Okay class, let’s re-focus and listen. Blog Post #3

Hello!

Graduation is approaching quickly, everyone! I am so glad that the KPTP madness is over. My unit over The Crucible ended pretty well. Students are happy to be done with the play though. That play is a beast to tackle with CWC students. I learned so much while teaching this unit. I learned the language in The Crucible is even more difficult for students to understand now than it was when I read it 7 years ago. I had to have all of my background knowledge and explanations planned out before each reading because I never knew what students would have trouble understanding.

I have been trying to keep the article “Never Work Harder Than Your Students” in mind while I have been teaching over the past 2 months. I tried a lot of open (Socratic like) discussions when students needed to discuss acts of the play and they went over pretty well. I did not feel as worn out at the end of the days when students did the most talking which is what the article said would happen.  I am still working on allowing enough wait –time. I tend to get impatient and I hint at the answer before students actually have enough time to think of the answer.

The thing that I need to work on the most is being assertive when it is my time to talk. I tend to wait until students are quiet and this eats through a lot of class time sometimes. The things that I have tried so far have not been too successful:

• Talking over the class…never works… I tried it once or twice.
• Waiting for the class to finish talking…they take this as me saying that it is okay to talk for the rest of the hour.
• Letting my frustration show through my facial expression because my patience is low due to a sinus headache…this gets a pity “Be quiet, Miss Schmidt is trying to talk!” from a handful of students.
• Saying “Okay, let’s re-focus and listen.”…this seems to work two thirds of the time.
• Staring at the student that will not quit talking until they stop talking…this worked once, but I doubt that it will ever work again.

Is there something that someone has tried in a class of very social students that has worked well most of the time?  I might also need to focus on my “teacher voice” to make sure that I sound firm and serious (but not mean) when I am trying to get their attention. Some of my juniors told me that holding students during passing period might work because some of their teachers do it, but I am hesitant to do that because my CT has never done that and I do not think that they will take me seriously or react well to it because it is not part of the classroom routine that they are used to. Harry Wong always advises that the first week of school is critical, so I definitely intend to make sure that students understand how I will get the class to re-focus and pay attention to me along with all of my other procedures within that first week.

Other than my search for the most effective way to get students’ attention, the last few weeks have been positive and productive. I hope that everything is going well for everyone!

Stepping into the Lion's Den (Blog Post #2)

Hello everyone!

This week I started teaching my first unit; it is over The Crucible. It is going pretty well so far. I started off with some cool pre-reading activities. I walked students through a discussion over the main themes in the play on the first day and all three classes did a good job with it. The only issue that I had with that day was that I was having a rough time getting a variety of students to share their opinions. Does anyone have any effective methods of picking high school students to share without making them feel singled out or like they are in elementary school? I attempted to do an “I do. We do. You do,” type of scaffolding, that we have read about in the Smag text, during that lesson in order to show them that it was all about their opinion and that there were no specific or right answers that I was looking for.

The next day I tried out an activity that I have not seen before for the The Crucible (I have been a part of a couple units over The Crucible through CO-OP), so I have been basing some things off of those units, but I have been trying to come up with new stuff too. So I had students read the article “How to Spot a Witch” (a lot of teachers use this article to give a bit of historical background about the history of the witch trails and witch hunts in general) and after they got done reading it, I had them create 3 new ways to spot a witch to get them to be creative and have some fun before we dive into The Crucible. The majority of students had fun with the activity, but for some reason some of them took the instruction to be creative as “let’s get off task and talk instead of work,” so I had to keep on these students to make sure that they kept working. I am trying to not be a timid person that they can walk all over. I hope that I find the a way to regain the attention of a class that works well for me because standing and waiting for the class to notice that I have something to say to them , while it may work for some people, it is not working out so well for me. I am trying out all of the tricks and suggestions that all of our classroom management texts from past classes have written about, but I haven’t found the best one yet.

On the third day the classes started the play. I was impressed by reading that the first 2 classes did, but the last class read their parts in such monotone voices that it put some students to sleep. I do not know how to get students to be more pumped up and read with enthusiasm…I think that I might show them a performance of the first act in order to show them how parts should be read and then maybe they will read with more expression next time.  Does anyone have any other suggestions? I also learned that I need to practice giving more wait-time. The article about not working harder than your students that we read last week is what got me thinking and analyzing my use of wait-time and I notice that it needs some improvement.

I am learning pretty quickly that it is a challenge to make plays interesting for students who do not enjoy reading or watching plays. I am attempting to persuade my students who are pretty loud and opinionated to read the major parts during class, so far most of them have agreed to read every day and hopefully they continue to do so.

See you all next week in class!

