Beginning of Week Four

Today's lesson took awhile to take off, if it did at all.  We began the period by discussing the importance of names.  The students completed a writing prompt from a list of three selections.  I did not think ahead and complete writing for the prompt beforehand.  During students' writing time, Mr. S asked that I pass back quizzes, so I could not do the writing with students.  This left me without a sample from which to read.  It also made me seem somewhat unprepared.  The students and I had a short discussion of names and the importances of names.  I was happy to hear more about students and their families during the activity.

Students then began continuing to work on their conflict cafe menus.  They were confused regarding my expectations for their rough draft.  They struggled to get every small detail onto the rough draft.  This held the class back from beginning the final draft of their conflict cafe menus.  While I'm excited that students are putting so much time and attention into their rough drafts, they badlly need to begin the final copies of their menus, so that we can move on and begin writing.  I disagree with even beginning with a rough draft copy, since it worked out fine for me not to have one.  Now, students have a rough draft due tomorrow with confusing expectations.  Students need more structure than I'm giving them. 



Mr. S mentioned that I'm doing "really well" at student teaching, but also added that there are more things I could take on if I quit my job and dived more fully into teaching.  I wanted to cry.  I'm not sure a) how much I'm willing to put myself in debt, b) how much more I could or should invest here, and c) fear going completely insane.  I do believe quitting my job might be a good idea both for teaching and tennis, and also because I find that it is a bad influence on my behavior.  On the other hand, well what about money???  I'm already struggling.  I called out of work today.  I've never been such an unreliable employee. 

How much  more do I have to invest? 

Week Two - Thursday

Monday

I began each class on Monday with a notetaking activity to introduce the elements of plot.  Despite the hip, new format on Prezi.com, the kids weren't too excited about it.  I spent way too much time preparing this presentation.  For the last half of class, kids broke up and began rereading the story "Seventh Grade" by Gary Soto and plotting the story.  They were somewhat confused on where to begin.  I should have provided them with more scaffolding besides the notes.

Tuesday

On Tuesday, Mr. S began the first two classes with discussing the elements of plot for "Seventh Grade".  We then watched a movie titled "Orpheus and the Underworld" from au.com .  Mr. S's classes really seemed to "get it" more than mine.  Perhaps, this is because I was a spectator during his, or I did not take enough time to explain.  I had extra time at the end of Period Two, and improvved a comparison and contrast piece that the kids just didn't get.  The last eight minutes of class ended up really being wasted time.  I need to remember to slow down and explain myself.  Mr. S, my supervisor, mentioned wait time, and I'm trying to be more patient as the week goes on.  After viewing a couple of students unacceptable work that evening, I decided to speak with them on Wednesday.  I also encountered some behavior issues during Monday's Period 4 class and Mr. S made seat adjustments.


Wednesday

Wednesday we reviewed the elements of plot.  I began class with a sequencing activity to see if students were understanding the concept of putting events in order.  I was impressed with their accuracy and how they applied the elements of plot for this activity.  We gave them the choice to choose either "Rikki-tikki-tavi" or "The Bear Boy".  The sequencing activity allowed students the chance to preview "Rikki" and we also skimmed and predicted some events for "Bear Boy".  I asked students to devise a plot diagram for one of these stories as well.  After Periods 1 and 2 struggled with the plot diagram, I decided to provide students with one of the answers to get them headed in the right direction.  This proved valuable and I would have to make up for this misstep with Periods 1 and 2 on Thursday.  I also attended the girls' basketball game that evening and had a chance to see some of my students outside of the classroom.  I mad, a student who had been making horse noises during Monday's class stay after, and informed him that his behavior had embarassed me.  I asked him if he thought this sort of behavior was appropriate, to which he recognized that it was not.  I told him my expectations for his future behavior in the classroom.

Thursday

I reminded students that there would be a quiz tomorrow, and briefly went over what it would be on, as well as a quick discussion on effective study strategies.  Students acted as if they already knew this information.  We completed our plot diagrams with one of the stories.  This proved a difficult task, since some students claimed "they were done" right from the beginning of the period.  I had anticipated this, but trying to individually check student work, assign a second step, and a third, and then answer student questions proved a bit chaotic.  I paired students up as they completed the assignment to help others move along.  I should have assigned the diagram for hwk. so that we could have began the period on the same footing.  We discussed the correct answers for the remainder of all of the periods.  I collected student work at the end of the period for credit and was disappointed with some of the work I received.  I realized that some students had wasted valuable time during the period sitting idle pretending to be onto step 2.  I spoke with a student who had not been completing her work, after Period 5.  I noticed that she played sports after school and asked her if perhaps she was tired.  I asked if she understood the assignment or needed more time, to which she told me that she did not understand.  At this point, I told her the proper behavior would be to ask questions.  She acknowledged this, and I'm hoping that she turns in more meaningful work and/or takes the time to ask questions. 

