Well, if there is one thing I've learned from being a part of parent/teacher conferences is I MUST FIND MY CHI (sp?) BEFORE I DO THIS!
This was a great learning experience. For the longest times I always shrugged off parents as separate "things" that float in and out every once in a while. I was wrong.
Now, I met some very lovely parents who were supportive and fabulous. I had to tell one set of parents that their son was caught cheating on a quiz, and I was afraid they were going to blow up. Thankfully, they gave me all the more support and we worked out a plan to help their son improve in class. (I was afraid that if I said somethign too harsh they would go home and kick his ass...I do wonder about that sometimes with parents)
However there was this one mother.....
I have a senior in 5th period named Trevor. Now, Trevor hates reading...hates writing.... and hates, and I mean HATES to stay awake. He literally, will not stay awake 60% of my class. Trevor also has a 46% in the class and needs a 70% to pass English and graduate- let me reiterate that there are 27 days until they graduate.
Now, back to this kid's mother. His mother came in saying "well, Trevor really hates to read and he gets distracted. Maybe if he could be in a quiet place...blah blah blah."
I said "Look, we do all the work in class, and I read most of Animal Farm TO THEM. We also had review questions that we filled out after EVERY chapter."
After this, Trevor's mother replied "Well, he is just so tired. He stays up until 2 a.m. playing video games and justteh other night he was at a girl's house until 11:00" - Mind you, she was not complaining about Trevor, but using this as an excuse. I SSSOOO wanted to say, "staying up all night is a CHOICE. Why aren't you being a parent?"
Of course, that is what I thought. I would never say anything like that, (I hope)but it is seriously frustrating when students are given NO responsibility/accountability. Did anyone else have any issues/complaints with parents who honestly just don't "get it"??!!
Friday, April 23, 2010
Last Observation with Dr. Mortimore
On Wednesday, Dr. Mortimore made her final observation of my class... my second period freshman-- the class I love so much. (Don't get me wrong, I love ALL of my classes-- but this class is especially motivated and fun!)
For this lesson, I wanted to implement writing, but also give the reigns to my students. I feel that I sometimes struggle greatly with control. In order to test myself, I borrowed a literature circle activity from Courtney and had students take it home to work on for homework. Since we were reading a VERY thought provoking part of the novel, I had students go home the night before and formulate two thought provoking questions and take one interesting/confusing/beautiful quote from the novel. Then, students were expected to come prepared for a class discussion in which THEY directed the discussion; I simply mediated when needed. This was a gamble- I don't say a BIG gamble because my students are so fabulous. However this activity was a gamble in the sense that I had never tried anything like this before and with an acitivity like this, you never really know what will happen.
As if I had any doubts... the discussion went well! Dr. Mortimore and I both realize this is a great class, and we brainstormed ways to implement this same activity in a class that might need more structure. I am totally open to the idea.
To switch gears, a lot of the discussion was based around pain which then lead into their writing assignment. You all may have remembered this acitvity before in Carlisle, but it was the "painful memory prompt" with sensory detail. To be clear, this piece could be about a physical or emotional pain; whatever the students felt comfortable sharing. Students were a little grumbly at first, but after I read my own personal memory...well...Dr. Mortimore said I had them hooked! I simply wanted to give them the knowledge that they were safe and perhaps give some of them that little bit of confidence to write more personally if they were "thinking about it".
As I've been readinf their prompts, I get more and MORE amazed by them. I am really going to be sad when I leave. I feel like my haert is breaking already.
For this lesson, I wanted to implement writing, but also give the reigns to my students. I feel that I sometimes struggle greatly with control. In order to test myself, I borrowed a literature circle activity from Courtney and had students take it home to work on for homework. Since we were reading a VERY thought provoking part of the novel, I had students go home the night before and formulate two thought provoking questions and take one interesting/confusing/beautiful quote from the novel. Then, students were expected to come prepared for a class discussion in which THEY directed the discussion; I simply mediated when needed. This was a gamble- I don't say a BIG gamble because my students are so fabulous. However this activity was a gamble in the sense that I had never tried anything like this before and with an acitivity like this, you never really know what will happen.
As if I had any doubts... the discussion went well! Dr. Mortimore and I both realize this is a great class, and we brainstormed ways to implement this same activity in a class that might need more structure. I am totally open to the idea.
To switch gears, a lot of the discussion was based around pain which then lead into their writing assignment. You all may have remembered this acitvity before in Carlisle, but it was the "painful memory prompt" with sensory detail. To be clear, this piece could be about a physical or emotional pain; whatever the students felt comfortable sharing. Students were a little grumbly at first, but after I read my own personal memory...well...Dr. Mortimore said I had them hooked! I simply wanted to give them the knowledge that they were safe and perhaps give some of them that little bit of confidence to write more personally if they were "thinking about it".
