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!

What to do? What to do? (Online Reflection #4)

Why is the students that need the most help and encouragement are the ones that always miss school?Aaarrgghhh!
A bright young man named Joe (a pseudonym) got moved from the 5th hour block into 1st hour. My CT's 3rd and 5th hour blocks were honors level classes. Joe is very quiet and keeps to himself but has not come to more than a handful of classes since he was moved out of honors Language Arts and Math. We heard that he was moving to another school but now, now that may not be the case. Whatever the situation something  has changed since he was moved. He rarely participates and mainly just draws during class. I have noticed that he has not moved his journal from the 5th hour crate to the 1st hour one. I told my CT that and she had not noticed that. She was going to refer him to the school's counselor.
I can only imagine how this young man must feel. No one even talked with him about it that I know of, they just moved him. I am wondering what else I can do to help him. Today I tried to help him get caught up with the writing of his narrative to where the other students are but he is very resistant. He will engage only as long as you are right there with him. Once you leave he starts drawing. I really don't know what to do.
And I have noticed that it seems that the ones who need the most attention are the ones who have issues with being tardy or chronic absenteeism. When you ask them why they are late the answers they give you are sometimes heartbreaking, "My mom didn't wake up" or "I was up till 2am watching a movie and didn't wake up."
Back to Joe. I did get him to smile today. He was telling me about his story entitle "The Good Guy." I asked him if he was the good guy and he and said, "No, that is Eugene." I told him I bet he was a good guy just maybe not for his story and he smiled. All I can hope is that somehow he will start coming to class and that we can make him see that it is okay to be in the class he is in. Such a sweet and sensitive young man!

To Color Coordinate or NOT to Color Coordinate? (KATE post)

I really just loved the KATE conference. I don't get out much so maybe that is why. Nah! It was awesome. I have several observations, one that is disconcerting.
First, off the most informative and fun break out session was the one directed for first year teachers. The caption said "New to building, staff or teaching" but it was mainly for us newbies. The wonderful thing about this session was that we got to see two different ways of organizing your classroom and yourself. One of the presenters had her classroom files completely color coordinated. Whatever color the textbook, that was the color for the class. She had their copies on colored paper, she clipped papers together with colored paper clips, and even color coordinated calendars. The other wonderful presenter did most of her organizing on her computer. It was nice to see that either way is acceptable and easy to manage. It just depended on what type of person you as a teacher are. I actually am a little of both and could not wait to run out and start stock piling all sorts of primary colored nick-nacks for my room. YAY!!!!
I also really found the session on writing dialogue to be useful as well. The husband and wife team offered some valuable tips on how to engage students and ways to help them practice getting the dialogue as authentic as possible. The Mrs. of the duo admitted to being admonished this year for not writing more as a model for her students. I found that this took great courage to admit in a roomful of English teachers. But I was encouraged by it because I struggle with this as well. I never thought I was a good writer so all this time I have been looking for this magic formula to give to my students and take me out of the equation. Unfortunately, I am the teacher and my writing, good or bad, is what the students need to see. Thank you to this couple for the break out session on dialogue for opening my eyes!
The disconcerting observation that I had was there seemed to several negative teachers there. I know you get that everywhere you go but I was just taken aback by it. It was not widespread and maybe I am just naive.
As far as what I would have liked to have seen that wasn't there was just the inclusion of some classroom management strategies in the Survival session. I think the vast majority of sessions were very informative and covered a wide range of topics so as to appeal to the fresh off the turnip truck teacher as well as the more seasoned veterans.
What kind of networking did I do and who did I meet? Well, let me tell you who I met. I met Clare Vanderpool and Jay Asher that's who I met. I took wonderful notes for Clare Vanderpool's presentation and she had such wonderful descriptions of writing that I can give to my students. How experience is just one thing to add to the story pot and stir. I love that! And I got my picture taken with her. A big thank you to Amy Hart for being my photographer for the day. But it was Jay Asher who I really enjoyed listening to. Probably because I wanted to hear him talk about his  book. I know the storyline but have yet to read the book. However, his main character is a Hannah and I have a Hanna at home. (ye,s they are spelled differently) As many of my friends know my Hanna has been bullied and has struggled with self-esteem issues and has recently began speaking of suicide although I do believe this is out of frustration and not out of a deeper need to hurt herself. But I will not take any chances when it comes to any one of my children. So as I stood in line to get my book signed by Mr. Asher for my daughter, I was hard pressed to remain composed. As he opened my book, I showed him a scrap of paper with my Hanna's name on it, so he wouldn't misspell it (she hates that) I leaned toward him and said "My daughter needs to read this." He paused as he looked at me and said "I love hearing from parents who buy this book for their child. It lets that child know that the parent cares and is ready to talk." I told him I was going to save this book as a Christmas present but had decided to give it to her today. And I thanked him for his time. He closed the book and posed for a picture with me and said "Tell Hanna hi for me." The tears began to flow as I drove home. Well, my Hanna has started reading her book. She thought it was cool that her old mom met the author. She even got online to listen to the Hannah tapes. Thank you Jay Asher!

How Small is TOO Small?

Once this post is published I will already have moved on to a different section of Language Arts at my school site. I have been with this wonderfully small class of all girls. At first, I thought that this was going to be a breeze. There were only six girls. Too easy, right? How could there be any problems with a class that small? Well, let me tell you, there were problems!

First off, I want to say that the problems were not really what most would consider a problem. The girls had no behavior issues. The class was classified as an “honors” level language arts class. So, they were all well ahead in their reading skills. Delightful and sweet, every one of them.

So, these “problems” I speak of are not behavior issues but more issues with how the class actually runs. The girls have a knack of getting the teacher off subject. All the other classes run great, according to the teacher but this one. She can never get through a lesson without the girls talking about all sorts of things. Their weekend, something funny that happened in the lunchroom or just generally giggling for no reason. And it is amazing how something so small as that can disrupt the whole schedule. The teacher ends up rushing at the end to make sure she gets through the lesson.

Another issue is group work. How can you have small group instruction when there are only six girls? You can’t. It’s always just one big group discussion. At that is ok but there is no diversity. They are all girls. Five of the six are Hispanic and they are all friends. So, they all really feel about the same about things. You get one to answer a question and no one else will volunteer. So, you ask, “Does anyone have a different opinion?” And they all shake their heads no.

This presented a problem for me as I began to plan my unit to teach them. I wanted to conduct small group workshops on their Senses Poem I was going to have them write. It would end up being just one big group and they cannot offer a different perspective because they are all female. And I love cooperative learning. I want my future class to have tables for groups of four. I think this creates a friendlier classroom environment. But we can’t have groups of four, because there are only SIX of them!!

So, how small is too small? Or how big is too big for that matter? It is an interesting problem because one would think the smaller the better. I think there needs to be a happy medium. A big enough class so that we can have small group interactions but small enough so that every student gets the attention that they need. I imagine that will be different for every class.

Unfortunately, I will not get to teach my unit to this wonderful group of young ladies. I am moving to a larger class to get a better grasp on what it is like to teach a normal class. I will miss them. But I will let you know if group work is easier with my new group of students.