So, this week is all about choosing your own adventure. What adventure will you share with us?
Saturday, September 19, 2009
What's Important to You This Week as a Teacher of English?
Describe something you are teaching and the learning outcomes. Tell us about a student who poses a particular challenge or one who represents something miraculous. Write to us about "critical incident" at school that caused you to rethink your teaching practice or stance. Paint a picture for us of the culture of your school and your department--make us feel as though we are there with you. Tell us about an extracurricular event in which you participated at your school and your experience there. Tell us about Open House and your interactions with (or anxieties about) parents and guardians.
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So, today was an E.S.T.E.E.M. meeting after school. It stands for "Empowering Students Through Experience, Expression and Motivation". It's an all girls group that works on making sure that our future of females are independent. They teach the girls how to create budgets, save money, cook, and how to give back to their communities. Today they were working on posters to hang up to recruit new girls and I was amazed by what these girls have done in only one short year of being a group. They even got a $950.00 grant to bring the program into the Providence Middle School and they are going to call it "Esteem Pre-teen". Last year they also gave a Christmas party for the kids in a local projects. Last year they also held a food drive, brought speakers in from RI hospital, volunteered at Peace Providence, and organized a fundraiser that brought in $700.00! This group of girls ASTOUNDED me with the amount of work they have put in and the dedication they show to meeting twice a week for two hours at a time. This year they also plan to take college tours and investigate into how women are portrayed in hip-hop.
Today they mostly just talked and worked on posters and figured out how they would get more girls interested. I helped fold flyers to be passed out, and admired their artwork and was surprised to know they already have t-shirts made up for the girls to wear on Wednesday. I really wish I had a group like this in high school!! I am looking foward to working with the girls for the rest of my time at Hope!!
Today, regrouping is important to me. I began my unit on Tillie Olsen today, and although I planned thouroughly, things just felt wishy washy, like I wasn't fully getting my point across to the students. That was period three, so period five - I tweaked the lesson, and it went better. But of course, I am my worst critic.
So I came home and stayed in bed for about 4 hours, and I find that important to include in this post because I think we all need some down time sometimes. I am the first person to admit I constantly run myself into the ground until I have nothing left. But I got up and had dinner and regrouped.
I thought hard and long about what didn't work and I am feeling good about my lesson tomorrow. I changed my approach, my means of communicating important information, and the way I am aiming to get the class to participate. I talk to Kellen and Allie about this all the time, I seem to plan for 3 hours and things go screwy, or plan for a half hour and have a great class. The universe is a crazy place.
Also this week - understanding and trust - is important to me. A lot of my students have been out sick over the last week, and catching them up has posed a challenge for me, but I have been doing my best and will be staying after school tomorrow for anyone who needs help, for however long. I had a paper due today... a narrative which I assigned Friday. Due to assemblies, I didn't meet with my classes yeterday, so they were on their own for remembering, although I reminded students that I saw in the halls through out the day.
Still, students approached me at the beginning of class... they had done their work but there was some reason or other why they did not have their paper, so I told them, e-mail it to me before 5:00 and I will accept it.
I am IMPRESSED by the responibility the students took and the work that filled my mail box. I understand that things happen...and the students were honest with me, which is very important to me. They took responsiblity for their work, and I'm really happy about it.
So overall - what is important to me today - and everday now that I am aware and reflecting on it - is regrouping and understanding. Oh, and a little bit of sleep.
Mold minds this week!
-A mars
(which seems to be how I sign passes... haha A. Marss...and I never finish spelling my last name...it's the little thing in life! I'll work on that!)
