I don't think I was able to reap the full benefits from student teaching. Unlike many of my fellow MTC classmates who were in the high school, I never taught longer than an hour lesson. The day's routine in our class centered around one thing - worksheets. and more worksheets. and getting behind in worksheets and trying to catch up. and finishing all the worksheets and having nothing else to do but draw or read comic books. and then the next day, more worksheets. and getting back graded and marked worksheets, and having to correct them. and correct them again. clearly, this was not the best assessment tool, but the one our teacher chose.
I do not completely blame our teacher. She is a veteran (has taught for 20 plus years) and the 8 students in her summer school 7th grade math class had already been in her class the entire past school year. In her eyes, it was their fault they didn't turn in their homework, study, stay awake in her class, and they ended up in summer school where she was not about to reteach everything she had already taught for the past 9 months. So giving out worksheets was her way of assessing them, without teaching anymore.
And that's where Ruth, Lee, and I came in. I suppose might have actually worked better because she wasn't going to teach, so we could teach on anything we saw fit, especially on the material that they were struggling on. But at the same time, we never could teach long, because we didn't want the students who were already behind in their worksheets to get even further behind because we were teaching on material that they hadn't even gotten to yet (although others had long been done with the material that we were teaching). We got to teach, make lesson plans, try different instructional strategies, and all the things a teacher does, but never with any genuine feeling of ownership of the class. We were somewhere between visitors and teachers...more tutors than instructors, that got to each spend a day doing a half hour to an hour lesson, then spend the remainder of the day in silence, while the students worked on worksheets and we sat on the side, reading Wong and Wong or working on the next day's lesson, with the occasional (and sometimes constant, depending on the worksheet and the student's ability and confidence level) student coming by to ask for help, or raising their hand so we could guide them to the right answer.
And what was the most maddening thing about these pesky worksheets? The students were working diligently, the teacher was taking them up, grading them, the kids were correcting them...and for what? To keep them busy. Our teacher informed us that as long as they were doing the worksheets and turning them in, then that was fine. The kids weren't required to make a certain grade and didn't have to turn a definite amount in. They were just supposed to be working hard. Not much of an assessment...but if they were actually learning it when doing all the worksheets, then it would be okay...but were they?
We were rewarded with the knowledge that we did do some good. On the last day of student teaching, I was being friendly, in a friend, not teacher, sorta way (what did I have to lose?) I was just asking what their summer plans were, and, more importantly, if they had learned anything in summer school. As a pleasant surprise, for those that I asked, every single one of them not only responded in the positive, but with an enthusiastic "Yes!" Of course I loved this.
Still, I can't take too much credit for this. I don't think it's that we were amazing teachers, but more that we were caring. we were new and fresh and ready to prove ourselves and improve the lives of students...and also it's that these students have had too many teachers who either haven't taught effectively, or, more likely, didn't care enough about them to give them confidence to work hard...in this one way-that we haven't gotten into bad habits and have given up on trying to teach-we have an advantage as new teachers.
I completely agree with Ms. Kuhnau: the moment I don't enjoy being a teacher is when I need to stop teaching. Students deserve more than just someone who's teaching just because for the paycheck, or because they've been doing it forever. They deserve to have someone who is engaging, enthusiastic, interesting, caring, fun...I've learned much from student teaching, including a lot of what I should not do. I've also felt the great joy when someone actually gets it, after, perhaps for the first time, they are told that they can do it.
Tuesday, June 28, 2005
Saturday, June 25, 2005
a group version of cold calling
I sorta did a variation on the "cold calling" a week ago in student teaching, but for cooperative learning. It was after one of our afternoon class's where we had discussed ways to group people, and I was going to do a group activity...but we didn't quite have time for the activity...but I'll get to that shortly. So when the students came in, they drew an uno card from me. I had # 1-4 in 2 different colors, and there was a blue and green group. I assigned a task for each group (which would have worked nicely) but during the lesson I ended up using the numbers even more than I thought. I gave each group different problems to work on together, and I gave them directions: only #2's could ask me questions, after the students had done their problems, the #3's read the problem, and #4's did the problem at the board. For the next problem, the jobs rotated (so the #1's were included). I had this fun project to do later after snack time, about doing a scale drawing of the entire room (I had come prepared with yard sticks, measuring tape, poster board, and markers) but the other lesson, on how to set up proportions from word problems and how to do scale drawings, ended up taking much longer than I had anticipated. Hence, I learned a few things from this experience:
-After you give the uno cards, or whatever "fun" object you might use to randomly group the students, take them up. They had a little too much switching them with their buddies (trying to change their numbers and groups), and an uno card just begs to be played with...oh, but before you take them up, get them to write their number in their notebooks or on their worksheets.
