The Best/Worst of GVille

My best student is a 14 year old girl. She is a joy to teach. She comes to class, prepared and ready to learn everyday. She tries very hard to excel. The young lady is a member of the choir and speaks often of going to college on a choir scholarship. More importantly, she asks questions. She comes often after school for a quick review of the expectations for homework or a general question. The thing I enjoy most about her is that she "acts" like a 14 year old. She laughs and talks with classmates, but whenever she is redirected, she always says Yes Ma'am. She often encourages her classmates to do better and be better. I find joy in knowing that this young lady is on her way to a better life. For a child to talk about college, everyday, is a beacon of light.

My most challenging student is a young man. He is 14 years old. He reads on a 2nd grade reading level. He has already decided that he only wants to be a mechanic when he grows up, and so school is a waste of time. He has done 1 assignment, literally, since the first day of school. He is a continuous disruption in class. He constantly talks about others and uses vulgar language. A good day is if I can get him to just be quiet. I have reached out to the parents, no response. I have referred him to the counselor and the social worker. Apparently, he has always been in self-contained SPED classes, but his parent opted out for high school. This is going to be detrimental to this young man's future. I do not believe that a regular classroom teacher can fully service this child. I try my best everyday to help him. Sometimes, I sit near his desk and read to him, or ask him basic comprehension questions. I have tried everything with this child. I feel unsupported in my efforts. I know that there is hope for this young man, I just don't know how to reach him. I don't think the powers that be have the answers either.

Sometimes you gotta lose to win again.......

Sometimes you gotta loose to win again. I know that I have lost some things on this journey. I know that I will not gain all of those things (including relationships) back. I try to live on the right side of things in all that I do. I try to put others before myself. I try to show that I am compassionate and concerned for the well-being of others. I know that being a teacher will allow me to do all of those things. I look forward to it. I am no longer living in my rear-view mirror. It is full speed ahead from this point. No turning back. I know that I will win again.

When I grow up....

Dear Ms. Courtney Waters,

Thank you for being the best team teacher that a girl could ever have. It was a long summer, but you were there every step of the way. You set the bar high in our classroom. You never let me slack, and when I did, you were there to give me advice on how to be better. Watching you teach was a pleasure. You did not have to demand respect from the students, you commanded it when you stood before them. I would sit there and say to myself, "WOW, why can't I do that!" Your teacher presence shows how hard you have worked as a classroom teacher. I was impressed with your professionalism throughout summer school, as well as your willingness to go above and beyond to help me be a better teacher. In meetings, you always laid out your expectations for our class as well as gave positive feedback. You were always open to suggestions and
I hope that one day, I can command a classroom in the way that you did. I hope that all of the lessons that you taught stick with me. I also hope that I am as successful as you were within my district. I enjoyed listening to your accomplishments. It made me realize that there is light at the end of the tunnel. Thank you for being a positive voice, even when I messed up or did something wrong. Your approach to TEAM teaching built me up in ways that words cannot explain. When I grow up (as a teacher), I want to be like you; for your spirit as a teacher shines through your presence in the classroom.

The United Class of Mrs. Brooks

I finished summer school knowing 2 things for sure:

1. I have a deep burning passion to educate children in MS.
2. I have a classroom management plan to help me make that happen.

As a teacher in one of the worst behaved classes in summer school, most (really all) of my training was in classroom management. The students did everything from singing and dancing, to planning a mass exodus to the bathroom. They were disrespectful and goofy. They were off task and overly engaged all in the same rights. For the entire summer, I took notes and pondered on my personal philosophy of classroom management. Most of my daily "take-aways" were related to management as well as ways to improve my management style.  

My definition of classroom management is: a proactive approach that allows all participants in the learning process a fair opportunity to strive academically and socially. It should include rules, procedures, and expectations that are achievable and that can be maintained. Classroom management should also be centered around positive reinforcements to encourage positive behavior. 

My classroom management philosophy is:

• All students can learn. Classroom management should engulf that idea as well as make it possible. 
• Each person (student and teacher) should utilize the tools that are in place in order to facilitate academic growth.
• Classroom management is essential to student success. When they know that you want them to do better, they will.

My classroom management plan is going to be my pride and glory. I believe that children secretly long for structure and order. The students want to learn without disruption. So my goal is going to maintain an atmosphere that allows them to learn. Overall, my plan is to set a high expectation in my classroom while rewarding those who meet and exceed it, as well as giving consequences to the people who fall short in an effort to get them back on track.

"Time sure does fly when you're trying to teach " (June Blog #2)

Agenda
Do Now (5 minutes)
Set (5 minutes)
Procedures (40 minutes)
Closure (5 minutes)
Nailing the Daily Lesson Plan minute for minute, PRICELESS
Said no First Year Ever.....

I believe that the one aspect of my instruction that needs the most work is time management. Poor execution of time, has caused my my classroom atmosphere to shift towards the negative. Losing track of time decreases my confidence and makes me feel that I have lost control of the class as a whole. My TEAM teacher consistently tells me to improve my time management (among other things). My TEAM teacher (as well as other TEAM members who have observed me teach) consistently point to time management as one of my weaker attributes.

I have attempted to plan my lessons minute by minute, which was not easy as well as ineffective (because when I am teaching I have NO sense of a minute). I am currently trying a technique suggested by my TEAM teacher in which I group instruction into general time frames in an attempt to get it all covered without messing up so bad on time. For example, I was planning procedures like this: TSW take read notes from the board (5 minutes). TSW copy notes from the board. (5 minutes), etc. Although this seems detailed, it is a struggle to time how long it will take students to write notes. Therefore, if I plan like this: TSW read, copy notes and go over the following examples (17 minutes), then I am able to make adjustments on time allotted for each procedure. 

It is my goal to improve my time management with every lesson in an effort to properly execute my lessons and instruction.

After all, time sure does fly when you are trying to teach!

Lists and Lunch Lines (June Blog #1)

"If your eyes are the window to your soul, then your lunch-line is the window to your classroom."
-a quote from a TEAM teacher, Mr. Heit
               The student will produce lists of synonyms and antonyms
                The teacher will walk the students to lunch without incident
My first objective as a REAL teacher. When I was planning, I realized that I could talk all day. My TEAM teacher actually told me, "You cannot talk all day." I did not expect them to be such a rowdy bunch, but my expectations were baseless. They were a rowdy bunch. I was nervous and visibly shaking as I gave directions and handed out papers. For my first lesson, I was prepared. The model lessons allowed me to fix and make changes before implementing it for students. No preparation in the world makes the first time easy, smooth, or perfect. As the teacher, I felt that everything that could go wrong, did. I had typos on my power-point. My directions were not clear. I ran out of time. I gave consequences to some, and none to others. 
               I taught a lunch period. My real goal that day was to walk to the lunch room like people, and not wild animals. We managed to do that (after a few tries, and some consequences). I soon realized that my REAL objective for that day was to effectively manage them, set a precedent with them, and show them that I am the boss of my classroom. And in the process, they learned some synonym and antonym lists. 
          My team teacher has made some really great suggestions for my improvement. I know that I need to follow through on consequences. I also know that I have to use proximity as an advantage for classroom management. 
      Did they learn synonyms and antonyms? Maybe. Did they go to and from lunch like civilized people? Why yes, yes they did!