When I arrived at the classroom today, the same students who are always there early were waiting. They were quiet (it's Monday, so who wouldn't be). I got out what I needed for class and answered a few questions that came up right before the hour. At noon, I only had ten students out of my seventeen. A few trickled in as I talked and a few showed up much later....I don't know if I can take all of them showing up at such different times.
I started the class by asking them about their weekends. They seemed to like that. I always mean to do that, but usually forget because I want to get right into plans because we usually have a lot to do. I definitely want to keep asking them about life and give them a chance to let me know how they are.
I then gave them a little update on what happened with the email that I had showed them last week. They thought it was interesting and I could tell by their expressions that they understood why I share things like that with them. I definitely want to do more of that, too. They want to know how this stuff is relevant to their lives.
I then collected proposals and reminded them how important it is that they show up with their work done. I had at least two or three who came unprepared today. I told them they had to stay after and talk with me and they were accepting.
I then had them do the writing prompt. Today they had to write about discovering a new planet in which aliens had figured out how to live in peace and harmony with one another. I told them to describe what the planet looked like, what the aliens were like and what they missed about earth. When I asked them to share, I got a lot of sassy remarks and no volunteers. I called on a few people and they shared some interesting stuff. I wish they would have more fun with this. Hopefully I'll get some ideas. After reading through their responses after class, I realized that a lot of them had some fun stuff to share. I was laughing pretty hard with some of my fellow English 1000 instructors up in the office as I finished reading through them.
We then worked on coming up with a title for the magazine we will be making for our final product for Project 2. The students had forgotten to come up with titles, so we took a little time to brainstorm. I asked the students if they thought we should come up with a title today or if they wanted to wait. We decided to vote out the really bad ones and then come up with others for the upcoming class on Wednesday. I think the one that got the most votes was the "Bucking Bronco." There were a few other interesting ones. The students seemed to like the activity and I think I have some ideas for revisiting the topic on Wednesday...like giving them a little more direction on what a title should include so that the reader is captivated and knows what to expect.
We then looked at their proposals and what we thought they should include. Using that information, I handed out the worksheet that would be their homework that helps them prepare for doing interviews and conducting observations. I gave them examples of what I expected for how the sheet would be filled out and then an example of what they should do with the information once it was collected. Several will need a little more time because their cultures form on weekends, but overall I think we established the necessary communication about their individual needs. We also settled any issues on topics and I made sure that each student went home knowing whether or not their proposal was accepted and what they needed to do to make it work. I think they all have a good start.
That's basically how class went. I talked with the few students that needed help at the end of class (all of them stayed!) and we got everyones' situation figured out. I was really proud of them and excited to see that they are beginning to realize the need to work with me. Now I just need to get them to show up on time...
Monday, September 29, 2008
Wednesday, September 24, 2008
The Refreshing Day - 9/24/08
Today when I walked into class, several students were already there. Immediately they began asking me questions about a homework assignment that I had given them during the previous class. I was excited that they were trying, finally, to be on top of things. In my head I was thinking "It's about time!" I explained to them that they didn't need to freak out, but that I would explain my expectations when the rest of the class arrived.
Several students walked in late, but I got started right away even though some still weren't there because they have a tendency to be late. I would catch them up when they arrived.
I started class by putting an email up on the overhead that I had sent to one of my professors the previous day and wanted to show them because I thought it would be a great way to show them how our work in project 1 is relevant to other areas of our lives. The email had been sent to my SPED prof and was a mixture of a thank-you and a suggestion. I felt that it turned out well and read it to my students. Their eyes were glued on me as I read and I could see that this was a serious moment for them and one that they didn't want to miss. I explained my reasoning for sharing it with them and they seemed really grateful.
I then wanted to still their fears about project 1, so I handed out the checklist for process materials that I had them write down the class before and then I explained to them what the rubric would be like and how I would grade them. They seemed a little shocked that they wouldn't receive a grade, but accepted it nonetheless with no major issue.
Finally, we finished up project 1 with their reflection piece. I handed out the questions that I wanted them to answer on a sheet of paper and told them to write their responses there. Once they were finished, I had them put the reflection in the folder and collected project 1. One thing I wished I had done was to talk with them about their responses. We had a lot to accomplish and I forgot to talk about it. I think I may discuss it with them at another time or at least for project 2 reflection.
