The Final Week

This is officially my final week of student teaching.  I have made it through 16 weeks, and now there is only one more standing between me and the end of my college career. While I am tempted to spend the bulk of this time writing and reflecting on the “end,” I feel as though I have already used up enough of my time and energy doing that in the past weeks.

So, let’s start and take a look at what last week looked like. 

This past week, I introduced my final unit with my students.  Throughout my time here, I have been able to choose a topic in science or social studies and create units for my students.  There really is no curriculum for these subjects, but being that these are middle school students, it is important to expose them to these subject areas.  I did units on Lewis and Clark, Exploration, South Africa, and Veterans.  Now, I am ending with a unit on the scientific method.  This is basically a way to find fun experiments to do with my students and find hands on ways to learn together. 

I have chosen three different parts of the scientific method to focus on and have placed a poster at the front of the room to show the sequence of these steps.  First, we have Hypothesis, then conduct the experiment, then make a conclusion.  Every other week, the paraprofessional in the room leads one experiment with the students.  I am hoping that through this unit, I can help the students understand the important parts of problem solving, and that this is something they can continue to be exposed to throughout the rest of the year (if I can convince the para to keep using the terminology I am introducing!).  We did an experiment with eggs floating in salt water and an experiment with baking soda and water.  While I make sure to tell the students the reasoning behind the results of the experiments, it is more realistic to hope they can just catch on to the way we approach problem solving rather than all the scientific concepts behind the experiment results. 

This unit, along with other units I have done, is very fun to prepare and implement in the classroom.  In reading, spelling, and other times where we work more specifically on IEP goals, the lessons seem to be different every day, or seem to follow the same monotonous pattern each day.  Students may not notice this so much, but wow, the teachers sure do!  By building a unit, I can find ways to connect prior learning into the unit, and come up with a lot more relevant, hands-on activities to accompany the unit.  Basically, creating a whole unit is just more fun than doing day to day stories out of the same workbook for a whole month.  I know I have talked of this in earlier posts, but as a teacher, this is very important to me.  Students with disabilities may be just fine with working day in and day out on IEP goals, and may not do much objecting.  Even if this is true, why not expose them to new concepts and experiences related to the world around them?  Time in the classroom is full of opportunities to help students not only meet the standard IEP goals set for them, but also opportunities to teach them about the culture of the area, lifeskills, and random knowledge that will improve their minds and quality of life.  Be passionate about what is being taught, the students can sense that and will respond somehow, even if the response is not visually or verbally confirmed. 

Though this post was full of rambling, I walk away from feeling happy that I have been able to reflect one more time on the importance of teaching passionately.  Teachers can be successful if they teach the content they are told to and follow the books and basic plans on how to work with students.  However, teachers can be motivational, moving, inspirational, and incredibly helpful to students when they rise above those cookie cutter qualities and strive for excellence in the classroom.  The mindset of the teacher is very telling of how involved and beneficial the child’s learning experience can be.  

The Future

             Lately, everyone seems to be asking.  My mind is filled with this and that, and stress seems to be skyrocketing as life keeps plugging along.  What are you going to be doing after graduation?  And now, for the answer we've all been waiting for… I don’t know.

                

              Opportunities are everywhere.  I have been given a fantastic education and I feel ready and prepared to take on the world.  The problem now comes with figuring out how to find the opportunities, how to get the interviews, and how to decide which path God is leading me down.  In reference to last week’s blog post, prayer is still the one constant that keeps me going, keeps me searching, and keeps me hopeful about the future.  I am opening up my gaze and heading out, wide eyed and ready, to search for job opportunities that God has prepared for me.

                

             This being said, I try to take all of my emotions and thoughts and use it in a way that can benefit my teaching.  How can I relate what I am feeling and going through to my students and their lives?  Now, this may seem like a stretch to those of you reading this, but this is what has been on my mind (teachers can find connections anywhere, right?)

                

             Routine: my students are stuck in a routine.  For most of them, this routine is very important to their learning and success.  When their day to day routine changes unexpectedly, their whole day can sometimes be a mess.  As a teacher, it can be frustrating to hear of a schedule change last minute from a speech therapist, OT, PT, gym teacher, or other school teacher knowing that it is going to cause trouble for my students whom I so badly want to teach and give them a chance at a good day.  Little changes in routine are a fact of life, and something I need to help my students cope with.  My day to day routine is going to change drastically in 2 weeks time.  For the past 18 years, I have lived in the same “school student” routine. While little changes in my day didn’t throw me, I’m starting to see that this big change has the ability to throw me off.  When a student encounters an “off” day, I give them time to move around, change environments, get some fresh air, do something short term, and see small times of focus as great successes. Similarly, I am choosing to do the same when my big routine change comes; change environments, get some fresh air, know that I don’t have to make a long term commitment the day I leave college, and find things to see as successes. 

               

            Transition: all educators know how much time and energy is put into creating transition plans for students with special needs.  Transitioning successfully is vital to these students’ futures. This is not something we can throw together last minute.  Rather, we spend years focusing on what skills the students may find useful in the future to help them achieve their goals.  On my end of things, it can sometimes feel like I’m being thrown out into the real world.  I need to step back and take a look at the past 4 years.  I’ve had my own transition team of sorts helping me prepare for this.  My professors, friends, family, and God have worked together to give me the tools I need to succeed in my goals and dreams.  This step of transition is difficult for every single person in their own unique way.  But whatever stresses or uncertainties it may bring, I have a team there for me, and I’m prepared!

              

           Reflection: teachers reflect.  I learned this from day one of my education classes, and at times have hated all the time and energy we were forced to put on reflecting.  Now I get it.  I even spend time with my students, asking questions and trying my best to get them to think and reflect on the things they learn.  What is the point of reflecting?  Why is it such a big deal?  Well, things never go perfectly according to plan.  Reflection allows for teachers and students to process through the positives and negatives of the learning experience, and how to make changes for the future.  I learn so much from my times of reflection; it keeps me growing as an educator, working to better myself.  Why not apply this to everyday life?  Nothing from here on out is going to go exactly according to plan (especially when there is no plan!).  I can choose to let the events of each day pass by with little thought, or I can reflect on what happens each day, choosing to learn from every possible opportunity.  This is what will give me an edge, give me the ability to tune into what God is showing me and where he is leading me. 

