December 7, 2007
The highlight of this week was doing our first group projects in the Earth Science classes. We are studying minerals, and I let each group chose an object we use everyday in order to research the minerals used to make that item and create a poster they would present to the class. For the most part, they seemed excited to do something hands-on and showed dedication to fulfilling the tasks. It also gave us our first opportunity to use a computer lab (which wasn't without it's challenges).
I was very specific with the amount of time they would be given for each step (research/assembly/presentation/final product) and how they would be graded accordingly. However, I underestimated how much time they would need for creating the posters, so the whole project ended up taking an entire week. I was really proud with the outcomes of some of the more dedicated groups and posted the best ones for display in the classroom. They all responded with enthusiasm when I asked if they liked the project and whether they understand minerals a little better. Getting the kids involved in activities always seems to be an effective and memorable learning experience. It just seems to take a considerable amount of time, and we only have 14 weeks left until the state tests!
I'll see about posting pictures of the posters sometime soon. Stay tuned!
Sunday, December 9, 2007
Sunday, December 2, 2007
25 weeks... no, make that 15
December 1, 2007
Before the break, I was striving to meet with a couple fellow science teachers so I could get a better sense of what I need to accomplish and how to pace my classes for the rest of the year. We weren't able to coordinate it until the day after break, though, so I've still been teaching and planning day-to-day. Looking at our calendar, not including breaks and holidays, it appeared I had 25 weeks left and 24 chapters in our text. It seemed practical - spending 1 week per chapter, but they just informed me in our meeting that there is a state exam in April for which my students basically need to know EVERYTHING to answer questions in every content area. That only leaves me 16 weeks!!!
Fortunately, as a first year teacher who started a quarter through the year, they said nobody expects me to finish in time. That takes some pressure off, but I still feel it's unfortunate for the students who are not learning as much and will be penalized on their grades for something beyond their control. On the other hand, I'm still struggling to pull back the reins on the three classes that were on the loose before I started. Some of my strategies have worked for most of each class, but there are still the few who refuse to do what I ask and have no fear of consequences. I took the time to call a few parents this past week, but the mother of the one I was most concerned about said she gets the same response from all her teachers.
So what do you do when the parents have completely given up and offer no support? The natural reaction for teachers is to get stricter and meaner the more students misbehave and disrespect their authority. Even the Principal and Vice Principals I have spoken with say I shouldn't lighten up - I just need to follow protocol and continue to file reports and referrals when necessary. But somewhere deep inside, I feel like there is a possibility of winning them over by showing I care and that I am there for them. I know it requires more "tough love", and I have to work harder to not let them get away with things. I'm just willing to put a ton more energy toward that style than to pretend to be someone I'm not. Does this make sense? I hope somebody will stop me if I'm about to make a terrible mistake...
Before the break, I was striving to meet with a couple fellow science teachers so I could get a better sense of what I need to accomplish and how to pace my classes for the rest of the year. We weren't able to coordinate it until the day after break, though, so I've still been teaching and planning day-to-day. Looking at our calendar, not including breaks and holidays, it appeared I had 25 weeks left and 24 chapters in our text. It seemed practical - spending 1 week per chapter, but they just informed me in our meeting that there is a state exam in April for which my students basically need to know EVERYTHING to answer questions in every content area. That only leaves me 16 weeks!!!
Fortunately, as a first year teacher who started a quarter through the year, they said nobody expects me to finish in time. That takes some pressure off, but I still feel it's unfortunate for the students who are not learning as much and will be penalized on their grades for something beyond their control. On the other hand, I'm still struggling to pull back the reins on the three classes that were on the loose before I started. Some of my strategies have worked for most of each class, but there are still the few who refuse to do what I ask and have no fear of consequences. I took the time to call a few parents this past week, but the mother of the one I was most concerned about said she gets the same response from all her teachers.
So what do you do when the parents have completely given up and offer no support? The natural reaction for teachers is to get stricter and meaner the more students misbehave and disrespect their authority. Even the Principal and Vice Principals I have spoken with say I shouldn't lighten up - I just need to follow protocol and continue to file reports and referrals when necessary. But somewhere deep inside, I feel like there is a possibility of winning them over by showing I care and that I am there for them. I know it requires more "tough love", and I have to work harder to not let them get away with things. I'm just willing to put a ton more energy toward that style than to pretend to be someone I'm not. Does this make sense? I hope somebody will stop me if I'm about to make a terrible mistake...
Sunday, November 18, 2007
Thanksgiving
November 18, 2007
Wow, a whole week off! Now that's a reason to give thanks for the holiday. I still have restless dreams filled with teaching anxiety and wake up at 6:00 a.m. - my mind racing with all the things I need to get done which makes it impossible to sleep in on these days I have off. It's different, too, while my wife and daughter are away. She's been on the road for the past week with her Celtic band. So, without the incentive of someone to come home to, I find myself staying later at school and going to bed later at night. I do get more work done, but I know I need to look after my well-being.
Speaking of Thanksgiving, I am so grateful for all the support from my friends and family. Your encouragement and reassurance that I am doing the right thing is immensely uplifting and empowering. There is so much uncertainty in teaching and yet so much that is expected of my performance, it's easy to feel like I "carry the weight of the world on my shoulders". Every morning, Kathy wakes up just enough to give me a hug and say, "One day at a time", and sometimes she'll send me text messages while I'm teaching with words of endearment or humor that can have a profound affect on my attitude and presence.
When we parted ways last Monday for this week-and-a-half apart, I felt more emotional than I have for a long time. Partly because I'll be missing my wife and daughter, but it also occurred to me just how much I've depended on their love and support to get me through this challenging time in life. I don't know if or how I could survive this experience without them. I feel like an egg sometimes. I know I have a "soft" heart and feel sensitive inside, but it requires a very hard shell to protect myself in front of all the students who will take advantage of any weakness they find in a teacher. They definitely try to push one's buttons and test my limits, but once I "crack", it's all over.
