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.

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.

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.