Teaching Blog Reflection 1

Directions:

1. Set-up the video camera to document your teaching lesson (you may tape over an observation tape).
2. Review the videotape at a later time.
3. List, describe, and discuss the strengths and weaknesses of technology use, as well as the strategies used for teaching and learning.
4. Bring the videotape to the following class so we can discuss your reflections together.

Response:

Technology used
Projector: The projector (connected to a laptop) was used to show the students how to access and edit the story template. This technology was useful to show how things worked to all the students at once. There was a slight problem with students trying to make shadows in the projector but this was not a large issue.
Internet Explorer: Internet Explorer was used to access the story template and the directions for Sound Recorder and downloading sounds. This was excellent because the students were able to access everything they needed from one website. However, problems occurred since some of the students had difficulty typing in the web address. This problem could potentially be solved if Bell and Beyond created their own permanent Wiki page. Then we could put a shortcut on each student's flash drive so they could quickly open Internet Explorer to the Wiki page. Creating a short cut could even be an activity for one session.
Word: Each student had a template in Word where they could fill in slots to create a story. Many students were unhappy about having to type out a story and having to stick to a template. However, Word was a good program to use since the students were introduced to the "Show/Hide" button but nothing else was going on. Minimizing the new use in the program allowed students to focus on creating a story. Unfortunately, I feel the "show/hide" button was not used in most cases or perhaps that the hints on how to fill in the blanks were confusing to the students. A better thought out template would have allowed this part of the project to flow with fewer problems.
Sound Recorder: Sound Recorder was being used to record the stories. This is where chaos swept over the room. Microphones and headphones were not present so students used the built in microphones and then the computer speakers to complete this task. Furthermore, students began recording strange noises for fun without being too productive. Although this activity was extremely fun, better monitoring was needed to ensure the proper use of Sound Recorder.
Flash Drive: Each student used his or her flash drive to save the story template and other work that was completed. It was nice that each student could save his or her work easily but a bit confusing since many students wanted to use the "lockers" provided by the school.

Teaching Techniques
Eye Contact: I tried to have all students look at me at one point when they were getting distracted by the projector. This technique was due to my error of opening up the page sooner than I should have which resulted in every student reading the page out loud by him or her self. The eye contact worked in bringing the group back together but required the assistance of other adults in the room.
Not continuing until silent: At one point I told the students I had a secret button to show them but that they needed to be quiet before I could tell them. Using the word "secret" was a stretch but I hoped it would grab their attention and make them want to know what I was going to say. This actually seemed to work and the students were attentive while hearing the secret.
Typed out instructions: Each student was provided with directions on a paper. Although some students chose not to use these directions, some problems were solved by simply pointing out that instructions were on the paper.
Suggesting good behavior would reward help: At one point I had a student start complaining about how she did not want to type or do the work. The student was being extremely rude and disrespectful to myself and those around her. I did suggest though that if she was polite then perhaps someone would be willing to help her type up her ideas. At that time, one of the volunteers said she would be willing to help if the girl was being nice about it. I am not sure how successful this approach was since the student was later screaming and claiming that she never used an "inside voice." Apparently my approach of fixing her behavior was only temporary or was completely unsuccessful.
Class participation: While discussing the importance of a beginning, middle, and ending to a story I asked students to participate by giving me examples of their story ideas. I was trying to help students refocus on the point of the project but instead created chaos. This technique was attempted early in the lesson so caught me off guard and required the assistance of other adults to bring the group back into control.

Notes:
In general, I had a lot of fun teaching this group. I am not sure I could teach younger children every day but it was not as horrible as I expected. I think the part that brightened my day the most was one student who came in late. First, I remembered her name which made her smile. Then I explained to her what had happened during the day and she asked if she could write the story and find pictures on the internet at home during break. This girl was excited about the activity and wanted to catch up during break. I don't know yet if she wrote the story at home (I suggested she not find pictures unless her parents helped her) but the fact that she wanted to do this extra work was amazing. It is such an amazing thing when students want to learn.