After the reflection, I gave them a little heads up about how important their attendance and preparation for class is. I wanted them to know that and to talk to me if they have any problems, either with organization or other.
We then transitioned into project 2. I had them divide into 2 groups: the men and the women. I then gave instructions to each group, asking them to come up with characteristics of the opposite sex. Immediately, they were having fun. I had a hard time keeping them quiet until we shared. I gave the guys the choice of whether or not they would go first. They decided to because they figured the girls would have a longer list. Right away the girls wanted to respond. I tried to keep their responses solely to giggles. I was impressed because the guys chose some really great works (like fickle). I then had the girls put their list on the board. The guys also wanted to respond, but I held them back as well. Once they were done writing, I asked them how they felt. Many of them said they didn't care, but I prodded them to go further. One girl said she wouldn't share this list with her boyfriend because it wasn't all true of him. We finally came to the conclusion that the words on the board were stereotypes.
I couldn't end the activity with that, so I asked them why I would have them talk about stereotypes. At first, they didn't know what to say. However, as we talked, they figured out that cultures and stereotypes often clash. What a moment. At that point they pulled out their homework and shared their ideas with one another. I had each student pick his or her top choice of culture to examine, gave a brief explanation of what project 2 would entail, and then had a student help me write the ideas on the board so that they wouldn't double up. We only had one issue and the students resolved it quickly.
I then handed out the proposal sheet, explained it, and then dismissed those who didn't have teacher consults.
Overall, the day went really well. I was excited to see their attentiveness to the way I started class and yet their enthusiasm for project 2. I wish that every class could be like today.
Teacher consults went well, too. The first group of 3 completed the goal sheet. They didn't want to share much, but were respectful with one another and each one came up with some good goals. Even my Japanese student had great responses and seemed confident to share. After completing the goal sheet, I asked them if they had any other things they wanted to talk about. One girl said she was struggling in math and another girl said she was in the same math class and had gotten a tutor to help her. I asked if she would help the other girl find a tutor and she agreed!
The second group was really honest in their sharing. This group consisted of one guys (who is very chatty) and two other girls (one outgoing, the other shy). They each had something different to say about their strengths, weaknesses, and values in writing and shared some of the same struggles. It was a very personal time, probably the most yet, but it was great to see how they each respected one another and me. I can't wait to see them all grow in the class.
I think you can now see why this day has a title...it truly was refreshing.
Several students walked in late, but I got started right away even though some still weren't there because they have a tendency to be late. I would catch them up when they arrived.
I started class by putting an email up on the overhead that I had sent to one of my professors the previous day and wanted to show them because I thought it would be a great way to show them how our work in project 1 is relevant to other areas of our lives. The email had been sent to my SPED prof and was a mixture of a thank-you and a suggestion. I felt that it turned out well and read it to my students. Their eyes were glued on me as I read and I could see that this was a serious moment for them and one that they didn't want to miss. I explained my reasoning for sharing it with them and they seemed really grateful.
I then wanted to still their fears about project 1, so I handed out the checklist for process materials that I had them write down the class before and then I explained to them what the rubric would be like and how I would grade them. They seemed a little shocked that they wouldn't receive a grade, but accepted it nonetheless with no major issue.
Finally, we finished up project 1 with their reflection piece. I handed out the questions that I wanted them to answer on a sheet of paper and told them to write their responses there. Once they were finished, I had them put the reflection in the folder and collected project 1. One thing I wished I had done was to talk with them about their responses. We had a lot to accomplish and I forgot to talk about it. I think I may discuss it with them at another time or at least for project 2 reflection.
After the reflection, I gave them a little heads up about how important their attendance and preparation for class is. I wanted them to know that and to talk to me if they have any problems, either with organization or other.
We then transitioned into project 2. I had them divide into 2 groups: the men and the women. I then gave instructions to each group, asking them to come up with characteristics of the opposite sex. Immediately, they were having fun. I had a hard time keeping them quiet until we shared. I gave the guys the choice of whether or not they would go first. They decided to because they figured the girls would have a longer list. Right away the girls wanted to respond. I tried to keep their responses solely to giggles. I was impressed because the guys chose some really great works (like fickle). I then had the girls put their list on the board. The guys also wanted to respond, but I held them back as well. Once they were done writing, I asked them how they felt. Many of them said they didn't care, but I prodded them to go further. One girl said she wouldn't share this list with her boyfriend because it wasn't all true of him. We finally came to the conclusion that the words on the board were stereotypes.
