Student teaching (urban school) Week 2 update

[Cindy B]

Thanks for all the kind words and encouragement after my first week. I did go home crying quite a bit that first week.

Week 2 is better. No, it's not the fabulous, suburban, touchy-feely experience some of my university classmates are getting.

I'm learning. I actually got to teach 2 subject area classes and my university supervisor observed one of these. I got great marks from my university supervisor and the kids behaved so well! It's a good thing he observed the one lesson because the 2nd one was well, pretty awful. I put too much in the lesson and tried to do too many things in one time period.

I'm still trying to work out how to get them to follow directions in line and moving back and forth from specials in a quiet way. It seems that they do well, and then it sort of falls apart at the very last second. I feel that my cooperating teacher is judging that more than my actual lessons...

Can anyone help me with this? This is an urban school with very STRICT rules about absoluete silence and detention for even a giggle and loud shoes. I know kids can be kids and sometimes they can't do that. The students are repressed in many ways but I need to help the kids realize that my rules are the same rules as the cooperating teacher.

I had a great success. I have one male student who is tough exterior.. getting into playground fights and is a big boy. He may turn into a tough teenager and is sort of written off already if that makes any sense. Anyway, I taught a science lesson and he understood all the answers and was asking for more info. He was so eager! I dubbed him my "scientist for a day".

 

[#1hockeymom]

Thanks for all the kind words and encouragement after my first week. I did go home crying quite a bit that first week.

Week 2 is better. No, it's not the fabulous, suburban, touchy-feely experience some of my university classmates are getting.

I'm learning. I actually got to teach 2 subject area classes and my university supervisor observed one of these. I got great marks from my university supervisor and the kids behaved so well! It's a good thing he observed the one lesson because the 2nd one was well, pretty awful. I put too much in the lesson and tried to do too many things in one time period.

I'm still trying to work out how to get them to follow directions in line and moving back and forth from specials in a quiet way. It seems that they do well, and then it sort of falls apart at the very last second. I feel that my cooperating teacher is judging that more than my actual lessons...

Can anyone help me with this? This is an urban school with very STRICT rules about absoluete silence and detention for even a giggle and loud shoes. I know kids can be kids and sometimes they can't do that. The students are repressed in many ways but I need to help the kids realize that my rules are the same rules as the cooperating teacher.

I had a great success. I have one male student who is tough exterior.. getting into playground fights and is a big boy. He may turn into a tough teenager and is sort of written off already if that makes any sense. Anyway, I taught a science lesson and he understood all the answers and was asking for more info. He was so eager! I dubbed him my "scientist for a day".

Practice, practice, practice! Have them practice getting in line, walking down the hall, and then do it again.. and again... and again. Offer positive reinforcement. Maybe hand out those carnival tickets (walmart office supply area) where they put their name on a ticket and you'll draw so many at the end of the day for a special treat, extra recess, lunch with you, whatever. The more tickets they earn obviously gives them a better chance of winning the prize!

I've always used silent signals for getting in line, changing directions, stopping, etc. If they have to be quiet, then we should also be quiet. Some of these signals I also use in the classroom after I've given the "all eyes on me" signal.

I hope that helps! I've been in your shoes. I grew up in a small town and live in a smaller town. I work in the inner city of Flint, (when not pink slipped...ACK! Please call us back!)

Make sure to let them know that you do care, by both your words and actions. You can and will make a difference!

 

[Where'sPiglet?]

Glad to hear week 2 was better!

I also have used those Raffle Ticket things in the past that the PP mentioned. I have found them at Staples too. If you don't want to hand them out IN the line, carry a notepad with you and note down names. Kids will straighten up when they see you jotting down names.

I agree with using as many silent signals as possible. Keep your "stopping spots" as consistent as possible. For example, my class always stops at the first door past our classroom. Then they stop again at the double doors. Then at the exit sign. All I have to say is "proceed" or "continue" and they know where to stop next. I do not allow the line to move until EVERYBODY is doing the right thing. If it's the same kid causing problems, I pull that one student off the line to have them walk next to me.

And I feel you about cramming too many things into one lesson. I used to do that all the time when I was student teaching. I've learned that "less is more" in many instances. If they finish earlier than expected, close out the lesson with a discussion where you can take the thinking to the next level by using "accountable talk".

 

[Tinijocaro]

Reward the ones who ARE doing well in line, do it right then and there-either have a ticket system in place where good behavior earns them a ticket, or keep smarties in your pocket and hand them out freely to those who are doing well. No need to say anything, just had it to them.

