This week was a brief three day adventure with my classes. I had some great feedback, from the students, on what I was presenting to the class.
The first bit of feedback was from my 10 graders. I am introducing poetry to them; I am introducing more modern forms of poetry. Each day for the next two weeks, we will learn about new forms of poetry, some elements that can be found in them, and build each class until they have a steady knowledge of elements of poetry. They will use these elements to apply to hard works of poetry such as sonnets. When I leave, they will be starting a Shakespearian work. I hope they will be able to use the elements that I am teaching to help them understand and actually like Shakespeare.
Anyway, I started my class off with Slam poetry, which just happens to be my favorite. At the beginning of class, I asked the students what their thoughts were on poetry. The majority of comments were negative. After the lesson, as the students were leaving the classroom, I hear them remark how much they enjoyed Slam poetry. My hope is that this gets them excited for the days to come.
The second bit of feedback I received is from my beloved 11 graders. Since we have started Gatsby over, they have been reading and summarizing page after page. Well, I was sick of that. They were sick of that. So I changed it. We did a reader's theater. Basically, several people took different characters and they spoke the dialogue of those characters. I asked them afterward if they liked this method, and the response was very positive. I even had one student come up to me and say, "Miss Turley, I like the way we read today. I actually understood it." This student usually struggles with his comprehension of the novel and leans on other students. He volunteered to read Gatsby.
This week felt good. It felt good to received feedback. I am a fan of feedback, especially from my students. This is their class too. I hope in my future classroom I can utilize their opinions more.
Friday, March 20, 2015
Friday, March 13, 2015
try...try...and try again
The Great Gatsby is a slow moving process for my sweet little juniors, but it is moving. After having to start the book over because no one was reading, I had them read in class in groups. After a few pages, they would have to write a summary of what is happening. Well, that gets old really fast for both them and me.
So, today I tried something a little different. The students need to work on their listening skills for the state standards, so had them listen to the first part of chapter 7. They had to answer some comprehension questions as they were listening and then they had to make claims about the characters and give supporting evidence.
First of all, this made the class so much more quiet. Since they all had their own Chromebooks, they were working silently. I have to admit, it was a little strange to see them all so quiet. After they were done with their task, I asked them if they liked listening to the audiobook and if it was helpful. Their feedback was positive, so I will try and incorporate more listening in future lessons.
Honestly, this was a pretty uneventful week.
So, today I tried something a little different. The students need to work on their listening skills for the state standards, so had them listen to the first part of chapter 7. They had to answer some comprehension questions as they were listening and then they had to make claims about the characters and give supporting evidence.
First of all, this made the class so much more quiet. Since they all had their own Chromebooks, they were working silently. I have to admit, it was a little strange to see them all so quiet. After they were done with their task, I asked them if they liked listening to the audiobook and if it was helpful. Their feedback was positive, so I will try and incorporate more listening in future lessons.
Honestly, this was a pretty uneventful week.
Friday, March 6, 2015
Listen up!
This week my cooperating teacher observed one of my classes. One comment she gave me was about how I talk over my students.
As I reflected on that class, I realized that I do. The students know that they need to be quiet as I am talking, yet I was showing them that it did not really matter. The way I let them be set up a precedence for their behavior. I was showing them that it was ok for them to talk while I was talking. It is not ok.
Since I am the teacher, I need to have their attention when I am talking. It is a matter of respect as well as classroom management. My cooperating teacher suggested that I use wait-time. I took this as me sitting there staring at them until they are quiet. I tried it today, and it seemed to work. Students got uncomfortable with me just sitting there staring at them. I would have too. So, they quieted down.
One technique that I have tried lately, because I have noticed this problem as well, is a rather elementary technique. When I say, "And a hush fell over the crowd," they all say "hush." This actually works pretty well. Some of them roll their eyes, but it always gets everyone to stop talking. Though, I am, and I believe my students are, getting a little tired of hearing this, so next week I am going to try a new one. Simply, I say, "If you can hear me say 'shhh'," and then whoever can hear me says 'shhh.' I'm hoping this will have the same effect and the students will shhh each other instead of me having to shhh them.
One a side note...