I couldn't end the activity with that, so I asked them why I would have them talk about stereotypes. At first, they didn't know what to say. However, as we talked, they figured out that cultures and stereotypes often clash. What a moment. At that point they pulled out their homework and shared their ideas with one another. I had each student pick his or her top choice of culture to examine, gave a brief explanation of what project 2 would entail, and then had a student help me write the ideas on the board so that they wouldn't double up. We only had one issue and the students resolved it quickly.
I then handed out the proposal sheet, explained it, and then dismissed those who didn't have teacher consults.
Overall, the day went really well. I was excited to see their attentiveness to the way I started class and yet their enthusiasm for project 2. I wish that every class could be like today.
Teacher consults went well, too. The first group of 3 completed the goal sheet. They didn't want to share much, but were respectful with one another and each one came up with some good goals. Even my Japanese student had great responses and seemed confident to share. After completing the goal sheet, I asked them if they had any other things they wanted to talk about. One girl said she was struggling in math and another girl said she was in the same math class and had gotten a tutor to help her. I asked if she would help the other girl find a tutor and she agreed!
The second group was really honest in their sharing. This group consisted of one guys (who is very chatty) and two other girls (one outgoing, the other shy). They each had something different to say about their strengths, weaknesses, and values in writing and shared some of the same struggles. It was a very personal time, probably the most yet, but it was great to see how they each respected one another and me. I can't wait to see them all grow in the class.
I think you can now see why this day has a title...it truly was refreshing.
Monday, September 22, 2008
9/22/08
I was a little behind today getting myself prepared, so we started about a minute late. I began the class by showing the students the hand-in folder and having them write down the checklist of what they needed. I also added on to the project by having them send me their memo in an email with the flyer attached. I wanted to make sure they knew how to use their email and send attachments because I had a few of them that didn't know how to when I asked them to send me work that they "forgot" to bring to class.
We then made the rubric for project 1. I had them divided into 3 groups and they filled in a sheet of the top 5 things I should grade them on for the flyer and the memo. We then came together as a class and made the final decision for both and they all filled it in on their sheets. And thus ended project 1.
I then had them write for few minutes on what they thought culture was. We then formed our own definition of culture as a class and they all wrote it down. Next, they filled out a worksheet on what cultures they are a part of and we discussed their ideas. We then picked one as a class and talked about that culture more in depth. I had them answer a few questions that I had on an overhead. They chose to talk about the smokers on campus and thought it was pretty funny that I let them. We ended class with this discussion and I reminded them about homework.
They then got started in Writing Studio and I left.
Overall, I felt like the day went well. I should have printed out the checklist for project 1 materials, but forgot. Plus I need to remember to remind them about the homework before they leave. It is always on the board and I mention it once, but I need to remember to remind them at the end. I also think it would have been fun to show a clip of a movie or done an activity or something to get them engaged, however, I think I will do this for Wednesday.
We then made the rubric for project 1. I had them divided into 3 groups and they filled in a sheet of the top 5 things I should grade them on for the flyer and the memo. We then came together as a class and made the final decision for both and they all filled it in on their sheets. And thus ended project 1.
I then had them write for few minutes on what they thought culture was. We then formed our own definition of culture as a class and they all wrote it down. Next, they filled out a worksheet on what cultures they are a part of and we discussed their ideas. We then picked one as a class and talked about that culture more in depth. I had them answer a few questions that I had on an overhead. They chose to talk about the smokers on campus and thought it was pretty funny that I let them. We ended class with this discussion and I reminded them about homework.
They then got started in Writing Studio and I left.
Overall, I felt like the day went well. I should have printed out the checklist for project 1 materials, but forgot. Plus I need to remember to remind them about the homework before they leave. It is always on the board and I mention it once, but I need to remember to remind them at the end. I also think it would have been fun to show a clip of a movie or done an activity or something to get them engaged, however, I think I will do this for Wednesday.
