February 2012 Reflection
February has been a unique month for me. Lots of changes, reflections, and new directions. I really enjoyed our last class. It was great fun to bring the learning to my classroom. Each class - including my book club received my knew knowledge of pressure points and massage. I also included a few of the exercises. It seems so little, but students appreciate personal connection. We try to do at least one (exercise, massage) at the beginning of each class. We also use this time to come together and ask questions, talk about what we want to happen today.
Teaching With the Brain In Mind gave several examples I am able to use in my classroom. The energizers also let our class come together. I have found this also lets me take a quick view of the state of being of my students. I instantly see who is having a bad day, or the feeling of the group. We have included a quick “get it out” as we stretch, massage, or get both sides of our brains going. One student said, “I’m having a bad day,” another said, “Did you see what so and so wrote on facebook last night.” One quiet girl asked, “Could we go over the reading again, I didn’t get it!” Ahah!!!! This takes about 5 to 7 minutes and has helped us form our community at a deeper level. It also helps with classroom management. As soon as students come to the room, they set their belongings down and form a circle. It is becoming a habit. A very unexpected surprise for me.
When I first started reading the book, I thought, oh boy, this is going to be one of those technical readings. I was sure it was be lots of talk about research about the brain. Well, it was but it was in a language I could understand, plus it provided practical applications. Another example that I am using is letting the brain rest or soak up the information. It is important to let the students have a chance to - stop and think. This is something I didn’t do. I am very excited for the weather to get warmer. I would like to pair up (like we do) and have students discuss and share their learning. Time for a break - (interval learning is best) - straight from the book. lol
I did a lot of thinking about the emotional states of my students. As we read, write, or discuss I see many checking out. I find it especially difficult at the end of the day. Students are finished, tired, and ready to leave. My last period English class is especially difficult. Some days are more difficult than others. After circle, exercises, and questions, some feel the rest of the period should be about what they want. I continue to practice giving them the power - but it is hard. We listen to our novel for about 15 to 20 minutes each day. I have posted questions on our class blog, but realize this is not creating the interest that I had hoped for. As I flip back through our reading, I highlighted the section on compelling questions. This also led me to the motivation and engagement. I work at creating compelling questions - but for many students - what is it to them? Does it even matter? It keeps going back that it has to be relevant to my students.
So, as I continue to write my reflection, I cannot help but reflect on my class and how we or I have progressed. I still have a lot of work to do. It’s funny because I can see it in my head, but applying it is difficult. Practice, practice, practice.
I will now leap to the changes and goals in my life. I have decided to apply for a new job. I am so comfortable in my current position. I really have struggled with this decision. I feel such loyalty to my school, my fellow teachers, and my principal. I get teary eyed even thinking about it. My stomach leaps as I write about it. It is a larger school, with larger classes, and I know everyone. I feel nervous that I may be judged by my peers. I don’t believe I am a “great” teacher yet, but I know I have a passion for learning and feel I can bring this love of learning to my students. Yet, it is still nerve-racking. I may know by our next class.
Awkwardly, I am trying to connect this to our last class and my goals. We discussed taking our goals to a deeper level. This played a big part of my decision. When we talked about our goals, I had to think of which goal was most important to me. Hmmmmm . . . Although, it is not listed as a goal, I believe it ties them together. I feel it is important for me to continue learning, practicing, and evolving into the teacher I want to be. Oh yes, I know I am a wee bit older, but you are never too old. That is what I tell my GED and ESL students. I tell them if I can do it, so can they. These classes are so rewarding.
So one of my new goals will be to keep evolving. In order to evolve I may need to change and gain new experiences, hence the new school. Actually, as I write this it does not make sense to me. Why not continue practicing in a small school where I feel comfortable. Yikes!!!! Decisions, decisions. Too late!!! I have sent my application in. Yikes again. Back to my goals and our class. I am an English and Special Education teacher, but I also enjoy the adult education classes. Actually, I really enjoy them.
Yes, I am the ramble queen today. I will get back to my goal. I feel it needs to be about my evolving into a person who continues to learn, continues to have a passion for learning, and wanting to share this passion with my students - all students. Young and old. My son and I have great discussions about this very thing. He has returned home for a few days. It is Monday morning and I am getting ready to leave. I hear him coming up the stairs. It is only 7:20am. Quite early for a young man to be up on a Monday. I ask why he is up so early and he responds and asks why am I still home at this late time. I explain how this year is different. I arrive at school precisely at 8am and do not have students until 8:30am. It is pretty relaxed this year - actually most years. This is our school - Am I ready for more accountability - less freedom of choice (lessons, content, etc)? So back to my son and our discussion - he said maybe being more accountable or even proving my worthiness would help me evolve into the teacher I want to be. Hmmmmmm!!! Oh Griffin, always making me think. Bye for now.
