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!
Friday, February 17, 2017
Here I Stand-Week 6
This week was a milestone for me: for the first time, I had complete autonomy in the classroom, with no help from my cooperating teacher. It was both exciting and frightening--and as always, quite the learning experience.
On Friday, I had a lesson plan which followed a model used by my cooperating teacher in previous years. It involved having the students play Rock, Paper, Scissors with pieces of candy, as a way of experiencing different economic systems. Seemed simple enough to me, I didn't anticipate any problems....which was a big mistake.
Although I had not expected any problems with the lesson, I didn't think that there would be much variation between my classes. I thought all five classes would play the game the same way, experience the same results, and have the same questions. Nothing could have been further from the truth.
It was apparent from the beginning of each class period that every class was experiencing the game in a different way. Some students needed no prompting and began to immediately play, quickly losing or gaining extra candy pieces. At least one class, however, was hesitant to begin, as if they expected some sort of trick. This class needed some prodding to start playing, which was a necessary step in the lesson plan. Once they started, however, the lesson was able to continue as planned.
Other classes had to be calmed down more frequently, as they began to argue and even take their classmate's candy! Although this all played into the lesson plan, controlling the chaos required a great deal of finesse, as I couldn't be everywhere at once. I felt I made many mistakes at this point, and took many notes which will help me the next time I use this lesson plan.
A great general once said that no battle plan survives contact with the enemy. It good also be said that no lesson plan survives contact with the students. Teachers need to be ready to pivot and redirect at a moments notice in order to keep the lesson going in the right direction. This skill seems to be one that is innate (since I have no idea how one could learn to do this except through hard experience), and not something which can be taught. I just hope I will hone this skill in the next two months to a great enough degree that I can be ready when my own classes change direction unexpectedly.
On Friday, I had a lesson plan which followed a model used by my cooperating teacher in previous years. It involved having the students play Rock, Paper, Scissors with pieces of candy, as a way of experiencing different economic systems. Seemed simple enough to me, I didn't anticipate any problems....which was a big mistake.
Although I had not expected any problems with the lesson, I didn't think that there would be much variation between my classes. I thought all five classes would play the game the same way, experience the same results, and have the same questions. Nothing could have been further from the truth.
It was apparent from the beginning of each class period that every class was experiencing the game in a different way. Some students needed no prompting and began to immediately play, quickly losing or gaining extra candy pieces. At least one class, however, was hesitant to begin, as if they expected some sort of trick. This class needed some prodding to start playing, which was a necessary step in the lesson plan. Once they started, however, the lesson was able to continue as planned.
Other classes had to be calmed down more frequently, as they began to argue and even take their classmate's candy! Although this all played into the lesson plan, controlling the chaos required a great deal of finesse, as I couldn't be everywhere at once. I felt I made many mistakes at this point, and took many notes which will help me the next time I use this lesson plan.
A great general once said that no battle plan survives contact with the enemy. It good also be said that no lesson plan survives contact with the students. Teachers need to be ready to pivot and redirect at a moments notice in order to keep the lesson going in the right direction. This skill seems to be one that is innate (since I have no idea how one could learn to do this except through hard experience), and not something which can be taught. I just hope I will hone this skill in the next two months to a great enough degree that I can be ready when my own classes change direction unexpectedly.
Thursday, February 9, 2017
Watch That Language-Week 5
This week brought an issue to the front which I thought I had left far behind. Teenagers being who they are, I knew that I would be hearing some foul language in my class and thought I was prepared to deal with it. My plan would be to nip it in the bud at the start so that students would realize that sort of language would not be tolerated. What I didn't anticipate was the reaction I got from the student, and the ensuing shut down of the entire class.
One student was apparently upset by one of my statements at the beginning of class (related to a historical fact about the Industrial Revolution). The student then blurted out an expletive denigrating Jesus Christ. At this point, I cautioned the student about language, and other students started to mumble expletives of their own, as well as their surprise that such a word would be considered so harshly. At that point, I could tell that I was in danger of losing the class and wanted to send the message that such outbursts would not be tolerated. I firmly told the class that any further profanity would cause me to send a referral home for the offender in question. At that point, I lost the class.
My class became visibly agitated and bothered. It was as if they began to shut down and a wall went up and I couldn't reach them any more. After several minutes of conversation and discussion about the topic at hand I was able to get my students interested again, but it took some time--time which could have been spent in more constructive ways. Looking back, I should have handled the situation differently from the start.
