New goal to add to my goals list:
All students will be using "?" appropriately by spring break.
Sunday, January 31, 2010
Day 8 and a half - ?
Here I am, grading on a Sunday night, and I find myself slightly shocked (but really not that surprised either) that many of my students do not put question marks at the end of an interrogative sentence.
New goal to add to my goals list:
All students will be using "?" appropriately by spring break.
New goal to add to my goals list:
All students will be using "?" appropriately by spring break.
Saturday, January 30, 2010
Day 8 - TGIF
On Thursday it had felt like the week had lasted forever (and it was only a four day week), but on Friday it felt like the week flew by. I was very tired from getting only five hours of sleep- that's what happens when you procrastinate and wait until 8 pm to start your homework assignment due the next day. I managed to stay awake while we were teaching, but otherwise kind of felt like a zombie all day. Being tired as a student is one thing, but being tired as a teacher is just a bad idea. I need to make sure I get enough sleep EVERY day.
Fortunately for Carrie, her lesson went much better during 4th and 5th period on Friday. We made some improvements to our agenda for the day and the students were more well behaved during the quiz because we made sure they had something to do while they waited for their classmates to finish. Some of 4th period was upset that we didn't let them choose their own groups, but there is no other way to run a "jigsaw activity" like the one we did without assigning groups. * For those of you who don't know, a jigsaw is an activity in which students are members of both a "home group" and a separate "expert group". In the expert group students focus on learning specific material. When they return to the home group, the students take turns teaching their area of expertise to each other.* So, the students had to suck it up and deal with their temporary "loss of freedom", as one student called it. But they quickly got over it and did a good job with the activity. They even had time to watch the video at the end of class.
5th period went very similarly to 4th, but we changed some of the agenda around again. Instead of showing the video at the end of class, we showed it after the quiz because it connected the last lesson with this one. 5th period generally did well with the activity, but may need a little more time with their home groups on Monday.
We are hoping that at some point soon we will be able to rig it so that we start off teaching a lesson to 4th and 5th period so that by the time we get to 1st period we are comfortable with the lesson and have time to make improvements. Hopefully that will make our lives easier.
Now it is Saturday and I have to write up Monday's lesson, which shouldn't take long, do some homework assignments, and get to work grading worksheets and quizzes.
Fortunately for Carrie, her lesson went much better during 4th and 5th period on Friday. We made some improvements to our agenda for the day and the students were more well behaved during the quiz because we made sure they had something to do while they waited for their classmates to finish. Some of 4th period was upset that we didn't let them choose their own groups, but there is no other way to run a "jigsaw activity" like the one we did without assigning groups. * For those of you who don't know, a jigsaw is an activity in which students are members of both a "home group" and a separate "expert group". In the expert group students focus on learning specific material. When they return to the home group, the students take turns teaching their area of expertise to each other.* So, the students had to suck it up and deal with their temporary "loss of freedom", as one student called it. But they quickly got over it and did a good job with the activity. They even had time to watch the video at the end of class.
5th period went very similarly to 4th, but we changed some of the agenda around again. Instead of showing the video at the end of class, we showed it after the quiz because it connected the last lesson with this one. 5th period generally did well with the activity, but may need a little more time with their home groups on Monday.
We are hoping that at some point soon we will be able to rig it so that we start off teaching a lesson to 4th and 5th period so that by the time we get to 1st period we are comfortable with the lesson and have time to make improvements. Hopefully that will make our lives easier.
Now it is Saturday and I have to write up Monday's lesson, which shouldn't take long, do some homework assignments, and get to work grading worksheets and quizzes.
Friday, January 29, 2010
Day 7- Rocking the boat, Part 2
Oh, what a Thursday . . . As I predicted, first period was not all that excited about the new seating arrangements, but like the other classes, they got over it (for the most part) after a few minutes. Attitudes about new seats was not the worst we had to deal with, though. I don't want this blog to turn into a rant, so I will give a brief summary of the 100 minutes that was 1st period:
1. Some students complained about not reviewing enough before the quiz.
2. The same students complained that the quiz was not like the quizzes they are used to to.
3. Many students were disrespectful during the quiz, talking and being a distraction to those still working.
4. Some students complained about working in assigned groups.
This is a calm way of explaining how Carrie and I felt after 1st period. She didn't even get to show them the video she brought in because we spent a lot of time dealing with other issues. During our planning period, our supervising teacher assured us that there was nothing wrong with us or Carrie's lesson, but that this particular group of students have this "culture" of testing teachers and pushing the limits. I got used to experiencing this during my practicum with these students back in September, but Carrie is still getting used to it.