Important to me this week as we progress is the balance of the real world issues and my classrom. Issues of trust and respect as well. My last period class (the one that I love, but the behavior issues make me want to rip out my hair some days...) they came in DEAD SILENT today. I knew something was wrong. It didn't take long to realize that ONE student was missing in a class where everyone is ALWAYS present. "Where is (student)?" I asked the class (usually quick to rat eachother out). Their eyes fell to their desks. One girl called me over to her. "Ms. Um, well..." tears start building up in her eyes, but not much, only I notice. "Well...you see, (student) got jumped and stabbed. They wanted his phone." my only response was "Where is he now?" "In the hospital" she managed to mutter out. I could never have felt like the duck more. I knew I had to hold it together for them. I also knew no one was going to be learning for the next 90 minutes about Literacy Strategies. We changed the Question of the Day to let students reflect on what happened and I left my original question as an option if they wanted it. I told them this one wouldn't be checked or graded.
We spent the rest of the class trying to get through the materials. I had them do their Vocab list and make the list with me and write it down. I made sure EVERY student had it written down, and told them we'd worry about it later. Then the PLAN was to read an article. I had them all move into the "Circle of Love" as Christina calls the center of her classroom, but as we were waiting for one studnet to come back with the extra copies we needed, we talked, joked and laughed. Because, when you're in my class, you're safe. And if NO WHERE else in the world these kids have that, I need to provide that.
So, I succeeded in putting on the face for my class, keeping THEM calm and getting a LITTLE work done. However, what was I feeling? Oh dear...I was angry. How does a human being beat a 14 year old boy for a PHONE! It's a friggin' hunk of PLASTIC. I was scared. This could happen to ANY of them. I was upset. Here I am thinking that they should be using the word lethargic instead of tired and I have a studnet in the hospital. I was anxious. Christina was out of the room and in the library, and I wanted to know if she could find out how he was. I was forgetful. Even the best intentions don't always work. I totally forgot what I was doing at LEAST twice. I was stong. Because I had to be.
Teaching...it's so much more than textbooks.
Charlene and Aimee--You two will run the world someday with your action and reflection, your care and attention, your thoughtfulness and self-criticism (and honesty). THANK YOU FOR YOUR GOOD WORK!!! I am so impressed by your posts.
All we can do each day is to rise out of bed and commit ourselves to another day of doing good work that is good for our world. "That's how we do."
Charlene--I am amazed by your social consciousness and by the wisdom you have which tells you to "make your classroom a safe space for kids who don't feel safe." We've created a nasty world for kids today--the least we can do is to work to provide them with havens like your ELA classroom.
Aimee--you go, girl. Pick yourself up, dust yourself off...'cause I'm okay with that. And 'cause you're a smart teacher who knows all about how to regroup. Criticism and forgiveness in action. Thank you.
Peace-
It was important for me this week to realize that some students are going to get failing grades.
Dean and I have spent the last three days going through an Edgar Allan Poe power point with both of my classes. All of the days that we did the power point, the class was enjoying it, we as teachers were enjoying it, and there was a sense of energy and enthusiasm in the room. Dean was telling these stories and I was answering questions that the students had about Poe and it was a lot of fun. A lot of good discussion came out of the classes, and we were sure to take things slow in order for everyone to take in what was on the slides. I even stressed good note taking skills so that the students had an easier time listening than just writing throughout the whole presentation.
well now it came time to finish up the power point and take a quiz on it. I was excited from my end becuase this was the first grade that the students would have, and I wanted to see how affective the power point was. Everything went smooth, and after going over all of the information, going through the quiz, and answering any questions on the material, the students took the quiz and handed it in. Pretty painless experience.
it wasn't until i went to grade the quizzes that i was in for a surprise. After correcting a few good quizzes, I came across the not so good ones, and then the terrible ones. Putting low grades on the papers really shook me. I sat in silence for a few minutes and went through everything that I did over the last few days with the class, and tried to figure out what went wrong and what could have been done differently. I started questioning my methods. It was a nerve racking experience.
I had to talk to Dean about it, and I was able to sit with him and some other teachers and talk about the grades in their classes as well. They told me that no matter how good we might teach something, or how many times the students say that they get it, there will always be the students that don't care and put forth little effort. It was comforting hearing this from other teachers, but I still couldn't stop thinking about what I could do tomorrow to make the class better, and make sure that nobody falls behind.
