Teaching with Manipulatives

This past Friday I taught a math lesson in a small group setting at MLK elementary and the experience was wonderful.   I was asked to prepare a lesson for place value, and equivalent decimals.

On chart paper, I wrote out a large number: 547,650,321,489.432.  I had it arranged so every three numbers were in houses: the billions, the millions, the thousands, and the ones.  The children loved this and felt it really helped them remember how to say these large numbers.  Also, they just learned about the tenths, hundreths, and thousandths place, so we had to practice saying those numbers.

This was done through a game.  The students were paired off into teams.  They each got to choose their own team names, and tallys were kept.  Each group got a miniature dry-erase board with markers to write down their answer.  I wrote down a number and they had to write how you would say that number.  This was a great success!

Then, once I saw that the students understood this concept, we moved on to fractions.  I made eight circles, each cut into different parts.  For instance, circles included: 1/2, 1/3, 1/4, 1/6, 1/5, 1/8, 1/10, and 1/12.  I wrote out a number, and asked students to find that number within the circles.  For instance, 1.5, or 1 2/12.  Interestingly enough, in some cases, there was more than one way to represent the fraction using these manipulatives, and it was interesting to watch the groups explore possible ways of finding a solution.  At times, the students had difficulties working in groups because they disagreed on their answers, but at times it was helpful because they did not feel confident enough in their responses to share aloud unless partnered up.

Once again, I found that teaching math through manipulatives was very positive and the students were able to have fun with a hands-on interactive lesson, with many visual aids.

It’s Official!

Yesterday I had the opportunity to go in before my hours start and meet my cooperative teacher as well as the classroom that I will be teaching/observing.  It is a fifth grade class with 28 students!  Based on the hour that I observed, they all seem so eager to learn and I am so excited to be there.

My supervisor this semester is a former elementary education teacher in Hicksville and Westbury, and he seems very “coach-like,” especially since he is currently a sports coach!  It is going to be interesting to see his technique, which he made clear, is to connect things that you like and that the students like into everything you teach, especially… sports!  So this semester I will really have to think “outside the box” for my lessons.

For the first day of class, I already have an assignment to do, and I am so excited about it!  I was asked to write a letter introducing myself to the students so they can get to know me, and in return, they will each write to me a letter about themselves.  I am truly impressed that my cooperative teacher would think to do this, and from my position, it’s a wonderful first lesson to break the ice.  Also, I get to learn more about the students I will be working with for the next few months, which really helps to get to know them so I can develop lessons based on their interests.

Also, I suggested to my cooperative teacher that last semester, as a class we created a social studies unit for the upcoming election, coincidentally for the fifth grade.  She seems really interested so I’m looking forward to hopefully getting involved in incorporating the upcoming electon into her class.  Also, I’m keeping my fingers crossed that I will have an opportunity to go to the presidential debate being held at Hofstra in October (the ticket lottery goes up on Monday).  At this moment, it seems like that once in a lifetime opportunity.  But I am also making sure I take part in the many opportunities Hofstra is offering because we are so fortunate to be having the presidential debate at our campus (minus the limits on parking with secret service and the soon-to-be media).  I’m looking forward to attending the upcoming events that focus on how to teach the 2008 elections to elementary/intermediate grades.

Upcoming Placement

I’m very happy to report that this semester I will be spending 90 hours as a participant-observer in a forth or fifth grade classroom at Dr. Martin L. King Jr. Elementary School in the Wyandanch School District.  I start September 22nd and I’m looking forward to observing and teaching math and science.

The school district that I will be observing in has brought about much controversy in Newsday: http://www.newsday.com/news/opinion/ny-vpwya055829623sep05,0,3566504.story

West Hills Day Camp

This summer I worked at West Hills Day Camp, in Huntington, NY.

It was my twelvth  summer as a member of the West Hills family, my sixth as an employee, and my first as a group leader.  It was so exciting to finally be in charge of my very own group.  I was responsible for 19 five and six year old girls entering first grade.  I also had three counselors whom I was responsible for, ages 16, 17, and 18.  I had such a terrific summer and was so happy that I had such a terrific group.  I miss them all already!

As a group leader, being responsible for 19 girls, my responsibilities weren’t just making sure that everyone was having fun and being safe.  I also had to be cautious of children’s medical concerns including severe food allergies (to things like eggs and cheese), fainting spells, and seizures.

Not only was this such a terrific experience because I was working with children, but because I was able to have communication with the parents. I feel that having parent-involvement is an important part of teaching.

“…I can’t wait for summertime when I go to West Hills.”

Senior Year – let the service begin!

As a senior, there is so much that will be going on this year.  I will be a participant observer in a “high needs” area, for 90 hours my fall semester.  Then, during the winter intersession I will be student teaching grades 4-6, and the spring semester kindergarten, and grades 1-2.  On top of the 18 credits I am registered for including 3 english classes (to complete my minor/specialization), 2 education classes (math and science), and 1 educate 08 class (hoping it will increase my chances of actually attending the presidential debate which is going to be held at Hofstra), there is so much more to a senior year than classes.  I have seminars nearly every week (which are not mandatory, but I want every ounce of professional development I can get!)  I have to apply to graduate school and decide between special education and literacy for my masters (which I plan to persue both down the line, but it’s hard to choose which one to earn a degree in first).

Now that I am on the executive board of ASCD, Hofstra Chapter, there is a lot of community service events that I will be able to participate in and create.  After attending a meeting at my professors house in Stonybrook, I was ecstatic to learn about all that this organization has to offer.  Not only do we organize and hold meetings monthly, with informative speakers and workshops that help us as teachers grow, we also have the opportunity to help schools, including many “high needs” ones in the surrounding Suffolk/Nassau area.

The second week of September we are going to label approximately 800 books according to Fountas and Pinnell’s book, separate them into approximately 80-100 books for each school, and later distribute them to “high needs” schools.  Also, in October we will be participating in JumpStart for Reading.  This year on October 2nd we will be reading Corduroy and donating this book to “high needs” schools in the primary grades (PreK to second grade).  It is our goal, to recruit 100 people from Hofstra University.  I can’t wait, and I am looking forward to meeting our goal