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Week 2 Student Teaching Reflection

This document is a student teacher's weekly journal entry reflecting on their experiences teaching elementary and middle school music classes. The student teacher describes interacting positively with students and building connections by focusing on each student as an individual. They learned about age-appropriate pacing and scaffolding techniques from observing their cooperating teacher. The student teacher taught recorders to 4th and 5th grade classes, starting with basic techniques like breath and articulation before introducing notes, and noticed the 5th graders had stronger cognitive skills.

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Ethan Neal
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11 views3 pages

Week 2 Student Teaching Reflection

This document is a student teacher's weekly journal entry reflecting on their experiences teaching elementary and middle school music classes. The student teacher describes interacting positively with students and building connections by focusing on each student as an individual. They learned about age-appropriate pacing and scaffolding techniques from observing their cooperating teacher. The student teacher taught recorders to 4th and 5th grade classes, starting with basic techniques like breath and articulation before introducing notes, and noticed the 5th graders had stronger cognitive skills.

Uploaded by

Ethan Neal
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Ethan Neal

Spring Student Teaching


Dr. Martina Vasil

Week 2 Journal - Content and Sequencing

1. Describe how you spent your time each week. Write about your interactions with
students, the cooperating teacher, and school personnel.
a. Working with the students this week was definitely a highlight to the beginning of
student teaching - I began finally making deep connections with many of the
students, my CT, and school personnel. As I said in my last journal, I am not a
person that opens up easily to others, however, this week I was definitely able to.
I have been reading a lot lately on the works and studies of the infamous Mr. Fred
Rogers. I had always been a fan, but recently I started looking at the many
“Whys” of the man behind the cardigan and they have really helped me out this
week. There’s a wonderful quote that I may butcher here from Mr. Rogers that in
essence says that to love someone is to get to know them, listen to them and hear
them, acknowledge their worth, and see the child within them. With the students
this week, it was much easier to see each student as an individual, a person, and a
person deserving of love. In week one, there was such an onslaught of new
students - new names, new faces, new 504’s, new everything - that it was difficult
to see past that information as it was taking too much of my time to try and
remember all of that information that I didn’t get to know them just yet. But this
week, I got to see their personalities blossom and grow and make connections
with them and that has made all the difference.
b. As for working with my CT, it has been a great week to get to know Mrs. Wells -
she’s a wonderful teacher and mentor. Even in the last two weeks, I have learned
so much about scaffolding and the difference even one grade level can make -
she’s been awesome.
2. Reflect on how these experiences have helped you grow as a teacher.
a. We’ve been co-teaching quite a bit. Usually, on repeated lessons, she’ll take the
full lead on the first round or set, and then in subsequent rounds and classes, I will
take more lead as we go through the week. I have definitely valued being here
because I am learning SO much about how to slow myself down to an elementary
and middle school level. My readings on Mr. Rogers have shoved me in the
direction of child psychology and this is clearing up some issues with my pacing.
I am aware that I love music very much, but sometimes I love it much faster than
the students :)
b. Also to touch on the first section, I definitely can see my capacity to look for the
simple things and not be so achievement-focused has grown. I have been very
focused on my career goals in the past four years that I have allowed myself to
make those career goals a definition of who I am rather than just being Ethan.
LOTS of personal growth. I know my skills, and I trust my skills, but I think the
most important growth that has happened even in these short weeks has been a
solidification of who Ethan, the person is, not who Ethan, the musician and
teacher are.
3. Describe the content and sequencing that is being used in the classes so far. What
repertoire is being used? What are the learning objectives? Include 1–2 photos of
repertoire used this week and give a brief description of the lesson plan sequencing. What
have you learned about age-appropriate repertoire this week? What have you noticed
overall about the sequencing used in lessons? How is musical content presented and
expanded upon?
a. This week was beginning recorders! Learning targets are: Students are learning to
play the recorder with good tone and articulation; students are learning to read
recorder music on the treble clef staff; students are learning the notes B, A, G on
recorder” The scaffolding was fairly clearly structured: we started with teaching
the students about breath by using blowing bubbles as an example of how much
air to use and followed up by using fogging a mirror as an example for the
students who weren’t fully grasping the concept. We then moved to articulation,
teaching this by saying “The tip of the tongue to the top of the teeth” and
discussing where the articulation was occurring and then replication without
speaking. We then did some responsorial practice with articulation. Then moved
to teaching B, doing the finger squeeze test to check that all the holes were
covered then doing more responsorial practice. Then we incorporated the music,
displayed on the board from the “Recorder Fun Book” by Larry Newman (see
below). Then repeat with A and incorporate moving from B to A and vice versa.
Then repeat with G and incorporate all therein. Fairly simple but effective. As far
as repertoire goes, we are still in the process of learning notes on the recorder for
the 4th and 5th graders, so while the differences aren’t extremely noticeable, they
are still there. The 4th graders are just one year younger however their ability to
process is just slightly slower than that of the 5th graders. With the repertoire
listed below, the 4th graders would have to begin counting the rhythm, then finger
singing, then playing numbers 12 and 13, the 5th graders were able to move
straight to finger singing and playing confidently. This could be an extra year of
music education, but also their maturity of cognitive skills. In each subsequent
lesson with each class, we are adding more and more notes which opens up more
opportunities for repertoire. With some of the fork-fingered notes, we are teaching
the complete fingered note and then lifting the finger - for example, teaching D
before teaching F. Overall, VERY intentionally scaffolded.