               

          Overall, this week has been a week of a lot of uncertainty about the future.  Again, this has the capability to overwhelm me when coupled with the mound of work that stands in front of me this next week.  But right in front of me sits a sign: “Be joyful always; pray continually; give thanks in all circumstances.”  Well, I guess I can’t spend too much time bogged down by stress and fear if I’m going to live this out.  One day at a time.  Here I come!

Give Thanks!

“Be joyful always. Pray continually. Give thanks in all circumstances; for this is God’s will for you in Christ.” (1 Thes. 5:16-18)

      

          In reflecting on this past week, I am truly overwhelmed by the kindness and compassion of God.  He gives me the opportunity to be joyful always.  He equips me with the gift of prayer so I can be in constant communication with him.  And he provides me with endless opportunities to turn to him with a thankful heart, despite the circumstance.   Choosing to act in joy, prayer, and thankfulness give life a greater sense of purpose and hope.  Praise the Lord!

        

        Sickness was a battle at the beginning of this week. I woke up early Monday morning not feeling well, but pushed to get to school anyway.  Then came Tuesday.  Students in the school had been throwing up at school, others were just not feeling well.  As a student teacher and a first year teacher, sickness is something that is going to happen.  All of the germs floating around school will eventually prove too much for the body to handle.  While being sick can zap your energy to the extreme, it is truly powerful how much energy the students infuse back into you when the situation calls for it.  Despite the sick feeling at the end of Tuesday, I was able to have a decent morning, going back and forth with the students and having many positive interactions and learning experiences with them.  Sickness is a drag, a pain, and an energy killer.  Again, praise the Lord that he is the giver of strength and healing! 

     

           In light of the holiday season, I have also been challenged lately with how to incorporate my Christian beliefs into my public school teaching without crossing the lines.  How can I share the love of Christ with my students?  How does my relationship with him impact my teaching and my passion for students?  First, I know that the way I live my life and the way I carry myself in front of my students is a constant witness.  From day one I have done my best to start and end each day with prayer, and conduct myself in such a way that I can be a successful tool God can use in the life of each of my students. This being said, I sometimes feel that this is inadequate; that my mind too often slips from focusing on God and jumps to my own selfish thoughts and the tasks at hand in the classroom.  This is bound to happen whether in a public or Christian school, but I feel it more quickly happening in this placement than in South Africa.  How can I keep putting my full trust and dependence on God in life and in teaching even when I am back in the comfortable and privileged areas of the United States?  At this point, my answer comes in prayer.  I feel so thankful for the gift of prayer, the ability to be in constant communication with my Savior.  While in South Africa, I reached a defined moment where I knew that on my own I am incapable of accomplishing anything worthwhile.  When I can humble myself at the feet of Jesus, I know that I am worthwhile.  God will fill me with what I need and can use me in ways I may never completely understand.  Humility, prayer, and an extra dose of forgiveness for all of my blunders and mistakes make for an exciting journey! 

             

        Specifically thinking of my students, I believe that prayer is also my biggest way of helping them as well.  Each day I interact with my students.  Together, we grow, learn, and build positive relationships.  My time with them is so important, and my attitude and actions paint a picture of who I truly am.  Yes, our interactions are priceless and their trust in me is vital for their learning, but I still think that my time of prayer for my students is the time when I am able to help them the most.  This is the time when I can bring them before the Lord and talk to their creator.  He is the only one who can truly care for their hearts and minds. The power of prayer brings me to the realization that I am better so blessed when God is in control, and that my time and energy are not for naught.  God loves these students so much more than I ever could! 

             

        Education is more than going to school and teaching content.  I am blessed to have had classes, professors, students, and mentors that have helped me grow and change into the teacher I am becoming.  This week I am thankful for the experiences and people I have had in my life thus far that have helped me realize the importance of keeping a Christ-centered outlook on teaching.  Happy Thanksgiving!

South Africa: Revisited!

                This week I started a new unit with my students.  What better topic than geography; South Africa!  My teacher was very supportive of me coming out with lessons and activities relating to South Africa, making me very excited to find ways to teach my students about what I have just experienced this semester. Previously, I had thought that teaching about South Africa would be too much information for my students and would not be something they would find interest in.  This week I have truly learned that when a teacher has passion, drive, and genuine excitement for a topic, the students will act accordingly and follow along.  This is the recipe for a truly wonderful learning environment in any classroom.

                To introduce the topic, we spent a day talking about the location of the country and its national flag.  I showed pictures from my trip so they could get an idea of what the land and the people look like, as well as what different types of cultures are present in South Africa.  This grabbed their attention and helped them see that this place is real and not just a weird shape drawn on the world map.  Then each student colored their own flag, and we talked about the significance of each of the colors.  Ending with the national anthem from the country, students were all able to remember the name “South Africa” by the end of the lesson! 

                Other lessons were done on the animals, the history, and the culture/food of South Africa.  On the front board, there is now a large scale map of South Africa that I created, and students flags and coloring pictures of animals are proudly hung in different areas.  The capital city is highlighted, as well as some of the crops and mountains in certain areas.  This map is fun for students to come up to and interact with during the lessons.

                My favorite lesson of the week dealt with the food in the country.  Students were able to test out some of the foods, take part in the Venda way of greeting people, and prepare themselves to eat in the cultural tradition of the area I had been in.  Students listened to directions incredibly well and took some interest in the topic at hand.  One of the students who rarely participated was able to taste the food and take part in each activity willingly, which made me truly feel like the lesson was a success!

                Now much of this blogpost seems to be serving as a summary of what I have been teaching rather than a deep reflection on teaching.  But this week, I believe that this type of blogpost will suffice.  I continue learning and connecting so much of what I am doing with what I have learned in class and could write for hours on end about such things.  This week, however, I end the week taking joy in the simple things, being proud of the small accomplishments.  I have done my best to combine my own personal background and experiences with those of each of my students through these lessons.  Seeing the success of such collaborative thought and effort is something I am proud of.  Thus the point of this post. Take time to enjoy the successes in education, and be thankful each day for the strength, motivation, and glimmers of hope God provides.  Anything is possible with God!

Parent/Teacher Conferences

This past week (November 5-9), I had the privilege of experiencing my first parent/teacher conferences from the “teacher” side of things.  Having attended some conferences with my parents when invited to join, I greatly underestimated the planning, presentation, and attitude the teachers put forward during these conferences.  The time I spent with the parents opened my eyes to their perspectives on education. 

