TGIF! I need to put my feet up and take a breather! After my first three days teaching, I am exhausted. This week was full of learning how to get organized and work with my team. I have an excellent support system at my school, which I feel is the most important aspect for first year teachers. I love how well we all work together to solve problems.
If I have any advice to pass on to student teachers, it is to plan as many solid lessons as you can before you report to work. I ended up spending much of my summer planning for organization and classroom management, only to change my mind after going through the district training. Now, I am trying to catch up on lesson planning while learning all the procedures at my school. I can also tell you to plan on spending many hours off the clock to get ready for the school day.
Most of my students are still adjusting to their schedules and they are very tired. I'm being patient with them and getting to know them on a personal level though. Our entire school and district is very much in support of team building activities for the first week or two so it is important to find resources that are different from what other teachers are doing in the building.
I can't wait to see how the next couple of months go and will update soon but now it is time to rest..zzzzzzzz
:)
Friday, August 17, 2012
Sunday, August 5, 2012
Beginning of the Year Jitters
With less than two weeks before school starts, I'm both excited and nervous to begin my first teaching job. I will have three sections to prepare every day and that seems somewhat daunting but I know I can do it! My day will consist of teaching seventh grade World Geography, eighth grade U.S. History and a Literacy Intervention class.
Even though nerves are high, I'm blessed and fortunate to be teaching at the same school where I student-taught last year, giving me an advantage that I'm sure will prove extremely beneficial. I may even have some of the same students as last year...I hope they will be as excited about that as I am!
I've already had numerous conversations with my former WSU classmates and will even be working with one of them. How lucky I am to have such a great support group to share ideas, resources, and even the emotions that we, as first year teachers, will undoubtedly experience!
Looking forward to a great first year teaching experience!
Even though nerves are high, I'm blessed and fortunate to be teaching at the same school where I student-taught last year, giving me an advantage that I'm sure will prove extremely beneficial. I may even have some of the same students as last year...I hope they will be as excited about that as I am!
I've already had numerous conversations with my former WSU classmates and will even be working with one of them. How lucky I am to have such a great support group to share ideas, resources, and even the emotions that we, as first year teachers, will undoubtedly experience!
Looking forward to a great first year teaching experience!
Wednesday, May 2, 2012
Cooperating Teachers' Handbook (Reflection 5)
This handy book will serve as a guide to future cooperating teachers who want the inside scoop on how to have a successful relationship with their student teacher.
Chapter 1- Getting to Know Your Student Teacher
The first few meetings between cooperating teacher and student teacher can be intimidating and somewhat uncomfortable. This chapter provides advice on how to show your student teacher that you are excited to have them in your classroom and that you plan to work as a team in the best interest of the students. Your student teacher may not know what they need at this point, so it will be up to you to provide an overview of important information that they need to know right away. Don't feel like you are giving too much advice or information because the more your student teacher knows now, the better off they will be later. Also in this chapter is a detailed list of what you should provide for your student teacher; such as, emergency procedures, building schedules and maps, curriculum information, testing dates and other staff meeting dates, class lists, etc.
Chapter 2 - Sharing Your Space
Your student teacher has had several semesters of observations in various schools and classrooms. When they begin visiting your classroom, they will likely feel like a visitor. It is up to you to make them feel welcome and show your plan to make them a co-teacher, rather than an observer. This chapter outlines several methods to set up an atmosphere conducive to co-teaching. One of the most important steps to do this is to provide the student teacher with a work space of their own. If space is limited, make sure to let your student teacher feel comfortable sharing your work space. Encourage your student teacher to take on early tasks that involve using your work space; such as, entering roll and/or grades on your computer. However, don't assume they will know how to do this right away. You will have to train them and it will take guided practice before they will be proficient on their own!
