Just finished the second week of my World War II unit and feeling very confused. How in the world do teacher's create unit plans which the students not only find enjoyable, but which they can learn from? I once asked my cooperating teacher how he designed unit plans that were so seamlessly woven together, and he said that it was the result of many years of experience, finding things that work and things that don't work. I smiled a little when he said years, thinking it couldn't possibly be that hard. As it turns out...he was being very modest.
As I worked through my lesson planning for this week, I began to realize how much time and effort could go into a lesson which was mediocre, let alone a lesson which was good. I couldn't believe how anyone could produce such good lessons in such a short amount of time, as well as making all the necessary copies and setting up the classroom for the lessons. I thought that by this point in my student teaching, I would have everything under control...but it just goes to prove I have so much more to learn.
I guess the lesson I took away most from this week is similar to the one I learned as a driver. When we are young, there is a tendency to think we are great drivers. Similarly, I thought that I was doing great as a teacher. This week has been a humbling experience in that I see that what makes a great teacher--and a great driver--is experience. And that is something I'm only just beginning to get.
Saturday, April 15, 2017
Saturday, April 8, 2017
The Best Laid Plans-Week 13
Spring break was over, and it was time to go back to school. For me, the beginning of this week offered two challenges: I had to get the students back on track again, and I had to do it all on my own. That's right, this week would be the first week I would be completely on my own, with no help from my cooperating teacher. I had to design the lesson plans, find my own resources, and execute the lessons all by myself. This week would be an eye opener in more ways than one.
In planning the lessons for the week, I had to cover Germany and the hyperinflation which led to World War II. I had found a great simulation website which would allow the students to see the results of price fluctuation. I planned to jigsaw the lesson: for the students to work in groups, fill out a worksheet, then teach their section to the rest of the class. I thought this would be the first great lesson I designed on my own. The students all had their own devices, so they could all view the simulation themselves. On the day of the lesson, I couldn't wait for class to start. Then...things started to go wrong.
It turns out that the simulation I thought was so great would only work on computers--not on mobile devices. My lesson plan came to a screeching halt. I had to pivot quickly to save the class, but what I had planned was completely thrown off track. Fortunately, my back ups allowed me fill the class period and save the lesson.
I guess my take away from this week was even a seemingly perfect lesson plan can be derailed by unforeseen circumstances. Even if you don't think you need backups, make sure to have them--they may end up saving your lesson.
In planning the lessons for the week, I had to cover Germany and the hyperinflation which led to World War II. I had found a great simulation website which would allow the students to see the results of price fluctuation. I planned to jigsaw the lesson: for the students to work in groups, fill out a worksheet, then teach their section to the rest of the class. I thought this would be the first great lesson I designed on my own. The students all had their own devices, so they could all view the simulation themselves. On the day of the lesson, I couldn't wait for class to start. Then...things started to go wrong.
It turns out that the simulation I thought was so great would only work on computers--not on mobile devices. My lesson plan came to a screeching halt. I had to pivot quickly to save the class, but what I had planned was completely thrown off track. Fortunately, my back ups allowed me fill the class period and save the lesson.
I guess my take away from this week was even a seemingly perfect lesson plan can be derailed by unforeseen circumstances. Even if you don't think you need backups, make sure to have them--they may end up saving your lesson.
Saturday, March 25, 2017
Revisiting the DBQ-Week 11
This week marks the last week before Spring Break. The unit on World War I had been finished and the students were ready for the break. There was just one more task they needed to complete, that I had to keep their attention for: the DBQ. As I mentioned in one of my earlier blog posts, Document Based Questions are a form of essay used quite a bit in high schools which are used to teach essay writing. The students had just completed their self-taught unit and were ready for the break, so getting them focused enough for the essay was the weekly challenge.
As luck would have it, the DBQ was about the causes of World War I. The content for this DBQ directly related to the unit which they had just completed and involved people and places they had learned about recently. With this knowledge fresh in their minds, they challenge for the week was to keep them interested so that they could do well on the essay.