Well, I better make use of my time now. So, here's to wishing you all a Happy Thanksgiving along with ladles full of my gratitude for all the ways each of you has reached out and offered support to people like me in times of need and uncertai
nty - with many happy returns.
Gobble Gobble!
Wow, a whole week off! Now that's a reason to give thanks for the holiday. I still have restless dreams filled with teaching anxiety and wake up at 6:00 a.m. - my mind racing with all the things I need to get done which makes it impossible to sleep in on these days I have off. It's different, too, while my wife and daughter are away. She's been on the road for the past week with her Celtic band. So, without the incentive of someone to come home to, I find myself staying later at school and going to bed later at night. I do get more work done, but I know I need to look after my well-being.
Speaking of Thanksgiving, I am so grateful for all the support from my friends and family. Your encouragement and reassurance that I am doing the right thing is immensely uplifting and empowering. There is so much uncertainty in teaching and yet so much that is expected of my performance, it's easy to feel like I "carry the weight of the world on my shoulders". Every morning, Kathy wakes up just enough to give me a hug and say, "One day at a time", and sometimes she'll send me text messages while I'm teaching with words of endearment or humor that can have a profound affect on my attitude and presence.
When we parted ways last Monday for this week-and-a-half apart, I felt more emotional than I have for a long time. Partly because I'll be missing my wife and daughter, but it also occurred to me just how much I've depended on their love and support to get me through this challenging time in life. I don't know if or how I could survive this experience without them. I feel like an egg sometimes. I know I have a "soft" heart and feel sensitive inside, but it requires a very hard shell to protect myself in front of all the students who will take advantage of any weakness they find in a teacher. They definitely try to push one's buttons and test my limits, but once I "crack", it's all over.
Well, I better make use of my time now. So, here's to wishing you all a Happy Thanksgiving along with ladles full of my gratitude for all the ways each of you has reached out and offered support to people like me in times of need and uncertai
nty - with many happy returns.Gobble Gobble!
Sunday, November 11, 2007
Two Weeks
November 9, 2007
Well, I'm still surviving one day at a time, but most things are running smoothly so far. I'm fortunate to have an especially supportive department that meets every day during lunch to share ideas on lessons and strategies for classroom management. My teaching coach meets with me for an hour each week and is really knows his stuff. There are so many technicalities/legal details to know about teaching as well as diplomatic ways of relating with students and parents, I feel like he may as well be my lawyer and confidential sounding-board. So, no matter how overwhelmed, stressed or disillusioned I may get, it's reassuring to know I'm not alone.
That said, I am still struggling to pull in the reins on these classes that have been running wild since the beginning of the year. I'm gaining respect and appreciation from those who obviously want to learn, but there's always that challenge of engaging those who could care less about science or school all together. They seem to do all they can to prevent a teacher from conducting the class so that they don't have to do any work. Looking at their grades for the first quarter, though, it's obviously affecting them personally. Every day, I've tried a different strategy to get their attention, make lessons more dynamic, and impose more consequences or rewards for their behavior.
At the end of the first week, I took a seat and let out an enormous sigh. I opened the blinds next to my desk (which are usually closed to prevent distractions to students) and found a beautiful scene before me. My room is on the edge of campus, looking across a grassy field and a stream that runs perpendicular to the building. A great white heron was perched on the bridge across the stream, and the setting sun was illuminating the majestic Mount Diablo in the near distance. According to a sign at the summit, it is possible to view the second greatest surface area seen from any peak in the world, exceeded only by the 19,340 foot (5,895 m) Mount Kilimanjaro in Africa. Nice conversation piece for Earth Science.
I suddenly felt filled with peace and purpose that I haven't found in any other position since I left Mammoth Lakes 8 years ago. Finding this teaching opportunity feels like a spiritual connection - one that was created just for me and that I was guided to apply for just at the right moment. After all the years I talked about wanting to become a teacher and throughout the process of earning my masters, there was always a certain doubt whether it would actually happen. It wasn't until this very moment that I was struck with such excitement and disbelief, realizing I finally made it!
Well, I'm still surviving one day at a time, but most things are running smoothly so far. I'm fortunate to have an especially supportive department that meets every day during lunch to share ideas on lessons and strategies for classroom management. My teaching coach meets with me for an hour each week and is really knows his stuff. There are so many technicalities/legal details to know about teaching as well as diplomatic ways of relating with students and parents, I feel like he may as well be my lawyer and confidential sounding-board. So, no matter how overwhelmed, stressed or disillusioned I may get, it's reassuring to know I'm not alone.
That said, I am still struggling to pull in the reins on these classes that have been running wild since the beginning of the year. I'm gaining respect and appreciation from those who obviously want to learn, but there's always that challenge of engaging those who could care less about science or school all together. They seem to do all they can to prevent a teacher from conducting the class so that they don't have to do any work. Looking at their grades for the first quarter, though, it's obviously affecting them personally. Every day, I've tried a different strategy to get their attention, make lessons more dynamic, and impose more consequences or rewards for their behavior.
At the end of the first week, I took a seat and let out an enormous sigh. I opened the blinds next to my desk (which are usually closed to prevent distractions to students) and found a beautiful scene before me. My room is on the edge of campus, looking across a grassy field and a stream that runs perpendicular to the building. A great white heron was perched on the bridge across the stream, and the setting sun was illuminating the majestic Mount Diablo in the near distance. According to a sign at the summit, it is possible to view the second greatest surface area seen from any peak in the world, exceeded only by the 19,340 foot (5,895 m) Mount Kilimanjaro in Africa. Nice conversation piece for Earth Science.
I suddenly felt filled with peace and purpose that I haven't found in any other position since I left Mammoth Lakes 8 years ago. Finding this teaching opportunity feels like a spiritual connection - one that was created just for me and that I was guided to apply for just at the right moment. After all the years I talked about wanting to become a teacher and throughout the process of earning my masters, there was always a certain doubt whether it would actually happen. It wasn't until this very moment that I was struck with such excitement and disbelief, realizing I finally made it!