The whole thing was really frustrating because:
1. Although their teacher usually takes longer to review before a quiz, we had a lesson we wanted to teach, and the students had an hour on Friday to get ready for the quiz and ask us questions. Most of them spent the time talking and not doing their work. So I don't really feel sorry for them.
2. I based my quiz off of the quizzes they are used to taking. And the students who complained about it all did well. They can try to ruffle my feathers on this issue, but it's not going to work.
3. The disrespect and rudeness towards fellow classmates really bothered me. I guess I was lucky that I didn't have problems like this in my own high school classes, but I was also lucky to be in advanced classes where people generally cared about school and doing well. Carrie and I are both not used to watching people be so disrespectful and then having to deal with it as the people in charge.
4. Most of the students told us they prefer doing activities to listening to lectures, so Carrie planned an activity where the students get to work with two different groups. To keep things organized, the groups were assigned, but apparently group work is only acceptable when the students choose their own groups. The students want groups so we give it to them, but they only want it on their terms. Well, that's not going to happen (as long as I can keep my sanity together).
So, Thursday was a frustrating day (I went home and ate mint chocolate chip ice cream, the great panacea). Part of the problem is that right now, we are scheduled to do all of our lessons for the first time with 1st period. We need to switch it up at some point so that we start with 4th period so that by the time 1st period rolls around we have the lesson under our belts. This is going to be a challenge over the next 8 weeks, but I am so glad to be going through this now, under the guidance of an experienced teacher and with a partner, so that when I have my own classroom I won't be freaked out when I have a class like 1st period.
1. Some students complained about not reviewing enough before the quiz.
2. The same students complained that the quiz was not like the quizzes they are used to to.
3. Many students were disrespectful during the quiz, talking and being a distraction to those still working.
4. Some students complained about working in assigned groups.
This is a calm way of explaining how Carrie and I felt after 1st period. She didn't even get to show them the video she brought in because we spent a lot of time dealing with other issues. During our planning period, our supervising teacher assured us that there was nothing wrong with us or Carrie's lesson, but that this particular group of students have this "culture" of testing teachers and pushing the limits. I got used to experiencing this during my practicum with these students back in September, but Carrie is still getting used to it.
The whole thing was really frustrating because:
1. Although their teacher usually takes longer to review before a quiz, we had a lesson we wanted to teach, and the students had an hour on Friday to get ready for the quiz and ask us questions. Most of them spent the time talking and not doing their work. So I don't really feel sorry for them.
2. I based my quiz off of the quizzes they are used to taking. And the students who complained about it all did well. They can try to ruffle my feathers on this issue, but it's not going to work.
3. The disrespect and rudeness towards fellow classmates really bothered me. I guess I was lucky that I didn't have problems like this in my own high school classes, but I was also lucky to be in advanced classes where people generally cared about school and doing well. Carrie and I are both not used to watching people be so disrespectful and then having to deal with it as the people in charge.
4. Most of the students told us they prefer doing activities to listening to lectures, so Carrie planned an activity where the students get to work with two different groups. To keep things organized, the groups were assigned, but apparently group work is only acceptable when the students choose their own groups. The students want groups so we give it to them, but they only want it on their terms. Well, that's not going to happen (as long as I can keep my sanity together).
So, Thursday was a frustrating day (I went home and ate mint chocolate chip ice cream, the great panacea). Part of the problem is that right now, we are scheduled to do all of our lessons for the first time with 1st period. We need to switch it up at some point so that we start with 4th period so that by the time 1st period rolls around we have the lesson under our belts. This is going to be a challenge over the next 8 weeks, but I am so glad to be going through this now, under the guidance of an experienced teacher and with a partner, so that when I have my own classroom I won't be freaked out when I have a class like 1st period.
Wednesday, January 27, 2010
Day 6 - Rocking the boat, Part 1
If you ever want to be entertained and/or really freak people out, then mess with the status-quo. Here's a potpourri of what happened in class today when 4th and 5th period saw the new seating arrangement upon entering the room:
- "What?!?!"
- (confused faces)
- "Do we have assigned seats?"
- "Where do I sit?"
- "Huh?"
And then, when we told the students we wanted to seat them alphabetically by first name:
- "You've gotta be kidding me."
- "Ugh."
- "This is the dumbest seating arrangement I ever saw."
