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Impending... Induction.

gmason — Sun, 09 Jun 2013 18:24:01 +0100

In nine days, I start Induction in Newark, NJ. So many feelings. In all honesty, this is the first time I'm moving away from home in any permanent sort of way. Going to college only a 20 minute drive from my family was incredibly convenient. Even though I didn't go home every weekend like some people who lived close, I knew I always had that opportunity, and there was comfort there. Compared to other CMs, I know I'm not going that far from home at all. Newark is about an hour and a half away from my home, given traffic is okay. I won't have the ability to just run home to get something or stop in for dinner like I'm used to. It'll be more similar to my experience studying abroad. I'm also still interviewing for positions at schools. I have one interview tomorrow, and I'm still waiting to hear from two schools who indicated that they were interested in meeting me for second round interviews following the May interview fair. I think I would feel more confident if I knew for sure that I had a placement. I want to start embracing my community, specifically my school community. So many of my teacher friends (TFA and otherwise) have been talking about their schools for next year, and I'm jealous! I've also been waiting to find out what school I'll be working at before I start doing any real-deal apartment hunting. Specifically regarding Induction, though, I'm psyched! After four years as an RA, I'm really glad that my TFA experience is going to start with me living in a residence hall. Half "comfort blanket" transition-helper, and half guilty pleasure "I just love dorm living." I can't wait to meet my roommate and suitemates (6 of us total). I really wonder if I'll know any of them already from the interview fair or the on-boarding calls. I'm also psyched about the content of Induction. I've been reading about others' experiences in Induction in other regions, and it seems like a lot of the leadership development and team-building work I have done in other trainings, only with a TFA/teaching twist. The student affairs nerd in me can't help but be excited. Institute... gives me butterflies. I just can't tell if they're the good kind or the bad kind yet. I can't wait to go through more structured training through TFA and get the chance to get back in the classroom. I know it's going to be a time of amazing growth for me, personally and professionally. It's just that the rumors about the intensity of the training (especially the lack of sleep) have me stressed out. I'm trying to keep an open mind and take the advice of some TFA alums that I've found online--other incoming CMs, I'd recommend reading this blog post. One last note: I've successfully completed all of the on-boarding work, including reading A Chance to Make History and Teaching as Leadership in their entirety, except for ONE THING. I haven't written my Story of Self. Or rather, I've started writing at least four different versions of my Story of Self, but I haven't been able to complete one [that I like; that I want to share with a bunch of strangers; that I feel actually represents why any of this matters to me; etc.]. I feel like I don't have a transformational story that explains why I want to teach. I wanted to be a teacher before I experienced any of the larger obstacles in my life that helped make me who I am. I think I need to reflect on it more before I try writing again.

Acclimating

gmason — Sun, 09 Jun 2013 17:18:25 +0100

Some things I still need to get used to:

Being (and introducing myself as) "Miss Mason."
Being asked permission to go to the bathroom
The spontaneous barrages of personal questions (and determining whether or not I should answer them)

[EDIT: I started writing this blog post in February, and realized I left it as a draft all this time. Looking back at my student teaching experience, I'm curious what else I would have included on this list. I definitely still think that the politics of teaching are more complicated than the content, but I also know that I'll be held to higher standards in TFA and I'll be holding my students to higher standards, so we'll see if that changes.]

Well, that went quickly.

gmason — Fri, 19 Apr 2013 11:35:15 +0100

I had intended to post here about my experience student teaching at least once a week. My last post was a rather depressing one, regarding my questioning my effectiveness as a teacher and wondering what I could do to reach my students. Weeks later, I sit here at my desk knowing that today is my last day. My student teaching experience is over. Have I been successful? I'd certainly like to think so. I know more about handling a classroom than I did when I was going in. We've had our ups and downs, but for the most part, I have great relationships with my students. I've become more comfortable pacing out my lessons and figuring out where lessons and units fit in the "bigger picture." Am I perfect? Of course not, but I don't think I could expect that of myself. I am sitting here before any students get in not only because I selfishly wanted to spend some time in the classroom alone on my last day but because I wanted to have time to reflect on what I am going to talk to them about today. Dr. Seuss, to start with. For National Poetry Month, I have given them poems to reflect on for their daily warm ups. At the beginning of the month, I promised them Dr. Seuss. Today, I plan on reading them Oh, The Places You'll Go. As seniors, I hope they see how fitting it is. I also intend to play for them the Baz Luhrmann reading of the "Wear Sunscreen" commencement address. When I was writing my graduation speech in high school, I listened to it every day hoping I could write something as meaningful. I have no idea if it's still popular enough for them to have heard it, but I'll play it anyway. I also have to respect the fact that my last day is concluding a week of tragedy throughout the US. The Boston Marathon bombing and subsequent violence as well as the Texas explosion are impossible to ignore. If nothing else, I want to reflect on these events and remind students to be kind to one another. There's too much to say and too many feelings to only have one last day. Currently wishing I had more than our typical period with each of my classes.

