Another seven weeks have come and gone and I celebrate my knowledge with a reflection of my thoughts. I began this course with a general understanding of technological tools that are useful in the classroom, but I am departing this course with a much greater understanding of such tools and their placement in my classroom. While I thought I was ahead of the game by utilizing tools such as Powerpoint presentations, the Promethean Board, and even a classroom blog to differentiate my daily lessons, I know realize there are many other opportunities for technology in the classroom; each offering elements necessary for the engagement and development of the young minds that occupy the 22 desks in room 18.
During the last seven weeks my view as facilitator of learning has changed from teacher centered to more of a student centered classroom. This change was due in part from the introduction to the technological tools of this course and also as a means of maintaining my students attention. I had a rude awakening during my first week with my 22 youngsters when my well planned lessonsquickly ran out of steam. At the end of the of the second day, I took step back and remind myself of the age and interest of my audience…9 year olds!
We, as teachers, are in competition with ever changing and immediate gratification video games that have control of student’s attention. Each and every action is rewarded by a buzzer, light show, and or extra life that catapults them to another level; wow, how can we compete? My lessons must be fast paced, engaging, and hands on. Research shows the brain learns best through memorable experiences and Dr. Patricia Wolfe (2008) continues by saying, “the brain seeks memorable patterns,” to best make a connection to their prior knowledge; by evoking positive memories, the instructor can better enable the schema necessary for future recall.
Fast forward to week two and I was ready. I had six weeks of new learning theories, the student’s likes, knowledge of the technology in my classroom and I was ready. My first test came when I taught coordinates in a mathematics lesson. As the students entered the room their eyes immediately made their way to the grid that had been created on the floor. “What’s that for? Because we couldn’t sit on the carpet right,” were just a few of the comments I heard as they took their seats. I had an interactive lesson from Promethean Planet ready on the desktop and I was ready to make this week better than the last.
Recalling the learning theories that had historically worked best for me, I encouraged small group learning and the morning began better. We continued along and I delivered my mini lesson with the whole group. I then introduced the class to the grid on the floor an their eyes became bright with excitement. I taught the learners that we must “crawl (x axis) before we walk (y axis) and each line has a corresponding number.” The students loved it as they had a bit of background knowledge from a former lesson. Next, I demonstrated how the numbers will look when written and walked the numbers for a kinestic exercise. Last, I placed objects on points about the grid and asked the students to navigate the points and note their coordinating points. The students loved getting out of their seats and becoming one with the grid.
The next exercise we did involved technology and a lesson with the Promethean Board. It was much like in class demonstration, but I involved differening students and played it in a “rapid fire” fashion where they had to have their answers quickly keeping all individuals on their toes and ready to participate. The students were excited and eager to share their knowledge with the class. These activities were beneficial to the students and their learning, but they were also imperative for me.
Keeping the many tools, strategies, resources, and theories that I have studied, written numerous papers on is key to my success. I found myself getting bogged down in the little things that come with teaching, the non-essential paperwork instead of the innerworkings of my lessons. My lessons were not all they could be because I had allowed myself to become caught up in the day to day activities of others instead of the 22 members of room 18. I know my new approach and I realize that this approach will not work every day with every lesson, but it certainly is worth a shot.
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