Domain 7 Communication
One of the parents today said that she told her student, “It doesn’t matter what you know; it’s what you put on the paper.” This crushed me. To think that we have even warped parents’ minds to believe that the grade is all that matters. This particular student rushes through his work, and so a lot of what we talked about at his conference had to do with the fact that he knows it; he just doesn’t take his time to think through the questions or what he is doing. My teacher agreed with her for the purpose of ISTEP, but there has to be a better way. I would hope that I would be fostering ways to show what this student knows, truly reflecting his knowledge…not just taking a grade on his work. I think I am going to have to set up some kind of plan for him to slow down, and I am really going to have to work on his comprehension skills. Perhaps I should create folders for them of things they can do when they finish their work…individual folders so that we can work on things such as that. His mom did say we could send home extra stuff on which to work and that she would work with him. She is very active and supportive and is doing a lot for her son.
I forgot to mention yesterday, my teacher had two parent teacher conferences last night, but she didn’t mention anything about them until yesterday. My evening was already full; I don’t think she realized that I needed to be there, so she wasn’t thinking along those lines. When I asked her, she said I didn’t need to be there, so I didn’t go. I just wanted to make sure you knew thisJ!
I think PT conferences should be all positive, all strengths and parents’ concerns. Let them bring up the issues. I feel like some parents left today feeling kind of defeated and burdened.
My teacher referred to the students’ “problems” a lot, which I was not really pleased with. I don’t like that term, and I don’t think it helped to make the parents feel any better. I was just trying to think of how they were feeling walking in there expecting the worse or just to come in prepared to have stuff dumped upon them.
It was neat when my teacher told one mom that her son received the highest grade on something; she was trying to hide it, but I could tell she was smiling! I thought that was so cool how something so small and SPECIFIC made her so proud of her child!
I learned so much and piped in when I thought it was helpful. I’m so glad I got to experience these! I learned so much about my students and about how to conduct myself. I can’t wait for the chance to do them myself! So much can be fostered through these conferences!
P.S. I also got to sit in on an RTI meeting and meet the special ed coordinator! That was a worthwhile experience too!
Wednesday, October 28, 2009
Tuesday, October 27, 2009
P.S.
P.S. Is it ok to include my teacher in my lessons? I didn't think it was, but if I can use her, then I think I would like to! Do you think that would make her think I'm less of a planner or not as competent? (maybe that's not really a big deal) Maybe after I have the kids fully for a week, then they will not be as confused as to who is in "charge" (so to speak).
Journal for 10/27/09 The Wheels are Turning...
Domain 2 Personal Development
A few things stood out to me today...
One of our students brought pictures of girls in thongs (basically naked and way inappropriate, especially for a 3rd grader)! My teacher, after school, said that she thinks she got "through" to him. She didn't get mad or yell, she said, she just told him how disappointed she was in him. He cried.
If I remember correctly...this is not the most appropriate way to respond to a student...that doesn't really set any kind of promise, hope, or expectation for the student. It sounds so degrading and humiliating. Not that I am not guilty of such, but I just wasn't excited to hear that.
Something else - the teachers at lunch today were talking about how ANGRY they were with some of the students. They were using strong words, such as furious, and I don't know...I was just shocked. I mean, we all have student stories, and yes, they can upset us at times, but to let things get to us that much or to take it out on the child. To me, it's a sea of bad parenting and unstable home lives. Grant it, I don't always look at it that way when a situation occurs, but I hope I don't ever talk with such anger about any of them.
One more thing...my teacher and at least one more 3rd grade teacher use the phrase "boys and girls" a lot....AHHHH! I feel like we are back in the olden days. I don't think it's a bad term by any means, but it just bothers me to death. I like to say "3rd graders" or "3rd grade" instead. Not really a big deal; I've just been thinking about it this past week and wanted to mention it.
Actually, I do have just one more thing. I found out today that the little girl I observed being more touchy recently experienced her mother walking out on her family (not recently but a few years back, I think). That explains her outbursts of odd behavior and her need to be loved by a woman...WOW!
Have a great evening!
A few things stood out to me today...
One of our students brought pictures of girls in thongs (basically naked and way inappropriate, especially for a 3rd grader)! My teacher, after school, said that she thinks she got "through" to him. She didn't get mad or yell, she said, she just told him how disappointed she was in him. He cried.
If I remember correctly...this is not the most appropriate way to respond to a student...that doesn't really set any kind of promise, hope, or expectation for the student. It sounds so degrading and humiliating. Not that I am not guilty of such, but I just wasn't excited to hear that.
Something else - the teachers at lunch today were talking about how ANGRY they were with some of the students. They were using strong words, such as furious, and I don't know...I was just shocked. I mean, we all have student stories, and yes, they can upset us at times, but to let things get to us that much or to take it out on the child. To me, it's a sea of bad parenting and unstable home lives. Grant it, I don't always look at it that way when a situation occurs, but I hope I don't ever talk with such anger about any of them.
One more thing...my teacher and at least one more 3rd grade teacher use the phrase "boys and girls" a lot....AHHHH! I feel like we are back in the olden days. I don't think it's a bad term by any means, but it just bothers me to death. I like to say "3rd graders" or "3rd grade" instead. Not really a big deal; I've just been thinking about it this past week and wanted to mention it.
Actually, I do have just one more thing. I found out today that the little girl I observed being more touchy recently experienced her mother walking out on her family (not recently but a few years back, I think). That explains her outbursts of odd behavior and her need to be loved by a woman...WOW!
Have a great evening!
Monday, October 26, 2009
Journal 10/26/09 Field Trip Benefits
Domain 7 Communication
Domain 2 Personal Development
First of all, I forgot to include in Friday's journal that I had a few blessings that day that God revealed to me. One girl, who I thought wasn't really interested in me or anyone...kind of "feelingless" just came up to me and put herself against me...just wanting a hug and stayed like that for awhile. It wasn't an attention thing or a sappy thing. It was just her being a child...one that needs love.
Another student put at the top of one of his papers, "here is my work love, Jacob". This might seem like nothing, but again, it just shows the sensitive, feeling side of that child.
The field trip was good today in the sense that it gave me a chance to get to know the kids on a little different level and them me. I was also able to foster further learning through questioning the kids at the various places we stopped and/or giving them information they sought or I thought they should know. It was hard because most of the time I just felt like a helper, not a teacher, but obviously, my teacher is still in control, so I just tried to let her do her thing. There were so many times when I wanted to step in to get them under control, and I had to bite my toungue. A few times, I did speak out; Boy, it's a hard balance!
I'm trying to fight the pressure of the portfolio. I don't feel overwhelmed, but then it sneaks up on me because I feel that maybe I'm not thinking it's as hard as it really is. Like Dr. E told us 1st semester...just do the next thing....the next thing Olivia...
Domain 2 Personal Development
First of all, I forgot to include in Friday's journal that I had a few blessings that day that God revealed to me. One girl, who I thought wasn't really interested in me or anyone...kind of "feelingless" just came up to me and put herself against me...just wanting a hug and stayed like that for awhile. It wasn't an attention thing or a sappy thing. It was just her being a child...one that needs love.
Another student put at the top of one of his papers, "here is my work love, Jacob". This might seem like nothing, but again, it just shows the sensitive, feeling side of that child.
The field trip was good today in the sense that it gave me a chance to get to know the kids on a little different level and them me. I was also able to foster further learning through questioning the kids at the various places we stopped and/or giving them information they sought or I thought they should know. It was hard because most of the time I just felt like a helper, not a teacher, but obviously, my teacher is still in control, so I just tried to let her do her thing. There were so many times when I wanted to step in to get them under control, and I had to bite my toungue. A few times, I did speak out; Boy, it's a hard balance!
I'm trying to fight the pressure of the portfolio. I don't feel overwhelmed, but then it sneaks up on me because I feel that maybe I'm not thinking it's as hard as it really is. Like Dr. E told us 1st semester...just do the next thing....the next thing Olivia...
Saturday, October 24, 2009
Journal for 10/23/09 Communication
My teacher always has some things to tell me, suggest to me, fill me in one throughout the day or at the beginning/end of the day. Today, she talked about when to take away tickets. A student made a comment after I took a banana buck away for talking, saying that Mrs. Kady takes tickets away for talking. So Mrs. Kady just wanted to make sure we are consistent with our ticket/banana buck taking. I could understand taht of course. The only thing is that I know that many students will not have their 5 tickets at the end of the day, let alone at the end of the week (that might be a little of an extreme). The point being...she does not crack down as much as I do and doesn't take tickets all the time because she wants them to be able to participate in the Friday reward. Well, that completely throws out the management plan.
Then, I walked in on my teacher talking with another teacher about me. She was apparently saying something about this conversation because I heard her say that I asked if we could take away tickets for tattling. I was just going in their to say "good night" to them because I was leaving. Nothing was said about it but that was really a hard hit for me. I have no idea what she was saying or how she was saying it, but if she does have a problem or a concern, I wish she would bring it up with me.
I learned so much from this, and I know I will continue to. It really really hurt to know that stuff could possibly be "going around" about me or maybe just to this one teacher (I cried.). BUT, I feel that God is going to use this situation and this semester to really humble me and show me more of who I am and what life is truly about. I am learning so much of what it means to be a great teacher...having ideas and knowing the facts are good but unless implemented and chosen based upon my students...they're nothing. I am in this for the kids, and I am excited to see what all God chooses to do in me through it all!
I wish that she would give me a chance to share my philosophies and thoughts. She tells me hers, but she never asks mine. I know all my thoughts, ideas, suggestions are the best all the time or anything like that, but to be heard...to let my passion come forth...I just want her to know why I do what I do or why I think how I think, etc.
So much to learn...to many ways to grow...
Then, I walked in on my teacher talking with another teacher about me. She was apparently saying something about this conversation because I heard her say that I asked if we could take away tickets for tattling. I was just going in their to say "good night" to them because I was leaving. Nothing was said about it but that was really a hard hit for me. I have no idea what she was saying or how she was saying it, but if she does have a problem or a concern, I wish she would bring it up with me.