-If you're teaching math, and you are doing word problems, plan for it to take longer than you think...it's not that the students can't do it, but it's the initial intimidation of seeing the numbers imbedded in words that always gives them a sense that they can't do it.
-Be flexible. I'm sure we have all had to readjust our lesson plans, so I won't elaborate.
So all in all, I think it worked quite well. More time learning since none was wasted on "so who's gonna explain the problem?"
-After you give the uno cards, or whatever "fun" object you might use to randomly group the students, take them up. They had a little too much switching them with their buddies (trying to change their numbers and groups), and an uno card just begs to be played with...oh, but before you take them up, get them to write their number in their notebooks or on their worksheets.
-If you're teaching math, and you are doing word problems, plan for it to take longer than you think...it's not that the students can't do it, but it's the initial intimidation of seeing the numbers imbedded in words that always gives them a sense that they can't do it.
-Be flexible. I'm sure we have all had to readjust our lesson plans, so I won't elaborate.
So all in all, I think it worked quite well. More time learning since none was wasted on "so who's gonna explain the problem?"
Thursday, June 23, 2005
good job
I had my formal evaluation yesterday. It was a creative lesson, one that I found on the internet but tweaked a bit. Here's basically what I asked the students (obviously there was more to it, but I'm stripping it to its bare bones):
1) Is love a positive or negative thing? Is hate a positive or negative thing?
2) If you love to love, then you ________? (love or hate)
If you hate to hate, then you________?
If you love to hate, then you ________?
If you love to hate, then you ________?
3) Using this analogy, and knowing love= (+) and hate = (-), what are the rules for multiplying integers?
Pretty cool eh? I thought so anyway, and the students actually got it...the problem was that many still need to work on their multiplication facts, so even though they knew -8 x -8 was a positive number, some didn't know it was a + 64. But so are the challenges of teaching...
I watched the video last night, and I must say, and I knew this even while I was teaching, I WAS NOT MYSELF. I was much too aware of my evaluator, and I tried to follow the lesson plan too closely to make sure I didn't leave anything out. I believe I overplanned. I shouldn't sacrifice my own personality just to fit a prescribed format, and that is not the point of a lesson plan anyway. I will try to think of it as I always had before, as an outline of my lesson, not as a script.
Let me discuss some specific weaknesses:
1) Looked down too much at the lesson plan (or held onto it for that matter, even "pointing" with it). This made me look unsure of myself. However, I don't usually do this, but it was an added action directly correlated to knowing I needed to say the words "The objective is..."
2) Turned back to class when writing on the board.
3) I wasn't decisive or confident enough. (As I was watching the video, I wanted to say "Stand up taller! Project that voice more! Get those bangs out of your face!)
4) Gave unclear directions (when doing examples and problems on the board).
5) Said "good job" for every praise. Need to find other words, and say the students names more often in the praise...and when possible, be specific.
6) I should have given time for students to volunteer answers before calling on them...and then time again to answer after I call on them (thanks to Dr. Sullivan for this advice ;)
7) Should have walked around class a bit more, especially to those in back (I should have taken more time in how the desks were arranged, but I was a bit rushed right before Dr. Sullivan got there because I was helping a student on a problem).
And a few strengths:
1) Related well to students...I smiled, used hand gestures, made good eye contact.
2) In other words, I had a positive attitude, woo woo. (can this be counted as a #2? I'm stretching it huh...)
3) I did check for understanding, and I reinforced my lesson by coming back to the analogy if students made mistakes or had questions. Although, I could have improved this as well.
4) Reviewed past rules within lesson (for ex: 0 times any number, even 10 apples, is what?)
5) I found the good in the students' answers, in order to not embarrass them in front of their peers, and to encourage them that they can do this (such as telling one student that "Yes, you are right that it's a positive integer, but you just didn't multiply correctly.")
I really think what bothers me the most is I know I could have done better. It was a fun lesson, but I was so wrapped up in doing the lesson so-called "right" that I wasn't as energetic, engaging, or involved with the students as I could and should have been. Yet, I've seen and heard (from Dr. Sullivan) what I did well and what needs improvement. I definitely think the evaluation was worthwhile...even if it's horrible having to watch yourself on video saying "good job" 100 times.
