Wednesday, November 30, 2011
Blogs to which I responded
If I recall correctly, I responded to the blogs of Matt in Rotary (with a follow-up in week 2), Kevin in Rotary Music and Steven in Rotary Visual Arts.
Saturday, November 26, 2011
Week 4
I can't believe it is over. I have no idea where the time went or how it happened to pass so fast but practicum is over.
As tough has this adventure has been, I found myself teary-eyed yesterday. I was presented with a beautiful card signed by countless students and every class to whom I bade farewell seemed genuinely disappointed to see me go. This truly came as a surprise to me as in the last two weeks I've been tougher, more consistent and ten thousand times more committed to seeing my learning environment not jeopardized by constant talking, distraction and disrespect. I held after-school detention, singled students out by name who were talking and even spent a few minutes declaring that everyone was silly for not taking advantage of my help and instruction, which could result in the students having to do all test preparation alone on their own time. They really did not like this idea at all.
On my last day my most challenging class was more distracted than ever. It almost felt like a contest of wills. I found myself talking over them; something I did in my first week of practicum. This frustrating realization compelled me to take a deep breath and recall the wise words of my AT. The moment you think you know everything about teaching, you should probably quit. This may sound dramatic but these words have stayed with me. The classroom is dynamic. No minute is ever the same as any other. You think you may have mastered something, but every moment there are changes. You as a teacher have more reactions per minute than many professions. You are a performer. You are expected to be 'on' and you can learn, develop skills and gain experience in every second you interact with students. My AT proclaims he is still learning everyday and compares himself to me, the student.
On Thursday, I was particularly frustrated with a student. I simply could not understand why he misbehaved so consistently without fear of repercussion. My after-school ride was late and as I sat waiting on a bench a few blocks away from school, this student and a few of his friends approached me. They knew my last day was Friday and stopped to wish me good luck with my studies and to thank me. My heart crashed out my chest at that point. They were so sweet and dear and normal and I will never forget their thanks. The classroom setting is difficult. The students want to socialize and have ten thousand things on their minds seemingly more important than school. I remember how this felt. For a moment in class, as an adult striving to connect with a difficult student, I forgot about this feeling. Outside of school, everything clicked into place when those boys wished me good luck.
I am exhausted beyond belief but proud of myself. Teaching classical music to the modern-day student is a challenge unto itself and I spent hours of time lesson-planning at night, trying to use video, movies and pop-culture references to make it relevant. I look forward to writing my second term essay on this topic.
In closing, I am truly fortunate to have connected with an AT who took to the time offer advice, asses, analyse and also compliment me on things that went well. For him, it was a full-time job and he was serious about his role as mentor. His honesty was often a rude awakening for me but I loved it and always implemented suggested he had. I don't profess to know everything and neither does he, but returning again to the importance of rapport, I still believe he is as successful as he is in his profession because he has taken the time to treat the students as human beings and develop that rapport with them. I hope to make him proud.
As tough has this adventure has been, I found myself teary-eyed yesterday. I was presented with a beautiful card signed by countless students and every class to whom I bade farewell seemed genuinely disappointed to see me go. This truly came as a surprise to me as in the last two weeks I've been tougher, more consistent and ten thousand times more committed to seeing my learning environment not jeopardized by constant talking, distraction and disrespect. I held after-school detention, singled students out by name who were talking and even spent a few minutes declaring that everyone was silly for not taking advantage of my help and instruction, which could result in the students having to do all test preparation alone on their own time. They really did not like this idea at all.
On my last day my most challenging class was more distracted than ever. It almost felt like a contest of wills. I found myself talking over them; something I did in my first week of practicum. This frustrating realization compelled me to take a deep breath and recall the wise words of my AT. The moment you think you know everything about teaching, you should probably quit. This may sound dramatic but these words have stayed with me. The classroom is dynamic. No minute is ever the same as any other. You think you may have mastered something, but every moment there are changes. You as a teacher have more reactions per minute than many professions. You are a performer. You are expected to be 'on' and you can learn, develop skills and gain experience in every second you interact with students. My AT proclaims he is still learning everyday and compares himself to me, the student.
