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.

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:

• 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.
  

I spent about 6 hours the following weekend compiling all the material to be graded from the debate and determining total grades for each student. There were many variables, and I tried to be as fair and consistent as possible. You can bet the fighters didn't score very well, though.

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.

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.

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!