 

[JoyG]

I'm still trying to work out how to get them to follow directions in line and moving back and forth from specials in a quiet way. It seems that they do well, and then it sort of falls apart at the very last second. I feel that my cooperating teacher is judging that more than my actual lessons...
Can anyone help me with this? This is an urban school with very STRICT rules about absoluete silence and detention for even a giggle and loud shoes. I know kids can be kids and sometimes they can't do that. The students are repressed in many ways but I need to help the kids realize that my rules are the same rules as the cooperating teacher.

Ok, I've got a couple of thoughts for you. I've been teaching in an inner city school for about 13 years, and I also did my student teaching in one inner city and one suburban placement.

1. As far as the bolded sentence...I bet you're right. She knows that at the beginning of the year, how they walk in the hallway is more important than how your lesson goes. Seriously. You've got one chance at the beginning of the year to get things right. You've got to lay the foundation and spend lots of time on the procedures b/c if you can't get the behavior under control you won't be able to teach anything effectively all year long. That would really be a disservice to your students. So if you are strict in the beginning, you are doing right by them, not wrong. Don't be afraid to spend time working on behaviors. It's time well spent.

2. In terms of getting them in the hallway. As a sub or a new teacher plan to leave plenty of time before lunch or special to get there. I have been known to start lining up 15 minutes beforehand. Here's why. The kids want to eat. They want to go to gym. They will do it perfectly or they won't get there. You turn them around as many times as they need to to get it right. It usually only takes one or two do overs before you can make it. Occasionally, you'll have a harder group that will go more than that. Make sure you start early to allow for do overs. If you have a harder student who's ruining it for the class, ask your cooperating teacher if she can hold him back in the room for you to talk to him privately after the rest of the class gets there. In my school I can take away specials if I need to (occasionally) and I can make them eat lunch with me in the room instead of in the cafeteria.

3. Thirdly, you mentioned something about the kids "being repressed." You feel that now from a student teacher's perspective, but one day you'll look back on the experience and see the wisdom in it. It might seem like they're repressed, but at the beginning of the school year, in an urban school in particular, you are laying down the law. There is no fun, I am not your friend. You must set the stage in the beginning to establish guidelines for behavior. If you are not strict in the beginning, you will not have them the rest of the year. I'm a cheery lovey teacher, but certainly not the first two months of school. I remember thinking the same thing about my cooperating teacher when I was in college....I thought she was so mean. I felt sorry for her class. It wasn't until years later that I understood the wisdom of what she was doing. As a student teacher, I didn't see the whole perspective, I just saw the foundation she was laying in the beginning.

 

[Kitty 34]

Ok, I've got a couple of thoughts for you. I've been teaching in an inner city school for about 13 years, and I also did my student teaching in one inner city and one suburban placement.

1. As far as the bolded sentence...I bet you're right. She knows that at the beginning of the year, how they walk in the hallway is more important than how your lesson goes. Seriously. You've got one chance at the beginning of the year to get things right. You've got to lay the foundation and spend lots of time on the procedures b/c if you can't get the behavior under control you won't be able to teach anything effectively all year long. That would really be a disservice to your students. So if you are strict in the beginning, you are doing right by them, not wrong. Don't be afraid to spend time working on behaviors. It's time well spent.

2. In terms of getting them in the hallway. As a sub or a new teacher plan to leave plenty of time before lunch or special to get there. I have been known to start lining up 15 minutes beforehand. Here's why. The kids want to eat. They want to go to gym. They will do it perfectly or they won't get there. You turn them around as many times as they need to to get it right. It usually only takes one or two do overs before you can make it. Occasionally, you'll have a harder group that will go more than that. Make sure you start early to allow for do overs. If you have a harder student who's ruining it for the class, ask your cooperating teacher if she can hold him back in the room for you to talk to him privately after the rest of the class gets there. In my school I can take away specials if I need to (occasionally) and I can make them eat lunch with me in the room instead of in the cafeteria.

3. Thirdly, you mentioned something about the kids "being repressed." You feel that now from a student teacher's perspective, but one day you'll look back on the experience and see the wisdom in it. It might seem like they're repressed, but at the beginning of the school year, in an urban school in particular, you are laying down the law. There is no fun, I am not your friend. You must set the stage in the beginning to establish guidelines for behavior. If you are not strict in the beginning, you will not have them the rest of the year. I'm a cheery lovey teacher, but certainly not the first two months of school. I remember thinking the same thing about my cooperating teacher when I was in college....I thought she was so mean. I felt sorry for her class. It wasn't until years later that I understood the wisdom of what she was doing. As a student teacher, I didn't see the whole perspective, I just saw the foundation she was laying in the beginning.

