Letter to Myself: Online Reflection #4

Dear Alexis,

I am writing from the future to let you know that things WILL work out in every way that you imagined. You are on the path in life that is right for YOU. You are MEANT to be a teacher. Although CORE can often be fuddled with superfluous information and teachers that question your sanity, it is designed that way for a purpose. It is in the first year of CORE that you put up or shut up, meaning that you buckle down and do the hard work necessary to be successful OR you quit. Always, always, always stick with it. You may cry a lot, and you may question yourself and your choices regularly, but like you have always done, know that whatever happens is meant to be.

When you are in your student teaching internships, be CONFIDENT. Don’t let your fear of failure you hinder you from performing at your highest level.  CORE is a learning experience and you will gain so much confidence throughout your placements, so don’t sweat the small stuff (literally stop sweating every time you stand in front of the class). Learn from your mistakes and implement strategies to avoid them in the future. Remember that you are a ROCK STAR. Your natural talent, passion, and love for school is what will make you a fantastic educator.

Go for WHAT YOU WANT. Whether this is in your personal or professional relationships it is important to be a little forward. Make people notice you because you are VALUABLE but sometimes it takes some vulnerability on your part for this to happen. Build meaningful relationships in each of these areas. Open yourself up to something that will improve your outlook on life and make you a better person.

Ignore when people say that you are “intimidating.” Use this to your advantage because what they most likely mean is that you are confident, poised, and put together.  While it is important to listen to others and value their constructive feedback and opinions it is more important to trust your intuition and instincts.

HAVE FUN. School and student teaching are STRESSFUL, but you got this. You have always had the ability to overcome adversity and surmount obstacles and this endeavor is no different.  Take the time to work on yourself as well as your teaching craft. Building and maintaining a work/life balance is of the utmost importance and is your responsibility in order to attain satisfaction with your life.

Oh, and don’t forget to SAVE ALL YOUR MATERIALS.  Anything that has to do with education or English instruction will be vital to your success. Remember that short story anthology from Nature of Fiction? You will regret not keeping that during your short story unit…  These materials are not only a representation of all the hard work and commitment that you have dedicated in your four years at Wichita State, but will be beneficial resources when you have a career.

Lastly, when it comes time to start your job search and you feel utter despair because over half of your class is getting employed, knock it off.  Things have always fallen in to place for you and this is no exception. Maintain your confident and positive outlook on life and you are a winner.  

You rock dude,

Alexis 

Diffusing Negativity and Infusing Positivity (Online Reflection #3)

This semester, my MT and I have been attempting to deal with a student that can easily create disruption and drama in the classroom. When I say attempting to deal with, what I really mean is ignoring. I know this is the wrong way to handle the situation but this student’s potential for volatility is very high. It has been an error on both of our parts and began at the beginning of this semester when we let her sit in a seat that was not assigned to her.  She never asked to move, just got up and moved there one day. Instead of immediately correcting this unwanted behavior and asking her to move back to her assigned seat, we ignored this behavior and continued on with class. The next day, she sat in the incorrect seat and again no correction was made. This continued on for several weeks. She chose this seat because of its proximity to her close friend in the class…

When students around these two talkative students started complaining to my MT and I about their seating and if they could move we knew it was time to make a change and stop ignoring this student’s bad behavior. Her negative attitude and outright disrespect for the learning environment we created was spreading like a plague throughout the classroom and it was time for us to reclaim our positive and welcoming atmosphere. We have consistently been trying to implement routines and seating that accommodates and benefits everyone. It has been an ongoing battle and even now I am struggling to maintain a positive attitude when interacting with this student.  When given a gentle reminder or correction I am responded to with a mocking voice and whiny attitude.  Just today when I reminded this student and her friend that if they were going to work together, they needed to stay on task, I was met with disdain and a “Dang we will you don’t need to come at me like that.” As if I was attacking these students in some way.  I know this student craves attention and would benefit from a more strict and regimented classroom experience, but there is unhealthy friction created between us every time that I attempt to correct her behavior or guide her in a certain direction. I want to be able to facilitate a student-teacher relationship with her that is healthy and not centered around a power struggle.

The National Education Association suggests turning this potentially negative interaction into a “teaching moment.” By showing the student, and the class, that you can deal with the disruption in a professional and dignified manner models for them how they should be interacting with both teachers and peers. This article also suggests that it is important to react in a way that doesn’t publically embarrass the student. While I agree with this analysis I think that it can often be difficult for this to occur, especially when a gentle correction blows up into a full-fledged confrontation.

