My biggest concern last semester was definitely differentiation - I had no idea how it could be possible to cater teaching to each individual student. It frustrated me to no end trying to figure out how to challenge my advanced students without damaging the egos of the kids who weren't up to speed. How do I grade them - is it possible to do it equally and hold everyone to the same standards? Do the standards change? My questions were endless, even up to the beginning of this semester.
Now that I'm actually in the pilot's chair this semester, I'm seeing how that DI can be more of a possibility. I'm learning that it doesn't have to separate between every single last student, but can be catered to small groups of students, or even classes. One of my 7th grade classes appears to be much lower than my other two classes, despite the students not having any kind of IEPs. Their instruction needs to be much more detailed, and because their class is my first 7th grade of the day, they suffer from all the kinks and bumps that need to be worked out throughout the day. My mentor noticed the same thing, so we sat down and tried to come up with a solution.
This is where DI comes in. Jess, my mentor, offered the idea of maybe setting that particular class period back one day, so that their lesson comes last when it's finally perfected and I see what works and what doesn't. My 6th and 7th period 7th grade classes have to be the guinea pigs, but they perform at a higher level and can work through any problems much easier. They tend to participate more and have better discussions which helps keep the flow going. By that time in the afternoon, I'm also in the swing of things with a higher confidence level, which helps avoid any issues giving the lessons the first time around. 3rd period has the polished product, and everyone wins.
After just a week of integrating this plan, I'm already seeing better results. My lessons for that 3rd period class run much more smoothly because I know what works and what doesn't - the prior knowledge helps me make any last minute changes if needed as well. My confidence is up since I've already taught the lesson twice before, and the discussions flow much better and easier. I'll admit I was skeptical about the whole "DI" buzzword to begin with, but now that I'm actually seeing the progress in action, I'm interested in experimenting with it in other classes and lessons as well.
Wednesday, February 19, 2014
Monday, February 17, 2014
ROLLER COASTER
I have so tried to avoid the use of this classic metaphor, but the profession of teaching has just been begging for it. Here we are, getting ready to start another week and all I can think of is reaching my hands into the air, holding my breath, and getting tiny little butterflies in the middle of my stomach as I wait to climb another great height. Last week was definitely one of those level weeks, the kind that make you feel like maybe you can do this after all. It was a time of deep breaths, constructive advice, open ears, and excitement to keep going when, just the weekend before, I had been alone in my kitchen, tears streaming down my face, frantically calling my mother for some gentle reassurances. I was convinced a week ago that May would never come, that I wasn't doing what I needed to be doing, and feeling like I couldn't ever possibly catch up with all that I had to do. Low and behold, I did. I made it through. The more I think about it, the more I am trying to resign myself to the fact that this semester is not going to be as easy as I expected.
Coming out of last semester, I remember being nervous but completely reassured of my capabilities in the classroom. I had just done well in all of my classes, I wrote a unit plan I ended up being very proud of, and I feel like I made a great impression not only with my students but with the school community as well. I was so ready to face student teaching--how much harder could it be?
........A lot. Jumping in during the middle of the day and taking over where my mentor had left off is totally and completely different from being responsible for the learning of every single student in each of my five classes. It was a rough wake up call to realize that some of the material I was covering wasn't being taken in. Especially when I had executed quite a few full day lessons/mini-lessons last semester with great success. I just can't believe how high the learning curve still is after 3 days a week in the classroom every week before going full time.
Now, I think I am slowly beginning to catch up. I still think it will be awhile before I feel I can take consecutive deep breaths and NOT come home and work on school stuff at least two hours every night, but I'm learning to adapt. My lessons have started to become more insightful, and I find myself eager to try out new things whenever possible. For the time being, I feel as though I can do my best to enjoy the ride. (Though I won't totally rule out another drop from the peak.)
Hope you all are doing so well!
Sunday, February 16, 2014
Is this what it always feels like?
That's the question I keep asking myself during these initial weeks of student teaching: Is this what it always feels like? I'm sure the answer to that question is yes and no. This profession is a marathon, but perhaps more so than I had ever realized. At the same time, I know that this awkward and disjointed phase in my teacher development will not last forever.
I never knew it would be so hard to implement the theory and good practices I learned throughout my teaching training. I have a goal for what I want my students to come away with, but I constantly ask myself whether or not they're actually grasping those concepts and if that worksheet I labored over for an hour even provided them with information or meaningful discussions that burrowed a way into their brains.
My head is always spinning with deadlines and materials to prepare and readings to do alongside my students, yet I feel that I am beginning to ask myself the questions that experienced educators do with second nature. Questions such as: What is it I want my students to take away from this? What should I trim away? Did they really understand that lesson? How can I hold them accountable for reading?
