vacation mode. Sleeping late was definitely a wonderful sign of summer. The latecomers usually arrive during the unlocking of words difficulties or storytelling time. Sheesh.
There were some instances when I had to give choices to some new vocabulary words because it was either the word was difficult or the context clues, picture, and/or demonstration were not enough. Trample was one of those words. There was also one word that they could not fully say the whole meaning so I had to give them choices. One of these words was squabble. They said that it was fighting with someone. But they did not know how. Was it fighting over a little/small thing or a big thing? So I had to give them choices to guide them to the meanings of the words. When I was unlocking the word tea, I was surprised that one student has tasted tea before. One student was also surprised that the tea was made out of plant leaves. There were really new things to learn, everyday.
My story today was entitled “Mr. Gumpy’s Outing.” When I told them about listening to another short story, Luis got excited. He said, "Oooh I love a story!" During our activating prior knowledge, I asked them if they rode a boat. They said they were able to ride a boat in Singapore (wow), Boracay, and Tagaytay. My students are really travelers! (:
Before I started reading the story, I asked them to make a U. I arranged them where they should be. But there were some students who were sitting too close. I had to stand in the middle of the story because they were still complaining. It worked. But there was still one student who could not sit still. Vincent.
While they were doing their EAs, I noticed that I had to guide Vincent in relating with his fellow classmates. He tends to get other people’s work and not let other people work. I always had to remind him that it was a GROUP work. He was either the one complaining or his classmates.
During the discussion, most of the students were responding except for two: Jeremiah and Vincent. I am not sure if it is due to their boredom or just tired or it is because they really have a short attention span. I have encountered kids like this and giving them prompts usually work. But there are times that I had to carry on the discussion so the other students who are willing to listen will not suffer.
I love Group 3’s short dramatization. They all read their lines well. Some even invented their dialogue. Ha-ha.
For the Enrichment Activity, the students had to draw an animal that they will add to the boat. Some were really proud of the animals they drew. Jeremiah had to tell me that his kuya can draw a dog. He was feeling sad. Maybe he was afraid that he could not draw one. So I told him that his work (he erased it) was okay. Teacher Rina also told him that it was nice. But he was feeling bad about it. I also found it on the floor underneath his chair after class. He must be really shy or ashamed about his work. He could not only say it in words. It was good though.
Instead of going out of the room and going to the washroom to clean their hands for eating, we used Zohan's hand sanitizer and alcohol. It actually saved time. She was really generous to share it. But very watchful. She asked me once or twice where her hand sanitizer was and she really watched me give it to the students.
The students enjoyed the GOLD evaluation. They had to make something out of the shapes they had. Many made a house. One made a superhero. One made a colorful artwork out of it. When we posted them on the board, they were really proud of it. I could see the smiles on their faces. They were also telling me about their work. One said, "Tingnan mo teacher, dog o!"
In TS, the students had to give examples of words with short a, short e, short i, short o, and short u. I am really proud of their answers! When I asked the students to give an example of words with short i sound, Ziv raised his hand quickly and said, "Ziv!" Elan even said "Gumpy" for short u. Jeremiah said "Jeremiah" for short e. Tessa said "Tessa" for short e too. Amaziiing.
The students liked the oral work activities, especially the piko. Emman, who was usually silent, said "Ang ganda naman!" He whispered his comment but I definitely heard it. They were also excited to throw it on the boxes on the piko and read the words on it. The students were speaking up. It took a little prompting but they definitely had something to say. They have voices that deserve to be heard.
We were able to finish every activity today. I had to give them back their worksheets before they went out of the room. As usual, they were excited to see their sundo. So some really ran towards the exit. ((:
Wooh! 3 teaching days to go!
Teaching Day 11
May 9, 2014
Teacher Ella (from EDART)'s message to me this morning when she borrowed my whiteboard crayons.
Today was a tiring teaching day because I had to raise my voice and stop in the middle of the lessons several times. I really had to put my foot down (a vocabulary word unlocked with the students :p). So I did. Though it was difficult, it was worth it. I hope.
I started the day with a song that Sabien suggested which was called "Ring Around the Rosie" We could not pronounce the right words in the song so I think we made up some of the lyrics. Like rosie became roses and posies became poses. We all didn't mind. But we all had fun falling down. ((:
We had a quick morning routine. But I had to do something about the attendance board. Usually at this time, the kids arrive. And I have to ask them to write their names on the board before we can finally say how many boys, how many girls and how many are absent. Most of the time, I usually ask the students who were late to write their names later. But sometimes, they are not able to write anymore. I think I have to stick to this rule since the lesson usually gets interrupted.