 

Dr. Allen Mendler (2012) offers a slightly different solution.  He suggests that the teacher should stay focused on and satisfied with “the most effective word.” This means that even if this student is being disruptive, keeping the focus on stopping the behavior with the minimal amount of additional disruption necessary so that you can get back to teaching. Making the classroom difficult for students to get kicked out of and instead dropping the issue for the meantime and visiting with the student is the best way to proactively deal with students who often cause power struggles. By remaining calm and privatizing discipline, trust will be established and hopefully the power struggle will be diminished.

I will implement these strategies in my classroom in order to regain control of this student and reinforce my behavior expectations in order to create a healthier and happier classroom environment in these last few weeks of school

McNeely, R. (n.d.). Avoiding Power Struggles with Students. Retrieved April 05, 2016, from http://www.nea.org/tools/49922.htm

Mendler Ph.D., A. (2012). Defusing Power Struggles: It's Not About Getting the Last Word. Retrieved April 05, 2016, from http://www.edutopia.org/blog/defusing-power-struggles-last-word-allen-mendler

Always Ask Why: Practicing and Teaching Conversation Skills (Online Reflection #2)

This week’s assigned reading really got me thinking about best practices for group discussion in the classroom.  Discussion is an integral part of the English Language Arts culture, and a practice that helps both student and teacher disseminate important information and dig into to sometimes complex texts. This being said, what is meant to be meaningful and authentic discussion often turns into recitation sessions where the teacher is the “sage on the stage” and the students are receptacles of their knowledge. Bomer (2011) offers a solution to this all too common problem in man ELA classrooms. Engaging in participant talk rather than procedural instructions or recitation of facts to students is one of the most beneficial practices in teaching students how to have great academic conversations (p. 138).  Modeling thought and conversation processes for our students can lead to more productive class time and an easier transition into teaching this type of conversation. This demonstration will subliminally teach what a good contribution to a conversation is.  I also think this is a fantastic technique because you will still be able to guide the conversation, keeping it on track or moving it along if it stagnates, without taking direct control of the discussion.  Letting students respond to our ideas can also boost their confidence; if students feel at ease and confident enough to comment, contradict, or correct a teacher’s assertion (respectfully) they will have no problem jumping into any classroom discussion, formal or informal. 

Another strategy that can help students learn how to participate in classroom conversations is also teacher led. “Keep asking why” (Bomer, 2011, p. 139).  Sometimes the best way to help cement students’ understanding and increase participation is to simply ask why they think what they do.  While this may seem like an elementary approach, it really works! I used this strategy last week after reading Bomer’s suggestion and it developed a much more thoughtful and in-depth conversation about new topics.  It does take some getting used to however. I often felt like a three-year old trying to understand how the world works, but I think it was worth it.  It was especially beneficial for students who offer simple one word responses, it forces them to qualify their answers and really think about their response rather than guessing or doing the bare minimum.  I highly recommend trying this strategy out in order to foster deeper and more meaningful conversations with little work.  Often during classroom discussions, it is easy for teachers to get wrapped up in their learning objectives and what they want their students to know or particular knowledge that they want their students to obtain that they become too involved.  In a nod to Jackson’s (2009) article “Never Work Harder Than Your Students,” don’t! Asking why is an effortless way for students to develop their own authentic discussion and arrive at their own conclusions.

While each of these strategies is important for teaching great conversation, perhaps the most important thing a teacher can do is simply listen to their students.  Whether this is in academic conversation, in their actions and behavior, or listening to a personal problem, it is an educator’s duty to be mindful of our students’ needs and showing that we care. Listening and maintaining awareness is the first step in this endeavor!

Bomer, R. (2011).  Building adolescent literacy in today’s English classroom (1^st ed.).  Portsmouth, NJ: Heinemann.

Jackson, R. (2009). “Never work harder than your students and other principles of great teaching.” Alexandria, VA: ASCD. 

Practical Magic: Online Reflection #1

As I begin my student teaching journey, I realize that I have much to reflect upon.  And since it is a new year, I felt this post would be the perfect way to review and analyze my goals as a teaching professional along with my teaching philosophy.  I have always believed in a providing an education that will stimulate my students mentally, create learning experiences full of rigor, and most importantly that will equip them with the skills necessary to be successful outside of middle or high school.  These ideas best align with a pragmatic or practical theory of education. Pragmatism is a word derived from the Greek word “pragma” which means practice.  Pragmatists believe that the meaning of concepts lie in practical consequences. According to Ruth Anna Putnam (1999), “The Pragmatic outlook is forward looking, looking toward effects or future events rather than to the past.”  I think that this is an accurate statement.  In order to be a reflective practitioner in the field of education, it is imperative that you assess the past outcomes of your teaching, but that you look to the future and analyze the real world implications of your instruction.

