Just Me.

April '09 Blog #2: My Mississippi Teacher Corps Experience

2009-04-30T05:26:00.000-07:00

My MCT experience has been a long one with many ups and many downs. I have cried, laughed, screamed, and smiled over and over again. I have gained confidence as a teacher and have learned many valuable lessons throughout my time in Teacher Corps. Join me as I summarize my experience with the Mississippi Teacher Corps.

May 2006
I need a change and something different. After researching alternate route teaching education programs in MS, I found MS Teacher corps. I applied. Soon after I get my first call from Ben Guest. I am excited to graduate. One week later I’m driving to Oxford, MS. I am excited and nervous, because I don’t know what I’m really getting myself into. I meet my roomie from Alaska. She’s super cool. We meet other MCTers. Everyone seems nice. People begin to leave. Holly Springs summer school starts soon. Issues arise with lead teachers, a bus-driving incident, and Couzapaloosa. We meet great 2nd years. We have lunch and free food at Annie's and Ajax's. At Holly Springs it’s always lesson plans, lesson plans, lesson plans. More teaching. I’m having too much fun by now and not taking the Praxis seriously. I don’t pass the Chemistry Praxis. No more Teacher Corps. No apartment in Greenville. Looking for a job. Retake Praxis. Won the Green Highlighter Award!

Fall 2006
Although I wasn’t officially in MCT during this time, I thought that it was necessary to reflect my time being outside of Teacher Corps. I was hired to work as a full-time substitute inclusion teacher. I had a great time establishing my rules and procedures for my temporary class. I am so glad that I had the opportunity to do something different. Since I was there full-time, I usually subbed for whoever was out that day. This way I had the chance to meet a lot of the students. They recognized me from around school and knew about my rules and consequences. I felt so validated. Someone mentioned that a teacher had left a science position in a nearby city. I decided to look into it. I applied, interviewed, and was hired to teach Biology I-a state tested subject.

Woe is me. I begin my 1st real teaching experience in late September, early October. So much for rules and procedures for the first two weeks! They have been running wild since August. The teacher apparently left for lunch and never came back. It seemed like my students fought me every day with my rules, procedure and consequences. Things started to change when I introduced Student of the Week, Star Student, and Most Improved. This was an idea that I received from my fellow MCTer. It was during this time that I really missed my MCT classmates. The support that we had was overwhelming and comforting. I felt like I had lost my lifeline and was put in this situation to sink or swim. I still called many of them to see what type of advice that they could give me. It’s just hard especially when, you become accustom to the constant support and encouragement. I believe as first year teachers, you need that validation or reassurance that you u are doing a good job and that you are a good teacher. I had a great mentor at my school. She taught me a lot about how to treat them right, keeping the reigns tight, and loosening them up towards the end. Although, we clashed a little-she was into older things and I was more about technology and lab experiments, I really valued her opinion.

Spring 2007
Back to Teacher Corps! I am learning to sat afloat now. Working and going to school is a little hard. I really missed my group. I learned that more people left. Rejoining the camaraderie feels good again- I feel connected again. I’m teaching Biology I and getting students ready for the state test. I am trying to balance a more than full-time job and graduate work. More blogging. I hate blogging. No surprise, we have received another email from Ben Guest-Blogging now has a 500 word minimum. Did I mention I hate blogging?! I am really looking forward to the summer, because I need a break! May comes and I am looking for a job closer to home. Gas prices are ridiculous! The 2nd year class leaves, and I will miss them. At this point I am also missing my children, my students. They really bugged me and were a challenge the whole year, but I am really going to miss not seeing them next year. Yeah, summer’s here!

Summer 2007
I’m back in Oxford at an apartment now. I am so excited! I love having my own space. I have a new roommate now. My old roommate met a great MCTer! It feels good to be a 2nd year now. I believe my 1st year is over. I am a new job that is closer to home. I didn’t realize how much I would miss my 1st group of kids. I reflect back to my 1st group of MCT summer school students. I wonder how they are doing. The new class of MCTers come in, and I am excited to see Molly from last year. I enjoy many laughs with my new roommate. Ed Law begins. Many outside parties with Teacher Corps. I don’t do the outside. There is much of me sleep in my apartment. There is a sign-in sheet in Holly Springs. Now I must make it to work on time. Seeing the newbies reminds me of last year. I try to tell them things to help them. One listens and one doesn’t. One ends up staying and one doesn’t. Summer school feels weird as a 2nd year. There are no more lead teachers.

I am trying to improve myself for my new teaching environment-alternative school. My mentor from last year calls and says all but eight students passed the State Test, including the retesters and those at alternative school and behavior treatment facilities. It felt like I had accomplished something great. Sometimes teaching a state-tested subject you do not receive instant gratification for your efforts. That phone call made me realize that all of my hard work did not go to waste and made me really feel good as a person and better as a teacher. I am extremely happy. The 1st summer session ends. Yea, I am glad that I don’t have to stay for a 2nd session, and I am mad that I received a B on my evaluation. I won the Most Outgoing Award.

Fall 2007
A new start begins. I’m at a new school teaching new subject this year-Math. The principal who hired me is now at another school. Let’s summarize: New principal, new school, new prep, and since I have to make up for Fall 2006, new MCT class. This is a lot of news for a 2nd year teacher. I love my job at first. Everything changes every week here and nothing is constant. These early Saturday morning 3 a.m. drives to Oxford are killing me! New assignment is to plan a 5 day STAI lesson plan and I don’t even have a constant prep yet. So far I have facilitated an inclusion reading lab, taught health, elementary math, and middle school math. More changes arrive. I now only teach Pre-Algebra and Algebra I.
My observer comes and my students are very loud and crazy that day. They are not motivated and no one was on board with my lesson. Total chaos. I stopped my planned lesson and made the necessary changes to “save” the remaining class period. I was devastated. Afterwards he only said two words, “Tough crowd.” He then gave me credit for my efforts and initiative to change it up. I thank MCT for preparing me to deal with situations like that. I went home with my spirits lifted.

Spring/Summer 2008
No MCT this semester. My class is graduating, and I am really going to miss them. I enjoy one good last meal with my class at the Downtown Grill. Great food and great people. I’m interested that some are staying to teach another year. I’m ready to graduate now.

Fall 2008
More news-I’m at a new school this year teaching Science Skills and Reasoning. (Yes, another new prep!) I realize how much strength I’ve developed over my last two years teaching. I know how to anticipate problems before they even begin. Teacher Corps really prepared me to handle being a teacher. I really enjoy the Educational Leadership class with Dr. Mullins. It made me think of things from an administrative point of view and from a teacher. We meet a lot of important people including Governor Winters. I’m not enjoying Ed Research as much. I did gain some insight into reviewing Ed Journals for new ideas. Coursework finally ends and portfolio time begins. No more 3 a.m. drives!

Spring 2009 (Present day)
Yea! It’s almost that time. I have no idea on what to include in my portfolio, but as I think about it, it becomes easier to manage. I am so thankful for all of my experiences, because they made me stronger, wiser and better person. Having the support from teachers like me who are trying to impact their class like me makes me feel like I can accomplish more. I will be teaching at my school another year, and I am excited about it. I didn’t realize how much you impact students initially. I am a teacher and I am proud to say that the MS Teacher Corps helped mold me into who I am today. Now, hurry up graduation!

April '09 Blog #1: A Note To The Incoming First Years From An Exiting 2nd/3rd Year

2009-04-30T05:22:00.000-07:00

As you embark upon your journey into MCT land, I first commend you. It is NOT eay being a teacher. Those who believe this career will just give you extra time to do whatever else you want in live will be very disappointed. Teaching is hard! However, the gratification that you will get from it will probably be one of the greatest rewards you’ll receive in your live. You will have an opportunity to affect children in a wy that you will not even realize. You will be tested, tried, bruised and broke,, but please, please-Don’t give up. These students need you and your experiences and a part of your life. Teach them all that you are required to teach, but also teach them how to be better people. Teach them how to hare, be respectful, be responsible, and be productive.

Will you save every child? Unfortunately, no. It’s hard to see a child go down the wrong path. Do what you can, but realize that you can’t do everything. Don’t spend all of your time trying to stay afloat. One teacher told me that you’ll never get caught up; the idea is to do as much as you can in a given amount of time. Spend time with your friends, family, and with those who do not address you as Mr. or Ms. Do not expect everything to be perfect to just work out the way you planned. Yes, the system is flawed-Don’t expect to change it all your 1st year. Accept what you can change, do the best that you can and move on for the next year. Be genuine. Recognize and respect southern (Mississippi) culture. It’s ok if they call you mam or sir, even though you didn’t do that growing up. They are SUPPOSED to and don’t accept nothing less. You are a teacher. Say it to yourself over and over and over again. You will gain teacher confidence over time.

Demand respect. No, the students do not have to like you, but they MUST respect your. Don’t try to be friends with them. You are here to teacher them. Some days you will cry, be frustrated, and want to scream. Find ways to deal with your anger/frustration and stress. Join a gym or go out with friends or other MCTers living near you. Vent, vent, vent. They understand your struggle. Try not to let the students discourage you, they want to know that you’ll stay and that you care about them. Once they realize that, things usually get easier.

PLAN, PLAN, PLAN, and then PLAN some more. Use the time when you leave summer school to plan for the first month of teaching. Once school starts everything will move quickly. The more you have planned, the easier your duration will be. If you lack time management skills, start learning and practicing them during the summer. You will absolutely need this. Through it all-crazy administration, ever-changing schedules, crazy students, crazy parents, crazy you-stay POSITIVE, KEEP SMILING, and HAVE FUN. Remember even when it seems like you aren’t, you are making a difference.

March '09 Blog #2 Freewrite: The Best Teaching Experience EVER!

2009-03-25T23:52:00.000-07:00

I had the most enjoyable teaching experience ever the last three days before spring break. I decided to hold a lab to test out the new microscopes that we received through the Donor’s Choose program. My students were excited, because many had not seen anything underneath the microscope before. Here is a look at this wonderful day in teaching history.

The students were generally excited about class and came in ready to work in groups to complete the task for the day. I was pleasantly surprised to see them working together without the name calling and loud taking. The first day I showed them fixed slides of different items such as liver tissue, bone, kidney, and stomach cells. They could not believe how that tiny dot on the slide was what they were looking at underneath the microscope. I then let the students decide what else they would like to see underneath the microscope. They picked a bed bug. They asked intelligent questions about their work and even my “bad” or “behaviorally challenged” students were engaged in the lesson. I was so excited that my students had the opportunity to engage in such a learning process.

Even the set-up of the lab went smoothly. I have to share my room with another teacher during my planning period so the room has to be arranged in a certain way in order for the teacher to do teach is class. That means that I had to remove all of the desks in the room to create a make-shift microscope lab for my students. They came in and helped me move the tables set up the equipment for the lab. My two lower achieving students were very proud to show me that they remembered how to hold and transport a microscope (things we learned at the beginning of school.) One girl even corrected her friend when she saw that the microscope was not pushed back from the edge of the table. (Yeah!)

My classes went very smoothly that whole day. The Friday before Spring Break helped to round off the best teaching experience, ever! We did a new microscope lab that day. The students had to prepare their own wet mount and answer questions regarding their lab. At lunch I went to talk to the school nurse to see if she noticed any high changes in my blood pressure. After she checked by blood pressure, she showed me pieces of a deer’s heart, trachea, and kidneys. She said that her brother-in-law went deer hunting earlier that week. I really wanted to show my students the different types of muscle and tissue within the gallon bag of deer parts. We set up microscopes in her lab to see sections of the deer lab. Unfortunately, this was a last minute idea, so I couldn’t make a miracle happen in just one short lunch period. When I returned to class, I told my students what we were going to see and most were very happy and surprised. We went to the lab and my students got to put on gloves and hold and feel the different textures of the heart and liver. Her Allied Health student presented my students with an overview of the heart and its functions. I just had the best time finding them gloves, observing information underneath a microscope.

At the end of the day I felt good and not worn down like I usually feel. I was so excited to see my students so excited about what we were learning for that day. That day I felt great; I felt like a TEACHER!

