Hi there, Other than the fact that I didn't sit down or have even a sip of water between 8:45 and 11:30, it went fairly well. Today was test review day in the classes, so there was a lot of group work as we reviewed the material that will be on tomorrow's test. One class is definitely behind the others in terms of mastery, and many of the students were not as engaged with the material as some the higher performing classes. With help from the intervention teacher, we were able to redirect some of these students. The main method was moving them to individual desks away from the tables and providing more individualized attention, which is needed in some cases. This will be the most challenging class. But I enjoyed my day and am getting to know the students by name.
My first day went well. I was observing the studnets and helping them out when I can. I am really surprised how the group think mentality works at a school - the teachers say - as does the department head of math - that if the kids don't want to learn, the teachers can do nothing about it. I think we heard quite a bit about this topic on Friday and again on Saturday. It amazes me that a teacher who started out 5 years ago running her class with Do Nows and interesting projects and schema activators and handouts can go from that to just having projects in her class and nothing else. She even said that she should probably do more do nows in order to model proper classroom behavior. I wonder if she will. She also said that she used to give Do Nows on the board at the beginning of the year but then she just stopped. As for handouts, she said that many teachers say that handouts are too much work and that in the end we are not helping the students because we are not helping them learn how to take notes and study. I think if you get them to take notes and show them the proper way, then you can start weaning them off by the end of the year by making your notes more scarce and making them write more of them. I actually did say this to her and she was going to think about it - she was not sure if she agreed with me. As a new student teacher, it is a bit intimidating to come into a classroom and make huge changes in the way it is run but that is what I have to do. I was told it was ok. I start changing things tomorrow. Wish me luck!
My first day was an exciting one. I had prepared a powerpoint to introduce myself to the students, planning it to be used as the initiation in my first actual teaching sessions with each class. But my co-op and I called an audible and I presented it in front of every class I will ultimately be involved in (3 7th grade basic math and 2 7th grade pre-alg classes). They seemed entertained (my daughter had helped with animation) and they loved my dogs and luckily, Randy, there are a lot of Red Sox fans (and UCONN bball fans too). It was a great icebreaker and I also discussed our contract with each other (what they can expect from me regarding effort, respect and readiness and what I expect from them). I also described the DO NOW concept I would be introducing. It was a mini-first days type of thing that I think went over well.
I then functioned as an aid for the rest of the day (today were my first classes). While I was jazzed by the kids during the day, I exhausted when they left. Being on my feet and being "on" all day turned out to be incredibly tiring. But the kids are great so far. I hope the novelty continues for them!!
I enjoyed my first day. I was very glad that I had been in the classroom for a few days, so I know quite a number of the kids names. I have been mainly helping, answering questions, checking work and that sort of thing. Getting the schedule down is tough - almost everyday there is something going on, they do activities twice a week (the teachers offer to teach something, i.e., making necklaces, photography, watching Star Wars movies) and they also have ACT once a week. And the schedule rotates as well.
Tomorrow I will start teaching three pre-algebra classes - one of them has 10 kids who are special ed (our of 24) and in another class, I have one student who is hearing impaired - she carries an aid which she gives the teacher to wear during the period.
I am trying hard to remember all the kids names - I know that names tags are not for me. I asked my co-operating teacher if he would make me seating charts with the kids pictures and he did - so that is what I am using.
I really enjoy middle school. I know its the right choice for me.
My first day was observation and helping kids out individually. I am in Middle school. I am enjoying most of the kids. They seem very bored but are mostly good kids. I can clearly see that being relevant is critical to teaching to keeping up engagement. So much of what we have learned during our class I can see how much certain things can really make a difference, routine, expectations, including closure. As we think about the key learning times, the do now, first part of the lesson and the closure will be so important.
Notebooks are not used and I can see how Randy suggests, they may be critical. It is interested that as you student teach you have to be adaptable to what is in place and create your lessons around what is already there vs. your own so I think it is somewhat more challenging. You are doing this with someone else's rules and you just have to adapt. It is a good exercise though.
I had the chance to teach my first class today. I used a ppt to introduce myself and my expectations. I also used the index cards with names and favorite things that will help me quickly learn about the students. I was barely prepared for one class and when I add additional ones, I am sure that will be a challenge.
