Why I stopped blogging…until now.

So I haven’t blogged in forever…about 7 months. I used to blog a few times a month! Why the sudden lack of content?

Why the sudden lack of content?

Lack of motivation? Not really. I’ve always got things I want to share, want to think through, and want to explore!

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Lack of time? Partially. My final semester of university was crazy busy as I finished 3 heavy courses, subbed as an Educational Assistant, and continued with my coaching and teaching of Sunday School each week. I was pretty busy, but really should have carved out some time to write even just a quick blog!

What else could there be besides those to “excuses”? Well, that’s where the real reason lies. While my semester was super busy, it finished in April, so why no blogging since then? I should have had all sorts of time with no school work to do, with my extra activities winding down, but It really wasn’t why I stopped blogging.

The real reason is that every time I opened my dashboard on my blog, I started to tear up. You see, for the last two years, on the majority of my heartfelt, or poignant blog posts, there has always been one person out there who’s made a wonderful comment, sent out a tweet, or spoken to me personally about the post I created. He was one of my instructors at the university and was just the kindest, most well-read, thought-provoking people I’ve known. He always had the time to chat, to provide an opinion, or to have a laugh with. I loved reading his comments, and he inspired me to write more and to think more every time I spoke with him. Sadly, he passed away very suddenly, the very last week of my semester at the start of April. At a time when I should have been overjoyed about finishing my degree and excitedly preparing for the next steps in my education journey, I was suddenly faced with this great loss in my life that I didn’t even know how to deal with.

From then on, I didn’t feel like writing anything, because every time I opened my blog site the first thing I would see on my dashboard was the last comments he had made on my blog. Every time I even thought about writing a post I would feel sad because I knew he wouldn’t be around to read it or to chat with about what I wrote. I felt kind of lost.

The last few weeks though, I have been more inspired to write. I’ve realized that my blog posts really aren’t about getting tons of people to read them, or even just one specific person to read; they are for me to get my thoughts out and to work through them. I blog to explore new ideas, to work through frustrations, and to ponder heavy things. While I’m still sad that my beloved instructor will not be able to comment on them, it doesn’t mean that I should stop questioning, wondering, and exploring the world of education. In fact, it may mean that I will just have to make a more concerted effort to reach out and explore more!

In just a few weeks I’ll be starting my very first teaching contract, and I am beyond excited. I need to get back into my blogging mode so that I can hopefully keep it up as I teach! I kind of missed the mark during my internship and I really would like to make a solid effort to write about something, anything, each week.

So here we go, I’m climbing back on the blogging train, and getting ready to journey on. I’ve got this!

The Tile Mosaic

Internship was a somewhat surreal experience for me, as I could not believe that I was actually putting all of my ideas, theories, strategies and skills to use in the classroom. It was joyous, exciting, confusing, a little stressful, and sometimes quite overwhelming. To put all of these emotions, thoughts, and experiences into just one image was going to be a challenge, so I chose somewhat of a conceptual image, that of a tile mosaic. This image has given me the opportunity to really express just how complex and amazing my internship experience was.

When I think of a tile mosaic, I either envision a beautiful, intricate design or pattern or picture that is made of individual, colourful tiles all working together to create an image, or I could also imagine a more abstract collection of colours colliding in this amazing swirl of visual delight. Both have a different end product as far as what the eye sees, but really, they are the same in execution and material. All tile mosaics have a base, a design plan, tiles of varying colours, and a grout medium to connect it all together. It is these elements and the implementation of them in the design of the tile mosaic that I feel has the potential to represent my internship.

It all starts with a solid foundation, a base. The base is the platform that holds and supports the finished image. My metaphorical base is everything in my life that has led me to this point. It is my education growing up, the trials I went through in my previous career, the soul searching that led me to discover my calling as a teacher, and ultimately it is my university education in the Faculty of Education. My teaching is rooted in my history, and it has been solidified by the exceptional education that I have received at the the University of Regina. My base is all of the theory, information, skills, and strategies I have learned to put to use in my teaching. This base also has all of the designs I had for my internship drawn out on it. Things like my unit plans, activities I want to try, and ideas of what my internship will look like are all drawn on the base, helping to guide where the tiles will be placed.

The tiles are where the beauty of the design can shine. It is the tiles that tell the story of what happened. The tiles represent all of the lessons that I actually taught; they are all of my experiences. A lot of them follow the original design plan, and the colours all match and line up, and it looks like the original design, but there’s the occasional tile that doesn’t seem to belong. Perhaps it’s the wrong colour or material, because there was a lesson or a learning opportunity that needed to happen in a place somewhat out of sequence of the original design plan. There’s also a few chipped and broken tiles. They’re the ones where though I tried to make a lesson work, because I’d worked so hard planning it, but it just wouldn’t work, and got a little misshapen and jostled in the process. Other tiles are just brilliant in colour and lustre. Those are the lessons and days that were exceptional, and almost dream-like. They represent the days where I felt like the world was shining and everything was clicking, going to plan, and everyone was having a good time too! There are many tiles, hundreds, and they all tell a story of a different day, and a different lesson.

