1. Have you utilized makerspaces in your library before?
2. How do you draw student into the library?
3. How do teachers utilize the library?
1. No we haven't. Right now that is not a priority with moving to a new building. There is a plan to have a makerspace area in the new library. Once in our new location we will have more opportunities to utilize makerspaces.
2. I was unable to note any ways that the librarians promoted the library or encouraged students to visit.
3. Teachers utilize the library in the following ways:
- Computer access for students
- Chrome book use (in library and in classroom)
- Gathering materials for upcoming lessons (books, DVDs, etc...)
- Copier
- Printer
- ID Maker
Reflection:
On February 25th, I taught my last lesson at Central High School, I taught a ninth grade health class on the digestion and nervous system. The teacher asked that I cover the basics of both systems in the ninety minute black., I began the class with two separate five minute introductory videos over both system. The videos were great at getting and keeping the student's attention. They were engaged throughout both videos. Then I introduced the students to their assignment for the day. They were to complete a webquest that covered both systems. It was a challenge for some of the students to stay on task to complete the webquest. If I taught this lesson again I would break up the two parts of the webquest with a game that reviews the digestive system. The game would review the first section of the webquest that students have completed over the digestive system.
I was able to help out a lot with packing up books for the libraries move to the new building over the past few days. It was nice to get a feel for how to properly pack materials for moving. The help from peer tutors was invaluable in the library. They helped with packing, labeling, and moving all the materials to a different location.
Thursday, March 31, 2016
Thursday, March 10, 2016
Teaching: Day 2
1. How are class sets stored?
2. What materials do you use for shelf prep and mending?
3. Who handles money, deposits, etc at your school?
1. Each book in a class set is barcoded and put in the online catlaog. They are not, however, put on the shelves. Each class set of books is stored in a large box with the title of the book written on the outside. This provides easy storage options and access.
2. Bone, Exacto Knife, fiber tape, Vista-foil, Book covers for paperbacks, Book Jacket Covers
I was given a quick lesson on shelf prep with paperback books and book jackets. I plan to purchase resources for our school and discuss the correct application methods with them again.
3. Central high school has a book keeper that oversees the libraries finances. The librarians turn in purchase orders for any items they need. The book keeper then checks the account and aides the librarians with their purchase.
Reflection:
The second lesson I taught looked great on paper, but didn't flow as smoothly as I would have liked. I taught the second lesson on Monday, February 22nd. I had the same 9th grade literature classes as I did on Thursday the previous week. The lesson was set up in six centers. Each center had an informational sheet to complete along with an activity to do as a group. Each center focused on an aspect of civil rights and mainly focused on the civil rights movement.
The students had a hard time working together without conflict. They preferred to complete the informational sheet on their own and skip the activity entirely. In some cases the students ran out of time and were unable to complete the first step or the activity. Time management was a challenge for me in this lesson because I was not familiar enough with how long it requires a ninth grader completes given tasks. If I taught this lesson again, I would have the students begin each center with the activity provided in the folder. This would give students a background knowledge to build off of when completing the informational sheet. I don't think the lesson was horrible it just needed a little tweaking to help it transition more smoothly.
2. What materials do you use for shelf prep and mending?
3. Who handles money, deposits, etc at your school?
1. Each book in a class set is barcoded and put in the online catlaog. They are not, however, put on the shelves. Each class set of books is stored in a large box with the title of the book written on the outside. This provides easy storage options and access.
2. Bone, Exacto Knife, fiber tape, Vista-foil, Book covers for paperbacks, Book Jacket Covers
I was given a quick lesson on shelf prep with paperback books and book jackets. I plan to purchase resources for our school and discuss the correct application methods with them again.
3. Central high school has a book keeper that oversees the libraries finances. The librarians turn in purchase orders for any items they need. The book keeper then checks the account and aides the librarians with their purchase.
Reflection:
The second lesson I taught looked great on paper, but didn't flow as smoothly as I would have liked. I taught the second lesson on Monday, February 22nd. I had the same 9th grade literature classes as I did on Thursday the previous week. The lesson was set up in six centers. Each center had an informational sheet to complete along with an activity to do as a group. Each center focused on an aspect of civil rights and mainly focused on the civil rights movement.
The students had a hard time working together without conflict. They preferred to complete the informational sheet on their own and skip the activity entirely. In some cases the students ran out of time and were unable to complete the first step or the activity. Time management was a challenge for me in this lesson because I was not familiar enough with how long it requires a ninth grader completes given tasks. If I taught this lesson again, I would have the students begin each center with the activity provided in the folder. This would give students a background knowledge to build off of when completing the informational sheet. I don't think the lesson was horrible it just needed a little tweaking to help it transition more smoothly.
