Let’s be real here; middle years students are pretty much walking gong shows. Trying to teach a whole class of grade 7 and 8 students is kind of like trying to wrangle a whole flock of chickens with their heads cut off while they try to figure out who cut off their heads, who’s sitting in their favourite spot, and which head is the prettiest. It’s seriously the craziest atmosphere to work in! If you have another analogy, please share! I love a good analogy.
Let me start off by saying that my first few days of pre-internship have taught me SO MUCH! My first few days of teaching have been pretty chaotic. No, let’s rephrase; VERY chaotic…but I’ve loved every minute of it (ok, almost every minute), and am continually learning new things! If this is only day 3, I can’t imagine all that I will have learned by the end of my time here. I also already know that I truly LOVE teaching this grade level. Yes, the kids can be pretty crazy, loud, and somewhat obnoxious, but they are also fairly awesome, passionate, and enthusiastic when you find a way to tap into what their personalities. I have learned many things about my students, about myself, and about teaching, and these things are only going to make me a better teacher as I move forward.
I have learned that actually carrying out the plan for a unit is tricky. It all looks great on paper, but the reality can be far from the theoretical. I had an idea about this before in just teaching single lessons, but to now have to link lessons together and create continuity and scaffolding is pretty challenging. My first lesson went great, and even the second lesson was very successful. I learned a few things from both of them, like being really clear about my choice of wording in questioning, and ensuring that directions are both written and verbal. Today though, I learned just how quickly the tables can turn and how students who seem to know what they’re doing can all of a sudden be really stumped and clueless. We’re working with integers, and the introduction and addition lessons went super smooth, and it was clear that almost all students were totally on track. Today’s subtraction lesson though…yikes. I forgot just how difficult of a concept it is to subtract integers! It brought me back to our EMTH 217 class last year when a room full of university students couldn’t comprehend the concept of zero pairs. We did get it eventually, and it was a really cool “ah-ha” moment for a lot of people. So why did I think I could teach grade 7s and 8s the same concept in 20 minutes? Beats me! Needless to say, it took a lot longer to even get to the activity than I’d expected, and many students were still confused, so we’ll be going back to that again tomorrow.
What I have also realized is that sometimes something simple can be so effective. Complicated lessons can be just that: complicated! It’s ok to just focus on something “easy” and ensure that students get the concept before moving on. On the flip side though, too easy can also be a bad thing and students are easily bored and unchallenged. This is where differentiation needs to enter, and is something I’m seeing I need to work on more. Today I think I tried to put too much in. Tomorrow I’ll take another go at things, refresh, refocus, and see where we end up. When I created my unit plan I definitely created some flexibility in my plan, and I’m glad I did so that I have the time to ensure that students really understand the concepts they need.
Here are the key lessons I’ve learned so far:
- Flexibility is something that my co-operating teacher has really stressed as an important teacher tool. Things come up, stuff doesn’t go as planned, and kids are unpredictable. You just have to roll with it, adjust, and continue on. If your plan is taken off track, figure out how to get back. This might mean revisiting the lesson the next day, and that’s ok! Your job is to get kids to where they need to be, but you have to help them get there from where they are.
- Word choice is key. If you don’t say EXACTLY what you want students to do, then students will do exactly how they interpret the words. Think before you say things (especially when teaching about STI’s! …Mrs. G had a pretty funny moment with this today) because sometimes what you say in your head should not be said out loud, and sometimes what you say out loud is not really what you meant to say.
- Admit your mistakes. I’ve heard this one before, but I’ve had the chance to see it in action the last few days. I’ve made mistakes. I’ve seen others make mistakes. It’s ok! Admitting you made an error shows your students that you’re a human and assures them that mistakes are part of learning. Students actually think it’s pretty hilarious to be able to point out your errors.
I’m sure this list will continue to grow in my time in the classroom. I am learning new things every time I teach, and am realizing more about who I am as a teacher. It’s an adventure, and I’m loving it!