As I've been readinf their prompts, I get more and MORE amazed by them. I am really going to be sad when I leave. I feel like my haert is breaking already.
Saturday, April 17, 2010
This made me cry....
I have fabulous students, and a lot of them have emotional baggage. I have students who are recovering drug addicts, products of broken homes, students with anger management issues, and rape victims. I know... what a hat full. I wanted to share a story with you guys that makes me want to be a teacher and provide a safe classroom community for my students.
In my senior class, I have a student named Kaylee. Kaylee has struggled with drugs and alcohol for some time. Despite her issues and reputation, Kaylee is one of my most engaged students and has some of the most insightful things to say during discussion. This week, Kaylee shared an occasional paper about the funeral she went to. Let me preface this by saying a student at Big Spring, Jake, was killed in a car accident. Kaylee went to his service and had this to report to the class.
With me at the front of the room, she said she went to the funeral and admitted that she was surprised what the service was like...people were not crying, but smiling because they wanted to celebrate Jake's life. She said how she was afraid that if she died today, she wouldn't go to heaven. In fact, she stated that she died today, she doesn't think anyone would have anything good to say about her. In front of the class, she said she "made a promise to myself to be better to my body... I want to stop doing drugs and drinking because I realize how fragile life is." This made me tear up, and the class say my vulnerability…and that was okay.
Her classmates were very respectful, and gave a spirited round of applause after she was finished.
Granted, I know this blog has nothing to do with my instruction, but I think it is so important to share this with you all. Sometimes we forget in the midst of all the standards, lesson plans, and administrative bullshit that we are teaching human beings with complex pasts and layers.
I feel so blessed to be getting into this field because I want my students to feel safe enough to bear a shred of their soul and possible mature a little while in my class. I want my classroom to be a safe haven. I want my classroom to feel like a home—and my students feel like a family.
It made me feel good that Kaylee was comfortable enough with me being there to share this personal paper. It is times like these that I love being a teacher.
In my senior class, I have a student named Kaylee. Kaylee has struggled with drugs and alcohol for some time. Despite her issues and reputation, Kaylee is one of my most engaged students and has some of the most insightful things to say during discussion. This week, Kaylee shared an occasional paper about the funeral she went to. Let me preface this by saying a student at Big Spring, Jake, was killed in a car accident. Kaylee went to his service and had this to report to the class.
With me at the front of the room, she said she went to the funeral and admitted that she was surprised what the service was like...people were not crying, but smiling because they wanted to celebrate Jake's life. She said how she was afraid that if she died today, she wouldn't go to heaven. In fact, she stated that she died today, she doesn't think anyone would have anything good to say about her. In front of the class, she said she "made a promise to myself to be better to my body... I want to stop doing drugs and drinking because I realize how fragile life is." This made me tear up, and the class say my vulnerability…and that was okay.
Her classmates were very respectful, and gave a spirited round of applause after she was finished.
Granted, I know this blog has nothing to do with my instruction, but I think it is so important to share this with you all. Sometimes we forget in the midst of all the standards, lesson plans, and administrative bullshit that we are teaching human beings with complex pasts and layers.
I feel so blessed to be getting into this field because I want my students to feel safe enough to bear a shred of their soul and possible mature a little while in my class. I want my classroom to be a safe haven. I want my classroom to feel like a home—and my students feel like a family.
It made me feel good that Kaylee was comfortable enough with me being there to share this personal paper. It is times like these that I love being a teacher.
Tuesday, April 13, 2010
What I need to work on....
Hey everyone! I know I wrote about my observation, but I also needed to include another blog so here it is! I have had such a fantastic week; I feel as if I can getting closer to my kids more and more. I walk into Big Spring with confidence and I feel so natural in front of my freshman and seniors.
If I had to pick one thing to work on for the rest of this placement, I would have to say my senior class's engagement level. During 5th block, there are times when I am satisfied with my lesson plans. However there are some days when I know my seniors are not nearly as engaged as they could be; during these days we do vocab, S.S.R, senior memory books etc. Granted, my students are older and at times prefer individual work time, but there are times that I think to himself "hm...I feel like I should be doing something more with them..." Have any of you ever felt that way?