It's really fascinating to see the emotions that overcome some people when even a minor change is introduced to their lives. Hopefully the students will get over it pretty quickly. We plan to have them working in groups as much as possible anyway, so they won't be sitting in their awful assigned seats much, and eventually they'll realize that.
After the drama and freaking out about seat changes, 4th and 5th period went pretty well. My lecture was better than yesterday and even my supervising teacher noticed that I made changes based on his advice :)
The varying dynamics of our three classes is really interesting, too. If you can get a lesson to work in 1st period, then you know it will work in the other two classes. 4th period is so quiet and calm that today you could have heard a feather drop on the carpeting, which is kind of intimidating in a strange way. And then there is 5th period- a lively bunch falling somewhere on the spectrum in between 1st and 4th period. Everything takes longer in 5th period because some of them talk incessantly and they ask a lot of questions (which is good, just time consuming). So at least all of our kids keep me on my toes, and I will certainly learn a lot from these upcoming weeks.
Coming up tomorrow- Rocking the boat, Part 2, during which we will observe 1st period's reaction to the seating arrangements. This promises to be verrrrrry interesting.
- "What?!?!"
- (confused faces)
- "Do we have assigned seats?"
- "Where do I sit?"
- "Huh?"
And then, when we told the students we wanted to seat them alphabetically by first name:
- "You've gotta be kidding me."
- "Ugh."
- "This is the dumbest seating arrangement I ever saw."
It's really fascinating to see the emotions that overcome some people when even a minor change is introduced to their lives. Hopefully the students will get over it pretty quickly. We plan to have them working in groups as much as possible anyway, so they won't be sitting in their awful assigned seats much, and eventually they'll realize that.
After the drama and freaking out about seat changes, 4th and 5th period went pretty well. My lecture was better than yesterday and even my supervising teacher noticed that I made changes based on his advice :)
The varying dynamics of our three classes is really interesting, too. If you can get a lesson to work in 1st period, then you know it will work in the other two classes. 4th period is so quiet and calm that today you could have heard a feather drop on the carpeting, which is kind of intimidating in a strange way. And then there is 5th period- a lively bunch falling somewhere on the spectrum in between 1st and 4th period. Everything takes longer in 5th period because some of them talk incessantly and they ask a lot of questions (which is good, just time consuming). So at least all of our kids keep me on my toes, and I will certainly learn a lot from these upcoming weeks.
Coming up tomorrow- Rocking the boat, Part 2, during which we will observe 1st period's reaction to the seating arrangements. This promises to be verrrrrry interesting.
Tuesday, January 26, 2010
Day 5- The Real "Day 1"
Woohoo! We made it! We survived our first 100 minutes as teachers! We introduced the students to Westward Expansion in the latter half of the 1800s, covering the very basics. The lesson probably could have been infinitely more exciting, but it was definitely informative. It wasn't perfect and there is a lot of room for improvement, but it was largely successful. First period is going to be the more difficult of the three classes we are working with in terms of behavior problems and classroom management challenges, so I am going to have to work on my sternness and become more firm about my expectations. I also need to not be afraid to tell students to stop talking and get back to work.
However, at the same time, I also need to make my lessons engaging and active. Today's lesson was based off of the typical lesson structure to which these students are accustomed: introductory lecture, book work, worksheet. I do not think I will be relying on this structure ever again, but Carrie and I didn't want to rock the boat too quickly, so to speak. Our students like to talk and they like to work in groups. The key is going to be harnessing their energy so that they are actually productive while they are in groups, instead of talking about the latest high school drama.
In the area of changing and improving, we rearranged the desks in the classroom so that they in more of an arc shape, which will hopefully help focus the students' attention towards the front of the room and be more conducive to discussions. We also plan to re-seat the students alphabetically by their first names, anticipating that this will break up some of the chatty sections of the class. I will also be enhancing the presentation I gave today, hoping that tomorrow will be better than today (always striving for improvement!)
Here's how I looked after my first real day:
I look pretty sane and put together, eh? Let's hope it lasts!
However, at the same time, I also need to make my lessons engaging and active. Today's lesson was based off of the typical lesson structure to which these students are accustomed: introductory lecture, book work, worksheet. I do not think I will be relying on this structure ever again, but Carrie and I didn't want to rock the boat too quickly, so to speak. Our students like to talk and they like to work in groups. The key is going to be harnessing their energy so that they are actually productive while they are in groups, instead of talking about the latest high school drama.