I learned so much from this, and I know I will continue to. It really really hurt to know that stuff could possibly be "going around" about me or maybe just to this one teacher (I cried.). BUT, I feel that God is going to use this situation and this semester to really humble me and show me more of who I am and what life is truly about. I am learning so much of what it means to be a great teacher...having ideas and knowing the facts are good but unless implemented and chosen based upon my students...they're nothing. I am in this for the kids, and I am excited to see what all God chooses to do in me through it all!
I wish that she would give me a chance to share my philosophies and thoughts. She tells me hers, but she never asks mine. I know all my thoughts, ideas, suggestions are the best all the time or anything like that, but to be heard...to let my passion come forth...I just want her to know why I do what I do or why I think how I think, etc.
So much to learn...to many ways to grow...
Thursday, October 22, 2009
Journal for 10/22/09 Yeah for Observation Day
Domain 1 Content
Domain 6 Management of Classroom
Thank you for all your thoughts, ideas, and suggestions! You can guarantee I will be thinking of ways to implement them, adapt them, modify them, etc. I appreciate your encouragement and just keeping me on track!
One thing I did want to ask: Since I will have to keep teaching how to find a subject and verb, when do I take a "grade". Do I go ahead and take the grades? Do I take a "completion" grade. Do I wait till I do another lesson. Do I just grade if they got at least 2 correct? I mean, I'm sure there are multiple ways, and of course, it depends upon what I am assessing and my purpose behind it, but I just wanted your expertise, wisdom, and direction!
I looked at the kids' desks before I left today, and it made me want to cringe! They are so messy! I'm sure from an outsider's position, it was a shock! I felt bad even leaving instructions because I was afraid it would be over-stimulating for them. I don't "blame" that on my teacher by any means, and I definitely haven't helped the situation by going over time and not finishing the work during the actual subject time. We're just going to have to work on it step-by-step!
Have a great Friday!
Domain 6 Management of Classroom
Thank you for all your thoughts, ideas, and suggestions! You can guarantee I will be thinking of ways to implement them, adapt them, modify them, etc. I appreciate your encouragement and just keeping me on track!
One thing I did want to ask: Since I will have to keep teaching how to find a subject and verb, when do I take a "grade". Do I go ahead and take the grades? Do I take a "completion" grade. Do I wait till I do another lesson. Do I just grade if they got at least 2 correct? I mean, I'm sure there are multiple ways, and of course, it depends upon what I am assessing and my purpose behind it, but I just wanted your expertise, wisdom, and direction!
I looked at the kids' desks before I left today, and it made me want to cringe! They are so messy! I'm sure from an outsider's position, it was a shock! I felt bad even leaving instructions because I was afraid it would be over-stimulating for them. I don't "blame" that on my teacher by any means, and I definitely haven't helped the situation by going over time and not finishing the work during the actual subject time. We're just going to have to work on it step-by-step!
Have a great Friday!
Wednesday, October 21, 2009
Journal for 10/21/09 I'm starting to feel like a real teacher...but definitely a rookie:)
It was our restroom break before lunch, and my teacher did subtraction facts between the boys and girls (each in their own line, and they had to compete against each other). One boy missed A LOT in a row. I know this is a small matter, but I couldn't help but think about how that had to make him feel. I don't think that is such a good idea. Many of the kids were saying stuff to him and acting like it was a big deal that he wasn't getting any right. Even small things like this really affect students, I think. Good idea but not a sound one, in my opinin.
I really like what I am learning about reflecting and meeting my students' needs. It's hard because I only have a short while, and when it's not your own routine, it makes it even harder, but it just goes to show how difficult teaching is. I am constantly assessing and making decisions! It's all so true! I have to think about what I want to assess, if I have assessed it, what kind of instruction I need to use. I think my philosophy about education has totally changed. Even though I am a total advocate for discovery learning, I have come to realize that the best approach to educating students is to pick a philosophy that meets their needs. I think will this class, I will slowly introduce them to more conceptual, discovery learning, but right now, they need the facts. So I am having to come up with ways to get them up, moving, and talking while at the same time, giving them the information and helping it to stick. I think once I get more into the swing of this, I can really start focusing on individual students. This is a hard thing too. I am becoming more aware of all students in my class while instructing...reinforcing one in particular (I think he did well today partly because of it), calling others out, etc. Now, I just need to figure out how to best help those who have attitudes, struggle academically, and are slower paced. I have realized that jumping in, I can't have it all together right off the bat; it's not possible to do that. If I really want to be the best teacher I can be, I have to keep adapting for the sake of my students and change a bit at a time. Otherwise, nothing will ever get done.
One thing we really need to work on is assignment books and homework. I need to brainstorm some options for this.
I will see you tomorrow!
Good night! I'm proud of you for handling that situation well today! (for what it's worth) Hope Evan is still recovering!
I really like what I am learning about reflecting and meeting my students' needs. It's hard because I only have a short while, and when it's not your own routine, it makes it even harder, but it just goes to show how difficult teaching is. I am constantly assessing and making decisions! It's all so true! I have to think about what I want to assess, if I have assessed it, what kind of instruction I need to use. I think my philosophy about education has totally changed. Even though I am a total advocate for discovery learning, I have come to realize that the best approach to educating students is to pick a philosophy that meets their needs. I think will this class, I will slowly introduce them to more conceptual, discovery learning, but right now, they need the facts. So I am having to come up with ways to get them up, moving, and talking while at the same time, giving them the information and helping it to stick. I think once I get more into the swing of this, I can really start focusing on individual students. This is a hard thing too. I am becoming more aware of all students in my class while instructing...reinforcing one in particular (I think he did well today partly because of it), calling others out, etc. Now, I just need to figure out how to best help those who have attitudes, struggle academically, and are slower paced. I have realized that jumping in, I can't have it all together right off the bat; it's not possible to do that. If I really want to be the best teacher I can be, I have to keep adapting for the sake of my students and change a bit at a time. Otherwise, nothing will ever get done.
One thing we really need to work on is assignment books and homework. I need to brainstorm some options for this.
I will see you tomorrow!
Good night! I'm proud of you for handling that situation well today! (for what it's worth) Hope Evan is still recovering!
Tuesday, October 20, 2009
Journal for 10/20/09 Oh the things we learn...
Domain 6 Management of Time and Classroom
Domain 1 Content
Domain 5 Methodology
The centers were helpful today because it gave me data for further planning. I am not doing anything that I originally planned for…I’m going to come up with all new plans based on how they performed today on the assessments. One thing I need to be mindful of is planning “too much” for one subject. I am thinking through the best way to plan out the morning. We have only about 1 and 30/45 minutes to do language, reading, and spelling, which does not seem like enough to me. I am thinking that I might break up the subjects across days and teaching reading story/skill and spelling one day and vocabulary and grammar another day…or something like that.
I am encouraged by the fact that I have to redo my plans because it just allows an opportunity for growth and challenge. I am in it for these students, and I am responsible to make sure they learn. I am can see that it will take awhile to get them into some of my routines. I am also seeing the importance of just sticking with more of her “style”/”routine” just because that is what they are used to. I can implement me and use my methods as well but not all at one time. Doing it all at once today really helped me to get a feel for how they will handle different forms of learning and to what they will need help adjusting. Our centers were not long enough, I sent them without giving directions (seeing how they would do independently), and I forgot some details in the directions. All of these factors made for an interesting morning.
Something else, the students would go to Mrs. Kady at times with questions or concerns, etc. I tried jumping in when I caught it so that they would respond to me. I don’t want to use her because in my “real” classroom, I won’t be able to. Besides, they need to learn who is in charge at that time. I didn’t bug me in the sense that they weren’t giving me that authority. It was just that I need to make sure that I am doing this on my own….managing and instructing. That was one difference today too between my teacher’s centers and mine. I had one center where I was instructing (guided reading). When she did hers, she was free-floating…I think this made a huge difference with these students. I also only had a Title aide in here, but he couldn’t stay the whole time, which also made a big difference.
I have been reflecting all day, and I think it would have been easy to get discouraged, but I haven’t because this is the essence of teaching. When I think about it, I am in a new environment with students I am still getting a feel for. Not to mention, I am jumping into another’s shoes. Although I had to reteach a lot in my special ed placement, it is completely different here because I am responsible for the whole class. In practicum placements, we didn’t have to assess and plan accordingly. (Might be a good idea to do for practicum!!! Teach a lesson, assess, and either plan another lesson to move on or to reteach.)
This was a great day for growth!
Also, if around 9:15 would work ok to come. I don’t know what exactly we’ll be doing at this point, but that way, when we are done, we can meet to reflect. My teacher takes over at 10. Would that be ok or does hurt you for time?
Domain 1 Content
Domain 5 Methodology
The centers were helpful today because it gave me data for further planning. I am not doing anything that I originally planned for…I’m going to come up with all new plans based on how they performed today on the assessments. One thing I need to be mindful of is planning “too much” for one subject. I am thinking through the best way to plan out the morning. We have only about 1 and 30/45 minutes to do language, reading, and spelling, which does not seem like enough to me. I am thinking that I might break up the subjects across days and teaching reading story/skill and spelling one day and vocabulary and grammar another day…or something like that.
I am encouraged by the fact that I have to redo my plans because it just allows an opportunity for growth and challenge. I am in it for these students, and I am responsible to make sure they learn. I am can see that it will take awhile to get them into some of my routines. I am also seeing the importance of just sticking with more of her “style”/”routine” just because that is what they are used to. I can implement me and use my methods as well but not all at one time. Doing it all at once today really helped me to get a feel for how they will handle different forms of learning and to what they will need help adjusting. Our centers were not long enough, I sent them without giving directions (seeing how they would do independently), and I forgot some details in the directions. All of these factors made for an interesting morning.
Something else, the students would go to Mrs. Kady at times with questions or concerns, etc. I tried jumping in when I caught it so that they would respond to me. I don’t want to use her because in my “real” classroom, I won’t be able to. Besides, they need to learn who is in charge at that time. I didn’t bug me in the sense that they weren’t giving me that authority. It was just that I need to make sure that I am doing this on my own….managing and instructing. That was one difference today too between my teacher’s centers and mine. I had one center where I was instructing (guided reading). When she did hers, she was free-floating…I think this made a huge difference with these students. I also only had a Title aide in here, but he couldn’t stay the whole time, which also made a big difference.