On Thursday, I was particularly frustrated with a student. I simply could not understand why he misbehaved so consistently without fear of repercussion. My after-school ride was late and as I sat waiting on a bench a few blocks away from school, this student and a few of his friends approached me. They knew my last day was Friday and stopped to wish me good luck with my studies and to thank me. My heart crashed out my chest at that point. They were so sweet and dear and normal and I will never forget their thanks. The classroom setting is difficult. The students want to socialize and have ten thousand things on their minds seemingly more important than school. I remember how this felt. For a moment in class, as an adult striving to connect with a difficult student, I forgot about this feeling. Outside of school, everything clicked into place when those boys wished me good luck.
I am exhausted beyond belief but proud of myself. Teaching classical music to the modern-day student is a challenge unto itself and I spent hours of time lesson-planning at night, trying to use video, movies and pop-culture references to make it relevant. I look forward to writing my second term essay on this topic.
In closing, I am truly fortunate to have connected with an AT who took to the time offer advice, asses, analyse and also compliment me on things that went well. For him, it was a full-time job and he was serious about his role as mentor. His honesty was often a rude awakening for me but I loved it and always implemented suggested he had. I don't profess to know everything and neither does he, but returning again to the importance of rapport, I still believe he is as successful as he is in his profession because he has taken the time to treat the students as human beings and develop that rapport with them. I hope to make him proud.
Friday, November 18, 2011
Week Three of Practicum
Here we go again!
This week has been so much fun! I've finally started to nail down a few difficult aspects of class management and have thus enjoyed more time in class to complete those lesson plans I laboured over night after night.
My challenges have included getting every one's attention at the beginning of the class and being able to hold them in their seats at the end of class, even after dismissal time. I've learned more student names and now can address children individually when they are talking or distracting others.
If one particular class is consistently not listening, I let them know how they fare in comparison to other classes. 'Out of all 12 music classes, you are the only students who didn't get to hear all the music. Now it is your responsibility to listen to this music on your own time, instead of here, in class with my help.' If I sail through my lesson plan without any issues, I make sure to praise this class as a whole, telling them they listened better than any of the other 12 classes. They love this kind of praise!
As we generally do not have a seating plan, I freely move students to other desks when they are talking. They always comply and I find this technique highly successful. I had one occasion when a boy refused to move until my third request and even then he stood by his desk, playing with books in the nearby cupboard. In this particular incident, my AT took the boy into the hall for a quick word.
I make sure at the beginning of each rotary class to go over my wishes. I would like everyone to raise their hands if they can answer a question instead of shouting out the answer. I explain that this allows everyone the time to try to figure out the answer for themselves. While music is playing, listen carefully. If you are talking, other people will not be able to appreciate the videos and excerpts. Finally, while students are answering questions, please be courteous and listen attentively to their answers, as you would want them to listen to yours.
The toughest part is being consistent. Often times enthusiasm for a topic or video has the students shouting out opinions and comments. I try to make sure to only address the comments made by those who have raised their hands.
Lastly, my AT gave me the best advice. Before dismissing each class, tell you exactly what you thought of them. End the lesson with a quick evaluation and hopes for the future. This is a great closer and serves as a wonderful means to reflect on the lesson.
A full weekend of lesson planning ahead... woohooo!!
Until next Friday,
Catharine
This week has been so much fun! I've finally started to nail down a few difficult aspects of class management and have thus enjoyed more time in class to complete those lesson plans I laboured over night after night.
My challenges have included getting every one's attention at the beginning of the class and being able to hold them in their seats at the end of class, even after dismissal time. I've learned more student names and now can address children individually when they are talking or distracting others.
If one particular class is consistently not listening, I let them know how they fare in comparison to other classes. 'Out of all 12 music classes, you are the only students who didn't get to hear all the music. Now it is your responsibility to listen to this music on your own time, instead of here, in class with my help.' If I sail through my lesson plan without any issues, I make sure to praise this class as a whole, telling them they listened better than any of the other 12 classes. They love this kind of praise!