I did have a good interaction with one of my students. He is a student who I have been trying to build rapport with all term. He had just finished a book and asked me for a suggestion of what to read next. In three seconds, I scanned my mind's library of books I have read. If I gave him a book he liked, it might give me better rapport with him. So, I spat out a book I recently just read and he began reading it.
Fast forward. In one day, he was 200+ pages into the book. He raved about it next time I saw him. It felt good to build that relationship with him. I can only hope that he can keep that trust with me for the duration of my student teaching.
As I reflected on that class, I realized that I do. The students know that they need to be quiet as I am talking, yet I was showing them that it did not really matter. The way I let them be set up a precedence for their behavior. I was showing them that it was ok for them to talk while I was talking. It is not ok.
Since I am the teacher, I need to have their attention when I am talking. It is a matter of respect as well as classroom management. My cooperating teacher suggested that I use wait-time. I took this as me sitting there staring at them until they are quiet. I tried it today, and it seemed to work. Students got uncomfortable with me just sitting there staring at them. I would have too. So, they quieted down.
One technique that I have tried lately, because I have noticed this problem as well, is a rather elementary technique. When I say, "And a hush fell over the crowd," they all say "hush." This actually works pretty well. Some of them roll their eyes, but it always gets everyone to stop talking. Though, I am, and I believe my students are, getting a little tired of hearing this, so next week I am going to try a new one. Simply, I say, "If you can hear me say 'shhh'," and then whoever can hear me says 'shhh.' I'm hoping this will have the same effect and the students will shhh each other instead of me having to shhh them.
One a side note...
I did have a good interaction with one of my students. He is a student who I have been trying to build rapport with all term. He had just finished a book and asked me for a suggestion of what to read next. In three seconds, I scanned my mind's library of books I have read. If I gave him a book he liked, it might give me better rapport with him. So, I spat out a book I recently just read and he began reading it.
Fast forward. In one day, he was 200+ pages into the book. He raved about it next time I saw him. It felt good to build that relationship with him. I can only hope that he can keep that trust with me for the duration of my student teaching.
Friday, February 27, 2015
Assess This
Midterm evaluations were last week. It was an opportunity to talk with my cooperating teachers so they can tell me in what areas I need to improve. I have been self-assessing myself throughout this whole process; I know I need work. But there was one main point that ran through all the comments they were making. Assessments.
I think I am still halfway in student-mode and halfway in teacher-mode. As a student, when I hear assessment, I want to run for the hills. However, as a teacher, this is how I can see if my students are remembering and hopefully understanding the principles I have been teaching. Somewhere along this process, I have forgotten what good assessments look like. My methods professors would probably shun me if they heard that, but it is true.
For some reason, throughout this process, in my mind, I have been thinking assessments only come in forms of tests and quizzes, because as a student, that is how I saw them. Now looking at assessments through a teachers lens, I see that the assessments can AND should be informal daily. The students do not need to turn in a worksheet everyday, that is unnecessary, yet that is sort of what I was doing. I would give them points for just doing the handout for the day. I thought that just because they did it, they deserved points. Not true.
After talking with my teachers, it is clear that my assessments can be small: an exit slip, show of hands, telling me an answer by way of so many fingers. I knew all this. But I was blinded by being in charge of all the points. I thought students deserved to get points every day. Here is the thing I did not realize; since students already get participation points, those are the points they get for the day. It does not need to be off of a worksheet, but their participation in the lessons.
So, this week I have been really trying to focus on giving small assessments daily. That way, I do not need to look at 2983 different worksheets after class to figure out if they need help now. I can do it on the spot.
This seems like an obvious lesson to learn, even before stepping into the classroom, but I needed to the experience to understand what happens when there is a lack of balance of informal and formal assessments.
I think I am still halfway in student-mode and halfway in teacher-mode. As a student, when I hear assessment, I want to run for the hills. However, as a teacher, this is how I can see if my students are remembering and hopefully understanding the principles I have been teaching. Somewhere along this process, I have forgotten what good assessments look like. My methods professors would probably shun me if they heard that, but it is true.
For some reason, throughout this process, in my mind, I have been thinking assessments only come in forms of tests and quizzes, because as a student, that is how I saw them. Now looking at assessments through a teachers lens, I see that the assessments can AND should be informal daily. The students do not need to turn in a worksheet everyday, that is unnecessary, yet that is sort of what I was doing. I would give them points for just doing the handout for the day. I thought that just because they did it, they deserved points. Not true.
