My semester in *Mr. Walker’s classroom is off to a fantastic start!
I know all of the students by their faces, and most of them by their names—pretty good memorization for less than three weeks’ worth of effort, if I do say so myself! Mr. Walker and I are establishing a great rapport with one another. I do not hesitate to ask him questions, either directly or in an email, and he is very prompt in his responses, which I appreciate. This open line of communication is essential for us to maintain a professional, productive relationship—one that will ultimately benefit the students.
Several exciting things are happening in my classroom. First and foremost, the students are asking me questions AND they are willing to let me help them and participate/give feedback in their group projects. I feel totally at ease walking amongst them during individual or group work, and I feel free—but not necessarily obligated—to give constructive criticism. A few days ago, one student asked me, “Mrs. Leighton, are you a “hero” or a “villain” person?” (To clarify, Mr. Walker had just led a discussion on heroes versus villains, who usually wins, who should win, why it’s okay to sometimes cheer for the villain, etc. Deep stuff.) I explained that usually, I am a “hero” person, in that I believe good will eventually triumph over evil. However, I did offer that sometimes, villains in literature appeal enormously to our pathos, which makes us sympathize with them—Cyclops in The Odyssey, anyone? Naturally, my answers to this student’s inquiry led several students to challenge my (and one another’s) thinking. Persuasive points were made for both cases, and in the end everyone decided to agree to disagree. I loved this interaction—and for more than just its teacher-student dialogue. This conversation generated differing viewpoints and allowed the students to consider stances other than their own. I could almost see their minds’ gears shifting. Brilliant.
Another (quasi) milestone has been reached! Mr. Walker and I have decided on a topic for my teaching unit. I will be planning a five-day unit based on the political grit in Shakespeare’s Richard II. (It’s okay to be jealous.) Mr. Walker explained to me that since this class is AP, the curriculum has been set and approved by the College Board. Material taught in this class cannot deviate from the syllabus. No problem, right? Ahem. At first, I panicked. Oh crap…haven’t read Richard II…I’ve got to get a copy of it….oh crap….which copy will he be using?...politics?...I hate politics….I haven’t read Richard II…character development is my forte…oh crap! I. Have. Not. Read. Richard II!!!!! Once I quit freaking out, my pulse and blood pressure returned to their normal measurements of 180 bpm and 150/120…wait. Hmmm? You mean a pre-student teacher’s pulse and blood pressure shouldn’t be that high? But I digress. While I admit I am a bit overwhelmed with planning a unit over literature I’m not familiar with, I am excited nonetheless! This opportunity will allow me to explore new ground, both personally and professionally. Many high school students graduate without ever having read and studied the remarkable facets of Shakespeare’s works. Yet my AP students are quite familiar with him, and for this I am grateful. I am ready to plan a unit that is exciting, intriguing, and challenging—and I am looking forward to the feedback I will receive!
Mrs. Leighton now presents her fun classroom tidbit of the week: A student informed me that I could refer to him as “B-Rizzle.” I politely declined, jesting that “…this is an English classroom and slang names and ‘hip’ lingo should be considered ridonkulous…” And then I realized what a huge nerd I am. Oh well. C'est la vie.
*Names, heart rate, and blood pressure have been changed :p
3 comments:
I am totally jealous--not only of your Richard II lesson, but also of how involved in the classroom you are! The extent of my conversations with students:
Student- "Dude, you really look like a teacher at Heights. Did you used to work there?"
Me- "uh no."
I love how I can read your blog and be guaranteed a good laugh. I also am unfamiliar with Richard II, and I would also be having kittens about it, because politics and me have never so much as brushed shoulders. My first question is, without knowing anything about the story, purely in general terms, how do you plan on making politics interesting? I loved my government teacher and everything, but honestly I heard "blah blah blah, legislative, executive, judicial, blah." (This is why I don't vote haha. An uneducated vote is worse than no vote!)
My second question is when are you doing your teaching within the unit; beginning, middle, or end? I suppose beginning wouldn't be smart, but I'd be afraid to wait till the end cause they might be bored. The middle would be nice, but it depends on how fast they are reading the piece. It's good to hear you're getting along with your class. I think cause they are at a higher level, they are more accepting. Or you're just awesome, who knows!
@Andrea: Don't worry! They'll warm up, just give it time! The freshman I have were shy at first, but they're coming around
2nd Comment on Peer's Blog
I love reading your blog! It feels like I am having a concersation with you (of course I know what that is like since I have had many with you)! I really hope to learn from reading your blog to make mine better!!
I am just starting to get kids to realize that I have imput into a lesson as well! My CT had me teach a lesson on a short story about King Arthur as a young boy. At first the students showed me very little respect, but when I showed them I would not tolerate such behavior, everything went much smoother. Not only are students more apt to ask me questions after teaching my lession, but they also ask me for book suggestions! Can you say awesome!
I know your lesson on Richard II will be fantastic, because you are simply not a dull person! If anyone could bring Shakespeare to life it is you Amanda!
Also while Young Arthur was not as complex or as long as Richard II, I was in the same boat. My teacher sprung the story on me, which I had not read. After reading the story however, a hundred ideas of things I could do with it came to mind. I don't want to toot my own horn, but I did make a pretty awesome lesson! Including a prediction activity that involved a shield puzzle!
I think perhaps when we have just read or learned something the first time, we are most excited about it. Which to me means we come up with the best lessons, activities, worksheets, tests, etc... What do you think Amanda? Will your lessons and such be better because it is all a new experience for you too? Isn't that the problem with some older teachers, that they are using the same lesson plan after 30 years? Just a thought I had as I was reading your blog and thinking about my own experiences.
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