I am back. Well, I am going to be off track. I have wonderful news that involves my class, our class, our reading, and my goals. I would say it was a Wow moment - at least for me. I have my sophomore class that goes back and forth. Everything leads back to being on task and computer usage. It appears that I spend a lot of time trying to guide students towards proper computer usage. Two days ago I decided to have yet another class coming together. At the beginning of our circle time we discussed - again - how we saw our class. They told me every day I would say the same thing - come in, keep your computers closed and get your books. We are reading (actually listening) to a novel. My fear is if students are allowed to keep their computers open they would not pay attention and loose the entire meaning of our class and the novel. Someone else said that when they go to college they were going to have to make these choices without me reminding them. Hmmmmm . . . . .they are right. So as a class we decided they would come to class, sit down and get their books. They can make the choice of being on their computer or not. They can take notes about references I make as we go, add content to their website as they listen. We have a simple class created rubric that we use each Friday to evaluate learning and progress. I am sure I have discussed this before in my reflection - sometimes it takes me a few times to figure things out. It has only been a few days but - OMG. Students come to class, the sit quietly in their seats, get their books, have computers opened or closed. We come to our circle and discuss our novel. Really!!!! What is wrong with me. I have tried so many things with this class - I have talked about giving them the power - as we have talked about in class and our readings. BUT!!!! Did I really ever give them the power. Now that the fog has lifted I can see I did not relinquish the power - only small slivers of power. Certainly not enough to make it relevant for the students. Example - back to the class. When we were in our circle discussing the previous class I had so many more participate. Oftentimes, I get I don’t know or skip. Yesterday everyone participated. Really? I believe that now they are making the choice about how they learn - listening, taking notes, working on their site, or even being off task has given them back the power and the freedom to make their own choices. I have not given them enough credit or believed in them enough to realize that they can make wise choices. As my fellow teach reminds me - it may be a honeymoon period. Oh I have had so many honeymoons - but my idealistic brain continues to believe that they will choose wisely.
Ahhhhhhhh . . . . . . . to be continued . . . . . . . .
Teaching With the Brain In Mind gave several examples I am able to use in my classroom. The energizers also let our class come together. I have found this also lets me take a quick view of the state of being of my students. I instantly see who is having a bad day, or the feeling of the group. We have included a quick “get it out” as we stretch, massage, or get both sides of our brains going. One student said, “I’m having a bad day,” another said, “Did you see what so and so wrote on facebook last night.” One quiet girl asked, “Could we go over the reading again, I didn’t get it!” Ahah!!!! This takes about 5 to 7 minutes and has helped us form our community at a deeper level. It also helps with classroom management. As soon as students come to the room, they set their belongings down and form a circle. It is becoming a habit. A very unexpected surprise for me.
When I first started reading the book, I thought, oh boy, this is going to be one of those technical readings. I was sure it was be lots of talk about research about the brain. Well, it was but it was in a language I could understand, plus it provided practical applications. Another example that I am using is letting the brain rest or soak up the information. It is important to let the students have a chance to - stop and think. This is something I didn’t do. I am very excited for the weather to get warmer. I would like to pair up (like we do) and have students discuss and share their learning. Time for a break - (interval learning is best) - straight from the book. lol
I did a lot of thinking about the emotional states of my students. As we read, write, or discuss I see many checking out. I find it especially difficult at the end of the day. Students are finished, tired, and ready to leave. My last period English class is especially difficult. Some days are more difficult than others. After circle, exercises, and questions, some feel the rest of the period should be about what they want. I continue to practice giving them the power - but it is hard. We listen to our novel for about 15 to 20 minutes each day. I have posted questions on our class blog, but realize this is not creating the interest that I had hoped for. As I flip back through our reading, I highlighted the section on compelling questions. This also led me to the motivation and engagement. I work at creating compelling questions - but for many students - what is it to them? Does it even matter? It keeps going back that it has to be relevant to my students.
So, as I continue to write my reflection, I cannot help but reflect on my class and how we or I have progressed. I still have a lot of work to do. It’s funny because I can see it in my head, but applying it is difficult. Practice, practice, practice.