After talking with my teachers, it is clear that my assessments can be small: an exit slip, show of hands, telling me an answer by way of so many fingers. I knew all this. But I was blinded by being in charge of all the points. I thought students deserved to get points every day. Here is the thing I did not realize; since students already get participation points, those are the points they get for the day. It does not need to be off of a worksheet, but their participation in the lessons.
So, this week I have been really trying to focus on giving small assessments daily. That way, I do not need to look at 2983 different worksheets after class to figure out if they need help now. I can do it on the spot.
This seems like an obvious lesson to learn, even before stepping into the classroom, but I needed to the experience to understand what happens when there is a lack of balance of informal and formal assessments.
Friday, February 20, 2015
Monitoring and Adjusting
This week I have learned the importance of monitoring and adjusting. I am experiencing this on a small scale level as well as a large scale level.
Small scale level:
On the day-to-day level it is important for teachers to adjust their lessons to the different classes. This week I had a lesson where the students were going to talk about symbols they have been tracking through the course of Lord of the Flies. Every sixth student has a different symbol. First, they were going to talk with their group who all had the same symbol, then they were going to jigsaw out to other students and share their knowledge.
When I had them pull out their symbolism papers, the majority had little to none writing on their papers. I knew I had to tweak my lesson plan or else they would not be able to talk with each other about anything. So, instead of starting them with their same-symbol group, I gave them five to seven minutes to have the opportunity to write down on their paper. After the students had this time, they were able to contribute to their group. I know this is a very small instance of adjusting, but it really shows me how important it is to adjust and not be upset about a disrupted lesson plan.
Larger scale level:
In my class that gives me woe, they are struggling to understand The Great Gatsby. The lexile level is what they are supposed to be reading at, but still they are struggling. The activities I have been giving them are not very effective because they are not reading/not understanding the material. They should have been halfway through the novel, but they are barely at the beginning of chapter one.
After a couple of class periods of frustration, I talked with my cooperating teacher. She gave me a suggestion. Earlier in the year, she had the class read in groups in class. That way they read the literature and you can make sure they are understanding it. So basically, I am starting my Gatsby unit over.
It is frustrating, but with this class I feel that is the best option. We tried this way a couple days this week and it seemed to be effective. The students seem to be getting it. The next couple weeks will help me see if this way is more effective. I'm optimistic.
Small scale level:
On the day-to-day level it is important for teachers to adjust their lessons to the different classes. This week I had a lesson where the students were going to talk about symbols they have been tracking through the course of Lord of the Flies. Every sixth student has a different symbol. First, they were going to talk with their group who all had the same symbol, then they were going to jigsaw out to other students and share their knowledge.
When I had them pull out their symbolism papers, the majority had little to none writing on their papers. I knew I had to tweak my lesson plan or else they would not be able to talk with each other about anything. So, instead of starting them with their same-symbol group, I gave them five to seven minutes to have the opportunity to write down on their paper. After the students had this time, they were able to contribute to their group. I know this is a very small instance of adjusting, but it really shows me how important it is to adjust and not be upset about a disrupted lesson plan.
Larger scale level:
In my class that gives me woe, they are struggling to understand The Great Gatsby. The lexile level is what they are supposed to be reading at, but still they are struggling. The activities I have been giving them are not very effective because they are not reading/not understanding the material. They should have been halfway through the novel, but they are barely at the beginning of chapter one.
After a couple of class periods of frustration, I talked with my cooperating teacher. She gave me a suggestion. Earlier in the year, she had the class read in groups in class. That way they read the literature and you can make sure they are understanding it. So basically, I am starting my Gatsby unit over.
It is frustrating, but with this class I feel that is the best option. We tried this way a couple days this week and it seemed to be effective. The students seem to be getting it. The next couple weeks will help me see if this way is more effective. I'm optimistic.
Friday, February 13, 2015
testing 1...2...3...
This week did Sage Testing. Basically, it is an end of the year writing test that measures how well a student understood the standards for that year. We are doing the writing portion in February. I will say that again. The end of the level testing is done in February. This makes no sense to me. How can you test the knowledge of students at an end of the year level standard when they have only completed half of the year? It blows my mind.