My cooperating teacher recommended in situations such as this, what is usually most effective is to correct the student in question, say that such statements can be offensive to some people, then move on. No debate, no argument, but no ignoring the problem, either. I want to try this myself the next chance I get. I know it will be much more effective than my original approach.
Once again, each new week provides me the opportunity to practice what I have learned, but also makes me realize that I have much more to learn. I may be a teacher, but I am not an expert just yet. Hopefully, each new week I will learn something new which I can one day apply in my own classroom.
One student was apparently upset by one of my statements at the beginning of class (related to a historical fact about the Industrial Revolution). The student then blurted out an expletive denigrating Jesus Christ. At this point, I cautioned the student about language, and other students started to mumble expletives of their own, as well as their surprise that such a word would be considered so harshly. At that point, I could tell that I was in danger of losing the class and wanted to send the message that such outbursts would not be tolerated. I firmly told the class that any further profanity would cause me to send a referral home for the offender in question. At that point, I lost the class.
My class became visibly agitated and bothered. It was as if they began to shut down and a wall went up and I couldn't reach them any more. After several minutes of conversation and discussion about the topic at hand I was able to get my students interested again, but it took some time--time which could have been spent in more constructive ways. Looking back, I should have handled the situation differently from the start.
My cooperating teacher recommended in situations such as this, what is usually most effective is to correct the student in question, say that such statements can be offensive to some people, then move on. No debate, no argument, but no ignoring the problem, either. I want to try this myself the next chance I get. I know it will be much more effective than my original approach.
Once again, each new week provides me the opportunity to practice what I have learned, but also makes me realize that I have much more to learn. I may be a teacher, but I am not an expert just yet. Hopefully, each new week I will learn something new which I can one day apply in my own classroom.
Friday, February 3, 2017
Wrting Will Take You Places-Week 4
This week offered me a unique opportunity. For the first time as a teacher I taught my students how to write an essay. For some this would be a skill that they would take with them to college; for others, they couldn't care less. My job was to teach all of them regardless of their interest in the subject. I think I succeeded...more or less.
My students had already gained some experience at the end of the previous semester. They had an opportunity to read a set of documents and then write an essay. Many did not pass this test, because they had never written an essay before in a Social Studies class. This Document Based Questioning (DBQ) was a method I had not seen before, but apparently is widely used in high schools. When I did my research and learned about the process, I was overjoyed. Giving students actual historical documents to read, study, and write an essay on? That's exactly what I wanted to see!
But I quickly realized that students needed to be walked through the entire process of essay writing: how to construct an essay, writing a thesis, citing evidence, etc. I ended up spending three days with the students just showing them how to perform all the essential steps in the writing process, before they even began to write their essay! Although I saw the necessity in all of these steps, I had never shown someone how to write an essay before. This seemed like a job for an English teacher, not a History teacher. I couldn't even remember what steps I had gone through as a student myself, learning to write an essay. It had been so long ago that I had forgotten.
Fortunately, this particular DBQ had come with explicit instructions on how to teach it. Furthermore, I had the excellent example of a co-teacher for the first two periods of the day. Building on her example, I was able to show the students exactly what they needed in order to master the essay. And the best part? That's exactly what they did. Although I wasn't sure the students were grasping the concepts, when the time came to write the essay, they were confident. They knew exactly what to do and succeeded.
Each new unit brings with it new opportunities to grow as a teacher and a person. I am learning to be even more willing to try new ways of teaching, because despite what I think I know, I am still a novice. Fortunately, I have excellent colleagues who are willing to offer suggestions and feedback and are always there to provide an example of what good teachers are. I hope that one day, people will be able to say the the same thing about me.
My students had already gained some experience at the end of the previous semester. They had an opportunity to read a set of documents and then write an essay. Many did not pass this test, because they had never written an essay before in a Social Studies class. This Document Based Questioning (DBQ) was a method I had not seen before, but apparently is widely used in high schools. When I did my research and learned about the process, I was overjoyed. Giving students actual historical documents to read, study, and write an essay on? That's exactly what I wanted to see!
But I quickly realized that students needed to be walked through the entire process of essay writing: how to construct an essay, writing a thesis, citing evidence, etc. I ended up spending three days with the students just showing them how to perform all the essential steps in the writing process, before they even began to write their essay! Although I saw the necessity in all of these steps, I had never shown someone how to write an essay before. This seemed like a job for an English teacher, not a History teacher. I couldn't even remember what steps I had gone through as a student myself, learning to write an essay. It had been so long ago that I had forgotten.
