I wanted to share a poem I wrote for my kids. I showed them the poem in class and I think I will use it in the future with my teaching.
I’m Hype:
Yeah, I get Hype
I get Hype when you speak out of turn
When you lay your head on your desk
Do you really think you can sleep in class?
I get Hype when you don’t do your homework
When you are violent to others
Or when you aren’t nice to yourself
I definitely get Hype when you don’t come to school
Or when you always come late and chew that gum
Without a doubt, give up and I get really Hype!
I also get Hype for other reasons
I love to get Hype when you never give up!
I love to get Hype when you work hard
When you use polite language and respect others
Or when you decide to be responsible
I love to get Hype when you study hard
When you get good grades
When you help others, even those you call “Spanish speakers”
I really get Hype when you are the same elsewhere in the building
I love to get Hype when you self-evaluate
When you think about college
When you love your culture
When you love the culture of others
I love to get Hype when you don’t let others bring you down
When you aren’t a “hater” and support others
When you read, think, and struggle hard for your success
I get Hype because it’s my job
I get Hype because I love you
I get Hype because I care about your future
You decide how I get Hype about you!
Friday, May 1, 2009
Monday, April 13, 2009
A Few Fun Things
I just wanted to quickly share a few fun things I like to do with my students. They not only help me as a teacher but it also, in a health way, embarrass your students.
First, and I think I shared this with a few perspective students, find a student who will be your insider to the drama and gossip in the classroom. Not only is it fun to learn about the crushes and who is dating who, it is also helpful when trying to observe the students interactions. It gives a different dimension to understanding your students. Additionally, you can use it to help your students through growing pains and some of the social learning we all must go through.
Second, learn the language of the students. The students work very diligently to make themselves different than adults and use "cool" lingo. Learning such lingo is not only useful to understand the points they get across but its also helpful in being silly, bringing laughter in the classroom, and recognizing their language. Students enjoy your recognition of their language. I personally like to use it when redirecting behavior and/or showing the silliness of some of there actions.
Lastly, dance and sing your hear out. The kids get embarrassed and love the entertainment. It is such an easy way to bridge relationships and make them feel comfortable by your "antics"
These have all been fun and helpful to me.
First, and I think I shared this with a few perspective students, find a student who will be your insider to the drama and gossip in the classroom. Not only is it fun to learn about the crushes and who is dating who, it is also helpful when trying to observe the students interactions. It gives a different dimension to understanding your students. Additionally, you can use it to help your students through growing pains and some of the social learning we all must go through.
Second, learn the language of the students. The students work very diligently to make themselves different than adults and use "cool" lingo. Learning such lingo is not only useful to understand the points they get across but its also helpful in being silly, bringing laughter in the classroom, and recognizing their language. Students enjoy your recognition of their language. I personally like to use it when redirecting behavior and/or showing the silliness of some of there actions.
Lastly, dance and sing your hear out. The kids get embarrassed and love the entertainment. It is such an easy way to bridge relationships and make them feel comfortable by your "antics"
These have all been fun and helpful to me.
Monday, April 6, 2009
Spring Break
Today marks the beginning of Spring Break!
It feels great to have a week off to be able to catch up with life and the simple enjoyments. It is also very exciting considering how near the end of this journey is approaching. Our portfolios, which mark the culmination and end to our work, are due by May 1st! That being said, there is still plenty to be done before we receive our degrees.
Currently, I have finished the first of two weeks in which I teach the entire class for the complete day. As part of the program, as required by the state, student teachers have to "take over" the classroom for two weeks. It seems as a daunting task when you first begin the program but you are more than well prepared by the time April comes around. That is not to say that difficulties will not be had but that you will have enough experience and tools to work through and problem solve instruction and management. It is a worthwhile experience as many of my peers and I have voiced how much practical learning has been had during these full days of teaching.
Just a couple of things to keep in mind as you, the students are going to be wild and off the wall on Friday before Spring Break so it would be wise to plan activities that will help manage their excitement-I just learned the hard way. I have come to learn that classroom management is a very delicate balance that becomes a craft of trying to strike a very specific balance between your desired level of control while allowing them, the students, to be.
