Classroom or Courtroom?

 

       This week I began my new experience at Alan Shawn Feinstein Middle School in Coventry. Although I have only observed the students for two days I can already tell that Ms. Tundis has a motivated and strongly opinionated group of eighth grade students. The students were so eager to raise their hands and participate for every question that was thrown at them. I can honestly say that the whole concept of wait-time would not have to be used at all with these eighth graders. As I watched students debate back and forth in a polite manner over a simple question the teacher asked I was beyond impressed at their responses and level of engagement. Students began to state examples from the text in support of their position, make up real life situations relating to the topic at hand, and use accountable talk statements created for a respectable way to carry on a conversation. I felt as if I was in a courtroom of “literary lawyers” who would stop at nothing to prove their point. The students both initiated and conducted their own debate that could have kept going had the bell not interrupted them.  I was so impressed with their ability to build off of one another’s opinions and pull out solid examples from the text. In addition to this I was able to witness the extent to which engaging novels play on the learning’s of a class room full of pre-teens. Ms. Tundis and her students are midway through reading a novel titled, An Orphan Who Had a Chance. When Ms. Tundis told students to close their books and pack up for lunch they all begged her to keep reading and even said they would rather stay in her class than go to lunch. Hearing a bunch of eighth graders get upset about going to lunch certainly took me by surprise! I wonder what types of reading materials I can bring into the classroom that will peak students interest to this magnitude. It was evident through classroom discussions and the high participation levels that these students truly enjoyed being in this classroom and were having fun from reading this book.

       One of the main things I immediately noticed from the second I walked into the classroom was the unique teacher identity that Ms. Tundis has created for herself. The way she interacts with students is on a personal yet professional level. She possesses such a strong teacher presence that I hope I can one day create for myself. Students respect her and she respects students. It is clear that she has high expectations for her students, in which they want to rise up to. I cannot wait to work with this group of kids since I know they are a group that is ready to learn and ready become active participants in their own learning.