Reflections of a Student Teacher: Week 14

intern
noun |’in,tərn|
a student or trainee who works, sometimes without pay, at a trade or occupation in order to gain work experience.

__________________________________________________________________________________

I’ve mentioned here before about the sometimes unrealistic expectations I set for myself. For example, being an awesome teacher from the moment I step into the classroom. And while my internship has served its purpose in the realm of teaching, it’s also helped me gain some perspective in life.

I’ve had an interesting and tough group of students that go beyond typically 8^th grade angst (well at least I think so). I’ll actually miss them, but I can’t honestly say I felt that way from the beginning. Because of my struggles in the classroom, I really had to examine why I wanted to teach and if this was the right career for me. Luckily for me (and for my bank account), after my soul searching I realized that teaching is for me. Yes, I will have bad days (and years maybe), but I believe it’s totally worth it.

I feel very blessed to have had the internship that I did. During the beginning and middle of my internship, I don’t think I would have felt the same way, but as time passes and I’m able to reflect, I am increasingly grateful for this amazing learning experience.

Reflections of a Student Teacher: Week 13

As the end of my internship draws closer, I have really started thinking about how I will do things in my classroom. What sort of things will I do the same? What will I do different? Though it pains me, I know that not all of my policies/procedures will work. As a teacher, the best thing we can do is adapt and be willing to change things that aren’t working or helping students learn.

What I’m really focused on right now is the start of the school year. I know that the first days are extremely important in how the classroom functions for the rest of the year. And I knew from just 1 week with middle schoolers, that you have to be extremely clear and upfront with your expectations and procedures. As my internship progressed, I realized just how much there was to think about. New issues would arise that I hadn’t given any thought to and I realized that I definitely needed to have a plan addressing the issue at the beginning of the year. Here are a few of the things I’ve been thinking about:

Late work – will it be accepted? Graded down? What constitutes late work? How will it be turned in?
Make-up work when absent – Whose responsibility is it to get the work? Where will I keep work?
Participation points – Will I do this? If so, how often? How can I make this as objective as possible? How will I keep track of points in the least tedious way?
Bell Ringer assignments – What will these look like? Will they be graded?
Bathroom/Hall passes – How do students get to leave the classroom? How often? Can a pass be revoked? What for?
Being Prepared – What will I do if students don’t have needed supplies? What happens if it turns into a habit?

Again, I know there will be a lot of trial and error work to find procedures that work for me and my students that also work to create a safe, effective learning environment, but I’m ready for the challenge.

Reflections of a Student Teacher: Week 12

Week 12, how did we get here already?

Last week was MSP week and even though my 8th graders only tested 2 days out of the week, we were in testing mode for 4 of the 5 days. Because of this, the week was sort of a wash, academically. We knew that the students wouldn’t have the ability to make it through an actual lesson, and understandably so… they just took a 2 ½ hour standardized test. Robin and I tried to keep it as “academic” as possible, but the week consisted of a lot of rounds of Scategories and Balderdash. It was fun to see their creative/fun sides. I even saved three of my favorite Balderdash definitions.

On Friday I learned an important lesson about things not going as planned because of teacher error. The instruction sheet I made for graphing TOTALLY didn’t make sense to the students (partially because I didn’t proof read it), which created a little bit of chaos in the computer lab. We made it through and I retyped the directions making them more explanatory (hopefully) and we will try it again on Monday.

This upcoming week is the last week of my social studies unit on human/environment interaction. Most of the week students will be working on a letter written from themselves 25 years in the future describing what their country looks like and how the people live – they’ll even have to draw and “Then and Now” picture. I’m excited for the assignment and I hope the students are too. The following week is the final week of their poetry unit. After that Robin will take over again as the “full-time” teacher and I’ll sort of be roaming around. She’ll be gone for a few days, so I’ll teach then, but I’ll also use the time to observe some other classrooms.

EDU 6139 Reflection 8

In chapter 25 the Wong’s discuss the difference between teacher-workers and teacher-leaders. Obviously, I want to be a teacher-leader. However, I can see how easily it would be to fall into the teacher-worker category. Much is expected of teachers with little tangible reward (pay), which can be tasking and eventually lead to burnout. I’ve seen both leaders and workers at my internship. The workers are the first ones out of the building everyday. They are the ones sitting at their desks all class period. They are the ones who are late or absent from meetings. And they are the ones who only care about themselves and their classrooms, unwilling to collaborate or go the extra mile if it means helping others out. The leaders on the other hand, are the ones who are involved in school activities, who are present and participatory at meetings, and who bounce ideas off of others to better themselves and their instruction. To me, it seems like leaders understand that the as teachers, we share a responsibility to help the school run smoothly and efficiently as possible while providing students the best possible education we can.

