Student Teaching

Since I have to write a learning log for my student teaching every week, I thought I might as well share it here...

I am still in fieldwork observation mode at a High School in Huntington Beach. Come February 2 I will be taking over two Juniors English College Prep classes and observing/tutoring one ELD (English Language Development) class.

There have been numerous shake ups. The school is in program improvement. There is no money. Limited text books available - all of which do not leave the classroom. (Also, there are no lockers on the campus - they ran out of money). Originally I had only one UA (University Associate also known as a Master Teacher), but due to budget cuts and the school trying to save the job of their band teacher, they have canceled classes and shuffled students around. This means that I will be teaching first period juniors with one UA, tutoring/observing ELD with the band teacher second period and taking over my new additional UA's sixth period juniors. Also, I might mention, this last class LOVES this UA (he has taught for 15 years) and they still have no idea why I have been observing their class the last two weeks much less that I will be taking over.

My sixth period will also go from 27 students to 40 students, as I will be taking on some of the "canceled" classes students.

Yes, it is confusing and now that I see it all in writing, I can understand why I have so much anxiety.

Even with the limited resources, I have fallen for my first period students and have experienced an inkling of connection with my new 6th period students as of yesterday.

To conquer my anxiety for taking over, I have planned a full week of personal connection lesson plans, which include the name activity (using an excerpt from Sandra Cisneros "House on Mango Street"), personality collage doll (where students cut out pictures from magazines that describe their personality, for examply if they have a bubbly personality they might include a picture of bubble bath) and introducing my "emptying the trash" journal writing as well as various snacks that will magically appear. (Students will each receive a notebook. They will either draw a representation or find an image of a monster to represent "the censor of me" which they will glue into the first page of their notebook. They will then mark an "x" through the image. Each day, for the first ten minutes of class, students will "empty the trash". They will just write - shooting for three full pages, continuously, with no self censorship. After they have written, they have the option of writing "private" at the top and I will not read. It is very important that they know that any abuse or suicidal thoughts will be reported and must be reported by law. The journals are their ticket to leave the class room, and will stay with me. I took this from "The Artist's Way")

I know, I'm getting long winded here, but there is so much going on. You see, I am also being included in the Wed. staff development meetings where the faculty is in the process of formative assessment and creating their own pacing guide (this is a curriculum guide that school districts develop for teachers to follow). This is their first year of program improvement as well as an entirely brand new administration. In a way, I am witnessing the rebirth of this school. Being a part of this is fortunate for a student teacher as every week I am a part of a group of teachers focused on sharing best practices with one another as well as the challenges and failures.

In spite of the fact that there are limited materials, not enough computers, not enough novels, many students without access to any computer, rationing of paper - there is, remarkably, an optimistic feel to this school. I always have felt that people who have experienced hardship acquire a soulful way of being. It's as if we feel that "You and Me Against the World" comradery. We're in this together, so we might as well make the best of it. And some wonderful, deep and messy thinking and writing is occurring. The essays are not pretty, sometimes they are written in pencil, in class with me at their shoulder... but they write and they keep coming back.

I don't mean to make it sound like we don't have behavior issues. We sure do. There are gang issues. Students who are involved in drugs. One student was in class high last week, was sent to the office. But since he didn't have it on him, nothing was done about it. He resented my UA for taking action and retaliated this week by writing "Weed Smoker" and "F... her" on her hall pass.

But there is something wonderful about these students. Maybe I'm naive, or just extremely Pollyanna about everything - something I have ALWAYS been accused of - but I'm making the best of it and letting myself be swept away by these kids.

I am privileged to have the opportunity to encourage one young man to write about his mother's sudden passing and the feelings of guilt he feels as well as expressing the sense of emptiness he has.

Lastly, I thought I'd share a little about a unit that my UA has requested and I am actually quite excited about it. The students have been asking for some "drama" opportunities and she asked me to do a little theatre history / acting "workshop". The drama department was cut several years ago (that would have been devastating to me in high school) so she's hoping I can give the students a little exposure to that world. Of course, I'm thrilled.

Thanks for reading this you guys. I'm emptying my own trash this morning it seems. And I feel a little of the anxiety has subsided... for a bit. My big challenge in life has been being too sensitive and taking things too personally. We'll see...