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.
Wow that does sound like a very diverse class! I think one of the advantages you have working for you though is the small class size with two adults in it. Perhaps by implementing some smaller group assignments where you and your ct could each concentrate with a group could help with gaining student engagement. I have seen students that dreaded expressing an opinion shine in smaller group situations. Also once they get better acquainted with their classmates in these smaller setting they might be more inclined to participate in whole class activities.
ReplyDeleteI look forward to finding out what strategies you and your CT end up implementing and hearing what works well and not so well. With classes increasingly showing such a large range of academic diversity this is a topic that I feel we can all benefit from.