1) Is love a positive or negative thing? Is hate a positive or negative thing?
2) If you love to love, then you ________? (love or hate)
If you hate to hate, then you________?
If you love to hate, then you ________?
If you love to hate, then you ________?
3) Using this analogy, and knowing love= (+) and hate = (-), what are the rules for multiplying integers?
Pretty cool eh? I thought so anyway, and the students actually got it...the problem was that many still need to work on their multiplication facts, so even though they knew -8 x -8 was a positive number, some didn't know it was a + 64. But so are the challenges of teaching...
I watched the video last night, and I must say, and I knew this even while I was teaching, I WAS NOT MYSELF. I was much too aware of my evaluator, and I tried to follow the lesson plan too closely to make sure I didn't leave anything out. I believe I overplanned. I shouldn't sacrifice my own personality just to fit a prescribed format, and that is not the point of a lesson plan anyway. I will try to think of it as I always had before, as an outline of my lesson, not as a script.
Let me discuss some specific weaknesses:
1) Looked down too much at the lesson plan (or held onto it for that matter, even "pointing" with it). This made me look unsure of myself. However, I don't usually do this, but it was an added action directly correlated to knowing I needed to say the words "The objective is..."
2) Turned back to class when writing on the board.
3) I wasn't decisive or confident enough. (As I was watching the video, I wanted to say "Stand up taller! Project that voice more! Get those bangs out of your face!)
4) Gave unclear directions (when doing examples and problems on the board).
5) Said "good job" for every praise. Need to find other words, and say the students names more often in the praise...and when possible, be specific.
6) I should have given time for students to volunteer answers before calling on them...and then time again to answer after I call on them (thanks to Dr. Sullivan for this advice ;)
7) Should have walked around class a bit more, especially to those in back (I should have taken more time in how the desks were arranged, but I was a bit rushed right before Dr. Sullivan got there because I was helping a student on a problem).
And a few strengths:
1) Related well to students...I smiled, used hand gestures, made good eye contact.
2) In other words, I had a positive attitude, woo woo. (can this be counted as a #2? I'm stretching it huh...)
3) I did check for understanding, and I reinforced my lesson by coming back to the analogy if students made mistakes or had questions. Although, I could have improved this as well.
4) Reviewed past rules within lesson (for ex: 0 times any number, even 10 apples, is what?)
5) I found the good in the students' answers, in order to not embarrass them in front of their peers, and to encourage them that they can do this (such as telling one student that "Yes, you are right that it's a positive integer, but you just didn't multiply correctly.")
I really think what bothers me the most is I know I could have done better. It was a fun lesson, but I was so wrapped up in doing the lesson so-called "right" that I wasn't as energetic, engaging, or involved with the students as I could and should have been. Yet, I've seen and heard (from Dr. Sullivan) what I did well and what needs improvement. I definitely think the evaluation was worthwhile...even if it's horrible having to watch yourself on video saying "good job" 100 times.
Monday, June 20, 2005
Mr. Rubinstein
I sure wish I had written this blog right after I had read the book Reluctant Disciplinarian. I was intrigued, enlightened, excited (unlike Jess ;) and just had so many ideas...how I would teach, how I would learn from Mr.Rubinstein, not fall into his traps, swerve past the mistakes of past teachers, and end up with my own well-behaved, well-managed classroom.
Now that I have heard more from other teachers and read more, coming from all different directions, from smiling and bouncing down the halls with friendly greetings, to not smiling til December, I have realized that we really do have to take everything we hear with a grain of salt. And you really do hear MANY things over and over again. Perhaps it is these things that I should really listen to...
So the RD, as I will shorten it, was a very pleasant, funny, and still worthwhile read. I jotted down some notes in student teaching today of what struck me the most, either through humor, or something important to remember for my soon-to-be-teaching days:
-Learn from mistakes, myself and others included (ex: when writing names on the board, keep it in one place...Gary had problems with names drifting across the board as he was teaching)
-Detention is not the end-all answer. (the teacher is often stuck after school in charge of it)
-Be decisive and direct when giving directions and answering questions, even if you really aren't sure. (something I need to work on)
-What works: teacher look, start off with tried and true traditional methods, test new ideas very critically.