So that is why for the past few weeks, I have only been focusing on ways to help them on the test. Last minute prep sort of stuff. While important, it has taken the fun out of teaching English for me. Through all my methods classes, I was taught to teach in context. In other words, if I am teaching a class novel, the activities and lessons and learning are intertwined with what we are reading. I see it as a sneaky way to have students learn. They learn how to write arguments by tracing symbols in a piece of literature and giving their claim, evidence and reasoning. It seems more fun when attached to literature.
But I have not had the opportunity to do that for the first half of the term because I have had to focus solely on the testing. Needless to say, I am excited for next week and the weeks to come. I get to dive into the book and teach principles and incorporate the literature in my lessons. I will get to have discussions about the book and what the students are thinking.
I am not saying that only focusing on testing is a bad thing; it is just not what I see myself when I think of having my own classroom. If I can focus on the core standards and incorporate those into my lessons, then the students should be fine when it comes to the test.
This week, I had my first parent-teacher conferences! I was not as scared as I thought. I realized that my grades were justified and I really only had good things to say about my students. I will admit that sometimes I could not place a face with a name. There are a few things I could improve for next time:
This week was good in showing me the testing side of teaching. I have only experienced teaching at a student level, so it was pretty eye-opening to see the teacher side. It is quite mind-numbingly boring. But it is all part of the experience.
So that is why for the past few weeks, I have only been focusing on ways to help them on the test. Last minute prep sort of stuff. While important, it has taken the fun out of teaching English for me. Through all my methods classes, I was taught to teach in context. In other words, if I am teaching a class novel, the activities and lessons and learning are intertwined with what we are reading. I see it as a sneaky way to have students learn. They learn how to write arguments by tracing symbols in a piece of literature and giving their claim, evidence and reasoning. It seems more fun when attached to literature.
But I have not had the opportunity to do that for the first half of the term because I have had to focus solely on the testing. Needless to say, I am excited for next week and the weeks to come. I get to dive into the book and teach principles and incorporate the literature in my lessons. I will get to have discussions about the book and what the students are thinking.
I am not saying that only focusing on testing is a bad thing; it is just not what I see myself when I think of having my own classroom. If I can focus on the core standards and incorporate those into my lessons, then the students should be fine when it comes to the test.
This week, I had my first parent-teacher conferences! I was not as scared as I thought. I realized that my grades were justified and I really only had good things to say about my students. I will admit that sometimes I could not place a face with a name. There are a few things I could improve for next time:
- bring my seating chart.
- That way when I am faced with the dilemma of not knowing the face of the named child, I can quickly look and recall information about them
- bring a laptop
- This way I could access grades, attendance, and other important items I could need.
- post-its
- Luckily, my cooperating teacher had some. This is great for making notes that I can stick directly in the gradebook so I can remember and forget what I talked about.
- writing more detailed notes
- I always think I will remember, but chances are I will not.
This week was good in showing me the testing side of teaching. I have only experienced teaching at a student level, so it was pretty eye-opening to see the teacher side. It is quite mind-numbingly boring. But it is all part of the experience.
Friday, February 6, 2015
Preparations...
This week marks the week before the big SAGE writing test. Everything in my student teaching has led to this test. All of these preparations have got me thinking about how I will eventually decide to prepare my students for the state tests.
To preface, I am a believer in assessment tests. Students should be accountable for their learning and earn the right to move on to the next grade. I am not a believer in the way the system is set up now. The test means something to the teachers, it could effect their job and even their salary, but it does not mean anything to students. I cannot count how many times I have heard students say that this test "doesn't even matter." If they have this attitude going into it, then how can we insure that they are doing their best? How can you put so much pressure on the teachers when its the students' scores that really matter? I have experienced students not wanting to do their work in class. They sit there. They stare at the wall. They ignore you. They will ignore the test. Unless, the test actually matters to them! The only solution that I can offer is that students need to pass, with proficiency, their end of the year assessments in order to move on to the next grade level. Then students would really need to pay attention all year long and for the test. Anyway. That is sort of a tangent.
Along the lines of students not wanting to do their work, I have been struggling to keep the hope of being an impactful teacher for all my students. When I see their bored faces or their heads down one their desks and they are sleeping, I get discouraged. After I told this concern to my cooperating teacher, she said, "you can't give up."