Fortunately, this particular DBQ had come with explicit instructions on how to teach it. Furthermore, I had the excellent example of a co-teacher for the first two periods of the day. Building on her example, I was able to show the students exactly what they needed in order to master the essay. And the best part? That's exactly what they did. Although I wasn't sure the students were grasping the concepts, when the time came to write the essay, they were confident. They knew exactly what to do and succeeded.
Each new unit brings with it new opportunities to grow as a teacher and a person. I am learning to be even more willing to try new ways of teaching, because despite what I think I know, I am still a novice. Fortunately, I have excellent colleagues who are willing to offer suggestions and feedback and are always there to provide an example of what good teachers are. I hope that one day, people will be able to say the the same thing about me.
Saturday, January 28, 2017
The Only Easy Day Was Yesterday-Week 3
This week was a milestone for me for a couple of reasons. I administered my first exam this week and had to deal with that all too common problem--classroom management. The former went very smoothly and had no disruptions. The latter, however...well, we'll get to that in a moment.
Two weeks ago I met with my cooperating teacher and began to discuss how we should design the unit exam. He encouraged me not to reinvent the wheel, but to examine the work of other student teachers who had gone before me, to look at the exams they had used. I did so, and found one which perfectly complimented all the events and persons which had been covered in the unit. The French Revolution, Napoleon....everything was there. I decided to use this exam while adding an extra reading prompt for the honors classes. The each class, whether World History or World Civilization, had experienced the same lessons and so received the same exam.
When we were preparing to administer the exam, my cooperating teacher posed a question to me: How much should the exam be worth of the overall unit grade? I thought back to my time in college and came up with an answer of 25%. My cooperating teacher used this answer as a starting point to share some thoughts on grading. Since he has been teaching for 25 years, I took his advice very seriously. He advised me to consider making the exam worth double the points of the other assignments for the unit. I was staggered. Double the points? Then he explained his reasoning: if students have received an A so far in the class, it should not be easy for them to lose it. On the other hand, maintaining it should not be so easy either. By doubling the point value, someone who received a grade a bit lower than average would see their overall grade drop just a bit. However, to maintain an A in the class, a student would have to receive an A on the exam. This reasoning seemed logical to me, and I really liked the approach towards 'maintaining an A,' rather than 'getting an A.' Therefore, I decided to go with the suggested point value.
The second noteworthy even this week had to do with a disruptive student. My cooperating teacher had a strict no cell phone use during class time, unless directed for an activity or granted for good behavior. The students were doing a review for the exam which involved watching a short video about Paris and the architecture there. One of my students had decided to play with their phone during class instead of watching the video. I chose to grant a little latitude since the classroom was darkened and the student was not disrupting the class...then the student took a selfie with their flash on.
At that point, I felt I had to step in. In a firm tone, I instructed to the student to put the phone away. Although the student did as directed, apparently they did not appreciate being called out in front of their classmates, and continued to play on their phone for the remainder of class. I approached the class co-teacher and asked for their advice in dealing with the matter. She spoke to the student after class, and the student said they were not playing on their phone, but instead had received a text. She cautioned me about students shutting down when confronted publicly and to think about an alternative approach when in that situation.
I was understandably worried: Had I made a big mistake, did the class see me as a bully for calling out a student? The remainder of the day was spent thinking about that episode and how I could have handled it differently. I was thinking about how to salvage the situation when my cooperating teacher approached me at the end of the day with some surprising news.
I had spoken with him about this incident earlier in the day and he decided to follow up with the classroom aide who was seated right next to the student during class. Apparently, the incident hadn't lost the respect of the class: rather, the students who had been around the student in question had spoken after class with them, saying that they shouldn't have had their phone out. I felt such relief hearing this, knowing that I hadn't lost the class. I realized that I was making the situation worse in my mind than it really was and that I had made the correct decision.
Each week seems to bring with it new learning experiences and I hope it continues for the duration of my teaching experience. If I learn something new every day, then every day I will be a better teacher--and that is my goal.
Two weeks ago I met with my cooperating teacher and began to discuss how we should design the unit exam. He encouraged me not to reinvent the wheel, but to examine the work of other student teachers who had gone before me, to look at the exams they had used. I did so, and found one which perfectly complimented all the events and persons which had been covered in the unit. The French Revolution, Napoleon....everything was there. I decided to use this exam while adding an extra reading prompt for the honors classes. The each class, whether World History or World Civilization, had experienced the same lessons and so received the same exam.
