This week was mostly about fine tuning. On Monday, I reviewed
dialogue rules with the students, hoping to improve this portion of
their narratives. Tuesday and Wednesday we reviewed some of the comma
rules students had already learned but were struggling to remember
how to use in their own writing. The reason behind these review
sessions was because as I conferenced with students on their writing,
I saw people struggling with these rules, and instead of just picking
out every little mistake I wanted to teach students to take
responsibility for themselves. In doing this, and giving students the
responsibility of fixing their writing themselves, I was aiming to
have them construct their learning, and then hopefully that rule
might stick better the next time they write. Thus, I built into the
lessons time to have students look for places they needed to
incorporate the rule we had just discussed in their writing. I was
trying to give relevancy to grammar lessons, because too often
grammar gets separated from its real goal – to improve writing. Did
every student use that time effectively? Maybe not. Yet, it was
explained that I would then be checking carefully for the use of
these rules, and it would affect their grade, and so far I have stuck
to that promise. I want students to see that grammar does matter and
does need to be included for clear writing.
The second half of the week we watched Hoodwinked. This
was a nice break for me and for the students, and yet it also had
relevancy to Language Arts and narrative writing. In Hoodwinked,
the story of Red Riding Hood is
told from four different people's perspectives. Thus, I set up the
movie by reminding students about point of view, and asking that they
consider how different points of view affect how the story is told.
They also had a brief worksheet that asked them questions about the
same idea.
The biggest struggle of the week
was battling issues with respect and complaining. There were numerous
times I would ask students to do something, and they would straight
out refuse or give me some back talk. I'm not easily riled up with
students, and I don't hand out consequences like detentions very
quickly. However, this week it became a necessity to hand out some
detentions, because the vocal correction was not cutting it with some
students. Furthermore, some other teachers would step in and
reprimand students for not doing as I asked, reminding them that I
was the teacher and I got to tell them what the rules were.
Further, I daily battled
complaining. There were whining complaints like “This is so boring.
Why are we learning this?” or
“I hate Hoodwinked. It's
so dumb.” There were challenges to what we were doing, such as “We
already know this. This is stupid,” “Can't we just talk instead
of watching this movie? Why do we have to watch it?”, and “Let's
watch Frozen! That's
so much better.
Hoodwinked sucks.”
When these came up, I've learned in other teaching experiences to
give them a rational response to their questions. So I would explain
why we were reviewing grammar, or I would remind students how
Hoodwinked related to
what we'd talked about for narratives. I also presented students
trying to bring up their own ideas for how class should go during the
movie day with the options for the day – grammar lessons or a
movie. I was fully prepared to back myself up on this one if they
kept complaining, already having a couple plans in my head of what
might be some grammar to teach them. I wasn't trying to be sarcastic
or talk back to my students; I stayed calm and gave them a rational,
true response to their queries. I needed to give a firm reminder that
I decided the plans, not them.
Through these complaints and the
lack of respect to my instruction, I've seen that somehow I have not
set up my presence as teacher in this classroom firmly for students
yet. I'm dancing a fine line, because I love building rapport with my
students; yet, they definitely need to respect me as well and I have
to be a firm authority presence.
Now we go on spring break; even
that has taught me about what being a teacher really means! The
narratives aren't going on third quarter, so aren't required to be
finished in a week, but the students probably will ask. So, here I
am, the night before I leave for Cancun with some of my best friends
(coincidentally, our spring breaks lined up, and we planned this trip
in November), downloading some of the narratives to grade on the
plane. I want to be one of those on the ball teachers, so I hope to
get done as many as I can on the plane rides, and even in the hotel,
before I return to school a week from Monday. People may claim
teachers have a lot of break time, but really, our work doesn't end
when we aren't in the “office.”
This spring break came at a much
needed time. However, we jump right back into a crazy week when we
return. We start learning about Shakespeare, as the Reading class
reads A Midsummer Night's Dream,
which will be fun for me, but I know will cause even more of this
complaining. I'm coming up with ideas now to show them how relevant
Shakespeare's stories remain in today's movies, plays, and books, and
hopefully that will hook them. Then, PARC testing is occurring, but
only for 2 periods, so the other periods have to be taught something
that it's okay for 1st
and 2nd
to miss. Crazy.
