So I've been thinking about how much time we have left-- or don't have left-- in our field placements... I cannot believe the semester is almost over. Which makes me think about the seniors who are in my placement classroom and I wonder this: how have I helped to prepare them for the "real world"? I'm afraid I haven't. But here are 2 of the major lessons THEY have taught ME:
1) That students, even the ones of the 18-year-old persuasion, have a use for teachers. In my CT's classroom, if I can say nothing else about my field experience, the students seek approval from adults. During my unit, over This I Believe essays, I was amazed at not only how many students consulted the teacher about their topics, but especially at how many of them came to me-- ME-- for advice and approval. Beyond feeling needed, which is obviously always a nice feeling, I felt that I mattered to and could make a difference in these students. Maybe I'm not supposed to say this, but I don't care about teaching English nearly as much as I care about teaching KIDS. I want the students who leave my classroom to SUCCEED-- not write a perfect essay.
2) Every single person can do well if he/she just decides to. I am not in an honors room or AP or IB... I am in a lower level English 4 classroom. And my kids are smart. While some may look at the students in this room and think they are unmotivated or unable to make it into more advanced classes, I see a group of students who may not be cut out for college, but they are ALL cut out for something great. There are students in the class who have seen and survived much more heartache than I can even imagine facing and there are students whose parents are doctors.
I have never been as interactive with students in my field experience as I have been this semester. There have been some discouraging moments but all things considered, I have had an incredible semester in my practicum. No matter how small and insignificant I have felt, having those students recognize and talk to me in the hallways between classes makes up for all of it. I have been so blessed this semester.
Wednesday, November 2, 2011
Sunday, October 30, 2011
KATE Conference Post
Wow... First of all, I would never have considered going to this conference if it was not required of me, so THANK YOU, DR. MASON for requiring it! I was really impressed with all of the speakers I listened to.
The first session I sat in on was the one about allowing students to use their smart phones and iPods in class. There are a lot of ways students can use these devices in classrooms that would be really good for them and productive uses of their phones. The one thing that really hit me was how allowing these devices in a classroom could make me a better teacher. The presenter mentioned that if you are the type of teacher who sits at a desk and does not circulate at all, allowing students to use cell phones and iPods would not be a good idea. However, if a teacher wants to allow the use of electronic devices in the classroom, the teacher will really need to walk around a lot to make sure the phones are being used appropriately-- which is something teachers should do anyway. Whether students are allowed to use cell phones in the classroom or not, there are so many other inappropriate things they could be doing in class. It is always a good idea for teachers to circulate and make their presence known to the students.
After this session was lunch and the Jay Asher keynote address. I was afraid it was going to be boring but it was incredible and I am so glad I could be there for it. One of the cool things that jumped out at me was that he chose the number 13 because it is an "unlucky" number. For him, however, it became pretty lucky. I thought it was so cool that his book was rejected 12 times and the 13 time his book was accepted-- really cool story.
After lunch, I sat in on the LGBTQ session with Dr. Mason. We got to do one book read which I thought was really cool and I actually added both books to my Must-Read List. I wanted to sit in on this session because I have a student in my placement who is gay and there have been comments made about her sexuality by other people in the classroom, as well as comments like, "that's so gay." It is so easy to let things like that slip when you don't realize there is a gay student sitting in the classroom but when it happens, I get extremely uncomfortable. I think including homosexuality in classroom discussions and lesson plans is something teachers try to stay away from because of how controversial the topic is but I also think, whether you agree with it or not, it needs to be included.
I stayed for the session about including fine arts in the English classroom because I think it's important to allow students to express themselves in different ways and fine arts is a fun and interesting way to do it. I'm really glad I attended the conference and really feel like I walked away with a lot of different things that I can't wait to implement in my own classroom!