Basically, marking failing papers is awful and I hate doing it, but it is part of the job. The best I can do is reflect and try teaching it again the next class. I don't want any of my students to fail, but sometimes it is out of my hands (not handing things in, not studying or paying attention). I really don't want any student to get stuck or give up, but its upsetting to see them fall behind the pack because of their own choice.
Kellen,
This is such a poignant piece. Thank you! You really capture the shittiness of grading papers/tests and of "handing out" failing grades to students. "Oh, as though I'm the judge of everything." It's weird, right? Ranking students based on arbitrary assignments and information that we think is important for them to know. What a weird process, brought on, of course, by the factory model of schooling, where we rank and file and sort and judge. All I can say to you is this: Teach beyond grades. Teach so well that no one in your class will care about their grade because they will be lost in the subject you're teaching. Make sure everyone has their full body and mind engaged in the "stuff" of the lesson. Thank you again, Kellen, for a wonderful post.
This week is about realizing that some kids just aren't going to let you in.
I had started to write this post earlier this week when I was feeling really overwhelmed by my week of firsts: it was my first week implementing my own unit plan, it was my first time with Susan out of the room all day, it was my first time teaching her period 2 class in addition to my other 3 classes, and it was my first time with a substitute teacher in the room. But upon further reflection I've decided I should write about the student who occupies my thoughts long after the day is over. E. is in my period 6 class. He is incredibly bright and is in class every day....and that's what kills me. He doesn't do his homework...ever. Occasionally, if he's in a good mood and Susan and I are on his case constantly, he'll do his classwork, but homework he won't do. He is very disruptive in class and trying to curb this behavior is a never-ending battle—we've moved his seat (numerous times), I've taken him into the hall to talk to him about his behavior (making sure to explain how it makes me feel), I've talked to him during class and after school, he's been given detention, and I've tried positive peer pressure (getting his friends on his case about doing work). Nothing seems to work. When E. is asked to explain his behavior he becomes very apologetic and says “Sorry miss. Alright, I gotcha.” I've tried everything I can think of to get this student to do his work but it's the same thing every time: I explain the homework in class, he says he's going to do it, after class is over he leaves, returns five minutes later asks me to repeat the assignment and then goes home and doesn't do it (if I write out the assignment for him he loses it). I think the next step is to call home, but I'm really nervous about this. Susan and I have talked about it and I think we're both concerned that calling home will have no effect. There's a sinking feeling between the both of us that he's not receiving any support at home.
The more I think about E. and the way he acts, the more he reminds me of my brother. It's really hard for me to watch kids who are so smart and capable set themselves up for failure—E. has already stayed back once. It's hard not to think that there's just something I'm not doing that could help this kid “see the light.” I really want to help this student, but Susan says (and I can see her point) that after a certain point handing him the same assignments over and over again (because he “lost” them) is just enabling his behavior. But I'm not giving up on him. I will ask him for his homework EVERY day until the end of the semester. I know he is annoyed by me constantly asking him for his work, but I want him to know that someone is paying attention, wants him to graduate, and isn't going to give up on him that easily. Maybe someday I'll annoy him so much that he'll turn in an assignment just to shut me up. Here's hoping.
Charlene,
I'm really sorry to hear about your student. I hope he'll be okay. Something sort of similar happened in my class...a student at Central was hit by a RIPTA bus today. Luckily it seems like he wasn't too seriously hurt, but the kids wanted to talk about and I thought it was a good idea to just let them vent for a bit before returning to the lesson.
I wanted to let you know about this: http://news.brown.edu/pressreleases/2009/09/katrina. I know you did a lesson about Katrina and I thought maybe the kids might be interested in this.
My focus this week is on the "personalities" in the classroom.
I have a few students in each of my classes that really make the class fun. They are silly, awake, and are willing to participate. They are also the ones however that I spend much of my time and breath redirecting. They ARE truly great kids that just seem to be really excitable. I know that they like me and my class (they wrote about it in their journals) and maybe that's my issue. I create a very safe and open class environment where the students have been able to quickly come out of their shells and share.