For now, I'm eager to escape this
weather. 80's and sun, here I come!
Oh, but now back to grading.
Friday, March 21, 2014
Sunday, March 16, 2014
Week 10 - Exhausted Yet Finding the Blessings
This week was going to be a quiet week; while the rest of my
friends departed campus, I was still around, preparing myself for a
full week of work. In the end, it was a blessing that few people were
around this week; the quiet was what I needed as I worked from the
moment I got home until my head hit the pillow.
It's been rare that I have been as emotionally, mentally, and physically drained as I was this entire week. My days went from supporting students in class and still getting a feel for the school to fully being in charge for a straight seven class periods. In addition, I was working through 35 narratives each night to get through the writing of my nearly 100 students by the end of the week, and then starting the second cycle of read-throughs on their narratives. I was resisting complaining students about the guidelines I set, and students who decided to break those rules anyway. I was dealing with students who simply laughed in my face when I gave them instructions to follow or corrected their behavior and other students flat out ignored me. When I came up with what I thought would be good ideas for advisory, they ended in chaos. On top of all of it, I was also working on job applications for the reality that is coming my way in just 7 weeks. It was honestly exhausting.
To break some of this down a little more, let's take a look at the week. Monday I introduced narrative writing, gave them prompts to choose from, and started the students brainstorming what they wished to write. Then we began the work days, which were days that I had to fight the most to stand my ground. I instructed them that the noise level had to be a whisper, that they could not use iPads while writing since they already Chrome books for any internet needs, they were not to use ear buds, and they could not move seats. The first day, it was trying to keep a couple students in line, and the noise level in most classes was not even close to a whisper. The second day, Wednesday, the students in all but one or two of the seven periods had moved around so much when I went to tell one student to move back to their seat, another student was sitting there, and when I told that student to move, another was sitting there, until I couldn't count how far down the line I had to go to find original seats. Meanwhile, I had some students nearly completely finished writing on Thursday, while some had yet to type their second sentence. The students who had gotten a lot of work done in those two days were now bored, and rowdy. The students who didn't have much completed were also not remaining on task, hence they weren't getting much done.
Thursday I came in ready for some protesting students. I had discussed with my teacher the fact that I needed to be able to give consequences for moving seats or having ear buds because the message wasn't getting through to the students, even when I put in bold letters on the screen, said it aloud three times, and individually warned several students. So this time I put it in all capital letters on the screen, and stated at the beginning of class the possibility of consequences. Surprisingly, Thursday was my best day and students didn't give me near as much hassle as I expected. Friday the students were “squirrely” and loud, but at least most of them remained in their seats. I also had created lists of students who didn't have work done, and started checking in with them repeatedly during class, reminding them over and over to get to work.
Advisory periods are a whole different beast. I had no idea going into this that I would be expected to also take over this period, which meets with the small homeroom group for teacher-planned activities or lectures, for half an hour. In my idea, I was taking over some of the normal lessons with continual teacher support, and she would guide me more gradually into supervising advisory, since in this group that period is chaos. Yet, my teacher had other work to do, and Tuesday I found myself in charge of this period in addition to the other six. So I pulled out camp games and team-building exercises. The team-building went off terribly; the students refused to even stand in a circle in small groups. So I switched to a non-academic, non-strenuous game. There are students in the class who refuse to participate in any plans, but I thought that was mostly because they didn't want to run around or do something athletic. Yet, I found it a struggle to even get students to participate in the game that required them to sit in a circle on the floor and only move if they get “killed off” by the poison dart frog (who sticks out his or her tongue at their victim, trying not to be caught by the “detective” in the middle). Then that day, when we got back to the classroom, there was a tussle that ended in some serious consequences for those students. Wednesday and Thursday weren't much improvements, though I kept the activities limited to academics like cleaning out their lockers and checking their grades, as the teacher suggested. Friday we tried a combined activity with another class, and when we had to return to class we continued the activity. I thought it was going well; the students who didn't wish to participate could work on homework while others played and it all seemed all right. There were some students who started getting out of hand, and I shut it down soon after. However, reports that it was chaotic got to my cooperating teacher. I'm running out of ideas to keep this class content and subdued.
