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