Week in Review
Your comments on the Conceptual Framework were phenomenal. I'm going to share them with faculty--they are that good. Thank you for putting in some time and thought on this.
This week I'd like you to hone back in on your classroom/gym and think about the weekly journal entry you are making. What is starting to emerge from your students as you get to know them better? What are you beginning to learn about yourself and your style that is developing? How would you describe yourself as a teacher thus far? Share a highlight and a low light. Respond to each other.
posted by Chris @ 9:42 PM
15 comments
15 Comments:
As the 5th week of school begins, I feel like the students are finally settled and comfortable, both in class and at the high school in general. I am teaching predominantly freshmen, who are probably my favorite grade level, so it has taken them a couple weeks to get accustomed to new schedules and expectations. Though at first we were all a little apprehensive—the students nervous because of a brand new year and new classes and myself nervous and anxious to actually begin teaching—personalities, strengths, weaknesses, and more are beginning to emerge. As I continue to get to know the students better, I am excited that they are beginning to come out of their shells and starting to feel more comfortable discussing literature in class, as well as sharing their own ideas, thoughts, and questions. The freshmen, especially, seem to need extra approval and validation for their work and contribution to class discussions, and their confidence is slowly building. The juniors are also starting to open up in class discussions; while they did not come into the school year quite as hesitant as the freshmen, at first the juniors seemed a little intimidated by the new, higher levels of reading, writing, and thinking that this class entails. As we build relationships within the classroom, they too are becoming more comfortable and confident in class. The students are so much fun to work with and always making class interesting. While every student brings his or her own background, perspectives, strengths, and weaknesses, there are also class-wide areas of improvement that, in addition to set curricular standards, we will add to our goals for the semester.
Along with learning from the students, observing my mentor teacher and others work in their classrooms, as well as starting to take over and teach lessons and class periods myself, has definitely helped me to continue to develop who I am as a teacher. This experience has reinforced how absolutely boring lectures are, and how ineffective they are for students! With 90 minute periods, students lose interest quickly and it has been fun to plan a couple mini-lessons and a variety of activities for each class period. Starting off the year, I have realized how important it is for lessons, activities, and discussions to be very guided and modeled by myself first. After giving students this foundation, more mini-lessons, activities, and discussions build off them to help students develop the reading, writing, communication, and thinking skills they need, along with the self confidence and belief that they too can be successful. While mini-lectures are a part of learning new concepts, I have come to find that class work, guided class discussions, partner work, and one-on-one with the students are my preferred teaching methods and the most effective and engaging for the students.
While there have been some mistakes and learning experiences, as well as many positive experiences, there are one highlight and one low light that especially stand out. As far as the low light goes, lack of homework completion! They will get off to great starts, but then the next time they come to class, will either have forgotten to bring their homework or completely ignored the rest of it. They do not seem to care how much homework affects their grades, and unfortunately right now, several students have very low grades because of their lack of responsibility. It is frustrating and challenging to find new ways to get students motivated outside of the classroom and to be aware of the importance of these assignments. As for the highlight, the freshmen started writing their first analytical paragraph, learning how to construct theses, topic sentences, embedded quotes, and evidentiary support, and we had a very productive and successful first writers’ workshop. The students were very engaged in writing, offering and receiving feedback, and applying what we had been learning. It was a great time to work one-on-one with students, while the rest of the class conferred with partners or worked independently.
As the fifth week is almost midway through, I can see my students seeing me as the teacher and not just another mentor they get from time to time. Being in a first grade classroom, I have realized that taking ones time getting to know the routine and know what works is the best way to go. This first grade classroom is somewhat different from other first grade classrooms I have been in. Since Mark Twain doesn’t have a kindergarten classroom they are coming from another base, all my students are coming from a different and a bigger school. These first graders have to learn new things again, which is almost like starting over. I also have to realize that these students are all starting new, like me and what we all need is time to get settled into a routine that will help not only me, but the students.
The first two weeks I was pretty nervous about being in the class, and I could tell that the students were also getting adjusted to being in a different school. As the weeks progressed I started to take more the teacher role, and I could see more of the personalities come out. I can tell you from the first week I could tell that the first graders were going to be quite a talkative bunch! Having been gradually moving into of a teacher role, I can see all the different personalities evolve and see what works for students in the classroom. I have seen some students need more praise to know that they are doing a good job. I see that some students need a teacher to be more assertive in order to stay on task, and with every student in my classroom they need to know that most importantly we care about each and every one of them. They are just a great bunch of kids, and each and every day I come to school there is something different.
