I feel like a new phase of my life began today. One of the Spanish teachers at work, with whom I eat lunch almost every day, is going to have a baby in February or March, and today she gave me an invitation to her baby shower. I've never been invited to a baby shower before, so it felt kind of weird to be in a peer group now that's having baby showers. Anyway, I was pretty happy I was invited - yay for making friends at a new job! - and I'm looking forward to attending my first baby shower.
I'm giving many of my students a quiz tomorrow. Yesterday, as we were reviewing for the quiz, a student told me that his quiz score better be good, or else he's going to come to my house and steal all the backs of my earrings. That was kind of weird and unexpected, but at least they're creative with their "threats".
Today was one of those days where my lesson plans went exactly as they should, the students were engaged and seemed to like the lesson, everyone was pretty well-behaved, and I don't have a lot of planning or grading to do tonight. It was awesome. Days like today are rare, but they are so wonderful.
Peace.
Wednesday, November 28, 2012
Tuesday, November 20, 2012
Don't Forget to Learn
Hello again! It's been a while. I always think of good things to write about for my blog during my drive home, but when I get home, I usually end up eating, lesson planning or sleeping. Anyway, I've made it to my first break! I am very much looking forward to Thanksgiving and having five days off from work - it will be so nice to just breathe for a few days. Several older teachers have told me that as long as I can make it to my first break, I'll be fine for the rest of the year. That makes sense, since the beginning of school to Thanksgiving is the longest stretch of the year without any break. I feel that just by surviving to my first break and not falling apart, I've reached a huge milestone. =)
The last few weeks have been crazy busy. I've taught my first novel in English (To Kill a Mockingbird). In doing so, I discovered 1) lesson planning is a lot easier when teaching a novel, but 2) it is incredibly frustrating when students simply refuse to read. I kept trying to think of ways to motivate students to read - read together out loud (which is not really encouraged in the English department), give frequent very simple reading quizzes on basic plot points, give kids time to read independently in class and submit an exit ticket for points...but still, a significant number of my students just won't read. Because they just won't read, they're failing the class. I even gave points one day for students just having their books with them in class because so many students weren't bringing them. I keep asking some of my fellow English teachers if it's typical for half the class to be failing just for not reading, and they all say yes, but I'm really struggling with being ok with it. I don't want to accept my students' laziness and their apathy about their grades. I'm not sure why it's so hard to get some of my students to read (except the fact that a few of them have never read a book in school, ever...some of my students say they watched the movie version of a book instead of reading it, whaaaa???), but I need to figure out some strategy to motivate these kids. **Note: I do have several students who do read and try really hard and care about their, and they all have close to 100% - I just wish all my students would care about their success as much as I do. If any of my English (or any subject) teacher friends have any advice, I would love to hear from you.
Particularly with my English students, I've been reminding myself that their Ninth Grade English class is most likely not the center of their universes, nor should it be. They all have six other classes and a thousand other things to think about. It's certainly not an excuse at all for them not doing what they have to do for my class, but it helps me to remember not to take it personally when they don't read or don't care about their grade in my class.
One of the things that several of my professors from the MAC Program mentioned was to make sure we, as teachers, don't forget what it's like to be a learner. Teachers should always challenge themselves to learn something new, so they can remember what it's like to make sense of new material, to practice a new skill, and to be occasionally frustrated by learning and getting better at something. In an effort to remind myself what it's like to be a learner, I've started playing piano more frequently. (For those of you who don't know, I was pretty serious about piano for a significant portion of my life and used to practice a lot. Then, during college, I kinda took a break from learning new pieces and really practicing while I focused on school.) Recently, when I play piano, I don't just run through all the old familiar pieces that I could play with my eyes closed...instead, I've picked a few new pieces to learn and practice. It's been fun and frustrating at times, but I really do feel like it's helping me to be more understanding and patient with my students when they aren't getting things as quickly as I think they should.
In case you were wondering, all my German classes are great. I'm going on a field trip to Frankenmuth with my German students soon, so expect a more German-themed post in the next couple weeks!
Also, Kevin and I are now officially residents of Northville. We moved two weekends ago. We have amazing friends and family....I can't believe they've helped us move so many times. My drive is much better now, and I'm loving the extra half hour of sleep - it makes a huge difference!
Happy Thanksgiving, everyone!
The last few weeks have been crazy busy. I've taught my first novel in English (To Kill a Mockingbird). In doing so, I discovered 1) lesson planning is a lot easier when teaching a novel, but 2) it is incredibly frustrating when students simply refuse to read. I kept trying to think of ways to motivate students to read - read together out loud (which is not really encouraged in the English department), give frequent very simple reading quizzes on basic plot points, give kids time to read independently in class and submit an exit ticket for points...but still, a significant number of my students just won't read. Because they just won't read, they're failing the class. I even gave points one day for students just having their books with them in class because so many students weren't bringing them. I keep asking some of my fellow English teachers if it's typical for half the class to be failing just for not reading, and they all say yes, but I'm really struggling with being ok with it. I don't want to accept my students' laziness and their apathy about their grades. I'm not sure why it's so hard to get some of my students to read (except the fact that a few of them have never read a book in school, ever...some of my students say they watched the movie version of a book instead of reading it, whaaaa???), but I need to figure out some strategy to motivate these kids. **Note: I do have several students who do read and try really hard and care about their, and they all have close to 100% - I just wish all my students would care about their success as much as I do. If any of my English (or any subject) teacher friends have any advice, I would love to hear from you.
Particularly with my English students, I've been reminding myself that their Ninth Grade English class is most likely not the center of their universes, nor should it be. They all have six other classes and a thousand other things to think about. It's certainly not an excuse at all for them not doing what they have to do for my class, but it helps me to remember not to take it personally when they don't read or don't care about their grade in my class.
One of the things that several of my professors from the MAC Program mentioned was to make sure we, as teachers, don't forget what it's like to be a learner. Teachers should always challenge themselves to learn something new, so they can remember what it's like to make sense of new material, to practice a new skill, and to be occasionally frustrated by learning and getting better at something. In an effort to remind myself what it's like to be a learner, I've started playing piano more frequently. (For those of you who don't know, I was pretty serious about piano for a significant portion of my life and used to practice a lot. Then, during college, I kinda took a break from learning new pieces and really practicing while I focused on school.) Recently, when I play piano, I don't just run through all the old familiar pieces that I could play with my eyes closed...instead, I've picked a few new pieces to learn and practice. It's been fun and frustrating at times, but I really do feel like it's helping me to be more understanding and patient with my students when they aren't getting things as quickly as I think they should.
In case you were wondering, all my German classes are great. I'm going on a field trip to Frankenmuth with my German students soon, so expect a more German-themed post in the next couple weeks!
Also, Kevin and I are now officially residents of Northville. We moved two weekends ago. We have amazing friends and family....I can't believe they've helped us move so many times. My drive is much better now, and I'm loving the extra half hour of sleep - it makes a huge difference!
Happy Thanksgiving, everyone!
Wednesday, October 24, 2012
Toto, I have a feeling we're not in Ann Arbor anymore.
Three things have happened recently that have made it very clear to me that 1) Macomb is very different than Ann Arbor and 2) I have a lot to learn about a lot of things.
The first two incidents were at parent teacher conferences a few weeks ago:
1. A C is average, right?
I have a student who is in both my English class and one of my German 1 classes. He's a great kid. He comes to talk to me, likes to joke around, and he was the one who started my nickname in one of my classes - he calls me Fraunie (sounds like frowny - Frau Nagle -> Frau N -> Fraunie - this has caught on with a few students). Anyway, I really enjoy having this student in my classes, but he's failing both German and English. He's failing simply because he's just not doing his homework or projects and he's not studying for quizzes and tests. I have offered this student extra help several times - I've almost pleaded with him to come meet with me before or after school, but he just won't. I made him his own special agenda to use to keep track of assignments, but that hasn't worked yet. I so badly want this kid to pass my classes, so I was really happy that his mom came in to conferences. I told her how I believed that her son could do well in the class if he just started doing some simple things and how he's very intelligent and how I would help him in any way I could. I told her all the ways we could bring up his grades from failing to at least a B (this was still early on in the semester...that's looking less likely now). After I told all of this to her, she said, "Well, a C is average, right? I think my son is a pretty average kid, so I'm fine with a C or a D. He doesn't need a B."
