I've had a couple days to reflect on my experience at AMY. I've read over the critiques that my kids wrote for me several times, I've talked to friends and family about my time there, and I've done a lot of thinking by myself. So here are some last thoughts.
-The seventh grade sections are all inclusive. This means that they are not separated according to ability, but the learning disabled are in a classroom with the exceptional learners. I was thinking about how this makes a difference in the classroom. During one of my lessons I had the students read silently. I saw some students really into the book, moving ahead at full speed. I saw some trying to read but disinterested. I saw some who were pretending to read but doing something else whether staring off into space or drawing a picture. And I saw some who didn't even pretend to read but just slept. So I'm trying to figure out how to reach each of the students at their different levels. I'm thinking specifically of one table. At this table is a girl who is probably the top of her class, a boy with a slight learning disability who is at a lower reading level, a smart girl who really cares about her grade, and a boy who doesn't care about school. The top-of-the-class girl and boy-who-doesn't-care can't stand each other; much of the class is spent with them throwing words back and forth. No one at this table is gaining from this set up, even though one of the theories about inclusion is that the exceptional learner will build up the disabled learner. Not always true, as exemplified by this table. And probably the best solution in this case would be to switch up this table, but the problem still remains: how do I make every lesson applicable to different types of learning?
-A lot of the kids wrote on my critiques that I need to be more strict. It's really interesting that they wrote this because though I thought that I was being strict, I do see situations in which I wasn't strict enough. I see how I need to be consistent and follow through on punishments - or even threaten punishment which I didn't always do. I feel like I gained rapport with a lot of the students, but I also understand that part of rapport, and especially with the city kids, means that they will still respect me (and maybe even more so) because I punish them.
-These kids need loving. One of my favorite little boys told me about how we watched someone being shot and choking on his own blood. He's 12. I don't want him to go down that same path, but the door for it is wide open. With my whole two weeks there I had several bad classes and several necks that I wanted to wring. These bad classes made me question my teaching ability and if I wanted to go back. But I realized during these two weeks that what they need is consistency and reliability. I want to still be there with them to offer it to them.
It's funny to think back to a couple weeks ago when I couldn't understand why I had signed up for urban practicum. It was a great experience, but I am honestly so glad it's done.
Sunday, May 31, 2009
Thursday, May 28, 2009
Thursday, May 28, 2009
What a horrible day it's been, though I honestly feel peaceful right now. I did many new things today, and experienced many new things as well. Here is a timeline of my day:
1. I arrived early with my counterpart, Kara as usual. We hung out in her teacher's classroom and talked with her and made photocopies as usual.
2. I made my way over to Ms. Greene's room, though she wasn't there, so I sat in Ms. Bael's room and talked with her for a while.
3. I took attendance for Ms. Greene's homeroom, and then we decided that for the points system we would make big charts and laminate them so we could just erase and write new numbers as need be. So I was able to go to the media center and blow up some behavior charts and laminate them.
4. Ms. Greene taught today so when I got back to class I observed her for the first time. I think I've inspired her to be more interactive. Her lesson was about friendship in Bridge to Terabithia. She did a reading about friends, asked students who they would take to a deserted island with them, had them discuss how to make a friend and how to keep a friend, played a memory game with best friends as partners (Romeo and Juliet, Lady and the Tramp), and then she read aloud the third chapter. I was really impressed, and the points system seemed to work decently.
5. Until we got to the second class. They couldn't seem to listen to anything, and they would not be controlled. Ms. Greene got very upset, and sometimes I think that students need to see the teacher angry - not that it really affected them. She ended up making them write a whole paragraph about a Russian proverb that said something like "tell me who your friends are and I will tell you who you are." She then had me sit down and read through them, giving them each a grade. I pulled a Mrs. Gleason and basically wrote a paragraph to each of them telling them how to improve.
6. Then was lunch. There were a couple kids who had lunch detention, so I went down and got them. Then Ms. Greene was called down to pick up her class because something had happened. So I sat in the classroom with the students for a long time wondering what had happened, and finally a bunch of girls come in crying. Here a boy in their class had been arrested and taken away in front of all of them which really upset the girls. I'm not sure what happened, but he hit someone and as the security guard tried to restrain him he kept resisting and hitting people. So I know that he should have controlled his actions, but it sounds like a lot of it didn't have to happen - apparently he was provoked to hit this person, and then no one listened to him but instead just arrested him. All in front of the students. As if they don't see enough of that on the streets, their classmate and friend was taken away in handcuffs and paraded for all to see. I do not think the situation was handled well.