It feels great to have a week off to be able to catch up with life and the simple enjoyments. It is also very exciting considering how near the end of this journey is approaching. Our portfolios, which mark the culmination and end to our work, are due by May 1st! That being said, there is still plenty to be done before we receive our degrees.
Currently, I have finished the first of two weeks in which I teach the entire class for the complete day. As part of the program, as required by the state, student teachers have to "take over" the classroom for two weeks. It seems as a daunting task when you first begin the program but you are more than well prepared by the time April comes around. That is not to say that difficulties will not be had but that you will have enough experience and tools to work through and problem solve instruction and management. It is a worthwhile experience as many of my peers and I have voiced how much practical learning has been had during these full days of teaching.
Just a couple of things to keep in mind as you, the students are going to be wild and off the wall on Friday before Spring Break so it would be wise to plan activities that will help manage their excitement-I just learned the hard way. I have come to learn that classroom management is a very delicate balance that becomes a craft of trying to strike a very specific balance between your desired level of control while allowing them, the students, to be.
Tuesday, March 3, 2009
Integrate yourself
I am not sure if I have mentioned this before but as we get closer to the hiring process I can't stress enough of how important it is for students teachers to put themselves out there and becoming integrated in the school community. The most ideal situation is be recruited by the school where you student teach and it is a place you want to work. It relieves it a lot of stress and sets up a great spring board for the first year.
There are a couple of things student teachers can do to help integrate themselves into the school. Some of the easiest things to do is attend and help with after-school activities. For example, I had a blast going to the school dance and our schools basketball team. There are also side projects within the school such as PA announcements. Oh, and very importantly, ensure you participate in the spirit days. Not only are they fun and help you connect with your own students, it shows your commitment to building the school culture.
Every school is difference and such their needs are different. Nonetheless, make every effort to put yourself out there from the beginning of the school year.
There are a couple of things student teachers can do to help integrate themselves into the school. Some of the easiest things to do is attend and help with after-school activities. For example, I had a blast going to the school dance and our schools basketball team. There are also side projects within the school such as PA announcements. Oh, and very importantly, ensure you participate in the spirit days. Not only are they fun and help you connect with your own students, it shows your commitment to building the school culture.
Every school is difference and such their needs are different. Nonetheless, make every effort to put yourself out there from the beginning of the school year.
Monday, March 2, 2009
Some Advice
A snow day today!!
School was canceled because of the winter storm. This is definitely a new experience for me as I am from California
On another subject, I am in the process of applying for certification and it is somewhat of a headache. I am not very good with paper work and now that I am in the classroom full-time there is less opportunities for me to run around and take care of errands. Thus, for perspecive students I would like to offer some advice:
1. Take all three Praxis test before the start of the program! This will save you a lot of time and money.
2. Take care of all your clearances before the start of summer term.
3. Take care of any requisites before the program. It sucks to be going through the program and having to take additional classes. (this one I avoided!)
4. Have your immunization up to date and prepare to make a doctor's appointment for end of January. You need to get a physical in order to apply for certification.
5. Have $40 stored away for your certification application.
That is all for now.
School was canceled because of the winter storm. This is definitely a new experience for me as I am from California
On another subject, I am in the process of applying for certification and it is somewhat of a headache. I am not very good with paper work and now that I am in the classroom full-time there is less opportunities for me to run around and take care of errands. Thus, for perspecive students I would like to offer some advice:
1. Take all three Praxis test before the start of the program! This will save you a lot of time and money.
2. Take care of all your clearances before the start of summer term.
3. Take care of any requisites before the program. It sucks to be going through the program and having to take additional classes. (this one I avoided!)
4. Have your immunization up to date and prepare to make a doctor's appointment for end of January. You need to get a physical in order to apply for certification.
5. Have $40 stored away for your certification application.
That is all for now.
Wednesday, February 25, 2009
A Day
Today started at its usual time of 6:30AM.
I took a shower, made a quick and delicious breakfast and was out my place by 7:20. It took approximately 40 minutes to get to my placement. Once I arrived I took my normal position and began reading in the lobby. I like to model reading for the children and I enjoy saying good morning and having small chats with them as they stroll into the building.