Well said and SO true!!!!

 

[#1hockeymom]

Ok, I've got a couple of thoughts for you. I've been teaching in an inner city school for about 13 years, and I also did my student teaching in one inner city and one suburban placement.

1. As far as the bolded sentence...I bet you're right. She knows that at the beginning of the year, how they walk in the hallway is more important than how your lesson goes. Seriously. You've got one chance at the beginning of the year to get things right. You've got to lay the foundation and spend lots of time on the procedures b/c if you can't get the behavior under control you won't be able to teach anything effectively all year long. That would really be a disservice to your students. So if you are strict in the beginning, you are doing right by them, not wrong. Don't be afraid to spend time working on behaviors. It's time well spent.

2. In terms of getting them in the hallway. As a sub or a new teacher plan to leave plenty of time before lunch or special to get there. I have been known to start lining up 15 minutes beforehand. Here's why. The kids want to eat. They want to go to gym. They will do it perfectly or they won't get there. You turn them around as many times as they need to to get it right. It usually only takes one or two do overs before you can make it. Occasionally, you'll have a harder group that will go more than that. Make sure you start early to allow for do overs. If you have a harder student who's ruining it for the class, ask your cooperating teacher if she can hold him back in the room for you to talk to him privately after the rest of the class gets there. In my school I can take away specials if I need to (occasionally) and I can make them eat lunch with me in the room instead of in the cafeteria.

3. Thirdly, you mentioned something about the kids "being repressed." You feel that now from a student teacher's perspective, but one day you'll look back on the experience and see the wisdom in it. It might seem like they're repressed, but at the beginning of the school year, in an urban school in particular, you are laying down the law. There is no fun, I am not your friend. You must set the stage in the beginning to establish guidelines for behavior. If you are not strict in the beginning, you will not have them the rest of the year. I'm a cheery lovey teacher, but certainly not the first two months of school. I remember thinking the same thing about my cooperating teacher when I was in college....I thought she was so mean. I felt sorry for her class. It wasn't until years later that I understood the wisdom of what she was doing. As a student teacher, I didn't see the whole perspective, I just saw the foundation she was laying in the beginning.

Well said! Great advice!

 

[FSUDisneyGirl]

What grade are you teaching? The teachers at my school have some creative ways to keep kids quiet in the hallways, but it would depend on the grade.

Glad to here this was a better week for you! I had a great week at school (I teach at a similar school) as well!

 

[Cindy B]

It's 3rd grade--so 8 and 9 year olds mostly with one 7 year old. (turning 8 soon)

Ok, you have all given me a better perspective of what I need to do. However, as you all know student teaching is a fine dance of working as a "guest" in cooperating teachers classroom.

I'd hate to institute a system with tickets only to take it away after I leave in December. My cooperating teacher believes that they should not be rewarded for doing what they are told -- only the "above expectations" child.

I understand both your perspectives and I guess I'll just be sending them back and back and back again.

It just kills me on how much instructional time I am losing though.. In my heart I think how is this going to help them pass the grade level standardized test?

 

[Buckalew11]

I'm not a teacher but I agree with you about not starting something that won't be carried out the rest of the year.
I think JoyG's got it spot on.
I think kids should be able to follow directions etc. w/o rewards for doing so. I know when I teach classes at church kids will almost say "whataya give me?" when I ask the to participate in the classes or line up quietly. That sorta thing has gotten out of control, imo.

I was doing a teacher's hair the other day and her DD has just gotten a job teaching this year. She is lucky to have her mom to bounce ideas off of and to get advice from. In the conversation the teacher/mom said talking about the high percentage of the fact that having control of the classroom is a huge part of teaching.

Good luck to you, Cindy. I am sure you are a great teacher!

 

[FSUDisneyGirl]

One of our 3rd grade teachers with the best behaved class has a jar on her desk. Every time the students are given a compliment, they receive a marble in the jar. When the jar is full, they receive a reward. They work hard to have a straight and quiet line so teachers in the hallway reward them, same with the lunch room, and have great behavior in resource classes- so sometimes they receive multiple marbles! It creates a very positive atmosphere, and the kids help others who are frustrated or upset to keep their behavior great. Just an idea...