Time of My Life

While I realize that reflection is one of the four important areas of W&M's conceptual framework, this week I decided that sometimes reflection has to take a more global time-frame as opposed to a daily one. As one can imagine, this entry will cover the last week of March (26th-30th).

Firstly, it is important to note that March 30th was the end of the third quarter, the last day before Spring Break, the end of my first five weeks, and theoretically my last day without my cooperating teacher, Marci.

Secondly, as a result of all the previously stated reasons, I have graded more papers, written more tests, and entered more grades than ever before during this week.

Thirdly, it is Saturday, March 31, and I have been successful. My tests were completed, graded, and entered into GradeQuick as well as all other assignments, which I had in my possession. Also important to note, I am still breathing. At times during the week, I seriously wondered. Katie and I were at Grafton over forty hours in 4 days. I have learned some important lessons, and I know now, without a doubt, that I am ready to teach in my own classroom. To use a cliche from Dirty Dancing and Green Day, I am having the time of my life.

Important Lessons Learned (this week):
1. For multiple choice tests in the same class, only make enough copies for the largest class, and let them share. There are fewer papers for me to find places for them to live, and I save a tree or two.
2. Do not put ScanTron forms anywhere near the edge of the desk (especially if students are not writing on the test). I didn't know what else to do about the ScanTron that I couldn't find (because I know the student turned it in), so I simply gave her all possible points on the multiple-choice section.
3. Assign point values for essays in such a way that the point value reflects more accurately students' knowledge. For instance on my Gulliver's Travels essay, I gave a 50 point essay, and I gave students' 10 points for simply writing which adventure they would go on and only 10 points for correctly identifying information on that place.
4. I need to remember that if students are familiar with information on multiple-choice questions (or even short answer or essays), it simply will not take them as long to finish the test. I should consider adding more questions.
5. I also need to include more higher level questions on my tests to be more in line with Bloom's Taxonomy and with Marci's tests.
6. It is important to be consistent with all students and with all directions I give. This week, I have problems with students' plagiarizing their outside reading. When I have my own class next year, I need to consider that students will look at SparkNotes or Wikipedia and try to find a way to show them that while I don't mind that they use them as references, I don't want them to cut and paste or cut and paste and change synonyms. Right now, I think that telling them to write a bibliography of everything that they look at would be a good idea.
7. I need to have firm rules about late work and stick to them. I was much more lenient this quarter than a) I should have been and b) I believe Marci would have been. I did this for two reasons: 1) I was not completely sure she would not let them turn in work late and 2) I'm still learning too, and I didn't want them to be penalized for something that is my fault.
8. Enter grades into GradeQuick as soon as they are graded, so I don't have a mammoth amount of work at the end of the quarter.
9. Even though teachers do not make a lot of money, I will never be as underpaid as I am now; however, I am getting paid by seeing that in my own way I am making a difference in my students' lives.
10. My final reflection for today is one that has culminated throughout the course of the five weeks but really impacted me this week in particular: Not much in life feels as good as believing that you have done a good job and that you have helped your students learn. When I got home on Friday, I took a nap (serious lack of sleep this week), and I dreamed about helping my students in class. I saw the looks on their faces that I have been seeing for the last week and half which is Ms. Owen believes in me, and I can do this. I have finally let myself be myself (or rather still the teacher myself but the one who can be humorous in class and still work, work, work while all the time caring about my students). My students drop by after school just to say hi. They invite me to their games, and they ask me how my day is going. I'm glad for a week off of getting up early and grading papers, but I know that I'll miss their bright faces. And, yes, I'm so excited that I would actually get paid for this one day because I'm loving doing it for free.

I also have to include Colleen's work of art from the seminar this week"What Teachers Make" by Taylor Mali. I'm still weepy when I think about what it means.

He says the problem with teachers is, "What's a kid going to learn
from someone who decided his best option in life was to become a teacher?"
He reminds the other dinner guests that it's true what they say about
teachers:
Those who can, do; those who can't, teach.

I decide to bite my tongue instead of his
and resist the temptation to remind the other dinner guests
that it's also true what they say about lawyers.

Because we're eating, after all, and this is polite company.

"I mean, you¹re a teacher, Taylor," he says.
"Be honest. What do you make?"

