Final Reflection

I had the privilege to complete my observational experiences at Seneca High School this semester. It was a touching and eye opening experience that has prepared me for what lies ahead in student teaching.

One of the main concerns that I have built upon has been the need to address student individuality. The classes I worked with were made up of students with diverse backgrounds in ethnicity, learning styles, religions, and gender. While a teacher must take on the responsibility of multiple roles to combine the diversities of the classroom to function as one unit, she must also balance the learning environment to address each student as an individual and creative person. This is important because each individual is unique with special needs that must be addressed. Strengths must be cultivated so that new seeds can be planted in learning, while weaknesses are tamed into stronger foundations. Each individual matters. For a class to function properly I think a teacher must be student centered as oppose to being self centered.

Classroom management was handled well for the most part. My teacher focused on content and instruction as opposed to student behavior. Of course there were times during planning periods that we discussed student behavior and discipline strategies. This is key to keep in mind because there will be some classes that I work with next semester where at least half if not more of the students will require special resources to accommodate their different needs.

My cooperative teacher has twenty nine years of experience and has been, and continues to be, a tremendous help. Every day that I walk into the classroom there is at least one handout or transparency that she happens to find an extra copy of and provides for my taking. She has made the start of my vertical file sprout in quite a short amount of time. This has been very helpful because teaching social studies content can be very overwhelming due to the amount of information that needs to be covered and the amount of information that can be covered. Listening to her lectures reminds me of how much I need to brush up on my content, especially those areas I will be held accountable for next semester. I also think if I concentrate on content and encouraging the students to grow and think for themselves it will allow less time for discipline problems. I believe if I can engage my students in learning at a level just above their comfort zone but make the goals reachable they will be motivated to try. Trying is all anyone can do at least and that is what I will expect from my students.

At the beginning of my internship I felt a little out of place. The first day I picked out students that reminded me of myself only a few years before when I was sitting in the student desk. It was odd to think that so very soon I would be at the teacher desk and in front of the classroom. I almost felt inadequate to be in such an important position as to have such influence over young minds. However, it did not take me long to realize that I have a lot to offer to my students. I will be the first to admit that I do not know everything there is to know about teaching, social studies, or current events but I am willing to learn with my students. As they grow I grow too. It is really a beautiful thing. There is a lot of work in preparing to teach national and state standards. Yet, there is so much more that takes place in the classroom beyond the intake, and hopefully retention, of information. A classroom may be a safe haven for a student to enter into where he or she can explore in a comfortable environment about his or her self, one of the most beautiful but challenging aspects of the learning environment. A teacher must allow for personal growth while managing teaching content. This is because once the student leaves the classroom environment; there is a large world that awaits them.

Parker J. Palmer, author of The Courage to Teach, says “The connections made by good teachers are held not in their methods but in their hearts-meaning heart in its ancient sense, as the place where intellect and emotion and spirit and will converge in the human self.” I believe Palmer is right. When a teacher values the self efficacy of her students many opportunities for learning will open for the student as well as the teacher. With only fifty seven hours of experience in the classroom so far, this has become my greatest vision of teaching. I have had my share of excellent and horrible teachers respectively but the creative expression that I was allowed to use throughout my school days has formed me into the person that I am today and will help build my teacher within. This semester I met students who share a bond with me that they are unaware of. That is because I see a little of me in each one of them. Hearing of their personal experiences and easily relating them to my own, whether it be topics of divorce, witnessing domestic violence, test anxiety, post traumatic stress, a love for The Beatles, being creative, being nerdy, wanting to learn, wanting to take a nap, leaving their student id in the car, the need to feel loved and appreciated or respecting themselves for all that they have accomplished, indeed I have seen a piece of myself in each of them. That is the human self I believe Palmer refers to. I know I have so many things to learn next semester, but I am so excited to have the opportunity to put all that I have worked for thus far in my college career to the test. Upon this realization, I feel perfectly calm and in place in the classroom environment. After this experience, I do not know of any better place I could be.