The first session I sat in on was the one about allowing students to use their smart phones and iPods in class. There are a lot of ways students can use these devices in classrooms that would be really good for them and productive uses of their phones. The one thing that really hit me was how allowing these devices in a classroom could make me a better teacher. The presenter mentioned that if you are the type of teacher who sits at a desk and does not circulate at all, allowing students to use cell phones and iPods would not be a good idea. However, if a teacher wants to allow the use of electronic devices in the classroom, the teacher will really need to walk around a lot to make sure the phones are being used appropriately-- which is something teachers should do anyway. Whether students are allowed to use cell phones in the classroom or not, there are so many other inappropriate things they could be doing in class. It is always a good idea for teachers to circulate and make their presence known to the students.
After this session was lunch and the Jay Asher keynote address. I was afraid it was going to be boring but it was incredible and I am so glad I could be there for it. One of the cool things that jumped out at me was that he chose the number 13 because it is an "unlucky" number. For him, however, it became pretty lucky. I thought it was so cool that his book was rejected 12 times and the 13 time his book was accepted-- really cool story.
After lunch, I sat in on the LGBTQ session with Dr. Mason. We got to do one book read which I thought was really cool and I actually added both books to my Must-Read List. I wanted to sit in on this session because I have a student in my placement who is gay and there have been comments made about her sexuality by other people in the classroom, as well as comments like, "that's so gay." It is so easy to let things like that slip when you don't realize there is a gay student sitting in the classroom but when it happens, I get extremely uncomfortable. I think including homosexuality in classroom discussions and lesson plans is something teachers try to stay away from because of how controversial the topic is but I also think, whether you agree with it or not, it needs to be included.
I stayed for the session about including fine arts in the English classroom because I think it's important to allow students to express themselves in different ways and fine arts is a fun and interesting way to do it. I'm really glad I attended the conference and really feel like I walked away with a lot of different things that I can't wait to implement in my own classroom!
Wednesday, October 5, 2011
OL Reflection #3: What to expect when what you expected was way off
Well, I am happy to say I have finished teaching my unit in my field placement. I am still thinking through some of the more trying aspects of it and need some help/advice/medication, maybe???
First of all, there is no white board in my CT's classroom. No. I take that back. There is a white board. It has been COVERED in writing that is apparently in permanent marker. I'm not sure how long it has been this way but it is destroyed and my CT has not been provided with a new one as of yet. This problem, however, is manageable. We just create PowerPoint presentations with lesson plans and examples of the product we expect from the students. So, OK, no problem, just make a PowerPoint.
Secondly, my CT recommends having bellwork every day to give tardy students time to get to class before we actually get into the meat of the lesson. I understand the idea behind bellwork. I believe bellwork is good for getting the students' thoughts flowing and, when used correctly, can help students to connect their daily work with a purpose. The problem is this: the students who show up on time have started complaining about the bellwork. It is boring for them and I can see where they are coming from. It is always the same format and never very thought-provoking. Is this how bellwork should be? Mindless writing assignments that students turn in, expecting a grade but never receiving it, as it is thrown away and never referred to again? Of course, students are never told it is thrown away but that is what happens in this particular classroom. If it means nothing to us, as teachers, how can we expect it to mean anything to the students?
Finally, how far in advance do lesson plans need to be made in order to be taught the way you want to teach them? I like to have my lessons made a week in advance so I have time to think about them and make some changes as I feel I need to. How do you react when you are presented with a completely different lesson than the one you created and planned to teach within 20 minutes of teaching it? Should I be comfortable enough in my chosen profession to pick up a lesson and teach it without a hitch 10 minutes after seeing it?
First of all, there is no white board in my CT's classroom. No. I take that back. There is a white board. It has been COVERED in writing that is apparently in permanent marker. I'm not sure how long it has been this way but it is destroyed and my CT has not been provided with a new one as of yet. This problem, however, is manageable. We just create PowerPoint presentations with lesson plans and examples of the product we expect from the students. So, OK, no problem, just make a PowerPoint.