I had no idea how to respond. When I was student teaching in Ann Arbor, many students (and their parents) would freak if their grades went below an A, and anything below a B was simply unacceptable for most students. I don't think I ever would have heard a parent say that in Ann Arbor. Don't get me wrong though, there are plenty of students at LCN who have stellar grades and work very hard to keep up their grades. I was just so surprised to hear that a parent wasn't even willing to push their student to achieve above a C.
2. We live in America.
Also at parent teacher conferences, I saw the parent of one of my students in German 1. This kid is super excited about German. He'll yell good morning auf Deutsch across the hall to me every single morning. He asks a ton of extra questions about how to say things in German. He's actually interested in the grammar we've been doing so far (very rare in a student). He has a ton of German music on his ipod now, and he tries to learn the words so he can sing along. This kid is just so excited and passionate about German, even after just a few months of learning it. Anyway, this kid's dad came to conferences. He sat down and the first thing he said to me was something to the effect of, "I'm not very happy that my kid has to take German. I mean, we live in America, and he's not gonna go anywhere outside of America, so he doesn't need to learn about other languages or cultures. There's no point to him learning to speak German." I so badly wanted to respond with something like "Well, the point of him taking German is so that he doesn't end up as close-minded as you, sir." ...but that probably would have gotten me in trouble, so I just said that his kid is doing really well in the class, so it'll boost his GPA. I then ended the conference by saying that I hope his kid takes all four years of German and that I'll be encouraging him to travel to Germany with us.
I've never heard an argument against learning a world language like that before, and I don't think I ever would have heard that in Ann Arbor. I believe very strongly that learning a language isn't just about learning what words mean or how to write a sentence. I think everything we do needs to be soaked in culture, so that my students can learn about history, art, music - so they can learn to think critically about different ways of living and different ways of thinking. That, to me, is why studying a world language is so important. It helps you realize that there's a whole world outside of yourself with a ton of opportunities and experiences just waiting for you. I am going to do everything I can to make sure this kid stays in German class.
My last story happened just the other day in one of my German 1 classes.
3. What we don't know
I have a student in my class who transferred to the school three weeks into school. He never came in to catch up on what he'd missed those first three weeks, even though I told him to come in during lunch several times. He never comes to class with his book or his binder, rarely takes notes, and frequently talks with his classmates when he should be doing classwork. However, he has been doing fairly well on quizzes, considering his lack of attention in class. This tells me that he's clearly bright, just not very motivated yet. The hour that I have this student is split up by lunch (we have one half of class, then they go to lunch, then they come back for the last half...annoying, but that's the way it is). About two weeks ago, this student started skipping the second half of class almost every day. I started marking him absent and letting a vice principal know about the problem (still don't know if the VP did anything). Then, the other day, I sent this kid out into the hall and wrote him up for yelling "faggot" in the middle of class (never an ok word to say...also, this was the first time I've ever sent someone out in the hall). Then, I didn't see this kid for two days. The day he finally came back to school and ame to my class, I asked him where he'd been (assuming that he had been skipping again). In a very different tone of voice than he usually uses with me, he told me that his family had been evicted from their house and had moved into a motel (I later verified this with his counselor, and it turned out to be true).
What are you supposed to do in a situation like that? Here's a kid, who's usually a nightmare to have in class, sharing a piece of very personal, difficult information. That got me thinking - how many of his motivational and behavioral problems in my class have been him acting out because of this hard thing he's dealing with outside of school? What else is going on in his life that I don't know about? What's going on in my other students' lives that I don't know about? How are those things affecting how they are in class? My interaction with this student was a very sharp reminder that I only see an hour of my students' lives per day for the days we're in school. I'd say I know a lot of my students well, but there are some students about whom I still know very little. I don't think I should be more lenient with my students just because there might possibly be other things they're dealing with, but this was a reminder that some days, once in a while, it's ok to give a student a break.
The first two incidents were at parent teacher conferences a few weeks ago:
1. A C is average, right?
I have a student who is in both my English class and one of my German 1 classes. He's a great kid. He comes to talk to me, likes to joke around, and he was the one who started my nickname in one of my classes - he calls me Fraunie (sounds like frowny - Frau Nagle -> Frau N -> Fraunie - this has caught on with a few students). Anyway, I really enjoy having this student in my classes, but he's failing both German and English. He's failing simply because he's just not doing his homework or projects and he's not studying for quizzes and tests. I have offered this student extra help several times - I've almost pleaded with him to come meet with me before or after school, but he just won't. I made him his own special agenda to use to keep track of assignments, but that hasn't worked yet. I so badly want this kid to pass my classes, so I was really happy that his mom came in to conferences. I told her how I believed that her son could do well in the class if he just started doing some simple things and how he's very intelligent and how I would help him in any way I could. I told her all the ways we could bring up his grades from failing to at least a B (this was still early on in the semester...that's looking less likely now). After I told all of this to her, she said, "Well, a C is average, right? I think my son is a pretty average kid, so I'm fine with a C or a D. He doesn't need a B."
I had no idea how to respond. When I was student teaching in Ann Arbor, many students (and their parents) would freak if their grades went below an A, and anything below a B was simply unacceptable for most students. I don't think I ever would have heard a parent say that in Ann Arbor. Don't get me wrong though, there are plenty of students at LCN who have stellar grades and work very hard to keep up their grades. I was just so surprised to hear that a parent wasn't even willing to push their student to achieve above a C.
2. We live in America.
Also at parent teacher conferences, I saw the parent of one of my students in German 1. This kid is super excited about German. He'll yell good morning auf Deutsch across the hall to me every single morning. He asks a ton of extra questions about how to say things in German. He's actually interested in the grammar we've been doing so far (very rare in a student). He has a ton of German music on his ipod now, and he tries to learn the words so he can sing along. This kid is just so excited and passionate about German, even after just a few months of learning it. Anyway, this kid's dad came to conferences. He sat down and the first thing he said to me was something to the effect of, "I'm not very happy that my kid has to take German. I mean, we live in America, and he's not gonna go anywhere outside of America, so he doesn't need to learn about other languages or cultures. There's no point to him learning to speak German." I so badly wanted to respond with something like "Well, the point of him taking German is so that he doesn't end up as close-minded as you, sir." ...but that probably would have gotten me in trouble, so I just said that his kid is doing really well in the class, so it'll boost his GPA. I then ended the conference by saying that I hope his kid takes all four years of German and that I'll be encouraging him to travel to Germany with us.
I've never heard an argument against learning a world language like that before, and I don't think I ever would have heard that in Ann Arbor. I believe very strongly that learning a language isn't just about learning what words mean or how to write a sentence. I think everything we do needs to be soaked in culture, so that my students can learn about history, art, music - so they can learn to think critically about different ways of living and different ways of thinking. That, to me, is why studying a world language is so important. It helps you realize that there's a whole world outside of yourself with a ton of opportunities and experiences just waiting for you. I am going to do everything I can to make sure this kid stays in German class.
My last story happened just the other day in one of my German 1 classes.
3. What we don't know
I have a student in my class who transferred to the school three weeks into school. He never came in to catch up on what he'd missed those first three weeks, even though I told him to come in during lunch several times. He never comes to class with his book or his binder, rarely takes notes, and frequently talks with his classmates when he should be doing classwork. However, he has been doing fairly well on quizzes, considering his lack of attention in class. This tells me that he's clearly bright, just not very motivated yet. The hour that I have this student is split up by lunch (we have one half of class, then they go to lunch, then they come back for the last half...annoying, but that's the way it is). About two weeks ago, this student started skipping the second half of class almost every day. I started marking him absent and letting a vice principal know about the problem (still don't know if the VP did anything). Then, the other day, I sent this kid out into the hall and wrote him up for yelling "faggot" in the middle of class (never an ok word to say...also, this was the first time I've ever sent someone out in the hall). Then, I didn't see this kid for two days. The day he finally came back to school and ame to my class, I asked him where he'd been (assuming that he had been skipping again). In a very different tone of voice than he usually uses with me, he told me that his family had been evicted from their house and had moved into a motel (I later verified this with his counselor, and it turned out to be true).
