Blog Entry #1 Based on Classroom Observation

The purpose of the lesson was to provide background knowledge of the 1800s to students preparing to read Sarah Plain & Tall. The methodology used in this lesson was to help students create a mental picture of what they were preparing to read by accessing schemas they had already formed to create connections that would aid in comprehension of the setting and characters of the book. Adaptations included several visual representations of homes, people, transportation, toys, etc. from that era. Students were able to browse through books that represent the mid-1800s, created a circle map of existing knowledge, and viewed a short film on the era. The second language learners were engaged in the preview of books and the film. Students seemed anxious to contribute what they already knew about the 1800s. When sketching a picture to represent the 1800s, many students asked if they could finish the picture at home to add more detail.
The evidence of community could be seen as students helped one another to find particular pictures they wanted to talk about in the books and in discussing the film as they sketched their pictures. The setting is very non-judgemental, so students seem to feel comfortable to share without feeling ridiculed (this is specific to this class, as I do pull-in regular education students at times who shatter this sense of security.) Students become a member of this classroom community technically by reading ability or language fluency. Emotionally they are part of the classroom community by encouraging one another. Using Quantum techniques for building a community that boosts students' self-esteem, students give constant encouragements through "wooshes" and clapping for one another. Content-wise, student become "micro-communities" in each of their guided reading groups that are formed according to reading level. They have set fluency goals that they must achieve as a group to progress through a series of thin readers (that are part of the ELL curriculum). They only progress to the next level if they all show proficiency and can only reach proficiency by practicing as a team.
There constantly seems to be an array of events that occur, however, during this particular lesson, the teacher (myself) was handing out copies of Sarah Plain & Tall when a student cut his finger. I had to leave the pile of books to take care of the student when one of my other students voluntarily took over and dispersed the books, even setting two aside for my absent students. As students watched the short film, my "Keep Alive" setting was disabled, so my computer went to sleep after five minutes and I was hastily scrutinized by the viewers.
The first half of the lesson took place on the carpet, me with my over sized paper and jumbo markers and my students sitting in front of me. A visitor would see students saying answers over each other in a rush for me to record their responses quickly. Though they may not all have their hands raised properly to respond, they are all engaged in the lesson and ready to be an active participant.
The evidence of acceptance and welcome would be evident in the faces and friendly gestures of my students. My classroom is brightly colored and student created work covers the walls. There are sticker charts and encouraging posters, along with several houseplants and cozy lamps lit around the room. However, the decor pales in comparison to how welcoming the students are. They are always anxious to get a newcomer "settled and adjusted." The make-up of this class is very diverse (my reading block), and yet it seems to only draw this particular group of students closer together. Again, very different in comparison to my math class in which I pull in 8 additional regular education students, three African American and five Caucasian.

MTSU Honor Statement

This assignment was solely written by me. In no way have I plagarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me.

Elaine Capella
January 27, 2010