I have been reflecting all day, and I think it would have been easy to get discouraged, but I haven’t because this is the essence of teaching. When I think about it, I am in a new environment with students I am still getting a feel for. Not to mention, I am jumping into another’s shoes. Although I had to reteach a lot in my special ed placement, it is completely different here because I am responsible for the whole class. In practicum placements, we didn’t have to assess and plan accordingly. (Might be a good idea to do for practicum!!! Teach a lesson, assess, and either plan another lesson to move on or to reteach.)
This was a great day for growth!
Also, if around 9:15 would work ok to come. I don’t know what exactly we’ll be doing at this point, but that way, when we are done, we can meet to reflect. My teacher takes over at 10. Would that be ok or does hurt you for time?
Monday, October 19, 2009
Journal 10/19/09 First day of instruction...
Domain 5 Methodology
Domain 7 Communication
Domain 6 Management of Time
I started teaching today. Something I’m going to have to be better about…not such long lessons! I didn’t get to grammar today; we were having too much fun with the other “stuff” we were learning. (aka, I spent too much time on spelling) That will definitely be an area I will grow in. Perhaps even an artifactJ!
Today held many good connections between my teacher and myself. Over the weekend she emailed me because she had been able to go over my plans, which she did like. She just had a few things to point out about the routine of the classroom. By the end of the weekend, I was feeling pretty guilty for having taken charge so quickly. I just get ideas and go with them, and I forget that this is still NOT MY classroom. But I think the emails helped us to communicate better (and for me to read her or at least try), and so today I was able to apologize, and she was understanding. We both just realized how to better communicate with one another concerning routine and ideas, etc (at least I hopeJ). She’s new at this, and I am too, so it was encouraging in that aspect.
It will be interesting to see how the kids adjust to going from me to her (during the day). I teach for 2 hours in the morning, and then she picks up with math. I noticed a little bit that she was trying to have control of them like I did…I didn’t allow for any of the chatter that hey usually exhibit. One way I keep them talking though, is that I have “30 seconds of talking” written on the board with numbers 1-10 under it. I have them turn to a partner and tell them what we just went over, what something means, etc for 30 seconds (total). This keeps them verbal but on task still.
It’s hard doing the stars (management) while teaching because right now, I don’t know the teams, and I’m only teaching for 2 hours. They have to get 50 by next Tuesday! The most a team has is 6J. At least I know this now!
The kids got right to work this morning…even before the bell rang. Right now, it is fun to have a young, new teacher, so it will be interesting to see if they start to get bored with me…I hope I can keep the learning atmosphere alive and thriving! We’ll see!!
Domain 7 Communication
Domain 6 Management of Time
I started teaching today. Something I’m going to have to be better about…not such long lessons! I didn’t get to grammar today; we were having too much fun with the other “stuff” we were learning. (aka, I spent too much time on spelling) That will definitely be an area I will grow in. Perhaps even an artifactJ!
Today held many good connections between my teacher and myself. Over the weekend she emailed me because she had been able to go over my plans, which she did like. She just had a few things to point out about the routine of the classroom. By the end of the weekend, I was feeling pretty guilty for having taken charge so quickly. I just get ideas and go with them, and I forget that this is still NOT MY classroom. But I think the emails helped us to communicate better (and for me to read her or at least try), and so today I was able to apologize, and she was understanding. We both just realized how to better communicate with one another concerning routine and ideas, etc (at least I hopeJ). She’s new at this, and I am too, so it was encouraging in that aspect.
It will be interesting to see how the kids adjust to going from me to her (during the day). I teach for 2 hours in the morning, and then she picks up with math. I noticed a little bit that she was trying to have control of them like I did…I didn’t allow for any of the chatter that hey usually exhibit. One way I keep them talking though, is that I have “30 seconds of talking” written on the board with numbers 1-10 under it. I have them turn to a partner and tell them what we just went over, what something means, etc for 30 seconds (total). This keeps them verbal but on task still.
It’s hard doing the stars (management) while teaching because right now, I don’t know the teams, and I’m only teaching for 2 hours. They have to get 50 by next Tuesday! The most a team has is 6J. At least I know this now!
The kids got right to work this morning…even before the bell rang. Right now, it is fun to have a young, new teacher, so it will be interesting to see if they start to get bored with me…I hope I can keep the learning atmosphere alive and thriving! We’ll see!!
Friday, October 16, 2009
Journal for 10/16/09 Interesting...
Domain 7 Communication
So...my teacher told me that none of her bulletin boards were set in stone and that I could do whatver I wanted with them. I thought that I would try that idea that you mentioned last night (the one that your husband does). I asked her first, and she said yes. Then, when it came to spelling time and putting up their 100% papers, she made a comment about how I was changing it (or something) and asked me what we were going to do with the papers and chart. I was just kind of surprised at the way she said it and wondered if she was really ok with it. She never really acts like I've made her upset or anything, so I don't think she is really having problems with stuff that I am doing; I'm just not quite sure how to read her, so I need to keep working on it.
Something I thought about today is that I don't want her to think I am trying to be better than her or have the kids like me better or anything like that. That is NOT my goal at all (and obviously, you know that). The things that I want to try to do and experiment with are because I would do those in my classroom...I want to do them in my classroom!
We had a sub half day yesterday and today...I tried really hard to be respectful of the fact that they were still "the teacher". Today, I took over getting them settle down a few times because they were crazy. My teacher at one point had to yell at them pretty strongly. She felt bad afterward (she is more of an emotional woman...aren't we all!?:)), and didn't want to leave them on that note. She told them she doesn't like to yell and shouldn't have to. But to me, yelling and being firm are two totally different things. I think, maybe, she might think that I am "yelling" when I talk to them, but I am letting them know who is in control and that I'm serious. A sweet, kind tone with them does not work...at least, it hasn't yet.
Have a great weekend! Thanks again for all you do and have done!
So...my teacher told me that none of her bulletin boards were set in stone and that I could do whatver I wanted with them. I thought that I would try that idea that you mentioned last night (the one that your husband does). I asked her first, and she said yes. Then, when it came to spelling time and putting up their 100% papers, she made a comment about how I was changing it (or something) and asked me what we were going to do with the papers and chart. I was just kind of surprised at the way she said it and wondered if she was really ok with it. She never really acts like I've made her upset or anything, so I don't think she is really having problems with stuff that I am doing; I'm just not quite sure how to read her, so I need to keep working on it.
Something I thought about today is that I don't want her to think I am trying to be better than her or have the kids like me better or anything like that. That is NOT my goal at all (and obviously, you know that). The things that I want to try to do and experiment with are because I would do those in my classroom...I want to do them in my classroom!
We had a sub half day yesterday and today...I tried really hard to be respectful of the fact that they were still "the teacher". Today, I took over getting them settle down a few times because they were crazy. My teacher at one point had to yell at them pretty strongly. She felt bad afterward (she is more of an emotional woman...aren't we all!?:)), and didn't want to leave them on that note. She told them she doesn't like to yell and shouldn't have to. But to me, yelling and being firm are two totally different things. I think, maybe, she might think that I am "yelling" when I talk to them, but I am letting them know who is in control and that I'm serious. A sweet, kind tone with them does not work...at least, it hasn't yet.
Have a great weekend! Thanks again for all you do and have done!
Thursday, October 15, 2009
Journal 10/15/09 Oh the Lessons I Need to Learn
Domain 7 and 6 Communication and Management
I know why the management isn’t effective; it is because she tries and does so many things. I know I’ve mentioned it the past few days, but there is no consistency with this group and that is what they need.
My teacher did talk with me about my plan. She said she had thought about it last night and that she was wondering if it was a good idea to just lose the plan that she had been doing because then it would be harder to regain control when she took back over. I had thought about this too, and I told her that I had decided to still do the tickets and bucks for more individual behaviors but that the stars would be for more whole group.
This is so hard for me because I really want to try this plan with this group. I just think it would work. But as I was thinking about it tonight, I realized that I am being selfish and prideful…thinking that I have the best way. And now that I think about it, I realize that it’s probably more of the consistency issue that is really affecting things and not her plan.
I need to think through and pray about it a little more, but I think I need to apologize to her and just explain the “go-getter” than I am and that sometimes I just get carried away with ideas before considering all angles. And that if she wishes me not to do the plan, I will respect that.
I also realized that I need to explain the Teacher as a Decision Maker model to her; I don’t think she really understands domains, artifacts, etc., and I did not think of explaining them to her before. I am her first ST, and it didn’t even cross my mind; I think that would help a bit. I also typed up a newsletter, and I am just afraid all my ideas are going to seem like I am thinking “nothing” of her ways and all about mine. I just…I am so excited to get my feet wet and to actually teach, and I don’t consider much else actual teaching. I need to work on that this time around. I just want to do my best. This is a hard thing to balance. I will definitely learn a lot…I can tell already. I need to be open and willing to learn…yes, Olivia…you really do!
I know why the management isn’t effective; it is because she tries and does so many things. I know I’ve mentioned it the past few days, but there is no consistency with this group and that is what they need.
My teacher did talk with me about my plan. She said she had thought about it last night and that she was wondering if it was a good idea to just lose the plan that she had been doing because then it would be harder to regain control when she took back over. I had thought about this too, and I told her that I had decided to still do the tickets and bucks for more individual behaviors but that the stars would be for more whole group.
This is so hard for me because I really want to try this plan with this group. I just think it would work. But as I was thinking about it tonight, I realized that I am being selfish and prideful…thinking that I have the best way. And now that I think about it, I realize that it’s probably more of the consistency issue that is really affecting things and not her plan.
I need to think through and pray about it a little more, but I think I need to apologize to her and just explain the “go-getter” than I am and that sometimes I just get carried away with ideas before considering all angles. And that if she wishes me not to do the plan, I will respect that.