March '09 Blog #1 Response to Executive Summary

2009-03-25T23:43:00.000-07:00

I feel that the MS Executive Summary was interesting. Some parts of the article seemed to make sense. For example, Jackson is the largest city; therefore, I would expect it to have more people and in that pool of people many people would fare well. Also, Desoto County is one of the fastest growing counties in the state. This fact leads me to believe that there is something positive going on in that area. Knowing the plight of the MS delta region, I am not surprised by the negative news for that area. What I did find shocking was how the report showed that the quality of life today for a typical African American in MS compares of that to an average person from the 1970s. I found that fact that salaries of African Americans were significantly lower than that of their white counterparts. This news was disheartening. I knew that there were discrepancies, but until reading this article, I did not realize their full extent.
Another “no brainer” was that fact that the education system has to be beefed up in order to combat the disparities found in the report. The report basically said to reinvest in the community. I think that reinvesting is one of the best options to help repair MS problems. I agree teenage boys do need some type of outlet instead of gangs and sex. This is a cycle that needs to be stopped as soon as possible. Having a community helps feel the void that these teenagers are missing.
In the education department, family schools would help foster a sense of community and also help parents to be more responsible for their children. The only thing about my suggestions is that they are a little fantasized. Because of the lack of African American males in the homes, mothers have to work long hours to help support their children. These children are raising themselves (and sometimes younger siblings) and do not have the guidance that they need from home to succeed well in school. They try to feel the void of a missing parent by turning to any source of conceived love they can find. During this time, someone will end up pregnant and the cycle will continue. Poverty breeds more poverty. Enough is enough. It is time to do something about it!

February '09 Blog #2: Photo Essay of My Community

2009-02-18T22:31:00.000-08:00

I live in the country (county), but work in the city. The two are very different, but I consider them both my community, so I took pictures of both. Hope you enjoy them!

February '09 Blog #1: A Typical Day in Science Skills from a Student's POV

2009-02-18T22:17:00.000-08:00

It’s hard for me to describe a typical day in my classroom from a student’s perspective, so I made it an assignment. The responses are really great. It brought a lot of insight into how the students view the class and me. Editor’s note: I did edit a lot of their grammar and sentences, while trying to keep the integrity of their statements. Here are a few excerpts…

A normal day in Science Skills is pretty funny. The teacher is always smiling like its’ the best day of her life! Then, we take notes of something. We always do some type of classwork like Spongebob genetics papers or take a quiz or a test. By the middle of class people get tired, I guess and put their heads down. I usually try not to, because Ms. Siwell takes a picture [of us sleeping]. We never go to the library or do anything like that. [TEACHER NOTE: We DO “go to the library and stuff like that”; however, this child misses a lot of class, so he misses a lot of the other activities.] She is really strict about dress code. Usually you will get sent outside. If you get told a second time, you get a writing assignment. My cousin, James, always get writing assignments. ~M.A. (6th period)

When I come to Ms. Siwell’s class, she smiles at the door. The students come in and do their bellwork. [She] checks and sees if everybody got their stuff for class. She checks and sees if our shirts are tucked in and pants are pulled up. We learn about Science Skills. We [are] always having fun. We learn about body parts in everything about [the] body. When we leave out of class, we leave with knowledge of Science Skills. We have a test almost everyday, but it’s fun in here. Some of us pass and some don’t. ~C.D (6th period)

Everyday I come in Science Skills [it] is not perfect, but it’s okay. I like this class and my teacher. When I come in this class, I turn my work in. Ms. Siwell sends all of the ones that do bad out the class. When I do bad, she sends me out too. Science Skills is a good class. I learn more and more everyday. Learning in Science Skills is a good thing. ~L.C. (2nd period)

When I come in to class I sit down and do my bellwork. After that, we go over it, and Ms. Siwell is still smiling. She tells us our objectives for the day and gives us notes. Then, she will give is work that some of those bad kids don’t understand. So we stop working so Ms. Siwell can explain it to them, but they still don’t understand it. Then somebody would want to be big and bad and try her and get wrote up knowing they gone go to that young “I”. [Teacher Note" “The I” is the students’ new phrase for In School Suspension (ISS). I kinda like it. I have found myself referring to ISS as “the I” lately.] Then after all the commotion settles down, she will give us homework and probably throw a test on us the next day or so and that’s a typical day in Science Skills. ~C. S. (2nd period)

[TEACHER NOTE” I still think that it is SO funny that I “throw tests” on them, because every Monday, I post a schedule for the week on the board for them to copy that clearly states when their test will be, and I usually tell them the previous week when they will have a test. On the contrary, I do realize that this is from a student’s perspective, so I am trying to be more understanding of their opinion.]

When I first come in Ms. Siwell’s class I always be feeling a little bored. As I do my bellwork and go over it, I feel myself coming around. Ms. Siwell’s class is a very important class to me. Sometimes I get on my work and other times when I’m feeling down, I don’t get it. We discuss a lot in Ms. Siwell’s class that will only help us for the future, if we do it. I thought Science Skills was going to be boring, but it’s haning in alright. It’s not how it sounds. I was thinking that we were going to work in a real lab and do real science activities. I am trying to do my best and pass Ms. Siwell’s class, but I can’t control my mouth. Just by sitting in [her] class, I already know that it’s time to learn more about science. It’s not like how I planned it to be, but if I pay attention and get my work, this class will take me a long way. ~W.L. (4th period)

As I stated previously, the responses to this assignment were very interesting to read. Some were not as honest as other, but overall I think that I enjoy them expressing their emotions on paper. I foresee other writing opportunities for bellwork soon.

January '09 Blog #2: Lower My Standards? Freewrite

2009-01-15T04:54:00.000-08:00

I am so disgusted with the lack of motivation of my 1st period class. My students do not realize how their actions will affect them over the course of the next four years. My failure rate in that class is extremely high; however, I feel wrong giving students’ grades that they did not earn. These students, generally speaking, are used to everything in life being handed to them. If I challenge them to think or try to teach them how to attempt to answer a discussion question, they assume that I don’t know what I’m talking about and “can’t teach”. I have called parent after parent who promises me that they child will do better in the upcoming days, but this is not the case. I don’t know if I am mad at the students or madder at their previous teachers. What type of disservice are they performing for these students? Giving the students the information all of the time will cause their brains to just shrink up and become useless. Why should you think for yourself is someone else is always going to do it for you?

I wish many times that other teacher were on the same page as me. Their cooperation would make it so much easier to do my job. If all of the teacher s made the students look for the answers to similar test questions on a study guide instead of giving them the question and the answer to MEMORIZE then maybe, they wouldn’t assume that the Bad Teacher was being too hard on them when they saw her study guide. At the rate these students are going they are going to be so unprepared for the real world.

I talked to our guidance counselor about my failure rate. She assured me that tit wasn’t just me and at other teachers had had problems with students just not doing anything and not caring about it. She told me one thing that really stood out to me, “Don’t lower your standards.” It felt so good to have someone support me in my decision. The problem with students now is that teachers have fudged grades in order to keep their failure rate to a minimum. I know some of these students could not have mastered 70% of the material last year, because this year they know absolutely nothing and are content with being that way.

So no I did not inflate my grades. Yes, I just created much, much, much more work for myself with TST and RTI. I felt that I did it for a good cause though. It just feels right. We had a faculty meeting the other day and our principal mentioned how much work we are going to have to do in response to the failures. As I talked with my coworker, who shared the same failure belief as me, she seemed almost disgusted at the speech made from our principal earlier. She exclaimed, “There is already an issue with grade inflation! And I am not exactly sure, but from what I gather from this meeting is that either you change your grades to reduce your failures or you will be piled with so much work, more that you can imagine!” I laughed, because I had that some feeling from leaving that meeting. After the meeting another coworker joked, “Well in that case, let me go back through and just give out some seventies. I don’t have time for this headache!”

In every profession there are dilemmas. I believe that students should master the material, before I pass them. What you EARN is what you receive not what I GIVE you. No, I will not lower my standards. Yes, I do have to stop writing, because I have a lot of post-failure paperwork to do!

January ’09: Blog Response to Most Likely to Succeed article

2009-01-15T04:51:00.000-08:00

I think that this article has a lot of merit. Good teachers are hard to find. I also agree with the author, Malcolm Gladwell, when he suggests that once a good teacher is found, you need to pay to keep that teacher there. I was surprised at the statistics suggesting that it is better for a student to go to a bad school with excellent teachers than to a good school with bad teachers. It was also interesting to see the difference in the amount of progress that a good teacher achieves verses a bad teacher.

No one is going to spend the necessary amount of money to hire good teachers. Most people say that they value education; however, they do not spend money to support their so called belief. Lawmakers must realize the importance of education and put it in the fore front in order to make a difference in the quality of education. I agree with the author as well when he points out that capping a teacher’s salary is another way to discourage good teachers from entering the field. The field of education needs to become more competitive. This competitiveness prevents the good teachers from becoming complacent and it also encourages the mediocre teachers to step up. This whole scenario reminds me of my Build Your Own School District Project. When I had to create my own school district and money was not an option. I built a model that allowed an extensive teacher pay growth over time.

I have mixed feelings about paying teachers according to their students’ progress. On one hand the teacher is able to show what she has done over the last year. Consequently, children are risky variable. One teacher may be blessed with children who care about education and want to learn. Another teacher may not be so lucky. Is it fair to pay the teacher with the educationally inclined attitude more, because her student progressed more? The other issue with paying teachers according to student progression is the method in which student progress will be measured. I won’t dwell on that issue for the sake of time.

The last intriguing point of this article occurs in the last paragraph when the author and the football scout were discussing a bad play that the quarterback made. The author suggested that after this bad move, it was the end of his never-beginning NFL career. The scout simply stated, “In a great piece of the pie that was just a little slice.” Some teachers who enter the profession are not great their first year, but learn from their mistakes to become a good teacher. When scouting for “withitness” observers must realize that even good teachers make mistakes, but the point is that they learn from those mistakes in order to do their jobs more effectively.

Freewrite: A Teacher’s Frustrations December 08 Blog #2

2008-12-11T04:47:00.000-08:00

I am concerned with the apathy in schools today. I feel that students believe that grades should just be given to them and that they do not have to earn anything. Please understand the root of my negativity today. Today, I had a MAKE-UP day after school for two hours. Of my entire 150 students only two students showed up for Make-Up Day. Everyday students want to ask me, “What can I do to pull up my grade?” However, they really don’t want to know, because when I tell them, they get an attitude and talk about how they are not going to do “all of that work” and I am left feeling frustrated. The problem that I am seeing with my students is that they don’t even care. I talked to two parents yesterday to remind them about Make-Up day and neither of their children reported to Make-Up day.

When I offer test corrections, it’s like they take them for a joke. These children have the audacity to choose not to complete test corrections for half credit on a test just because they do not want to do any real work. For my test corrections you have to write a fact statement that supports your answer choice. This choice of test corrections sounds like an excellent decision to me, but I have had students to elect not to complete test corrections and keep the grade that they made. Please don’t think that they made an high enough grade to not do test corrections. The students that choose not to complete them have 40s and 50s as test grades.
I just do not understand this system. I know that it has a lot to do with home environment and maybe different value systems, but I really do not understand how an entire GROUP of kids can be lazy and not just one or two. It’s like they do not understand the connection between their test scores and their final average. Your test scores must be a decent grade. I am just so frustrated at this point. I think that this break will help me regain my strength to go back in there and continue the battle for the spring semester.

The other side of the spectrum is failure rates. What option do I have if they are failing, and they don’t care? This is the question that I want someone to answer for me. In my ear I hear, “Keep the failure rates low. Give the students a chance to pass.” How can I give them a chance to pass when they are not making the effort to pass. Everyone that I can recall says that it goes back to motivation. Well, looking over my gradebook, I guess the motivation that I try to instill in my students is nonexistent. Please, don’t misunderstand me at this point; I do have some students that are doing very well. However, this is my blog and I want to vent about those that are doing NOTHING!!!

I have to keep the faith and that’s what I intend to do. I know that I am making a difference-the only factor that keeps me going some days. I have a plan for the break. I am going to reflect about this situation, talk to some other teachers who are not having this problem, rest and enjoy family and most importantly, I am going to PRAY.

Why Should Someone Join the Mississippi Teacher Corps? December 08 Blog #1

2008-12-11T04:43:00.000-08:00

The MS Teacher Corps is a great program in which you get the opportunity to teach students in Mississippi for two years while earning a free Master’s Degree. I think that someone should join Teacher Corps because you will have the opportunity to touch lives in Mississippi. Many people have a negative connotation of MS, and I think it is a good experience for people to come and see what MS is all about. You will make new friends in your community and will be able to give students a better education. The MS Teacher Corps trains its teachers extensively to teach effectively and handle issues that arise in the classroom and with the administration.

Another reason that you should join Teacher Corps deals with the relationships formed by other Teacher Corps members. The bond reminds me of a sorority or fraternity, because you will share a common bond with the members in your group. Upon talking with other Teacher Corps members, you will realize that they are having or have had the same issues that you face. On the flip side you will be able to share ideas that worked in your classroom with other members and encourage them.
Please notice that I did not donate a large section of my entry about obtaining a free Master’s degree. I chose not to say that on purpose. I honestly believe that you have to WANT to make a difference in the lives of children in order to stay in this program. People always think that teaching is easy, especially when you have the book with the answers. I was even guilty of believing that silly notion at one time. When teaching effectively, it can be one of the hardest professions imaginable. On the flip side, teaching is probably one of the most rewarding professions in the world. I said all of that to say that if you want to join Teacher Corps, you have to be committed to making a difference. If you only just want to “get a Master’s degree” then maybe you should look into other programs.

