In all three classes, my projects are wrapping up. We are critiquing today in two classes, and waiting for a final glaze-fire in the third.
Mt. Writemore seems completeable, but I do still feel overwhelmed by the paperwork. I prefer to do most of my typing and paperwork, then save and e-mail it in: to myself, to my Master Teacher, to my University Supervisors, etc. The firewall at the school will not allow me to access my e-mail at all. It's been a challenge having a school-based e-mail account assigned to me, too. I am finding that I will have to do most of my typing at home, or at the University's computer lab. I have a little one at home, he loves the computer. This may present another challenge.
I also have my word processing software as free-ware. It is not the standard brand-name software, but is mostly compatible with everyone else's platforms. I have the brand name on an old computer, but it is out-dated and I cannot transfer it to the new computer.
It may come to this: I may have to schlep the Mac Mini with me to the school, and keep an eagle eye on it: even wear it as a necklace, or something. (sigh) I love my students, but things go missing. I can't afford to lose the data I have.
In the meantime, I steal moments on the home computer, and finish up on the blessings of three-day weekends.
Friday, February 16, 2007
Sunday, February 11, 2007
the language of learning, and the learning of the language
I'm becoming aware of the cultural differences in myself from my students, mostly through the language we use.
For example, there are certain words that I do not have in my vocabulary - or rather that I choose to never use. They are hate-filled words that have been used to subjugate and harm people in all the history of the word. In the micro-culture of the high school I'm teaching at, the "N"-word is thrown about as a greeting. Some students do not place the vile associations with it that most others do.
I have come down hard on them, and forbidden use of that word around me. Some first responses I have received were, "I am one, why can't I use the word?", and "it doesn't mean to us what it meant to you". This opened up a discussion of self-respect and perception. Immediately, I pointed out that, "no, I don't think you are one, and I'm sorry that you don't respect yourself enough to agree." A brief hisotry of the word, its context, and how it has been used to de-humanize people has had a few of my students reconsidering the use of the word. Bad habits are difficult to change. While this week I have spent allowing students to rephrase and choose a different word when I hear profanity - and that word - I also warned them that continued use of ethnic, religious, or racial slurs will mean that they will write me a ten page paper on the history, context, meaning of the word, historically, culturally, and HOW OTHERS PERCEIVE IT - including footnotes and bibliography. It's nipping the issue in the bud.
On the flip side of that coin, idioms have evolved in this microculture, too. For example, I approached a table of my female students who were chatting and wasting studio time - nothing begun for the day yet. I asked them about their projects and told them to "get cracking" - (get to work). In this culture, the 'crack' is slang for the female sexual anatomy, so apparently (and unknowingly) I told my group of young ladies to "get cracking", or start masturbating. My new phrase is now "get to work".
For example, there are certain words that I do not have in my vocabulary - or rather that I choose to never use. They are hate-filled words that have been used to subjugate and harm people in all the history of the word. In the micro-culture of the high school I'm teaching at, the "N"-word is thrown about as a greeting. Some students do not place the vile associations with it that most others do.
I have come down hard on them, and forbidden use of that word around me. Some first responses I have received were, "I am one, why can't I use the word?", and "it doesn't mean to us what it meant to you". This opened up a discussion of self-respect and perception. Immediately, I pointed out that, "no, I don't think you are one, and I'm sorry that you don't respect yourself enough to agree." A brief hisotry of the word, its context, and how it has been used to de-humanize people has had a few of my students reconsidering the use of the word. Bad habits are difficult to change. While this week I have spent allowing students to rephrase and choose a different word when I hear profanity - and that word - I also warned them that continued use of ethnic, religious, or racial slurs will mean that they will write me a ten page paper on the history, context, meaning of the word, historically, culturally, and HOW OTHERS PERCEIVE IT - including footnotes and bibliography. It's nipping the issue in the bud.
On the flip side of that coin, idioms have evolved in this microculture, too. For example, I approached a table of my female students who were chatting and wasting studio time - nothing begun for the day yet. I asked them about their projects and told them to "get cracking" - (get to work). In this culture, the 'crack' is slang for the female sexual anatomy, so apparently (and unknowingly) I told my group of young ladies to "get cracking", or start masturbating. My new phrase is now "get to work".
Friday, February 09, 2007
When to disconnect
My husband teaches at the same school I am student-teaching at. He's two buildings over, and we are learning what it's like to have two people with the same style of career, who work at the same school, and be married teachers - and then turn off the teacher part and just be a family at the end of a day.