What I am beginning to learn about myself as a teacher is that I like the structure of the classroom and I need to know at least in some way what will be going on throughout the day. However, with first grade, I know that I have to be comfortable with spontaneous things. It is only the fifth week so I am still trying to figure out what kind or teacher I will become, but as of now, I feel that having a structured classroom, and being more prepared than I should be is most beneficial for myself. Being able to see how my mentor teacher is has also helped me a great deal to see how a great teacher works. She has worked many years as a first grade teacher and I can see the way she is with the kids and how it all comes naturally for her. The way I would describe myself as a teacher, as of now, is that I like to praise and be positive for my students, but still be assertive. I think it will be interesting to see what I think about myself by the end of the experience.
One highlight is being able to see that the students just get what I am teaching them or when they finally get excited cause they know how to spell a word, that’s when I know that teaching is all the more worth it. An example would be when one of my students asked me how to write a sentence, and by sounding out the words he was able to write the sentence. He was so proud of himself. The things like that make everyday enjoyable. One lowlight would be even though I have good students they are just so chatty, that classroom management is a big issue with my students. I will need to have more management of the classroom, but I am getting there. I am having a great time so far and am really enjoying my students and my mentor teacher.
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Going into the fifth week I am really starting to see my students emerge as individuals. Even though our class is really small, the students are still a very lively bunch and at times it feels like there are 30 little second graders in the class. It has been a very interesting five weeks learning who they are individually and who they are academically. Having such a small class I think it has been a lot easier to get to know each student more one on one. I feel like everyday I am living within Pat Maniella’s advice regarding how important it is to get to know your students, their interest, abilities, as well as dislikes. I have found this to be a great movtivator for some of my more antsy kids. It as also allowed my kids to feel more comfortable with me as their teacher. All in all my kids are wonderful and I enjoy everyday I have with them. At this moment I feel that we come to school everyday and learn and grow together.
Thus far the main thing that I am learning about myself not only as a teacher but also as an individual is that everything is not always going to go as planned and flexibility, bumps, and stumbles are a must. I am so used to planning something and then falling through with exactly how I want it to go that I am beginning to understand how important it is to adapt or take steps back, especially in second grade. When I first started teaching I would plan out my lessons and plan on them going exactly how I imagined. However, when it didn’t go how I pictured it I found myself easily upset with how I was teaching. Thank goodness I have the teacher I have. She has been amazing and every time I have felt like a lesson didn’t go the way I wanted it to she was/is always there to reassure me on the positives, along with tips and advice to do better the next time. From this I am learning how to be adaptive and patient with myself. As far as being a teacher I find myself changing and molding into the teacher that I eventually want to become. I am finding that I am a very structured teacher and when it comes to second graders adaptations are a must.
Right now my teaching style is both instruction-oriented and relation-oriented. I enjoy working with students who need extra help and/or become easily frustrated and need one on one time. However, I also enjoy teaching through student collaboration. I really enjoy when they are able to learn how to become independent and able to work more diligently in small groups.
Anabel, I totally agree with you that in primary grades it is a must that we become comfortable with spontaneous things occurring. I know that we both have had days where nothing goes according to plan i.e Apple Day.J First and second graders are just a very lively bunch and I know we wouldn’t have it any other way.
I notice my students being more open and trusting with me, not only with school but with their personal lives. My students tend to ask me more questions than they do to my mentor teacher. They have even nicknamed me “the real teacher” – a name in which my mentor teacher loves to boast about. When the students are working on individual work they tend to flock to me or say “Miss Kinion, I have a question!” rather than asking my mentor teacher. They also come to me between breaks to tell me how their weekend went and share fun stories. It almost feels like they crave my approval of their school and non-school lives. I don’t know if this is because I am a younger teacher, they are younger students (7th and 8th grade) or because they are military students who crave a different type of attention from their teachers as non-military students do. Of course it is not a bad feeling; I feel pleased to be a part of their lives. Plus, my students tend to work harder in my class.
As for myself, I have definitely lightened up a little more and relaxed into my position. I don’t feel as anxious or confused (mostly with scheduling) as I did the first week. I am trying to learn to tell more stories in class to tie in lessons like my mentor teacher, but that is by far more his thing than mine. Amanda, I have to agree with your preferred teaching strategies of class work, discussions and one-on-one time! With teaching math it is so hard not to lecture a lot because it is more direct information. I try hard to mix it up or at least mix up how I present things (movie/song clips, skits, or jumping around the class). The students tend to pay attention and remember more if I’m jumping around to show steps to climb when using the metric system rather than just pointing at the board. Plus it keeps me more entertained as well.