9/17/08
Today I wasn't feeling very well (both physically and in preparedness for class), but a little chat with Kate helped me get my plans in order and gave me a chance to share some of my frustrations and concerns. Once again, we walked over to Dunbar together.
For the first time ever, my students didn't show up extremely early. I got the classroom setup and started class with a quick chat about how writing studio went. The students seemed really tired and didn't say a lot, but claimed it was helpful.
I then had them think about their writing processes. We came up with a short list as a class of what steps we could possibly have our writing processes. Then I had them list what steps they thought they took and then draw out their process. They were really self conscious about drawing, but I showed them my process and told them that they didn't need anything elaborate.
After that I had them close up our u-shape desk configuration into a circle and we did a cake-walk style peer review session. Basically, they had their original flyer and most recently revised flyer and memo. They put the three documents on their desks and then I had them stand up in front of the desk. I then passed around a sheet that had a section for praises, problems, and proposals that they had to set on their desk so others could leave them comments. Finally, I gave them a number and direction and then they would move to a new seat, sit down, and leave comments for their classmates.
We only were able to have three people look at each project, but the students had almost a full sheet of comments. We then had a quick discussion for the last five minutes on what really good things they saw in each others work, what problems they had, and what they could do to make their projects really good. They didn't have a lot to say, but what they did say was really good. As they left the class, I offered that I would review any of their work and only one student requested my help.
After the rest of the class left, I began my teacher consultations. I had them do the goal sheets like I did last week. They were a little less pumped about making goals than the group was last week, but they still worked with me and were honest about what they needed to work on. I am really proud of them for identifying their strengths and weaknesses.
For the first time ever, my students didn't show up extremely early. I got the classroom setup and started class with a quick chat about how writing studio went. The students seemed really tired and didn't say a lot, but claimed it was helpful.
I then had them think about their writing processes. We came up with a short list as a class of what steps we could possibly have our writing processes. Then I had them list what steps they thought they took and then draw out their process. They were really self conscious about drawing, but I showed them my process and told them that they didn't need anything elaborate.
After that I had them close up our u-shape desk configuration into a circle and we did a cake-walk style peer review session. Basically, they had their original flyer and most recently revised flyer and memo. They put the three documents on their desks and then I had them stand up in front of the desk. I then passed around a sheet that had a section for praises, problems, and proposals that they had to set on their desk so others could leave them comments. Finally, I gave them a number and direction and then they would move to a new seat, sit down, and leave comments for their classmates.
We only were able to have three people look at each project, but the students had almost a full sheet of comments. We then had a quick discussion for the last five minutes on what really good things they saw in each others work, what problems they had, and what they could do to make their projects really good. They didn't have a lot to say, but what they did say was really good. As they left the class, I offered that I would review any of their work and only one student requested my help.
After the rest of the class left, I began my teacher consultations. I had them do the goal sheets like I did last week. They were a little less pumped about making goals than the group was last week, but they still worked with me and were honest about what they needed to work on. I am really proud of them for identifying their strengths and weaknesses.
9/15/08
Today I began class as usual. I stopped in Sprau to make copies and do last minute prep and then walked over to Dunbar. I got the classroom ready and myself ready.
I started class by handing back the Viewpoints from the last class that I had commented on and then had them begin on the next one, keeping in mind the comments I made on the one I just handed back. The prompt asked them to write a story using a set of random words, making sure that they included each word. Their responses were good, however they were reluctant to share.
We then moved on to more peer review. They were supposed to bring in their memos. I modeled the peer review with a student volunteer who acted as my partner in peer review. She read my memo and then she and her classmates told me how to fill in my peer review sheet. This worked pretty well, however I think that I should have had her bring up her memo and modeled the whole process, instead of just one side. I say this because they were all a little confused as to how to do the process when I had them get started.
After we were done doing the peer review, I had a few more minutes, so I asked if anyone still wanted help on their flyer revisions. I had only 2 students as for help. Together as a class, we gave the student tips. They seemed really appreciative.
I then ended my portion of class by reminding them of what the homework was and then introduced the writing studio consultants.
Overall, I felt like the class went well, other than my explanation of the peer review process. I definitely need to work on my modeling and make sure that I'm giving out clear directions.