7. So I took these girls who were in hysterics into an empty classroom and I had no idea what to do, so I just sat there with them. Eventually the social worker came in and they all started talking at once, some yelling at each other and blaming it on one another.
8. So Ms. Greene and I improvised, and some of the girls asked her to read "A Tell-Tale Heart"
which she did extremely well. Almost as soon as we were done it was time for them to go.
9. I gave some of my classes the chance to "critique" me, and I had them write down some things I had done well and some things I should work on. I found that I really can't take these personally. Some of them were great, and about 5 of them didn't like me. Honestly, I have to take these with a grain of salt. I feel like two weeks wasn't enough, but I feel like today makes me never want to go back to teaching.
10. All in all, today drained me. The students' emotions and lack of respect really got me down. I know that I can't base my whole experience on one day, but I was hoping to end on a more positive note. I really love these children, but I feel like they just don't care. And how can I help students who don't care?
1. I arrived early with my counterpart, Kara as usual. We hung out in her teacher's classroom and talked with her and made photocopies as usual.
2. I made my way over to Ms. Greene's room, though she wasn't there, so I sat in Ms. Bael's room and talked with her for a while.
3. I took attendance for Ms. Greene's homeroom, and then we decided that for the points system we would make big charts and laminate them so we could just erase and write new numbers as need be. So I was able to go to the media center and blow up some behavior charts and laminate them.
4. Ms. Greene taught today so when I got back to class I observed her for the first time. I think I've inspired her to be more interactive. Her lesson was about friendship in Bridge to Terabithia. She did a reading about friends, asked students who they would take to a deserted island with them, had them discuss how to make a friend and how to keep a friend, played a memory game with best friends as partners (Romeo and Juliet, Lady and the Tramp), and then she read aloud the third chapter. I was really impressed, and the points system seemed to work decently.
5. Until we got to the second class. They couldn't seem to listen to anything, and they would not be controlled. Ms. Greene got very upset, and sometimes I think that students need to see the teacher angry - not that it really affected them. She ended up making them write a whole paragraph about a Russian proverb that said something like "tell me who your friends are and I will tell you who you are." She then had me sit down and read through them, giving them each a grade. I pulled a Mrs. Gleason and basically wrote a paragraph to each of them telling them how to improve.
6. Then was lunch. There were a couple kids who had lunch detention, so I went down and got them. Then Ms. Greene was called down to pick up her class because something had happened. So I sat in the classroom with the students for a long time wondering what had happened, and finally a bunch of girls come in crying. Here a boy in their class had been arrested and taken away in front of all of them which really upset the girls. I'm not sure what happened, but he hit someone and as the security guard tried to restrain him he kept resisting and hitting people. So I know that he should have controlled his actions, but it sounds like a lot of it didn't have to happen - apparently he was provoked to hit this person, and then no one listened to him but instead just arrested him. All in front of the students. As if they don't see enough of that on the streets, their classmate and friend was taken away in handcuffs and paraded for all to see. I do not think the situation was handled well.
7. So I took these girls who were in hysterics into an empty classroom and I had no idea what to do, so I just sat there with them. Eventually the social worker came in and they all started talking at once, some yelling at each other and blaming it on one another.
8. So Ms. Greene and I improvised, and some of the girls asked her to read "A Tell-Tale Heart"
which she did extremely well. Almost as soon as we were done it was time for them to go.
9. I gave some of my classes the chance to "critique" me, and I had them write down some things I had done well and some things I should work on. I found that I really can't take these personally. Some of them were great, and about 5 of them didn't like me. Honestly, I have to take these with a grain of salt. I feel like two weeks wasn't enough, but I feel like today makes me never want to go back to teaching.
10. All in all, today drained me. The students' emotions and lack of respect really got me down. I know that I can't base my whole experience on one day, but I was hoping to end on a more positive note. I really love these children, but I feel like they just don't care. And how can I help students who don't care?
Wednesday, May 27, 2009
Wednesday, May 27, 2009
Today I was able to finish the lesson I had planned yesterday. Yesterday I began the book, and today we read chapter 2. I tried to think of something interactive for them to do or get them up and moving - they loved the visual of the bridge yesterday because it involved something other than sitting. Ms Greene and I also decided today to change the seating arrangement, and so we made six groups of four. For the most part they worked, although we had a couple tables that wouldn't stop complaining about who they were sitting with. I explained to those individuals that they needed to learn the life skill of interaction and communication, and that they wouldn't always be with people they liked. I let them know that I was going to be firm and wouldn't let them move; I told them that they must be civil. So as I assigned each of the groups a character to review from chapter one, I had a couple tables that would not talk to each other. That was frustrating and I didn't know exactly how to handle it. On the other hand there was some really great interactive group work which was very encouraging. I had a representative from each table tell the rest of the class about their character, and that was how we reviewed from chapter 1.
