ST Blog – Week 13

Some important resources:

  • Thematic maps

Lessons Taught:

  • India thematic map (literacy and population)
  • Helping students practice career presentations
  • Example of bill project (elderly driving license bill)
  • Led discussion about economic terms in news
  • Making group work contract

Thoughts I Had During the Week:

  • One student had an awesome answer in a group discussion that I wasn’t expecting – left me speechless in a good way.
  • Working on district assessment, had to sit with one student and literally give him everything he needs to get his work done. Needs constant pushing
  • Career Presentations – great to see what students experienced. Really great to see student with ASD present.
  • Delayed start – PLP/Content meetings. Created shorter class periods.
  • Confusion about expectations of district assessment for both grades, even though it was talked about before. How do you make it clearer?
  • I had a day that I didn’t want to be in school – not feeling good physically or mentally. I went to school because I knew cooperating teacher needed me – had to suck it up.
  • Bill project – one group doing weed bill. Great conversations, but they can get too caught up in the talking part – will need direction to stay focused as project goes on.
  • Outright refusal – “I won’t sign something that says I’m doing work, why would I do that?” A struggle with this student. Cooperating teacher has to be firm with him.
  • Some students not using class time productively, but district assessment due next week – have been given SO much class time to work, really no excuses

 

Teacher Meme of the Week:

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ST Blog – Week 13

ST Blog – Week 12

Some important resources:

Lessons taught:

  • Subbed – working on district assessments for both classes

Thoughts I Had During the Week:

  • A lot of this week was “recovering” from student teaching – grading work, getting missing assignments from students, processing, and beginning work on my portfolio entry. Boy I was tired this week.
  • District Assessments – 7th: Economy and Geography (looking at two maps over time), 8th: Journaling (taking my prompts and turning them into one longer journal). ¬†Thoughts about journaling – it would have been better for me to have known what my cooperating teacher was looking for in the district assessment so that I could have better prepared students – but, it turned out to be okay.
  • I had my first interview for a teaching job! I passed the first round and then made it to the second where I had to teach a lesson to a group of students at the school – an interesting experience for sure!
  • Having to constantly guide certain students is really hard – can’t sit with more than one student at a time. How do you get students to not drag their feet?
  • Syria – yet another example of why teaching social studies is so important!!

 

Teacher Meme of the Week:

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ST Blog – Week 12

ST Blog – SOLO TEACHING – Weeks 10&11

I did it… I made it through my two week solo teaching period!!!!! WOW ūüėÄ

What can I say – solo teaching is hard. I have been exhausted for the last two weeks. When I came home from my last day of the solo, I took a six hour nap… you could say I was tired.

Although I was only required to independently construct one unit, I took on the challenge of doing two, as the seventh and eighth grade curriculum differ.  For the seventh grade, we looked at economics, including economic basics (such as wants, needs, choices, consumers, and barter), economic systems, supply and demand,  entrepreneurship, and trade.  For the eighth grade, we looked at the origins and history of the Industrial Revolution (IR), IR technology, culture of the Gilded Age, and labor unions.

One of my biggest take-aways from my solo was the fact that I made countless changes to both of my units Рultimately I ended on completely different notes than I had originally planned.  This was a great experience, and totally realistic of what a teacher goes through.  It was cool to be able to make adjustments as I saw fit, according to how the students were receiving and reacting to the material.

I think that I was successful in creating engaging learning opportunities for students.  I diversified my instructional and assessment methods in order to attempt to meet the unique needs of individual learners, and of the needs of the different groups as a whole. I believe that I made the expectations clear and made myself and the material accessible for all students.

One area for growth is my classroom management strategies. ¬†My first week, I did not have to use much strict classroom management because the students were still getting used to me being the authority figure. ¬†However, the second week proved a bit more difficult as students grew more comfortable – they were trying to see how far they could push it with me. I admit that there were situations in which I could have been more firm, but often in those moments I found myself trying to concentrate on the rest of the class and not on the individual student causing the problem. ¬†Also, I had never seen my cooperating teacher send students to the office before, so although I knew that was an option I had, I didn’t feel comfortable doing it myself.

Another area for improvement would be my timeliness in giving feedback to students.  I tried to keep up with grading assessments, but I found myself short of time everyday as I planned for the next. Although I reminded students multiple times of their assignments (and also had the responsibilities posted digitally and physically on the board), by the end of my solo there were a handful of students missing a lot of work.  If I had been more proactive after the first week to give that feedback, it likely would have been easier now for students to finish up the remaining work, with a lighter load.

I really enjoyed creating the assignments for students to complete. In almost all of my assignments for both grades, I created original assignments Рonly a couple times did I borrow lesson materials from online sources.  Although it made it a lot more work, it was a great way for me to not only engage in the content material, but also to make the learning personalized to the group of students who would be working on it.

It was an interesting experience to be the authority figure of the classroom.  For the first time, other faculty members had to speak with me, directly, instead of going to my cooperating teacher (who was hanging out in the library most of the time).  This gave me a more authentic glimpse into the field of colleagueship so critical to teaching.  I got to know some of my team teachers more personally, and supporting educators in my classroom (paras) worked with me to figure out what students needed.

A tough lesson that I learned, that I already knew but never had experienced, is that teaching is hard – there is nothing easy about it. ¬†It’s definitely a profession that requires passion, tough skin, flexibility, and the ability to keep your cool in unpredictable situations. ¬†It’s a job that keeps you up at night thinking about how you could improve, or how your student is doing, or what you’re going to plan for the next week. ¬†It’s a job that you need to love – if you don’t, you probably won’t think it’s worth it. But for those of us who do love it, we will treasure the moment when a student has a break through, the time a shy kid speaks up in class, and the moment when you learn from a student when they are “supposed” to be learning from you. ¬†Not everyone is cut out to be a teacher, and not everyone can just naturally be a great teacher – it takes a lot of work to perfect your craft. ¬†Years of experience, lots of self-reflection, collaborating with other educators, attending professional development sessions, and having the mindset that you can always improve – a lot goes into the profession. ¬†I’m thankful to have had this opportunity in the school that I’m at, and I can’t wait to have my own classroom someday.

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ST Blog – SOLO TEACHING – Weeks 10&11