Student Interview
These answers are taken from snippets of tenth grade student writing received on December 2nd, 2010 at Lower Dauphin High School.
Question: What makes a good teacher?
Answer: When they are funny, smart, creative, and able to teach the information they know well. If they have good posture and make a good appearance and show they love their job, and especially if they show they want to help you. They teach lessons that relate to us.
Some examples are various teacher throughout the building.
Q: Do you plan to attend college? Why or why not?
A: Yes, I plan to attend college, so I can receive a well-paying job.
A: Maybe, but I need to join the army to pay for it.
A: I plan to go to college when I graduate, but if not, I plan to go to Alabama to stay with my cousin, work in a salon where you cut hair, and do nails and tanning.
A: I might not go to college, but if I do I will only go for 2 years.
A: No, I don’t want more school. I will do ‘life’.
Q: Why do you or do you not like coming to school?
A: Yes, I like coming to school because I get to see my friends, and hang out on my free time in the hallways.
A: No, because I would rather be home right now.
A: No, I do not, but I don’t mind it. School is boring.
A: I like to come to school to see my friends, but not to learn.
Tuesday, December 7, 2010
Interview with a Teacher
Question: Do you feel that PSU prepared you for your job as a full-time teacher? What are some strengths and weaknesses of the program?
Answer: Yes, with speculation. You are well-prepared by choosing their program. Their program is based on Learning Focused Schools, so when I came here I was well ahead of some of our training. It was not new information. My lessons already integrated these methods, which equaled immediate positive feedback when administrators came to observe me. They focus a lot on reflective practices. This is really helpful when you look back on lessons; what you should have done. It can be really exciting. I say this with speculation, because absolutely nothing can prepare you to be a full-time teacher with your own classroom. When that moment comes and you are suddenly all alone in your own classroom some day, it can be really scary.
Q: What is the best advice you could give a new teacher regarding planning? Parental involvement? Time management?
A: Always overplan. I remember one of my first observations, when one of my lessons went so smoothly and the kids understood it so well that we got done twenty minutes early. And then, I was standing there, like oh now what should I do? Now, I have these books Dr. Clark showed me - Twenty Minute Mysteries, Two Minute Problem Solvers – just in case I have time left at the end of the period. They are good activities for extending thinking exercises
Parental involvement. I have parents sign a contract at the beginning of the year that lists the classroom rules. It is printed, signed, and dated by the student and them. I cannot tell you how many times this has saved me from potential disasters. I pull the contract out and say, we agreed to this in the beginning of the year. Now, the one parent that has posed problems for me this year is a whole other issue. I respond to her in guarded tones. If she sends me an email about her child’s grade, I say it is in process. You will learn this as a first year teacher. Parents will try to walk all over you, because they think they can. You will learn a way of responding to them that allows you to stay your ground.
Time management. Forget your social life. No, seriously. Your first year of teaching is tough. You are literally planning a day ahead of your kids. You do need to make at least one day a marking period for yourself. It is good for your sanity. People who do not teach do not understand how hard it is to be in front of a class full of students all day. If I get home tonight and I’m tired or I just need to chill, I will, even though I might have stack of essays to grade. This time is vitally important.
Q: What is your disciplinary philosophy? How has your vision differed from implementation?
A: I tried to use a disciplinary approach that did not suit me my first year of teaching . Kids responded with insults and were constantly battling my lessons. I changed my approach since then. I allow kids more freedom. They know that I will allow them time at the end of the period to chill, if we get through the lesson. I have quirky little tactics I use in the classroom that you have seen. These seem silly to kids, but it lets them know that I am getting frustrated, and they need to stop their interruptions. I do not want kids to be afraid of me. We are about to begin reading novels. Especially in our subject area, kids need to feel okay expressing themselves in the classroom.
Q: Why this school?
A: I wanted to be the teacher I never had. I really wanted to be here from the beginning. I did my student teaching here, worked a full time job during, and worked so hard that I gained sixty pounds that semester making sure I remained here.
Q: How do you determine whether or not a particular lesson is a success?
A: There are never any clear answers. Motivation is a huge issue with kids. If kids remember lessons years later, that means it made an impact. It’s more of long term determination than results from tests. Other teachers will approach me years later, and thank me for not having to review a concept that should have been covered in one of my classes.
Q: What are your assessment strategies for giving students reliable and valid feedback regarding their classroom work?
A: I provide electronic feedback for their writing, so my comments are clearer than cursive squeezed into the margins of their papers. I break down larger projects into smaller segments, so assignments do not seem too vast to accomplish. I use post-it notes while they are working to express gratitude for hard work, so I do not interrupt the flow of their studying.
Q: Are extracurricular activities essential to undertake in a teacher’s career? What extracurricular activity has been the most rewarding thus far in your career?
A: Yes, definitely. You willed be asked this in your interviews. I love yearbook even with the controversy this year. It is nice to have a final product. However, GSA is what I find most rewarding. Although, it is difficult emotionally, I know I am making an impact on students’ lives.
Q: Are you a part of the Teacher's Union? What are you attitudes towards this organization?
A: Yes. I believe they have my back in several instances. I now have a Union representative alongside me to counter any personal attacks that may confront me during this year’s turmoil with J.’s parents.
Q: What are you immediate and future goals?
A: I am taking my GREs in January. Then, I am thinking about getting my doctorate in Adult Education at Penn State Harrisburg.
Answer: Yes, with speculation. You are well-prepared by choosing their program. Their program is based on Learning Focused Schools, so when I came here I was well ahead of some of our training. It was not new information. My lessons already integrated these methods, which equaled immediate positive feedback when administrators came to observe me. They focus a lot on reflective practices. This is really helpful when you look back on lessons; what you should have done. It can be really exciting. I say this with speculation, because absolutely nothing can prepare you to be a full-time teacher with your own classroom. When that moment comes and you are suddenly all alone in your own classroom some day, it can be really scary.
Q: What is the best advice you could give a new teacher regarding planning? Parental involvement? Time management?
A: Always overplan. I remember one of my first observations, when one of my lessons went so smoothly and the kids understood it so well that we got done twenty minutes early. And then, I was standing there, like oh now what should I do? Now, I have these books Dr. Clark showed me - Twenty Minute Mysteries, Two Minute Problem Solvers – just in case I have time left at the end of the period. They are good activities for extending thinking exercises
Parental involvement. I have parents sign a contract at the beginning of the year that lists the classroom rules. It is printed, signed, and dated by the student and them. I cannot tell you how many times this has saved me from potential disasters. I pull the contract out and say, we agreed to this in the beginning of the year. Now, the one parent that has posed problems for me this year is a whole other issue. I respond to her in guarded tones. If she sends me an email about her child’s grade, I say it is in process. You will learn this as a first year teacher. Parents will try to walk all over you, because they think they can. You will learn a way of responding to them that allows you to stay your ground.
Time management. Forget your social life. No, seriously. Your first year of teaching is tough. You are literally planning a day ahead of your kids. You do need to make at least one day a marking period for yourself. It is good for your sanity. People who do not teach do not understand how hard it is to be in front of a class full of students all day. If I get home tonight and I’m tired or I just need to chill, I will, even though I might have stack of essays to grade. This time is vitally important.
Q: What is your disciplinary philosophy? How has your vision differed from implementation?
A: I tried to use a disciplinary approach that did not suit me my first year of teaching . Kids responded with insults and were constantly battling my lessons. I changed my approach since then. I allow kids more freedom. They know that I will allow them time at the end of the period to chill, if we get through the lesson. I have quirky little tactics I use in the classroom that you have seen. These seem silly to kids, but it lets them know that I am getting frustrated, and they need to stop their interruptions. I do not want kids to be afraid of me. We are about to begin reading novels. Especially in our subject area, kids need to feel okay expressing themselves in the classroom.
Q: Why this school?
A: I wanted to be the teacher I never had. I really wanted to be here from the beginning. I did my student teaching here, worked a full time job during, and worked so hard that I gained sixty pounds that semester making sure I remained here.
Q: How do you determine whether or not a particular lesson is a success?
A: There are never any clear answers. Motivation is a huge issue with kids. If kids remember lessons years later, that means it made an impact. It’s more of long term determination than results from tests. Other teachers will approach me years later, and thank me for not having to review a concept that should have been covered in one of my classes.
Q: What are your assessment strategies for giving students reliable and valid feedback regarding their classroom work?
A: I provide electronic feedback for their writing, so my comments are clearer than cursive squeezed into the margins of their papers. I break down larger projects into smaller segments, so assignments do not seem too vast to accomplish. I use post-it notes while they are working to express gratitude for hard work, so I do not interrupt the flow of their studying.
Q: Are extracurricular activities essential to undertake in a teacher’s career? What extracurricular activity has been the most rewarding thus far in your career?