Ms Greene and I also began a points system where each table begins with 10 points, and we take away and add points as need be. I don't know how much they really care about it, but it's nice to be able to reward them for good behavior as well.
My lesson went on as I read chapter 2 to them and interacted with the text, asking questions and explaining things to them that they wouldn't understand because it's kind of a different culture; for example, I explained canning, milking a cow, and what a rooster is.
So I taught the lesson three times, and the third time was awful. The class was actually usually the best one, but they came from lunch, and I just got so tired at lunch time and started feeling sick. During the first two classes I walked around reading, and during the last class I had to sit down, and I found that I became ticked off more easily which wasn't good.
This afternoon Mayor Nutter spoke to us, and though I appreciate him coming I wasn't extremely impressed. Not that I'll get into politics, but I didn't think it was appropriate for him to arrive 30 minutes late to what is supposed to be a professional seminar (though who I am to say it was professional when there was a mouse running around?) to speak to up and coming professional teachers. I do appreciate that he didn't give a political speech to us though. The Q & A wasn't as good as I wished it would have been; I didn't ask any questions, but I think that many of the questions he was asked didn't really pertain to him, many of the questions were about state or federal operations that he had no say in. It was good of him to come, however.
Ms Greene and I also began a points system where each table begins with 10 points, and we take away and add points as need be. I don't know how much they really care about it, but it's nice to be able to reward them for good behavior as well.
My lesson went on as I read chapter 2 to them and interacted with the text, asking questions and explaining things to them that they wouldn't understand because it's kind of a different culture; for example, I explained canning, milking a cow, and what a rooster is.
So I taught the lesson three times, and the third time was awful. The class was actually usually the best one, but they came from lunch, and I just got so tired at lunch time and started feeling sick. During the first two classes I walked around reading, and during the last class I had to sit down, and I found that I became ticked off more easily which wasn't good.
This afternoon Mayor Nutter spoke to us, and though I appreciate him coming I wasn't extremely impressed. Not that I'll get into politics, but I didn't think it was appropriate for him to arrive 30 minutes late to what is supposed to be a professional seminar (though who I am to say it was professional when there was a mouse running around?) to speak to up and coming professional teachers. I do appreciate that he didn't give a political speech to us though. The Q & A wasn't as good as I wished it would have been; I didn't ask any questions, but I think that many of the questions he was asked didn't really pertain to him, many of the questions were about state or federal operations that he had no say in. It was good of him to come, however.
Tuesday, May 26, 2009
Tuesday, May 26, 2009
Today I began teaching Bridge to Terabithia which is a book I hadn't even heard of a week ago. So I didn't really know how to introduce the book, and the little workbook that she gave me was one of those books that give really lame ideas and some vocab words that kids in the urban setting will never use again. So I of course ignored it and came up with my own idea. I began with 4 pictures of friends and they determined that the common theme was friendship. I then illustrated the concept of a bridge by having two students stand on chairs across the room and try to get to the other chair without touching the ground. The students LOVED it because it was some sort of interaction. Then I talked about how the bridge was not only physical, but symbolic of bridging a friendship and bridging the gap between child and adult. Then after I assigned them each a character to analyze, we read the first chapter and I answered any questions they had. Then we summarized the first chapter and that was all we had time for.
I think that I stress myself out too much. I have to be OVERLY prepared for my lessons, and they end up taking up a lot of time for me to write and prepare. I've only taught for three days and I am worn out (though it doesn't help that we've been kept so busy).
The afternoon's session was honestly a little bit lame. Every piece of advice that they offered was something I've heard before from the other speakers. I felt like the session could have been a lot better than it was; I had been looking forward to it beforehand. I'm curious to see how Mayor Nutter is tomorrow, and if he attempts to inspire us young teachers to teach in this urban setting.
I think that I stress myself out too much. I have to be OVERLY prepared for my lessons, and they end up taking up a lot of time for me to write and prepare. I've only taught for three days and I am worn out (though it doesn't help that we've been kept so busy).
The afternoon's session was honestly a little bit lame. Every piece of advice that they offered was something I've heard before from the other speakers. I felt like the session could have been a lot better than it was; I had been looking forward to it beforehand. I'm curious to see how Mayor Nutter is tomorrow, and if he attempts to inspire us young teachers to teach in this urban setting.