I have one week until spring break. We're wrapping up the writing this week, and after spring break get to discuss Shakespeare while the Reading class reads the play A Midsummer Night's Dream before students see a performance of it. Hopefully that lightens some of the nightly paper reading load. I'm interested to see how into Shakespeare these eighth graders get.
Despite the chaos of the week, I do find joy in some things. First of all, there are some students who are really working hard on this unit and taking my input to heart. They are eager to learn about writing and want to make great narratives. Second, I've read some amazing stories. Some of these students have mad talent, and I'm completely wrapped up in their story. Others, who are putting forth the effort, have some great ideas their working with and simply need some polish. Third, I know that this placement is truly preparing me for teaching. In talking with my cooperating teacher, I noted that I guess I'd rather have a tough group of students while I'm student teaching, so I can go into my teaching career with more confidence in these situations. Finally, I have continued to be challenged through Bible study and songs on the radio to be an image-bearer of Christ to those I encounter, and this placement has certainly given a lot of opportunity for me share that love, even when it's hard. I have to be firm with these students, but I hope in that firmness, I am also able to show my positivity, my continual belief that these students can succeed if they try, and a caring attitude about the individuals in the class.
I have to make it one week. Then I get a short reprieve from the daily grind, and after that it's only five weeks. I have more work on the way, with finish the edTPA, taking the APT test, and continuing the job search process. However, I know better than ever that God will give me his strength on those days I can't find any on my own. And as a cute blue fish, Dory, would say... “Just keep swimming, just keep swimming.”
It's been rare that I have been as emotionally, mentally, and physically drained as I was this entire week. My days went from supporting students in class and still getting a feel for the school to fully being in charge for a straight seven class periods. In addition, I was working through 35 narratives each night to get through the writing of my nearly 100 students by the end of the week, and then starting the second cycle of read-throughs on their narratives. I was resisting complaining students about the guidelines I set, and students who decided to break those rules anyway. I was dealing with students who simply laughed in my face when I gave them instructions to follow or corrected their behavior and other students flat out ignored me. When I came up with what I thought would be good ideas for advisory, they ended in chaos. On top of all of it, I was also working on job applications for the reality that is coming my way in just 7 weeks. It was honestly exhausting.
To break some of this down a little more, let's take a look at the week. Monday I introduced narrative writing, gave them prompts to choose from, and started the students brainstorming what they wished to write. Then we began the work days, which were days that I had to fight the most to stand my ground. I instructed them that the noise level had to be a whisper, that they could not use iPads while writing since they already Chrome books for any internet needs, they were not to use ear buds, and they could not move seats. The first day, it was trying to keep a couple students in line, and the noise level in most classes was not even close to a whisper. The second day, Wednesday, the students in all but one or two of the seven periods had moved around so much when I went to tell one student to move back to their seat, another student was sitting there, and when I told that student to move, another was sitting there, until I couldn't count how far down the line I had to go to find original seats. Meanwhile, I had some students nearly completely finished writing on Thursday, while some had yet to type their second sentence. The students who had gotten a lot of work done in those two days were now bored, and rowdy. The students who didn't have much completed were also not remaining on task, hence they weren't getting much done.
Thursday I came in ready for some protesting students. I had discussed with my teacher the fact that I needed to be able to give consequences for moving seats or having ear buds because the message wasn't getting through to the students, even when I put in bold letters on the screen, said it aloud three times, and individually warned several students. So this time I put it in all capital letters on the screen, and stated at the beginning of class the possibility of consequences. Surprisingly, Thursday was my best day and students didn't give me near as much hassle as I expected. Friday the students were “squirrely” and loud, but at least most of them remained in their seats. I also had created lists of students who didn't have work done, and started checking in with them repeatedly during class, reminding them over and over to get to work.