A side note
Study hall Period 7 has proved one of my most useful periods.  I always try to utilize students to work on my review corner, hunt for students that left their things behind, or just ask them what they're reading.  This one on one time has been vital to understanding them, and also began to give me a level of comfort.  I'm still nervous every day, and Period 2 tends to be shaky, but by the rest of the periods I really feel like I'm pushing through and making progress.

I've really been responsible for planning, and then I bounce ideas off of Mr. S.  I couldn't imagine devising a whole set of lesson plans ever without a second set of eyes on them.  The kids have said we're exactly like each other, and really I take this as a huge compliment.  I know I'm borrowing a lot from him, but hope eventually to step more into my own unique stride.


I know I'm doing the best I can to do the best I can.  This is what I hope to inspire in my students before I leave.

Week One Wrap - UP

Overall, I feel as if the week went swimmingly.  Monday was a struggle.  And then the week just flew by so quickly that I realize I need to be keeping up with this blog on a more frequent basis.  I could not possibly tell you what we did on Tuesday without peaking at my notes.  I do know that I am quickly learning student names and their hobbies, etc.  I have struggled with a handful of students, but upon inquiry, find that these students also find trouble in most of our team's classes.  Working in a team environment is so helpful to key in on students, and try to tie in ideas from other classes into our english curriculum. 

I've noticed what a great listener my mentor teacher is.  Listening seems like a capable adult task, but when you really consider the audience of varying 25 voices, this is a skill that all teachers really must hone.  Building student responses into a class answer is the crescendo I seek in every group discussion.  Over the years a handful of  people have accused me of being a selective listener, and this is the first time I'm really experiencing it's harmful effects in the classroom.

I have found it helpful to carry around a clipboard with my lesson plan and the seating chart attached.  I'm about 80% on names at this point.

I reviewed student IEPs today, and need to make requisite accomodations for Monday's lesson for the appropriate students.

And onto more exciting things ... today's lesson went really well!  Most students were engaged.  Student work was placed in the hallway after completion.  This was meaningful to them.

I'll be collaborating with my observation teacher  to create my Prezi presentation.  I'll also be seeking help from our science teacher for Wednesday's lesson.

I need to work on ... making more meaningful assignments, summarizing, listening!

But, I'll give myself a big pat on the back.  I'm doing the best I can to do the best I can.  More to come ...

Monday, February 7th, 2011 - Student Inventory and Setting & Character

Today was the first day that I attempted to take the reigns of the classroom.  One stumbling block that I find myself pausing on is not knowing student names.  This makes me feel awkward and uncomfortable and somewhat inappropriate when subtlety reprimanding student's for small missteps.  It is vitally important to me to keep our classroom under the sort of control Mr. S has inspired in the kids.  In my observation, I made learning names one of my first objectives, since my role there was somewhat unclear.  Observer?  Co-teacher?  Fly on the wall?  Tutorer?  Interviewer?  I sent Mr. S an email today to ask him to place an emphasis on using student names for the rest of this week.  As far as my lesson went, I should have set a clearer purpose for my Manuscript Monday activity.  Using a student selection of writing for a model was a good idea, but students seemed to need more guidance as far as finding good details about the selection. If I was going to use this model again, I would make multiple copies for students to be able to read.  With this model they could write down specific instances of good writing or where it might need improvement.  I decided to do this for just periods 4 and 5 after I was frustrated with the lack of writing happening during period 3.  I should probably have saved this idea for another date.  Reading my own selection of writing was a good way to let students begin to get to know me.  I did have volunteers read from most of my other classes, and as Mr. Sc suggested, I need to allow students enough time to think about and frame their answers.  Possibly giving myself a countdown in my head or something might keep me from running to the next activity. 

Seguing into the next activity did not run as smoothly as Period 4.  Students did not seem to understand the concept of the elements of fiction.  I should have rephrased this statement differently to activate their prior knowledge, such as What does a story contain?  It was clear from our Activating Strategy that they had a good idea of setting and character.  I left students too much time to complete the front side.  I like the idea of setting up time frames, but most students could have been ready to move on sooner.  I wanted to highlight student writing again at the end of class, but lacked the sort of participation I need to inspire it.  I could of had the two students write their paragraph on the board vs. prompt A so students could visually compare these entries.  Making better use of my classroom tools is a relevant goal here.  Finally, I need to try to summarize the day's activities.  Mr. S mentioned an online countdown that we could post while students are working.  If I were scoring myself on a scale of 1-10, I'd give myself a 4.  I think students were unclear on what exactly they were supposed to be learning and why. 

Mr. S and I touched on some issues with a couple of students during our prep period.  I'm trying to highlight a few students a day instead of asking about everyone.  We reviewed tomorrow's lesson and the roles we will play during it.