In the area of changing and improving, we rearranged the desks in the classroom so that they in more of an arc shape, which will hopefully help focus the students' attention towards the front of the room and be more conducive to discussions. We also plan to re-seat the students alphabetically by their first names, anticipating that this will break up some of the chatty sections of the class. I will also be enhancing the presentation I gave today, hoping that tomorrow will be better than today (always striving for improvement!)
Here's how I looked after my first real day:
Sunday, January 24, 2010
Day 4- Learning from Grading
Day 4 was on Friday the 22nd, but I had a busy weekend, so here I am on Sunday night finally getting around to posting an update.
Carrie and I spent most of Friday grading chapter 13 exams for the two of the classes we will be teaching... and it was more difficult than we expected. Most of the test had a clear-cut answer key to it, but the four questions with written answers presented us with some challenges. Our supervising teacher told us what he was looking for in the answers, but sometimes you have to really read into what a student writes in order to judge whether or not they have understood and answered the question. Carrie and I had lots of little conferences to ask, "What grade would you give this?" and "What do you think of what this student wrote?" Grading these exams allowed us to see where our students are in terms of writing "essay" answers. Some are excellent and some are not quite excellent. It is our hope that all students will know how to compose a good short essay by the end of the next nine weeks. Grading also helped us realize that our lives will be much easier if we make detailed rubrics for both the students and ourselves; when it comes to grading, the expectations will be much clearer if everyone has a rubric to which they can refer. Looking at tests and assignments are a good way to interpret not only what the students know, but how effective your teaching was, so I am sure we will be using tests and assignments frequently to reflect on these issues throughout the internship.
Carrie and I spent most of Friday grading chapter 13 exams for the two of the classes we will be teaching... and it was more difficult than we expected. Most of the test had a clear-cut answer key to it, but the four questions with written answers presented us with some challenges. Our supervising teacher told us what he was looking for in the answers, but sometimes you have to really read into what a student writes in order to judge whether or not they have understood and answered the question. Carrie and I had lots of little conferences to ask, "What grade would you give this?" and "What do you think of what this student wrote?" Grading these exams allowed us to see where our students are in terms of writing "essay" answers. Some are excellent and some are not quite excellent. It is our hope that all students will know how to compose a good short essay by the end of the next nine weeks. Grading also helped us realize that our lives will be much easier if we make detailed rubrics for both the students and ourselves; when it comes to grading, the expectations will be much clearer if everyone has a rubric to which they can refer. Looking at tests and assignments are a good way to interpret not only what the students know, but how effective your teaching was, so I am sure we will be using tests and assignments frequently to reflect on these issues throughout the internship.
Thursday, January 21, 2010
Day 3- Orientation
Today Carrie and I got to school and found out that at 8:30 we would be going to an internship orientation with two of the school's Assistant Principals. We were the first two interns to arrive and we helped ourselves to donuts and orange juice graciously supplied by the school. The AP who was already in the room told us that we would be starting with a "gallery walk," and thanks to my classes last semester, I actually knew what that was. Basically, there were three sets of posters and markers around the room, each with a different question written on them. We then went to each poster and responded to the question. Each intern did this, so that when we walked through the gallery later we could see how each person answered the question.
We also got a tour of the school's campus and even got to watch some fourth graders in action during their music class (it was rather adorable, I must say). Hopefully I am able to make it to some of the school's sporting and performing arts events this year, because I hear they are pretty good. Our last stop was at the media center where Carrie and I got our official school badges and lanyards. I think they are just the coolest things ever; mine makes me feel very teacher-y :)
So now I am back to planning. As we talked today, it kind of all hit me at once that this internship is for real and that in 5 days we are taking over the education of our 11th graders for 9 weeks. Yikes! There is so much to plan for so that we are prepared, but this is why we have a supervising teacher. Thank goodness for ProTeach. I would probably be going crazy right now if I had not gone through this graduate program.
We also got a tour of the school's campus and even got to watch some fourth graders in action during their music class (it was rather adorable, I must say). Hopefully I am able to make it to some of the school's sporting and performing arts events this year, because I hear they are pretty good. Our last stop was at the media center where Carrie and I got our official school badges and lanyards. I think they are just the coolest things ever; mine makes me feel very teacher-y :)
So now I am back to planning. As we talked today, it kind of all hit me at once that this internship is for real and that in 5 days we are taking over the education of our 11th graders for 9 weeks. Yikes! There is so much to plan for so that we are prepared, but this is why we have a supervising teacher. Thank goodness for ProTeach. I would probably be going crazy right now if I had not gone through this graduate program.