After picking up the students, my CM handed me the keys and for the first time I lead the students into the classroom. I had them put their things in their lockers and begin working in their folders. Of course, it didn't go as smooth but it was very manageable and by the end the students were busy at work.
After 10 minutes of writing in their folders and the morning announcements, I began to teach the lesson. Taking some hints from another teacher I began my lesson and it went smoothly. I kept going from class lecture to individual work and back and forth. As a result, my classroom management was smooth. It was a great lesson and gave me further confidence. Sometimes you take one step forward and two back but one must stay resilient.
The afternoon was a little different. The students were a little rowdy or as they would describe, "hype." For the most part, they did well amidst some disruptions. The afternoons are always harder but we managed. I think I am starting to discover my management style and it is difficult for some of the students to transition from my CM to my lessons. Most don't have an issue but some are still trying to adjust.
Once school finished, I began my math club. I am teaching algebraic concepts to my 6th graders. It is a lot of fun and they are learning beyond the scope of the classroom. Once we finished at 4PM, I took two of my students to an after school program at the school I have become involved with. Typically I stay at the program till about 6PM but I had to leave early today - I have several assignments to work on. Therefore, I got home at 5:15PM and began to cook dinner. I relax and by 6PM I was back to work. I worked for about two solid hours straight. I took a break and did another hours of work including making preparations for the following day. After that....
ZZZZZZzzzzzzZZZZZZZzzzzzzzZZZZZzzzzzZZzzZZzZzzZZzz
I took a shower, made a quick and delicious breakfast and was out my place by 7:20. It took approximately 40 minutes to get to my placement. Once I arrived I took my normal position and began reading in the lobby. I like to model reading for the children and I enjoy saying good morning and having small chats with them as they stroll into the building.
After picking up the students, my CM handed me the keys and for the first time I lead the students into the classroom. I had them put their things in their lockers and begin working in their folders. Of course, it didn't go as smooth but it was very manageable and by the end the students were busy at work.
After 10 minutes of writing in their folders and the morning announcements, I began to teach the lesson. Taking some hints from another teacher I began my lesson and it went smoothly. I kept going from class lecture to individual work and back and forth. As a result, my classroom management was smooth. It was a great lesson and gave me further confidence. Sometimes you take one step forward and two back but one must stay resilient.
The afternoon was a little different. The students were a little rowdy or as they would describe, "hype." For the most part, they did well amidst some disruptions. The afternoons are always harder but we managed. I think I am starting to discover my management style and it is difficult for some of the students to transition from my CM to my lessons. Most don't have an issue but some are still trying to adjust.
Once school finished, I began my math club. I am teaching algebraic concepts to my 6th graders. It is a lot of fun and they are learning beyond the scope of the classroom. Once we finished at 4PM, I took two of my students to an after school program at the school I have become involved with. Typically I stay at the program till about 6PM but I had to leave early today - I have several assignments to work on. Therefore, I got home at 5:15PM and began to cook dinner. I relax and by 6PM I was back to work. I worked for about two solid hours straight. I took a break and did another hours of work including making preparations for the following day. After that....
ZZZZZZzzzzzzZZZZZZZzzzzzzzZZZZZzzzzzZZzzZZzZzzZZzz
Tuesday, February 24, 2009
Classroom Management
The importance of following through.
One lesson I have learned in my time in the classroom is the importance of following through with the consequences you give to students. If not, the kids will come to know you as is described as a "push over."
First, be very clear about your expectations and what they should be doing. For example, instead of saying, "stop being disruptive and do your work," a more explicit and i believe effective approach would be, "you should not be talking to anyone and you need to be working on problems 1-10 on page 18 of your math book." Students don't always have an understanding of class decorum or need explicit directions. Do not leave any action vague and be as direct as possible so they know what do and there are no questions asked.
One lesson I have learned in my time in the classroom is the importance of following through with the consequences you give to students. If not, the kids will come to know you as is described as a "push over."
First, be very clear about your expectations and what they should be doing. For example, instead of saying, "stop being disruptive and do your work," a more explicit and i believe effective approach would be, "you should not be talking to anyone and you need to be working on problems 1-10 on page 18 of your math book." Students don't always have an understanding of class decorum or need explicit directions. Do not leave any action vague and be as direct as possible so they know what do and there are no questions asked.
