how to make it when there's a sub

First, realize that no one is calling you. It’s just your alarm. You can keep snoozing for half an hour before you really have to get up, so there’s no rush. Realize that you had to study for your astronomy exam last night and you had no chance to shower so now your hair is sticking to your head like you’re auditioning for the cast of grease. Forget the snoozing. Naturally, you have the urge to call your placement and tell them that you’re sick, but your CT will be gone. It’s just you and the sub now. What will the sub do without you? Feel guilty. Decide to shower even if it makes you a bit late. You can’t risk looking like grease baby who has no regard for personal hygiene. Besides, the sub may or may not be a cute boy, so your love life is on the line.

Stand in the shower like it’s the average lazy Sunday—like you have nowhere to be. This, you tell yourself, is the best way to relax and get ready for the day. Lather. Rinse. Repeat. Its 6:30am and you still have to figure out what you’ll wear. Remember: Kelsi tells you that you have a great sense of style. Don’t fail her now. Pick out the slacks that make your butt look plump, yet classy. The only ones are dirty. Dig through your dirty laundry and think about what a slob this semester has turned you into. Shrug your shoulders. The slacks are M.I.A.  Look in the laundry room. Look in the bathroom. The garage. Find them behind a throw pillow on top of your nasty old futon, which is coated in old leaves and dust. Wonder how you managed to leave them there and why you even thought to look there in the first place.

Its 7:00am. Awake from your daydream and realize that its 40 degrees outside and your wet hair is becoming harder with each dream filled minute that passes.

The hot blow dryer air makes you shiver. Look at you watch. You have to be out of your house by 7:10am. Its 7:04am. Things to do still are: Flat iron your hair. Get dressed. Put on your artificial face, and make yourself a poptart. Decide to skip flat ironing your hair. Stop to wish for a machine that you can just walk through to get ready. All you have to do is push a button that contains a certain style you’re going for: “hipster,” “classy,” “make my boyfriend regret ever leaving me for my almost-twin-best-friend.” You simply press the button and walk through and badda bing you’re ready.

7:10am and you’re still day dreaming about that machine. Seriously consider calling in. Grab a cold poptart instead, and slam the door behind you to make sure it closed. It did.

Remember your Ex when your song comes on the radio. Shed a few tears. Tell yourself that God has someone better, and that one day you’ll be happy again. Miss your exit. Shed some more tears. 7:45am. Park in the guest parking space, which you know you’re not supposed to park in, but you’re late, so unspoken rules don’t bother you. They’re unspoken for a reason.

The sub isn’t there yet.

He won’t get there until 8:00am, and you’ll forgive him because he is insanely good looking.

His lips will being to move as his hand extends. You remember that you have a little something called palmary hiperhydrosis, and nervously reach for his hand. Shake it. Tell him your name. Forget your manners. Remember them and ask for his. “Asym,” he says, “pronounced like ‘awesome’”

Wonder if this is a sign from God.

Go over sub plans and stare at his hands. Wonder why you like hands so much. His are nice. Sub plans indicate that all the students are doing is watching an episode of Mythbusters. “Phone book friction” you read aloud. “Sounds…cool” he murmurs. Hmmm… maybe he’s not so cute after all.

Introduce the class to the sub. They ask you if he’s your brother. “Yes,” you say. “Yes he is.” “Do we look alike?” he asks “yuhhh!” they all say. Smile at him. Maybe he is cute after all.

Get the video ready. Tell students to take out their notebooks. Review Cornell notes with them. Start the video.

Walk up and down the aisles and wonder how the Mythbusters met each other. Did they ever think their show would be watched by 7^th grade students in a 7^th grade science classroom?

8:40am. The kids were good. Pick up their notebooks, and ask them about the video. What was interesting? What did they like? What did they not like? Remember to remind them to raise their hands before shouting out a response.  “I can’t believe it, like, took two huge tanks to rip the what’s-it-called apart. Like, there was no glue!” nod your head and agree with her.  

The bell rings. Tell the kids to have a good weekend. Say goodbye to Asym. Hope that you’ll see him around the building. Walk down the hall nodding as you think about buying some more slacks that make your butt look good. Nod when you realize that you almost called in. Nod and smile when you remember that tomorrow is Saturday and you don’t have to get up early.

a little bit of this and a little bit of that

Things in my placement are starting to become better. There are a few stressful problems I have concerning my CT, but all in all I feel good about the way I am interacting with the students. A little follow up on the goals I have achieved is that I am getting to know all of my students quite well. I have gotten to know some more than others, but I’m working on that. I have also been getting to know the surrounding teachers much more. I want to go observe this teacher’s classroom because from what I know about her so far, I can confidently say that I believe that she has crazy, fantastic classroom management.

