Today in class, after a classmate told us that her students were not reading Farenheit 451, someone asked, "is it ridiculous to ask our students to read for homework in their English class?" (or something along those lines, that is not verbatim) This struck a chord within me and I though, Wow, that is so true. I feel so bad assigning my students reading for homework. That being said (or thought in this case) I began wondering why I would feel so guilty about giving a reading assignment for homework. Perhaps it is because I am trying so hard to empathize with my students not wanting to read, I just do not give them any. Maybe it is the size of their text book. Or, possibly, it is because I simply do not think they will read the material.
In reality it is probably a bit of each scenario, but here is a theory that just came upon me: Could it be teachers these days are becoming too soft? They are just coming out of college where they did A LOT of reading and rather confront students with reading they (the students) may not enjoy, they simply read it to them? Thus vicariously living the ultimate dream life we, as teachers, wish we had as students. It sounds kind of crazy, but think about it. And if any part of this is true, can we put partial blame on ourselves for the illiteracy that is overtaking America? If every new teacher, from K-12, assigns less homework than they were given as a student, then logic might dictate that our students are reading less and expecting to not read so much as the cycle continues. Then when they get to college, should we be surprised that the common response is: "OMG, we have to read for this class?"
I am not entirely sure if this entry was a blog or a rant, but take from it what you will.
What I am taking from it is that I should assign (relevant) readings to my students, so be it should they fail.
Tuesday, October 20, 2009
Saturday, October 17, 2009
Saturday..
Today, I planned out how I want my second placement to go. I had thought December was a long way from now, but as I planned what I would do throughout the period, I realized it really is not too far away. It is going to be here before I know it! That's kind of scary. Because, then, a month after that I will have my own class. Everything is happening a lot faster than I thought it would. I need some time to think about things.
Anyhow, next week I will be teaching Samuel Taylor Coleridge's "The Rime of the Ancient Mariner". It's a seven part poem that I will be spending about 40 minutes on for 3 days.
Anyhow, next week I will be teaching Samuel Taylor Coleridge's "The Rime of the Ancient Mariner". It's a seven part poem that I will be spending about 40 minutes on for 3 days.
Monday, October 12, 2009
Back in the 12th Grade!
So today was my first day back in the 12th grade. I have so many reservations with this group of students. I have a bit less confidence in my ability to teach a group of people that are only 6-7 years younger than me. I don't want to, but I feel like they are too close to being my peers. It also doesn't help that it is a British Literature class, which wasn't my strongest forte during undergrad. I tend to understand American Lit a lot more.
As far as the class goes, though, the students seem great. There is actually a boy that I remember from my Pre-professional work a few years ago. He was just a freshman back then. I also ran into another boy who was in that class a few years ago. It was kind of amusing and they seem like they might be good allies to have around.
My CT is really nice. She wants me to do as much as I want, but I am just not sure how to pry my way into the class. I knew it would be hard to come in mid-term, but I am just unsure what to expect from the students. It is just my first day, though, so hopefully by the end of the week I'll be able to figure out how the class flows and find my way into things.
As far as the class goes, though, the students seem great. There is actually a boy that I remember from my Pre-professional work a few years ago. He was just a freshman back then. I also ran into another boy who was in that class a few years ago. It was kind of amusing and they seem like they might be good allies to have around.
My CT is really nice. She wants me to do as much as I want, but I am just not sure how to pry my way into the class. I knew it would be hard to come in mid-term, but I am just unsure what to expect from the students. It is just my first day, though, so hopefully by the end of the week I'll be able to figure out how the class flows and find my way into things.
Sunday, October 11, 2009
Graduation..kind of.
So, Wednesday was my last day of Junior High. It was bittersweet leaving that day. It is amazing how much you get used to who/what you are around. I had the students give me anonymous feedback. I told them to write one thing they liked, one thing they didn't like, and one thing I can work on to become a better teacher. I made sure to tell them to compare me to their other teachers as a guide. Wow, were they brutally honest!
Most said I should work on my handwriting, which is very valid. Others said I should write down things in complete sentences so they know what I meant. This is true, too, because I tend to use short hand when doing notes. I forget that they are only in 8th grade and that they need much more guidance in note taking. A couple said I should be more confident and less nervous. Some said I was too strict, others said too nice. So there are definitely some things I am taking with a grain of salt. But I definitely need to loosen up a bit. I am just so afraid of losing control if I act too goofy. Then again, I should just be myself and let the students know of when it is appropriate and when it is not.
I learned a lot from these youngsters, and I gave them each a pen and highlighter to show my appreciation.
Starting Monday I will be at ne of the local High Schools. I am pretty nervous. I will be taking part in a 12th grade English class, which is kind of scary. These students are going to be 6 years younger than me. That's not very much, in my opinion. I hear they are really great though. One of my colleagues had them and she said they were nice. I am curious to know more about them as a class, but I also want to find out on my own. I do not want to step into the classroom Monday with a bias. I feel that it is important to keep judgments to a minimum at the beginning.
I am also excited to be at the high school because they do the block scheduling. To me, this is a normal schedule, but apparently they are the only school in the district that does it. I should be comfortable in it seeing as I had it at my high school. The only thing is, as a teacher, how am I going to keep the students' attention for 90 min??
Well, wish me luck. I'll try to let you know how it goes down.
