My first week of K-6 student teaching was filled with quiet, attentive, orderly students, and I remember it mostly for its peace and calmness. Ahhh….
That’s because the kids were totally engrossed in slideshow pictures and tales from Ms. Taylor’s trip to South Africa!
So my second week, when I was asked to pick a class of kids that I’d like to start teaching, I picked the first grade class. They looked like a safe bet, sitting in the dark looking up at the projector screen, with their tiny legs folded up “criss-cross-applesauce.” And little did I know, I’d just picked a class with some of the most ornery students.
I dove into that class with my lesson plan detailed on paper and locked into my mind. Teaching labs in college, everything went almost exactly as you’d written down…just follow the steps, right? I thought I knew just what pace I would teach at, what questions I would ask the kids, and just about how they respond. That wasn’t how it worked at all for my first lesson! I noticed quickly that the kids were restless and unfocused. I couldn’t seem to capture their attention in the way I’d imagined, and the two hyper ones partnered up and began distracting each other. When it was time to add movements, the class seemed completely crazy. I kept up with the lesson as best I could, and tried to separate the two kids I saw as a “problem,” but I was totally flustered! How could a roomful of first graders seem so intimidating?
After getting some feedback, I was amazed to find out that I had oversimplified the lesson. The kids were capable of much more than I was asking, and their fidgety reaction was a telltale sign. Even the two noisy boys I had separated were actually helping each other out on a partner exercise, and I had separated them right when they were the most engaged. I needed to adjust my teaching so that it was something the students could pay more attention to!
Biggest lesson learned for me: I could write all the detailed lesson plans I wanted, but nothing would replace being totally tuned in to the kids. I learned to let their discoveries and reactions guide the pace of my class. They really want to pay attention to their teacher, and so I should pay just as much attention to them while I teach. Adjusting on the fly made me nervous at first, but I gradually focused less on myself, and much more on the kids in front of me. That made for better teaching…and much more fun!
Showing posts with label ghosts of student teachers past. Show all posts
Showing posts with label ghosts of student teachers past. Show all posts
Thursday, March 4, 2010
Tuesday, February 9, 2010
20 pairs of eyes
Thank you so much to Kevin for sharing his impressions.
I had done my first 7 week placement, like many others, in high school band dealing with the normal high school band world activities like percussion ensemble, marching band, concert band, theory classes, and a general mentality where the world pretty much revolves around band. I have to say, I was so wrapped up in that frame of mind when starting my elementary school placement, It didn't even occur to me what exactly I was going to experience until my first day.
I walked into Mason Dixon Elementary on my first day, signed in, and was shown to the music room where Becky was getting ready for her first class. She wasn't in a rush, but was definitely concentrated on getting things set up in a particular way. To be honest, I don't really remember what we talked about for the next several minutes, but I distinctly remember the kindergarten class coming through the door. They were escorted by their teacher, walking in a straight line, hands to themselves, very quiet, and ridiculously small! They came in and sat on the floor and unlike high school, they simply looked to the teacher for what to do next. Becky softly greeted them and introduced me and explained that I would be with them, helping, teaching, learning, for the next couple months and then quickly got them into a circle to play the name game. I joined in the circle with at least 20 pairs of eyes fixed on my every move. We completed the game and went through everyones name, including mine, with an accompanying movement and by this point I was feeling extremely uncomfortable as I wasn't used to being stared at. We then moved to a movement / interpretation exercise set to music in which we had to act out different sounds and I kept thinking how much I felt like a giant and was afraid of bumping into any of the kids. And of course, they never stopped looking at me! Next, we sat back down in a circle while the next activity was being explained and (while I was being closely watched) a boy sitting right next to me tapped me on the should and asked if I could tie his shoe. I shook my head yes and quickly tied his shoe, not thinking anything of it. As soon as I tied it and look up, without saying a word, another girl on the opposite side of the circle untied her shoe, stood up, walked over to me, and held her shoe out for me to tie too!
Now, I didn't think much of this at first, but actually that one silly, innocent action instantly took away my uneasiness and made me feel more comfortable in elementary school. Unlike high school, where the kids have very active social lives and numerous other influences, these kids, who have only been alive as long as you've been in college, want to hear what you have to say, how you act, how you react, how you sing, and most of all, they want to trust you and look up to you! After that, I wasn't really afraid to sing in my "high voice", or dance, or act, or pretend.
I had done my first 7 week placement, like many others, in high school band dealing with the normal high school band world activities like percussion ensemble, marching band, concert band, theory classes, and a general mentality where the world pretty much revolves around band. I have to say, I was so wrapped up in that frame of mind when starting my elementary school placement, It didn't even occur to me what exactly I was going to experience until my first day.
