So I’m half way done with student teaching. I have a month and a half left.
We have about a few weeks until the state math test. After that, we forget about math and only focus on science for the upcoming science state test.
I thought I was doing a pretty good job with my math lessons I was teaching… until I got my midterm grade.
Since it was all math material they learned this year, I concentrated on expanding and exploring on their previous knowledge but not so much from the ground up. I think that might as came off as reasons why I got reviews such as “not connecting ideas” to objective of the day.
Also if a student gave a wrong answer or started off in the wrong direction, I wouldn’t yell at them like my CT or right away tell them “no” like he does. Rather, I would let the student expand as I ask them questions about their thinking, while also trying to lead them to think mathematically about their reasoning. Many times my CT would interject during my lessons by yelling “No!” and I would look incompetent as a teacher.
Its embarrassing. I know the state test is so close and know it’s his responsibility for the student’s grades but still!
After my midterm grade of mostly Beginner Competence grades for most areas, I’m not as confident going into my second half of student teaching.
That and because I will be leading all the science review lessons. I love math and science equally but I’d rather teach math soooo I’l see how it goes.
So, for my upcoming science lessons I guess I’ll be doing a lot of direct teaching to show that I have the background knowledge. Sorry students.
So, after a month and a half I finally told my students my first name. I wanted to make sure they respected me as their student teacher before telling them. Well, today, they tested how much they could get away with.
I was sitting at a table with 5 students guiding them one-on-one. Student A wants to get my attention so much that she addresses me by my first name. I saw the other girls laugh, so I immediately asked for her folder and stated “I am to be addressed by my last name as an expectation, anything other than that is disrespectful.”
At the same time student B writes out my first and last name on the board to try and see if she can get away with Miss First and Last Name. I immediately ask for her folder as well. She tries to act confused and pretends that she didn’t her the conversation about respecting me.
Student A and B never get written up, except for gossiping/off task every now and then. Student A had gotten a gossiping/off task this week, so me marking another negative note would bring down her behavior grade. So, upset, she started crying. I pulled her aside in the hallway and talked to her. She was able to identify her misbehavior but was still mad at me.
At lunch, Student A and B told the other girls in class about the individualized talk I had with them about respect and my expectation of my name. So after lunch it was a girls vs. student teacher war.
Back in the classroom, a girl rudely declares, “Miss, you’re not supposed to make people cry.” I then ask her if I made her cry, She replies no, so I tell her “okay, then I don’t understand why you’re telling me this.” She then says that Student A told everyone already and wants to know why she made her cry. Again, I state that if a student has a question or concern they THEMSELVES can come and talk to me about it. Bottom line.
THEN, during free time Student A sits in MY teacher chair and starts to pretend like she’s writing a note home for my misbehavior of me calling her by her first name. Clearly, she just wanted to flip the scenerio in front of her peers.
I immediately tell her to follow me outside. I walk out and down the stairs, right infront of the principals office. The other students stand in the doorway to see where we are going.
Once, downstairs, we take a sharp turn to the teacher’s lounge where we talk. I ask what she’s feeling. She’s still mad at me and upset about the write up. I tell her I’m not mad at her, and I understand that its an accident. But, it was disrespectful and that it shouldn’t happen agian. As I’m talking her eyes water and tears flow. THEN I CRY! I immediately tell her that I don’t want her to cry and I didn’t mean to, but I do expect respect. Not only for me, but for the other teachers.
I then go on for thanking her for talking to me, as well as addressing me as Miss Last Name. Then, I explain that her good example would be written in her behavior log to cancel the negative one.
After we finish, I let her know that I will allow her to use the teacher lounge restroom to wash up her face before we go back to class.
So, we had a talk, but at the same time I wanted to let her know that I truely cared for her enough not to punish her, but to remind her of expectations.
So now? I’m just worried about parent feedback from Student A. Since Student A tells her mom everything, I feel like I might be getting a concerned email or suprise visit.
I am graded as mostly beginning competence and a few competence in the areas of my rubic.
I’m not gonna lie, it kind of hurt. The feeback that hurt the most was to work on classroom management. I mean, I knew it, I just didn’t KNOW it because it wasn’t said to me.