Next semester I hope to remain student focused because that is the most important thing in the classroom. I hope to relate materials to the students’ lives so they can see that social studies content is much more than dates and random facts. I believe social studies is one of the most important subjects to teach and to learn for all humanity because it focuses on how we are all connected. I hope to be able to use effective vocabulary, reading and writing strategies that will help my students learn to think for themselves.
My main goal is to communicate to my students that they have nice brains so they should keep them turned on and not let society influence their every thought. Personally I hope to be more spontaneous in my use of strategies. I hope that I will grow more in thinking outside of the box, beyond what I have learned in content and education classes. I hope to keep my teaching lively; a boring lecture does not do the learning of social studies content justice. I hope to keep my students and myself actively engaged in learning.

Thus far, I have found that teaching as a career is more rewarding than I ever dreamed it would be, and I love it!

Last Day

Today was my last day of observations for the Fall 2006 semester. I observed again from 8:00-11:00.

During planning my teacher and I discussed next semester. I will be responsible for covering all of WWI and WWII which are two of my favorite topics of modern American History. I am looking forward to that and will begin planning my lessons over Christmas break.

Yay, Im going to be a teacher when I grow up! :)

Life is Comical, Study Political Cartoons

WHEN:
Nov. 15, 2006 from 8:00-11:00 - US History

WHAT:
My cooperating teacher used political cartoons to emphasize carpet baggers coming from the north during the Reconstruction period.

SO WHAT:
I thought this was really cool because we have just finished discussing the use of political cartoons in Social Studies in READ 498.

NOW WHAT:
I plan on using political cartoons next semester during student teaching as well as in my future classrooms.

CONNECTIONS:
It was really interesting to see the kids connect their prior knowledge to class lectures with the cartoon. I could tell that the students were humored by the specific cartoon, knowing they had the background knowledge on the subject. Some even clarified their misunderstandings from lecture notes after viewing the political cartoon. I have always like studying cartoons because of an approach my AP US History teacher used. I think using political cartoons can connect historic events with current events and can lead into numerous valuable discussions among students and teachers alike.


*Note - After teaching my lessons, since I have gone to school passed my 45 hours, my cooperating teacher suggested for me to come once a week with the end of the semester approaching with all the business the end of semesters usually have to offer. I took her up on that and we agreed for me to visit on Wednesdays until the end of the semester. I noticed on Monday, however, I was almost in a grouchy mood, which is very rare for me. When I returned to the classroom on Wednesday it occurred to me that my routine had changed and my grouchy mood resulted from me missing being in the classroom. I sure hope the feeling of satisfaction from working in the classroom lasts throughout next semester. I have to say, I enjoy working with my cooperating teacher and her students. Next semester, its all for the kids...all 132 of them! (Yeah I know...call me crazy)

I agree with Parker J. Palmer who says in The Courage to Teach, "Deep speaks to deep, and when we have not sounded our own depths, we cannot sound the depths of our students' lives." [Amen.]

Effective Use of Positive Reinforcement

WHEN:
Nov. 8, 2006 from 8:00-11:00 – US History

WHAT:
While I was teaching my first lesson, I asked for a volunteer to read The Gettysburg Address. After I did so my cooperating teacher immediately mentioned that she would give Cat Cash to whoever volunteered. Cat Cash is a reward token for special behaviors, more along the lines of good deeds that help the students earn special privileges. Immediately I had two or three more volunteers than what I originally started with.

SO WHAT:
This showed that positive reinforcement can be a good thing to help motivate students to participate, not only in classroom discussion but also to encourage them to be good citizens.

NOW WHAT:
If it was up to me I would not have used Cat Cash to persuade volunteers, although I am sure that my teacher did that to try to promote class discussion, since the students are not quite use to me teaching them. However, I did realize that it helps to have sensible and effective rewards in the classroom as well as the school overall.

CONNECTIONS:
Sometimes little things will motivate students and keep them engaged in the lesson. However, I now wonder if the students will expect their teacher to offer them Cat Cash every time I ask for a volunteer to read out loud?

Stand Up or Stay Awake!