Spring Break, or, Why I Worked All Break

heikemarie — Sun, 07 Apr 2013 22:17:57 +0100

Tonight is the last night of my spring break, and the last day I will have off (besides weekends, which barely count ;)) until June 28. There is much to be said. First off, the short answer to the question "Srta. D, why did you work over your spring break?" is because I needed some inspiration. But why did I need some inspiration? Ah, that's a more interesting question. Perhaps I needed inspiration because the issues I have had with my placement school and the wrap up of my commitment have allowed me to accept a position as a middle school Spanish teacher at a different school in Newark. Because I am a responsible human being, and because I believe that Spanish is important (even when the actions of others say that they don't), and most especially because I love my kids, I let my school know as soon as I accepted. The result has been some level of awkward for me, but also I've found myself really longing for the end of this era, and the start of one that I think will be better for me and for any future students I have. I have been looking for inspiration to keep giving 150% through that final push, and working over this break has done that for me. Further, I applied to and was waitlisted for a role as a CMA (Corps Member Advisor) at the 2013 Philly Institute. I thought my interview was really good and that I was well-qualified, and so it was disappointing to me to be put on the waitlist. A fellow specialist CM posits that my specialist status has something to do with the matter, but I'm not so sure. Either way, I hold on hope that they'll find me a position, but in the mean time, yeah, I'll admit it, I'm bummed. Meh. So, Srta. D, how will working over break help with these two issues? That's a very good question. I think simply trudging through all the work I have to do (grading exams, cleaning my work space, writing curriculum) would have left me just as tired as when I started. Instead, I wrote all my lesson plans to the end of the year on Monday (!!!), and then I observed classrooms on Tuesday, Wednesday, Thursday, and Friday. I spent like 2/3 of the day there, and the rest of my day and home was spent cooking, cleaning and relaxing. There is nothing that gets me fired up to do better for my kids than observing, especially since all the TFA and certification videos in the whole world seem to lack excellent Spanish teachers, and ESPECIALLY excellent early elementary Spanish teachers. I took something like 20 pages of notes, and then boiled down one page of "takeaways" to bring into my classroom. I feel energized, rested, and ready to be in the classroom on Monday. I hope that the things that I've seen translate into these last 2.5 months, and that we end the year strong to get my escolares ready for a new teacher next year :)

Have I failed them already?

gmason — Sat, 23 Feb 2013 01:58:24 +0100

Two weeks. I've been teaching them for only two weeks, and I'm terrified that I'm doing something dreadfully wrong. Today they took their unit exam for The Canterbury Tales. The average score on the objective portion of the test (25 questions, multiple choice and matching) was 63%. At our school, 70% is the cutoff for a passing grade. Scores ranged from 28 to 92, but I only had two A's and four B's out of approximately 60 students. These results beg the question, "What happened?" My first thought was that maybe I created a poor test. Maybe it doesn't assess what I taught them. Maybe the questions are misleading. Or maybe, just maybe, I made mistakes in my answer key! No mistakes in my key. No misleading or overly complicated questions. All of the answers are easily found on the worksheets and study guides we completed in class, to the point that my roommate, who never read The Canterbury Tales and wasn't in class with us, was able to answer the first 12 questions correctly just by finding the answers on the introductory handout and review sheet. Were my lessons that incomprehensible that they overcomplicated things? I was officially observed twice in the two weeks, and my mentor teacher was present for over half of the lessons. I've never once received feedback that I wasn't being clear or that my methods weren't effective. Again, I ask, "What happened?" We even had an entire day designated for review. We played a review game, they asked questions about the pilgrims, and we talked through open-ended questions that I hoped would prepare them to think about the text more broadly. Do we need to review study skills? They're in 12th grade. I would have hoped that basic study skills have been taught and reinforced throughout middle school and high school, but I think I'm going to review them regardless. I'm not sure what else to do. I know my students are capable of understanding these texts. I don't want to make future tests "easier," because I really do have high expectations for my students and I refuse to just push them through to graduation, but I already feel like I'm holding their hands as much as I can. What is the next step?