Well, if that wasn't just a life lesson slapping me in the face. This is how I see the teaching profession. You give all you have and then give a little more. And once that is rejected, you try again. Maybe it will hit the students now, maybe in twenty years, maybe never. The point is that you are the one trying to help them succeed. No matter what, they can see that someone is rooting for them.
Taking it one step further into my student teaching, I am not great at it right now. I am not as organized as I should. I do not have the more effective lessons. Heck, I can't even say a sentence without mumbling or stumbling in some way. But. I can't give up. I need to try my hardest so that I can give my students the best I can possibly produce.
This week has reconfirmed that every students has a chance at succeeding at something. I just need to help them find it and not give up looking just because it gets hard.
To preface, I am a believer in assessment tests. Students should be accountable for their learning and earn the right to move on to the next grade. I am not a believer in the way the system is set up now. The test means something to the teachers, it could effect their job and even their salary, but it does not mean anything to students. I cannot count how many times I have heard students say that this test "doesn't even matter." If they have this attitude going into it, then how can we insure that they are doing their best? How can you put so much pressure on the teachers when its the students' scores that really matter? I have experienced students not wanting to do their work in class. They sit there. They stare at the wall. They ignore you. They will ignore the test. Unless, the test actually matters to them! The only solution that I can offer is that students need to pass, with proficiency, their end of the year assessments in order to move on to the next grade level. Then students would really need to pay attention all year long and for the test. Anyway. That is sort of a tangent.
Along the lines of students not wanting to do their work, I have been struggling to keep the hope of being an impactful teacher for all my students. When I see their bored faces or their heads down one their desks and they are sleeping, I get discouraged. After I told this concern to my cooperating teacher, she said, "you can't give up."
Well, if that wasn't just a life lesson slapping me in the face. This is how I see the teaching profession. You give all you have and then give a little more. And once that is rejected, you try again. Maybe it will hit the students now, maybe in twenty years, maybe never. The point is that you are the one trying to help them succeed. No matter what, they can see that someone is rooting for them.
Taking it one step further into my student teaching, I am not great at it right now. I am not as organized as I should. I do not have the more effective lessons. Heck, I can't even say a sentence without mumbling or stumbling in some way. But. I can't give up. I need to try my hardest so that I can give my students the best I can possibly produce.
This week has reconfirmed that every students has a chance at succeeding at something. I just need to help them find it and not give up looking just because it gets hard.
Friday, January 30, 2015
anticipation
This week was a week of emotions. Last week I touched on the fact that needed to be stricter with my students...lay down the law of sorts. This week I tried my hand at having a firmer hand. I first thought it would be very difficult, just because that is not my personality, but I did not have a hard time committing to my firm standards. At first, my students tested me, but I stuck with my guns and did not let them walk all over me. I hope to continue this next week.
Since I found out that I was teaching Lord of the Flies and Great Gatsby, I was so excited to do anticipatory activities. I believe that discussing themes of the book before reading the book is extremely important. It allows students to be thinking about certain themes so when they encounter them in the book, they are more apt to noticing them.
For Lord of the Flies I wanted to simulate being stranded on a deserted island. The main goal of this activity was to have students think about what they would do if they were in that situation. What would be their first priority? How would they make decisions? Would there be a leader? How would they get food and water? Obviously, the students would not deal with ALL the issue in Lord of the Flies because there is ...well....murder. After listening to their conversations, I could tell that they were really giving some thought to the situation. Some groups really focused on surviving long term where other groups focused on short-term survival with the hope to be rescued.
I had a lot of positive feedback from this activity from the students. To me it seemed like a sneaky way to have them learn.
The anticipatory set I had for the Great Gatsby involved the students answer a series of questions with true or false. The questions were controversial such as "There is no such thing as true love," "Reality is what you make of it," and "You should not be punished for accidentally doing something wrong." After they individually answered these questions, they then had to defend their opinions in front of the class.
I did this activity with the class that I usually struggle with behavior, but before I had them engage in discussion, I set ground rules. They did really well! And I even had students come up to me after telling me that they loved the activity. Discussion is my favorite classroom tool. I think students learn so much more by discussing with each other rather than listening to a teacher lecture.
