Posting and message before I leave

Hi to all of you,

I'm busily getting ready to wing my way to you. I read all your postings and am happy to see that you are sharing good information and responding to each other. Heidi says there is concern about what you need to have ready when I am there, so here goes:

1. Have an agenda planned with your teacher so we all know what I am doing while I am with each of you. Please allow time for me to meet with your teacher and if possible meet briefly with your administrator. Ideally, I'd like to also meet with you and your teacher together. That can be done in lieu of a separate meeting unless your teacher would like to meet with me alone as well.

2. I will observe you throughout the day that I am with you (Christina and Katrina you can divide me up however you want to--a full day with each of you or parts of both days in each classroom).

3. I expect to observe one formal lesson that includes all the components of the PPA. It would be helpful if I could have time to review the written components before I watch the lesson. If I am seeing you the day before, maybe you can give me your materials at that time. I also will observe you teaching informally while I am there (in other words, I don't expect the formal lesson to take all day!) I would like you to include EALRs you are addressing in the formal lesson so that I have evidence that you know how to reference them as you write your plan. I know you have to address the DoDDS standards too.

4. I would like to review anything that helps me get a snap shot of your experience thus far (lesson/unit plans, feedback from your cooperating teacher, journal entries etc.)

5. Positive Impact on student learning materials finished or in progress.

6. We will talk about the cameras to see if I can interact with you outside the classroom or if I should bring them back with me.

I have enjoyed reading your postings. A couple of you talked about student motivation or lack there of. My son and daughter-in-law are dealing with the same things in their 9-1th grade classrooms. Katie's idea of showing personal interest is a good one. Do any of you have other ideas?

Responses to your posting but info for all of you:

Katie--positive impact documentation does not have to be completed when I am there but I want to see what you are doing/planning. The reflection should be about what you tried to do and then looking at the student work how successful were you and what did you learn that will impact what you do the next time. A student death rocks an entire school. I am sorry you had to learn this now but I hope things are getting back to normal.

Christina: hope you are completely recovered from your bout with food poisoning. A good lesson for all of us is sharing changes in what is planned for instruction with your mentors since in the end they are accountable for what goes on in the classroom. I'm glad that you and Katrina are taking the initiative to seminar with others. That just makes sense and provides all kinds of support!

Katrina: in response to keeping your kiddos engaged, read Susan's posting about table points. I have seen this work very effectively. Anyone have other ideas that are working? It's fine that your teacher is involved with the extra activities. Hopefully, you are seeing additonal things that you might not have time to offer on your own.

Robert: I sypathize with your frustration of having to teach verbatim from the textbook. Do you want me to gently suggest the opportunity to do a few creative lessons related to the material? Does your teacher have any suggestions for getting the students to bring their books/materials to class? Anyone having like issues? Have you thought about keeping the whole class after class (less time to get to their next class or lunch etc) so their is some peer pressure? Being positive, what about a reward for the class when you have a week of 100%?

Susan: I think your posting was about your second grade class. I think everyone can agree that students act differently with subs even if you are there! How is it at the middle school in a special ed setting. You should have a new perspective to share with us and information to help others with kids with special needs in traditional classrooms.

Sarah: You mention that classroom mgt. is your biggest issue and believe me, you are echoing what I hear from most student teachers. As you are finding out, voice and authority are areas of growth for all new teachers. You are the catalyst for the next prompt.


Here is the new prompt. Remember to post a response and respond to at least one other person's comments.

Classroom management is often a struggle as you are establishing yourself as the teacher. What have been your challenges and successes? What have you learned about yourself and the management style you are developing?