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Cognitive maturity plays a crucial role in the learning progression, as observed by Ethan Neal. The 5th graders exhibit a greater capacity to process musical concepts quickly compared to the 4th graders, likely due to an additional year of music education and their developmental stage. This increased cognitive maturity allows 5th graders to engage in more complex tasks, like finger singing and rhythm without extensive preliminary steps, highlighting the impact of cognitive growth on advancing through educational material .

Ethan Neal's insights reveal that personal connections in education are vital for understanding each student as an individual deserving of respect and attention. His focus on Mr. Fred Rogers' approach has highlighted the value of truly listening to students to understand their needs and potential. These connections create an inclusive learning atmosphere where students feel valued, contributing to both their personal growth and academic achievements. It also emphasizes the human aspect of teaching, binding educational tasks with genuine relationships .

Ethan Neal's shift from an achievement-driven perspective to valuing simple, personal interactions significantly affects his teaching by allowing him to emphasize understanding and relational dynamics. This stance reduces stress and encourages patience and attentiveness to each student's unique learning journey. By prioritizing personal connections and emotional support over standardized achievements, he is likely to foster a nurturing environment where students can develop their skills organically and confidently .

Ethan Neal draws inspiration from Mr. Fred Rogers’ philosophy that emphasizes opening up to others, understanding each individual, and acknowledging their worth. This has significantly impacted his approach to student teaching by allowing him to view students more as individuals and build deeper connections. It has enabled him to appreciate each student's unique personality and create a nurturing environment, which contrasts with the overwhelming task of managing various administrative aspects like new students and educational plans .

Ethan Neal's approach to teaching has significantly changed due to his readings on child psychology, particularly from Mr. Fred Rogers' works. This influences his focus on the emotional and psychological well-being of students, emphasizing understanding their developmental needs. It drives him to adopt instructional techniques that are attuned to their learning capabilities and psychological readiness. Neal's enhanced awareness informs his pacing and method of interaction, fostering a classroom environment conducive to both emotional comfort and intellectual growth for students .

Ethan Neal's student teaching experience has catalyzed his personal growth by prompting a self-reflection that separates his personal identity from his professional aspirations. Previously, Ethan allowed his career goals to define him, but his recent experience and readings have helped him discover and solidify his personal identity—separate from his role as a musician and teacher. This realization encourages him to focus more on the 'simple things' rather than being solely achievement-focused, significantly affecting his outlook on his career goals .

Co-teaching with Mrs. Wells has enhanced Ethan Neal's professional development by providing him practical insights into scaffolding and managing class pacing effectively. As Neal transitions to leading classes based on prior lessons led by Mrs. Wells, he learns to tailor his teaching approach to cater to elementary and middle school students. This experience also underscores the importance of slowing down his instructions to align with the learning pace of younger students, thus contributing to his growth as an educator .

The scaffolding strategy employed in teaching the recorder is rooted in educational psychology principles by progressively building students' skills through structured support. Initially, students learn breath control and articulation through relatable analogies, like blowing bubbles and fogging a mirror. This approach eases them into complex concepts by providing simpler, familiar experiences. As students grasp these foundational skills, the lessons incrementally introduce more difficult tasks, such as note transitions, effectively bridging learning gaps. Each step reinforces confidence and comprehension, ensuring gradual, sustainable progress .

The primary differences between 4th and 5th graders in learning music include the 4th graders requiring more step-by-step guidance in rhythm counting and finger singing, whereas 5th graders proceed more confidently to these tasks. These differences can be attributed to the additional year of music education the 5th graders have had, along with their higher maturity level in cognitive skills, which enhances their ability to process musical concepts more quickly .

Age-appropriate repertoire in music teaching is determined by assessing the students' cognitive and skill development. This week, introducing beginners to recorders was used to help 4th and 5th graders learn notes step-by-step, such as B, A, and G, and progressively adding complexity. This incremental approach is essential for keeping students engaged and ensuring they can absorb new information without becoming overwhelmed. It directly impacts teaching effectiveness by aligning instructional pace with developmental readiness, reducing frustration, and fostering a successful learning experience .

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