Tuesday, February 17, 2009
Thoughts on TFA
About Teach for America
In recent months the option of Teach for America has come up in several conversations with both prospective students and current students. I finally decided to write about TFA when a friend of mine in law school brought the topic up once more. I should state this is my own personal opinion and not necessarily a reflection of Penn GSE, especially considering TFA and GSE have a formal partnership/relationship.
I would sum up my comparisons with a simple question: what kind of educator do you want to be?
I'll be very frank, I am very critical of TFA and do not feel it is effectively working to solve the shortage of quality teachers in urban schools. That being said, here are a few points that support my criticism.
1. It is unrealistic to efficiently prepare a person to teach in the course of a summer.
Knowing a subject matter is not enough to be able to teach. Although it may be half the battle, it does not determine the quality of instruction. I think we can all recall teachers who may have known their subject but had chaotic classroom. Additionally, teaching in urban contexts commands learning about the complex social issues that surround schools. You can not effectively teach without out taking the school community into consideration.
2. You cannot build community within two years.
A big aspect of teaching is building community in your classroom and within the school. Every teacher has to create their niche and build relationships with co-workers, parents, and family. Two years is not enough time. Instead, the students will look at TFA teachers as those not necessarily genuinely concern as they come and go. Many adults have come and go in their lives and two years in a classroom only furthers the trend.
3. You need to allow yourself the time to find your pedagogical voice and make mistakes.
As a student teacher, you do both great things and make silly mistakes. The idea of student teaching is to be able to make such mistakes and learn from them in a year of experimentation instead of experimenting with your own classroom.
There is more I wish and will to write. But for now, this is the beginning.
In recent months the option of Teach for America has come up in several conversations with both prospective students and current students. I finally decided to write about TFA when a friend of mine in law school brought the topic up once more. I should state this is my own personal opinion and not necessarily a reflection of Penn GSE, especially considering TFA and GSE have a formal partnership/relationship.
I would sum up my comparisons with a simple question: what kind of educator do you want to be?
I'll be very frank, I am very critical of TFA and do not feel it is effectively working to solve the shortage of quality teachers in urban schools. That being said, here are a few points that support my criticism.
1. It is unrealistic to efficiently prepare a person to teach in the course of a summer.
Knowing a subject matter is not enough to be able to teach. Although it may be half the battle, it does not determine the quality of instruction. I think we can all recall teachers who may have known their subject but had chaotic classroom. Additionally, teaching in urban contexts commands learning about the complex social issues that surround schools. You can not effectively teach without out taking the school community into consideration.
2. You cannot build community within two years.
A big aspect of teaching is building community in your classroom and within the school. Every teacher has to create their niche and build relationships with co-workers, parents, and family. Two years is not enough time. Instead, the students will look at TFA teachers as those not necessarily genuinely concern as they come and go. Many adults have come and go in their lives and two years in a classroom only furthers the trend.
3. You need to allow yourself the time to find your pedagogical voice and make mistakes.
As a student teacher, you do both great things and make silly mistakes. The idea of student teaching is to be able to make such mistakes and learn from them in a year of experimentation instead of experimenting with your own classroom.
There is more I wish and will to write. But for now, this is the beginning.
Monday, February 2, 2009
I just wanted to thank everyone who came out to the GSE Open House this past Saturday. It is always fun to meet perspective student and give any insight I may have to offer.
Just a couple of things I wanted to highlight:
1. Any questions you may have, please feel free to contact me. My email address is: najarro@dolphin.upenn.edu
2. Make sure to apply for the Tito Puentes scholarship. The recipient gets a full ride through the program!
3. If you haven't yet and are in the Philadelphia area, take advantage of the tour and lunch date with a current student. Not only do you get feed but you also gain a better insight into the program and personal attention to your question. Just call the admissions office to set up a time.
I hope everyone had a great weekend!