A: Yes, definitely. You willed be asked this in your interviews. I love yearbook even with the controversy this year. It is nice to have a final product. However, GSA is what I find most rewarding. Although, it is difficult emotionally, I know I am making an impact on students’ lives.
Q: Are you a part of the Teacher's Union? What are you attitudes towards this organization?
A: Yes. I believe they have my back in several instances. I now have a Union representative alongside me to counter any personal attacks that may confront me during this year’s turmoil with J.’s parents.
Q: What are you immediate and future goals?
A: I am taking my GREs in January. Then, I am thinking about getting my doctorate in Adult Education at Penn State Harrisburg.
Monday, December 6, 2010
Final Reflection
. I worked until 11 last night, so I'll have to miss the faculty meeting today to finish planning my lesson. There are some last minute tidbits I think about adding in. I suppose this is a bit of a mistake since there is a teacher retiring this year from this school. My observation teacher makes sure to let me know this. As exciting of an opportunity as this is, I really want to travel before I settle down with a job. I know maybe this sounds crazy with the job market being so dismal, but I am a strong candidate even without the traveling aspect, and I will only be stronger once I return.
My observation teacher is sick and has been out the day before, so it is great for him that I take over and teach the first three English classes. My lesson goes better than any lesson so far. The kids are engaged. They laugh a lot. I took a long time thinking about this lesson and planning it, and I'm overjoyed that it goes over well. Some kids bring in food, and everyone made me a goodbye card the day before. As non-emotional as I am, I'm blown away by the kids' and my observation teacher's genuine good wishes and thanks for the help I provided. I'll miss them too.
My observation teacher is sick and has been out the day before, so it is great for him that I take over and teach the first three English classes. My lesson goes better than any lesson so far. The kids are engaged. They laugh a lot. I took a long time thinking about this lesson and planning it, and I'm overjoyed that it goes over well. Some kids bring in food, and everyone made me a goodbye card the day before. As non-emotional as I am, I'm blown away by the kids' and my observation teacher's genuine good wishes and thanks for the help I provided. I'll miss them too.
Tuesday, November 30th
My time at here quickly draws to a close. I finished grading the few essays that Jim sent me for comparing/contrasting for our 10th grade English. I was surprised at just how long it took me to grade each essay (about 20-30 minutes each). Jim said this was about the time it takes him. If I would have grade all three sections essays this equals a little over 13 and half hours worth of grading. Yikes! The kids averaged a 54% for this assignment. This is not an acceptable average by any standard. Despite my observation teacher's clear instructions and more than enough class time set aside for completing the papers, most kids were missing many elements. Reading these papers felt very much like reading a rough draft, and I just highly doubt that hardly any of them took the time to edit. The topic was boring even to me "Compare and Contrast The Pedestrian to There Will Come Soft Rains", and I had a hard time grasping the purpose for the assignment (besides working towards PSSA Standards). I had a chance to work with students one-to-one during the course of their writing. The students I tutored struggled to put down any words at all let alone begin the drafting and editing process.
My observation teacher tells students the errors they made with their papers. First and second personal pronouns are not allowed; nor are conjunctions. He'll give them stickers to wear all day posting this information on their clothes for extra credit ( a great idea). I will instruct Period 5/6, since I was in charge of their grading. Two of the graded essays I email my teacher hit his spam account, which he cannot access at school, so I'll thank my luck stars I have my iphone along to show students the comments I've made to justify their grades. I'm excited because my student I have been tutoring regularly, showed real signs of improvement with this paper.
Our ninth grade class will begin their research papers today on Shakespeare's sonnets. My teacher will spend a whole class period going over the instructions, as well as giving the kids a chance to choose their sonnet. He'll record which sonnet they choose. He is good like this a breaking large assignments down for the kids, so they are not so intimidated.
I leave feeling really tired yet invigorated today. I've been working full time at the restaurant to try to save money for student teaching next semester. It is so refreshing to leave my negative co-workers behind there and enter our classroom, where every day him and the kids are doing something creative and have renewed energy and a genuine smile.
My observation teacher tells students the errors they made with their papers. First and second personal pronouns are not allowed; nor are conjunctions. He'll give them stickers to wear all day posting this information on their clothes for extra credit ( a great idea). I will instruct Period 5/6, since I was in charge of their grading. Two of the graded essays I email my teacher hit his spam account, which he cannot access at school, so I'll thank my luck stars I have my iphone along to show students the comments I've made to justify their grades. I'm excited because my student I have been tutoring regularly, showed real signs of improvement with this paper.
Our ninth grade class will begin their research papers today on Shakespeare's sonnets. My teacher will spend a whole class period going over the instructions, as well as giving the kids a chance to choose their sonnet. He'll record which sonnet they choose. He is good like this a breaking large assignments down for the kids, so they are not so intimidated.
I leave feeling really tired yet invigorated today. I've been working full time at the restaurant to try to save money for student teaching next semester. It is so refreshing to leave my negative co-workers behind there and enter our classroom, where every day him and the kids are doing something creative and have renewed energy and a genuine smile.
Monday, November 22, 2010
Thursday, November 18th
Honestly, I'm still reeling from Tuesday. My observation teacher will begin his unit on grammar today with our 10th graders. We'll have a discussion on concrete versus abstract nouns, take an online quiz, and then work on a a worksheet for homework. I'll help by answering student questions and monitoring students as they have the laptops out. (They tend to log onto sites they should not be looking at during class time.)
My observation teacher will teach a really effective lesson on Shakespeare. He'll divide the kids up into 5 teams and they'll work on piecing together sonnets based upon theme. The kids get into groups so methodically for him. I see that I need more organization when dividing groups. He also uses a color coded cup system to let him know when kids need help, when they're done, or when they are working with the colors green, red, and yellow. One group will ask for my help. This is a tough lesson for me as well. I have never grasped or taken much of an interest in Shakespeare. I try to answer their questions instead of giving them guidance to figure things out on their own.
My observation teacher will teach a really effective lesson on Shakespeare. He'll divide the kids up into 5 teams and they'll work on piecing together sonnets based upon theme. The kids get into groups so methodically for him. I see that I need more organization when dividing groups. He also uses a color coded cup system to let him know when kids need help, when they're done, or when they are working with the colors green, red, and yellow. One group will ask for my help. This is a tough lesson for me as well. I have never grasped or taken much of an interest in Shakespeare. I try to answer their questions instead of giving them guidance to figure things out on their own.
Wednesday, November 17, 2010
Tuesday, November 16th
I began the day prepping my lesson with my mentor teacher. I altered my plans based on the test he would be giving the students later in the week. This was not a good idea. My grandmother and I have been selling ads for his yearbook staff, since they have had so much trouble. In doing so, I hope to teach the students something about making a real effort at these sales and also sell them on the idea of teamwork. So far, we've gotten two, but are hopeful for at least five before my time ends here.
Our 10th grade essays are due today. I will be responsible for tutoring a student and helping other students finish these up throughout the day. I'm disappointed to discover that my student has done very little work on his essay since our last meeting. He does not show nearly the amoount of initiative today that he pocessed in our first sessions. He gives up on his essay midday and turns it in without even writing a concluding paragraph. This will be the beginning of my worst day at school, and pretty much, one of the worst days ever.
Students are extremely frustrated with the deadline for the essay. My mentor teacher will leave for a field trip Period 5/6 and I will be responsible for the next 3 classes.
Period 7/8 and 9/10 I will teach a lesson on one of Shakespeare's sonnets. No part of this lesson seems to run smoothly. I had not thought deeply enough about the flow of activities. I try to change up my lesson plan over the lunch break. Period 9/10 will take advantage of group time. It will be exhausting trying to get through the second half of the lesson.
I will be 10 minutes late for my class at PSU, my computer won't log on, and then I'll run into traffic on my commute to work making me more than an hour late.
Today, I've rethought this whole progression towards a full time teaching job. I do not feel ready! I feel completely overwhelmed by this semester. I've gained five pounds. I'm completely broke. I haven't had time to make hardly any friends. I am considering seriously changing my trajectory altogether. I long to see the world before I settle down somewhere. I'm 28 and the time to travel is now. Next semester seems like the wrong time to student teach and then, pretend I'm ready to be a full-time teacher. I need more experience with kids...
Our 10th grade essays are due today. I will be responsible for tutoring a student and helping other students finish these up throughout the day. I'm disappointed to discover that my student has done very little work on his essay since our last meeting. He does not show nearly the amoount of initiative today that he pocessed in our first sessions. He gives up on his essay midday and turns it in without even writing a concluding paragraph. This will be the beginning of my worst day at school, and pretty much, one of the worst days ever.
Students are extremely frustrated with the deadline for the essay. My mentor teacher will leave for a field trip Period 5/6 and I will be responsible for the next 3 classes.
