Field Week 15: Analysis of Mentor Teacher Pedagogy
The last week already!?? This semester has flown by, let alone this field experience.
By far, this may have been one of my favorite weeks. I was able to interact more with my students and help out when my mentor teacher was absent. Unfortunately, she was absent two days this week due to extenuating circumstances. But, this allowed me to bond more with the students by working with them more and just having conversations with them. I feel like this was the first week I really understood what it meant to build relationships with students as an educator. While I do think I have done so prior, it wasn't until this week I fully understood this concept and saw it in action. There have been so many funny conversations and stories this week that I have either heard or been told that I've lost count. I think today takes the cake though, one student did a full on impression of another teacher while telling a story which was just the funniest thing I've seen in a while.
My mentor teacher has been gone for some of the week, so this week isn't the best reflection of her pedagogy. Over the course of the semester, though, is a more accurate reflection. My mentor teacher uses guided notes for the majority of her content, but I do think she does so in a way that is beneficial. Sometimes guided notes can be problematic, so it's important to be thoughtful when using them. Mrs. Goney uses strategies like asking student's what they think the answer is, what they would do, explain their reasoning, doing problems by themselves then checking them, and so on. I think that adding in group work time could also be a really good strategy to incorporate more discourse as well. Even changing the layout of the desks to groups could lend well to this also. The end of class is generally work time if time allows. During this time, students come up to her desk (or me) to ask questions. Most often, my mentor teacher will generally just write out how to set up the problem. While I do think this can be helpful, I would argue that this should only be done if absolutely necessary. Asking the students what they think or asking leading/probing questions may be more beneficial than just writing out the setup.
When it comes to grading/assessments, students are allowed to use their guided notes on tests, and are allowed to do test corrections if they turn in all of their homework. Along with that, homework isn't graded for accuracy, only completion for test corrections. Test corrections also have a specific sheet to be done on that has students explain what they did wrong. I really like this grading system overall, as it takes away the stress of perfection on both homework and tests. Test corrections also aid in developing mastery of the content as opposed to rote memorization.
Overall, my mentor teacher is a well liked and respected teacher, and I think it has to do a lot with her ability to form relationships with the students as well. As discussed throughout my blogs, students always come up and start conversations with her, and some students will come in during passing periods to say hello. I think a lot of this comes from experience, as she has taught for 13 years, but I do think she has set a really good example for me, and helped me think/develop different strategies and ideas for my future classroom.
Well, this is it for now! This has been a very fun experience, and I have really enjoyed my time in the field. Honestly I can't believe how much I've grown just in this second field rotation. I feel way more confident teaching and ability to form connections with my students. The only thing I am apprehensive about is making high quality lessons consistently. I know that all lessons can't be exploratory, but I also know that lecturing is just not great either. There's a balance for sure, but I just haven't found it yet. With time, though, I think I'll find it.
Happy Holidays!!
Keri
Comments
Post a Comment