The MS Teacher Corps is a great program that gives its participants the chance to reach and teach children in Mississippi. Along the way, the participants make new friends and obtain the honor to call themselves teachers.

Fall '08 October Blog #2: Tips for Dealing With An Inclusion Teacher in the Classroom

2008-10-29T21:48:00.000-07:00

Having an extra person in my classroom was awkward at 1st but I have come to appreciate her in my classroom. We actually work together to help the students. Also, on test days we have set up a system to help out my students with special needs. Those student who need items read to them are sent to the library where Ms. Jones is waiting for them. This way the other students aren't disrupted by her reading to students who need it. It also works out because they aren't receiving unwanted attention.

I believe the reason why I am so patient with inclusion teachers is because I worked as one two years ago. I understand the awarkwardness (if it is a word) on being in someone else’s room and having to follow their rules. With this in mind, I draw upon the experiences that helped me be a better inclusion teacher and the experiences that helped me feel more at ease in the classroom. For reasons that I just mentioned, I give my inclusion teachers a “space” in my classroom for their things. I know how important it is to know the assignments the students will be working on so you can help them better.

I have two different inclusion teachers in my room. I give my inclusion teachers a copy of my lesson plans, and I try my best to incorporate her as my co-teacher. I give her answer keys and extra copies of quizzes and exams. I also set up my room where she has easy access to her students. I also give her tickets to pass out if the students give correct or thoughtful answers. Every time I give instruction I always include her name in the directions. For example: Ms. Jones and I will be coming around to check your papers. Or if you need help just ask me or Ms. Jones. When the classroom is set up in this manner, the students feel at ease with both teachers and don’t look at the primary teacher being the REAL teacher and the co-teacher as the OTHER teacher. Once you and the inclusion set up some type of plan in your classroom then your interactions won't be so awkward and uncomfortable. My suggestion is to talk to your inclusion teacher. Tell her what you will be doing in your classroom. Ask her if she wants to help. Actually treat her as if she is a co-teacher and not just an extra person in your classroom. Listen to her advice on her students. She may know ways to get them to work that you hadn’t even considered. All of the things I have listed above have worked for me and I wish you much success in the future as you try to figure out what “works” in your classroom.

Fall '08 October Blog #1: Controlling Hallway Chaos

2008-10-29T21:27:00.000-07:00

Ah, the sound of changing classes-yelling, pushing, screaming, cursing, play fighting with “my cousin”, and shoving. Yes, the hall can get pretty loud and chaotic at times, but you can handle it! My door is next to bridge way between the Vocational building and the High School. With that in mind, I see a lot of traffic. My hall is supposed to be a ninth grade hall; however upperclassmen (mostly 10th graders) love to come and see their friends whom they left at the junior high the previous year.

Anytime you have teenagers all bunched up together in a space, you WILL have noise. The point is to control that noise/chaos whenever you can. I have found that the best way to handle this situation is to be outside your door during class change. I didn’t believe that this would actually make a difference when I first began teaching, but now I see the beauty in it. Most of the time your presence alone will cause a student not to behave too unruly; yet, sometimes, your presence is not enough. I never thought that I would be that teacher. You know the lame one who stands outside and squawks, “Go to class,” repeatedly. However, I have evolved into her. (I would like to put in a side note and say thank you Mrs. Hosey, my 1st great mentor teacher, who I took this technique from. Mrs. Hosey and I disagreed on a lot of things, but I learned a lot from her. The hallway monitoring what just something I observed on the side. The kids grumbled when she did it, but they did move along to class.

The way I get students to clear out the hallway is to stand outside my door and squawk "Go to class! Go to class!" If the students are in conversation, I usually point out mine and tell them to get to class. The ones I don't know-I stand in the middle of their conversation until they realize that they don't want to talk around me, and then they move. Believe it not the things that I do work! When I come out of my room some kids sigh and begin moving along. I believe once you set yourself up to be that person who tells them to move- they will either move as soon as they see you coming towards them or they will find somewhere else to carry on their conversations! Also, having other teachers get on board with standing outside their door will decrease the chaos in the hallway.

On a side note.
The standing in the hallway does NOT work during the lunch period. The majority of the hall has 1st lunch and only 2 classes on the hall, mine included, have last lunch. When the 1st lunch students come back from lunch, it is complete chaos. The biggest problem that I am observing is that their teachers are either not there with them or are not watching them. My students get upset, because the noise disrupts our learning environment. I can’t stand outside and direct traffic then, because I have a class that I cannot leave. This is an increasing problem for me. I spoke to the principal earlier about the lunch arrangement. My plan is to re-discuss this with him later this week. Wish me luck.

2008 Sept Biggest Improvement from Last Year to This Year- Building Relationships

2008-09-12T02:14:00.000-07:00

My biggest area of improvement as a teacher from last year to this year was learning how to build relationships with my students and their parents. My first year of teaching I was horrible at building relationships. I didn’t have any I idea what I was doing and was just trying to stay above water. Those who I would speak with at the New Teacher Meeting told me that I would have to build relationships with my students. I had no clue on how to start. I was so busy that first year proving that I was a teacher that I completely missed the mark with most of my students. I did. however, build some relationships that year, but as I’ve seen in the following two years, I could have done better.

Last year I had a “different” group of students. I fostered some relationships more so with my junior high students than with my high school students. I would ask them about their lives outside of school and dodge questions about my life outside of school. I would conference with students about negative behavior and call parents about positive behavior. I reached a lot of my younger students. My high school students were a little more hesitant about letting me into their lives. It was harder for them, because I did not start off with the high school class-I only had junior high and elementary. As time progressed I was issued a high school class around November or December 2007, almost 3-4 months after school started. I did fairly well that year, but I realize how that I could’ve done better.

So far this year has been one of the best years for student relationships. Because my alternative students know me from last year, they have a better respect for me, because I am still around. I have students who could not stand to be in my class last year coming up to visit me between classes. We talked about staying the 2nd year a lot in class and it does seem that it ups your street credibility. The students see you there for the 2nd year and they trust you more. They tell their friends about you-good or bad, but they still respect you more. I find myself telling other teachers all the time things like: “Have you talked to him? Call his mama, she’ll straighten him out! Or let me speak to him.” Looking back I remember the teachers at my first school saying those same statements when I would have trouble. I never thought that I would be in their shoes today. Talking with my students and just stepping back at how I handle certain situations helps me see my growth as an individual and a teacher. I am just glad that I am fitting into my teaching style, and I am glad to see that I have come this far with building relationships. I hope to keep getting better.

September 2008 Freewrite: Devon Who?

2008-09-12T02:13:00.000-07:00

This story concerns one of my favorite students whom I blogged about before under Success Story.

One of my favorite students, Devon, has been promoted from the 7th grade to the 9th grade. I was so excited to see him when I began at my new school. I asked him what he was doing at the High School and he replied, “I go to school here.” He proceeded to tell me that he had taken his tests over the summer to put him in his right grade. I was so excited when Devon returned to a regular classroom setting. I had been checking on him all last year. I told him that I was proud of him for not getting into trouble in regular school and to stay out of trouble at the High School. He said he would and we went our separate ways.

Three days later during the madness of the beginning of school, I saw Devon wobbling down the hall headed to my class. He had that same smile and humor about him that I have grown fond of over the last year. He couldn’t wait to tell me that he was trying out for the football team and how excited he was to be at the High School. I just felt so proud of him for coming such a long way.

It is almost amazing to see how Devon transformed over the course of a year. He is more confident now in a class with peers his own age. He is one of my best helpers in the class. He answers questions and participates actively in class. I can’t express how perplexing this new behavior is for me. Devon used to sit in my class bored, trying to disrupt class. He used to just say, “If I don’t want to do nothing, then just leave me alone.” He was my child to stated, “The ONLY reason I come to school is so my mama won’t go to jail.” Just thinking about how he used to be as compared to how he is now almost makes me get a little emotional, which is totally out of my character.

I just feel that Devon is one of those students who can make it, with the right encouragement. I am still concerned about Devon’s home life though. He not with his mother anymore; however he stays with his older brother and his family while his stepmother has custody of him. I don’t know if his life became better or worse; however, I do know that he is improving in school.

For the first time in a long time, Devon is playing football and seems to be very good at it. He is a healthy boy and probably one of the largest on the team. He is so fast though-I’ve seen him run from a security guard at the school. I just think High School is the change that Devon needed, and I am so proud of him and cannot wait to see the great things he will do this year!

August '08: Advice for the 1st Years

2008-08-14T22:49:00.000-07:00

Going into this year of teaching, it almost seems like I have been doing it for a long time. My advice for the First Years includes the following:

Plan. Plan. Plan. Always have a plan. Always make a plan. Always have a back-up plan. Things do NOT always go as they are supposed to in school, so for every plan, make sure that you have an alternative if the copier breaks; you have to hold home room for two hours; if you are supposed to do some things on your planning period and your principal has you covering another teacher’s room. Always have a plan.
Be courteous to others. You never know who can help you out at the school. Be nice to everyone (that’s just the Southern thing to do anyway). It will get you far! Janitors, Secretaries, Librarians-these people need to become your new best friends. They can should where supplies and books are that no one else would even dream about knowing. They also know what teachers have what supplies. They are the backbone of the school. Keep these people close. Be nice to the cafeteria people as well. If you are a hungry person, they will “hook you up” from time to time. They also don’t mind saving some of the good things behind so that you can get them.

Be a hard donkey. Your kids may seem like little angels in your classroom for the first week and a half; however they are really just testing you and learning you to see what they will be able to get away with. Be CONSISTENT. Don’t bow on a rule, because you like the student, and they act better than Johnny. Even if kids cannot pick up on your lesson or anything that you try to teach them, they will pick up on bias in a heartbeat! Be fair. They are human beings.

It’s ok, if you can’t get everything done at one time. Pick a task, do it and do the rest later. Don’t make school your entire life, because it WILL consume you. Find people, non teachers and talk to them from time to time. They will just keep you sane. When you still converse with your fellow teachers, make sure that outside of school, you call them by their first name. Hearing your first name from time to time, keeps you grounded! Last, but not least, try, try, TRY not to talk about your students. Make yourself have a life.

Use the students to your advantage. Many times you will have kids who beg to clean the board, sweep the classroom, and file the papers…LET THEM! Take some stress off of you and let them maintain the classroom. They want to do it, and you should want the help. Disclaimer: I am NOT telling you to break any confidentiality agreements. You will get to know your students. As they say at school, “use your professional judgement.” :)

Call parents early about the good things. Don’t wait until the child is completely horrible, before you call. The parents will not want to hear that bad news and will be less receptive of it. On the same note, don’t be afraid to call parents. Some parents do not know what their child is doing in your class. Many will handle their child at home after you speak with them. There are some parents who don’t care, but you have to take that risk. At least when you call, you have documentation that you have tried to contact the parent about the child’s behavior and still a solution has not been reached.

The final, most important piece of advice is to let the students know that you care. If students know that you believe in them and that you won’t give up on them, they will do their best for you. They might not lean towards you at first, but eventually, they will appreciate you for always staying on them to help them be better. Remember, to be a real teacher you have to love what you do!

August '08: First Days of School: Growing Up

2008-08-14T22:47:00.000-07:00

The first days of school this year were much better than the previous year. As soon as my students approached my door, I made sure that they were in the right class, checked their uniform, and directed them to their assigned seat. I forgot how it was to have SO many students in the class. When they came in, there were instructions and an assignment on the board.

For the past week and a half we have only covered rules and procedures. They just took a test on it today and can expect another test in the near future. The students and I took turns modeling good procedures. They corrected my bad procedures and defined my rules over and over again. I think they were getting a little sick of my rules and procedures, but hey, that’s life. I have heard many good things though. For example, the Librarian told me that she overheard my students in the hallway saying, “Ms. Siwell has a rule for EVERYTHING!” Of course they meant procedures, but it was still funny, and I fell out laughing. Hopefully, I’m doing something right.

I have everything set up almost the way I want it. I also have almost all of my supplies. Again, I say, MAKE FRIENDS with everyone! (See the other blog entrance for 1st year advice.)

Things are going so good this year that I almost seems to be a fairy tale. I keep waiting for something else to happen so I’ll know it’s reality.

So far, based on the past few days, I would say that this is going to be a GREAT year.

How am I different from last year?