Tuesday, October 30, 2007
Barely Breathing
October 31, 2007
I apologize to those of you who have been waiting for an instant report after my first day of teaching. There's so much to do (even now) that I barely have time to eat. Now I have survived two days and I'm going back for more! I teach over 100 kids every day- divided among 5 different classes, mostly freshmen and all very wound up. They're good kids... they've just been lacking proper guidance and management for the past month.
I feel like I'm in an episode of Quantum Leap where I've been dropped into a potentially dangerous situation, and I have to figure out what happened and fix it real quick before an impending disaster occurs. This MUST be harder that starting fresh at the beginning of a year - trying to figure out where the previous teacher left off, get to know the students and learn all the school's systems as fast as possible. I can barely manage to pull together enough activities for the next day before I hit my mandatory bed time. That's one thing I won't compromise, however, the past couple night have been so riddled with dreams of being unprepared for school and being caught in desperate moments that I wake up in a sweat every couple hours.
I leave before Savannah wakes up and get home just before her bed time. It's making me sad to realize how much less quality time I'll have with her and Kathy. My commute is wonderful, though. I took my bike on BART (our mass-transit train) which dropped me off within a couple miles of the school. From there, I discovered a smooth, scenic hike/bike trail that follows a canal directly to the school. It was so beautiful and refreshing as the sun came up, and I was amazed by the number of people getting out that early to exercise!
Well, that's it for now. I gotta get to my preparations! I'll write in more detail when I can spare the time. I really appreciate the good thoughts from those of you who responded to my last posting. Thank you!
I apologize to those of you who have been waiting for an instant report after my first day of teaching. There's so much to do (even now) that I barely have time to eat. Now I have survived two days and I'm going back for more! I teach over 100 kids every day- divided among 5 different classes, mostly freshmen and all very wound up. They're good kids... they've just been lacking proper guidance and management for the past month.
I feel like I'm in an episode of Quantum Leap where I've been dropped into a potentially dangerous situation, and I have to figure out what happened and fix it real quick before an impending disaster occurs. This MUST be harder that starting fresh at the beginning of a year - trying to figure out where the previous teacher left off, get to know the students and learn all the school's systems as fast as possible. I can barely manage to pull together enough activities for the next day before I hit my mandatory bed time. That's one thing I won't compromise, however, the past couple night have been so riddled with dreams of being unprepared for school and being caught in desperate moments that I wake up in a sweat every couple hours.
I leave before Savannah wakes up and get home just before her bed time. It's making me sad to realize how much less quality time I'll have with her and Kathy. My commute is wonderful, though. I took my bike on BART (our mass-transit train) which dropped me off within a couple miles of the school. From there, I discovered a smooth, scenic hike/bike trail that follows a canal directly to the school. It was so beautiful and refreshing as the sun came up, and I was amazed by the number of people getting out that early to exercise!
Well, that's it for now. I gotta get to my preparations! I'll write in more detail when I can spare the time. I really appreciate the good thoughts from those of you who responded to my last posting. Thank you!
Thursday, October 25, 2007
A New Beginning
October 26, 2007
It's official: I have been officially accepted as an Earth Science teacher at Ygnacio Valley High School!
After the current school year began, I started losing hope of finding a perfect position and thought I'd be a sub until next year. One evening, about two weeks ago, I just decided to check the web site where all public school positions are posted, and up popped one for Earth Science! I figured, why not? It never hurts to apply, right? Well, I received a call from the principal at Ygnacio Valley High the very next day. I guess she liked my cover letter. It turns out that a someone who was trying out teaching for the first time decided it was not for him, and the school was anxious to find a replacement.
We got into a lengthy conversation the following Sunday afternoon, at the end of which, the principal asked if I wanted the position. I was caught off-guard, expecting a more formal interview, but she seemed to believe I had what they were looking for. It didn't require a second thought on my part!
There are a number of positive aspects to accepting this position:
--> My day starts with a "prep" period, so I don't actually start teaching until 9:00a.m.
--> I get to teach one period of keyboarding/computer applications
--> The school is rated just low enough that I qualify for a significant tuition-repayment program
--> With a full-credential, I get to participate in a teacher-induction program with my own mentor
--> I get my own classroom!
So, I expect to start teaching next Monday which coincides with the beginning of a new quarter. I'm fairly nervous and know there is more preparation to do than I have time for, but the most important thing is to have infrastructure and classroom procedures/policies in place. I really hope to make a fresh start on the right foot with my students, even though it's not the beginning of the year.
I'd appreciate any good thoughts you can send my way... :)
It's official: I have been officially accepted as an Earth Science teacher at Ygnacio Valley High School!
After the current school year began, I started losing hope of finding a perfect position and thought I'd be a sub until next year. One evening, about two weeks ago, I just decided to check the web site where all public school positions are posted, and up popped one for Earth Science! I figured, why not? It never hurts to apply, right? Well, I received a call from the principal at Ygnacio Valley High the very next day. I guess she liked my cover letter. It turns out that a someone who was trying out teaching for the first time decided it was not for him, and the school was anxious to find a replacement.
We got into a lengthy conversation the following Sunday afternoon, at the end of which, the principal asked if I wanted the position. I was caught off-guard, expecting a more formal interview, but she seemed to believe I had what they were looking for. It didn't require a second thought on my part!
There are a number of positive aspects to accepting this position:
--> My day starts with a "prep" period, so I don't actually start teaching until 9:00a.m.
--> I get to teach one period of keyboarding/computer applications
--> The school is rated just low enough that I qualify for a significant tuition-repayment program
--> With a full-credential, I get to participate in a teacher-induction program with my own mentor
--> I get my own classroom!