I also realized that I need to explain the Teacher as a Decision Maker model to her; I don’t think she really understands domains, artifacts, etc., and I did not think of explaining them to her before. I am her first ST, and it didn’t even cross my mind; I think that would help a bit. I also typed up a newsletter, and I am just afraid all my ideas are going to seem like I am thinking “nothing” of her ways and all about mine. I just…I am so excited to get my feet wet and to actually teach, and I don’t consider much else actual teaching. I need to work on that this time around. I just want to do my best. This is a hard thing to balance. I will definitely learn a lot…I can tell already. I need to be open and willing to learn…yes, Olivia…you really do!
Wednesday, October 14, 2009
Journal for 10/14/09 I'm Lengthy Today...
Domain 7, 6, 5, 4
Communication, Management, Methodology, and Rights and Responsibilities
Lots on my mind today…(nothing new, I guess)
The big thing…the management of this class is so frustrating! AH! I say that with a smile. My poor teacher…she is so wonderful and really wants to have control, but she is not consistent, not firm, and tries too many things in the course of a day to really be effective. I took the kids to the restrooms today (woohoo), and I contemplated whether or not to be myself and make them mind me, and I did; I figured for one, it reflected on me as a teacher and for two, they need to get used to it. They did so well. I noticed her trying some of the things she has seen me do, but again, none of it is effective because they don’t take her seriously, and there is no consistency. Since I mapped out my plan yesterday, I created most of it today and showed her after lunch. I asked if I could start implementing it to get the kids in the swing of things (now that I think of it, I’m not really quite sure why I decided to ask her if I could begin it now instead of when I begin to teach). I really just want to get them under control. It’s hard knowing when to make them behave for just a few minutes (since I’m not their teacher yet) and just letting her have uncontrolled control. But she asked that I wait till I teach so that the students KNOW who has the authority. I completely understand. I just know I’m so excited because I think this is really going to work for them. I just want to see the results, but I need to be patient and allow her to still be the teacher. I felt bad for being selfish in that; I should have thought through that more. I don’t think she was upset by any means, but there was no reason for me to ask for that at this time.
I created a behavior checklist for a student today. She had me work with him this morning to get him caught up on work. We had to all go talk to the Assistance Principal about him, and that was a neat experience…then the Title aide stopped in to ask if he had gotten his HW done because he had helped him write it all down yesterday…Between the Assistant Principal situation and the aide, I realized that I was a little disappointed at how this student was being handled. My teacher and the Title aide talked about him and his situation in a way that made it all seem like his fault. But, nothing has seems to have really been done to help him. She said she tells the students multiple times in the day to fill out their assignment notebooks, but obviously, that is not enough for this student. I guess I was just surprised because she has a special ed background and the Title aide (to me) should know to do something else as well. I was impressed with how the As. Principal handled the situation…calling mom, encouraging her to contact my teacher, talking with the student about self-respect, etc. Mom asked that his assignments be written clearly so the solution to that is to have the teacher initial his book everyday. I think it is more than this so that is why I created a checklist. She said I could go for it; we’ll see how it goes!
I get to teach multiplication. I’m going to research some methods but if you have any you want to share, I would SURE appreciate it! Also, have you heard of the “Sundae” multiplication facts activity, where the kids have to build a sundae by memorizing all their facts? When I have seen this done in the past, I have thought that it wasn’t the best thing to display that to all students. What if a student is struggling? What if they never master their facts…etc. I asked my teacher about it, and she said that it hasn’t been a negative thing in the past (she is the one that told me about doing this – a suggestion). I was just curious what you think…
Something else that caught my attention…At the end of the day, my teacher called out the grades for their spelling pre-tests. She had all the 100’s come up to get their tests, all those that missed one, and then the rest. Maybe I am just paranoid about these kinds of things, but I did not think that was the most appropriate thing in the world nor do I think having a sticker chart with stickers that represent 100% on spelling tests is either. I think this could build community, and it could be a positive thing in the class, but it definitely depends on the class.
Just one more – I had asked my teacher if I could do centers in the morning to get students started (that’s the firs thing they come in and do – news station, post office, etc.) she was all for it. Then today, she made a comment about morning work. She just said that if I wanted to use it, I could find it “here” and that it might be good to stick to that routine. So, I just need to figure out how to work both of these in because I have the centers planned, and I really want to try them. I don’t think she was x-ing those out; I just think she forgot or didn’t realize that they were to replace morning work. I don’t like morning work, and too much time is wasted in the morning with uninterested students.
Communication, Management, Methodology, and Rights and Responsibilities
Lots on my mind today…(nothing new, I guess)
The big thing…the management of this class is so frustrating! AH! I say that with a smile. My poor teacher…she is so wonderful and really wants to have control, but she is not consistent, not firm, and tries too many things in the course of a day to really be effective. I took the kids to the restrooms today (woohoo), and I contemplated whether or not to be myself and make them mind me, and I did; I figured for one, it reflected on me as a teacher and for two, they need to get used to it. They did so well. I noticed her trying some of the things she has seen me do, but again, none of it is effective because they don’t take her seriously, and there is no consistency. Since I mapped out my plan yesterday, I created most of it today and showed her after lunch. I asked if I could start implementing it to get the kids in the swing of things (now that I think of it, I’m not really quite sure why I decided to ask her if I could begin it now instead of when I begin to teach). I really just want to get them under control. It’s hard knowing when to make them behave for just a few minutes (since I’m not their teacher yet) and just letting her have uncontrolled control. But she asked that I wait till I teach so that the students KNOW who has the authority. I completely understand. I just know I’m so excited because I think this is really going to work for them. I just want to see the results, but I need to be patient and allow her to still be the teacher. I felt bad for being selfish in that; I should have thought through that more. I don’t think she was upset by any means, but there was no reason for me to ask for that at this time.
I created a behavior checklist for a student today. She had me work with him this morning to get him caught up on work. We had to all go talk to the Assistance Principal about him, and that was a neat experience…then the Title aide stopped in to ask if he had gotten his HW done because he had helped him write it all down yesterday…Between the Assistant Principal situation and the aide, I realized that I was a little disappointed at how this student was being handled. My teacher and the Title aide talked about him and his situation in a way that made it all seem like his fault. But, nothing has seems to have really been done to help him. She said she tells the students multiple times in the day to fill out their assignment notebooks, but obviously, that is not enough for this student. I guess I was just surprised because she has a special ed background and the Title aide (to me) should know to do something else as well. I was impressed with how the As. Principal handled the situation…calling mom, encouraging her to contact my teacher, talking with the student about self-respect, etc. Mom asked that his assignments be written clearly so the solution to that is to have the teacher initial his book everyday. I think it is more than this so that is why I created a checklist. She said I could go for it; we’ll see how it goes!
I get to teach multiplication. I’m going to research some methods but if you have any you want to share, I would SURE appreciate it! Also, have you heard of the “Sundae” multiplication facts activity, where the kids have to build a sundae by memorizing all their facts? When I have seen this done in the past, I have thought that it wasn’t the best thing to display that to all students. What if a student is struggling? What if they never master their facts…etc. I asked my teacher about it, and she said that it hasn’t been a negative thing in the past (she is the one that told me about doing this – a suggestion). I was just curious what you think…
Something else that caught my attention…At the end of the day, my teacher called out the grades for their spelling pre-tests. She had all the 100’s come up to get their tests, all those that missed one, and then the rest. Maybe I am just paranoid about these kinds of things, but I did not think that was the most appropriate thing in the world nor do I think having a sticker chart with stickers that represent 100% on spelling tests is either. I think this could build community, and it could be a positive thing in the class, but it definitely depends on the class.
Just one more – I had asked my teacher if I could do centers in the morning to get students started (that’s the firs thing they come in and do – news station, post office, etc.) she was all for it. Then today, she made a comment about morning work. She just said that if I wanted to use it, I could find it “here” and that it might be good to stick to that routine. So, I just need to figure out how to work both of these in because I have the centers planned, and I really want to try them. I don’t think she was x-ing those out; I just think she forgot or didn’t realize that they were to replace morning work. I don’t like morning work, and too much time is wasted in the morning with uninterested students.
Tuesday, October 13, 2009
Journal for 10/13/09 I love teaching!
Domain 1, 2, 5, & 6
Content, Personal Development, Methodology, and Management
I was working on my TWS and unit for next week, and as I was contemplating how to do it, I realized that it is going to take time “weaning” my students into my routine. I kept trying to brainstorm multiple ways to accomplish what I want to accomplish, and I realized that I can’t just jump right in and that it might not go as planned the first time. At second glance, I thought perhaps it was not the best idea to do guided reading next week, but now I have decided not to jump into that the first day. I want them to at least get used to me as a teacher first, and THENJ we’ll just into the stations. I’m excited to try everything; I think it’s coming together. Something else I have had to realize is that you just can’t do everything the curriculum suggests, and I knew that, but when reading through it, it can be overwhelming. I am trying super hard to be sensible but myself when planning. I know I’m doing probably more than expected, but I know that is me, and I also want to take advantage of trying things with these students. I have created a behavior plan that I think will work (in fact, I can’t wait to implement it), and I have also figured out the students for which I want to make individual behavior plans. I just wish that I could base all instruction off of standards and then all the resources I would need would magically appearJ. (I feel like this is all rambling, but it’s fresh in my mind.)
My teacher and the aide talked about giving me the aide’s desk once I arrived, but I could tell yesterday that didn’t seem to go to well, and then today, she asked my teacher for a chair or suggested some other alternatives to her desk for herself. My teacher found a chair and cleared off a desk in our room for her, but I told her I would take it. I don’t want to cause any tension between the aide and myself, and besides, this is her territory; everything is set up here the way she likes it. She is going to be a right-hand man to me, and I don’t want to hurt that relationship over something such as a desk! I was grateful I was here to talk with my teacher about it, so that I could offer to take the other desk!
Something I really appreciate about my teacher is that she really cares about the students. When they tell her stories and such, she listens and responds, and I can just see her compassion toward them! I love and admire that about her!
I also love the atmosphere here. The teacher’s lounge is so much more positive here than at my last placement. A lot of the teachers talk about church, so whether or not it is the best “Christian” atmosphere, it is just nice to hear that these are the people educating these kids. That makes me think that I am trying to say I would rather be surrounded by Christian teachers, but I know that is not the case; it’s just interesting to compare and to reflect upon.
