Module 4's reading was like getting doused with an ice cold bucket of water. I never would have expected a week's worth of material from a Technology class that cautioned against the increasing prevalence of technology! However, in hindsight, I appreciate the objectivity this converse view provided us with. We have been moving forward into the technological era with leaps and bounds, seldom asking questions. People in my generation accept new technological toys as though they're gifts from Santa Claus. We've raced from LiveJournal to Blogger to Myspace to Facebook to Twitter to I-Phones, to all of the above ON I-Phones... And oftentimes, these new tools are able to give us an improved experience of life, oftentimes they ARE good. But the speed at which we accept them is perhaps reckless, and I think Module 4's readings led us all towards that realization. Perhaps we should encounter these new technological advancements with a degree of skepticism, critically examining them and asking whether or not they really improve our quality of life.
When I first heard about Facebook, I dismissed it as a vanity project and as a waste of time. "Why do I need to be friends with people I already see all the time?" I remember asking my friend. Then, one boring day at work led to the creation of a profile, and I've been hooked since. My aunt and uncle asked me the other day how long I spent, per day, on the networking site. I hemmed and hawed at first: "Well... I'm in online classes, so I've got the internet up pretty much all the time, and just check in periodically." But then, considering the hour or two I'll spend on Facebook in bed before falling asleep... I answered with embarrassment, "Probably a couple hours a day." Their widened eyes and "Seriously??" responses made me check myself. Do I ACTUALLY spend that much time on a networking site every day?
I wrote my discussion post on "Unplugging"-- suggesting that teachers assign students to "unplug" from all electronics for a week. People responded that it was an intriguing idea, but I have to wonder if I would be able to unplug for a week. Could I check email just once per day...? Could I peace out from Facebook for a week? Could I avoid texting my friends, and call them instead, even if it was just to communicate a minute detail? I'm honestly not sure... But reading "The Machine Stops" made me want to try!
Monday, July 27, 2009
Saturday, July 18, 2009
EDTC Module 3 Post
In reading this week's assigned reading which addressed where U.S. students' are at in the global scheme of technology comprehension and use, I found myself reflecting on the different countries I've been to, and whether or not that claim seems to line up. Certainly, the students that I worked with last year impressed me to no end with their technological savvy; from that perspective, U.S. students seem to be hanging in just fine. I've visited a number of countries in Europe, and I remember feeling that my tech know-how seemed pretty comparable to the people I was meeting. In Africa, I would say that technology was much less a part of every day life; the U.S. would be considered "at an advantage" in comparison there. However, when seeing the steps that countries like China, Australia, and South Korea are implementing to ensure their students achieve technological prowess, it seems as though our own American attempts are a bit lackluster. Furthermore, when reading articles about the hours that students spend in classrooms in countries like Japan, I admit, I worry about our kids keeping up in general-- in technology, or any other subject.
Is this okay, I wonder? Does America need to continue being the BEST in everything? Certainly, I think, we should try to achieve that excellence in our kids' education. But unless we agree to longer hours in school- something that no one likely wants to agree to-- and until education starts getting the funding it needs and deserves, I question how competitive our educational system will be in the global scheme.
Is this okay, I wonder? Does America need to continue being the BEST in everything? Certainly, I think, we should try to achieve that excellence in our kids' education. But unless we agree to longer hours in school- something that no one likely wants to agree to-- and until education starts getting the funding it needs and deserves, I question how competitive our educational system will be in the global scheme.
Monday, July 13, 2009
Do Your Homework, then Throw it Away
Blog post for Module 2, EDTC "Learning with Technology"
As I read through my education books, I'm constantly encountering new descriptions of methods and philosophies and lesson templates and unit plans and approaches and ideas... And inevitably, about every SINGLE one, part of me will think, "Yes! Want to do that too!" For instance: in reading about wiki sites and online networks and blogs and so on for this "Learning with Technology" class, I come up with ideas of how to incorporate that into my English teaching curriculum. I think of how a whole UNIT could be shaped around a class wiki site-- students could post daily reflections and build projects within the site. Then however, I work on my "Survey Instructional Strategies" class. I read chapters about Inductive learning and Inquiry Method-- and think, "Yes! That too!" I imagine how I could incorporate those strategies into introducing literature, or making hypotheses about characters. In my head, once again, I've got several lessons planned out, using these methods. Then I work on my "Moral Issues in Education" class and read about instilling values in students, and discussing ethics, and raising deep questions, and leading students to form moral character, and think "Yes! Of course that one, that is IMPORTANT!" Once again, my hypothetical class is suddenly consumed in a flurry of activity: this time, engaging in deep discussions, getting into heated debates about moral issues, and wrestling daily with matters of the heart and soul.
But what actual teacher could manage all these things in one unit, for one class-- in one year?? And what kind of superhuman student could possibly process all the different directions these frenzied activities were taking him or her in?
Of course, some of these different activities can be done simultaneously-- kids can reflect on philosophy and moral quandaries ON a wiki site-- but the basic problem remains. After all: these are just the three classes that I'm working on this QUARTER. If I tried to pack every learning theory and method into my teaching that I've learned through this entire graduate school program (not to mention every other lesson I've ever learned in my life)... I imagine I would end up being astoundingly terrible at teaching. There would be NO time for basic processing.
One of my favorite theatre directors in high-school used to tell us, "Do your homework, and then throw it away." After being cast in a play, we were expected to do extensive script work and character analysis-- forming a character background and history... examining "objectives" behind different lines, and so on. This all was meant to enhance our performance. However, if, every time we were on stage, we were thinking, "Do THIS objective now. Remember the moment of your character's childhood that relates to this line! Make sure you move to the correct place on stage!"--- the performance would inevitably be stilted and jarring. It would be wooden, contrived, forced. Therefore, our teacher told us: "Do your homework... but then throw it away." The idea was to have all these tools at our disposal-- but in the actual performance, we had to just let it go. We had to play it IN the moment, and go with our gut, and our heart, trusting that the work we had done would guide us in the subtle way it needed to.
I conclude-- I think-- that teaching must go the same way. I have learned, at this point, MANY different methods of teaching, all which promise to be effective. This week's inductive and inquiry learning are two more "tools" to add to my teaching arsenal. But I think, after learning all this, what I'll ultimately need to do is "throw it away." I will need to go into my classrooms with open eyes-- I will need to analyze what my students need most, what their responses are to different types of lessons, how they seem to process best, and what teaching method will work best with THIS particular group, to accomplish THIS particular learning objective. I'll need to play it IN the moment, and go with my gut, and my heart. I've done my homework-- and I'll continue to do it. But I think-- in order to really teach effectively-- there comes a point where we need to throw it away.