-"Always speak as though you expect students to do what you ask, and allow them room to do it" (p.84). This helps avoid unnecessary confrontation, and will model respect for others.
-Develop a teaching persona (I've realized I'm not as super nice as I thought...what kind of teacher will I be?)
-Like your students: if they drive me crazy, try to see them in another light- talk to them outside of class about their interests (in a friendly manner, but not just as a friend) and try to visualize them as someone's child...however much I think it's true, his/her sole purpose in life is not to make mine harder.
And there you have it. I need to find my own style, and I'm sure this won't come until after I have taught for a while.
And on a side note, I must say that everyone in this program is genuinely caring and interested in each other...when I got back from Memphis yesterday, no one was bombarding me with crazy stories from the weekend or things concerning them, but instead the Stewart ladies asked, "How was your trip?" "What did the doctor say?" (I went to the doctor to get my leg checked out. turns out I pretty much have a stress fracture, so no running for a while) and "We missed you!" It made me feel like I was cared about...what a great group eh?
Now that I have heard more from other teachers and read more, coming from all different directions, from smiling and bouncing down the halls with friendly greetings, to not smiling til December, I have realized that we really do have to take everything we hear with a grain of salt. And you really do hear MANY things over and over again. Perhaps it is these things that I should really listen to...
So the RD, as I will shorten it, was a very pleasant, funny, and still worthwhile read. I jotted down some notes in student teaching today of what struck me the most, either through humor, or something important to remember for my soon-to-be-teaching days:
-Learn from mistakes, myself and others included (ex: when writing names on the board, keep it in one place...Gary had problems with names drifting across the board as he was teaching)
-Detention is not the end-all answer. (the teacher is often stuck after school in charge of it)
-Be decisive and direct when giving directions and answering questions, even if you really aren't sure. (something I need to work on)
-What works: teacher look, start off with tried and true traditional methods, test new ideas very critically.
-"Always speak as though you expect students to do what you ask, and allow them room to do it" (p.84). This helps avoid unnecessary confrontation, and will model respect for others.
-Develop a teaching persona (I've realized I'm not as super nice as I thought...what kind of teacher will I be?)
-Like your students: if they drive me crazy, try to see them in another light- talk to them outside of class about their interests (in a friendly manner, but not just as a friend) and try to visualize them as someone's child...however much I think it's true, his/her sole purpose in life is not to make mine harder.
And there you have it. I need to find my own style, and I'm sure this won't come until after I have taught for a while.
And on a side note, I must say that everyone in this program is genuinely caring and interested in each other...when I got back from Memphis yesterday, no one was bombarding me with crazy stories from the weekend or things concerning them, but instead the Stewart ladies asked, "How was your trip?" "What did the doctor say?" (I went to the doctor to get my leg checked out. turns out I pretty much have a stress fracture, so no running for a while) and "We missed you!" It made me feel like I was cared about...what a great group eh?
Wednesday, June 15, 2005
Restless dreams
I just could not get to sleep last night...
First: as all the gals in Stewart know, we had a "flood" last night in the hallway (possibly due to the air conditioner). The pool of water slowly crept down the hall, and then we heard a knock from a maintenance worker, "You might wanna put a towel down." Well, we did- towels and rugs and dirty clothes that we could find to try to block the water flow-but of course to no avail. Now, this was not a high pool of water, but it was dirty and with a brownish tint (from dirt, hopefully...) but it spread over the majority of our floor. I will say that the maintenance men were super nice, and did everything they could to fix the problem (coming by later to suck up and mop the standing water, apologizing for the inconvenience). Of course all of this involved loud electrical appliances, laughing and shrieking girls, and men's voices discussing the situation...so of course we did not get to sleep early (especially since we did a load of laundry of all of our sopping wet items). And just the other day Jess and I were discussing how glad we were to be on this side of the hallway, closest to the bathroom, the stairs, and the flood...but thank goodness it was our room (and Ruth's and Amy's) that got it, cuz no one "freaked out" annoyingly.
Second: I for some reason decided to look at the Humphrey's County Handbook right before I went to bed. Reading about the many laws, rules and regulations (involving conduct, absenteeism, tardies, parent-teacher conferences) made me uneasy to think of the awesome responsibility I will be taking on in the fall. I think being so involved with student teaching has made me temporarily forget what I will actually be doing in the fall...and this (which is good of course) brought me back to the reality of the situation.