When we were preparing to administer the exam, my cooperating teacher posed a question to me: How much should the exam be worth of the overall unit grade? I thought back to my time in college and came up with an answer of 25%. My cooperating teacher used this answer as a starting point to share some thoughts on grading. Since he has been teaching for 25 years, I took his advice very seriously. He advised me to consider making the exam worth double the points of the other assignments for the unit. I was staggered. Double the points? Then he explained his reasoning: if students have received an A so far in the class, it should not be easy for them to lose it. On the other hand, maintaining it should not be so easy either. By doubling the point value, someone who received a grade a bit lower than average would see their overall grade drop just a bit. However, to maintain an A in the class, a student would have to receive an A on the exam. This reasoning seemed logical to me, and I really liked the approach towards 'maintaining an A,' rather than 'getting an A.' Therefore, I decided to go with the suggested point value.
The second noteworthy even this week had to do with a disruptive student. My cooperating teacher had a strict no cell phone use during class time, unless directed for an activity or granted for good behavior. The students were doing a review for the exam which involved watching a short video about Paris and the architecture there. One of my students had decided to play with their phone during class instead of watching the video. I chose to grant a little latitude since the classroom was darkened and the student was not disrupting the class...then the student took a selfie with their flash on.
At that point, I felt I had to step in. In a firm tone, I instructed to the student to put the phone away. Although the student did as directed, apparently they did not appreciate being called out in front of their classmates, and continued to play on their phone for the remainder of class. I approached the class co-teacher and asked for their advice in dealing with the matter. She spoke to the student after class, and the student said they were not playing on their phone, but instead had received a text. She cautioned me about students shutting down when confronted publicly and to think about an alternative approach when in that situation.
I was understandably worried: Had I made a big mistake, did the class see me as a bully for calling out a student? The remainder of the day was spent thinking about that episode and how I could have handled it differently. I was thinking about how to salvage the situation when my cooperating teacher approached me at the end of the day with some surprising news.
I had spoken with him about this incident earlier in the day and he decided to follow up with the classroom aide who was seated right next to the student during class. Apparently, the incident hadn't lost the respect of the class: rather, the students who had been around the student in question had spoken after class with them, saying that they shouldn't have had their phone out. I felt such relief hearing this, knowing that I hadn't lost the class. I realized that I was making the situation worse in my mind than it really was and that I had made the correct decision.
Each week seems to bring with it new learning experiences and I hope it continues for the duration of my teaching experience. If I learn something new every day, then every day I will be a better teacher--and that is my goal.
Saturday, January 21, 2017
Troubles Will Come-Week 2
After the success of my first week, I was looking forward to my second week student teaching. My students enjoyed the History Alive lessons (as did I), and seemed to learn quite a bit from them. I thought that this week would be the natural conclusion of the lesson plans, with a single day dedicated to the study of Napoleon. I though everything was under control...and then on Friday, I hit a snag.
I had planned a lesson for the day based on current events. I had planned to talk to my students about the inauguration of President Trump and to address any questions or concerns they might have. I had also planned to tie the events of the election into the steps of the French Revolution. My cooperating teacher modeled this method during 1st period and I believed I could successfully model what I had seen. I had forgotten that each class is unique and what is effective in one class may not be successful in another.
My 7th period class I expected to be very involved and questioning, like they usually are. Instead, they were bored and disinterested. Despite prompting and asking questions, they just had no interest in talking about the inauguration. I could see that class time would be wasted if I continued with questioning, so I had to to pivot and change my approach.
I broke the students up into groups and had them open the text book to the life of Napoleon Bonaparte. It took several minutes for everyone to get organized and to learn how exactly they were going to read the text, but after 5 minutes everyone was on task. The students broke up into groups where they each took a section of the text, read it, then taught the other members of their groups. This 'Round Robin' proved an effective means of engaging the students while also ensuring that the class time was spent in a productive way.
Although I had kept a backup plan in place, I didn't realize that to properly implement a backup in the classroom a teacher had to be prepared to implement it at a moment's notice. Additionally, I found that adjusting to circumstances required a good deal of thinking on your feet. Although students may change the plan for the day, they should never get the impression that the teacher is unprepared or uncertain about what to do next. This requires that all backups activities be prepared and ready to go at a moment's notice.