Advisory periods are a whole different beast. I had no idea going into this that I would be expected to also take over this period, which meets with the small homeroom group for teacher-planned activities or lectures, for half an hour. In my idea, I was taking over some of the normal lessons with continual teacher support, and she would guide me more gradually into supervising advisory, since in this group that period is chaos. Yet, my teacher had other work to do, and Tuesday I found myself in charge of this period in addition to the other six. So I pulled out camp games and team-building exercises. The team-building went off terribly; the students refused to even stand in a circle in small groups. So I switched to a non-academic, non-strenuous game. There are students in the class who refuse to participate in any plans, but I thought that was mostly because they didn't want to run around or do something athletic. Yet, I found it a struggle to even get students to participate in the game that required them to sit in a circle on the floor and only move if they get “killed off” by the poison dart frog (who sticks out his or her tongue at their victim, trying not to be caught by the “detective” in the middle). Then that day, when we got back to the classroom, there was a tussle that ended in some serious consequences for those students. Wednesday and Thursday weren't much improvements, though I kept the activities limited to academics like cleaning out their lockers and checking their grades, as the teacher suggested. Friday we tried a combined activity with another class, and when we had to return to class we continued the activity. I thought it was going well; the students who didn't wish to participate could work on homework while others played and it all seemed all right. There were some students who started getting out of hand, and I shut it down soon after. However, reports that it was chaotic got to my cooperating teacher. I'm running out of ideas to keep this class content and subdued.
I have one week until spring break. We're wrapping up the writing this week, and after spring break get to discuss Shakespeare while the Reading class reads the play A Midsummer Night's Dream before students see a performance of it. Hopefully that lightens some of the nightly paper reading load. I'm interested to see how into Shakespeare these eighth graders get.
Despite the chaos of the week, I do find joy in some things. First of all, there are some students who are really working hard on this unit and taking my input to heart. They are eager to learn about writing and want to make great narratives. Second, I've read some amazing stories. Some of these students have mad talent, and I'm completely wrapped up in their story. Others, who are putting forth the effort, have some great ideas their working with and simply need some polish. Third, I know that this placement is truly preparing me for teaching. In talking with my cooperating teacher, I noted that I guess I'd rather have a tough group of students while I'm student teaching, so I can go into my teaching career with more confidence in these situations. Finally, I have continued to be challenged through Bible study and songs on the radio to be an image-bearer of Christ to those I encounter, and this placement has certainly given a lot of opportunity for me share that love, even when it's hard. I have to be firm with these students, but I hope in that firmness, I am also able to show my positivity, my continual belief that these students can succeed if they try, and a caring attitude about the individuals in the class.
I have to make it one week. Then I get a short reprieve from the daily grind, and after that it's only five weeks. I have more work on the way, with finish the edTPA, taking the APT test, and continuing the job search process. However, I know better than ever that God will give me his strength on those days I can't find any on my own. And as a cute blue fish, Dory, would say... “Just keep swimming, just keep swimming.”
Sunday, March 9, 2014
The Full Week - week 9
“See you for another fun-filled day tomorrow” is usually how
my teacher says goodbye for the afternoon. This week, each day may
not have always been completely full of “fun” (depends on the
definition of fun) for students or teachers, but the days were
certainly filled!
It was ISAT week at Central. This was probably the part of the day that was least thrilling for both staff and students; however, it is important to these students' futures so was taken very seriously. My task during this time, as someone who was not legally allowed to proctor the exam, was to pass out calculators and scratch paper, keep an eye on the students, walk around, and make sure they weren't going on their iPads. Students filled in their bubbles and put some of that practice we did last week to use as they answered extended response for both math and reading tests (who knew you could write an essay for math). Obviously, I couldn't make comments at the time but it appeared when I read a couple students first sentences as I walked around that they were off to a good start, so that was encouraging. However, I did note one thing that could've been done differently in practice considering the test. For the reading extended response, students had a few multiple choice questions they had to answer first and then with the remaining time they wrote the extended response, and all of this was done in 45 minutes. Last week, Ms. Lynch gave the kids a class period to read the passage and plan, then a timed 45 minutes to write. Though I think this was good to give them time to write, if we're trying to get them to practice the timed aspect, I think the time should've been modified to be closer to the conditions under which they would actually be writing. It's just a note to tuck away for when I'm a teacher and helping students prep for any testing.
After two and a half hours of testing, the rest of the day was compacted into the same amount of periods with less time for each. In these periods, students read narrative writing examples, marking them for ten different elements including several types of figurative language, dialogue, and imagery. The reason behind this exercise is to prepare students for starting their own narrative writing next week, when they'll have to use all of those elements themselves in their writing. Figurative language, dialogue, and imagery have been the topic of study for weeks so students will only need to be reminded rather than taught what these all mean. I think having students work through examples themselves was a really great choice, because it just continually reinforces the concepts in their mind and gives them time with models before they then go through the practice themselves.