Reflections of a Student Teacher: Week 11

Robin was out Monday, Wednesday, Thursday and 1^st period of Friday (which was the only class since we left for a field trip at the beginning of 2^nd). So I was on all week and minus a few incidents, I think things went okay. Though it wasn’t ideal, I think having Robin out really boosted my confidence around being solo in the classroom (there was a substitute teacher in the room all days except Friday, but honestly they all sat at Robin’s desk and read for the day). This isn’t to say that I am an awesome classroom manager, because I am well aware that I have lots to work on in that area, but I definitely do feel a much-needed confidence boost.

Friday’s field trip was much needed as well. We went to the Seattle Center for the Giant Magnet Festival. We saw a world music sampler show in the morning and then kids were given free reign to play around on Seattle Center grounds. Many chose to play in the fountain and Robin and I watched as our students laughed and smiled as they soaked themselves and their friends in the water. It was much needed because it reminded me that regardless of how they act in class, they really are just kids. They are 13 years old.

Here is a video of Black Violin. They were one of the musical performances at our show and the students LOVED them. The group consists of a DJ who plays R&B/rap songs and beats and two classically trained violinists. I’ve downloaded their album and Robin and I are going to have some of their songs playing in the background of class. After one of the MSPs, I may even have kids watch some of these videos.

EDU 6139 Reflection 7

Reading the scenario of the 6^th grade class that got little work done makes me feel better about myself. I know that I still have a lot to learn in the classroom management realm, but it’s a confidence booster to see that I’m not the least effective teacher out there.

In my internship classroom, students have a bell starter task sort of. On the board we list the supplies they need for the class and how they need to prepare in order to be ready; however, students don’t take it seriously and are constantly asking what they need and getting listed supplies during instruction time. At least three students every class period ask if they can go to their locker to get their reading book when reading book is a listed supply for the day. I want to start a system where if students don’t have their supplies they are marked as tardy, but it seems like tedious work. Often certain supplies aren’t needed until halfway through the block period, so I haven’t quite figured out how to keep record of all the students who ask me to go somewhere to get something. But, this is something that I want to work on in the last few weeks of my internship. I know that in high school teachers will be way less lenient about forgetting supplies and I want to prepare students as best as I can.

I may also think about implementing an actual bell starter activity… something simple like 5 minutes of writing. I think little changes like this could help set the tone for the rest of the class – a tone of serious learning while also having some fun.

Reflections of a Student Teacher: Week 10

I survived chaperoning my first middle school dance on Friday. I had heard horror stories from some of the teachers about having to break up inappropriate dancing so I practiced my “Have some respect for yourself” speech Thursday night and was fully prepared to use it on Friday.  However I didn’t have to give my speech, a pleasant surprise. In fact, there was nothing at all inappropriate about what happened at the dance expect for the body odor that took over the cafeteria after 20 minutes.

A 6^th grade LA/SS teacher and her student intern came down to help chaperone and seemed to have a really fun time with their students and for whatever reason it made me sad/jealous… sad that I couldn’t do that with my students and jealous that she could. I get that sixth graders are completely different from eighth graders and that I don’t need my students to like me, but it still made me wonder if she was doing something with her students that I wasn’t doing with mine. Something that made them respect her and like her. There was not a single 8^th grader at the dance (which according to Robin has never happened and which, coincidently, is why we think the dancing was a bit milder), so even if I wanted to have fun with my students, I wouldn’t have been able to.

I think being able to joke around with your students outside of the classroom is just another way for you to help build your relationship with them. However, in order to do that, I think a pretty solid relationship already needs to be in place – one where the student respects you as his/her teacher and not as a friend. And honestly, I don’t think I’m there with my students yet. Which is frustrating for me but I’m becoming more okay with it. I also have to remember that I cannot compare myself to this other student teacher. Her circumstances are completely different than mine and that makes all the difference.

I think my students see me as an authority figure and teacher, but they still see Robin as THE authority figure and teacher. It’s completely understandable, but can be frustrating when they respond to her instructions, but not mine. Robin will be out Wednesday and Thursday this, so I am trying not to freak out. I know I will make it through the day and will be a better teacher one day because of it.