Many of the lessons I learned also came in the form of the connections between the tiles. It’s the grout that holds all of the tiles to the base, and is what connects them together. Just like the grout, it is the relationships I built with my students, with my co-op, and with other staff members that helped really define and anchor all of the tiles in the design. For the most part, I developed really strong relationships with my students. Some were a little tougher to get through to, and in those places, maybe the grout is a little thinner, but still strong enough to hold that tile, that lesson, in place. Other relationships were so strong, especially with my grade seven girls, that you’d never be able to pry those tiles off the board. In fact, in some places in my design the grout gets a little thick and almost overshadows the tiles, because some days it was really more about the relationships than it was about the lesson or the design plan. The grout is really what holds everything, and without it, without those relationships, there would be nothing.

My tile mosaic is really an imperfect perfect work of art, as was my internship. It was rooted in all of my life experiences, and in all that I have learned through my journey in education. As a result, I was able to plan out some beautifully designed units and lessons for my students on the base of my art piece. Some things went so great, and those lessons, those tiles, fit perfectly into the design, and some even shone in brilliant metallic colours. Other lessons didn’t go so well, and perhaps don’t look like they belong, but in the art piece that is my internship there are no mistakes, only lessons learned. All of those lessons are held together by the relationships, by the grout. It is the relationships that made the lessons stick and connect to each other. Without the relationships, or perhaps where the relationships weren’t strong enough, the tiles loosen, fall and are lost from the design.  All together though, the mosaic is something to be inspired by, to build on, and to look back upon and be reminded of the wonderful experience that my internship was to me.

Old News, New Ideas: Teachers Are Trying to Change the World

What is the purpose of a teacher?

To educate?

…What is education then?

Learning about history, science, math, reading and writing?

…Can’t you just Google that?

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As any “good teacher” will tell you, the purpose of a teacher is much more than that. Most will tell you that education is more than just “book learning,” and tests, and more than getting a diploma at the end of a public education. The real purpose of education is to help young people discover who they are, question the world, and find the courage, creativity, and inspiration to make their place in the world.

If you’ve read any of my previous posts, you’ll know I talk about this sort of thing a lot. So why write another post about the same thing? Well, for one, this one will become part of my semester work in ESST 369, Critical Literacy in Social Studies, and the other, more important reason, is that I’ve got more to say, and new ideas to add.

This week I read a couple pieces that got my mind going. The first, excerpts from A.C. Grayling’s “The Challenge of Things: Thinking Through Troubled Times”, and the second, chapter 21, “Teachers as Transformative Intellectuals” by Henry Giroux from Educational Foundations: An Anthology of Critical Reading.

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Grayling suggests that good teachers “inspire, guid and give their students a broader sense of life’s possibilities” by putting themselves in the shoes of the student, and digging at finding better ways to make content connect with them.  He hints that teachers are more than just studious book worms there to dictate texts to young minds and make them memorize things. Grayling seems to say that perhaps teachers have a great ability to take information from the past and apply it to create new thoughts and ideas, and that by doing so, this type of education can be beneficial for the whole of society. He suggests that this is the definition of a public intellectual, and that all teachers should act in this way.

Giroux’s essay further corroborates these ideas by saying that teachers need to be viewed as more than just technicians who manage students and implement curricula. He demonstrates how stifling the world of education can be, both in the ways we train teachers, and the ways that schools are run. So much focus is put on controlling student behaviour, and making sure that teachers are trained to know how to teach the things students are “supposed” to learn at each grade level, that the real problems are often overlooked. Giroux goes on to say that too often there is “no display of concern for stimulating or nurturing a child’s intrinsic desire to learn,” because teaching and teacher education is often too focused on just getting through the content, and using plans and curricula that claim to work in any classroom. In the end, what Giroux really gets at is the idea that teachers need to be transformative intellectuals, questioning what they teach and looking at the bigger picture and end goal of our students’ education. He believes that goal should be more about creating engaged citizens than making sure that students can sit quietly in their desks.

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Straight rows and “good” behaviour are certainly things that I do not require in my classroom. The goals of my teaching are not to ensure that every page of the grade level texts are read. My students are not required to pass long exams to show their mastery of any part of the curriculum. Instead, I strive to encourage my students to show respect, kindness, and empathy, and that is done by creating a safe, comfortable space for learning. I use text books as sources of information, extra practice, and a companion in the learning. I encourage students to reflect on what they’ve learned in our time together, and in their time with other teachers, and mix them with their ideas and knowledge to projects and activities that help them apply it.

After examining Grayling and Giroux’s descriptions of a public transformative intellectual, and then looking at my own teaching philosophy it is clear that I am already embodying the idea that a teacher IS these things, and I whole-heartedly believe that teachers SHOULD be these things. Teachers play very real and large parts in the creation of our society, and that it is through the teaching of PEOPLE that our society can become a better place.