I would have to say this week proved invaluable for teaching me that lesson plans don't always go as planned, and that the good teacher needs to be ready to think on their feet and improvise as necessary to ensure that students are not deprived of an opportunity to learn.
I had planned a lesson for the day based on current events. I had planned to talk to my students about the inauguration of President Trump and to address any questions or concerns they might have. I had also planned to tie the events of the election into the steps of the French Revolution. My cooperating teacher modeled this method during 1st period and I believed I could successfully model what I had seen. I had forgotten that each class is unique and what is effective in one class may not be successful in another.
My 7th period class I expected to be very involved and questioning, like they usually are. Instead, they were bored and disinterested. Despite prompting and asking questions, they just had no interest in talking about the inauguration. I could see that class time would be wasted if I continued with questioning, so I had to to pivot and change my approach.
I broke the students up into groups and had them open the text book to the life of Napoleon Bonaparte. It took several minutes for everyone to get organized and to learn how exactly they were going to read the text, but after 5 minutes everyone was on task. The students broke up into groups where they each took a section of the text, read it, then taught the other members of their groups. This 'Round Robin' proved an effective means of engaging the students while also ensuring that the class time was spent in a productive way.
Although I had kept a backup plan in place, I didn't realize that to properly implement a backup in the classroom a teacher had to be prepared to implement it at a moment's notice. Additionally, I found that adjusting to circumstances required a good deal of thinking on your feet. Although students may change the plan for the day, they should never get the impression that the teacher is unprepared or uncertain about what to do next. This requires that all backups activities be prepared and ready to go at a moment's notice.
I would have to say this week proved invaluable for teaching me that lesson plans don't always go as planned, and that the good teacher needs to be ready to think on their feet and improvise as necessary to ensure that students are not deprived of an opportunity to learn.
Friday, January 13, 2017
The First Step Is Always the Hardest-Week 1
I thought that I would be prepared for the challenge of teaching. I thought I would be prepared with the most complex of lesson plans and the newest ideas for integrating technology within my classroom. I thought it would be a challenge but not one I couldn't accomplish. I thought I knew how to do it all, to prepare all the lesson plans and to differentiate....and then I realized, when I first began discussing my ideas for lesson plans with my cooperating teacher, that I had forgotten something. I had forgotten about my students. In all my excitement to create grand lesson plans, I had forgotten that perhaps the content might not be suited for high school students. Additionally, they were stale and boring--not the kind of lesson plans students get excited about.
Fortunately, my cooperating teacher saw this tendency in me and cautioned me against doing too much. In fact, he recommended a set of lesson plans which he had used in the past which relied almost exclusively on classroom skits. No textbook reading, no PowerPoints, no vocabulary or terms. This completely flew in the face of all I had been taught about learning history and I was incredibly skeptical. But he encouraged me to use this approach, if only to try it out. I did so...and was shocked.
My students had remembered names, dates, important events, all without opening a textbook! I had always said I wanted to make history come alive for my students, but this week I was given the opportunity to do just that--and I could have passed it by. By the end of the week, my students were ready to finish studying the French Revolution, and would walk away knowing all the key points. I began the week a skeptic and ended it a true believer. I intend to make use of these skits throughout the school year now, because I have seen them in action and know how effective they can be.
Perhaps the greatest lesson I learned this week is that a teacher should always be open to trying new techniques and ideas. You never know when you may find something which, although it may seem a bit strange at the time, could be one of the most effective tools you may have to teach your students. I can't wait to see what I will learn next week.
Fortunately, my cooperating teacher saw this tendency in me and cautioned me against doing too much. In fact, he recommended a set of lesson plans which he had used in the past which relied almost exclusively on classroom skits. No textbook reading, no PowerPoints, no vocabulary or terms. This completely flew in the face of all I had been taught about learning history and I was incredibly skeptical. But he encouraged me to use this approach, if only to try it out. I did so...and was shocked.
My students had remembered names, dates, important events, all without opening a textbook! I had always said I wanted to make history come alive for my students, but this week I was given the opportunity to do just that--and I could have passed it by. By the end of the week, my students were ready to finish studying the French Revolution, and would walk away knowing all the key points. I began the week a skeptic and ended it a true believer. I intend to make use of these skits throughout the school year now, because I have seen them in action and know how effective they can be.
Perhaps the greatest lesson I learned this week is that a teacher should always be open to trying new techniques and ideas. You never know when you may find something which, although it may seem a bit strange at the time, could be one of the most effective tools you may have to teach your students. I can't wait to see what I will learn next week.
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