As I read through my education books, I'm constantly encountering new descriptions of methods and philosophies and lesson templates and unit plans and approaches and ideas... And inevitably, about every SINGLE one, part of me will think, "Yes! Want to do that too!" For instance: in reading about wiki sites and online networks and blogs and so on for this "Learning with Technology" class, I come up with ideas of how to incorporate that into my English teaching curriculum. I think of how a whole UNIT could be shaped around a class wiki site-- students could post daily reflections and build projects within the site. Then however, I work on my "Survey Instructional Strategies" class. I read chapters about Inductive learning and Inquiry Method-- and think, "Yes! That too!" I imagine how I could incorporate those strategies into introducing literature, or making hypotheses about characters. In my head, once again, I've got several lessons planned out, using these methods. Then I work on my "Moral Issues in Education" class and read about instilling values in students, and discussing ethics, and raising deep questions, and leading students to form moral character, and think "Yes! Of course that one, that is IMPORTANT!" Once again, my hypothetical class is suddenly consumed in a flurry of activity: this time, engaging in deep discussions, getting into heated debates about moral issues, and wrestling daily with matters of the heart and soul.
But what actual teacher could manage all these things in one unit, for one class-- in one year?? And what kind of superhuman student could possibly process all the different directions these frenzied activities were taking him or her in?
Of course, some of these different activities can be done simultaneously-- kids can reflect on philosophy and moral quandaries ON a wiki site-- but the basic problem remains. After all: these are just the three classes that I'm working on this QUARTER. If I tried to pack every learning theory and method into my teaching that I've learned through this entire graduate school program (not to mention every other lesson I've ever learned in my life)... I imagine I would end up being astoundingly terrible at teaching. There would be NO time for basic processing.
One of my favorite theatre directors in high-school used to tell us, "Do your homework, and then throw it away." After being cast in a play, we were expected to do extensive script work and character analysis-- forming a character background and history... examining "objectives" behind different lines, and so on. This all was meant to enhance our performance. However, if, every time we were on stage, we were thinking, "Do THIS objective now. Remember the moment of your character's childhood that relates to this line! Make sure you move to the correct place on stage!"--- the performance would inevitably be stilted and jarring. It would be wooden, contrived, forced. Therefore, our teacher told us: "Do your homework... but then throw it away." The idea was to have all these tools at our disposal-- but in the actual performance, we had to just let it go. We had to play it IN the moment, and go with our gut, and our heart, trusting that the work we had done would guide us in the subtle way it needed to.
I conclude-- I think-- that teaching must go the same way. I have learned, at this point, MANY different methods of teaching, all which promise to be effective. This week's inductive and inquiry learning are two more "tools" to add to my teaching arsenal. But I think, after learning all this, what I'll ultimately need to do is "throw it away." I will need to go into my classrooms with open eyes-- I will need to analyze what my students need most, what their responses are to different types of lessons, how they seem to process best, and what teaching method will work best with THIS particular group, to accomplish THIS particular learning objective. I'll need to play it IN the moment, and go with my gut, and my heart. I've done my homework-- and I'll continue to do it. But I think-- in order to really teach effectively-- there comes a point where we need to throw it away.
Wednesday, June 17, 2009
Extra Curricular Events
1.) Chaperoned the Halloween Dance (Oct.)
My main recollection of this experience was how uncomfortable it was seeing middle-school girls "get down," and try to be sexy by dancing provocatively in their skimpy costumes. I kept thinking, "Ack! You're little girls!" Was spared the sight of mutual pelvic gyrations however, which was a relief-- most of the kids were actually pretty good about refraining from PDH's-- "public displays of hormones." I elected to dress up because I'd been encouraged to do so by the other teachers-- I threw on a hideous neon-purple track suit that I'd found at a thrift store the year before. Unfortunately, since none of the other teachers dressed up, and since the kids hadn't gotten to know me especially well at that point, I think most of the kids just assumed that the suit was what I put on for "casual clothes." Teaching, be not proud.
2.) Attended the boys' varsity basketball game (Feb.)
This was so exciting! Our boys were on a streak this year, and ended up going all the way to state! Our school is a funky little place, and we had just received the news that the district would be closing down our school. The boys' incredible basketball success immediately after the gavel came down almost seemed to be an act of defiance against that decision. I watched them play a small private school-- watched them go up against clean-cut Caucasian boys in new uniforms, watched the opposing school's large cheer squad perform flips and lifts and throws in their immaculate uniforms, their hairsprayed pony-tails... And then cheered myself hoarse, watching our boys make basket after basket, watch two of our girls run out in front of our crowd and shake their long hippie hair, and holler out make-shift cheers. What an incredible morale booster! It made me love my odd little school so ferociously, and gave me such a sense of pride in who these kids are and in their fighting spirit.
3.) Theatre Field Trip to Bellingham
This experience was described at length in an earlier trio of blogs.
4.) Youth Speaks Poetry Slam at the Seattle Town Hall (May)
Our poetry teacher, Karen, had invited all of our students to attend the Youth Poetry Slam at the Town Hall, which she was co-hosting-- Viola and I promised to give extra credit to anyone who attended. I ended up chaperoning five of our students, and had an unbelievable time. Not only were the young performer poets outstanding, but to see my kids' reactions was indescribably moving. One boy didn't say much, but clapped adamantly after each performer, and discussed them all at length after the performance. Another boy cried during several of the poets' performances, he was so moved; he said afterwards, "I want to go home and write in my journal all weekend!" I wrote afterwards in my journal, "The kids were absolutely enthralled. What a gift to watch them watching, and to see them SEEING!" To have my students witness firsthand the power of writing through these cool young poets who looked like them-- for my students to recognize writing's ability to communicate ideas and to reconcile one to oneself-- was a priceless testimony. This was perhaps one of my favorite nights of the year.