Monday, May 25, 2009
The first thing I will say about today is that I am so so thankful that I did not have to fill out a worksheet.
We spent the day in Philly visiting the Art Museum and then the Constitution Center. I was a little bummed to have to go to the art museum to fill out a worksheet, but after hitting up the modern art section and seeing my favorite Jackson Pollock, a couple of friends and I went out and sat on the stairs - the famous stairs that Rocky Balboa ran up - looking out at the skyline of Philadelphia, wondering how I was in the same city that we'd been driving through and living in the last couple days.
After eating in a food court that was in an old historical building (though I'm not sure exactly what it was), we moved on to the Constitution Center where we sat through a pretty cool short lecture about what "We, the people" really means and how the Constitution and Founding Fathers shaped our country. We were then able to walk through the center and visit several interactive posts, whether it was a question that we were able to write out an answer to, wearing the child-sized cloak of a Supreme Court Justice, or voting in a voting booth. Several of us then walked over to see the liberty bell (my first time).
We were all able to spend the evening together at Mrs. Rivera's house in Abington. It was a fun time to spend together; I've really enjoyed the people on this trip and hanging out with people I wouldn't necessarily spend time with. I've enjoyed mostly the informal talks that I've been having with people reflecting on our days, encouraging each other, and giving each other ideas and pointers. Urban Seminar is waaaay better than regular practicum.
Sunday, May 24, 2009
Sunday, May 24, 2009
I realized today how much my attitude about urban practicum has changed; I was not excited to begin teaching here, and I actually began to wonder what had possessed me to choose urban practicum. For the el ed majors it was fine, but to control a middle school classroom? What was I thinking? But now that I'm here I really have been enjoying it. I'm not really nervous about teaching (though I am about planning - any ideas about how to introduce Bridge to Terabithia?) and in fact I kind of enjoyed it on Friday. Teaching it 3 times in a row was a bit of a drag, but I have no control over that. I'm still trying to understand how to correctly discipline students, but I think that will take more than two weeks and lots of personal time with the students.
Today we went to a 3-hour long church service. I'm not complaining - it didn't seem like 3 hours (until the end) and it was full of passion. It was what I've always thought of when I think of an African-American church. It was long, passionate, worshipful, empowering. But I would never go to this church if I lived here. I honestly appreciated the church and how it helps the community; I thought it was great that the guest speaker was so open about her topic of sex. But I felt like it was maybe a little too pushy and I'm not sure if I agree with their whole doctrine.
And three hours really is long.
Today we went to a 3-hour long church service. I'm not complaining - it didn't seem like 3 hours (until the end) and it was full of passion. It was what I've always thought of when I think of an African-American church. It was long, passionate, worshipful, empowering. But I would never go to this church if I lived here. I honestly appreciated the church and how it helps the community; I thought it was great that the guest speaker was so open about her topic of sex. But I felt like it was maybe a little too pushy and I'm not sure if I agree with their whole doctrine.
And three hours really is long.
Saturday, May 23, 2009
Going into today I was extremely excited for some manual labor. I find that sometimes it gets really easy to sit back and become lackadaisical, and so I almost find rest and peace through helping others through physical work. I was very excited to get involved at Norris Square - to get outside and help the community. Little did I know how much work we would be doing! :-) 20 PBU girls (and Patrick) completely weeded an overrun little garden. My allergy medicine took a little while to begin working, but once it did I was golden. There were lots of prickly bushes that we had to pull out, and there was not a pair of gloves amongst the 20 of us. So as all good future teachers do, we improvised and pulled out the prickers with brown bags. It took hours, but I am so pleased with the result. And I even have scratches on my arms to prove my hard work. :-)
The children's carnival unfortunately had a poor turnout which was a bit of a disappointment. Not that we didn't have fun together, but but I would have liked to see more kids. We had a can toss in which the kids had to knock down a pyramid of cans, a three-legged race (which no one did), and a water balloon toss which was a big success. There were a couple little girls who just jumped right in, and they were a lot of fun. I can't believe how open and willing these children are, and I wonder if their openness hurts them in the long run.
Then the Puerto Rican meal...amazing! They showed us the traditional Puerto Rican dance - the Bamba. I was so impressed with how fast they moved.