So, I expect to start teaching next Monday which coincides with the beginning of a new quarter. I'm fairly nervous and know there is more preparation to do than I have time for, but the most important thing is to have infrastructure and classroom procedures/policies in place. I really hope to make a fresh start on the right foot with my students, even though it's not the beginning of the year.
I'd appreciate any good thoughts you can send my way... :)
Friday, May 4, 2007
Now, that wasn't so painful...
May 4, 2007
Well, it's finally over. 3 years of night classes, meetings and papers topped with 15 weeks of unpaid student teaching, and I am finally free from the University of Phoenix. A year ago, I thought it was a wasted effort and that I would never achieve the masters degree that at first appeared so easy to reach. I never anticipated how much it would affect my family. We made a lot of sacrifices, and it cost us significantly more than the U of P would tell you when signing up. I could spend hours ranting, but others have pretty well summed it up on this site.
I had to cram a lot of material in the last couple weeks of teaching as the students were preparing for STAR testing, but we saved the last day for fun and celebrations. I picked up several dozen donuts early in the morning, and our master teacher brought apples and orange juice. Guess what the kids liked more?
We played some games, took pictures, and I spoke about my upcoming trip to Africa.
My mom has spent the past 3 years helping set up a new school in Ethiopia and invited me to come make a video documentary about the progress there. I explained to the students that education is a highly-sought privilege in Africa. My mom's school can only enroll about 200 new students each year, but easily more than 2,000 show up to register. If only our American children could understand what a luxury it is for them to have free, convenient, directed education, they might actually respect their teachers and care more about their grades. Think?
I learned a lot during this experience: how essential it is to be prepared, to be constantly observant of the entire class, to discipline effectively, to keep accurate grades, to keep track of policies and agreements, and how to arrange for a healthy work-life balance. It's amazing how much can happen in just 4 months, and I can see how quickly it can become overwhelming for new teachers. I feel more confident and capable, though, in being able to take on teaching as a career if that is what my future holds.
On the other hand, I feel stronger about teaching at a higher level such as ROP or Community Colleges where people choose to be there rather than getting stuck in classes they don't like because it's the law. Perhaps, if I find a position teaching about technology (video/internet), I will find like-minded students who are anxious to learn. So that's all for now. I may decide to continue this blog if and when I continue teaching. Until then, thanks for reading!
-Master Sierra-
Well, it's finally over. 3 years of night classes, meetings and papers topped with 15 weeks of unpaid student teaching, and I am finally free from the University of Phoenix. A year ago, I thought it was a wasted effort and that I would never achieve the masters degree that at first appeared so easy to reach. I never anticipated how much it would affect my family. We made a lot of sacrifices, and it cost us significantly more than the U of P would tell you when signing up. I could spend hours ranting, but others have pretty well summed it up on this site.
I had to cram a lot of material in the last couple weeks of teaching as the students were preparing for STAR testing, but we saved the last day for fun and celebrations. I picked up several dozen donuts early in the morning, and our master teacher brought apples and orange juice. Guess what the kids liked more?
We played some games, took pictures, and I spoke about my upcoming trip to Africa.
My mom has spent the past 3 years helping set up a new school in Ethiopia and invited me to come make a video documentary about the progress there. I explained to the students that education is a highly-sought privilege in Africa. My mom's school can only enroll about 200 new students each year, but easily more than 2,000 show up to register. If only our American children could understand what a luxury it is for them to have free, convenient, directed education, they might actually respect their teachers and care more about their grades. Think?
I learned a lot during this experience: how essential it is to be prepared, to be constantly observant of the entire class, to discipline effectively, to keep accurate grades, to keep track of policies and agreements, and how to arrange for a healthy work-life balance. It's amazing how much can happen in just 4 months, and I can see how quickly it can become overwhelming for new teachers. I feel more confident and capable, though, in being able to take on teaching as a career if that is what my future holds.
On the other hand, I feel stronger about teaching at a higher level such as ROP or Community Colleges where people choose to be there rather than getting stuck in classes they don't like because it's the law. Perhaps, if I find a position teaching about technology (video/internet), I will find like-minded students who are anxious to learn. So that's all for now. I may decide to continue this blog if and when I continue teaching. Until then, thanks for reading!
-Master Sierra-
Thursday, April 5, 2007
Inspiration
April 5, 2007
Sometimes, in the course of life's struggles, we seemingly stumble upon ideas that make a situation so much easier. Yet it might be something we have never heard of before or possibly would have not discovered if we were looking too hard. My favorite video teacher once described the term "stochastic process" as a random result - other than what we were striving to achieve which may, in fact, turn out better than intended. I also think of the phrase "Desperation is the mother of invention" when I feel struck by some new revelation.
This past week, I suddenly found myself losing my voice. The first thing that came to mind was, how could I possibly command the attention of my resource class without a strong, projecting voice? Well, I started out the class, letting the students know I was losing my voice, and I would appreciate their consideration to keep the volume down. That had a minuscule effect, and they were back to their rowdy behavior in no time.
As I tried to get through a PowerPoint, I could feel my voice giving out. So I asked a student to read it off the screen for me. It turns out, he was a student that others would listen to and caused many others to be quiet. That worked so well, I continued to call on students to read out loud for me, and we got through the lesson so much faster. I like to think they got more out of it, too.
As I mentioned before, trying to get the class to be quiet can easily take 10-15 minutes. And as soon as I begin to speak, they start talking again. So, one day, I had a spontaneous thought to call on individuals and ask them to get their table quiet. (They sit in groups of 3-4 around Chemistry lab-style tables). The request seemed to give them a sense of leadership and responsibility (at least in my mind), and it seemed effective the first few times I tried it.
On another day, when the class was being themselves again, one girl who is often an instigator of such behavior (and frequent heated arguements) voluntarily offered to read my lecture notes to the class. It was miraculous to observe how they all listened while she was speaking. Do they really respect each other that much more than the teacher, or was it just because they were afraid they would be called on to read next?
