This week I finally taught my first
classes and took over the leading role while my CT took the backseat. I got observed on Wednesday as I taught a
lesson about argumentative writing. The previous night for homework students
were given argumentative articles to read regarding whether or not animals
should be in circuses and zoos or if they should be freed. It was the student’s
responsibility to highlight the different components of the argument and to
come to class prepared the next day. My lesson started off great as all
students came prepared and ready to work. The overall assessment of the lesson was for
students to make a brief claim and to then construct their own counterclaim.
Based off of assessing students counter claims I was able to realize the
strengths and weaknesses of the lesson. I realized I should have given students
an example counterclaim as to what would qualify as a “4”. When I re-did this
lesson with the three other classes I provided specific examples of what I was
looking for and got better results when grading assessments. The main lesson I learned from this week was
to provide clarity on exactly what I am assessing students on and to be
specific when providing feedback. During
one of the opportunities to re-teach this lesson to another A2 level class I
was confronted with one of the many realities of teaching. As I began to begin
my planned out lesson I realized that none of the students have even attempted
to begin their homework from the previous night. In an instant I had to modify
my lesson to make it work under the circumstances. I realize it is changes like
these that occur all the time and as teachers we must always have a plan
A/B/C/D ready to adjust to any type of situation. As I approach the fourth week
I will begin to completely take over two of the A2 level classes and finally
get a feel of what it is like to teach on a day to day basis.
Saturday, February 9, 2013
Saturday, February 2, 2013
A Whole New Week
This was a week full of new experiences as I slowly maneauvered from being an observer to actively engaging and taking part in class activities and discussions. Although lots have happened this week, I take away two aspects or "golden nuggets" so to say:
Professional Development Day. Prior to this Friday's PD day I always envisioned these set aside days as oppurtunities for teachers to grow as professionals and to learn something new. However, after experiencing this for myself I have come to realize that my old perception was nothing but an illusion. The day was spent forcing teachers to come up with their own curriculum, their own standards, and the corresponding rubric for the selected standards. While some teachers expressed their frustration on not having enough knowledge to complete a task that administration should be taking care of other teachers walked out the room while others openly shared their disheartenments over multiple aspects of the way the school is ran. The second portion of the day was not so much different than the first. It was on this day that I truly realized the importance of having a voice as a teacher and not succoumbing to the norms of the education sysytem. Also, questions arose in my mind as to why teachers, the ones who are actually working with the children, have little to no say in the new plans for the school. Why are inefficient plans imposed when they are clearly not working? Why aren't the people who work with children and knows what works and what does'nt, not allowed to provide input?
Secondly, my other golden nugget was sparked by a clearly troubled young boy who had zero interest in his own education. This student has not completed a single assignment all year, sits in class talking on his phone, and lacks the ability to see any value in what an education can do for someone. To hear this student react to his teachers requests by blurting out "F you, b*tch" I can't help but acknowledge the likely reality that his behavior and complete disinterest in class is a result of factors within his personal life and upbringing that have shaped him wrongly. Although dealing with this student is no easy task I could'nt help but feel a sense of excitement knowing that if I could somehow reach him in one way or another then that would be what it means to truly make a difference. I could care less if this student remembers the teacher's lesson on Transcendentalism and the Emerson's Maxims. I could care less if he knows the plot of "What Redburn Saw." But what I do care about is that this student recognizes the importance of doing what he needs to do to get his high school diploma and make something out of his life. He doesn't do a single once of schoolwork so theres no possible way he could pass. Will he get frustrated and eventually drop out? What will come of him in the future? To change the mindset of a troubled teen to understand the paths that education can reveal and to want more out of life, is a challenge that excites me and gives me true purpose to what I am doing. Although this dream of saving those students who desperately need to be saved may be far more difficult than I may think, I am ready to give it a try. But how? How can you help someone who does'nt want to be helped? How can you show someone something they are blind to? What if all the strategies of making connections with the student and introducing relatable content material does'nt work? Then what?
Professional Development Day. Prior to this Friday's PD day I always envisioned these set aside days as oppurtunities for teachers to grow as professionals and to learn something new. However, after experiencing this for myself I have come to realize that my old perception was nothing but an illusion. The day was spent forcing teachers to come up with their own curriculum, their own standards, and the corresponding rubric for the selected standards. While some teachers expressed their frustration on not having enough knowledge to complete a task that administration should be taking care of other teachers walked out the room while others openly shared their disheartenments over multiple aspects of the way the school is ran. The second portion of the day was not so much different than the first. It was on this day that I truly realized the importance of having a voice as a teacher and not succoumbing to the norms of the education sysytem. Also, questions arose in my mind as to why teachers, the ones who are actually working with the children, have little to no say in the new plans for the school. Why are inefficient plans imposed when they are clearly not working? Why aren't the people who work with children and knows what works and what does'nt, not allowed to provide input?
Secondly, my other golden nugget was sparked by a clearly troubled young boy who had zero interest in his own education. This student has not completed a single assignment all year, sits in class talking on his phone, and lacks the ability to see any value in what an education can do for someone. To hear this student react to his teachers requests by blurting out "F you, b*tch" I can't help but acknowledge the likely reality that his behavior and complete disinterest in class is a result of factors within his personal life and upbringing that have shaped him wrongly. Although dealing with this student is no easy task I could'nt help but feel a sense of excitement knowing that if I could somehow reach him in one way or another then that would be what it means to truly make a difference. I could care less if this student remembers the teacher's lesson on Transcendentalism and the Emerson's Maxims. I could care less if he knows the plot of "What Redburn Saw." But what I do care about is that this student recognizes the importance of doing what he needs to do to get his high school diploma and make something out of his life. He doesn't do a single once of schoolwork so theres no possible way he could pass. Will he get frustrated and eventually drop out? What will come of him in the future? To change the mindset of a troubled teen to understand the paths that education can reveal and to want more out of life, is a challenge that excites me and gives me true purpose to what I am doing. Although this dream of saving those students who desperately need to be saved may be far more difficult than I may think, I am ready to give it a try. But how? How can you help someone who does'nt want to be helped? How can you show someone something they are blind to? What if all the strategies of making connections with the student and introducing relatable content material does'nt work? Then what?
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