The BIG question then is what do I do?? I don't want to punish them to the point they close up, become negative, and stop responding. But I also don't want to continue stopping throughout the lesson saying "guys come on" or "one more word and you stay after".
I am hearing during lunch many teachers who are having the same problems and the only solution thus far is really putting your foot down and using one student as an example for the rest.
I feel that the students respect me and I hope that if and when I do put my foot down they still will.
So, I just spent twenty minutes writing a detailed account of a critical moment from last Thursday at West Warwick High School and when I tried to publish my comment, the page refreshed itself and all of my writing disappeared. If this has happened to you before, you must know how frustrated I am right now.
This being said, if this post feels a bit bland, it is because I have to teach the next class in ten minutes.
Last Thursday after three weeks of smooth sailing in student teaching, I experienced my first loss of control. Period Three Creative Writing (26 students 16 first years) became increasingly loud and rowdy and I had to yell. The next day of classes they arrive to a class full of desks and rows and a slightly more militant Mr. Polseno. I had broken the class into seven minute workshops with specific goals. I walked around with a grade book and gave each student credit for completing each task.
At the end of class, I took five minutes to talk to the class about why the desks were in rows, why I was being so strict, etc. They understood that it was because of their behavior and they pleaded that I put the desks back in circles. I have taught that class five times since this incident and they have been great. When I showed them the type of teacher that I could be and the type of class that this could be if they wanted to act like elementary students, they immediately started to act with the type of repect and intelligence that I know they are capable of.
One student said that it was like they entered the twilight zone on the day that the class was in rows.
I feel good about the choices that I made and while the desks are not in rows anymore, I have learned to be more time and goal oriented with this class. They need a bit more structure than the second creative writing class that I teach.
I feel that I made some necessary changes and it has been smooth sailing since.
Kate and Charlene - My heart goes out to you guys and your kids. Our "interesting incident" hasn't seemed to touch my kids yet; a 15 y/o boy, a Vets student, mind, stabbed his mother to death the other night, and all I've heard of it is from one kid in AcDec trying to get the facts straight. Just one, and just for the facts.
My post this week was going to be an incident where I SERIOUSLY dropped the ball because it’s been bothering me a LOT. My beloved p5 turned into a jibbering jabberwock the other day while Belanger was out of the room, and I could not get them back in hand. At first, they were fine. Still doing their independent reading, still quiet. A couple of people came back from the various places Belanger had allowed them to visit at the beginning of the period. There was chatter, I asked for quiet, they quieted, silent, independent reading continued. One more came back and the process repeated. The last two people came back and all hell broke loose. Apparently student A ate a worm, and this became an insanely hot topic. Is that legal? Why would student A do that? When did this happen? I’m sure you can imagine the scene. Admittedly, I was somewhat taken aback by the content of this uproar… I am teaching in a HIGH SCHOOL, right? Not, like, second grade? I reminded the two latecomers that they had come into a quiet classroom. No avail. I told them to get back to their books. Nothing. I raised my voice and asked again. They continued to roll right over me. Then Belanger walked in and it was all over. I was left looking like a tool and Belanger had to play damage control as I stood there being overwhelmed.
I know what I SHOULD have done. And that was the first thing he hit me with. “What did you do wrong?” Belanger doesn’t mince words much. I admitted to not making the best of proximity, but at the time, I was just so overwhelmed I didn’t know WHERE to stand. I froze. I screwed up. I own that. After a conversation about my myriad failures, he asked me how I would handle it next time, and what I would say. I sufficiently recovered my spine and told him, point blank, in no uncertain terms, just what I would say to the kids next time. He blinked, and I worried, but then he said, “Why didn’t you do that?” And I didn’t have an answer.