                We had the day off from school on Monday in order to prepare for conferences.  The first conference of the day was to start at 1 pm.  I arrived at school at 12:45 only to find out that the first family had called and cancelled.  While this day was to be focused on parents and their students, the free time served as a great opportunity to collaborate with my teacher and paraprofessional on future lessons, too! When the parents did begin to come, I was able to learn so much about my students.  I have heard it said that once you meet someone’s parents, it becomes clear why they are the way they are.  I have seen this first hand when meeting the parents of my residents in the dorm, and now again in these parent/teacher conferences.

                One of my biggest “take-aways” from this time of conferences relates to the home-life of students.  As teachers, we often don’t see or know what a student’s life really is like outside of school.  So many of the little behaviors and management issues in the classroom can be directly related to the way the student is treated in the home.  Some students grow up with strict parents that expect them to work and do chores around the house.  Other students are given special treatment because they are “disabled” and little has ever been expected of them.  Different parenting styles play a large role in the attitudes of our students.  When meeting with the parents, the student’s positives and negatives are often validated and understood in context, which can be very helpful for understanding.

                How then, can I as a teacher work to understand where my student is coming from and form a united front with the parents to help this child succeed?  The collaboration between parents and teachers is vital, but can be so difficult when the views and personalities clash.   The most important thing seems to be letting the parents know that their child’s success and well-being is the teacher’s top priority.  If the parents see their child as a priority as well, then a successful collaborative relationship can be possible.  Give and take is necessary, but as a teacher I need to be an advocate for my student as to what will be best for them to assist them in a successful future. Being united with parents is rewarding, beneficial, and can even be fun!

                As an added bonus, my teacher said to always make sure to find some way to show the parents that they are appreciated.  This could come in the form of having cookies, punch, a letter for them, something made for them by their student, etc.  Any added bonus or show of appreciation will be well received!

IEP

IEP’s are the main focus here in the DLP this time of year.  Of the 7 students in my class, 5 of them have IEP meetings coming up within the next 4 weeks.  My teacher has been working all day on writing various goals for the students and fulfilling all the requirements in “Easy IEP.”  Outside of this, I have been continuing to teach the students about Lewis and Clark, have experimented with ways to teach them about the upcoming Veteran’s day, and have experienced Halloween learning and partying in a new way.  While this week was very busy for me, I was really hoping I would be able to find a way to slip out of the classroom with my teacher to experience an IEP meeting firsthand.

                So on Thursday I was given the opportunity to attend my first IEP meeting.  This was also an eligibility meeting, so I was able to see the whole process happen.  My teacher and I left as soon as the substitute arrived and headed to Spalding Elementary for the meeting.  The student’s father was attending along with the speech therapist, occupational therapist, psychologist, principal, and special education coordinator for the district.  During this meeting I was able to spend much time listening and comparing what I was hearing about this student to what I have learned about him from my time teaching him.   In previous classes we have spent many hours talking about the IEP process.  While I have learned much of what I just experienced in the classroom as well, I feel like my participation in this meeting has gotten me thinking about everything again.  First I think about the parents.  Much of the talk from the psychologist at the beginning was almost over my head, yet the father just went on shaking his head as if he was too overwhelmed to object.  Then I jump and think about the psychologist.  After talking with my teacher after the meeting, she mentioned that he had only met with this student for 20 minutes of testing prior to this meeting.  Now during the meeting, I observed that much of the talk was about random testing scores and comparing these scores to the norm.  I understand the frustration coming from a teacher’s perspective.  Much of these child’s goals/eligibility are a result of these psychological test, and these tests are administered and read by someone who doesn’t understand anything about the child. Overall, the tone of the meeting was very positive and open, honest and encouraging.  The meeting was shorter than I had expected and altogether less of a “big deal” than I had anticipated. 

                The idea of the IEP is great.  It keeps teachers and schools accountable to working with the students and providing them with what they need to continue to grow and learn in the best way possible for them.  However, I am coming to understand the frustrations that can come with an IEP as well.  One of the big stumbling blocks that I have observed many times is that people end up teaching a child based solely on the goals in their IEP.  The time comes for me to choose a topic for a Social Studies unit, and there is nothing to go off of and no priority put in this subject matter because there is nothing in any IEP about social studies.  When it comes to writing, only two students have writing goals, so the other student don’t even get exposed to writing.  Because a student does not have something written in their IEP does not mean that they do not need to be exposed to such learning topics or life skills.  I worry that students are losing the idea of a “well rounded” education because they are seen as disabled, able and needing only to learn what is dictated in their annually reviewed IEP. 

                Overall, this week brought many positive experiences for me.  I am amazed that four weeks have already elapsed in this placement, and I truly feel that I am part of the classroom now. I was able to make a bulletin board with my students, start different units with them and try many different teaching styles with them as well.  This week, we cut open pumpkins of different sizes, experimented with them, and predicted and counted the amount of seeds inside.  We took a field trip to Spalding to have a Halloween dance with other members of the DLP, baked brownies together, did quite a bit of reading, and spent time doing many hands on activities. I feel very comfortable experimenting with different styles of lessons and am not afraid to fail here.  It is a wonderful place to learn and grow as a teacher, and I’m very thankful for that. 

Time

Time.  Time goes by quickly, even though some days may seem that is crawling by.  Here I am, finding myself at the end of the third week at this new school.  In 7 weeks I will be lining up with my fellow student teachers and preparing to enter the “real world.”  Looking back at this week, though, I am also happy with how much we were able to accomplish as a class, despite the days of frustration and moments where it seems we are simply moving backwards.  Time has been a blessing, a frustration, but ultimately a reality I am learning to accept as it chooses to come and go. 

This week was a long week for me.  Many things happened, many changes took place, and I now feel as though I have settled into the routine day to day activities with the students.  I am finding myself searching for ways to change the normal day routine almost selfishly as a way to entertain myself and my paraprofessional, while finding new activities to try and engage my students in.  I do not see this as a bad thing, however, but rather as an opportunity to explore what works and what doesn’t.  My cooperating teacher has given me a freedom to give just about anything a try. 