A little bit about my issues:

I was in a bit of a pickle this last week because I was sick and I didn’t attend my placement. My CT didn’t get the message, and she flipped out on me, so now there is a bit of tension in that class. I have no idea how to please her, and the worst part is that I am experiencing a completely different atmosphere in my other classroom. So, I’m not exactly sure how things will work out, but all I can say is that I was not unprofessional and I did call the school to deliver the news of my absence.

A little bit about my successes:

There are two boys in my classroom that are super, mega, huge trouble makers. They never get their work done and they never really listen to my CT or me or the para. After being asked, ever so sweetly, by my CT to take them out of the classroom and work with them on this assignment, I became a bit stresses. As I walked with them to the cafeteria, one of them said, “man! you is so short, Ms. Denisse.” As I heard him say this I thought to myself, “he doesn’t mean to be rude, he’s only making a statement, but he’s making fun of me, so what should I do?” I decided to do the only thing I knew to do, which was to make fun of him back, so I said, “hmm…well, I am cuter than you..hahah” and after that he has been so well behaved. Now, I’m not suggesting that one make fun of the student’s in one’s classroom, but using humor and letting the students know that you aren’t this stuck up, bratty, college student, definitely works. I call him Long Legs Shaquan, now and he loves it.

Oh, and the assignment we worked on was a breeze. They both listened and read and worked. I talked to them and really understood that they have a problem with authority, especially when they aren’t given a choice. I said “who wants to read first?” instead of “Shaquan, you read” and they did very well. So, giving them choices makes a huge difference.

1st Teacher Conference

The KATE conference was completely different than what I thought it would be. I don't know why I imagined that everyone was going to stay in the same place and the presenters would present their presentations to all of us. I imagined a lecture hall and the presenters up on this grand stage, and the stage would be the only one lit up by the stage lights. I guess I though it was going to be like a performance of some sort. Oh, yeah, like the TEd speeches, where there are huge powerpoint screens behind the presenters and the audience is sitting in a dark auditorium. Anyway, it was more down to earth than that.

I would have liked all of the presenters to present to me, which would have made me have even more fun, but it was not the case. I did like the fact that the presentations were so small. I could ask questions if I really wanted to and I got to interact with real teachers (OMG!! Real teachers outside of school!!) who I think thought I was one of their students who followed them there, but in any case, I had the chance to find out how they felt about many of the new ideas being thrown out there. Its amazing to me how much they have forgotten about being a student teacher, though.

When I went to the "co-teaching" presentation, the teachers there couldn't figure out how to use their Para's or LRE's or student teachers in their classroom properly. One teacher who was there said that she has her student teacher just grade papers and when she's required to teach , then she lets her take over. I just don't know if I can ever forget feeling like a student teacher--always wanting to teach and having jobs to do with specific students and getting treated like a future teacher...not a student helper. I just don't know how these teachers have forgotten so quickly the feelings they had as a student teacher. I sure hope I never forget. In fact, I think I'll tattoo my wrist and have it say "remember how eager you were to teach." Over all, I think the "co-teaching" presentation helped these teachers realize that we can be a great tool in the classroom, and that if they use us, we can make their life a bit easier. Its a win win situation.

There were other presentations that were great, though. My absolute favorite was the "1st year" one where she talked about the things beginning teachers should know before they begin their first year of teaching. I got so many things out of that, but the best thing I understood as I walked out of the door was that no one is expecting me to be a grand, spectacular, flawless teacher my first year of teaching. I believe some of them will be expecting me to crash and burn, and become one of the 50% who quit before their fifth year,but  I should not be so hard on myself. I'm usually hard on myself for not doing things that a novice teacher would do, like NOT ask open ended questions and cause mad chaos in the classroom. Its okay to mess up, Denisse. Its okay.

Overall, I loved the conference. I liked the food especially. Haha! I will attend next year for sure.

First Offender

First Offender

Albert

As you entered the classroom, you very quickly stood out.

Like the precise way your shirt was tucked,

Or that you made no fuss when you found your back row seat totally sucked.

Like your thick framed glasses aren’t just for looks,

Or that you always carry with you a variety of second-hand books.

Your book

It seems silly to me that I care,

But when you read your book in class I find that I jealously stare.

You think I feel respected when, in your head, my voice isn’t detected?