So yesterday, we had a coverage during long period, which was followed by period 7. One of the freshmen classes I haven’t taken yet. Our coverage was at probably the dead furthest point in the school it could have been from our classroom, so at the end, as Belanger wrapped up everything neatly for the classroom teacher, I booked it back to D213. Period 7 was riotous. I got RIGHT on it this time. Breezing up to the desk, I told them, in no uncertain terms, that I did NOT just walk into MY classroom to MY students NOT reading silently. They were unresponsive. I walked back to the center of the room, continuing, that I knew they did NOT just completely ignore me. Some of them started to get it, but there was still a lot of noise, so I laid it out plainly for them. “I haven’t taken over this class yet. YET. But when Belanger is not here, I AM Belanger, and you will show me the same respect you show him.” They were SILENT. Then two began a conversation across the central aisle AGAIN. I put myself directly between them, at the corner of one desk, and looked down ominously, saying that I knew I did NOT need to give any of my students personal, engraved invitations to take out their book and READ. The two in question sheepishly pulled out their books, and the class was PERFECTLY silent. I stood in the aisle briefly and surveyed my accomplishment, then settled in to take attendance. When Belanger walked in, they were perfect. Unfortunately, he completely missed my cleanup, so I’m still not living down the jabberwock in p5, but at least _I_ know that I can, and have, asserted myself and that there will NOT be a repeat of last week.
I must apologize for always or almost always being the last post...for some reason at school this site is blocked, and most days right from school I go to work until midnight and at that point forget it im almost a zombie. So Thursday afternoons are a nice time for me to reflect and unwind and look back on the last week. This week I have started my unit on the Canterbury Tales. The students are working in groups and journeying around the room to learn about various things such as what a pilgrimage is, who was Chaucer, what was the social class system like and what did middle English sound like...because i sure as heck cannot speak it well at all. My students seem to really be enjoying it..Im very excited! :-) I do have one student in my inclusion class who seems to be lagging behind and not doing any work. A is perfectly capable of doing the work but get fixated on one thing tends to stare off into space a lot. His IEP just says that he lacks organizational skills and is not good in math. I had originally thought that because I am using a lot of technology in the lesson and hands on activities that A would be engaged and watching the clips etc, but instead A continues to stare off into space. This is a challenge because he is not a disruption in class, in fact he barely speaks, he is the shy kid that doesn’t seem to have any friends. I talked with Rita about him today and she gave me some new strategies and told me more about the academic support team that the school has and the services that A already receives. I didn’t know that the academic support team did things such as work with students on work that they have not finished in class or when they have been absent, catching them up. Good to know. So I think I will be setting up a little meeting with A's support teacher and see how I can better teach him.
This week i attended 2 meetings afterschool. Tuesday I attended the literacy team meeting, where students and teachers came together to try and decide on a book to discuss outside of the classroom-a nice informal discussion with people who actually like to read...SO COOL!!! and Wednesday I attended a meeting with people from the Gloria Gemma Breast Cancer Foundation and their partnership with the NPHS. Last year NPHS had a "pink out" where the students all wore pink and they also had a pink pancake breakfast to raise money for the foundation. Gidget's corner, a place that opened up last year is for kids whose mothers are having their cancer treatments. Kids can go there and play, get read to and just hang out while their mother is next door receiving treatment. Its a safe haven for kids. Again, SO COOL. At the meeting we discussed some ideas about what we would like to do this year at NPHS and how we can help with events that the foundation already has planned. The kids are willing to help in anyway that they can. Inspirational. The more I get to know my students the more I know I am going into the right profession and the more I feel like a teacher. Today the English Department Head came and watched some of the things that my kids were doing. She said she was impressed and that she was proud of me. I am more proud of my students for producing great work. Keep kickin it ninjas!
Wish we could edit comments rather than delete them wholly... Apparently the mother is still alive, just in serious condition. I made the mistake of casually mentioning it here as I had heard it from the student making a frenzied search for the truth of the matter before looking it up myself. Stabbed more than a dozen times and in serious condition is the most up to date info I can find. Not trying to overdramatize, or make a big deal of the most minute part of my post, but I felt the need to correct myself.
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