I do witness times of loyalty to fellow students, particularly when I'm cracking down on individuals for misbehavior. They will blurt out comments in defense of the one in trouble, even if they were at odds with that person the day before. Whenever I would see someone cheating on tests, I usually approach them quietly to see how they respond and to not call as much attention that could be embarrassing to them. However, whenever I do, someone is likely to create a distraction behind my back or call me from the other side of the room for a nonsense question. Even when they're failing, they all stick together.
Sometimes, in the course of life's struggles, we seemingly stumble upon ideas that make a situation so much easier. Yet it might be something we have never heard of before or possibly would have not discovered if we were looking too hard. My favorite video teacher once described the term "stochastic process" as a random result - other than what we were striving to achieve which may, in fact, turn out better than intended. I also think of the phrase "Desperation is the mother of invention" when I feel struck by some new revelation.
This past week, I suddenly found myself losing my voice. The first thing that came to mind was, how could I possibly command the attention of my resource class without a strong, projecting voice? Well, I started out the class, letting the students know I was losing my voice, and I would appreciate their consideration to keep the volume down. That had a minuscule effect, and they were back to their rowdy behavior in no time.
As I tried to get through a PowerPoint, I could feel my voice giving out. So I asked a student to read it off the screen for me. It turns out, he was a student that others would listen to and caused many others to be quiet. That worked so well, I continued to call on students to read out loud for me, and we got through the lesson so much faster. I like to think they got more out of it, too.
As I mentioned before, trying to get the class to be quiet can easily take 10-15 minutes. And as soon as I begin to speak, they start talking again. So, one day, I had a spontaneous thought to call on individuals and ask them to get their table quiet. (They sit in groups of 3-4 around Chemistry lab-style tables). The request seemed to give them a sense of leadership and responsibility (at least in my mind), and it seemed effective the first few times I tried it.
On another day, when the class was being themselves again, one girl who is often an instigator of such behavior (and frequent heated arguements) voluntarily offered to read my lecture notes to the class. It was miraculous to observe how they all listened while she was speaking. Do they really respect each other that much more than the teacher, or was it just because they were afraid they would be called on to read next?
I do witness times of loyalty to fellow students, particularly when I'm cracking down on individuals for misbehavior. They will blurt out comments in defense of the one in trouble, even if they were at odds with that person the day before. Whenever I would see someone cheating on tests, I usually approach them quietly to see how they respond and to not call as much attention that could be embarrassing to them. However, whenever I do, someone is likely to create a distraction behind my back or call me from the other side of the room for a nonsense question. Even when they're failing, they all stick together.
Going Unnoticed
April 5, 2007
Well, it looks like our actions got some attention. Frankly, bringing the vice-principal to our class barely phased the students. Some even made fun of him behind his back while he was lecturing them. But when the Science department chair person finally realized how serious the situation is, he decided to make some changes.
One important note to make here is that, when I was inquiring at schools to do student teaching, the vice-principal at this school was excited to tell me about a new "pilot" Earth Science class that would be great for me to get involved with. That was the major selling point that helped me decide to come here. What they meant by "pilot", though, was that they were pooling all their lowest-performing students with the worst discipline issues into one class! That is where I ended up.
So, it finally occurred to some people that if they really wanted measurable and accurate results from a "pilot" program, they probably shouldn't have a student teacher in charge. While my master teacher felt equally frustrated and didn't think he would be doing much better, I felt I was doing the students a disservice by not being strict enough to keep them in line. I believe this collection of students could potentially break any teacher, given enough time. My other master teacher said, "It's one thing to jump into the deep end, but this is like having your head held underwater at the same time."
So this turn of events was actually a relief to me, and I will be able to focus more on the Environmental Science class that is more respectful and conducive to learning. The end of my student teaching is approaching rapidly, and I hope to end on a strong note. Things are looking up!
Well, it looks like our actions got some attention. Frankly, bringing the vice-principal to our class barely phased the students. Some even made fun of him behind his back while he was lecturing them. But when the Science department chair person finally realized how serious the situation is, he decided to make some changes.
One important note to make here is that, when I was inquiring at schools to do student teaching, the vice-principal at this school was excited to tell me about a new "pilot" Earth Science class that would be great for me to get involved with. That was the major selling point that helped me decide to come here. What they meant by "pilot", though, was that they were pooling all their lowest-performing students with the worst discipline issues into one class! That is where I ended up.
So, it finally occurred to some people that if they really wanted measurable and accurate results from a "pilot" program, they probably shouldn't have a student teacher in charge. While my master teacher felt equally frustrated and didn't think he would be doing much better, I felt I was doing the students a disservice by not being strict enough to keep them in line. I believe this collection of students could potentially break any teacher, given enough time. My other master teacher said, "It's one thing to jump into the deep end, but this is like having your head held underwater at the same time."
So this turn of events was actually a relief to me, and I will be able to focus more on the Environmental Science class that is more respectful and conducive to learning. The end of my student teaching is approaching rapidly, and I hope to end on a strong note. Things are looking up!
Monday, April 2, 2007
Dealing with "Resource"
April 2, 2007
When I agreed to which classes I would student teach for these 15 weeks, I didn't exactly know what I was getting in to. So far, my two Environmental Science classes have been going as expected - a few challenges but pretty smooth overall. My afternoon Earth Science class, however, is a whole different animal.
I heard the term "resource" used occasionally when I was still shadowing the master teacher in the first weeks. I could sense his frustrations as he would try to talk over the constant social banter during class, and he had a way of calling out names of individuals who were particularly disruptive without losing a beat in his lectures. Never do I recall the class being entirely silent, and it never has been since.
In the weeks to follow, I learned that this entire class is sort of an "experiment" by the school to put all the kids with the most severe learning disabilities, behavioral issues and/or lowest grades together in one Science class. The product seems to be a devil's brew - a sort of evil concoction that could break all but the most hardened teachers. Some refer to it as a "hope and pray" situation while others simply say "good luck" with a smirk on their faces.