I began a unit on Lewis and Clark this week.  While much of the content is above the students heads, my teacher and I both agree that it is still important that the students be exposed to the information.  To learn this content, I have taken the students on an outdoor exploration to color picture of sights and sounds we encounter, have done some interactive map work, and have tried to teach them about a compass and directions.  From day to day I use informal assessments to find out if any of the knowledge is sticking.  One of the students seems to understand while the rest are not too certain.  I do find myself trying to fight the defeatist attitude that occasionally creeps up inside, but changing my focus has helped immensely.  If at first you don’t succeed, try try again, right? 

This week was also an up and down week for me emotionally.  I spent much time reflecting on how emotions, though often perceived as a bad and distracting part of the human life, really are what makes teaching worthwhile and enjoyable.  The ups and downs of emotion are what make us human, and rather than seeing this as a distraction, I have tried to find ways to view emotion as an asset to my teaching.  I have tried to use the feelings that I have about the day in such a way that it motivates and inspires my energy that I take into the classroom and into my lessons.  Granted, this doesn’t work the way I hope it will all of the time, but I still think its beneficial to give it a try.

So as this week has drawn to a close and a new one lurks right around the corner, I can honestly say I’m looking forward to the end.  While there is still much time left, I understand that time runs its course at a consistent pace, and nothing I can do will change this.  I am excited to get away from student teaching and find myself in my own classroom with my own students.  However, I continue to see this placement as an opportunity to try, explore, experiment, and experience as much as is possible.  Attitude is everything, and it is with a positive attitude and an optimistic outlook that I close this week. 

Learning Potential

In reflection of the past week of student teaching, I am left with strong thoughts about learning potential.  I believe that every human has the capacity to learn.  In this placement, I am faced with a new set of students, each with a new set of prior knowledge, life experience, and learning style.  While each of these students is diagnosed with a disability and have major learning difficulties, they still, along with every other human, are able to learn.  It is, however, a new experience for me to truly dive in and figure out how to best teach to each of their needs in order to encourage and promote learning.

                One statement my cooperating teacher has made to me many times is, “studies show that for students like ours, the learning cut-off is 5^th grade.”  I’ve been doing a lot of thinking and reflecting about this statement over the past 2 weeks.  Now, she does make sure to follow up and say this doesn’t mean she thinks they can no longer learn.  Rather, this means we must find new ways to try and stimulate their growth, as it may be more difficult for them to achieve learning goals now that they are older.  After hearing this statement, how does a teacher not slip into the mindset that their teaching is “less worthwhile” than teachers in the primary grades?  Each lesson I have prepared thus far, I have reflected on my informal assessment realizing that only one or two of the students seem to have taken anything from the lesson.  Do I believe that my teaching was worthwhile though?  Of course!  While the general content I was choosing to teach may not have stuck with many students, I know there are skills within the lesson that were developed further in some way, shape, or form.  Each student was involved.  They were touching, feeling, hearing, moving, and experiencing the world around them.  Active involvement creates a conducive environment to learning, and I see this to be a successful endeavor no matter what the outcome of the assessment. There are days, however, I fear that my desire, drive, and positivity will eventually turn me to buy into the phrase that “the learning cut-off is 5^th grade.”  How does a special education teacher fight against the flow of endless studies showing inadequacies in special needs students and finding negative responses to students’ abilities to learn?  It is at this point that I can do nothing but pray God keeps giving me the fire for teaching and the capacity to love each of my future students to the fullest.

                For one of the lessons I taught this week, I took the kids outside for a walk through the neighborhood.  We began in the classroom, each taking a brown paper bag and decorating it to become our “leaf explorer” bags.  Each student added something to the bag other than their name, so it seemed to be a success.  Then out we went with the goal in mind to collect at least 10 leaves in our bags.  Some students ran to a pile of brown, seemingly ugly leaves and shoveled them into the bag until they were pouring out the top while others picked one leaf at a time, being sure to examine it thoroughly before letting it enter the bag.  When the walk was over, we went back inside and dumped our leaves on the table.  Each student then picked their favorite 4 leaves and took them to their desk for further examination.  Each student attempted to make an ‘observation’ about one of the leaves and tell the class.  Eventually, we took out paper and crayons and made leaf prints which are now displayed with colorful frames at the front of the classroom.  Overall, this lesson, as well as many of the structured lessons I have taught following my cooperating teachers format have taught me so much about the students.  The more time I spend playing with various types of lessons and learning strategies, I hope to continue to understand more deeply the best way to help each of these students achieve learning throughout the next eight weeks of my teaching. 

Second Placement

I’m back in Chicago.  After a few long plane rides and many unforgettable memories my time in South Africa has come to a close.  I had hoped to reflect more in depth via this blog and my other blog, but rather have found personal reflection time to be more beneficial.  I want so badly to share my experiences with others and help others understand all the intricacies of my last placement.  This, however, seems to be an impossible feat, often resulting in frustration and “Africa-sickness.” Rather I have come to realize I just need to take this one day at a time.  My experiences in South Africa have shaped the way I think, process, view situations and approach teaching.  Now is the time where I figure out how these experiences will shape my teaching practice and worldview.

For the next 9 weeks I will be teaching at Kolmar School in the Developmental Learning Program (DLP) associated with Spalding and the Eisenhower Co-op.  My classroom consists of 7 boys.  Two students are in Grade 6 and the other five are in Grade 8.  These students function at very different levels and represent many different disabilities and nationalities.  The diversity of the group excites me, and I look forward to exploring various types of teaching to see how I can benefit the group as a whole while addressing each individual need as well. 

Last week I put in four days at this school.  My teacher welcomed me in and I enjoyed observing and watching how she runs the classroom.  There is one Paraprofessional in the classroom, so there are 2 adults for the 7 students. Much of the instruction is done split in groups to give the students more individual attention.  The use of technology is fairly minimal, but it really doesn't seem too necessary with these students.  A few times a week the students have access to a smartboard, participate in group speech, library, PE, and Literacy groups.  Art has been cut from the program along with music, which seems to be fine with my classroom teacher.  The day is very scheduled out, which is nice for the students.  Much time is also spent transitioning, having them use the bathroom, clean up the room, prepare for lunch, etc.  The pace of the class is much slower than I had anticipated, which is a change from my previous placement.  This may turn out to be an okay difference though.