I've been thinking about the speakers that we've been having, and I think that they've honestly just really helped me understand what these children are dealing with in their personal lives. I really appreciate the pointers that they've been giving us about disciplining but also loving the students. The only thing is that it's not necessarily practical to do in two weeks; these children need an investor and to build relationships, and I CANNOT do that in just two weeks - I can only remember a spattering of names! I'm still wrestling with the urban setting and whether or not this is something I want to pursue. My philosophy of education and interaction doesn't work as well in this environment simply because of the nature of the students in this setting. I feel as though they are much harder to control (not that I'm power hungry) than a suburban setting, and control is necessary in an interactive environment.
The children's carnival unfortunately had a poor turnout which was a bit of a disappointment. Not that we didn't have fun together, but but I would have liked to see more kids. We had a can toss in which the kids had to knock down a pyramid of cans, a three-legged race (which no one did), and a water balloon toss which was a big success. There were a couple little girls who just jumped right in, and they were a lot of fun. I can't believe how open and willing these children are, and I wonder if their openness hurts them in the long run.
Then the Puerto Rican meal...amazing! They showed us the traditional Puerto Rican dance - the Bamba. I was so impressed with how fast they moved.
I've been thinking about the speakers that we've been having, and I think that they've honestly just really helped me understand what these children are dealing with in their personal lives. I really appreciate the pointers that they've been giving us about disciplining but also loving the students. The only thing is that it's not necessarily practical to do in two weeks; these children need an investor and to build relationships, and I CANNOT do that in just two weeks - I can only remember a spattering of names! I'm still wrestling with the urban setting and whether or not this is something I want to pursue. My philosophy of education and interaction doesn't work as well in this environment simply because of the nature of the students in this setting. I feel as though they are much harder to control (not that I'm power hungry) than a suburban setting, and control is necessary in an interactive environment.
Friday, May 22, 2009
I taught today for the first time that was not to a classroom of peers. It was in fact a real, live classroom swarming with hormonal teenagers who want nothing more than to flirt and show off to each other. I was nervous for several reasons:
1. i had been interactive with the classes, but i wasn't sure how much they respected me. previously i had introduced topics, led a couple discussion questions, and walked around and helped students. However, I don't generally have an authoritative presence, and so I knew that the longer I was in the classroom the more the students would feel comfortable talking over me. On Thursday as I had led the classroom in discussions, several of the classes found it unnecessary to listen; thus I was nervous to begin classroom management. The other aspect was that since I see 75 students a day, I only know a handful of names.
2. I was teaching on Hercules and I have no idea about Greek mythology. I had done my research but I still didn't really know much.
3. Mrs. Rivera was observing me in my very first class on my very first day of teaching.
However, I came up with plans:
1. I had sat in on another teacher who teaches the same seventh grade classes that I have, and she used a rewards system of two kinds: individual and corporal. As each student was behaving and following directions, she would give them raffle tickets, and at the end of the week she would hand out a prize (like a candy bar) to the selected winner. Corporally, she awarded each class with a number of points which she wrote up on the board, and once they reached 30 she would let them choose a reward. So I followed suit and decided that on this important day I would buy candy. And candy did I buy. I also went over classroom management procedures with them before I began, telling them that we were trying something new and would be interacting a lot. This was a privilege, and if they couldn't handle it then we wouldn't do it anymore. I also let them know that they would be rewarded with candy if they behaved. We also came up with a method of gaining attention again - I would flick the lights meaning they had to stop talking and look at me again.
2. My lesson wasn't all I had wished it would be, but it was very subject-to-life. I chose to teach on the theme of the hero from Hercules, and so I began by showing "I Need A Hero" from Shrek 2, showing them the lyrics, and asking them to pinpoint how a hero is being portrayed in the lyrics and movie clip. Then we talked about personal heroes and their characteristics. I deviated from the lesson plan a bit and wrote characteristics on the board as they named them. We then read Hercules and they analyzed the text and shared what Hercules did to be thought of as a hero. Then we went through the list on the board and labeled which ones were more personal and which were more typical for a superhero. Finally, as an evaluation, they created their own hero and I gave them the choice of drawing (and writing characteristics) or writing a description of their hero. All in all, it honestly wasn't too shabby.
3. Mrs. Rivera loved my lesson. And for some reason, the class was completely calm while she was there. A couple girls asked me afterwards how I did, and I said "how do you think I did?" They said they thought it was really good. I asked them how I could improve, but they didn't give me any pointers. Mrs. Rivera's comments were very helpful; she suggested that I show/use models for the class before I ask them to do something. She also told me that after I asked the class to listen or to open their books to a certain page I had to wait for them before I moved on.