Praise God we have lunch at 11 o’clock! I love early lunch!
Content, Personal Development, Methodology, and Management
I was working on my TWS and unit for next week, and as I was contemplating how to do it, I realized that it is going to take time “weaning” my students into my routine. I kept trying to brainstorm multiple ways to accomplish what I want to accomplish, and I realized that I can’t just jump right in and that it might not go as planned the first time. At second glance, I thought perhaps it was not the best idea to do guided reading next week, but now I have decided not to jump into that the first day. I want them to at least get used to me as a teacher first, and THENJ we’ll just into the stations. I’m excited to try everything; I think it’s coming together. Something else I have had to realize is that you just can’t do everything the curriculum suggests, and I knew that, but when reading through it, it can be overwhelming. I am trying super hard to be sensible but myself when planning. I know I’m doing probably more than expected, but I know that is me, and I also want to take advantage of trying things with these students. I have created a behavior plan that I think will work (in fact, I can’t wait to implement it), and I have also figured out the students for which I want to make individual behavior plans. I just wish that I could base all instruction off of standards and then all the resources I would need would magically appearJ. (I feel like this is all rambling, but it’s fresh in my mind.)
My teacher and the aide talked about giving me the aide’s desk once I arrived, but I could tell yesterday that didn’t seem to go to well, and then today, she asked my teacher for a chair or suggested some other alternatives to her desk for herself. My teacher found a chair and cleared off a desk in our room for her, but I told her I would take it. I don’t want to cause any tension between the aide and myself, and besides, this is her territory; everything is set up here the way she likes it. She is going to be a right-hand man to me, and I don’t want to hurt that relationship over something such as a desk! I was grateful I was here to talk with my teacher about it, so that I could offer to take the other desk!
Something I really appreciate about my teacher is that she really cares about the students. When they tell her stories and such, she listens and responds, and I can just see her compassion toward them! I love and admire that about her!
I also love the atmosphere here. The teacher’s lounge is so much more positive here than at my last placement. A lot of the teachers talk about church, so whether or not it is the best “Christian” atmosphere, it is just nice to hear that these are the people educating these kids. That makes me think that I am trying to say I would rather be surrounded by Christian teachers, but I know that is not the case; it’s just interesting to compare and to reflect upon.
Praise God we have lunch at 11 o’clock! I love early lunch!
Monday, October 12, 2009
Journal 10/12/09 And we're off again!
Domain 7 - Communication
Domain 4 - Rights and Responsibilities
WOW! First day at a new school. This is going to be great! My teacher is so open to anything that I want to do. I am going to take over spelling, grammar, and reading starting next week! Woohoo! I’m excited! My brain is already swarming with ideas!
A few quick questions while I’m thinking about them:
1. For my TWS (which I plan to start with this right away!), can I do it on reading skills AND grammar skills that are both tied into my literacy unit? Also, do I have to wait to plan my lessons based off of my pre-assessments, meaning, should I try to have a pre-assessment by Friday and then plan the unit over the weekend. I know this would be best, but if it wouldn’t work out, would it be ok to plan it all at the same time? Thinking out it, it wouldn’t, so I just better plan to have that by Friday. J I love that I answer my own questions.
2. Are students’ IEP goals supposed to be the same as their regular grade-level standards because some of my students’ are…what’s the point? Although, the goal stated only 90% accuracy…would that be the difference? 90% as compared to 100%?
3. Also, on the IEP’s…if there are accommodations/modifications for state assessments are those to be used within the classroom as well. Because on this new ISTAR program, it states that these acomm/mods are to be used on a regular basis. Well, state testing is not on a regular basis, so…?!? I’m just not sure what that means.
I was starting to “worry” (if you can call it that) about not being able to use many hands-on things in here because of all the worksheets and direct instruction that was being conducted. I was thinking along these lines more for grades…if I did a lot of hands-on things, not as many worksheets would get done, etc. But, I talked with my teacher and the got the approximate number of grades she takes each week for certain subjects. She also shared that she does activities throughout the week, and we have a 30 minute time period in the afternoons in case we didn’t get to something in the morning (if not, it’s study hall time or help time, etc).
She does have a discipline problem but not because of the students. She is not consistent and firm (not a bad thing; it just doesn’t work for this class). I have a feeling we will get them whipped into shape quite quickly! They just need some structure. I think I will have some opportunities to create individual behavior plans for some of my students or at least, I would like to try.
It interested me that when she was teaching or reading out of the book, looking at problems in the book, etc., the students were doing MANY different things. I’m taking anecdotal records and also time samplings of each of them. I am also trying to get in an IRI on each of them this week so that, along with another E/la assessment, I can place them in groups for balanced literacy. Yes…I am going to try that too! I also ran by my teacher an idea for the beginning of the day instead of morning work, and she said she’s been wanting to try that but hasn’t yet (especially with this group), so she said GO FOR IT!
I know I might be planning and dreaming too much right now, but I feel this is going to be a great environment in which to try it!
Would next Friday work to come and observe me? Morning time, between 8 and 10? That will be our morning work, spelling, grammar, and reading timeJ! Just let me know!
Oh, and my teacher is so informative; she answer so many questions today, and she is just so supportive and open. It's going to be great!
Domain 4 - Rights and Responsibilities
WOW! First day at a new school. This is going to be great! My teacher is so open to anything that I want to do. I am going to take over spelling, grammar, and reading starting next week! Woohoo! I’m excited! My brain is already swarming with ideas!
A few quick questions while I’m thinking about them:
1. For my TWS (which I plan to start with this right away!), can I do it on reading skills AND grammar skills that are both tied into my literacy unit? Also, do I have to wait to plan my lessons based off of my pre-assessments, meaning, should I try to have a pre-assessment by Friday and then plan the unit over the weekend. I know this would be best, but if it wouldn’t work out, would it be ok to plan it all at the same time? Thinking out it, it wouldn’t, so I just better plan to have that by Friday. J I love that I answer my own questions.
2. Are students’ IEP goals supposed to be the same as their regular grade-level standards because some of my students’ are…what’s the point? Although, the goal stated only 90% accuracy…would that be the difference? 90% as compared to 100%?
3. Also, on the IEP’s…if there are accommodations/modifications for state assessments are those to be used within the classroom as well. Because on this new ISTAR program, it states that these acomm/mods are to be used on a regular basis. Well, state testing is not on a regular basis, so…?!? I’m just not sure what that means.
I was starting to “worry” (if you can call it that) about not being able to use many hands-on things in here because of all the worksheets and direct instruction that was being conducted. I was thinking along these lines more for grades…if I did a lot of hands-on things, not as many worksheets would get done, etc. But, I talked with my teacher and the got the approximate number of grades she takes each week for certain subjects. She also shared that she does activities throughout the week, and we have a 30 minute time period in the afternoons in case we didn’t get to something in the morning (if not, it’s study hall time or help time, etc).
She does have a discipline problem but not because of the students. She is not consistent and firm (not a bad thing; it just doesn’t work for this class). I have a feeling we will get them whipped into shape quite quickly! They just need some structure. I think I will have some opportunities to create individual behavior plans for some of my students or at least, I would like to try.
It interested me that when she was teaching or reading out of the book, looking at problems in the book, etc., the students were doing MANY different things. I’m taking anecdotal records and also time samplings of each of them. I am also trying to get in an IRI on each of them this week so that, along with another E/la assessment, I can place them in groups for balanced literacy. Yes…I am going to try that too! I also ran by my teacher an idea for the beginning of the day instead of morning work, and she said she’s been wanting to try that but hasn’t yet (especially with this group), so she said GO FOR IT!
I know I might be planning and dreaming too much right now, but I feel this is going to be a great environment in which to try it!
Would next Friday work to come and observe me? Morning time, between 8 and 10? That will be our morning work, spelling, grammar, and reading timeJ! Just let me know!
Oh, and my teacher is so informative; she answer so many questions today, and she is just so supportive and open. It's going to be great!
Thursday, October 8, 2009
Journal for 10/8/09 1/2 way...
Domain 2: Personal Development
Last day...
I was so encouraged to see that my teacher did the social studies lesson...she even took them over to the board and went over past ones. She also seemed to get into the social studies lesson for the older boys. I just hope she keeps them going. Her attitude seems to be so receptive of what I have implemented; it doesn't seem like she is just doing them because I am here...that makes me so glad!
I was able to show her my science block plan with basically a lesson for tomorrow (but will probably carry over well into next week as well). I was also able to give her some other assessments to help her with future planning as well!
It was hard when the aide worked with "my" 4th grader today. He was out of sorts (his teacher said he has been all week), and he even asked if it was time to go yet (I don't recall him ever doing that; maybe once). I was wondering if maybe the fact that he knows I'm leaving affected him this week. I made sure I told him on Monday about it so that he would be prepared; I wasn't sure what the best decision was to make about that. Not that I think he is attached to me like that, but I a change in the norm, not having those few minutes with someone who focuses on him that loves him (not that they won't), but it will just be different. I took him upstairs and gave him his little "good-bye" gift on the way. I explained that it would be different adjusting to someone new but that he was just going to have to work hard and communicate to them about what he needs.
I fought back tears after I left him. My heart breaks for him.
On a lighter note: The 1st graders at lunch asked why I was going to stop being a lunch lady and become a teacher...from the mouth of babes!
I had some great opportunities to speak with teachers today...just to know them a bit better (acutally over the past few days). I really am going to miss this place. I am a better person because of it, and God has worked and taught me so much. He has been with me every step of the way, and has opened doors and opportunities in many place. I have to praise Him for it. I know there is still much to reflect upon and think through from this placement. These 2 months will carry over, not only into my 2nd placement but into my future teaching positions as well.
I will see you tomorrow. Thank you for all your support this placement. I couldn't have done it without you!
Last day...
I was so encouraged to see that my teacher did the social studies lesson...she even took them over to the board and went over past ones. She also seemed to get into the social studies lesson for the older boys. I just hope she keeps them going. Her attitude seems to be so receptive of what I have implemented; it doesn't seem like she is just doing them because I am here...that makes me so glad!