Chapter 3 - Sharing Your Students
As your student teacher begins to feel comfortable, they should naturally begin getting to know the students in your classroom. Know that you can and should share vital information about your students that will be helpful because, after all, you know your students and their needs. Some information that will be helpful are past performance records, IEP's, and anything else you can think of that will guide instruction. What would you need to know about your students to plan effectively? After sharing this information, give your student teacher tasks that allow for interaction with students. The best way to do this is to have them work with different small groups. This chapter provides other advice on how to introduce your students to the idea that your student teacher is there to help provide instruction for their benefit and that they should be treated with the same respect as other teachers. You will be the best model for students, as they will know from your interaction with the student teacher, and will quickly size-up the student teacher's role in the classroom. Make sure students know their expectations!
Chapter 4 - Sharing Your Wisdom and Resources
Your student teacher will come to you with some resources, but will need plenty of direction on best planning practices for your curriculum. Don't assume that they will know how to plan for instruction in your classroom because, in all likelihood, they will not be prepared for that. As you probably remember, teacher education prepares you for the "big picture", but when it comes to the specifics, it will be up to you to show how you plan, either using textbook resources, district pacing guides, or other methods in your building. Yes, you have a very busy schedule and it may seem overwhelming to train another person to essentially do your job, but if you provide the information in chunks, everyone will benefit and the transition will be much smoother on you, your student teacher, and your students. So, share your resources and best practices for planning!
Chapter 5 - How To Hand Over Control
You have successfully prepared your student teacher to begin taking over control. This chapter defines some rules for how to maintain an environment that allows your student teacher to explore their teaching style, experience what life is like as a teacher, and to lead your students successfully. It is important to give them some freedom when planning, but you can and should provide advice on how you think their lessons might "play out". Remind your student teacher that they will have days that will not go as planned, but that is part of teaching. Know that they will make mistakes and that is OK! It is all part of the learning process. This is one of the most difficult things for cooperating teachers because you may not want to leave your students alone with the student teacher, but at some point, this will be the best way for them to see how students act when you are not in the classroom. After days when you have left the class in control of the student teacher, conference with them to see how things went and then you can provide advice on how you would deal with any issues that arose. On days that you stay in the classroom, provide both written and oral feedback for your student teacher but remember that constructive criticism will help them grow and become better teachers.
You have taken on a fantastic and challenging role as a cooperating teacher and should be commended for sharing your knowledge! Using the guidelines in this book will help you pass that knowledge along to a future educator!
Chapter 1- Getting to Know Your Student Teacher
The first few meetings between cooperating teacher and student teacher can be intimidating and somewhat uncomfortable. This chapter provides advice on how to show your student teacher that you are excited to have them in your classroom and that you plan to work as a team in the best interest of the students. Your student teacher may not know what they need at this point, so it will be up to you to provide an overview of important information that they need to know right away. Don't feel like you are giving too much advice or information because the more your student teacher knows now, the better off they will be later. Also in this chapter is a detailed list of what you should provide for your student teacher; such as, emergency procedures, building schedules and maps, curriculum information, testing dates and other staff meeting dates, class lists, etc.
Chapter 2 - Sharing Your Space
Your student teacher has had several semesters of observations in various schools and classrooms. When they begin visiting your classroom, they will likely feel like a visitor. It is up to you to make them feel welcome and show your plan to make them a co-teacher, rather than an observer. This chapter outlines several methods to set up an atmosphere conducive to co-teaching. One of the most important steps to do this is to provide the student teacher with a work space of their own. If space is limited, make sure to let your student teacher feel comfortable sharing your work space. Encourage your student teacher to take on early tasks that involve using your work space; such as, entering roll and/or grades on your computer. However, don't assume they will know how to do this right away. You will have to train them and it will take guided practice before they will be proficient on their own!