If you don’t have classroom management, its hard to do have a productive and flowing classroom. I know. But how does a student teacher establish classroom management when the CT does not have a firm one himself. My experience is mostly tag teaming with the CT. What works for him is a loud, booming, authoritative voice. I am a quiet and don’t like being grouchy or moody. An alternative? *sigh*
The good side of this was that my CT said that he would feel confident leaving the class in my hands tmrw if he couldn’t come in.
A taxonomy of thinking assists the teacher in determining the type of thinking in which the students are to be involved. It also guides the teacher in more clearly understanding what is to be learned and how the students will demonstrate that learning. Further, a taxonomy guides the teacher in the design of questions and activities at different levels of complexity; questions not only to challenge the students’ thinking, but to meet individual learning needs.
Here are sentence starters for developing activities based on Bloom’s Taxonomy:
Level 1 - Knowledge (Recall):
What is the definition for …?
Trace the pattern…
Recall the facts …
Name the characteristics of …
List the steps for …
Level 2 - Comprehension:
Tell why these ideas are similar.
In your own words retell the story of …
Classify these concepts.
Provide some examples.
Construct a model of …
Draw a picture to … or role-play what happened.
Level 3 - Application:
Graph the data.
Demonstrate the way to …
Act out the way a person would …
Calculate the …
Level 4 - Analysis:
What are the components of …?
Which steps are important in the process of …?
If … then …
What other conclusions can you reach about … that have not been mentioned?
The difference between the fact and the hypothesis is …?
The solution would be to …
What is the relationship between … and …?
How would you make a …?
Level 5 - Synthesis:
Create a model that shows you new ideas.
devise an original plan or experiment for …
Finish the incomplete story so that …
Make a hypothesis about …
Change … so that it will …
Prescribe a new way to …
Level 6 - Evaluation:
In your opinion …
Appraise the chances for …
Grade or rank the …
What solution do you favor and why?
Which systems are best? Worst?
Rate the relative value of these ideas to …
Source: “Beyond Monet: The Artful Science of Instructional Integration”
Today, I accidently questioned a student, and it was probably in a rude way.
Students were glueing word problems in a blank paper booklet and working out the problem using visuals and number sentences.
A student comes up to me and asks to wash his hands while I’m helping another student. I ask why. He replies that he has dried glue all over his hands and it hard to write or do anything. I couldn’t tell him to sit at his desk and wait because he couldn’t do anything and would be a distracting to others. So I told him to try hand sanatizer.
After that epic fail, he asks me again. I try really hard to not let students go the RR because it wastes class learning time. So, me being overwhelemd,tired, and with a headache I proceded with the evil teacher responses “Why is there glue all over your hands? No one else has glue on their hands like you. You must have been doing something wrong. Were you doing something you weren’t supposed to?”
It was a teacher vs. student battle. I quickly saw that other students were being entertained and that I was going nowhere, so I stopped right away and told him he had one minute to go wash his hands and come back.
How would I have handeled it differently?
I would have told him right away to go wash his hands, and that if this happens again he will not be able to use the glue again.
I have a student in both of my classes that constantly are disruptive. I’m out of ideas on how to help the class flow better/reduce the students misbehavior.
I hate sending students outside. They dont learn and I dont help them by sending them away.
I have tried positive enforcement. For example, when students are following directions, I write on the board “Thank you Name, Name, Name… for ” and usually go on to about 4-6 names. At the end of class students place folder on my desk if I wrote name on board. This is a shocker for students because they are usually written up by my CT for wrong behavior.
But the disruptive ones? Le sigh. I try to write their name first on the Thank You board, but they forget too soon and quickly get off task. Then, I have to erase their name.
What my CT does is say “thank you name, name, name for looking at me ready to start class.” That verbal enforcement works, he just doesn’t write in their behavior logs like I do. So maybe I should write and verbally thank students.
Any other ideas on how to work with disruptive students?
Until we provide equal educational resources to students and teachers, we can’t say how well or poorly they’re performing.
YESS Preach, Mr. Johnson. I feel this way all the time.