Wednesday, January 20, 2010
Day 2 - "Ms. St. George"
Day two went very well. Periods 4 and 5 have fewer students in them, so they actually noticed (unlike 1st period, which didn't seem to care) that Carrie and I were there, were happy to see us, and actively solicited our help during class. It's really weird (and intimidating in a "grown-up" way) being called "Ms. St. George," but I will admit that I was pretty excited the first time a student said it today :)
It was an easy day very much like yesterday. Since we are on a block schedule it takes us two days to see all of the students, so the lesson plan for yesterday and today was the same. The students have been reviewing for a test they are taking tomorrow and Friday, so Carrie and I will probably spend the rest of the week planning, planning, and planning, for next week!
It was an easy day very much like yesterday. Since we are on a block schedule it takes us two days to see all of the students, so the lesson plan for yesterday and today was the same. The students have been reviewing for a test they are taking tomorrow and Friday, so Carrie and I will probably spend the rest of the week planning, planning, and planning, for next week!
Tuesday, January 19, 2010
Day 1- Lots of Questions!
The first day of the internship went smoothly and was pretty uneventful. Carrie and I (Carrie is my internship partner) got to school this morning and went to our supervising teacher's classroom. I spent 3 weeks in his classroom back in September and October and one week in December, and he was very happy to see that he had not scared us out of coming back for the full time internship.
The school we are at works on a block schedule so today we saw period 1 (Regular American History) and period 2 (AP American History). 3rd period is planning time, so we ate a little lunch and asked our supervising teacher a ton of questions: When do you want us to take over the regular classes? How much should we hope to teach in the next 9 weeks? How do you want us to keep grades? Can we use the copy machine? It was a long list...
But to answer some of those questions, next Tuesday is the REALLY big day. The new semester is going to be starting and we are taking advantage of that time of transition to take over the instruction of the regular American History classes. So what does that mean for Carrie and I? We will be spending this week figuring out how we want to structure our classroom and planning lessons for the next chapter, which will probably take 2 weeks to cover. American History is taking us westward as the United States expand into the territory beyond the Mississippi River. (This is the part of US History that I haven't studied for about 8 years, so this is going to be a learning experience for both myself and the students!).
I have class tonight and then it is back to the classroom tomorrow to see periods 4 and 5!
The school we are at works on a block schedule so today we saw period 1 (Regular American History) and period 2 (AP American History). 3rd period is planning time, so we ate a little lunch and asked our supervising teacher a ton of questions: When do you want us to take over the regular classes? How much should we hope to teach in the next 9 weeks? How do you want us to keep grades? Can we use the copy machine? It was a long list...
But to answer some of those questions, next Tuesday is the REALLY big day. The new semester is going to be starting and we are taking advantage of that time of transition to take over the instruction of the regular American History classes. So what does that mean for Carrie and I? We will be spending this week figuring out how we want to structure our classroom and planning lessons for the next chapter, which will probably take 2 weeks to cover. American History is taking us westward as the United States expand into the territory beyond the Mississippi River. (This is the part of US History that I haven't studied for about 8 years, so this is going to be a learning experience for both myself and the students!).
I have class tonight and then it is back to the classroom tomorrow to see periods 4 and 5!
Monday, January 18, 2010
Tomorrow is the Big Day!
On January 19, 2010 I will begin what is sure to be one of the most challenging and rewarding experiences of my life. I am going to start an internship as a student teacher that will last until March 29- that's 10 weeks! My partner and I will be teaching in an 11th grade American History class and we plan on rocking at it. In this first week we plan to ease into things, getting to know the students a little better, and figuring out exactly when we will be taking over the class. We should get a good 9 weeks or so of being in charge of things- I really can't believe they are letting us be responsible for the education of these students when we are still students ourselves!
The coolest thing about this experience is the safety of the internship environment. Under the guidance of our supervising teacher we have the freedom to try out whatever we want with the students. We can be brave when it comes to planning lessons and activities for the students and I am really excited to get going. The only thing I am not thrilled about is the early wake up time, but I knew what I was signing up for, so I will get used to it.
Hopefully my sanity will remain mostly intact and I will be able to update this blog regularly- follow my adventure as a student-teacher!
The coolest thing about this experience is the safety of the internship environment. Under the guidance of our supervising teacher we have the freedom to try out whatever we want with the students. We can be brave when it comes to planning lessons and activities for the students and I am really excited to get going. The only thing I am not thrilled about is the early wake up time, but I knew what I was signing up for, so I will get used to it.
Hopefully my sanity will remain mostly intact and I will be able to update this blog regularly- follow my adventure as a student-teacher!
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