Overall, this was a good week.
Since I found out that I was teaching Lord of the Flies and Great Gatsby, I was so excited to do anticipatory activities. I believe that discussing themes of the book before reading the book is extremely important. It allows students to be thinking about certain themes so when they encounter them in the book, they are more apt to noticing them.
For Lord of the Flies I wanted to simulate being stranded on a deserted island. The main goal of this activity was to have students think about what they would do if they were in that situation. What would be their first priority? How would they make decisions? Would there be a leader? How would they get food and water? Obviously, the students would not deal with ALL the issue in Lord of the Flies because there is ...well....murder. After listening to their conversations, I could tell that they were really giving some thought to the situation. Some groups really focused on surviving long term where other groups focused on short-term survival with the hope to be rescued.
I had a lot of positive feedback from this activity from the students. To me it seemed like a sneaky way to have them learn.
The anticipatory set I had for the Great Gatsby involved the students answer a series of questions with true or false. The questions were controversial such as "There is no such thing as true love," "Reality is what you make of it," and "You should not be punished for accidentally doing something wrong." After they individually answered these questions, they then had to defend their opinions in front of the class.
I did this activity with the class that I usually struggle with behavior, but before I had them engage in discussion, I set ground rules. They did really well! And I even had students come up to me after telling me that they loved the activity. Discussion is my favorite classroom tool. I think students learn so much more by discussing with each other rather than listening to a teacher lecture.
Overall, this was a good week.
Friday, January 23, 2015
Teacher First
It is hard to believe that I am finished with my third week of student teaching. It seems as though I just started and, at the same time, that I have been doing this forever.
One thing in particular stands out at me as I reflect on my week.
To give some context. I have four English 10 Honors classes and one English 11 class. My little tenth graders are adorable and attentive and care about what I have to teach. My eleventh grade class is from something not found in the heavens. When I observed this class, I had fun with the kids. But as soon as I transitioned into the role of the teacher, I was not taken seriously. I was just the person from the back of the class that came to the front and tried to take over. They did not take me seriously. And I was at a loss. Beside yelling, how was I supposed to make these kids listen to me?
After this traumatic period, I rushed off to my sweet little tenth graders who were nothing but angels for me. I had time during their period to reflect on my previous and I realized that I cannot be super fun with my eleventh graders as I am with my tenth. My attitude in my eleventh grade class needs to be more stern. I cannot be their friend first, which I think I was trying to do. I need to be their teacher. After all, that is what I am here for.
Fast forward a couple days later when I have them again. I prepped myself by getting into a more stern mood. Even though they were taking a standardized test, they still acted better towards me. I felt more in control and felt that they gave me more of their attention. I know this is something I will have to work with a lot with this class, but I feel as if now I am going in the right direction.
This has been a whirlwind of a week for me. I will be honest and say that I was very emotional. Going into this week, I felt prepared. But after the first day, with my eleventh graders, I felt a huge rush of stress. I think I have been carrying this stress for a while, but it just did not manifest until this week. It was a little shocking and I am still recovering. With that being said, I feel good about next week and my lesson plans, so that is comforting.
I just have to keep in perspective that I am still learning. I am not a perfect teacher and I do not know everything, that is why I am here. I need to rely on my thick skin and become more humble to everything that I can be taught during my time here.
But, I am hopeful!
One thing in particular stands out at me as I reflect on my week.
To give some context. I have four English 10 Honors classes and one English 11 class. My little tenth graders are adorable and attentive and care about what I have to teach. My eleventh grade class is from something not found in the heavens. When I observed this class, I had fun with the kids. But as soon as I transitioned into the role of the teacher, I was not taken seriously. I was just the person from the back of the class that came to the front and tried to take over. They did not take me seriously. And I was at a loss. Beside yelling, how was I supposed to make these kids listen to me?
After this traumatic period, I rushed off to my sweet little tenth graders who were nothing but angels for me. I had time during their period to reflect on my previous and I realized that I cannot be super fun with my eleventh graders as I am with my tenth. My attitude in my eleventh grade class needs to be more stern. I cannot be their friend first, which I think I was trying to do. I need to be their teacher. After all, that is what I am here for.
