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!
Saturday, March 18, 2017
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.
Subscribe to:
Posts (Atom)