Third: I kept thinking about the lesson plan I would do Friday. For some reason in that state of almost-sleep, it seemed extremely pertinent...but I did think of some good ideas (anyone have an extra measuring tape?)
Last night I remember dreaming about my brother, Aaron. In the dream, he had showed up in Oxford unexpectedly (along with some cats and frogs, don't ask...dreams don't always make sense), and I was just so happy to see him, we hugged and I walked with him arm in arm (something I admit we never do ) I never realized how much of a profound influence he has been on me until college...and I am just so proud and it makes me feel good to think and talk about him. He is at SCAD now (Savannah College of Art and Design) in grad film school, and is working on his thesis (a film), and helping many friends with their theses. He is an amazing, kind, creative, intelligent, and very sensitive human being (as in he is very sensitive to others, can read them, can feel them...). He wants to write and direct films...not to make oodles of money or for fame, but to give back, to do something for this world, because for him "film is the most powerful art form." Really, if I needed help with homework, I preferred him over my parents, because he always knew the material, but more importantly, he was patient, encouraging, and honestly interested in helping me. He would make a phenomenal teacher... Okay enough of sentimental thoughts...
First: as all the gals in Stewart know, we had a "flood" last night in the hallway (possibly due to the air conditioner). The pool of water slowly crept down the hall, and then we heard a knock from a maintenance worker, "You might wanna put a towel down." Well, we did- towels and rugs and dirty clothes that we could find to try to block the water flow-but of course to no avail. Now, this was not a high pool of water, but it was dirty and with a brownish tint (from dirt, hopefully...) but it spread over the majority of our floor. I will say that the maintenance men were super nice, and did everything they could to fix the problem (coming by later to suck up and mop the standing water, apologizing for the inconvenience). Of course all of this involved loud electrical appliances, laughing and shrieking girls, and men's voices discussing the situation...so of course we did not get to sleep early (especially since we did a load of laundry of all of our sopping wet items). And just the other day Jess and I were discussing how glad we were to be on this side of the hallway, closest to the bathroom, the stairs, and the flood...but thank goodness it was our room (and Ruth's and Amy's) that got it, cuz no one "freaked out" annoyingly.
Second: I for some reason decided to look at the Humphrey's County Handbook right before I went to bed. Reading about the many laws, rules and regulations (involving conduct, absenteeism, tardies, parent-teacher conferences) made me uneasy to think of the awesome responsibility I will be taking on in the fall. I think being so involved with student teaching has made me temporarily forget what I will actually be doing in the fall...and this (which is good of course) brought me back to the reality of the situation.
Third: I kept thinking about the lesson plan I would do Friday. For some reason in that state of almost-sleep, it seemed extremely pertinent...but I did think of some good ideas (anyone have an extra measuring tape?)
Last night I remember dreaming about my brother, Aaron. In the dream, he had showed up in Oxford unexpectedly (along with some cats and frogs, don't ask...dreams don't always make sense), and I was just so happy to see him, we hugged and I walked with him arm in arm (something I admit we never do ) I never realized how much of a profound influence he has been on me until college...and I am just so proud and it makes me feel good to think and talk about him. He is at SCAD now (Savannah College of Art and Design) in grad film school, and is working on his thesis (a film), and helping many friends with their theses. He is an amazing, kind, creative, intelligent, and very sensitive human being (as in he is very sensitive to others, can read them, can feel them...). He wants to write and direct films...not to make oodles of money or for fame, but to give back, to do something for this world, because for him "film is the most powerful art form." Really, if I needed help with homework, I preferred him over my parents, because he always knew the material, but more importantly, he was patient, encouraging, and honestly interested in helping me. He would make a phenomenal teacher... Okay enough of sentimental thoughts...
Wednesday, June 08, 2005
triangles and sponges
I had my first real lesson 3 days ago, on triangles, objectives on the board and all. Writing those does not come naturally at all, and I think I will probably never actually write "TSW" on the board...I remember in 2nd grade, or around then, having to write the objectives down in our little notebooks, and thinking it was absolutely pointless. I keep recalling back to such experiences as a student, when strategy or ethical questions come up, especially in our afternoon class. For instance (in regards to not allowing students spend "free" time doing other classes' work) I have to say when I was in high school, I was always thankful when I got free time to work on homework or study for another class. It seemed like there was never enough time, and even a few minutes here or there could catch me up or get me ahead, knowing I might be at a 5 hour band/colorguard practice that afternoon (yes, I was a band nerd, saber captain in fact, and proud of it :). It certainly depends on what type of students are in the class, and I was usually in the honors classes with the "good" kids, so I'm sure we had more freedom. But what about that guy who's working from 3 til midnight after a full day of school to help his single mother get by, and just doesn't have time, or energy, to do his homework? What about the over-achieving student who needs a few minutes after she's done with my class's work to prepare for a test next period? Of course, the first example is more compelling, but you get the idea.
