From Dejected to Determined: Relationships Outside of Academics

           

            Earlier this year I posed a question about complimenting students on things unrelated to academics and how it affects the student’s performance within the classroom. I personally feel that if I take the time to compliment a student on something small, such as his/her shoes or his/her performance in a school sport, it will help me indirectly develop a relationship with him/her that is not centered around academics.

            My personal theory was demonstrated by the improved performance of a certain student in my English/Language Arts classroom. James* is a particularly quiet and seemingly sullen student. Our first unit of the semester has been about relationships and in the past few weeks my mentor teacher and I have been posing questions such as “what so relationships bring to your life?” and “how and why do these relationships effect your life?” James was never able to come up with an answer and he didn’t seem to believe the people in his life contributed much to his love or happiness at all.

            It is always extremely heartbreaking to encounter a student who doesn’t seem to receive much love or support at home. His struggle to answer these relationship related questions or complete his homework in a timely manner confirmed that his home life situation is not ideal. This realization explained his unenthusiastic demeanor and poor participation in school. My mentor teacher and I noticed that James was not being encouraged outside of school and this was causing him to be unconfident in school and elsewhere.

            After taking notice, my mentor teacher and I decided that together we would make an extra effort to make James feel noticed and appreciated in our classroom, not only by praising his academic work, but by praising him as an individual. Although our students follow a dress code, I made it a point to compliment him on his neat appearance multiple times. My mentor teacher knew he was a member of the school band, so he once made a comment about how the band teacher thinks James is a great musician and since then he has asked him how band is going on many different occassions. Furthermore, we have both tried to give him special jobs or responsibilities during class, so we would have an opportunity to compliment him on a job well done. 

            The results have been astronomical. I have seen him smile more this last week, than I did in the whole last month. He raises his hand, participates more during group activities, and stays after class to ask questions or ensure he has time to complete the homework! We would love to see him come out of his shell a little more and gain more confidence with his peers, but it is still early in the school year, and I believe my mentor teacher and I can definitely help him reach that point. YAY!

            Teaching is about small victories. As a teacher, I have learned I cannot impact each student overnight. Instead, I have accepted that it is a slower process, but most certainly a worthwhile process. I have always known that teachers truly make a difference in the lives of their students, but it has been so rewarding to see this concept in action. I can only hope to continue making a difference one student at a time.

*denotes name change

Why Does the "Why" Matter?

            At the end of the week, one of the campus organizations that I participate in hosted a training seminar. They asked one of the university professors to attend as a guest speaker. He spoke about leading, and although it was geared toward how to lead within the organization, I feel much of what he said is applicable to leading in a classroom.

            He made a very honest and valid point that our education system focuses too much on teaching the “whats” and not enough on teaching the “whys”. I immediately thought of an activity I did with my seventh graders earlier this week. We are beginning a unit on relationships. To introduce the unit they were asked to answer three questions: What defines a relationship? How is a relationship developed? How do relationships impact our life experiences? As they were completing the activity, I noticed a trend. Many of them could answer the first two questions with ease, but they struggled particularly with the third question. I tried to explain it to them, but I did not have much success. It never occurred to me that I could ask them why.

            Why do we need relationships? Why would we want them to grow? These questions would have prompted way more critical thinking and discussion. If you ask a seventh grader why a relationship is important, they are going to be able to tell you a more detailed and heartfelt answer. Education revolves around what students need to know and how they need to know it, but would it not be beneficial to tell them why?

            Why do we learn to read? Why do we learn to write? We teach these things so students can form their own opinions about the world around them. Our job as teachers isn’t to teach them how they should view the world, but to give them the tools and experiences that can help them shape their own world.

            This is related to a philosophy I am studying in one of my classes. Paulo Freire believes that teachers and students should have equal power in the classroom. However, most classrooms follow a narrative relationship where the subject (the teacher) narrates to the patient, listening objects (the students). This is known as the “banking” concept. Educators often view their task as “filling” the students with the contents of narration. It turns students into “containers” or “receptacles” and inhibits the creativity and learning process that is vital for them to one day construct their own experiences.

