My second day of Field Observation took place on Monday, 17th, February, 2014. I was stationed in the Standard Two class again, however, I spent sometime in each classroom as the day progressed.
One of the main challenges at the school was physical space. I was fortunate to witness the ceremonious opening of the new Standard Four classroom that was built adjacent to the main auditorium which housed classes from First Year to Standard Four (all classes were separated by blackboards). In preparation for this milestone event at the school, there was a lot of extra activity taking place. As a result of this, the cooperating teacher for Standard Two was engaged outside of the classroom for the entire day. His services were utilized as he was one of the two male teachers on staff (apart from the principal) and his masculine physical strength was needed. The brief ceremony took place after lunch, and at two o'clock reallocation of classrooms began. This brought with it a certain measure of chaos as the normal daily functioning of the school was disrupted and the students were excited.
I entered the Standard Two class that day with a prejudiced mindset towards my Year Four colleague. When I discovered that she was once again in charge for the day, I was very concerned. However, her approach was a vast transformation from what it had been a week earlier. At the end of the first day I had no doubt in my mind that she should not be in the teaching profession. However, her attitude on my second visit did much to restore my faith in her. For the first time I saw her display the heart of a teacher.
She still held on firmly to her stick while she taught, however, her tone was more subtle, she entertained the students' questions and she did not quarrel with them for the entire lesson. Another marked change in her attitude was her praise of the students and friendly gestures towards them. She still used much sarcasm with them, however, she did not insult them as much. At times she appeared to be losing her composure, but she quickly regained it. The students still gave her a bit of a challenge occasionally, but they were more settled and cooperative. I could tell that both teacher and students were enjoying the lesson. I for one did, and I did not feel that sense of intimidation that was emanated on my first visit.
I cannot account for what brought about this great transformation in the teacher's attitude; maybe she was not in a good mood on my first visit, maybe she was cautioned about her behavior, maybe it was because of complaints the students made about her "bullying" them, or maybe it was my prayers. Whatever the reason is, I am glad the change occurred. While it is true that first impressions last, I am glad I got another chance to "look at the fish".
Tuesday, 18 February 2014
REFLECTIVE JOURNAL - 10 - FIRST FIELD OBSERVATION
My orientation as a Practicum Field Observer occurred on Monday, 10th, February, 2014. I was assigned to a coeducational Government Primary School in south Trinidad. The population of the school is approximately 130 students and there is one class per level from First Year to Standard Five. Three other First Year prospective teachers accompanied me, however, there were also two Year Four prospective teachers conducting their individual field teaching exercises. The majority of my day was spent in the Standard Two classroom to which a Year Four colleague was previously appointed.
I went into the school on "over drive" because I was eager to capture as much information as I possibly could. However, my first moments at the school were plagued with a measure of uncertainty and embarrassment (because UTT personnel had not confirmed our placements with the cooperating school). This experience altered my psyche and it took me a while to regain a mental state of equilibrium. I did not outwardly react to this deplorable scenario, but I was grossly displeased. This displeasure naturally stemmed from the fact that this was the one thing I did not want to encounter (as I had repeatedly voiced in my Practicum classes). The actual experience was even worse than what I had imagined because the school's principal was absent and calls to all relevant authorities were unanswered. In all fairness, my lecturer forewarned me to be prepared for anything, hence this was no exception. As the day progressed and the situation became more favourable, my feelings of despair gradually dissipated.
The key lesson I learnt today was the strong impact of a teacher's attitude towards children. I first got to observe the cooperating teacher as he delivered his lessons. He spoke with compassion, both for the subject and for the students. He praised the students frequently and tried to include everyone in discussions. He used a lot of humour and he smiled constantly. The atmosphere in the classroom was relaxed and comfortable. The teacher maintained a good rapport with his students. He spoke casually with them to see who had understood the lesson.
I was amazed at how focused and engaged these students were. Even though there were many distractions around, they seemed oblivious to it. The expression on each child's face was one of contentment and happiness. If I did not know better, I would have thought these students were in a trance, for they were very well behaved and obedient. The teacher gave an instruction once, and the class responded in unison (with the exception of one student who appeared to have some cognitive disability). The students worked quickly and independently, but the teacher supervised them and offered assistance where he could. When the students had completed their class' assignment, they begged the teacher for more. He gave them home-work instead, and they were excited to receive it. This was the most disciplined class I have ever encountered.
In the afternoon, I got to observe the Year Four student-teacher deliver her lesson. From the onset, her approach was a threatening and intimidating one. She held a stick in her hand and pointed it at the children as she shouted her commands, "I want all yuh to sit up straight and look at me! I am the teacher now, so all yuh have to listen to me. I doh want to see anybody talking, or laughing or writing or doing anything else. Just sit up and listen to me, because I am in charge now!!" She then ordered all the children to put their heads down and remain quiet. The children started to fidget during this time and she struck the furniture loudly with her stick each time they moved or talked.