Period 7/8 and 9/10 I will teach a lesson on one of Shakespeare's sonnets. No part of this lesson seems to run smoothly. I had not thought deeply enough about the flow of activities. I try to change up my lesson plan over the lunch break. Period 9/10 will take advantage of group time. It will be exhausting trying to get through the second half of the lesson.
I will be 10 minutes late for my class at PSU, my computer won't log on, and then I'll run into traffic on my commute to work making me more than an hour late.
Today, I've rethought this whole progression towards a full time teaching job. I do not feel ready! I feel completely overwhelmed by this semester. I've gained five pounds. I'm completely broke. I haven't had time to make hardly any friends. I am considering seriously changing my trajectory altogether. I long to see the world before I settle down somewhere. I'm 28 and the time to travel is now. Next semester seems like the wrong time to student teach and then, pretend I'm ready to be a full-time teacher. I need more experience with kids...
Friday, November 12, 2010
Interview with the Vice Principal
Me: What is your background?
Ms. Ringso: I was at Steel High for 19 years, in administration for the last four. Even before I officially held the title of administration, I was fulfilling those duties. I was the head of my math department after five years.
Me: I'm interested in teaching in an urban environment. What are some of the differences that you see between LD and here?
Ms. R: Really, kids are still kids to me. I did have to take a sabbatical after 10 years. Really the only thing I could say is that at Steel High the kids are more needy. Their more forthcoming with their issues, whereas here a kid will sit quietly and not yet you know anything is going on.
Student: You said you had to take a sabbatical after 10 years. Why was this?
Ms R: Urban education. As I said the kids are very needy. It wears you down.
Me: What made you decide to become a prinicipal?
Ms. R: I wanted a change. And, I decided to move to LD in order to do that. It was hard to change the relationships I already formed with some of the teachers. The disciplinary aspect was the only thing I lacked coming in.
Me: By discipline you mean when students are sent to you. I wonder do you view teacher's badly if they send you students often? Some of my young teacher friends adopt a zero tolerance policy in their classrooms and often send students out.
Ms. R: If a teacher sends me students often, they are completely taking the power out of their own hands. By sending students out, they put me in control of their classroom. So yes, I do view a teacher negatively if I'm constantly seeing their students. Your friends, do they get into trouble?
Me: It depends on the situation. My one friend, yes. My other friends walks with her students to the office to call their parents.
Student: Could you tell us a little about your first year of teaching?
Ms.R: My first year of teaching was an amazing experience. My student teaching was like here, not challenging. The kids just sat quietly in their little rows. I got a job in Texas 20 miles from the border of Mexico. My classroom was in a little trailer with no air conditioning and no anything. All of my kids were Hispanic. And, I just made it work.
Me: Do you speak Spanish?
Ms. R: I learned. It's amazing I took German all through school and do not remember a word of it. When I adopted our son from Mexico, I had to spend some time there and just picked up the language. I guess if you're just plopped into an environment you pick it up. I can't read or write Spanish, but I can speak it.
Me: I speak restaurant Spanish.
Ms. R: What restaurant do you work in? Have you taught before?
Me: I was a bartender in Philadephia at this place called that had a beer, wine, and cheese fermentation school. I helped teach classes there on those products.
Ms. R: Do you commute then?
Me: Oh no. I do still work in a restaurant with an extensive wine list. But like you, I felt I had to make a move to change careers.
Ms. R: And what is your subject?
Me: English. But I'm thinking of trying to become triple certified in Math, English,and Social Studies. I sort of feel like Math and English are similar subjects.
Ms. R: That's really interesting. I've never heard anyone say that before. How are they similar?
Me: Well, certain books have a lot of math as a part of the plot. The way that I read is sort of mathematical. Some the students I'm tutoring see English as this blank page, so I try to sort of plot it out for them and give them a map for their writing.
Ms. R.: Interesting. I was really into English in high school and then got into Math in college. I've never thought about them as similar fields.
Me: Maybe I'm just a huge dork. Are there any initiatives you'd like to begin here - technology, math, etc?
Ms. R: Math has always been my thing. So I will concentrate on bolstering that area. I have some things in mind.
Me: What makes good teacher? When you think about the best teachers here, what do they do?
Ms. R: I'll think about the best teachers at my old school. As I've said, engaging lesson plans, pedagogy, variety. For urban education not so much here, rituals and routines are really important. Kids need to know what to expect. In our learning focused school here, we begin every day with the essential question, and that should be wrapped up nicely at the end of the lesson.
Me: Do you interview potential teaching candidates?
Ms. R: Some, yes.
Me: What do you look for in a strong candidate?
...we ran out of time
Ms. Ringso: I was at Steel High for 19 years, in administration for the last four. Even before I officially held the title of administration, I was fulfilling those duties. I was the head of my math department after five years.
Me: I'm interested in teaching in an urban environment. What are some of the differences that you see between LD and here?
Ms. R: Really, kids are still kids to me. I did have to take a sabbatical after 10 years. Really the only thing I could say is that at Steel High the kids are more needy. Their more forthcoming with their issues, whereas here a kid will sit quietly and not yet you know anything is going on.
Student: You said you had to take a sabbatical after 10 years. Why was this?
Ms R: Urban education. As I said the kids are very needy. It wears you down.
Me: What made you decide to become a prinicipal?
Ms. R: I wanted a change. And, I decided to move to LD in order to do that. It was hard to change the relationships I already formed with some of the teachers. The disciplinary aspect was the only thing I lacked coming in.
Me: By discipline you mean when students are sent to you. I wonder do you view teacher's badly if they send you students often? Some of my young teacher friends adopt a zero tolerance policy in their classrooms and often send students out.
Ms. R: If a teacher sends me students often, they are completely taking the power out of their own hands. By sending students out, they put me in control of their classroom. So yes, I do view a teacher negatively if I'm constantly seeing their students. Your friends, do they get into trouble?
Me: It depends on the situation. My one friend, yes. My other friends walks with her students to the office to call their parents.
Student: Could you tell us a little about your first year of teaching?
Ms.R: My first year of teaching was an amazing experience. My student teaching was like here, not challenging. The kids just sat quietly in their little rows. I got a job in Texas 20 miles from the border of Mexico. My classroom was in a little trailer with no air conditioning and no anything. All of my kids were Hispanic. And, I just made it work.
Me: Do you speak Spanish?
Ms. R: I learned. It's amazing I took German all through school and do not remember a word of it. When I adopted our son from Mexico, I had to spend some time there and just picked up the language. I guess if you're just plopped into an environment you pick it up. I can't read or write Spanish, but I can speak it.
Me: I speak restaurant Spanish.
Ms. R: What restaurant do you work in? Have you taught before?
Me: I was a bartender in Philadephia at this place called that had a beer, wine, and cheese fermentation school. I helped teach classes there on those products.
Ms. R: Do you commute then?
Me: Oh no. I do still work in a restaurant with an extensive wine list. But like you, I felt I had to make a move to change careers.
Ms. R: And what is your subject?
Me: English. But I'm thinking of trying to become triple certified in Math, English,and Social Studies. I sort of feel like Math and English are similar subjects.
Ms. R: That's really interesting. I've never heard anyone say that before. How are they similar?
Me: Well, certain books have a lot of math as a part of the plot. The way that I read is sort of mathematical. Some the students I'm tutoring see English as this blank page, so I try to sort of plot it out for them and give them a map for their writing.
Ms. R.: Interesting. I was really into English in high school and then got into Math in college. I've never thought about them as similar fields.
Me: Maybe I'm just a huge dork. Are there any initiatives you'd like to begin here - technology, math, etc?
Ms. R: Math has always been my thing. So I will concentrate on bolstering that area. I have some things in mind.
Me: What makes good teacher? When you think about the best teachers here, what do they do?
Ms. R: I'll think about the best teachers at my old school. As I've said, engaging lesson plans, pedagogy, variety. For urban education not so much here, rituals and routines are really important. Kids need to know what to expect. In our learning focused school here, we begin every day with the essential question, and that should be wrapped up nicely at the end of the lesson.
Me: Do you interview potential teaching candidates?
Ms. R: Some, yes.
Me: What do you look for in a strong candidate?
...we ran out of time
Choice Interview with a Guidance Counselor
Choice Interview with Ms. Woods the Guidance Counselor
Me How long have you worked at LD?
Ms. Woods: I've been at LD for three years now. I'll stay with the same class throughout their time here. This year I am the 10th graders counselor. Last year, I was the 9th grade counselor and so on and so forth.
Me: I'm unfamiliar with the duties of a guidance counselor. I was rarely at mine when I was in school. Could you tell me a little bit about your role?
Ms. Woods: Me too. I work mainly with academic issues. I help kids sort through their schedules. Teachers refer me to their students if they are having emotional issues.