During the unlocking of words, there were some words that still needed choices. I will make sure that I will set aside some choices just in case they cannot really understand the word even with the context clues provided.
Before I began reading the story, I had to stop for a minute because most of the kids were complaining about the classmates beside them. Again, the seating arrangement is a problem. Wherever I put Vincent, his seatmates always complain. But I just had to keep on finding the right spot for him. And the class will be alright. I did it with Luis. He was in front. He could not hurt anybody but ME (haha) when he wants to stand up and whenever he gets giddy. Things just go wrong when he turn around to talk to his classmates beside or at his back.
I told a story entitled, "A Flea Story" by Leo Lionni. It was a fun story. The kids did not like the idea of a flea of course. I heard some "EWWW!" and "WAAAHHH!" during activating prior knowledge, motivation, and motive question. But they were interested in it because they could relate. They, too have pets who have GARAPATA. One kid even said that his dog is dying of fleas. And one even said she has one. Of course, she was talking about lice. Hahaha!
The kids were really listening to the entire story. During the EAs, they were helping each other. However, one group took a longer time to complete their chart. All they had to do was to draw the animals on the correct places. However, they just named the animals they saw there by putting the names of the animals on the places. It was alright. They were able to put the correct animals on the right places. We could do away without the drawing. At least they know what animals they could find in each place.
During the reporting of their EAs, the students who were sitting on the floor were still complaining that they could not see. I could not do anything but ask the reporters to move on the side. However, the reporters could also not see their work. I also told the students on the floor that they could move on a different place if they want to see the work of the reporters. But they still did not want to.
The discussion was really nice. Though there were many details in the story, they could remember. The voice level was also something that the students had to work on. Some students were responding but their voices were really low. When I watched my teaching video, the students' voices during the reporting, the only voice with voice meter 10 was my voice. ((((: But I'm happy to hear their voice meter 10 during the discussions and the Enrichment Activity where they had to make art crafts.
When I introduced the Enrichment Activity wherein they had to make a flea using pieces of paper that they had to glue together, their voices reached LEVEL 10 AND BEYOOOOOOND. Hahahaha! I had to cover my ears when I watched the teaching video for the first time.
However, we were not able to do the activity because it was already snack time. I had to prioritize their eating because some of them get hungry and thirsty in the middle of work.
We were able to start GOLD right on time because I always become firm nowadays when it comes to packing away and cleaning up their food and things. They were faster to do these tasks now.
The kids wanted to do the art activity of the flea. But I told them that they had to finish fast first. Unfortunately, we never reached it. But we were able to finish 'til the last activity in the TS.
The topic in GOLD was Touch Words. While I was explaining the GOLD activity, the kids got excited because of the things I showed them, especially the bubble wrap. They had to put it on the correct finger with the different touch words: soft, hard, rough, smooth, and bumpy. I turned off the fan in order for them to have an easier time putting the things on the hand. The problem I encountered with this activity was that the glue did not make the objects stick. Of course, they had to dry up. But I gave some tapes to some of the students because the things did not really stick. Some things have fallen and the kids lost them because they had to submit their works while the things were not yet stuck to the paper. Still, most of them finished the activity even though some things went missing afterwards.
The numbers with designated actions really work with the children.
1 - clap
2 - sit down
3 - stand up / jump
4 - be quiet
5 - airplane
6 - YAY without a sound
7 - go to the chair quietly
During the TS practice, I had to ask the children per row to put their words and pictures on the whiteboard. This was to avoid crowding in the front. Next, they had a game wherein they had to use blocks in order to show the letter or the short vowel sound that can be found in the middle of the words they hear. Some took a long time making their letters during the first few items. But they were all able to get the hang of the game after a few words and they got faster.
The students were also getting used to the TS oral work. However, some of them were really hard to call while they were working on their seatworks. Group 2 and 3 got so focused on answering their seatworks that they would want to finish their seatworks. I always reminded them that they could work on them after the oral work. Some of them could not because of the little time left. Laging bitin. Haha.
Kersen and Ziv stayed with me again after class. So I was able to ask them to work on their art activity: Making a Flea. They laughed and played with it.
This was actually one of my favorite teaching days. I was indeed tired but I also felt good afterwards. It was a good sign, right? Today, I also had a perfect attendance. (:
I hope the rest of the teaching days go like this too.
Funny Moments
May 9, 2014
T.K: Ziv, nasaan si Kersen? (Absent kasi.)
Ziv: Tulog!
T.K: Tulog?
Ziv: Mamaya magigising din yon.
