Journal+Entries

=Lindsay M. Shields = =Selected Teaching Journal Entries =

24 November 2008: Learning From My Observation
The day my supervisor visited, students began a review of figurative language. I found that I was really thinking backwards when it came to eliciting information from my students. Instead of providing them with definitions right away (i.e. metaphor and simile), I could have provided students with examples, asked students why they stood out, and THEN gone into figurative language. The other thing that was pointed out to me was that I tried to incorporate too many types of figurative language---it was like a barrage, even for students who had studied it before. When I repeated the lesson for the next two classes, I reversed the order I did things. Amazingly, several students came up with the terms “simile” and “personification” on their own! I still made the mistake of re-introducing too many figurative language concepts. I thought that the students could handle it, but when I had them try to write their own, I found myself repeating nearly every definition. I certainly must be careful not to repeat the mistake of information overload. The other suggestion that was made to me was to write several examples on the board. I got some large chart paper and wrote examples of figurative language. I also wrote up some examples of end-result narratives using figurative language. These posters helped a lot! I found that as students continued the project and began writing their narratives, they often referred to the examples. They were also able to more constructively ask questions about incorporating figurative language, noting the examples posted around the room. I hope that the result will be strong narratives filled with figurative language for intense effect.

These two projects will certainly keep me busy. When the narratives end, however, Poetry Out Loud will begin. I must be sure to keep lessons clean and simple, introducing only one or two concepts at a time. After all, learning is all about building upon what you already know. I often get overwhelmed when too much information is thrown at me. I need to recognize that my students will react the same way. Step by step, with posters and examples elicited from my students, the book projects and Poetry Out Loud will be a success.

25 February 2008: Morning Routine and Reading
I have discovered that I am stiff and useless unless I do yoga in the morning. I need to come up with a good, short routine that I can do in 15-20 minutes to warm up and stretch all my muscles. Then I can function around the students!

I ran morning meeting today. I was apprehensive, yet I jumped in and did it properly. The students still don’t greet each other in completely audible voices, but the routine was smooth and the students didn’t question my stepping in for something my cooperating teacher typically orchestrates.

As students read the morning message, I realized that I balk at calling students by name. I know their names, but I hesitate to use them in case I mess up. So many of them have similar names (and we have a Kevin B and Kevin C), I sometimes get confused. I relaxed as the children were reading information for the day and was sure to thank each child who read by name, not messing up on a single one.

I sat through morning message and anticipated students would have a question about the word “stellar” that my cooperating teacher used to describe how she hoped everyone’s winter breaks went. I was ready with, “Who knows what stellar means?” when my cooperating teacher jumped in with the question. I was ready to help with root word recognition talking about “stella” when the SETTS teacher, stepped in. Wow! I was proud of my little mind for predicting the next thoughts of the two educators in the room.

The thing that is getting to me the most in the classroom is the superfluous amount of photocopies the children are given. Where is the instruction? Where are the lesson plans? What use are worksheets when students don’t understand the underlying concepts of the task at hand? There seems to be a philosophy of, “let them try it. When they don’t get it, that’s when you step in and help.” So many of the kids, however, don’t get it. Others give up when seeing the worksheet itself and busy themselves with a book or other activity, knowing they’ll get the answers from a classmate later. Eventually, a brave soul sits in front of my cooperating teacher to ask a question. Slowly but surely, about half the class trickles onto the carpet to join in on the session. Are these students all ready for self-selective instructional time?

Also, this is an environmentally-based school. Why so many copies? Some of these students don’t need near as much space to show their work in that the worksheets give. Some students need much more. Why not save paper and keep continuity by having students copy the questions in their notebooks? Many of the students need writing help, anyway. Copying questions is a skill they need to develop, as is improving their handwriting. This method will save trees, build valuable skills, and keep their assignments and problems in one, neat, sequential book they can refer to. It just takes some planning and board strategizing.

Several students in the class are reading way below their level. The slowest reader in the class, who is also diagnosed with several learning disabilities and has the most difficult time reading and comprehending of all the students is reading at a 3rd/4th grade level. Two other students have chosen to read books like Cat in the Hat! Are they reading for comfort? Do they need help choosing a book? Or are they really struggling but haven’t been identified by their teacher?

4 March 2008: Standardized Testing Day
We handed out supplies for the test today saying, “Happy Birthday!” and “Happy Holidays!” There was an air of sarcastic cheer as the students received their materials. We then went over reminders for the exam---skip and return, ask questions before we begin.

I think that to fully understand the Earth School experience, I need some time in other classrooms. I wonder if this is how it is for other teachers, too. Do they wonder what goes on in other classrooms? Certainly teachers discuss how students behave in their individual classrooms, but I wonder how each student is engaged differently in different subjects with different teaching styles. I may not be the best teacher for some of my students!

