Week 3 in Review

What a rollercoaster ride! Last week, I had my first observation. I was nervous that the class period being observed would not behave well and allow me (and themselves) to shine as brightly as possible, and I had good reason to feel that way. The classes that I have assumed responsibility for are very problematic in the area of classroom management. The very large number of students routinely talk during instruction, and they do not display any type of work ethic whatsoever. They simply do not care (yet).

When my University Supervisor (US) entered the class and sat in the back, it did not phase the students at all. They acted as horribly as they have on other days. I do not blame the little darlin's, to use a Van-ism; they have obviously not been taught to meet certain expectations in the classroom. I was trying my best - using the proximity method to influence behavior, speaking to kids who refused to work, and asking the class to listen before I gave instructions. However, both my US and I found that I ended up speaking over them in many cases, and repeating information too many times to count.

My US suggested that I stop and wait for them to be quiet before speaking, and that has been helping. Now, when students notice that I can't give them helpful instruction because a classmate is talking, they use peer pressure in a postive way to help silence the room. The only downside to this method is that I have had some interference from the Cooperating Teacher (CT), who likes to jump in and lecture during the momentary lull. The CT is unknowingly sabotaging my efforts (in several other ways, too), so a discussion is in order, most likely including my US for support.

The classroom management issues in a couple of my classes, combined with a wide range of students' abilities, have been a challenge. On the upside, several students have shown a marked increase of respect toward me, and that feels awesome. When a kid feels comfortable coming to you with questions, it's an awesome feeling!

Savvy Suggestion: You may have to assert your autonomy if you have an overbearing CT. Your US can help you to do so without stepping on your CT's toes.

Week 2 in Review

This past week started off so rocky I wanted to quit. I didn’t quit, but I did cry. I actually cried one day because the stress level got to me. You hold in your personal emotions all day, because you can’t let the kids see you “sweat,” and you definitely can’t let them see if they are getting on your nerves, so I was surprised when fatigue and emotion got the better of me and I needed a release. Some people might have had a glass of wine, and I know some of the teachers had visits planned to the chiropractor to work out stress, but I just wept and went to bed.

I woke up still feeling exhausted, but with a sense that even if the day didn’t go exactly as I had planned, it had to be better than the day before. And it was.

Let me backtrack a bit. Why did I want to quit? I had a lot going for me from day one; I am as comfortable as a new teacher can be with lesson planning, I understand the technology in the classroom, I work well with a team, and so on. The single most challenging aspect - the one that made my day unbearable - was classroom management. Two classes in particular are very large, with very rowdy kids who do not want to work at all. I simply had never been in a situation where I would instruct a group to do something and they just didn’t. I repeated instructions too many times to count. I found it difficult to call the kids out on their bad behavior because I didn’t know their names yet. (The Cooperating Teacher did not have a seating chart). I used the proximity method to influence the students’ behavior, but I couldn’t be everywhere at once. It was not a fun day. I did some self-reflection between tears, and made a plan.

The next day, I discussed my feelings with some of the other teachers during the planning period. I found that they were having the same issues in their classrooms, and they are experienced! It made me feel better, and I waited to implement my plan. With the help of my CT, I created a seating chart that separated some of the trouble-makers from each other. This also helped by giving me a tool to help memorize names. I now do my best to make sure I have the attention of the entire class before giving them directions, and every time I repeat myself I refer to where I have the directions written on the board. They have improved greatly in one week, though they still have a long way to go.

My first observation by the University Supervisor is this week, and I am nervous. I am doing a type of lesson I haven’t seen done with the kids before now, so I have no way of knowing how they will react. I am expecting some high level thinking from them, and I anticipate a fight from a few of them. However, I look forward to talking to my US about the challenges I am facing and learning from the US’s expertise. I’ll let you know how it goes.

Savvy Suggestion: Don’t expect yourself to be perfect from the beginning. Self-reflection is an important tool to gauge how you’re doing and plan ways to improve. Also, go over those notes from classroom management – it is so important to your success!

Week 1 in Review

At the end of week 1, I am tired more than anything. Adjusting from the schedule of a college student to that of a teacher is a bit of a stretch. I am used to staying up until early morning hours to finish papers and catching naps when and where I can between classes. Now I find myself going to bed at a "respectable hour" as some would say...and I can't really say I like it. However, the school schedule leaves me little choice. Therefore, I jump up when my alarm goes off (way too early in the morning for my liking) and fake it all day long. I guess at some point I'll get used to this strange agriculturally-inspired schedule.