I will now leap to the changes and goals in my life. I have decided to apply for a new job. I am so comfortable in my current position. I really have struggled with this decision. I feel such loyalty to my school, my fellow teachers, and my principal. I get teary eyed even thinking about it. My stomach leaps as I write about it. It is a larger school, with larger classes, and I know everyone. I feel nervous that I may be judged by my peers. I don’t believe I am a “great” teacher yet, but I know I have a passion for learning and feel I can bring this love of learning to my students. Yet, it is still nerve-racking. I may know by our next class.
Awkwardly, I am trying to connect this to our last class and my goals. We discussed taking our goals to a deeper level. This played a big part of my decision. When we talked about our goals, I had to think of which goal was most important to me. Hmmmmm . . . Although, it is not listed as a goal, I believe it ties them together. I feel it is important for me to continue learning, practicing, and evolving into the teacher I want to be. Oh yes, I know I am a wee bit older, but you are never too old. That is what I tell my GED and ESL students. I tell them if I can do it, so can they. These classes are so rewarding.
So one of my new goals will be to keep evolving. In order to evolve I may need to change and gain new experiences, hence the new school. Actually, as I write this it does not make sense to me. Why not continue practicing in a small school where I feel comfortable. Yikes!!!! Decisions, decisions. Too late!!! I have sent my application in. Yikes again. Back to my goals and our class. I am an English and Special Education teacher, but I also enjoy the adult education classes. Actually, I really enjoy them.
Yes, I am the ramble queen today. I will get back to my goal. I feel it needs to be about my evolving into a person who continues to learn, continues to have a passion for learning, and wanting to share this passion with my students - all students. Young and old. My son and I have great discussions about this very thing. He has returned home for a few days. It is Monday morning and I am getting ready to leave. I hear him coming up the stairs. It is only 7:20am. Quite early for a young man to be up on a Monday. I ask why he is up so early and he responds and asks why am I still home at this late time. I explain how this year is different. I arrive at school precisely at 8am and do not have students until 8:30am. It is pretty relaxed this year - actually most years. This is our school - Am I ready for more accountability - less freedom of choice (lessons, content, etc)? So back to my son and our discussion - he said maybe being more accountable or even proving my worthiness would help me evolve into the teacher I want to be. Hmmmmmm!!! Oh Griffin, always making me think. Bye for now.
I am back. Well, I am going to be off track. I have wonderful news that involves my class, our class, our reading, and my goals. I would say it was a Wow moment - at least for me. I have my sophomore class that goes back and forth. Everything leads back to being on task and computer usage. It appears that I spend a lot of time trying to guide students towards proper computer usage. Two days ago I decided to have yet another class coming together. At the beginning of our circle time we discussed - again - how we saw our class. They told me every day I would say the same thing - come in, keep your computers closed and get your books. We are reading (actually listening) to a novel. My fear is if students are allowed to keep their computers open they would not pay attention and loose the entire meaning of our class and the novel. Someone else said that when they go to college they were going to have to make these choices without me reminding them. Hmmmmm . . . . .they are right. So as a class we decided they would come to class, sit down and get their books. They can make the choice of being on their computer or not. They can take notes about references I make as we go, add content to their website as they listen. We have a simple class created rubric that we use each Friday to evaluate learning and progress. I am sure I have discussed this before in my reflection - sometimes it takes me a few times to figure things out. It has only been a few days but - OMG. Students come to class, the sit quietly in their seats, get their books, have computers opened or closed. We come to our circle and discuss our novel. Really!!!! What is wrong with me. I have tried so many things with this class - I have talked about giving them the power - as we have talked about in class and our readings. BUT!!!! Did I really ever give them the power. Now that the fog has lifted I can see I did not relinquish the power - only small slivers of power. Certainly not enough to make it relevant for the students. Example - back to the class. When we were in our circle discussing the previous class I had so many more participate. Oftentimes, I get I don’t know or skip. Yesterday everyone participated. Really? I believe that now they are making the choice about how they learn - listening, taking notes, working on their site, or even being off task has given them back the power and the freedom to make their own choices. I have not given them enough credit or believed in them enough to realize that they can make wise choices. As my fellow teach reminds me - it may be a honeymoon period. Oh I have had so many honeymoons - but my idealistic brain continues to believe that they will choose wisely.
Ahhhhhhhh . . . . . . . to be continued . . . . . . . .