This part is a little harder to describe. Honestly, I don’t think too much is different from last year except that I have more students and a larger classroom. I think I have grown more as a professional. I look for more Professional Development workshops. I view myself as more of an adult now. At first I used to think, “Who am I telling these kids what to do,” but now I feel comfortable as their teacher. It’s funny at times, because we listen to the same music and watch the same videos. This year I know my students better, because I had some of them last year at the alternative school. They have already spread the word about how “mean” I am and how I “don’t play no games”! I think that’s helped a lot too, because the new students (sisters, brothers, cousins and friends of my alternative students and in some classes my alternative students who failed last year) know that I mean business and I follow through with what I say!

I guess the biggest thing that is different from last year is that I am just comfortable as a teacher. I know my role and I know what I have to do in order to teach my students effectively. I have stopped second guessing myself as much as I used too and wondering if I did the right thing. I have a lot of confidence in my ability to manage a classroom. I am not saying that I am super teacher by no means, but I can say that I have grown.

Fall 2007 Semester Reflection

2007-12-01T08:48:00.001-08:00

My first semester as a teacher at my new school has been a rollercoaster ride. It started off great, unlike last year. I felt more prepared as a teacher. Although, I wasn’t as prepared for interoffice conflict this year, I am learning more about being a professional everyday.

My classroom experience has been very interesting. Sometimes it is hard to teach students on many different levels. Also, I am having a little trouble being a counselor when I am not trained for that profession. Curbing and modifying behavior is one of the main foci of my school. I feel that talking about classroom management issues and brainstorming ideas with my fellow classmates has allowed me to gain more insight into the matter and in turn has helped me become a better teacher.

More experiences…I learning how to deal with sudden change of schedules and courses. I am trying to find ways to instill some kind of responsibility in these students. If they make a bad grade, it’s the teacher’s fault, not theirs for NEVER turning in any homework or studying for a test. The hardest part to me is having to teach teenagers right from wrong; or in many cases simple social behavior. This is your inside voice; this is how we talk to adults; this is how we do our own work; this is how we ask for something we want. I just feel like these basic things should have been covered sometime around 3 years old.

Teaching is hard enough, but it is even more challenging when students are completely apathetic about school and themselves. I have heard more heart-wrenching stories this year. I have seen some very, very troubled students. One thing I have learned is that the material HAS to be somewhat interesting. Kids get excited from the simplest things. Changing teaching styles and methods keep students on their toes and excited about new activities.

This course has allowed me to reevaluate myself as an educator. I have learned many new ways to assess my students instead of just pencil and paper. I have also learned more about how to write better lesson plans that encourage learning on many different levels. Although the STAI lesson plans were a pain at first, once I completed them, I did gain some insight into how a great lesson can be with the right amount of planning. Now, if teachers just had enough time to do these things, education would be great! I feel that it is very important to just try.

I see that I still have some growing to do. I am in no way perfect. Everyday I feel that I just have to be stronger and just to better. I feel that once I get my lessons and my plans together, I can plan out the schedule for the entire year. I know that I have to stay focused on the important people-the students. The students who don’t care, who get on your last nerve, who complain about everything, who still think life is fair; it’s for those students who you get up for everyday and hope and pray that today’s the day that you positively impact in their lives.

Delta Autumn

2007-12-01T08:46:00.000-08:00

The Delta Autumn book was good. I had read it previously, but only skipped around to the only points that I thought would benefit me last year. Rereading the book altogether, I learned many facts that relayed to Math. The tips provided by previous MCTers were very helpful. I used some of those tips in my classroom this year.

As a first year math teacher, I appreciated all of the helpful hints and insight the book provided. Some of the background was a little boring, however. I don’t know if I feel this way because I heard it before or because I grew up here in the South. I’m not sure. What I can say about the background info, is that there were some pieces of information that I did not know about the school system in Mississippi. I believe that it also makes a difference of the part of MS in which a person is raised.

I also enjoyed the tidbits the book provided for distressing as a teacher. This job can be very overwhelming at times and it is helpful to read about people who have previously shared the same experiences as you. It feels that the authors really understand the trials and tribulations that an educator feels everyday. They also understand the joys and the stress of being a new teacher.
Overall, I think the book was helpful. I keep it on hand as a reference guide for ideas and methods that have worked in the classroom. I have green tabs on the parts of the book that had great ideas about math games and classroom management ideas

Understanding Poverty

2007-12-01T08:44:00.000-08:00

I thought the book A Framework for Understanding Poverty was average. Some facts that Ruby Payne discussed in the book were true about my students. My students do take forever to get to the point of something and they really love to entertain. They do feel the need to communicate with each other, even when they are not supposed to be. I was a little frustrated with all of the statistics in the book. I felt her point without all of the overbearing numbers. Sometimes the numbers distracted me from the actual point she was making about the book. I learned different things like the parent voice. I’ve noticed that I have used that tone of voice with my students at some points in time. I feel that you have to use it when the time is necessary. My younger students respond very well to that voice, while my older, high school students, do not respond well to that voice.

There are some ideas that I liked from the book. I like Ruby’s behavior analysis idea so much that I modified my writing assignments to a behavior analysis. I feel that this method would best benefit my students better than my assignments. So far they have been a little receptive to my analysis. I hope that it really curbs behavior problems or at least gets them to think about their actions.

What is something a student has done to make you laugh?

2007-11-14T22:41:00.000-08:00

My students make me laugh all the time. It’s something about children that just really get to you. Since the new duty schedule for the month, I’ve had the opportunity to monitor all of the high school students together in one room. I must admit that room gets pretty interesting and humorous.
In the room which we affectionately call the holding room the children are able to act a different way than they would in a regular classroom setting. Here, I also encounter students that I don’t teach at all. Seeing those children interact with each other is so enjoyable.
On one occasion, the students were in the holding room waiting the call to go to breakfast. Amy, one of my high school students, got up and said, “Ms. Siwel Watch this!” I looked and she began dancing by twisting her body and walking like she was hopping across the floor. I smiled and nodded at her as if to say stop making a fool of yourself. They had been trying to get one of my more well-behaved students to do the same dance across the floor, because they said that she did it better than them.
When Jamie got up and began dancing, I could not understand how she was on flat ground. Her feet were always in the air. The dance reminded me of Amy’s, but Jamie’s version was much funnier. She pointed her finger toward the heavens as she finished her dance. I couldn’t help but to laugh.
They are funny. Sometimes you just have to laugh. It makes the situation better.

What is one change you can make to improve as a teacher? AKA: THE PEP TALK

2007-11-14T22:39:00.000-08:00

One change I can make as a teacher is to be more organized. It seems like every time I try to be more organized, it backfires in my face. I’m wondering if it is just me as a person or if I am really having trouble with this aspect of my life. After each class I look at my room and realize that it is a disaster zone. Papers are everywhere and I have no clue where I just placed those other papers that were in my hand.
Leaving school is another part of my lack of organization. Before I leave I spent an hour trying to get everything together to complete at home, when I know that I’m not going to get around to doing it. I don’t know why I can’t seem to get it together. Papers are flying everywhere; I can’t seem to find a manila folder for anything in the world!
I keep realizing that I need more supplies, but I don’t seem to find the time to actually sit down and make a new list. Am I just a person who is not together?!
The only things that really seem together right now are my lesson plans and my Thanksgiving plans.
How am I going to change? I am going to try to destress myself during my trip. I am going to try to get myself together through organization if it KILLS me. I am going to get through this!

Success Story

2007-11-10T06:08:00.000-08:00

My success story happened a few weeks ago. I have a student who is completely lazy and refuses to do any work. Devan has told me several times that the ONLY reason he comes to school is so his mother will not go to jail. When at school Devan wants to turn around and talk to his friends. Everyday he gets in just enough trouble not to get written up.

Normally, I have to literally MAKE Devan complete his work. I have to threaten that he cannot leave the class before his work is completed. This tactic has worked so far with Devan, because lunch is his next period and Devan does not ever want to miss a meal!

Realistically, I know that Devan is not an all A student; however I do realize that he can be a strong C+/possibly B- student, if he tried. He doesn’t do very well on tests, but if I allow him to do test corrections, he does better and usually gets them correct.

The success occurred last week. My students took their Ch.2 test. I already know how my students are so I have 3-4 different versions. Because Devan is a tier 2 student, one of his accommodations in my classroom is to give him a basic version of a test. Although it is a basic test, for Devan it is challenging.
On the test day Devan was warned for talking during a test. I have a zero talking policy during a test. If a person talks during a test, they will receive a zero. I have a cheating policy to keep down the talking, because as I’ve stated before I have 3-4 different versions. When I graded the tests, Devan to my surprise made an 88%. I was so proud of him! I know that he did it on his own, because he couldn’t have cheated. I told him I proud I was of him and that I knew he could do it if he tried. He told me that he understood things out of this chapter and all I could do was smile.

Yes, Devan is still lazy and yes, it is hard to get him to do any work. But, I am glad that we had a moment of success, and I am happy!

Classroom Management Plan RE-ASSESSMENT

2007-10-27T08:32:00.000-07:00

My classroom management plan WAS working somewhat with my students. I don’t know if it is this environment or if my plan was just not going to cut it, but I realize that I need to make some changes. My biggest challenge occurred last week when the entire school schedule changed in the middle of the 2nd 9 weeks of school. Instead of never having the high school class at all for the entire year, now I have them twice a day! It’s still partially effective with my 7th and 8th graders that I’ve had all year. I just realize that I have to do something different with them, because they’ll take a referral in a minute in order to get out of an assignment. Those students who do not have an opportunity to return to their home school will just down right refuse to complete the assignment, because they know they will remain at the alternative school until the next school term.

The high school students are really rebelling against my CM plan, because they did not do ANYTHING in the class they were previously in. Now, in my class they are expected to learn and complete their assignments while behaving appropriately. The students are already rebellious in general, because #1 they are at my school, and #2 they are at my school, because they could not follow rules at their previous school. I know that the rules take time and that I have to keep control, but I feel that the behavior change is not happening fast enough. I know now that I have to be patient, because it will take time to undo all the damage caused by free-range all year. I just feel like I’m beyond that point. My rules and procedures should be in stone by now! Enough whining.

I think my type of writing assignments are not effective, so I’ve decided to change it up a little bit. I’m 1st starting off with behavior analysis/contracts which actually get the parent physically involved. Hopefully, after a parent has to come up to our school a few times for conferences, they’ll be able to say a few things to their child that’ll at least make the child think about their behavior…maybe. I’m really stressing this with my high school students, because they require the most work.

What’s wrong with the writing assignment? I think that it may be too complicated for the students to understand. I plan to make it more basic 3-steps instead of five.

Other problems- Students who do not turn the assignment in on time. Adding the 2nd/3rd page is hard to keep up with. I liked some of the ideas that were brought forth in class. I’m thinking of making the referral the consequence for not turning in the referral the next day when it’s due. It seems nice. You don’t have to keep track of the 2nd or 3rd page and it’s an immediate consequence. The wheels are turning.

My philosophy of classroom management hasn’t changed. I still believe that rules and procedures must be in place so that effective learning can occur. That philosophy has not changed. However, my plan will change and it will work!

I have faith.

September 07 #2: How many students are failing? Why?

2007-10-09T21:43:00.000-07:00

In my math class I had only one student to fail. I am so disappointed that he failed, because he KNOWS the information. He just fails to show it on assessments, homework, classwork, or bellwork. Sometimes I think that the work that we do in this class is too advanced for him and he is getting too bored quickly. Conversely, he rushes through his work and does all but almost give up when he does not get a problem on the 1st try.

I spoken with his mother on several occasions and we've come to the conclusion that he is a spoiled baby who is dying for attention. I just began to incorporate different strategies to encourage him to complete his homework. I don't know why this young man is failing. I've conferenced with him several times and he even admitted that he was lazy. I wish I knew what to do with his situation. I don't want to fail him this nine weeks because he knows the material much, much, much better than the others in the class. I feel like my hands are tied and that he’s not trying to do anything to improve his situation. Situations like these make me feel very frustrated. I feel like I’m doing everything possible to help a student, yet they are not doing anything possible to help themselves.

Why do I think students are failing? It’s called apathy. When the grades come out the funniest comment that I always get is, “Why did you give me this grade?” Give! Ha! They never say, “Why didn’t I do my homework or why didn’t I try to pass any of my tests?” This year I know better. I don’t let it get to me too bad and I am doing a better job of showing them that they are responsible for the grade that they receive.

September Blog #1: My favorite part of the day

2007-10-08T21:44:00.000-07:00

My favorite part of the day is lunch. I don't know if it's because that is my planning period or if it is the fact that the school day is almost over. I enjoy this time to unwind from the crazy 3 periods before and to prepare for the next 2 periods.

At lunch I have an opportunity to cook my food and to unwind by typing tests or preparing for after school tutoring. Also, I can make those important phone calls and catch up with the secretary. My lunch time is not always fun and games, because I have to stand in and monitor other teachers' rooms while they prepare their lunch. (Our students eat lunch in the rooms.) However, I wouldn't trade my lunch period for anyone else's.