I started class by handing back the Viewpoints from the last class that I had commented on and then had them begin on the next one, keeping in mind the comments I made on the one I just handed back. The prompt asked them to write a story using a set of random words, making sure that they included each word. Their responses were good, however they were reluctant to share.
We then moved on to more peer review. They were supposed to bring in their memos. I modeled the peer review with a student volunteer who acted as my partner in peer review. She read my memo and then she and her classmates told me how to fill in my peer review sheet. This worked pretty well, however I think that I should have had her bring up her memo and modeled the whole process, instead of just one side. I say this because they were all a little confused as to how to do the process when I had them get started.
After we were done doing the peer review, I had a few more minutes, so I asked if anyone still wanted help on their flyer revisions. I had only 2 students as for help. Together as a class, we gave the student tips. They seemed really appreciative.
I then ended my portion of class by reminding them of what the homework was and then introduced the writing studio consultants.
Overall, I felt like the class went well, other than my explanation of the peer review process. I definitely need to work on my modeling and make sure that I'm giving out clear directions.
Wednesday, September 17, 2008
9/10/08
I went in to class today, excited about my plans. I thought I had a great idea for peer review and had prepared some really helpful documents for memo writing, however nothing really went as planned. Several students came unprepared, no original flyer and no revised flyer. I think this is what threw me off. I ended up giving them a quick talk about my expectations and how my class isn't any different from any other class: any time anything is assigned, the work must be completed in full and brought into class the next day. I also emphasized that they must ask me questions when they are confused.
In spite of a few things going wrong, I felt like the day ended up going well. The students came up with good responses for the writing prompt (If you could eat a meal with any 3 people, alive or dead, what would you talk about and how would your guests respond to each other?) As I mentioned, they didn't do well with the peer review, but I know that each student that at least came prepared for class went home with a few comments with which they could revise their flyers. I also mentioned that the memo handouts weren't the best, but I know from walking around that almost every student left class with at least an idea of how to begin their memo and an example of format and a sheet with guidelines.
The most meaningful parts of the class for me were the times when a few students asked for help and clarification during class and also the discussions during teacher consultations. During class Nicole asked me how to drop and add a class and was really grateful for help. Another student asked me for help writing a paper for another class in response to a lecture. And my new student from Japan was really able to follow along today, despite being limited proficient in English and only had to clarify a few things.
What did I learn from today?
-I should have modeled the memo more. It would have been more effective than explaining the same thing three times, once to each small group.
-I should prepare explanations more so that I can communicate effectively.
-Keep creativity in mind when planning lessons (relevance and engagement).
New ideas:
-Have students write on the board, instead of always writing myself.
-Incorporate writing process into next consultations.
In spite of a few things going wrong, I felt like the day ended up going well. The students came up with good responses for the writing prompt (If you could eat a meal with any 3 people, alive or dead, what would you talk about and how would your guests respond to each other?) As I mentioned, they didn't do well with the peer review, but I know that each student that at least came prepared for class went home with a few comments with which they could revise their flyers. I also mentioned that the memo handouts weren't the best, but I know from walking around that almost every student left class with at least an idea of how to begin their memo and an example of format and a sheet with guidelines.
The most meaningful parts of the class for me were the times when a few students asked for help and clarification during class and also the discussions during teacher consultations. During class Nicole asked me how to drop and add a class and was really grateful for help. Another student asked me for help writing a paper for another class in response to a lecture. And my new student from Japan was really able to follow along today, despite being limited proficient in English and only had to clarify a few things.
What did I learn from today?
-I should have modeled the memo more. It would have been more effective than explaining the same thing three times, once to each small group.
-I should prepare explanations more so that I can communicate effectively.
-Keep creativity in mind when planning lessons (relevance and engagement).
New ideas:
-Have students write on the board, instead of always writing myself.
-Incorporate writing process into next consultations.
Thursday, September 11, 2008
9/8/08
It's Monday and I'm excited to see the students again. Just like on the first day, many of them are really early and come in to chill until class starts, or at least that's what they think. I had them set the room up into groups and then I let them relax for a few minutes.
