Day One: Dog of Pompeii

 

Joseph and I started observations this week. The first day is always interesting and can also leave one a little nervous at first. In the time that we were present, we did get to see two classes. Both classes consisted of about 16-18 students in sixth grade. They both used the same book and were doing the same lesson. The classroom was set up so that 3-4 students were sitting together in a small group. However, the setup of the room made it easy to navigate for both students and teachers and did not feel constricted. There were plenty of windows for light and ventilation.  The school and the individual classrooms look very clean, even a whiteboard that was out in the halls, had little to no visible damage. 

The two classes we examined today are two sixth grade classes. Our cooperating teacher also teaches seventh grade and we will be observing them too. The two classes today were very different from one another, despite the same lesson. One class had more IEP students than the other class. One class was also very energetic while the students who have class closer to lunch time were slightly calmer and quieter. Both classes did have their share of energy.

What I did notice was a considerable lack of technology. I have done some lessons in other schools that, as far as I am aware, have less of a budget to work with that use more technology than what I saw here. There was an overhead projector and a small TV (which our cooperating teacher claimed was not the greatest piece of equipment she could work with). With the substantial amount of practice incoming teachers have with technology, it is very offsetting to come into a school that does not have the resources you prepare yourself to use. The same could be said for teachers already in practice; due to this consistent need to use technology, teachers find themselves lost in ways to include technology in a classroom when they have no resources to use. There was, however, a projector that could be borrowed that connects to a laptop. I will keep these pieces of information in mind when we set up our lessons. 

I had found a perfect opportunity to use technology in the classroom today, but could not think of a means to approach it without prep beforehand. In their text, the class is reading a piece of historical fiction on the volcano erupting in Pompeii. In the historical context piece before the story began, the text tells the students that Pompeii was perfectly preserved after being buried under ash but did not show students. How cool would it have been to pull up a google image pic or a YouTube clip of what Pompeii currently looks like? 

During the lesson, there was also some side talk of superstitions brought out by people living in Pompeii for why they had an earthquake. The lessons to come involve Egypt and China, and I am beginning to think of the lessons we will have to teach on our own. My idea for now is to think of a lesson around superstitions of different times? Maybe on the time we focus on (which will most likely be China)? It is only the first day so I am just going to keep these ideas in mind and come back to them when we create our lessons.  

Overall, I do not think this was a bad first day. I am looking forward to working with these students.