Right now, I am not doing well in my planning. I have gone from planning for the week to planning for the next couple of days and now, planning for the next day. I struggle everyday with content and wonder if my lessons are rigorous enough. I constantly look for ideas on curriculum and try to figure out how to differentiate my teaching. I'm not sure if what I'm covering is the "right" thing or "right" amount or "right" area. I mainly wonder if my students are being challenged. I know that I feel this way because I haven't spent the amount of time I'd like to on planning my lessons and because I don't feel like I have any guidance in teaching ELD. For example, I was given a Side by Side book to use as a possible curriculum. After finally deciding to use it, I realized part way into it that it was Book 2 of 2. I realized that may have been why it was a little confusing for me. I'm not sure since I don't have Book 1.
When I am planning my lessons, I determine what to include based on where I've assessed my students. I have students who range from 1s and 2s to 3s and 4s in the English Language Learner level. I try to stick to a routine everyday that consists of some writing, grammar and a larger project. I've also mixed in there some reading, vocabulary and short stories. Right now, there isn't too much of differentiation for each part so I know the grammar I teach in class is basic and may be just right for my low level English speakers while the larger unit project may be very difficult for them to write a 1-3 page essay. I also look at my objective and outcomes that I want.
I figure out how I'm going to teach my students based on how the day went before. I also realized that I teach based on the conveniences available to me. For example, I know I should have more graphic organizers and visual aides, but haven't used them because I haven't set it up or learned how to incorporate it into my teaching, so I lecture a lot. I have tons of ideas on what I want to use, but haven't carried them out. I also try to teach based on what may build more classroom community. I know I've tried group students to work together based on skill level, seating chart based on who talks the most and least, and also because students are ansy. I noticed the boys like the more active assignments (i.e. go to the board). I also try and go over how I'm going to teach a lesson my head and sometimes that doesn't play out quite like I imagined. Mostly, everything is based on my creativity, confidence and prayers. I pray that I will make it through another day.
2 comments:
Yes, yes, I feel exactly how you do Phung. You said that, "I don't feel like I have any guidance in teaching ELD", well that's the same way I feel with my math classes. I teach what I think I should be teaching (also using standards), but I wish I had some kind of master teacher to show me the way :(
Ah, the joy of being an intern. However, planning based on where you have assessed your students (and then revising those plans based on how you assess things in the middle of what's happening in class or other formative assessments) is a great first step. What are some of the ways you could make a first step at differentiating some of the content you have for the diverse needs of your students?
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