New Book for Cooperating Teachers (Reflection #5)

How to Handle Your Student Teacher

Overview: This book is designed to help you deal with your student teacher and to make his/her teaching experience easier for them to handle.

Chapter One: How to Make Your Student Teacher Feel Welcome

The first few days are critical for the student teacher. You can make or break their experience depending on how you treat them in front of your class. This chapter will give you some suggestions on how to introduce them to your students, some jobs they can immediately take over and tips for having a positive attitude with them. The key is to remember they are still students and learning so don’t just throw your keys at them and say, “See you in three months.”

Chapter Two: Introducing Them to Your Schedule

Your student teacher will have had no training on how to load assignments in your grade book and will not have been briefed on your schedule. Chapter two is designed to give you sufficient time to allow the student teacher to ease into your responsibilities. There is a detailed time line for you to follow. That way nothing is left to chance and you won’t forget anything, especially little details like where the bathroom key is located and what the best time for him/her to use it. It’s the small things that can make all the difference.

Chapter Three: Your Class or Their Class?

This chapter is designed to show you how to slowly release control of the class over to the student teacher. Don’t worry he/she will not ruin them, if you follow the simple steps in the chapter. We know it is hard to let go. You have been with these students for the better half of a year now and you have them well-trained. However, the whole purpose of student teaching is for the student teacher to really get the feel for teaching, including all the good and bad. This chapter even has some suggestions on how to keep busy while they are teaching. And before you know it, those students will be back under your thumb and you can get back to the business of teaching!

Chapter Four: Resources and Computer Access

Your student teacher will need help. He/she will come to you with basically nothing in the way of resources. We realize that you have many secrets of the trade that you might not wish to share but we encourage you to open up to your student teacher and give them the access to your secret stash of lesson plans. They will be so appreciative and have less of a chance to flop if you help them. This chapter also covers basic computer etiquette which includes how to share the classroom computer with your student teacher.

Chapter Five: How NOT to Treat Your Student Teacher

This chapter is the most important chapter of the book. It gives you specifics on how not to treat your student teacher. A few pointers included in this chapter are as follows: do not belittle them, ignore them or abandon them. Student teachers can have weak constitutions and premature abandonment on your part could bring about wild mood swings or crying jags in front of the students. Please use your best judgment with your student teachers and read this chapter carefully.

Most importantly, be the best cooperating teacher you can be and a strong mentor to your student teacher. It will pay off in the end.

Letter to Me! (Reflection #4)

                                                                                                    April 25, 2012

Dear Ms. H,

          It has been a hectic semester, full of laughter and tears. Someday, perhaps as you retire, you will read this letter and remember the successes you had from your first true experience as a teacher. You called teaching a “late life epiphany.” I hope you always remember that you believed you were called to be a teacher. That is was never about money but about impacting children’s lives in a positive way. In case you have forgotten here are some things that you did right this semester:

•          You effectively planned and taught a comprehensive novel study on The Lightning Thief. And that was the easy part!
•     You're a reflective practitioner, always thinking of ways to improve the lesson and assessing whether the kids are understanding what you want out of them.
•          You made connections with your students that allowed them to trust you and to behave well for you.
•          You made a conscious choice to keep students in class, and their behavior improved.
•          You enjoyed teaching each and every student, the easy and the challenging ones.  And you did not let the attitude of those around you influence you in a negative way. Each and every day the kids had a clean slate and you expected their best and got it!

Perhaps if you think back there might have been one or two things you might have done differently. Even though you were only student teaching, making the classroom your own would have helped. Not in how it looked but how you behaved in it. They were your students. Taking them in the hall and talking to them for a correction should have been the first thing you did differently.

Looking back, in order to better prepare for teaching English, you probably should have taken more literature classes and…yes, a creative writing course. I know, I know, you have always thought of yourself as a less than competent writer. So, it probably would have done you good to actually take a class on writing. I know you were afraid because as an adult you love to get A’s. But you should have stepped outside your comfort zone and just gone for it. You probably would have done just fine. 

The main thing Ms. H, you don’t give yourself enough credit. You can teach the big, tough subjects and you do them well. I hope that as you look back on your teaching career you still have your rose colored glasses on and still believe that all kids can learn. And most importantly that you still like teaching kids! There are, after all, only kids. Guide and direct them. Teach them to love learning. Let them know you care about them!

Sincerely,

Me!

A Couple of Things & a Magic Wand please! (Online Reflection #3)

So I do have a couple of things to "blog" about, I guess. But my mind today has been preoccupied by an interview I had today. It was a great interview and I will know by next Wednesday whether I was chosen or not. Hence, the preoccupation. What if they do choose to hire me? That means that I will really and truly be a teacher. And all of a sudden I was overwhelmed with this sense of inadequacy. Don't get me wrong, I know I will rock the Language Arts house. But it has become blatantly obvious that there are still things that I need to work on. One is obviously...Classroom Management!!! And I have super kids. But they like to talk AND at inappropriate times. And no matter how many times I tell them to raise their hands before just getting up to wander about the room, they still get up and wander! It is so frustrating.

The school that I am at uses a discipline policy taken from Randy Sprick's Discipline in the Secondary Classroom called CHAMPS. It allows the teacher to set clear expectations for conversation, help, activity, movement and participation which all lead to SUCCESS! And you do this for every possible activity that the students do. Which I think is great. What it does not do is tell you what to do when they don't follow your plan. And how many times should you let them get up before they are rotated. Or how many times are they going to talk out of turn before being rotated. Some would say only once. And the building has no clear guidelines to follow so it varies from class to class and then the kids are all confused as am I. 