As we generally do not have a seating plan, I freely move students to other desks when they are talking. They always comply and I find this technique highly successful. I had one occasion when a boy refused to move until my third request and even then he stood by his desk, playing with books in the nearby cupboard. In this particular incident, my AT took the boy into the hall for a quick word.
I make sure at the beginning of each rotary class to go over my wishes. I would like everyone to raise their hands if they can answer a question instead of shouting out the answer. I explain that this allows everyone the time to try to figure out the answer for themselves. While music is playing, listen carefully. If you are talking, other people will not be able to appreciate the videos and excerpts. Finally, while students are answering questions, please be courteous and listen attentively to their answers, as you would want them to listen to yours.
The toughest part is being consistent. Often times enthusiasm for a topic or video has the students shouting out opinions and comments. I try to make sure to only address the comments made by those who have raised their hands.
Lastly, my AT gave me the best advice. Before dismissing each class, tell you exactly what you thought of them. End the lesson with a quick evaluation and hopes for the future. This is a great closer and serves as a wonderful means to reflect on the lesson.
A full weekend of lesson planning ahead... woohooo!!
Until next Friday,
Catharine
Friday, November 11, 2011
Week Two of Practicum
What a crazy, busy, relentless and satisfying week I've had.
It started out so incredibly hectic, including an incident where one of our Grade 1 students fled the class after being teased, tried to run outside and then hid in a locker and wouldn't come out. My AT with his incredible rapport with the students and amazing patience finally persuaded the young gentleman to come out of the locker, this after me spending twenty minutes trying to coax him with every possible story, suggestion and activity.
Another incident this week involved a grade 7 class who simply would not stop talking. They have been doing this since I arrived two weeks ago and in fact faced a full class detention after school last week. I don't mind a little chit chat in the class but it always gets to the point of plain rudeness with this particular class. I've been trying the 'wait them out' silence and staring to no avail.
Now we have moved onto a new tactic. I hold a stop watch. When they start to talk again, I hold up the stop watch so they can see I'm pressing the button and then I let it run. The number of seconds on the clock means the number of minutes in detention after school. The first two times I didn't have the strength or the will power to try this method. It just wasn't me, at which point my AT came up with a few stern words and said to use it 100% the next class. I did. What a miracle! The class took one look at the stop watch and there was silence. I had to use it a few more times that lesson and ended up accumulating seconds, but at least it proved itself effective.
On a happier note, my lesson plans on Classical Music haven't totally been rejected by my 7/8 students. I've tried to combine interesting information with samplings of familiar music, cool videos of performers and dancers and modern music videos that have stolen bits and pieces of Classical music and inserted it into their songs. Overall, the students are receptive and kind. Most now say hello to me in the hallway. I played piano in the Remembrance Day ceremony today and actually had students congratulating me on the performance. I was practically teary-eyed!
In closing, as busy and hectic as life is, I am truly enjoying every second with the students and with my AT. As I come to know these children better I am finding I enjoy teaching in general even more and I am incredibly appreciative that my AT takes so much time to help me in my endeavours. His encouragement and suggestions have helped give me the confidence to stand up in front of all those children and convince them I have something important to say.
Bye for now!
It started out so incredibly hectic, including an incident where one of our Grade 1 students fled the class after being teased, tried to run outside and then hid in a locker and wouldn't come out. My AT with his incredible rapport with the students and amazing patience finally persuaded the young gentleman to come out of the locker, this after me spending twenty minutes trying to coax him with every possible story, suggestion and activity.
Another incident this week involved a grade 7 class who simply would not stop talking. They have been doing this since I arrived two weeks ago and in fact faced a full class detention after school last week. I don't mind a little chit chat in the class but it always gets to the point of plain rudeness with this particular class. I've been trying the 'wait them out' silence and staring to no avail.
Now we have moved onto a new tactic. I hold a stop watch. When they start to talk again, I hold up the stop watch so they can see I'm pressing the button and then I let it run. The number of seconds on the clock means the number of minutes in detention after school. The first two times I didn't have the strength or the will power to try this method. It just wasn't me, at which point my AT came up with a few stern words and said to use it 100% the next class. I did. What a miracle! The class took one look at the stop watch and there was silence. I had to use it a few more times that lesson and ended up accumulating seconds, but at least it proved itself effective.
