18 Ways Teachers Can Use Google+ Hangouts - Online Colleges

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18 Ways Teachers Can Use Google+ Hangouts - Online Colleges

The end & the beginning

Whew! That was an intense experience. I have completed the 14-week student teaching program, and I can breathe a sigh of relief (at least until I consider the job market). During my last week, my university supervisor met with my cooperating teacher to discuss my progress, my strengths, and my opportunities for improvement. Then, they agreed on my grade while I waited patiently outside the classroom. Once my supervisor informed me that I was successful, and we talked about my future in the profession, my paperwork was completed in order for UTD to request certification from the state. I previously applied online for certification and completed the fingerprinting process, so I'll be ready to go when my skills and eagerness match up with a career opportunity. I expect my offical certificate to be ready in January! I have applied online for a teaching position, and we'll see what happens...until then, I will substitute-teach. Mid-year is a strange time to graduate and seek a position, but you never know what can happen.

The kids were great on my last day; they gave me cards, best wishes, and hugs. Some even cried, and I saw how true it is that a teacher can really impact the lives of his/her students. I will miss them all, and I have to remind myself that I am not abandoning them - this is a natural part of the process, though I can't help but feel as though I'm leaving them at a strange time. Maybe it doesn't feel this way when you student teach in spring, because then everyone is geared up for the summer break. I care about all my students, and I hope to see them again.

It has not yet fully sunk in that I am a professional now. I am a teacher. I am no longer a student. I am no longer nervous standing in front of a class. I have survived spontaneous walk-throughs by administrators, last-minute changes to lesson plans, and a classroom brawl. I have navigated parent-teacher conferences, faculty meetings, and avoided the negativity in the teachers' lounge. I am confident that even when I make a mistake, it can be used as a teaching opportunity, and that even on my bad days, I still provide my students with valuable lessons. I am ready for my classroom, and I can't wait to meet my students.

Of course I will continue to grow as an educator during my first year of teaching and beyond. Teaching is a profession that requires constant learning, growth, and additional training. I will continue to hone my skills, seek out the best resources for my students, and learn which procedures work best in my class.

I wish all of you on a parallel journey the best of luck. For those of you about to embark on this educational odyssey, you need only to look back at my earlier posts to see what an emotional, at times scary, but ultimately rewarding experience this is. If you are thinking about the teacher certification program at the University of Texas at Dallas, rest assured that it is worth the hard work. Yes, a lot is asked of you. You will need to pass your certification exams prior to student teaching, for example; however, you will be supported by the program, be well-prepared for the profession, and enjoy the esteem that comes along with graduating from UTD's program. Whatever your circumstances, thank you for taking this journey with me. I hope I have given you a little insight into the challenges and rewards of student teaching.

Savvy Suggestion: Always remember what teaching is really about, and don't get bogged down by anything else. It's all background noise compared to what you are really doing to help your students. Teachers make all other professions possible; teachers make a difference.

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.

I'm still here...

I don't know how many of you are following my student-teaching trek (I didn't put a counter on the blog because I didn't really want to know), but in case you were wondering why I haven't blogged...it's because I have been extraordinarily busy. You will hear your professors say that student-teaching is not an 8-3 (or similar hours) job. They know what they're talking about. You will be at school early and leave late, assuming you are putting your best effort into the experience. When you get home, you will still find yourself taking care of lesson-planning, etc. If you are also trying to work part-time, take classes, have a family, or other time-consuming areas of life, expect to be spread extremely thin. Then, add to that all the unpredictable occurrences in life, and you will feel like you're drowning some days. So, now that I have shared the reality of the schedule woes and explained my absence from blogging, here's what's new...
 
I had my first experience with a violent student recently. The student often comes into class upset, but I am usually proactive and help the child calm down before class starts. On this particular occasion, that approach didn't work. When the student began throwing a temper tantrum and the other students became worried, this merely enraged the student more. A violent outburst ensued, and I needed to call security. Make sure you know the extension before you need it. It just so happened that I had never been told (or admittedly looked for it myself) the extension to call, so mid-outburst, I was looking through the handbook for the number. During that extra minute, something awful could have happened. I should have been more prepared.
 