Secondly, my CT recommends having bellwork every day to give tardy students time to get to class before we actually get into the meat of the lesson. I understand the idea behind bellwork. I believe bellwork is good for getting the students' thoughts flowing and, when used correctly, can help students to connect their daily work with a purpose. The problem is this: the students who show up on time have started complaining about the bellwork. It is boring for them and I can see where they are coming from. It is always the same format and never very thought-provoking. Is this how bellwork should be? Mindless writing assignments that students turn in, expecting a grade but never receiving it, as it is thrown away and never referred to again? Of course, students are never told it is thrown away but that is what happens in this particular classroom. If it means nothing to us, as teachers, how can we expect it to mean anything to the students?
Finally, how far in advance do lesson plans need to be made in order to be taught the way you want to teach them? I like to have my lessons made a week in advance so I have time to think about them and make some changes as I feel I need to. How do you react when you are presented with a completely different lesson than the one you created and planned to teach within 20 minutes of teaching it? Should I be comfortable enough in my chosen profession to pick up a lesson and teach it without a hitch 10 minutes after seeing it?
Monday, September 26, 2011
Genre Reflection #1
Genre Reflection 1
Learning and using people’s names go a long way toward making those people comfortable with you. I have worked in several businesses where I saw certain people on a fairly regular basis. Eventually, I begin to recognize people and call them by name both at work and in the community. Every time, I have seen on the person’s face the pleasure he feels that I have taken the time and effort to learn his name and use it.
Likewise, learning students’ names in a classroom creates an atmosphere entirely separate from the first meeting. As I have learned the students’ names, they have also learned mine. I have noticed many students calling teachers, administrators, and other adults simply “Miss” or “Mister.” However, I have been known since the second day in my Pre-Student placement as “Mrs. Spangler.” When calling on students to answer a question or passing back homework, I make eye contact with each student and call him or her by name. As I have learned to do this, I have noticed the students also, when needing help, calling me by my name.
Respect is something I believe can be earned very simply through taking the time to learn students’ names and use them.
Wednesday, September 7, 2011
Online Reflection #2-- Reliving my HS days
I remember how I was in high school. I was one of those kids who absolutely requires possible real-life applications of assignments before I could really get into them. I was never good at math. It doesn't matter what level it was, I had a very hard time grasping it. I knew in high school that I wanted to be an English teacher and, since none of my teachers could ever really explain to me the need for math as an English teacher, I memorized for tests and immediately forgot everything. Now that I also work as a tutor in a high school, I am realizing that knowledge of math beyond Algebra I would be an asset.
As I am reading materials for this class and remembering things I read in semesters before, I am beginning to grasp the idea that I, as an English teacher, will need to be able to explain why my students will need to know everything I plan to teach them. Not everyone will be going into a field that requires any knowledge of expository writing or critical reading skills. Therefore, it will be my responsibility to make sure I have a purpose for everything I do in my classroom. One thing I never want to say to my students in response to the question of why they have to do what I'm asking of them is, "because you're in my classroom and I say you have to do it." This answer did not work for me and I cannot expect it to work for my students either.
Some things I have been thinking about, and have read about in this week's Beers reading, is the idea of having students perform tasks in groups. While it is important for students to be able to do things on their own, it often works better in groups. The social aspect of working in groups, true, could be a drawback. However, I was always the type of student who could get more done when I had friends who were focusing and working right alongside me. I thrive creatively when I have others to bounce ideas off of and when I can take others' ideas and apply them to my work. So here is my question: how soon do you know your students well enough to be able to send them off with a group of friends with the confidence that they will do their work? Also, does it matter that much? If they don't want to use class time given to them to work, is it really so important as long as they are quiet and have their work done by the time it is due?