And I wish he hadn't done that
(asked me to be honest)
because, you see, I have a policy
about honesty and ass-kicking:
if you ask for it, I have to let you have it.

You want to know what I make?

I make kids work harder than they ever thought they could.
I can make a C+ feel like a Congressional medal of honor
and an A- feel like a slap in the face.
How dare you waste my time with anything less than your very best.

I make kids sit through 40 minutes of study hall
in absolute silence. No, you may not work in groups.
No, you may not ask a question.
Why won't I let you get a drink of water?
Because you're not thirsty, you're bored, that's why.

I make parents tremble in fear when I call home:
I hope I haven't called at a bad time,
I just wanted to talk to you about something Billy said today.
Billy said, "Leave the kid alone. I still cry sometimes, don't you?"
And it was the noblest act of courage I have ever seen.

I make parents see their children for who they are
and what they can be.

You want to know what I make?

I make kids wonder,
I make them question.
I make them criticize.
I make them apologize and mean it.
I make them write, write, write.
And then I make them read.
I make them spell definitely beautiful, definitely beautiful, definitely
beautiful
over and over and over again until they will never misspell
either one of those words again.
I make them show all their work in math.
And hide it on their final drafts in English.
I make them understand that if you got this (brains)
then you follow this (heart) and if someone ever tries to judge you
by what you make, you give them this (the finger).

Let me break it down for you, so you know what I say is true:
I make a *gosh-darn* difference! What about you?

A Week In Review

This weekend I am in the thick of writing tests and planning reviews and trying to find time to grade.

I had a really good day on Friday. During my public speaking class, we watched clips from A Few Good Men to illustrate ethos, pathos, nomos, and logos (Aristotle's persuasive appeals). Then, the students and I worked together to come up with a body of knowledge for the test I have now written.

I taught "A Modest Proposal" to my seventh period, and it was amazing. I was so enthusiastic in class that I was able to keep my students engaged for the period. It went much better than my other two classes.

Fourth period was already ahead of the other two classes, so we explored some "fake journalism" for the first half of the period. The rest of the class I let my students have an English study hall since almost one-fourth of my class was a school field trip and I had a few others missing. I was a little nervous about that but I didn't want to start anything new since next week is spring break. They got more than fifth period or seventh will get since next Friday is a half-day before break and I'll show a movie.

It really makes me happy to see that my students are seeing me as their teacher and respect me. A couple of them commented to me that they appreciate my organization. It makes me really feel good about the fact that I work so hard.

Springtime and A New Beginning

Today is the first day of spring. Since it is the solstice, one may balance an egg on its end. And, yes, I did try this and it worked -- I've even got pictures to prove it. Yay, for working across the hall from the chemistry department :)

Today is also Marci's last day until she returns from Texas. I don't envy her this time off because it sure will not be a vacation. This afternoon was a completely different one from yesterday. My day went well, and I am feeling confident that I will be able to continue the instruction (all of it) in a way that is similar to Marci's. I also got a call from Gloucester this afternoon. When I called back, no one answered so I will return the call tomorrow. My roommate, Rae, also thinks the house situation is ready for next year. There's a room if I want it, but she's got two other roommates if not. I'm really feeling happy right now.

My second observation went well. Mrs. Flowe only got to see a journal entry again. For her next observation, I need to try to get something else to open class with, so that she can see a variety of instruction from me.

Spirit masks went well for my tenth grade. Sean, Adam, and I had a "disagreement" about the accompanying writing assignment. They don't particularly like writing, but I calmly expressed my idea of its importance and told them they were welcome to write the same sentence over and over again. They were like, "okay...but will that get me a bad grade?" I replied, "Well, do you think you deserve the same grade as someone who really does well with the assignment -- A does mean excellence." Adam wrote a page, and Sean went to sleep. I'm not happy, but at least one of them wrote. It will be interesting to see the chemistry of the class when Marci isn't there.

Twelfth grade went well. I'm hoping they will enjoy the webquest tomorrow and Thursday. I need to start working on my tests -- I need to do three this weekend. Whew. I can do this though. And now back to the grading.