Miss Schmidt

 

Student Teaching: Month One (Blog Post #1)

Student teaching has been a blast so far. I am finding out that collaboration with my CT and other teachers is actually pretty useful, helpful, and fun. I haven’t gotten to teach my unit yet like most of all of you because my CT and I have decided to get the junior research project out of the way while students have the most motivation since the project takes so much time and energy. My CT also said that she has tried doing the project at the end and at the beginning of the semester and she said that she has a high turn in rate if she has them jump in with the project at the start of the semester. I think that this is a good move on our parts because the students get to get the hard part of the semester out of the way first and it also gives us more time to grade them instead of waiting until the end of the semester like most teachers do. Some students have actually told us thank you for making them do this project first which was cool to hear.

 

I had fun a couple days ago coming up with my big project for my unit over The Crucible. We came up with a character analysis project that requires them to use Twitter, Instagram, Pinterest, or Glogster.(Semi-side note: I was excited when my CT and a history teacher that we co-teach an AVID class with thought that Glogster was awesome and we actually used it on Wednesday in  the AVID class for a character analysis of the main character of Into the Wild.) My CT rarely gives out the typical multiple choice and essay test, she would much ather hrave them do some sort of project to have them demonstrate their knowledge of a novel, play, concept, etc. I agree with her way of assessing knowledge, so it is pretty cool to work with her and create assignments together. The project that we came up with is pretty cool, so I can send you the instructions and the rubric if you wish.

 

I am really enjoying getting to know all of my students really well. They are all so fun and interesting. I finally have all of their names memorized and put to faces, which feels amazing because some of their names were a bit difficult to get down. I am so happy that most of my students already trust me enough to ask me for help in class and talk to me during passing period and down time in class. I think building relationships with all of them is my favorite part of student teaching so far since I haven’t taught any units yet. Last weekend I had a song stuck in my head that a couple girls sing all the time in my seventh hour while I was at work and it was kind of cool in a way (even though the song is actually pretty obnoxious). I told the girls on Monday about it and they looked surprised that I was thinking about them over the weekend and they also laughed about it; after I told them about the song getting stuck in my head, they have been talking to me more during class all week.

 

I am so happy that I haven’t had a bad experience during my student teaching yet. I am having an awesome time and I am learning so much.

Genre Reflection #2

Guide to Monitoring the Hallway in the Morning

The 10 minute bell rings. Grab your coffee mug and mosey out into the hall for the hall duty. Prop open you door and let the show begin… Your brain is about to be flooded with all kinds of strange conversations and images.

There is a couple down the hall flirting with each other and with the thin line between appropriate and not. Watch them closely for the next few minutes in case you need to be the “bad guy” and ruin their public display of lust…I mean “affection.” Ponder how the value of relationships has fallen so far over the past years…

You over hear a couple of nerds talking about the latest and greatest game that they waited in line for to buy last weekend and that they have already beaten it too. You wonder how they have that big of an attention span for a game, but they cannot stay

on task in a class for more than a half an hour…

Two girls walk by in what is considered to be fashionable clothing…you begin

Now to the main event…a meltdown of EPIC proportions.

A girl is running down the hall bawling uncontrollably for reasons unknown at the moment. 

She gets to her teacher whose room is right across from where you assumed your post.

Take a sip of your coffee and begin hardcore eavesdropping.

This very dapper IB guy is slowly walking down the hallway behind her.

As soon as she sees him, she begins to scream,

“I’m sorry Jessie!”

To which he responded,

“It is alright. Just don’t do it again.”

Being that eavesdropping is limited to what I hear and don’t hear. I unfortunately can only make up scenarios in my head as to what act that this guy named Jessie was referring to. Or maybe I will be able to hear the whole story from her teacher, but even if that doesn’t happen…making up scenarios in my head about hallway observations is actually something that I consider to be a fun exercise for my imagination. This short 10 minute period of each day may be, dare I say it, better than people watching at the mall which is the pinnacle of people watching and eavesdropping experiences.

The main things to keep from reading this:

1.Always have a caffeinated beverage in hand while monitoring the hallway.

2. Crack down on offensive behavior that breaks the rules.

3. Stand clear of over-emotional teenagers.

And most importantly…

4. Have fun eavesdropping and letting your imagination run wild.

Thanks for a great semester everyone. :) Happy holidays.

Teaching tolerance and respect in the classroom (blog post #3)

In class this week we learned about how to incorporate LGBTQ literature into our classrooms and how to make these students feel included and confortable in their school environment.

Monday’s class made me think back to my days in the pubic school system and I remembered that it was not very fun for me. My teachers after I moved to the west side of town in 4^th grade were not very accepting of my odd personality and they ignored my problems that I was having when it came to other students bullying me.

I never want to be that teacher that brushes those things under the rug because that causes students to hide their problems and let them build up inside of them. Nothing good ever comes from keeping harmful things to yourself.