On Tuesday I plan to take over full time.  While this feels a little soon, I think it really is best that I just get thrown into the swing of things to keep me going.  I am confident in my ability to handle the classroom, I am just a little wary of returning to a slower paced “Americanized” educational environment.  But the comforting part is that I am here to learn, and here to help students.  The students really make teaching worthwhile, so I look forward to getting to know these boys on a deeper level.   I am not sure how to describe all of my feelings about this transition, so I will leave it at that and take it one day at a time!

ANA

This blog post was written on September 18, but was not able to posted until now.  I apologize for the confusion. 

The Annual National Assessment is now only one short day away.  This will be the second year that the country of South Africa will be using this national assessment.  Schools are very nervous, students are unsure, and workshops are being held to get everyone ready for what is to come.  In the workshop I attended last week for all teachers, I learned a few things about this ANA exam that were very interesting to me.   

                First, this exam is for all schools, whether they are public or private.  Private schools are still funded by the government in order to make it each year.  The scores received on these exams are very important for private schools, because their subsidy for the next year will be determined based on their performance.  Public schools are allotted a particular amount of money based on the amount of students that attend the school.   I was told that the government gives funds for one teacher per 40 students.  Now there are many schools around the area, but the small schools are being forced to shut down as they are having to have 1 teacher for 3 or 4 different grades.  You can all imagine the complications of this, so many schools are transitioning their students into other schools for the coming year (in January).  Private schools, however, are different, and their subsidy has been decreasing greatly over the past many years.  Now the subsidy will be determined by test scores.  This difference between public and private schools is beginning to be quite a rivalry.  Public schools do not like private schools, and therefore want to use scores from this national assessment to prove their superiority and have the private schools pay if they receive bad scores. 

                Secondly, all of the tests are graded at the school by the teachers.  The test is taken by grades 1-4, grade 6, and grade 9.  After the test is taken, the answer sheets and score sheets are given to the teacher of that grade for marking.  While it is clear what the answers are supposed to be, there is much room for variation based on the writing of the student.  Even looking at the grading that my cooperating teacher was completing that was modeled after this style showed me that many teachers are going to manipulate their children’s answers to have them receive higher scores.  Teachers should not be given this power, but I guess this is just my humble opinion.  There is no continuity amongst schools, and the scores really do not have valid meaning when this is how they are marked.  Each school, however, must submit grade 6 tests for formal marking.  So this grade will be marked ‘professionally,’ and maybe they will use these scores as a measure of how the other grades should have performed.  Then, the school must also send 3 scripts from each grade for sampling.  This is good, and will help to check up on the schools grading, but it still is not at all a fool-proof method.

                Thirdly, I found it interesting listening to the rules on invigilation, or administering the exam.  While many of the rules were similar to what I have experienced before, it was interesting being with a group of teachers who were not used to these rules.  There were many questions, and many of the comments or reminders of the rules struck me as funny on occasion.  One of the rules that made me laugh quite a bit was written as follows: Do not read, smoke, or knit in the room during testing time.” It’s moments like this that I remember I am not in the United States culture anymore!  Other rules and reminders included walking around the students desks while monitoring, being mobile and attentive, not giving too much information to a student.  Other topics included what to do when a student is ill, what happens if a student cheats, and what to do if the question papers are incomplete.  Students must be seated for 45 minutes before the exam begins (which may prove to be quite an issue for my grade 1 students!).  Also, grade 1 and 2 will have the exam read to them, which I found to be interesting.  I am very curious as to whether or not teachers will stick exactly to the script when they see students struggling.  But the workshop was a success for preparing the teachers and making everyone more nervous for what is coming!

So, in order to receive a passing score, students must perform above 40 out of 100.  This sounds like it should be no problem, but based on the test and students’ ability to read and write English, this may be quite a struggle for many learners.  The pressure is on, and the race between public and private schools in on.  Since grade 3 and grade 6 are the two target grades for this exam, and since I have been in charge of much of the grade 3 teaching as of late, I am quite nervous as to how they will perform.  I gave each student a colorful pencil and eraser I had brought with me from the US, the pencil of knowledge.  They were so excited, and I told them a story about a boy and a magic pencil, which they found quite entertaining.  So, while I am still just a student teacher, I guess I am getting a little taste of how nerve racking national assessments truly can be.  I guess all I can do now is pray they are able to do their best come test day!

Personal Life

This past week, I spent the last couple of days of the week thinking about how students needs must be met before we can truly teach them.  I have heard this is many classes, and am truly seeing that play out here.  While this is true in American schools as well, I have seen many instances of students being unprepared for learning as they enter the classroom in the morning.  Some students come hungry, cold, lonely, or dirty to school.  Try teaching a student when their basic needs aren’t met, and it’s like trying to swim a mile upstream; tiring, difficult, and altogether worthless. 

I have learned many strategies of how to help ensure that students needs are met in the morning, and how to address those who may need assistance without making them feel alienated.  But the big difference is that almost all of the students have a general understanding of how it feels to be in such situations that many students are in.  So the level of understanding is not something that must be taught, rather it comes quite naturally, making the task of providing for each child much simpler.  I love the sense of community that my kids have, the general love and respect they have for each other (most of the time). 

But then I also spent time thinking about how this is true for me as a teacher as well.  My cooperating teacher has often come to school carrying her own personal problems with her, and I have seen it affect the class in both positive and negative ways.  In the same way, I have seen my attitude and energy level in the classroom change based on my personal life as well.  In the same way as with my students, I need to be sure that my basic needs are met before I enter the classroom as well.  If I neglect to do so, how am I supposed to care for and teach all of these children during the day? 

In the end of this week, I went to school with a lot on my mind.  While this is not necessarily a bad thing, I realized that I need to find ways to clear my head before I enter the classroom.  Yes, my students do serve as large support in many ways, but it is also unfair for me to let my unmet needs or personal thoughts affect the way I interact with them.  Each teacher needs to find their own way to reflect, work through, and process all the positives and negatives life will throw your way.  Having strong support systems, going for a jog, writing, singing, playing music, reading, knitting, etc;  all can be great ways to help separate work and home. 

Tonight, because I have finally reached a greater comfort level in my surrounding neighborhood, I went for my first run on the mountain.  I will not bore you with little details, but the combination of creation, the sunset, the feeling of exhaustion, and the burning in my muscles brought me such a feeling of relief and joy.  Finding ways to release the stresses of life and work, as well as finding time to get away and give thoughts time to process is so beneficial to the body, mind, and soul.