This seems so obvious that I can’t believe politicians and reformers don’t see it. If they really can’t see it, they have no business evaluating educators. If they do see it, their actions show they ignore it in favor of an agenda that has nothing to do with the well-being of teachers and students.
This is very interesting. It just goes to show that we don’t have to take what we have as some sort of inevitability. Things are done different around the world, and we can learn a lot from different countries!
Mmmmm the Korean food looks SO good! so much better than American!
With a month and a half in, I have not gained weight while student teaching! Infact, I have maintained my weight WITHOUT exercising. This is incredible because I would go running at least 3 times a week before this semester. Yay for chasing students all day in the hallways as well as going up and down stairs for errands :-)
Thinking Time— In small groups of 5, students were working on different math problems individually on whiteboards for me to check off. A student INSISTED that she didn’t understand and that she needed help— her favorite phrase. I told her I was busy with another student’ s work, couldn’t help her right now, and told her to try her best. I then continued to brush her off. 5 minutes later, she got the problem all by herself. So, you can only help a student so much. After awhile they need independent thinking time.
Bullying— I hate when students don’t like certain students to the extreme that its obvious and disrespectful. For example, 3 students are handing back papers. When they get to one particular student’s paper, they all toss it to each other’s stack so that they don’t have to touch it. It then lands on the floor. I then have to hand it to one student back. She says “Oh, I dropped it” as she tries to act busy. Ugh! I hate how kids don’t see how cruel they are! My cooperating teacher immediately points it out, but its heard so many times that I can tell that the students ignore the CT.
Stolen pencils— How is it that students come to school EVERYDAY with no pencil. When a student asks you for a pencil, you can’t deny them one. I write my name on my pencils and they usually get returned by the student. If the student forgets and its found by someone else they return it immediately. That’s not the problem though. The problem is when students take my FAVORITE sparkly pencils from my pencil cup WITHOUT permission and my notice and just use. I can’t write my name on the pencil cos it has sparklies all on it. On Monday a student had one of my sparklies and I immediately noticed because it was missing from my cup. I asked her during class. She answered, “uh, I bought it at the store.” Straight up lied to me.” I was to upset to talk to her because my sister bought me those pencils. THEN today, she is using my other sparkly pencil at her desk. I then approach her and ask about it. She says “she found it.” I reply “that’s my pencil, thank you for finding it” as I pick it up and put it back in the cup. But here’s the kicker: later on in class her lead pencil ran out of lead, she immediately went to my pencil cup to grab my sparkly, but since she saw me eyeing her down she immediately stopped real quick and back tracked to ask me for one. Ughhhhh!!!
Permission— I hate when students come to me first to use the restroom, water fountain, nurse. They KNOW their teacher will say no and that the student teacher will say yes. I’ve started to say, “I don’t think you should go, but if you disagree ask Mr. So and So.” They then look at the teacher, then me, decide nevermind, and sit at their desk. One time a student was so scared to ask our teacher that she stood with her legs twisted so that she wouldn’t pee on herself. At that point, I just told her to go ahead. Its always hard to tell if a student REALLY needs to use the restroom, but in the previous case it was obvious and a from a student that never lies to me.
Honesty— today our homeroom class was lining up to switch with our neighboring class. My afternoon class is outside in the hallway in line waiting to enter. One student quickly approaches me with his behavior log and says “I don’t have my homework, you can go ahead and sign it right now.” I kinda laughed and told him to just wait, that we pick up homework right when everyone is in the class ready to start. It turns out most of the time my CT yells at students when don’t have homework and recieve a write up in behavior log. Poor kid just wanted me to help relieve the blow a little.
I hate student teaching. I love the kids, but I hate everything else.
I hate that I’m working my butt off everyday before, at school, and after school Monday through Friday for free and with little to no energy afterwards, and then work the weekend as a waitress with just enough money to pay for gas for the week.
I recently got in a car accident and had to take it in to get fixed. So, ALL my money I was saving for my certification tests went to my dectuctable. And now, my phone is completely messed up and non functionable.
That sucks because I use my smartphone for everything! and I don’t have the money to fix it because I also have to pay for my laptop that is also being fixed.