I see this approach every day in my classroom (wow that’s weird I’ve never been able to call a classroom mine before).  Since my classes consist of high school seniors, determining a philosophy of education that is best suited to them is imperative.  Both my MT and I have come to the determination that this pragmatic approach will be the most beneficial for our students. Like the original pragmatists, we believe that our students’ reality is constantly changing and by applying knowledge and experience to new information, they will be able to negotiate solving problems as they arise (Cohen, 1999).  I believe in this approach, but often question whether it will be the most effective, especially in the English/Language Arts classroom.  Is it better to dig into an intricate piece of literature to find complex themes and literary devices (something that I love about this subject) or is it more beneficial to expose students to as many novels and literature as possible, helping students understand themes that are relevant to their everyday lives, and using that knowledge to help them navigate situations in their own lives?

I think this kind of questioning is important for every teacher to ask themselves when evaluating and developing their methodology and purpose for instruction.  For my students, the first approach is probably best.  As seniors graduating in a few months, most are not interested in drawn out critical analyses of works that have seemingly no connection to their lives today.  Instead, offering a multitude of experiences that can have a clear and concrete application (like problem solving, conflict resolution, resume building, professional writing) will be most beneficial for this group of students.

A practical approach to instruction can often have a negative connotation, but with the right learning activities and curriculum model in a disciplined and structured setting, success is the only option. While this method will guide my lesson planning and instruction in my student teaching semester, I think it is imperative that every educator takes the time each year to reevaluate their own philosophy and its relevance to their students.

Cohen, L.M. (1999). Philosopical perspectives in education. Retrieved from http://oregonstate.edu/instruct/ed416/PP2.html

Putnam, R.A. (1999). Pragmatism, ethics and education. Retrieved from http://eepat.net/doku.php?id=pragmatism_ethics_and_education

How to deal with a student who “doesn’t want you all up in their face…” and other observations

First, DON’T make eye-contact (you don’t want to upset her).  Say “hello” at your own risk. Don’t assign her homework; there will always be an excuse. Be friendly, but don’t “hover.” If you look over her shoulder at her progress, be discreet or brace yourself for a confrontation.  On the day of the quiz that you have had planned for weeks, and that the class is well aware of, know that she will refuse to take it. Try to explain that even if she didn’t read, it’s always best to try. Be met with resistance. You will want to argue. Other students will become distracted.  Give up and move on.  Ask to see her after class.  When she is out the door milliseconds after the bell, stay calm.  Think to yourself, “She is probably just having a rough day.” Make a note to talk to her tomorrow. 

The next day you are on alert, ready for a negative experience.  Become pleasantly surprised when she participates actively and even volunteers to lead a discussion.  Hope that this behavior continues.  Decide to forgive the previous day’s behavior to avoid having a talk with her. Know that this is probably NOT the best plan of action. Continue on with it anyway.

When she asks if she can use her bathroom pass to go get her book from her locker, offer her your copy. Immediately realize your error.  Try not to react when she says, “that’s not what I asked” and storms off.

Redirect the class when her negative reactions become a source of entertainment.  Feel a sense of pride when they all joke together and seem to have created a classroom community where EVERYONE IS INCLUDED.

When she comes to class announcing that she can’t get into her locker, sympathize with her but secretly question whether or not this is the truth.  Provide her with a new journal anyway.  Feel bad when a week later she returns the copy of the novel that she had checked out and explains the whole fiasco.

Feel even worse when she tells you that her mother has been in the hospital.  Offer support and guidance. Sense a wave of relief when you find out her mom and new baby brother are getting healthy. Realize there is a major correlation between her home life and her school behavior. Work with her and be gracious, always.

FORGET all the negative encounters each day.  Be positive and welcoming no matter what.  Learn to embrace her unique personality and use it to benefit the class. Recognize that she offers much more than meets the eye. Practice tolerance and acceptance.  Make an effort to make all students feel valued and included.  Don’t hold grudges. Let bygones be bygones.

Become a role model.