I walked into Mason Dixon Elementary on my first day, signed in, and was shown to the music room where Becky was getting ready for her first class. She wasn't in a rush, but was definitely concentrated on getting things set up in a particular way. To be honest, I don't really remember what we talked about for the next several minutes, but I distinctly remember the kindergarten class coming through the door. They were escorted by their teacher, walking in a straight line, hands to themselves, very quiet, and ridiculously small! They came in and sat on the floor and unlike high school, they simply looked to the teacher for what to do next. Becky softly greeted them and introduced me and explained that I would be with them, helping, teaching, learning, for the next couple months and then quickly got them into a circle to play the name game. I joined in the circle with at least 20 pairs of eyes fixed on my every move. We completed the game and went through everyones name, including mine, with an accompanying movement and by this point I was feeling extremely uncomfortable as I wasn't used to being stared at. We then moved to a movement / interpretation exercise set to music in which we had to act out different sounds and I kept thinking how much I felt like a giant and was afraid of bumping into any of the kids. And of course, they never stopped looking at me! Next, we sat back down in a circle while the next activity was being explained and (while I was being closely watched) a boy sitting right next to me tapped me on the should and asked if I could tie his shoe. I shook my head yes and quickly tied his shoe, not thinking anything of it. As soon as I tied it and look up, without saying a word, another girl on the opposite side of the circle untied her shoe, stood up, walked over to me, and held her shoe out for me to tie too!
Now, I didn't think much of this at first, but actually that one silly, innocent action instantly took away my uneasiness and made me feel more comfortable in elementary school. Unlike high school, where the kids have very active social lives and numerous other influences, these kids, who have only been alive as long as you've been in college, want to hear what you have to say, how you act, how you react, how you sing, and most of all, they want to trust you and look up to you! After that, I wasn't really afraid to sing in my "high voice", or dance, or act, or pretend.
Monday, February 8, 2010
Words from Kathy
Kathy is a former student teacher who now teaches elementary music in Marshall county. Thanks to Kathy for her perspective
Be professional in every way. Arrive on time. Leave when the cooperating teacher leaves. Attend all meetings and duties associated with the position. Use planning periods to plan. (Believe it or not, I have had to explain to a student teacher why it is inappropriate to sleep during planning periods.) Dress professionally. Don’t ask if your attendance/participation is expected. If you are excused, the cooperating teacher will let you know.
Have a plan. Lesson plans are to be completed in advance, so that they can be reviewed and discussed. Please see this as an opportunity. Your cooperating teacher will be pleased that you are prepared and will surely add constructive feedback to aid your success. Please align your plans with the Content Standard Objectives. There is a curriculum, and it must be followed. Make your life easier by setting up the classroom before the kids enter. You can learn a lot by watching your cooperating teacher, but even more by assisting, asking questions, and being a part of the process.
Be positive. We have all heard it before, “There is NO WAY that I would EVER take this job.” Let’s get this straight. We all have our preferred teaching assignments, and those will likely be taken by teachers with seniority. I have heard it from student teachers, and I don’t appreciate it. I just want to say, “It is MY job, and it means something to ME, so while you are HERE, it needs to be important to YOU!” Don’t let your disinterest diminish a meaningful classroom experience for the kids. Smile. If you have to, fake it.
Get a sense of the school environment outside of your assigned classroom. Be familiar with school policies and procedures. Are there policies regarding lesson plans? How do I make a purchase? What is the budget for the music program? Learn how to manage the budget. Ex. Who pays for all of these recorders?
Identify your strengths. Familiarize yourself with classroom resources. Observe the ability levels of the students. Study the CSO’s. NOW, make a plan based on all of that information.
Student teaching is your #1 priority.
Trust that this experience is going to take a lot of effort. You must learn to communicate effectively. You must plan accordingly. You must act professionally. Do not expect to shine because you show up, or because you wrote something down…make it worthwhile. Make it a positive experience for the kids. They need to learn. That’s what it’s all about.
Be professional in every way. Arrive on time. Leave when the cooperating teacher leaves. Attend all meetings and duties associated with the position. Use planning periods to plan. (Believe it or not, I have had to explain to a student teacher why it is inappropriate to sleep during planning periods.) Dress professionally. Don’t ask if your attendance/participation is expected. If you are excused, the cooperating teacher will let you know.
Have a plan. Lesson plans are to be completed in advance, so that they can be reviewed and discussed. Please see this as an opportunity. Your cooperating teacher will be pleased that you are prepared and will surely add constructive feedback to aid your success. Please align your plans with the Content Standard Objectives. There is a curriculum, and it must be followed. Make your life easier by setting up the classroom before the kids enter. You can learn a lot by watching your cooperating teacher, but even more by assisting, asking questions, and being a part of the process.