Most said I should work on my handwriting, which is very valid. Others said I should write down things in complete sentences so they know what I meant. This is true, too, because I tend to use short hand when doing notes. I forget that they are only in 8th grade and that they need much more guidance in note taking. A couple said I should be more confident and less nervous. Some said I was too strict, others said too nice. So there are definitely some things I am taking with a grain of salt. But I definitely need to loosen up a bit. I am just so afraid of losing control if I act too goofy. Then again, I should just be myself and let the students know of when it is appropriate and when it is not.
I learned a lot from these youngsters, and I gave them each a pen and highlighter to show my appreciation.
Starting Monday I will be at ne of the local High Schools. I am pretty nervous. I will be taking part in a 12th grade English class, which is kind of scary. These students are going to be 6 years younger than me. That's not very much, in my opinion. I hear they are really great though. One of my colleagues had them and she said they were nice. I am curious to know more about them as a class, but I also want to find out on my own. I do not want to step into the classroom Monday with a bias. I feel that it is important to keep judgments to a minimum at the beginning.
I am also excited to be at the high school because they do the block scheduling. To me, this is a normal schedule, but apparently they are the only school in the district that does it. I should be comfortable in it seeing as I had it at my high school. The only thing is, as a teacher, how am I going to keep the students' attention for 90 min??
Well, wish me luck. I'll try to let you know how it goes down.
Thursday, October 1, 2009
3 Day Take Over
So, my 3 day take over was the last 3 days of September. I was not completely enthused with what my CT wanted me to teach (proposition and support). The Friday before my first day we met up and brainstormed a lesson together. I threw out my ideas and she critiqued them. It was a great meeting and I got to put my twist on things.
Monday, I reviewed the general topic of Proposition and Support, asking the students what they remembered about it, and who uses this format of writing. Then we read a sample persuasive letter and, as a class, annotated/marked it up. We highlighted the thesis/proposition, underlined the support and labeled the type. This pretty much took all period. That night for homework I had them do it again on another essay.
Tuesday, in my opinion, was brutal. I went over the homework and asked the students to tell me what the marked up on their sample essay. It felt like I was pulling teeth. So painful. I would have been embarrassed had someone been observing me. And it is not like the students did not do the work. When I looked at their papers, I saw they had marked it up. They were just not talking. It's so frustrating. Anyway, after that painful 20 minutes, I gave the students time in class to work on their own persuasive letters. Some used the time wisely and got most of it done in class, the others were to finish it up for homework and be ready for a Peer Review the next day.
Wednesday went a bit better. Most of the students did their homework, albeit with quite a few moans and groans about how much they had for homework. I felt bad, but not too much since I had given them 30 minutes to get it done in class. So, in partners they read the letters, using a score sheet I gave them. They were to be looking for structural issues like having support and a counterargument, and so on. That night for homework they were to take what they had and fix it up, ready to type it up in the computer lab.
Since I was not there Thursday, I did not get to see the process as it was completed, but I did pick up the ones that were done on Friday and read them over the weekend. They were all pretty well done. Although, I think I am a fairly easy grader. I have yet to decide if that is a good thing or not, however.
Overall, I think the takeover went well. The kids seemed to be engaged with everything, even the boring part.
And now, if I can I would like to be a tad unprofessional and let you know exactly how bad it was on Tuesday. It was so bad, that even I did not want to be there. If I was one of them, I would have been bored out of my mind. It was pretty ridiculous. They made me proud, though. The way they stayed polite was quite admirable given the normal antics one might expect from 8th graders.
Monday, I reviewed the general topic of Proposition and Support, asking the students what they remembered about it, and who uses this format of writing. Then we read a sample persuasive letter and, as a class, annotated/marked it up. We highlighted the thesis/proposition, underlined the support and labeled the type. This pretty much took all period. That night for homework I had them do it again on another essay.
Tuesday, in my opinion, was brutal. I went over the homework and asked the students to tell me what the marked up on their sample essay. It felt like I was pulling teeth. So painful. I would have been embarrassed had someone been observing me. And it is not like the students did not do the work. When I looked at their papers, I saw they had marked it up. They were just not talking. It's so frustrating. Anyway, after that painful 20 minutes, I gave the students time in class to work on their own persuasive letters. Some used the time wisely and got most of it done in class, the others were to finish it up for homework and be ready for a Peer Review the next day.
Wednesday went a bit better. Most of the students did their homework, albeit with quite a few moans and groans about how much they had for homework. I felt bad, but not too much since I had given them 30 minutes to get it done in class. So, in partners they read the letters, using a score sheet I gave them. They were to be looking for structural issues like having support and a counterargument, and so on. That night for homework they were to take what they had and fix it up, ready to type it up in the computer lab.
Since I was not there Thursday, I did not get to see the process as it was completed, but I did pick up the ones that were done on Friday and read them over the weekend. They were all pretty well done. Although, I think I am a fairly easy grader. I have yet to decide if that is a good thing or not, however.
Overall, I think the takeover went well. The kids seemed to be engaged with everything, even the boring part.
And now, if I can I would like to be a tad unprofessional and let you know exactly how bad it was on Tuesday. It was so bad, that even I did not want to be there. If I was one of them, I would have been bored out of my mind. It was pretty ridiculous. They made me proud, though. The way they stayed polite was quite admirable given the normal antics one might expect from 8th graders.
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