Student teaching has opened my eyes up to a lot of things that I either just didn't realize or that had entirely flown over my head. Being used to the college schedule, I had completely forgotten about waking up before 6am in order to get to school and that was certainly a shocker. Students' hormonal imbalances completely through me for a loop; the constant fights between boys, the occasional emotional breakdown in class, the disturbing level of flirtation by girls. Never did I ever think that teachers had to do so much paperwork outside of class, or just how awful grading essays is (they never end!). I was caught off guard by the high level of gossip presence in the teachers' lounge, and the low level of collaboration among colleagues.
There were also many great experiences that I did not expect to find. I did not expect to have so many of my summertime campers as my students, so it was an awesome time having them in class. I was surprised by the free reign that I was given with the students and the fact that both my teachers felt comfortable leaving me with them all day. I was shocked by the administrators' level of involvement in my student teaching experience, constantly encouraging me and giving me advice when ever applicable. I was also surprised by my level of inclusion in department-wide meetings, where my opinion was sought and held with just as much regard as the most seasoned of teachers.
Yet overall, the greatest part about teaching was finding out which of my students were Christians. Honestly, it was so cool to look out over a sea of faces and know that "this one" and "that one" love Jesus. I had so many great conversations with these students after class, conversations about God, church and the Bible. One of the students actually goes to my church, and I had never even known that before! I will certainly be looking to see her there in the upcoming weeks. I am so encouraged that these students see my faith at the forefront of my teaching, my philosophy and my demeanor, and that they can recognize that I am living for a higher purpose.
Even if the only thing I accomplished this entire semester was to embolden one of these students in their faith, I would consider my time a complete success. For me, honestly, the joy of my day was seeing these few students walk into my class and know that we serve the same King.
Wednesday, April 18, 2012
Lame Duck...Therefore, I Teach
As it is late in the ball game with regard to student teaching, I have a few plans for my class. I'm kind of in a lame duck position, finishing up the unit with one more assessment and then quickly handing off the class back to my cooperating teacher. That being said, this is the perfect opportunity to try some new things.
I've already been able to experiment and have some fun with my teaching methods this last week. The students almost went into shock when they saw me access the computer to show them a clip from Youtube. Needless to say, technology is not something that they are used to having in the classroom setting. Seeing this, I realized that I have to leave with a bit of "shock and awe" for the students come next week.
I plan on modifying an experiential learning activity next week about WWI, by flipping the desks over and having students hide in their "trenches" and record their experience in their notebooks as if its a journal. I plan to flicker the lights like artillery rounds lighting up the skies, while simultaneously war noises are blaring in the background to add effect. Some students will be lying in "no man's" land and others will be required to rescue them. Overall, the experience is intended to get the students excited about the material that they will be learning as I leave the classroom.
While there are still some kinks to work out and some modifications being made, I'm so excited to leave the students with an activity like this. I have not had an opportunity to REALLY ENGAGE the class in a full-blown activity like this. It will be good to leave on such a positive note with the students and to have some fun on my last few days. And that's the joy of being a lame duck right? Being yourself and trying new things!
I've already been able to experiment and have some fun with my teaching methods this last week. The students almost went into shock when they saw me access the computer to show them a clip from Youtube. Needless to say, technology is not something that they are used to having in the classroom setting. Seeing this, I realized that I have to leave with a bit of "shock and awe" for the students come next week.
I plan on modifying an experiential learning activity next week about WWI, by flipping the desks over and having students hide in their "trenches" and record their experience in their notebooks as if its a journal. I plan to flicker the lights like artillery rounds lighting up the skies, while simultaneously war noises are blaring in the background to add effect. Some students will be lying in "no man's" land and others will be required to rescue them. Overall, the experience is intended to get the students excited about the material that they will be learning as I leave the classroom.
While there are still some kinks to work out and some modifications being made, I'm so excited to leave the students with an activity like this. I have not had an opportunity to REALLY ENGAGE the class in a full-blown activity like this. It will be good to leave on such a positive note with the students and to have some fun on my last few days. And that's the joy of being a lame duck right? Being yourself and trying new things!