Become a teacher…

Engaging Students that are "Too Cool for School" Online Reflection #3

It is just a little past the point in the fall semester where I am starting to really understand my students.  This is an exciting time for me because I have never been with a group of students so consistently.  I have been able to see their personalities and talents develop, I sometimes feel like a proud mother! But, disappointment seems to linger often around my positive outlook.  

I had never really thought about just how different two classes of the same level could be. I am able to co-teach in two periods of Seniors Honors English (I feel pretty darn lucky about this) and I expected miniature versions of myself when I was a senior in high school; motivated, determined, and goal-oriented students.  While some of these students actually do exist (not quite as rare as a unicorn), most of them are restricted in one or more of these areas.  One of these is the desire to be “cool” –what does that even mean?  My second hour is 180 degrees different than first hour.  They are quiet, reserved, and seem to be quite judgmental of my MT and I whenever we deign to crack a joke or connect with them.  Here lies my problem; what do I do with the cool kids? The kids that are too concerned with their image and how they will be perceived by others?

I know that these students have much potential and could really contribute positively to the classroom environment.  One strategy that I can see as potentially beneficial is Peter Smagorinsky’s idea of introductory activities. Although it is already midway through the semester, introductory activities could be a beneficial way for my class to connect to one another. Creating a writing prompt about connecting with peers in a classroom could be the perfect way to bridge this gap.  “The act of writing can promote reflection about important exercises that will help students relate to problems confronted in literature”(Smagorinsky, 2008, 175). Not only would writing about this topic connect students to literature, but to each other as well. Following up the writing activity with some kind of group reflection is a necessary final step in this process. Sorting students into small groups and reading about each other’s experiences with fitting into a classroom environment could build comradery and connection.

Another strategy that I plan to utilize as much as possible is small groups.  Utilizing groups can help my shy students open up, will increase productivity and performance, and help them develop crucial interpersonal skills which they are obviously lacking (University of Surrey). This will help my class to be collaborative, without the watchful eyes of the popularity police. I have seen this work in glimpses already! When my students are in small groups, they are animated and engaged, each person working together like a well-oiled machine.

By no means do I want to purposefully make my students feel uncomfortable, but I want them to go outside their comfort zone.  Engaging fully in class activities will make learning more meaningful for everyone! The overall knowledge that I want to impart on my students is something bigger than this however.  I want them to know that regardless of what other people think, they should just be themselves.  I don’t know if this is possible, but I plan to try!

Smagorinsky, P. (2008). Teaching English by design. Portsmouth, NJ: Heinemann.

The University of Surrey. (2006). The benefits of group work. Retrieved from http://libweb.surrey.ac.uk/library/skills/Leicester%20Study%20skills/page_85.htm

Sharing Stories, Shaping Change at the 2015 KATE Conference: Reflection

Wow! My first KATE Conference can be described as nothing short of a success!  I was able to meet and mingle with some of the best English teachers in Kansas and I also was able to present some of my own ideas in a Breakout Session!

Both author Jacqueline Woodson and master story teller Laura Packer were in attendance at this year's KATE conference as keynote speakers.  These brilliant and talented women both had much to offer in advice and experience in their addresses, but I found Laura Packer's keynote speech the most inspiring.  On Thursday, she gave us all license to own our stories and to share that with our students.  Her presentation on the importance of story telling to English/Language Arts and the human experience in general were exciting and moving.  I also really supported the idea to connect students' own experiences to the stories that we tell and read in the classroom in order to create an engaging and cohesive environment! Jacqueline Woodson also offered much insight into her story telling process.  I thought that it was interesting that she has used her own experiences and perceptions of the world to shape what and who she writes about. If students read Jacqueline Woodson's writing I believe they will be able to feel and see that, creating a deeper connection with the text.

I attended many breakout sessions during the two days of the KATE conference, but one that really piqued my interest and got me excited (and a little nervous too) about my first year of teaching was called "Professional Proactive: Combating Teaching Like a Champion." Led by Isabela Nickel, a first year teacher, she alerted all the attendees of the session to many useful resources for both assessment tools and classroom management strategies and applications.I learned about plickers, a free and easy way to assess students using selected response prompts.  This seemed really exciting because it can be done in any classroom, regardless of classroom or district budget.  Another app that got me really excited is called TeacherKit.  This resource can allow teachers to monitor student behavior, grades, parent communication, and more.

Overall, my experience at the KATE conference has left a very positive impression.  I feel like my passion has been reinvigorated by the many insightful and exciting ideas that I received there.  I can't wait to come back next year!