Today I began by having them fill out a flyer sheet for a bad flyer that I had from our planning week. The sheet asked them to identify the author, the audience, good and bad traits, etc. The students did well and identified both the really great things about the flyer and the horrible flaws that become apparent very quickly. I then had them review a packet of flyers that all advertised the same kinds of things and decide which flyer in the packet was really good and which flyer was really bad. They did really well with this, too. I even encouraged them to find bad traits in the good flyers so that they could see that even well thought-out flyers can still be better.
I used this activity to introduce them to the first project and had them look at their own flyers and decide, in a contest format, which flyers were the worst ever. The students seemed to enjoy this part of class, yet they struggled to come up with solid reasons and make decisions between two bad ones. I tried to support them in all of this.
Today I began by having them fill out a flyer sheet for a bad flyer that I had from our planning week. The sheet asked them to identify the author, the audience, good and bad traits, etc. The students did well and identified both the really great things about the flyer and the horrible flaws that become apparent very quickly. I then had them review a packet of flyers that all advertised the same kinds of things and decide which flyer in the packet was really good and which flyer was really bad. They did really well with this, too. I even encouraged them to find bad traits in the good flyers so that they could see that even well thought-out flyers can still be better.
I used this activity to introduce them to the first project and had them look at their own flyers and decide, in a contest format, which flyers were the worst ever. The students seemed to enjoy this part of class, yet they struggled to come up with solid reasons and make decisions between two bad ones. I tried to support them in all of this.
First Day of Class - 9/3/08
I woke up this morning and wasn't feeling very well- not a great start to a first day of teaching, especially at college level. However, when I met Kate and some of the others in the office before class and made sure I had all of my copies and materials ready, not only was I feeling better, but I began to get really excited.
Kate and I walked over to Dunbar together and got our classrooms ready. I put the desks in a circle so that they would be ready for my icebreaker and put all of the necessary info on the board. The crazy thing was that I had students come in with me, ready for class, almost 20 minutes before class and once I was ready, it was just awkward to be in there with them - all of their faces fixed on me, waiting for instruction.
I started class by making sure the students knew what the CRN was for the class and having them all check to make sure they were in the right classroom. My plan was to take attendance with the icebreaker, but I ended up just doing it beforehand to put them all at ease. For the icebreaker, I had the students go around the circle, say their names, and something they liked or disliked that began with the same letter as their first name. Although it is kind of a lame activity, I prefaced it as that and explained that the purpose was for me to get to know all of their names right away. It worked well for me and I think the students were able to learn most of their classmates name too.
I then passed out the syllabus and highlighted some of the important information for them. I didn't want to read it to them, because they can read and I didn't want to bore them. Plus they can read it later to find out the info they need.
After that I had them get contact information from each other so they could contact each other with questions.
The writing prompt was the thing I was most excited about. I had the students choose one of two options:
1. Finish these thoughts: When I write, I ... I love to write when... Writing is a hassle if...
2. Share a writing memory, good or bad
I felt like a majority of the students were honest with me and with themselves, however they didn't go really deep. Some just took the chance to complain and gripe about me without even giving me a chance. I didn't let it bother me, though; I just laughed to myself.
The writing inventory was also one of the things I was excited about. We had done this as a staff in our meeting and I thought it was great. My students weren't quite as excited. At first, they were a little confused. This was a fault on my part. I didn't model for them very well what I meant. I noticed this quickly and tried to walk them through it a little. They ended up with a lot of good, but similar responses. I was surprised to find out many of them thought they were good at research papers and essays. The general concensus was that they were all good at communicating with technology...aka text messaging, facebook, email...
After filling out a student info sheet that was made to look like a facebook profile page, I ended the class. I felt pretty good about how the day went and hoped that I could really reach my students this semester. Each one seemed great to me. They were even a little chatty for the first day...which was good for me, because I wanted them to share and participate.
Kate and I walked over to Dunbar together and got our classrooms ready. I put the desks in a circle so that they would be ready for my icebreaker and put all of the necessary info on the board. The crazy thing was that I had students come in with me, ready for class, almost 20 minutes before class and once I was ready, it was just awkward to be in there with them - all of their faces fixed on me, waiting for instruction.