On a happier note, my lesson plans on Classical Music haven't totally been rejected by my 7/8 students. I've tried to combine interesting information with samplings of familiar music, cool videos of performers and dancers and modern music videos that have stolen bits and pieces of Classical music and inserted it into their songs. Overall, the students are receptive and kind. Most now say hello to me in the hallway. I played piano in the Remembrance Day ceremony today and actually had students congratulating me on the performance. I was practically teary-eyed!
In closing, as busy and hectic as life is, I am truly enjoying every second with the students and with my AT. As I come to know these children better I am finding I enjoy teaching in general even more and I am incredibly appreciative that my AT takes so much time to help me in my endeavours. His encouragement and suggestions have helped give me the confidence to stand up in front of all those children and convince them I have something important to say.
Bye for now!
Friday, November 4, 2011
Week One of Practicum
What an incredible, exciting, stressful, exhausting, exhilarating week! I have seen over 400 students this week, ranging in ages from five years old to thirteen years old and I am so thrilled to be a part of their learning and growing. My associate teacher is generous and patient and his enthusiasm is contagious. I enjoy all my moments in his class and appreciate all his suggestions and ideas.
My associate teacher marvels at how all children love music, but most children don't like music class. His goal is to make a connection between his students and the pop culture of today. Music must be relevant. With Junior and Senior Glee clubs starting this week, as well as Rock Band, he strives to make music as fun, accessible and exciting as possible. In Junior Choir (grades 4 through 6), he made sure to have the students vote on which songs to sing. Having students feel their choices and opinions matter is important, thus we are performing the songs they like: the music of Lady GaGa and Bruno Mars.
Class management is foremost on my mind. As the students come to music class only twice a week, many see it as an opportunity to have fun, socialize and feel relaxed. It is often hard to get them to focus. Many times students are busy talking and I find it difficult to truly reel in their attention. I try to make interesting and authentic connections with them in my teaching but until I have spent more hours in the classroom, I simply don't have that rapport with them yet. That rapport is essential in building mutual respect. I am convinced that the longer I am in the classroom, the more the children will come to know me, trust me and value me.
I am tired but happy. I find myself at an amazing school with great kids and a fabulous associate teacher. I'm trying my hands at new technology, musical instruments outside my element and dealing with energetic grade ones who act like little jumping beans. I cherish the challenge and am already sad at the thought of all this ending in just three short weeks. In the mean time, my goals are simple: develop that rapport with the students, experiment with classroom management techniques and always create a classroom environment conducive to critical thinking.
Bye for now world!
My associate teacher marvels at how all children love music, but most children don't like music class. His goal is to make a connection between his students and the pop culture of today. Music must be relevant. With Junior and Senior Glee clubs starting this week, as well as Rock Band, he strives to make music as fun, accessible and exciting as possible. In Junior Choir (grades 4 through 6), he made sure to have the students vote on which songs to sing. Having students feel their choices and opinions matter is important, thus we are performing the songs they like: the music of Lady GaGa and Bruno Mars.
Class management is foremost on my mind. As the students come to music class only twice a week, many see it as an opportunity to have fun, socialize and feel relaxed. It is often hard to get them to focus. Many times students are busy talking and I find it difficult to truly reel in their attention. I try to make interesting and authentic connections with them in my teaching but until I have spent more hours in the classroom, I simply don't have that rapport with them yet. That rapport is essential in building mutual respect. I am convinced that the longer I am in the classroom, the more the children will come to know me, trust me and value me.
I am tired but happy. I find myself at an amazing school with great kids and a fabulous associate teacher. I'm trying my hands at new technology, musical instruments outside my element and dealing with energetic grade ones who act like little jumping beans. I cherish the challenge and am already sad at the thought of all this ending in just three short weeks. In the mean time, my goals are simple: develop that rapport with the students, experiment with classroom management techniques and always create a classroom environment conducive to critical thinking.
Bye for now world!
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