Just a couple of things I wanted to highlight:
1. Any questions you may have, please feel free to contact me. My email address is: najarro@dolphin.upenn.edu
2. Make sure to apply for the Tito Puentes scholarship. The recipient gets a full ride through the program!
3. If you haven't yet and are in the Philadelphia area, take advantage of the tour and lunch date with a current student. Not only do you get feed but you also gain a better insight into the program and personal attention to your question. Just call the admissions office to set up a time.
I hope everyone had a great weekend!
Thursday, January 29, 2009
Craft Your Words Carefully
I think I had mentioned this before but the more time I spend in the classroom the more I see the nuances of teaching that make or break a lesson, teacher, or classroom. There are also many misconceptions about what an ideal model of a classroom or teacher is.
For example, I know a teacher who is seen as a good teacher but I question the actual learning taking place. Sure, she has what seems to be control over her classroom but the students learning is in question. Additionally, I think classroom management is more than just "controlling your students" but rather, getting students to buy into the idea of schooling and do the right things because they want to. I believe Eisenhower said "leadership is getting others to do what you want them to because they want to." Some teacher just use scare tactics and verbal acrobatics to criticize students leaving them no where to go besides being outwardly quiet yet brewing inside with dislike for the teacher and the system of learning. I think there is a strong presence for wit from the teacher in order to build rapport, at least with older students, but it has to be carefully done. It must be an interaction of joshing each other and not placing oneself over another. Done carefully, students come to respect and appreciate the wit building relationships.
For example, I know a teacher who is seen as a good teacher but I question the actual learning taking place. Sure, she has what seems to be control over her classroom but the students learning is in question. Additionally, I think classroom management is more than just "controlling your students" but rather, getting students to buy into the idea of schooling and do the right things because they want to. I believe Eisenhower said "leadership is getting others to do what you want them to because they want to." Some teacher just use scare tactics and verbal acrobatics to criticize students leaving them no where to go besides being outwardly quiet yet brewing inside with dislike for the teacher and the system of learning. I think there is a strong presence for wit from the teacher in order to build rapport, at least with older students, but it has to be carefully done. It must be an interaction of joshing each other and not placing oneself over another. Done carefully, students come to respect and appreciate the wit building relationships.
Wednesday, January 28, 2009
Fly like a butterfly and sting like a bee
"Fly like a butterfly and sting like a bee"
These are the words of the charismatic Muhammad Ali and it completely applies to teaching. Every time you are in a classroom there are 1,001 mental decisions you are making every second and sometimes you don't even know you are making them. You need to manage time, personalities, instruction, support, administrative duties (attendance and the like), and everything else that students bring into the classroom. The ability to teach a classroom is really a craft that is constantly being challenged and refined through reflection.
In such reflection, I have noticed, at least for classroom management, there are times when you need ignore disruptions and moments when you need to poignantly address an issue; in other words sting like a bee. I believe Johnathon Kozol says something to the idea of "leave the battles you are to loose alone and focus on the small battles that matter and that you can win." I will try to find the exact quote but for the purpose of this post, I think he succintly explains and appreciates the necessity to be judicious with your efforts as a teacher. I think that is where much of the beauty in teaching lies: the small nuances that are difficult to articulate but are almost just better felt.
These are the words of the charismatic Muhammad Ali and it completely applies to teaching. Every time you are in a classroom there are 1,001 mental decisions you are making every second and sometimes you don't even know you are making them. You need to manage time, personalities, instruction, support, administrative duties (attendance and the like), and everything else that students bring into the classroom. The ability to teach a classroom is really a craft that is constantly being challenged and refined through reflection.
In such reflection, I have noticed, at least for classroom management, there are times when you need ignore disruptions and moments when you need to poignantly address an issue; in other words sting like a bee. I believe Johnathon Kozol says something to the idea of "leave the battles you are to loose alone and focus on the small battles that matter and that you can win." I will try to find the exact quote but for the purpose of this post, I think he succintly explains and appreciates the necessity to be judicious with your efforts as a teacher. I think that is where much of the beauty in teaching lies: the small nuances that are difficult to articulate but are almost just better felt.