Wednesday, April 11, 2012
Spring Break does not mean "Time Off"
Maybe I was in my own little world. Maybe I was too idealistic. Maybe I just didn't realize the reality of the situation. Whatever it was, I thought that spring break would be the moment of breath that I needed. With but two weeks to go in the homestretch of student teaching, it seemed as though I would have a solid week off with nothing but loads of time to aid me in preparing my last unit to be covered. I made a neat little chart, because that's who I am, clearly planning out my time off so that I could get some work done and find a moment or two to relax. Boy, was I wrong.
It is now Wednesday and I am currently only beginning the process of preparing my last unit on Imperialism in Japan. Things just began popping up that required my immediate attention and pulled me away from my unit. The barrage of parent emails have occupied much of my time over the last few days, as parents are voicing their opinions about their children's report cards. Speaking of which, a solid two hours or so went into entering grades into an online system for students to view their grades online. Not to mention, some time was burned putting in individual comments and statements about each student's learning progress. Mix in some fun calls about tax forms and wedding planning, and its no surprise that spring break is almost gone and I have yet to complete my unit.
I am finding myself so amazed by the fact that a teacher's job seems to never end. That is to say that no matter what time of day or year, the teacher is always performing some sort of action that pertains to the profession. And yet while this statement is true, I have received some great advice with regard to the never ending to-do list of teachers. The social studies supervisor told me that over 90% of the teachers that receive the National Teacher of the Year Award end up divorced. She told me that no matter how crazy things may get in the classroom and with having to complete paperwork, that I should always make time for my family. The laundry list will be there in the morning, and you need to put your family first.
It was very encouraging to hear this from someone in administration. It is good to know that some people have an understanding for the constant "Go, Go, Go" attitude that teachers abide by, and that they are equally concerned that your home life is as healthy as your classroom. That in mind, I think I'm going to start my unit and then go for a long walk around the lake by my house. I need it.
It is now Wednesday and I am currently only beginning the process of preparing my last unit on Imperialism in Japan. Things just began popping up that required my immediate attention and pulled me away from my unit. The barrage of parent emails have occupied much of my time over the last few days, as parents are voicing their opinions about their children's report cards. Speaking of which, a solid two hours or so went into entering grades into an online system for students to view their grades online. Not to mention, some time was burned putting in individual comments and statements about each student's learning progress. Mix in some fun calls about tax forms and wedding planning, and its no surprise that spring break is almost gone and I have yet to complete my unit.
I am finding myself so amazed by the fact that a teacher's job seems to never end. That is to say that no matter what time of day or year, the teacher is always performing some sort of action that pertains to the profession. And yet while this statement is true, I have received some great advice with regard to the never ending to-do list of teachers. The social studies supervisor told me that over 90% of the teachers that receive the National Teacher of the Year Award end up divorced. She told me that no matter how crazy things may get in the classroom and with having to complete paperwork, that I should always make time for my family. The laundry list will be there in the morning, and you need to put your family first.
It was very encouraging to hear this from someone in administration. It is good to know that some people have an understanding for the constant "Go, Go, Go" attitude that teachers abide by, and that they are equally concerned that your home life is as healthy as your classroom. That in mind, I think I'm going to start my unit and then go for a long walk around the lake by my house. I need it.
Tuesday, March 27, 2012
Bringing the Heat
Yesterday was the first time that I've ever had to raise my voice in a classroom setting. Before yesterday, every moment of discipline was able to be handled individually or through patiently waiting for students to stop talking. But my period 4 class would not have it this way.
It was my first day with Period 4 - World History C level (which stands for standard college prep).They are somewhat disrepctful to my cooperating teacher and certainly apathetic with regard to the material. Another trait that they have distinguished about themselves is their committment to cheating on any and every form of assessment. All these things combined have yielded a class of failing students that have no intention of passing.
As a student teacher finally taking over, most students have an impression that I will be weak, easy to manipulate and soft when it comes to discipline. While showing much grace, they certainly understimated my other side of justice. I tried everything from quietly bringing them back to focus to staring at the clock untill they quited down. Nothing worked. And even if I did manage to begin teaching the lesson, specific students would make comments about what I was teaching in order get a rise out of the rest of the class. One student in particular would not yield any form of respect, denying my authority and continually telling jokes amidst my lesson.
