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.

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

One month down...

This might just be one of the strangest experiences of my life. The ups and downs from day to day are unpredictable and emotionally exhausting. The old cliche comes to mind; what doesn't kill us, makes us stronger. I know I'm not alone in feeling this way; I have spoken with several other student teachers who feel completely frustrated one day, and renewed the next. It even changes from one hour to the next. One class period might be on task and your lesson is going well - you even see that spark in the students' eyes as they "get it." The next period might be a classroom management nightmare. The lesson runs amuck. NO ONE seems to understand. You feel like you're fighting a losing battle - all while your CT watches (supposedly not judging you, but how could he/she not be?). If you feel this way, and you most likely will, you are not alone.

My US just observed me for the second time, and it was during one of those days when I felt dejected and disillusioned. The debriefing that followed the observation still went well, and my US offered some great suggestions for engaging the students. One strategy for helping with time management (that I learned in Classroom Management but haven't implemented yet) is the use of a timer with a bell to signal when the time alotted for an activity has ended. I have been giving verbal time warnings, such as "5 more minutes", etc., but the alarm is a great tool that helps me keep track of time and get students' attention better than a verbal "time's up" from me (especially if it's an activity during which students are allowed to talk). My US offered several other helpful suggestions as well. Remember, that's what your US if for! They are great resources, chosen for their experiences in the field, so remember to utilize yours.

I have not been good about calling my US to discuss my frustrations, because I tend to try to solve problems on my own. However, I strongly suggest that you talk with yours before the stress starts to wear you down too much. You can't perform your best when you begin to feel lost or miserable. I promise to be better about taking my own advice for the remaining 2/3 of my student teaching experience.

For now, I feel renewed. The day after my 2nd observation, the one during which I felt dejected, I had a kid who wouldn't turn in assignments before turn something in after his conversation with me. He even initiated a high-five with me. I saw some students make some important breakthroughs because of me! I feel like I'm in the right profession again. I just need more practice.

If you can't tell, I tend to be verbose (or quite wordy) once I begin writing, so I will list a few things that have caused me stress so far. I will re-visit these later in the semester to let you know what solutions I have found, because I WILL find solutions.

1) A lack of autonomy
2) Feeling like a guest in a class where I'm supposed to take charge
3) Having a vastly different vision/style than my CT
4) Classroom management (too much talking, kids off-task, etc.)
5) Ridiculously long hours (this will vary for you depending on your CT)
6) Lesson plans that are constantly in flux and not solely up to me - I would like to know where I'm headed so I can help the kids get there!

Savvy Suggestion: Hang in there! Some days, you will want to quit, or at least question whether or not you made the right career choice. Things won't always go according to plan. Then, things will come together. You will see that spark in a kid's eyes, they will high-five you, you will make a real difference in a student's life sooner than you expect to. You will find your groove, and feel amazing.

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.