Probably the most rewarding highlight I had was receiving a small medal from the commanding officer! My mentor teacher had a meeting with a parent and I had stayed behind in case the meeting went into our next class period. Along the way the commanding officer gave him a medal and said it was for the 7th period middle school mathematics teacher. He looked at the commanding officer and said “that’s not me, but I’ll be sure to give it to her!” My 7th period class is the class that started calling me the “real teacher” and I had been doing most the teaching in class since the beginning of school. It was nice to know that someone in class must really like the period and what we were doing.
Trying to come up with a lowlight was actually quite hard. I just love my students! It is true that a lot lack motivation though. My mentor teacher and I try to encourage them but some are just so hard-headed. For the most part, my students do try at their school work while at school; it is the issue of making sure they do some at home as well. Behavioral issues are what come up the most. Some of my brightest students are the most difficult to manage. One student for example seems to have something to say to everything, but he is able to pull off an A in the class and really knows his stuff.
Amanda – It is true about the lack of homework completion here at Bamberg too. I have many students who come in the next class day that didn’t remember, forgot their book, somehow lost their homework, or some other excuse. A lot of students’ grades are dwindling because of this and it doesn’t really seem to bother them. One thing we have tried to do in our class is always offering students to re-do their work if they got a poor grade, or didn’t do it in the first place. The students don’t have to re-do within a certain time period either. As my mentor teacher says, they can come back 50 years later and turn in re-done work if they wish and we will still take it. Granted I doubt that will happen, but the message is clear, you can re-do any assignment at any time and it will improve your grade. We also remind our students after every assignment that they can always re-do anything. Some of my students have gotten really good at this, even re-doing the assignment that day, especially those with parents hounding them. We have also been very good at grading work quickly and always posting new grades where the students can see them. On occasion I will print out a progress report for a student and tell them what they can do to improve their grade if they are missing a lot of work or getting below a “C”. Maybe these can be helpful for you as well.
Anabel – I like your nice but assertive approach. I tend to do the same thing and I think that is why I get a strong positive reaction from my students. As for management, I think we’re all there! Sometimes my students are complete angels and other times I don’t have a clue how to handle their rowdiness. It is funny how first graders are so much like the middle and high school students!
Amber – I think the spontaneous occurrences occur everywhere! I can try to plan lessons a month at a time but it really depends on the students and how they react to material. Sometimes we have to spend more (or less) time on topics than I originally planned. There’s always so much rearranging that has to be done. I know I too have to be more patient with myself when things don’t go the way I had hoped. I’m glad you are learning to adapt and those mentor teachers of ours are so helpful for that! =]
I can hardly believe that we are already in the fifth week of school! I feel that my students’ personalities are truly starting to emerge as the “honeymoon phase” ends and I start to see what my students are like on a regular basis. We are starting to learn a lot about individual issues in their personal lives, which can be very sad in this particular situation. It is helpful to know this because it helps me recognize which students may need a little bit of extra encouragement from me and understand why they may be acting out in class or on the playground. As Laura mentioned, my students seek my approval of their accomplishments inside and outside of school. Students love to tell me about their birthday parties, soccer games, and what they did over the weekend. They love coming up and asking me questions or talking to me about random things during class. I’ve come to enjoy doing recess duty (for which I alternate weeks with the other student teacher) because this is where I really get to know my kids. Also, they have learned that this is a good time to talk to me about their weekend plans or gymnastics practice instead of during reading groups! ☺
As of right now, I would describe my teaching style as learner-oriented and learner-directed. One of the main things I have learned from my mentor teacher is how to (very effectively) differentiate instruction. Almost all of the student’s work, from reading groups to social studies, is modified to suit individual students’ needs. I really admire how my cooperating teacher pushes all of the students equally, and encourages even the gifted kids to work hard. While the students are spending time in their Developmental Learning Centers, I make it a point to pair students up so that some of the more responsible students are paired with students who tend to goof off. This is a classroom management strategy I use to try and keep students on-task. So far, it seems to be working well. My goal is to have the students be responsible enough to work independently or with a partner on something while my cooperating teacher and I are working with small groups. All students will benefit because they will all have the opportunity for individualization and small-group instruction. However, I think when I have my own classroom I may do a few more whole-class activities than we are doing in my current classroom.
