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.
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