I know many of these questions are topics we discussed in our education courses, but my brain seems to be so preoccupied with preparing lessons that I need to remind myself to reflect upon where we're at as a class right now and not where my long-term sketch of a plan tells me we are supposed to be by next Thursday.
Planning. Flexibility. Adaptation. Those seem to be my key words from last week.
I never knew it would be so hard to implement the theory and good practices I learned throughout my teaching training. I have a goal for what I want my students to come away with, but I constantly ask myself whether or not they're actually grasping those concepts and if that worksheet I labored over for an hour even provided them with information or meaningful discussions that burrowed a way into their brains.
My head is always spinning with deadlines and materials to prepare and readings to do alongside my students, yet I feel that I am beginning to ask myself the questions that experienced educators do with second nature. Questions such as: What is it I want my students to take away from this? What should I trim away? Did they really understand that lesson? How can I hold them accountable for reading?
I know many of these questions are topics we discussed in our education courses, but my brain seems to be so preoccupied with preparing lessons that I need to remind myself to reflect upon where we're at as a class right now and not where my long-term sketch of a plan tells me we are supposed to be by next Thursday.
Planning. Flexibility. Adaptation. Those seem to be my key words from last week.
Saturday, February 15, 2014
We have all done it: lounged back in our comfiest sweatshirt and pajama pants watching a movie that we have shamelessly cried at for more hours than we would like to admit. Shakespeare reminds us that this engrossment in a movie is the magic of the theater; as humans we have the capacity for empathy which allows us to become so interwovenly attached to the life stories that are played or acted out in front of us that we can not help but feel a part of these stories. Perhaps we even see something in ourselves in these stories.
This past Tuesday at Manheim Township Middle School, I experienced this moment that was so heart-wrenchingly uplifting that my eyes shamelessly welled up with tears for a student who took an incredible risk in my classroom; I realized its the human experience that we are all banded together with that make these moments magical in a movie or played out right before your eyes--no script and completely real. My student gave his speech on Harriet Tubman in front of all of his peers--A LARGE GROUP! He has been battling with who he is and how he fits in the social world of school since he began his education. He is one of my students with a three page IEP because he falls far on the autism spectrum and he has severe anxiety issues. For him, speaking in front of a large group is "living a nightmare (imagine this forced out in a growl)". My mentor teacher and I have been communicating with the special education teacher about our concerns that a few of his accommodations my be hindering his growth as a learner. He has always been given the chance to give speeches in small groups, but after a long conference all of the teachers and I agreed that he could speak in front of a large group. With insurmountable amounts of encouragements and support from two learning support teachers, an administrator, Mr. Robbins, and me, my student stood up in front of his peers and gave his speech.
Was it movie material "picture-perfect"? Not in the slightest! His fear governed every aspects of his speech: his tone of voice, his growling projection of his voice, his tense and painfully obscure posture, his eye contact only to the podium beneath his strained fists or to the learning support teachers, me, or Mr. Robbins. But he took that sliver of faith in himself and took the greatest educational risk that he has ever done by getting up there in front of his peers to present his speech!!! My heart could have exploded--probably just as much as he thought his heart was. This are the moments that make you want to be a teacher. These are the moments that truly show you have some sort of impact on a student just by supporting them and pushing them to accomplishing things they never would have thought were possible. I may have only had a small influence on him compared to the teachers that have worked with him from the start, but witnessing that unveil itself before my eyes was the "picture-not-so-perfect-ever-but-still-pretty-dang-incredible" moments that define teaching and make it worth while.
This past Tuesday at Manheim Township Middle School, I experienced this moment that was so heart-wrenchingly uplifting that my eyes shamelessly welled up with tears for a student who took an incredible risk in my classroom; I realized its the human experience that we are all banded together with that make these moments magical in a movie or played out right before your eyes--no script and completely real. My student gave his speech on Harriet Tubman in front of all of his peers--A LARGE GROUP! He has been battling with who he is and how he fits in the social world of school since he began his education. He is one of my students with a three page IEP because he falls far on the autism spectrum and he has severe anxiety issues. For him, speaking in front of a large group is "living a nightmare (imagine this forced out in a growl)". My mentor teacher and I have been communicating with the special education teacher about our concerns that a few of his accommodations my be hindering his growth as a learner. He has always been given the chance to give speeches in small groups, but after a long conference all of the teachers and I agreed that he could speak in front of a large group. With insurmountable amounts of encouragements and support from two learning support teachers, an administrator, Mr. Robbins, and me, my student stood up in front of his peers and gave his speech.