Behavior Management Update

For this current placement, it is no secret that behavior management has been a struggle for me.  I would like to update you on the current situation in my classroom, as advice, research, and common knowledge have helped change the situation over the past week.  First of all, thank you to everyone for the comments and advice, I love receiving it and find much of it to be helpful, so thank you!

If I were in this classroom long term, or if this were my own classroom, there are many strategies that I would try.  But since my situation is very short term and the current classroom policies must stay in effect, I have quite a few issues standing in my way.  So every day, I tried to pick an idea to try, and force myself to stick with it the entire day, weighing the positives and negatives.  As of now, I have continued this entire week, trying my best to connect with students on a more personal level, and make the behavioral situation change based on mutual respect and understanding.  Dr. BC mentioned the idea of talking to the students, and explaining how I come from a different culture and try to create a sense of understanding there.  And that is exactly what I tried.  I have been talking to them about how their behavior sends a message.  I have been able to link some of the morning devotions in with this as well, which has been quite helpful.  But while they seem to hear me for 2 minutes, nothing seems to change come 10 minutes later.

Then today, I feel as though I had a tiny breakthrough.  I had had it, I was tired, my voice is gone, and I was feeling ill.  So I just stood there, mustered up the energy, and yelled, quite loudly, I might add.  I was a little scared of my own voice J.  And I finally got their attention, I even smacked down a book on the table of usually well behaved students.  I had them all in a slight state of shock.  I was feeling very defeated, and I just stood in front of them for about a minute, making eye contact with each student.  I then asked them why every time Mrs. Mudau leaves the room they think they can act however they want.  I said that it seriously hurts me when they act that way.  I have so many fun things I want to do with them, but when they stab me in the heart like this, we just can’t do anything fun together.  I didn’t have to fakely say that I was disappointed, or try to guilt trip them.  Rather, my feelings and body language showed I was quite sincere, and I know the kids could feel it.  Children can see right through you, and know exactly when something is fake or when it is genuine.  I had a few kids staring at the floor, feeling a little ashamed, some kids not caring, and others coming up to give me hugs, which made me laugh inside.  But one girl, the only non-african student in the entire school came up to me, tapped me on the shoulder and said, “Kelly, Mrs Mudau beats us, and you don’t.  That’s why they don’t listen.”  It felt nice to hear it put so simply.  So I asked if it would help if I would just beat them, if that would solve our problems.  An overwhelming “NO!” came out of each student, so I sat and laid down a few ground rules for when I am in charge.  We have one hand signal, all students must have their hands cupped behind their ears when I need them to listen.  We’re still practicing to make this work J.  But it’s a start, right?

So, nothing is really fixed, but I think my relationships with the students are growing and deepening.  Over time, I want to continue to gain their respect and trust, and build a positive classroom environment in that way.  So again, thank you for the support, I still will love to hear ideas and thoughts.  As for now, though, this is the only path that seems to have made any progress, so I’m sticking with it and having fun with it also.  

The end of the Week

                The end of week two of teaching has come.  It’s been a week full of ups and downs, but I was able to end on a pretty high not today, which I was very thankful for.  Here are a few bits of information about the school side of things this week.

                This week, grade 1 students were still a part of the class.  This has been an adventure with much tension and misunderstanding coming between my teacher and I as a result.  Today, the grade 2 teacher did not come to school, so they joined as well.  The more, the merrier, right?  

                But my relationship with my teacher is going well.  We are slowly beginning to understand each other more and more.  Despite the differences we have, we still share lunch every day, share stories, hugs, and joys of each day.  I am learning so much about professional communication and creating beneficial working relationships.  That may be a focus of the next blog post.  

                 I wrote my first examination for the students this week. I began the week by introducing spelling words that they had struggled with during some times of writing last week, so I tried to introduce them to the students.  We focused on soft and hard c sounds, as well as soft and hard g sounds.  This concept was new to them, so it was fun to be able to work through it with the students.  I had planned on giving a spelling test to them come Friday.  I mentioned this to my teacher, and in her mind she assumed test meant a big time exam.  So come Thursday at the end of the day, she asks if I have the exam written.  I did not, since to me a spelling test is simply having the students spell the words correctly, possibly define them, and use them in a sentence.  She quickly told me a list of everything I must include on the test.  It must be 100 marks.  It must be this, that, and this other thing as well.  The school is pushing the upcoming ANA assessments, so I took sample questions and tried to recreate those for the exam.  Then I come to school Friday, ready to print it off.  It turns out there is an understood rule that you must submit a document for printing 1 to 2 days in advance.  The test is now postponed until Monday.  

           I am not sure if I have stated this yet in this blog, but here, the scores for passing and failing are a little different than back home.  Students are pushed to receive “distinctions” in all of their subject areas.  This means that they receive above and 80% in their overall total.  This is a difficult thing for many students to achieve.  80% is an A, 70% is a B, 60% is a C, 50% is a D, and anything below a 40% means being held back for another year.  The national rule is 30%, but this school is trying to raise the standard.  This being stated, when it comes to grading papers, I have much to change.  A red mark is given for every correct answer, and the marks are counted, and that is the score.  There have been assignments where a student has written 6 correct sentences, receiving 6 marks, plus one mark for punctuation, and still they receive a 7 out of 10.  I am trying my best to understand how this all works, its just taking a bit of adjustment for me.

                Grouping in the class is also quite an issue.  Students are seated in groups ranging from 4 to 7 students.  They are grouped by gender and ability level, which makes many of the behavioral issues only become worse.  This seating is something that is not to be changed, so it is difficult to work through unnecessary behavior problems.  Today, however, I was able to split the class in half, trying my best to split up and diversify my groups based on gender and ability level.  If the seats cannot be changed, then we might as well get up and out of the seats to help, right?

