You know those teachers who do amazing things in the classroom and seem to be doing everything else on the planet at the same time?
I’m talking about that teacher is who is on multiple committees, is a department head, is active in the teacher association, maintains great parent communication, present at conferences, has kids at home AND still has time to hang out in the office and socialize with other teachers.
How do these teachers do it?
When I first started teaching, writing lesson plans, preparing to teach and doing grades took up all of my time at school and also a lot of time at home. I marveled at these teachers who seemed to have so much free time on their hands while doing all of these other things.
Seven years later, I find that I’m doing so much more than teaching. I’m on committees, I presented at a conference last year, I find time to meet with other teachers and I have a more fulfilling life then I’ve ever had outside of school. While my plate is getting more full, it’s still not at the level of other teachers who do even more then I do.
I initially thought that teachers who managed lots of things in school were superhuman. What I’ve realized is that there are a couple specific things that happen in the a teacher's development that allows them to have the time to broaden their life as a teacher.
Banking Lessons: When I first started teaching the vast majority of my lesson plans were new. Now that I’ve been at this for a while, I reuse a lot of lesson plans. Maybe half of lessons I taught this year are from lessons I’ve previously taught. Using old worksheets and presentation materials save a lot of time. Even if you change the lesson plan, having something to work off of makes the process move a lot quicker. Now there is a danger of overdoing and reusing too many old lessons and not adapting them, however there is no shame is using the exactly same worksheet, if it continues to fit the needs of your students.
Prioritizing: I worked very hard when I first started teaching, but I didn’t necessarily know how to prioritize. I would spend a lot of time on remedial tasks that I could let my students do during class and then I would run out of time to do more important things. Prioritizing is a difficult skill to learn because it requires that you don’t get everything you want to get done in a given day. This is something that comes with time as the voice in your head that says “it’s okay if this doesn’t get done,” becomes stronger.
Taking Care Of Yourself: One of the best ways to get more time on your hands and be more productive is to take care of yourself. Sleep, eating well, socializing and having a life outside of work, makes the time that you do work far more productive. It seems like a contradiction to spend time not working to get more work done but it does make a difference. In the context of the school day, this means spending time socializing with other teachers, eating lunch with students and making sure to have fun at work.
If you want to become one of those teachers who do many different things or our frustrated that you don't have enough time as a teacher to do what you want to do, first off, relax. A lot of this comes with time and you just have to let yourself develop as a professional.
If you've been a teacher for a long time and you don't see your time easing up then try something different. Change the way you lesson plan and do assessments. Look at the way you do grading. More time does not necessarily equal better results and more meaningful learning by your students.
I'm still in awe of my colleagues who do so many great things every day beyond simply teaching in the classroom. I'm beginning to realize that all teachers have the potential to get there with a healthy does of perspective, some patience and a willingness to evolve as a professional.
Showing posts with label student teaching. Show all posts
Showing posts with label student teaching. Show all posts
Friday, March 1, 2013
Friday, February 1, 2013
Year 3: Week 19 - The Accent
Everyone puts up guards to protect themselves from being hurt by others. Some
people don't talk about things they are passionate about while others make jokes as opposed to revealing their true feelings.
Bonnie's guard was her accent. Born and raised in Ireland, Bonnie consciously spoke with an American accent so that she could fit in better and not have to deal with the inevitable barrage of questions about her heritage.
I met Bonnie when I was student teaching. She was a junior French horn player. Bonnie was friendly, positive and very sharp. She was the kind of girl that you could tell was always thinking and being conscientious about what she said and did.
I got to know Bonnie on the marching band field. In conversations during breaks she revealed her background to me and the choice she made bout her accent. I told her that I thought that the variety of accents in our culture were a great thing and that she shouldn't feel like she had to hide her accent. In response she looked straight into my eyes, with a soft smile, paused for a second, and then walked away.
One of the early events in the marching band season was a parents showcase. Parents were invited to come and their children taught them how to march in a block and a couple basic commands. This was a great event that helped students learn by teaching and it helped parents to really understand what goes into being in marching band.
As the students found their parents and placed them in the marching band block I saw Bonnie standing alone holding her mellophone. I walked over and asked her how she was doing. She explained why her parents couldn't be at this event. Bonnie told me that it wasn't a big deal but as she stood watching all of the other students with their parents I could tell how she really felt.
So I told her, "Look, I'll be your parent, you can teach me how to march and hold the instrument." For once Bonnie was at a loss of words, and then she jumped in teaching me everything I needed to know to be in a marching band. Of course, Bonnie, knew that I could do all of this stuff but we played our parts and we had a great time.
As the event was coming to a close, her American accent began to melt away and her Irish accent emerged. Along with her accent, she conversed in a more relaxed fashion. Without her guard, the best of Bonnie shown brighter.
In later conversations, her Irish accent would slip out in the quiet moments when there wasn't a lot of people around.
Putting up your guard is an instinct that most of us do that in general isn't a bad thing. Very few people are so comfortable with who they are that they can truly be themselves in all situations. The protection our guard makes us feels safe but often hides the best parts of who we are from people we want to connect with.
You never know how your actions, no matter how small and seemingly insignificant helps the people around you be themselves. If you let down your own guard, and are truly present for someone you might just hear someone's true voice.
Bonnie's guard was her accent. Born and raised in Ireland, Bonnie consciously spoke with an American accent so that she could fit in better and not have to deal with the inevitable barrage of questions about her heritage.
I met Bonnie when I was student teaching. She was a junior French horn player. Bonnie was friendly, positive and very sharp. She was the kind of girl that you could tell was always thinking and being conscientious about what she said and did.
I got to know Bonnie on the marching band field. In conversations during breaks she revealed her background to me and the choice she made bout her accent. I told her that I thought that the variety of accents in our culture were a great thing and that she shouldn't feel like she had to hide her accent. In response she looked straight into my eyes, with a soft smile, paused for a second, and then walked away.
One of the early events in the marching band season was a parents showcase. Parents were invited to come and their children taught them how to march in a block and a couple basic commands. This was a great event that helped students learn by teaching and it helped parents to really understand what goes into being in marching band.
As the students found their parents and placed them in the marching band block I saw Bonnie standing alone holding her mellophone. I walked over and asked her how she was doing. She explained why her parents couldn't be at this event. Bonnie told me that it wasn't a big deal but as she stood watching all of the other students with their parents I could tell how she really felt.
So I told her, "Look, I'll be your parent, you can teach me how to march and hold the instrument." For once Bonnie was at a loss of words, and then she jumped in teaching me everything I needed to know to be in a marching band. Of course, Bonnie, knew that I could do all of this stuff but we played our parts and we had a great time.
As the event was coming to a close, her American accent began to melt away and her Irish accent emerged. Along with her accent, she conversed in a more relaxed fashion. Without her guard, the best of Bonnie shown brighter.
In later conversations, her Irish accent would slip out in the quiet moments when there wasn't a lot of people around.
Putting up your guard is an instinct that most of us do that in general isn't a bad thing. Very few people are so comfortable with who they are that they can truly be themselves in all situations. The protection our guard makes us feels safe but often hides the best parts of who we are from people we want to connect with.
You never know how your actions, no matter how small and seemingly insignificant helps the people around you be themselves. If you let down your own guard, and are truly present for someone you might just hear someone's true voice.
Friday, August 31, 2012
Student Teaching Part IX: The Space In My Heart
This is the final part of my student teaching journals, click here for previous entries.
12/4
The concert day: insanity. The first collage concert went well. There was a run-through. And then we did it. It was rushed and the percussion did not do as well as I thought they were could . The concert band did well and it was really fun to do "Sleigh Ride" with the full band. Mr. S told the parents to come thank me and tons of them did. One parent got me cookies and well, it was really nice having parents come up to me and thank me for everything I had done. Most of the parents comments focused on how the kids liked me and thought I was cool, which isn’t exactly education at its best but it is a good sign. I mean at this age, any positive discussion between parents and kids helps and at least I did that.
Mr. S had an issue with Katie the night before at the rehearsal and she told me to promise that I would never yell at a kid irrationally. Which is something that I really couldn’t promise. I kind of played the sarcasm game too much with her and apologized. I’m glad I’ve built up a relationship with Katie and that she feels comfortable talking to me.