What are you supposed to do in a situation like that? Here's a kid, who's usually a nightmare to have in class, sharing a piece of very personal, difficult information. That got me thinking - how many of his motivational and behavioral problems in my class have been him acting out because of this hard thing he's dealing with outside of school? What else is going on in his life that I don't know about? What's going on in my other students' lives that I don't know about? How are those things affecting how they are in class? My interaction with this student was a very sharp reminder that I only see an hour of my students' lives per day for the days we're in school. I'd say I know a lot of my students well, but there are some students about whom I still know very little. I don't think I should be more lenient with my students just because there might possibly be other things they're dealing with, but this was a reminder that some days, once in a while, it's ok to give a student a break.
Hello again!
It's been a while since my last post. The main reason for that is this: I am tired. I. Am. So. Tired. During my time in undergrad and grad school, there were many times when I was pretty tired. I pulled a few all-nighters, had several nights with two or three hours of sleep, and usually slept about five or six hours a night. I liked to keep busy, and certainly had a full schedule in college and grad school. As busy and tired as I was before though, it was nothing compared to how I've been feeling the past few weeks.
I feel exhausted ALL THE TIME. Even when I've just slept for fourteen hours straight, I'm just so tired. My last few Friday and Saturday nights have included me falling asleep by 8:00 or earlier and waking up at least twelve hours later...followed by naps the next afternoon. I think there are two reasons for why I'm so tired all the time:
1. I work a lot of hours during the week. I was talking to someone the other day about how much I've been working, and he/she said (as a joke, thankfully), "But teachers only work part time, right?" Yes, technically my work day (per my contract) ends at 2:30. And yes, I will get the summer off. But the idea of that meaning I work only part time makes me want to laugh and cry. I've been keeping track of how many hours I'm devoting to "work" every week, and the time I spend actually teaching amounts to about half of the time I actually "work." By "work," I'm including time spent teaching, attending meetings, lesson planning, and grading. Last week, I "worked" over 70 hours. Two days ago, I literally had one waking hour in which I wasn't driving or working. I feel like I'm just complaining now...that's not the point I'm trying to make. I'm not trying to have a pity party, I'm just still surprised at how much time I'm putting into my job right now. Anyway, the point is, I've never worked this much ever...AND...
2. When I'm at school, I'm ON. By that, I mean there is no down time. My prep hour is the last hour of the day, so I'm super busy from the minute I get to school until my sixth class leaves my classroom. Also, kids are crazy. I feel like I should have known this better before now (and I'm sure many of you reading this know this well), but my students can be psycho. There's always something going on and someone who needs something, so I always need to be on and alert at school. That has turned out to be super exhausting, and I'm pretty sure that's the main factor in why I'm so tired. By the time Friday afternoon rolls around, I am spent.
As I write about this, I can hear little voices in my head (many who sound just like Maria Coolican, methods professor extraordinaire) saying that I could be doing things to make my time at school less exhausting. I remember my ed school professors saying that the teacher shouldn't be the hardest working person in the classroom. This sounds great in theory, but I'm finding out that it's more difficult to put into practice, because right now I really feel like I'm working harder than my students...but I'm working on it. I'm sure I'll get some of my energy back as I get better and faster (haha, I almost typed fatter...that's happening too! Some parts of my job have made me turn to ice cream and chocolate) at lesson planning, grading, and classroom management, but for now, I'm just tired.
Everyone keeps telling me that if I can make it to Christmas, I'll be fine for the rest of the year. A student told me that he heard a radio station playing Christmas music already, so it's not that far away, right??
I feel exhausted ALL THE TIME. Even when I've just slept for fourteen hours straight, I'm just so tired. My last few Friday and Saturday nights have included me falling asleep by 8:00 or earlier and waking up at least twelve hours later...followed by naps the next afternoon. I think there are two reasons for why I'm so tired all the time:
1. I work a lot of hours during the week. I was talking to someone the other day about how much I've been working, and he/she said (as a joke, thankfully), "But teachers only work part time, right?" Yes, technically my work day (per my contract) ends at 2:30. And yes, I will get the summer off. But the idea of that meaning I work only part time makes me want to laugh and cry. I've been keeping track of how many hours I'm devoting to "work" every week, and the time I spend actually teaching amounts to about half of the time I actually "work." By "work," I'm including time spent teaching, attending meetings, lesson planning, and grading. Last week, I "worked" over 70 hours. Two days ago, I literally had one waking hour in which I wasn't driving or working. I feel like I'm just complaining now...that's not the point I'm trying to make. I'm not trying to have a pity party, I'm just still surprised at how much time I'm putting into my job right now. Anyway, the point is, I've never worked this much ever...AND...
2. When I'm at school, I'm ON. By that, I mean there is no down time. My prep hour is the last hour of the day, so I'm super busy from the minute I get to school until my sixth class leaves my classroom. Also, kids are crazy. I feel like I should have known this better before now (and I'm sure many of you reading this know this well), but my students can be psycho. There's always something going on and someone who needs something, so I always need to be on and alert at school. That has turned out to be super exhausting, and I'm pretty sure that's the main factor in why I'm so tired. By the time Friday afternoon rolls around, I am spent.
As I write about this, I can hear little voices in my head (many who sound just like Maria Coolican, methods professor extraordinaire) saying that I could be doing things to make my time at school less exhausting. I remember my ed school professors saying that the teacher shouldn't be the hardest working person in the classroom. This sounds great in theory, but I'm finding out that it's more difficult to put into practice, because right now I really feel like I'm working harder than my students...but I'm working on it. I'm sure I'll get some of my energy back as I get better and faster (haha, I almost typed fatter...that's happening too! Some parts of my job have made me turn to ice cream and chocolate) at lesson planning, grading, and classroom management, but for now, I'm just tired.
Everyone keeps telling me that if I can make it to Christmas, I'll be fine for the rest of the year. A student told me that he heard a radio station playing Christmas music already, so it's not that far away, right??
Wednesday, October 10, 2012
Conquered: First Night of Parent/Teacher Conferences
It is 8:01 pm and I am officially done with my first night of parent/teacher conferences! I did it! No major blowups or catastrophes! We have six more hours of conferences tomorrow, but I'm very happy today went well. My mentor, Jim is bugging me that I have to stop writing and leave the building, but I have to tell y'all one small anecdote:
Yesterday, a kid in my class found a live worm wriggling around on my floor. I teach on the second floor. How did it get up the stairs?
Yesterday, a kid in my class found a live worm wriggling around on my floor. I teach on the second floor. How did it get up the stairs?
Monday, October 1, 2012
We're Moving....Again!
It's official. Kevin and I are moving to Northville in November. We've reserved an apartment, and our move-in date is November 10. This will be the fourth time I've moved in 15 months:
- August 2011: Out of my house in Ann Arbor to my parents' in Wixom
- October 2011: Out of my parents' in Wixom to our first apartment in Farmington Hills (after our wedding)
- November 2011: Out of our Farmington Hills apartment to Ann Arbor (after Kevin's surprise new job, which worked out well for me while I was in grad school)
- November 2012: Out of Ann Arbor to Northville (coming soon!)
We still have boxes we never unpacked from our last move...we can probably get rid of that stuff, right?
Anyway, moving to Northville will take about 30 minutes off of my drive to school (YAY!), but will add it to Kevin's drive. Now we're both looking at about 50 min to work...not necessarily ideal, but at least more equal. Northville is a pretty great location for us though - it's an area we like, it's closer to good friends, about 10 min from Kevin's brother and my grandparents, 20ish min from both of our parents, and still close enough to Ann Arbor that we can run out to dinner at the Blue Tractor or Jolly Pumpkin on a Friday night.