Monday, January 26, 2009
I Love Edgar Ruiz - Part 2
Part 2: What I bring to Edgar
Being a sunny Friday, I expected the students to be a little louder than usual. We had just returned from an exciting assembly about tobacco use, which the students enjoyed. There wasn’t much time left till the end of the day and everything had gone well. As I take place at the back of the classroom to observe the classroom, I noticed Edgar beginning to drift. I immediately left my post and new I had to redirect Edgar before things got out of control. I wanted to save the day and have us make it through positively.
I knelled over and asked Edgar if everything was fine. He replied, “yes” as he laughed and was focused on distracting two other students. I pulled a chair and tried to remind him of our lists and how he needed to “win the match.” I opened the book and ask him if he wanted to win. He quickly got a little more serious and said he wanted to. He kept going back and forth from the disruptive student to a quiet scare child. At this point, I wasn’t so concerned with him following the lesson but being able to sustain his involvement in the classroom.
Not knowing exactly what to do, I relied on his interests and began to write him questions about wrestling. He was resisting saying he was thirsty for water. I ignored his request and kept asking him about wrestling. He eventually began to respond to my questions and was now focused on our written conversation. At this point, I acknowledge his need and made a deal with him-make it till 2:00PM and we will go to the drinking fountain. He agreed and we pressed on.
Edgar began to write out all the title matches, the different weight classes, and each wrestler’s nickname. He was busy at work and for a moment he returned to the math lesson on the board and I helped him contribute an answer. We then quickly got back to our writing and he had me guess who I thought would win. We reached a comfortable stride, which meant a lot for me.
2:00PM eventually came around and as I promised, we walked to the drinking fountain on the third floor. I felt he needed and earned five minutes and therefore we took a small walk to the stairs down and back up again. But, before returning to the classroom, I suggested going to the third floor to tell an administrator about his progress. “You are winning the match Edgar! You are doing well but remember you will have to defend your title on Monday.” I told him. “You are right. And the day after that, and the day after that.” We finally reached the administrator but she was busy, instead he shared his success with two teachers. One of them began to ask him about his benchmark scores. The creative genius he is, Edgar replied with “we [Literacy] don’t get along.”
We then left and made it back to the classroom. Everyone was working on an assignment and Victor quietly transitioned back in the classroom. Things continued well until the last 15 minutes as the class was preparing to leave. I had to redirect his attention but nonetheless, Victor made it through holding the title belt in the air as a champion. And I left feeling an incredible love for my student.
I will always love and remember Edgar Ruiz.
Being a sunny Friday, I expected the students to be a little louder than usual. We had just returned from an exciting assembly about tobacco use, which the students enjoyed. There wasn’t much time left till the end of the day and everything had gone well. As I take place at the back of the classroom to observe the classroom, I noticed Edgar beginning to drift. I immediately left my post and new I had to redirect Edgar before things got out of control. I wanted to save the day and have us make it through positively.
I knelled over and asked Edgar if everything was fine. He replied, “yes” as he laughed and was focused on distracting two other students. I pulled a chair and tried to remind him of our lists and how he needed to “win the match.” I opened the book and ask him if he wanted to win. He quickly got a little more serious and said he wanted to. He kept going back and forth from the disruptive student to a quiet scare child. At this point, I wasn’t so concerned with him following the lesson but being able to sustain his involvement in the classroom.
Not knowing exactly what to do, I relied on his interests and began to write him questions about wrestling. He was resisting saying he was thirsty for water. I ignored his request and kept asking him about wrestling. He eventually began to respond to my questions and was now focused on our written conversation. At this point, I acknowledge his need and made a deal with him-make it till 2:00PM and we will go to the drinking fountain. He agreed and we pressed on.
Edgar began to write out all the title matches, the different weight classes, and each wrestler’s nickname. He was busy at work and for a moment he returned to the math lesson on the board and I helped him contribute an answer. We then quickly got back to our writing and he had me guess who I thought would win. We reached a comfortable stride, which meant a lot for me.
2:00PM eventually came around and as I promised, we walked to the drinking fountain on the third floor. I felt he needed and earned five minutes and therefore we took a small walk to the stairs down and back up again. But, before returning to the classroom, I suggested going to the third floor to tell an administrator about his progress. “You are winning the match Edgar! You are doing well but remember you will have to defend your title on Monday.” I told him. “You are right. And the day after that, and the day after that.” We finally reached the administrator but she was busy, instead he shared his success with two teachers. One of them began to ask him about his benchmark scores. The creative genius he is, Edgar replied with “we [Literacy] don’t get along.”