During set-up yesterday Laurie told me I was the only student teacher she was had that she feels comfortable being alone with. That was really nice though it did creep me out about the status of her other student teachers.
I'm going to miss that girl.
12/9
During a break before the basketball game I had a long talk with Megan. It was a really good one on one. She told me that she wanted to be an actor. This is something she has never told anyone before. We talked about her family and her life. She told me how her dad was involved in a Terry Shivo like case and what that meant to her with her dad being unemployed. She is a 2nd generation immigrant like myself. Times like that, just talking for like 45 minutes really make all of the crap worth it. I will miss that.
12/13
Today was Mr. S’s last day with me. He is going to the Midwest Convention after today and I am left with the band. He had some great parting words for me. He told me to make sure that I get a mentor on my first job and that he will be looking out for me for jobs. It’s amazing that he believes in me. He was very complimentary of me and in the last couple weeks he has been more and more appreciative on my help. I got him some CD’s as a thank you gift. The next couple days will be a lot of work but I’m looking forward to it.
Mr. S really does believe in me more then I believe in myself. It’s amazing that it has almost been 5 months. Things really do fly by. I spent so much time with Mr. S and now it just seems like it’s over and well, it’s sad but I’m just so thankful for the time I’ve had. This has been a great partnership and mentor situation with Mr. S and I wish I could stay for the whole year but I’m also glad I’m moving on. I am so lucky for all that I’ve had and Mr. S has been a great person to work with. He is so critical of other people, the fact that he believes in my abilities meant a lot.
I was the first student teacher in 3 years to make a real connection with the students. He feels that this is important. He says I’m a smart guy with people and can keep things together. Everything has turned out great and I’m looking forward to the next couple days so much.
12/14
I had one more talk with Katie. It’s interesting and challenging talking to her. I hope that she feels better about things at least. She’s a great kid. Mr. S might be a little hard on her but it’s tough for me to say but anyways, I’m going to miss her.
12/15
My final words:
12/4
The concert day: insanity. The first collage concert went well. There was a run-through. And then we did it. It was rushed and the percussion did not do as well as I thought they were could . The concert band did well and it was really fun to do "Sleigh Ride" with the full band. Mr. S told the parents to come thank me and tons of them did. One parent got me cookies and well, it was really nice having parents come up to me and thank me for everything I had done. Most of the parents comments focused on how the kids liked me and thought I was cool, which isn’t exactly education at its best but it is a good sign. I mean at this age, any positive discussion between parents and kids helps and at least I did that.
Mr. S had an issue with Katie the night before at the rehearsal and she told me to promise that I would never yell at a kid irrationally. Which is something that I really couldn’t promise. I kind of played the sarcasm game too much with her and apologized. I’m glad I’ve built up a relationship with Katie and that she feels comfortable talking to me.
During set-up yesterday Laurie told me I was the only student teacher she was had that she feels comfortable being alone with. That was really nice though it did creep me out about the status of her other student teachers.
I'm going to miss that girl.
12/9
During a break before the basketball game I had a long talk with Megan. It was a really good one on one. She told me that she wanted to be an actor. This is something she has never told anyone before. We talked about her family and her life. She told me how her dad was involved in a Terry Shivo like case and what that meant to her with her dad being unemployed. She is a 2nd generation immigrant like myself. Times like that, just talking for like 45 minutes really make all of the crap worth it. I will miss that.
12/13
Today was Mr. S’s last day with me. He is going to the Midwest Convention after today and I am left with the band. He had some great parting words for me. He told me to make sure that I get a mentor on my first job and that he will be looking out for me for jobs. It’s amazing that he believes in me. He was very complimentary of me and in the last couple weeks he has been more and more appreciative on my help. I got him some CD’s as a thank you gift. The next couple days will be a lot of work but I’m looking forward to it.
Mr. S really does believe in me more then I believe in myself. It’s amazing that it has almost been 5 months. Things really do fly by. I spent so much time with Mr. S and now it just seems like it’s over and well, it’s sad but I’m just so thankful for the time I’ve had. This has been a great partnership and mentor situation with Mr. S and I wish I could stay for the whole year but I’m also glad I’m moving on. I am so lucky for all that I’ve had and Mr. S has been a great person to work with. He is so critical of other people, the fact that he believes in my abilities meant a lot.
I was the first student teacher in 3 years to make a real connection with the students. He feels that this is important. He says I’m a smart guy with people and can keep things together. Everything has turned out great and I’m looking forward to the next couple days so much.
12/14
I had one more talk with Katie. It’s interesting and challenging talking to her. I hope that she feels better about things at least. She’s a great kid. Mr. S might be a little hard on her but it’s tough for me to say but anyways, I’m going to miss her.
12/15
My final words:
Thank you so much for being so honest and open and patient with me. You more then anything else made this experience for the past five months, one of the most meaningful of my life. You’ve not only helped me and made an incredible change in my life but you have also effected future students of mine.
A lot of you have asked me if I will come back and visit. And I don’t know right now. I mean I will have a whole new group of students next quarter and my life, well, I’m not so sure about where things will go. I would love to be there and share in your accomplishments and help you in your struggles but I can’t. But one thing I will tell you is that no matter what,, when you have a great meaningful experience with someone , it creates a space in your heart and you can visit it and can’t help but smile and you have that in my heart.
Friday, August 24, 2012
Student Teaching Part VIII: Testing Time
This is the eighth entry of my student teaching journals (Part I, Part II, Part III, Part IV, Part V & Part VI, Part VII).
11/8
Right before I started to teach concert band, Mr. Smith the orchestra teachers asked me to switch rooms so he wouldn’t have to move the percussion equipment. He asked me presenting it in a way that if I said no, I would be making a big inconvenience. He asked why I needed to record when so many players were gone, and I told him it was for student teaching stuff. He didn’t want to spend half of the period moving “a lot of percussion equipment including timpani and mallets” but I explained to him that I needed to record the band so I couldn’t.
I found this weird that he hadn’t thought about this earlier and asked Mr. S yesterday about this. He ended up only taking a couple things from the band room like the snare drum and cymbals.
During 6th, he came in and asked me how things went and I told them they went well. He said he was glad to hear that but it wasn’t genuine. Part of me thinks he wanted to hear that I had a bad time because so many players were gone. Right before jazz Bill asked about the whole situation because Mr. S made some comment about, “bashing the student teacher” saying that they couldn’t switch rooms because the student teacher had to record, and from Bill’s description probably in a bitchy way. That’s annoying. I need to talk to Mr. S to see how I should take this. I feel like he was trying to take advantage of the fact Mr. S wasn’t there and that he knew days ago he was going to have this situation but didn’t want to deal with it with Mr. S.
11/14
Monday, nothing too much happened to day. The day went smoothly, Mr. S mentioned that it might be good to confront Mr. Smith about Wednesday. When you do that you let the other person know you aren’t taking that stuff, it makes you look better as the person trying to mend things and it sends a message of maturity.
11/22
Today in concert band we had Sleigh Ride testing. The way this worked is that Mr. S and I figured out spots in the piece that needed to be tested on. The whole band sat in the room and Mr. S would call out section of the piece to play with certain sections. He moved around the band so that no section was sitting there doing nothing for too long.
When it was a sections turn, he would sometimes have them play it once as a section. About two or three people would play an excerpt at a time, if he needed to isolate who was having issues he would have people play alone. The whole band was present so every was listening to everyone else's test. This did put a level of peer pressure on the situation and gave everyone in the band an idea of how everyone else is playing. If people talked Mr. S said he would take points off, so the room was silent while testing was going on.
Mr. S told me later that he doesn’t want kids to get “F’s,” he just wants to get them to learn music. He did stall on some of the testing which gives a lot of kids another day to practice as we finish up testing tomorrow. I mean it’s not fun to humiliate kids who haven’t worked hard, but it’s part of the game and the responsibility of dealing with you own actions.