((:
Teaching Day 10
May 7, 2014
There was something wrong with me today. I guess the fact that my teacher was just sitting outside my classroom made me nervous (Hello, Teacher Hazelle! I know you are going to read this. Hehe). But I knew that I had to do this not for myself but for my students. So I started with a nervous voice and slowly, it vanished throughout the day.
I told a story called "Rooster's Off to See the World." The words and pictures were made by Eric Carle. I love Eric Carle and his works. But somehow I could not do justice to his work today. Haha! I was definitely having a hard time switching the characters' and narrator's voices. It was pretty alright but to me, as a perfectionist, I just could not do it today. The kids did not say if they liked the story. They also did not say they hated it.
The students were able to finish their EAs. They were also able to report. But the the highlight of the day was the GOLD card game. I made a separate short entry regarding it because I could not forget the look on Ashley's face. It was also one of those rare moments when her confidence increased and she was enjoying it. The rest of the kids were also excited to find the cards that matched. It was a good moment.
Looking back on my students' EAs, they were really enjoying drawing and coloring. So aside from writing, I also want them to connect to the story by drawing characters from it. They always have fun. They would sometimes laugh at their own works. And some would comment badly on other people's works (ahem Luis hehehe). But I always see that they are trying their best. Even when their spelling of words are not always perfect, I can feel the effort.
I reached the TS. But of course, I am worried about the kids not being able to finish their work at school. Some of them really had to take them home. As much as possible, I do not want to give home works. But some parents are asking for the worksheets that their children have missed.
I am still trying to experiment with the seating arrangement of the kids. Hopefully days before this program ends, I will be able to find the right seats for each child.
One summer just ain't enough to really get to know these students. (:
Best Moment (Day 9) During the GOLD card game, I saw that Ashley was doing well. Among her groupmates, she was the one remembering the places of each card. She had a good memory. And the glitter on her eyes and the smile on her face when somebody beams at her, I know it is the child's pure joy.
There are just some things I forget to share because I got carried away with stress. Haaay.
May 7, 2014
Teaching Day 9
May 3, 2014
The drink that got me sick. I think. Lol!
I arrived at UPIS before 7 AM again as usual. I felt so weak since I was working on my materials last night. I could not understand why I am having a "sinat" when I did not do any rigorous activity. But I did find out that I have a weak immune system due to my low white blood cell count last Saturday. My body must have been failing to fight off sickness. Bawal magkasakit. Tuloy pa rin. I need to drink my vitamins and build up my body with 3 full glasses of milk each day. Laban, K!
Today, I was able to reach the evaluation part of my TS again. I finished GLR-CT by 9:15 AM. They enjoyed listening to the story, "Little Bear's Little Boat," making the EAs, and designing their paper boats. I wished I taught them how to make an origami paper boat but it would take more than 15 minutes. And I know I would end up folding for them. The last fold which is an inverse fold would be really difficult for them anyway. They all put their boats in a basin full of water. They were proud of their work. I also noticed that they were speaking up more during the reporting of their EAs.
During the break, I noticed that my students were getting closer. They played the game "Closing up the flower (Sasara ang bulaklak)." Even though they were fighting with each other at times, they still ended up with one thing in common: Play.
The kids enjoyed GOLD as well. We were able to start at 9:30 AM. They were very responsive. They also enjoyed the game that required them to make some things using blocks. Some even requested to have one more. But I told them that we could have another game like it next time. One kid even said, "Ahhh yes some other day."
At 10:00 AM, I was able to begin the TS. I was able to give all the oral work and worksheets to all the three groups. However some students were not able to finish their worksheets and had to bring them home. I really like the new set-up wherein the groups are seated separately from each other. It gives them no opportunity to compare their work and helps them focus on their worksheets instead of talking to their seatmates.
Today, I noticed some things that I need to keep in mind:
1. Zohan always says "I don't know" when scared of committing a mistake. I need to talk to her privately about it. Her mom also asked me if she was okay in the classroom early in the morning when they dropped her off.
2. I need stamps for checking my students' papers. I usually just check, sign, and/or draw a smiley. But I think I needed to put something like a sticker or a stamp. I have been looking at National Book Stores, Gimiranda (UP Shopping Center), UP Coop for them but I could not find a single stamp I like to use for my kids. I haven't tried Divisoria though.
3. The new seating arrangement with Jeremiah and Emman in the middle second row, Ziv in the first row left, Vincent in the first row right, Sabien second row at the back of Vincent, and the girls scattered around them works. However, Sabien and Vincent tend to get annoyed at each other. But they could also end up good influences to each other at times. I might exchange the places of Sabien and Tessa on Wednesday. I am still thinking if Luis' place in first row middle will work. Let's see.