Me : Are you somewhat like a psychologist or psychiatrist then?
Ms. Woods: Not at all. I have a Master's Degree in School Counseling, which is not at all like psychiatry or psychology.
Me: Are their any students that you see regularly?
Ms. Woods: Not so far this semester. Often if a student needs that much assistance I will refer them out to another professional. I don't want to take away too much from their class time. I will pick study halls to speak with them or some other time where they are not busy.
Me: I'm currently tutoring a student who said he spoke with a guidance counselor regarding his difficulty taking tests. He said he was told that he seems to have anxiety when it comes to taking tests. I advised him to try other strategies for studying and to use a piece of scratch paper to write things down when testing to sort of unblock his mind. He seemed defensive about changing his style.
Ms. Woods: That's exactly what I would do. Offer strategies. We aren't experts, after all, and we don't know exactly what the solution is to a student's problem. All we can do is tell them what we know and offer solutions based on our own experience.
Me: Do you deal with discipline problems?
Ms. Woods: That's really not a part of my job. The principal really makes or breaks my job. Thankfully, we have a very good one, and I only sometimes deal with that when they feel I can be helpful. In some schools, the counselors are assigned all sorts of duties that really shouldn't be a part of what we do - PSSA testing, aid work, etc.
Me: What are your future plans? I know some counselors go on to become principals.
Ms. Woods: Because of the discipline part, I really have no interest in ever becoming a principal. I think of going on to get my Ph. D. or another degree but right now I'm really happy where I am. Some of the other counselors call themselves lifers, meaning they are happy at LD and just want to do this job forever.
Me: I've never had that sort of job satifaction. I cannot even imagine what that's like.
Ms. Woods: Me neither and I now what you mean. But, I really do like my job. Just like teachers, I need to take classes and attend seminars regularly.
Me: Did you have to undergo a student counseling internship similar to student teaching?
Ms. Woods: Yes. I sat in with a counselor for two semesters and was assigned students who my mentor felt might be comfortable with me.
The End
Me How long have you worked at LD?
Ms. Woods: I've been at LD for three years now. I'll stay with the same class throughout their time here. This year I am the 10th graders counselor. Last year, I was the 9th grade counselor and so on and so forth.
Me: I'm unfamiliar with the duties of a guidance counselor. I was rarely at mine when I was in school. Could you tell me a little bit about your role?
Ms. Woods: Me too. I work mainly with academic issues. I help kids sort through their schedules. Teachers refer me to their students if they are having emotional issues.
Me : Are you somewhat like a psychologist or psychiatrist then?
Ms. Woods: Not at all. I have a Master's Degree in School Counseling, which is not at all like psychiatry or psychology.
Me: Are their any students that you see regularly?
Ms. Woods: Not so far this semester. Often if a student needs that much assistance I will refer them out to another professional. I don't want to take away too much from their class time. I will pick study halls to speak with them or some other time where they are not busy.
Me: I'm currently tutoring a student who said he spoke with a guidance counselor regarding his difficulty taking tests. He said he was told that he seems to have anxiety when it comes to taking tests. I advised him to try other strategies for studying and to use a piece of scratch paper to write things down when testing to sort of unblock his mind. He seemed defensive about changing his style.
Ms. Woods: That's exactly what I would do. Offer strategies. We aren't experts, after all, and we don't know exactly what the solution is to a student's problem. All we can do is tell them what we know and offer solutions based on our own experience.
Me: Do you deal with discipline problems?
Ms. Woods: That's really not a part of my job. The principal really makes or breaks my job. Thankfully, we have a very good one, and I only sometimes deal with that when they feel I can be helpful. In some schools, the counselors are assigned all sorts of duties that really shouldn't be a part of what we do - PSSA testing, aid work, etc.
Me: What are your future plans? I know some counselors go on to become principals.
Ms. Woods: Because of the discipline part, I really have no interest in ever becoming a principal. I think of going on to get my Ph. D. or another degree but right now I'm really happy where I am. Some of the other counselors call themselves lifers, meaning they are happy at LD and just want to do this job forever.
Me: I've never had that sort of job satifaction. I cannot even imagine what that's like.
Ms. Woods: Me neither and I now what you mean. But, I really do like my job. Just like teachers, I need to take classes and attend seminars regularly.
Me: Did you have to undergo a student counseling internship similar to student teaching?
Ms. Woods: Yes. I sat in with a counselor for two semesters and was assigned students who my mentor felt might be comfortable with me.
The End
Tuesday - More Tutoring with T and essay work
Today's session with the student I have been tutoring went really well. I gave him the choice between reviewing his literary elements or working on his essay. As I suspected, he chose to work on his essay. I was surprised to discover that he had completed the required steps for pre-writing already, since in our first session, he showed up with nothing done and did not even bother to bring his backpack or a pencil. He was unsure of where to begin, so I directed him to start with his first topic sentence. Understanding that it was awkward to be looking over his shoulder, I worked on our upcoming session on the review of literary terms, while he thought and typed. If he was stuck, I was able to guide him on possible ideas for a next line. I made sure not to correct his grammar or diction in this stage, so as not to bog him down further with concern over correctness. As he continued writing, we really gained momentum together, and he started to understand the assignment and make his own connections. Talking out the essay helped him see that he understood the material and had the capacity to complete this assignment.
I have begun talking with him about the steps to become a teacher - expectations, future tests, developing an a relationship with students. I told him it was important for me to understand our literary terms, so we could work on them together in the future. I talked about my mentor teacher's tests with him, how challenging I found them, and the steps I would take to pass the test. This attitude of working together really resonates with this student, but unfortunately, not with the other student I have been tutoring, who needs to be told what to do.
If he can improve his motivation in my time here, I will be so amazingly proud!
I have begun talking with him about the steps to become a teacher - expectations, future tests, developing an a relationship with students. I told him it was important for me to understand our literary terms, so we could work on them together in the future. I talked about my mentor teacher's tests with him, how challenging I found them, and the steps I would take to pass the test. This attitude of working together really resonates with this student, but unfortunately, not with the other student I have been tutoring, who needs to be told what to do.
If he can improve his motivation in my time here, I will be so amazingly proud!
Classroom Management
My mentor teacher's style uses a more permissive than autocratic style when managing the classroom. Perhaps stemming from his extensive experience working with the public in restaurants, Mr. K has the ability to alter his style based on the temperament of the class or the particular day's lesson. He easily reprimands students' behavior interruptions through a hand on a shoulder during a lecture or moving desks. He anticipates the antecedents of misbehavior before he needs to apply consequences. Because of this, we have only encountered one serious issue, which stemmed more from a student's argument regarding a grading policy.
Thursday, November 11, 2010
Class Rules
Classroom Rules are listed on the wall of our classroom and also on the class's website.
My mentor teacher's#1 rules is NO DRAMA.
Rules are much more lenient during Yearbook since this class can be responsible on their own for completing assignments. One student has taken the iniative to regularly clean and organize his desk for him.
his classes are more chatty compared to stricter classroom environments where zero talking is allowed. This is not to say that he lacks a spine, something I badly need to develop. Unruly students are immediately put into their place through gestures, facial expressions, or an abrupt halt to a lecture.
My mentor teacher's#1 rules is NO DRAMA.
Rules are much more lenient during Yearbook since this class can be responsible on their own for completing assignments. One student has taken the iniative to regularly clean and organize his desk for him.
his classes are more chatty compared to stricter classroom environments where zero talking is allowed. This is not to say that he lacks a spine, something I badly need to develop. Unruly students are immediately put into their place through gestures, facial expressions, or an abrupt halt to a lecture.
Friday, November 5, 2010
Observing Students in the School
I will teach ALL DAY today. yippee!
I am now tutoring two students with separate issues. One student lacks motivation. Another needs to change his study habits pronto.
More peer review. I am shocked both at how good students can write and at how awfully. The things we think they know, they don't. So many students will say they understand something that they do not. So, whenever I advise them about their papers, I'm constantly asking does this make sense, tell me how, where do we go from here. A lot have forgotten the terms we assume they've grasped, like "quote". In writing their rough drafts, most will not seek help regarding concepts but turn to me for help regarding grammar. I try to stress to them that it's not important at this stage of the game and that we will cover it when it is time to edit. This seems to frighten them. I will be giving feedback on their first paragraphs this weekend and will be corrrecting zero grammar mistakes and only stressing content.
Later in the day, I'll review vocabulary worksheets with two classes. Wow, these vocabulary worksheets require a lot of time and at the end of the day, some of the students can hardly pronounce the words, let alone know the definition. My mentor teacher says I can do something else. But, since this is my first time "teaching" them, I stick to the program and wonder now about alternatives like making our own sentences using the vocab and/or drawing pictures.
