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.