All this money that I don’t have is being demanded. Waaaaaaaaaaaaaaah.
Can I have my graduation presents via money ahead of time please?
Throughout the past month and a half I have accumulated notes and notes of my student teaching experience— Of what it means to be in the shoes of a teacher. So now I must compile this into some sort of meaning and comprehension for my thesis.
So why am I writing a thesis on being a student teacher/teacher?
Well, I think it would be helpful for students starting college or even underclassmen who are considering going into the education field and have no background of what that means? I know I didn’t.
You see, in high school I was in this two block class called Elementary Interns that let upper level high school students learn about the pedegory of learning and public school so that they could work with a public classroom once a week. The students would then make a lesson at the end of the school year for their students.
So, really, this thesis is a book for my past self and future me’s.
Also, I believe it will be a real eye opener for people of other fields. Teachers manage 20-80 students, probably more if you count lunch and recess duty on a daily basis for 8 hrs teaching them public education. Seems easy for non-education majors.
People get tattoos for personal meaning, but can teachers have tattoos?
Each district has a different policy for tattoos. I’m just gonna go ahead and assume that its fround upon for teachers to have tattoos so most districts, if not all, have a policy that if a teacher has a tattoo, he/she must cover it.
In my district, tattoos have to be covered up. But not all teachers do— at least at high school level.
I bring this topic up because I have a tattoo on my wrist. Since student teaching means that I’m being interviewed and judged everyday by my professional peers, this means that I should cover my tattoo everyday, right? Welllllllll, that was my original intention.
I tried following this policy my first week of student teaching. I would wear watches and bracelets to cover my wrist, but then I hated that I had to cover up a part of who I was. Now, I just don’t.
Let me explain my tattoo real quick. My tattoo has a religious meaning to me. I got my tattoo on the inside of my wrist so that I could be reminded everyday because I use my hands everyday. I mean, I could wear a necklace, bracelet, ring, or even have decorations in my classroom like other teachers do to show their faith. But the point of my tattoo is not for others to see but myself. I also feel like I’m hiding myself because my tattoo is recent. I just got it a few months ago. I wonder if I’ll feel the same about in a few months/years.
So, when do students see my tattoo? When I reach for something, holding something up for the class to see, or when I’m just leaning on my arm out of habit when writing. For example, when I’m picking/passing up papers.
My students have commented thrice about my tattoo already. It didn’t escalate more than a student asking. I would quickly answer yes, and continue explaining math/science.
Reading other people’s/teacher’s stories, experiences on tumblr helps me to not feel so alone. Whether its about teaching struggles/victories or life mishaps/joys, it helps me realize that I need to keep moving forward and keep growing.
Its funny— I have a class of student teachers peers and even friends who student teach right now but even then its lonely. Thanks fellow tumblr peeps!
Attention grabbers. sigh. Its easier with lower level students. You have the clean up song. Or cute little songs/phrases in general. With upper level sudents you can flick the lights on and off. Or wait in front of the classroom silently to get students attention.
Since I teach 5th grade and don’t like yelling, I started off with writing “I’m wating” on the smartboard to get students attention the first time I taught and it worked.
Since then I’ve taught more and more lessons, and well— I feel like I’ve lost more and more students attention and respect when I’m trying to get ready to talk or when I’m talking. At first I had students complete attention Now? I have to worry about behavior problems at the same time as teaching an objective for the day. I get shaken up by misbehaviors and hurt that students aren’t paying attention to me. I know I shouldn’t take it personally but sometimes it hurts me when students are writing a letter to grandma in class or making faces to their friend across the room.
When I don’t have student’s attention it hurts me that I spent all this time planning out this detailed lesson plan so that there would be examples and non-examples of the objective and they don’t listen! Its an insult to me and its an insult to math.
I’m still working on attention grabbers. The ones listed are okay, but I can’t see them working for my 5th grade class. My CT’s method is yelling at students “Uhm, excuse me?! I’m talking! No stop!” or saying rudely to a group of students “Are you done talking now?” I mean, this is something done everyday for a 5th grade teacher. Is this normal?