We have set our boundaries - actual physical boundaries. On the carpool ride home, we cannot speak about work after we cross a certain street. We also play the "Hi-Lo" game. We take turns naming the highest point of our teaching day and the lowest point - all within the seven blocks until we reach our boundary. Then, the radio plays, and we relax. We pick up our little one from his school, and become FAMILY again.
So far, so good.
Week 2 is done, donuts and all. My legs haven't hurt this much since I waited tables for a living - but it's not as bad as back then. I'm having fun. My students are learning. Next week brings a visit from my University supervisor, introducing a new lessson plan, and hopefully a big dent in Mt Writemore.
but for now, it's time for FAMILY. Cheers all!
We have set our boundaries - actual physical boundaries. On the carpool ride home, we cannot speak about work after we cross a certain street. We also play the "Hi-Lo" game. We take turns naming the highest point of our teaching day and the lowest point - all within the seven blocks until we reach our boundary. Then, the radio plays, and we relax. We pick up our little one from his school, and become FAMILY again.
So far, so good.
Week 2 is done, donuts and all. My legs haven't hurt this much since I waited tables for a living - but it's not as bad as back then. I'm having fun. My students are learning. Next week brings a visit from my University supervisor, introducing a new lessson plan, and hopefully a big dent in Mt Writemore.
but for now, it's time for FAMILY. Cheers all!
Thursday, February 08, 2007
ending week 2
10 dozen donuts have been ordered for pick-up tomorrow on the way in to "work". Yes, I bribed my students. I'm embarrassed by it - but only a little.
I had a problem with tardiness from my students, until I blurted out a deal - without thinking about it. The normal consequence for tardiness is to get sent to SWAT. SWAT is an acronym (for what I don't know) - but it's basically a holding pen for students to go to if they're being disruptive - or tardy. It's a step below on-campus suspension.
My issue with SWAT is that it takes my students out and holds them in another room while I'm teaching their lesson without them. I have to catch them up the next day which is a waste of work time in the studio - and causes further discipline problems. My attention is diverted from those who need help with their work, and keeping the room manageable. SWAT carries no consequence from what I've seen - it's a glorified babysitter for near-adult students.
So, I cut a deal with them. If they all got to class and in their seats by the time the bell rang, I'd bring in donuts next week. They have actually done it so far. I know, I know - the week isn't over yet.... but there's something wrong about making someone prove that they're good enough before giving praise or rewards. They showed progress - and I'm not looking for perfection. I'll surprise them and let them know I'm proud of them (which I am).
I had a major success today in dealing with a 'passionate' student - who has trouble recognizing when he gets too excitable when he's happy, or too mean when he's down. We came up with a system that we are going to try. He knows his boundaries now, and I have a respectful manner of telling him when he's overstepped his boundaries. This was all done in a manner in which I treated him with respect, and talked to him like an adult - which is so IMPORTANT to this particular student. My master teacher was IMPRESSED. We'll see how the plan works out.
Other successes: my students' works are looking great, and it looks like we'll be finishing the 1st projects this week... then introducing my OWN lessons on Tuesday!. The long weekend is a blessing - I need to get my paperwork in order and set up a few small adjustments to the daily routine. Classroom management (as far as cleaning up clay and art supplies) has been challenging - but I'm going to implement some FLYlady routines for them (www.FLYlady.net). Master Teacher is being so generous with me - and allowing me to change the seating arrangement - even moving the tables around - to help switch up the tone in the room.
That's all the more reason to bring donuts - the Art Faculty have been supportive, realistic, and fun to be around. I'm looking forward to just saying "thanks, I appreciate you" to the students and faculty. The students were put in a position of having a new teacher with no prior notice at all. They've been getting to know me, and are trying to figure me out.
So, 45 students in 1st period, 45 students in 2nd period, and about 30-35 in 3rd period will be dining on donuts, thanked, appreciated, and told about some upcoming adjustments. It's a good way to start a three-day weekend... I hope. :-)
I had a problem with tardiness from my students, until I blurted out a deal - without thinking about it. The normal consequence for tardiness is to get sent to SWAT. SWAT is an acronym (for what I don't know) - but it's basically a holding pen for students to go to if they're being disruptive - or tardy. It's a step below on-campus suspension.
My issue with SWAT is that it takes my students out and holds them in another room while I'm teaching their lesson without them. I have to catch them up the next day which is a waste of work time in the studio - and causes further discipline problems. My attention is diverted from those who need help with their work, and keeping the room manageable. SWAT carries no consequence from what I've seen - it's a glorified babysitter for near-adult students.