Sometimes I wonder if I indulge in my time too much, because at times, it seems like I begin to dread 12:57, when the class-changing bell rings. I don't think I would be as effective if I had a class during this period, because the class that comes in after my lunch period is very trying. With my sanity break, I am able to better teach them. It's almost like a new beginning after that initial shock of the bell.

During the period after lunch my students tell me that I seem very happy. Little did they know that 30 minutes before I was wondering how I was going to make it through the day. I also feel very energized during this period, because I know that I will need it to keep up with them.

Ah, yes, lunch is the best period because it's my planning period.
The end.

August Blog #2: A Positive Phone Call Home

2007-09-06T05:01:00.000-07:00

I have the student of the week, most improved, and star student in my class. One reward for them is a positive phone call home to parents. My students must didn’t believe me that I would do what I said I would do, because they seemed very surprised that I had called their house.

Friday, I told my students that I was going to make positive calls home for the entire class, because each person was doing a great job in the class and deserved that praise. This was also my first parent contact and I knew the students well enough to know what to say about them.

My most amazing phone call was to MJ’s mother. When I called her, she had a sense of frustration in her voice and did readily tell me that she was his mother. I introduced myself to her, and I heard her sigh like “What did he do this time!” I continued to tell her that I was so proud of MJ for all of his hard work and effort in the class. I told her that he did a complete turn around in my class.

Flashback to the beginning of school.

MJ came in and tried to take over at first, but I stayed on him with the rules and procedures. I also found an adult that he admired and called informed MJ that I had called that adult to tell him of MJ’s behavior. I also treat him like he’s older in the classroom, because he’s too old to be with these students. Also, I spoke to his counselor in reference of him transferring into the GED program, if he succeeds at this school.

Back to the story.

I told his mom that I was just so proud of his progress in my classroom and that he’s proving himself to be a leader in my class. She told me that she was so happy. She also told me that she had NEVER received a positive phone call from anyone that the school about MJ. She said that she was so happy that people could call for something positive instead to always calling to say that he did this and he did that. I could just hear the happiness in her voice. Then, she told me to hold on and she was going to put me on speaker phone. I waited then she asked me to repeat what I had just said-I’m guessing for MJ to hear. I repeated my spill again about MJ. She then redrew me from speakerphone and genuinely thanked me for my phone call. That was the best phone call that I had made all night and I’m glad that I made it.

This Year vs. Last Year

2007-09-06T05:00:00.000-07:00

The first days of school this year compared to last year were much better. I was completely surprised at my level of confidence walking into the classroom. There were so many horror stories that I had heard from the teachers in the school and just regular people outside of school. This year, I had activities numerous activities planned form my students from Day 1, because I remembered how chaotic everything was from the previous year.

I spent the entire first week reviewing my rules and procedures in detail. The next week, we revisited the rules and procedure of the classroom again. The students were made to recite and rehearse them over and over and over again. Sometime in the next week, I began to cover subject matter starting with definitions; and then we went straight back to rules and procedures. The students didn’t respond well to them at first, but we continued to review them.

This year I knew that even though, they may seem like perfect little angels that the truth would come out the following week and I was just mentally and physically prepared for the outcome. Last year I heard people say that they would turn on me, but I guess you really don’t understand until you’re in that situation.

This year I was more mentally prepared in my classroom. I didn’t care if those kids hated me or loved me, because I had one mission-to get them to learn. I had already seen the games and I already knew the tricks of the trade. I was ready to handle all basic classroom procedures. I had my writing assignments in a folder already copied and ready to be given to anyone who choose to break the rules. The school that I am in this year is more strict them my previous school. That fact made my job easier. Here are just a few of the tricks:

Bathroom-can’t go.
Emergency-can’t go. You just went.
Water-can’t go.
I left my [insert item-book/pencil/pen/paper/notebook] in Mr/Mrs. Soinso’s class.-I’m sorry you were irresponsible.
I didn’t bring my [insert item] to school today.-Violation of school policy.
My pencil broke.-Here’s another one.
I know that it may seem wrong, but this year, I just knew better.

I am also more prepared to teach. I have incorporated many different strategies into my lessons and have tried to take a more active role in getting my students to learn. If I had planned out a lesson and I saw that my students were not responding to it, I knew that I could do what I had to do in order to help them master that concept.

This year I knew to be very, very flexible. I understood that things would change not could change. I kept roll on a separate sheet of paper. Thank God I did, because in the middle of the 3rd week, they gave me two new preps!
Coming in at the beginning of the school year and not October has made a tremendous difference. Also, having semi-taught some of my students from last year has made a difference. They already know me and are a little bit more comfortable about me.

Some things stayed the same from year to year-like the support from the staff and having a good mentor teacher.

If I had to pick just one thing that has changed from year to year, I would have to say my level of preparedness. It is apparent throughout my writing and I feel in everyday when I go to work. This year I can honestly say that I like my job.

June '07 Blog #2: What is the impact that this experience has had on your life?

2007-07-10T06:20:00.000-07:00

The entire teaching experience has had a positive effect on my life. The whole experience has been a learning experience and for that I am grateful. I have developed more time management skills. I have learned that people lie and that everyone is not generally nice. Before teaching I think I was more naïve and very ignorant towards the struggle teachers face every day. After this experience, I have learned that no matter how mad they make you that your students are just kids.

Throughout this experience, I have come in contact with many different people with many different situations and difficulties who are trying to reach the same goal. I have learned to become more of a realist than an idealist. I have also learned patience and compassion. I have learned that sometimes you have to work hard in order to see results. I have learned that sometimes when you work hard, you don’t see instant results. I have learned how to change and to approach different situations in different ways. I have learned that it does matter what you say but more importantly, it matters how you say it.

I know this experience has made me grow up and has loosened the grip on my once very carefree life. I have to wake up before ten o’clock now and actually put on real clothes. My actions do not just affect me, but they now affect my students. For example, if I didn’t want to study for a test in college, then oh well. I would reap the results of my actions. In school, if I don’t want to plan for a lesson, then not only am I reaping the consequences, but my students are as well. Responsibility is the word I’m looking for. I have developed more of it and believe that I am better because of it.

MTC alone has been a mostly positive experience. Having the support of fellow teachers doing the same work you do and facing the same struggles you do has been very rewarding. Just observing and listening to the various ways people approach the same difficulties you have is a learning experience within itself. The course work better prepares you for the obstacles that you will face in your field.

The success and failures are two of the biggest impacts. Your success can come at a time when you have given up all hope for the future. A child who has never ever answered a question right all year, can raise his hand and answer a question that the entire class couldn’t answer. You can have a student who has failed all his tests with a 50% or lower, but on his next test, this student has failed with 65%. At times like these, the success seems so minute, but for a teacher this time is the perfect time to rejoice in a very small success. On the other spectrum, failure is just as important. Here, you have tried many ways to get your students to retain and comprehend a concept, but everything that you’ve tried is not working. From failures like these you learn how to adapt and to keeping teaching until you find a way that reaches them.

Teaching has had a major impact on my life. I view things differently now, and I have a different attitude and more respect towards those who make teaching their profession. The satisfaction that you receive from a success and the learning experience that you receive from failures make teaching a worthwhile experience.

June '07 Blog#1: Something You Wished You Did BEFORE The School Year Started

2007-07-02T23:49:00.000-07:00

Before the school year started, I wished that I could have already seen what was to lie ahead, so that I could accurately prepare for it. Since that didn’t happen, here are a couple of things that I wished I would have done.

Written the majority of my lesson plans for the first month. Since the beginning of school is completely hectic and very chaotic, you really don’t have all of that extra time you thought you had to do things. Among the 500 forms and 1 million assemblies, you still have to find the time to complete lesson plans.

Had ALL of my procedures in place. MTC did a good job of kind of preparing me for the procedures that I would need in my classroom, but I don’t you actually realize how important just simple procedures are until you get in the classroom. When you’re thinking about procedures, think: What’s easy for me and helpful for my students and wa la, you have your procedures. Think about everything that could possibly happen in the classroom (cuz, hey, it just might happen) and have a procedure in place for that.

Thought of other classroom management methods. When I started the school year I had 8th graders and writing assignments, but when I finished the school year, I was teaching 9th graders and detention. Writing assignment worked well with my 8th graders, but they were a hassle with my 9th graders. If you teach different levels of students, have appropriate classroom management tools in place. Listen to other teachers and see what they use, also have a couple of good ideas stored just in case you have to revamp your plan between maturity and grade levels.

Had my school supply list ready. After I assessed my room, I should have made a list of top priority items and least items, and then submitted them both. You will probably have enough EEF money, so use it to buy the things you need and to do the things you want to do. Which leads me into my next shouldacouldawoulda.

Had a vision for my classroom. If you want to take you kids to the local zoo during an Ecology lesson, then have those thoughts in mind and on paper. Chances are that there is money somewhere in that school; you just have to find it. If you have these things in mind then someone, maybe a mentor teacher, can assist you with your goals and it makes you seem really smart and organized that you have these things planned out.

Bought many manila folders and sticky tabs. As an effective teacher you have to be organized and have time management skills.
Realized that grading papers isn’t all it’s cracked up to be. It seemed so much more fun when I was in the 5th grade.

Realized that students are a great resource for handling a lot of classroom problems. Ex. Turning off the light for presentations, cleaning up the room, erasing the board, grading papers, taking important papers to the office, and the list continues!

Bought many tapes to record my favorite tv shows. Sometimes I was not finished grading and/or doing MTC homework and had to sacrifice Grey’s Anatomy. (This should have NEVER happened!)

EDCI Blog#2 Performance As A Teacher

2007-06-22T18:56:00.000-07:00

As a teacher I believe that I am growing with each lesson. Throughout the year I have conferred with and observed other colleagues. Everyday I learn a new technique or a new procedure that helps me function better in the classroom. Also, I constantly think of ideas that will help me achieve my classroom goals. In summer school the learning goal where my students are excelling is in ecology. The success is contributed to the hard work of my team: the second years and the first years. I believe that Lisa and myself have prepared the groundwork that has allowed my students to be successful. In addition, the students relate well with the material, because they can see evidence of classroom discussions outside in nature. Also, they widely involved with the lessons and are able to answer questions and participate in a friendly, inviting, and supportive environment.

My students are least successful in genetics. I found this to be disturbing, because the same solid foundation was paved in this branch of science as well as in the other branches of science that we are covering in summer school. En masse, the students’ grades in this discipline are lower than in the other Biology I topics. However, there are students who are still excelling in every summer school period. Some possible suggestions for the lack of success in genetics are the terminology and the complex thought processes associated with this discipline. Additionally, the time constraint of summer school hastens the comprehension of concepts that would normally take a few weeks to conceptualize in a regular classroom. Reteaching efforts that are vital to ensure adequate learning are forced into the summer school curriculum; considering other information must be covered in the classroom. As we see the problem of missed concepts arising among the students, my team has decided to reevaluate lesson plans in order to include this vital reteaching step.

I believe that my instructional procedures are effective. When I plan, I try to place all of my procedures in my lesson plans. Many times it lengthens my plans, but I am able to visualize how my lesson will come to fruition. My procedures also allow me to foresee problems that may arise throughout my lessons. During a lesson, I find that my procedures are a guide to show me where I am in my lesson and a reminder to help me see where I am going as my lesson progresses.

In my summer school class differentiated learning has definitely taken place. I have used differentiated instruction during class activities to reinforce previous concepts. For example, during a food web exercise, students were given the option to draw a food web with pictures or to just use words to describe their food webs. The students did an excellent job on this project. Other methods have been used to appeal to different learning styles from acting out certain ecological relationships; using auditory as well as visual note taking; drawing or writing out autotrophic-heterotrophic relationships; and using math skills to comprehend the genetic code. Additionally, the students have had the opportunity to work with mind map, in groups, and alone. They have investigated different part of a main concept and have shared that information with their peers in the classroom.

There are many things that I can do differently or better in the future to improve my students’ performance. First, I think that could plan reteaching instruction and activities before the problem arises. Also, I believe that I should distribute weekly progress reports in summer school to ensure that the students are aware of their academic progression in the classroom. I would also like to try more inductive strategies in the classroom to stimulate more learning. Finally, in the future, I would also like to think of more creative activities to include in my lessons to make my classroom a more enjoyable place to learn.