Dave I know that you wanted Middle school in an urban setting but I think that you might kill yourself.
They have this strange discipline process (like time outs) If a kid misbehaves they get a step for 3 minutes, then another step 2 and step 3. They sit in the back or corner of the room and if they act out again, they get sent out of the classroom. ON Monday, the assistant principal had to come and reprimand the students. The kids talk back and are disrespectful to adults as Perras said stated. Today, one teacher got in the middle of a fight in the lunchroom and it shook her up. The problems really take away from the learning and it is unfortunate.
The week was very overwhelming but such a rush!! I did my first lesson and my first evaluation on Thursday (Wednesday was a no go because it was a professional development day). Iris said I was a natural! However, the next day I went in cocky and didn't prepare the best lesson plan and my first lesson of the day was a disaster and I was to blame. We fixed it right away and the rest of the day went well, thank goodness. It taught me a the lesson of always be prepared! It's a lesson I'll never forget. I'm staying after everyday and preparing my lessons for the next day. That way I come in the next morning all ready to go and I'm not rushed to get copies or anything else ready for period one. One downer is the students have a good rapport with their teacher so when I started teaching I got the "Awww mannnn" But they're warming up to me. Classroom management isn't as bad as I thought it was going to be. With my lesson plans I'm extremely organized and know all the steps so the kids don't try to test me. I'm very lucky to have Alishia as my cooperating teacher. She evaluates ALL my lessons and gives me constructive criticisms so I can fix them for next time. I find this really helpful because she makes really good points. One of my biggest flaws is the vocab that I'm using when teaching the class. My English is poor and I pronounce common words wrong. She helps me correct myself and I practice as best as I can. I also want to increase my math vocab. Any suggestions of what I can do??
Hi there,
ReplyDeleteOther than the fact that I didn't sit down or have even a sip of water between 8:45 and 11:30, it went fairly well. Today was test review day in the classes, so there was a lot of group work as we reviewed the material that will be on tomorrow's test. One class is definitely behind the others in terms of mastery, and many of the students were not as engaged with the material as some the higher performing classes. With help from the intervention teacher, we were able to redirect some of these students. The main method was moving them to individual desks away from the tables and providing more individualized attention, which is needed in some cases. This will be the most challenging class. But I enjoyed my day and am getting to know the students by name.
My first day went well. I was observing the studnets and helping them out when I can. I am really surprised how the group think mentality works at a school - the teachers say - as does the department head of math - that if the kids don't want to learn, the teachers can do nothing about it. I think we heard quite a bit about this topic on Friday and again on Saturday. It amazes me that a teacher who started out 5 years ago running her class with Do Nows and interesting projects and schema activators and handouts can go from that to just having projects in her class and nothing else. She even said that she should probably do more do nows in order to model proper classroom behavior. I wonder if she will. She also said that she used to give Do Nows on the board at the beginning of the year but then she just stopped. As for handouts, she said that many teachers say that handouts are too much work and that in the end we are not helping the students because we are not helping them learn how to take notes and study. I think if you get them to take notes and show them the proper way, then you can start weaning them off by the end of the year by making your notes more scarce and making them write more of them. I actually did say this to her and she was going to think about it - she was not sure if she agreed with me.
ReplyDeleteAs a new student teacher, it is a bit intimidating to come into a classroom and make huge changes in the way it is run but that is what I have to do. I was told it was ok. I start changing things tomorrow. Wish me luck!
My first day was an exciting one. I had prepared a powerpoint to introduce myself to the students, planning it to be used as the initiation in my first actual teaching sessions with each class. But my co-op and I called an audible and I presented it in front of every class I will ultimately be involved in (3 7th grade basic math and 2 7th grade pre-alg classes). They seemed entertained (my daughter had helped with animation) and they loved my dogs and luckily, Randy, there are a lot of Red Sox fans (and UCONN bball fans too). It was a great icebreaker and I also discussed our contract with each other (what they can expect from me regarding effort, respect and readiness and what I expect from them). I also described the DO NOW concept I would be introducing. It was a mini-first days type of thing that I think went over well.