Chapter 3 - Sharing Your Students
As your student teacher begins to feel comfortable, they should naturally begin getting to know the students in your classroom. Know that you can and should share vital information about your students that will be helpful because, after all, you know your students and their needs. Some information that will be helpful are past performance records, IEP's, and anything else you can think of that will guide instruction. What would you need to know about your students to plan effectively? After sharing this information, give your student teacher tasks that allow for interaction with students. The best way to do this is to have them work with different small groups. This chapter provides other advice on how to introduce your students to the idea that your student teacher is there to help provide instruction for their benefit and that they should be treated with the same respect as other teachers. You will be the best model for students, as they will know from your interaction with the student teacher, and will quickly size-up the student teacher's role in the classroom. Make sure students know their expectations!
Chapter 4 - Sharing Your Wisdom and Resources
Your student teacher will come to you with some resources, but will need plenty of direction on best planning practices for your curriculum. Don't assume that they will know how to plan for instruction in your classroom because, in all likelihood, they will not be prepared for that. As you probably remember, teacher education prepares you for the "big picture", but when it comes to the specifics, it will be up to you to show how you plan, either using textbook resources, district pacing guides, or other methods in your building. Yes, you have a very busy schedule and it may seem overwhelming to train another person to essentially do your job, but if you provide the information in chunks, everyone will benefit and the transition will be much smoother on you, your student teacher, and your students. So, share your resources and best practices for planning!
Chapter 5 - How To Hand Over Control
You have successfully prepared your student teacher to begin taking over control. This chapter defines some rules for how to maintain an environment that allows your student teacher to explore their teaching style, experience what life is like as a teacher, and to lead your students successfully. It is important to give them some freedom when planning, but you can and should provide advice on how you think their lessons might "play out". Remind your student teacher that they will have days that will not go as planned, but that is part of teaching. Know that they will make mistakes and that is OK! It is all part of the learning process. This is one of the most difficult things for cooperating teachers because you may not want to leave your students alone with the student teacher, but at some point, this will be the best way for them to see how students act when you are not in the classroom. After days when you have left the class in control of the student teacher, conference with them to see how things went and then you can provide advice on how you would deal with any issues that arose. On days that you stay in the classroom, provide both written and oral feedback for your student teacher but remember that constructive criticism will help them grow and become better teachers.
You have taken on a fantastic and challenging role as a cooperating teacher and should be commended for sharing your knowledge! Using the guidelines in this book will help you pass that knowledge along to a future educator!
Wednesday, April 25, 2012
Letter to Me
April 25, 2012
When you read this again, I want you to remember all the hard work and times you doubted yourself so you can pass that on to new teachers. Also, keep in mind that you enjoyed many successes along the way and developed a calm, confident feeling finally...although, that feeling did not come until shortly before graduation! Remember when it finally clicked and you could actually picture yourself teaching in a classroom with your very own students. That was a great feeling. I hope you continue to appreciate the good times and begin each day feeling refreshed and energized. Don't let any negative thoughts crowd into your brain when you are overwhelmed or frustrated with some students. After all, they are only kids and sometimes enjoy getting a reaction, even if it is negative.
The year was full of many great moments and most of those were when you least expected it. One of your favorite moments was when each student in your homeroom wrote a nice note to you and they presented them on a key chain. The paper was even heart shaped. So, even if they are acting like crazy fools, they still care and appreciate you. Perhaps you could do something similar for your students when they least expect it. It is sometimes the smallest gestures that mean the most. This is a great reminder that you can be creative when trying to connect and motivate students...and it is also cost-efficient!
Another realization this year was that most parents want to know what is going on and they can help when you need them. You have seen the negativity in other teachers when it comes to contacting parents. Please don't stop trying to communicate with parents even when you think it won't help.
Keep seeking out new resources and mentors who love teaching. Surrounding yourself with positive people inspired you this year and if you feel like you are in a rut, find other teachers who are excited and want to keep improving. Don't ever stop being reflective. Sometimes you feel like you overthink thing,s but it is usually during those times that you find something to be inspired by.
You discovered that it is easy to fall into the politics and gossip that are evident in the school. No matter what is said, don't get involved in that. Your cooperating teacher was a great model and he taught you to stay out of other teachers' drama because it can be like a bad infection. We should be there for the kids and they deserve to have a dedicated team to be role models for them. You can't do that if you are part of a culture who focuses on drama.