I started class by making sure the students knew what the CRN was for the class and having them all check to make sure they were in the right classroom. My plan was to take attendance with the icebreaker, but I ended up just doing it beforehand to put them all at ease. For the icebreaker, I had the students go around the circle, say their names, and something they liked or disliked that began with the same letter as their first name. Although it is kind of a lame activity, I prefaced it as that and explained that the purpose was for me to get to know all of their names right away. It worked well for me and I think the students were able to learn most of their classmates name too.
I then passed out the syllabus and highlighted some of the important information for them. I didn't want to read it to them, because they can read and I didn't want to bore them. Plus they can read it later to find out the info they need.
After that I had them get contact information from each other so they could contact each other with questions.
The writing prompt was the thing I was most excited about. I had the students choose one of two options:
1. Finish these thoughts: When I write, I ... I love to write when... Writing is a hassle if...
2. Share a writing memory, good or bad
I felt like a majority of the students were honest with me and with themselves, however they didn't go really deep. Some just took the chance to complain and gripe about me without even giving me a chance. I didn't let it bother me, though; I just laughed to myself.
The writing inventory was also one of the things I was excited about. We had done this as a staff in our meeting and I thought it was great. My students weren't quite as excited. At first, they were a little confused. This was a fault on my part. I didn't model for them very well what I meant. I noticed this quickly and tried to walk them through it a little. They ended up with a lot of good, but similar responses. I was surprised to find out many of them thought they were good at research papers and essays. The general concensus was that they were all good at communicating with technology...aka text messaging, facebook, email...
After filling out a student info sheet that was made to look like a facebook profile page, I ended the class. I felt pretty good about how the day went and hoped that I could really reach my students this semester. Each one seemed great to me. They were even a little chatty for the first day...which was good for me, because I wanted them to share and participate.
Planning Week
Going into Brown Hall the first day of our planning week, I couldn't believe I was actually going to be teaching college and I hoped that I was dressed appropriately and prepared, yet I knew that I was working for JB so I really didn't have to freak out.
When I got into our classroom, it was so refreshing and exciting to be reunited with my peers and fellow teachers. I knew right away that this would be the best teaching environment ever because I knew I would have a support team with me at all times.
As we got down to business, I still felt overwhelmed. I had a million things going on and now I had this to add on. However, the more we worked together, I realized yet again that I would always have the general plan given to me and I was free to do with it what I wanted.
On Friday, our last day of planning, we took time to reflect on the week and made goals for the semester. Here is my vision for the semester:
Already I’m overwhelmed. So much planning to do in the midst of preparing for my own semester of classes and trying to enjoy just a taste of Michigan summer (most of my summer was spent in Spain). Yet even in this overwhelming situation, I have joy and excitement. I have a great challenge ahead of me and I want to conquer it, bear through it, excel in it. I look forward to spending time with my laptop, some good music and a time of intense planning and prepping.
I see the freshmen in the plaza and I want to be ready to face them – not because I’m afraid of them, but because I want to get them excited for the journey ahead of them. I never thought I would like WMU so much, and I want them to go through the same experience of falling in love, not with a place, with a time of life – a time of newness, change, challenge.
I want to get them excited for life after college, too. I always wanted to grow up but dreaded the fact that I’d probably have to get a job and work hard, especially as I did get a job and then another – jobs I didn’t love and didn’t want to go to. However, being at Western has changed that for me. I have been preparing for a job I knew I wanted since I was little. A job that wove together all of the things I like to do and even a few I didn’t – but I’ve never been one to push away a challenge.
I want them to learn new things about themselves – things like their work ethic, their capabilities, the things they enjoy. For me, I learned that I could pursue learning Spanish, so much so that I would journey to another country and live there for a while. I learned that I could write, not just fix grammar – no, really write stuff that others would read and value, stuff that someday may work for change. I learned that I could understand more than I thought I could when I read – whether Spanish or English. Finally, I learned that I could balance school, life, friends, jobs, and not go crazy. Is it easy? Of course not! It’s hard and sometimes I want to scream, but it’s possible.
And I guess that’s what I’m trying to tell/remind myself of right now. Even in all of this craziness, I can succeed. I will need determination, focus, and to put in some hard work, but I can be a good, maybe even great, teacher to my students this fall, and I can do well in my own classes, while at the same time maintain my social life and have a little fun. Perfectionism may creep in, but I can shove it away because there is no such thing, only good work that is the result of hard work that comes from giving my best in a reasonable amount of time.