Looks like the next month will be filled with teaching, lesson planning, driving...and now packing. =)
Wednesday, September 26, 2012
Some days are hard...
I'll try not to be too much of a debbie downer in this post, but some days are just plain hard. Unfortunately, today was one of those days. Going into school this morning, I felt like I had a good, solid plan. I'm still recovering from my beginning-the-year cold, but I felt pretty good. Then, first hour happened. We were playing a game, which I thought would be super fun, but my students clearly didn't think so. They were sleepy, cranky, and just not in to playing charades or bingo, or speaking German at all. It can be so frustrating to have what you think is a good idea for a lesson, only to see it flop right before your eyes and not have a backup plan. Ugh...so that was first hour.
My other German 1 classes were just ok, and my English class went pretty well. I gave a quiz in my German 3 classes today, so those classes were pretty easy for me. By the end of classes, I was still feeling pretty good...sniffly and tired, but pretty good. Then we had a staff meeting. Then I had an English department meeting. Then I had a world language department meeting. (I really do love being able to teach German and English, but double duty department meetings have gotten old fast) By the time all the meetings were over, it was 4:00. If I leave before 4:00, I usually have a pretty good shot of making it home in an hour and twenty minutes or less. If I leave any later, even 10 minutes later, that'll add on about a half hour to my drive. I've figured that I either have to leave by 4:00 or after 6:00. Seeing as the meetings were done at 4:00 and I'd barely done any prep for the next day, it became clear that I would be leaving at 6:00.
(Quick side note: It's ridiculous how much extra stuff there is to do and keep track of that's not actually related to teaching, blurg.)
Anyway, I planned, made copies, and cleaned up my classroom (it had looked as if a tornado had come through...so much construction paper everywhere...), and by 5:00, I was done with prep. Then, I decided to grade those quizzes from my German 3 classes. I almost wish I hadn't, because, after grading them all, it became clear that my students were not ready to move on with the next lesson. Their scores were terrible. It was so disappointing and confusing. I don't think that I'm that hard of a grader or that my expectations were unreasonably high, and most of my students had said they felt good after the quiz....but something was off with their sucess-senseometers or my expectations because most of my students bombed the quiz. So then, at 5:30, I had to come up with a completely new lesson plan and materials for the next day. The quiz was on an important topic, and we can't move on if their quiz scores are true indications of how well they understand (or don't understand) the material. I feel like moving on without some review would just be setting them up for failure on the chapter test.
Anyway, I didn't get out of school until 6:15 or so. By this time, all the Day-Quil I had taken earlier was gone, my nose was leaking, and my head was pounding. Also, did you know that driving West around 6:30 happens to be the perfect time to catch the sun when it's too low for your sun visor to block it out, but still incredibly bright? It is. Also, my ambitious hour and ten minute goal for my drive home turned into an hour and fifty minute hike, due to accidents, because, of course, that would happen today. As much as my cold and my drive were bugging me, the thing that was really getting to me were those quiz scores...
How could they have been so low? We spent five days learning and working with this material. There were homework assignments, fun activities, two days of making and going over notes only one page long. This also wasn't the first time I've taught this material. I clearly remember teaching it last year in two days to my freshmen German classes during student teaching, and they all seemed to get it. I used many of the same methods and materials this time around, and after five days, my classes full of juniors and seniors still weren't getting it? Huh?
One thing to consider is that last year, I was teaching in Ann Arbor, and this year, I'm teaching in Macomb. Many of my Ann Arbor students were obsessed with getting into a good college and getting a stellar ACT score when they were only freshmen. Most students didn't question that they were going to go to college, and many assumed they were going to go to UofM or an even better school. I'm quickly learning that not all of my students at LCN plan on or even consider going to college. It's definitely different - but I don't think at all that my students at LCN are any less intelligent than the kids in Ann Arbor. I think it's more of a different attitude in the community over there - definitely not a college town. Anyway...I feel like I'm rambling...I'll get to the point.
My feeling is that it's an issue of expectation of the rigor of the German class. In Ann Arbor, many, certainly not all, but many students were very academically-oriented and were ok with working their butt off in class and doing homework. My German 3 students, from the sound of it, are used to playing a lot of games, semi-frequent parties, and no homework (not that homework is always a measure of rigor, but whatever). I think that what might have happened with this quiz is that they are still getting used to me and what I expect for them to be able to do on a quiz or test. Even though I know I stated explicitly what I expected in class, and we practiced what the quiz would be like in class, I don't think they 100% believed me that I have definite, high (though not unreasonable) expectations for them. Maybe they'll believe me when they see their quiz scores tomorrow...
My other German 1 classes were just ok, and my English class went pretty well. I gave a quiz in my German 3 classes today, so those classes were pretty easy for me. By the end of classes, I was still feeling pretty good...sniffly and tired, but pretty good. Then we had a staff meeting. Then I had an English department meeting. Then I had a world language department meeting. (I really do love being able to teach German and English, but double duty department meetings have gotten old fast) By the time all the meetings were over, it was 4:00. If I leave before 4:00, I usually have a pretty good shot of making it home in an hour and twenty minutes or less. If I leave any later, even 10 minutes later, that'll add on about a half hour to my drive. I've figured that I either have to leave by 4:00 or after 6:00. Seeing as the meetings were done at 4:00 and I'd barely done any prep for the next day, it became clear that I would be leaving at 6:00.
(Quick side note: It's ridiculous how much extra stuff there is to do and keep track of that's not actually related to teaching, blurg.)
Anyway, I planned, made copies, and cleaned up my classroom (it had looked as if a tornado had come through...so much construction paper everywhere...), and by 5:00, I was done with prep. Then, I decided to grade those quizzes from my German 3 classes. I almost wish I hadn't, because, after grading them all, it became clear that my students were not ready to move on with the next lesson. Their scores were terrible. It was so disappointing and confusing. I don't think that I'm that hard of a grader or that my expectations were unreasonably high, and most of my students had said they felt good after the quiz....but something was off with their sucess-senseometers or my expectations because most of my students bombed the quiz. So then, at 5:30, I had to come up with a completely new lesson plan and materials for the next day. The quiz was on an important topic, and we can't move on if their quiz scores are true indications of how well they understand (or don't understand) the material. I feel like moving on without some review would just be setting them up for failure on the chapter test.
Anyway, I didn't get out of school until 6:15 or so. By this time, all the Day-Quil I had taken earlier was gone, my nose was leaking, and my head was pounding. Also, did you know that driving West around 6:30 happens to be the perfect time to catch the sun when it's too low for your sun visor to block it out, but still incredibly bright? It is. Also, my ambitious hour and ten minute goal for my drive home turned into an hour and fifty minute hike, due to accidents, because, of course, that would happen today. As much as my cold and my drive were bugging me, the thing that was really getting to me were those quiz scores...
How could they have been so low? We spent five days learning and working with this material. There were homework assignments, fun activities, two days of making and going over notes only one page long. This also wasn't the first time I've taught this material. I clearly remember teaching it last year in two days to my freshmen German classes during student teaching, and they all seemed to get it. I used many of the same methods and materials this time around, and after five days, my classes full of juniors and seniors still weren't getting it? Huh?
One thing to consider is that last year, I was teaching in Ann Arbor, and this year, I'm teaching in Macomb. Many of my Ann Arbor students were obsessed with getting into a good college and getting a stellar ACT score when they were only freshmen. Most students didn't question that they were going to go to college, and many assumed they were going to go to UofM or an even better school. I'm quickly learning that not all of my students at LCN plan on or even consider going to college. It's definitely different - but I don't think at all that my students at LCN are any less intelligent than the kids in Ann Arbor. I think it's more of a different attitude in the community over there - definitely not a college town. Anyway...I feel like I'm rambling...I'll get to the point.
