Welcome to the TB. Carn Research and Development Division.
Getting to know 50 or more individuals is difficult, and I have personally always had difficulty learning names. Over the course of my practice I have developed an invaluable way of getting to know my students better, which is a cornerstone of my teaching philosophy, and helps me to develop lessons that will be as engaging as possible for them. The tool I have developed for this purpose is something that I call the LOSC system, which stands for Living Organism Seating Chart. The chart began as a simple way to help me memorize names, but began to grow into a crucial part of my teaching practice. Paired with simple questionnaires, as well as knowledge gained from simple day to day conversation, the LOSC acts as an underlying guide for planning instruction and becoming closer to students. I also use the LOSC system during class to take notes for my reflection journals.
Below you can see an Artifact example of the LOSC system at work. The top image is the prototype or "version one" that I began using with my 5th period class. The notes on it were mostly handwritten following our first class period together, and over the next few days. The Bottom image shows what the LOSC looked like after 4 weeks of updating and journaling. One can also see the post-it notes I use during class to ensure I follow up with students after and so I know where to pick up next time if we don't get through everything. One can also see the color-coding in Version IV, which is used to denote IEPs, as well as other traits, such as shyness, high levels of energy, and high degrees of prior knowledge. This allows me to better interact with students, by identifying those that can be called upon to move discussion along, as well as those who might have a tendency to be the only ones answering. The LOSC system goes even further in helping establish positive working relationships with students by making note of their interests and activities outside of class, such as sports, or jobs.
Below you can see an Artifact example of the LOSC system at work. The top image is the prototype or "version one" that I began using with my 5th period class. The notes on it were mostly handwritten following our first class period together, and over the next few days. The Bottom image shows what the LOSC looked like after 4 weeks of updating and journaling. One can also see the post-it notes I use during class to ensure I follow up with students after and so I know where to pick up next time if we don't get through everything. One can also see the color-coding in Version IV, which is used to denote IEPs, as well as other traits, such as shyness, high levels of energy, and high degrees of prior knowledge. This allows me to better interact with students, by identifying those that can be called upon to move discussion along, as well as those who might have a tendency to be the only ones answering. The LOSC system goes even further in helping establish positive working relationships with students by making note of their interests and activities outside of class, such as sports, or jobs.