It is really interesting to see that not even 4 years ago I was in high school and there were no traces of young adult literature in the class room besides maybe a few books on a teacher’s shelf that they wouldn't even let you read for an independent reading project because YA lit was “not scholarly enough” in most cases. Now is 4 years later and it is being incorporated into English curriculums at so many schools and that is awesome. Young adult literature is an easy way to learn about different perspectives and lifestyles because it is written in a way that isn’t intimidating and students relate to YAL books and get into them more than they do when reading the classics (even though they are still extremely important to teach in my opinion).

In my future classroom I plan on having many YAL books on my personal bookshelf. I also think that it would be a fun idea to make a packet of YAL book previews for my students and hand it out at the beginning on the year for them to have as a resource. I might book talk a number of YAL books (some having LGBTQ content) and have students vote on which one that they would want to read as a class if I ever got the opportunity to do something like that. I definitely will do literature circles in my classes and LGBTQ YAL books will be options for those.

In my future classroom, I will always try and have books that contain different perspectives and lifestyles available to my students because reading books that you can relate to helps students to not feel alone and reading about people who are different from you teaches you how to appreciate other perspectives, lifestyles, and cultures. If students become tolerant and appreciative of all kinds of backgrounds, then they are less likely to bully people because they are different from them and they will, in turn, stand up for their peers when they get bullied.

Teaching tolerance and respect is extremely important in my opinion. I will teach my students that they do not have to agree with everything that they read and everything that people say, but they will be expected to respect different opinions because it is the appropriate and mature thing to do.

I plan on letting my students know on the first day of class that my room is a safe place for every one of my students to express themselves, and that bullying of any kind will not be tolerated in my classroom.

To the absent senior... (genre relfection #1)

Dear Frequently Absent Senior,

We have missed you in class these past five weeks. Your classmates have been learning crucial career related skills. We have written business letters in order to expand writing skills beyond essays and poetry. The resume unit was very productive and useful because your classmates now have a proper resume ready for any interview that they need to go to in the future. This week we are starting the interview unit, which will be exciting and informative because we will teach you the tricks to nailing any interview.

There is still time for you to come in and get caught up because this nine-week period is not over yet. This class is a requirement for you to graduate. It is also important for you to show up each day because we are trying to teach you the skills that you are going to need to know when you go out into the workforce after you graduate.

Please let me know what I can do to help you succeed in this class because I am here to help you. I would really like to see you graduate in spring with your classmates, but you need to show up to class in order for that to happen.

See you in class tomorrow,

Miss. Schmidt

Blog Post #2- Stepping back from literature and addressing different types of literacy.

Hello everyone!

I hope that the past few weeks in your placements have gone smoothly.

I have been having an interesting time in my placement. I honestly have not had many chances to be an English teacher-like figure in my classroom because we have been focused on getting the career skills portion of English 4 out of the way.

There is a section in our Bomer text that is related to the next issue that I have been pondering; “It would help us serve students better if we kept in mind the realities of people’s lives. Everyone is not an English major. Everyone is not even a college student. . . They are entitled to an education that is useful and significant in those lives, that improves not just their work performance but the wide range of purposes for which people use literacy” (51). My CT addresses this idea of teaching students real world skills and how they will use literacy after they graduate effectively in her classes. I know that career related writing is extremely important, but I have been wondering if it should be a part of an English class. Granted, I know that there is really no other class that focuses on writing as much as an English class, but I have been wondering if a class that focuses only on career planning would be helpful for seniors to take for part of a semester. I am not opposed to what my CT is doing in class right now, but I do think that it is unfair for English teacher to have to step back from literature in order to make sure that students have the necessary skills for after they graduate.

I also have been wondering whether or not it is a good thing to assign a series of writing assignments without a break in between them. Do you think that students will get burnt out from all the writing? Or will they just be really relieved when we finally get around to reading literature in a few weeks?

I found out that I will be teaching my lessons on the Kite Runner sometime in October and I was wondering if anyone had any ideas about how to introduce Afghan culture in a more interesting way than a PowerPoint presentation. I was thinking of maybe creating some sort of internet scavenger hunt, but I would probably have to choose a few credible websites for them to look for the answers instead of them just browsing Google. I do plan on using different reading environments like Bomer suggests; I will definitely have students read the text in different “social structures”; we will read as a whole class, in partners and individually. I want all of them to be able to strong readers in every type of reading domain. I did not like reading in partners when I was in high school, but I know that it is necessary to be able to read every situation that I am placed in, and reading in partners is one that is common in daily life.

I am excited for the literature portion of my placement class to start soon, so I can start to feel like I am contributing to the class as more of a teaching figure than a spell-checker.

I hope that all of you have a great week in your placements.

Miss Schmidt