Be positive. We have all heard it before, “There is NO WAY that I would EVER take this job.” Let’s get this straight. We all have our preferred teaching assignments, and those will likely be taken by teachers with seniority. I have heard it from student teachers, and I don’t appreciate it. I just want to say, “It is MY job, and it means something to ME, so while you are HERE, it needs to be important to YOU!” Don’t let your disinterest diminish a meaningful classroom experience for the kids. Smile. If you have to, fake it.
Get a sense of the school environment outside of your assigned classroom. Be familiar with school policies and procedures. Are there policies regarding lesson plans? How do I make a purchase? What is the budget for the music program? Learn how to manage the budget. Ex. Who pays for all of these recorders?
Identify your strengths. Familiarize yourself with classroom resources. Observe the ability levels of the students. Study the CSO’s. NOW, make a plan based on all of that information.
Student teaching is your #1 priority.
Trust that this experience is going to take a lot of effort. You must learn to communicate effectively. You must plan accordingly. You must act professionally. Do not expect to shine because you show up, or because you wrote something down…make it worthwhile. Make it a positive experience for the kids. They need to learn. That’s what it’s all about.
Thursday, January 28, 2010
Thoughts on what to do
Jamie kindly shared some of her perspective on student teaching and the first year of teaching.
I have so much to say, but not enough room to write. Please feel free to contact me at anytime: jamieruckerATmacDOTcom
The first day/week:
I would recommend sitting in with the kids rather than sitting off in a corner for the first week.....Don't be afraid to sit on the floor with them! You will get to know them by "playing" and they will respect and look up to you. You will learn from your cooperating teacher by being engaged in her music class....And like Molly Weaver always says "We learn by DOING". She is absolutely correct.
Make it a personal goal to learn 1-5 names each class. Take notes... draw pictures if you have to. Associate them with a trait they posses like "Booger Bobby" or" Jumping Jillian." Finally, ASK QUESTIONS... Ask them even if they feel simple.
Repertoire and Paperwork:
Learn where to find repertoire. Trust me, you didn't get enough pieces to fill a year with k-5 at WVU. Ask your co-op about good publishers, arrangers, arrange something yourself and try it out, ask him/her to leaf through his/her pieces, and make yourself a binder of good repertoire. In that binder, take notes on why they are good pieces. (EX: good for steady beat, good for rhythmic notation)
Learn how to fill out paper work and do administrative things. Ask if you can fill out some of your co-ops paperwork. Get used to doing it because sometimes it seems like that's all you do when you get a job. Talk to him/her about budget. Although not all schools are the same, it is nice to know how some schools budget for music. Then... ask what are good ways to use the budget.... especially if you walk into a situation with NOTHING.
It's all about the kids:
This is my 3rd year of teaching. I taught elementary music for a year and am now teaching high school band. No matter the age, kids need us. Especially in music because it is the one time of week or day that they get to express themselves and get away from all that is standardized testing. This is the best thing I can leave you with... and I remind myself of this EVERYDAY... " It's all about the kids!" This is why we are teachers... cause we all know it ain't about the money!
As a student teacher, you are learning too. You learn from the kids and you are learning from your co-op. Sometimes I think student teachers (I know I did) get so wrapped up in themselves. Asking questions like:
How am I teaching...
Was it ok to say that?...
Hows my singing?.....
Do I look dumb?...
Is my personality to lax or too bubbly right now?
The kids are talking... I must suck.
But when it comes down to it... IT'S ALL ABOUT THE KIDS.
(say this everyday!)
Rephrase these questions:
Did the kids learn from me?
Is my personality/energy appropriate for this lesson and for the kids?
Are the students engaged?
The students are acting a little wild, is it because I am talking really loudly today?
Are the kids talking right now because of my pacing?
Finally,
Be on time!
Be flexible!(it's kids!They are totally unpredictable so, adapt)
Do your job!
Good Luck to you!!!!
Jamie Rucker (Groves)
jamieruckerATmacDOTcom
WVU '06
Jamie, thanks so much for taking time to share!
I have so much to say, but not enough room to write. Please feel free to contact me at anytime: jamieruckerATmacDOTcom
The first day/week:
I would recommend sitting in with the kids rather than sitting off in a corner for the first week.....Don't be afraid to sit on the floor with them! You will get to know them by "playing" and they will respect and look up to you. You will learn from your cooperating teacher by being engaged in her music class....And like Molly Weaver always says "We learn by DOING". She is absolutely correct.
Make it a personal goal to learn 1-5 names each class. Take notes... draw pictures if you have to. Associate them with a trait they posses like "Booger Bobby" or" Jumping Jillian." Finally, ASK QUESTIONS... Ask them even if they feel simple.