EDCI Blog#1 Learning goals and objectives

2007-06-14T21:33:00.000-07:00

In order to make goals and for my lessons, I first had to decide what I was going to teach. Having taught Biology I last year, I knew that we should focus on the areas in the Mississippi Biology I Framework in which students score the lowest on the State test. My team member added that we should also focus on the areas that were the weighted heavily on the State test. Once we researched and gathered information for each idea, collectively, we decided that the best way to help our students this summer would be to create a course with the collaboration of our two ideas. As a result, we are teaching Genetics, Ecology, Natural Selection, and the Cell in summer school. Once this decision was made, we divided the four topics among ourselves.

Since summer school is usually a repeat of the school year, I knew that my students should be fairly familiar with the concepts that I had to teach or reteach them. With that in mind, I began both of my first lessons with comprehension level or higher Bloom verbs and very few knowledge level objectives. As time progressed, I made the objectives more advanced. It was difficult at first to find a medium in order to begin planning, because we had to give the pre-test and perform a lesson on the same day. In order to reach our students more effectively, I would have liked to analyze the pre-test to determine their knowledge levels. However, the rate at which I progressed my objectives toward more a more advanced level seems to be gauged appropriately, because, the majority of the students are passing both formal assessments and informal ones. Those who are not progressing as I would like, have plenty to opportunity to excel, because in every lesson plan, I have incorporated review, comprehension check, and reteaching moments.

I decided to use the inductive strategy of concept formation with a group of vocabulary words that could interconnect. I presented my students with the words and had them to define them. Then, I asked them to provide an example of the vocabulary word based upon its definition. Next, I instructed them to group the words into categories and to have a criteria or rationale as to why they grouped these words in this manner. I asked for volunteers to share their method of grouping and to share their examples. From this activity, the students were able to see how some vocabulary words overlapped in meaning. At first I was torn between the concept attainment strategy and the concept formation strategy. After revisiting my idea for the lesson outline, I that the concept formation strategy would be suit the needs of my lesson and students, since I wanted my students to make the connection between the interrelated vocabulary words. This strategy allowed them to gather their own information without me spoon-feeding it to them. It also allowed them to think about how to categorize certain words. Anytime my students are thinking, I am happy! Since my students make this connection between the vocabulary words regularly, I am convinced that this inductive strategy worked well in my class. As a result of my student’s concept retention, I feel encouraged to use more inductive reasoning strategies in future lesson plans.

May '07 Blog #2: I Think I Just Made A Difference

2007-06-14T21:31:00.000-07:00

I think that life is really funny the way that it turns out. If you would have asked me in February if I felt I was making a difference, I probably would have said, “If I am, I can’t really tell.” All my students seemed to do is complain over and over and over again. You can’t teach. I don’t understand. I’m going to fail. You don’t care. I heard these comments repeatedly. I began to get disheartened, so I asked my mentor teacher about it. She told me that all ninth graders know how to do is complain and that I shouldn’t worry, because I’m actually making them do work (something that they were not used to doing) and earn their grades. As a teacher sometimes you don’t always feel like your efforts are worthwhile, but every now and then you’ll see a light bulb go off in a student and somehow, in that very moment, you feel like all your hard work was significant.

My last day of school a student walked up to me with a gift bag and said this is for you. I asked her did she want me to open it now and she said no, just wait until you get home. I gave her a hug and told her that I was very proud of the effort that she had made over the past two nine weeks. She smiled. I proceeded to tell her that her hard work and paid off and that she passed this Biology I with a low B. I was very proud of her, because she changed her entire grade around from a B and two high Fs. I was very worried about Hope, because I had given her extra practice for everything; talked with her; tutored with her; conferenced with her mom; and sent her to additional tutoring and nothing was seeming to get through to her. Through all of these attempts to help Hope succeed failed, I began to wonder, “What else can I do to help her?” Finally, I had to have another conversation with her about her study habits and note taking sills. She seemed to be doing everything right, but I still did not see any results. As time progressed, I saw Hope get better. Just FYI this time progression included those two Fs she made 2nd and 3rd term. Hope’s progress was very, very gradual until the 4th nine weeks. She started participating more in class and asking more questions when she didn’t understand. I still wasn’t confident that hope could pull out with C in my class, grade wise she was still lagging behind. The last two weeks of school I gave an optional extra credit assignment for those falling behind. Most of my students didn’t participate in the extra credit activity, not because they didn’t NEED to do it, but because they didn’t want to have to do work to complete it. Hope completed all of her extra credit assignments and also earned bonus points for her responses in the classroom. Her final grade was a very high C, but with the help of her extra credit, her was computed to be a low B.

When I returned home that day, I almost forgot her present that was in a pile of belongings from school. I opened the gift bag and saw a beautiful pair of earrings and a card. I open the card and read its contents. In the card Hope told me that no other teacher had pushed her like I did and she was thankful that I stayed on her and didn’t slack up on her. She said that she never thought she would ever get through Biology, but she understands it better now. She thanked me for being hard on her, because she believe that she is a better student because of it. ;) I felt very gratified at that moment. Maybe I DID make a difference.

May '07 Blog #1: Reflections Upon My 1st Year

2007-06-14T21:29:00.000-07:00

I am so happy to be out of school. The funny part that I keep thinking about is how much I am going to miss my kids. I won’t be returning to that school district next year, so I won’t even get to see how much they’ve changed over the summer. My kids put me to the test over and over again, and I’m sure they can say worse about me. However, I still miss them so much and I am glad that I was hopefully able to empower them for the few months that I had them. Those few months felt like years in November, but now it doesn’t seem like that at all. My last day of school I bought my students doughnuts from Krispy Kreme (the best). They really enjoyed them as they cleaned up my room and watched television. (I still don’t know why they made us basically babysit our students those last two days after final exams.) As I leave this place I thought about a list of all of the things I am going to miss about it. Here’s a few
I am going to miss…
*All the jokes (even the ones I’m sure I was not supposed to laugh at!) that were sometimes told during a lesson or before class. It is so hard to keep a good teacher face when the jokes are SO funny.

*All the drama…one of my students was dating my best friend’s little brother and felt the need to give me an update as to the status of their relationship based upon whether or not her called her everyday.

*All the changes…9th graders are very moody. One moment they can be very upbeat and perky about a “crunk“ song, and then the next day they can be extremely depressed over trivial things (he said/she said things).

*My partners in education (I was going to say crime, but I’ll stick to education)…I had a lot of teachers on my hall support me and give me advice about the school and teaching in general. From those days spent at the bar talking about the joys and pains of teaching to watching my class while I RAN down the hall to the restroom to just making me one extra copy because someone decided to take 4, because she used a pen and messed up each time, I appreciate it all.

*My students…my students…my students. I think I will miss you all, well maybe most of you anyway. I know I’m the teacher, but you have taught me a lot over the course of 9 months as well. I believe each one of you made me a better person in some way…whether it was a better diciplinarian, a better listener, a better observer, a better empathizer, a better instructor, a better preparer, a better anticipater, more patient/less patient and more focused.

I thank you all.
Ms. Siwell

My Favorite Student

2007-05-06T09:32:00.000-07:00

I think one of the most disturbing event of my life happened last week. Last week I found out that one of my absolute favorite students is pregnant! Now, I have a couple of pregnant students in my classes, but I never could have imagined that I would place Dara in this group. Dara is one of my favorite students. She is just so intelligent that I want to pick apart her brain sometimes. I love to see how she thinks about certain problems. Once Dara and I made it over our initial hump, she has been excelling since. She achieves high grades in class, does her homework, and participates in class. She is a natural leader and is not afraid to tell people what she thinks. With all of those things going for her she still managed to get bit by the pregnancy bug.

Please do not misunderstand me, I don't think that teenage pregnancy is the end all of total existence. I just want so many great things for Dara, and I do not want anything to hold her back. I didn't even notice the small bump protruding from her stomach until a student made a comment to her and pointed it out. From that moment on, I caught myself staring at her just to see if it was true. In teaching you learn that students say things to other students all the time, and for the most part, they are just joking around with each other. I thought that I saw something, but I dismissed it as the way her shirt fit her. I could have come right out and asked her, but I didn't for two reasons: First, I want to offend her, and second, I did not want to believe it if it was true. The truth has a way of coming out. I found out what I already knew about Dara in the lunchroom. Dara was wearing her usually cute outfit to school. The shirt fit very snugly around her stomach and a bump was sticking out. I saw the cafeteria lady look and her stomach, then ask Dara, "What do you have in there?" Dara smiled a replied, "A fetus." I was happy and sad within the same moment. I was happy that she was learning something in Biology-fetus, and I was sad that she was actually carrying one.

Later when I saw Dara that day I asked her about it, and she confirmed that she was pregnant. It bothered me for days. When I think about her situation, two things come into my mind. First, Dara is a bright child, so I know that she has the potential to do great things for herself. I also know that she is a caring person so she will take care of her child. At the same time I just hope that she does not let her situation hold her back from doing the great things she is destined to do.

Relationships

2007-05-06T09:31:00.000-07:00

Relationships. From MTC's preaching to faculty meetings, everyone's talking about building relationships with your students. I listened, and I tried, but I just could not seem to build a relationship with every student. Throughout this school year there was one student who I felt completely hated me. She tuned me out, always put up a screen with me. If she did decided to listen one day, she had a smart comment to add after every word I said. She was a constant discipline problem; during my two weeks at the school, Lottie called me a bitch in front on the entire classroom; and she refused to listen to any directions I gave her. Also, she refused to do her work. This lovely person's name is Lottie.

I am not sure how Lottie and I started off on the wrong foot. Perhaps she was mad that she has just gotten a new teacher who actually required her to do work in class. Perhaps she was used to just doing and saying what she wanted to when her old teacher was there. Perhaps I will never know the real reason, however, I do know that Lottie and I began on a bad note.

I do not know how I started to build a relationship with Lottie, maybe it was during one of those many, many conferences we had together. I remember explaining to Lottie and her mother how much I care about Lottie and her progress in my classroom. I explained to Lottie that if I did not care about her, then I would not be on her to do better. Nothing happened immediately. Lottie was still up to being the same bad attitude Lottie. Changes started happening gradually. When it was her turn to read, she actually did instead of just sitting there or yelling, "I don't want to read that!" She started participating in class more, and I made it an extra effort to praise her more in class. I asked her softball games were going, and she would tell me about it. I also made some positive calls home to express how happy I was with Lottie's attitude change.

Lottie is not a perfect student, but she is improving. I'm at the point with her that I can give her a pat on the back, and she will smile and know that she is doing a good job in class. Once Lottie started doing her work, I learned that she is actually a very intelligent child. She actually completes assignments now and is not a behavior problem like she used to be. At times I allow Lottie to be a leader in the classroom and direct her responsibilities. She enjoys the attention and the praise.

I am really glad that I took the extra time and effort to pursue a relationship with Lottie. As a result of that effort, I have less behavior problem out of her and she is actually performing to her potential in class. Relationships are very, very important in the classroom, and I can say that Lottie helped me to really understand that fact.

Just Float

2007-03-26T15:54:00.000-07:00

Somebody please tell me why I have been teaching for almost 7 months now and only now (going into the fourth nine weeks) is it all starting to make sense? I don't know how to describe the feeling of just trying to keep my head above water. At the beginning of the year, I felt like I was just thrown into the water. I was working all the time, planning, grading, tutoring, teaching, and it seemed like I didn't have time to do anything else. I spent the first and second nine weeks in that state. However, I can say that it became better each nine weeks. The third nine weeks was better than the other too, but I still spent too much time at school. It became so bad, that the janitors had to kick me out the building. (I can't help it. I get the most work done after school in my classroom than at any other time or place.) The third nine weeks I was a little more on top of my game. I learned not to kick so hard and move my arms only a little to keep my head above water.

With the fourth nine weeks staring me in the face, I am only beginning to see that it's all starting to make sense now. At this point in my journey I have learned to stop treading water so hard and just to lay on my back and float. I have learned that I must rest and that I must just take time out to plan. No, I'm not talking about lesson plans, although they are a part of my planning process; I'm talking about planning and managing my time better. This nine weeks is off to a good start. I am staying on top of my work, grading papers on time, and most of all I am becoming a better teacher. Everyday I see things that happen in my classroom or things that just happen at school period and I write down solutions to those problems. Right now I have a million sticky notes and scraps of ideas and procedures that I want to implement next year. No, they are not all organized right now, but I am planning for these things. I already see how I want my classroom set up next year. I am looking at what equipment I will need to better reach my students. I am also questioning and perfecting procedures and rules that I have in place now, so they will be better next year.

Floating, I see my growth as a teacher, and I am amazed at myself. I understand now how important relationships are with students and parents. I can almost accurately gauge how long it will take each period to complete and assignment. I realize how fundamental time management, consistency, and structure is for myself and for my students.

No, I am not treading the water as hard as I did before. I am learning to take breaks from all of that moving and just to float sometimes. I must float to keep myself from burning out. I realize that I must float and reflect on the past year and see how I can better myself for only then can start my journey towards land.

