Blog # 4- The Final Blog

The Last Observation!

Middle School Placement-Last Day Challenge

Dr. Shannon came in to observe me at the end of my poetry unit (10th grade, Harrisburg). The students in my academic classes were required to construct their own poem with poetic devices (i.e. similes, metaphors, alliterations, hyperboles, etc.) and present them to the class. They were also required to write 4 stanzas containing rhyming lines. When I created the rubric and assignment sheet for the project I focused on the simplest, but most important elements which I wanted the students to learn. This included using poetic devices effectively in writing and following format directions. Along with this I wanted students to practice being professionals- this is why I required each of them to present their poems to the class. Back to the creation of the project...I thought it would be easy for the students to draft a poem because I clearly identified my expectations for them and each day would review them before we began working on it in class. Along with drafting time in class, I did a mini Prezi on each poetic term which was required in the project. Students took notes during the Prezis and listed examples which they could later use.

Now let me cut to the day Dr. Shannon came into my classroom. Each student had submitted their final (typed) poem to me, I printed them out, and brought them to class on Friday. I decided instead of having each student read their poem in front of the class that I would arrange the desks into a circle. My reasoning for changing my original design is because I realized that many of the students would rather receive a 0 out of 10 on their presentation grade than to actually present! To encourage the students I rapped my poem (ON A CHAIR) in front of the entire class on Thursday. We also viewed clips of children, students, and celebrities reading and performing poetry. So, not only did we spent an entire period talking about the importance of performance, but I rearranged the desks in the class to create the most comfortable environment for students to read their poetry. This is what makes a good teacher I have realized. I've noticed how much time and consideration I put into my students and their performance as a whole in class.

The observation began with rearranging the desks quickly after my period 2 honors English class left. I asked students to come into class and pick any seat they would like to sit in as long as it was in the circle. Once the desks were arranged I gave students the activity worksheet for the day. Each student was held accountable during their classmates presentations. They had to list examples of how their classmates used poetic devices in their projects. I forgot to mention that I rewarded students who came to class on time through the use of the presentation sign up sheet. The students which came into class early or on time could sign up the order in which they wanted to present their project in front of the class. The student who did not sign up were placed towards the top of the presentation list. A student to the left or right of me was in charge of this list during the presentations and helped me delegate the order. (It was also a good way for me to know who was absent that day). Once each student had a copy of the activity worksheet, I passed out the final drafts for the students to read. Since I am such an organized teacher, I then sat down with my rubrics, in the order of the presentations, ready to hear some great poetry!

Some students were reluctant to read, so I told them, "If I can rap on a chair in front of the entire class, then surely you can read a poem at your desk." The students found that amusing and it helped lighten the air. My words of encouragement helped students read their poems. There were still some students that chose to take a 0 instead of presenting. In reality, I was hoping for about 5 students to read their poems because as I mentioned there were many students who did not want to read theirs. During my observation though, I think all students but about 5 read their poems. I was in complete delight. There was only one brief moment during the presentations in which a couple of students in a row declined to read. I took that time to explain the importance of my lesson. I told them I did not want the students to present because I am a mean teacher who makes her students do embarrassing tasks, but I was doing it to help them . I also mentioned that the purpose of the presentations was to practice being professional, because in the real world they would have to do this; whether that be during a job interview or heading off to college and pursuing a degree. If students weren't listening to their peers read, they were listening now...at this moment the room was silent. They began to understand that I was trying to help them be successful and as a result more students read their poems. (Side note: students were aware that if they were be disrespectful during their classmates presentations they may be deducted points from their presentation grade). In addition, the students were completing their worksheet while their classmates read without my guide from me other than asking the presenter to repeat their example for the class for record.

My overall impression of my high school placement is still mixed feelings as I mentioned before. There were the good days, but yet there were some very bad days as well. I think the students understood that I had respect for them as individuals and without this I don't think I would have had any control of them!

My Student Teaching Experience Final Reflection

First, I just want to say I am terribly sad!!!! I don't want to leave my students, even the students at my second placement who gave me the most trouble. I have learned that I am tougher than I ever thought I could be. I hold all of my students accountable for their work, but also give students breaks when I feel they have earned it. I like giving students options in class because I have found they like to have some control in their own learning experience. Their behavior is much better when I give them this choice. From my suburban middle school placement I learned how much I love...LOVE...middle school students. They loved when I embarrassed myself in front of the class by performing "The Dougie." That terrible performance and promise of desserts was enough to motivate students to complete their homework each night and as a result the students improved on the second exam during the parts of speech unit. At my more urban high school placement I learned the true meaning of classroom management  I wouldn't have traded that placement though if I had the chance because it helped me practice the best techniques for designing an effective classroom. "Carry On" by Fun. was a big inspiration for me during the my second placement because there were days were I didn't want to go to school the next day, but I continued to try new techniques and improve each day. A student from one of my academic classes (which Dr. Shannon observed) told me today that he actually liked writing poetry though it was hard and said, "Miss Frady, you are awesome!" I find this comment so funny because the entire time I was doing the poetry unit I thought my academic class hated me, but they praised me after realizing they can think on their own and meet my standards. :)