My feeling is that it's an issue of expectation of the rigor of the German class. In Ann Arbor, many, certainly not all, but many students were very academically-oriented and were ok with working their butt off in class and doing homework. My German 3 students, from the sound of it, are used to playing a lot of games, semi-frequent parties, and no homework (not that homework is always a measure of rigor, but whatever). I think that what might have happened with this quiz is that they are still getting used to me and what I expect for them to be able to do on a quiz or test. Even though I know I stated explicitly what I expected in class, and we practiced what the quiz would be like in class, I don't think they 100% believed me that I have definite, high (though not unreasonable) expectations for them. Maybe they'll believe me when they see their quiz scores tomorrow...
Saturday, September 22, 2012
Spirit Week: Grapes and Flash Mobs
This past week was Spirit Week. When I was in high school, Spirit Week was huge. The students, teachers, and administrators all got super into it. Almost everyone dressed up, and we always had great themes. However, I discovered that Spirit Week at LCN is not such a big deal...at all. On most of the days, I saw maybe ten students all day who were participating, and most of the staff didn't participate either. The first day was Orange & Purple day, which was easy enough to do. I just wore a purple shirt and normal, nice teacher clothes - but I saw few other people wearing orange or purple. I decided not to participate in the next day - Zombie day - because I happen to not like zombies...at all. I think they're scary. That was probably a good decision, because it looked as though most of the school also decided to skip that one. I did, however, see a few students and a couple teachers in zombie getup, including one of my good teacher friends, Danielle, who went to high school with me. She encouraged me to participate in the next Spirit Week day, Costume Day.
Now, I'm not shy, but I'd definitely say I tend to be a little quieter around people I don't know that well...including an entire school of people I've only known for about 3 weeks. I'm definitely not the type of person to dress up in a ridiculous costume when almost everyone else is dressed normally. However, I did love Spirit Week in high school, and I wanted to push myself to get into Spirit Week at LCN. Maybe if more teachers participate, more students will participate. So with Danielle's encouragement, I dressed up...as grapes. This is probably the most ridiculous costume I've ever had in my life, but it turned out to be a blast. I pinned a bunch of purple balloons to a zip-up hoodie and stapled a bunch of fake leaves to a headband. Here's a pic from the night I made the costume:
Wearing it to school was fun, but a little awkward. I had to walk sideways to fit through doors. Some students came up and tried to pop me (none were successful, but I had brought backup balloons, just in case). It was really fun to see the students' reactions to my costume. Some burst out laughing as soon as they saw me. Others acted as if it was completely normal. I said hi to some students as I walked through the hallway, and they turned away, blushing and embarrassed. I got a lot of hellos and "I love your costume!" from students I'd never met before. My principal stopped in my classroom (for the first time ever) and saw my costume. Overall, it turned out to be a lot of fun for me, and for my students, I think. My mentor said it was a bold move for a new teacher, and now a lot of kids know me as "Frau Nagle - the new teacher who was grapes that one day". It was also a great opportunity to teach all my German students how to say "grapes" auf Deutsch!
Friday was Black & Gold day (LCN's colors). There was a pep assembly at the end of the day. For the assembly, I participated in my first flash mob! Several of the younger teachers, a few of the older teachers, and some student council kids put together a flash mob to Gangnam Style by Psy. If you don't know what that is, it's the latest viral video, and most of the students know and love it. Here's the original video:
And here's the video of the staff flash mob at LCN (you can't really see me, but I'm in the back left of the group):
It was so fun! I hope that next year's Spirit Week is a little more spirited...I'll definitely be participating again!
Now, I'm not shy, but I'd definitely say I tend to be a little quieter around people I don't know that well...including an entire school of people I've only known for about 3 weeks. I'm definitely not the type of person to dress up in a ridiculous costume when almost everyone else is dressed normally. However, I did love Spirit Week in high school, and I wanted to push myself to get into Spirit Week at LCN. Maybe if more teachers participate, more students will participate. So with Danielle's encouragement, I dressed up...as grapes. This is probably the most ridiculous costume I've ever had in my life, but it turned out to be a blast. I pinned a bunch of purple balloons to a zip-up hoodie and stapled a bunch of fake leaves to a headband. Here's a pic from the night I made the costume:
Friday was Black & Gold day (LCN's colors). There was a pep assembly at the end of the day. For the assembly, I participated in my first flash mob! Several of the younger teachers, a few of the older teachers, and some student council kids put together a flash mob to Gangnam Style by Psy. If you don't know what that is, it's the latest viral video, and most of the students know and love it. Here's the original video:
And here's the video of the staff flash mob at LCN (you can't really see me, but I'm in the back left of the group):
It was so fun! I hope that next year's Spirit Week is a little more spirited...I'll definitely be participating again!
Quick MAC Fuzzy Love Moment
I am SO thankful that I did the MAC Program at UM. I'm pretty overwhelmed by this first year teaching so far, but when I talk to the other first-year teachers I know who did not do the MAC Program, I definitely feel like I was better prepared for teaching on my own. Also, I met some of the best people in the MAC Program. Earlier this week, I was kind of at a loss for how to teach comparatives and superlatives. So I sent a "Help!" email to the girls from the MAC world language cohort. Not only did I hear back quickly from all of them (even though they're busy teaching and/or living in Alaska and/or being awesome moms), they helped inspire some ideas for my lesson plan. Every time we email or chat, I am amazed at how creative, insightful, nice, and encouraging these girls are. They help me know that I'm not alone through all the ups and downs of teaching and life.
There are so many reasons that I'm thankful I did the MAC Program, but a huge one is that I met Mary, Brianne, and Diane! You ladies are the best!!!
There are so many reasons that I'm thankful I did the MAC Program, but a huge one is that I met Mary, Brianne, and Diane! You ladies are the best!!!
Week 3 Completed!
I love my job - love it, love it, love it. But I'm learning that loving my job and trying to do my best at it means doing less of the other things I love (at least for right now). For example, sleep. I love sleeping. But between being at school for roughly ten hours, spending almost three hours in the car getting to school and back, and planning/grading at home, my sleep time during the week is definitely taking a hit. I'm doing a pretty good job of making up for it on the weekends, though. At 6:30 yesterday, I started taking what was meant to be an hour-long nap, and woke up a little while ago at 7:30am. Not exactly the most exciting Friday night, but I've pretty much accepted that my social life is going to have to wait until next summer.
In addition to losing time sleeping, there are a ton of other things I haven't been spending time doing. I haven't had a real conversation with Kevin since last weekend. If we're both at home, I'm usually lesson planning, grading, or sleeping. I feel like I've barely talked to anyone in my family or my friends. I went out and bought some dry shampoo because some days I'm too tired even to shower. Basically, sometimes I feel like I've turned into a gross, sleepy hermit. I know that's not necessarily the case, and I'm sure it'll get better as I get better at time management and lesson planning, but at least for right now, some days really kick my butt.
Going back to that first sentence though, I really do love my job. I'm learning so much, I feel like my students are learning a lot, and I love forming relationships with my new coworkers and students. Something I've learned about students: they can be hormonal, moody, whiny rageballs one moment and then become the nicest, funniest, most interesting young adults the next moment. If I was this way when I was a teenager (which I probably was), I apologize to my parents and former teachers...and pretty much anyone who had to be around me when I was a rageball. Even though I spent most of last year around teens, I wasn't the only one in the classroom dealing with their attitudes and emotions. I could take a few minutes away if I needed to. This year, it's all on me (while they're in my classroom) and there's no escape...