I was able to show her my science block plan with basically a lesson for tomorrow (but will probably carry over well into next week as well). I was also able to give her some other assessments to help her with future planning as well!
It was hard when the aide worked with "my" 4th grader today. He was out of sorts (his teacher said he has been all week), and he even asked if it was time to go yet (I don't recall him ever doing that; maybe once). I was wondering if maybe the fact that he knows I'm leaving affected him this week. I made sure I told him on Monday about it so that he would be prepared; I wasn't sure what the best decision was to make about that. Not that I think he is attached to me like that, but I a change in the norm, not having those few minutes with someone who focuses on him that loves him (not that they won't), but it will just be different. I took him upstairs and gave him his little "good-bye" gift on the way. I explained that it would be different adjusting to someone new but that he was just going to have to work hard and communicate to them about what he needs.
I fought back tears after I left him. My heart breaks for him.
On a lighter note: The 1st graders at lunch asked why I was going to stop being a lunch lady and become a teacher...from the mouth of babes!
I had some great opportunities to speak with teachers today...just to know them a bit better (acutally over the past few days). I really am going to miss this place. I am a better person because of it, and God has worked and taught me so much. He has been with me every step of the way, and has opened doors and opportunities in many place. I have to praise Him for it. I know there is still much to reflect upon and think through from this placement. These 2 months will carry over, not only into my 2nd placement but into my future teaching positions as well.
I will see you tomorrow. Thank you for all your support this placement. I couldn't have done it without you!
Wednesday, October 7, 2009
Journal 10/7/09 Oops...I forgot!
Domain 7 Communication
My teacher spoke patiently and sweetly to the student with an emotional disability twice today. I know that sounds a little silly, but it really stood out to me today because I think they were both times when no one unfamiliar was in here. I was super excited! It was like she was interested in him and cared for him. (which I'm sure she does, but it appeared to be demonstrated)
Domain 5 Methodology
Also, the aide is still having a hard time with her 6th grader; he just doesn't seem to be doing any of his work correctly. After a few weeks (at least, that's how long it seems) of this, I began to reflect more on it today. Obviously, this should be a red flag that reteaching needs to be done, but that is not the flow of things in here. He has to do papers over, but it is just assumed that he knows how to do something. Well, what if he did "get it" before hand but has lost in since? I was trying to think how he might feel every day, feeling like a "failure" or just frustrated that he isn't getting it or doing the work right. I know he does try hard. It hurts me for him, and I hope they will figure something out before this cycle continues too much longer. That is definitely where the teacher should jump in (whether she instructs him or not) because that should be her expertise.
I observed another class today and the speech teacher. I noticed in the classroom the number of times that teachers ask yes/no questions. OH MY! It brought to my attention the fact that I must be careful to steer clear of using these "knowledge" questions; if you can even call them that. It seems like that is just answering the question for the student already. Ex: Did the boy REALLY mean to hurt the dog? :) Not too many children would answer "yes".
I was kind of disappointed in the speech teacher. Even though she was working on language, she didn't take advantage of opportunities to correct or teach articulation, nor did she use all opportunities for language development. She also did a very poor job at asking questions and explaining things (for the level they are at). Grant it, she has only worked with them once, but still, they are 1st graders with disabilities. I do not think that time was used the wisest. To me, especially if you are working on language, you should have students using their words at every chance. She even answered for some of them sometimes or didn't give them a chance to speak at key moments. Ex: What number did you spin?
Domain 3 Professional Development
I asked one of the 4th grade teachers to see her standard assessment plan. The 4th grade teachers made a list of standards to teach for each quarter. Then they made assessments based off of these standards. They assess 3 times a quarter. This teacher had a notebook with lessons for all the standards that are supposed to be assessed for this first quarter, all morning work that corresponds, and reteach activities/lessons/etc. I like this! I would just add the component of having a standard sheet for each student and having being able to show progress/mastery of the standard. I wonder if making students responsible for this too would help? Have them check off standards as they master them...in a notebook that is their own...maybe they would see it as a personal challenge?!? Then (here goes some brainstorming), what if I had baskets at centers with specific standards on them and students when allowed to go there, could pick the baskets of the standards they still need to master? Oh my goodness...I want to try that! I don't like focusing SO much on standards but that is the name of the game in today's day and age, and it would definitely be worth a shot!
My teacher spoke patiently and sweetly to the student with an emotional disability twice today. I know that sounds a little silly, but it really stood out to me today because I think they were both times when no one unfamiliar was in here. I was super excited! It was like she was interested in him and cared for him. (which I'm sure she does, but it appeared to be demonstrated)
Domain 5 Methodology
Also, the aide is still having a hard time with her 6th grader; he just doesn't seem to be doing any of his work correctly. After a few weeks (at least, that's how long it seems) of this, I began to reflect more on it today. Obviously, this should be a red flag that reteaching needs to be done, but that is not the flow of things in here. He has to do papers over, but it is just assumed that he knows how to do something. Well, what if he did "get it" before hand but has lost in since? I was trying to think how he might feel every day, feeling like a "failure" or just frustrated that he isn't getting it or doing the work right. I know he does try hard. It hurts me for him, and I hope they will figure something out before this cycle continues too much longer. That is definitely where the teacher should jump in (whether she instructs him or not) because that should be her expertise.
I observed another class today and the speech teacher. I noticed in the classroom the number of times that teachers ask yes/no questions. OH MY! It brought to my attention the fact that I must be careful to steer clear of using these "knowledge" questions; if you can even call them that. It seems like that is just answering the question for the student already. Ex: Did the boy REALLY mean to hurt the dog? :) Not too many children would answer "yes".
I was kind of disappointed in the speech teacher. Even though she was working on language, she didn't take advantage of opportunities to correct or teach articulation, nor did she use all opportunities for language development. She also did a very poor job at asking questions and explaining things (for the level they are at). Grant it, she has only worked with them once, but still, they are 1st graders with disabilities. I do not think that time was used the wisest. To me, especially if you are working on language, you should have students using their words at every chance. She even answered for some of them sometimes or didn't give them a chance to speak at key moments. Ex: What number did you spin?
Domain 3 Professional Development
I asked one of the 4th grade teachers to see her standard assessment plan. The 4th grade teachers made a list of standards to teach for each quarter. Then they made assessments based off of these standards. They assess 3 times a quarter. This teacher had a notebook with lessons for all the standards that are supposed to be assessed for this first quarter, all morning work that corresponds, and reteach activities/lessons/etc. I like this! I would just add the component of having a standard sheet for each student and having being able to show progress/mastery of the standard. I wonder if making students responsible for this too would help? Have them check off standards as they master them...in a notebook that is their own...maybe they would see it as a personal challenge?!? Then (here goes some brainstorming), what if I had baskets at centers with specific standards on them and students when allowed to go there, could pick the baskets of the standards they still need to master? Oh my goodness...I want to try that! I don't like focusing SO much on standards but that is the name of the game in today's day and age, and it would definitely be worth a shot!
Tuesday, October 6, 2009
Journal 10/6/09 The Randomness Continues...
Domain 3 Professional Development
My teacher has been teaching my lessons and preparing for them and everything! I think I've kind of been surprised but grateful! She's doing great! I'm glad I had those extra lessons planned so that it would help her transition. That sounds funny...doesn't it?
I observed a 4th grade teacher today, and might I say that I think she is a great teacher. Even though I did not observe much (only a math lesson after last week's assessment), from hearing her share in the teacher's lounge and just from talking to her and observing how she is with students, I know that she is applying the things that we have learned in class. I wrote down a lot...does that surprise you...and gave it to her. I was hoping that she wouldn't take offense to anything I suggested or wrote down. She had asked me to feel free to make some suggestions or review what she did, so I told her I would give her a copy of what I did. She came down a few minutes later and said that she showed the principal what I did and that it was as if I had been teaching for 10 years. All I did was apply the basic lesson plan outline and suggested some ways to make the most of her time...all things I owe to you and the rest of the professors...nothing special! It was neat to be able to verbalize how great a job I think she is doing and that appreciate the work she is doing. I was reflecting on her ability with the aide, and I think part of it has to do with the fact that she went back later in life for her degree, so she has more "moder philosophy and understanding" behind her. She understands what it takes to be a teacher today and is willing to and actually does rise to the occasion. It was an encouraging experience all around. AND I HOPE YOU ARE ENCOURAGED BY THE FACT THAT YOU GUYS ARE TRULY PREPARING US! THANK YOU!
There was a little tension in the lunch room today with the 3rd/4th grade teachers and the other special ed teacher over which reading assessment to use. To make a long story short, what I gathered from the situation is that COLLABORATION (I like caps today:)) is huge. If they were all working together or the whole school had a plan in which to assess students, there would not be this "problem" or "issue" so to speak...IRI's vs. Running Records. I can't wait to help add to the team effort/work of my school!
My teacher worked with "my" 4th grader today, and he was in good spirits, and it seemed to go super well which was a relief to me. I feel like I am letting him go into good hands. I hope that continues and that she realizes his abilities and strengths and doesn't "feed" him the work/information. I was so encouraged by this!
I was also reflecting on the fact that one of the 6th graders is always asking, "right"? Learned helplessness...perhaps from not bieng encouraged to do much on his own, even though he does do work on his own, he is never sure of his abilities...just a thought?!? Just something I was trying to think through. Perhaps he has no assurance of his knowledge or confidence in his abilities...
My student that "moved" is coming back! YEAH!
My teacher has been teaching my lessons and preparing for them and everything! I think I've kind of been surprised but grateful! She's doing great! I'm glad I had those extra lessons planned so that it would help her transition. That sounds funny...doesn't it?