This year, you felt like you had some great ideas but weren't sure how to bring them up since you were just a student teacher. I hope you will be a leader in your school, suggesting new and innovative ideas. Don't get stuck in old ways and be courageous!
When you read this again, I want you to remember all the hard work and times you doubted yourself so you can pass that on to new teachers. Also, keep in mind that you enjoyed many successes along the way and developed a calm, confident feeling finally...although, that feeling did not come until shortly before graduation! Remember when it finally clicked and you could actually picture yourself teaching in a classroom with your very own students. That was a great feeling. I hope you continue to appreciate the good times and begin each day feeling refreshed and energized. Don't let any negative thoughts crowd into your brain when you are overwhelmed or frustrated with some students. After all, they are only kids and sometimes enjoy getting a reaction, even if it is negative.
The year was full of many great moments and most of those were when you least expected it. One of your favorite moments was when each student in your homeroom wrote a nice note to you and they presented them on a key chain. The paper was even heart shaped. So, even if they are acting like crazy fools, they still care and appreciate you. Perhaps you could do something similar for your students when they least expect it. It is sometimes the smallest gestures that mean the most. This is a great reminder that you can be creative when trying to connect and motivate students...and it is also cost-efficient!
Another realization this year was that most parents want to know what is going on and they can help when you need them. You have seen the negativity in other teachers when it comes to contacting parents. Please don't stop trying to communicate with parents even when you think it won't help.
Keep seeking out new resources and mentors who love teaching. Surrounding yourself with positive people inspired you this year and if you feel like you are in a rut, find other teachers who are excited and want to keep improving. Don't ever stop being reflective. Sometimes you feel like you overthink thing,s but it is usually during those times that you find something to be inspired by.
You discovered that it is easy to fall into the politics and gossip that are evident in the school. No matter what is said, don't get involved in that. Your cooperating teacher was a great model and he taught you to stay out of other teachers' drama because it can be like a bad infection. We should be there for the kids and they deserve to have a dedicated team to be role models for them. You can't do that if you are part of a culture who focuses on drama.
This year, you felt like you had some great ideas but weren't sure how to bring them up since you were just a student teacher. I hope you will be a leader in your school, suggesting new and innovative ideas. Don't get stuck in old ways and be courageous!
Wednesday, March 7, 2012
KPTP Unit complete!
It feels great to be finished teaching my creative writing unit for the KPTP...now I just need to finish writing the KPTP and all will be well!
The unit was exciting and went by too quickly. I really think students enjoyed it even though they didn't always show it. Of course, there were a couple who only enjoyed creating their own poetry/drama pieces and could not get excited about reading published works. I suppose that may be an acquired taste for some. I would have to say that this was one of the most fun units to grade papers, by far. Some of the students really surprised me with their talents. I think the most interesting lesson was seeing various examples of concrete poetry and then guiding the students to create their own. As we have learned in previous classes, giving students choices appeals to different learning styles and usually increases student engagement. It sure worked in this classroom. The students least favorite lesson was probably haikus, which surprised me a bit. My students just did not find them very interesting. Of course, it was one of the last lessons and it seems like all the seventh graders are already on spring break, if you know what I mean!
The past few weeks, I have also learned that I can use delivery strategies that encourage students to focus and work more quickly. I also learned I need to monitor the time spent on activities within each lesson more closely. Since I always over plan just in case students finish quickly, it seems a little frustrating towards the end of a lesson when you want students to try something new and exciting! Can anyone suggest other ways to get unwilling students to participate?