I am now tutoring two students with separate issues. One student lacks motivation. Another needs to change his study habits pronto.
More peer review. I am shocked both at how good students can write and at how awfully. The things we think they know, they don't. So many students will say they understand something that they do not. So, whenever I advise them about their papers, I'm constantly asking does this make sense, tell me how, where do we go from here. A lot have forgotten the terms we assume they've grasped, like "quote". In writing their rough drafts, most will not seek help regarding concepts but turn to me for help regarding grammar. I try to stress to them that it's not important at this stage of the game and that we will cover it when it is time to edit. This seems to frighten them. I will be giving feedback on their first paragraphs this weekend and will be corrrecting zero grammar mistakes and only stressing content.
Later in the day, I'll review vocabulary worksheets with two classes. Wow, these vocabulary worksheets require a lot of time and at the end of the day, some of the students can hardly pronounce the words, let alone know the definition. My mentor teacher says I can do something else. But, since this is my first time "teaching" them, I stick to the program and wonder now about alternatives like making our own sentences using the vocab and/or drawing pictures.
Focus on Content
Today I start tutoring. My student has just about zero interest in school, and his grades show it. I've spoken with some of his teachers, and most of them have given up on him. I try to sketch out the upcoming essay for him, advise him to write down his thoughts on scratch paper before trying to piece together an essay. He seems like a bright kid. I need to give him more concrete material to work on.
Most of the rest of the day will be spent helping students begin their essays. There could not be a more boring essay to write: "Compare and contrast "The Pedestrian" to "There Will Come Soft Rains". Mr. K's layout for the essay is extremely formulaic, but students struggle with it mightily. We begin by choosing three topic sentences, then, finding 6 quotes, and then we begin our first body paragraph. This assignment is made even harder by the lack of interest in the topic. While the two stories were some of our most popular short stories so far, this essay does not share the same gusto.
Mr. K is an enthusiastic, organized, withit, extremely well-liked teacher but his curriculum reduces literature to terms to be memorized. His tests are difficult. Only one student will receive an A on the next test.
Most of the rest of the day will be spent helping students begin their essays. There could not be a more boring essay to write: "Compare and contrast "The Pedestrian" to "There Will Come Soft Rains". Mr. K's layout for the essay is extremely formulaic, but students struggle with it mightily. We begin by choosing three topic sentences, then, finding 6 quotes, and then we begin our first body paragraph. This assignment is made even harder by the lack of interest in the topic. While the two stories were some of our most popular short stories so far, this essay does not share the same gusto.
Mr. K is an enthusiastic, organized, withit, extremely well-liked teacher but his curriculum reduces literature to terms to be memorized. His tests are difficult. Only one student will receive an A on the next test.
Observing Classroom Teachers
I brought Mr. K my carved LD mascot pumpkin to try to bring some holiday cheer and school spirit into the classroom.
Period 1 - A creative writing class with the student teacher. This class had 4 students in it. Yes, 4 students. I cannot believe how small some of the class sizes are at LD compared to the horror stories I've heard in Philadelphia (30 +) students. The kids were going over how to compose a mulitimensional fictional character and then assigned a short writing exercise. This class sorely needed peer review strategies. While Mrs. Bott is one of the oldest English teachers at LD, she is probably the best. Students trust her. She's got that "withitness" we are always stressing at PSU. And, even better as I'll write later, she tries to involve me in her classes when I'm just sitting there observing.
Period 2 - AP 12th grade English with the head of the English dept. - Metaphysical Poetry - John Donne - really tough stuff here. These kids are amazingly bright to me. "Forbidden Valediction" is a difficult poem. One major thing that urked me right away Mr. K asked for the meaning of the poem. I think this should always come last. However, these students really got it right away. This class let me know that I need to brush up on my classics and classic literary terms over the holiday break. Mr. Keiner is probably the most intellectual member of the English faculty and his knowledge is obvious in his classroom and his teaching. He's pressed, clear, and that yoga word I'm always searching for DELIBERATE.
Period 3 - Wow, this teacher has one too many classes. Her desk looks like a bomb exploded. And, she's pregnant. This is a shame because when you get a sense of her teaching style it's really up to date. She's into peer review for papers and makes clear the difference between editing and revising - something no student seems to understand. Her students are in the midst of writing their own epic, the most creative writing assignment I have seen so far at LD. She also asks all sorts of questions about me, which I find refreshing. This real interest carries over into her students.
Period 4 - Yearbook. A controversy has divided the yearbook staffers. This has brought into the spotlight the students' frustation with Mr. K for his seeming lack of organization and their own inability to meet deadlines. I'm not sure if Mr. K is really disorganized or he's counting on them to take the bull by the horns and pull this together. It is their yearbook, not his, and I'm hoping they soon discover Microsoft Excel. I'll try to stem the tide later.
On and on the rest of the day went ... OBSERVE, OBSERVE, OBSERVE ... and then back to PSU for class and class. All this sitting is SO BAD for me.
And then it's off to Philadelphia for Halloween weekend.
Period 1 - A creative writing class with the student teacher. This class had 4 students in it. Yes, 4 students. I cannot believe how small some of the class sizes are at LD compared to the horror stories I've heard in Philadelphia (30 +) students. The kids were going over how to compose a mulitimensional fictional character and then assigned a short writing exercise. This class sorely needed peer review strategies. While Mrs. Bott is one of the oldest English teachers at LD, she is probably the best. Students trust her. She's got that "withitness" we are always stressing at PSU. And, even better as I'll write later, she tries to involve me in her classes when I'm just sitting there observing.
Period 2 - AP 12th grade English with the head of the English dept. - Metaphysical Poetry - John Donne - really tough stuff here. These kids are amazingly bright to me. "Forbidden Valediction" is a difficult poem. One major thing that urked me right away Mr. K asked for the meaning of the poem. I think this should always come last. However, these students really got it right away. This class let me know that I need to brush up on my classics and classic literary terms over the holiday break. Mr. Keiner is probably the most intellectual member of the English faculty and his knowledge is obvious in his classroom and his teaching. He's pressed, clear, and that yoga word I'm always searching for DELIBERATE.
Period 3 - Wow, this teacher has one too many classes. Her desk looks like a bomb exploded. And, she's pregnant. This is a shame because when you get a sense of her teaching style it's really up to date. She's into peer review for papers and makes clear the difference between editing and revising - something no student seems to understand. Her students are in the midst of writing their own epic, the most creative writing assignment I have seen so far at LD. She also asks all sorts of questions about me, which I find refreshing. This real interest carries over into her students.
Period 4 - Yearbook. A controversy has divided the yearbook staffers. This has brought into the spotlight the students' frustation with Mr. K for his seeming lack of organization and their own inability to meet deadlines. I'm not sure if Mr. K is really disorganized or he's counting on them to take the bull by the horns and pull this together. It is their yearbook, not his, and I'm hoping they soon discover Microsoft Excel. I'll try to stem the tide later.
On and on the rest of the day went ... OBSERVE, OBSERVE, OBSERVE ... and then back to PSU for class and class. All this sitting is SO BAD for me.
And then it's off to Philadelphia for Halloween weekend.
Tuesday, October 26, 2010
Tuesday - Music Room
I'm becoming really bored by this process. What else is there to observe really? I feel like a weirdo sitting in the back of the class watching students and teachers do work, while I try my best to look interested.
I sat in the music room all day today and watched students sing, play, rehearse, etc. All of this was really impressive, but still boring!
I hope Thursday gives me the opportunity to actually teach or maybe to start tutoring some students. How do you actually tutor someone regarding concepts in literature?
I sat in the music room all day today and watched students sing, play, rehearse, etc. All of this was really impressive, but still boring!
I hope Thursday gives me the opportunity to actually teach or maybe to start tutoring some students. How do you actually tutor someone regarding concepts in literature?
Thursday, October 21, 2010
Wednesday and Thursday all in one
Traditional education is one that is based on church doctrine. If it feels as if your teaching your lesson from a pulpit, it's probably only reaching the already faithful.
Wednesday
1- Hall Duty...it's really in these off times - lunch, hall duty, prep - where I think I learn more than observing.
Plus, I get all the juicy gossip!
2- Mr. Kalos modeled the lesson for me.
3- My Lesson - My teaching continues to lack clarity. I accidentally stood in front of H.'s interrupter, so I really lost her on this one. At one point in the end of the lesson, she asked me to reiterate a point for her understanding. Since I think she is a bright student, I only clarified via oral instructions. This was a mistake. Duh! She's an extremely visual learner. But, since I had a class full of 25 kids I was thinking of their needs. Reiterating instructions would have been helpful to everyone in the class. Again, I started class with a higher degree of enthusiasm and participation than I ended it. I feel as if I'm getting a better grasp on classroom management. It helped a lot that I wasn't reading notes during classroom instruction, and was able to better assist students during instructional time. CLARITY IS A GOAL = prep + practicing + listening to students
4-Yearbook, 5/6, Lunch, 7/8, 9/10
Thursday
I spent today mainly with the most experienced member of the English Dept, Mrs. Whitmer, interspliced with more Mrs. Wenger (talk about GREAT CLARITY and ORGANIZATION) and Mrs. Feinstein.