In Sleigh Ride some of the sections sounded ok as a group but the instant smaller groups of people started playing problems really emerged. It is tedious but I think if it comes from an attitude of getting kids moving and making sure people don’t hide in the section, then I think it’s a good idea. It takes a willingness to do things students don’t like to help them learn which is a hard thing to do but a responsible and necessary step to take to help education students.
11/8
Right before I started to teach concert band, Mr. Smith the orchestra teachers asked me to switch rooms so he wouldn’t have to move the percussion equipment. He asked me presenting it in a way that if I said no, I would be making a big inconvenience. He asked why I needed to record when so many players were gone, and I told him it was for student teaching stuff. He didn’t want to spend half of the period moving “a lot of percussion equipment including timpani and mallets” but I explained to him that I needed to record the band so I couldn’t.
I found this weird that he hadn’t thought about this earlier and asked Mr. S yesterday about this. He ended up only taking a couple things from the band room like the snare drum and cymbals.
During 6th, he came in and asked me how things went and I told them they went well. He said he was glad to hear that but it wasn’t genuine. Part of me thinks he wanted to hear that I had a bad time because so many players were gone. Right before jazz Bill asked about the whole situation because Mr. S made some comment about, “bashing the student teacher” saying that they couldn’t switch rooms because the student teacher had to record, and from Bill’s description probably in a bitchy way. That’s annoying. I need to talk to Mr. S to see how I should take this. I feel like he was trying to take advantage of the fact Mr. S wasn’t there and that he knew days ago he was going to have this situation but didn’t want to deal with it with Mr. S.
11/14
Monday, nothing too much happened to day. The day went smoothly, Mr. S mentioned that it might be good to confront Mr. Smith about Wednesday. When you do that you let the other person know you aren’t taking that stuff, it makes you look better as the person trying to mend things and it sends a message of maturity.
11/22
Today in concert band we had Sleigh Ride testing. The way this worked is that Mr. S and I figured out spots in the piece that needed to be tested on. The whole band sat in the room and Mr. S would call out section of the piece to play with certain sections. He moved around the band so that no section was sitting there doing nothing for too long.
When it was a sections turn, he would sometimes have them play it once as a section. About two or three people would play an excerpt at a time, if he needed to isolate who was having issues he would have people play alone. The whole band was present so every was listening to everyone else's test. This did put a level of peer pressure on the situation and gave everyone in the band an idea of how everyone else is playing. If people talked Mr. S said he would take points off, so the room was silent while testing was going on.
Mr. S told me later that he doesn’t want kids to get “F’s,” he just wants to get them to learn music. He did stall on some of the testing which gives a lot of kids another day to practice as we finish up testing tomorrow. I mean it’s not fun to humiliate kids who haven’t worked hard, but it’s part of the game and the responsibility of dealing with you own actions.
In Sleigh Ride some of the sections sounded ok as a group but the instant smaller groups of people started playing problems really emerged. It is tedious but I think if it comes from an attitude of getting kids moving and making sure people don’t hide in the section, then I think it’s a good idea. It takes a willingness to do things students don’t like to help them learn which is a hard thing to do but a responsible and necessary step to take to help education students.
Friday, August 17, 2012
Student Teaching Part VII - The Writing On The Board
This is the seventh entry of my student teaching journals (Part I, Part II, Part III, Part IV, Part V & Part VI).
10/26
The kids will surprise you some days. Megan came into Mr. S's office and said hi to both of us. And that was really nice for me. It was like she acknowledged that things were ok between us. And for her age and her maturity, I guess that's her saying that she's sorry and that she's not holding what I did against me, which as nice. It's amazing how little things like that can make your day.
10/27
So things are totally cool with Megan. I think in some ways she respects me more and I don't know how she got over what I did, but I guess the thing that bugs me the most is the fact that as a teacher you love and care about all your students. And you like them too and it's tough to be teaching students who don't care about or like you. I don't know how teachers can do this and teach kids and stick with them even though some students may not like them. it really is an amazing thing to think about.
11/4
So Abby, the girl I helped yesterday on the trombone came in and did a mediocre audition. She dropped chairs in the concert band even though she was trying for the symphonic band. Before posting the audition results Mr. S called her in to explain things to her and why she was placed lower. She was pissed and left his office. Later, we noticed someone had written “Mr. S is an Ass” on the white board. There was one other girl who could have done it and she received good news that evening.
It’s amazing. You put all this work and time into these kids. And all the auditions really do take a lot of time and Mr. S does this willingly even though he does not have to. You give up all of this and you are working making personal connections with all of these students. It’s an emotional investment along with the time.
The job is great because you are making real connections and effect kids, the downside is that because you care about each kid it’s harder to leave things like your student calling you an ass at work. He was visibly pissed, like so pissed he was quiet. That’s really tough.
11/7
With the symphonic band Mr. S discussed the writing on the board from Friday. He was very honest in telling how it hurt him and how it made him frustrated. He told them how much he cared about the class and explained that he is not a warm-fuzzy kind of guy but that he did care.
Music is about emotions and sharing in experiences and if you can't share a part of that with your students, it's just not honest. It never hurts to tell kids you care about them. I think if anything the kids appreciated his honesty. I was very impressed that he would open up like that. There's not always the opportunity to do that but if you open up to the kids and be open, they'll love you for it. It's all about honesty, and really having a reason behind everything you do. Mr. S is trying to change their lives for the better. That's an amazing thing to do and a heck of a goal, and it's a beautiful thing to witness.
10/26
The kids will surprise you some days. Megan came into Mr. S's office and said hi to both of us. And that was really nice for me. It was like she acknowledged that things were ok between us. And for her age and her maturity, I guess that's her saying that she's sorry and that she's not holding what I did against me, which as nice. It's amazing how little things like that can make your day.
10/27
So things are totally cool with Megan. I think in some ways she respects me more and I don't know how she got over what I did, but I guess the thing that bugs me the most is the fact that as a teacher you love and care about all your students. And you like them too and it's tough to be teaching students who don't care about or like you. I don't know how teachers can do this and teach kids and stick with them even though some students may not like them. it really is an amazing thing to think about.
11/4
So Abby, the girl I helped yesterday on the trombone came in and did a mediocre audition. She dropped chairs in the concert band even though she was trying for the symphonic band. Before posting the audition results Mr. S called her in to explain things to her and why she was placed lower. She was pissed and left his office. Later, we noticed someone had written “Mr. S is an Ass” on the white board. There was one other girl who could have done it and she received good news that evening.
It’s amazing. You put all this work and time into these kids. And all the auditions really do take a lot of time and Mr. S does this willingly even though he does not have to. You give up all of this and you are working making personal connections with all of these students. It’s an emotional investment along with the time.
The job is great because you are making real connections and effect kids, the downside is that because you care about each kid it’s harder to leave things like your student calling you an ass at work. He was visibly pissed, like so pissed he was quiet. That’s really tough.
11/7
With the symphonic band Mr. S discussed the writing on the board from Friday. He was very honest in telling how it hurt him and how it made him frustrated. He told them how much he cared about the class and explained that he is not a warm-fuzzy kind of guy but that he did care.
Music is about emotions and sharing in experiences and if you can't share a part of that with your students, it's just not honest. It never hurts to tell kids you care about them. I think if anything the kids appreciated his honesty. I was very impressed that he would open up like that. There's not always the opportunity to do that but if you open up to the kids and be open, they'll love you for it. It's all about honesty, and really having a reason behind everything you do. Mr. S is trying to change their lives for the better. That's an amazing thing to do and a heck of a goal, and it's a beautiful thing to witness.
Friday, August 10, 2012
Student Teaching Part VI - Black Socks & Angels
This is the sixth entry of my student teaching journals (Part I, Part II, Part III, Part IV & Part V).
After school I worked with Katie on her essays for Northwestern. That was a lot of fun. I’m making some real connections with her and she’s beginning to really trust me and open up to me. She is more self-aware then a lot of kids, she just has trouble expressing things and not judging people too quickly. She’s a great kid, and she tries, and I admire her in a way and I’m really going to miss her.
Megan: Mr. S was being tough on black socks today during the game. Kids he caught with black socks had to run in grab a pair so they could do the show. Megan came up to me and jokingly told me that she was walking on a thin line and she would tell me about it after the game. About five minutes later I realized it was the fact she as wearing white socks. Her pants were long so it wasn’t obvious but there still was an issue.