OvErWhElMeD

Today was the first day I have actually cried at Grafton, and now it feels pretty dumb. Right now, I'm listening to "The Luckiest" and I really should listen more to the sentiments of the song. Marci trusts me enough to leave all of her classes in my hands to do tests, grades, computer, etc. Katie keeps me sane, and I honestly don't know what I'd do without her. I think that I'm so emotional because Marci's situation takes me back to when Daddy died, and I know that I don't want to screw up these kids, whom I really love in class. They've really accepted me. I need to work on my classroom management with tenth grade. I need to create lesson plans and make them up-to-date. Drew saw me at the Rec today and said the Gloucester people were talking about me, and that did make my day. I was also a little bummed when the gossip around Grafton is that they will not be replacing Kristin. I mean, I can't say that I am surprised by that but still. My second observation is tomorrow, and I'm not really worried about it. I know that I need to start working on my tests for next week, but I will get there eventually. I can hear Mama say it, "Keep on keepin' on, Julie."

Thinking Thursday

Today was the first official day of my third week of student teaching. I am still alive, still excited about teaching, and still sleepy. Today was also my first observation by Mrs. Flowe. It was an even day, so I had some time to collect myself during first block -- public speaking people are interesting. Then, we finished the video of Gulliver's Travels in seventh period. Mrs. Flowe came a little earlier than I expected her to come, so I was able to easily introduce her to fourth period when they came in. In seventh, we finished the video with five minutes to spare, and I had not planned on doing anything beside the video, so the class helped me rearrange for the next class. I hope she doesn't think that I do that every day. (Note to self: I need to come up with some additional (fun) five minute activities for that in the future.)

My fourth period was amazing today. They really seemed to enjoy the journal entry: What do you see as the greatest problem in the world today? Include 3 reasons why what you chose is a problem as well as why it's the greatest problem. Also, write what the solution would be to this problem. Most of them followed my instructions and wrote at least one page. What I had planned for 5 minutes took 15 minutes and they were still writing. I was so proud of them. Amanda asked to share the problems, which I hadn't planned on doing, but I was so excited that they were excited that we did that as well. I could have extended that activity as well. She also really liked the illustrating Gulliver's adventures with mind mapping. Her group's poster was amazing. I can't wait to post it on the wall like I did with my tenth graders' fliers! I forgot to finish the movie for them today, so I'll do it on Monday.

I had one of those moments today that Mama talks about with regard to teaching -- the ones that make up for the lack of money. As seventh period was ending, I was talking to Elizabeth and Sara about the school of ed, and they asked me where I wanted to teach. I told them I'd like to stay at Grafton, and Sara sincerely looked at me and said, "I really hope you do stay here. You're great." I smiled and said, "Thank you." I don't think she knows how much she made my day. At the end of the day, I was working on the computer when Rob came in. I felt like a real teacher when he said, "Hi, Ms. Owen. I was just dropping off my excuse with Mrs. Felder when I saw you working and I wanted to come say hi." We talked about books that he was interested in reading, and he seemed to excited to talk about them and he's going to bring them in because I haven't seen them before.

After school, we had another basketball practice for student/faculty. It was a lot of fun! I'm really enjoying becoming friends with the other teachers -- Laura, Jamie, Drew, Angela, Holly and especially Adrienne are really cool people. I could definitely see myself working with them.

When Marci and I were talking about absences, we started to talk about another student who'd been missing some classes. Marci's wondering if the student could be pregnant since she keeps getting sick in the morning. My heart immediately caught. I knew that this was a distinct possibility with teaching 140 students, but I was like, "She's so young." I know that I'm not that much older than my students, but I see them as my kids. Thinking about school and trying to graduate is so much and then contemplating having a child?? It kind of makes me wonder if our abstinence only sex-ed is really hurting our children...

Yesterday, I think Greg lied to me, which really hurt. Now, I feel like I can't trust him completely and that makes me sad. I want to tell him that I know about the dip in class, but what if I am wrong? Oh, teaching is so much more than just content or management or interactions with students and colleagues. It's all the intricate connections or disconnections with everything and anything.

All I can say about today is that it was much better than my Monday when I had to write up Seb. I really wanted to be able to call Daddy and tell him that I finally get it when he used to say, "This hurts me more than it hurts you." on one of the few occasions that he had to give me a spanking. The more experiences I have teaching, the more that I wish I could tell him.

Well, I have written my four versions of the tenth grade quiz, I need to do more grades.