From Gobble-gobble to Ho Ho Ho

Approaching Thanksgiving break, I felt pretty confident. I finally knew all the kids' names. I had hit my stride. The kids were used to me; I was used to them. Everything was good. Then, they realized vacation was just around the corner. Insanity crept in, and not just with the kids. The teachers, including myself, were tired. Simply put, we all needed the vacation. I found that scheduling assignments that required intense focus and hard work near the end of the week before a vacation is not a good plan. The kids alternated between a zombie-like state and hyperactivity (neither good for focusing). This is not to say that they should be given a pass prior to breaks and not expected to work, but keep in mind that some activities are better suited to these days than others.

The week of Thanksgiving offered a nice break. Several days off in a row provided just the respite we all needed. I slept in. I even managed to go a couple of days without planning lessons. I felt renewed. I even missed my students! I really did. I thought everyone would return after the break ready to go, but that wasn't the case universally. The teachers all seemed reinvigorated, but the students came back tired. Their sleep schedules were obviously out-of-whack. They came back lethargic and suffering from memory loss seemingly specific to what they learned prior to the break. Then there were a couple of days of relative normality before they began to ask when they would be out for winter break. Much to their dismay, final exams stand between now and their next vacation if they are in middle or high schools, and almost all grade-levels are beginning to prepare for standardized testing (if they have not already done so). There is a lot of curriculum to cover in the next couple of weeks, and the students are not entirely focused. This creates a challenge and a need for creative and engaging lessons. Teachers of younger students can sometimes use class winter parties as incentives, while middle and high school teachers have to use other incentives to encourage active learning.

This is also the time of year when fall student teachers prepare to leave the classrooms that, hopefully, we've come to love. I know that I have worked hard to build rapport with my students, and while I am happy to be nearing certification as an educator (and can't wait to get my own classroom), I am sad to be leaving my students behind. I say "my students" because since the second week of school, I have taken responsibility for them along with their successes and failures.

It is important at this point to send out resumes, thank the teachers and staff who have supported you during your time as a guest in their school, and take a minute to thank the kids for all they have taught you - because you learned as much from them as they did from you. Next week is my last week student teaching, and I will be observing other teachers in the building. This not only broadens my education, but also helps the students and cooperating teacher get used to working together again. It will be very strange that first day that I don't have to get up and go teach my classes. I can't help feeling a bit sad.

Savvy Suggestion: Prepare something to say to your students on your last day, and be sure to thank them sincerely for all that they have done to help you on your journey. Let them know, one last time, how much you care about them and their success.

Student Teacher Workshop #2

            All of the student teachers at the second workshop at UTD seemed so much more relaxed than they were at the beginning of the semester! The increased confidence was evident as peers conferred and shared what has worked for them in different situations. The workshop focused on career advice (we are beginning to apply for jobs - this is both exhilarating and terrifying!), classroom management, and formative assessments.

Faculty, advisors, and supervisors from the Teacher Development Center were all there to support the student teachers, and I have to say – I have never felt more supported by any other department during my college career. It feels great to know that your mentors are approachable, knowledgeable, and love teaching future teachers.

After some career advice, such as the benefits of networking, the importance of distributing an impressive résumé, and acquiring letters of recommendation, we met to discuss classroom management strategies. Popular solutions to talkative students varied from maintaining a close proximity to chatty kids to Harry Wong’s “Give me 5” tactic. We also met to review the variety of options for formative assessments, and the purpose for assessing students throughout the grading cycle. Formative assessments not only check for students’ understanding, but provide activities that lead to summative assessments. One type of formative assessment that I have successfully implemented a couple of times so far also serve as closure at the end of the lesson: the exit pass. With an exit pass, students write something relevant to the lesson, such as 3 things they learned about ______, or how they can improve on ______. You get the idea. This also gives me a chance to say goodbye to students as they leave the class and wish them a good morning or afternoon.

We also reviewed the importance of knowing exactly where the lesson is going, or what your learning targets are, and making sure the students know as well. See the Seinfeld video for an example of how a lesson can fall apart without a plan in place.

This semester’s student teachers have only 3 weeks left, since most are off for most or all of Thanksgiving week. I remember how scared I was at first and how I was so frustrated on some days I actually cried. Now, I imagine crying because I will miss my students. I almost feel as though I will be abandoning them when I leave, and I care about what happens to them – especially the ones with whom it was difficult to build rapport. One of the student teachers from last spring who spoke at our orientation said that we would feel like they were “our kids” by the end of the semester. She was right.

Savvy Suggestion: From your first day in the classroom, though you will be experiencing a wide range of emotions and challenges, treasure every moment you spend with the students. They are what it’s all about. Everything else will pass, but your influence in a child’s life can have far-reaching effects.

http://www.youtube.com/watch?v=OstNuHetRG4

As Students Come and Go...

I don’t know to what extent this is true in every school, and I’m sure it varies somewhat depending on the socioeconomic status of the students, but the population in some of the classes I am teaching is continually shifting. New students come in, other students leave, and this constantly changes the dynamics of the classroom. New students come from a variety of circumstances and different educational backgrounds. For them, adjustment to a new class can be difficult. Alternatively, some students with whom you have worked to build rapport with are suddenly gone one day, with no prior warning. In many of these cases, you will find that you wish you could have one last discussion with the students to help them along their way.

In addition to emotional considerations, there are some logistical concerns as well. When a new student comes in shortly before a grading period ends, you must find a way to assess the student in order to give him or her a fair grade. Sometimes, the student’s grades will transfer with him or her; sometimes they won’t. You can’t base a report card grade off of an assignment or two, so make sure you find a way to help the student succeed. This can require some imagination, since you cannot punish the child for moving into your course by assigning him or her extra work to do. It is also challenging to help a student succeed when they haven’t gained the prior knowledge that you have helped the rest of the class build. There might have been a completely different curriculum with different objectives in the student’s prior class. Classroom management will fluctuate as students exit or enter the class, and you will need to adapt to the new classroom dynamic. A single student can make a huge difference in the atmosphere of a class.

If this constant class flux has taught me anything, it’s that it is necessary to treat all students the way I treat those I love: anytime you see someone might be the last, so be kind and helpful. That troublemaker in your class today might be someone else’s troublemaker tomorrow. Do your best to reach that child. If you don’t, no one else might either. Never lose an opportunity to reach a student. Often, the kids who are the most difficult are the ones who need the most support.

Savvy suggestion: When new students enter your classroom, introduce them - but don't make them stand up in front of the class and talk about themselves. They are probably uncomfortable entering a new class (it's much more stressful than when everyone is in the same situation on the first day of school) and they are already aware of everyone staring at them. Putting them on the spot can backfire, and you don't want to begin your relationship by making them feel uncomfortable or unsafe.