I observed a 4th grade teacher today, and might I say that I think she is a great teacher. Even though I did not observe much (only a math lesson after last week's assessment), from hearing her share in the teacher's lounge and just from talking to her and observing how she is with students, I know that she is applying the things that we have learned in class. I wrote down a lot...does that surprise you...and gave it to her. I was hoping that she wouldn't take offense to anything I suggested or wrote down. She had asked me to feel free to make some suggestions or review what she did, so I told her I would give her a copy of what I did. She came down a few minutes later and said that she showed the principal what I did and that it was as if I had been teaching for 10 years. All I did was apply the basic lesson plan outline and suggested some ways to make the most of her time...all things I owe to you and the rest of the professors...nothing special! It was neat to be able to verbalize how great a job I think she is doing and that appreciate the work she is doing. I was reflecting on her ability with the aide, and I think part of it has to do with the fact that she went back later in life for her degree, so she has more "moder philosophy and understanding" behind her. She understands what it takes to be a teacher today and is willing to and actually does rise to the occasion. It was an encouraging experience all around. AND I HOPE YOU ARE ENCOURAGED BY THE FACT THAT YOU GUYS ARE TRULY PREPARING US! THANK YOU!
There was a little tension in the lunch room today with the 3rd/4th grade teachers and the other special ed teacher over which reading assessment to use. To make a long story short, what I gathered from the situation is that COLLABORATION (I like caps today:)) is huge. If they were all working together or the whole school had a plan in which to assess students, there would not be this "problem" or "issue" so to speak...IRI's vs. Running Records. I can't wait to help add to the team effort/work of my school!
My teacher worked with "my" 4th grader today, and he was in good spirits, and it seemed to go super well which was a relief to me. I feel like I am letting him go into good hands. I hope that continues and that she realizes his abilities and strengths and doesn't "feed" him the work/information. I was so encouraged by this!
I was also reflecting on the fact that one of the 6th graders is always asking, "right"? Learned helplessness...perhaps from not bieng encouraged to do much on his own, even though he does do work on his own, he is never sure of his abilities...just a thought?!? Just something I was trying to think through. Perhaps he has no assurance of his knowledge or confidence in his abilities...
My student that "moved" is coming back! YEAH!
Monday, October 5, 2009
Journal 10/5/09 only 4 days left...
Domain 8 - Global and Multicultural Perspectives
My teacher took over today...almost completely but thank goodness I am here to help direct and get her back to the routine. I can only imagine how hard that would be. I am understanding, now, how hard it is not to jump into instruction/conversation when another is working with the students. I feel like the coins have turned, like they are my students, and I am having to teach her what I do. She kept a lot of the stuff that I do, today. Hopefully, as the week progresses, I can share more and more things with her. I think the hardest thing to switch over are the assessments...I have all sorts of checklists and things I write down and keep track of. I'm not quite sure how I am going to do this transition. Perhaps tomorrow I can make copies of all of them and give them to her. She has a copy already, of the blank ones, but not of those in progress.
Almost every, if not every, day, I hear the aide talking to the student works with about how he should know something (or something along those lines). Things that are simple, such as how many feet are in a yard. Then when she talks to us or to him about them, she explains that he knew them before, and she doesn't understand why he doesn't know. For quite awhile now, I have been reflecting upon this, observing it throughout the weeks, and experiencing myself with him. Obviously, it is not because he is not "remembering", but rather, it is because of his disability. I don't know if there is a specific name when students can remember something one day and then the next, it can be completely gone, but it just goes to show that even though they might be teaching him at his level, they are individualizing his instruction to the fullest because instead of moving from lesson to lesson, he would be receiving more instruction in those areas where he needs more exposure...not necessarily the 40 times, but more than a worksheet that he receives help on...again, I could be exaggerating, but I think I have explained my thoughts enough.
I love giving over the reigns...I think I will get a lot done this week. I thought I would be teaching a lot more, but I think having my teacher doing it and then helping them through it is better...I hope that's ok. I have just kind of gone with the flow of where my teacher has gone, and she told me not to write any more plans...hard because I keep thinking of other things I can still do or other things I still want to do, which I may.
Almost half of the journey is completed...and another awaits! I'm excited for what the future holds and grateful for my time here. I will truly miss this placement!
My teacher took over today...almost completely but thank goodness I am here to help direct and get her back to the routine. I can only imagine how hard that would be. I am understanding, now, how hard it is not to jump into instruction/conversation when another is working with the students. I feel like the coins have turned, like they are my students, and I am having to teach her what I do. She kept a lot of the stuff that I do, today. Hopefully, as the week progresses, I can share more and more things with her. I think the hardest thing to switch over are the assessments...I have all sorts of checklists and things I write down and keep track of. I'm not quite sure how I am going to do this transition. Perhaps tomorrow I can make copies of all of them and give them to her. She has a copy already, of the blank ones, but not of those in progress.
Almost every, if not every, day, I hear the aide talking to the student works with about how he should know something (or something along those lines). Things that are simple, such as how many feet are in a yard. Then when she talks to us or to him about them, she explains that he knew them before, and she doesn't understand why he doesn't know. For quite awhile now, I have been reflecting upon this, observing it throughout the weeks, and experiencing myself with him. Obviously, it is not because he is not "remembering", but rather, it is because of his disability. I don't know if there is a specific name when students can remember something one day and then the next, it can be completely gone, but it just goes to show that even though they might be teaching him at his level, they are individualizing his instruction to the fullest because instead of moving from lesson to lesson, he would be receiving more instruction in those areas where he needs more exposure...not necessarily the 40 times, but more than a worksheet that he receives help on...again, I could be exaggerating, but I think I have explained my thoughts enough.
I love giving over the reigns...I think I will get a lot done this week. I thought I would be teaching a lot more, but I think having my teacher doing it and then helping them through it is better...I hope that's ok. I have just kind of gone with the flow of where my teacher has gone, and she told me not to write any more plans...hard because I keep thinking of other things I can still do or other things I still want to do, which I may.
Almost half of the journey is completed...and another awaits! I'm excited for what the future holds and grateful for my time here. I will truly miss this placement!
Journa for 10/5/09 4 days...:(
Domain 8 - Global and Multicultural Perspectives
My teacher took over today...almost completely but thank goodness I am here to help direct and get her back to the routine. I can only imagine how hard that would be. I am understanding, now, how hard it is not to jump into instruction/conversation when another is working with the students. I feel like the coins have turned, like they are my students, and I am having to teach her what I do. She kept a lot of the stuff that I do, today. Hopefully, as the week progresses, I can share more and more things with her. I think the hardest thing to switch over are the assessments...I have all sorts of checklists and things I write down and keep track of. I'm not quite sure how I am going to do this transition. Perhaps tomorrow I can make copies of all of them and give them to her. She has a copy already, of the blank ones, but not of those in progress.
Almost every, if not every, day, I hear the aide talking to the student works with about how he should know something (or something along those lines). Things that are simple, such as how many feet are in a yard. Then when she talks to us or to him about them, she explains that he knew them before, and she doesn't understand why he doesn't know. For quite awhile now, I have been reflecting upon this, observing it throughout the weeks, and experiencing myself with him. Obviously, it is not because he is not "remembering", but rather, it is because of his disability. I don't know if there is a specific name when students can remember something one day and then the next, it can be completely gone, but it just goes to show that even though they might be teaching him at his level, they are individualizing his instruction to the fullest because instead of moving from lesson to lesson, he would be receiving more instruction in those areas where he needs more exposure...not necessarily the 40 times, but more than a worksheet that he receives help on...again, I could be exaggerating, but I think I have explained my thoughts enough.
I love giving over the reigns...I think I will get a lot done this week. I thought I would be teaching a lot more, but I think having my teacher doing it and then helping them through it is better...I hope that's ok. I have just kind of gone with the flow of where my teacher has gone, and she told me not to write any more plans...hard because I keep thinking of other things I can still do or other things I still want to do, which I may.
Almost half of the journey is completed...and another awaits! I'm excited for what the future holds and grateful for my time here. I will truly miss this placement!
My teacher took over today...almost completely but thank goodness I am here to help direct and get her back to the routine. I can only imagine how hard that would be. I am understanding, now, how hard it is not to jump into instruction/conversation when another is working with the students. I feel like the coins have turned, like they are my students, and I am having to teach her what I do. She kept a lot of the stuff that I do, today. Hopefully, as the week progresses, I can share more and more things with her. I think the hardest thing to switch over are the assessments...I have all sorts of checklists and things I write down and keep track of. I'm not quite sure how I am going to do this transition. Perhaps tomorrow I can make copies of all of them and give them to her. She has a copy already, of the blank ones, but not of those in progress.
Almost every, if not every, day, I hear the aide talking to the student works with about how he should know something (or something along those lines). Things that are simple, such as how many feet are in a yard. Then when she talks to us or to him about them, she explains that he knew them before, and she doesn't understand why he doesn't know. For quite awhile now, I have been reflecting upon this, observing it throughout the weeks, and experiencing myself with him. Obviously, it is not because he is not "remembering", but rather, it is because of his disability. I don't know if there is a specific name when students can remember something one day and then the next, it can be completely gone, but it just goes to show that even though they might be teaching him at his level, they are individualizing his instruction to the fullest because instead of moving from lesson to lesson, he would be receiving more instruction in those areas where he needs more exposure...not necessarily the 40 times, but more than a worksheet that he receives help on...again, I could be exaggerating, but I think I have explained my thoughts enough.
I love giving over the reigns...I think I will get a lot done this week. I thought I would be teaching a lot more, but I think having my teacher doing it and then helping them through it is better...I hope that's ok. I have just kind of gone with the flow of where my teacher has gone, and she told me not to write any more plans...hard because I keep thinking of other things I can still do or other things I still want to do, which I may.
Almost half of the journey is completed...and another awaits! I'm excited for what the future holds and grateful for my time here. I will truly miss this placement!
Saturday, October 3, 2009
Journal for 10/2/09 Sorry it's a day late:)!
Today in the lunch room, the teachers were conversing about the Superintendent because he was at the school today and had gone around into each class (aparently, according to my teacher, the 1st time in 2 years...can you imagine their feelings toward this?). Anyway, my teacher was saying how much he intimidates her, especially at the last meeting she had because she had to show where the students were at from last year. She made a comment about it being different from the gen ed teachers because she doesn't have the standards. I wanted to cry. So apparently, what I took away from that, is that she does not think she has to tie anything to anything...she has no basis for what she does in this class. Grant it, I know she does some things because they are in their IEP's, but it's never aligned, nor does she have proof of what they are learning - making progress on or mastering. Maybe this would be a perfect time to present that notebook to her again that I created for that very purpose. I've showed it to her before, but perhaps she did not understand it. She's intimidated maybe because she either knows she is not doing it right (no really willingly but because that's what she knows) or maybe because she feels like she is missing something. It was neat to hear her say that though...I learned a lot from it! Hopefully that will open another door of opportunity.