I tried to come down on her and she did not believe I would tell Mr. S. She told me that it wasn’t cool for me to do this and it wasn’t a big del. I reasoned with her for a bit and left her. I told Mr. S and he told me that she needed to get black socks to march 1/2 time. I went back to her and told her and she was pissed that I told Mr. S. She was giving me tons of attitude and really couldn’t believe that I would do that. I let her complain at me and I didn’t want to just blow up at her. I felt that if she got her say maybe she would understand how idiotic she sounded and what she was really saying. It ended with me telling her what was the deal and walking away.
Laurie: God bless her, she came up to me after seeing that whole exchange and apologized for Megan. Laurie is an angel. She is the kind of person that sees into your heart no matter what you try to express on the outside. She saw clearly that this whole Megan thing had shook me up and it did. For some reason I was about to cry. And the thing is I guess was that I knew it wasn’t personal, I knew I was doing the right thing, but it’s hard to hear that stuff.
You care about these kids and it’s easy to be nice to them to show you care but it’s difficult to be hard on them to express that you care and that you aren’t just punishing them for no reason. Especially Megan who I like a lot, it just was hard. Laurie tried to cheer me up and said that something “sucked ass-stronomically.” She was really cute and well. . it’s amazing how some kids get it. They understand when someone is really there who cares about them. Some of the kids really understand that I’m there for them and really trying to help them and well Megan at that moment forgot that but Laurie didn’t.
Right before the halftime performance I checked with one of the moms and she had told Megan that there was socks inside that she could go get. I checked Megan and told her that she could not go on without the socks. She tried to use the excuse that the other kids had not gotten black socks and well, good thing I had checked before talking to Megan because I didn’t let her use that against me. She stormed off. I told Mr. S what had happened. She came back at the last second with black socks.
So I did the right thing. And Megan is going to be pissed at me for hopefully not any longer then a week. And maybe she’ll surprise me by apologizing to me, and maybe from here on out she will hate me. Either way, I did what I did and hopefully somewhere along the line she will understand the choice made and get it.
Mr. S left the game early and I thought he went to the parent party but he didn’t show up there. It was really awkward at this parent party but it was ok. I couldn’t really relax and have a glass of wine. I was still on, but the parents were all very nice and it was ok.
It’s a big thing to have so many people lean on you. It’s a lot of kids to take care of. Sometimes I feel like that I’m about to topple over because there is no way for me to lean on someone else as much as I feel that people are leaning up against me. Teaching is really hard, and sometimes I worry that I don’t have the strength to do this every day.
The rewards are great, and there is nothing like a parent saying thank you, and as much as I can’t lean on a kid, it’s amazing to see a kid like Laurie caring about you. All I can say is that today was tough, but the good stuff I think outweighed the difficult stuff and hopefully in the end the difficult stuff will end up for the best.
After school I worked with Katie on her essays for Northwestern. That was a lot of fun. I’m making some real connections with her and she’s beginning to really trust me and open up to me. She is more self-aware then a lot of kids, she just has trouble expressing things and not judging people too quickly. She’s a great kid, and she tries, and I admire her in a way and I’m really going to miss her.
Megan: Mr. S was being tough on black socks today during the game. Kids he caught with black socks had to run in grab a pair so they could do the show. Megan came up to me and jokingly told me that she was walking on a thin line and she would tell me about it after the game. About five minutes later I realized it was the fact she as wearing white socks. Her pants were long so it wasn’t obvious but there still was an issue.
I tried to come down on her and she did not believe I would tell Mr. S. She told me that it wasn’t cool for me to do this and it wasn’t a big del. I reasoned with her for a bit and left her. I told Mr. S and he told me that she needed to get black socks to march 1/2 time. I went back to her and told her and she was pissed that I told Mr. S. She was giving me tons of attitude and really couldn’t believe that I would do that. I let her complain at me and I didn’t want to just blow up at her. I felt that if she got her say maybe she would understand how idiotic she sounded and what she was really saying. It ended with me telling her what was the deal and walking away.
Laurie: God bless her, she came up to me after seeing that whole exchange and apologized for Megan. Laurie is an angel. She is the kind of person that sees into your heart no matter what you try to express on the outside. She saw clearly that this whole Megan thing had shook me up and it did. For some reason I was about to cry. And the thing is I guess was that I knew it wasn’t personal, I knew I was doing the right thing, but it’s hard to hear that stuff.
You care about these kids and it’s easy to be nice to them to show you care but it’s difficult to be hard on them to express that you care and that you aren’t just punishing them for no reason. Especially Megan who I like a lot, it just was hard. Laurie tried to cheer me up and said that something “sucked ass-stronomically.” She was really cute and well. . it’s amazing how some kids get it. They understand when someone is really there who cares about them. Some of the kids really understand that I’m there for them and really trying to help them and well Megan at that moment forgot that but Laurie didn’t.
Right before the halftime performance I checked with one of the moms and she had told Megan that there was socks inside that she could go get. I checked Megan and told her that she could not go on without the socks. She tried to use the excuse that the other kids had not gotten black socks and well, good thing I had checked before talking to Megan because I didn’t let her use that against me. She stormed off. I told Mr. S what had happened. She came back at the last second with black socks.
So I did the right thing. And Megan is going to be pissed at me for hopefully not any longer then a week. And maybe she’ll surprise me by apologizing to me, and maybe from here on out she will hate me. Either way, I did what I did and hopefully somewhere along the line she will understand the choice made and get it.
Mr. S left the game early and I thought he went to the parent party but he didn’t show up there. It was really awkward at this parent party but it was ok. I couldn’t really relax and have a glass of wine. I was still on, but the parents were all very nice and it was ok.
It’s a big thing to have so many people lean on you. It’s a lot of kids to take care of. Sometimes I feel like that I’m about to topple over because there is no way for me to lean on someone else as much as I feel that people are leaning up against me. Teaching is really hard, and sometimes I worry that I don’t have the strength to do this every day.
The rewards are great, and there is nothing like a parent saying thank you, and as much as I can’t lean on a kid, it’s amazing to see a kid like Laurie caring about you. All I can say is that today was tough, but the good stuff I think outweighed the difficult stuff and hopefully in the end the difficult stuff will end up for the best.
Friday, August 3, 2012
Student Teaching Part V - Crying Freshmen
This is the fifth entry of my student teaching journals (Part I, Part II, Part III & Part IV).
What makes a teacher?
What is the distinguishing characteristic that separates teachers from others in society? I believe it is love. Love in teaching is unique, it’s about, courage, strength, persistence and the belief that people can be better then they are.
Today we had an afternoon rehearsal. Mr. S had chosen to utilize a day off school to rehearse the marching band. An hour before the rehearsal the saxophone section leaders had called a sectional. Mr. S was leading a section leader meeting at this time. He felt it would be good for me to work with the saxophone section during the sectional. The first thing for me to do was to take attendance and call whoever was absent. Jack one of the freshmen was not there so I called his house from which I found out that he was on the way over.
The mom came into the office and Jack was outside. I asked her if everything was ok and she said things were definitely not ok. She asked where Mr. S was and I told her he was in a meeting and I asked him if he wanted to talk to her but he was busy with the section leaders. I came back to the office and asked her if she wanted to talk to me. She said she felt it would be good for me to talk to Jack. I was surprised to find that when she brought Jack into the office to talk to me she left.
Part of me was surprised that she left me alone with Jack. The kid was crying, not crying, bawling. In addition, like most boys his age, he was embarrassed to be crying. I talked to him and asked him what was wrong. He proceeded to explain to me that he felt very bad. He was stressed about marching band and how hard it was. I reminded him that there was only three days left and that he should hang in there for concert season. Jack quickly explained that this wasn’t an issue of him wanting to quit band. He said he loved band. The problem was that he felt like everyone in band hated him and that he could easily name 40 people in the band who did.
