Farewell

You enter a building with the smell of old socks. There are children running, singing, playing and doing all typical things teenagers do. They are like monkeys in a zoo, always entertaining, however, chaotic. As these teenagers enter the class the mood changes, the students are claim yet excited, full of information yet wanting more, and loving yet challenging.

I love my students and how their mood changes upon entering my classroom. I think the description explains my classroom management and is the thing both my CT’s brag about the most.

So this leads into the survey I had my students do on me. I found that the classroom environment I create is a fun and peaceful one. The students write, “I explain why things are important to learn and why they relate to their lives." I have reflected upon what I did at the beginning of the semester to win them over and I have concluded it really is as simple as forming trusting relationships. I found it easy to learn, the buttons I should not push with them and some ways to grab their attention. I did struggle sometimes with focus but I found rewarding them every now in again helps solve that. I am having a hard time dealing with not seeing my seniors anymore after Thursday. I have grown to love every personality, even the ones that test my patience. I cried once today. They made fun of me and said, "We will miss you too. There is always Facebook." I'm excited that, even if all the students are passing high school just yet, all my students in every class passed English. It may not be high but they made it through. Farewell Seniors!!!! 

On the survey I had the students take there was a negative that I feel I need to work on. The question asked, "Does the teacher give out homework?" All students said Seldom or never. I feel that giving out homework will lower grades and most students won't do it. I gave out very little homework and if a student didn't finish their assignment in class that became their homework. Also if a student missed class, their homework was the assignment from the class before. I would like ideas on how to encourage more homework that students will benefit from and actually do? I found two things to consider when assigning homework. One suggestion from an article I read called, “Four Ways to Encourage Students to Complete Homework” by J.C. Sprenger said, “Create a reward activity on a weekly or monthly basis that recognizes the students for completing a unit of assignments.” I think if I make the reward worthwhile most students will attempt to do their homework. Another suggestion from the article was to, “Students like to pursue their interests, which is a primary reason they tend to ignore homework assignments. Try designing a homework assignment that integrates the lesson material with their hobbies and interests outside of the classroom. I have done this with classroom activities but doing with homework DUH! Let me try that. I open to suggestions from my peers if you have any ideas on homework.

 

J.C. Sprenger, “Four Ways to Encourage Students to Complete Homework” esl teacher board. accessed on 05/01/14. Web

Learning and Understanding

I thought my reflection should be over what I have learned and seen my CT’s do this semester that will help me transition in my own classroom. How a teacher procedures work for their classroom set the environment for teaching.

 My CT hands out bell work at the door while greeting students. She told them at the beginning of the semester that every day they will start with bell work and once it is in their hand, they need to sit down and get started. I understand the importance of doing this for my student. It gives them something to focus on and keeps behavior where it should be. The students respond well to this and it becomes routine so they know what to expect. I use to think bell work was busy work but the way my CT uses bell work; it actually builds on writing skills. I am using it now that I have taken over all classes. I have also seen if a student misses class they have in their personal folders the makeup work The student will know where to achieve the missing work. This avoids that question, “Did I miss anything important?” This question makes me crazy as I am sure it does ever teacher. The students also use the same folder to see what the assignments are beforehand. As a student, I like to have the assignments before I know what I am going to learn. That way I can prepare myself for ideas on writing assignments. For a lot of student they may like knowing what the plain is so they can be organized, just as the teacher is.

Now…

 I still find some things difficult and am still cooping. One is the level students are expected to be at and where they actually are, and second getting responses in class discussion out of my shy kids. When I present a lesson I expect the students to be at level with things I believe they have practiced since middle school and they are not.  It concerns me that seniors are graduating not know basic language art skills. I will, however, retrace my steps, backup and model what the students need to know to understand the curriculum for that day. My second concern deals with classroom, discussion. I call on random students for response to class discussion so all students will respond at least once a week but my shy students will say one sentence and be done. I’ve tried rewards and everything but classroom discussion is not their thing. I am at the acceptance phase were I realize not everyone likes to talk and that why journals were invented. If anyone has any ideas to get more students involved in class room discussion I am all ears?