Was it movie material "picture-perfect"? Not in the slightest! His fear governed every aspects of his speech: his tone of voice, his growling projection of his voice, his tense and painfully obscure posture, his eye contact only to the podium beneath his strained fists or to the learning support teachers, me, or Mr. Robbins. But he took that sliver of faith in himself and took the greatest educational risk that he has ever done by getting up there in front of his peers to present his speech!!! My heart could have exploded--probably just as much as he thought his heart was. This are the moments that make you want to be a teacher. These are the moments that truly show you have some sort of impact on a student just by supporting them and pushing them to accomplishing things they never would have thought were possible. I may have only had a small influence on him compared to the teachers that have worked with him from the start, but witnessing that unveil itself before my eyes was the "picture-not-so-perfect-ever-but-still-pretty-dang-incredible" moments that define teaching and make it worth while.
Smile and enjoy the ride!
Dear Dr. Shea and student teachers,
I am learning that a skill secondary English teachers and all teachers must possess is the ability to perform with grace and dignity under pressure and to maintain a sense of humor. I am learning these skills from the teachers at Manheim Township High School as they model them every day. Every day when I arrive at room 226 at the high school I realize that I have fabulous role models who are showing me how to be a teacher in conditions that require me to make changes in lesson plan schedules on a daily basis, and in turn pass along this calm frame of mind to my students who are also confused. This lesson of remaining calm and dignified in the face of pressure is not something that can be taught in a MU classroom. This is something we are taught by our mentors, on-the-job, while we are on our feet in front of students. This makes my heart beat faster and the time fly by. This student teaching is like riding a roller coaster in the dark. There are ups and downs, we can't predict what will happen next, and everything happens so fast. Hang on tight and smile. The ride is not over yet!
Linda Carty
I am learning that a skill secondary English teachers and all teachers must possess is the ability to perform with grace and dignity under pressure and to maintain a sense of humor. I am learning these skills from the teachers at Manheim Township High School as they model them every day. Every day when I arrive at room 226 at the high school I realize that I have fabulous role models who are showing me how to be a teacher in conditions that require me to make changes in lesson plan schedules on a daily basis, and in turn pass along this calm frame of mind to my students who are also confused. This lesson of remaining calm and dignified in the face of pressure is not something that can be taught in a MU classroom. This is something we are taught by our mentors, on-the-job, while we are on our feet in front of students. This makes my heart beat faster and the time fly by. This student teaching is like riding a roller coaster in the dark. There are ups and downs, we can't predict what will happen next, and everything happens so fast. Hang on tight and smile. The ride is not over yet!
Linda Carty
Saturday, February 1, 2014
Week One: Whirlwind
Hello Dearest English Nerds,
Wow! This week has been a whirlwind, for my students and myself. This was the first full week that our school has had in SEVEN weeks; in other words, it seemed long and perhaps exhausting at times. On the other hand, I have to say that I was living on adrenaline and the remainder of my Christmas-gift-coffee as I launched into my Lord of the Flies unit.
The hardest part of this week was planning. That might sound odd considering that I was working from the unit plan I had prepared in the fall, but I realized after day one that the pacing between my College Prep section and Honors section needed to be drastically different. Additionally, I needed to provide more structure in my worksheets and in group discussions for CP because their discussion skills aren't as refined as their peers in my Honors section. This caused some stress and anxiety at the beginning of the week because I felt that I had to go home each evening and create a new worksheet. My mentor could tell that I was rather frazzled and kindly reminded me that I do not need to reinvent the wheel for each lesson, but that I have many, many resources at my disposal; I thought I understood that in the fall! Unfortunately, I've found that my past planning didn't extend as far as I need it to for the benefit of my students. In short, I'm learning to look further ahead in my planning while managing the amount of work I do daily. I do not want to create a dreadful habit of coming home and sitting in front of my computer for four hours preparing all my materials for the next day, which means I need to make very effective use of my limited planning time at school.
One last interesting event that threw me somewhat off kilter was the fact that my mentor got the flu and was out for two days this week! Luckily, she had a sweet and supportive substitute in for her both days who made sure that I was able to lead the lessons for the three English sections I teach, while she led the two sections that meet when I am teaching French. What a way to start off the new semester!
I'm looking forward to checking in with you during this semester. I wish you all the best in the coming weeks. :)
- Julia
Wow! This week has been a whirlwind, for my students and myself. This was the first full week that our school has had in SEVEN weeks; in other words, it seemed long and perhaps exhausting at times. On the other hand, I have to say that I was living on adrenaline and the remainder of my Christmas-gift-coffee as I launched into my Lord of the Flies unit.