Reasons to Join MS Teacher Corps

2007-03-26T15:51:00.000-07:00

When I think about reasons to join Teacher Corps, I think about two: the MS Teacher Corps members (including the staff) and the students. The best way I can explain it is through personal examples, here are my stories.

Teacher Corps
Teacher Corps is great, because they give you support and encouragement within the group. It's like you're all family working together with common goal empowering minds for the future. I like being able to call up another member and just tell about the difficulties or successes of my day. Teacher Corps members understand and give feedback about their day as well. More experienced members will tell you how they eliminated a problem that you may be having. The MS Teacher Corps is a support team. We share information that helps better our teaching methods. We share resources and ideas. For example, a fellow Teacher Corps member gave me a Biology resource notebook that I absolutely love her for. I've used information in it already and plan to use more. (Thank you anonymous person, you know who you are ;D) Another day last month, I was just talking to another participant about the next section of Biology that I had to cover. She told me that she had already taught that section and gave me a great interactive website that worked well with her students. Teacher Corps members do not let you down, they give you advice when they can and offer suggestions to improve your lessons. During December, I felt like there was nothing more I could do to reach my students. I was getting very burned out and felt like just giving it up altogether. I called my lead teacher from the summer to see what I could do to improve my situation. She was of encouragement, she told me not to give up and told me that everyone has these slumps. She also suggested new ways to introduce the material to my students. It's people like these that give help give you focus and that extra little oomph, when it seems like nothing you are doing is working. It's people who understand your struggle and rejoice in your success, that make you feel like you can continue onward.

The Students
The 2nd reason that I immediate think about is to make a difference in the lives of young people. You will have the opportunity to directly affect children. Although you will swear at one point in time that you hate every last one of those bad words, you will come to understand that they are just kids. Your students will make you laugh, cry, and swear (not aloud of course :)). You will have some periods that are just great and some that you wish you could skip yourself. In the end, you'll see that they are not all evil little monsters set out to destroy you. You'll even reach a couple of them. The feeling that you get when you reach that one student (even the one who caused you complete hell all year) is worth it, and you'll do it all over again to reach one more student.

Feb. blog: Lena's story

2007-03-04T09:06:00.000-08:00

Life is all about choices. As a teacher I drill that into my kids everyday. Not only I do I tell them about choices, the teachers at my school have to drill this information into our homerooms everyday. We have software and workbooks for the students that basically reviews simple life skills and gives them scenarios where they have to make decisions. We can only hope that they make the correct choice. I thought it was kind of funny at first, because MTC taught us to use choices as a classroom management tool. In actually, life is always about choices. I think a teacher's worst nightmare is having a student who is highly capable of achieving but she just simply chooses not to do her work.

I have a student who is not trying to pass at all. (Yeah, your probably thinking, you and every other teacher, right?) Well not only is Lena Homes not trying, I am beginning to wonder if she even cares. First, let me tell you a little about Lena. Lena is a very unique child. Lena is a short, brown-skinned girl with a very tough exterior. She has a mischievous smile that makes you question, " what is this girl up to now?"

My first encounter with Lena occurred about a month after I started last year. I wondered if Lena was even enrolled in my class, because she was only present on the roll and not in anywhere else. I didn't know if Lena was still located on my roll or if she moved to a different class. During the first beginnings of school, many students' classes are still being changed. I requested an updated roster which I received about December as we were leaving for the holidays...but that's another story. Back to Lena. It wasn't until the end of September when the principal showed up with Lena at the door and said, "Do you have this student in your class? I looked at the student's face and said "No, I don't think so. She's never been here before!" He looked puzzled then looked at Lena and questioned, "I thought you were supposed to be in Biology 7th period?" Lena replied, "Yeah, this is my class." I quickly asked, "What's her name," then Mr. Day looked at me and replied, "Lena Homes." I said, "Yeah, she is supposed to be in here, but I haven't seen her since I've been here!" He ushered her into the door and said that she is a chronic skipper and to not let her out of class for any reason. I looked at Lena and welcomed her to my class. I could not help wondering how this child was missing for one whole month of school. Immediately, in the class she began acting out. Everyone could tell that she did not want to be there. During that five minutes before the bell rang to go home, Lena began to crack jokes and play. I knew then that I would have to have a plan for Lena Homes.

Last year, the problem with Lena was just to keep her in class. Now the problem has diverged to keep her in school and to help her pass. Lena is a constant behavior problem. Not just in my class, she terrorizes other teachers. Lena does not skip anymore, now it's a constant battle to keep her at school. Since she is a behavior problem, she is never in school. She's always suspended (out of school) or in in school isolation, ISI, or better known as ISS, in school suspension. When she comes back to class from a disciplinary vacation, she does not make up her missing assignments. At first I didn't know if Lena was capable of highly excelling in my classroom and I even asked the counselor to check her records and see if she should be in Biology I. She was supposed to be in there, although I couldn't tell. Lena is an attention-craver. When she was in class, she believed it was her job to entertain the entire class. As much as I hate to admit it, the girl was pretty funny at times. However, it she was not that funny when you're trying to prepare your students for the state test.

One particular day last week I saw Lena's name on the In School Isolation list again this time for four days, almost one full school week. I went to ISI to explain the assignments to Lena and to give her work for today. During my explanation of the assignment, Lena was rolling her eyes and looking everywhere but at the information I was trying to show her. That was my last straw for Lena! I asked the ISI teacher could I speak to Lena alone. She looked at me relieved and said sure. I took Lena outside into the hallway, and I told her that I was trying to help her and that I cared if she passed. Then I further explained that it didn't matter if I cared she passed, if she didn't care she passed. I tried to help her to see the bad choices she was making in class. I admitted to her that I knew she was trying to be a class clown, but I explained to her while her classmates may laugh with her, they were passing in the mean time. I told her, "Next year they will be laughing without you while she's in remediation Biology I. They'll say, remember Lena, she sure was funny. I wonder where she's at now." I studied her face while I was talking to her. Her mischievous smile disappeared. I told her she had a choice to make: whether she wanted to pass Biology I or whether she wanted to fail Biology I.

Later that week I spoke to her counselor who basically explained that Lena has a lot of trouble at home. Lena told me a little about her home situation one day when I told her I was going to call her mom. She replied, "Go ahead and call her she don't care about me." Since Lena looks up to her counselor I told her that I would give her daily updates about Lena's progress in my class. I explained to the counselor the work and effort Lena would have to put forth in order to pass Biology I at this point. She said she understood and personally volunteered to escort her home after tutoring sessions. After the talk with both her counselor and myself Lena came into class Friday and paid attention to the lesson. She was very inquisitive and even took notes. I am anxious to see if this was a successful intervention for Lena, but for Lena, only time will tell.

Who would have ever thought?

2007-02-07T19:36:00.000-08:00

I started something new coming back from January. I started a Student of the Week as well as a Most Improved for all of my biology classes. I thought it would be nice to give the students something to aspire to as well as cut down on some discipline problems. So, I tried it out. After the 1st day, I could see the drastic effect it had on my students. Ok, I'm getting ahead of myself. Let me tell you 'bout student of the week 1st. Student of the week is chosen by a variety of criteria. To tell you the truth, I really don't have a point system or any system, as a matter of fact, to choose my student of the week. It basically comes to me at the end of the week, and I place a name on the board after reviewing my roster. No, I don't just choose anybody. I think back to all what happened throughout the previous week and try to remember if someone did something well academically or behaviorally that week. I usually narrow it down to about 3 students and do any meeny miney mo from that point. To heighten the expense I tell the students that it was a close tie for student of the week, then I say in the end I had to draw just one name. They get SO excited and always want to know who was that 2nd person. Of course I don't tell them, because sometimes there isn't even a second person, but hey if it's encouraging them, then I say do it.
Now Most Improved it something a little different. For Most Improved, I usually pick someone who has shown some type of effort throughout the week. Again, this effort shown can be academic or behavioral. Usually students who receive this award have no chance whatever for becoming student of the week. I know that sounds mean, but I've come to realize through personal experiences and through observation that it is a pure struggle for some students to behave. And for this reason, I have created Most Improved, just so they can have a small chance at fame. Right now this is sounding strictly behavioral, but it's working academically as well. I'll use Mya for example. Mya is one of my students who does not have any behavioral problems, occasionally chatty (but what 9th grader isn't), but does perform well on test. I wondered at first was Mya capable of handling the challenges of Biology I or should I return her to Science Reasoning to strengthen her skills. She remained in my class, but she was struggling with her work. Once I introduced Student of the Week/Most Improved, I noticed a change in Mya. She began participating in class and asking more questions. She also began doing her homework. For her 2nd test she came up to me and said, "Ms. Siwell, I actually studied for your test last night." I said, "For real." (Studying, who would have ever thought?) She said yeah, I usually don't study but I'm trying to make a change. I told her that it probably paid off and that we'll see. After they took that test I scanned them to reveal the results. I couldn't believe it, Mya, the child who was completely failing and totally apathetic passed! Not only did Mya pass, she tied with one of my brightest students for the highest grade out of my Bio I students. I was so proud of her that I had to let her know it. She was beaming from ear to ear. I eagerly created another award, Star Student, for those who achieved the highest academically on a test. The Star Student is a big competition throughout all of my Biology students. I put Mya's name under that title on the board along with my other top achiever with whom she tied. Mya talked about it non stop for the next few days. She always found a way to make a reference to the board so her peers could see her achievement. I told her that I only expect those good grades from her from now on. She said, "I know Ms. Siwell, I trying to get Student of the Week," and all I could do was smile.

Test Scores

2007-02-07T19:31:00.000-08:00

You know how everyone has those days when they wake up and ask, "What am I doing? How did I get here?" Well, I had one of those days Thursday. On Wednesday, I gave my students their first test of the 3rd nine weeks. I made a lot of changes to my classroom and to myself in preparation for the 3rd nine weeks. With this preparation I told myself that I was ready. I was going to be a better teacher, have a better attitude, and become more effective at empowering young minds. I had this gung ho attitude up until Wednesday. We'd been covering DNA and RNA since school began. My students were doing better on their quizzes and even better on their homework assignments. I was thinking, "Yes, this is working. I am doing better!" They were more confident about their test, and I was more confident in them. My students were even confident after the test and asking me to please have them ready by tomorrow so they can see their grades. Immediately, after school I ran them through the scanner. I couldn't wait to get the results! When the last one finished, I was too excited. I looked at the computer to see the results, and they were not there. Still excited, I said, "Oh well, I'll see what's wrong tomorrow."

The next day around 4th period I was able to see the results. I was devastated! They did horribly. I couldn't understand it. How? Why? I questioned myself. At lunch, I didn't even want to eat. I was so disturbed by my student's grades. How do you do well on a quiz and on homework, but completely fail the test? I just couldn't fathom this concept. Were the questions too hard? Am I not preparing my student enough for the test? I thought that I must be me. So, I analyzed myself. I questioned, "Where did I go wrong?" I told myself, "I thought they were ready." I just couldn't understand it. I was so depressed that I mentioned the grades to my mentor teacher. She explained that I couldn't take every failure personal. (Later, I remember someone else saying that from this great summer program I went to in Oxford, but hey, you just don't remember everything you learn at the exact time you need it.) She continued to say that we had to look at the overall picture: that overall, the scores were improving and that even the advanced students were not doing as well as expected. She said that the Biology Department was about to make changes as a whole to improve test scores. I really hope that change this works, because this nine weeks is supposed to be better. Sometimes I feel like I'm not helping these students at all, and I really wonder why am I here. Then there are times that I know someone is getting it, and I guess for those times I have purpose.

Self-evaluation Blog #2: TEAM VideoTape (Lafayette HS)

2006-07-15T13:39:00.000-07:00

I had the pleasure of watching myself teach again. (It seems like every time it's time for a picture in this program my hair is not done though.) This time watching it was a little less painful than it was in June, but I don't know if that is a fair assessment. There are major differences from Summer school and TEAM. Some of these differences include: the type of students (high schoolers to grad students), the amount of students (from 2 to 5) and the willingness to learn (didn't really care to the best students possible, a.k.a. teach me please). [On 2nd thought maybe that one didn't change!] The one difference that sticks out the most is the fact that I am teaching chemistry now, instead of biology. Although I know biology, I feel more comfortable teaching chemistry. Plus, I think that it's more entertaining! During this lesson, the "students" (aka my fellow peers) seemed on task and working. They were coming to the board, asking questions, and following along on their paper. I feel like they could have been a just a little more excited to learn chemistry. Duh, chemistry=fun! They weren't bouncing out of their seat, but I did receive a lot of volunteers to work problems on the board. So, I believe that I had a fairly decent lesson. Some of my students have never had chemistry before and for the rest of them, it was a long time ago. For those who had not had chem, I feel that they did learn a little bit, because they were answering questions correctly like those who previously had taken chem. Since learning is every teacher's dream, I think that I did a good job.