1- Mrs. Whitmer is the very epitome of traditional. As a student, this class would have really boosted my self-confidence because it requires mainly simple question and answer, drills, etc. The students are being read aloud a book via tape (ha tape) from 1994, which I think holds little relevance for them. However, I gotta say her classes are extremely well managed. Some of Jim and I's students are in here and they perform much better than our class. I wonder why this is...It must be more than degree of difficulty.
Like I said, Mrs. Wenger's classes are a model of clarity and organization. She is no bs. She seems really intelligent and on point. She would be a great person to think about having read over my resume when it comes time for that moment.
Mrs. Feinstein is an extraordinary reading specialist. Despite the level of her students (really low), she is able to grasp their attention and even get a lot of accomplished. She uses color coding, visualizing words, articles kids might actually care about, and as a sidebar, she is one of the only teachers that invited me to be a part of her class (and I really appreciate this since it gets amazingly boring to sit back and observe all day).
Despite the 6 am rising hours, I'm still having a great time!!!
Wednesday
1- Hall Duty...it's really in these off times - lunch, hall duty, prep - where I think I learn more than observing.
Plus, I get all the juicy gossip!
2- Mr. Kalos modeled the lesson for me.
3- My Lesson - My teaching continues to lack clarity. I accidentally stood in front of H.'s interrupter, so I really lost her on this one. At one point in the end of the lesson, she asked me to reiterate a point for her understanding. Since I think she is a bright student, I only clarified via oral instructions. This was a mistake. Duh! She's an extremely visual learner. But, since I had a class full of 25 kids I was thinking of their needs. Reiterating instructions would have been helpful to everyone in the class. Again, I started class with a higher degree of enthusiasm and participation than I ended it. I feel as if I'm getting a better grasp on classroom management. It helped a lot that I wasn't reading notes during classroom instruction, and was able to better assist students during instructional time. CLARITY IS A GOAL = prep + practicing + listening to students
4-Yearbook, 5/6, Lunch, 7/8, 9/10
Thursday
I spent today mainly with the most experienced member of the English Dept, Mrs. Whitmer, interspliced with more Mrs. Wenger (talk about GREAT CLARITY and ORGANIZATION) and Mrs. Feinstein.
1- Mrs. Whitmer is the very epitome of traditional. As a student, this class would have really boosted my self-confidence because it requires mainly simple question and answer, drills, etc. The students are being read aloud a book via tape (ha tape) from 1994, which I think holds little relevance for them. However, I gotta say her classes are extremely well managed. Some of Jim and I's students are in here and they perform much better than our class. I wonder why this is...It must be more than degree of difficulty.
Like I said, Mrs. Wenger's classes are a model of clarity and organization. She is no bs. She seems really intelligent and on point. She would be a great person to think about having read over my resume when it comes time for that moment.
Mrs. Feinstein is an extraordinary reading specialist. Despite the level of her students (really low), she is able to grasp their attention and even get a lot of accomplished. She uses color coding, visualizing words, articles kids might actually care about, and as a sidebar, she is one of the only teachers that invited me to be a part of her class (and I really appreciate this since it gets amazingly boring to sit back and observe all day).
Despite the 6 am rising hours, I'm still having a great time!!!
Sunday, October 17, 2010
thursday's lessons and other happenings
I attended my first Gay-Straight Alliance meeting on Thursday. There were so many kids out in 9th grade, it was sort of shocking. I just can't get over how nice and cooperative the students are at LD. Another example of this was brought up when the students pointed out the need to reach outside of their cliques and get to know each other. The GSA is not composed entirely of gay kids. There are alot of their straight friends there supporting them. And not once did I hear the them griping about being picked on. They all just seemed happy to come together, have a chance to socialize, and speak their minds.
Mr. Kalos's style of teaching is different from what I imagine mine to be. He is a showman and our students really respond to this. Since I am using his lesson plans at the moment, I have trouble suddenly thrusting myself into this role. Trying to reign everyone's attention towards just me also is creating problems with classroom management. Kids are testing their boundaries with me. Often, I am so concentrated on the focus of the lesson that I don't catch them talking or sleeping right away. Before I can deal with it, Mr. Kalos often jumps in. Since this is not my classroom nor my student teaching, I think this is fine for now. But, need to think about way to deal with behavior more effectively. We don't do enough group work for my tastes. I figure if the kids want to talk to each other, let them, as long as it is on topic of course. So, I will try to work this into my future lesson plans. Also, they are constantly looking to Mr. K for the RIGHT answer. I would really like them to understand that there never really is a RIGHT answer. In fact, I am constantly impressed by how much they grasp or seem to grasp about our short stories.
Mr. K has been dealing with a situation regarding one of our highly talented gifted students. He has stood his ground regarding an ad assignment his students were supposed to have turned in by now. The students have expressed to me how much effort they put into obtaining ads, but with our economy they are have had trouble find buyers. I have been able to experience both points of view.
I gave a lesson for PSU in my night time class that was unfocused yet again. My groups didn't really understand the assignment. NOT SURE WHY. I thought I was pretty clear, but I'll remember this heading towards my next lesson. Also, I drank a strong cup of coffee beforehand to combat the wicked exhaustion of THURSDAY, so I was probably speaking about a mile a minute. I was feeling pretty crazy at that moment.
Things that are totally unrelated ---- I'm changing so much!
1. I hardly drink (ahem relatively speaking).
2. I have given up coffee (except for that incident on Thursday)
3. I have a want for really nice clothes. This results from the interview I had the other day at Bricco where I looked spectacular, felt like a million trillion dollars walking in, and totally just said here I am you'd be crazy not to hire me. I'm really excited to work again! My weekends are really starting to bore me.
4. I wake up before 9 am every day.
5. Relating to #1, I feel incredibly awake, even bubbly (okay not bubbly but something) ...
6. I have a near constant ache in the back of my neck from sitting at the computer too long ... so til another day ... :)
Mr. Kalos's style of teaching is different from what I imagine mine to be. He is a showman and our students really respond to this. Since I am using his lesson plans at the moment, I have trouble suddenly thrusting myself into this role. Trying to reign everyone's attention towards just me also is creating problems with classroom management. Kids are testing their boundaries with me. Often, I am so concentrated on the focus of the lesson that I don't catch them talking or sleeping right away. Before I can deal with it, Mr. Kalos often jumps in. Since this is not my classroom nor my student teaching, I think this is fine for now. But, need to think about way to deal with behavior more effectively. We don't do enough group work for my tastes. I figure if the kids want to talk to each other, let them, as long as it is on topic of course. So, I will try to work this into my future lesson plans. Also, they are constantly looking to Mr. K for the RIGHT answer. I would really like them to understand that there never really is a RIGHT answer. In fact, I am constantly impressed by how much they grasp or seem to grasp about our short stories.
Mr. K has been dealing with a situation regarding one of our highly talented gifted students. He has stood his ground regarding an ad assignment his students were supposed to have turned in by now. The students have expressed to me how much effort they put into obtaining ads, but with our economy they are have had trouble find buyers. I have been able to experience both points of view.
I gave a lesson for PSU in my night time class that was unfocused yet again. My groups didn't really understand the assignment. NOT SURE WHY. I thought I was pretty clear, but I'll remember this heading towards my next lesson. Also, I drank a strong cup of coffee beforehand to combat the wicked exhaustion of THURSDAY, so I was probably speaking about a mile a minute. I was feeling pretty crazy at that moment.
Things that are totally unrelated ---- I'm changing so much!
1. I hardly drink (ahem relatively speaking).
2. I have given up coffee (except for that incident on Thursday)
3. I have a want for really nice clothes. This results from the interview I had the other day at Bricco where I looked spectacular, felt like a million trillion dollars walking in, and totally just said here I am you'd be crazy not to hire me. I'm really excited to work again! My weekends are really starting to bore me.
4. I wake up before 9 am every day.
5. Relating to #1, I feel incredibly awake, even bubbly (okay not bubbly but something) ...
6. I have a near constant ache in the back of my neck from sitting at the computer too long ... so til another day ... :)
Tuesday, October 12, 2010
my first lesson
Stimulating and fun despite obstacles! Often I feel like I'm on a game show like Dancing with the Stars, and I really do feel like I'm improving every week (THANK YOU VERY MUCH).