Repertoire and Paperwork:
Learn where to find repertoire. Trust me, you didn't get enough pieces to fill a year with k-5 at WVU. Ask your co-op about good publishers, arrangers, arrange something yourself and try it out, ask him/her to leaf through his/her pieces, and make yourself a binder of good repertoire. In that binder, take notes on why they are good pieces. (EX: good for steady beat, good for rhythmic notation)
Learn how to fill out paper work and do administrative things. Ask if you can fill out some of your co-ops paperwork. Get used to doing it because sometimes it seems like that's all you do when you get a job. Talk to him/her about budget. Although not all schools are the same, it is nice to know how some schools budget for music. Then... ask what are good ways to use the budget.... especially if you walk into a situation with NOTHING.
It's all about the kids:
This is my 3rd year of teaching. I taught elementary music for a year and am now teaching high school band. No matter the age, kids need us. Especially in music because it is the one time of week or day that they get to express themselves and get away from all that is standardized testing. This is the best thing I can leave you with... and I remind myself of this EVERYDAY... " It's all about the kids!" This is why we are teachers... cause we all know it ain't about the money!
As a student teacher, you are learning too. You learn from the kids and you are learning from your co-op. Sometimes I think student teachers (I know I did) get so wrapped up in themselves. Asking questions like:
How am I teaching...
Was it ok to say that?...
Hows my singing?.....
Do I look dumb?...
Is my personality to lax or too bubbly right now?
The kids are talking... I must suck.
But when it comes down to it... IT'S ALL ABOUT THE KIDS.
(say this everyday!)
Rephrase these questions:
Did the kids learn from me?
Is my personality/energy appropriate for this lesson and for the kids?
Are the students engaged?
The students are acting a little wild, is it because I am talking really loudly today?
Are the kids talking right now because of my pacing?
Finally,
Be on time!
Be flexible!(it's kids!They are totally unpredictable so, adapt)
Do your job!
Good Luck to you!!!!
Jamie Rucker (Groves)
jamieruckerATmacDOTcom
WVU '06
Jamie, thanks so much for taking time to share!
Monday, January 25, 2010
First-time teaching
So, one of the things I've observed in 20+ years of having student teachers is the shock and surprise after the first real-non-methods class teaching.
You can't really know something until you do it. Watching someone who's been doing it for a long time doesn't really tell you much about where the stumbles and bumps will be when you begin.
I've invited former student teachers to share some first month moments to let you know how others felt along your same journey.
Glen writes:
I remember coming home several times during my elementary placement feeling like a failure. There were hundreds of things I didn't know when I first began teaching and it was eye opening. I would walk into my apartment and wonder why my cooperating teacher could get the kids to play simple borduns with ease but I struggled, or why children need to hear a song at least six or seven times before they can begin to sing it with fluency.
As I progressed in the placement, I learned why the abovementioned situations were not successful and I learned what I needed to do to make the lessons meaningful for the students. It was only through my mistakes did I really learn anything.
Understanding that body percussion precedes instrument playing or that kids need time to process information may or may not be common knowledge to you, but it definitely will be by the end of your placement. It's tough getting started, but everything does pay off if you put in the work.
You'll be surprised at how rewarding a successful lesson with kindergarten or first grade feels (to be honest, it feels good with any grade). Just remember you're teaching kids, not music. That may sound weird, but it's true.
Good luck with your placement!
P.S one word of advice: Make a list of every piece of repertoire you know share it with your co-op. That's a nice way to get a head start on planning.
Thanks to Glen for sharing his words!
You can't really know something until you do it. Watching someone who's been doing it for a long time doesn't really tell you much about where the stumbles and bumps will be when you begin.
I've invited former student teachers to share some first month moments to let you know how others felt along your same journey.
Glen writes:
I remember coming home several times during my elementary placement feeling like a failure. There were hundreds of things I didn't know when I first began teaching and it was eye opening. I would walk into my apartment and wonder why my cooperating teacher could get the kids to play simple borduns with ease but I struggled, or why children need to hear a song at least six or seven times before they can begin to sing it with fluency.
As I progressed in the placement, I learned why the abovementioned situations were not successful and I learned what I needed to do to make the lessons meaningful for the students. It was only through my mistakes did I really learn anything.
Understanding that body percussion precedes instrument playing or that kids need time to process information may or may not be common knowledge to you, but it definitely will be by the end of your placement. It's tough getting started, but everything does pay off if you put in the work.
You'll be surprised at how rewarding a successful lesson with kindergarten or first grade feels (to be honest, it feels good with any grade). Just remember you're teaching kids, not music. That may sound weird, but it's true.
Good luck with your placement!
P.S one word of advice: Make a list of every piece of repertoire you know share it with your co-op. That's a nice way to get a head start on planning.
Thanks to Glen for sharing his words!
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