It is hard to think of a lowlight for this week because my students are all wonderful and I absolutely love teaching them. However, if I had to choose one it would probably be the fact that I’ve had to come down on them a little bit harder this past week because this point in the school year is when they start to goof off. I’m still getting used to disciplining kids without feeling “mean” or guilty about it. This is something I will continue to work on.
Picking just ONE highlight is almost as difficult as choosing a low light! I am having a lot of fun getting closer with my students, planning lessons for October (taking over full time this coming Monday!), and happy that I am somehow not feeling overwhelmed yet. However, one of my main highlights is the progression of my working relationship with my mentor teacher. Her teaching style and demeanor are quite different from the warm and fuzzy elementary teachers I have worked with in the past, but she is an extremely effective, engaging teacher and a fantastic person to learn from. The first few weeks I felt somewhat confused about the way this very alternative classroom was run and how or when I was supposed to discipline student. I was nervous to ask a question more than once or give any indication of being confused for fear of looking “dumb”. Additionally, I typically don’t take criticism well, so I was putting a lot of pressure on myself to do things perfectly the first time. This is something I have also been improving over the past few weeks! However, as my mentor and I continue working together, I find that she appreciates my hard work and is willing to look over my notes, lesson plans, and ideas any time I want her to and gives excellent feedback. She gives me the perfect balance of freedom and guidance, and feel that she is starting to have more confidence in me. I think it is a positive thing that I was placed with someone not exactly like me, because our teaching styles and personalities complement each other well in the classroom. By the time I am finished with student teaching, I can already tell that I will be extremely prepared to differentiate my instruction, deal with serious behavior problems, and to make learning fun after running a classroom with her “community” model.
The first four weeks I fell in love with my fourth grade students. Each one had such a bright personality and brought something unique to the classroom. They were the most energetic, smart and loving class that I encountered. As my four weeks progressed I saw many of my students were visual and kinesthetic learners. I noticed that they needed to see the instructions, hear the instructions and also explore concepts to fully obtain a good understanding of the lesson. In the first week of school the students were more reserved due to getting use to the schedules and teacher’s procedures. As the weeks progressed the students became more comfortable and really began to show their personalities. 22 to students who all have different needs and learning capabilities really shows me how important differential learning strategies are for the students. Overall my fourth graders student were very intelligent. There were some students who needed to be more motivated to stay focused but giving them positive reinforcement and encouragement helped them move along. Now, moving into third grade class I can see how much a year students will grow and mature to fourth grade students. These groups of students are very talkative and need much more redirection and guidance during instruction. Also, they are hard working students and love to be at school. I can’t wait to get to know this third grade class!
I see my teaching as more structured and curriculum base. I feel like this is a solid foundation for good teaching because this foundation will lead into more room for creativity and more flexible teaching strategies that are aligned with the standards. I noticed in my teaching that I prefer a clean, well organized and structured classroom. I also, really enjoy hands on activities that really explore the concept. Another important lesson I have learned is to always give background knowledge to help activate prior knowledge and also to help students fully understand the concept. Overall, it has been a wonderful experience and I am finding a lot about myself. I agree with Anabel when she discusses her learning style that we are still in practice and learning who we are as teachers. I liked how her and amber expressed their needs for a well balanced instruction that follows good structured classroom.
It seems like we are all going through similar experiences as we continue to get to know our students and develop who we are as teachers. I can especially relate to Cammie’s relationship with her mentor teacher. I, too, am with a cooperating teacher who has a very different style and teaching approach in her classroom than I do. While at first I was a little intimidated by her years of experience and strict structure, we have gotten to know each other better and have reached a good balance in the classroom. I have really learned a lot from her; she is an extremely effective teacher who knows exactly what needs to be done so her students can reach the grade standards and higher levels of reading, writing, and thinking. I also really agree with Kelsey’s comments about having a solid standards-based foundation. Using the standards as a base definitely organizes the class structure and curriculum, helps students reach all necessary goals, and then provides room to be creative and engaged in meeting those standards. I’ve also realized how important giving background knowledge and jogging student’s previous knowledge is to students’ interest levels and understanding of various concepts, especially with freshmen who seem to be preoccupied with a hundred different things all at one time, often trying to put English/ Language Arts at the bottom of the list. But, jogging their knowledge and giving them some context, helps make discussions and literary analysis more pertinent to them.