Today was a bit insane. I don’t know if it had to do with testing, the weather, or if it was just destined to be a crazy day. Maya was frazzled, having to yell at kids who are generally calm and collected. What happened? I tried to run a club and it was a disaster. I had kids whom I like, admire, and connect with. From the get-go, I forgot to establish ground rules about out-of-the-classroom activities. The kids asked if we could go downstairs, and I agreed. They wanted to go into the gym. I said we could be there only if it wasn’t occupied. Three kids ran down in front of me. I went into the gym and discovered I lost two kids. Not good. The gym was noisy- another group was there and a cloth divider had been drawn between two sections of the gym. It was not a space conducive to good theatre. We went to move into a smaller space when one of my kids came from the OTHER side of the gym with two balls in his hand! I immediately asked for the balls and tried to start an activity with the kids. I told them that if we needed supplies, I would bring it myself or send one of them to get it. The kids should not be getting supplies without being asked to do so. I told them we would be doing drama, not playing with balls, and though, in the future, we might do activities with balls, today we weren’t going to. I asked them not to touch the balls until it was time to put them away. We then began playing a dramatic game. Each of us had to say our name and do a dance move, then the whole group got to repeat it. It was going fairly well when a teacher came down the stairs. She was trying to be ultra-nice, but I wish she would’ve gotten to the point! She kept talking and talking and I could see from the corner of my eye that the kids were getting restless. She was telling me that as a student teacher, I needed to be in the hallway where other teachers could see me. I totally understand! It’s a school policy---please tell me straight up!!! I was going to take the kids upstairs, when I turned to a rollicking game of throw-the-ball-as-hard-as-you-can-against-the-wall. One of my kids ended up getting hurt. I dismissed the kids to their classrooms and sent one to a nurse. I was not going to continue with four kids---and I had told them about the balls. They were testing my limits, and I was firm.

I felt bad having to end the activity, but the kids needed to learn that I stuck to my word. Also, a strange thing happened. A kid (the original ball collector) who feels no remorse for anything suddenly felt bad about drama being cancelled. He moped around the classroom and actually apologized for his actions. Whenever he pushes another kid, messes up their work, or disturbs others physically or verbally, he laughs off consequences. Often, the only consequence he feels is some time on the “take a break” chair. Today he felt the consequences of his actions. I wonder if there is a way to get through to him when he bothers his classmates?

On a happier note, I made two deals with kids today. One was with Lucas. Apparently the struggling ELL watches the Discovery Channel every night. I asked him to tell me what he learns in his writing journal, since I don’t have a television. The other deal was with Eric. All he does is play video games or watch cartoons at home. The result? An altered view of reality and pretend…they kind of mix together for him. I asked him to write to me about the games he plays. What challenges you? What is easy? What is the most fun? What level are you on? Hopefully he will improve his critical thinking and writing skills with this exercise.

2 April 2008: Walking the Line
Today my cooperating teacher asked, “is he in line?” referring to a student who wasn’t standing in his line spot.

Where does this phase come from, “to be in line”? A pondering:

“Get in line,” the teacher squawks to the students in the hall. “Get in line,” the usher requests of the patrons in the lobby. “Get in line,” the sergeant demands of the recruits in the field.

In geometry you learn lines come in many forms, in the theatre you hear lines come in many sounds, in battle you see lines come in many lengths-

yet the teacher-usher-sergeant upon using their lines to refer to their lines prefer all their lines to be straight, straight, straight.

Students use your geometry to curve up that line to swerve up that line AND to swing in the line to bring in the line

Students use your drama to serve up that line to nerve up your line AND to sing in the line to bring in the line

Students use your focus to verve up that line to firm up that line AND to fling in the line to bring in the line

And we’ll slide skip march jump home.

NOTE: I want my students to walk, run, skip, and jump their OWN lines!!! When do students push against constraints? When are constraints too much? I don’t want my students to “think outside the box.” I want my students to see no boxes! This means challenging what they know, questioning to seek what they don’t know, and knowing that what they know will always change.

It doesn’t help my students get to higher thinking if their world is modeled in straight lines. Sure, lines exist for many reasons, the bottom line being control. Where does power lie? With whom? When is it appropriate to defy/push against/fight the power and when is it appropriate to follow/flow with/go with it? How does one defy and how does one follow? These are just a few questions I want my students to think about in their daily lives. I want the classroom to serve as grounds for experimentation- defying AND following, with critical debate, written responses, and scenario enactment.

**OVERHEARD IN THE CLASSROOM:**

Teacher: (referring to open space in the carpet where students were asked to sit): “You can fill in if you want.”

10-year-old student: “I want to fill out.”

//To this student, there are no boxes!!!//

21 April 2008: Reflections from a Conference
There was a woman I listened to today who asked her students to take a sheet of paper and divide it into four spaces. In each of the spaces she has them write "physical," "mental," "spiritual", and "emotional." The entire class is asked to call out ways they take care of their physical health. (try this now in your head)

The class usually comes up with "taking a shower," "sleeping," "eating nutritious food," "exercising"...you get the point. Then she asks what they do to take care of their health in the other three areas. They take time to write down their answers. The majority of the time, students cannot legitimately fill in each space. If students ARE able to fill in the spaces, they don't have near as long of a list as that under "physical."

This woman reminded me of two things:

1) Most students don't know how to take care of their "other" healths. They aren't taught in school. Maybe they have a religious practice or Sunday school for spiritual stuff. What about everything else? Don't they deserve to have proper mental, spiritual, and emotional hygiene? I don't want my kids to smell, eat bad food, or have rotten teeth, but I also don't want them to be mentally starved, spiritually empty, and emotionally wrought.

2) I have been blessed with some of the tools to be clean and healthy mentally, spiritually, and emotionally, yet I listen to the time-oriented pressures of society and DON'T PRACTICE these things. I have a poor priority system---get the physical health stuff out of the way so society will accept my outward appearance...but what is going on inside? Am I a whole person if I am only taking care of 25% of myself? And isn't the other 75% intrinsically connected to the physical? How can I nurture one piece and not the others? I know that I need to take care of myself in order to take care of others...so why am I hesitant? Why do I make excuses? And why am I not sharing what I know with others? These tools I have been given are precious gifts to give again. And there is so much more to explore! Herbology! Ayurveda! T'ai Chi! These things I can use in the classroom to help students explore and expand themselves as I explore and expand me.

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