The class teacher was not in the classroom during this ordeal as he attended to other school matters. After a prolonged "rest period", the prospective teacher instructed the students to raise their heads. Some complied, but some did not. She rehearsed her former set of instructions to the children, and dared them to disobey her. Her approach was hasty, abrasive and dictatorial. I searched for the contented expressions I had seen on these faces earlier, but there were none. They were replaced with fear, shyness, and anger.
As the lesson progressed, the students became disenchanted, disruptive and uncooperative. Those at the back turned to me with an expression that could be interpreted as, "Can you help us please?" A few minutes later they confirmed my suspicions as they turned and asked in hushed tones to avoid getting caught, "Miss, can you come and teach us please? Miss can you find our teacher for us pleeeeeeeeeeeeease?" Instead, I sat and continued to observe in horror. I wanted to do something but I did not want to make the situation worse. I saw another side of these students. Their behavior was completely opposite to what I had observed earlier. I could scarcely believe this was the same set of students. They seemed uninterested in participating in the lesson. When they were questioned about what was taught, few remembered the main points. This infuriated the teacher even more, and she meted out different forms of punishment and insults at them for "not paying attention." When tears of frustration began to form in some pupils' eyes, I excused myself from the class to avoid a confrontation.
The events I witnessed this afternoon disturbed me greatly. I was more disappointed with myself because I sat and did nothing. I desperately wanted to intervene, but I kept silent because I was unsure about what was the ethical thing to do as a Field Observer. I witnessed how differently the same group of children reacted to a positive and a negative environment. Truly, the teacher creates the atmosphere in the class and sets the environment for learning. As an educator, I will take that lesson with me and use it to make a positive impact on students.
I went into the school on "over drive" because I was eager to capture as much information as I possibly could. However, my first moments at the school were plagued with a measure of uncertainty and embarrassment (because UTT personnel had not confirmed our placements with the cooperating school). This experience altered my psyche and it took me a while to regain a mental state of equilibrium. I did not outwardly react to this deplorable scenario, but I was grossly displeased. This displeasure naturally stemmed from the fact that this was the one thing I did not want to encounter (as I had repeatedly voiced in my Practicum classes). The actual experience was even worse than what I had imagined because the school's principal was absent and calls to all relevant authorities were unanswered. In all fairness, my lecturer forewarned me to be prepared for anything, hence this was no exception. As the day progressed and the situation became more favourable, my feelings of despair gradually dissipated.
The key lesson I learnt today was the strong impact of a teacher's attitude towards children. I first got to observe the cooperating teacher as he delivered his lessons. He spoke with compassion, both for the subject and for the students. He praised the students frequently and tried to include everyone in discussions. He used a lot of humour and he smiled constantly. The atmosphere in the classroom was relaxed and comfortable. The teacher maintained a good rapport with his students. He spoke casually with them to see who had understood the lesson.
I was amazed at how focused and engaged these students were. Even though there were many distractions around, they seemed oblivious to it. The expression on each child's face was one of contentment and happiness. If I did not know better, I would have thought these students were in a trance, for they were very well behaved and obedient. The teacher gave an instruction once, and the class responded in unison (with the exception of one student who appeared to have some cognitive disability). The students worked quickly and independently, but the teacher supervised them and offered assistance where he could. When the students had completed their class' assignment, they begged the teacher for more. He gave them home-work instead, and they were excited to receive it. This was the most disciplined class I have ever encountered.
In the afternoon, I got to observe the Year Four student-teacher deliver her lesson. From the onset, her approach was a threatening and intimidating one. She held a stick in her hand and pointed it at the children as she shouted her commands, "I want all yuh to sit up straight and look at me! I am the teacher now, so all yuh have to listen to me. I doh want to see anybody talking, or laughing or writing or doing anything else. Just sit up and listen to me, because I am in charge now!!" She then ordered all the children to put their heads down and remain quiet. The children started to fidget during this time and she struck the furniture loudly with her stick each time they moved or talked.
The class teacher was not in the classroom during this ordeal as he attended to other school matters. After a prolonged "rest period", the prospective teacher instructed the students to raise their heads. Some complied, but some did not. She rehearsed her former set of instructions to the children, and dared them to disobey her. Her approach was hasty, abrasive and dictatorial. I searched for the contented expressions I had seen on these faces earlier, but there were none. They were replaced with fear, shyness, and anger.
As the lesson progressed, the students became disenchanted, disruptive and uncooperative. Those at the back turned to me with an expression that could be interpreted as, "Can you help us please?" A few minutes later they confirmed my suspicions as they turned and asked in hushed tones to avoid getting caught, "Miss, can you come and teach us please? Miss can you find our teacher for us pleeeeeeeeeeeeease?" Instead, I sat and continued to observe in horror. I wanted to do something but I did not want to make the situation worse. I saw another side of these students. Their behavior was completely opposite to what I had observed earlier. I could scarcely believe this was the same set of students. They seemed uninterested in participating in the lesson. When they were questioned about what was taught, few remembered the main points. This infuriated the teacher even more, and she meted out different forms of punishment and insults at them for "not paying attention." When tears of frustration began to form in some pupils' eyes, I excused myself from the class to avoid a confrontation.