I wasn't quite sure how I could do this. In past classes, I used student involvement to get them interested. The very nature of how the DBQ had to be taught, however, prevented me from doing this. I did, however, get the opportunity to engage them in questioning about the documents--that proved to be the means for engaging them. By asking students questions and using dialogue to engage them, I was able to keep their interest well enough for them to glean what was required from the documents. By the end of the week, the students had successfully completed the DBQ and were ready to enjoy their Spring Break.
This week didn't involve so much a new lesson for me as it did a reminder that teachers must always be ready to meet students where they are...using whatever means are available to keep their interest so that they can learn to the best of their abilities.
As luck would have it, the DBQ was about the causes of World War I. The content for this DBQ directly related to the unit which they had just completed and involved people and places they had learned about recently. With this knowledge fresh in their minds, they challenge for the week was to keep them interested so that they could do well on the essay.
I wasn't quite sure how I could do this. In past classes, I used student involvement to get them interested. The very nature of how the DBQ had to be taught, however, prevented me from doing this. I did, however, get the opportunity to engage them in questioning about the documents--that proved to be the means for engaging them. By asking students questions and using dialogue to engage them, I was able to keep their interest well enough for them to glean what was required from the documents. By the end of the week, the students had successfully completed the DBQ and were ready to enjoy their Spring Break.
This week didn't involve so much a new lesson for me as it did a reminder that teachers must always be ready to meet students where they are...using whatever means are available to keep their interest so that they can learn to the best of their abilities.
Saturday, March 18, 2017
Wrapping Up Student Led Classes-Week 10
This week was supposed to finish the student led classes on World War I. Each group was to have taken its turn and finished on Friday, which would give me the next week to enter grades before the end of the quarter and Spring Break. However, like many plans, this one did not work out quite the way I had intended.
First, there was a set back on Tuesday, with school being cancelled for an unrelated community incident. This could not have been foreseen or planned for, so when it occurred all the plans were set back a day. Additionally, a school rally for St. Baldrick was changed so that the final two periods of Friday were lopped in half. I had planned for there not to be an 8th period (and planned accordingly!), but part way through the week I was informed that both 7th and 8th period would be reduced. These two, unforeseen situations, left me with few options, so I had to reorient the class schedules very quickly in order to keep them on task.
I really learned this week that even with proper planning, unforeseen events can set back or change your entire schedule. Teachers need to not only be well prepared--but also ready to think on their feet when in comes to lesson planning!
First, there was a set back on Tuesday, with school being cancelled for an unrelated community incident. This could not have been foreseen or planned for, so when it occurred all the plans were set back a day. Additionally, a school rally for St. Baldrick was changed so that the final two periods of Friday were lopped in half. I had planned for there not to be an 8th period (and planned accordingly!), but part way through the week I was informed that both 7th and 8th period would be reduced. These two, unforeseen situations, left me with few options, so I had to reorient the class schedules very quickly in order to keep them on task.
I really learned this week that even with proper planning, unforeseen events can set back or change your entire schedule. Teachers need to not only be well prepared--but also ready to think on their feet when in comes to lesson planning!
Saturday, March 11, 2017
New Challenges, New Trials-Week 9
This week marked the beginning of my students taking over the class. For two weeks, I was taking a back seat to the class and letting the students be the teachers--boy, was I worried. Some of my classes, I thought, would do a good job as teachers. Others, however, I was worried for, because they held not only their own education, but the education of their fellow students in their hands. It turns out, however, that I didn't have to be as worried as I had been.
As the first group of students started teaching, I immediately began to take over the class to establish order--as I would on any other day. My co-teacher, however, reminded me that my students would be in charge for the next two weeks. I recognized my mistake, and let the students take charge. A hundred thoughts were racing through my head: What if they miss an important point? What if they make false statements? What if their fellow students don't respect them? After several minutes, however, I sat back and began to watch my classes and was genuinely surprised by what I observed.