The next classes weren't as good as the first, and so I rewarded candy according to what each student deserved individually (though every student got at least one piece).
I also wish that I knew which students had special needs so that I could group them accordingly. Honestly, I think that to achieve better classroom management, the students have to be moved around. Cooperative learning really did work well with them, and I tried to go around to each individual group to try to empower and encourage them. The cool thing about these students is their willingness to share, and I was honestly encouraged by how many of them chose their parents.
In the afternoon we gathered as a group, and my small group discussed the use of slang in the classroom. As an English teacher, I will not allow the use of slang in my formal assignments and papers. I think that the use of slang in the classroom is great and very natural, but I wouldn't let students use internet slang in their papers; nor would I allow them to use their slang. Josh also asked our groups if we would use their slang words in our classroom or that was almost degrading in a way, as though we had to talk down to our students. I disagreed with him on that point because I think that we should participate in colloquial language. We should also hold our students to a higher standard and use more advanced vocabulary in our everyday language.
1. i had been interactive with the classes, but i wasn't sure how much they respected me. previously i had introduced topics, led a couple discussion questions, and walked around and helped students. However, I don't generally have an authoritative presence, and so I knew that the longer I was in the classroom the more the students would feel comfortable talking over me. On Thursday as I had led the classroom in discussions, several of the classes found it unnecessary to listen; thus I was nervous to begin classroom management. The other aspect was that since I see 75 students a day, I only know a handful of names.
2. I was teaching on Hercules and I have no idea about Greek mythology. I had done my research but I still didn't really know much.
3. Mrs. Rivera was observing me in my very first class on my very first day of teaching.
However, I came up with plans:
1. I had sat in on another teacher who teaches the same seventh grade classes that I have, and she used a rewards system of two kinds: individual and corporal. As each student was behaving and following directions, she would give them raffle tickets, and at the end of the week she would hand out a prize (like a candy bar) to the selected winner. Corporally, she awarded each class with a number of points which she wrote up on the board, and once they reached 30 she would let them choose a reward. So I followed suit and decided that on this important day I would buy candy. And candy did I buy. I also went over classroom management procedures with them before I began, telling them that we were trying something new and would be interacting a lot. This was a privilege, and if they couldn't handle it then we wouldn't do it anymore. I also let them know that they would be rewarded with candy if they behaved. We also came up with a method of gaining attention again - I would flick the lights meaning they had to stop talking and look at me again.
2. My lesson wasn't all I had wished it would be, but it was very subject-to-life. I chose to teach on the theme of the hero from Hercules, and so I began by showing "I Need A Hero" from Shrek 2, showing them the lyrics, and asking them to pinpoint how a hero is being portrayed in the lyrics and movie clip. Then we talked about personal heroes and their characteristics. I deviated from the lesson plan a bit and wrote characteristics on the board as they named them. We then read Hercules and they analyzed the text and shared what Hercules did to be thought of as a hero. Then we went through the list on the board and labeled which ones were more personal and which were more typical for a superhero. Finally, as an evaluation, they created their own hero and I gave them the choice of drawing (and writing characteristics) or writing a description of their hero. All in all, it honestly wasn't too shabby.
3. Mrs. Rivera loved my lesson. And for some reason, the class was completely calm while she was there. A couple girls asked me afterwards how I did, and I said "how do you think I did?" They said they thought it was really good. I asked them how I could improve, but they didn't give me any pointers. Mrs. Rivera's comments were very helpful; she suggested that I show/use models for the class before I ask them to do something. She also told me that after I asked the class to listen or to open their books to a certain page I had to wait for them before I moved on.
The next classes weren't as good as the first, and so I rewarded candy according to what each student deserved individually (though every student got at least one piece).
I also wish that I knew which students had special needs so that I could group them accordingly. Honestly, I think that to achieve better classroom management, the students have to be moved around. Cooperative learning really did work well with them, and I tried to go around to each individual group to try to empower and encourage them. The cool thing about these students is their willingness to share, and I was honestly encouraged by how many of them chose their parents.
In the afternoon we gathered as a group, and my small group discussed the use of slang in the classroom. As an English teacher, I will not allow the use of slang in my formal assignments and papers. I think that the use of slang in the classroom is great and very natural, but I wouldn't let students use internet slang in their papers; nor would I allow them to use their slang. Josh also asked our groups if we would use their slang words in our classroom or that was almost degrading in a way, as though we had to talk down to our students. I disagreed with him on that point because I think that we should participate in colloquial language. We should also hold our students to a higher standard and use more advanced vocabulary in our everyday language.
