It’s arrived. It’s here. Right now. I am ready.
My student teaching semester.
It is NOW.
And, if I do say so myself, it is off to a fantastic start.
I am fortunate to be working with the same cooperating teacher I observed during my very first semester of observation. She is an incredible role model and mentor. Her passion for teaching English—and her students—is remarkable. I learned so much from her when I was in her class more than a year ago, and I cannot wait to absorb all I can this semester. I am relishing in this opportunity to collaborate and co-teach with *Mrs. Walker. This semester is. Going. To. Rock.
Here’s why:
- Mrs. Walker, during our very first meeting this semester, was kind enough to share with me her student teaching experiences—the good, the bad, and the ugly. Her willingness to be that open and that honest showed me how accessible she is as a person—and as a teacher. Her student teaching experiences gave her much valuable insight that she imparted to me so that I might benefit from it too.
- At the beginning of every class period, Mrs. Walker took the time to introduce me to the classes. Her introductions affirmed for me that yes, I do indeed have a place in her classroom and that students needed to regard me as they would any teacher. The professionalism she exhibited simply confirmed my desire to collaborate with her.
- Most of the students immediately took to calling me “Ms.”—the term by which they call Mrs. Walker. It was as if it is second nature for them to address me this way, and it made me feel welcome—like I am truly a competent, functioning extension of the classroom rather than an outsider or nuisance.
- Mrs. Walker and I immediately began delving into lesson plan ideas. We discussed what the classes are currently working on, and in what direction the students are headed. We then determined was material would best fit the students’ curriculum. (Research paper lesson for Juniors and MacBeth (!!!!!!!!!!) for Seniors. WINNING.)
All of this academic goodness, however, has not been without its challenges. *Sigh* Therefore, I will post two distinct obstacles in the hopes that you, my super colleagues, can offer advice.
The first challenge I encountered was not wholly unexpected—that student. The student whose foremost objective is to test his limits with me. You don’t belong here. I don’t know you. I don’t have to respect you. I don’t have to listen to you. And I definitely don’t have to learn from you. This particular student constantly interrupts me (and Mrs. Walker…), asks questions he obviously knows the answer to (“Can we read a different book?” No. “Can I read a different book?” No. “Okay. Well, what if the class voted? THEN can we read a different book? No.) This student is incredibly bright, but he is constantly getting off-task, speaking across the room, and being rude to fellow students and faculty. I know full well that I have to earn this student’s respect if I am to have any hope of reaching him. Other than being patient and friendly yet firm, HOW can I reach this student? Has anyone had a similar experience? Has anyone had a student who was constantly testing the limits? Perhaps it is just because it is still early in the semester and I just need time to communicate to this student that I am not his enemy. Advice? GO!
Whereas my first challenge is a person-to-person problem, the second challenge is, I think, more in depth: Many of my students do not like to read. In fact, they hate it. I know they hate it because they told me so.
This is incredibly disheartening. And it should be.
During a couple of small-group reading/discussion circles this week, I discovered that many of the students had not read the assigned chapters. In fact, when I asked them how far into the novel they had read, they responded, “Just a few pages” or “Not as far as I should have.” These responses simply confirm their distaste for reading—but they also tell me that these students DO know what to read and they CAN take responsibility for their assignments. It's simply a matter of initiative and responsibility.
I wish I could wave a magic wand and MAKE my students love reading. Or at least LIKE it. In a perfect world, students could just read whatever they chose. But this isn't possible; we have a curriculum to adhere to.
HOW can I help them at least LIKE reading?
HOW can I make the required readings fun? Or at least tolerable?
WHAT advice can I give them?
WHAT assignments could I have them do that complement their readings so that they can make a connection between what is read and what we talk about in class?
WHAT strategies, other than small group read-alouds, can I implement to facilitate better reading skills and further comprehension of text material?
If nothing else, I know I can practice what I preach. Over the next few weeks, I think I will read the novel at strategic times. Maybe if they “catch” me reading, they will want to read too...
I welcome any and all advice. I sincerely hope that by the next blog posting, I can report some good news.
Thank you!
*Mrs. Walker is a pseudonym
