Posts (page 2)

My own worst critic.

Nobody likes to hear his own voice on an answering machine. Go ahead and multiply that by ten when you're talking about both audio and video on a recording. We had to watch film all the time playing football for the last decade-and-a-half of my life, but that pales in comparison to watching yourself teach for the first time on film. It was painful. 

I have many idiosyncrasies, but one in particular was very obvious not only to myself in the video, but also to Mr. Alred and Mr. Cole in their evaluations of me--and they let me know it. I move. I do it all the time. I am on my feet walking all around the classroom from the time of the first bell until the dismissal one rings. Over the summer when I'm only teaching two periods or so, this isn't too bad. After all, I tend to be a louder, more authoritarian teacher. Add to that my 6'2'' 200 lb. former football player (and new coach) personality and you have a combination that makes me much more inclined to physically dominate the classroom instead of relying on my rules, procedures, consequences and rewards. That is a big problem. As both Matt and Mason have pointed out, I'm going to be so physically exhausted at the end of the day that I won't make it that way for more than the first couple weeks (especially when I'm coaching). Not only to I stay on my feet the majority of the time, when I do sit down i remain in motion. I'm not consciously nervous or anything, but I'm almost positive that it will be interpreted that way in the fall.
Another bad tendency I have has also been exacerbated by my four-student classroom; I tend to turn my back on the students (not all the time, but much more than I should). With more than four students, I would have been setting myself up for disaster about 5 times per period; however, with only four and two extra teachers in the classroom we've never had a real problem.
One thing that I started doing at the beginning of the summer that I really like is calling them by Ms.- or Mr.- Whatevertheirlastnameis. I hope it gives them the impression that I respect them and that we have to work collaboratively like we are co-workers if either of us are to be successful. I'm not sure if that's their impression or not, but oh well. 
When I went back this week to review the material that was being taught in the taped period, I was amazed at how little they remembered and were able to do when given problems. I shouldn't have been. I spent way too much time listening to my own voice than making them work to learn. I know exactly why I do this, too; if I only talk the first twenty minutes and then leave the last thirty for them to work independently, then I end up answering the same questions over and over and over again to individual students rather than to the whole class. I feel like the more I say, the less I'll have to answer later when they still don't get it. The only problem with this is that I'm still doing all the work. I'll have to get much better at letting them struggle for awhile to get something. If any of you older folks have any suggestions or thoughts on this last paragraph, please let me know!

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Photographs: Delta Lovin' and HSSS

So... Dirty Deitz (if you don't know about the nickname, you should probably get with the program--the MVC program, that is) and I had this great idea that when we visited our district for him to sign the contract and the two of us to find a place to live, we would take a ton of pictures--pictures of Hollandale (all four stop signs), Simmons High School, the football field, Chambers Middle School, Leland, Deer Creek and our House. 
The thing about this idea, was that it was a good idea...in theory. After we hit Washington County, I pretty much forgot I had a camera on me with which to take pictures. However, I was able to snap off something that is worth the proverbial 1,000 words. Well, it's more like it's worth a couple well-developed sentences, not a paragraph so much. There isn't that much to say. 


This is the beautiful sight traveling down Hwy 61 in Washington--aka God's country. I had never considered myself a country boy (seeing that I grew up in the suburbs of Atlanta), but I definitely felt more at home here than I ever did in a city. I'm sure the 2.5 hour drive will get REALLY old after making it 40+ times, but right now it's still cool.

The ride that was never really cool was riding the Big Yellow Limousine. After a hard day's work, all the MTCers pile on the school bus to head home. The weirdest part (and I'm sure best sight for all the kids) is when we all wearily dismount the bus first thing in the morning in front of all the eager onlookers. They love the little switch-a-roo we have daily, I'm sure.
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I don't know it all?

I really lucked out with my second year teachers in my room. I say "my room" only because I will be the only person to remain in it for the entirety of summer school--not because I have commanded the troops better than the other teachers. In all their infinite wisdom, I have managed to pick up a couple things.


1) I'm still a guy. Surprise, surprise. That's not the problem. The problem is that as a guy who has played sports his whole life, I have a tendency to alienate students, particularly females or those who aren't that into sports. My bass voice combined with my other tendency--to hover over students--generally makes them nervous and uneasy. That in itself might not be that bad for management purposes, but two things need to be kept in mind: a) if i alienate too much, the students will begin to shut up and tune me out. Then we both lose; and b) i can't rely on my authoritarian management style to dominate the class. I HAVE TO be a firm but consistent jerk when it comes to rules.

2) I need to model EVERYTHING. I mean EVERYTHING, that I want the students to do. That includes everything from activities to how I want my answers written, to exactly how long I want a written response to be. I hated teachers who did that mainly because I knew what they were looking for and would just give it to them off the bat--no cattle prodding necessary.