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Giroux also discusses an idea of making “the pedagogical more political and the political more pedagogical,” meaning that education needs to allow students and teachers to examine sources of power, to help students see and find themselves in society, and to take a look at the world and encourage students to find out about things and have a voice. I really believe that this should be the case, and this mixing of ideas is something that I began to dabble in during my internship. I encouraged my students to look at real-world issues, and to dig a little deeper and find out what was going on. We looked at elections, social justice issues, news articles, and other media outlets, and it was amazing to see and hear the ideas and questions that these young minds began to have about their world. Was it easy? No. Did it come naturally for them? Not at all (for me either!). It took nearly four months for many of them to begin to really get in there and realize that they, just like adults, can have opinions, and can learn about what is going on in the world now, and how it has been influenced by the past.

Teachers are able to encourage the “enhancement of the critical powers of the young” (so says Giroux, and I agree), but it starts with the willingness to go there in the first place and really look critically at the world. We have to take curriculum and use it to guide our thoughts and planning, and to open the minds of our students and anyone else we can reach out to in an effort to really understand our world, our society and ourselves.

I am the Mirror and the Mirror is Me

Internship is over, and I’ve allowed myself these last two weeks to really just try and begin to process what I experienced over nearly 4 months of teaching. That is quite the daunting task, but don’t worry, I’m going to (try) to keep it succinct in this post!

What I realized even just today, is how the process of reflecting on my internship won’t just happen in a day, or two days, or two weeks, or maybe even two months. It is ongoing; just as all reflection should be. I’m not going to figure out what my internship has meant to me by talking to just one person, or by writing one blog post, but I will gradually unravel it all by doing so many things all at once.

I found this quote today on Twitter (thanks @ChrisQuinn64) and I felt like it really connected to my previous post about JOY. I have been reading so many things about joy and feel like this word, this emotion, is really speaking to me. All I want to do is spread the joy of my teaching experience, and my passion for learning with everyone and anyone who will listen! I love how this quote speaks to keeping that fire burning; the engine going. For me, my mind is always spinning, and my heart leaps with joy when I stumble upon a new idea. I love unravelling those ideas with other joyful teachers and then spinning all of those beautiful ribbons into new pieces of awesomeness to share with my students.

I think the thing I will miss most these next few months is going to be the ability to actually teach my joyful ideas to students. While I have applied for (and have an interview next week for) an Educational Assistant position, it certainly won’t be the same as teaching my own group of students.

That thought aside, what I really want to focus on here is reflecting on that internship experience. Looking back on the many experiences I had (I mean, I planned over 400 lessons – that’s a lot!) I can really start to see why the whole reflection piece is going to take a long time, but there have been a few things that have helped me see some of the bigger picture.

  1. The words of my students.
    I loved building relationships with my students. It was such a wonderful thing to learn about their interests, how they liked to learn, how they liked to communicate, and really get a sense of their personality both in and out of the classroom. On my last day, my students presented me with a video of their goodbyes, things they enjoyed about my teaching, and advice for me. It was very cute and I had to work really hard not to cry. (I won’t post it here, but ask me to see it in person!) I also received a GIANT card signed by several of the grade 5-8 students and teachers, and an individual card from each of my own students with the things they will remember most about me, and some more words of advice (apparently they don’t like to write in PhysEd…?) . I read them after everyone had left, and end up in a mess of tears. It was so wonderful to read all the different things they remembered (many from back in September!), and all of the things they appreciated about my teaching. It really helped me realize that a lot of the things I put so much work into did not go to waste, and that often it was really little things that clicked with students and just made their learning so much better.From this I am really taking the lesson that sometimes less is more. It was really all of the little fun and engaging things that really grabbed my students and enabled them to remember lessons and content months later. It also showed me how consistency really helps to create the message you want to give your students. I had so many comments related to my continued discussions about kindness, awesomeness, and making the world better. Made my heart so happy!
  2. Talking with my friends
    I have realized the power of human contact. Yes, I love all things digital (Twitter, blogs, and the like), but there’s something so powerful about chatting with friends over tea, or on a car ride, or anywhere that’s real and in person. I have had the chance to do this with a few of my friends over the last few weeks and it has just helped me process so much of what I have accomplished. I love hearing about the highs and lows my friends experienced, and it has helped me to get some perspective on my own experiences as well. I think through the many conversations I hope to have as I start back to university next week I will really be able to continue this reflective process.It has been through these conversations that I have really been able to establish this mirror mentality. It is great to see yourself in others, and for others to see themselves in you. There is something wonderful about how a friend can really help you see yourself and be that reflection for you. What we see in others we see in ourselves, and I look forward to my friends helping me see more.

  3. Digital outlets
    I really love my blog, I love chatting with people (who I know and who I’ve just met!) on Twitter, and I love reading other blogs, posts and videos to keep the learning and collaboration ongoing. Midway through writing this post, as I posted that image above, I connected with the original poster on Twitter, and then stumbled into a Twitter chat! It’s crazy how this awesome pursuit of connection and reflection will just sometimes bring the right people and the right avenues right to you.Connecting online has allowed me to share my ideas with so many, to be inspired by so many wonderful educators, and to feel like I’m part of a team that is striving to help our students be amazing.

Ok, so my trying to keep this short didn’t go so well. But hey, I tried!

I guess the point of all of this is that my reflection on my internship is going to be a process. I can’t just put it all in a single post. I learned so many things, and I will continue to process how to use and apply the things I learned to my future lessons, units and students.