We are 3/4 of the way through Animal Farm, and let me tell you, my seniors do not like it very much. I remember reading this book in 9th grade, so I wonder if Animal Farm might be a little too easy for some of my Academic level students. Granted, Animal Farm teaches some amazing and universal lessons, but the text itself is a bit of any easy read and some of my students have voiced their frustration with how "easy" the book seems. Plus, some of my students have already read this novel in history class and know all the allusions and symbolism. At times I find it difficult to address all kinds of students- meaning, the ones who are obviously accelerated and those who are either "right with me" or a little behind. To combat this, I try to get my students to work in partners and pair up with different ability levels.
My freshman have just started The Giver and they love it! The freshman at Big Spring High School are so incredibly different from my students at Carlisle High School. At Carlisle, I could NOT get my students to read The Giver at all. However at Big Spring, my kids are reading ahead and I have to keep up with THEM! It is a totally different situation than what I am used to. Another huge difference between my students at Big Spring and Carlisle is that my students at Big Spring facilitate most of the class discussion. I love it! Granted, I still gauge the discussion and throw statements and questions into the mix, but my freshman students are so incredibly mature and still excited about class.
If I had to pick one thing to work on for the rest of this placement, I would have to say my senior class's engagement level. During 5th block, there are times when I am satisfied with my lesson plans. However there are some days when I know my seniors are not nearly as engaged as they could be; during these days we do vocab, S.S.R, senior memory books etc. Granted, my students are older and at times prefer individual work time, but there are times that I think to himself "hm...I feel like I should be doing something more with them..." Have any of you ever felt that way?
We are 3/4 of the way through Animal Farm, and let me tell you, my seniors do not like it very much. I remember reading this book in 9th grade, so I wonder if Animal Farm might be a little too easy for some of my Academic level students. Granted, Animal Farm teaches some amazing and universal lessons, but the text itself is a bit of any easy read and some of my students have voiced their frustration with how "easy" the book seems. Plus, some of my students have already read this novel in history class and know all the allusions and symbolism. At times I find it difficult to address all kinds of students- meaning, the ones who are obviously accelerated and those who are either "right with me" or a little behind. To combat this, I try to get my students to work in partners and pair up with different ability levels.
My freshman have just started The Giver and they love it! The freshman at Big Spring High School are so incredibly different from my students at Carlisle High School. At Carlisle, I could NOT get my students to read The Giver at all. However at Big Spring, my kids are reading ahead and I have to keep up with THEM! It is a totally different situation than what I am used to. Another huge difference between my students at Big Spring and Carlisle is that my students at Big Spring facilitate most of the class discussion. I love it! Granted, I still gauge the discussion and throw statements and questions into the mix, but my freshman students are so incredibly mature and still excited about class.
Friday, April 9, 2010
Taking Over the Freshman.... with Dr. Mortimore Watching
On Wednesday, Dr. Mortimore came to Big Spring to observe me. What was interesting about this day was that Dr. Mortimore was going to observe the FIRST day I took over my freshman. (up until now, I was only responsible for 5th block seniors). Now, some of you might be thinking "Oh my god, how nerve racking"- being that I never taught these kids by myself before. But lucky for me, I couldn't have asked for a sweeter more polite freshman class. On that note, I have absolutely NO classroom management issues! The freshman at Big Spring and the freshman at Carlisle are two totally different creatures. To be honest, it is really nice having such a pleasant experience to end my college career on. I digress, the lesson Dr. Mortimore observed was my launch lesson to The Giver.
In this lesson, we have our typical bell ringer: journaling, scribe notes, and sharing occasional papers. Afterward, I used the Smart Board to give my students a very brief book chat where I introduced the author as Lois Lowry, and gave a brief explanation of her life and accomplishments. I also told my class the name of the main character and how he lives in what is “supposed” to be a “perfect” society, or UTOPIA.
Next, we got into a kinesthetic activity called “Toe the Line, Take a Stand” (for those of you who saw me at Exhibition Day, this is one of my seasoned activities… it has GREAT results !) As a recap, I set up signs around the room that said “Strongly Disagree”, “Strongly Agree”, “Unsure”, and “Can see Both Sides”. As the instructor, I would read aloud a statement that had to do with the concept of a perfect society (i.e. Life would be better if there was no pain of any kind). Students then had to choose an opinion, and then I called out students to defend their position. There was polite debate and articulate conversation.
Afterwards, I had the class define Utopia, and then finish the sentence in a small writing prompt, “In a perfect world…..”. After sharing, students were given the remaining time in class to create their own Utopia and construct a “Travel Ad Poster”- You guys wouldn’t believe the creativity I received! These ads were fabulous! (And the students really seemed to enjoy this creative outlet.
Usually, I would always say something bad about my lesson or my classroom management, but in all honesty, I am so happy with how everything went. The atmosphere of Ms. Moore’s class (and now mine) is so relaxed, respectful and fun.
