Intern Year: Spring 2014: Week 7

I got to observe another intern today that was substitute teaching in a 7th grade math classroom.  I was surprised at how different his classroom management strategies were from mine.  To me, the classroom seemed to be in chaos.  The students were not all engaged or focused on the lesson.  Some were trying to pay attention and others were completely off topic.  They were completing other work or just talking.   When the mentor teacher came back into the room to teach, the entire vibe changed.  I feel as if she has completely different expectations than the intern did.  He expected them to be quiet when she was talking and expected them to listen.  However, when the intern was teaching, the students were treating him as more of a friend and disregarded the expectations of the mentor teacher.  It was so interesting to me that we can all be from the same program and have such different teaching styles and expectations.  It also surprised me how quickly the students' attitudes and actions changed between the intern and the mentor teacher.

Throughout the semester I have been co-teaching in an inclusion English/Reading classroom with a Read 180 program.  In some cases, the general educator has put off her lessons and lesson planning on to me like she was doing me a favor.  The first few times I really enjoyed teaching, but after a while, I feel as if she was taking advantage of me.  When she did not want to teach or was going to be absent from school, she would push lessons on me with little to no time to plan.  Today, my mentor teacher was absent, and she tried to push an extra class onto me when she usually teaches it.  I explained to her that I needed to be in my classroom to complete things.  I felt as if I had to stand up for myself, even if this is the last week of my internship.  This made me realize that as a new teacher, some of the more experienced teachers might try to take advantage of me.  They might try to push additional work, responsibilities, or lessons on me that I am not required to complete.  I now see the importance of establishing boundaries and not allowing myself to be a dumping place for experienced teachers.

This internship has taught me so much about middle school, and it actually made me fall in love with teaching middle school.  My mentor teacher has given me great feedback and ideas for improvement, and I greatly appreciate it.  I now understand how middle school is completely different from elementary, and I am so happy that I got this experience.  In the future, I will be inclined to apply for more middle school jobs and possibly even high school!

Intern Year: Spring 2014: Week 6

The state department came to monitor our school last week in regards to special education.  This was because they were held accountable for something.  However, something happened that shocked me.  The school was allowed to pick the IEPs that were going to be reviewed, the teachers who were going to be interviewed, and the classrooms that were going to be observed.  Also, they were given the interview questions and acceptable answers.  I believe that the visit from the state department did not demonstrate or show anything.  They did not get a real feel of the school or the different parts of the school.  It was like a show almost.  How are we fixing schools that are not in compliance if they are putting on a show, because they know what is going to happen or what is expected of them.  To me, this seems like the biggest problem in schools, because the state department should be monitoring and fixing what is wrong.  But they cannot fix what is wrong if a show is being put on and they tell the schools what they will be looking for.

This week, I noticed that one of my students came into school with a black eye.  This student lives at the mission and his mother is an addict.  When the student came up to ask about using the restroom, I asked about what happened to his eye.  He explained that he walked into a door and was completely closed off and not looking at me.  It gave me a very uneasy feeling in my stomach.  Something did not feel right.  I told my mentor teacher about what happened, and she then casually approached the student and asked what happened.  He explained that him and his brother got into a fight.  My mentor teacher then addressed that issue that his explanations did not match up, and she wanted him to feel safe and that he could talk to us about anything.  He finally explained that his mom got mad at him in the morning because he was not ready for school.  She then took a glass and hit him.  I had never felt so upset or heartbroken or helpless.  I wanted to do so much for this student, but there was nothing we could do except call Child Protective Services, and after that it was out of our hands.  I feel like there was was something more I needed to do; I did not want this student to go back into such a hostel environment.  However, after we called CPS, we could just try to make the student feel as safe and comfortable as possible when he was in school.  I don't think I will ever get used to seeing a student being hurt physically or emotionally by someone who is supposed to take care of them and protect and guide them.  However, I know I cannot stop this from ever happening, but I hope to make my students feel as safe as possible while they are in my classroom.

Today in my sixth grade English co-teach class, the general educator was going over parts of speech and sentence structure that she taught earlier in the week.  However, the students were not able to apply what they learned.  The teacher was easily frustrated and was taking it out on the students.  She put them on the spot and embarrassed some of the students who did not know the answers.  Instead of looking at her own teaching, she was blaming the students for not understanding what she taught.  I feel like she should have evaluated how she taught the students and maybe use a different strategy.  To me, if my students do not understand the content, it is because of how I taught it.  I do not think the students should ever be blamed for not understanding the content.  It is the teacher's instruction that was not effective for the students.