So, I cut a deal with them. If they all got to class and in their seats by the time the bell rang, I'd bring in donuts next week. They have actually done it so far. I know, I know - the week isn't over yet.... but there's something wrong about making someone prove that they're good enough before giving praise or rewards. They showed progress - and I'm not looking for perfection. I'll surprise them and let them know I'm proud of them (which I am).
I had a major success today in dealing with a 'passionate' student - who has trouble recognizing when he gets too excitable when he's happy, or too mean when he's down. We came up with a system that we are going to try. He knows his boundaries now, and I have a respectful manner of telling him when he's overstepped his boundaries. This was all done in a manner in which I treated him with respect, and talked to him like an adult - which is so IMPORTANT to this particular student. My master teacher was IMPRESSED. We'll see how the plan works out.
Other successes: my students' works are looking great, and it looks like we'll be finishing the 1st projects this week... then introducing my OWN lessons on Tuesday!. The long weekend is a blessing - I need to get my paperwork in order and set up a few small adjustments to the daily routine. Classroom management (as far as cleaning up clay and art supplies) has been challenging - but I'm going to implement some FLYlady routines for them (www.FLYlady.net). Master Teacher is being so generous with me - and allowing me to change the seating arrangement - even moving the tables around - to help switch up the tone in the room.
That's all the more reason to bring donuts - the Art Faculty have been supportive, realistic, and fun to be around. I'm looking forward to just saying "thanks, I appreciate you" to the students and faculty. The students were put in a position of having a new teacher with no prior notice at all. They've been getting to know me, and are trying to figure me out.
So, 45 students in 1st period, 45 students in 2nd period, and about 30-35 in 3rd period will be dining on donuts, thanked, appreciated, and told about some upcoming adjustments. It's a good way to start a three-day weekend... I hope. :-)
Wednesday, February 07, 2007
2nd week, the here and now
After the University meeting tonight for student teachers, I feel overwhemed. It's not the work I have ahead of me in the classroom that is daunting, it's blending it with the paperwork required by the University.
Add to the top of the heap a chest cold - which makes commanding authority and attention a challenge, and the husband's car that did not start (and needs work that will cost more than its value) and a tired family that is settling into a taxing routine.
I have much to complain about - but thankfully my workload prevents me from having the time to do so. Besides, I'm surrounded by people (teenagers) who complain all day long about everything. I don't want to bore others with my own whining.
The blog (and Mt. Writemore - my mountain of paperwork) can wait for tomorrow - we all need a bit of rest right now.
"after all, tomorrow is another day" Sing it Scarlett!
Add to the top of the heap a chest cold - which makes commanding authority and attention a challenge, and the husband's car that did not start (and needs work that will cost more than its value) and a tired family that is settling into a taxing routine.
I have much to complain about - but thankfully my workload prevents me from having the time to do so. Besides, I'm surrounded by people (teenagers) who complain all day long about everything. I don't want to bore others with my own whining.
The blog (and Mt. Writemore - my mountain of paperwork) can wait for tomorrow - we all need a bit of rest right now.
"after all, tomorrow is another day" Sing it Scarlett!
Friday, February 02, 2007
I can swim!
The first week was challenging as a student-teacher, but it was great! I am getting to know which are the students who demand more attention, which ones that may have hyperactivity of some sort, the charmers, the sneaks, and the ones who just want to learn.
I'm learning so much more about my community than I thought I would. Monday brought with it a faculty meeting at which the local gang task force spoke and presented some statistics. My master teacher asked if the presentation scared me - I think it surprised her that it didn't.
My challenges this week have ranged from bringing order to classes that at first viewed me as a substitute teacher, dealing with direct challenges to my 'authority', trying to learn 120 new names and faces, testing out an unfamiliar lesson plan to unfamiliar people, prepping for lessons that are not my own, writing yet another new format of lesson plans, but mostly: trying to keep a straight face when the kids crack me up.
The lessons I presented went well once I got the hang of it, and the students are becoming more involved and engaged each day.
The first week was a success. Yea!
I'm learning so much more about my community than I thought I would. Monday brought with it a faculty meeting at which the local gang task force spoke and presented some statistics. My master teacher asked if the presentation scared me - I think it surprised her that it didn't.
My challenges this week have ranged from bringing order to classes that at first viewed me as a substitute teacher, dealing with direct challenges to my 'authority', trying to learn 120 new names and faces, testing out an unfamiliar lesson plan to unfamiliar people, prepping for lessons that are not my own, writing yet another new format of lesson plans, but mostly: trying to keep a straight face when the kids crack me up.
The lessons I presented went well once I got the hang of it, and the students are becoming more involved and engaged each day.
The first week was a success. Yea!
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