            We cannot view our students as objects. They are agents, born to act. Instead of giving them all the information, I believe we, as teachers, can better serve them by giving them just enough information for them to come to their own conclusions. Freire offers a solution, the structure of education can be transformed so students can become “beings for themselves,” rather than trying to force integrate them into a structure that oppresses their innovation and originality.

            My question is: How can I make sure my students meet the assessed educational standards without limiting or stifling their ingenuity? I want to try and make the roles of teacher and student transparent. I want a student to know they can teach me just as I can teach them, and I need to remember I can learn from a student as they can learn from me. I think focusing less on the “whats” and more on the “whys” is a great place to start.

Classroom adieux!

Sources

Freire, Paulo. Pedagogy of the oppressed. [New York]: Herder and Herder, 1970.

Going for Gold: Goal Setting

I realized in my initial post I did not highlight what I specifically hope to accomplish during my pre-student teaching experience. My goals are as follows:

• I obviously want to try my best to avoid illness and make sure I am in attendance at every class, as well as prompt ad prepared. 
• I would like to make connections with the entire 7th grade Language Arts team so I can learn from other experienced teachers along with learning from my mentor teacher.
• I want to facilitate or teach something small everyday. I would love to do anything from Bell work to reading aloud or anything in between.
• I will be an effective and engaged example in the classroom. 
• I want to observe and practice course competencies. 
• I plan to encourage and make personal connections with all my students. I believe this will be easier than past experiences because I will be present in the classroom everyday.
• I want to inspire students in all aspects of their lives.
• I will help my students accomplish the goals they have set forth to complete throughout the year. In addition, I will encourage students to establish those goals and push the envelope on what they think they can accomplish. 
• I want to become more comfortable when instructing and pay attention to slowing my speech and not moving so fast while instructing.
• I will be a positive presence in my classroom and my building.
• I plan on attending events outside of the regular school day to show students I care about them at all times.
• I will enjoy inservice days, I will enjoy inservice days, I WILL ENJOY INSERVICE DAYS.

I've got a lot to accomplish. Time to get to it! :)

Cry Baby: This Title is Not About Me…Yet.

          

           My first week of pre-student teaching at a local middle school was eventful to say the least. I met a few sixth graders that looked like crying after multiple failed attempts to open their lockers. I worked with a class of seventh graders who were on a mission to make their substitute cry. And my cooperating teacher was M.I.A. after the first day due to the birth of his first child. Not sure if his new daughter cried more than he did, but I am so happy for his family.

            All in all, I stayed relatively calm. I mean, the first week of school is only mild chaos, right? I can say with full confidence that I really enjoyed everything despite not having my mentor teacher around. Quite honestly, I am more worried for him than myself. Could you imagine being a first year Language Arts teacher and having your first child the FIRST WEEK of school?!

            It is safe to say I have no children of my own to worry about, but now I have a class of roughly ten seventh graders to teach. I expected the class to be a bit larger, but I am hoping the low numbers will allow me to make more of an individual impact with each student.

            The first week consisted of a “get to know you” creative project…surprise! Welcome to Language Arts! The objective was for each student to create a collage by cutting out photos from magazines that are representative of their likes and interests. I made my own to demonstrate and as an opportunity for the students to get to know me. I think it was well received, I only saw one student pick his nose while I was presenting.

            The substitute was a very nice lady. She held the students to a high standard while they were presenting their collages to the class. She was tough and the grades weren’t great, but that’s how we learn. Due to the fact that my mentor teacher was absent, I had a bigger role in the classroom at the start and I was completely okay with it. I jumped in with both feet and lived to tell the tale of Bobby* a student who affectionately asked, “I like girls. Can I cut out this pretty lady and glue her on my collage?” It’s going to be a great year, folks!

            I am not sure what is in store next and I don’t think my mentor teacher does either, but it will be a unique experience for us to learn together. I have full confidence in him and I know he will do a fantastic job reigning Bobby’s hormones. I wish continue to having a large role in the classroom and I know he will be completely supportive of that. We're definitely going with the flow, and while some might think that’s crazy, this is middle school. And in middle school, crazy is an everyday thing. It is not for the weak and I am ready to flex my strong, teaching muscles.

Ferris Bueller wouldn't want to miss this class.