Overview:

The teacher is responsible for engaging in professional, collaborative self-renewal in which colleagues, as critical friends, examine each other’s practice in order to adjust instruction and practice. Participation in this form of professional dialogue enables the teacher to discover better practice, to be supported by colleagues and significantly contribute to the learning of others as a member of a collaborative team. 

Relevant Description/Reflective Analysis:

As part of my student teaching at East Fairmont Middle school, my host teacher and I wrote in a dialogue journal.  In addition to the dialogue journal, we had many conversations with one another and with the other social studies teachers in team meetings. These conversations have been vital and encouraging to my development as a teacher.

The following are excerpts from my dialogue journal:

Today I didn’t like the section I taught the first periods of the day. The lesson felt very bare, and I don’t like how the section ends without an actual ending for the dynasty. During planning, I thought about what I could do to add substance to the lesson. I decided upon adding half of the next section to my lesson. Instead of just comparing two dynasties, three worked much better. I also changed how the students created the charts by having each do it along with the board writing. How do you think the first half of the day went compared to the second? Do you think I made the right call to add to the lesson? I noticed that later classes paid more attention compared to the first half. Would you have done anything in a second half of the day differently?

It is good that you are able to recognize when adjustment is needed. Your tweak worked for the better, and you were able to transition this very smoothly. You will find at times you may have to do this on a period by period basis. Well thought out and well executed.

Today I showed the Wild China video to better illustrate what we are reading on Pages 162-613. Though we are now in modern time, the Chinese people still use many of the strategies to harvest and gather food. I wanted to get the students to see that even though years go by and technology advances; if a way of life has worked for thousands of years, why change? The students were genuinely amazed by the use of birds for fishing. Several students asked where they could buy the birds since they go fishing a lot with their families. I like to use videos when I can, because I think it is important for students to see the information they are learning in action as opposed to reading and taking my and the textbook’s word that what is said is true. This activity seemed to really interest the students, and has encouraged me to use a similar video for the Great Wall. I had no behavioral problems with the students during the film. They paid attention and everyone participated in the discussion afterwards, and answered questions that I asked during the film.

I totally agree with being able to show the information instead of just talking about it. Your selections for the students have been very well received and created a wide range of questions and discussion. The video clips have been up-to-date and interesting. Old, boring videos seem to have a negative effect on students, of course, but your selections have been very good.