Reflection #2

As the semester continues, I am beginning to feel more comfortable in my placement. I have jumped on the opportunities that presented themselves to take control of the class and help my CT in any way possible.

One particular incident that I remember from a few weeks ago was when the class was refusing to participate, only one or two students would respond to questions and even then they were in monotone, almost silent voices. My CT become frustrated and at one point just walked out of the room, giving no explanation to either me or the students. I quickly jumped in front of the class and took control, leading the students through the exercise that my CT seemed to have given up on with the students.

Before engaging in the lesson, each of the students (there are only about 6-9 on any given day) began asking frantically why my CT had left the room. I told them that she must be frustrated with the lack of participation and I began taking control of the lesson. When the students realized that they had upset their teacher, they quickly straightened up in their chairs and began participating for me and following my directions.

When my CT returned, she appeared composed and ready to continue with the day’s lesson. After class, she and I had the opportunity to talk and she explained what had happened during class. My CT insisted that she never “gets mad”, and that she knew what type of behavior the students would respond to in class. My CT also explained that when she walked out of the room, quickly circled back and stood just within ear shot of the classroom and listened while the students began engaging in the lesson for me. She explained that she knew that type of action would trigger the desired response from her students, and she was pleased with my ability to quickly take control of the situation.

Reflection #1: Standing Back & Taking It In

I entered my placement excited to begin pre-student teaching this semester. When I first met with my CT in early August, I did what I thought would exemplify my excitement for this upcoming school year. She seemed very nice during our initial meeting, but did inform me that I would be creating all of my own material and lesson plans with some guidance from her. I would not receive any materials that she used in previous years to help with my planning process; all of my lessons would be new and original.

Since school began, I have attended each of the T3 Language classes for the freshmen and have assisted my CT with random activities throughout the semester thus far. Before their spelling tests, my CT likes to review by doing a Girls v. Boys spelling bee, and will allow me to pick a team and act as “captain”. After reviews, I have also been allowed to give the students the spelling test on occasion. I like this practice of pacing in the classroom, and learning when I am talking too quickly, or am rushing through the test with students.

I have also observed my CT’s classroom management strategies frequently since I began my placement. She has a ticket system set up with her students. During different activities, she will offer students the opportunity to earn tickets that can later be used to “purchase” different prizes for her classroom, to include candy bars, pop, extra credit, pencils, and other small items that she tries to keep in stock for her students. This seems to work well within the classroom, since students are eager to collect tickets and often jump at the opportunity to redeem them for tasty treats and helpful prizes (extra credit, pencils, etc.)

During my observations, I have noticed my CT using descriptive language with students while teaching about the different parts of speech. I feel that another strategy that would benefit the students in the class would be to put together a PowerPoint or a worksheet for students and use humorous images found online. This would benefit the students by helping them relax during the lessons, and would help them comprehend the grammar lessons easier than supplying them with straight text.

I am also looking forward to using short stories or novels in the classroom. I hope to show my students the difference between bland writing, and descriptive, vibrant writing. I feel that “breathing life” into story characters would benefit students. Would changing the style throw students off and distract them for learning the material?

Although I have yet to actually teach my lesson, I am actively assisting during each class period in any way that my CT sees fit. We have begun discussing my first lesson with each other, and I look forward to the day when I am able to stand before the class and take control.