Photo Credit: Giulia Forsythe via Flickr

I feel like this image/infographic really does a good job at trying to give a sense of what it going on in my mind all the time about teaching! I might have to turn all of my internship reflection into one…off to figure out how to do that…

Let There Be Joy!

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It’s Christmas time, one of my favourite times of year. A season of love, peace, hope, and joy, and this year, of the end of my internship!

I have had an absolutely wonderful time at my school with my co-op and my students, and have learned so much in these last 4 months. This past week I also had the opportunity to spend some time at 5 other schools to see what things are like in other communities! While I’ve loved my time at my school it was very cool to see what other teachers and classrooms are like.

Several schools I visited had open concept floor plans, many had collaborative teaching arrangements, and all of them were so welcoming, and the students so respectful. I hung out in classrooms with lots of technology available, and others where the most high-tech thing was a white board marker. Some classrooms were vibrant and bright with many things on the walls, and others were calm and serene with natural light. Some schools were loud and packed with students bustling in the halls during indoor recesses,  while others were very relaxed and spacious. Some teachers were very engaging and enthusiastic in their directions and actions to students, and others were very chill and casual. Really, the only thing that was the same about all of the schools is that there were teachers and students in them!

I really enjoyed the variety in teaching styles that I was able to observe, and the variety of ways that the school community had been created through the collaboration of various teachers and classrooms. While I’m not sure there was one that was “exactly” the way I envision myself wanting to teach, there were a couple that were pretty close to the mark. Those schools had the collaborative concept down, and were really working to make teaching better and more effective for both the students AND the teachers. While I know that this is not ideal for many teachers, and hey, I was one of them a short while ago, I really enjoyed the experience of working alongside other teachers and being able to rely on multiple perspectives to ensure a really well-rounded plan for the students.

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My adventures took me to both community schools, and those in more middle-class communities, and there again, where many other teachers may sheepishly admit their preference for the “typical” middle-class school, I really enjoyed the community school experience as well. I feel that community schools often have a reputation for having “bad” students, but one thing I’ve been realizing through my internship is just how many students are just misunderstood. Even in my own school there are students who are always getting into trouble, causing disruptions, or forgetting to finish their work. Are they all bad kids though? Not at all! Many are just seeking attention, or having trouble self-regulating, or are missing some type of support in their life, or a piece of their circle of courage. Whatever it is, it seems that many teachers are either not aware of these things, or don’t take the time to uncover them. In the community schools I really felt the support that was there for the students, and the staff too, in making sure that everyone had what they needed to be successful. If that was making sure the morning started off very slow and easy, then that’s what they got. If it was just chatting with a teacher on a break, then that was available too. Making sure students had something to eat? Yup, also had that. The staff too, tended to take ownership and cared for ALL of the students in their learning community, not just those in “their” class. It really seemed like everyone was kept on the same page, and that the staff all supported each other too. Even in just a short time of visiting, I could really see the sense of community that was established at many schools.

Following my visits to schools, though I was in a bit of a downer mood not being able to hang out and teach my own students, I felt such joy about the future. I was so excited to observe the many types of collaborative teaching that existed in other schools, and the progressive ways that many school communities were being built. To be quite honest, after spending nearly 3 days in open concept schools, coming back to my school mid-week felt a bit like walking back in time with its closed doors, straight lines, and teachers working in separate rooms. I tried to share my thoughts and ideas with other teachers and encountered a lot of opposition with respect to the areas that I found exciting. While it was a little discouraging, I tried not to let it get to me. I was even more inspired to keep my spirits high when I encountered this great quote by Brad Montague from “Kid President’s Guide to Being Awesome”,

A joyful rebellion is you living differently not because you’re mad at how things are but because you are swelling with joy at the thought of how things could be. When you joyfully rebel against your circumstances, against mediocrity or negativity, you invite others into something really beautiful.

 

I read this quote the same afternoon I was feeling discouraged by the opinions of the other teachers at my school. This quote really resonated with me because I feel like that is really what my teaching is all about. It is about being so joyful and doing things a little differently that others take notice and want to join in. After my internship and my school adventures, I just feel so joyful and so inspired with how I think things could be in the future for the students I teach and the staff I could work with. I hope to be able to work with a staff that is caring and open to trying new things, and a group of students who will jump right in. While I know this is crazy optimistic of me, I really think it is possible. I was so encouraged by my experiences to believe that any student can achieve great things if they are taught from a place of respect and care. I was inspired by the great examples of classroom expectations and routines, and I hope to be able to carry some of these ideas into my own teaching practices. I know I have a long way to go, but wherever I go, I intend to go with great joy.

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The Rearview Mirror

While driving down a Saskatchewan highway may not be the most exciting thing in the world, at least not if you’re from here, it definitely has a sense of calm, and often of retrospection. The peacefulness of just cruising down an open stretch of road, with fields as far as the eye can see, and perhaps a tree or a farm dotting the horizon, is one that evokes a feeling of freedom and carefreeness that I have yet to be able to replicate in the city.

