Time to get the ball rolling.

The language class that I work with has been going well! The students have had a spelling test and vowel digraph test. A majority of the students did well on the vowels and a few more struggled on the spelling. My CT decided to allow students to retake the test if they missed four or more words (out of 15). The class grades are made up of participation and tests. Tests are worth more, so it is important to encourage the students to try their best and to do well. As I mentioned, a few students did struggle with the spelling portion of this test. My CT asked me to retest the students who needed to retake the test in both of her language classes. I happily agreed and I administered the test with a few new faces. The students did much better on their retest.

I always think the first test is the test ground. I have taken several tests and written several essays that I flat out did not get the grade I wanted to. Most of this was the first test or essay. First tests and essays are the ones you learn from. You learn what to expect on the next assignment and how to better prepare for it. I think the students felt the same.

The next test is coming up Wednesday. I have seen several students write their new terms out over and over, trying to prepare. Today my CT asked that I think of a way the students could review their spelling terms since we would have spare time at the end of class. I asked the students to write a short story using the terms. If they did not want to do that I asked the students to write a sentence for each word. Many students seemed to enjoy this assignment. Others did not. I explained that while it is helpful to write the terms over and over, it is also helpful to know how to use them in sentences. I look forward to seeing their results Wednesday. 

My CT and I began discussing our co-teaching method. We discussed co-teaching when we first met, but we haven't really done anything up until a few days ago. I met with D. during her plan period and we worked out who would teach what and when. We decided to break our teaching time into the specific lessons each day brings. As I mentioned before, this class covers grammar, speaking, writing, reading, vocabulary, and spelling. I will be covering speaking, vocabulary, reading, and spelling. D. will take on grammar and writing. As we move on from section to section we will take on our perspective roles. The idea is that I will cover two subjects, D. will then cover two, and I will finish up with the last two. This will give the students a little change of pace and a new presenter to occupy their attention. We are both think this will benefit the students. 

I get to play with a program called Smart Notebook. It is a program for the Smartboard. I get to use lessons already designed by the company that produced the program. D. asked that I incorporate some of my own stuff into the lesson plans. I am excited to see what I can come up with. 

The co-teaching will begin October 1st, which happens to be my birthday. I hope this will be a wonderful experience!

Ms. H.

Where do we go from here?

It has been about 3 weeks since I first began my adventures in pre-student teaching. I am slowly becoming more familiar with the class routine, my CT, my students, and the idea of myself filling the teaching role. It is hard to imagine that this will be my final year as an undergraduate. I am ready, I hope my current and future students are ready!

The last few weeks have been CRAZY! The language class I am currently observing/co-teaching in has been full of changes and testing. As I mentioned in my previous blog post, this class is for students who need a little bit of help in English. This class revolves around a series of textbooks and lessons that are designed for students to move along through. The lowest level is A and the highest level is F. This class is book D. A few students that were originally placed in this class were at a higher level than D so they were moved on to a course that taught book E. We also gained a few new faces. Once the class numbers stopped changing D. administered tests to evaluate where the students were in reading, spelling, and etc. Students ranged from the 3rd grade level to the 12th grade level in the various testing areas. It is startling to see exactly where each individual student falls. A student may have a 6th grade reading level but spell at the 12th grade level.

How in the world are we supposed to instruct a student with such diverse levels among other students with such diverse levels? Isn't this the question that all teachers face at some point in their career?

Well, I will certainly try to find out. I am very interested to see how this program works and how students react to smaller bits of information and faster subject changes.

Despite this class focusing on the basics of English, I hope students will embrace their strengths and pride themselves on trying to improve. I fear my students are embarrassed to be in this class, and they should never be embarrassed bettering themselves.

This class is very small. There are only 10 students in it. Because of the smaller number it is painfully obvious when kids aren't participating in group talks or activities. If we engage in an activity students slowly migrate to the front of the room and stand there when we ask questions or try to engage them. If we ask students to answer as a class we hear crickets. D. is always enthusiastic and engaging, but the students aren't biting. My current challenge is trying to find what will engage the students.

When I was in a middle school last year I would often offer my students a fist bump if they got a problem right. They loved this! They always smiled! I thought this was a little cooler than giving a high five. Apparently my high school students don't think so. I offered a fist bump to a student who actively participated and answered a question correctly. He left me hangin'.

Back to the drawing board.

Ms. H.