                Today, I took one half of the class outside, while the other half stayed in and wrote 4 creative math story problems utilizing addition, subtraction, multiplication and division.  These students need a great amount of help with creativity in their writing.  Currently, they only know how to write one sentence per line, not using conjunctions or varying sentence structure whatsoever.  Verb tenses are wrong, spelling is difficult, and ideas do not come across very clearly.  This is no surprise, however.  Students are learning in their second language, it must be so difficult to master a new language while learning a hundred other new concepts at the same time.  Combining the creative writing into math makes many of them not realize that we are focusing on writing, so the stress and pressure to perform is no longer there.  Students were very into their problems, which helped me be able to spend much time outside with the other group.  While outside, we created story problems with new characters and plots, included actions into the stories, and sounds and snips of songs as well.  Then, using stones outside on a bench, each student solved the story problems.  This allowed me to watch their thought process, talk to them one on one, and praise them individually when they were correct.  One student who gives me more grief than I can explain and never seems to know what is going on completed the problems in his own time and own way, but he had them correct.  I loved being able to see his thought process and give him a reason to be proud.  The smile melted my heart. 

                But, to keep this from simply being a log of my experiences, I want to share my thoughts this week about combining subject areas and fine arts. Going off of the story from earlier, I find great success in the classroom when I incorporate reading, writing, math, dance, singing, and movement into each lesson.  I understand that there is a time and a place for fine arts, but here at this school, there is no PE class, no art class, no music class, no computer class, no extra class at all.  The life skills portion of the curriculum is to make up for this.  I understand that in this situation and culture, the ability to understand music or to draw a picture pale in comparison to the ability to read and compute problems, but I believe we would all argue the fine arts will benefit students in these areas. 

                The incorporation of multiple subject areas and fine arts into a single lesson is nothing new to many new teachers.  However, I would argue that few teachers truly understand how necessary and beneficial this truly is.  My students can move, make noise, run around, jump, talk, play the drum, and do flips in the courtyard all while relating these movements and songs to new material and concepts.  The best part is they often don’t realize how much they are learning.  I taught the students a “multiples of 3” song two days ago.  Monday through Wednesday, my teacher had been complaining about their ability to count by multiples.  After they learned this song and added some clapping, every child has learned these multiples.  Now, when they were creating their charts, I heard quite a bit of singing, but the point is that the children learned.  This may not be “by the book” teaching, but the learning that results from this is wonderful.  Fine arts transcend cultural and language barriers, all the while being beautiful displays of culture as well.  I learn so much about these students whenever they sing. 

             This being said, I am still far from being a master of teaching.  I still plan lessons where I realize I am talking way too much and losing student attention.  But the important part to me is that I am coming to understand that classes like “Fine Arts in Education” and “Reading in the Content Areas” are not a waste of time.  There are real-life, applicable strategies and knowledge that I gained from those classes.  Creating an environment open to this sort of collaboration in the classroom may take some time, but it sure makes lessons more fun for me as well!

            Sorry for the lengthy posts, there is simply too much to reflect on!  I love hearing responses from anyone reading, your support is so appreciated!  To all my fellow student teachers as well, keep me posted on your experiences as well.  I wish the best for every one of you!

Week 2

Week 2 is well under way, and much has happened.  It is Tuesday, August 28^th today, and I am sitting in a storage closet after school.  The school day finished at 1:30 for all learners except grade 12.  Last week I had to leave exactly at 1:30 with the other students in order to find transportation back to the house where I am staying.  This week, I was able to organize transportation for 4pm, the time that the grade 12 learners are dismissed.  This time has been so good for me.  The emphasis placed on planning throughout the education program was not taught solely to give us more work to do, but rather because it is truly vital to successful teaching practices in the real world.  Being at school, surrounded by papers and supplies makes planning and idea-generating much easier.

Without the internet, I realize my resources are very limited.  Teachers truly need to have a supply box filled with strategies and ideas for times when they are stuck without technology.  However, because I feel like I am still working to fill my teaching tool box, I’m having quite an interesting time planning.  I have been learning to use my students creative minds as resources as well as other faculty members in the school.  

So far this week, my mind has been focusing on assessment.  Teaching is meaningless if there is not some goal in mind.  My students need to be aware that what we are doing is leading towards something that there is purpose to everything we are doing.  Here, the only guidance as to what to teach is a grid with information on the questions that will be asked on ANA, the Annual National Assessment that every school must give their learners.  Yes, even in South Africa teacher find themselves frustrated with having to “teach toward the test.”  But I have found that this limits teachers so much.  They don’t push the limits with creativity or incorporate multiple learning styles into their teaching.  My teacher does try and motivate her students through physical movement, which is well taken by the students.  But especially in older grades, the teaching style tends to be very much a lecture style. 

I have been trying to figure out how I can take the topics included in ANA and turn them into units, or big ideas for my time teaching here.  Last week, while I was still able to teach some successful lessons, I neglected to step back and see the big picture.  I also neglected assessment.  I can attribute most of this to the shock and stress I felt from the craziness of every event and change that came last week.  But so far this week, I have been keeping scratches of assessment notes in my binder, and am learning so much simply through observation.  Now that I have the students names down, it is much easier to figure out who is lacking in what areas.  I have begun today by giving students a spelling list. We are focusing on soft g and soft c sounds, as well as 5 extra words that were frequently misspelled in their writing activity from Monday.  They have had 1 spelling test before, and they aren’t to excited about this second one.  But here I am, thrilled to think that I have an assessment in place and now have tons of ideas of how to use these words to enhance my teaching and their learning in the next 3 days.  Assessment is continuous.  I am learning that it is so beneficial to always be thinking about the progress of each student.  Many bits of progress slip by unnoticed, but having a mindset of looking for every sign of progress or struggle will help make my teaching more beneficial and tailored specifically to my class.  I know this sounds like something that should be obvious, but after really diving in to a classroom like this as an actual teacher, it finally seems to be real.  I understand the benefits and hope to become more skilled at teaching this way.

Preperations

It is Sunday evening, and I have been trying all weekend to balance helping in the house where I am now living, getting some fresh air, and planning for the coming week.  I was hoping to have a strong plan going into this week.  As it stands now, I do have a plan, however I am unsure of how strong it actually is.  I have lessons planned out for this week in reading, writing, and phonics.  This is supposed to make up ½ of the student’s day, so I placed my focus here to begin.  I have lesson plans written for Monday, and will work to get Tuesdays done soon.  The biggest question now is how the relationship with my teacher will play out for Monday.  She is very strong willed and will walk into the classroom and take over without a moments notice.  So despite how prepared I feel , I know there is a very good chance she may take over and my plans may be for naught. 