The German teacher I'm replacing was very popular - with the staff and the students. I've lost count of how many times I've met someone and after I tell them what I'll be teaching and they say "Oh! You're the new Frau Schultz!" As tempting it is to say, "No, I'm the new me, thank you very much," I've managed to hold my tongue. Some people have even assumed that I'm going to be taking over the extra curriculars that Frau Schultz used to lead - like staff yoga. I have never done yoga in my life. Frau Schultz was/is undoubtedly a wonderful teacher. She did the MAC Program at UM also, so of course, she has to be a great teacher. I have no hard feelings against her - I've met her and I know she's full of wonderful ideas. I'm sure she's already a rockstar at her new job. However, it has been difficult at times dealing with the aftermath of her decision to leave LCN. Many of her students (who are now my students) were very loyal to her and were just plain mad that she left. I've heard reports from some of the other teachers of students during the summer saying that the new German teacher was terrible...from before the job was even posted, and long before I was interviewed and hired. This hasn't been a problem at all in my German 1 classes, because most of the kids are freshmen who never knew Frau Schultz. I've already heard from quite a few of my German 1 students that German is their favorite class or that they really like me as a teacher - and there is no way to describe how warm and fuzzy those comments make me feel. On the other hand, my German 3 classes have been as difficult as my German 1 classes have been wonderful. The German 3 students had Frau Schultz for two years. They are very used to her way of doing things, and have a definite idea of how their class should run. Unfortunately, their idea hasn't exactly matched mine, and that's led to some friction.
There have been multiple outbursts from the students when I introduce a new way of doing things - from how I want them to organize their binders, to the fact I expect them to take notes when we learn grammar, to the fact we won't be playing a game every day, to the way I grade their quizzes. I've tried to hold my ground, and I keep telling myself that this is my classroom and I do know what I'm doing - but it's hard to be confident and excited about your new job when thirty moody rageballs are arguing with you and mad at you, simply for the fact that you're not their old teacher. The first week and a half were particularly rough, but now we're done with the third week. Many of my students are starting to transform from rageballs to nice young adults, and some have even been positive about the new things we're doing in class. I'm still adjusting and they're still adjusting, but I can feel it getting better. I did have one student who seemed like he would never, ever come around. We'll call him Frank (not his real name or German class name)...
From the first day of school Frank did not like me...at all. I would say "Hallo, Frank", and he would walk past me - no response, no smile, just angry. For the first assignment, an all-about-me presentation auf Deutsch, Frank was livid that I didn't give him 100%. He still got an A, but got a few points off for what I felt were legitimate reasons (like saying "ummm" more than actually talking about himself). He stormed into my classroom after seeing his grade and demanded an explanation, which he didn't accept after I gave to him. In class, Frank would slouch in his desk and make miserable faces. He would roll his eyes and refuse to answer questions. One time, when I was giving instructions, he blurted out "This is ridiculous." One time, he banged on the wall to try and make me think there was someone at the door...and some of his classmates joined in the prank. Frank was not happy to be in class, and he was not afraid to show it. I tried speaking with him a few times privately, and called him out in class a few times, but it didn't seem like anything was working. Frank's class quickly became my least favorite - even with his negative attitude, Frank is a leader in class. His classmates listen to him, and some of them mirror his mood and behavior. I knew I had to do something about Frank - some days I honestly wished he would just drop my class. Personally, I really dislike sending kids out into the hall or writing them up, but it seemed that I would have to use one of those options with Frank. Almost every interaction I'd had with Frank was confrontational, and he was avoiding speaking with me one-on-one. But then, yesterday, something magical happened...
During my first hour (not Frank's class), Frank rushed in frantically. He explained that he really needed to use a computer to finish a paper due the next hour, and that his sub would not let him use the computer in that room or let him go to the library. Frank was in my room to ask if he could use my computer. (Fyi, I really have no problem allowing kids to use my computer - I just sign off my teacher account and they sign on with their account) This was my opportunity to have a private, non-confrontational chat with Frank. I told him that I would allow him to use my computer, as long as he agreed to come to my class with a better attitude, and I told him what that entailed. He quickly agreed - he really wanted to use that computer, I guess. I told him that I was really going to hold him to it, and he agreed again. When Frank came in with his class, he was a different person. He was excited to be there, and fully participated in the activities we were doing. He even chastised some of his classmates when they started to complain. I'm not sure how sustainable this change in Frank is, but yesterday was wonderful. It was such a "win! yay!" moment for me, and I really hope that things go more smoothly with Frank in the future.
Last year, my methods professor (one of the smartest and most amazing people I know) said something that I've been thinking about a lot recently. She said that teenagers are "apprentice human beings". Teenagers change so much and sometimes so quickly, and I think that's something really cool to watch. I mean, I don't think I'm done growing up yet, but kids grow up a lot during those four years in high school. They're learning to become adults and they're figuring out who they're going to be. My experience with Frank showed how quickly teens can make decisions to change their attitudes and their behavior. One of my challenges as a teacher is going to be allowing those kids to change, particularly in my perceptions of them. Just because one kid is a rageball one day, doesn't mean they're always going to be - and I need to remember that so I keep an open mind who my students really are, and who they're becoming. That makes it easier to not take their rageball attacks personally - they are, after all, apprentice human beings.
In addition to losing time sleeping, there are a ton of other things I haven't been spending time doing. I haven't had a real conversation with Kevin since last weekend. If we're both at home, I'm usually lesson planning, grading, or sleeping. I feel like I've barely talked to anyone in my family or my friends. I went out and bought some dry shampoo because some days I'm too tired even to shower. Basically, sometimes I feel like I've turned into a gross, sleepy hermit. I know that's not necessarily the case, and I'm sure it'll get better as I get better at time management and lesson planning, but at least for right now, some days really kick my butt.
Going back to that first sentence though, I really do love my job. I'm learning so much, I feel like my students are learning a lot, and I love forming relationships with my new coworkers and students. Something I've learned about students: they can be hormonal, moody, whiny rageballs one moment and then become the nicest, funniest, most interesting young adults the next moment. If I was this way when I was a teenager (which I probably was), I apologize to my parents and former teachers...and pretty much anyone who had to be around me when I was a rageball. Even though I spent most of last year around teens, I wasn't the only one in the classroom dealing with their attitudes and emotions. I could take a few minutes away if I needed to. This year, it's all on me (while they're in my classroom) and there's no escape...
The German teacher I'm replacing was very popular - with the staff and the students. I've lost count of how many times I've met someone and after I tell them what I'll be teaching and they say "Oh! You're the new Frau Schultz!" As tempting it is to say, "No, I'm the new me, thank you very much," I've managed to hold my tongue. Some people have even assumed that I'm going to be taking over the extra curriculars that Frau Schultz used to lead - like staff yoga. I have never done yoga in my life. Frau Schultz was/is undoubtedly a wonderful teacher. She did the MAC Program at UM also, so of course, she has to be a great teacher. I have no hard feelings against her - I've met her and I know she's full of wonderful ideas. I'm sure she's already a rockstar at her new job. However, it has been difficult at times dealing with the aftermath of her decision to leave LCN. Many of her students (who are now my students) were very loyal to her and were just plain mad that she left. I've heard reports from some of the other teachers of students during the summer saying that the new German teacher was terrible...from before the job was even posted, and long before I was interviewed and hired. This hasn't been a problem at all in my German 1 classes, because most of the kids are freshmen who never knew Frau Schultz. I've already heard from quite a few of my German 1 students that German is their favorite class or that they really like me as a teacher - and there is no way to describe how warm and fuzzy those comments make me feel. On the other hand, my German 3 classes have been as difficult as my German 1 classes have been wonderful. The German 3 students had Frau Schultz for two years. They are very used to her way of doing things, and have a definite idea of how their class should run. Unfortunately, their idea hasn't exactly matched mine, and that's led to some friction.
There have been multiple outbursts from the students when I introduce a new way of doing things - from how I want them to organize their binders, to the fact I expect them to take notes when we learn grammar, to the fact we won't be playing a game every day, to the way I grade their quizzes. I've tried to hold my ground, and I keep telling myself that this is my classroom and I do know what I'm doing - but it's hard to be confident and excited about your new job when thirty moody rageballs are arguing with you and mad at you, simply for the fact that you're not their old teacher. The first week and a half were particularly rough, but now we're done with the third week. Many of my students are starting to transform from rageballs to nice young adults, and some have even been positive about the new things we're doing in class. I'm still adjusting and they're still adjusting, but I can feel it getting better. I did have one student who seemed like he would never, ever come around. We'll call him Frank (not his real name or German class name)...