I was careful to not to discipline out of an emotional reaction. It was clear, to the point, and effective. In summary, I boomed something along the lines of, "Listen up. You may think that you can walk all over me because I'm a student teacher. Let me assure you, I will not stand for this. I expect the same respect that Mr. Sheremeta is given and even more because I am a guest to your classroom. (Addressing the problem student) Why are you laughing? Is this funny for you? No one else finds this to be amusing. I have no problem throwing you out of the class right now and keeping you in ISS for the next week. Shape up, you're better than that."
Calmly yet sternly, I had managed to assert control over the class and present myself as the authority in the classroom. The rest of the period ran smoothly as students listened and took notes. We'll see if the atmostphere lasts to today.
It was my first day with Period 4 - World History C level (which stands for standard college prep).They are somewhat disrepctful to my cooperating teacher and certainly apathetic with regard to the material. Another trait that they have distinguished about themselves is their committment to cheating on any and every form of assessment. All these things combined have yielded a class of failing students that have no intention of passing.
As a student teacher finally taking over, most students have an impression that I will be weak, easy to manipulate and soft when it comes to discipline. While showing much grace, they certainly understimated my other side of justice. I tried everything from quietly bringing them back to focus to staring at the clock untill they quited down. Nothing worked. And even if I did manage to begin teaching the lesson, specific students would make comments about what I was teaching in order get a rise out of the rest of the class. One student in particular would not yield any form of respect, denying my authority and continually telling jokes amidst my lesson.
I was careful to not to discipline out of an emotional reaction. It was clear, to the point, and effective. In summary, I boomed something along the lines of, "Listen up. You may think that you can walk all over me because I'm a student teacher. Let me assure you, I will not stand for this. I expect the same respect that Mr. Sheremeta is given and even more because I am a guest to your classroom. (Addressing the problem student) Why are you laughing? Is this funny for you? No one else finds this to be amusing. I have no problem throwing you out of the class right now and keeping you in ISS for the next week. Shape up, you're better than that."
Calmly yet sternly, I had managed to assert control over the class and present myself as the authority in the classroom. The rest of the period ran smoothly as students listened and took notes. We'll see if the atmostphere lasts to today.
Thursday, March 22, 2012
A Word of Advice
Just yesterday, I was pulled into the WM Social Studies Dept Supervisor's office and had one of the most encouraging conversions thus far in my time student teaching. At first, I was caught off guard and completely nervious as the supervisor showed me a seat at her desk. Quickly, my fears were subsided. Mrs. Brennan aske me how I was holding up so far in the highschool, to which I told her my dilema with regards to the lecturing and heavy content. "Actually," she said, "that's precisely why I wanted to talk to you."
Kate proceeded to tell me, which I had quickly learned from experience, that the middle school and the high school are two totally different animals when it comes to learning style, teaching methods and content. HOWEVER, she made it quite clear that just because a course requires more content, that does not mean that I should sacrifice student centered learning. Just because students need facts, does not mean I need to lecture from bell to bell. She encouraged me by saying, "I do not want to see this beautiful flower of teaching, that you were at the middle school, to simply wither and die because of old fashioned thoughts on lecturing that exist in this school."
Being new herself to the district supervisor position, Kate told me how shocked she was by the heavy lecturing and sermon-like teaching that she was seeing in classes. She told me to be myself, and teach the kids with them at the center, just like I did at the middle school.
I must say, this was a relief. I could not have thanked her enough as I left her office. It was so nice just to know that someone is on my side in this struggle of content vs teaching methods. And its even better to know that I'm doing something right.
Kate proceeded to tell me, which I had quickly learned from experience, that the middle school and the high school are two totally different animals when it comes to learning style, teaching methods and content. HOWEVER, she made it quite clear that just because a course requires more content, that does not mean that I should sacrifice student centered learning. Just because students need facts, does not mean I need to lecture from bell to bell. She encouraged me by saying, "I do not want to see this beautiful flower of teaching, that you were at the middle school, to simply wither and die because of old fashioned thoughts on lecturing that exist in this school."