A Recap
As the title suggests, I've officially worn my teacher hat. Based on performance, though, I am a whole season (at least) from gaining my badge. That's okay though. This is a learning experience.
I had my largest problems dealing with classroom management. My first class was co-taught, so no problema there. My second class was left entirely up to me and faced with this, I was able to begin the class with an okay "hot seat" that I probably reigned in to quickly for fear of loss of control. We read aloud the story "The Pedestrian" by Ray Bradbury. Unfortunately, I was ill-prepared with intermittent reading questions to grab students' attention (I didn't know I would be teaching the full lesson today). Our energy level decreased exponentially as the class progressed throughout the story. I found some students apprehensive with me, and lost at moments throughout the reading. We used a graphic organizer throughout to generate mood (which we previewed with examples beforehand).
My last class before lunch was real challenge. The hot seat failed to generate much discussion and when it was time to read the story, the class's enthusiasm and focus continued to deteriorate. One student was particulary unruly causing a distraction throughout the lesson. Set on my course, I feared abandoning the plan altogether, which would have been a much wiser choice. I'll remember this next time.
A Recap
As the title suggests, I've officially worn my teacher hat. Based on performance, though, I am a whole season (at least) from gaining my badge. That's okay though. This is a learning experience.
I had my largest problems dealing with classroom management. My first class was co-taught, so no problema there. My second class was left entirely up to me and faced with this, I was able to begin the class with an okay "hot seat" that I probably reigned in to quickly for fear of loss of control. We read aloud the story "The Pedestrian" by Ray Bradbury. Unfortunately, I was ill-prepared with intermittent reading questions to grab students' attention (I didn't know I would be teaching the full lesson today). Our energy level decreased exponentially as the class progressed throughout the story. I found some students apprehensive with me, and lost at moments throughout the reading. We used a graphic organizer throughout to generate mood (which we previewed with examples beforehand).
My last class before lunch was real challenge. The hot seat failed to generate much discussion and when it was time to read the story, the class's enthusiasm and focus continued to deteriorate. One student was particulary unruly causing a distraction throughout the lesson. Set on my course, I feared abandoning the plan altogether, which would have been a much wiser choice. I'll remember this next time.
Saturday, October 9, 2010
A Day Following A Student
Today was awkward, but, generally, all beginnings in a new environment are. I took:
Phys Ed: (rigorous compared to my experience)
The teacher also is a published author and has coached field hockey. Most of the teachers I will meet today will participate in some other facet of the school. Most of the students really care about this class. I wonder about the loss of motivation for the couple of students who are failing.
World Cultures
The teacher here also coaches football.
He has the students break up into group to find three different definitions for Jihad, Wahhabism, and Sufi using the internet. I like this assignment and I get along well with this teacher. I ask to return to his class later to observer AP World History. gkratzer@ldsd.org
Spanish Level One
The teacher here is crazy and great. She has the students pack up their things 5 minutes before the bell to have a discussion on why learning spanish is important for the students' future. The principal stops in to observe. I will see him throughout my day.
Art
This is the youngest teacher I will encounter today. She teaches in the high school and elementary. Here, the students learn the foundations of art. very cool...
General Biology
Experimentation in groups then video
Earth Science
Teacher is also field hockey coach. Students record weather and discuss. In class experiment regarding weather patterns. Made use of smart board.
Lunch
Foods
Particpated with a group of kids to make monkey break and orange julius. Chaotic but fun! This is the only opportunity I had all day to actually talk to students, so it was the most exciting class for me of the day.
Algebra
I was so bored by now of just watching that I tried to jump in and help my teacher. Whoops! I def. need to brush up on math. Made use of smart board.
I stayed after school to ask questions and make a plan with Mr. Kalos for our upcoming classes. I learned to use the copier. 4008. yeah!!! i have a lot to read...Staying after, however, did make me late for class. I'm going to start thinking about going in early.
Advice of the day: Don't treat kids like they're different from you. They'll totally sense that and back down.
I gave a lesson later in the day on colons that I wished would have went better. My lesson plans are money! But my public speaking skills need work...
Phys Ed: (rigorous compared to my experience)
The teacher also is a published author and has coached field hockey. Most of the teachers I will meet today will participate in some other facet of the school. Most of the students really care about this class. I wonder about the loss of motivation for the couple of students who are failing.
World Cultures
The teacher here also coaches football.
He has the students break up into group to find three different definitions for Jihad, Wahhabism, and Sufi using the internet. I like this assignment and I get along well with this teacher. I ask to return to his class later to observer AP World History. gkratzer@ldsd.org
Spanish Level One
The teacher here is crazy and great. She has the students pack up their things 5 minutes before the bell to have a discussion on why learning spanish is important for the students' future. The principal stops in to observe. I will see him throughout my day.
Art
This is the youngest teacher I will encounter today. She teaches in the high school and elementary. Here, the students learn the foundations of art. very cool...
General Biology
Experimentation in groups then video
Earth Science
Teacher is also field hockey coach. Students record weather and discuss. In class experiment regarding weather patterns. Made use of smart board.
Lunch
Foods
Particpated with a group of kids to make monkey break and orange julius. Chaotic but fun! This is the only opportunity I had all day to actually talk to students, so it was the most exciting class for me of the day.
Algebra
I was so bored by now of just watching that I tried to jump in and help my teacher. Whoops! I def. need to brush up on math. Made use of smart board.
I stayed after school to ask questions and make a plan with Mr. Kalos for our upcoming classes. I learned to use the copier. 4008. yeah!!! i have a lot to read...Staying after, however, did make me late for class. I'm going to start thinking about going in early.
Advice of the day: Don't treat kids like they're different from you. They'll totally sense that and back down.
I gave a lesson later in the day on colons that I wished would have went better. My lesson plans are money! But my public speaking skills need work...
My first day at school --- Tuesday
My first day went off without too much of a hitch. I was on time, well rested, and as positive and enthusiastic as my unexpressive self could muster. My students seemed generally interested to get to know me and have me be a part of their classroom. I could not ask for a better first placement. Lower Dauphin is a great school. Most of the graduating class attends college and on the whole, the students generally care about their grades. The largest class size I have encounterd so far is 20. All the classrooms are equipped with smart boards. My teacher is open to all of my questions and offers advice consistently. He is the head of the Gay-Straight Alliance at Lower Dauphin. I look forward to gleaning advice from him regarding how to deal with student questions and crisises. We have our first meeting on Thursday.
There was a big stir in the beginning of the day regarding the recent return of the PSSA test scores. The PSSA will soon become the Keystone exams, which will account for 33% of teacher grades. My teacher and I selected a student for my impact on student learning paper partly based on these test scores.
The nerves that I have been dealing with this semester were assauged by (1) my teacher making sure to introduce me at every class, (2) the fact that I was able to just sit back and observe and not really be required to teach yet, (3) no longer being amongst a group of my peers.
My teacher formats his lesson plans according to EATS. He pairs his students into groups randomly. He sits at a student desk. He has a marker in hand during lessons. He is extremely well organized, and so is everyone else in this district (like Tria organized for real).
Students made several slanderous comments throughout the day. My teacher addressed this by stating that the word was offensive and that he was personally offended.
Getting to know the hundreds of student names and faculty is really important...I've made copies of my teacher's seating charts and tried to write little notes, like Chicago, or Hockey, or Hard Worker, for myself to try to differentiate. I would love to have a sort of Guess Who board with all of their names flipped up for every class.
There was a big stir in the beginning of the day regarding the recent return of the PSSA test scores. The PSSA will soon become the Keystone exams, which will account for 33% of teacher grades. My teacher and I selected a student for my impact on student learning paper partly based on these test scores.
The nerves that I have been dealing with this semester were assauged by (1) my teacher making sure to introduce me at every class, (2) the fact that I was able to just sit back and observe and not really be required to teach yet, (3) no longer being amongst a group of my peers.
My teacher formats his lesson plans according to EATS. He pairs his students into groups randomly. He sits at a student desk. He has a marker in hand during lessons. He is extremely well organized, and so is everyone else in this district (like Tria organized for real).
Students made several slanderous comments throughout the day. My teacher addressed this by stating that the word was offensive and that he was personally offended.
Getting to know the hundreds of student names and faculty is really important...I've made copies of my teacher's seating charts and tried to write little notes, like Chicago, or Hockey, or Hard Worker, for myself to try to differentiate. I would love to have a sort of Guess Who board with all of their names flipped up for every class.