WHEN:
Oct. 30, 2006 from 8:00-11:00 – US History
Nov. 1, 2006 from 8:00-11:00 – US History

WHAT:
A student was called out for sleeping during the middle of the class. He had to go stand at the back of the room to stay awake during the lesson.

SO WHAT:
This was rather comical. The teacher had to yell at the student to wake him up. Once he realized that he could not manage to stay awake by himself he took his teacher’s advice to stand in the back of the room so he would not get in trouble.

NOW WHAT:
For me, this was an example of one of those things you have to learn to deal with being a teacher.

CONNECTIONS:
If I had been the teacher I would have probably advised the student the same way she did. Although I later noticed that a lot of the students were not staying focused with her reading loads of information on transparencies. I would have taken a break from the lesson and would have made the students stand up and stretch before continuing with the lecture.

The Conundrum of Senioritis

WHEN:
Oct. 23, 2006 from 8:00-11:00 – US History
Oct. 25, 2006 from 8:00-11:00 – US History

WHAT:
Before the bell rang on Wednesday morning for class to start, one of the students walked in and said that he was so ready to graduate so that his life would be much easier.

SO WHAT:
I thought to myself how in the world would this kid’s life be automatically easier once he graduated? He has no current goals for his life after graduation and I wonder how he plans on surviving once he manages to get out in the “real world.”

NOW WHAT:
I hope that I can inspire my future students to find and explore the things that they love doing and could possibly make a career out of. I hope that I will help teach and show my students how to be well balanced citizens and future leaders of our world.

CONNECTIONS:
While some students may never find the passion for history that I have, hopefully I can encourage them to do the things that they love. I hope to learn and grow with my students so that they can develop a positive outlook on life, during high school and beyond.

Injury Does Not Hinder Workmanship

WHEN:
Oct. 18, 2006 from 8:00-11:00 – Economics

WHAT:
When I walked into the classroom Wednesday morning Mrs. Jones quickly informed me that I was needed by another teacher. Mrs. Carslies had fallen down the stairs earlier that morning and believed she had broken her arm. Because the teachers have to provide their own substitutes for their classroom, Mrs. Carslies had to go (painfully) to the school to prepare materials and call a substitute to come to her class so she could leave to go have her arm x-rayed. Mrs. Jones asked me to go monitor the students in the lab as their teacher made her appointment and arrangements for later classes. Although it was obvious that Mrs. Carslies was in a lot of pain, she managed to smile and continue to answer students’ questions and was very polite and grateful for my presence.

SO WHAT:
I was pretty amazed at how well Mrs. Carslies managed to hold herself together in front of her students. I do not know that I could have kept myself together, under so much pain, while managing to plan and prepare for her students in the rest of her classes.

NOW WHAT:
Being exposed to Mrs. Carslies misfortune of hurting her arm allowed me to see that no matter what my outside circumstances are I should try to maintain the best attitude in front of my students. While the students were made aware of Mrs. Carslies accident, she did not use her pain as an excuse for not being able to plan for her students. Mrs. Carslies proved to be a real trooper.

CONNECTIONS:
This has made me wonder how I may or may not respond to certain incidences inside or outside of the classroom, be it personal or student related circumstances.

Sleeping in Class

WHEN:
Oct. 9, 2006 from 8:00-11:00 – US History
Oct. 11, 2006 from 8:00-11:00 – US History

WHAT:
During a notes lecture, the teacher asked one of the students to sit up as she appeared to be sleeping in class. The student immediately talked back to the teacher about how she was not bothering anyone and how she was tired and did not feel like doing the work. The teacher asked the student to sit up a couple of more times throughout the lesson. After passing out a worksheet to the class, the teacher went to her desk and wrote the student up. Ms. Jones made the comment to me, under her breath so that others could not hear what she was saying, that there was no use in arguing with this particular student because it would distract the other students from learning and that it would just aggravate the student and drive her to more hostile responses. I had the privilege of taking the write-up slip to the office. When I returned, a few minutes later, Ms. Jones asked the student to step outside. The other students remained on task and did their work. Later, after class was over, the teacher explained that the student is pregnant, had to work the night before until after midnight, and does not have a stable home life.