Oh and because of my experience this summer, it's neat because I don't feel that intimidated. I think I feel more expectation for authorities such a superintendents because I understand more of the teamwork it takes at all levels for a school system to work! I'm not afraid to speak up/out or to challenge what I think is not being done correctly. I'm not even afraid to lose a job if it's for what's right. I know my problem will just be making sure I am always respectful and never conceited or prideful when addressing such issues. I have to go in with the intent of trying to make the situation better and not just proving that "I know best" or "I am right" because that won't always, if ever, be the case. TEAMWORK is HUGE!
The student with an emotional disability was down here this morning and his gen ed teacher was in here too to talk to the speech teacher. My teacher did not yell when he told her he wasn't done with his problems yet. It could have been that it didn't upset her, but I think I noticed it just because it wasn't her normal tone or way of responding...it was nice and easy going...very different. On another note, the Sup came in our class today, so I tried to just be me and do what I was doing and not worry about the fact that I was being watched. Watching, applying, learning...again and again!
Also, at the end of the day, my teacher was trying to get an assignment done with this same student. They were making a word puzzle for social studies. She had him start doing it on the computer, but since he was going slow, she started doing it for him. And at the end, they still needed one word, and I think after he gave her the book, she just picked one and typed it in. (again, I don't know all the details). Then after the kids had left, I was talking to her about the student I work with...how I write stuff for him if writing is not what is being assessed and if I believe he has mastered the concept. She told me that's what she does/did with the student she works with. She said since he wrote down the words and definitions, she didn't mind doing the computer because it would have taken him forever. BUT, I really don't think he found the defintions or understood the words, and if the whole point of the project was to create a puzzle, then he should have been doing that (in my opinion); he could have done it by hand too...grant it, again, I don't know the entire situation, but I just feel like that kid is not learning and not getting what he needs...academically or behaviorally. Communication with other teachers sure is key with a student like that...I can't wait for an opportunity to really see that played out...like be a part of a identifying and setting up an IEP/plan for a student and then carrying it out...like it should be carried out! I feel like I'll be going in blind, but at least I will know what "not" to do or at least to be aware of those types of things;)!
Have a great weekend!
Oh and because of my experience this summer, it's neat because I don't feel that intimidated. I think I feel more expectation for authorities such a superintendents because I understand more of the teamwork it takes at all levels for a school system to work! I'm not afraid to speak up/out or to challenge what I think is not being done correctly. I'm not even afraid to lose a job if it's for what's right. I know my problem will just be making sure I am always respectful and never conceited or prideful when addressing such issues. I have to go in with the intent of trying to make the situation better and not just proving that "I know best" or "I am right" because that won't always, if ever, be the case. TEAMWORK is HUGE!
The student with an emotional disability was down here this morning and his gen ed teacher was in here too to talk to the speech teacher. My teacher did not yell when he told her he wasn't done with his problems yet. It could have been that it didn't upset her, but I think I noticed it just because it wasn't her normal tone or way of responding...it was nice and easy going...very different. On another note, the Sup came in our class today, so I tried to just be me and do what I was doing and not worry about the fact that I was being watched. Watching, applying, learning...again and again!
Also, at the end of the day, my teacher was trying to get an assignment done with this same student. They were making a word puzzle for social studies. She had him start doing it on the computer, but since he was going slow, she started doing it for him. And at the end, they still needed one word, and I think after he gave her the book, she just picked one and typed it in. (again, I don't know all the details). Then after the kids had left, I was talking to her about the student I work with...how I write stuff for him if writing is not what is being assessed and if I believe he has mastered the concept. She told me that's what she does/did with the student she works with. She said since he wrote down the words and definitions, she didn't mind doing the computer because it would have taken him forever. BUT, I really don't think he found the defintions or understood the words, and if the whole point of the project was to create a puzzle, then he should have been doing that (in my opinion); he could have done it by hand too...grant it, again, I don't know the entire situation, but I just feel like that kid is not learning and not getting what he needs...academically or behaviorally. Communication with other teachers sure is key with a student like that...I can't wait for an opportunity to really see that played out...like be a part of a identifying and setting up an IEP/plan for a student and then carrying it out...like it should be carried out! I feel like I'll be going in blind, but at least I will know what "not" to do or at least to be aware of those types of things;)!
Have a great weekend!
Thursday, October 1, 2009
Journal 10/1/09 The unexpected...
Domain 2 Personal Development
The student whose last day was supposed to be today, didn't show up. The bus driver said when they dropped him off yesterday, they said they were moving last night or something (at least, he wouldn't need a ride in the morning). So, even though we had a little goodbye "party" planned for him today, we didn't get to send him off or say goodbye.
One of my other 1st graders is out sick so that left me with just one. Sometimes I have thought to myself how nice it would be if I only had a few students - easier day, get more done, etc, but I have not enjoyed it today at all. It's too slow of pace, and basically, I am bored. I guess there was no way of knowing this would happen, but perhaps in my future classroom (if I am in a special ed classroom) I should have folders for each students of activities we can do if only a few are at school on a given day - more intensive, individualized, one-on-one instruction - take full advantage of the opportunity. Sometime to consider, I guess.
I think inside, too, I'm bummed about the little boy moving. I haven't really reflected on it too much, but I know once I do, the reality will set in. I know that students will come and go throughout my career, and obviously, I am leaving this placement next week, but just knowing that I will probably never see him again. He won't be here to come and visit or to get updates about...and the situation he is in...he's such a sweetheart. Such a bright little boy; I just pray God places a caring, amazing, wonderful teacher in his path. One that will challenge him and introduce him to so much more than he experienced even here in this safe environment.
My teacher at lunch said that she went out of the room this morning to get out her tears. She intrigues me so. She's appears to be a pretty tough woman, but on the inside, she is just as emotional and breakable as we all are. I thought it was interesting that she mentioned it to me. I've also been reflecting on the fact that I can lift this student up in prayer and trust God with him, while she probably does not choose to do that...it makes a big difference in how you look at it. This got me to thinking about my witness here. I wonder if my teacher believes I am truly a Christian...that I love the Lord. It's been so hard to share faith when I'm trying to be so careful to respect her opinions and beliefs and not be "pushy", but I feel like I haven't shared that part of me at all, which should be all of me...but I want to be a teacher that shares God's love just by being a teacher in a school, living day-to-day...because that is a hard calling, so I guess this is a lesson learned and this semester will be a growing experience in that area. Perhaps I will learn a lot about this from my next teacher because she is a Christian (or at least from what she shared with me).
I worked with the student with an emotional disability at the end of school...he stares off into space and focuses on other things just to get attention it appears. So I tried/try to ignore him. I think he would just be trained to not get all that attention when does not focus, maybe he would just start naturally doing his work. He is spoon fed. He asked me questions like, "If the part before or the part after the definition?" Which, to me, just shows he has been given that information...it's almost like a bitter sweet situation to work with him. I don't enjoy it because he is not where he should be, but I don't credit that to him fully, but it's nice to be able to give him a few minutes without yelling and getting mad.
The student whose last day was supposed to be today, didn't show up. The bus driver said when they dropped him off yesterday, they said they were moving last night or something (at least, he wouldn't need a ride in the morning). So, even though we had a little goodbye "party" planned for him today, we didn't get to send him off or say goodbye.
One of my other 1st graders is out sick so that left me with just one. Sometimes I have thought to myself how nice it would be if I only had a few students - easier day, get more done, etc, but I have not enjoyed it today at all. It's too slow of pace, and basically, I am bored. I guess there was no way of knowing this would happen, but perhaps in my future classroom (if I am in a special ed classroom) I should have folders for each students of activities we can do if only a few are at school on a given day - more intensive, individualized, one-on-one instruction - take full advantage of the opportunity. Sometime to consider, I guess.
I think inside, too, I'm bummed about the little boy moving. I haven't really reflected on it too much, but I know once I do, the reality will set in. I know that students will come and go throughout my career, and obviously, I am leaving this placement next week, but just knowing that I will probably never see him again. He won't be here to come and visit or to get updates about...and the situation he is in...he's such a sweetheart. Such a bright little boy; I just pray God places a caring, amazing, wonderful teacher in his path. One that will challenge him and introduce him to so much more than he experienced even here in this safe environment.
My teacher at lunch said that she went out of the room this morning to get out her tears. She intrigues me so. She's appears to be a pretty tough woman, but on the inside, she is just as emotional and breakable as we all are. I thought it was interesting that she mentioned it to me. I've also been reflecting on the fact that I can lift this student up in prayer and trust God with him, while she probably does not choose to do that...it makes a big difference in how you look at it. This got me to thinking about my witness here. I wonder if my teacher believes I am truly a Christian...that I love the Lord. It's been so hard to share faith when I'm trying to be so careful to respect her opinions and beliefs and not be "pushy", but I feel like I haven't shared that part of me at all, which should be all of me...but I want to be a teacher that shares God's love just by being a teacher in a school, living day-to-day...because that is a hard calling, so I guess this is a lesson learned and this semester will be a growing experience in that area. Perhaps I will learn a lot about this from my next teacher because she is a Christian (or at least from what she shared with me).
I worked with the student with an emotional disability at the end of school...he stares off into space and focuses on other things just to get attention it appears. So I tried/try to ignore him. I think he would just be trained to not get all that attention when does not focus, maybe he would just start naturally doing his work. He is spoon fed. He asked me questions like, "If the part before or the part after the definition?" Which, to me, just shows he has been given that information...it's almost like a bitter sweet situation to work with him. I don't enjoy it because he is not where he should be, but I don't credit that to him fully, but it's nice to be able to give him a few minutes without yelling and getting mad.
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