Sunday, October 3, 2010
inspirational materials from 9/26/210
A Class Divided movie
the RSA.org ... need title of last week's video
short story - the lottery
sound poems --- apple --- adolescent literacy - turning promise into practice
talk-write ... generating a discussion before a writing assignment
audience ... who is this assignment for?
harrisburg symphony performance ... 9/2/2010 ... the artist of the beautiful
dad pretending he found 20 dollars on the ground at my "failed" yard sale
the RSA.org ... need title of last week's video
short story - the lottery
sound poems --- apple --- adolescent literacy - turning promise into practice
talk-write ... generating a discussion before a writing assignment
audience ... who is this assignment for?
harrisburg symphony performance ... 9/2/2010 ... the artist of the beautiful
dad pretending he found 20 dollars on the ground at my "failed" yard sale
getting ready to be in the classroom :)
Game for the day - Our Vocabulary Game (click to play)
Things to Think About on My First Day
1) must work with a student or group of students for project
2) need a student or group of students to help me figure out how to make this blog look pretty
3) how can i get involved in after school activities?
4) no need to be anxious or nervous.
5) other classes I would like to observe in the future - math, spanish, gym, social studies, music
6) driving there takes 10 min. car unreliable. class at 3:20.
7) what's lower dauphin moodle site? do we use it? should i obtain user name and password?
What to Bring
1) Lunch, Snacks, Water Bottle
2) Notebook
3) Books and Assignments for Night Classes
4) Three Ring Binder - need syllabus for class
Things I may Want to be Involved with
1) Gay / Straight Alliance
2) Yearbook
3) Ski Club
4) Volunteen
5) Girls' Basketball
6) Girls' Tennis
7) Girls' Cross Country
Announcements for Monday
There will be a blood drive at LD Middle School tomorrow, 3:00-7:00 PM for anyone 16 years or older. You should come in through the cafeteria doors. Register to donate by calling 1-800-RED-CROSS or http://www.redcrossblood.org/.
The PA Society is pleased to announce the 5th annual Benjamin Franklin Scholar Award in honor of an extraordinary American who triumphed as a diplomat, scientist and entrepreneur, and who continues to have a remarkable impact on our lives today. This writing competition is open to all PA public school students in their junior year of high school. Students submit an original essay of not more than 750 words discussing the modern day relevance of a selected quotation by Dr. Franklin. This award offers a 1st place award of $3000, 2nd place price of $2000 and a 3rd place prize of $1000. Electronic versions of essays must be received by The PA Society no later than Monday, October 18. Please see Mr. Chortanoff in the library for questions of visit http://www.ldsd.org/.
Cool! My teacher has a website for his class. James Kalos - 9th grade English
Areas I'll be in volved with Teaching. College Prep
Unit 2 – Short Story Unit/ Summer Reading Sept./Oct.
Areas of Study: elements of plot, types of conflict, types of characters, generational and cultural conflict, dilemma, point of view/perspective, setting, theme, symbols, and irony.
Unit 3 – Shakespeare Nov.
Areas of Study: sonnet, theme, rhyme scheme, repetition, refrain, dramatic poetry, dramatic monologue, speaker, lyric, word choice, imagery, figurative language, structure, poetry analysis, historical analysis, etc.
Unit 4 - Research Project Nov./Dec.
Areas of Study: thesis, note taking, the research process, outlining, preparations of speech, and works cited.
Tech.
Unit 1 – Summer Reading/ Fiction Sept./Oct.
Areas of Study: plot, characterization, types of characters, setting, mood, theme, irony, point of view, flashback, conflict, foreshadowing, symbolism.
Writing Component: Comparison/contrast paper
Unit 2 – Grammar Nov./Dec.
Areas of Study: action/linking verb, direct/indirect object, predicate nominative, predicate adjective, comma rules, prepositions, pronoun usage.
Writing Component: none
Unit 3 – Research Dec./Jan.
Areas of Study: thesis, note taking, the research process, outlining, MLA formatting, works cited.
Writing Component: research project
Getting to Know My School District
Lower Dauphin
LDHS presents 'Alice in Wonderland' for fall play
Lower Dauphin High School is pleased to present 'Alice in Wonderland' for its fall play Nov 4-6 in the school auditorium. Showtime is 7 p.m.
The show features senior Amoreena Laney as Alice; senior Sam Ruby is the Queen of Hearts; senior Tiffany Miller is the Cheshire Cat. Junior Rochelle Donnelly is the White Rabbit. Sophomores Matt Peck and Taylor Costik are the Mad Hatter and March Hare.
Admission is $8 for adults and $6 for students and senior citizens.
Our students take classes for eight periods every day in a six-day cycle. Within the six-day cycle, students take physical education three times a cycle all four years of high school. Alternating with physical education, ninth-grade students take environmental science and tenth-grade students take both Career Explorations and Highway Safety, each for half the year. Eleventh-grade students must take health class, alternating with physical education.
College Statistics
Approximately 80 percent of Lower Dauphin High School graduates continue their education beyond High School, either in four-year institutions, two-year colleges, or technical institutions.
Things to Think About on My First Day
1) must work with a student or group of students for project
2) need a student or group of students to help me figure out how to make this blog look pretty
3) how can i get involved in after school activities?
4) no need to be anxious or nervous.
5) other classes I would like to observe in the future - math, spanish, gym, social studies, music
6) driving there takes 10 min. car unreliable. class at 3:20.
7) what's lower dauphin moodle site? do we use it? should i obtain user name and password?
What to Bring
1) Lunch, Snacks, Water Bottle
2) Notebook
3) Books and Assignments for Night Classes
4) Three Ring Binder - need syllabus for class
Things I may Want to be Involved with
1) Gay / Straight Alliance
2) Yearbook
3) Ski Club
4) Volunteen
5) Girls' Basketball
6) Girls' Tennis
7) Girls' Cross Country
Announcements for Monday
There will be a blood drive at LD Middle School tomorrow, 3:00-7:00 PM for anyone 16 years or older. You should come in through the cafeteria doors. Register to donate by calling 1-800-RED-CROSS or http://www.redcrossblood.org/.
The PA Society is pleased to announce the 5th annual Benjamin Franklin Scholar Award in honor of an extraordinary American who triumphed as a diplomat, scientist and entrepreneur, and who continues to have a remarkable impact on our lives today. This writing competition is open to all PA public school students in their junior year of high school. Students submit an original essay of not more than 750 words discussing the modern day relevance of a selected quotation by Dr. Franklin. This award offers a 1st place award of $3000, 2nd place price of $2000 and a 3rd place prize of $1000. Electronic versions of essays must be received by The PA Society no later than Monday, October 18. Please see Mr. Chortanoff in the library for questions of visit http://www.ldsd.org/.
Cool! My teacher has a website for his class. James Kalos - 9th grade English
Areas I'll be in volved with Teaching. College Prep
Unit 2 – Short Story Unit/ Summer Reading Sept./Oct.
Areas of Study: elements of plot, types of conflict, types of characters, generational and cultural conflict, dilemma, point of view/perspective, setting, theme, symbols, and irony.
Unit 3 – Shakespeare Nov.
Areas of Study: sonnet, theme, rhyme scheme, repetition, refrain, dramatic poetry, dramatic monologue, speaker, lyric, word choice, imagery, figurative language, structure, poetry analysis, historical analysis, etc.
Unit 4 - Research Project Nov./Dec.
Areas of Study: thesis, note taking, the research process, outlining, preparations of speech, and works cited.
Tech.
Unit 1 – Summer Reading/ Fiction Sept./Oct.
Areas of Study: plot, characterization, types of characters, setting, mood, theme, irony, point of view, flashback, conflict, foreshadowing, symbolism.
Writing Component: Comparison/contrast paper
Unit 2 – Grammar Nov./Dec.
Areas of Study: action/linking verb, direct/indirect object, predicate nominative, predicate adjective, comma rules, prepositions, pronoun usage.
Writing Component: none
Unit 3 – Research Dec./Jan.
Areas of Study: thesis, note taking, the research process, outlining, MLA formatting, works cited.
Writing Component: research project
Getting to Know My School District
Lower Dauphin
LDHS presents 'Alice in Wonderland' for fall play
Lower Dauphin High School is pleased to present 'Alice in Wonderland' for its fall play Nov 4-6 in the school auditorium. Showtime is 7 p.m.
The show features senior Amoreena Laney as Alice; senior Sam Ruby is the Queen of Hearts; senior Tiffany Miller is the Cheshire Cat. Junior Rochelle Donnelly is the White Rabbit. Sophomores Matt Peck and Taylor Costik are the Mad Hatter and March Hare.
Admission is $8 for adults and $6 for students and senior citizens.
Our students take classes for eight periods every day in a six-day cycle. Within the six-day cycle, students take physical education three times a cycle all four years of high school. Alternating with physical education, ninth-grade students take environmental science and tenth-grade students take both Career Explorations and Highway Safety, each for half the year. Eleventh-grade students must take health class, alternating with physical education.
College Statistics
Approximately 80 percent of Lower Dauphin High School graduates continue their education beyond High School, either in four-year institutions, two-year colleges, or technical institutions.
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