Going back to the lesson...now that we've been studying different learning strategies, I realize that it was more of an inductive lesson than deductive. I'm surprised that I accidentally did that, but I think I was just trying to get them to figure it out for themselves...which of course is the whole point. I won't go into great detail (since I explained it in class the other day) but I would rather share what happened yesterday in class. Ruth has joined Lee and I, and I must admit she has added a warm and friendly dynamic that was not there before. Lee is a bit more serious and methodical, Ruth is more spontaneous and witty, and I guess I'm somewhere in the middle, and she's loosening me up and allowing me to find more enjoyment in the whole experience. I honestly think it'll work out quite well since we've decided to help each other, but at the same time alternate teaching every 3 days so we have independent practice. So yesterday we were (again) going over solving for simple unknown variables. I had the idea of doing a "human equation," I suppose for the kinesthetic learners (not intentional I must admit, but I think it just follows from natural instinct...you want them to learn, whatever method you've gotta use), so Lee was the = sign, and we added/subtracted students, made them an "x", and solved for it. It went quite well, and the kids had a good time, and I think it at least helped enrich the understanding of a few... I hope...
So today, we had another interesting class. Ruth did her lesson, which went well (she can be a little snappy sometimes...or perhaps I'm just not strict enough) which was only 20 min., so the students worked on worksheets. We were all getting bored..."teachers" and students, so after the break (students with mountain dews, doritos, and slim jim's in hand) I attempted to teach a sort of make-shift lesson on divisibility rules, square roots, and LCM (least common multiple). I had gone through the book and took notes before hand, and it went pretty well...until we had to backtrack because Elizabeth (unassuming and vocal, but with very little confidence in math...she repeatedly calls herself stupid, in a halfway joking manner) did not know what a square root was...
"What does that sign mean? Does that meet it's an angle? Does that mean we subtract?"
Now how do you explain a square root? I was caught a bit off guard. Luckily, another student teacher from TMI spoke up, and said it's doing the opposite of squaring...so I expanded on that and eventually got to...
"Now Elizabeth, what times what is 36?"
"I don't know..."
"What is 6x6?"
"I don't know, " and with that, she took out her calculator...
I've gotta say, I'm so glad I'm getting a taste of this before this fall, of the huge division between those getting it, and those who just don't, even just within a class of 8 students in a month long summer school with too many teachers with too many ideas. (the teacher to student ratio is ridiculously large in our class, 7:8!...and no, that's not a factorial...ugh, math humor...) Every day I'm learning more, and it's usually at the times when I am not expecting to. As Brian and I both decided, we're just gonna be "sponges" while we're here, cuz I know we won't get it all, and I won't agree with all I hear or am being taught, but I'll soak in as much as I can.
Going back to the lesson...now that we've been studying different learning strategies, I realize that it was more of an inductive lesson than deductive. I'm surprised that I accidentally did that, but I think I was just trying to get them to figure it out for themselves...which of course is the whole point. I won't go into great detail (since I explained it in class the other day) but I would rather share what happened yesterday in class. Ruth has joined Lee and I, and I must admit she has added a warm and friendly dynamic that was not there before. Lee is a bit more serious and methodical, Ruth is more spontaneous and witty, and I guess I'm somewhere in the middle, and she's loosening me up and allowing me to find more enjoyment in the whole experience. I honestly think it'll work out quite well since we've decided to help each other, but at the same time alternate teaching every 3 days so we have independent practice. So yesterday we were (again) going over solving for simple unknown variables. I had the idea of doing a "human equation," I suppose for the kinesthetic learners (not intentional I must admit, but I think it just follows from natural instinct...you want them to learn, whatever method you've gotta use), so Lee was the = sign, and we added/subtracted students, made them an "x", and solved for it. It went quite well, and the kids had a good time, and I think it at least helped enrich the understanding of a few... I hope...