Each of the students in this class are supposed to have an IEP (Individual Education Plan) on file for teachers to cater more effective learning styles to the students' needs. My master teacher said that sometimes those don't show up until the end of the year, though. He prompted me before I began teaching by saying everyone in this class has some sort of issue(s), so no matter how bad it seems here, things can be many times worse outside of school and at home.
He could easily send half the class to the office on any given day, but we should try to be tolerant and give them more help and opportunities to pass the class. So that is what I have done for the last 10+ weeks, and I have yet to see any difference it has made. I just come home more frustrated every day, racking my brain to image why kids could care so little about their grades - especially as Freshmen with their whole high school experience ahead of them.
About half of them currently have F's for the semester, but there is a spark of hope in about 3 or 4 students who actually pay attention and seem to be doing well. Frankly, I don't know why they are in this class. I sense their frustrations, too, when everyone else is bouncing around the room, talking so loud that I can't get through a single lesson in one period. At least those few are passing, and I hope they find better courses in the future.
Getting the class quiet... I have tried absolutely every strategy that has been shared with me, and I've come to the conclusion there is nothing I, personally, can do. Perhaps a Raider's football coach or military drill Sargent might get their attention, but I have stood with my hand raised until it lost circulation; I've had the class count down from 5 and made those who were still talking stand in the back of the room; I've even sent disruptive ones to the office. But, every time, as soon as we resume class and I begin speaking again, the conversations break out again. It's like that annoying game kids play or when there's a delay on cell phones - as soon as one person starts speaking, the other one talks, too. It's ridiculous! Sometimes, it feels like we spend entire periods, trying to get the class quiet.
So now we're cracking the whip. I spent last Friday instructing them about respect and responsibilities - while giving out referrals to anyone who interrupts. I've spoken with the Vice-Principal, tried his suggestions, and now we're having him come speak to the class. We'll see if anything changes after today...
When I agreed to which classes I would student teach for these 15 weeks, I didn't exactly know what I was getting in to. So far, my two Environmental Science classes have been going as expected - a few challenges but pretty smooth overall. My afternoon Earth Science class, however, is a whole different animal.
I heard the term "resource" used occasionally when I was still shadowing the master teacher in the first weeks. I could sense his frustrations as he would try to talk over the constant social banter during class, and he had a way of calling out names of individuals who were particularly disruptive without losing a beat in his lectures. Never do I recall the class being entirely silent, and it never has been since.
In the weeks to follow, I learned that this entire class is sort of an "experiment" by the school to put all the kids with the most severe learning disabilities, behavioral issues and/or lowest grades together in one Science class. The product seems to be a devil's brew - a sort of evil concoction that could break all but the most hardened teachers. Some refer to it as a "hope and pray" situation while others simply say "good luck" with a smirk on their faces.
Each of the students in this class are supposed to have an IEP (Individual Education Plan) on file for teachers to cater more effective learning styles to the students' needs. My master teacher said that sometimes those don't show up until the end of the year, though. He prompted me before I began teaching by saying everyone in this class has some sort of issue(s), so no matter how bad it seems here, things can be many times worse outside of school and at home.
He could easily send half the class to the office on any given day, but we should try to be tolerant and give them more help and opportunities to pass the class. So that is what I have done for the last 10+ weeks, and I have yet to see any difference it has made. I just come home more frustrated every day, racking my brain to image why kids could care so little about their grades - especially as Freshmen with their whole high school experience ahead of them.
About half of them currently have F's for the semester, but there is a spark of hope in about 3 or 4 students who actually pay attention and seem to be doing well. Frankly, I don't know why they are in this class. I sense their frustrations, too, when everyone else is bouncing around the room, talking so loud that I can't get through a single lesson in one period. At least those few are passing, and I hope they find better courses in the future.
Getting the class quiet... I have tried absolutely every strategy that has been shared with me, and I've come to the conclusion there is nothing I, personally, can do. Perhaps a Raider's football coach or military drill Sargent might get their attention, but I have stood with my hand raised until it lost circulation; I've had the class count down from 5 and made those who were still talking stand in the back of the room; I've even sent disruptive ones to the office. But, every time, as soon as we resume class and I begin speaking again, the conversations break out again. It's like that annoying game kids play or when there's a delay on cell phones - as soon as one person starts speaking, the other one talks, too. It's ridiculous! Sometimes, it feels like we spend entire periods, trying to get the class quiet.
So now we're cracking the whip. I spent last Friday instructing them about respect and responsibilities - while giving out referrals to anyone who interrupts. I've spoken with the Vice-Principal, tried his suggestions, and now we're having him come speak to the class. We'll see if anything changes after today...
Thursday, March 1, 2007
Wednesday, February 28, 2007
Going Solar
February 28, 2007
Today I got to help the AP Environmental Science class experiment with their solar lab kits. The students were quick to figure out how the components worked and were smart enough to realize how much power could be generated if they connected several panels.
Thursday, February 22, 2007
Worst Case Scenarios...
February 22, 2007
Today was a real adrenalin rush.
This was the first week I actually took control of a classroom. The students in Environmental Science spent the previous week preparing for an activity in class in which they would debate issues around global human population. There would be 4 groups carrying on debates simultaneously about different topics, all starting and ending at the same time.
My master teacher helped me gear up to be the overall facilitator which involved getting everyone situated, explaining the rules, helping them through the process and evaluating their participation all the while so I could determine grades at the end. At no time did I anticipate a fight breaking out, and I certainly wasn't informed about how to handle such a situation if it did.
And wouldn't you guess? We had two students on opposing sides in a group debating immigration policies - both of whom appear to be at least part Latino. As I made my rounds, it seemed to me that they were contributing the most for each of their sides, and it sounded like they were being constructive. When I came back around, though, things suddenly grew hot.