Wednesday, March 9, 2016
First Day Teaching
1. What are your feelings about overseeing peer tutors?
2. How do you monitor what the students are doing on the library computers when you are busy with other tasks?
3. How do you find time to communicate with teachers and the principal when everyone's schedules are full?
1. In previous years the librarians oversaw a study hall class in the library. They did not like the study hall because of the student's behavior and the amount of time if took away from every day library tasks that needed to be completed. The school implemented the peer tutors this school year. Seniors can choose from a number of locations in the school to work. They are then given a grade for their time worked. The librarians really like the peer tutoring because it gives them extra help that they would not other wise have. They have three peer tutors in each 90 minute block.
2. The Central library has a computer monitoring system called Impero. This system allows the librarians to see each students computer screen when using one of the 18 desktops in the library or in the computer lab. This gives them immediate access to a students computer without having to go look at each screen individually. It also allows them to turn on and off the computers remotely.
3. Communication with teachers is mainly conducted though email and phone calls in the school building. Communication with the principal was mainly done in person. These times were not scheduled, but more spur of the moment since his schedule is much more unpredictable.
Reflection:
I taught my first lesson at Central on Thursday, February 18th. The librarians had made plans with a ninth grade literature class to come to the library. I was informed of their current topic on Tuesday so that I would have time to prepare my lesson. Their teacher was the covering civil rights movement and the students were in the process of reading The Freedom Writers Diary by Erin Gruwell. Sticking to the civil rights theme I created a lesson that would expose the students to many different civil rights activists from the 1800's to present. The students were given a specific activist and asked to answer some basic questions about them. Once their questions were answered they created began creating a PowerPoint presentation about their activist
To be honest, I was a little nervous going into the first lesson, but all the nerves were gone within the first 10 minutes. The majority of the students were on task through out the entire class time. If I taught this lesson again, I would split it up into two class periods. The students were able to begin their PowerPoint presentation, but not complete them. I believe a second 90 minute class period would be sufficient amount of time to complete the assignment.
2. How do you monitor what the students are doing on the library computers when you are busy with other tasks?
3. How do you find time to communicate with teachers and the principal when everyone's schedules are full?
1. In previous years the librarians oversaw a study hall class in the library. They did not like the study hall because of the student's behavior and the amount of time if took away from every day library tasks that needed to be completed. The school implemented the peer tutors this school year. Seniors can choose from a number of locations in the school to work. They are then given a grade for their time worked. The librarians really like the peer tutoring because it gives them extra help that they would not other wise have. They have three peer tutors in each 90 minute block.
2. The Central library has a computer monitoring system called Impero. This system allows the librarians to see each students computer screen when using one of the 18 desktops in the library or in the computer lab. This gives them immediate access to a students computer without having to go look at each screen individually. It also allows them to turn on and off the computers remotely.
3. Communication with teachers is mainly conducted though email and phone calls in the school building. Communication with the principal was mainly done in person. These times were not scheduled, but more spur of the moment since his schedule is much more unpredictable.
Reflection:
I taught my first lesson at Central on Thursday, February 18th. The librarians had made plans with a ninth grade literature class to come to the library. I was informed of their current topic on Tuesday so that I would have time to prepare my lesson. Their teacher was the covering civil rights movement and the students were in the process of reading The Freedom Writers Diary by Erin Gruwell. Sticking to the civil rights theme I created a lesson that would expose the students to many different civil rights activists from the 1800's to present. The students were given a specific activist and asked to answer some basic questions about them. Once their questions were answered they created began creating a PowerPoint presentation about their activist
To be honest, I was a little nervous going into the first lesson, but all the nerves were gone within the first 10 minutes. The majority of the students were on task through out the entire class time. If I taught this lesson again, I would split it up into two class periods. The students were able to begin their PowerPoint presentation, but not complete them. I believe a second 90 minute class period would be sufficient amount of time to complete the assignment.
Tuesday, March 8, 2016
First Impressions
1. Why are catalog cards still used in your materials?
2. Who runs the library when both librarians are out?
3. What do you do with items that are given in memory of someone, but need to be weeded?
1. The cards are used in conjunction with the online catalog to help prevent mistakes. Many times a student or teacher will come to the library and say that they never check out the book that is under their name in the catalog. The cards are a way to double check the system. Each time a teacher or student checks out an item it is checked out electronically. Then the person checking out the item is required to sign and date the card as well. The cards are kept till the item is returned.
2. It is rare that both librarians are absent on the same day at Central. When both librarians are unable to at work they have one substitute that they use. If that substitute is unavailable they close the library for that day.
3. The Mrs. Brewer and Mrs. Peery have come across this situation multiple times. Their solution to the problem is to find an item that is similar in context as the weeded book, but a current publication. Once the item has been purchased, a book plate is placed in the new book with the old book plates content. I found the a very useful solution to a problem that I am currently dealing with in my job at CA.
