After observing and participating in classes at the same high school for several semesters, I very much looked forward to a new atmosphere, new students, and a new Cooperating Teacher this semester. With open ears, an open mind, and an enthusiasm to listen and learn anything anyone will teach me, I have begun my pre-student teaching journey. I have been placed in an AP Senior English class. Three days and counting. And I'm hooked. The students appear so eager to come to class, and when *Mr. Walker asks questions or offers comments, many hands are raised in eagerness. To say the least, it's so refreshing to witness the love of learning--not to mention encouraging to this future English educator! Furthermore, the discussion I heard between the students was AMAZING! They weren't afraid to delve into the philosophical aspect of classical works, and they often disagreed with one another--and their instructor. However, instead of this debate turning into argument, students patiently contemplated their classmates' viewpoints. I was impressed, and, at times, a little intimidated! These AP students were throwing out points and counterpoints, and I am glad I wasn't asked to contribute--I don't know if I would have been able to verbalize anything quite as eloquent as the students' discussions. I was content simply to observe and ponder.
While observing these first few days, I have jotted down notes about the classroom, the instructor's mannerisms, teaching styles, classroom management, student interaction, etc. I then narrowed down my list to the following three key points, which I feel will influence my own teaching this semester:
1. The classroom!!! It's HUGE! However, the class is relatively small--approximately sixteen students--which means there's no overcrowding or fighting for space. Simply put: the classroom is comfortable. The tables and chairs are set up in such a way that teaching from almost anywhere is possible--and beneficial! If I can stand anywhere and move around everywhere, I anticipate having optimal student-teacher interaction. Score!
2. Mr. Walker is quite knowledgeable and enthusiastic about his content! Today, the students took part in a breakdown of the facets of Virgil's Aeneid; Mr. Walker's gusto never faltered for one moment. He seems to love teaching, which is such an encouragement to me. Yes, I can do this too. This is where I am supposed to be. I was born to do this.
3. The students are just...cool! Many of them smiled at me when they walked in the room, and two girls asked my name and inquired about what I would be doing with them this semester. Instead of feeling like and outsider, I felt as though I blended right in, which is a great feeling :)
I've set a few goals for my first few weeks in this classroom: learn each student's name by the end of next week, notate patterns in the instructor's teaching methods, and brainstorm a topic/begin planning my 5-7 day teaching unit.
I am so excited to see what this semester has in store! Bring it on, pre-student teaching!
*Pseudonyms will always be used in my blog.
4 comments:
So excited to follow this blog. :)
I am so glad your semester is starting off so well already Amanda! Reading above I have a question for you. When you receive your first classroom, I am sure you will be excited no matter what! What will you do if the room is not the spacious environment you dream of? How might you invite your students into a tighter space without them feeling suffocated?
That's interesting that you have an AP class! I was doubly surprised when I saw that they finished reading Virgil's "Aeneid" because I only read that last semester in my History of Western Lit class! That is not an easy read, especially when you aren't prepared for the older type of language used. I'm not sure everyone would've gotten the response you did when you came into the classroom. You have this air about you, one that is non-threatening and extremely inviting. That is a great thing to have as a future teacher!
My question is, are you scared about making lessons that are too easy for this level of students? The only AP class I have ever been in was a History class at my Co-op placement, and they were on a much different level than the regular History classes. They got bored easily, and were more prone to discipline problems when not being engaged. They weren't bad kids, it's just that they would finish so quickly and process things much faster than the teacher thought they would. Then he would be left with a classroom full of extremely intelligent teenagers with nothing to do for the last 15 min of class! I think I'd have to take Dr. Bergman's advice on this one an over-plan!
@Katie:
Thank you so much for your insightful questions. As much as I'd like to live in this academic fantasy land, I in no way expect to be given a classroom whose capacity parallels the spaciousness of my Coop teacher's (at least not my first year of teaching...). However, I am a firm believer in the theory that it isn't how big your classroom is, it's how you use it that makes all the difference in students' learning and in your lesson functionality (...ahem...pardon the horrific use of second person language; I actually cringed as I typed that...). To counter any perceived classroom space deficet, I plan to group the desks into clusters of four, which I posit will maximize student interaction during small group activities as well as allow me optimum mobility amongst my students. (Amanda=not a fan of standing in one place, lecturing incessantly. I like to MOVE.) I have been in many classrooms where teachers have grouped the desks; the clusters seem to work well in most cases. However, given the tendency of students to chatter about everything non-course related, the desk clusters can create a management issue. However, this is precisely why I will walk among my students; using proximity can be a deterrent to non-applicable chitchat. Additionally, I'd like to have a "reading corner" where students may read and/or work quietly, thus breaking up the monotony of sitting at a desk, day after day, week after week... My ultimate goal is to keep my students engaged as much as possible, using multitudes of activities and lessons, to decrease any element of suffocated-ness in my classroom. :)
@Nicky:
Thank you so much for your kind words and encouragement :) I could not have asked myself a better question! I actually AM a little anxious and nervous about preparing a week's worth of lessons for students who appear to be so far ahead academically. In the past, it's been like, "Actually, that's a adverb" and "Let's think about how we can rearrange your thesis so it's not in the form of a question." This AP class, however, is a whole new ballgame. Fortunately, I think I can use my love of the written word and my ability to comprehend the subtle nuances of literature to my advantage, and convey a meaningful lesson (...not boasting here, I just GET literature...). But I know that will take serious effort and planning on my part. As for the possible time and management issues--all too...expected in the AP realms--my Coop teacher is very consistent about journaling. He implements journaling at the beginning of class, toward the end of class--sometimes both--in an effort to channel any excess thinking into something academically memorable and productive. Earlier this week, he gave his students time in class to read more of the Aeneid, up through Book II. Per his instruction, if the students finished with time to spare, they were to journal their thoughts, comments, and questions regarding what they had just read. This activity proved to be useful as both a reflection time, and as a method to channel [read: convert] any post-assignment free time into something wonderful and useful for future in-class discussions. I absolutely plan to use journaling in my classrooms, as I have seen how much it can benefit the students.
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