5.) Host/Emcee for "One Last Glimpse," a performing-arts talent show/showcase for current students and alumni (May)
I co-hosted this event with another young teacher, Derek, and we had a blast. Our "shtick" of the evening was that we felt insulted to have been asked to HOST, rather than be part of the actual featured "talent"; we therefore tried to "prove" our various talents throughout the showcase during our intermittent hosting segments. It started off with a goofy folk-song from me, then Derek continued the pretense by attempting yoga-- in a tight blue tank top and women's yoga pants no less. We came on together during the second act, doing interpretative dance to Journey's "Don't Stop Believin'" and ended with an over the top rap, performed by me (in the afore-pictured track suit, with Ray Ban sunglasses, and curly blond hair under a black cap), backed up by Derek's arrhythmic beat-boxing. The occasional was a sentimental one, as it will be our school's last performance showcase; there was a slide show commemorating many of our school's moments over the years, which was accompanied by touching quotes. Many people cried. People said afterwards that the silliness of what Derek and I did provided much needed comic-relief, and helped everyone continue on with the show. It was an honor to be asked to host such an emotionally significant occasion for my school, and I felt extremely privileged to be asked, as a student teacher, to take on the responsibility. It made me realize how invested I've become in this community, and how invested they've become in me.
6.) "Oliver!"-- our school's musical! (June)
This was a massive undertaking! I worked as the assistant director and choreographer for the musical to help fulfil my theatre endorsement, which eventually culminated in rehearsals until l0:00 pm, an entire weekend devoted to being at school for the play (during grad school finals week, OUCH), and the performance of endless random tasks, such as...
- Coming up with theatre exercises and games on the spot, to occupy kids that were unoccupied
- Choreographing at a moment's notice and with no prior warning: "Greta, you can choreograph 'Be Back Soon' today, right? Like-- now? OKAY, MIDDLE-SCHOOLERS, GO WITH GRETA!"
- Blocking/directing scenes on the spot
- Re-blocking scenes after getting onto our raked stage
- Choreographing fight scenes
- Working with kids one-on-one and in groups, on character development and their acting
- Helping the kids with stage make-up
- Helping the kids with their costumes
- Helping the kids with their hair
- Improvising new pocket handkerchiefs every night after the middle-schoolers continued to lose them-- EVERY NIGHT
- Running around during the show, resolving sound issues, prop problems, costume malfunctions-- running down to the orchestra pit, in one instance, with a sign for Fagin (the lead) to "TURN YOUR MIC ON!!" before his last big number.
- Endless clean-up after the show and wrangling of middle-schooler-cleaner-uppers
To name only a few...
For the reader's enjoyment, here are the two main numbers I choreographed, though there's plenty more where these came from!
Although being involved with the musical was at times an overwhelming undertaking, especially since it came when I was doing my full-time student teaching and trying to keep myself afloat in grad school classes as well, I hugely enjoyed it. I loved being able to incorporate my love for theatre and my dance background with my teaching, and I got know my students in a different venue and in a different light. I felt immensely proud of them for pulling off such a great show!
*We were only required to have six extra-curricular events, but chaperoning prom deserves a mention as well... Was sardonically addressed in this blog!
My main recollection of this experience was how uncomfortable it was seeing middle-school girls "get down," and try to be sexy by dancing provocatively in their skimpy costumes. I kept thinking, "Ack! You're little girls!" Was spared the sight of mutual pelvic gyrations however, which was a relief-- most of the kids were actually pretty good about refraining from PDH's-- "public displays of hormones." I elected to dress up because I'd been encouraged to do so by the other teachers-- I threw on a hideous neon-purple track suit that I'd found at a thrift store the year before. Unfortunately, since none of the other teachers dressed up, and since the kids hadn't gotten to know me especially well at that point, I think most of the kids just assumed that the suit was what I put on for "casual clothes." Teaching, be not proud.
2.) Attended the boys' varsity basketball game (Feb.)
This was so exciting! Our boys were on a streak this year, and ended up going all the way to state! Our school is a funky little place, and we had just received the news that the district would be closing down our school. The boys' incredible basketball success immediately after the gavel came down almost seemed to be an act of defiance against that decision. I watched them play a small private school-- watched them go up against clean-cut Caucasian boys in new uniforms, watched the opposing school's large cheer squad perform flips and lifts and throws in their immaculate uniforms, their hairsprayed pony-tails... And then cheered myself hoarse, watching our boys make basket after basket, watch two of our girls run out in front of our crowd and shake their long hippie hair, and holler out make-shift cheers. What an incredible morale booster! It made me love my odd little school so ferociously, and gave me such a sense of pride in who these kids are and in their fighting spirit.
3.) Theatre Field Trip to Bellingham
This experience was described at length in an earlier trio of blogs.
4.) Youth Speaks Poetry Slam at the Seattle Town Hall (May)
Our poetry teacher, Karen, had invited all of our students to attend the Youth Poetry Slam at the Town Hall, which she was co-hosting-- Viola and I promised to give extra credit to anyone who attended. I ended up chaperoning five of our students, and had an unbelievable time. Not only were the young performer poets outstanding, but to see my kids' reactions was indescribably moving. One boy didn't say much, but clapped adamantly after each performer, and discussed them all at length after the performance. Another boy cried during several of the poets' performances, he was so moved; he said afterwards, "I want to go home and write in my journal all weekend!" I wrote afterwards in my journal, "The kids were absolutely enthralled. What a gift to watch them watching, and to see them SEEING!" To have my students witness firsthand the power of writing through these cool young poets who looked like them-- for my students to recognize writing's ability to communicate ideas and to reconcile one to oneself-- was a priceless testimony. This was perhaps one of my favorite nights of the year.
5.) Host/Emcee for "One Last Glimpse," a performing-arts talent show/showcase for current students and alumni (May)
I co-hosted this event with another young teacher, Derek, and we had a blast. Our "shtick" of the evening was that we felt insulted to have been asked to HOST, rather than be part of the actual featured "talent"; we therefore tried to "prove" our various talents throughout the showcase during our intermittent hosting segments. It started off with a goofy folk-song from me, then Derek continued the pretense by attempting yoga-- in a tight blue tank top and women's yoga pants no less. We came on together during the second act, doing interpretative dance to Journey's "Don't Stop Believin'" and ended with an over the top rap, performed by me (in the afore-pictured track suit, with Ray Ban sunglasses, and curly blond hair under a black cap), backed up by Derek's arrhythmic beat-boxing. The occasional was a sentimental one, as it will be our school's last performance showcase; there was a slide show commemorating many of our school's moments over the years, which was accompanied by touching quotes. Many people cried. People said afterwards that the silliness of what Derek and I did provided much needed comic-relief, and helped everyone continue on with the show. It was an honor to be asked to host such an emotionally significant occasion for my school, and I felt extremely privileged to be asked, as a student teacher, to take on the responsibility. It made me realize how invested I've become in this community, and how invested they've become in me.
