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.
Thursday, April 5, 2007
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.
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