The events I witnessed this afternoon disturbed me greatly. I was more disappointed with myself because I sat and did nothing. I desperately wanted to intervene, but I kept silent because I was unsure about what was the ethical thing to do as a Field Observer. I witnessed how differently the same group of children reacted to a positive and a negative environment. Truly, the teacher creates the atmosphere in the class and sets the environment for learning. As an educator, I will take that lesson with me and use it to make a positive impact on students.
Sunday, 2 February 2014
REFLECTIVE JOURNAL - 9: OBSERVATION
In my last Practicum class, we explored various exercises in "Observation." These exercises made me aware of how much I take for granted. They also made me aware of the need to sharpen my observation skills. This skill is essential for teaching because I can only address what has gained my attention. If I am to be an effective teacher, I must be able to know my students and environment thoroughly.
One concept that was reiterated was the need to review what I think I know, and even then, to keep observing continuously. This action is beneficial because the longer I examine something, the more I will learn about it. This lesson is similar to the moral of "Look at Your Fish," on Page 17 of the Course Outline.
One concept that was reiterated was the need to review what I think I know, and even then, to keep observing continuously. This action is beneficial because the longer I examine something, the more I will learn about it. This lesson is similar to the moral of "Look at Your Fish," on Page 17 of the Course Outline.
REFLECTIVE JOURNAL - 8: INTERVIEW WITH AN EXPERIENCED FIELD OBSERVER
One method of preparing for Field Observation is by guarding against pit falls which may be encountered on the field. This form of preparation can be done by gaining the perspectives of those who have already experienced it.
One year two student at UTT described her Field Observation exercise as "very difficult." Her most difficult task was having to face an undisciplined, rowdy class. This experience became more disheartening as the class teacher often vacated the classroom for prolonged periods. This was counterproductive for the student teachers.
The interviewee also lamented that she wished she had understood what the acceptable dress code was before she embarked on her journey. Even though she wore what she initially thought was appropriate, she found that her colours and style were more eccentric than those of her peers. This caused her to feel uncomfortable and be self conscious.
Despite these negative experiences, she recalls a highpoint when her Field Observation had concluded. Her proudest moment was gaining the acclaim of her lecturers who were pleasantly impressed by her group's presentation.
One year two student at UTT described her Field Observation exercise as "very difficult." Her most difficult task was having to face an undisciplined, rowdy class. This experience became more disheartening as the class teacher often vacated the classroom for prolonged periods. This was counterproductive for the student teachers.
The interviewee also lamented that she wished she had understood what the acceptable dress code was before she embarked on her journey. Even though she wore what she initially thought was appropriate, she found that her colours and style were more eccentric than those of her peers. This caused her to feel uncomfortable and be self conscious.
Despite these negative experiences, she recalls a highpoint when her Field Observation had concluded. Her proudest moment was gaining the acclaim of her lecturers who were pleasantly impressed by her group's presentation.
REFLECTIVE JOURNAL - 7: FIELD OBSERVATION GOAL SETTING
An important part of preparing for Field Observation is goal setting. This would help me to remain focused and ensure that I accomplish my objectives.
- As a field observer, I will aim to be professional and objective in conducting my research.
- I will learn about the culture of the organization by dedicating my undivided attention to all that I see, hear and experience.
- I will become a member of a team by showing keen interest in my surroundings and presenting myself in a cordial manner.
- I will observe groups within the culture by interviewing persons of interest and by actively participating in exercises if an opportunity is presented for me to do so.
- I will observe the variety of ways that problems are addressed by analytically determining which theories support or oppose how solutions are generated.
- I will learn all I can about the school's dynamics through research, interviews, observation and participation.
REFLECTIVE JOURNAL - 6: UNDERSTANDING WHOLE SCHOOL DYNAMICS
This semester my Practicum course focuses on Understanding Whole School and Classroom Dynamics. This knowledge is valuable for me because I need to have a working knowledge of the environment in which my career path is based.
A component of this course requires me to partake in Field Observations. Dr. De Peiza, in her address to the students, made an appeal for us to focus on the effect the teachers have on their students. According to Chris Kyriacou, "To elicit and sustain effective learning by pupils, in general, your manner needs to be confident, relaxed, self - assured and purposeful, and should generate an interest in the lesson" (2001). Teachers have a responsibility to create a non - threatening environment for their students in order for them to learn.
At the conclusion of this course, I hope to have a greater appreciation of how theories of teaching and learning are reflected in an actual school and classroom setting.
A component of this course requires me to partake in Field Observations. Dr. De Peiza, in her address to the students, made an appeal for us to focus on the effect the teachers have on their students. According to Chris Kyriacou, "To elicit and sustain effective learning by pupils, in general, your manner needs to be confident, relaxed, self - assured and purposeful, and should generate an interest in the lesson" (2001). Teachers have a responsibility to create a non - threatening environment for their students in order for them to learn.
At the conclusion of this course, I hope to have a greater appreciation of how theories of teaching and learning are reflected in an actual school and classroom setting.
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