I will begin teaching at least one class period during week 2, and have spent the greater part of my weekend trying to decide how to construct the lesson plan. I actually think this would be easier if it was for my own class, but planning is nerve-wracking when trying to keep the desires and style of the cooperating teacher and university supervisor in mind while remaining true to myself. I am not at all sure that this is entirely possible in my case, which leaves me in quite the predicament. Whom do I primarily aim to please? I am a guest in the CT's classroom, the US determines my future, and I cannot perform to my full potential unless I have a strong plan that I believe in. This is the point where I need to speak with my CT and possibly my US. I will possibly have a stronger sense of where the lesson plans are going after the planning period tomorrow.

For now, I will wrap up and prepare for bed in a few, short hours. I will be up again at the crack of dawn. Prepare to spend some extended time in the classroom; teachers arrive earlier than everyone else and leave later. Plan on spending time at home planning, preparing, or working in some way - even if you are extremely efficient and get tons done during the school-day. Expect to attend after-hours functions like PTA meetings, meet-the-teacher nights, and more.

P.S. My main focus this week (aside from finishing the lesson plans) is to learn names. Student teachers are at a disadvantage coming in after the CT already knows the students. It is also more difficult in a classroom with no seating chart. Try to come up with a plan for remembering names quickly and accurately (unless you're lucky enough to be great with names - a gift I do not possess.)

Savvy Suggestion: Get as much information as you can from your CT about his or her goals for the class before attempting to create your own lesson plans. You will be working within parameters that include the CT's plans, STAAR objectives, district guidelines, and more. Ask questions until you feel comfortable that your lesson plans will be good for the students, CT, US, and YOU! This can be tricky, but it will get easier with practice.

You Are More Prepared than You Think You Are

Throughout your life, you will be told a lot of "truths." Your children grow up too fast. Time seems to pass more quickly as you get older. A good sense of humor will get you through a lot of adversity with your sanity in tact. The most challenging activities are often the most rewarding. After completing the Teaching Certification Program at UTD, you will be prepared to start teaching. Until my first couple of days student teaching, I wasn't so sure about this last one.

At the student teacher orientation, our mentors assured us that we were ready. "This is what you've been working toward," they exclaimed. I sat there, hoping they were right but secretly harboring doubts. My class performance had been good, I tried to commit all the theories (some radically conflicting with each other) to memory, but I just wasn't sure how well it would translate to the classroom. Would I be entering an alien territory with completely new theoretical systems in place that I knew nothing about? Would I be able to command the respect of the students? Would I be able to communicate intelligently with teachers who had a lot more practical experience than I have?

At the end of my first day, I breathed a huge sigh of relief. I felt so well-informed about lesson planning (thanks C&I professor!), classroom management (thanks to the professor who "doesn't have a phud after her name"), and professional responsibilities that nothing seemed odd or confusing at all. I did have to ask what a few acronyms stood for, but once the specific item was explained to me, I realized that it was something I already knew about - perhaps just by a different name. I was able to work one-on-one with several students, and it felt natural. This is the one thing that no one can teach you. You can learn theories all day long, but if you don't care about helping students learn and feel comfortable working with them, this isn't the career for you. I left feeling confident that I am supposed to be a teacher. I was even asked to start planning some lessons and teaching as soon as I feel ready. By the end of the day, I thought: "Bring it on!"

I did not blog about my first day because, frankly, I was too tired! I hadn't slept the night before because I was too nervous. I don't recommend this approach. I only sat down once during the day, and that was a change from the daily activity of a college student. I was also scared it was a fluke. Maybe I just thought things were going really well...

Day two went just as well, so I feel safe blogging about it now. Your experience will differ depending on the support and rapport with your cooperating teacher, your classroom, and most of all - YOU. You will get back what you put into the experience, so take it seriously and prepare to work hard. You will be rewarded for your effort.

When I write next week, I hope to feel as positively about the experience. Currently, my only fear is how the assessments by my university supervisor will go. Can someone really pop in 3-4 times and obtain a clear enough picture of my skills to judge my worthiness as a teacher? For now, take my word for it: After completing the Teacher Certification program at UTD, you WILL be ready to teach.  

Savvy Suggestion: Don't merely defer to your coordinating teacher's idea of when you should begin doing what. Let him or her know when you feel ready to take steps forward. It shows initiative and may give you more time to practice your craft.