Jack explained how people in the hallways would say “really nasty” things to him. He said it wasn’t during band and it wasn’t people telling him to march better. It was outside of the band room by band people. At that moment, I told Jack that if he felt that people were going over the line and harassing him that he needed to tell the dean, Mr. S or some other teacher. And I further promised to him that if anything that he was describing happened in the band room or during band telling Mr. S would guarantee that it would never happen again. That didn’t comfort him at all which proved to me, that things were not as bad as he saw them.
If Jack was honestly harassed, having someone say that they would protect him would be a like an angel coming down, but it wasn’t. He just went on about how tough it was. And I explained that I could relate to how hard being a freshmen in high school but you just have to focus and do your best. What I really wanted to say to him was “suck it up and deal! Be a man!” Instead I focused my energy in explaining to him that he was letting a couple people, a couple weak and insecure people shade his entire view of the band which is the most accepting and caring group of teenagers I have ever worked with. He said he understood that when people made fun of him it was their insecurities, but I just could not get him to believe that the people in the band in general were a positive group that did not hate him. I tried and he nodded in head but his eyes showed me that he thought I was telling him a fairy tale. It was hard not to take that personally.
His mom asked me what I thought. I told her I felt like that he was focusing too much on the negative side and that he was clouding his own view of the band to make it as bad as he wanted it to be. She told me that she didn’t think that he was going to be back next quarter for band. That was the issue she saw, and I found that odd that this was not the issue that I felt Jack was expressed to me. Is Jack’s special needs really his biological and developmental issues or is it his mom? Jack had anxiety issues and motor control difficulties. That much was obvious. It was when his mother proceeded to tell exactly the same things Jack was that I really started to question what really is going on with Jack.
She told me that she was disappointed that band wasn’t the safe haven that she felt like Jack needed. In the exactly same way, Jack explained, she told me how hard and stressful band was and how kids didn’t like him. And just like Jack, I don’t think she really believed me when I told her how great I felt like the kids in the band were. After I explained my feelings about the band, she said, “It’s really frustrating, isn’t it, dealing with Jack?” And I told her firmly, “Jack is not frustrating, he’s challenging.”
Jack came back from the bathroom and his mom asked him if he was going to stay for the whole rehearsal. He said that he would and that he had a responsibility and a commitment. His mom suggested that he only stay for part of the rehearsal. I told Jack that he needed to make a decision for himself, and he told me he was going to stay. Jack left soon after. I headed out from the hallway into the band room and another saxophone player who came in late explained his situation to me. I started walking out to the field with him and Jack caught up to me and told me that he was feeling sick and wasn’t sure that he was going to stay. I told him again to make his own decision as an adult. I told him to go inside and get his horn. I went out to work with the saxophone players and he never came out.
I wonder if those couple minutes when I left Jack and his mother alone in the hallway if she convinced him to leave. I could have been harder on him. I know that in some ways his Jack and his mom wanted me to put my foot down and give him an ultimatum saying that he HAD to stay. I’m not in the position to make that kind of statement and I wanted to challenge him as a adult. But perhaps he wasn’t ready for that. Was I wrong to not push him harder to stay? Perhaps, but was I wrong to challenge him to make his own decisions like an adult, no.
I worked with the saxophones and the bigger band later in the rehearsal and on the drive home I found myself not so much frustrated but angry with Jack’s mother. First reason: I appreciate that she made Jack come to rehearsal but the kid was crying and it would have been so embarrassing for Jack if this was a regular rehearsal and not an early sectional. If it had been a regular rehearsal there would have been other kids everywhere, right outside the office and in the band room. I know you have to push your kids but is it worth it at the risk of only making Jack feel worse.
Second reason: what kind of parent leaves their kid alone in the office to talk to a student teacher when the child is crying? I understand that maybe Mr. S would have another perspective or some better advice to give him. But I’m not Mr. S. I’m the student teacher and I’m flattered that she felt that I could help him, but I am also very surprised that she would trust me, someone who doesn’t have the credentials and the background of a hired teacher to basically parent her kid for her. Teachers can be a great resource for parents to better understand their own children. But at this stage in my understanding, bringing a child who is having a breakdown into a teachers office and leaving him or her to talk to someone who is not a consoler, and not even a certified teacher to pull a kid together does not seem like something a parent should do. If anything a teacher should be handing students off to their parents during a breakdown, not the other way around.
Third reason: I know Jack has special needs. But the fact that there were so many similarities to the attitudes of Jack and his mom makes really wonder which of challenges are from his environment and which are from his own biology. I feel a need for a case worker to talk to about Jack. If I could find what problems Jack has that come from his special needs and which ones come from parental influences then I could work with him better. The things from the family, the attitudes and viewpoints on life can be worked with. I can show him a better way, a different answer, a brighter light. The challenges that come from his own special needs are things that I need accommodate and accept to a certain extent.
Fourth reason: Jack’s mother complained that band wasn’t the safe haven for Jack, she hoped it would become. People make their own safe havens in life. It angers me that Jack’s mom has placed these blinders on Jack so that he cannot see the greatness around him in the band. I feel like Jack is trying. I believe he loves being in band. I believe he can find the positivity, but unfortunately, he’s fighting a force a negativity from his mom that blinds him from the light that is the soul of this band. I think in some ways, Jack’s mom wants him to quit more then Jack actually does.
What’s the point? Why bother work with Jack and his mom? Jack will probably never be a music major, he will never sit first chair. Why not give up on him? His potential for greatness is no different then any other student. You would never think to give up on the exemplary first chair clarinet player because there is true greatness there. Jack has greatness I can see it in how he works and he tries. The kid has heart. He can achieve a greater self.
The deeper reasons why I find it impossible to give up on Jack is that in doing that it would be giving up on me. To say that Jack is not worth the effort would be say that I am not worth the effort. The hours my teachers spent on me weren’t worth the effort. The time I spend trying to better myself, as a person is not worth the effort. Giving up on Jack, saying I no longer believe in his potential to be better man, is giving up on my own belief in me and my belief that the greatest potential in hearts of men is for love.
Great teachers harness the power of love to change lives. It takes courage to reach out to students. It takes strength to not let the negativity of life pull us down to our baser pessimism. It takes persistence to not give up on when challenges arise that we may have no idea how to deal with. Most of all it takes belief, believing in lost causes, believing in the positivity of the youth in a world filled with anger and hate, and most of all believing in ourselves, that we can make a difference in the world and in ourselves.
Today didn’t discourage me from wanting to be a teacher. If anything it made me even more sure that this is what I wanted to do for the rest of my life. I know this because I still want to go back tomorrow. Do I think I have what it takes? I’m not sure but what I do know is that I have the love. And I think if I got that I’ll be ok.
I guess we’ll see.
What makes a teacher?
What is the distinguishing characteristic that separates teachers from others in society? I believe it is love. Love in teaching is unique, it’s about, courage, strength, persistence and the belief that people can be better then they are.
Today we had an afternoon rehearsal. Mr. S had chosen to utilize a day off school to rehearse the marching band. An hour before the rehearsal the saxophone section leaders had called a sectional. Mr. S was leading a section leader meeting at this time. He felt it would be good for me to work with the saxophone section during the sectional. The first thing for me to do was to take attendance and call whoever was absent. Jack one of the freshmen was not there so I called his house from which I found out that he was on the way over.
The mom came into the office and Jack was outside. I asked her if everything was ok and she said things were definitely not ok. She asked where Mr. S was and I told her he was in a meeting and I asked him if he wanted to talk to her but he was busy with the section leaders. I came back to the office and asked her if she wanted to talk to me. She said she felt it would be good for me to talk to Jack. I was surprised to find that when she brought Jack into the office to talk to me she left.
Part of me was surprised that she left me alone with Jack. The kid was crying, not crying, bawling. In addition, like most boys his age, he was embarrassed to be crying. I talked to him and asked him what was wrong. He proceeded to explain to me that he felt very bad. He was stressed about marching band and how hard it was. I reminded him that there was only three days left and that he should hang in there for concert season. Jack quickly explained that this wasn’t an issue of him wanting to quit band. He said he loved band. The problem was that he felt like everyone in band hated him and that he could easily name 40 people in the band who did.