Terrifically Wonderful Beautiful Students

I get more excited every day. Just knowing how close we are to graduation, makes me spin in circles. The students notice when I am super excited so they will cheer and up their energy. Knowing that I have such a strong connection with my students, gives me more crazy energy. They not only respect me but find my happiness just as important as theirs. An article by Lindsay Hutton says, “You can tell them what you think, but don't tell them what to do. And tell them in the way you'd tell a grown-up and an equal. Not, "I'll tell you what I think! I think you're a fool!" I believe this to be one of the most important rules I follow. If I want the students to act in an adult manner, I have to treat them as an important part of decision making. Talk to them like adults and maybe they will act like adults. The way in which I connect to the students gives me my support as well. “Does your teen love all things sports? Or chess? Or exotic sea creatures? Whatever your teen's interests and hobbies are, make them your interests, too” (Lindsay Hutton: Ten simple”). I do not like MTV much at all. I will however, watch and learn what things interest them. Rap music I already like so I can talk rap, or any other music, with them all day. I also think it is important to not fake it and be you with the students. Connect with them on something you actually enjoy.   

I love seeing their faces every day. I have seen a lot more of the situations the students go through at home, yet they still come and have something they look forward to at schools. I do believe this next generation will find the positives in life, even though they don’t always like doing what they are told. Some will eat a school lunch and say nothing bad about it; it will be the only food they get that day. Some will only have a few outfits to wear to school and will still have style. Others will be abused at home and they will still trust that one adult, perhaps that one teacher. The inner city schools that no one wants to work at have the most strength and heart. I believe a lot of adults need to change their attitudes and see what children are picking up from them. Complaining, responsibility, and time management, we can find many adults that have these issues. I find it more important to connect with today’s youth and see what changes to the future the youth can make. Maybe we will be less sensitive about race or being politically correct but more sensitive to emotions and winning. We have to trade something with every change.

Conferences were fun. I found it interesting to meet the parents and compare their personality with their child’s. Some parents had interesting behavior and some were my friends in another life. I was comfortable talking with the parents and found I had a lot to add to the conversations my cooperating teacher was leading. I feel I will be just fine on my own next semester talking with parents (seeing as how that was a concern of mine). I was wondering about the difficult parents and how to handle those situations. I found when you use logic and supportive evidence (go figure) they will be more likely to trust your teaching methods and curriculum. I also enjoyed speaking with Spanish speaking parents. We had translators and I found myself trying to find who to keep my eyes on. Anytime I spoke however, I always kept my eyes on the parents. I look forward to learning Spanish in the next 3 to 4 years (maybe less) of my life. It is a priority goal. 

Hutton, Lindsay. “10 Simple Ways to Connect to Your Teen.” Family Education. Pearson

     Education, 2010. Web. 24 February 2014.

The Senior Headache

I love the fact that I get the experience of being a full time teacher this year. I just don’t like not having money. The students missed me when I came back and gave me hugs; It made me cry (serious, the ugly cry). I felt I was not just a student teacher, as a friend had to remind me, I was really making a difference. The teachers at the school I am at are really good teacher to get to know. They all want to teach you a lot and welcome you to drop in. The school has a collaborative environment and it show with their students work.  I am really happy I got two CT’s, they gives me lots of feedback and talks to me a lot about things I can do. Yes there are downsides but I ‘m choosing the positive.    

The start of a new semester with new students brings new challenges. The students are getting use to me and enjoy my company. I have yet to gain the trust with a few but progress is being made. I have never worked with seniors until this semester. All the senior classes I have are students who are non-college bond and definitely not easy to motivate. I am told that I am going to learn this semester, if anything, that some will not succeed and graduate. I want to believe that even though they are seniors, I can still get through to them. I find sometimes to be in the same potion as them. I am a senior, stressed over money, and needing to get a lot of things done in order to graduate.  Being a senior is hard not easy. I find it hard for me to tell them you’re almost there when I myself need that motivation. That’s what I say though. I tell them push through because I am there with them and I need their motivation. I usually end with we can do it together and they smile; however, next day same problem. I need advice with the senior class Melissa Kelly says” Have the entire Senior class work on a project that culminates near the end of the year.” I am not convinced that this will work. Anything is worth trying but I think the students will see it as busy work. Kelly additionally says, “Go back to grade school.” She believes they are scared and will get a sense of security doing the things they know from grade school like cutting out, circle time, and art work. I read children’s books for 1oth grade so I can try seniors. Help me!