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You travel on, excitedly anticipating your arrival at your new destination, sometimes looking out the window beside you to check out what might be going on in the world around you, or perhaps chatting with a passenger to pass the time, and make the journey more enjoyable. How often though, do you look behind you? Maybe when we want to pass another vehicle, or when a vehicle behind is coming up quickly, or their lights are just at that wrong angle and you have to adjust to avoid the blinding light. Other than that though, I could probably be that out on an open highway, your rearview mirror is not where your eyes are most of the time. Why would you bother to look back at that boring black asphalt of where you’ve come from? You’ve got your eyes on the road in front of you, steering yourself onward.

In life, I think this is often the way we travel on too. We have our sights set forward, eyes on the prize, looking for the light at the end of the tunnel (wow, that’s a lot of cliches all in one sentence!). Seldom do we really take the time to really look back at the path we’ve travelled to bring us to our current place, as we are too focused on where we are going. Teaching however, is a different sort of practice. It is one that requires you check that rearview mirror all the time; reflect, adapt, and then move forward.

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So this post is a bit of my rearview mirror on my 3-week block. To write the reflection I probably have stored in my brain would take pages and pages of writing (and a lot of your time to read), so here’s a bit of a snapshot of the adventures I’ve had…

 

 

Heading in, as you’ll know if you read my post “Now THAT’s a Good Idea”, I really wasn’t nervous at all. I was excited, yes, but it really had been such a great transition leading up to the block that adding on a single subject did not seem intimidating at all. Teaching full time seemed somewhat effortless, at least in the sense that it was natural, fluid, and felt like something I was really meant to do (not that it required no effort). That feeling didn’t really change throughout my block either. I felt throughout, as I do now, that teaching is one of my favourite things to do in this world, and I feel it is my purpose more than I ever did.

While I posted a great list of things I learned in my last post “Inside the Block”, this post is really more about what I learned as a whole. I feel that one of the most important things I learned is that good teaching takes time, as does good learning (or perhaps that should say quality learning). Yes, I had some really great ideas, and for the most part they went as planned, but I really should have given them more time for students to work, and to take the time to really “get” the purpose of the lesson. I was so focused on meeting the outcomes, and finishing the units and lessons in the time that was laid out for me that I sometimes missed out on making sure that students were really “getting” the lesson before I moved on. Now, I certainly didn’t jump from one thing to another every day, but looking back, there were probably a few things that I could have taken out, and a few others that I would have liked to have spent a little longer with. I think that I really had some great lessons, activities and assessments planned, and it is my hope over the winter semester to take those things and plan out some better timelines to really get the unit going the way I would have liked.

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Another area that I would really like to continue working on is assessment. Although I think I had some good formative assessment assignments planned, and certainly could get feedback and formative assessment during my lessons, I know that I can do better. Often as I was working and reflecting I would be reminded of Doug Reeve’s FAST acronym (Fair, Accurate, Specific, and Timely). While I think I got the first 3 down pretty good, the timely part was a struggle. I found it really difficult mostly because my students were not turning in their work. Partly I think it was because they are just not on top of moving their book from their table to the bin, partly because they misused class time and didn’t get it finished, and sometimes perhaps I just didn’t give them enough time, or check in enough to make sure they had substantial time. Regardless of the reason, it was a struggle, and something I really want to do better with. I can really see how students work changes and improves over time, and with accurate feedback it can do even more! I recently watched a video of Doug on “Toxic Grading Practices”, and I think it too really speaks to the ideas that I have about grading student work. While my co-op and I are not ones to give zeros on assignments, and we make the students do the work, it is not an easy task. I still have students finishing assignments from September! I think in the future though, I could be more firm in ensuring that students are doing their work, provide more time for students to stay in and do their work, and have those students who notoriously don’t get their work done actually sit down and do it.

On the positive side of things, I really made some amazing connections with students, found a real “groove” in teaching from day to day, and making great collaborations between subject areas. While our class’ schedule is not ideal to make some of the really awesome cross-curricular connections that I would like to, I felt that I really helped students get the big picture of what I was teaching them, and it is such a wonderful thing to see them making those connections in the work they do. I loved being able to draw connections from math to science to social to literacy, and even to physed in some instances, and I can see the potential to draw out my units to include health, ArtsEd, and career guidance too (although I did not have the opportunity to teach these subjects during my internship). I also really enjoyed using Google Classroom to do work with my students on collaborative projects, to incorporate websites and fun activities, and to teach them positive digital citizenship. These are things that I want to just work more at improving and making even more awesome!

All in all, my 3-week block was really incredible. Yes, there are things I would have done differently, but there are things that also were just amazing! I had some great days with my students, got to bring in some special guests to enhance their learning, and had just an awesome time teaching full time. I’m sure I could probably go on, but as I noted at the start of this already super long blog post, I’m not going to go on forever!

A word of advice to any other pre-service teachers, specifically those in their third year at the UofR, just take it one day and one step at a time. Know that there’s a process in the journey ahead of you, and that you’ll be where you need to be when you get there. Keep looking forward, but don’t forget to check your mirrors every now and then to recognize just how far you’ve come!

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Inside the Block

My 3-week teaching block is quickly coming to a close. So much faster than I ever anticipated, and it has been absolutely amazing!