Being new herself to the district supervisor position, Kate told me how shocked she was by the heavy lecturing and sermon-like teaching that she was seeing in classes. She told me to be myself, and teach the kids with them at the center, just like I did at the middle school.
I must say, this was a relief. I could not have thanked her enough as I left her office. It was so nice just to know that someone is on my side in this struggle of content vs teaching methods. And its even better to know that I'm doing something right.
Monday, March 19, 2012
First Placement, I long for thee-
I am currently entering my second week at my new placement,
and I must say… I’m wishing I was back at first placement. There are a few
things that just seem so foreign to me, so difficult to swallow. I feel like I
have been inculcated with a perspective of teaching for the last 4 years of my
college experience that is now being called into question in one sweeping
six-week placement. Unsettling to say the least. I have been taught that the
best way to approach the learning process is to place the student at the center
of such process. That it is the student who should generate an intrinsic value
in the material and learn with the facilitation of the teacher. My first
placement embraced that train of thought, offering every opportunity to think
outside the box, hold simulation events and promote big teaching ideas. High
school, however, is a whole other ball game. Its “Welcome to the Podium: Slap
down your notes and preach it from bell to bell.” Lecture intensive and content
intensive, I am simply expected to be an expert in information and not necessarily
in delivering it. I think content is important, but at what point is it so
important that teaching methods are to be sacrificed for the sake of rote
knowledge. Disgruntled, disappointed, envious of my old placement – I just
think that there is more to teaching than for me to furiously take notes at
night in preparation of delivering a display of oratory genius the following
morning. Maybe I’m being unrealistic, but I think students will remember “how I
taught” before “what I taught.”
Monday, February 27, 2012
Being the light
I wanted to take this opportunity to just make note of something that I experienced last Friday. As I've begun to experience the life of teaching, I've noticed that it is extremely easy to become discouraged. The students don't behave when you need them too most, the clock runs out half way through a lesson, absent students demand work from a week ago when you're barely capable of recalling yesterday, faculty meetings, differentiated instruction, picky teacher aides, fighting in the hallways, parent-teacher confrontations... the list is endless.
Yet perserverance does not go unnoticed. You may not take realize it, but there are many people that make observations of your daily struggle. After a long Friday, the principal of the school took time out of her day to visit me during my period off. Even a quick 'hello' would have been encouraging, knowing that her day is far more chaotic than my own. But to my surprise, she sat and talked with me for about fifteen minutes, and what she had to say was remarkable. Just at a time when I felt like a meaningless spoke in a greater wheel, she proceeded to tell me about the high praises I was recieving from multiple people. Completely genuine in her encouragement, she wanted me to know that my efforts do not go unnoticed and that she was so thankful for my service in the West Milford school district.
I could not help but to reflect on the words of Jesus, saying that our deeds done in quiet are seen by the Father and will be brought to the light. Our daily struggle as teachers is not exclusive to our own little world. It is on display for all to see, and people watch us intently. As Christians, we should be all the more prepared to be Jesus for those around us, letting our light shine before others. For better or for worse, people will watch us the rest of our careers and lives for that matter. What will we look like?
Yet perserverance does not go unnoticed. You may not take realize it, but there are many people that make observations of your daily struggle. After a long Friday, the principal of the school took time out of her day to visit me during my period off. Even a quick 'hello' would have been encouraging, knowing that her day is far more chaotic than my own. But to my surprise, she sat and talked with me for about fifteen minutes, and what she had to say was remarkable. Just at a time when I felt like a meaningless spoke in a greater wheel, she proceeded to tell me about the high praises I was recieving from multiple people. Completely genuine in her encouragement, she wanted me to know that my efforts do not go unnoticed and that she was so thankful for my service in the West Milford school district.
I could not help but to reflect on the words of Jesus, saying that our deeds done in quiet are seen by the Father and will be brought to the light. Our daily struggle as teachers is not exclusive to our own little world. It is on display for all to see, and people watch us intently. As Christians, we should be all the more prepared to be Jesus for those around us, letting our light shine before others. For better or for worse, people will watch us the rest of our careers and lives for that matter. What will we look like?
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