 

Source:

http://712educators.about.com/od/motivation/a/teachseniors.htm

 

Genre Reflection # 2 How to Appear to Have Read a Book

How to Appear to Have Read a Book

This is the secret of all secrets. Shhh you must tell no one or risk teachers finding out. Repeat the phrase, “I solemnly swear to only tell the cool people about how to appear to have read a book, if a teacher should find I will evoke the 5^th amendment.”   

First, you must spark note. This will give you theme and summary and cut out on half the work time, more than likely you will be tested over the same themes spark note has.

 Now you are prepared to face the class. Start a conversation about the book with a few class mates before class. Remember the ones who arrive early tend to be smart. Now make them tell you everything you need to know and throughout the conversation throw in a few opposing viewpoints by summing up what they said but giving the opposite perspective. This will cause them to talk more because everyone knows the smart kids have to be right.

Class is starting don’t panic. Next, don’t make eye contact with the teacher nor put your head down. The teacher is watching and looking. Quick look through your notes like you’re thinking. You want to make sure you are called upon after some have spoken.  Now listen to the classmates that are speaking and comment on their comments.  Also, say the same thing they said but in a different ways. This will make you seem well prepared and seem like you’re participating. 

Now, the teacher may surprise you and tell you to write something about the book. It’s all good do the following: use vague or broad terminology, elaborate on small parts of the book, and most importantly write with confidence by using phrases like without a doubt.

 If all else fails just remember to dance around the issue. Remember, this is English and it is subjective.  

Changes

I felt an update from blog 1 was needed. A lot has changed the motivation of my students. I looked at some interesting ideas about how to motivate children. An article I read said, “People who believe that they have control tend to be more motivated than individuals who feel as if outside forces are compelling them (Perks).” I took part of this idea and part of one I heard of before and presented this to the students, “I will let you give me a homework assignment you feel is important once a week if more than 15 students turn in their homework.” The students responded well. A lot of the students give me music homework assignments or YouTube videos to look up. The next class I will discuss what I thought with them. I found in doing this, the students feel I find what they can teach me as important as what I can teach them. They also listen to how I teach and how I learn so they can mimic me when they are the teacher. It is fun and they keep me connected to youthful current events. In case you were worried about cutting into class time. I do this during “Brain Break”. The students get a break from their task half way through the class and I do my homework assignment they gave me and it turns into a fun discussion they like for ten minutes. This beat the alternative of having to stop class a lot to correct a behavior. Plus this is still helping me relate to the students and build on trust.   

My students are really enjoying the consistency I give them with their daily bell ringers.  They are usually questions asking what they think they will learn today. I also when I start the lesson explain why it’s important. However, right after that they go into stress mode.  What I find to be a problem is making their work more fun or less stressful. They see an assignment and get overwhelmed. I have tried breaking up the assignment into smaller sections but they still struggle with the time it takes. Sometimes I feel it’s a laziness problem because a lot of students tell me they don’t get homework anymore. Plus they say a lot of their past English teachers just did discussions and read to them. I want them more college or career ready though and writing and homework are both big parts. How do I make the work less stressful and at the same time challenge my students?   

 

Perks, Kevin. Crafting Effective Choices to Motivate Students. Ohio Resource. Web. April, 2010.

 

 

Genre Reflection 1: One Class under Ms. Jones

One Class under Ms. Jones

 

A teacher’s relation to her students is sublime

For it’s a teacher’s job to insure no students is left behind

But relating to students is not as easy as it seems

As times have changed, so have many students’ dreams

But in this class we strive to see these dreams through

Education is always first in Ms. Jones’ room

Yet if you’re looking for ordinary then never look here

Because ordinary is not common, this message is clear

Video games and shopping are the pin point of our learning

But never question the degree that we are earning

For Ms. Jones Just gives it in a way we can understand

It may not be traditional, but completes the task at hand

For never in this class will we ever feel alone

In the words of Mike, we call on who, Ms. Jones

Ms. Jones may not be perfect, but Ms. Jones is our own

Someone we can depend on as our lives become full grown

So as we go on, to the future students we say

That Ms. Jones helps her students in every single way

Apply yourself fully and never slack at any time

The goal is, get knowledge in your mind