I’m not hurt, but I find it quite annoying

That instead of my lesson, it’s your book that you’re enjoying.

My ego

Out of all the adults, I thought I would have your undivided attention.

“I need everyone’s eyes on me,” I probably should mention.

 Then I thought to myself, “I’ll just use proximity instead, and he’ll realize,”

But no matter how close I got, my presence you still did not recognize!

Humbled

“Albert,” I said,

And still, that stupid book you read.

“Do me a favor, and put that book away,” I requested,

But only with silence was how you protested.

The irritation inside me erupted

As your focus remained uninterrupted.

Defeated

 “Maybe if I give your mom a call,” I proposed.

“Maybe you’ll participate after all,” I supposed.

Ignoring me completely,

You turned the page discreetly.

That’s the moment when I felt myself surrender,

And when you, Albert, became my very first offender.

Written by: Denisse Gastelum

Planning Worries

Planning Worries

There are certain things that bug me a bit about my two CTs. I know that they are professionals and teaching, planning, and management comes more easily to them now that they are advanced in their profession. I am having trouble with the way they plan lessons, and I guess it’s more that they are so different from each other. One of my CTs goes by the pacing guide, and follows a strict schedule, so I find it so much easier to plan for her. I know what she is expecting to teach, and around the time she expects to teach it. My other CT has a very flexible curriculum, and tells me that as long as we cover the essential points on the pacing guide, we will be fine. She gives me a date to teach, and I have to really work hard to get her to tell me what she thinks she wants me to teach over. I guess, in a sense, I like the flexibility and freedom that she gives me, but I get very anxious and stressed out when I don’t have a schedule or plan to follow.       

            I need to be able to figure out how to plan for both, and to be able to succeed with those plans. Should I use a pacing guide to plan for my CT who gives me free range on the lessons that I make, even though she’s kind of all over the place? Or should I just piggy-back off of whatever she is doing or planning to do during that week?What I've been doing is asking her what she absolutely needs to cover during that week, and I share with her some lesson ideas, and if she is happy with them then, I teach. This seems to work well, but i guess is just want a bit more structure. 

            On a positive note, I have thought a lesson for my "least flexible" CT, and received very positive feedback from her. She is giving me the responsibility of coming up with bellwork for students, and for starting off the class, which is sort of nerve wracking, but definitely a growing experience.

Learning Lots

So far, I’ve been blessed with amazing CTs at my placement. They both are so willing to let me teach, and participate in their class. I have a wonderful science class made up of all seventh grade students, most of who are AVID students. They care so much about getting things done right, and completing their work on time. This class has virtually no behavior problems. All of the students here are very respectful, they participate, and they follow instructions. I must admit that I am a bit worried about having such a great class to begin with, because I will not get as many opportunities to practice good classroom management skills.

            I know, however, that I will need to be stern and use these skills in my Language Arts Class. I have three students who have an IEP, one of which is for behavior. What I am most worried about for this class is that I will get to know the “trouble makers” much better than the well behaved students. I usually work closely with these kids during the week, and I know a lot about their learning styles and personalities. I couldn’t tell you hardly anything about the other students in that class, because my time with them is not as much.

            In my placement I also have the wonderful opportunity to attend Team, Professional Development, and Collaboration meetings with my CT, which has been very beneficial for me. Not only do I know what to expect during these meetings, but I’m learning many critical thinking skills for both me and my students, I now am aware of just how organized teachers have to be, their different roles within the school, how they work together, what they do when they disagree, etc. I’m excited to see the many other things I will get the privilege to learn during this time, and I am also looking forward to building fundamental relationships with the teachers on my team as well as the principals in the building—who often times attend the professional development meetings. 

The Goals of a Pre-Student teacher

Aside from learning as much as I can about classroom management, and teaching techniques, I would also love to get to know my students on a personal level. I would like to know what they like, how they learn, what they need to help them learn, etc. So far I haven't been very involved in any sort of "get to know you " conversations with any of them, but they are still shy and opening up to one another.

By the end of the first nine weeks, I wold love to be able to know and understand most of my students' learning styles. I would also like to develop a very strong relationship with my CTs, and get to know them on both a professional and personal level. Learning why they do certain things, not just that they do certain things. 

Lastly, I would like to get very comfortable with the district's pacing guide, and common core standards, by the end of the first nine weeks.

Getting to know my students is a priority for me, and I feel like I'll do a good job with that.

First Thoughts

I'm excited to start a brand new adventure in my School/Teaching career. I've learned plenty these last few years, and I look forward to learn many many more this year!