Introductions

gmason — Fri, 08 Feb 2013 20:56:02 +0100

My observation days are over. It was an interesting day to start teaching, but I'm trying to go with the flow. It's spirit week, 2nd block was a pep rally, and we got out early today because of the projected snow coming with Nemo. In the midst of all that, though, I finally got to introduce myself to the classes and do a small activity regarding classroom expectations. As part of my introduction, I gave each student a half-sheet of paper with a small survey on it, to help me get to know them. I walked them through each question and gave my answers as they filled out their own. Here are some of the responses: 1. What's your favorite thing you have read (can be a book, poem, comic book, magazine, newspaper, blog, etc.) and why?

Coldest Winter Ever - relateable
A book I read in fifth grade called Number the Stars because it was the first book I read about a serious matter and it has stuck with me.
TransWorld Ride BMX
Bluford Series, because I can relate to the characters
My favorite thing that I've ever read doesn't really narrow down to one thing. It's difficult for me to read something and dislike it or favor it.
"The Rose that Grew from the Concrete" by Tupac. I like it because it has meaning we can relate to.
I hate reading anything unless it is a message on my phone.

2. What are your plans for next year? Where do you hope they take you in the future?

Go to Brigham Young University in the summer hopefully on a scholarship for running. I want to coach high school/college.
Move out of my house and go to college. Be more independent. I hope to bet my bachelors of nursing.
As of next year I will be a freshman in college as well as take care of my child who is on the way. I know it will make me strive to be more successful.
Move to North Carolina and become a tattoo artist.
I had a passion for nursing and working in the ER but I currently have no idea what I want to do and I'm freaking out.
Keep working to save up for college.
Military

3. What do you love?

Basketball
Anime, music, food
Justin Bieber
I love to draw, exercise, and write stories.
TV
I love to be around loved ones.
Going to church, family, skateboarding, making others happy

4. What should I know about you that will help us communicate well and/or help you succeed in this class?

I naturally respect anybody, as long as they return the favor. I like hard criticism, and I am 100% honest with how I feel towards a situation. I love when teachers are patient with me, and when they are also 100% honest.
I have ADHD, but if it's a good topic I can focus. I love writing poems and songs.
Ever since I was a young child I've been writing fiction and poems. My favorite thing is to write, however I find it extremely difficult to write when prompted, making essays difficult.
If I don't really participate in class it doesn't mean I'm not paying attention. I learn better when I listen, and like to keep to myself.
First year out of ESL. Have a little trouble with English. I learn better when things are explained to me.
I'm a hands on learner so poster type projects are good for me.
I am deaf in my left ear. I am really tired in the morning. If I'm late, it's cause I can't hear my alarm clock.
I might not always look at you when you're talking, but I'm listening. I'm kind of shy at first.

5. Share one random fact about yourself.

I have been a vegetarian since 2nd grade.
I am 50% French, 50% black, and my family and I speak French.
I want to join the foundation Invisible Children. My sister was involved with it and I'd love to actually go to Uganda and assist.
I play guitar, drums, and piano.
I speak 3 languages.
I can clap with my feet.
I have over 600 hours of community service.
I work two jobs.

For the most part, they answered these much more sincerely than I expected. I'm really excited to work with these students and continue to get to know them.

First Full Week

gmason — Fri, 25 Jan 2013 19:18:01 +0100

Mr. T taught this week. He chose the role of the disciplinarian in establishing the classroom expectations. I know he is doing this so the students will welcome me more readily, but the hostile classroom atmosphere worries me a little. Students openly discuss their dislike of him. At the same time, he reminds me of a teacher I had my freshman year of high school who everyone also hated. By the end of the year, those of us who were academically minded loved and respected him for how well he managed the classroom and for how much we learned. English 12 classes worked through a grammar unit this week focusing on sentence structure and types of subordinate clauses. They'll be starting a lit unit on Beowulf on Monday. AP Language is in the middle of a unit on the elements of rhetoric. Although I spent the week sitting at a desk in the corner of the room taking attendance, observing Mr. T's style and pacing, and sketching rough plans for my units, students seem to be warming up to me. Wednesday, one student asked my advice about some minor drama between herself and a classmate. Today, students were working on an activity in groups, and one group called me over for help by asking, "Miss Mason, are you good at English?" I would certainly hope so, considering I'll be teaching them soon. In TFA news, I'm impatiently awaiting a Corps Blast that is supposed to come out on January 31. I saw that other regions have already started applying for certifications in their respective states, so I'm hoping that's my next step!