As I am reading materials for this class and remembering things I read in semesters before, I am beginning to grasp the idea that I, as an English teacher, will need to be able to explain why my students will need to know everything I plan to teach them. Not everyone will be going into a field that requires any knowledge of expository writing or critical reading skills. Therefore, it will be my responsibility to make sure I have a purpose for everything I do in my classroom. One thing I never want to say to my students in response to the question of why they have to do what I'm asking of them is, "because you're in my classroom and I say you have to do it." This answer did not work for me and I cannot expect it to work for my students either.
Some things I have been thinking about, and have read about in this week's Beers reading, is the idea of having students perform tasks in groups. While it is important for students to be able to do things on their own, it often works better in groups. The social aspect of working in groups, true, could be a drawback. However, I was always the type of student who could get more done when I had friends who were focusing and working right alongside me. I thrive creatively when I have others to bounce ideas off of and when I can take others' ideas and apply them to my work. So here is my question: how soon do you know your students well enough to be able to send them off with a group of friends with the confidence that they will do their work? Also, does it matter that much? If they don't want to use class time given to them to work, is it really so important as long as they are quiet and have their work done by the time it is due?
Friday, August 26, 2011
Ponderings... (Online Reflection #1)
Well, to begin with, I'm usually pretty good with setting goals for myself and achieving them. As long as I have them written somewhere that I will see them often, I can stay on course. One thing I do struggle with as far as setting goals is how much to challenge myself. How much is too much? At what point do I turn my switch off and let things go? I know at the beginning of every semester, I get overwhelmed with everything I have to do throughout the entire semester that my brain shuts down and I cannot get anything done until I've written down all assignments and due dates. This helps me to see things spaced out and not all crammed together, so I know that I will not be working on all these papers and assignments at the same time.
As far as setting goals for a classroom of students, I have had virtually no experience with this at all. My CT made a good point today that I have been thinking about since our meeting. He said that grades do not matter to him. What matters in his classroom is the learning. If his students are not getting their work done or not getting it done well, he assumes there is a problem with the way he has presented the assignments to these particular students. He will go back and revise or assign different projects for the students who struggle with the initial assignment. This would be a lot of extra work for the teacher, but isn't it a good thing that we have teachers like him who are so willing to help students excel? At the same time, where is the line drawn on that issue? Wouldn't a lot of kids take advantage of that and claim they don't understand in order to get a new assignment? I would think, however, that students would see his willingness to help them and that, in turn, would make them more willing to work for him.
The final thing about setting goals, especially in a classroom, is the idea of planning so much that some information gets left out. There would be a frustration there that would discourage a lot of people. I know it would discourage me if I didn't get to my whole plan, after I had spent so much time developing it. Once you are in the middle of a lesson, and you realize that you don't have enough time to cover everything, is it important that you know beforehand what can be left out? If you don't know what can be left out before you begin teaching, how do you take care of it in the middle of class? I would think still that it is better to overplan than underplan... Right?
As far as setting goals for a classroom of students, I have had virtually no experience with this at all. My CT made a good point today that I have been thinking about since our meeting. He said that grades do not matter to him. What matters in his classroom is the learning. If his students are not getting their work done or not getting it done well, he assumes there is a problem with the way he has presented the assignments to these particular students. He will go back and revise or assign different projects for the students who struggle with the initial assignment. This would be a lot of extra work for the teacher, but isn't it a good thing that we have teachers like him who are so willing to help students excel? At the same time, where is the line drawn on that issue? Wouldn't a lot of kids take advantage of that and claim they don't understand in order to get a new assignment? I would think, however, that students would see his willingness to help them and that, in turn, would make them more willing to work for him.
The final thing about setting goals, especially in a classroom, is the idea of planning so much that some information gets left out. There would be a frustration there that would discourage a lot of people. I know it would discourage me if I didn't get to my whole plan, after I had spent so much time developing it. Once you are in the middle of a lesson, and you realize that you don't have enough time to cover everything, is it important that you know beforehand what can be left out? If you don't know what can be left out before you begin teaching, how do you take care of it in the middle of class? I would think still that it is better to overplan than underplan... Right?
Monday, August 22, 2011
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