This exercise took up Tuesday-Thursday, then Friday we discussed plot pyramids. Thursday before I left, Ms. Lynch mentioned she was thinking of having me teach some of the periods the lesson Friday. I came in Friday and she asked if, after shadowing her first period to see what she wanted to explain, I would take over the following six periods. So here I was, jumping in! It was a pretty straightforward lesson, but I did have some fun with it. Ms. Lynch had mentioned using the analogy of a roller coaster with the plot pyramid, but hadn't brought that out much in the first hour. I, however, grabbed that analogy and hammed it up. The students probably all think I'm pretty dorky, but I say “yup that's me!” I am passionate about Language Arts, and yes I will do goofy things; but those goofy things are what students will remember. For the most part, they paid attention and didn't disrespect me much, which is one of the concerns with this class. I even taught the seventh hour, which is the most difficult because many kids have behavioral issues, are low academically, or combine those two. Plus it was a longer period than the other six. So though I used the roller coaster example in this period, I also used other examples, making up a rough story on the spot and explaining what I might write for each of the parts of the pyramid as well as pulling in Remember the Titans. For the most part, the students participated and were attentive, except for about three students who are consistently causing issues in the classroom. However, Ms. Lynch did have a talk with one of the students about respecting me more and when I brought in Remember the Titans, one of the other students who was causing problems latched onto that and didn't make as many off-topic comments. It will be a daily toss-up with this period, and actually most of the other periods, for how the day might go behavior and respect-wise; however, that's teaching in general – you never know what to expect out of the students. Yet, my teacher told me before I left that she thought I did a really good job and to not let some of the students get to me. It was nice to have that support and encouragement.
Now Monday it begins – it's all me, all seven hours! We start the narrative writing itself, and my teacher has already provided general materials that she has given me permission to tweak, use, or toss out and use other ideas. I'm looking forward to how the lessons will go; I think it's a really interesting unit and has the potential for a lot of fun for the students. After all, it's pretty much just writing stories, which, if you ask me, is more engaging writing on its own for the average student than, say, research papers. However, the nerves about what the students behaviors might be like, in all the periods, weighs on my mind.
Early in this week, I was listening to the radio and heard the song “Let Them See You” by the JJ Weeks Band. The chorus says: “Let them see You in me. Let them hear You when I speak. Let them feel You when I sing. Let them see You, let them see You in me.” And I just felt convicted that this was the mindset with which I was supposed to approach that day, and this placement. It is different, and I won't be having my faith explicitly supported by staff or students. In fact, I've already found my values don't line up with the values of others there, including staff members. But God is leading me “where my trust is without borders... wherever [He] would call me” (“Oceans,” another song I heard on the way home that same day that's also become a challenge to me). And as he stretches me, calling me to this class where behavior management is a daily challenge and I feel slightly isolated, He is calling me to show them Him through what I do. Ready or not, here I go, to shine His light.
It was ISAT week at Central. This was probably the part of the day that was least thrilling for both staff and students; however, it is important to these students' futures so was taken very seriously. My task during this time, as someone who was not legally allowed to proctor the exam, was to pass out calculators and scratch paper, keep an eye on the students, walk around, and make sure they weren't going on their iPads. Students filled in their bubbles and put some of that practice we did last week to use as they answered extended response for both math and reading tests (who knew you could write an essay for math). Obviously, I couldn't make comments at the time but it appeared when I read a couple students first sentences as I walked around that they were off to a good start, so that was encouraging. However, I did note one thing that could've been done differently in practice considering the test. For the reading extended response, students had a few multiple choice questions they had to answer first and then with the remaining time they wrote the extended response, and all of this was done in 45 minutes. Last week, Ms. Lynch gave the kids a class period to read the passage and plan, then a timed 45 minutes to write. Though I think this was good to give them time to write, if we're trying to get them to practice the timed aspect, I think the time should've been modified to be closer to the conditions under which they would actually be writing. It's just a note to tuck away for when I'm a teacher and helping students prep for any testing.