6.) "Oliver!"-- our school's musical! (June)
This was a massive undertaking! I worked as the assistant director and choreographer for the musical to help fulfil my theatre endorsement, which eventually culminated in rehearsals until l0:00 pm, an entire weekend devoted to being at school for the play (during grad school finals week, OUCH), and the performance of endless random tasks, such as...
- Coming up with theatre exercises and games on the spot, to occupy kids that were unoccupied
- Choreographing at a moment's notice and with no prior warning: "Greta, you can choreograph 'Be Back Soon' today, right? Like-- now? OKAY, MIDDLE-SCHOOLERS, GO WITH GRETA!"
- Blocking/directing scenes on the spot
- Re-blocking scenes after getting onto our raked stage
- Choreographing fight scenes
- Working with kids one-on-one and in groups, on character development and their acting
- Helping the kids with stage make-up
- Helping the kids with their costumes
- Helping the kids with their hair
- Improvising new pocket handkerchiefs every night after the middle-schoolers continued to lose them-- EVERY NIGHT
- Running around during the show, resolving sound issues, prop problems, costume malfunctions-- running down to the orchestra pit, in one instance, with a sign for Fagin (the lead) to "TURN YOUR MIC ON!!" before his last big number.
- Endless clean-up after the show and wrangling of middle-schooler-cleaner-uppers
To name only a few...
For the reader's enjoyment, here are the two main numbers I choreographed, though there's plenty more where these came from!
Although being involved with the musical was at times an overwhelming undertaking, especially since it came when I was doing my full-time student teaching and trying to keep myself afloat in grad school classes as well, I hugely enjoyed it. I loved being able to incorporate my love for theatre and my dance background with my teaching, and I got know my students in a different venue and in a different light. I felt immensely proud of them for pulling off such a great show!
*We were only required to have six extra-curricular events, but chaperoning prom deserves a mention as well... Was sardonically addressed in this blog!
Monday, June 15, 2009
Observing... Myself
Observations on a self-recorded video in fulfillment of an accreditation requirement.
This observed video was recorded during a lesson on "Theme," which was introduced after it became apparent via a final test that my students, surprisingly, weren't comfortable readily identifying and recognizing themes. I gave a brief Powerpoint lecture on the different elements of how/where/when/through-whom themes can present themselves in a story. Then, to give the kids practice discussing and identifying themes, I read them a couple of children's stories:
... Which is mostly all pictures, and...
... Which was cool because it's a West-African story; since Things Fall Apart , the novel we'd been reading, takes place in Nigeria, I thought it would be fun to use stories from the same area.
The first taped portion of the video includes both the powerpoint lecture and the two children's stories that I read aloud.
After the children's stories, the kids broke up into small groups to discuss Things Fall Apart; they were asked to come up with two themes and a possible "moral of the story." The second video depicts me facilitating the kids' reported conclusions from their small group discussions; after each group supplied their ideas, we launched into an all-class discussion about the book, which was also taped.
Observations during the lecture:
- I use lots of gestures.
- Beck and Haven (who were right by the computer and therefore right by the microphone) talk more than I realized... Should perhaps address that...
- I have a nice loud "teacher voice."
- Classroom management techniques:
----> "There's some side chatter, which I'm not happy about."
----> "Okay girls, if you have something to say, please raise your hand."
----> "I'll wait."
- I'm good at affirming students' responses-- "Excellent." "I like it."
- Needed to pass out paper at one point-- perhaps should have had a student do that. Oh! I did. Never mind. "Thanks for passing out the paper, Alex..."
- I use funny voices a lot-- both when reading the stories, and just periodically throughout class... Will slip into accents. Usually makes the kids laugh!
- Another classroom management technique to get them "back together" after the kids got out paper/pen, etc. for note-taking:
----> "Alright, focus up here!"
- I use lots of pictures/images in my powerpoints
- Also give LOTS of examples for the different points... Many examples from novels, some from popular movies. I tend to paraphrase the points on the powerpoint slides while the kids are jotting down notes; rephrase it in a less formal vernacular.
- I don't say "Um" much, which I thought I did! That's good.
... Do, apparently, say "You know" a lot however. Which could be improved. (At least the overused phrase acts as a formative assessment though, yes?)
- I use TONS of gestures!
- When I'm talking, the kids are really quiet. Yay! Could possibly be because they're note-taking. But that could be considered an effective management/assessment technique, methinks.
- I ask the kids to provide examples, often.
- At one point I search for a relevant quote from the book... Should have had that quote marked already.
- Classroom management technique:
----> "Justice, I'm sorry, can you wait until everyone's ready and has stopped talking?"
- I go over the main points from the Powerpoint at the end of the lecture.
Observations during the story-time:
- I allow the kids to murmur/respond/comment during the first story, which is primarily illustrated with only a few words.
- I occasionally tell anecdotes as they're relevant
- The kids LOVE the voices!
- I touch my hair a lot, which is distracting-- at least to someone watching the video! In the next video segment, I've put it back, which is good.
Observations during the class discussion:
- I hear students' ideas, will usually verbally repeat them, then validate them for what is merit-worthy, and elaborate on their ideas.
- I have each group contribute answers.
- I provide some leading questions, and then let the kids contribute from there.
- Typically, when I see a number of different hands up, I'll say, "Okay, we'll have Brandon, then Kimmy, Lara, Max, and Rakeesh." The kids then put their hands down, because they know what order they'll be speaking in.
- Classroom management technique:
----> Sometimes I use hand signals-- like just reaching my hand in the direction of a talking student with my hand/wrist flexed, like, "Stop"-- to quiet kids down.
----> "Can we stop the side chatter please?"
Overall, I think this was a good lesson. I felt I broke it up into several different parts-- the introduction, the lecture, the stories, the small group discussion, the large group discussion, and then we capped the whole thing off with some Ethiopian food. Yum! I felt I did a good job keeping the kids engaged with my hand gestures, voices, providing of and asking for examples, and kept things interesting by throwing in an occasional anecdote. Although there are a few things I could have improved upon, like having the quote ready from the book, or perhaps having the kids present their theme/moral-of-the-story ideas from up front (would have been an excuse for them to stretch their legs!), I think the lesson and my instruction was overall, pretty solid.
This observed video was recorded during a lesson on "Theme," which was introduced after it became apparent via a final test that my students, surprisingly, weren't comfortable readily identifying and recognizing themes. I gave a brief Powerpoint lecture on the different elements of how/where/when/through-whom themes can present themselves in a story. Then, to give the kids practice discussing and identifying themes, I read them a couple of children's stories:
... Which is mostly all pictures, and...