EDU 6139 Reflection 6

As opposed to last week, I actually agree with what the Wong’s had to say in their chapter about classroom management. I credit myself with being a highly organized and fairly systematic person, so what the Wong’s said really resonated with me. I find personal stability in being consistent and having routine, so I easily see how students, especially those without it at home, can find consistency to be helpful.

That being said, I am surprised by how difficult I’m finding it in my internship to be consistent. I know that part of it is because I came in over halfway through the year with an already established set of rules and procedures. I agree with all of Robin’s (my mentor teacher) procedures, but there is something different about following someone else’s procedures and actually making and establishing your own.  And while I know what the procedures and rules are, I feel like I don’t have a complete grasp on them or that I’m missing parts of them somehow.

This morning in bed, before reading the Wong chapter, I was actually thinking about how I can be more consistent with my students. The Wong’s mentioned that an ineffective teacher punishes according to her mood. Some days, I think I do this. And some days I don’t think I’m fair to all students – I tend to come down harder on the students who cause problems for frequently and let things “slide” for the students who are typically on task. This needs to stop. From here on out, I’m going to work on being a more consistent teacher stating my expectations and the consequences for not meeting those expectations.

Reflections of a Student Teacher: Week 9

9 weeks down, 6 official (7.2 unofficial) weeks to go!

Last week was a continuation of the week before in terms of student engagement levels. At some points I feel myself starting to think, “Well, I’m not going to care if they don’t care,” which is not what I want to be thinking or feeling. It’s just hard when you spend hours planning and prepping for a lesson that many students don’t care about. I’m powering through, but still feeling stuck. I think Robin feels stuck too, which is understandable. She says she’s never experienced a group of kids (the 8^th grade cohort specifically) that is so checked out… other teachers I’ve talked to say the same thing.  We brainstorm daily about what worked, what didn’t, what we can try the next day, etc. It’s helpful to me to talk through it all, even if what we come up with to try out doesn’t actually work. It’s good to experiment.

It really hit me this week that I’ve been entrusted to prepare these students for their MSP test. A realization that wasn’t taken lightly. In some ways, I feel like if all my students don’t pass, it will all be my fault. Like I didn’t do something that I should have to prepare them. I know this isn’t true (First, I’ve only been with them for 9 weeks and a test prep unit isn’t going to take a student reading at the 4^th grade level and make her pass the MSP. Second, if after 2.5 years of working with highly qualified, professional LA teachers, only 16 out of 55 passed the test in previous years, it’s doubtful that my 3 week test prep unit will magically change the other 39’s scores), but I still can’t help but place that pressure on myself.  This is not to say that my test prep unit won’t help improve score, because I absolutely think it can – that’s why I’m doing it – I just don’t think it will the be the Reading test panacea that I want it to be.

The last 3 days of the week, Robin and I spent lunch down in the cafeteria to collect permission slips for a fieldtrip the students are going on May 14^th. It was interesting to see my students outside of the classroom and to learn who they were friends with outside of class. I think it gives me a better idea of who they are as people, not just my students.

This week we start our poetry unit. Students seemed pretty excited about it when we mentioned it last week, so I’m hoping that it will be engaging and just the right mixture of academic/non-academic to keep them engaged. A poet named Laura who works with the WITS (Writers in the Schools) program will teach the unit to 2^nd period and I will mirror her lessons for 4^th period.

EDU 6139 Reflection 5

This week’s Wong and Wong reading discussed how the effective teacher understands and uses the research process to improve student achievement and student learning. While I agree with what they are saying, I couldn’t help but think about my internship situation and conclude that the Wong’s have a sort of black and white approach to everything.  There is no grey area with their beliefs, or at least the impression I get from reading their book. In this week’s section especially, they seem to place all the responsibility for learning and student achievement on the teacher. I absolutely agree that teachers are responsible for student achievement and they should do what they can to help students learn, but students have a responsibility in the learning process as well. Students have to be willing to put in the effort required to learn, which I can’t do for them.

I think an important piece that Wong and Wong left out of this section is that effective teachers change things up constantly. If something isn’t working, they try something new. That’s research – figuring out what works for your students. I value educational research and can speak volumes of it’s importance, but I can also take a step back and see that educational research does a lot of generalizing. This method works best for this type of student, you should teach this way with these students, etc. However, it doesn’t necessarily take into consideration the individual learner. That’s where teacher research comes into play. Teachers can and should use larger educational research to do classroom-based educational research.