SO WHAT:
I decided to comment on this incident because I had the opportunity to get to know the student a few days before while the class was in the library doing research. I was amazed at the information about the home life she willingly told me. I was not surprised by her attitude or actions of sleeping in class on Wednesday. Since Ms. Jones is highly aware of her home life and current situation I believe she handled the student’s behavior in class in the most professional way that she could. I could easily see where if the teacher had handled the situation where she stopped class and demanded for the student to sit up and actively participate, she would have lost valuable instruction time for the other students in the class. Also, the student’s actions were not harmful to other classmates so it was valid that Ms. Jones wait to write the student up during a transitional period from lecture to in class work during class time.

NOW WHAT:
After seeing the way Ms. Jones handled the student and was familiar with the student’s behavior, I have been reminded that I need to be aware and constantly thinking about how my students will likely answer me when they are called out in class. I will also have to referee between actions that are worth taking time away from my other students’ instruction time compared to those times when I can wait to address the student’s behavior during a break in class time. Although there are always certain times when immediate action is required, when other students’ health and safety may be at risk, such as an incident where a student may act outwardly in a violent manner. During times such as that, there is no question as to whether or not instruction needs to be stopped or not.

CONNECTIONS:
This case, as well as many other similar occurrences with other students, has reminded me that not all students will be in focus of their school work, even if they are at school that day. There are many things in home life, personal emotions, etc. that will affect them from bringing their full potential and willingness to participate in classroom instruction at school. I am reminded everyday, especially during my observation times, that a career in teaching is much more than knowing content in a subject matter. Oh my!...at the responsibilities and demands that a teacher is asked of…not to mention being held accountable for high stakes testing…

ELL Accommodations

WHEN:
Oct. 2, 2006 from 8:00-11:00 – US History
Oct. 4, 2006 from 8:00-11:00 – US History

WHAT:
On Wednesday, my teacher and I went to the office for errands during the planning period. We were shocked to an incomplete test returned by the ELL resource teacher from one of the Spanish speaking students in the class. Ms. Jones was greatly disturbed because this was the fourth test of the semester and such incidents had occurred with previous tests, with them being returned to her without the student completing the assignment. Upon our return to the classroom, Ms. Jones had received an email from the ELL resource teacher. The teacher had attached a document that described the state laws for special accommodations for Spanish speaking students and the needs that should be met in the classroom. Ms. Jones was highly upset, seeming how the second nine weeks was almost beginning and this email was the first notice of what she needed to be providing for her ESL students.

SO WHAT:
I was also shocked that Ms. Jones was just receiving this information during the middle of the semester. I had been curious to see the accommodations she did make for her Spanish speaking students but since I knew they went to a resource teacher I figured that their needs were being met, when I was not able to notice, such as the times they were in resource lab and possibly days when I was not observing in my teacher’s classroom.

I think this incident shows that communication is highly important when dealing with special needs students, especially between the teacher and the ELL resource teacher as well as the student. Even if a teacher is unable to speak Spanish he or she should still be aware of the struggles and ways that accommodations can be made for his or her student.

I took for granted that Ms. Jones and the ELL resource teacher would have talked about ways to help her Spanish speaking students before school started or at the latest, during the first week of classes. I was very surprised to find out otherwise.

NOW WHAT:
I have learned that I always need to be in contact with other teachers and school administrators that are involved with my students, especially those with special needs. I plan on being very attentive to those who need extra help in and out of the classroom. Although, teachers can see where special accommodations for students can create more work in teacher preparation time, it is worth taking the time and hoping that it will help students understand materials than not take the time and have them second guessing their capabilities.

CONNECTIONS:
I am eager to see how Ms. Jones will accommodate her Spanish speaking students now that she has been made aware of state laws and her need to create more effective work for her English learning students.

This is one of the many examples of the challenges teachers face with diverse students, especially Spanish speaking ones, a topic that we covered in class discussions and in the text for READ 498.