... Which was cool because it's a West-African story; since Things Fall Apart , the novel we'd been reading, takes place in Nigeria, I thought it would be fun to use stories from the same area.
The first taped portion of the video includes both the powerpoint lecture and the two children's stories that I read aloud.
After the children's stories, the kids broke up into small groups to discuss Things Fall Apart; they were asked to come up with two themes and a possible "moral of the story." The second video depicts me facilitating the kids' reported conclusions from their small group discussions; after each group supplied their ideas, we launched into an all-class discussion about the book, which was also taped.
Observations during the lecture:
- I use lots of gestures.
- Beck and Haven (who were right by the computer and therefore right by the microphone) talk more than I realized... Should perhaps address that...
- I have a nice loud "teacher voice."
- Classroom management techniques:
----> "There's some side chatter, which I'm not happy about."
----> "Okay girls, if you have something to say, please raise your hand."
----> "I'll wait."
- I'm good at affirming students' responses-- "Excellent." "I like it."
- Needed to pass out paper at one point-- perhaps should have had a student do that. Oh! I did. Never mind. "Thanks for passing out the paper, Alex..."
- I use funny voices a lot-- both when reading the stories, and just periodically throughout class... Will slip into accents. Usually makes the kids laugh!
- Another classroom management technique to get them "back together" after the kids got out paper/pen, etc. for note-taking:
----> "Alright, focus up here!"
- I use lots of pictures/images in my powerpoints
- Also give LOTS of examples for the different points... Many examples from novels, some from popular movies. I tend to paraphrase the points on the powerpoint slides while the kids are jotting down notes; rephrase it in a less formal vernacular.
- I don't say "Um" much, which I thought I did! That's good.
... Do, apparently, say "You know" a lot however. Which could be improved. (At least the overused phrase acts as a formative assessment though, yes?)
- I use TONS of gestures!
- When I'm talking, the kids are really quiet. Yay! Could possibly be because they're note-taking. But that could be considered an effective management/assessment technique, methinks.
- I ask the kids to provide examples, often.
- At one point I search for a relevant quote from the book... Should have had that quote marked already.
- Classroom management technique:
----> "Justice, I'm sorry, can you wait until everyone's ready and has stopped talking?"
- I go over the main points from the Powerpoint at the end of the lecture.
Observations during the story-time:
- I allow the kids to murmur/respond/comment during the first story, which is primarily illustrated with only a few words.
- I occasionally tell anecdotes as they're relevant
- The kids LOVE the voices!
- I touch my hair a lot, which is distracting-- at least to someone watching the video! In the next video segment, I've put it back, which is good.
Observations during the class discussion:
- I hear students' ideas, will usually verbally repeat them, then validate them for what is merit-worthy, and elaborate on their ideas.
- I have each group contribute answers.
- I provide some leading questions, and then let the kids contribute from there.
- Typically, when I see a number of different hands up, I'll say, "Okay, we'll have Brandon, then Kimmy, Lara, Max, and Rakeesh." The kids then put their hands down, because they know what order they'll be speaking in.
- Classroom management technique:
----> Sometimes I use hand signals-- like just reaching my hand in the direction of a talking student with my hand/wrist flexed, like, "Stop"-- to quiet kids down.
----> "Can we stop the side chatter please?"
Overall, I think this was a good lesson. I felt I broke it up into several different parts-- the introduction, the lecture, the stories, the small group discussion, the large group discussion, and then we capped the whole thing off with some Ethiopian food. Yum! I felt I did a good job keeping the kids engaged with my hand gestures, voices, providing of and asking for examples, and kept things interesting by throwing in an occasional anecdote. Although there are a few things I could have improved upon, like having the quote ready from the book, or perhaps having the kids present their theme/moral-of-the-story ideas from up front (would have been an excuse for them to stretch their legs!), I think the lesson and my instruction was overall, pretty solid.
Thursday, June 11, 2009
The Positive Propaganda Project
Our last book of the year has been Animal Farm, which we've read aloud in class. Animal Farm is an allegorical representation of the Russian Revolution, and propaganda is a huge theme, both in the book and in what actually happened when Stalin was in charge. I did a huge lesson last Wednesday and Thursday on different techniques of propaganda, and we thought of tons of examples from the book, from our prior knowledge of history, and from contemporary culture.
Anyway: at the end of the class, I said, "This is the point. You all run into a LOT of negative messages every day-- from advertisers, from graffiti on the bathroom walls, maybe even from yourself... And so for our final project, we're going to do something to counter that. Your mission-- and you must accept it, because it's required-- is to spread a little sunshine and butterflies. You need to figure out a way to spread a POSITIVE message."
I gave them some examples-- a mural on the wall--
A flier on the street--
I told them about a bad day I'd once had and how I had been scowling on a street corner, when suddenly I heard, "Good luck!" and noticed a stranger raise his eyebrows at me and continue on his trek. It totally turned my mood around.
"This doesn't have to be big-- and it CAN'T BE ILLEGAL," I said. "NO GRAFFITI, even if you think it's positive! (Unless you get a letter from the building owner, proving that you got permission.) But figure out a way to spread a positive message. Think of someone you know that needs to hear a good message. Maybe it's your friends. Maybe it's yourself. You could write positive notes to yourself and put them all around your room. Maybe you want to go give notes to strangers. Okay?"
Some kids were resistant. "I'm not a positive person! I can't think of anything!"
"Well, think of it as propaganda then. You don't HAVE to necessarily think it's true. But this is an exercise to stretch your thinking and behavior, just like any other exercise or assignment."
"What if my message is 'Being negative is the new positive'?"
"Sorry. Look at the definition of positive. That is not it. This should be something that would be seen almost universally as positive."
Clark-- one of our school's strangest young lads-- ran in circles outside, where I had moved the class because of the heat. "I have an idea!" he said, frolicking around the pine tree.
"What?"
"My message is going to be, 'Everyone POOPS!'"
I sighed. "Clark, can't you think of something just a LITTLE more PC?"
However: most of the kids loved the idea.
Today I heard the different stories of what the kids did. And you guys? My students are so awesome.
Fernanda and Kelsey went to Greenlake, and wrote huge chalk messages on the circle loop: "Have a great day!" "Smile!" "You're beautiful!" They handed out flowers and notes to people. Fernanda told one story of spotting a harried mom, wrangling four kids. She said that she'd gone up to the mother and handed her a note that said, "You're appreciated." The mom almost started crying and said, "Wow... THANK you!"