Other than that, my pacing is improving - though sometimes it is still difficult when I'm creating lesson plans to figure out exactly how long each segment will take in order for the students to complete a specific task. Some things that should be easy take an excruciatingly long time, while other tasks that you think will take quite a while are done in no time and you have to come up with an additional activity quick! I often ask my CT for advice on this issue, but it gets easier to plan as I gain experience. Classroom management with one group is still a nightmare. If anyone has expertise on how to get a really chatty group of kids to just stop talking for 5 minutes, let me know. Seriously, respond to this message if you have a great idea. I have tried everything, from humor to detentions (also proximity, the teacher glare, changing seats, and so on). Some kids have really improved as I've built rapport with them, but others sincerely do not care to be in school at this point in their lives. I wish I could magically bestow a work ethic and a desire to learn onto them.
 
Savvy Suggestion: Another thing that professors will tell you that is absolutely true is that people in this profession talk and your reputation will spread - so make it a good one! I just learned that someone was having a conversation about me at a completely different school, and I don't know who the connection is. I don't think it is my CT, so who's doing the talking? Hmmmm...it's really strange. I'm pretty confident that I'm doing the best job I possibly can, so I prefer to imagine that the conversation was positive. Work hard, be true to yourself, and eagerly learn as much as possible! It goes without saying that you should be professional at all times - be on time, dress the part, etc.

Student Teacher Workshop #1

Yesterday, UTD's weary yet largely successful student teachers came together for the first Student Teacher Workshop. As several faculty observed, it was interesting to note the changes in presence of the team of newbie teachers. While we are all stretched thin, very tired, and facing different challenges, we are also more experienced and less afraid than we were just a few short weeks ago. I wonder how different we will be by the end of the semester!

It was great to talk to peers and find out what triumphs and challenges everyone is facing. I did a lot of listening yesterday, so I could share my observations with you. One overwhelming attitude shared by almost everyone I spoke with was the genuine care they have for their students. It is amazing how quickly the kids whose names you are struggling to remember during the first couple of weeks become "your" kids. Many of us felt strange being away from them for the afternoon, or spoke of dreading the day when we turn them back over to their regular teachers.

Learning how to manage time was also a common issue. Sometimes, lessons go much more quickly than anticipated and you are left with extra class time. In that case, you either need to think really quickly on your feet or have some mini-lessons planned in advance just in case. On the other hand, sometimes lessons take longer than anticipated or are derailed by questions or conversations (which can be well worth the time!), and you have to figure out where you can shorten segments, remove some elements, or find time the next class period to continue.

Some student teachers expressed concerns either with their CT or their US. In several cases, a student teacher feels that one or the other has unrealistic expectations, doesn't understand their teaching style, or is not as supportive as he/she could be. Luckily, most people I heard from felt as though they had a strong support system.

Everyone expressed confidence that they were well-prepared academically, though some real-world experiences were surprising. Some people are in non-traditional classrooms or different grade-levels than anticipated or wished for. Some have students with very specific IEPs and special needs. Also, many student teachers were surprised by the vast differences in abilities of the students within one class. Classroom management concerns were also voiced by just about everyone I heard speak, except those with CTs that had a strong management system in place early in the year. These are things that are difficult or impossible to learn in a college course, but the good news is that everyone feels as though he or she is learning a lot about how to handle these opportunities for growth already.

My final thought is that I am thankful for the meeting yesterday. It was valuable to be among peers, share experiences, offer support and advice to each other or simply lend an ear, and meet with our TDC advisors and mentors. We received training on how to write successful learning objectives and create anticipatory sets and closure activities that enhance student learning. These are things we all learned in class, but it is different hearing the information after being in the classroom and trying these practices on our own! I am posting the list of Bloom's verbs on the wall near where I write daily learning objectives so that I can remember to use meaningful & measurable verbiage. I will post some of the great tips I picked up later this week.

Savvy Suggestion: Many student teachers expressed mixed feelings about being asked to perform a lot of duties by CTs or departments. When you can help out by creating lesson plans or doing the "busy work" of grading, running scantrons, copying, etc., you feel helpful and accomplished. However, it is difficult not to feel just a tiny a bit resentful or "used" when you are completely exhausted. While everyone had a mostly positive attitude about this rite of passage, they couldn't help but notice that there must be some unspoken initiation process at work. So we all continue to smile, accept any assignment thrown our way, and offer to help before it is even asked. Remember, student teaching is not just training, but also a job interview. You never know who is watching, assessing your attitude and skills, and talking about you to other educators. Always keep a positive attitude and willingness to show your eagerness to embrace all aspects of teaching.