So today, we had another interesting class. Ruth did her lesson, which went well (she can be a little snappy sometimes...or perhaps I'm just not strict enough) which was only 20 min., so the students worked on worksheets. We were all getting bored..."teachers" and students, so after the break (students with mountain dews, doritos, and slim jim's in hand) I attempted to teach a sort of make-shift lesson on divisibility rules, square roots, and LCM (least common multiple). I had gone through the book and took notes before hand, and it went pretty well...until we had to backtrack because Elizabeth (unassuming and vocal, but with very little confidence in math...she repeatedly calls herself stupid, in a halfway joking manner) did not know what a square root was...
"What does that sign mean? Does that meet it's an angle? Does that mean we subtract?"
Now how do you explain a square root? I was caught a bit off guard. Luckily, another student teacher from TMI spoke up, and said it's doing the opposite of squaring...so I expanded on that and eventually got to...
"Now Elizabeth, what times what is 36?"
"I don't know..."
"What is 6x6?"
"I don't know, " and with that, she took out her calculator...
I've gotta say, I'm so glad I'm getting a taste of this before this fall, of the huge division between those getting it, and those who just don't, even just within a class of 8 students in a month long summer school with too many teachers with too many ideas. (the teacher to student ratio is ridiculously large in our class, 7:8!...and no, that's not a factorial...ugh, math humor...) Every day I'm learning more, and it's usually at the times when I am not expecting to. As Brian and I both decided, we're just gonna be "sponges" while we're here, cuz I know we won't get it all, and I won't agree with all I hear or am being taught, but I'll soak in as much as I can.
Sunday, June 05, 2005
the end of the icebreakers
It's been a week, and we are finally getting past the "where are you from" and "what school are you placed at" questions. It's always strange when you are first getting to know people that you know will eventually become good friends. You just can't skip that introductory part...but it has been a great week. It really is amazing how diverse we are, and how we really do somehow have a few important things in common. Everyone has such amazing achievements. I'm looking forwad to really getting to know people, moodiness, politics and all.
My biggest complaints thus far? 1) Not enough sleep...I've gone to bed too late, and have gotten up too early (thanks to Jess, but heck, I honestly do like getting up at 5:30 am) 2) I wish I could run but this calf injury won't go away; 3) the 3 hour class in the afternoon is right when I get the most tired. I don't believe in naps anyway, and I know a lot of what I'll learn in there is gonna help, and of course Ann will make it highly entertaining :)
I still have many worries about teaching. I have always been nervous about speaking in public. Even standing up at the pizza social to introduce myself made my heart race, even though I didn't realize it until I sat down. I don't have a dominating presence, and I've never been much of a disciplinarian (let's just say kids I babysat for loved me). Yet, student teaching is going okay, and once we get more of a schedule, it'll be even better. Our teacher basically passes out worksheets for the students to work on and turn in, requiring them to make a high enough score before moving on. I don't think she had counted on reteaching much, but that might actually be a blessing. When Lee and I approached her to see if we could do more than just tutor, as we did the first day, she was more than happy for us to teach parts of the day. She's been at this for 30 years...one of the students came up and asked on their way out, "why won't you stay here and teach? All the teachers here are old and mean." I guess we're young and nice then.
My biggest complaints thus far? 1) Not enough sleep...I've gone to bed too late, and have gotten up too early (thanks to Jess, but heck, I honestly do like getting up at 5:30 am) 2) I wish I could run but this calf injury won't go away; 3) the 3 hour class in the afternoon is right when I get the most tired. I don't believe in naps anyway, and I know a lot of what I'll learn in there is gonna help, and of course Ann will make it highly entertaining :)
I still have many worries about teaching. I have always been nervous about speaking in public. Even standing up at the pizza social to introduce myself made my heart race, even though I didn't realize it until I sat down. I don't have a dominating presence, and I've never been much of a disciplinarian (let's just say kids I babysat for loved me). Yet, student teaching is going okay, and once we get more of a schedule, it'll be even better. Our teacher basically passes out worksheets for the students to work on and turn in, requiring them to make a high enough score before moving on. I don't think she had counted on reteaching much, but that might actually be a blessing. When Lee and I approached her to see if we could do more than just tutor, as we did the first day, she was more than happy for us to teach parts of the day. She's been at this for 30 years...one of the students came up and asked on their way out, "why won't you stay here and teach? All the teachers here are old and mean." I guess we're young and nice then.
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