Audrina, Shana, and Tanelle went down-town with a huge block of post-it notes and put them EVERYWHERE. At one point they sat on the top floor of the mall, and handed notes out to each new person getting off the escalator. They put the post-its on bulletin boards, they fought over interesting looking people to give them to. Audrina gave a note to a police-man who had just finished arresting a tweaked-out homeless man. The note that she gave him said, "You're needed." He apparently looked down at her and said in a deep voice, "Wooow. You know, that's pretty cool. You girls come back down here anytime you want, okay?"
Rakeesh, one of the sweetest young men I have, approached the project by infusing his daily life with these intentional moments of positivity. When he got home last Friday he noticed that his mother was in a horrible mood and didn't want to talk to anyone. He told her, "You know, you're my hero." She looked at him with an odd expression and said, "What are you doing?" Later that weekend, he tried to think of a way that he could help his dad, so he did all of his homework, and showed his pop-- who was happy. He went to the community center and saw an old lady that looked tired, and said something kind to her. My favorite story from Rakeesh though was when he was playing basketball at Greenlake. He saw another guy bullying other people on the courts-- saying rude things, and trying to run them off his court. Rakeesh-- who is an African immigrant who speaks broken English, and has a stutter on top of it-- approached this guy, completely intimidated, but intent on spreading his "Positive Propaganda" all the same. He told this guy, "Whatever you're going through, I just want to say, it's going to be okay." The guy looked at him, walked away, and didn't bother anyone else on the courts.
To hear that Rakeesh had had the courage to not only approach this guy, but then to say something that wasn't confrontational, but rather KIND, forgiving, understanding, and humble, blew me away. It just floored me-- I felt incredibly moved.
Clark ended up spreading the message, "Wash your hands!" And after several consulting sessions with the girl who had been so determined to be negative, she ended up giving notes to her friends that most needed to hear how incredible they are-- a message that this girl needs to hear herself, in my opinion. Malia wrote long poems to her friends that she knew were going through really difficult times-- several of them cried when they got them, and Malia herself almost started crying when she talked about her project. Kelly made little scrolls with positive quotes and gave them out to people-- she saw one girl on the bus who looked angry and upset, and handed her a scroll just before she got off the bus. The girl's face completely changed and she got up and hugged Kelly.
All around the school have been fliers-- "There is no smiling face that is not beautiful"-- and little notes found in the bathroom, on the desks, passed out: "You're awesome." "You're the bees knees." "Every breath you take counts, every word you say is worthy, every smile your lips give is heaven, every moment in your life is worth the watch, every single time your heart beats is a miracle.” Kids are passing out flowers and chocolate-- I've gotten several cards from kids who decided to target teachers especially.
It's everywhere!
Moments like this make me feel so inspired by my students-- in my efforts to help them be better people, I feel inspired to be a better person. What a wonderfully, infectiously HAPPY task it is to help people. It's contagious-- it makes the helper happy! It makes you want to help more.
And I think my kids are realizing the same thing. :)
Anyway: at the end of the class, I said, "This is the point. You all run into a LOT of negative messages every day-- from advertisers, from graffiti on the bathroom walls, maybe even from yourself... And so for our final project, we're going to do something to counter that. Your mission-- and you must accept it, because it's required-- is to spread a little sunshine and butterflies. You need to figure out a way to spread a POSITIVE message."
I gave them some examples-- a mural on the wall--
A flier on the street--
I told them about a bad day I'd once had and how I had been scowling on a street corner, when suddenly I heard, "Good luck!" and noticed a stranger raise his eyebrows at me and continue on his trek. It totally turned my mood around.
"This doesn't have to be big-- and it CAN'T BE ILLEGAL," I said. "NO GRAFFITI, even if you think it's positive! (Unless you get a letter from the building owner, proving that you got permission.) But figure out a way to spread a positive message. Think of someone you know that needs to hear a good message. Maybe it's your friends. Maybe it's yourself. You could write positive notes to yourself and put them all around your room. Maybe you want to go give notes to strangers. Okay?"
Some kids were resistant. "I'm not a positive person! I can't think of anything!"
"Well, think of it as propaganda then. You don't HAVE to necessarily think it's true. But this is an exercise to stretch your thinking and behavior, just like any other exercise or assignment."
"What if my message is 'Being negative is the new positive'?"
"Sorry. Look at the definition of positive. That is not it. This should be something that would be seen almost universally as positive."
Clark-- one of our school's strangest young lads-- ran in circles outside, where I had moved the class because of the heat. "I have an idea!" he said, frolicking around the pine tree.
"What?"
"My message is going to be, 'Everyone POOPS!'"
I sighed. "Clark, can't you think of something just a LITTLE more PC?"
However: most of the kids loved the idea.
Today I heard the different stories of what the kids did. And you guys? My students are so awesome.
Fernanda and Kelsey went to Greenlake, and wrote huge chalk messages on the circle loop: "Have a great day!" "Smile!" "You're beautiful!" They handed out flowers and notes to people. Fernanda told one story of spotting a harried mom, wrangling four kids. She said that she'd gone up to the mother and handed her a note that said, "You're appreciated." The mom almost started crying and said, "Wow... THANK you!"
Audrina, Shana, and Tanelle went down-town with a huge block of post-it notes and put them EVERYWHERE. At one point they sat on the top floor of the mall, and handed notes out to each new person getting off the escalator. They put the post-its on bulletin boards, they fought over interesting looking people to give them to. Audrina gave a note to a police-man who had just finished arresting a tweaked-out homeless man. The note that she gave him said, "You're needed." He apparently looked down at her and said in a deep voice, "Wooow. You know, that's pretty cool. You girls come back down here anytime you want, okay?"
Rakeesh, one of the sweetest young men I have, approached the project by infusing his daily life with these intentional moments of positivity. When he got home last Friday he noticed that his mother was in a horrible mood and didn't want to talk to anyone. He told her, "You know, you're my hero." She looked at him with an odd expression and said, "What are you doing?" Later that weekend, he tried to think of a way that he could help his dad, so he did all of his homework, and showed his pop-- who was happy. He went to the community center and saw an old lady that looked tired, and said something kind to her. My favorite story from Rakeesh though was when he was playing basketball at Greenlake. He saw another guy bullying other people on the courts-- saying rude things, and trying to run them off his court. Rakeesh-- who is an African immigrant who speaks broken English, and has a stutter on top of it-- approached this guy, completely intimidated, but intent on spreading his "Positive Propaganda" all the same. He told this guy, "Whatever you're going through, I just want to say, it's going to be okay." The guy looked at him, walked away, and didn't bother anyone else on the courts.