Sure, I’ve had some “off” days with students who were unruly, disrespectful and who refused to do their work, but those days taught me how to manage, how to create strategies, and how to persevere. I’ve also had some truly incredible classes with my students where everything was just clicking, and moving through the lesson plan and into the next. My students have really shown me that I have all of the tools to be a really great teacher.

Here’s just a snapshot of what I have learned:

  • I have learned that not all lessons and not all days have to be perfectly planned.
  • I have learned that not all “fun” lessons are actually fun.
  • I have learned that routines are super important.
  • I have learned that university (and even pre-internship) only prepares you for 1% of the classroom management strategies you will have to learn, create and implement.
  • I have learned that some days are really hard (and I mean REALLY hard) and other days flow effortlessly.
  • I have learned over and over again that relationships are the biggest part of teaching. Students have to know you care, even if you have to be strict with them.
  • I have learned that I know how to have control and authority over my class.
  • I have learned that I hate the social studies textbooks. Don’t like them at all.
  • I have learned that other textbooks are ok and some are even pretty great!
  • I have learned that a half an hour class period is pretty much nothing and is best to use to have a discussion or to continue work from a previous class/day.
  • I have learned that boys PE is probably the worst idea ever.
  • I have learned that keeping up with marking is a struggle, but I totally realize the importance.
  • I have learned that what students go through (both inside and outside of school) will break your heart.
  • I have learned that I can function on less than 4 hours of sleep.
  • I have learned that I am far more creative and innovative than I give myself credit for, yet I still want to be more.
  • I have learned that it’s ok for your classroom to be messy. It means learning is happening and the mess is a product of the action.
  • I have learned that flexibility is a huge asset. Things change all the time in the school.
    There are: early recesses you didn’t know about, fire/security drills that take up half your class, gyms times that get cancelled, special guests and assemblies that pop up, impromptu lecture sessions by other teachers that derail your lesson and force you to teach something else, teachers who need/want to swap times with you, laptops that you booked being taken away by others who didn’t book them, laptops becoming magically available and taking the chance to use them (after verifying they really are available), opportunities for your students to go on special field trips that come up and you take them, and sudden illnesses cause you to have to leave at lunch time. (Yes, all of those things have actually happened in the last 3 weeks!)
  • I have learned that prep periods can sometimes be for prepping lessons or marking things, or just for taking deep breaths, having a snack and taking a break from the crazy day.
  • I have learned that lunar cycles are a real thing and can affect your students’ behaviour.
  • I have learned that I love teaching even more than I ever thought I did. I get a huge grin when I think of a cool idea and am able to put it all together for my lessons, and an even bigger one when my students are so into learning that they don’t want to stop.
  • I have learned that math games are magical.
  • I have learned that I can “trick” students into learning.
  • I have learned that learning outside takes practice. A LOT of practice.
  • I have learned that veteran teachers, while intimidating at first, are so willing to help.
  • I have learned that I have my own style of teaching, and that’s ok. It’s even great!
  • I have learned that students do not know how to dress for being outside and you must teach this to them. Even to grade 7s.
  • I have learned that some of the best lessons are unplanned.
  • I have learned that deadlines for student work really don’t mean anything, but also are everything at the same time.
  • I have learned that coffee can be your friend on crazy days, even if you’re not a “real” coffee drinker.
  • I have learned that I have a very high tolerance level for the general shenanigans of students, and know when and how to use my authority effectively.

If these are things I have learned in the past 3 weeks, I cannot even begin to imagine the teachings my first year of teaching will bring me! I also still have 3 more full days and a week of partial teaching days left too, so I’m sure I can still add to this list!

 

Two sides of the same coin

Today was day six of my full-time teaching block. It was terrible…or at least it started out that way.

I started the day feeling completely exhausted. I had stayed up til nearly 3am the night before desperately trying to make an interesting and engaging lesson on the power of the media through advertising for my two literacy classes and reading student writing work, and running on just over 3 hours of sleep was not making for a great start to the day. My students also seemed a little sleepy, or at least a little “out of it” first thing, but I couldn’t really be certain that it wasn’t just my over-tiredness fogging my judgement. Regardless, our numeracy class to start the day off seemed to go all right. The students were making progress on their latest Explore +4 menu, and I was checking in with each of them, and also pulling the last few details together for my literacy lessons. I thought things were going to be ok.

Then the grade 7s returned, the volume increased, I tried to quiet the class, and waited….

…called for the class’ attention, then waited more…

…It was actually quite ridiculous. Students noticed, then paid attention…sort of.

We got into a discussion about advertisements versus brands, which seemed to go, well, ok. It wasn’t great. Something felt off. Some of my students seemed really restless and unfocused, which then threw others off too. I re-set the class, re-focused and we tried again. I felt like I kept having to keep a close watch on a couple students, which then distracted my brain, and threw me off. It just didn’t feel quite right, and we didn’t get through what I had planned. Not even close, so I planned to continue my lesson after recess.