4. Some kids were really like cats and dogs who fight with each other and the next time around, they are playing like friends. During the EA, Sabien cried today because Vincent "destroyed" his drawing of the blue sea. Vincent put a black wave. I reminded Sabien that the activity is a group work and you help each other. But of course, I asked Vincent to apologize to Sabien properly. He did. I need to watch these two.
5. I really appreciate the teaching aid now. TS is much easier to do with someone watching over the other two groups. But there was a time today when Teacher Rina had to accompany two kids to the comfort room. The Basic Group just finished their oral work so I needed to give them their worksheets. Since one of the students who went with Teacher Rina belongs to the Average Group, I had to skip the Average Group's oral work and proceed with the Fast Group. I called on the Fast Group and then gave the worksheets to the Basic Group. Then when Teacher Rina and the kids came back, I called on the Average Group for oral work. Whew. I move as my students move.
Generally, today was okay. I could be happier if I was not feeling weak. At the end of the class, I even laid down on the mat with Zyrill and Ziv. Haha!
I am taking a rest today...
Teaching Day 8
April 30, 2014
Today, most of my students were late. But we still started on time. We played Pepsi 7 Up first. The kids really enjoyed it. Then I made them feel some things inside the Feely Box. Most of them gave good guesses. Some were peeking before they put their hands inside. Maybe I could just make a hole, big enough for a child's hand, on the side of the box instead.
Our book entitled "Fishing in the Air" was kind of long. I had to shorten the story so that it would fit my students. The story had a deep meaning between father and son. But I did not focus much on that because the students might not get it. We focused on going to a "secret place" with someone special in our lives. The book was also colorful and it described the things the father and son caught with their fishing poles using colors. During the discussion, most of the children answered that they would like their mother or father to go fishing with them. Some said they have a secret place. Luis said he has a secret tunnel. But of course, I told them not to tell it to me because it is a "secret."
I grouped them into 3 groups during the GLR-CT Engagement Activities. I also gave them 1 individual Engagement Activity that they had to share during the discussion. I was not able to call everyone. But I was happy that most of them wanted to be called to share their work in front of the class. However, I could only call 3 due to the time left.
The class was more manageable today. Why? It was because I arranged their seats according to their TS groups. Though it was harder for them to gather in the middle, at least they were more silent and focused on their tables while answering worksheets. They were also not comparing their work to each other.
The GOLD lesson on Color Names alone worked well today. The class really enjoyed playing games. But of course, I also have to be stern because some were not paying attention. I had to tell them that I would stop the game or I would not let them join if they continue to misbehave.
I was able to complete the TS today. The flip charts I made also worked. I just had to make sure that I put a marker in between letters so that it would be easier to form the words. During the Evaluation worksheets, the students stayed in their areas. Teacher Rina was a big help. Without her, the students would ask me questions while I am still giving the oral works to one group. Now, fewer kids walked over to me to ask a question. We were able to finish everything 5 minutes before the time. Most of the students were able to finish their activities. I think the difficulty of the worksheets were just right. Some just got confused in the average worksheet wherein they have to fix or unscramble the letters to form a word with short o sound. When Teacher Rina explained it one by one to them, they were able to know what they were supposed to do.
The kids enjoyed the TS activities as well. I really like bodily-kinesthetic activities that would allow them to speak as well. All of the students were able to participate in the oral work activities.
Before I let them out, I gave them their worksheets and letters. At 10:35 AM, I escorted them all out of the classroom.
It's Gab's (Sabien's little brother) birthday today. Happy birthday Gab! Thank you for the spaghetti and cupcake treat! (:
Teaching Day 7
April 28, 2014
The most important thing that I have learned today is to teach in accordance to my students' current reading skills. Start from what they know rather than start from what they don't know yet. It is better to start from what they already know because it will also build their confidence, that they also know a lot, and that they could learn more later on. I could also start by enhancing what they have learned.. what they have not yet mastered.
My teaching experience today taught me this.
My story was entitled, "Bailey Goes Camping." The students liked the story. They really had no problems with GLR-CT. I could have them learn new vocabulary words, listen to the story, answer activities about the story, discuss the story, and report in front of the class. They just had to talk more. But I could see their willingness to do the tasks. For the Enrichment Activity, they made paper tents. They had so much fun coloring their tents. I helped them in making their tents stand by giving them tapes.