To hear that Rakeesh had had the courage to not only approach this guy, but then to say something that wasn't confrontational, but rather KIND, forgiving, understanding, and humble, blew me away. It just floored me-- I felt incredibly moved.
Clark ended up spreading the message, "Wash your hands!" And after several consulting sessions with the girl who had been so determined to be negative, she ended up giving notes to her friends that most needed to hear how incredible they are-- a message that this girl needs to hear herself, in my opinion. Malia wrote long poems to her friends that she knew were going through really difficult times-- several of them cried when they got them, and Malia herself almost started crying when she talked about her project. Kelly made little scrolls with positive quotes and gave them out to people-- she saw one girl on the bus who looked angry and upset, and handed her a scroll just before she got off the bus. The girl's face completely changed and she got up and hugged Kelly.
All around the school have been fliers-- "There is no smiling face that is not beautiful"-- and little notes found in the bathroom, on the desks, passed out: "You're awesome." "You're the bees knees." "Every breath you take counts, every word you say is worthy, every smile your lips give is heaven, every moment in your life is worth the watch, every single time your heart beats is a miracle.” Kids are passing out flowers and chocolate-- I've gotten several cards from kids who decided to target teachers especially.
It's everywhere!
Moments like this make me feel so inspired by my students-- in my efforts to help them be better people, I feel inspired to be a better person. What a wonderfully, infectiously HAPPY task it is to help people. It's contagious-- it makes the helper happy! It makes you want to help more.
And I think my kids are realizing the same thing. :)
Friday, June 5, 2009
Student Teaching Internship Reflection
I'll reflect on the year by examining the "epiphany" moments that helped me get to where I'm at. Many of these will have been written about in previous blogs; when appropriate, I've provided links.
First and foremost:
I LOVE THIS:
Blogs like, "Okay Phew," "Letter Writing to Ligia," "Those Days," and "Bubbling Over" are evidence of the deep joy and excitement teaching brings me. Although many Monday mornings still find me with butterflies in my stomach, they flee as soon as I turn the corner in front of the school and see my students milling around in front of the building. I love my students, and I love this job. I've also realized this year that I'm good at it; the students respond to my lessons and have told me repeatedly that I make learning fun, that I make it interesting. They know I care about them, which I deeply, truly do. I've realized-- and have been told by my mentor and other observing teachers-- that classroom management is a strong point for me. I know when to be serious and draw hard lines, I know when a joking reprimand is sufficient, I know when to call a kid out in the hallway for a serious conversation, I know how to use humor, and I know how to show my kids that I expect them to respect me because I respect them; that I expect them to be kind to others because I am kind to them. Although I know there's still room for improvement in this area-- especially as I continue to solidify the "I am the TEACHER" line, I believe that this is going to be an area that I can call a strength. I do feel meant to do this. I feel called to be a teacher, and this year has been confirmation that this will be a fulfilling, enjoyable life calling-- one that blends my passions with my capabilities. I do LOVE this.
I Need to QTIP:
An acronym for, "Quit Taking it Personally." The phrase was provided to me by another new teacher my first week of school; though I've yet to take it fully to heart, as evidenced by this post written in April, this is a principle I know I need to continue to internalize. When the 3rd period students turned into hellions this last Wednesday for example, it wasn't about me; it was more likely because our classroom was almost 90 degrees. Or because the novelty of being taught by a student intern is finally wearing off, and they're finally in the mood to test me. Or because several of the kids were just in grumpy moods. The same lesson went well for the other three language arts periods, and Viola has consistently said that my classroom management skills are one of my top strengths as a teacher. Still, when kids were saying blatantly rude things... it was hard not to take it personally. However, if I'm going to survive as a teacher and avoid burn-out, I need to make sure I'm keeping the "Q" portion of the "QTIP."
Small Victories Are Victories:
Especially when working with students who aren't on the AP track, or the Ivy League route, or who have absent parental support, the small victories with these kids are a big deal. This doesn't mean that I don't hold my kids to high standards, because they're expected to achieve big victories as well. However, for some of these kids, certain moments that may have seemed insignificant on paper have been truly momentous from a psychological or emotional stand-point, and ones that I can take great joy from.
One-on-Ones Work:
Kids don't like being "managed," i.e. disciplined in front of their peers. It's humiliating, and they'll almost always try to lash out to save face. However, get them out in the hallway, talk to them like a real person, start off on a gentle note, and they're usually completely reasonable. I've enjoyed the one-on-one chats this year because, not only have them helped me effectively manage difficult students, but they've also helped me build very real relationships with my kids. Next year, I definitely intend to continue handling the more difficult moments or issues with a hallway chat.
It Works to Be Myself:
I truly care about these kids. I think in metaphors frequently. I was a theatre major in college and have a substantial dance back-ground. I play guitar and write songs. I am genuinely interested in what my students have to say. All these very authentic aspects of myself have led to-- surprise-- some of my most effective instruction, and have been instrumental in building strong relationships with my students. Additionally, it's much less exhausting if I'm teaching as MYSELF than if I'm trying to project a different persona.
With that said however...
It Also Works to Be the Teacher:
There was a moment this year when I complimented one of my third period girls on her outfit. I remember her giving me a look that said, "Weird..." and then she shook her hair out of her face and sat down at her desk. I remember thinking in that moment, "I didn't respect teachers in high-school that tried to be like me, or that tried to be my 'friend.' I respected teachers that KNEW what they were talking about, that showed me respect, and that clearly had control as the TEACHER." That realization was what transitioned me from trying to be these students' "buddy," to being, truly, their teacher. It's also when my classroom management stepped up a serious notch; I became much more comfortable drawing hard lines when necessary. This lesson was further reinforced by a field trip to Bellingham. Although it's been a journey getting to the point of having a clearly established LINE with my students, I feel like I'm there.
Sometimes Hard Lessons are Important Lessons: I still struggle sometimes with letting kids learn the hard way. If a failing student comes to me with an extremely late essay, for example, I'll typically accept it for reduced credit, even if the kids have been told essays won't be accepted past a certain date. "But he DID the essay...!" I'll think to myself, and inevitably I'll give the student some points. Perhaps responding this way teaches its own kind of lesson; perhaps students that have felt discouraged and incompetent for always failing will get a much needed boost of encouragement that may lead them to more motivated efforts in the future. However, a big part of me feels that kids need to learn the lessons of the "real world"-- that, if they miss a dead-line, there are very real consequences. Part of establishing myself as that TEACHER is proving myself to be consistent. This is still a growing edge for me, but one I'm certainly working on.