Intern Year: Spring 2014: Week 5

This semester is flying by!  The middle school placement has given me great experiences and has really demonstrated as to what I do and do not want to do.  I really am struggling with the co-teaching setting.  I feel as if I am just a glorified aide in the classroom.  There are no shared planning periods, and the teachers do not really collaborate to create lessons.  My mentor teacher just fills in her lessons after the class is completed.  I think co-teaching could be a great strategy used to meet the needs of all students, but if it is not implemented correctly and given the needed parts, then it is very in effective.  However, I have gotten to take over a sixth grade reading inclusion class and teach that independently.  I honestly  truly enjoy the middle school students and teaching them.  They have really great ideas and are ready to apply their knowledge.  I feel that I can be very honest with them, and I share what I expect from them daily.  I never dreamed that I would ever enjoy teaching middle school, but now I am thinking it might be my first choice.  I would want to co-teach in a middle school, but I would like to co-teach the right way.  If it was not implemented correctly, I feel that I would try to create an environment and teach my colleagues how it could be implemented effectively.
I am wondering how you can have a happy medium with classroom management in the middle school classes.  In some cases, they take you too much as a friend, and in others, you feel as if you are being a dictator.  I am struggling with how to be a little of both.  I want the students to feel comfortable with me and that they enjoy and are engaged in what I am teaching, but I also want them to respect me enough that they are completing their work and meeting the expectations that I set.
A problem that I have noticed is how some teachers are focused so much on the social life and community in schools.  I feel that instead of focusing on teaching and meeting the student's needs, they are focused on the gossip and social life in the school.  To me, it seems as if it is a social event instead of school, and that some teachers are always involved in drama.  It consumes their day, and it takes away from their teaching.  I am wondering why some teachers get involved in it and why others do not stand up to it?

Intern Year: Spring 2014: Week 4

This week has been a very interesting week so far.  I have really enjoyed teaching middle school.  The students have really opened up to me and have given me an opportunity to learn from them.  I never thought I would enjoy teaching middle school, but I feel like my expectations and classroom management techniques really agree with middle school students.

One of the students who is on the APTA grading scale was supposed to be in the library this morning.  However, the librarian could not find her.  It was a mad search to find the student.  In the end, she had let to go to the gym to see her boyfriend.  She was very upset when she got in trouble, and the self-contained classroom teacher was very hard on her.  The student cried for the majority of the class period.  I understand that what she did was wrong, but I thought it could of been handled in a way that would have been more effective for the student.

When I was teaching Read 180 in the general education classroom today, we were developing activities on expository writing.  However, some students did not want to participate and complete the activities.  I explained to them that I at least wanted them to try and put in some effort for the activity.  I also explained that I understand this was not the most fun thing to do, but it was something we had to work on to become a better writer.  Even then some students would not participate.  So, I decided to take a participate grade for the activity.  I walked around the room and observed what each student was completing independently.  I did not think it was fair for  them to discuss and share their answers if the other students were not even attempting the activity.  Some students did get a very low participation grade, so I am hoping this will encourage the students to be a part of the class and be engaged in the lesson.

I have really noticed the struggle to get some students, special ed. and general ed., motivated to complete work and participate.  Some students will not even follow along in class, and it seems they do not care at all about their grades.  This is very surprising to me, and I am also surprised at the lack of the teacher's involvement to get these students motivated and on the right track to be developing and learning.  I feel as the students are just there,and the teachers just let them go because of all the students they have throughout the day.  When I was looking at grades, it did not shock me to see the students who were failing with a D or F.  I feel like those are the students that I am constantly tracking down for homework or assignment or assigning them to think room or lunch detention, because they will not complete their work.  In class, I am constantly prompting and observing the same students repeating the same behavior of just sitting there and not caring about the assignments or learning.  I feel like this is a major problem, and the schools are failing some students in not being their to push them and hold them accountable.  In my future classroom, I hope that I am the type of teacher that is aware of the students and their motivation and grades and is able to play a role in making sure the students succeed and are held accountable for their actions.

Intern Year: Spring 2014: Week 2 and 3

This semester has definitely been a difficult semester in terms of weather.  I can also see how difficult it has been on the teachers and students.  The teachers provide instruction on content, but then there are 3 or 4 snow days and delays.  The students forget what they were taught and the teachers have to reteach; it is a vicious cycle.  They seem to be not moving forward much with instruction, and I feel that the class days seem unorganized.  The teachers are now worrying about meeting goals, IEP meetings, and testing.  Through this experience during my internship, I now see why year-long school might be a beneficial option.  During the winter, instead of having snow day after snow day, the students get a "winter break" to combat the possible winter weather.  Also, schools are not losing instructional days and having to make up in other places.  At first, I was very against year-long school, but now I am thinking it would be more beneficial all around for the students, teachers, and schools.

My first opinion of the middle school age school was not a very pleasant one.  However, over the past week that I have been here, I have really developed to enjoy teaching the middle school age.  They really have great ideas and are willing to explain.  I feel like my classroom management techniques and my teaching strategies fit well with the middle school.  I can see the problem with students wanting to be your friend.  I have had to establish that I am their teacher and I am responsible for their learning and development and their behavior.  However, I do find it important to establish a relationship with middle school students were they feel comfortable around you to share and trust you.  Also, I feel like creating a relationship like that will allow them to feel as if they can learn and give their ideas during instruction.  To me, the most important thing I have learned so far was establish yourself as the teacher with classroom and behavior management techniques, then allow yourself to form a personal relationship with the students were they feel comfortable enough and trust you, but do not see you as a "friend".