Thursday, May 21, 2009
Thursday, May 21, 2009
It was once again a pretty boring day. I had planned to teach a little bit about Hercules, but it turned out “A Raisin in the Sun” took up the whole class period, and so I watched the movie three times and tweaked my lesson plan. I realized today that I haven’t really seen Ms Greene teach a lesson because we’ve either been watching a movie, reading, or filling out a worksheet.
I also realized today that I have no control over the students. This morning I took attendance and the students would not be quiet. Then, before each class viewed the movie, I would ask a couple of discussion questions, and still they would not be quiet. I don’t know what to do; I feel like I’m talking to myself. Thus I have bought candy as a bribe, and tomorrow hopefully I’ll be able to start some new management technique to make them all listen to me at least long enough that I can give them instruction. I will also begin cooperative learning in a class that has failed at this method in the past, and I will explain it to them as being a privilege. I WILL bring order to this classroom.
Ms Greene and I were able to find some good websites with fun games on them; one has a jeopardy template and she began filling it out right away. I enjoy seeing her enthusiasm, and I hate when that excitement doesn’t become a reality.
Earl Carter spoke this afternoon. Honestly, I was tired and zoning out. I did catch a couple arguments though: namely, teaching is more than just a job, and it is so critical to make connections and relationships with urban students. This is something I’ve been struggling with – I see 75 students a day and I only know a handful of names. I do not expect that I will learn many more than I already know (which is possibly a bad mindset), and this is not good in classroom management and discipline. I do not have time to build relationships with all or any of them in eight days. I am with them for a small period of time, and so the rapport that I build with them by saying hello in the hallway or helping them in class is critical. I have also been realizing Carter’s point about teaching being more than just a job; it is an investment in students’ lives. However, it was this part of teaching that made me want to be a teacher in the first place. I hope that in these two weeks and during my teaching career I will be able to be involved in students’ lives and honestly be a living sacrifice and witness to them.
Wednesday, May 20, 2009
My day at school was slightly boring. Because my co-op has three seventh-grade classes, we do the same thing in each class, and today we just watched the beginning of “A Raisin in the Sun” in each of the classes. Today was a different day in that classes were shortened and students had clubs or Extended Scholars. Ms Greene also had a 6th grade performing arts class which was made up of seven girls choreographing a dance for a show that is coming up at AMY. In the afternoon clubs Ms Greene had a movie club and after it finished I discussed a movie review that they had to write about the movie, and we discussed the theme of the movie and how each character had an internal conflict.
I feel a little stressed out with not enough time; we go from school to session to meeting to dinner to planning lessons, and there is no time to breathe or even to read articles from my Urban Reader. And to be quite honest, I didn’t think that Salome Thomas El was worth the book that we have to buy. I felt as though it was a little too much praising of him and his successes, though I understand that wasn’t the intent. I think it’s great that he rose out of the slums, but he spoke about himself, had his teacher speak about him, and then answered questions. Once again though I appreciate hearing about urban students and their external problems that they have to deal with away from home. I believe that the question and answer time was good because it helped me understand the teachers (shouters) at my school and their stressors as well as the misbehavior at my school. It was good to hear a defense of the teachers who have been in the system for so long and have resorted to almost giving, but it was also good to hear that our young idealism is really needed. The one point that I remembered from his session was that before teaching in a certain neighborhood, I should go spend time there so that my face is seen around that area and I make a name for myself; students will understand that I am not shut out from them or scared of them.Tuesday, May 19, 2009
Today was professional development day (or PD as the principal of my school referred to it). Quite honestly, I was not impressed with the sessions. While I appreciated the chance to sleep in, I think that the seminars were a little unnecessary.
The first that I went to was titled “Creative Insubordination.” It was basically four years of PBU education classes, although it lacked the practical methods aspect. I appreciated everything that the speaker had to say which included the need for teachers to teach creatively under current standardization procedures. However, his method of achieving his point was a little lacking and instead students just spewed their opinions about the educational system in a humanistic manner.
I believe the speaker brought up a very valid and even biblical point: he emphasized the need for teachers to allow their students to fail and get back up. That is, students should not be afraid to make mistakes in the classroom, nor should teachers try to subdue the creativity of the student through averting mistakes that students make.
The second session that I went to was better because it was interactive. Not only this, but it was taught by an African-American woman who was trying to teach white students about how to teach colored students. The title of her seminar was “Teaching Urban Students of Color Using Multiple Intelligences.” I don’t think that the Multiple Intelligences aspect came into play, but it was good to have a greater knowledge about the urban students I will be teaching as well as to receive this advice from one who is colored and has experience to share.