Reflection:
My first day at Columbia Central High School was February 16th. The first day anywhere, you tend to feel like a fly on the wall. You do your best to stay out of the way, but in the mix enough to still understand what is going on and ask questions along the way. I found out with in the first hour when my first teaching opportunity would be. That helped with preparing my self and materials in time for the lesson which would be later in the week.
Central was a little bit of an adjustment for me the first couple of days. I have been accustomed to elementary age students since I only teach Kindergarten through 6th grade at my current job. I over see the high school library at CA, but do not get to work closely with the students very often. The number of students at Central totals more than CA's entire student body kindergarten through twelfth grade. I also had to adjust to hearing the foul language that the students use when speaking with each other. I work at a school where we can enforce the rule of no foul language. That is not a realistic school wide rule at Central. Overall, my first day provided me with a glimpse into the everyday working of a high school library. But oh was it just the tip of the iceberg.
2. Who runs the library when both librarians are out?
3. What do you do with items that are given in memory of someone, but need to be weeded?
1. The cards are used in conjunction with the online catalog to help prevent mistakes. Many times a student or teacher will come to the library and say that they never check out the book that is under their name in the catalog. The cards are a way to double check the system. Each time a teacher or student checks out an item it is checked out electronically. Then the person checking out the item is required to sign and date the card as well. The cards are kept till the item is returned.
2. It is rare that both librarians are absent on the same day at Central. When both librarians are unable to at work they have one substitute that they use. If that substitute is unavailable they close the library for that day.
3. The Mrs. Brewer and Mrs. Peery have come across this situation multiple times. Their solution to the problem is to find an item that is similar in context as the weeded book, but a current publication. Once the item has been purchased, a book plate is placed in the new book with the old book plates content. I found the a very useful solution to a problem that I am currently dealing with in my job at CA.
Reflection:
My first day at Columbia Central High School was February 16th. The first day anywhere, you tend to feel like a fly on the wall. You do your best to stay out of the way, but in the mix enough to still understand what is going on and ask questions along the way. I found out with in the first hour when my first teaching opportunity would be. That helped with preparing my self and materials in time for the lesson which would be later in the week.
Central was a little bit of an adjustment for me the first couple of days. I have been accustomed to elementary age students since I only teach Kindergarten through 6th grade at my current job. I over see the high school library at CA, but do not get to work closely with the students very often. The number of students at Central totals more than CA's entire student body kindergarten through twelfth grade. I also had to adjust to hearing the foul language that the students use when speaking with each other. I work at a school where we can enforce the rule of no foul language. That is not a realistic school wide rule at Central. Overall, my first day provided me with a glimpse into the everyday working of a high school library. But oh was it just the tip of the iceberg.
Wednesday, February 24, 2016
Five Days Reflection on Central High School
1. I am surprised most by how little classroom teaching the librarians do. They are only required to teach for evaluations that take place at least once a year. All other teaching is optional and only takes place when a teacher wants to collaborate with them. I feel that the students miss out on valuable lessons with this set up. They are less likely to receive proper instruction on information science standards. (What has surprised you most as you worked in the library? Explain.)
2. Yes, and more than I even knew. I was aware of the the daily responsibilities such as checking in and out items, overseeing texts books and helping teachers find materials. I was not expecting them to oversee copiers, an I.D. station for students and teachers, peer tutoring, and laminating for teachers. There is such a wide array of responsibilities that thinking about all of it makes my head spin. I can see why they employ two full time librarians at Central. There is no way that one person could get everything done at the pace it needs to be completed. (Does the supervising librarian do the types of activities that you expected? Explain.)
3. My least favorite experience is one that happens continuously throughout the day, foul language. Some people may say that it’s just part of being in a high school. That is true, of a public high school. I work full time in a private school that is Church of Christ affiliated and foul language is not allowed. It was an adjustment working in a school where foul language is used without a second thought. (What has been your least favorite experience so far? Explain.)
4. My favorite experience was having the same three classes for two different lessons. This allowed me the opportunity to build relationships with the students. Even though my time here is short, seeing them for two lessons allowed us to have a background. I had one student talk about football with me and another tell me that I need to come teach at Central. It reminded me how important first impressions are.
I think my webquest focused lesson went really well. The students were engaged and self motivated (for the most part). The lesson covered civil rights heroes and heroines from the 1800’s to the present. Once students completed the webquest they were asked to create a PowerPoint presentation about the civil rights activist they had. Everyone finished the webquest, but not everyone finished the PowerPoint. If I taught this lesson again I would make it a two day lesson to give the students plenty of time to complete the presentation.
My lesson that utilized the Civil Rights Learning Centers was not received as well by the students. They had a hard time staying on task even though I made everyone number off to prevent best friends from being together. If I use these centers again I would just use the activity that is provided with each center. I feel this would give the students a background of the content and we could then build off of with more in depth, specific lessons.
(What has been your favorite experience so far? Explain.
- § What were your feelings, not the chronology of what you did!
- § What went well, what did not?)
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