ReplyDeleteI then functioned as an aid for the rest of the day (today were my first classes). While I was jazzed by the kids during the day, I exhausted when they left. Being on my feet and being "on" all day turned out to be incredibly tiring. But the kids are great so far. I hope the novelty continues for them!!
Hi Everyone,
ReplyDeleteI enjoyed my first day. I was very glad that I had been in the classroom for a few days, so I know quite a number of the kids names. I have been mainly helping, answering questions, checking work and that sort of thing. Getting the schedule down is tough - almost everyday there is something going on, they do activities twice a week (the teachers offer to teach something, i.e., making necklaces, photography, watching Star Wars movies) and they also have ACT once a week. And the schedule rotates as well.
Tomorrow I will start teaching three pre-algebra classes - one of them has 10 kids who are special ed (our of 24) and in another class, I have one student who is hearing impaired - she carries an aid which she gives the teacher to wear during the period.
I am trying hard to remember all the kids names - I know that names tags are not for me. I asked my co-operating teacher if he would make me seating charts with the kids pictures and he did - so that is what I am using.
I really enjoy middle school. I know its the right choice for me.
My first day was observation and helping kids out individually. I am in Middle school. I am enjoying most of the kids. They seem very bored but are mostly good kids. I can clearly see that being relevant is critical to teaching to keeping up engagement. So much of what we have learned during our class I can see how much certain things can really make a difference, routine, expectations, including closure. As we think about the key learning times, the do now, first part of the lesson and the closure will be so important.
ReplyDeleteNotebooks are not used and I can see how Randy suggests, they may be critical. It is interested that as you student teach you have to be adaptable to what is in place and create your lessons around what is already there vs. your own so I think it is somewhat more challenging. You are doing this with someone else's rules and you just have to adapt. It is a good exercise though.
I had the chance to teach my first class today. I used a ppt to introduce myself and my expectations. I also used the index cards with names and favorite things that will help me quickly learn about the students. I was barely prepared for one class and when I add additional ones, I am sure that will be a challenge.
Dave I know that you wanted Middle school in an urban setting but I think that you might kill yourself.
They have this strange discipline process (like time outs) If a kid misbehaves they get a step for 3 minutes, then another step 2 and step 3. They sit in the back or corner of the room and if they act out again, they get sent out of the classroom. ON Monday, the assistant principal had to come and reprimand the students. The kids talk back and are disrespectful to adults as Perras said stated. Today, one teacher got in the middle of a fight in the lunchroom and it shook her up. The problems really take away from the learning and it is unfortunate.
Nadeen,
ReplyDeleteI agree, I'm not looking a real urban. Certainly not to start, as there are many skills I'd really like to have in hand before an adventure like that.
But I wonder if semi-urban is where I want to be.
I read about your experience and it seems like a different planet from my safe and warm HS.
Hang in there and measure your progress in small steps. Any movement is progress!
The week was very overwhelming but such a rush!! I did my first lesson and my first evaluation on Thursday (Wednesday was a no go because it was a professional development day). Iris said I was a natural! However, the next day I went in cocky and didn't prepare the best lesson plan and my first lesson of the day was a disaster and I was to blame. We fixed it right away and the rest of the day went well, thank goodness. It taught me a the lesson of always be prepared! It's a lesson I'll never forget. I'm staying after everyday and preparing my lessons for the next day. That way I come in the next morning all ready to go and I'm not rushed to get copies or anything else ready for period one. One downer is the students have a good rapport with their teacher so when I started teaching I got the "Awww mannnn" But they're warming up to me. Classroom management isn't as bad as I thought it was going to be. With my lesson plans I'm extremely organized and know all the steps so the kids don't try to test me. I'm very lucky to have Alishia as my cooperating teacher. She evaluates ALL my lessons and gives me constructive criticisms so I can fix them for next time. I find this really helpful because she makes really good points. One of my biggest flaws is the vocab that I'm using when teaching the class. My English is poor and I pronounce common words wrong. She helps me correct myself and I practice as best as I can. I also want to increase my math vocab. Any suggestions of what I can do??
ReplyDelete