assignment 6

As for kindergarten students and their willingness, there can be so many variables.  Students are still getting used to sitting on the rug for the duration of VTS.  I see students after P.E. and they usually request to get drinks and to go to the bathroom.  Once, one goes, they all have to go.  Students also seem to be getting the hang of being patient and waiting their turn.  This seems to be something that will be a challenge.

I did get a lot of listing and "I see" statements.  I also had several students say, "I think...". 

I did notice student fed off of one another.  If one student stated that the human figure in the image was a mom, several others would also make the same statement.  If another student identified the figure as male then others would also agree. 

The discussion concluded due to time.  It was time to line up and I wrapped up the session by thanking students and sharing what I liked about their work.

I think students are still getting settled in to VTS.  I am not sure what they learned other than the routine and expectations. 

It still feels pretty natural to VTS.  I am trying to adjust my previous knowledge of VTS and enrich the techniques I have used over the past two years. 

Assignment 5

I have a specific student in mind that tends to be full of energy and  has a lot to offer to VTS.  P. has proven to be bright but a little immature during class.  He was "babied" at his preschool.  I am excited to see him gain his voice and support his work with evidence.  I think the paraphrasing will help him to see his words in a school setting as he progresses past preschool. 

I plan to ensure that P. is called upon and sitting in a location where he can be successful. 

Assignment 4

I video taped kindergarten students one at a time.  I called them into the hallway where they viewed the ice skating image on my computer. 

*Coming into this year with the idea of kindergarten students at the end of VTS, I wasn't really prepared for how little students shared on their assessment.

*Students had a lot of list statements as well as "I see..." statements. 

*Some students seemed a little more reserved and others were more forthcoming with their answers.

*Most students were not sure how to finish their statements and I didn't want to pressure them to be done.  Some students really came up with a lot of information after long silences, so I am glad I did not force the time.

*I think with kidergarten students, it was a little awkward at first.  Students were not sure what to say or how to be. 

*Some students did surprise me with how much they did say and how they went on and on.  On the other hand, I was blown away by things that seemed obvious to me that students didn't notice or how off some of the answers were.  One student who said the figures in the ice skating image were "surfing" and then went on to correct himself and say they were doing karate and kicking the water. 

**I want to work on my body language and ensuring that I am warm and inviting to student answers.  I think I will need to relax more and smile.  I seem to be serious when I do VTS.

Assignment #2

I am catching up on specific assignments.  I had the chance to practice with my fellow art teachers.  We each took a chance to VTS with one another.  It was a nice chance to see my colleague Diana, who inspired me to implement VTS with my students.  She has traveled to take a VTS course and has worked with her building's literacy coach to support her teaching of VTS.  I really took away some statements she used, specifically connecting statements.  Diana, does a nice job connecting statements that are similar and also transitioning when students get hung up on one specific area of the artwork.  Since this is my 3rd year implementing VTS with kindergarten students, I want to work on my paraphrasing and connections as well as ensuring that I am teaching VTS properly.