From the first day of school Frank did not like me...at all. I would say "Hallo, Frank", and he would walk past me - no response, no smile, just angry. For the first assignment, an all-about-me presentation auf Deutsch, Frank was livid that I didn't give him 100%. He still got an A, but got a few points off for what I felt were legitimate reasons (like saying "ummm" more than actually talking about himself). He stormed into my classroom after seeing his grade and demanded an explanation, which he didn't accept after I gave to him. In class, Frank would slouch in his desk and make miserable faces. He would roll his eyes and refuse to answer questions. One time, when I was giving instructions, he blurted out "This is ridiculous." One time, he banged on the wall to try and make me think there was someone at the door...and some of his classmates joined in the prank. Frank was not happy to be in class, and he was not afraid to show it. I tried speaking with him a few times privately, and called him out in class a few times, but it didn't seem like anything was working. Frank's class quickly became my least favorite - even with his negative attitude, Frank is a leader in class. His classmates listen to him, and some of them mirror his mood and behavior. I knew I had to do something about Frank - some days I honestly wished he would just drop my class. Personally, I really dislike sending kids out into the hall or writing them up, but it seemed that I would have to use one of those options with Frank. Almost every interaction I'd had with Frank was confrontational, and he was avoiding speaking with me one-on-one. But then, yesterday, something magical happened...
During my first hour (not Frank's class), Frank rushed in frantically. He explained that he really needed to use a computer to finish a paper due the next hour, and that his sub would not let him use the computer in that room or let him go to the library. Frank was in my room to ask if he could use my computer. (Fyi, I really have no problem allowing kids to use my computer - I just sign off my teacher account and they sign on with their account) This was my opportunity to have a private, non-confrontational chat with Frank. I told him that I would allow him to use my computer, as long as he agreed to come to my class with a better attitude, and I told him what that entailed. He quickly agreed - he really wanted to use that computer, I guess. I told him that I was really going to hold him to it, and he agreed again. When Frank came in with his class, he was a different person. He was excited to be there, and fully participated in the activities we were doing. He even chastised some of his classmates when they started to complain. I'm not sure how sustainable this change in Frank is, but yesterday was wonderful. It was such a "win! yay!" moment for me, and I really hope that things go more smoothly with Frank in the future.
Last year, my methods professor (one of the smartest and most amazing people I know) said something that I've been thinking about a lot recently. She said that teenagers are "apprentice human beings". Teenagers change so much and sometimes so quickly, and I think that's something really cool to watch. I mean, I don't think I'm done growing up yet, but kids grow up a lot during those four years in high school. They're learning to become adults and they're figuring out who they're going to be. My experience with Frank showed how quickly teens can make decisions to change their attitudes and their behavior. One of my challenges as a teacher is going to be allowing those kids to change, particularly in my perceptions of them. Just because one kid is a rageball one day, doesn't mean they're always going to be - and I need to remember that so I keep an open mind who my students really are, and who they're becoming. That makes it easier to not take their rageball attacks personally - they are, after all, apprentice human beings.
Thursday, September 13, 2012
Student Questions to Think About
Last week was the first week of school. Early last week, I was asked two questions in one hour that have caused me to think a lot. Here they are with my thoughts:
In my classroom, I have a poster of Martin Luther on the wall, along with a few other famous Germans. The poster has the 1529 portrait of Luther by Lucas Cranach the Elder - probably one of the most well-known pictures of Luther. The poster also has Luther's name along with the years he was alive. Anyway, during my English class, a student pointed to the poster of Luther and blurted out, "Oh my god, wait! Why isn't he black?" After a few moments to realize what the question actually meant, I explained to the student that the poster was a picture of Martin Luther, not Martin Luther King, Jr., and then I asked if anyone in the class could explain the difference between the two. Crickets. With a sad feeling in my heart and a slight tinge of annoyance, I calmly tried to quickly explain the difference between the two figures and the time periods in which they lived. After about 3 minutes of explaining, I was done, but then another student blurted out, "So is he [Martin Luther] his [Martin Luther King Jr.'s] dad?"
The second question that's made me think followed shortly after the Martin Luther (King) incident. We were discussing some of the works we'll be reading in class, one of which is Romeo and Juliet. If you don't know already, I love Shakespeare. I. Love. Shakespeare. ...and pretty much anything written pre-1700. My specialization for my English degree was in Medieval, Renaissance, and Early Modern Literature, so I'm pretty geeked that I get to teach Shakespeare. After explaining my love for Shakespeare to my class, a student raised her hand and asked, "So who is your favorite Shakespeare author?" - which then required the explanation that Shakespeare is just one person, not a genre.
As much as these two questions were facepalm moments, I feel that there's a lot to think about packed into these questions. Yes, it was very - no extremely - disheartening to hear those questions. I've never taught freshman English before, and I'd had wonderful visions of wild philosophizing and heated intellectual debates on the nature of symbolism occurring in my classroom. With these two questions, it had become very clear that we would be starting with the basics - and I mean, the very basic basics. I just spent three days on identifying subjects and verbs.
Anyway, truthfully, I wasn't just annoyed after I heard those two questions, I was angry. Why hadn't anyone talked to these kids about Shakespeare before? I could almost understand how most of the kids didn't know who Martin Luther was, but not knowing about Martin Luther King, Jr.?? Really??? Why hadn't their previous teachers talked about that stuff? Why hadn't their parents taught them about it?
But then I realized this. If they don't know all of this stuff that I think is very interesting and very important, I have an incredible opportunity by having these kids in my class. I can't control what these kids come into my classroom already knowing. I can't make up for their lack of experience or knowledge about literature or history, but I can fill in some of those gaps. I get to be the one to introduce them to Shakespeare. I get to be the one to make them think, really think, about civil rights issues while we read To Kill a Mockingbird. I've realized that it's ok that they don't know who Shakespeare is yet, because they just haven't been introduced yet...and that's ok. The more I think about it, I'm not even sure that I should have expected them to know...
The more time I spend teaching, the more I realize that I was probably not a typical kid. I was very fortunate to grow up in an environment where learning didn't stop at 3:00 when school was over. I was so blessed to have parents who cared that I learned a lot and knew the value of learning. I grew up in a home where the study of fine arts, history, and literature were appreciated and encouraged. Most of my students probably didn't read and watch Shakespeare plays with their dad while they were in elementary school. Most of my students probably didn't help put together an 8000+ piece puzzle of the Sistine Chapel ceiling. Most of them probably don't think it's normal to have half-naked statuettes by Michelangelo on the mantle. Most of my students probably don't memorize lines from Robert Service poems and Shakespeare for fun. The things I did as a child may imply that I or my parents (particularly my father) are nerds, but they helped make me into a person who loves learning.
I don't expect that my students experienced everything I did as a child, but I'm realizing more that some of them have had almost no support at home with reading or learning. One of the most calming sounds for me to this day is the sound of my parents (or grandparents) reading aloud. I'm lucky that I had a lot of people to read to and with me when I was young, which helped foster a love for reading and definitely helped in school, especially in English. Some of my students have never been read to or haven't been read to in a very long time. Some of my students are not asked "How was school? What did you learn today?" when they get home. Some of my students have no one at home to talk to about Martin Luther King, Jr. or Shakespeare. My challenge this year is going to be remembering that that's ok and that I have an awesome opportunity to share fun, interesting, important information with my students.
(I would have probably had a more drawn-out, long-winded conclusion, but that last sentence pretty much sums it up. It's getting late, and this post is way too long.)