Fast forward a couple days later when I have them again. I prepped myself by getting into a more stern mood. Even though they were taking a standardized test, they still acted better towards me. I felt more in control and felt that they gave me more of their attention. I know this is something I will have to work with a lot with this class, but I feel as if now I am going in the right direction.
This has been a whirlwind of a week for me. I will be honest and say that I was very emotional. Going into this week, I felt prepared. But after the first day, with my eleventh graders, I felt a huge rush of stress. I think I have been carrying this stress for a while, but it just did not manifest until this week. It was a little shocking and I am still recovering. With that being said, I feel good about next week and my lesson plans, so that is comforting.
I just have to keep in perspective that I am still learning. I am not a perfect teacher and I do not know everything, that is why I am here. I need to rely on my thick skin and become more humble to everything that I can be taught during my time here.
But, I am hopeful!
Friday, January 16, 2015
Week dos (means two in spanish)
I am at the end of week two of my fourteen weeks of student teaching. The past two weeks have been mostly about observing and preparing for my upcoming teaching. Luckily, this week I was able to substitute teach for one of my teachers. That day was much needed. I needed that extra boost that teaching is what I wanted to do. Being up in front of the students helped reassure me that I have a passion for this.
Since I have had a gargantuan amount of time to prep, I feel prepared for the coming weeks. I have the general idea of what I want to do, I just do not have the day to day lesson plans. That is important for me for a couple reasons. First, I will not feel like I am tied down to a lesson plan just because I spent time on it. I have the flexibility to change my schedule up according to my students. Secondly, I cannot or do not want to think that far in advance. It sort of overloads my brain. Like these past two weeks where I have had time to prep everyday and observe has just fried my brain, which I think is a good thing. It means I need to be up with the students and interacting and not just sitting at my desk.
I noticed one thing in particular this week: complaining. Everywhere there seems to be complaints thrown around. It is exhausting, since I am not one to throw out complaints every few minutes. Maybe this is something that teachers need to do to survive their days, but that makes me nervous! I do not want to turn into a teacher who has to complain to survive. That is a negativity I will not accept for my life. When students complain it is not so bad. I expect that. Teenagers will complain at anything. I mean, I still wish they knew how good, especially at this school, they have it. But that kind of knowledge only comes when they are graduated a couple years, if at all.
Another thing I noticed is how much of a problem cell phones are. I mean. These kids have them out every second of the day. So I am scheming a way to stop that. Basically, I will have a zero-tolerance policy for phones. It I see it, I am going to take it. We will see how it goes...I am hopeful.
So here I am, on a Friday. Preparing for my first week as a teacher, albeit a student-teacher. These kids are going to look to me for what they are learning. It hasn't all hit in yet...but I am sure it will the restless night before.
Since I have had a gargantuan amount of time to prep, I feel prepared for the coming weeks. I have the general idea of what I want to do, I just do not have the day to day lesson plans. That is important for me for a couple reasons. First, I will not feel like I am tied down to a lesson plan just because I spent time on it. I have the flexibility to change my schedule up according to my students. Secondly, I cannot or do not want to think that far in advance. It sort of overloads my brain. Like these past two weeks where I have had time to prep everyday and observe has just fried my brain, which I think is a good thing. It means I need to be up with the students and interacting and not just sitting at my desk.
I noticed one thing in particular this week: complaining. Everywhere there seems to be complaints thrown around. It is exhausting, since I am not one to throw out complaints every few minutes. Maybe this is something that teachers need to do to survive their days, but that makes me nervous! I do not want to turn into a teacher who has to complain to survive. That is a negativity I will not accept for my life. When students complain it is not so bad. I expect that. Teenagers will complain at anything. I mean, I still wish they knew how good, especially at this school, they have it. But that kind of knowledge only comes when they are graduated a couple years, if at all.
Another thing I noticed is how much of a problem cell phones are. I mean. These kids have them out every second of the day. So I am scheming a way to stop that. Basically, I will have a zero-tolerance policy for phones. It I see it, I am going to take it. We will see how it goes...I am hopeful.
So here I am, on a Friday. Preparing for my first week as a teacher, albeit a student-teacher. These kids are going to look to me for what they are learning. It hasn't all hit in yet...but I am sure it will the restless night before.
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