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
3 comments:
Mrs. Leighton,
First off, thanks for sharing and I am extremely glad you have had a good experience so far. Like you, I am also fortunate to have a great CT which makes such a difference. I find myself sometimes having the same experience you are having with not always getting the same respect as your CT. The other day I said hello to one of my students and he just completely ignored me. So now I make it a point to say hi to him every morning, and today he said hi back! I think it is important to remember that these kids are teenagers so never take it personally. It may help to attempt to get to know the students a little more. For example, today I had one of my seniors snap at me when I asked how she was doing with the assignment and if she needed any help. It was disrespectful and part of me just wanted to walk away and just give up. Instead, I told her to let me know if she changes her mind. I then remembered to ask her how her foot was doing; she injured it last week. She liked the fact that I took interest in her and actually remembered something from several days ago. Later in the hour she raised her hand and asked me to read a poem she had written. So, I suppose through all my rambling my advice for you would be to never give up. They will begin to listen to you when they realize that you’re not going to back down and that you truly are interested in them as individuals. Also, when a student is not doing what you want, maybe try talking to the student one on one so that not everyone sees/hears you attempting to correct the student’s behavior. I have seen my CT do that a lot, and it seems to work most of the time.
Thanks for sharing,
Heidi Dreiling
Amanda,
It's wonderful that you and your CT have already bonded. I believe that you will have a great student teaching experience.
As for "that" student... See if you can talk to him alone and ask him what he does not like about the book. I have a student one year [when I was a para] who threw down his copy of Of Mice and Men and demanded to know why he was being forced to read "some stupid old book" that is set in the 1930s. "This is the 21st century, Miss! So, why we gotta read this?" I jumped at that opening. I explained that the book is about more than the Great Depression. It's about migrant workers, friendship, prejudice, love, the ability to make tough decisions, and the importance of dreams. It's about life and the bittersweet experiences that color our existence. Aren't those all elements of life in the 21st century that he had personally witnessed? He had to agree that they were and he told me about his family's immigration to America and their struggle to maintain stable employment as they strove for their American dream. Then, he picked his book up. I never saw him toss it down again. He read it, not ravenously, but he read it nevertheless.
You need to figure out what your student's problem is. What does he not like about the text? Maybe ask him what kinds of books he would like to read. Get to know him and try to answer all questions fully. If he asks you why you have top read something, don't say that it's required.... Give a reason that he can take and use in his life. Show him how this novel will matter in his everyday life, how it relates to HIS world.
As for the hatred of reading that students have. I like to let my students know that reading is dangerous. When you read, you are walking through the corridors of someone else's mind, sharing in their thoughts and experiences. You see through the eyes of someone else. That's pretty earth shattering. What we read has the power to shape our minds because what we read can change how we see the world and how we see ourselves. There is a reason why dictators take over the printing presses almost immediately; they know that literature can spark revolution. -- If acknowledge the impact that reading can have on life, you can open a whole new way of thinking for your students. Remind them that reading is almost like intellectual warfare: you are wading through the thoughts of another and and contrasting them with your own. Are the thoughts and ideas of the author/speaker valid? How do they compare with your own views? Students need to see reading almost like a game, an adventure into someone else's mind that will help them to develop and defend their own intellectual self.
It makes sense to me and it has worked with students of mine in the past. Lemme know if any of this is helpful.
And I apologize for the twenty million typos in my first comment. My brain goes faster than my fingers.
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