Some of the students I least expected took charge of the class. When their groups was teaching a section of World War I, they provided steady guidance and help for the class. The didn't allow for any horsing around, but were there to answer any questions the students had. Furthermore, they weren't letting the class intimidate them: they were the teachers, after all.
Other students who I expected would do an excellent job were completely unprepared. They didn't plan well, were uncertain in how to transition, and how to guide the class. Also, they didn't understand why I wouldn't help them.
The hardest part for me was to let go and let the students teach. However, as I did this, I realized that it was essential for the students to experience what teachers do every day for them, and to realize that maintaining an orderly class is no easy task. Every group got to experience the trials and tribulations of being a teacher and realized how hard it truly was. I can't wait to see how the next week looks.
As the first group of students started teaching, I immediately began to take over the class to establish order--as I would on any other day. My co-teacher, however, reminded me that my students would be in charge for the next two weeks. I recognized my mistake, and let the students take charge. A hundred thoughts were racing through my head: What if they miss an important point? What if they make false statements? What if their fellow students don't respect them? After several minutes, however, I sat back and began to watch my classes and was genuinely surprised by what I observed.
Some of the students I least expected took charge of the class. When their groups was teaching a section of World War I, they provided steady guidance and help for the class. The didn't allow for any horsing around, but were there to answer any questions the students had. Furthermore, they weren't letting the class intimidate them: they were the teachers, after all.
Other students who I expected would do an excellent job were completely unprepared. They didn't plan well, were uncertain in how to transition, and how to guide the class. Also, they didn't understand why I wouldn't help them.
The hardest part for me was to let go and let the students teach. However, as I did this, I realized that it was essential for the students to experience what teachers do every day for them, and to realize that maintaining an orderly class is no easy task. Every group got to experience the trials and tribulations of being a teacher and realized how hard it truly was. I can't wait to see how the next week looks.
Friday, March 3, 2017
The Students Are Taking Over-Week 8
This week my classes began a new unit: World War I. This unit was important for a few reasons. First, it is one area I enjoy studying and teaching. Second, it is the last unit I will be teaching with input from my cooperating teacher. And finally, I won't be teaching the unit...the students will.
This was another first for me. Although some may be tempted to think that the students are doing my job for me, this week has actually been one of the busiest I have had yet. I had to walk each group of students through the planning process, printing copies, answering any questions they may have, and offering suggestions and advice when needed. It would have been easier if I had just taught the lesson myself!
My cooperating teacher, however, pointed out that there were lessons the students could learn from this beyond what is in the textbook. They learn how organization is key to success, how hard their teachers work in assembling each unit, and how classroom discipline is key to learning. I could tell this to the students, but experience is always the best teacher. In a way, this lesson is about more than just the unit...it's a foreshadowing of how their lives will be lived.
At first, my students were understandably lost in their planning. They didn't know what they were doing or where to start. As each day passed, however, the students began to learn more and more about their specific lesson plans and what they should do to make things run smoothly. I gave each group an assignment they could used as the meat of their lesson, but they needed to build on it--the activity I provided was insufficient for a complete lesson plan. Most chose to include video clips and PowerPoints, but how they utilized them varied from group to group.
Starting next week, the students will begin to take over the class, each group taking a day to present their lesson plan. Although they are still worried, I have full confidence in their abilities and cannot wait to see their lessons in action. Who knows...perhaps a few may decide teaching is what they would like to do for the rest of their life!
This was another first for me. Although some may be tempted to think that the students are doing my job for me, this week has actually been one of the busiest I have had yet. I had to walk each group of students through the planning process, printing copies, answering any questions they may have, and offering suggestions and advice when needed. It would have been easier if I had just taught the lesson myself!