However, in GOLD, I saw their difficulty in shifting mental sets. I was asking them to differentiate from two different terms: Naming Words and Describing Words. They were not yet ready for this kind of task. As what Teacher Hazelle told me, I had to keep the lessons simple. I also needed to categorized Describing Words into Color Words, Size Words, Number Words, and Texture Words. This way, the children could focus on one topic. One at a time. I also had to focus more on GOLD and TS instead of aiming for a bonggang GLR-CT. I had to make time for GOLD and TS. Those two are very important in the 4-pronged approach as well.
I have to admit that this was my first time to teach Kindergarten. I was actually terrified when I first found out that I would be teaching very young kids. But I knew it was going to be a good experience for me. And indeed, I have been learning a lot from every teaching day.
So, on Wednesday, I plan to focus on Color Words alone. And I am aiming for the goal: To finish TS! Grabe, TS I love you!!!
I need all the positive vibes I can get!!!
Similar to what Teacher Hazelle said in EDR 251... Don't despair. ((:
Best Moment of the Day (Day 6)
Ziv coming to class wearing these shades like a movie star. Every child was staring. Especially the girls! I had to ask him nicely to remove it when he wrote his name on the attendance chart. He nodded and obeyed. Sorry, Ziv. You're so cute that you're a distraction. (((:
Best Moment (Day 6)
Sabien: Why are they posted? (referring to the characters in the story posted on the windows)
T.K: Who are they?
Sabien: People in the story. Piggy, Gerald....
T.K: Yes. Why do you think they are posted there?
Sabien: (seems to think hard) So we can watch them?
T.K: Well, yes. But it is for you to remember them. So you won't forget them easily.
Sabien: Oh. (Then starts to play with his building blocks.)
Teaching Day 6
April 25, 2014
I was supposed to drive myself to UPIS today because my parents were puyat and they had to sleep. But my brother's car was blocking the car I was supposed to use. So I rode the Katipunan jeep. The jeep passed by Oble. I saw that everything appeared to be ready for the 2014 Graduates. The sunflowers were blooming. Well, to me they looked blooming. I turned my head and saw Heart Evangelista jogging with Chiz Escudero's brother/s and relatives. "She looked pretty but small," I thought. For that moment, my attention diverted from my practicum. But then the nervousness all came back. I was scared of what would happen to my classroom today. Will I be able to reach TS? Today was the first time I tried the whole Four-Pronged Approach.
How was it?
Hmmmmmmmmmmm. I just want to say, TGIF. Thank God it's Friday! Yesterday, I kept asking myself, "Is it really Friday?" I was even thinking, "Oh, I still have 2 LPs to do!" I really thought it was Tuesday yesterday.
We started off with songs and games.
To be honest, I had a hard time teaching today. The GLR-CT was okay. The kids' attention was shorter than usual. I had to stop in the middle of the story and the discussion in order to check if everyone was listening and participating. I even had to raise my voice several times so they could focus on their work and stop misbehaving.
GOLD was okay. They enjoyed the game. It is a good thing that this class was not looking for awards that are material like chocolates/stickers/etc. That reminds me, I forgot to put smiley faces beside their names because they all won the game today. I really need to remember those things. I'm always running out of tape so I tend to forget putting more smiley faces beside their names. I am actually now planning to turn my beauty pocket chart inside my room to a students' smiley chart so I won't have to stick the smileys anymore. Then I also have to bring stickers as a reward too. Even though they are not asking for it, I know they will love it.
As for the difficulty of the GOLD lesson, they were able to identify what naming words are. They could also identify which words must have -s and -es. I am kind of thinking if this was really appropriate to teach them... or it was advanced already.
As for the TS, I was able to give all the oral work and seat works. Not all of the items in the oral work were given. This was also due to the short time left. Most students were not able to finish their second worksheets. Most of them even had questions about the worksheets and while I was giving the oral work, some students were asking me about their worksheets. "If only I could divide myself into three," was all I could think of. I really needed easier ones that they could do independently. Worksheets that require a task that will make them sit down and will take more time to finish such as coloring and drawing.
I wanted to extend the TS. But I could not allow my students to have an overtime since some of them have other classes such as art. I was able to finish everything at exactly 10:30 AM. However, I had to ask them to pack away and line up. Then after lining up, I even had to give them their worksheets. It took an extra 5 minutes. I plan to segregate the worksheets by name and student before coming to UPIS so I will be able to give them right away when they arrived or during the breaks. This is to avoid rushing at the end.
I also needed 3 waiting time activities. One after the GLR-CT, one after GOLD, and one after TS. Some students could not stop "playing" when they're done with the worksheet.
My phone camera literally took a topsy turvy classroom. ((:
I am learning a lot from these teaching experiences. But I just still could not stop asking what is wrong with Friday.