The unit was exciting and went by too quickly. I really think students enjoyed it even though they didn't always show it. Of course, there were a couple who only enjoyed creating their own poetry/drama pieces and could not get excited about reading published works. I suppose that may be an acquired taste for some. I would have to say that this was one of the most fun units to grade papers, by far. Some of the students really surprised me with their talents. I think the most interesting lesson was seeing various examples of concrete poetry and then guiding the students to create their own. As we have learned in previous classes, giving students choices appeals to different learning styles and usually increases student engagement. It sure worked in this classroom. The students least favorite lesson was probably haikus, which surprised me a bit. My students just did not find them very interesting. Of course, it was one of the last lessons and it seems like all the seventh graders are already on spring break, if you know what I mean!
The past few weeks, I have also learned that I can use delivery strategies that encourage students to focus and work more quickly. I also learned I need to monitor the time spent on activities within each lesson more closely. Since I always over plan just in case students finish quickly, it seems a little frustrating towards the end of a lesson when you want students to try something new and exciting! Can anyone suggest other ways to get unwilling students to participate?
Wednesday, February 15, 2012
Getting In The Groove
As the semester progresses, I'm finally starting to feel like I CAN do this! Of course, there are still those days that are confusing, but overall, my confidence is emerging. Thankfully, I recently received the score for my third and final Praxis exam (PLT, Language Arts, and History), and I passed! So, having those tests out of the way is a big relief in itself. Aside from that, I am feeling more confident about lesson planning and classroom management every day. I've come to the realization that learning to be a teacher is a lot like learning how to play a new sport...practice, practice, practice! There are so many different plays to learn, so to speak, that you must be ready for whichever one comes your way.
I think the most important lesson I've learned in the past few weeks is how to manage my time when planning lessons. One of my pitfalls in the past has been overthinking activities for students before nailing down the simple objectives. I have to remind myself to go back to the basics, look at the standards, decide what I want students to learn, and then and ONLY then can I start to add exciting and fun activities that allign with those objectives.
As far as classroom management, which as many of us know is one of the most difficult tasks for new teachers, I am beginning to see the benefits of being strict. I've always been a little too soft, as one of my fellow classmates called it, and that just results in bad behavior. Firm, fair, and friendly sounds fabulous, but it is much more difficult than it sounds. Finding the balance between choosing which behaviors to ignore and which ones to address can be challenging. While it differs from one student to the next, I think I am slowly getting the hang of it. In the past, I thought I needed to be extra nice when I first met students (to gain their trust and cooperation) but now I see that middle school students will view that as a sign of weakness. I am discovering that it works better to be more firm when addressing the whole class and then loosening up a little when speaking with individual students. This still allows students to see that I care about them without looking like a pushover. I am also discovering that there are times to be serious and even though I tend to smile ALL THE TIME, that doesn't come across to students the way that I had previously believed. However, you still won't catch me being serious all the time...it just isn't possible...and I will NOT be the teacher who focuses on the negative or raises my voice in anger. I just don't think that is necessary or helpful to students. I am curious how other student teachers deal with negative behavior that requires a quick response. We all know that there are school procedures in place to deal with most incidents, but what do you do to get students' attention quickly in urgent situations dealing with inappropriate behavior?
And finally, I want to say that I am SO thankful to be student teaching in a school with teachers who love what they do! I can always find someone to brainstorm lesson ideas or help me with anything I need. That has been one of the most encouraging aspects of this semester. I hope all my fellow classmates are as lucky as I am to have caring teachers in their placement schools!
I think the most important lesson I've learned in the past few weeks is how to manage my time when planning lessons. One of my pitfalls in the past has been overthinking activities for students before nailing down the simple objectives. I have to remind myself to go back to the basics, look at the standards, decide what I want students to learn, and then and ONLY then can I start to add exciting and fun activities that allign with those objectives.