MLK Day

gmason — Mon, 21 Jan 2013 17:12:59 +0100

My food for thought today:

"The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education. " - Martin Luther King, Jr.

What Has Been Happening?

heikemarie — Sun, 20 Jan 2013 18:56:00 +0100

Well, I am still teaching Spanish For America. I am now considered a fully certified K-12 Spanish teacher. And, in line with my 2-year commitment, I am still teaching at the same school. Year 2 is much better, overall, and I'll explain some reasons why. When I walked into my school at the beginning of last year, I had no idea what to expect. I humbly submit that I had even less of an idea of what to expect that a "regular" TFA CM stepping into their position, because I would posit that being the school's founding Spanish teacher gives you much less information than being a grade-level teacher. That's just my experience. Feel free to correct me. I quickly found that I had no curriculum, and, since I was teaching grades 1 & 2, no real way to get one that worked fast (side note: I never did get a curriculum.) I spent the year struggling to manage my classes and, even more so, struggling to decide whether my curriculum was "good enough." I'm going to say something incendiary here. Something that is based entirely on my own perceptions and experience. I believe that, in my first year, despite the challenges I describe above, I was still a better teacher to my 120+ children than some of the veteran teaching staff working at my school. In this way, I continue to believe in the mission of TFA. My second year, I had entirely rewritten the curriculum, came in with it fully completed, and came in knowing my students and managing them at a higher level. This gave me more immediate control over my classes. The growing pains of a new (est. 2010) charter school were lessened, though they have not disappeared entirely. I find myself this year more able to concentrate on things that I wasn't finding time for last year, such as differentiation, investment, and really fine-tuning the curriculum to be something that I can be proud of. Last year as I say amongst piles of papers with no "real" ideas of what an elementary school Spanish program should look like, my M, TLD (bless her, with no Spanish or foreign language experience to speak of) hopped on phone calls, made appointments, observed and met me above and beyond her charge to make sure I was surviving. I am convinced that my school was happy giving the writing of curriculum over to any inexperienced Spanish teacher who would do it for the price point they were offering (that happened to be me), but I am in some ways glad that it was me. Because I am proud that I cared enough not to be overwhelmed and walked in swinging, and that I had people who were willing to support me and trust me to make academic decisions about something I knew little about (foreign language pedagogy), and things I knew much more about (Spanish language and Hispanic culture). I want to start posting here more often (I say this often!!) if only because I think that being part of this community can help fuel my passion personally. Is that a selfish reason? Perhaps. Though I like to think that my kids benefit directly from the maintaining of such passion. I also have things that I want to say, and may be more able to say in the coming months. Regardless, I'd like to weigh in and share what the last quarter of my two years looks like, and what the area beyond them looks like as well. Stay tuned ;)

Department Meetings

gmason — Tue, 15 Jan 2013 21:09:13 +0100

The high school I am student teaching at has block scheduling and works on a semester schedule, so the students are taking finals this week. Because Mr. T teaches AP Language and most students take the AP test, only one student was in yesterday to take a final. His 12th grade classes took their finals on Friday. That means yesterday and today were rather uneventful. I got to spend a lot of time reading the textbook, looking through his old materials, and mapping out the semester. Today, I did get to go to my very first department meeting, though. Mr. T warned me that I should expect a lot of whining. I didn't understand what he meant until it got going. Based only on that meeting, I would assume the school is extraordinarily disorganized and about half of the teachers aren't happy with their jobs. Granted, I know that's not an accurate assessment. It is the end of the semester, so things are hectic, and the state's standardized exams are tomorrow, so everyone is stressed. The woman next to me kept muttering under her breath, though, and once or twice I heard a teacher use the word "thugs" to refer to students. There were conversations about tracking, academic rigor (or lack thereof), scheduling, prerequisites, and more. This is the world that I am entering. I'm still excited about it, of course, but I hope I can inject a little more positivity and enthusiasm into it. Tomorrow, given that it doesn't snow, I will finally get to meet some students. After the state exams are over, the rest of the grades come in and have a shortened schedule for the second half of the day. I'm keeping my fingers crossed that everything goes smoothly!