I get to teach a reading and science APTA class at the middle school.  At first, I was very nervous, because I have only worked with students with mild disabilities.  The students in my APTA class are identified with Down's Syndrome, and I did not feel comfortable at first.  However, they have become my favorite class to teach.  They are very open to learning and so expressive.  I feel that when I give them learning opportunities and set expectations, they always rise to the occasion and meet them.  I am interested in working more with students with severe disabilities and this experiences has definitely given me my start!

The weather that we have been dealing with is making me very anxious with my classes and projects for them.  I feel like I am struggling to complete assignments that require me to be in the classroom.  I am also worried about completing my contract hours once my internship is complete.  The weather is out of my hands, but it still causes some concern for my completion of the program.

Intern Year: Spring 2014: Week 1

Going into my secondary placement, I was very nervous about what it would be like.  I have never taught in a secondary placement, and middle school seems to be a difficult age for the students academically, socially, and personally.
The special education room that I am in is very different from the special education room I was in at my Elementary setting.  The room is much bigger and is set up more like a general education classroom.  There are rows of desks and a lot of books!  There are also computers with headphones and microphones that are used for reading assistance.  The teacher's desk is at the front of the room, and there is a smart board behind her desk.  However, the smart board is not used; it is used for a place to hang artwork.  I feel that this is a horrible waste of technology.  So much could be done on the smart board to enhance the lesson and develop the students' learning.
The class day is also different from my elementary setting.  The teacher mostly co-teaches throughout the day.  However, in some cases it feels that she is only in there for behavior management and to provide assistance and help when the students are completing problems.  In another class, she actually co-teaches with a program called Read 180 and Math 180.  They are both really great programs with what I have seen so far.  With Read 180, there are 20 minutes of whole group setting then 20 minutes of silent reading, 20 minutes of small group instruction from the text book, and 20 minutes of computer with the Read 180 program.  The students move through the computer, silent reading, and small instruction stations.  I feel that this is great for students to develop their reading through different strategies and technologies.
During this semester, I will also switch halfway through my 8 week placement to a self-contained classroom.  I think it will be good to experience the multiple special education settings, and this will provide me with another opportunity to experience what type of setting that I would ideally like to work in.  However, I am concerned that this is going to be difficult since I will only spend 4 weeks in each setting compared to 8 weeks.  It will be challenging to become comfortable and understand the classroom, expectations, and teacher strategies.  It will be like I am starting all over again with new students, a new teacher, and new classroom.
I am a little concerned about the amount of work and assignments that I need to complete this semester. It is going to take a lot of dedication, hard work, and good time management.  Also, I want to focus on applying for jobs for the upcoming school year.  There is no better way to end my college career and degree than fast and furious!
I am now starting to feel more comfortable in the middle school setting.  I feel as if it took longer for myself to feel comfortable with the students and for them to feel comfortable with me, also.  I am look forward to this placement!

Intern Year: Fall 2013: Week 15

I had to give my first demerit to a student today.  It was SO difficult!  The student lied about a situation that occurred earlier in the day, and both his general education teacher and the aide explained what actually happen.  This has been the third or fourth time the student has lied about a situation to not get in trouble.  When I gave him the demerit, he started crying and begging me not to give him a demerit and apologizing over and over again.  It was the most difficult situation for me not to give in with him and stand my ground.  I did not want to make a student so upset, but I did not want the student to think he could get away with lying just by crying.  The principal explained that the students will try to cry to get out of the demerit.  I wanted to make sure the student knew that lying was not acceptable and that he could not lie about situations to make sure he does not get in trouble.  I am glad I got my first demerit out of the way and can move on from that experience!
The morning after I sent home the demerit with the student, the general education teacher came to talk to me.  She took it on herself to not send home the demerit with the student.  She thought that the student would be really upset, and she thought that he just misunderstood.  The teacher explained that he really didn’t get in trouble, she just had to talk to him and other boys about acting in the bathroom.  However, I gave the demerit because the student had continually lied to me and my mentor teacher.  I felt like she under minded me and that my authority did not matter.  Now, all of the work I have been doing with the student to diminish the lying has been for nothing.  Because, now the student does not think what I say matters or will be accounted for.  I was upset, but I did not want to say anything.  I am only a student teacher, but I just felt like she did not take me seriously or respect me.

This was my last full week of being at my PDS.  At the beginning of the semester, I was very nervous being placed at a new PDS with new students and new teachers.  I thought it would be difficult to form a bond or feel like part of the community.  However, that was not the case.  This semester has been one of the greatest experiences of my PDS experience.  East Dale has accepted me as one of their own, and everyone has been there to mentor me and help me in any situation.  I have learned so much from the students, my mentor teacher, and all of the other professionals at East Dale.  It was such a great experience feeling like I was a part of the school.  It is a positive environment that I would love to work in one day.  No one ever made me feel like I was just a student teacher.  They all made me feel like I was one of the teachers of the school.  I hope that one day I will be able to work in a school community like East Dale.