Excerpt from reflection on 10.2.15: We are trying to address the issue of work turn-in and completion with the 8th grade classes. It seems like the issue stems from their transition into new routines, growing pains, and admitted behavioral issues on their part. As a part of James’ plan, I tried to reinforce an agenda habit when I teach them on Wednesdays that they should remember to write down that the assignment is due on Friday. That same week, I was substituting for 7th and 8th grade. When Friday arrived, the majority of the students turned their homework in, minus three, which was a drastic turnaround from the previous week!
The next day, the whole 12th grade class was present and I wanted to introduce a study skill to help students process the slides for the particular lesson on agriculture and ecosystems. The students were to split into four groups of seven and each group was split off into teams of four and three. I had the goal of each group creating a set of flashcards that I could copy for their use on the next test. It didn’t work. Somehow, the students would not respect the teamwork idea or my effort to coach them through it. The class devolved into pockets of banter that I found impossible to get under control. Many of the students, even the higher performing students, couldn’t figure out how to coordinate with each other.
Excerpt from reflection on 10.18.15: After talking with James about the previous day, we decided to have a talk with the students at the beginning of class to set things right. Having taught previously, I know how to address students at this age. A student said that I am not teaching or co teaching with James enough so that they are not seeing me as an authority figure. I asked a follow up question to that comment, after stating that I have taught for years prior to being an MAT at UPCS. I wanted to know what I should do to get their attention quickly and completely and they said to use the “hands up, eyes up” trick that Mr. K does.
Mr. K made it clear that they are at fault for this too, in that they should know to be respectful to me, and any adult that they are unfamiliar with. Similarly, I explained how I felt when they were being disrespectful and that I cannot bring out my best teaching when I am preoccupied with their behavior. I think all sides were heard and that we were able to clear the air.
Excerpt from reflection on 12.14.15: The day after my first meeting with James and Letina about my progress, Letina pointed out that I spend a lot more time writing generally about what had happened during the week rather than focusing on specific days and moments. Despite all this reflective work, I was not doing enough to integrate and try out new solutions.
On finishing the fall semester: I was taking four classes, teaching three, and staying after school almost everyday to help students. The feeling and stress has since dissipated, but the intensity of it all is something I will never forget. I felt challenged, but capable, because I am used to teaching long hours like this from past jobs.
Excerpt from reflection on 2.10.16:
The day of the lab I had setup the tables with garbage bag liners to prevent contamination as much as possible. There are a lot of logistical issues that come up when you do a formal dissection at this scale. I am more accustomed to having an informal dissection with small groups of students so I found it really challenging having to manage so many students in a lab setting. Some of the advice that James had for me was to setup as much the day before, recruit student help for certain tasks, and to arrange the room in a fashion conducive to the workflow I want. These are all reasonable things but I find them hard to picture in my mind as I am planning the lesson.
Both classes only had a few students missing their homework. I had made a requirement for them to complete the homework in order to participate. In the second period, I made a better effort to frontload the directions so that things would go more smoothly. I was able to get around to each of the students more quickly overall but felt that in both periods, debriefing the lab was not given enough time. I had planned to debrief the next day but we ended up getting snow. Will have to see how Monday pans out and include time for us to go over the lab sheets and create a lab report.
Excerpt from reflection on 2.22.16:
second round: realization that I am churning out work rather consistently. I think going into the new year I was concerned that if I did not improve, I should be worried. I felt a lot better in many aspects of my teaching. The structure, the inclusion of feedback from previous lessons. The thing I wanted to improve on the most was pacing of content in the unit and time management within in the lesson.
Excerpt from reflection on 3.30.16:
Over the weekend, I found that creating the lesson plans was time consuming as usual but I wanted to build on the scaffolding of concepts that they could include more in their drawings. James liked how last week’s lessons were put together so I think I have found yet another way to conduct lessons in a structured manner. I decided to introduce a new concept, feedback loops, while they are working on their independent carbon cycle drawings. Monday was spent going over a Ted Ed video on feedback loops in nature; I feel that the lesson was successful in introducing the concepts to them. They were definitely unsure about applying the concept, but I decided I would find some examples for them to understand it.
On finishing the spring semester: I can see my growth in specific areas and these changes have been such pivotal parts of my practice and are now the focus in my philosophy.
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