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!