On Friday, she came back in the room right as I was beginning a lesson I had spent quite a bit of time planning.   She came with all the grade 1 students and decided to start teaching them all together.   For the first 2 ½ hours of the day, she had the students in grade 3 make a number chart, writing down as many numbers on a piece of paper as possible.  Then the grade 1 students sat for that entire time doing absolutely nothing but staring at the wall, while my teacher and I wrote out number charts from 1 to 100 for them.  It was such a waste of their time.  Not having access to technology makes things like this take much longer, but there is a reason we plan in advance! 

However, teachers take public transportation to and from school.  Like every other teacher, I arrive in a taxi at the same time as all the students and have no morning planning time.  Then, right as the final bell rings, I must rush out the door to catch my taxi again (which is more like an oversized van).  So figuring out planning time is difficult.  And much time is spent travelling.  Things are just so different here, and finding a balance to everything is quite the challenge.  

Week One

Week one of student teaching is well under way.  It is Wednesday, and much has happened this week.  The grade 1 teacher for the school has been out sick for a month now.  Teachers are hard to find here, and the school is struggling for money, so a substitute is not an option.  I have now become full time in grade 3 while my teacher spends her time in grade 1.  We start the morning all together and then split for the rest of the day.  Lunch break we spend together, but other than that, it is me and the students.  I was informed of this come the beginning of the school day on Monday, so I have had a quick lesson in improvisation.  Thank you to all of my professors, past teachers, and classmates for every teaching strategy you have helped me commit to memory, because I am searching as much as possible for ideas of what to do!

As of now, I have been able to collect stones and leaves to do a few lessons with numbers, counting, and “greater than and less than” concepts.  I labeled different items in the classroom with various weights in grams and kilograms, and students had to race to see who could grab and organize the items from least to greatest the quickest.  Then in reading, I had them work on comprehension by telling a story and making them draw a picture of  the main idea of the story, including 3 opposites in their picture, and describing their picture using 3 rhyming words. 

So far, the lesson creating has been fun.  However, with the way life is going right now, there is no time for planning.  I do my best to fill out a planning chart each night before school, and then quickly scratch out an anticipatory set idea, along with the main goals I want the students to achieve.  I try and create ideas of how to informally assess, but because I do not yet have the names of the students memorized or have access to their grade books, I can’t really complete this part. So I am slightly overwhelmed trying to figure out how to formulate complete lesson plans for this in the future.

Another issue has been the idea of discipline in the classroom.  Everything I have been taught in school is counteracted in this part of the world.  In this school, if I child misbehaves, they are verbally punished, and even beaten on the backside, the face, or the hand.  My teacher does not necessarily use this route unless the case is extreme, but some teachers in the older grades are quick to give beatings to students who do not come with their work done on time.  If a student in my class does not complete work on time, they must stay in and not eat any food during the break until their homework is completed.  This often means students go without food until the second break.  Also, when a student is misbehaving in the class, whether that be not listening, goofing around, falling asleep, or any other various misbehavior, the teacher calls them to the front of the class.  In front of everyone, she makes demeaning comments about their behavior, how the student should just be sent back to grade 1, how they will not make a good husband or wife, or how they are unintelligent, lazy, and ignorant.  Many times already, my teacher has turned to me during the punishment, and asked me what I would do to a learner like this.  I sit quiet, because I feel strongly that this is not the time and place for me to give my thoughts.  And then I talk to her about it later, how I feel uncomfortable in those situations, but not much seems to change.  She often looks at me also and says, this child has no parents, or this child’s father is in prison, or this child is too rich for his own good, or this child can’t even afford lunch; she says this loud and clear for everyone to hear, and right in front of the face of the student.  I cannot punish students like this, I just can’t.

  So then when the time comes for me to be alone, I work as hard as I can to establish a positive classroom environment, where punishment looks a little differently. This, however, may not be the best route either.  The students love their teacher, and she loves them.  It’s not a matter of her being a bad teacher who detests her students, rather it is just the way things work in South Africa.  To work against that and try and recreate my ideal classroom situation is unreasonable.  So my biggest issue is how do I work with this situation?  I am left with no answer, and often end up having to yell to gain student attention.  I have had many conversations with them about respecting their classmates, teachers, and parents.  At this point, that is the one main thing I am trying to get them to grasp.  I am in the dark in this area right now, so any thoughts or ideas are definitely welcomed!

A New Horizon

Student teaching has now begun.  The final step of my journey towards becoming a teacher is taking me places I have always dreamed of going.  I am excited to complete this semester, knowing it will be difficult, tiresome, worthwhile, and very rewarding. 

Today, I was able to visit my school and students for the first time.  Being that it was a Friday, the students were very energetic and ecstatic about meeting me.  To begin, I will explain a bit about the school itself. 

Upon entering the gate of the school, there are 5 brick buildings, each long and rectangular consisting of four classrooms and a small office area.  Four of the buildings are arranged in a square shape, while the fifth sticks off the side.  In the center is a courtyard, partly covered with ripping tarps, with a brick water area, with 2 spickets for water.  When students need a drink, they run outside and get one from the spicket.   Now everywhere you look is brown dirt, so dry and dusty since no rain has come to the area since January.  Behind one building there are some tires, and a few toys built.  Behind another is a garden area with many vegetables growing.  The gardener has a fulltime position at the school, as well as a few women who work in the “tack” shop.  This is a little shack where students can come and buy traditional food for lunch, or buy some snacks that are supplied to them.  Behind another building is the cooking hut, where women build fires and cook the traditional food in pots outside.  In this building there are 2 toilets.  The fifth building has some classrooms, but also has a second story build for the library, computer center, and offices.  There are also boys, girls, and staff bathroom on the first floor. 

Inside the classroom, there is a chalkboard, a teacher’s desk, and chairs and tables for the students.  The floor is old tile, and is very slippery to walk on.  I actually on this first day, it caused quite the laughter, but thankfully I was able to laugh, too.

By the end of this first day, I’m tired.  I’m pretty overwhelmed and nervous about what is going to come.  So many things are different here.  The behavior management is nothing like in the US.  In fact almost everything I observed today goes against anything we have been told in class.  Planning seems to be nonexistent, supplies are very limited, and teachers are content if their students are just keeping busy.

I am curious to see how this all plays out in the next few weeks, but I am excited to get to know more about this school and learn more about my students!