My cooperating teacher, however, pointed out that there were lessons the students could learn from this beyond what is in the textbook. They learn how organization is key to success, how hard their teachers work in assembling each unit, and how classroom discipline is key to learning. I could tell this to the students, but experience is always the best teacher. In a way, this lesson is about more than just the unit...it's a foreshadowing of how their lives will be lived.
At first, my students were understandably lost in their planning. They didn't know what they were doing or where to start. As each day passed, however, the students began to learn more and more about their specific lesson plans and what they should do to make things run smoothly. I gave each group an assignment they could used as the meat of their lesson, but they needed to build on it--the activity I provided was insufficient for a complete lesson plan. Most chose to include video clips and PowerPoints, but how they utilized them varied from group to group.
Starting next week, the students will begin to take over the class, each group taking a day to present their lesson plan. Although they are still worried, I have full confidence in their abilities and cannot wait to see their lessons in action. Who knows...perhaps a few may decide teaching is what they would like to do for the rest of their life!
Ad Campaigns in Class-Week 7
This week, my students had to submit their semester projects. They had been assigned this task several weeks before and had to complete it on Friday and to present to the class. My original plan was for the students to write a term paper on a topic of their choice. I would take them to the library, help them find research for their paper topic, have dates for them to turn in their outline, rough draft, and final copy. I was thinking along the lines of a term paper that would be eight or so pages long. I was thinking in terms of a college class...and that was my mistake.
Once again, my cooperating teacher had some advice to offer me. In past years, he and other teachers had done a project with the student which involved the inventions of the Industrial Revolution. Each student would pick an invention--and then make a t-shirt which illustrated the importance of that invention.
This was too much for me. Student working on a t-shirt project? This wasn't art class, this was high school history! Students should be learning how to do research, write papers, take notes. Basically, all the things they would do in college. My cooperating teacher didn't dissuade me from my original idea (at least not explicitly), though he did encourage me to examine some projects that students had completed from previous years, as well as pictures. After I got past my initial gut reaction (shock!), I started to really consider this t-shirt project as a possibility. I spoke to other teachers who had used in in the past and heard nothing but good things...so I decided to try it.
I was amazed at the projects that were finally turned in on Friday. I had absolutely no idea how creative some of my students could be. There were t-shirts that lit up, others that displayed great artwork, others that had 3D effects. I had never expected the level of creativity that some of my students displayed. And even more amazing, the student actually had done real research on the inventions. They knew what the inventions did, who invented them, and when they were invented.
This project really took me outside my comfort zone. My students, far from being uninvolved, actually learned more than I think they would even if I had assigned them a research paper. Once again, I had a learning moment myself this week. I guess there never really is a dull moment when you're a teacher!
Once again, my cooperating teacher had some advice to offer me. In past years, he and other teachers had done a project with the student which involved the inventions of the Industrial Revolution. Each student would pick an invention--and then make a t-shirt which illustrated the importance of that invention.
This was too much for me. Student working on a t-shirt project? This wasn't art class, this was high school history! Students should be learning how to do research, write papers, take notes. Basically, all the things they would do in college. My cooperating teacher didn't dissuade me from my original idea (at least not explicitly), though he did encourage me to examine some projects that students had completed from previous years, as well as pictures. After I got past my initial gut reaction (shock!), I started to really consider this t-shirt project as a possibility. I spoke to other teachers who had used in in the past and heard nothing but good things...so I decided to try it.
I was amazed at the projects that were finally turned in on Friday. I had absolutely no idea how creative some of my students could be. There were t-shirts that lit up, others that displayed great artwork, others that had 3D effects. I had never expected the level of creativity that some of my students displayed. And even more amazing, the student actually had done real research on the inventions. They knew what the inventions did, who invented them, and when they were invented.
This project really took me outside my comfort zone. My students, far from being uninvolved, actually learned more than I think they would even if I had assigned them a research paper. Once again, I had a learning moment myself this week. I guess there never really is a dull moment when you're a teacher!
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