So, I was asked the question today about where is my line, the one that all students will try to cross? So far I have noticed that my threshold is a lot higher than a lot of others. But they have all been teaching a lot longer than I have. It is not that I am afraid about rotating a student to another classroom or down to the office. However, I get the distinct impression that some students WANT that. Then, they get out of working. And therefore I become an enabler. I believe I am going to just have to not accept any more nonsense from them. They know the rules and they need to follow them.

Here are some of the things I do. I have a quiet signal and if they are not quiet, I wait.  They get the picture pretty quick. I always explain what I expect their conversation level to be for any given activity. And my school requires the CHAMPS to be on the board at all times. And I am giving weekly participation points. Actually, this is the first week for those. We will see how they react when they see their grades! 
So, what are some other things that I can try? Remember I only have 7th graders! 
Honestly, I think I am just feeling anxious. That maybe I somehow wont cut it. 
Please, suggestions! A magic wand perhaps!

New and Interesting Ways to Pass a Note (Student Teaching Reflection #2)

Well, today was the first day of Parent/Teacher Conferences. They had Subway brought in for us and that was really nice because by about 1pm I was starving. We only saw about 10 students and their families which was disappointing. My CT says that the second night is always better. We shall see!!

So, leading up to the conferences has been rather interesting. It seems that our students have learned many new ways of passing notes since I was in school, you know, back in the dark ages. In my day and time a note was passed by either having a kind classmate pass it or perhaps, by simply dropping it on the floor. No more of the fairly simple straight forward methods. They are now huge productions. Here is the latest methods of note passing. "Excuse me, may I please throw a piece of paper away," the polite Student A asks. "Well of course you can, and thank you for asking," I reply. Student A goes to trash can and throws a paper away. Moments later another student asks, "Can I sharpen my pencil?" "Absolutely," I answer. That student goes to sharpen her pencil, stopping first at the trash can to retrieve "the note." I did finally figure out what was going on and asked them to stop. But it gets even more elaborate.

Several of the girls starting passing around a spiral notebook. It might be resting in a book that supposedly needs to be returned. They managed several different ways of passing this notebook around. And it made the rounds in all different content areas. Finally, I got a hold of the Justin Bieber notebook and the Biebster went bye-bye. However, the very next day a plain black spiral was taken away in their math class. I just about pulled my hair out. But the spiral notebook isn't the end of it.

The next day, my CT and I are on a half-day collaboration so there is a substitute in the classroom. I go up between classes to see how things are going and she tells me that one of our students from the 6/7 hour class came in during 8/9 hours with a pass from a teacher and walks over to another student and hands her a note, claiming it was from a teacher, then walks out. Can you believe that?

My question is what are some creative ways that I might try to use to combat this distracting note-writing? It has gotten way out of control. We have called in some big guns. Their names... Dad 1 and Dad 2. And believe me, they really help. However, not every girl has an involved Dad so I need some more ideas. I need any and all ideas because what might work for one young lady may not work for all of them and this crazy insane note writing needs to stop!!!


 

Wow, what a week! And it's only Wednesday! (First Student Teaching Reflection)

I started teaching this week in my Language Arts class on Author’s Purpose and Persuasive Techniques in Advertising.  I had it all carefully laid out, each activity and worksheet planned.  Or so I thought. I guess I shouldn’t be surprised by this but…I don’t know everything I thought I did. I have had to revamp and change things up every day from class to class. Not re-write the lesson or anything that drastic. But I will go through my lesson with the first class exactly as I had it on paper. And it goes okay. Then, because of how my schedule is, we get a break. It is during this break that I learn the most.

My CT and I talk about what I did and she makes a few suggestions. She says, “Why don’t you break that writing assignment up into chunks and have them share at the end of each portion” or “Try writing out the steps on the board for the visual learning, not everyone can orally follow directions.” Well goodness gracious!!!! I know this. I have heard this before in I don’t know how many classes. Why am I not doing it? Well I guess because I am just focusing on the lesson and the activities and the students and a hundred gillion other things!

So, here is what I have started doing. Yes, I am making a checklist. Reminders about writing directions on the board for long activities or remember to put absent students work in attendance book.  I am wondering if this is the only way to remember it all. Unfortunately not all the things I need to remember are related.  So, I feel like my list is just this hodgepodge of miscellaneous information and I will not be able to decipher it.  I know that some of this will get easier as I do it more.  If anyone knows of a better system for remembering all the little teacher tasks we have to do every day, please fill me in. Until then, my list keeps getting longer.

Now, on to something completely different…my feet. Yes, my feet. Oh and legs too. By 8/9 period they just ache. I thought all my shoes were comfortable until I had to stand on them for nearly 8 hours. Is anyone else experiencing this? I may be the only one but it would make me feel better to know I am not alone. So, speak up if you are finding your feet and legs tired at the end of the day! I won’t even go into how my brain feels come 3:10!

But seriously, I love Student Teaching.  It is challenging and exhausting at the same time it is exhilarating.  I look forward to seeing the students and seeing their reactions to my lessons. The good and the bad reactions.  I could see where as the semester progresses and deadlines approach my feelings may change. But for now…things are good!