Jack explained how people in the hallways would say “really nasty” things to him. He said it wasn’t during band and it wasn’t people telling him to march better. It was outside of the band room by band people. At that moment, I told Jack that if he felt that people were going over the line and harassing him that he needed to tell the dean, Mr. S or some other teacher. And I further promised to him that if anything that he was describing happened in the band room or during band telling Mr. S would guarantee that it would never happen again. That didn’t comfort him at all which proved to me, that things were not as bad as he saw them.
If Jack was honestly harassed, having someone say that they would protect him would be a like an angel coming down, but it wasn’t. He just went on about how tough it was. And I explained that I could relate to how hard being a freshmen in high school but you just have to focus and do your best. What I really wanted to say to him was “suck it up and deal! Be a man!” Instead I focused my energy in explaining to him that he was letting a couple people, a couple weak and insecure people shade his entire view of the band which is the most accepting and caring group of teenagers I have ever worked with. He said he understood that when people made fun of him it was their insecurities, but I just could not get him to believe that the people in the band in general were a positive group that did not hate him. I tried and he nodded in head but his eyes showed me that he thought I was telling him a fairy tale. It was hard not to take that personally.
His mom asked me what I thought. I told her I felt like that he was focusing too much on the negative side and that he was clouding his own view of the band to make it as bad as he wanted it to be. She told me that she didn’t think that he was going to be back next quarter for band. That was the issue she saw, and I found that odd that this was not the issue that I felt Jack was expressed to me. Is Jack’s special needs really his biological and developmental issues or is it his mom? Jack had anxiety issues and motor control difficulties. That much was obvious. It was when his mother proceeded to tell exactly the same things Jack was that I really started to question what really is going on with Jack.
She told me that she was disappointed that band wasn’t the safe haven that she felt like Jack needed. In the exactly same way, Jack explained, she told me how hard and stressful band was and how kids didn’t like him. And just like Jack, I don’t think she really believed me when I told her how great I felt like the kids in the band were. After I explained my feelings about the band, she said, “It’s really frustrating, isn’t it, dealing with Jack?” And I told her firmly, “Jack is not frustrating, he’s challenging.”
Jack came back from the bathroom and his mom asked him if he was going to stay for the whole rehearsal. He said that he would and that he had a responsibility and a commitment. His mom suggested that he only stay for part of the rehearsal. I told Jack that he needed to make a decision for himself, and he told me he was going to stay. Jack left soon after. I headed out from the hallway into the band room and another saxophone player who came in late explained his situation to me. I started walking out to the field with him and Jack caught up to me and told me that he was feeling sick and wasn’t sure that he was going to stay. I told him again to make his own decision as an adult. I told him to go inside and get his horn. I went out to work with the saxophone players and he never came out.
I wonder if those couple minutes when I left Jack and his mother alone in the hallway if she convinced him to leave. I could have been harder on him. I know that in some ways his Jack and his mom wanted me to put my foot down and give him an ultimatum saying that he HAD to stay. I’m not in the position to make that kind of statement and I wanted to challenge him as a adult. But perhaps he wasn’t ready for that. Was I wrong to not push him harder to stay? Perhaps, but was I wrong to challenge him to make his own decisions like an adult, no.
I worked with the saxophones and the bigger band later in the rehearsal and on the drive home I found myself not so much frustrated but angry with Jack’s mother. First reason: I appreciate that she made Jack come to rehearsal but the kid was crying and it would have been so embarrassing for Jack if this was a regular rehearsal and not an early sectional. If it had been a regular rehearsal there would have been other kids everywhere, right outside the office and in the band room. I know you have to push your kids but is it worth it at the risk of only making Jack feel worse.
Second reason: what kind of parent leaves their kid alone in the office to talk to a student teacher when the child is crying? I understand that maybe Mr. S would have another perspective or some better advice to give him. But I’m not Mr. S. I’m the student teacher and I’m flattered that she felt that I could help him, but I am also very surprised that she would trust me, someone who doesn’t have the credentials and the background of a hired teacher to basically parent her kid for her. Teachers can be a great resource for parents to better understand their own children. But at this stage in my understanding, bringing a child who is having a breakdown into a teachers office and leaving him or her to talk to someone who is not a consoler, and not even a certified teacher to pull a kid together does not seem like something a parent should do. If anything a teacher should be handing students off to their parents during a breakdown, not the other way around.
Third reason: I know Jack has special needs. But the fact that there were so many similarities to the attitudes of Jack and his mom makes really wonder which of challenges are from his environment and which are from his own biology. I feel a need for a case worker to talk to about Jack. If I could find what problems Jack has that come from his special needs and which ones come from parental influences then I could work with him better. The things from the family, the attitudes and viewpoints on life can be worked with. I can show him a better way, a different answer, a brighter light. The challenges that come from his own special needs are things that I need accommodate and accept to a certain extent.
Fourth reason: Jack’s mother complained that band wasn’t the safe haven for Jack, she hoped it would become. People make their own safe havens in life. It angers me that Jack’s mom has placed these blinders on Jack so that he cannot see the greatness around him in the band. I feel like Jack is trying. I believe he loves being in band. I believe he can find the positivity, but unfortunately, he’s fighting a force a negativity from his mom that blinds him from the light that is the soul of this band. I think in some ways, Jack’s mom wants him to quit more then Jack actually does.
What’s the point? Why bother work with Jack and his mom? Jack will probably never be a music major, he will never sit first chair. Why not give up on him? His potential for greatness is no different then any other student. You would never think to give up on the exemplary first chair clarinet player because there is true greatness there. Jack has greatness I can see it in how he works and he tries. The kid has heart. He can achieve a greater self.
The deeper reasons why I find it impossible to give up on Jack is that in doing that it would be giving up on me. To say that Jack is not worth the effort would be say that I am not worth the effort. The hours my teachers spent on me weren’t worth the effort. The time I spend trying to better myself, as a person is not worth the effort. Giving up on Jack, saying I no longer believe in his potential to be better man, is giving up on my own belief in me and my belief that the greatest potential in hearts of men is for love.
Great teachers harness the power of love to change lives. It takes courage to reach out to students. It takes strength to not let the negativity of life pull us down to our baser pessimism. It takes persistence to not give up on when challenges arise that we may have no idea how to deal with. Most of all it takes belief, believing in lost causes, believing in the positivity of the youth in a world filled with anger and hate, and most of all believing in ourselves, that we can make a difference in the world and in ourselves.
Today didn’t discourage me from wanting to be a teacher. If anything it made me even more sure that this is what I wanted to do for the rest of my life. I know this because I still want to go back tomorrow. Do I think I have what it takes? I’m not sure but what I do know is that I have the love. And I think if I got that I’ll be ok.
I guess we’ll see.
Friday, July 27, 2012
Student Teaching Part IV - The Feeling of 5th Place
This is the fourth entry of my student teaching journals (Part I, Part II & Part III).
We didn’t do so good.
It was really cold but the students had a great 2 hour rehearsal. The kids’ focus was impressive, but it just didn’t carry through. Things were not lining up and working on the field. There were many issues and the thing is that it really makes the kids walk away with a bad taste in their mouths when they are in 5th place overall.
At Northwestern I don’t ever remember being done with a show and not feeling proud of what I did. The games and the service to the community was so central to the experience of the marching band. In high school one of my favorite moments was my last marching band game and the thing is that was such a big deal for me. In a way I feel like having that as the pivotal moment of the season helps the students feel more proud of what they do then having it be dependent on a ranking in a competition.
If what happened last year happens again and they get 2nd place, it is going to be a great way to end the season but what happens if the kids really do their best and they don’t win because another band had a better drill writer? So much of what is analyzed has nothing to do with the students efforts and that is really difficult for students to really connect with and feel proud of.
I would love to combine the best of both worlds and have students get good motivation from competitions but have the come from doing home games and truly loving every second of what they do. I think the games can be as big a deal but in a different way. Yes, it’s not a competition but competitions do not motivate all students equally. Part of me thinks that understanding the service part and working through that is a more valuable connection that will stay with the students.
Winning a competition teaches tons about who students are and what it means to win a competition, but life is not all about competitions. It’s about understanding the role of something bigger then yourself for benefits that sometimes are not as tangible as a trophy. Auditions and competitions make the intangible quantifiable and that is good because that is easier for younger students to understand. The thing is that the motivation and art of music is not tangible. There is something in the heart that makes music special.