3) Creativity is the FIRST thing to go when you're struggling with planning and students. The caveat? Those creative ways are usually how they learn and remember best; it's not through my voice or lecture. They loved the flip book we made for learning slope-intercept form for graphing linear equations. It took over half the period just to make the book, which meant that we only "covered the material" for about 15-20 minutes. But somehow, they seemed to do better after that than when I went over examples and materials the whole 50 minutes. Harry Wong can talk about time on task all he wants, but it had better be something that is not causing internal hemorrhaging as they work.

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Willing Disciplinarian

Unlike the paper-folding class, which I really wish we had done earlier, I'm glad we didn't have this assigned until midway through summer school. My reason? I felt like I could either relate to, or very easily see, everything written in the book. The size of the print, pictures, and generally 3rd grade style certainly alleviated any pains of having a reading assignment. 

Everything was useful, and very easily applicable, but a few things stuck out more than others to me. They weren't necessarily discipline strategies either, though. That surprised me. 

1) The decisiveness quiz was hilarious (I didn't score perfectly, but I did alright). Any time a book talks about not leaving any room for response, I think back to my days as a summer counselor at my church camp growing up. I had cabins full of 11, 12 and 13 year olds, 24 hours a day. There was no pushing them off onto someone else at the end of second period, never to see them again for another 23 hours. Pick your battles; which, in teaching, means you don't  have to fight any. In fact, you shouldn't fight any. You've already won without fighting. You lose as soon as you think you have to fight back.

2) The teacher personas you should not take on. I think we all know people who have stepped into those kinds of situations. Even if they didn't go into teaching as their profession, we had friends who volunteered at a soup kitchen or something like that; they were better than you because they were "helping the less fortunate." I'm hired to teach math and coach football. That's what I'll try my very best to accomplish. If anything more happen, then it's just a bonus. There will always be someone smarter, more competent and more successful than me or you. I'm going to drill that as well.

3) Although I wasn't surprised at the chapter about developing your own persona, I wanted to reiterate that point by directing everyone to a great book on that topic. Parker Palmer's The Courage to Teach might be the quintessential book on this topic, and anyone interested should definitely read it. I might even lobby to have that as a reading assignment for next years' class.

4) I was very surprised at his "real teachers use text books" part. I, for one, hate the algebra text we use in summer school. I always thought my HS teachers were huge nerds for placing any kind of liking or judgement amount on a text book, but I can see now why they would or wouldn't. I was of Rubinstein's mindset: I can teach you from my things way better than the book can. I'm thrilled I can learn from his mistake before having to make that on my own. I will now be passing out texts in that first week of class.

5) I understand his argument that alternative route licenses into teaching are better than the traditional education major, but i have to say...My minor in education was WAY harder than that to earn, and, while I understand it was a hyperbole, I was a little offended that people who took education classes are seen that way by at least some.

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?

I tried out my own little variation of the cold-calling questioning technique, and it was almost like I was no longer the teacher calling on them, but fate's representative who has finally summoned the student to do his duty. 


I wrote each of my students' names on tickets (our little reward system that has surprisingly gone in favor of our chair of knowledge over the candy), placed them in a cup, and drew them at random. I said, "this ticket has your name all over it if you can correctly answer number ___."

Of course I talk a big game about being a big meanie to my students, but I think we've built a good enough rapport that they know as long as they're legitimately trying, I'll make sure they're taken care of (knock on wood!). They might not have given me exactly what I was looking for as far as an answer is concerned, but they gave me the effort on each of the problems. Most even did what I wanted and got it right, but didn't tell me the answer just how I like it. Kind of like in Jeopardy if you just shout out "Sean Connery" instead of "who is Sean Connery." (I'll take the rapist for $200. I'm sorry, Mr. Connery, that's "therapist." Not "the rapist." Anyone? Anyone?). 

I definitely like the method of cold calling, but I don't know that I want to use it as a ticket reward for my students come the actual school year. I feel like tickets should be rewards for going above and beyond what's expected or what you should be able to do. I had just taught them how to get the answer to the questions they answered, so they SHOULD know the answer. Why should I reward someone for doing what they're supposed to be doing unless they do an absolutely exceptional job at it? Do architects get bonuses for drawing up plans? No, not unless they've done an immaculate job. Do doctors get a bonus for a successful surgery? No, that's what they're SUPPOSED to do (although not nearly as likely to happen should a Democrat be elected and try and implement the terrible (and largely socialist) idea of nationalized healthcare). I'm not entirely decided on this issue, but that's my opinion for now. I might have different insights after I've been in Hollandale for a couple months!