The hardest part of this week was planning. That might sound odd considering that I was working from the unit plan I had prepared in the fall, but I realized after day one that the pacing between my College Prep section and Honors section needed to be drastically different. Additionally, I needed to provide more structure in my worksheets and in group discussions for CP because their discussion skills aren't as refined as their peers in my Honors section. This caused some stress and anxiety at the beginning of the week because I felt that I had to go home each evening and create a new worksheet. My mentor could tell that I was rather frazzled and kindly reminded me that I do not need to reinvent the wheel for each lesson, but that I have many, many resources at my disposal; I thought I understood that in the fall! Unfortunately, I've found that my past planning didn't extend as far as I need it to for the benefit of my students. In short, I'm learning to look further ahead in my planning while managing the amount of work I do daily. I do not want to create a dreadful habit of coming home and sitting in front of my computer for four hours preparing all my materials for the next day, which means I need to make very effective use of my limited planning time at school.
One last interesting event that threw me somewhat off kilter was the fact that my mentor got the flu and was out for two days this week! Luckily, she had a sweet and supportive substitute in for her both days who made sure that I was able to lead the lessons for the three English sections I teach, while she led the two sections that meet when I am teaching French. What a way to start off the new semester!
I'm looking forward to checking in with you during this semester. I wish you all the best in the coming weeks. :)
- Julia
5:30 comes early
Dearest cohorts o' mine,
So the first full week of student teaching full time is behind us. I have been metaphorically wiping my brow since 3:30 yesterday. I have to admit, getting back into the swing of things after a relatively long winter break had me freaking out more than a little bit. I remember ending last semester feeling great, like I could really see myself in front of my own classroom at some near point in the future. I had a handle on classroom management, I was excited to see my students, and I was excited to be a part of the school culture. It just felt good. I felt good. Then winter break happened and I realized how tired I had been. I talked to friends who were unsure of themselves. I started to become unsure. I started doubting myself and all of the progress I had made; it made for a rocky start to the semester. All of that being said, my first full week in the classroom went well. I am feeling more and more like I have made real connections with my students. It hasn't felt at all superficial. There have been kids who have come to talk to me after school. To ask me for advice about their papers. To tell me something exciting has happened, and I can't seem to get over the high of being a part of their potential energy, even if it is in a small way.
I started my unit on To Kill a Mockingbird this week. I think it's a little too big in my head at this point. We're only one chapter in, and I'm looking at what my mentor wants to do with the book, and what I would love to do with the book, and I'm having a hard time reconciling the two. She really likes having reading quizzes frequently, which, to be fair encourages accountability, but it makes for a lot of grading, and takes up important time in class when I feel like we could be doing COOL things. If students fail a reading quiz, they are handed a worksheet for the following chapter. More grading. More papers to keep track of, and at some level, I'm not sure how much they're going to help. Maybe that comes from not having run a novel yet, but it's making me nervous. Planning my first entire unit on top of having to come up with daily worksheets and reading quizzes, grading everything I hand out, and keeping track of those grades has worked me up right before I should be falling asleep more than once this week. (Suggestions welcome). Still, I'm excited to get kids excited about one of my favorite books in high school. I hope everyone is doing well and feeling light.
Sincerely,
Sam Sweigert
So the first full week of student teaching full time is behind us. I have been metaphorically wiping my brow since 3:30 yesterday. I have to admit, getting back into the swing of things after a relatively long winter break had me freaking out more than a little bit. I remember ending last semester feeling great, like I could really see myself in front of my own classroom at some near point in the future. I had a handle on classroom management, I was excited to see my students, and I was excited to be a part of the school culture. It just felt good. I felt good. Then winter break happened and I realized how tired I had been. I talked to friends who were unsure of themselves. I started to become unsure. I started doubting myself and all of the progress I had made; it made for a rocky start to the semester. All of that being said, my first full week in the classroom went well. I am feeling more and more like I have made real connections with my students. It hasn't felt at all superficial. There have been kids who have come to talk to me after school. To ask me for advice about their papers. To tell me something exciting has happened, and I can't seem to get over the high of being a part of their potential energy, even if it is in a small way.
I started my unit on To Kill a Mockingbird this week. I think it's a little too big in my head at this point. We're only one chapter in, and I'm looking at what my mentor wants to do with the book, and what I would love to do with the book, and I'm having a hard time reconciling the two. She really likes having reading quizzes frequently, which, to be fair encourages accountability, but it makes for a lot of grading, and takes up important time in class when I feel like we could be doing COOL things. If students fail a reading quiz, they are handed a worksheet for the following chapter. More grading. More papers to keep track of, and at some level, I'm not sure how much they're going to help. Maybe that comes from not having run a novel yet, but it's making me nervous. Planning my first entire unit on top of having to come up with daily worksheets and reading quizzes, grading everything I hand out, and keeping track of those grades has worked me up right before I should be falling asleep more than once this week. (Suggestions welcome). Still, I'm excited to get kids excited about one of my favorite books in high school. I hope everyone is doing well and feeling light.
Sincerely,
Sam Sweigert
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