One student was speaking more from opinion than fact, and the other one was getting visibly annoyed. Words began flying back and forth, and the annoyed one threatened to take off his coat - clearly expressing his intentions. I approached him as he stood up and began to take things off. He seemed to be ignoring my attempts to get his attention and cool down. I didn't know how much I needed to raise my voice or how physical I could get in restraining, but he managed to push past me and head for the other student. Another brave student came to my aid while I called for the master teacher's attention. We managed to separate the two involved in the debate and began the process of reconciliation.
I escorted one student to the vice-principal's office, and the other one was sent down soon after. We spent the next hour listening to a military veteran (who could probably do a good Al Pacino impression) talk the students' ears off about respect, responsibilities and what a privilege it is for them to have a free education in America. Frankly, I didn't like the feeling of being lectured any more than the two kids in the room, but I picked up a lot of key concepts and phrases that I can use later on when I have a situation in the classroom.
As I was leaving, I remember thinking to myself not long ago that I really should learn about school policies and what to do in very similar situations. It was unfortunate that I had to learn the hard way, but it was still a significant learning experience. In fact, I'm sort of glad it happened (so long as it didn't get worse) because it boosted my confidence in being able to handle something like that better if it happens again.
Here are some of my key learnings:
Today was a real adrenalin rush.
This was the first week I actually took control of a classroom. The students in Environmental Science spent the previous week preparing for an activity in class in which they would debate issues around global human population. There would be 4 groups carrying on debates simultaneously about different topics, all starting and ending at the same time.
My master teacher helped me gear up to be the overall facilitator which involved getting everyone situated, explaining the rules, helping them through the process and evaluating their participation all the while so I could determine grades at the end. At no time did I anticipate a fight breaking out, and I certainly wasn't informed about how to handle such a situation if it did.
And wouldn't you guess? We had two students on opposing sides in a group debating immigration policies - both of whom appear to be at least part Latino. As I made my rounds, it seemed to me that they were contributing the most for each of their sides, and it sounded like they were being constructive. When I came back around, though, things suddenly grew hot.
One student was speaking more from opinion than fact, and the other one was getting visibly annoyed. Words began flying back and forth, and the annoyed one threatened to take off his coat - clearly expressing his intentions. I approached him as he stood up and began to take things off. He seemed to be ignoring my attempts to get his attention and cool down. I didn't know how much I needed to raise my voice or how physical I could get in restraining, but he managed to push past me and head for the other student. Another brave student came to my aid while I called for the master teacher's attention. We managed to separate the two involved in the debate and began the process of reconciliation.
I escorted one student to the vice-principal's office, and the other one was sent down soon after. We spent the next hour listening to a military veteran (who could probably do a good Al Pacino impression) talk the students' ears off about respect, responsibilities and what a privilege it is for them to have a free education in America. Frankly, I didn't like the feeling of being lectured any more than the two kids in the room, but I picked up a lot of key concepts and phrases that I can use later on when I have a situation in the classroom.
As I was leaving, I remember thinking to myself not long ago that I really should learn about school policies and what to do in very similar situations. It was unfortunate that I had to learn the hard way, but it was still a significant learning experience. In fact, I'm sort of glad it happened (so long as it didn't get worse) because it boosted my confidence in being able to handle something like that better if it happens again.
Here are some of my key learnings:
- Put yourself between arguing students to break their eye contact.
- Separate the students as far as possible - usually opposite sides of the classroom.
- Have someone call for security as soon as it gets out of hand.
- Defying a teacher's orders and going around them is grounds for suspension.
- Teachers and students are legally protected so that if the fight got physical, the attacker would most likely be taken away in handcuffs.
Thursday, February 15, 2007
Beware of the quiet ones
February 15, 2007
I'm still struggling to learn everyone's names, but there are certainly a few in each class who draw a lot of attention and are the easiest to remember. I quickly found myself making false assumptions about who were "good students" based on their behavior. I took the noisy ones to be disruptive and less caring about the class while the quiet ones were more respectful and dedicated... when, in fact, it was practically just the opposite.
The quiet ones were more likely to be behind on work and afraid to draw attention to themselves in case they might be called on. Certainly, the noisy ones can be disruptive to the class, but they are also more likely to contribute when called upon and generally have better grades. Interestingly, there don't seem to be many in between: students who sit quietly AND do well on their grades.
It is important for teachers to give all students equal attention and a fair chance to get good grades while adapting lessons to all learning styles. This observation, however, helps me understand who might need more assistance, who needs to be brought into conversations and how to match up students for assignments and activities.
Then I found a third breed of students who would try to get buddy-buddy with me. I quickly detected their behavior as attempts to deceive me into being more relaxed on discipline for them, and they certainly proved to test my limits in days to come. Kids spend at least 12 years in school, constantly looking for ways to work the system and outsmart their teachers. Being able to "read" a student and "play the field" - being constant aware of the entire classroom is an essential skill for teachers that can only be learned through experience and over time.
I'm still struggling to learn everyone's names, but there are certainly a few in each class who draw a lot of attention and are the easiest to remember. I quickly found myself making false assumptions about who were "good students" based on their behavior. I took the noisy ones to be disruptive and less caring about the class while the quiet ones were more respectful and dedicated... when, in fact, it was practically just the opposite.
The quiet ones were more likely to be behind on work and afraid to draw attention to themselves in case they might be called on. Certainly, the noisy ones can be disruptive to the class, but they are also more likely to contribute when called upon and generally have better grades. Interestingly, there don't seem to be many in between: students who sit quietly AND do well on their grades.
It is important for teachers to give all students equal attention and a fair chance to get good grades while adapting lessons to all learning styles. This observation, however, helps me understand who might need more assistance, who needs to be brought into conversations and how to match up students for assignments and activities.