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I read it

I had the distinct privilege of being able to visit my new home not once, but twice, before coming down here for the summer. My first impression then? Stepping back to the 40's. Both times. Now, after reading the book? Still the 40's. Maybe 50's. And I love it.

Delta Autumn lived up to my expectations; meaning, of course, that it talked about teaching in the Delta. Seriously though, it was actually really good to read. The first part on the history was good to churn through because it really helps buffer the negative stereotype that most have about the academic achievement and quality of education in the great state of Mississippi. Dr. Mullins did such a good job telling us the history in the first days with orientation that I felt like the book didn't really say anything new, only elaborated on a few of his points. 

My one problem with the book though, is that it's such a holistic view of EVERYTHING about teaching high-need students in critical shortage areas that I couldn't possibly pick everything out of it that I should know. But, the authors did stymie my disappointment by breaking down the last section by content area, and I think the most important thing is that I feel like I read things that I will actually utilize and implement come August. I appreciated that it took on the topic of special education in classrooms; this is a critical issue, and the differential education we will all have to learn to practice will be a struggle for me. I often feel that I have explained something the best way possible only to find that my students still don't understand a word I have just said (and I'm sure many times, it's because they haven't). At the same time though, students have a very stigmatized and distorted view of what it takes to understand algebra. This is slightly different from the points the book illustrates, but for math especially, students have this idea that only geniuses can "get" math. Perhaps someone told them this growing up. I don't know. But that observation serves as a great segue to something that stood out to me from the book and personal experience.

The point of having to meet in the middle between your content and the remediation of the prerequisite necessary skills to teach your content was probably the most important thing that we as educators need to keep in mind. I was fortunate enough to have been allowed to work with a local high school in downtown Memphis for the last 2 1/2 years, and that was, aside from behavioral issues, one of the most difficult things to comprehend and deal with. That is precisely why the juxtaposition of the history of education in the Mississippi Delta at the beginning of the book is so important; it reminds the reader that, while there is a long way still to go, Mississippi really only started getting its act together a few decades ago.

The book re-ignited my excitement in being a part of this historical change in my beautiful Southland, but also showed the dark truths we will all have to deal with these next years. The odds are not insurmountable, but I don't think the bookies will be on our side for a good time to come.

I'm still looking forward to more experience, learning, teaching and evaluations.

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And so it begins...

Thank God for the people here--particularly the second-year students and the other rookies like me. They have already made the transition easier than I would have expected. Going from high school to college was fun, but most definitely rough and awkward; this time it's without the "rough and awkward" part. Everyone is comfortable being him or herself, and there's really no need to impress anyone. That fact mixed with the trademark Southern hospitality and generally affable personalities all around, not to mention the people as competitive as I am, have made it already worthwhile. I know, I know, I might be eating those words later as I step into my own classroom in a couple months, but being the only first-year student in Algebra I, I feel like Karl and Eleanor will have me well-prepared for that. Lesson planning is a little different, in some ways definitely good, from what I had learned for the great state of Tennessee, but I guess I can make it happen. Plus, being observed every time I teach and having two lessons a day is just the kind of fire I need to be thrown into to get sharpened.

The University itself is beautiful, but anyone could have told you that. I'm just glad to finally be on a "real" school campus--aka an SEC school. Having been born and bred an SEC football fan, going to college and playing for a small, private, liberal arts school left me just one more thing to do... go see a game (and have a legitimate reason to cheer for a team) in an SEC stadium. I was raised a Volunteer, but I guess I could don the red and blue and cheer for a team whose mascot is dead everywhere in the states except here in the deep South. And, as I understand it, all of our weekend classes over the academic year work around the home football schedule--definitely a plus. I'm just glad that our readings aren't yet in dense philosophical underpinnings of learning or public education. It's really a frenzied (but definitely organized) get-you-ready-ASAP program so that we aren't sitting ducks come the end of the summer, so everything has direct and immediate application. 
Having been by the river in Memphis for the last four years, particularly training over the summers, I've gotten somewhat used to the heavy heat here. It's much more than a number on a thermometer down South--you're breathing water when you inhale because of the humidity. I wonder how my northern counterparts are handling it as I'm sweating the moment I step out my door.
I'm looking forward to learning just as much as I am teaching at this point. Speaking of learning, there has definitely been a curve for me with all this GoogleEVERYTHING and WikiWhateveryoucallit and all that other whatnot. I'd never heard of any of it but the search engine and terrible encyclopedia, so I'm still trying to get comfortable with that, the whole idea of blogging, and all the other online things we do. Other than that, the anticipation and countdown until day 1, or the beginning of the end, whatever you want to call it, is killing me, but I know I've still got a long way to go before I'm ready.

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Justin
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