As far as classroom management, which as many of us know is one of the most difficult tasks for new teachers, I am beginning to see the benefits of being strict. I've always been a little too soft, as one of my fellow classmates called it, and that just results in bad behavior. Firm, fair, and friendly sounds fabulous, but it is much more difficult than it sounds. Finding the balance between choosing which behaviors to ignore and which ones to address can be challenging. While it differs from one student to the next, I think I am slowly getting the hang of it. In the past, I thought I needed to be extra nice when I first met students (to gain their trust and cooperation) but now I see that middle school students will view that as a sign of weakness. I am discovering that it works better to be more firm when addressing the whole class and then loosening up a little when speaking with individual students. This still allows students to see that I care about them without looking like a pushover. I am also discovering that there are times to be serious and even though I tend to smile ALL THE TIME, that doesn't come across to students the way that I had previously believed. However, you still won't catch me being serious all the time...it just isn't possible...and I will NOT be the teacher who focuses on the negative or raises my voice in anger. I just don't think that is necessary or helpful to students. I am curious how other student teachers deal with negative behavior that requires a quick response. We all know that there are school procedures in place to deal with most incidents, but what do you do to get students' attention quickly in urgent situations dealing with inappropriate behavior?
And finally, I want to say that I am SO thankful to be student teaching in a school with teachers who love what they do! I can always find someone to brainstorm lesson ideas or help me with anything I need. That has been one of the most encouraging aspects of this semester. I hope all my fellow classmates are as lucky as I am to have caring teachers in their placement schools!
Wednesday, January 25, 2012
Gearing Up To Student Teach
As I prepare to start teaching a seventh grade Language Arts class next week, I feel relatively calm and very excited. I must say my cooperating teacher has done a great job of preparing me and his willingness to lead me through any difficulties helps keep me from being too nervous. Also, I am very lucky to have a great group of students to teach.
Learning to balance my time between teaching 3 sections of Social Studies and 1 section of Language Arts will be the most challenging. I seem to spend too much time when planning lessons-thinking about different ways of structuring class time and different types of resources I could use to convey the material. A very wise professor once told me that I should stop overthinking things and just write something down!
The second challenge to teaching at my cooperating school is the designed curriculum I must follow. I believe all Title I schools in this district follow the same curriculum. As with any program, it has it's faults. To begin, the curriculum is mandated and should be followed closely, however, the pacing guide is incomplete for this semester, so teachers are at a standstill, waiting for direction. Also, I am worried about students' performance on the upcoming State Assessments since the designed curriculum fails to include some key ideas students should know and those tests are just around the corner!
On the bright side, I get to plan a unit for a fun novel by Virginia Hamilton. The students already studied her book, "Anthony Burns" and now they are reading "The House of Dies Drear". It is a mixture of historical fiction and mystery all wrapped up in one. As a duel content Social Studies student teacher, the subject of this text-slavery and the underground railroad-interests me tremendously. Not to mention, the students are enjoying the book as well.
At this time next week, I'll be planning and teaching full-time! Sometimes I can't believe the time is here already. I'm sure the time will fly by and graduation will creep up on me like a stranger in the dark!
Learning to balance my time between teaching 3 sections of Social Studies and 1 section of Language Arts will be the most challenging. I seem to spend too much time when planning lessons-thinking about different ways of structuring class time and different types of resources I could use to convey the material. A very wise professor once told me that I should stop overthinking things and just write something down!
The second challenge to teaching at my cooperating school is the designed curriculum I must follow. I believe all Title I schools in this district follow the same curriculum. As with any program, it has it's faults. To begin, the curriculum is mandated and should be followed closely, however, the pacing guide is incomplete for this semester, so teachers are at a standstill, waiting for direction. Also, I am worried about students' performance on the upcoming State Assessments since the designed curriculum fails to include some key ideas students should know and those tests are just around the corner!
On the bright side, I get to plan a unit for a fun novel by Virginia Hamilton. The students already studied her book, "Anthony Burns" and now they are reading "The House of Dies Drear". It is a mixture of historical fiction and mystery all wrapped up in one. As a duel content Social Studies student teacher, the subject of this text-slavery and the underground railroad-interests me tremendously. Not to mention, the students are enjoying the book as well.
At this time next week, I'll be planning and teaching full-time! Sometimes I can't believe the time is here already. I'm sure the time will fly by and graduation will creep up on me like a stranger in the dark!
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