The first week was a big adjustment. This week felt a bit better. By the end of it, I knew everyone’s names. That’s a start.
I must admit, although observing my AT from the perspective of a teacher candidate was interesting, I was happy I was exposed to different things around the school this week. I was able to sit in on a few classes, including a math class that reminded me quite a bit of the layout of the classroom from my last practicum. It was refreshing to see that innovative classrooms are popping up in all schools, in multiple forms (whether it is math or science, urban or suburban; public or Catholic). I also was able to start teaching again…Yay! If you were to have asked me at the end of August if I would teach in the first two weeks, I would have said “no way! I need more time!!”, but, after only a few days of observing, I really wanted to jump right in. Taking over just one class has already made my standing in the school more apparent to the students. I have been able to grow closer to them, and get to know more about each of them on individual levels. I wasn’t just a weirdo stranger sitting at the back of the class; I slowly became part of their school experience. One student felt comfortable enough to share his past schooling experiences with me (some of which weren’t easy), which made me feel that the hard (and sometimes awkward) work of getting to know your students is worth it. I still feel, however, that I am struggling to be taken seriously by some of the students I interact with. When teaching my lesson, the students were very well behaved and generally stayed on task during the more interactive parts of the lesson; however, I noticed I did have to remind a few students to stay on task when they were in partners completing the homework. This may be due to the fact that I allowed the students to choose their groups (I have noticed that randomized groups often help students stay on task and share ideas about the subject matter). Next time, I may choose a more creative way for students to work in class, whether that be different groups, different format (ex. Kahoots or white boards rather than just pen to paper) or different types of questions. I also find that circulating and ensuring students remain engaged in a class of 35 is very, very different than in a class of 20. I am definitely beginning to realize the effect class size can have on the layout of your physical classroom and lesson plan. For instance, when planning to take up the homework, I was trying to think of ways in which the students could get up and moving while working together to answer the questions; however, the sheer number of bodies compared to vertical writing surfaces was too high. I will definitely need to get more creative in the ways I plan on setting up the classroom and my lessons for my 6 weeks in November. Even after reflecting on the possible causes of difficulty and changes I could make, I feel I should address this feeling of uneasiness that still sits with me . I am unsure if this lack of attention I appeared to receive is due to the fact that they actually do not take me as seriously, or if it is because I feel at times inadequate compared to the teachers whom have worked in these classrooms for years. Was this apparent, yet slight, lack of attention due to the fact that I am less respected, or was I just more sensitive to whether or not students remain engaged? Are there times I should just let it slide rather than addressing this issue? Maybe the students were just having a more talkative day? I think it is a combination of everything. When you are surrounded by teachers you think do a great job and are able to keep the class fully engaged, it can be hard to compare yourself to them. Yet, I recognize that I am particularly hard on myself, and am at times overly sensitive. I know that as I continue in my career, I will be in many unfamiliar hallways and classrooms (particularly in the first few years) where I will not be taken seriously nor will I be the favorite teacher. I must work towards being more comfortable with the uneasy feelings I sometimes get, while using other educators as inspiration to better my own practice and continuing to build stronger relationships with the students I get to work with. This week, I was also able to meet with the Principal, Debbie Clark, to discuss the possible route of my CSL placement. Along with the other student teachers, I will be helping implement a literacy test workshop for particular students whom have been identified as needing extra support. This year is different as the literacy test will be given twice (one in October, and one next spring as usual). There are definitely valid concerns about how these tests will be run (especially due to the fact that the one is October will be completely digital), so I hope my involvement will take some stress off of the staff that are leading this daunting task. I also will be working with Chantal Tadiello and students planning on going to We Day, which I am particularly excited about. I have not been able to attend We Day personally, so it will be an interesting experience to see such an inspiring group of students come together to celebrate their amazing accomplishments. This will also give me the opportunity to help students from St. Matts support local and international causes. For example, the club worked with CHEO and helped support Syrian refugee families with a food/clothing drive last year. At lunches, I plan on running a tutoring session for the Football team, as many of the students require some motivation and support in order to balance their studies and sports. With all the crazy challenges and new experiences in and outside the classroom, I am very much looking forward to continuing at St. Matthew during my CSL placements and practicum!
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
December 2016
Categories |