After recess we did a carousel-style activity of looking at how media is constructed, and who it’s intended audiences are. It did not go as well as I’d hoped. I think it was partly that my instructions and prompts for the students were not as clear as they should have been (likely due to my late night creating combined with my rushed gathering and assembling of things before class), and also this unsettled feeling I was getting from the students. I think that it would have been a lot better if I’d had them go to a station, watch the quick video, then move on to another spot to do something else, then to another to do some questions, rather than expecting them to stay at one place for 12 or 15 minutes and just change materials with a group beside them. I think they really needed short tasks and some movement within the room to help them focus.

We didn’t even get to the other lesson I’d spent half of my evening planning. By lunch time I felt a little exhausted, drained, and defeated. I tried to chalk it up to an “off” day, but my co-op encouraged me to look at is as an opportunity to develop more strategies for working with my students. Over lunch we discussed some ways that I could have handled some of the student disruptions. I outlined my plans for the afternoon, which felt even more vague, and I was feeling less than confident going into my social studies lessons with the grade 6s then with the grade 7s.

https://www.flickr.com/photos/52734530@N06/16441857285/

Photo Credit: MorboKat via Compfight cc

Surprisingly, both lessons went extremely well. Though I didn’t get to the video that I’d planned to look at with the 6s, we got into a great discussion about social justice. The students had never heard of the term before, so it was important to look at that before we started our discussions about inequalities and lack of power. I was very impressed that the students were really into the idea that we could discuss openly about the injustices they see in our society. Later, my class with the grade 7s was also just excellent! The students were completely engaged in the lesson on privilege, and demonstrated great maturity as we examined our privileges and discussed the poem “White Boy Privilege“. The 7s also had some excellent questions and throughout the lesson had even all brought their chairs all together so we were one little discussion group. This is a big step for them as they rarely even want to sit at a table together and only do so with much disdain.

In all, I felt like my day was really two sides of the same class. The morning felt so draining, chaotic, and just without flow, whereas the afternoon felt sort of effortless, smooth and engaging. I’m not sure if it was because I just really had the time at lunch to readjust my focus, or if it was because the students just settled in the afternoon more, but whatever it was it was great.

Here’s hoping that tomorrow (last day before a long weekend for students) goes well!

Now THAT’s a Good Idea!

As I begin my three week block of solo teaching, I’ve been asked if I’m ready, or if I’m nervous, or if I’m stressed. Surprisingly, I’m going into my block feeling ready, confident, and pretty un-stressed. I feel like I’ve been preparing for my solo teaching, but not really any  differently than I did for any of my subjects leading up to this point. Really, I’ve just had a great gradual increase of responsibility, and done good planning along the way, so nothing really feels that different.

In fact, prior to my block (so, early last week), on a night where I really didn’t need to do much prep for the next day, I sort of ended up planning my whole three week block in all subject areas…in one evening. Yup, I went from spending hours creating ONE lesson to spending 3 or 4 hours planning almost 4 weeks of content over multiple subjects. As a result of this, it really allowed my creativity to flow, to pull in pieces from all sorts of different ideas, and to really see how I could truly integrate the various subjects I teach. Now, is it perfect? Not even close. But, it’s a start, and I’ve got a very clear direction of where I’m going and how I’m going to help my students get there.

I’m really excited for the plans I have in place for my students. We have already begun to examine various types of power in our Social Studies unit, and next week will be starting to bridge that into our Literacy class. It is an idea that keeps growing. As I talk to more people, attend more PD events, and connect with more teachers my idea continues to grow and grow. Steven Johnson even suggests in his TED Talk video that this is exactly where good ideas come from. He suggests that ideas come from a network of ideas and connections, and they eventually become something larger, something great. I kind of agree! I feel like I’m just inspired to do great things when I see what others are doing, and have a chance to share my ideas with people too! Just this past weekend I came across some great Tweets from Aaron Warner, chatted with several awesome teachers at EdCampYQR, and it allowed me to add even more to my already great ideas for my unit!

Now, the test will be if I can pull it all off! I’ve certainly got the drive, but do I have the time and the resources to really make it work? While I do plan to use this long weekend to do a little bit of relaxing, I also hope to do some pretty intense planning. Although I have my outline and direction and flow pretty nailed down, I hope to focus more on exactly what each lesson will present, incorporate some of the great resources and ideas I’ve accumulated. Wish me luck!

And good luck to all of my fellow interns who are into, or close to entering, their three week teaching block! We got this!

 

Third time’s the charm…and sometimes the fourth is even better!

We’ve all heard that internship teaches you a lot. We’ve all heard that interns make mistakes and learn from them. We’ve all heard that there can be a lot of stress, and even tears, during internship. We’ve all heard that internship is challenging and some days you feel like you hit a wall. We’ve all heard that it can be a tough four months, but we don’t always hear the rest of the story.

What we don’t hear about is HOW interns learn, and what that process looks like.

Let me start out by saying that I’ve been really enjoying my internship. I have a great class, a wonderful co-operating teacher, and have been having a lot of fun. Sure, some nights I’m up quite late (or is it early…) planning things and making sure my lessons for the next day are just right, and sometimes I’ve stressed about getting the curriculum covered the way I think it should be, but overall it’s been great.