After assessing the projects, I feel that my students really “GOT IT!” YAY!
In this lesson, we have our typical bell ringer: journaling, scribe notes, and sharing occasional papers. Afterward, I used the Smart Board to give my students a very brief book chat where I introduced the author as Lois Lowry, and gave a brief explanation of her life and accomplishments. I also told my class the name of the main character and how he lives in what is “supposed” to be a “perfect” society, or UTOPIA.
Next, we got into a kinesthetic activity called “Toe the Line, Take a Stand” (for those of you who saw me at Exhibition Day, this is one of my seasoned activities… it has GREAT results !) As a recap, I set up signs around the room that said “Strongly Disagree”, “Strongly Agree”, “Unsure”, and “Can see Both Sides”. As the instructor, I would read aloud a statement that had to do with the concept of a perfect society (i.e. Life would be better if there was no pain of any kind). Students then had to choose an opinion, and then I called out students to defend their position. There was polite debate and articulate conversation.
Afterwards, I had the class define Utopia, and then finish the sentence in a small writing prompt, “In a perfect world…..”. After sharing, students were given the remaining time in class to create their own Utopia and construct a “Travel Ad Poster”- You guys wouldn’t believe the creativity I received! These ads were fabulous! (And the students really seemed to enjoy this creative outlet.
Usually, I would always say something bad about my lesson or my classroom management, but in all honesty, I am so happy with how everything went. The atmosphere of Ms. Moore’s class (and now mine) is so relaxed, respectful and fun.
After assessing the projects, I feel that my students really “GOT IT!” YAY!
Monday, April 5, 2010
Last Week
Yikes! sorry everyone for the "late" post... I guess this is what I get for not saving my blog! Arg, technology!
This week I've been really getting into Animal Farm with my seniors. It has been a challenge to get them engaged with the novel. My launch lesson was very strong, but I feel as if my following lessons have been only mediocre. I don't know about you guys, but it makes me so nervous when my students look at me with a blank stare; in other words, it really scares me when they "don't get it". Sometimes I feel so stupid, or like I'm failing as a teacher. But then, I simply try to regroup and remember, I'm okay, and let's regroup.
On a more positive note, there are so many things that my co op does in her classroom that I want to include in my own classroom someday. For one, every morning there is a routine (that I've kept up with as well). First, students write about a random journal entry and share as a class, then there are scribe notes, followed by occasion papers.
Scribe notes are when one designated student (they are on a revolving schedule) takes "fun notes" about what happened yesterday during class. Ususally students take notes on what they did in class and what outrageous things were said yesterday (and trust me, they can be pretty crazy!) The cool thing about this is that the students have to showcase the notes they took in a creative way; weather forecast, original poem, diorama, puppet show; the sky is the limit! It amazes me how creative these students can be.
An occasion paper is when a student writes a paper about anything and reads it to the class. Every student is required to write at least 2 per semester and there is no designated length. These papers range from hilarious situations to serious, somber events; I never kno what my students are going to share and I think that's amazing!
Well, I start taking over my freshman this week and we are doing The Giver! (yay!) Wish me luck- Happy 4th Week!!!
This week I've been really getting into Animal Farm with my seniors. It has been a challenge to get them engaged with the novel. My launch lesson was very strong, but I feel as if my following lessons have been only mediocre. I don't know about you guys, but it makes me so nervous when my students look at me with a blank stare; in other words, it really scares me when they "don't get it". Sometimes I feel so stupid, or like I'm failing as a teacher. But then, I simply try to regroup and remember, I'm okay, and let's regroup.
On a more positive note, there are so many things that my co op does in her classroom that I want to include in my own classroom someday. For one, every morning there is a routine (that I've kept up with as well). First, students write about a random journal entry and share as a class, then there are scribe notes, followed by occasion papers.
Scribe notes are when one designated student (they are on a revolving schedule) takes "fun notes" about what happened yesterday during class. Ususally students take notes on what they did in class and what outrageous things were said yesterday (and trust me, they can be pretty crazy!) The cool thing about this is that the students have to showcase the notes they took in a creative way; weather forecast, original poem, diorama, puppet show; the sky is the limit! It amazes me how creative these students can be.
An occasion paper is when a student writes a paper about anything and reads it to the class. Every student is required to write at least 2 per semester and there is no designated length. These papers range from hilarious situations to serious, somber events; I never kno what my students are going to share and I think that's amazing!
Well, I start taking over my freshman this week and we are doing The Giver! (yay!) Wish me luck- Happy 4th Week!!!
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