After two and a half hours of testing, the rest of the day was compacted into the same amount of periods with less time for each. In these periods, students read narrative writing examples, marking them for ten different elements including several types of figurative language, dialogue, and imagery. The reason behind this exercise is to prepare students for starting their own narrative writing next week, when they'll have to use all of those elements themselves in their writing. Figurative language, dialogue, and imagery have been the topic of study for weeks so students will only need to be reminded rather than taught what these all mean. I think having students work through examples themselves was a really great choice, because it just continually reinforces the concepts in their mind and gives them time with models before they then go through the practice themselves.
This exercise took up Tuesday-Thursday, then Friday we discussed plot pyramids. Thursday before I left, Ms. Lynch mentioned she was thinking of having me teach some of the periods the lesson Friday. I came in Friday and she asked if, after shadowing her first period to see what she wanted to explain, I would take over the following six periods. So here I was, jumping in! It was a pretty straightforward lesson, but I did have some fun with it. Ms. Lynch had mentioned using the analogy of a roller coaster with the plot pyramid, but hadn't brought that out much in the first hour. I, however, grabbed that analogy and hammed it up. The students probably all think I'm pretty dorky, but I say “yup that's me!” I am passionate about Language Arts, and yes I will do goofy things; but those goofy things are what students will remember. For the most part, they paid attention and didn't disrespect me much, which is one of the concerns with this class. I even taught the seventh hour, which is the most difficult because many kids have behavioral issues, are low academically, or combine those two. Plus it was a longer period than the other six. So though I used the roller coaster example in this period, I also used other examples, making up a rough story on the spot and explaining what I might write for each of the parts of the pyramid as well as pulling in Remember the Titans. For the most part, the students participated and were attentive, except for about three students who are consistently causing issues in the classroom. However, Ms. Lynch did have a talk with one of the students about respecting me more and when I brought in Remember the Titans, one of the other students who was causing problems latched onto that and didn't make as many off-topic comments. It will be a daily toss-up with this period, and actually most of the other periods, for how the day might go behavior and respect-wise; however, that's teaching in general – you never know what to expect out of the students. Yet, my teacher told me before I left that she thought I did a really good job and to not let some of the students get to me. It was nice to have that support and encouragement.
Now Monday it begins – it's all me, all seven hours! We start the narrative writing itself, and my teacher has already provided general materials that she has given me permission to tweak, use, or toss out and use other ideas. I'm looking forward to how the lessons will go; I think it's a really interesting unit and has the potential for a lot of fun for the students. After all, it's pretty much just writing stories, which, if you ask me, is more engaging writing on its own for the average student than, say, research papers. However, the nerves about what the students behaviors might be like, in all the periods, weighs on my mind.
Early in this week, I was listening to the radio and heard the song “Let Them See You” by the JJ Weeks Band. The chorus says: “Let them see You in me. Let them hear You when I speak. Let them feel You when I sing. Let them see You, let them see You in me.” And I just felt convicted that this was the mindset with which I was supposed to approach that day, and this placement. It is different, and I won't be having my faith explicitly supported by staff or students. In fact, I've already found my values don't line up with the values of others there, including staff members. But God is leading me “where my trust is without borders... wherever [He] would call me” (“Oceans,” another song I heard on the way home that same day that's also become a challenge to me). And as he stretches me, calling me to this class where behavior management is a daily challenge and I feel slightly isolated, He is calling me to show them Him through what I do. Ready or not, here I go, to shine His light.
Saturday, March 1, 2014
Week 8 - Welcome to CMS
This week was adjustment week. I am living again with college
students in a small apartment. It isn't expected that meals are
shared. I went from high school classrooms to middle school. I don't
get free lunches from school anymore. I can't name every student in
all six periods yet. I don't even know who half the staff are. I went
from the West Michigan bubble to Chicago suburbs. I don't get to
teach much literature anymore – just writing. I went from a
Christian school where I was filled through weekly chapels and
devotion time and free to discuss topics from a Christian worldview
to hearing people in the classrooms and hallway bashing Christian
views and daily using inappropriate language. Now, I'm not trying to
complain because really Christian school kids aren't immune from the
same vices, I'm open to teaching in public or private schools outside
of the bubble, Central is a good school, and I'm starting to find my
groove here. But the fact of the matter is this week was all about
adjusting and still things haven't quite settled all the way yet,
both at Trinity and at Central.
Okay, so now for more about what's going on in eighth grade at Central.
