Assignment #3 a
Thursday, October 19, 2006
Oct 19
This morning I tried again at lecturing second hour. Mr. Borton left the room to do something else and handed the class over to me. First we corrected the homework from the day before and then we moved to the lecture. I lectured on bacteria while the kids took the required notes again. As I started the kids moaned again that they had another lecture. As I went through I tried to make it interesting. I caught the kids attention with a few things such as telling them about all of the bacteria that live on their bodies and how some of them ate a lot of good bacteria in the yogurt they had for breakfast. A few kids were involved and asking questions. I tried to get at the students conceptions of bacteria at the beginning with a discussion about what the kids initially think when they hear bacteria. Many of the kids were reluctant to participate in this although after some effort I got half a dozen responses to this. When I was scribbling what they said on the board they got worried about if they should write that down to and would be tested on it. I explained to them that it was just for discussion, that they wouldn't be tested on it.
One little boy kept complaining really loudly and obnoxiously about how he hated taking notes and doing a lecture. I wasn't sure what to do about it and some of the other kids were really involved so I just ignored him and after the third or fourth time of getting no attention he quit. I'm not sure if there would have been a better way to handle him or not. When the lecture was over I went over to him and asked him if the book-work assignment they started at the end of class was better than taking notes and he said that it was. As I went through the lecture notes I had difficulty keeping the attention of the students from time to time. If what I was talking about was really interesting to them then I could keep their attention for a little while and if not they would start getting ancy. They were all studious when they had new sets of notes on the overhead to write down. For this reason I started going through the lecture notes faster. What happened was that there were a few kids who were slow at writing who would keep asking me to go back so they didn't miss anything. There was one boy on the back row who was painfully slow at writing but was determined to write down every word. It was difficult for me to accomodate for him and keep the rest of the class from getting bored.
My Role - Correct Homework, Lecture on Bacteria for most of period, Involve students in discussion
Mr. Borton's Role - Take roll
Student Role - Take notes individually and participate in the discussion. A few minutes after the lecture was left for work on a bookwork assignment.
Strengths of Lesson - Discussion about bacteria that live on our hands and bodies and good bacteria that we eat and that are in our food.
Weaknesses of Lesson - I had difficulty keeping the attention of the students from time to time. I did not pace through the lecture notes very well and went too fast, then I had to go back and wait for the slower students to write them down. Because of this much of the student attention was based on writing, not listening to learn.
Oct 19
This morning I tried again at lecturing second hour. Mr. Borton left the room to do something else and handed the class over to me. First we corrected the homework from the day before and then we moved to the lecture. I lectured on bacteria while the kids took the required notes again. As I started the kids moaned again that they had another lecture. As I went through I tried to make it interesting. I caught the kids attention with a few things such as telling them about all of the bacteria that live on their bodies and how some of them ate a lot of good bacteria in the yogurt they had for breakfast. A few kids were involved and asking questions. I tried to get at the students conceptions of bacteria at the beginning with a discussion about what the kids initially think when they hear bacteria. Many of the kids were reluctant to participate in this although after some effort I got half a dozen responses to this. When I was scribbling what they said on the board they got worried about if they should write that down to and would be tested on it. I explained to them that it was just for discussion, that they wouldn't be tested on it.
One little boy kept complaining really loudly and obnoxiously about how he hated taking notes and doing a lecture. I wasn't sure what to do about it and some of the other kids were really involved so I just ignored him and after the third or fourth time of getting no attention he quit. I'm not sure if there would have been a better way to handle him or not. When the lecture was over I went over to him and asked him if the book-work assignment they started at the end of class was better than taking notes and he said that it was. As I went through the lecture notes I had difficulty keeping the attention of the students from time to time. If what I was talking about was really interesting to them then I could keep their attention for a little while and if not they would start getting ancy. They were all studious when they had new sets of notes on the overhead to write down. For this reason I started going through the lecture notes faster. What happened was that there were a few kids who were slow at writing who would keep asking me to go back so they didn't miss anything. There was one boy on the back row who was painfully slow at writing but was determined to write down every word. It was difficult for me to accomodate for him and keep the rest of the class from getting bored.
My Role - Correct Homework, Lecture on Bacteria for most of period, Involve students in discussion
Mr. Borton's Role - Take roll
Student Role - Take notes individually and participate in the discussion. A few minutes after the lecture was left for work on a bookwork assignment.
Strengths of Lesson - Discussion about bacteria that live on our hands and bodies and good bacteria that we eat and that are in our food.
Weaknesses of Lesson - I had difficulty keeping the attention of the students from time to time. I did not pace through the lecture notes very well and went too fast, then I had to go back and wait for the slower students to write them down. Because of this much of the student attention was based on writing, not listening to learn.
posted by James Madsen | 8:19 PM
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