Then I found a third breed of students who would try to get buddy-buddy with me. I quickly detected their behavior as attempts to deceive me into being more relaxed on discipline for them, and they certainly proved to test my limits in days to come. Kids spend at least 12 years in school, constantly looking for ways to work the system and outsmart their teachers. Being able to "read" a student and "play the field" - being constant aware of the entire classroom is an essential skill for teachers that can only be learned through experience and over time.
Friday, January 26, 2007
First Encounters
January 26, 2007
For the first few days, I was a tall, dark stranger in the back corner of the classroom, casting an ominous shadow that students were afraid to make eye contact with. In one class, the teacher even told a few students that I was a parole officer (which they believed until several weeks later). I distinctly recall the first few, brave students who asked who I was and what I was doing there. It wasn't long until they saw me as Mr. Nice-Guy who could never be mean to them, but I enjoy being formally called Mr. Sierra.
As I grew more comfortable in the shadow of my master teachers, I began to feel confident enough to roam around during activities and offer support to students in need. It felt good when they started to recognize me and would actually call my name to get help. The second week of my student teaching, the school was having finals. So one of my teachers suggested that I could design and conduct a game to help them review. I scrambled to arrange all their review questions in to categories and phrase them like Jeopardy.
When it came time, I could only get about 8 students to participate while everyone else preferred to study independently. Perhaps they were just nervous since they didn't really know me. It turns out the game was a little too complicated and unrehearsed to be really effective. So, the following period, I simply had the students divide into two teams and ask each other questions. It helped to have lollipops as an incentive for the winners.
For the first few days, I was a tall, dark stranger in the back corner of the classroom, casting an ominous shadow that students were afraid to make eye contact with. In one class, the teacher even told a few students that I was a parole officer (which they believed until several weeks later). I distinctly recall the first few, brave students who asked who I was and what I was doing there. It wasn't long until they saw me as Mr. Nice-Guy who could never be mean to them, but I enjoy being formally called Mr. Sierra.
As I grew more comfortable in the shadow of my master teachers, I began to feel confident enough to roam around during activities and offer support to students in need. It felt good when they started to recognize me and would actually call my name to get help. The second week of my student teaching, the school was having finals. So one of my teachers suggested that I could design and conduct a game to help them review. I scrambled to arrange all their review questions in to categories and phrase them like Jeopardy.
When it came time, I could only get about 8 students to participate while everyone else preferred to study independently. Perhaps they were just nervous since they didn't really know me. It turns out the game was a little too complicated and unrehearsed to be really effective. So, the following period, I simply had the students divide into two teams and ask each other questions. It helped to have lollipops as an incentive for the winners.
Monday, January 8, 2007
Here we go!
January 8, 2007
After years of contemplation, education, and a bit of hesitation, I have finally taken the leap into being a high school teacher. It's something I've always felt drawn to - a place where I may have a lot to offer and an experience that may be just rewarding enough to make me feel I served a good purpose with my life. I enrolled in a Masters/Credential program at University of Phoenix about 4 years ago, not realizing that it would eventually require me to dedicate 15 weeks as a student teacher without pay.
So I took all my classes, getting almost all straight-A's, and passed the CBEST, CSET and US Constitution tests. I got everything out of the way but procrastinated this final rite-of-passage (as some call it) as long as possible. That was primarily due to the fact that Kathy and I were tied into a mortgage, and we added a new member to our family just 16 months ago. Leaving my full-time job with this kind of financial burden did not seem realistic at all.
Fortunately, we have a loving family and many good Bay Area friends who wanted to do whatever they could to keep us in the area and help make our dreams possible. So, within the last 2 weeks of December, I found a school to student teach, turned in my resignation at work, found an apartment to rent across the street from the school, and moved out of the condo so it could be sold. Everything fell into place beautifully. We love our new (although temporary) home, the surrounding community, and the many conveniences within walking distance.
It's a beautiful walk between home and school that takes me no more than 10 minutes either way. I signed on with 2 "master teachers", one of whom has a PhD. They both seem pleased to have me in their classrooms, hoping I'll bring fresh, new insight and instructional strategies to keep their students engaged and productive. I guess we have a lot to learn from each other, although I may be holding my breath for the next 15 weeks, just hoping to survive.
So here goes... stay tuned to hear about Mr. Sierra's adventures in high school!
After years of contemplation, education, and a bit of hesitation, I have finally taken the leap into being a high school teacher. It's something I've always felt drawn to - a place where I may have a lot to offer and an experience that may be just rewarding enough to make me feel I served a good purpose with my life. I enrolled in a Masters/Credential program at University of Phoenix about 4 years ago, not realizing that it would eventually require me to dedicate 15 weeks as a student teacher without pay.
So I took all my classes, getting almost all straight-A's, and passed the CBEST, CSET and US Constitution tests. I got everything out of the way but procrastinated this final rite-of-passage (as some call it) as long as possible. That was primarily due to the fact that Kathy and I were tied into a mortgage, and we added a new member to our family just 16 months ago. Leaving my full-time job with this kind of financial burden did not seem realistic at all.
Fortunately, we have a loving family and many good Bay Area friends who wanted to do whatever they could to keep us in the area and help make our dreams possible. So, within the last 2 weeks of December, I found a school to student teach, turned in my resignation at work, found an apartment to rent across the street from the school, and moved out of the condo so it could be sold. Everything fell into place beautifully. We love our new (although temporary) home, the surrounding community, and the many conveniences within walking distance.
It's a beautiful walk between home and school that takes me no more than 10 minutes either way. I signed on with 2 "master teachers", one of whom has a PhD. They both seem pleased to have me in their classrooms, hoping I'll bring fresh, new insight and instructional strategies to keep their students engaged and productive. I guess we have a lot to learn from each other, although I may be holding my breath for the next 15 weeks, just hoping to survive.
So here goes... stay tuned to hear about Mr. Sierra's adventures in high school!
Subscribe to:
Posts (Atom)