First, a quick brief facts about the school itself. The grades at Central Middle are 6th-8th. The place is bigger than NorthPointe, though. I'm figuring out my way around, but it isn't as simple as my alma mater or NorthPointe. I'm in the eighth grade Language Arts class, and teach periods 1-5, break for lunch, then teach 7th period before getting a break for plan periods – which usually include meetings. It's quite a marathon. Technology-wise, I'm once again blessed. All the students have their own iPad, but they must pick it up before school and can't bring it home. In the Language Arts classroom, they also have chrome books (like netbooks, made by Google) that they leave in the classroom but work with when writing. I got my own chrome book and iPad as well. Though this technology is really useful, it's also the first thing students use to disengage from the class. It will be something I will have to be aware of and try to make sure it's being used productively.
Now, into the classroom. The students were ready and waiting for me. Apparently my cooperating teacher, Ms. Lynch, has been telling them that I was coming and they've been asking all sorts of questions. They wanted to make sure I was nice. It was sweet, and I'm trying to show them my personality as much as I can. Also, Ms. Lynch has been really good about getting me involved right away. On the first day, she had me introduce myself and the rest of the week she had me walking around, conferencing with students on their writing and I graded almost all the students short essays. This class, as briefly mentioned, is separate from the reading class, so the focus is not on reading but on writing and grammar. It's weird for me to have the two separated, but completely normal for these kids. When I said I was going to teach Language Arts, one student asked why I wouldn't want to teach reading; for her, Language Arts isn't reading. I told her I could teach reading too, as could Ms. Lynch, and she was shocked. I'm going to have to get used to using separate vocabulary for referring to the separate classes.
The first couple of days the students did an exercise that I thought was really great and something I may keep in mind. They watched a one minute clip from Mulan, and had to then write a descriptive essay, using figurative language, dialogue, and imagery, all which they have been learning about. Apparently prior to this they did the same with a longer Lion King clip. It's a good idea for writing, I think, because Disney movies are so loved, so it's fun for the kids to engage with that and write about it. Also, since I ended up grading most of the short essays using a rubric the teacher provided, I got to see their writing and there are some really impressive writers in this grade! It makes me excited to read and work more with them.
The second half of the week was ISAT practice. Students practiced the multiple choice section as well as the extended response. I again walked around while students wrote, keeping them on task and coaching them on their responses. Since they won't get this help on the actual test, the goal was to give them the coaching now so hopefully it will help them improve on the test. This helped me to continue to get to know the students, and for them to be comfortable around me, which will be a great help in the weeks to come.
However, I am already aware of some challenges in this placement. First of all, there are a lot of students with different behavioral or learning needs. My teacher has been good about briefing me on these different issues, but it's definitely going to be a struggle to remember what student needs what, figuring out how to manage the classroom, and motivating the students. Second, there's a lot of small routine things I'm not used to. We have to stand in the hall between every class. I have to make sure all the students in homeroom get lunch cards, including a student who takes high school math and comes later. Students can't get zeros without the teacher notifying the parents, nor do they (seemingly) get docked for late work (I'll see how true that is when I really get into the grading). I have to do bus duty every day. Once I get my swipe card, nearly every door I encounter (besides the classroom) I have to swipe in to enter and swipe out to exit. Students get detentions at lunch, and I have to sit with them as they serve their time. I have to fill out referrals if I do give out a detention. There's more, and my teacher is nice enough to make a list, but these are things I didn't deal with previously.
As we head into ISAT week, I have a couple of goals. First of all, I would like to meet more of the staff. My teacher eats lunch in the room, and so I usually do too, but I miss out on that community time during lunch. I want to know more people, because I appreciated that additional support when I was at NPC. Second, I'll be getting more ideas of where my plans are headed for the next couple weeks, so I am to really get more ideas nailed down for where I am going from here.
It is an adjustment being at Central. I had such a great placement previously, which is a blessing. However, I am looking forward to what this placement will teach me, especially about dealing with students with different behavior needs. My worldview and perspective are different than many of the students and staff at the school, and being aware of how that will affect my teaching follows the Illinois Professional Teaching Standard 1F, which says that “a competent teacher understands his or her personal perspectives and biases and their effects on one’s teaching.” As I teach these students, I trust that God will give me the strength and I hope to shine for Him.
Okay, so now for more about what's going on in eighth grade at Central.