Other than my negative opinions about the sessions, it was a good, stress-free day to spend with friends.
Monday, May 18, 2009
Dear Diary,
Speaking (or writing) of diaries, in class today, one of the girls was writing a diary entry from a character from A Raisin in the Sun and she wrote "Dear Dairy." I giggled a little and let her know about it.
So today I started practicum in my school, AMY Northwest. It's a magnet school which means they can discriminate based on intelligence; the funny thing is that even though it's the "smart kids" they still have special ed. It's a small school, only 250 kids and three grades (6th-8th), and 15 teachers on staff.
I began in Ms. Green's English class, and today we had all seventh graders. They were not well-behaved - they walked around, talked to each other, turned and faced the back wall. But honestly I really didn't mind because they kept me on my toes, and I'd rather have that than a perfect class. My co-op is a beautiful black woman who makes me think of a younger Maya Angelou and has hair like Ntozake Shange. She has the most amazing reading voice - so soothing. I was actually very surprised to see the the students didn't really respect her; because of her grand appearance, I thought that she would get automatic appreciation. But she really didn't have control of the classroom unfortunately. I think that the problem is that she doesn't really follow up on rewards or discipline, and she knows that. We planned to sit down this week and discuss some kind of rewards option for them, like a points system. I think she's really excited for me to be in her class because she knows that she's lagging a little and she's excited for my newness, idealism, and creativity. Unfortunately, I'm unfamiliar with all the literature that we're reading (A Raisin in the Sun, Hercules, and Bridge to Terabithia) so I have to do lots of reading before I can really teach anything.
I am more excited to teach the classes after meeting them. I feel very knowledgeable: today as they were doing a worksheet, I was able to explain the word "pseudonym" and help them to figure out what it meant without giving the answer. I feel like a lot of methods that I learned from Mrs. Gleason have really been helpful in this setting; walking around the classroom and showing proximity has shown the students that they need to buckle down and won't get away with copying down the answers at the end. It gives them more one-on-one attention as well, and I think that I've been able to build rapport with them by walking around and helping them individually. Honestly, I enjoy the openness of the students. In the third class they asked me so many personal questions, including the "do you have a boyfriend?" classic. I also got asked what I think about violence, respect, and treating students fairly, so I think I answered well.
All in all, I think it was an encouraging day for me and that the students feel pretty comfortable with me. I'm excited for these next two weeks!
So today I started practicum in my school, AMY Northwest. It's a magnet school which means they can discriminate based on intelligence; the funny thing is that even though it's the "smart kids" they still have special ed. It's a small school, only 250 kids and three grades (6th-8th), and 15 teachers on staff.
I began in Ms. Green's English class, and today we had all seventh graders. They were not well-behaved - they walked around, talked to each other, turned and faced the back wall. But honestly I really didn't mind because they kept me on my toes, and I'd rather have that than a perfect class. My co-op is a beautiful black woman who makes me think of a younger Maya Angelou and has hair like Ntozake Shange. She has the most amazing reading voice - so soothing. I was actually very surprised to see the the students didn't really respect her; because of her grand appearance, I thought that she would get automatic appreciation. But she really didn't have control of the classroom unfortunately. I think that the problem is that she doesn't really follow up on rewards or discipline, and she knows that. We planned to sit down this week and discuss some kind of rewards option for them, like a points system. I think she's really excited for me to be in her class because she knows that she's lagging a little and she's excited for my newness, idealism, and creativity. Unfortunately, I'm unfamiliar with all the literature that we're reading (A Raisin in the Sun, Hercules, and Bridge to Terabithia) so I have to do lots of reading before I can really teach anything.
I am more excited to teach the classes after meeting them. I feel very knowledgeable: today as they were doing a worksheet, I was able to explain the word "pseudonym" and help them to figure out what it meant without giving the answer. I feel like a lot of methods that I learned from Mrs. Gleason have really been helpful in this setting; walking around the classroom and showing proximity has shown the students that they need to buckle down and won't get away with copying down the answers at the end. It gives them more one-on-one attention as well, and I think that I've been able to build rapport with them by walking around and helping them individually. Honestly, I enjoy the openness of the students. In the third class they asked me so many personal questions, including the "do you have a boyfriend?" classic. I also got asked what I think about violence, respect, and treating students fairly, so I think I answered well.
All in all, I think it was an encouraging day for me and that the students feel pretty comfortable with me. I'm excited for these next two weeks!
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