Confessions

Confession number one: I have totally lost track of whatever week of student teaching this is.  But this is a good thing.  This means that I am far too busy with teaching, grading, lesson planning, and student interaction to start counting down the weeks left in this semester.

Confession number two: I have fought, at times, the urge to flat-out yell at students.  Sometimes, they push me that far.  However, this means I am exhibiting (and thus modeling) self-control and patience.  Go me.

Confession number three: On at least one of those days, when I was pushed that far, I went home and ate an entire block of cheese.  

Confession number four: Last week, during the last day of our Hamlet unit, a group of students were trying to come up with appropriate contextual symbols for the country of Denmark.  As I helped them, I encouraged them to look up symbols that are unique to Denmark.  In other words, I instructed them to search for symbols that were “Denmarkian.”  Because apparently Danish is no longer part of my vocabulary.  Correct usage FAIL.

Confession number five: I’ve begun drinking coffee.  In and of itself, this is nothing remarkable.  However, fighting the urge to add liquor to the coffee every day is.  

Confession number six (and this is where I need your help and strategies): I SUCK at structuring reading activities.  This has always been a struggle for me.  I am aware of how much my students hate reading.  Because they tell me.  Frequently.  I have just begun my Macbeth unit with them, and reading activities will play a huge role in this unit.  These are the obstacles I will have to overcome:

  

1. There are simply not enough copies of Macbeth to check out to the 65+ students.  All reading must be done in class.

2.     2. Many of the students who I am teaching are ELL/ESOL.  I understand that learning English  is difficult enough, but I am brave enough to challenge them with freaking Macbeth.  We can’t spend too much precious class time dissecting soliloquies, so what are some strategies to help ELL/ESOL students with SHAKESPEARE?!  I speak very little Spanish, so I fear I won’t be as helpful as I’d like…

3.      3. Concerning the classes in general, I will be implementing read-alouds, small group reading, reader’s theater, and silent reading.  What else can I use?  I admit I have not researched reading strategies enough, and while I will rectify this at some point, any suggestions would be most welcome.

4.      4. Students are given participation points every day in class.  How can I help those who simply refuse to read the play?  Take them out in the hall and read to them?  Have a friend read to them?  Refuse to give participation points for the day?  Help!

 5. I know better than to overwhelm my audience with inquiries, so I’ll leave it at that.  However, I need to stress that while I cannot force a student to read the play, he or she will simply fall more and more behind every day he or she does not participate.  I want to encourage them to read—not scare them away.  

On another note, I want to offer some advice, in case anyone else has struggled with this scenario.  Last Friday, the following conversation occurred between and a young lady in 5^th hour and myself, after she refused to be quiet as I was explaining an assignment.  After two “Group by the window, I need you all to pay attention-s,” she continued to talk and fiddle with her iPod.  Finally, firmly but calmly, I said, “**Kate.  You have two options right now.  You may listen and learn, or you may leave.  The choice is yours.”  I tell you now, if looks could kill…  Fifteen minutes later, I was “sharking” her side of the room:

“**Kate, you need to be on task.  Can I help you get started?”

“No.”

“I’d like to help you find material so that you write your eleven-sentence paragraph.”

“I’m not doing it.”

“Are you unclear as to what to what you need to do?”

“No, okay…  I am just not going to do it.  I am actually a really good writer, but I’m just not gonna do it.”

(Oh, okay.  Because THAT makes sense.)

“All right, **Kate.  I just want to understand that you are choosing not to do what was assigned to you.  Is that correct?”

“Yep.”

“Okay.”

And I walked away.  Sometimes, you MUST choose to pick your battles.  I informed my CT and left it at that.  Later, I discovered that **Kate has a difficult family situation.  And that particular day, she was mad at the world.  And mad at me for calling her out.  As teachers, we must never presuppose our students’ moods or backgrounds.  We must simply teach and encourage.  

As fate would have it, **Kate was in a much better mood this week.  In fact, when she found out we are reading Macbeth, she exclaimed, “Mrs. Leighton!  I’ve read this before!  I LOVE this play!”  She has since been able to help her peers understand a soliloquy in class and lead a class discussion, while I simply stood back and listened.  Amazing moment?  You betcha.  

So, if you have found yourself in a similar situation, take heart.  Be patient.  Listen.  Encourage.  Fight only the battles that are actually worth fighting.

Confession number seven: I wore pajamas to school today.

           

                                                      
                                                  …..don’t worry.  It’s pajama day :)