First, a quick brief facts about the school itself. The grades at Central Middle are 6th-8th. The place is bigger than NorthPointe, though. I'm figuring out my way around, but it isn't as simple as my alma mater or NorthPointe. I'm in the eighth grade Language Arts class, and teach periods 1-5, break for lunch, then teach 7th period before getting a break for plan periods – which usually include meetings. It's quite a marathon. Technology-wise, I'm once again blessed. All the students have their own iPad, but they must pick it up before school and can't bring it home. In the Language Arts classroom, they also have chrome books (like netbooks, made by Google) that they leave in the classroom but work with when writing. I got my own chrome book and iPad as well. Though this technology is really useful, it's also the first thing students use to disengage from the class. It will be something I will have to be aware of and try to make sure it's being used productively.
Now, into the classroom. The students were ready and waiting for me. Apparently my cooperating teacher, Ms. Lynch, has been telling them that I was coming and they've been asking all sorts of questions. They wanted to make sure I was nice. It was sweet, and I'm trying to show them my personality as much as I can. Also, Ms. Lynch has been really good about getting me involved right away. On the first day, she had me introduce myself and the rest of the week she had me walking around, conferencing with students on their writing and I graded almost all the students short essays. This class, as briefly mentioned, is separate from the reading class, so the focus is not on reading but on writing and grammar. It's weird for me to have the two separated, but completely normal for these kids. When I said I was going to teach Language Arts, one student asked why I wouldn't want to teach reading; for her, Language Arts isn't reading. I told her I could teach reading too, as could Ms. Lynch, and she was shocked. I'm going to have to get used to using separate vocabulary for referring to the separate classes.
The first couple of days the students did an exercise that I thought was really great and something I may keep in mind. They watched a one minute clip from Mulan, and had to then write a descriptive essay, using figurative language, dialogue, and imagery, all which they have been learning about. Apparently prior to this they did the same with a longer Lion King clip. It's a good idea for writing, I think, because Disney movies are so loved, so it's fun for the kids to engage with that and write about it. Also, since I ended up grading most of the short essays using a rubric the teacher provided, I got to see their writing and there are some really impressive writers in this grade! It makes me excited to read and work more with them.
The second half of the week was ISAT practice. Students practiced the multiple choice section as well as the extended response. I again walked around while students wrote, keeping them on task and coaching them on their responses. Since they won't get this help on the actual test, the goal was to give them the coaching now so hopefully it will help them improve on the test. This helped me to continue to get to know the students, and for them to be comfortable around me, which will be a great help in the weeks to come.
However, I am already aware of some challenges in this placement. First of all, there are a lot of students with different behavioral or learning needs. My teacher has been good about briefing me on these different issues, but it's definitely going to be a struggle to remember what student needs what, figuring out how to manage the classroom, and motivating the students. Second, there's a lot of small routine things I'm not used to. We have to stand in the hall between every class. I have to make sure all the students in homeroom get lunch cards, including a student who takes high school math and comes later. Students can't get zeros without the teacher notifying the parents, nor do they (seemingly) get docked for late work (I'll see how true that is when I really get into the grading). I have to do bus duty every day. Once I get my swipe card, nearly every door I encounter (besides the classroom) I have to swipe in to enter and swipe out to exit. Students get detentions at lunch, and I have to sit with them as they serve their time. I have to fill out referrals if I do give out a detention. There's more, and my teacher is nice enough to make a list, but these are things I didn't deal with previously.
As we head into ISAT week, I have a couple of goals. First of all, I would like to meet more of the staff. My teacher eats lunch in the room, and so I usually do too, but I miss out on that community time during lunch. I want to know more people, because I appreciated that additional support when I was at NPC. Second, I'll be getting more ideas of where my plans are headed for the next couple weeks, so I am to really get more ideas nailed down for where I am going from here.
It is an adjustment being at Central. I had such a great placement previously, which is a blessing. However, I am looking forward to what this placement will teach me, especially about dealing with students with different behavior needs. My worldview and perspective are different than many of the students and staff at the school, and being aware of how that will affect my teaching follows the Illinois Professional Teaching Standard 1F, which says that “a competent teacher understands his or her personal perspectives and biases and their effects on one’s teaching.” As I teach these students, I trust that God will give me the strength and I hope to shine for Him.
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