Lastly, I hope I inspired at least one student during my student teaching experience and made at least one life-long friend. I don't want to be a teacher because I get weekends and summers off, but because I absolutely love seeing my students' faces light up when they succeed. To me that is priceless. This is why I want to be a teacher. It is a simple explanation if you have your heart in the right place. :)

Second Placement Surprise Blog #3

                Last Friday, on April 5^th, I had my first formal observation at my second placement. I am now student teaching at an urban high school in Harrisburg. The student population and culture here is tremendously different in comparison to my first placement in Dillsburg. In Dillsburg (my middle school placement) I taught five classes: two upper level English and three mixed level English. Whereas in Harrisburg I am currently teaching two academic English classes, but will soon pick up three honors English classes as well. All of my classes are 10^th grade English.

                I want to start this blog off with a recap of my lesson for my observation, and then discuss the differences I have noticed in student behavior. The class and I had been studying Carpe Diem poetry the entire week, so I decided to try and end Friday on a lighter note.  I began class with a small discussion about the MTV show “The Buried Life.” If you are not familiar: it is a show in which four boys, in their mid-twenties, make a list of all of the things they want to do before they die. For every item on their list that they check off, they help a stranger complete something on their bucket list. After this brief explanation, I showed the class the trailer on YouTube. Then, I mentioned how their previous journal topic (on Carpe Diem) relates to this topic. I wanted the students to complete their own bucket lists in class. Before I passed out the assignment, I demonstrated what I expected them to write by reading examples from the book, “What Do You Want to Do Before You Die?” written by the cast of “The Buried Life.” I was pleasantly surprised that those examples held the students’ interest. It was as though we were having our own little story time as I read examples from the book and showed students the pictures. I will explain later why I found this so memorable. The bucket list worksheets were passed out and I shared with the students my expectations for completion. Dr. Shannon, my co-op, and I all noted that small discussion around the classroom was on topic with the activity. The students were excited to write their own bucket lists. We wrapped up the activity by having students share some of their examples and well as discussed how this activity fits along with what we had been studying.

                The Pros:

                One student left class and said to her friend in the hallway, “I liked that bucket list activity.” Hearing this compliment just lifted me out of my shoes…I have never received this type of feedback before from that class. It was nice to know that there are some students that appreciate my hard work and enjoy the lessons I plan. In addition, the students were excited about the lesson and I was able to keep the students interested and engaged. It was probably one of the quietest academic English classes I have taught so far.

                The Cons:

                There were many students missing from class, so I was aware that all of those students would be behind on Monday. There were some students discussing during the clips and others on their cell phones. I had to talk to students individually at their desks to get to work because they were not doing anything at times. The lesson was not highly focused on academic achievement, but it was a building block for the poetry project that we began this week. Yesterday, students used their bucket lists to choose a theme for their poetry projects (where students write their own poem, rap, or song and present it to the class).  I decided to move forward with the bucket list idea for my observation though because I knew one of the cons to teaching highly important material of a Friday would be that students would be unmotivated. My hope was to have them at least complete their bucket lists, this way on Monday they can just circle one item from their list as their theme instead of brainstorming their own.

What would I have done differently?

I thought it ran smoothly. If I had to change/revise my lesson, I would ask for students to chose their theme on Friday and explain in a short paragraph about why they feel it is important for them to achieve this goal and briefly list items associated with completion of it.

Student Behavior Differences

                 My middle school placement students were absolute angels. They understood my expectations and respected my wishes. At my high school placement, the students (in my academic sections) do not raise their hands when they have a comment or answer and they seem to forget my expectations. They have almost no desire to complete work in class. Honestly, I feel worn out because I have to work so hard to motivate the students to complete the activity. I do not accomplish nearly the amount of work that I did at my middle school placement.  There are times I have felt that I am too easy on the students when it comes to the amount of work I expect from them. I have been advised by my co-op do not ask the students to complete as much work as I do in one period. Side note…I do not assign them any homework and are asked not to do so!!!!!! In comparison, I assigned homework every day for my 7^th grade students.  I struggle each day to get students quiet when delivering instructions.  Sometimes I wait about 5 minutes for them to quiet before I begin class. I am happy that I am able to see this distinct difference in student behavior. It has helped me solidify my desire to be a middle school teacher. I know not all middle school students are well behaved, but I feel as though there is still some hidden desire to absorb knowledge deep within them.

So far My Experience

                I have had many good, but also bad days in my second placement. My commute from Shippensburg to Harrisburg every day alone is tiring, but so are the students. I cherish each good day that I experience with my students and struggle to understand my bad days.  I look forward to those good days each time I walk into school. That is what makes teaching truly worth it. I do wish sometimes that my co-op would give me more feedback and plan with me, but really he has made it all up to me. My leash has been cut, and I don’t think I am doing that bad. I guess we will see how it goes after my second observation…I am crossing my fingers!