Your responses are so well thought out! It is excitig to read how each of you is developing as a teacher and learning from your mentors and your students. I agree with Amanda that you are experiencing similar situations regardless of the grade level. It's your ability to reflect and talk about what you are taking away from each highlight and stretch that is impressive. Thanks for your continued efforts to support and learn from each other.
With over a month into the school year I am beginning to see the different personalities and dynamics of the students emerge. Since I am working with 7 different PE classes, I have finally learned most of their names. When teaching a specific group, I notice that it only takes one or two disruptive students to throw off the pace of the lesson. I have learned to immediately focus on these students and make any changes necessary such as seating arrangements or grouping.
So far I feel that I have learned about overall management of the classroom. From the second the class starts, I need to be aware of students’ behaviors and moods. Some days students show up with a positive attitude and are more than willing to participate, other times it is the opposite. As far as my teaching style, I have been trying to develop myself into a stern instructor, but also understanding of any problems that may occur. My attitude shifts with each grade level. The 6th graders are still learning the added levels of responsibility, so I have been more lenient when dealing with day to day issues of behavior. The 8th graders understand what they are capable of doing and know the process. I refuse to put up with irresponsible behavior, as they know basic classroom expectations and responsibilities.
A highlight of my year so far has to be my 8th grade day 1 class. They are evenly mixed throughout ability levels. A class of only 16, every single student shows up with a positive attitude ready to participate. I look forward to working with this group every other day. A lowlight of the year has to be dealing with one the 7th grade classes. Just getting through a lesson without having a behavioral issue sometimes seems impossible. The dynamic of the class changes because of 4-5 students, who are not too positive about having PE. Last week, they have been getting into arguments with each other resulting in the whole class suffering. I have had to send students out of the activities due to cursing, arguing, or name calling, most of which are not even centered around the activities themselves. My mentor teacher and I have been going over the importance of “respect” and what it means in not only the classroom but in every day life. Dealing with a class like this has prepared me to deal with behavioral issues of the students, and provide intervention to help the rest of the class run smoothly.
Heading into my 5th week of student teaching...I am exhausted to say the least. I have been running between two classrooms for the last couple weeks and it has been taking its toll. Cyndi’s class consists of 18 students, which is really nice for classroom management. There are two students who are very high special needs which can be very disruptive to the classroom at times. I am learning to teach over the chaos and not be fazed. This experience is vital to my education and becoming a well rounded teacher, especially since my other practicums has been void of interactions with special education and ELL. More than anything and above all, I have been learning patience and flexibility. This has come in handy on the days that I just feel tired and frustrated with having to act as an Aid and a Student Teacher. I have yet to have any planning time or down time for that matter during the day, since I go to all the specials, lunch and recess with Judy McDonald’s class, as well as teach all day in Cyndi’s class. Again though, the positives do outweigh the negatives. I have loved getting to know more than one classroom in this process. I get the opportunity to see two completely different dynamic classrooms. Two very different teaching styles and have had the privilege to know so many wonderful kindergarteners.
After being sick for a week, I came back to school and for the first time given the chance to be in Cyndi’s classroom for most of the day. The last week has been my chance to finally learn her routines and expectations with the students. I have been given responsibility over the Math curriculum and have been teaching Math whole group and working in the Math center. This next week I am excited to start branching out with activities and learning strategies, now that I have gotten a feel for the student’s abilities and how they respond to certain methods.
I think of myself as a compassionate teacher. I tend to sympathize with students, even when I am talking to them about an inappropriate action. I often find myself listening to students when other people turn away. I love hearing their funny antidotes. At the same time I have found that I love structure and order in the classroom. I like everything to be planned out and in place at the beginning of the week. That is not always the style of some the teachers and it is interesting to see how their classrooms function. I appreciate that Cyndi and I are on the same page when it comes to having solid routines and structure within the classroom.
One highlight of the week is just seeing how much my student’s genuinely love me. They hate it when I’m gone and they are constantly drawing me pictures and telling me they love coming to school to see me. A moment that has really put a smile on my face is when Rylee asked, “Ms. Jacobs, do you like coming to Kindergarten?” Me: “Yes of course I love coming to Kindergarten!” Rylee: “Why?” Me: “ Because I get to see you every day!”. I have never seen a bigger grin or happy dance as she walked away.
A lowlight would just have to be running between two classrooms for the last month. It really has taken its toll on me. It will be nice when I get to experience student teaching in an environment where I am not acting as a Aid, without planning time and lunch breaks!
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