Some positive aspects of my lesson was my great attitude towards the subject and letting the students get out of their seat. Since everyone wasn't excited to learn chemistry, I feel like my positive attitude rubbed off on some students were less intrigued. For example, Liz W. went from having the kill-me-now face on the first day of class to answering questions the last couple of days. As I was planning, I think one of my mental goals was literally: don't make Liz look like she did on the first day! [It's ok, I still love ya. ;) Plus, it's over; you can smile now Liz!] I called on different students to get a feel of how they were understanding the material. For the students that came to the board, I made them explain how they did the problem by restating the rules that we learned as a class. In addition, I let the class evaluate the problems on the board and compare the answer on the board to the answer that they calculated. Also, I made the students copy every example from the board, so they would have examples to study with for their test. Although the lesson went well, there are some things that I would do differently next time. From watching the video, I learned that when I am too enthusiastic about something I tend to talk very fast and sometimes my words seemed mumbled to the class. Also, I noticed and my classmates pointed out that wave my hands a lot. I do realize that I need to tone it down a little, but in my defense, sometimes my hand-waving is an encouragement tool. For example, if I am trying to persuade a student to give me an answer and he/she is kind of close to the answer but mumbling, I wave my hands in a "keep going" manner to lead the student into the right answer. Another things I observed was that I always keep something in my hand. I don't know if it is because I still have some underlying nervousness or if I just like holding something in my hand; nevertheless, I need to put the papers down at some point. [That one's for you Holly :D] The new thing that I learned from the tape and from my oh-so-fabulous classmates is that I say "ok" and "alright" almost one million times during my lesson. From now on I vow to make a conscious effort to stop saying those words in my future classes or at least to calm it down. Ok? :D (Just kidding!)

Has my teaching style/ability changed??? Maybe. I tried my best not to lecture. I gave more examples to help solidify the concept I am trying to teach. I included the students more in the lesson. I think of better sets. I still need to include more visuals, but that'll change once I get the equipment. Instead of dancing in front of the class, I have started to walk around the room more. And, I have tried to stop giving the students the answer and have tried started to start them making them come the conclusion themselves. Yes, inductive strategies, I was listening. So, overall, I am pleased. I know that there is always room for improvement, but I believe I am on the right track.

(End note: Mrs. Monroe, you should be very proud of me. I wrote way more than a paragraph, and I did it all for you!)

July's Self-Selcted Blog #2: The TEAM Teaching Comments

2006-07-15T13:38:00.000-07:00

Some 2nd years mentioned that the TEAM teaching aspect of the 1st year would be one of the hardest parts of the MTC summer preparation. I try to make up my own mind about certain situations once I experience them. In this case, I can agree with them. It is hard. In summer school, our lead teachers evaluated us and gave us feedback. Mine was nice, her comments were well thought out and on point. I could really see where she was coming from, especially when I watched the summer school video of myself. TEAM is so much different. TEAM teaching is hard. Yes, I said it. It is hard. I know what most people are thinking. How much harder can it be? You taught summer school for a month. You prepared lessons each day. What do you mean, "it's hard"? Yes, I did all of the work during summer school. In my case, I had to prepare new lessons, since I switched subjects. That was not the most exciting thing to do, more work never is, but that was NOT the hard part. The hardest part of team teaching is NOT stressing yourself out to make the lessons (for those who've been to college, you learn how to function without sleep), not all the preparation for the lesson (changing an aspect of the lesson, because copier is broken), not delivering the lesson in front of 6 interested people, nor is it trying to stay awake during a class that you've already taken more than 6 years ago. With TEAM teaching, not only do you have the main evaluator in your class, you have 5 other evaluators also. (Question, do I really need 6 evaluators?) But, the evaluations are not even the hard part. The hardest, and I do mean hardest part of TEAM teaching is LISTENING to the comments ALOUD. Yes, not only are 6 different people evaluating you, you have to LISTEN, ALOUD to all of the comments/feedback that each person has said! It is pretty overwhelming at first. Even through your most well-prepared and thought out lesson, someone (or maybe more) out or 6 will have some type of comment to make!

How does this make me feel? I think the idea of TEAM teaching is great. Ok, I know you're shocked, but let me explain. I think that it's great, because you have 6 different opinions. Six different people saw different things that made them feel comfortable. They also saw things that made them feel uncomfortable. They give you a list of positive points of things that you are doing well, and they also give you suggestions of how to improve. In addition, you have a teacher who has been teaching for a lengthy period of time, a teacher who knows the ins and outs of the profession, giving you her personal and knowledgeable opinion of how you can become a better teacher. Listening aloud to the personal comments of your 6 evaluators makes TEAM teaching hard and at times unbearable. But, at the same time, listening to those comments allows you, an eager 1st-year teacher, to be transformed into an eager and EFFECTIVE 1st-year teacher, who will make a difference in the lives of those whom he/she teaches.

July's Self-Selcted Blog #1: Teaching Chemistry

2006-07-15T12:11:00.000-07:00

I am teaching chemistry at Lafayette High School in Oxford. In my class, I had two types of students: those that had chem a long time ago and vaguely remembered something and on the opposite end those that had never stepped foot into a chem class or if they did, they didn't remember anything. It was hard trying to teach a lesson as if they students were all on the same level. I learned from day one who those students were. Immediately, they were engaged in my set, but as the lesson progressed, I could see the confused look on their faces. Thankfully, they did not act out in class, but the look on one of my student's faces was enough for me. I asked if there were any questions, and they did not say anything. They just looked. They looked like they could really hurt me if I continued. They looked like they wanted to be anywhere else except for in Chemistry I. I could recognize the frustration on their faces. I think they wanted to ask questions, but they didn't know where to start. So, they just sat quietly, closing their eyes, doodling, and pretending they were elsewhere.

In MTC, the one of the main things they kept telling us, was don't take it personal. During my lesson, I was trying to remember that fact, but it was hard when your students are looking at you like that. After class, I went up to my less-engaged students and asked why they looked lost and was there anything I could do to make it more enjoyable for them. I just felt like I had to do something. I don't think that I could take 4 more days of their staring and they couldn't take 4 more days of me teaching Chemistry I. I was hard, but on day two, I tried to give more background information to include those who were less-engaged. I also made copies of periodic tables to help the class follow along more. On day 2, that look was still there, but a little softer. After more practice, and more lessons that look eased up a lot; in fact, on day 5, it had disappeared. From this experience, I think that MTC was right, you shouldn't take it personal. At the same time, I feel that you should do what you can to help make every student in your room feel comfortable with the material you're presenting.

Self-selected Blog #2: Why are you here?

2006-07-01T10:57:00.000-07:00

If you knew anything about my summer school class this year, you would know that I teach Biology I and that I only had 2 students. The first student Z, who I mentioned in my previous blog, obviously needed extra help and detailed detention. Let's call my 2nd student C. C was the complete and total opposite of Z. C was that student who already knew this information and could potentially be a problem if you didn't find anything to challenge his mind. C participated in discussions, he, for the most part, did his homework. For the longest time, my coworkers and I could not understand why C was here. C was an exceptionally bright student. I loved to direct thought questions towards him, just to see what conclusions he could formulate. C passed all of this test and was usually in the 80% plus range. I noticed these trends throughout summer school. On Friday, after he had just achieved a 91% on his final exam, I had to ask him the question that I had been wondering about the entire month, "Why are you here?" C looked at me and gave me that little smirk he always has when he's off in another world in the class and said, "I don't know." I responded with I don't know either. I told him he was a bright student was great to have in class, so again, "Why are you here." After seeing I wasn't going to let up on the question he finally told me the story of how he used to get in trouble with his peers (yes, he said "peers") in bio class. He proceeded to inform me that he got blamed for many classroom interruptions caused by his peers. He said that his passed all his tests, but his behavior kept him from passing the course. I told him that I'm sure that what he told me was not the whole story and I'm sure that he did interrupt his bio class a few times. I told him that there was no reason that he should be in summer school and next year he needs to act like he has some sense. I didn't have some big threat that I could follow up on or anything, so I left it blank and just said that I better not see him here next year with my most meanest and sternest teacher persona. He looked at me then looked away and said, "Yes mam." He knew what I meant, and I don't expect to see him next year.

Self-selected Blog #1: A Success Story

2006-07-01T10:38:00.000-07:00

Friday was the last day of summer school. I was very happy that things were kind of slowing down and that we'd be getting some kind of break soon. Over the course of summer school, I had only 2 students. The learning curve and learning differences between the two students was vast. There was particularly one student whose success I was concerned about. His name was Z. Z wasn't a bad student, he just did poorly on the majority of formally assessed assignments. In class, he would join the conversation, if you forced him. He would also answer questions. You may have to wait 2-3 mins after you asked the question, but if you forced him to do it, then he would. I knew he was struggling in all periods. Sometimes I felt bad about it, then other times, like when he didn't do his homework, I wouldn't stress about him. After Kate, my 2nd year, computed the averages before the final exam, I had a really bad feeling about Z. His average was on the line. Basically, if he passed the test, he would pass the class, but if he failed the test, then he failed the class. We reviewed heavily with each student. We really wanted to see both of our students excel in our class. On the day of the final exam, during the review, I felt a nervous about Z's performance again. He was answering review questions wrong and still didn't seem like he had retained any information at all. Once the test began I saw my other student on page 3, while Z was still on page 1. I couldn't take the pressure anymore, so I left. (Ok, not really, I left because we had to pick up the pizza for our party, but the pressure could still be felt.) When I returned, I saw that the test had been graded and Z had PASSED! I was so happy. He didn't just pass within one or two points, he had really passed with a 77 %. I was too ecstatic, because Z's test grades were usually on the lower end (50-70%), and his pretest was in the 30 percentile. End the end, Z passed the final and the class, AND the pizza was good!

Self-evalutaion Video

2006-07-01T10:19:00.000-07:00

I was kinda disturbed watching myself teach. Although I like taking pictures when my hair is done, I don't think I like watching myself on video much. My video-taped lesson was one of my worst lessons ever! Beyond the disengaged look on my students' faces, I saw my quirky behaviors completely stand out. During classroom discussions, I have a habit of moving around a lot waiting for a student to answer a question. Also, I realized that I need better preparation and a plan B, just in case the students don't read the material to discuss the previous day.
My overall impression of the lesson is that it could have been better. Two ways that I know would have made a difference is the use of visual aides and more examples in the classroom to convey relationships. I feel that I am good at keeping the students on task, no matter how they would like to fall off. I think I should be more prepared for class. Maybe I should mentally review my lesson plan one extra time than usual to ensure my effectiveness. I learned that I should stop "dancing" while waiting for student response. Also I learned that I should put more emphasis on completing homework assignments.

Paper folding

2006-07-01T10:05:00.000-07:00

I used the paper fold in my class. This assignment was hard for me. In high school it was hard for me to study anything other than my notes or the book. Therefore, changing teaching strategies was harder than imagined. The students seemed ambivalent towards the paper folds. I thought that the class would be more fun and exciting, because of them, but it was all about the same. We used the paper fold as review technique. It was hard to check for all of the information required under the folds. Also, I need to observe more while completing the folds. One student did not leave sufficient space to put all of the required information in the folds. All in all, the technique was fun and deep down inside I think the students enjoyed it.

Questioning techniques

2006-06-17T13:45:00.000-07:00

I used the question on the note card technique. It worked well, because it allowed me to see where my students needed help. I definitely liked this technique, because there is a great learning difference between my students, and the note card technique helped me focus in on the specific needs of the child that needs more help. I plan to use this technique in my classroom in the fall. Another positive aspect of this technique is that it allows me to see if there was some information that I didn't convey clearly to the class. There were also some drawbacks to using this method. First, one of my students didn't want to turn in a card, because he said that he didn't need help with anything. His statement was frustrating, because I didn't want to single out the student who I knew needed extra help. Secondly, I didn't want to force the brighter student to make up something that he needed help with, when in actually, he really did not need extra help with the content.

Focus Paper

2006-06-05T19:15:00.000-07:00

I read Elizabeth Savage's focus paper titled White Academies. Living in MS I have always seen or heard of the "academies" and have noticed that they were majority white, but I never made the connection with segregation. I thought that her paper was insightful. I learned many interesting facts and terms such as the Council of Conservative Citizens. It's amazing how you can live in a place so long and never really know anything about it.

My first days in MTC...

2006-05-31T23:04:00.000-07:00

I've been here for 2 days. Met some interesting people. It's weird to hear people get SO excited to visit Mississippi. Before this I've only been to Ole Miss once and that was in high school as a geography trip. I like the campus. It's really humid here. It seems like this is goin to be a good experience.