And finally:
I've Been Blessed With a Great Mentor:
A reflection on this year wouldn't be complete without expressing just how much I have been helped, impacted, and guided by my mentor, Viola. Viola, as Matt my SPU Supervisor put it, has been like a great parent: she scolded when she needed to and provided necessary correction, but also provided consistent encouragement and affirmation when it was deserved. Viola has forced me to acknowledge difficult lessons that I needed to learn, yet has also helped me through discouraging days. I have learned to trust her judgment with these kids, and it's been so incredibly helpful to have her to confer with about students or lessons, especially as I've moved into teaching full time. She's been so FUN to work with, and even taught me the nitty-gritties of grammar. :) I'm not sure how I'll thank her sufficiently when the year ends, but she deserves every bit of what I come up with. What a blessing to have worked with such a competent teacher and advisor!
First and foremost:
I LOVE THIS:
Blogs like, "Okay Phew," "Letter Writing to Ligia," "Those Days," and "Bubbling Over" are evidence of the deep joy and excitement teaching brings me. Although many Monday mornings still find me with butterflies in my stomach, they flee as soon as I turn the corner in front of the school and see my students milling around in front of the building. I love my students, and I love this job. I've also realized this year that I'm good at it; the students respond to my lessons and have told me repeatedly that I make learning fun, that I make it interesting. They know I care about them, which I deeply, truly do. I've realized-- and have been told by my mentor and other observing teachers-- that classroom management is a strong point for me. I know when to be serious and draw hard lines, I know when a joking reprimand is sufficient, I know when to call a kid out in the hallway for a serious conversation, I know how to use humor, and I know how to show my kids that I expect them to respect me because I respect them; that I expect them to be kind to others because I am kind to them. Although I know there's still room for improvement in this area-- especially as I continue to solidify the "I am the TEACHER" line, I believe that this is going to be an area that I can call a strength. I do feel meant to do this. I feel called to be a teacher, and this year has been confirmation that this will be a fulfilling, enjoyable life calling-- one that blends my passions with my capabilities. I do LOVE this.
I Need to QTIP:
An acronym for, "Quit Taking it Personally." The phrase was provided to me by another new teacher my first week of school; though I've yet to take it fully to heart, as evidenced by this post written in April, this is a principle I know I need to continue to internalize. When the 3rd period students turned into hellions this last Wednesday for example, it wasn't about me; it was more likely because our classroom was almost 90 degrees. Or because the novelty of being taught by a student intern is finally wearing off, and they're finally in the mood to test me. Or because several of the kids were just in grumpy moods. The same lesson went well for the other three language arts periods, and Viola has consistently said that my classroom management skills are one of my top strengths as a teacher. Still, when kids were saying blatantly rude things... it was hard not to take it personally. However, if I'm going to survive as a teacher and avoid burn-out, I need to make sure I'm keeping the "Q" portion of the "QTIP."
Small Victories Are Victories:
Especially when working with students who aren't on the AP track, or the Ivy League route, or who have absent parental support, the small victories with these kids are a big deal. This doesn't mean that I don't hold my kids to high standards, because they're expected to achieve big victories as well. However, for some of these kids, certain moments that may have seemed insignificant on paper have been truly momentous from a psychological or emotional stand-point, and ones that I can take great joy from.
One-on-Ones Work:
Kids don't like being "managed," i.e. disciplined in front of their peers. It's humiliating, and they'll almost always try to lash out to save face. However, get them out in the hallway, talk to them like a real person, start off on a gentle note, and they're usually completely reasonable. I've enjoyed the one-on-one chats this year because, not only have them helped me effectively manage difficult students, but they've also helped me build very real relationships with my kids. Next year, I definitely intend to continue handling the more difficult moments or issues with a hallway chat.
It Works to Be Myself:
I truly care about these kids. I think in metaphors frequently. I was a theatre major in college and have a substantial dance back-ground. I play guitar and write songs. I am genuinely interested in what my students have to say. All these very authentic aspects of myself have led to-- surprise-- some of my most effective instruction, and have been instrumental in building strong relationships with my students. Additionally, it's much less exhausting if I'm teaching as MYSELF than if I'm trying to project a different persona.
With that said however...
It Also Works to Be the Teacher:
There was a moment this year when I complimented one of my third period girls on her outfit. I remember her giving me a look that said, "Weird..." and then she shook her hair out of her face and sat down at her desk. I remember thinking in that moment, "I didn't respect teachers in high-school that tried to be like me, or that tried to be my 'friend.' I respected teachers that KNEW what they were talking about, that showed me respect, and that clearly had control as the TEACHER." That realization was what transitioned me from trying to be these students' "buddy," to being, truly, their teacher. It's also when my classroom management stepped up a serious notch; I became much more comfortable drawing hard lines when necessary. This lesson was further reinforced by a field trip to Bellingham. Although it's been a journey getting to the point of having a clearly established LINE with my students, I feel like I'm there.
Sometimes Hard Lessons are Important Lessons: I still struggle sometimes with letting kids learn the hard way. If a failing student comes to me with an extremely late essay, for example, I'll typically accept it for reduced credit, even if the kids have been told essays won't be accepted past a certain date. "But he DID the essay...!" I'll think to myself, and inevitably I'll give the student some points. Perhaps responding this way teaches its own kind of lesson; perhaps students that have felt discouraged and incompetent for always failing will get a much needed boost of encouragement that may lead them to more motivated efforts in the future. However, a big part of me feels that kids need to learn the lessons of the "real world"-- that, if they miss a dead-line, there are very real consequences. Part of establishing myself as that TEACHER is proving myself to be consistent. This is still a growing edge for me, but one I'm certainly working on.
And finally:
I've Been Blessed With a Great Mentor:
A reflection on this year wouldn't be complete without expressing just how much I have been helped, impacted, and guided by my mentor, Viola. Viola, as Matt my SPU Supervisor put it, has been like a great parent: she scolded when she needed to and provided necessary correction, but also provided consistent encouragement and affirmation when it was deserved. Viola has forced me to acknowledge difficult lessons that I needed to learn, yet has also helped me through discouraging days. I have learned to trust her judgment with these kids, and it's been so incredibly helpful to have her to confer with about students or lessons, especially as I've moved into teaching full time. She's been so FUN to work with, and even taught me the nitty-gritties of grammar. :) I'm not sure how I'll thank her sufficiently when the year ends, but she deserves every bit of what I come up with. What a blessing to have worked with such a competent teacher and advisor!
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