The main thing I took away from that night was a questions of what competition really means to music. I’m not sure I’d put my students through competitions and have this be as central to their marching band experience. Thinking now, the pride in the band needs to come from a bigger pride in the community. That’s what I learned from marching band. It’s a great thing to serve a community. It makes the students part of something bigger then the band, bigger then the community and creates a feeling of pride that they will carry for the rest of their lives.
We didn’t do so good.
It was really cold but the students had a great 2 hour rehearsal. The kids’ focus was impressive, but it just didn’t carry through. Things were not lining up and working on the field. There were many issues and the thing is that it really makes the kids walk away with a bad taste in their mouths when they are in 5th place overall.
At Northwestern I don’t ever remember being done with a show and not feeling proud of what I did. The games and the service to the community was so central to the experience of the marching band. In high school one of my favorite moments was my last marching band game and the thing is that was such a big deal for me. In a way I feel like having that as the pivotal moment of the season helps the students feel more proud of what they do then having it be dependent on a ranking in a competition.
If what happened last year happens again and they get 2nd place, it is going to be a great way to end the season but what happens if the kids really do their best and they don’t win because another band had a better drill writer? So much of what is analyzed has nothing to do with the students efforts and that is really difficult for students to really connect with and feel proud of.
I would love to combine the best of both worlds and have students get good motivation from competitions but have the come from doing home games and truly loving every second of what they do. I think the games can be as big a deal but in a different way. Yes, it’s not a competition but competitions do not motivate all students equally. Part of me thinks that understanding the service part and working through that is a more valuable connection that will stay with the students.
Winning a competition teaches tons about who students are and what it means to win a competition, but life is not all about competitions. It’s about understanding the role of something bigger then yourself for benefits that sometimes are not as tangible as a trophy. Auditions and competitions make the intangible quantifiable and that is good because that is easier for younger students to understand. The thing is that the motivation and art of music is not tangible. There is something in the heart that makes music special.
The main thing I took away from that night was a questions of what competition really means to music. I’m not sure I’d put my students through competitions and have this be as central to their marching band experience. Thinking now, the pride in the band needs to come from a bigger pride in the community. That’s what I learned from marching band. It’s a great thing to serve a community. It makes the students part of something bigger then the band, bigger then the community and creates a feeling of pride that they will carry for the rest of their lives.
Friday, July 20, 2012
Student Teaching Part III - The Most Important Part Of Teaching
This is the third entry of my student teaching journals (Part I & Part II).
9/27
Today I got to talk to Mr. S about some issues with teaching. He thinks the most important thing a teacher has is that he or she cares about her kids. The second most important thing is that the teacher has a level of artistic integrity. These two are very close. It is interesting that the choir teacher and the orchestra teacher show different parts of that spectrum. I know that I care about the kids. I do not find that part difficult. What is interesting is that I feel I have a strong sense of artistic integrity for music however it is not solely centered on band music. Band literature is just one facet of music that interests me, not the central one.
When you explain things to people and you try to relate it to what they know, you validate their knowledge. That shows that you care about them and are willing to go the extra step to explain something. It is saying that you already know something and that all you are doing is reminding them of something that they already know. This is a powerful idea that I think helps people understand others. Kids appreciate someone who is willing to ask how you are doing and honestly cares and will spend only a little time to make a real connection. It doesn’t take a lot but I feel like that is the fastest and most effective way to get students to like you.
9/30
Can you change a kid when her parents aren't being good models of what you are trying to teach in four years? Yes you can, they can learn that their parents do not have all the right answers and that they do not need to be exactly like their parents.
Mr. S talked to April’s mom and she was as scatterbrained as April and he doesn't think the change in April is going to come from home. Mr. S told me that you can't give up and that you can show the students a better way. It's possible, it's hard but it's real.
Yesterday there were two inappropriate comment one was about homosexuals and one was racial and I stopped and told the kids it was not ok. I told Mr. S and he said what I did was right. They are boys and good kids but they don't know the weight of what they say. I'm in an inbetween position as a teacher/student, so it was good and important for me to identify myself as a teacher in this situation and reprimand these students.
It's weird because it's about who I am. It's forcing me to clean up the way I talk and the way I think and express myself. And if I'm asking students to be better in who they are I need to do that for myself. In a way teaching these students to be better people forces myself to be a better person as well. It's great that it forces me to grow . . . but it's hard.
9/27
Today I got to talk to Mr. S about some issues with teaching. He thinks the most important thing a teacher has is that he or she cares about her kids. The second most important thing is that the teacher has a level of artistic integrity. These two are very close. It is interesting that the choir teacher and the orchestra teacher show different parts of that spectrum. I know that I care about the kids. I do not find that part difficult. What is interesting is that I feel I have a strong sense of artistic integrity for music however it is not solely centered on band music. Band literature is just one facet of music that interests me, not the central one.
When you explain things to people and you try to relate it to what they know, you validate their knowledge. That shows that you care about them and are willing to go the extra step to explain something. It is saying that you already know something and that all you are doing is reminding them of something that they already know. This is a powerful idea that I think helps people understand others. Kids appreciate someone who is willing to ask how you are doing and honestly cares and will spend only a little time to make a real connection. It doesn’t take a lot but I feel like that is the fastest and most effective way to get students to like you.
9/30
Can you change a kid when her parents aren't being good models of what you are trying to teach in four years? Yes you can, they can learn that their parents do not have all the right answers and that they do not need to be exactly like their parents.
Mr. S talked to April’s mom and she was as scatterbrained as April and he doesn't think the change in April is going to come from home. Mr. S told me that you can't give up and that you can show the students a better way. It's possible, it's hard but it's real.
Yesterday there were two inappropriate comment one was about homosexuals and one was racial and I stopped and told the kids it was not ok. I told Mr. S and he said what I did was right. They are boys and good kids but they don't know the weight of what they say. I'm in an inbetween position as a teacher/student, so it was good and important for me to identify myself as a teacher in this situation and reprimand these students.
It's weird because it's about who I am. It's forcing me to clean up the way I talk and the way I think and express myself. And if I'm asking students to be better in who they are I need to do that for myself. In a way teaching these students to be better people forces myself to be a better person as well. It's great that it forces me to grow . . . but it's hard.
Friday, July 13, 2012
Student Teaching Part II - Teachers & Parents
This is the second entry of my student teaching journals (click here for Part I).
9/8
Staff development. Some teachers are SO not into this time. It seems like a lot of people feel it is a waste of time. i got into it because I'm new to this but I can understand why some teachers get annoyed. A lot of it is common sense and so much of what is going on is something teachers understand through maturity.
It reveals more about the teachers and their attitudes and gives and interesting view on the way they think and interact. I kept thinking that the way students act is a reflection of the way teachers act. How many of these problems and negative attitudes stem from teachers setting a bad example which can be solved by teachers not only pushing themselves as teachers but also as people?
9/15
There was an issue that Mr. S passed on to me about an issue he outlined the best way to deal with it. First, talk to administrators and ask for their advice. If they do this they buy in to what you are saying doing and the school district will legally back you up. TALK to administrators about controversial issues. That is important. Then talk to parents after your reasoning is clear and sound and is approved with administrator’s help and critiques. The thing administrators hate the most is being blindsided.
PARENTS: limit what they do. Give parents things to do and do not let them outside of that bubble. They are their to help the band not run the band.
MONEY=POWER. If parents raise money for something they feel they have more of a right to give input for what is going on. This is dangerous. It is crucial that things that should be paid for by the school are not paid through fundraising by parents.
First competition is on Saturday. It will be interesting to see what pulls together and what doesn’t. Did work with both of the drum majors this week and they are getting there musically along with the band.
9/20
"Don't looks to the left or right to see how good you can be."
Today was really interesting. Two parents of the kids who were having some of the biggest issues in the band came in and talked to Mr. S. Mr. S mentioned how if you are tough on students and push them then you are forced to make hard decisions. When this happens, parents get involved. Kids and parents are pushed outside of their comfort zones but it is a good thing.
