Pedagogy?
So, today I decided that I would use livejournal as a pedagogy log in which I reflect on my experiences and/or thoughts in and about student teaching. So, for those of you who are bored by my "student teaching stories," I apologize. This really is for me. :)
Today was day number three of the sub Mr. Silva in Mr. Dunning's class. Compared to Friday (and even yesterday), today was much better. I mean, yesterday I was distracted during my EXCEDUC lecture because I was writing about how I don't know if I can be a teacher. Today I left the school feeling happy and inspired. I truly have discovered that I have to treat everyday as a completely clean slate. These kids are like night and day. The kids who were great on Friday were terrible on Monday. The kids who were terrible on Friday and Monday were excellent today. It's like a freakin roller coaster... but then again, that's what middle school is. With all those hormones, dramatic friendships, and fluctuations of moods, it's no wonder that these kids can't be consistent. I mean, as eleven and twelve year-olds, it's their job to live in the moment.
One thing that did happen today really made me think about something I learned a while back in CURRINS 657. We have always learned that, as teachers, we model by example. We also learned that students are constantly aware of our actions, statements, and emotions whether or not they show it. Well, I always listened to this information and thought to myself, "I highly doubt that any twelve year old is paying enough attention to me to notice my every action." Well, today Terrell proved me wrong. I noticed that he had a huge, exaggerated frown on his face, so I asked him to come over to me. I said, "What's up Terrell? Why do you look so upset?" He hesitated for a moment (probably because he felt so upset) and then said, "Mr. Silva gave me a Think Sheet because Daytoinn said I threw something at him, but I really didn't." As he explained this to me, I could see tears welling up in his eyes. I then decided to pull him into Mr. Dunning's office where no one could see his tears. I said, "Terrell, look me in the eyes and tell me that you didn't throw anything at Daytoinn." Without hesitation, he did just that. I then instructed Terrell to fill out the Think Sheet to appease Mr. Silva, but instead of giving it to Mr. Silva, I told him to give it to me (and I promised to simply throw it away). This seemed to please Terrell, but he was a little nervous about how to fill out the sheet. He said, "what am I supposed to write for what I did wrong? I didn't do anything." I then told him to put that he threw something. As I said this, I subconsciously used my fingers to put quotation marks around "I threw something." I then explained to Terrell that I did this because I was talking about something in a hypothetical sense. Later, when Terrell gave me his think sheet, I was completely blown away by what he had done. He had used quotation marks in his explanation of what he had done wrong. Now, let's keep in mind that this is a 6th grade boy who, until today, had probably never even paid attention to quotation marks, let alone cared about what their function was. Also, I found it amazing that not only had he used the quotation marks, but he had also used them in the same slick, sarcastic manner in which I had used them! I smiled from the inside out. Not only had Terrell and I made a connection, but he also proved to me that kids DO notice things, and they even attempt to use these observations in their own lives.
I have also found that the kids who I (secretly) like the most are the "sassy" ones. I thought I would take a complete liking to the "perfect" kids, but that's not really the case. I mean, I like the ones who can just stay on task without being told, but there is something refreshing about a kid who is just completely him or herself around me. Plus, a lot of the "sassy" kids are the most good-natured kids in the classroom.
I wrote a letter to Mr. Dunning about the POSITIVE behaviors I noticed while he was gone. I wanted to do something different, I'm sure he (and the kids who weren't able to showcase positive behavior) is sick of hearing about the "bad" kids all the time. We'll see how he reacts.
Today was day number three of the sub Mr. Silva in Mr. Dunning's class. Compared to Friday (and even yesterday), today was much better. I mean, yesterday I was distracted during my EXCEDUC lecture because I was writing about how I don't know if I can be a teacher. Today I left the school feeling happy and inspired. I truly have discovered that I have to treat everyday as a completely clean slate. These kids are like night and day. The kids who were great on Friday were terrible on Monday. The kids who were terrible on Friday and Monday were excellent today. It's like a freakin roller coaster... but then again, that's what middle school is. With all those hormones, dramatic friendships, and fluctuations of moods, it's no wonder that these kids can't be consistent. I mean, as eleven and twelve year-olds, it's their job to live in the moment.
One thing that did happen today really made me think about something I learned a while back in CURRINS 657. We have always learned that, as teachers, we model by example. We also learned that students are constantly aware of our actions, statements, and emotions whether or not they show it. Well, I always listened to this information and thought to myself, "I highly doubt that any twelve year old is paying enough attention to me to notice my every action." Well, today Terrell proved me wrong. I noticed that he had a huge, exaggerated frown on his face, so I asked him to come over to me. I said, "What's up Terrell? Why do you look so upset?" He hesitated for a moment (probably because he felt so upset) and then said, "Mr. Silva gave me a Think Sheet because Daytoinn said I threw something at him, but I really didn't." As he explained this to me, I could see tears welling up in his eyes. I then decided to pull him into Mr. Dunning's office where no one could see his tears. I said, "Terrell, look me in the eyes and tell me that you didn't throw anything at Daytoinn." Without hesitation, he did just that. I then instructed Terrell to fill out the Think Sheet to appease Mr. Silva, but instead of giving it to Mr. Silva, I told him to give it to me (and I promised to simply throw it away). This seemed to please Terrell, but he was a little nervous about how to fill out the sheet. He said, "what am I supposed to write for what I did wrong? I didn't do anything." I then told him to put that he threw something. As I said this, I subconsciously used my fingers to put quotation marks around "I threw something." I then explained to Terrell that I did this because I was talking about something in a hypothetical sense. Later, when Terrell gave me his think sheet, I was completely blown away by what he had done. He had used quotation marks in his explanation of what he had done wrong. Now, let's keep in mind that this is a 6th grade boy who, until today, had probably never even paid attention to quotation marks, let alone cared about what their function was. Also, I found it amazing that not only had he used the quotation marks, but he had also used them in the same slick, sarcastic manner in which I had used them! I smiled from the inside out. Not only had Terrell and I made a connection, but he also proved to me that kids DO notice things, and they even attempt to use these observations in their own lives.
I have also found that the kids who I (secretly) like the most are the "sassy" ones. I thought I would take a complete liking to the "perfect" kids, but that's not really the case. I mean, I like the ones who can just stay on task without being told, but there is something refreshing about a kid who is just completely him or herself around me. Plus, a lot of the "sassy" kids are the most good-natured kids in the classroom.
I wrote a letter to Mr. Dunning about the POSITIVE behaviors I noticed while he was gone. I wanted to do something different, I'm sure he (and the kids who weren't able to showcase positive behavior) is sick of hearing about the "bad" kids all the time. We'll see how he reacts.