In my classroom, I have a poster of Martin Luther on the wall, along with a few other famous Germans. The poster has the 1529 portrait of Luther by Lucas Cranach the Elder - probably one of the most well-known pictures of Luther. The poster also has Luther's name along with the years he was alive. Anyway, during my English class, a student pointed to the poster of Luther and blurted out, "Oh my god, wait! Why isn't he black?" After a few moments to realize what the question actually meant, I explained to the student that the poster was a picture of Martin Luther, not Martin Luther King, Jr., and then I asked if anyone in the class could explain the difference between the two. Crickets. With a sad feeling in my heart and a slight tinge of annoyance, I calmly tried to quickly explain the difference between the two figures and the time periods in which they lived. After about 3 minutes of explaining, I was done, but then another student blurted out, "So is he [Martin Luther] his [Martin Luther King Jr.'s] dad?"
The second question that's made me think followed shortly after the Martin Luther (King) incident. We were discussing some of the works we'll be reading in class, one of which is Romeo and Juliet. If you don't know already, I love Shakespeare. I. Love. Shakespeare. ...and pretty much anything written pre-1700. My specialization for my English degree was in Medieval, Renaissance, and Early Modern Literature, so I'm pretty geeked that I get to teach Shakespeare. After explaining my love for Shakespeare to my class, a student raised her hand and asked, "So who is your favorite Shakespeare author?" - which then required the explanation that Shakespeare is just one person, not a genre.
As much as these two questions were facepalm moments, I feel that there's a lot to think about packed into these questions. Yes, it was very - no extremely - disheartening to hear those questions. I've never taught freshman English before, and I'd had wonderful visions of wild philosophizing and heated intellectual debates on the nature of symbolism occurring in my classroom. With these two questions, it had become very clear that we would be starting with the basics - and I mean, the very basic basics. I just spent three days on identifying subjects and verbs.
Anyway, truthfully, I wasn't just annoyed after I heard those two questions, I was angry. Why hadn't anyone talked to these kids about Shakespeare before? I could almost understand how most of the kids didn't know who Martin Luther was, but not knowing about Martin Luther King, Jr.?? Really??? Why hadn't their previous teachers talked about that stuff? Why hadn't their parents taught them about it?
But then I realized this. If they don't know all of this stuff that I think is very interesting and very important, I have an incredible opportunity by having these kids in my class. I can't control what these kids come into my classroom already knowing. I can't make up for their lack of experience or knowledge about literature or history, but I can fill in some of those gaps. I get to be the one to introduce them to Shakespeare. I get to be the one to make them think, really think, about civil rights issues while we read To Kill a Mockingbird. I've realized that it's ok that they don't know who Shakespeare is yet, because they just haven't been introduced yet...and that's ok. The more I think about it, I'm not even sure that I should have expected them to know...
The more time I spend teaching, the more I realize that I was probably not a typical kid. I was very fortunate to grow up in an environment where learning didn't stop at 3:00 when school was over. I was so blessed to have parents who cared that I learned a lot and knew the value of learning. I grew up in a home where the study of fine arts, history, and literature were appreciated and encouraged. Most of my students probably didn't read and watch Shakespeare plays with their dad while they were in elementary school. Most of my students probably didn't help put together an 8000+ piece puzzle of the Sistine Chapel ceiling. Most of them probably don't think it's normal to have half-naked statuettes by Michelangelo on the mantle. Most of my students probably don't memorize lines from Robert Service poems and Shakespeare for fun. The things I did as a child may imply that I or my parents (particularly my father) are nerds, but they helped make me into a person who loves learning.
I don't expect that my students experienced everything I did as a child, but I'm realizing more that some of them have had almost no support at home with reading or learning. One of the most calming sounds for me to this day is the sound of my parents (or grandparents) reading aloud. I'm lucky that I had a lot of people to read to and with me when I was young, which helped foster a love for reading and definitely helped in school, especially in English. Some of my students have never been read to or haven't been read to in a very long time. Some of my students are not asked "How was school? What did you learn today?" when they get home. Some of my students have no one at home to talk to about Martin Luther King, Jr. or Shakespeare. My challenge this year is going to be remembering that that's ok and that I have an awesome opportunity to share fun, interesting, important information with my students.
(I would have probably had a more drawn-out, long-winded conclusion, but that last sentence pretty much sums it up. It's getting late, and this post is way too long.)
Sunday, September 9, 2012
It's 10:19pm on a Sunday night.
I have to go to bed by 10:30 - I just have to. This is something I learned very quickly last week. If I don't go to bed by 10:30, I don't get six hours of sleep. If I don't get six hours of sleep, I am very tired on my way to work. If I'm very tired on my way to work, I'm tired at work. Starting out six hours straight of teaching high schoolers doesn't always go so well when I'm tired at work. Anyway - the point is, I have to go to bed by 10:30, which is now in eight minutes. I'll keep this first post brief.
I've been toying with the idea of starting another blog since about May. At that time, I thought I had the whole summer to create fancy recipes and craft ideas and share them with the blogosphere. Turns out, I spent most of the summer in front of my computer eating ice cream and pancakes while obsessively refreshing job posting websites. I also made a fair amount of tin can lanterns, because repeatedly hammering a nail into a frozen can made me feel a lot better about not having a job. My blog aspirations were pushed aside in favor of filling out application after application and driving to interviews in 90+ degree heat with no air conditioning.
As disappointing and frustrating as the job search was at times, it definitely paid off. It was very difficult at times this summer to trust that there there was a plan for me, but I now understand why I didn't get so many of the jobs I thought I wanted. I can now very happily say that I am employed as a full-time teacher at L'Anse Creuse High School - North. I teach German 1, German 3, and English 9 to students from age 13 to 18. I can also say pretty confidently that this is my dream job - I get to teach mostly German, with one class of English, which I love. I'm part of a strong German program with two full-time teachers at an awesome school with a friendly staff. The other German teacher, Jim (I'm sure I'll be talking more about him in future posts) is my mentor. He did the same grad program at UM as I did and has been amazingly helpful and supportive. Everything about this job so far is perfect...except that it's about an hour and twenty minute drive from where I live. It'll be an adjustment, as the school at which I student-taught was just 10 minutes away, but everything else about this job seems so perfect that I really don't mind the drive.
I've completed the first week of school, and after my experiences in just the first four days, it became clear that I had to start a blog or do something so I wouldn't forget all the amazing, fun, strange things that are happening. It's 10:37, so I'm out of time for tonight, but look forward to lots of stories, probably a lot of my own ramblings, and definitely a lot of reflection in future posts.
I've been toying with the idea of starting another blog since about May. At that time, I thought I had the whole summer to create fancy recipes and craft ideas and share them with the blogosphere. Turns out, I spent most of the summer in front of my computer eating ice cream and pancakes while obsessively refreshing job posting websites. I also made a fair amount of tin can lanterns, because repeatedly hammering a nail into a frozen can made me feel a lot better about not having a job. My blog aspirations were pushed aside in favor of filling out application after application and driving to interviews in 90+ degree heat with no air conditioning.
As disappointing and frustrating as the job search was at times, it definitely paid off. It was very difficult at times this summer to trust that there there was a plan for me, but I now understand why I didn't get so many of the jobs I thought I wanted. I can now very happily say that I am employed as a full-time teacher at L'Anse Creuse High School - North. I teach German 1, German 3, and English 9 to students from age 13 to 18. I can also say pretty confidently that this is my dream job - I get to teach mostly German, with one class of English, which I love. I'm part of a strong German program with two full-time teachers at an awesome school with a friendly staff. The other German teacher, Jim (I'm sure I'll be talking more about him in future posts) is my mentor. He did the same grad program at UM as I did and has been amazingly helpful and supportive. Everything about this job so far is perfect...except that it's about an hour and twenty minute drive from where I live. It'll be an adjustment, as the school at which I student-taught was just 10 minutes away, but everything else about this job seems so perfect that I really don't mind the drive.
I've completed the first week of school, and after my experiences in just the first four days, it became clear that I had to start a blog or do something so I wouldn't forget all the amazing, fun, strange things that are happening. It's 10:37, so I'm out of time for tonight, but look forward to lots of stories, probably a lot of my own ramblings, and definitely a lot of reflection in future posts.
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