1.
-When I first walked into my high school I was completely overwhelmed. The school was so much larger than the high school I went to. Before I met my CT for the math class I spoke with the department head of special education. She informed me that their high school was used as the model for all other SED programs in the district. I thought to myself "Wow, I feel very lucky to be here. I am going to be seeing a lot of wonderful teachers." As I walked into my math classroom I was a little bit surprised. The walls were bare, the students seemed to be segregated into different parts of the room. Something was even more interesting was how staffed they were. Not including myself, there were four adults in the room for a classroom of less then 20 students. How rare!! There were two teachers and two TA's. I thought the classroom was for just one math class, but I quickly found out that it was one classroom for THREE different classes; Math Models, Algebra and Geometry.
-As for the hallways, one word; CROWDED!!!! Students everywhere, some walking, others rushing and a few in the corner just staring at the ceiling. Another interesting thing is that the SED classes are all next to each other and in the same hall way. Logistically, I think this is great. The students don't have to walk all over campus to each class. However, it's like they put all the students with special needs in the corner. It's a catch 22 really but I'm leaning towards not segregating the SED students into one hallway.
-The really neat thing about the high school I teach at is it seems to have all different mixtures of culture, race and economic status. I'm not sure of the exact percentages but from what I can tell, everybody is a minority because there is no majority race.
2.
-A lot is going on in the classroom I teach math in. There are 3 different subjects being taught. The students that are in Geometry class leave with one of the teachers to go work in another classroom. While the other students stay in the main classroom. The Math Models students sit in a circular table and work while the Algebra students sit at desks in a row and are taught by the main teacher in the classroom. I would like to say that the teaching in the classroom is top notch and the kids seem to be learning at a rapid pace. Sadly, I'm not so sure this is the case. The teacher often raises his voice at the students, points out their mistakes in front of the entire class and tells them the only reason it's important for them to learn this material is so he doesn't get in trouble for them failing the TAKS again.
-I often find myself sitting in a desk next to students trying to go over problems they have missed. However, this will not be the case after this week. I will be spending my time working with small groups of two on computation and word problems.
3.
-I really don't know very much about my teacher's beliefs in terms of mathematics learning. The only thing I do know is that he is very supportive of students utilizing the resources they have in order to solve problems they don't know. For example, the students are always welcome to use the calculator or any notes they have taken in class, even on the tests. I know this because I have seen and heard the teacher mention it in the classroom and encourage the students to use these resources.
-I definitely agree with allowing the students to utilize the resources they have. Because the know the basics operations of math (addition/subtraction/multiplication/division) I say let them use any resources they can. When in life will you not be able to ask for help? Grab a calculator? Use the internet? Granted there are times in your life where you may not be able to afford a calculator or the internet but you can go use the library's internet for free. I feel that there will always be some sort of resource available so why pretend in the classroom that there won't?
-I'm not sure that my identity is forming or growing currently but one thing I am in tune with as of now is how negative attention can effect students. To see the hurt and embarrassment in the student's eyes and body language was painful. I hope I will not say such things to make my students feel that way.
4.
-I am so worried that my blunt personality will get in the way of my teaching. I can be confrontational, overly honest and rude. Although these aren't my finest personality traits, they are at my core. I lack patience at times and I hope that through my student teaching and mentoring by my teachers, I will become slow to anger and quick to listen!
-I also worry that I won't be good enough!! Maybe I won't know the right strategies or the right things to say. I might not know how to communicate or be culturally sensitive enough.
-Although I know I will not be perfect and will stumble in many ways, I hope that I continue to grow and develop my skills by always seeking professional development and staying on top of the latest research based practices.
OR 
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I'm really sad to hear that the math teacher at your placement is so discouraging with his comments to the class and individuals. Even though you're worried about your blunt personality, from what I've witnessed in our PDS classes together, your empathy and desire to have the students succeed will override this. I hope that your math teacher learns a thing or two about patience and the way you talk to students, from observing you teach.
ReplyDeleteI can relate to what you are worried about. I am worried that I may not know how to teach something, even the most basic concept; and I also fear that I may use too many word to try and get my point across and just overwhelm my students.
ReplyDeleteI do like how your teacher allows the students to use their resources (especially a calculator). My CT will allow the students to use a calculator (for example of their resources) to check their work to find out if they have the right answer. She also tries to use resources from their general education classroom such as worksheets or books.
I feel this semester we all will learn a great deal, and you will over come your worries.
I wonder how the size of the classroom and class itself can, will and has effected your students. This does not seem to be the ideal setup for a high school resource setting. Also, it makes me angry hostile your CT seems to act at times. I know these are high school students, but still there are better ways to handle a classroom. Also, I was wondering what sorts of daily and weekly assessments your CT gives the class? This would most likely show him if the students are learning or not; as you stated you are not sure if they are actually learning, even though they are engaged. Hopefully you learn a lot from this placement, even if it is not perfect.
ReplyDeleteFirst of all, I love all of your pictures and cartoons on your blog, it really makes it an inviting place to read !!
ReplyDeleteSecond, I commend you on wanting to work with high schoolers, especially when it comes to math. I think that teaching math at a high school level is probably one of my biggest fears when it comes to education. I have enjoyed reading your blog because it gives me encouragement that high school math wouldn't be so bad !! It looks as though you are well on your way to becoming an amazing teacher :)
You may be worried that you are too blunt at times, but sometimes it can be a real asset.
ReplyDeleteAlso, it seems that even though the halls are crowded, the teachers are difficult to deal with at times, and the classes are not always ideally suited to the students' needs, you are really enjoying working with your kids. So that's good. :)
Thanks for being so honest and reflective in this posting, Jillean. Welcome to high school teaching!
ReplyDeleteI would have liked to see more images of the school itself, something that would help paint in the pictures of the things you're writing about.
From what you write, it sounds like this placement will help you learn immensely about how SED works on the high school level. I know the school you're talking about and have gotten lost in it many times. It is huge!
And I'm glad you're critical of the teaching you see, as well as your own teaching style. Stay opened minded and reflective. There might be a reason teachers do the things they do. And there will always be ways in which all the special things that make you who you are incorporate perfectly in your own teaching style. So feel like you have to change into someone different just to be an effective teacher, Jillean.