Both of these parents respected Mr. S and understood that he had to do what he had to do. It was more that these mothers were trying to help their kids by giving Mr. S more information to help them out as a teacher. This was an amazing thing to witness. There really is nothing like a mother speaking out for her child.
You see it in movies and you hear stories but until you are in a room hearing a mother talk about her child how it breaks her heart to see them struggle . . . well . . . it's really something that makes you think. Well . . .today starts classes and school. I am worried that it will be hard to sit in a freshmen level class at college and be taught and well . . . it's really going to shade in comparison to what i do during the day. but hell, there's always tomorrow
I gave Katie a good talk about trusting parents and stuff. . . you really can make a difference . . . I hope. . . you just gotta try. .
9/8
Staff development. Some teachers are SO not into this time. It seems like a lot of people feel it is a waste of time. i got into it because I'm new to this but I can understand why some teachers get annoyed. A lot of it is common sense and so much of what is going on is something teachers understand through maturity.
It reveals more about the teachers and their attitudes and gives and interesting view on the way they think and interact. I kept thinking that the way students act is a reflection of the way teachers act. How many of these problems and negative attitudes stem from teachers setting a bad example which can be solved by teachers not only pushing themselves as teachers but also as people?
9/15
There was an issue that Mr. S passed on to me about an issue he outlined the best way to deal with it. First, talk to administrators and ask for their advice. If they do this they buy in to what you are saying doing and the school district will legally back you up. TALK to administrators about controversial issues. That is important. Then talk to parents after your reasoning is clear and sound and is approved with administrator’s help and critiques. The thing administrators hate the most is being blindsided.
PARENTS: limit what they do. Give parents things to do and do not let them outside of that bubble. They are their to help the band not run the band.
MONEY=POWER. If parents raise money for something they feel they have more of a right to give input for what is going on. This is dangerous. It is crucial that things that should be paid for by the school are not paid through fundraising by parents.
First competition is on Saturday. It will be interesting to see what pulls together and what doesn’t. Did work with both of the drum majors this week and they are getting there musically along with the band.
9/20
"Don't looks to the left or right to see how good you can be."
Today was really interesting. Two parents of the kids who were having some of the biggest issues in the band came in and talked to Mr. S. Mr. S mentioned how if you are tough on students and push them then you are forced to make hard decisions. When this happens, parents get involved. Kids and parents are pushed outside of their comfort zones but it is a good thing.
Both of these parents respected Mr. S and understood that he had to do what he had to do. It was more that these mothers were trying to help their kids by giving Mr. S more information to help them out as a teacher. This was an amazing thing to witness. There really is nothing like a mother speaking out for her child.
You see it in movies and you hear stories but until you are in a room hearing a mother talk about her child how it breaks her heart to see them struggle . . . well . . . it's really something that makes you think. Well . . .today starts classes and school. I am worried that it will be hard to sit in a freshmen level class at college and be taught and well . . . it's really going to shade in comparison to what i do during the day. but hell, there's always tomorrow
I gave Katie a good talk about trusting parents and stuff. . . you really can make a difference . . . I hope. . . you just gotta try. .
Friday, July 6, 2012
Student Teaching Part I - The Beggining
Looking through some old computer files recently I found my student teaching journal. I wrote in this document every day of my student teaching. Below is the first of nine blog posts that are taken from this journal. I've editing it down significantly (the journal was forty-five pages single spaced typed) but left the syntax the same to preserve the spirit of the entries.
8/12
Mr. S told me something very important about teaching today. If you show your students that you care about them then you can be stern and even angry with them. Kids will take it and understand it if they get that what you are doing is coming out of care and love.
8/15
There are some sad stories with the students. One kid has issues with her parents and has really been let down by adults in her life and therefore has issues taking on responsibilities. It just seems like there is such real issues and problems that these students have. Seeing the parents in action in some ways really relates how some of these students deal with these issues.
I talked to one horn player who’s parents never come to these band events. I was surprised how open she was to talk about it and in some ways she probably just needed someone to talk to. It’s these small moments that make what I am doing feel more significant.
8/22
This was the in-service day. All of the teachers in the district crammed into one gym to hear the new superintendent give a speech along with all the other district heads.
The superintendent shared a story about how during one in-service day all the students’ names were placed around the walls of a big gym and teachers went up and put sticker dots on the names of kids they have made real connections with. The students who had the fewest dots had the most issues in school. I’m really trying to focus on making every conversation and interaction with the students count and not waste an opportunity to help out or make a positive difference in the lives of the students.
8/25
One thing that hit me today was how you have to trust your instincts sometimes. One girl I decided to pass on a playing test, even though she didn’t have it all together because I felt she had been working very hard and later I found that she had a learning disability. I’m glad I subconsciously caught that. I need to work on not being a nice guy and focusing on making the hard choices that will benefit the students. I will get there with time.
9/6
It is interesting to see how things get planned out in teaching situation. With marching band there is the spectre of the weather to deal with and the constant crunch time that makes the marching band season so hectic.
Mr. S decided to take the band to U of I this year and the reasons came from a financial and ultimately educational standpoint. It is amazing the power of competition over people in a band culture. There is so much to gain but there is also so much that can be easily compromised. I find competitive nature interesting and how worked up people get about playing times fighting for their students to have the best experience.
At ISU the band would not have been as competitive and would have ended the season on a down not but at U of I they have the possibility to win. Here is the weird thing, someone is going to come in last place, some school is going to have a down turn for the end of the season and it sucks for that band.
Is it worth the glory and the rewards of the band that wins over the price of the bands that lose. It's a community philosophy and unfortunately it's as much or even more of a reflection of the programs and the teachers as opposed to the students. Is so many ways it's not even a competition of the bands but the directors. As the competition side of this is so new to me it will be interesting to see how the students react to competition and how it drives and motivates them towards success.
8/12
Mr. S told me something very important about teaching today. If you show your students that you care about them then you can be stern and even angry with them. Kids will take it and understand it if they get that what you are doing is coming out of care and love.
8/15
There are some sad stories with the students. One kid has issues with her parents and has really been let down by adults in her life and therefore has issues taking on responsibilities. It just seems like there is such real issues and problems that these students have. Seeing the parents in action in some ways really relates how some of these students deal with these issues.
I talked to one horn player who’s parents never come to these band events. I was surprised how open she was to talk about it and in some ways she probably just needed someone to talk to. It’s these small moments that make what I am doing feel more significant.
8/22
This was the in-service day. All of the teachers in the district crammed into one gym to hear the new superintendent give a speech along with all the other district heads.
The superintendent shared a story about how during one in-service day all the students’ names were placed around the walls of a big gym and teachers went up and put sticker dots on the names of kids they have made real connections with. The students who had the fewest dots had the most issues in school. I’m really trying to focus on making every conversation and interaction with the students count and not waste an opportunity to help out or make a positive difference in the lives of the students.
8/25
One thing that hit me today was how you have to trust your instincts sometimes. One girl I decided to pass on a playing test, even though she didn’t have it all together because I felt she had been working very hard and later I found that she had a learning disability. I’m glad I subconsciously caught that. I need to work on not being a nice guy and focusing on making the hard choices that will benefit the students. I will get there with time.
9/6
It is interesting to see how things get planned out in teaching situation. With marching band there is the spectre of the weather to deal with and the constant crunch time that makes the marching band season so hectic.
Mr. S decided to take the band to U of I this year and the reasons came from a financial and ultimately educational standpoint. It is amazing the power of competition over people in a band culture. There is so much to gain but there is also so much that can be easily compromised. I find competitive nature interesting and how worked up people get about playing times fighting for their students to have the best experience.
At ISU the band would not have been as competitive and would have ended the season on a down not but at U of I they have the possibility to win. Here is the weird thing, someone is going to come in last place, some school is going to have a down turn for the end of the season and it sucks for that band.
Is it worth the glory and the rewards of the band that wins over the price of the bands that lose. It's a community philosophy and unfortunately it's as much or even more of a reflection of the programs and the teachers as opposed to the students. Is so many ways it's not even a competition of the bands but the directors. As the competition side of this is so new to me it will be interesting to see how the students react to competition and how it drives and motivates them towards success.
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