Following an earlier post regarding the lack of an IWB in my prac room, fellow student kim200 commented on my misfortune. However, upon commencing my placement, I learnt there WAS an interactive board – just not an interactive white board.
The board in the classroom I attended was an Eduss – an interactive LED screen. The students in my special education classroom loved using it, and used it often. Unfortunately, my interactions were not that varied, and did not include writing on the screen as I have experienced at other locations with an IWB, however, there were many opportunities to mirror what was being attempted on iPads. This was very effective when practicing the letter of the week!
At the completion of delivering lessons during my current Professional Experience, I would use the remainder of the day (once home) to reflect on my practices. Mostly, at this time, I had a particular take on things, however, I noticed it was often the day after, during my “walk the dog” time that I would re-evaluate what happened during my lessons of the day before. Often this changed my perspective.
Therefore, I was very keen to download and peruse the article in Week 15, Learning by Thinking: How Reflection Aids Performance. This working paper argues that reflection is a significant factor in learning, to be used with learning by doing. I look forward to incorporating this document as part of my Assignment 3, which I am currently working on; if indeed, I can, as the focus is not school-based learning.
With only one day left to attend my current Professional Experience for ICT & Pedagogy, I was drawn to a posting from fellow student prasadpratima62 who discussed the variables to be considered when dealing with students eliciting challenging behaviours.
Ironically, I am currently undertaking the course, Managing Challenging Behaviours, and was able to incorporate some of the strategies that have been raised during the course. This was a major highlight to my practicum. Techniques such as ignoring behaviour which you do not want repeated, using praise when wanted behaviour was demonstrated, and removing all students from the classroom to continue the lesson, allowing the student having a ‘melt down’ to be removed of audience and remain in the classroom until ready to join in the activity outside.
Implementing these strategies has given me confidence in my development as a teacher, so I am no longer concerned (perse) about managing challenging behaviours!
Wow! We’ve been asked to sign up for many, many different applications, and what-nots for the ICT and Pedagogy course I am currently undertaking, but one of the most recent ones takes the cake. The Lollipop Test dared us to log on to Facebook, at the risk of allowing access to all our contacts, photos, etc.
This is where I drew the line. I was not opening this if it meant allowing access to my folder. So, I went to the YouTube clip provided for those who do not have Facebook. Obviously, some didn’t – like Georgia Leigh, who was quite unprepared for what she got out of the exercise.
Like Georgia Leigh I think the issue of safety on Facebook is disconcerting. Facebook have a special site to help set your security up properly: Security on Facebook. But, my question to you is: do you trust them?
Leesa Jones recently took the time to post a blog regarding teaching students to be resilient. This reminded me of a recent parent/teacher interview I attended for one of my children. The teacher we were meeting with told us about a little “chat” she sometimes has with a class if the students are exhibiting obnoxious tendencies.
I suppose the crux of the “chat” she has is that the students who are ‘intelligent’ are that way by nature and thus should be humble – they haven’t acquired this position through hard work and effort. Her inspiration is to see the students who are not as (naturally) intelligent apply effort to achieve the best they can.
Everybody appears to be excited about his or her next three weeks and actively chatting about using this resource and doing that activity.
Fellow student Jenny Entsch-Keith, recently blogged about Cool Cat Creations, an exciting app used to create puzzles.
We all have a multitude of resources in our repertoire we have Googled, or heard about. Will we get the opportunity to use them? Will we remember them when it comes to planning our lessons? Will our students get as much out of them as we expect them to? Only time will tell.
Meanwhile, I have been completing another course assignment, which focuses on Solar Systems, and was fascinated by an interactive tour of the solar system, located at Nine planets – which to me is hilarious because we have given poor little Pluto the flick, now only recognising eight planets.