Now to the story…

Last Tuesday my advisor visited my class to do an observation of my teaching. I was beginning a brand new unit in subject I’d never taught before, social studies. I had worked with my co-op to make a great outline of the unit and I had a great concept for my first lesson. It was going to get the students excited about the unit, introduce the concept and be a lot of fun. Now, my class schedule is a little funny and on this particular day I had all of my students for half an hour and then the grade 6s went to band while the 7s stayed for more of the same subject. I thought the first part of the lesson went great. I did a bit of a modified think-pair-share concept as we explored the topic of our unit of inquiry, and all of the students were so engaged in the conversation. It was maybe a little noisy, but I don’t mind a kind of excited topic-related noise in the room. After the first half though, when I just had my 10 grade 7 students is where things started to go sideways.

I’ve struggled with management of my 7s before. They are just a loud and rowdy group; always blurting things out (subject related or not), and keeping them in check can be an issue. I moved them to a central point (which is usually a must with them), and we carried on with a deeper conversation that we had started with the whole class. For some reason though, my 7s thought that this period was one where they could just be silly and blurty and disrespectful to everyone in the room. I tried all my usual tricks – moving students, removing distractions, re-setting the focus of the class, and nothing worked. But hey, my advisor was there, what was I to do? So I tried to push on with the discussion, continually battling with a few students who were struggling to stay focused and on topic, and what should have been a 15 minute discussion took the entire 30 minute period.  I was exhausted. I knew I should have stopped, really addressed the issues, and then tried again to re-set the lesson. But I didn’t, and I felt so terrible.

Photo Credit: cyndisuewho Flickr via Compfight cc

Photo Credit: cyndisuewho Flickr via Compfight cc

Following my lesson, as it was the end of the day, my co-op and I sat down to de-brief. I knew I could have and should have done better. I tried to be strong, and explain why I did what I did, but I knew there was more I wanted to do. I tried to be brave and hold back my tears of frustration, but they came anyhow. I let it all out. Through it all though, my co-op and my advisor reminded me that I have the power in my class; I’m in control. I can stop things. I can start again. I can require my students to listen. I think the tears came more because I knew this was totally true.

Ironically, my unit and my lesson are all about power. Who has it in different situations and how we must work within a system of power and navigate amongst the good and the bad sources of it. I have the power in my classroom, and I need to use it. My students know that teachers have power and the authority to use it, I just have to have the courage to show it.

So, after 90 minutes of tears and realizations I tried to regroup and make a plan for action. Should I have used more power? Yes. But were my students still acting irresponsibly? Yes! So I made a plan for my next lesson to be about social obligations to others, about respecting those who have rightful power and authority, and taking ownership for their actions. I took a cue from my good friend, Amie, who had a very similar experience a few weeks earlier. She had her students write apology letters and explain their behaviour, and I tried the same with my students.

Photo by Simon Howden. Published on 22 February 2009 Stock photo - Image ID: 1004778

Photo by Simon Howden. Published on 22 February 2009 Stock photo – Image ID: 1004778

The next class was a VERY different one for sure. We discussed the previous class, why the behaviour they exhibited was not acceptable, considered what could have gone better, and establish an understanding of expectations. We even took a “field trip” to view the banner hanging in the front of the school that showcases the values that we are to uphold: I am responsible, I belong, I want to know,  I respect. Students were very sombre, realizing that they were not upholding any of these values in the previous lesson. Upon our return, students wrote formal letters outlining what happened and how they hoped to adjust their actions for future classes. I applauded students for being able to reflect on their actions, and shared some of my own reflections also. This hour long class went by quickly, and really helped set the tone with my students.

Now, the next class, that’s where things really changed. Just this Tuesday I had another shot with my grade 7s all on their own, again after a half hour period with the entire class. This time though, was great. I took the time to totally re-set the lesson, outline the expectations again, did a fun dance break, and got into a topic that was a little different than what we’d been doing with the whole class. Was it the most exciting thing? Nope, not even a little. We were looking at some sources of power, had some really good discussions about what they would look like, and recorded some student-created definitions of some terms. The class was very respectful, engaged in the discussion, and we got done what needed to be accomplished for the period. I was very proud of them, and of myself, for the turn around in attitude and outcome.

Photo by Danilo Rizzuti. Published on 17 November 2009 Stock photo - Image ID: 1009981

Photo by Danilo Rizzuti. Published on 17 November 2009 Stock photo – Image ID: 1009981

When I started writing this post after my lesson on Tuesday, and now it’s Thursday, and I’ve had another hour long class with my 7s. I thought that 3rd class with them was something pretty great, but today was even better! Today’s lesson was a look into some organizational power and  the levels of government in Canada. We played games, worked as a team, watched videos, answered questions, had discussions, had some disagreements, looked up answers, played more games, learned new things, and ALL of it in a very respectful, calm, yet totally engaging setting! It was a wonderful way to end out the day. I was so pleased with today’s class and am so proud of both my students and myself for really coming full circle on the issues we had been experiencing.

I start my 3-week solo teaching block on Monday, and after today’s lessons I definitely am going into things feeling more confident in my ability to get things done, and not only done well, but done with the cooperation and engagement of my students. I thought the third time was the charm, but today really showed me that sometimes the fourth can be even better.