And what is that kind of work as far as English 1000 is considered? It is giving of myself and my time so that my students can grow and be challenged. It is taking time to listen to them talk and really read what they wrote. It is identifying struggles, offering solutions, and supporting them through the process. It is building trust that leads to friendship and community. It is reminding each student that he or she is valuable and capable. It is me being vulnerable with them so they can understand that none of us knows everything, can do everything, never messes up.
It is as the article, “Your Own Voice: Teaching Composition in an Age of Dissent” by Don Murray said, “The writer fails all the time, but he fails to succeed. He learns to shape the failure of his drafts into the successes of his final copy.”
This is my vision for this coming semester. Will it all happen? No. But can I strive for it? Yes. I must say I’m excited for the journey ahead; I only hope it doesn’t pass by too quickly.
When I got into our classroom, it was so refreshing and exciting to be reunited with my peers and fellow teachers. I knew right away that this would be the best teaching environment ever because I knew I would have a support team with me at all times.
As we got down to business, I still felt overwhelmed. I had a million things going on and now I had this to add on. However, the more we worked together, I realized yet again that I would always have the general plan given to me and I was free to do with it what I wanted.
On Friday, our last day of planning, we took time to reflect on the week and made goals for the semester. Here is my vision for the semester:
Already I’m overwhelmed. So much planning to do in the midst of preparing for my own semester of classes and trying to enjoy just a taste of Michigan summer (most of my summer was spent in Spain). Yet even in this overwhelming situation, I have joy and excitement. I have a great challenge ahead of me and I want to conquer it, bear through it, excel in it. I look forward to spending time with my laptop, some good music and a time of intense planning and prepping.
I see the freshmen in the plaza and I want to be ready to face them – not because I’m afraid of them, but because I want to get them excited for the journey ahead of them. I never thought I would like WMU so much, and I want them to go through the same experience of falling in love, not with a place, with a time of life – a time of newness, change, challenge.
I want to get them excited for life after college, too. I always wanted to grow up but dreaded the fact that I’d probably have to get a job and work hard, especially as I did get a job and then another – jobs I didn’t love and didn’t want to go to. However, being at Western has changed that for me. I have been preparing for a job I knew I wanted since I was little. A job that wove together all of the things I like to do and even a few I didn’t – but I’ve never been one to push away a challenge.
I want them to learn new things about themselves – things like their work ethic, their capabilities, the things they enjoy. For me, I learned that I could pursue learning Spanish, so much so that I would journey to another country and live there for a while. I learned that I could write, not just fix grammar – no, really write stuff that others would read and value, stuff that someday may work for change. I learned that I could understand more than I thought I could when I read – whether Spanish or English. Finally, I learned that I could balance school, life, friends, jobs, and not go crazy. Is it easy? Of course not! It’s hard and sometimes I want to scream, but it’s possible.
And I guess that’s what I’m trying to tell/remind myself of right now. Even in all of this craziness, I can succeed. I will need determination, focus, and to put in some hard work, but I can be a good, maybe even great, teacher to my students this fall, and I can do well in my own classes, while at the same time maintain my social life and have a little fun. Perfectionism may creep in, but I can shove it away because there is no such thing, only good work that is the result of hard work that comes from giving my best in a reasonable amount of time.
And what is that kind of work as far as English 1000 is considered? It is giving of myself and my time so that my students can grow and be challenged. It is taking time to listen to them talk and really read what they wrote. It is identifying struggles, offering solutions, and supporting them through the process. It is building trust that leads to friendship and community. It is reminding each student that he or she is valuable and capable. It is me being vulnerable with them so they can understand that none of us knows everything, can do everything, never messes up.
It is as the article, “Your Own Voice: Teaching Composition in an Age of Dissent” by Don Murray said, “The writer fails all the time, but he fails to succeed. He learns to shape the failure of his drafts into the successes of his final copy.”
This is my vision for this coming semester. Will it all happen? No. But can I strive for it? Yes. I must say I’m excited for the journey ahead; I only hope it doesn’t pass by too quickly.
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