We then left and made it back to the classroom. Everyone was working on an assignment and Victor quietly transitioned back in the classroom. Things continued well until the last 15 minutes as the class was preparing to leave. I had to redirect his attention but nonetheless, Victor made it through holding the title belt in the air as a champion. And I left feeling an incredible love for my student.
I will always love and remember Edgar Ruiz.
Sunday, January 25, 2009
I Love Edgar Ruiz - Part 1
Part 1: What Edgar brings to me
Like any other morning, I arrived early and sat down on my usual bench. I usually sit and read for two reasons: to wait for the start of school and to show kids teachers read. During this time various students happily interrupt me and I greet them. I enjoy asking them how they are doing and tell them to have a great day. It is a small but precious treasure to my day.
Friday morning started as usual. I arrived early and began reading. Yet, strangely, things seemed quiet and I was racing through my pages. It wasn’t until Edgar finally arrived that my world of teaching continued its course of change and discovery.
Our discussion started as normal. “Hi. How are you?” He sat down next to me and we then, almost serendipitously, started talking about his presence in the classroom. “It’s hard Mr. Najarro. I want to win the match!” (Edgar is a wrestling fan and I use winning a match as an allegory to behaving well). I ask if he has gone to the nurse’s office yet. “No, I can’t. I’m going to the doctor’s later and they told me not to take medication today because they are giving me a new prescription.” “Oh, ok,” I thought to myself. At that moment, something different and special happened.
Instead of thinking about what a difficult day Friday will be with Edgar not taking his medication, my mind, or more appropriately, my emotions, went to how much I love Edgar. He is the student that tells others to be quiet when I am teaching. He is the one student that tells others they need to be quiet and respect me. Essentially, “he has my back.” He quiets the class for me and dislikes anyone disrespecting my lessons. I don’t’ know what the catalyst was but instead of worrying, I quickly, and without thought or self-control, leaned over to Edgar and put one hand on his shoulder and my other hand on his heart. I put my head down and quietly told him: “Edgar. I will also love you. You are very special. You have a very kind and warm heart you just have to show that heart to us. Regardless of what you do, I will always love you. Just remember to show your heart to others.”
There was a moment of silence that last fives seconds but was deeper than time would allow explain.
A feeling of “we are going to achieve” was exchanged. The idea of team was constructed. The conversation was finished and the norm continued.
The conversation lingered but felt more than informed.
We eventually found ourselves in the classroom but I noticed Edgar’s presence: cold and aloof. Remembering from Literacy class, I wrote instead of asked: “What’s wrong.” A full page of conversation was compiled as Edgar explained how he felt disconnected from the class community and the teacher. He admitted to his wrongs, which I praised, and we made a list of solutions. The test came later in the day when he tends to begin to unravel.
Like any other morning, I arrived early and sat down on my usual bench. I usually sit and read for two reasons: to wait for the start of school and to show kids teachers read. During this time various students happily interrupt me and I greet them. I enjoy asking them how they are doing and tell them to have a great day. It is a small but precious treasure to my day.
Friday morning started as usual. I arrived early and began reading. Yet, strangely, things seemed quiet and I was racing through my pages. It wasn’t until Edgar finally arrived that my world of teaching continued its course of change and discovery.
Our discussion started as normal. “Hi. How are you?” He sat down next to me and we then, almost serendipitously, started talking about his presence in the classroom. “It’s hard Mr. Najarro. I want to win the match!” (Edgar is a wrestling fan and I use winning a match as an allegory to behaving well). I ask if he has gone to the nurse’s office yet. “No, I can’t. I’m going to the doctor’s later and they told me not to take medication today because they are giving me a new prescription.” “Oh, ok,” I thought to myself. At that moment, something different and special happened.
Instead of thinking about what a difficult day Friday will be with Edgar not taking his medication, my mind, or more appropriately, my emotions, went to how much I love Edgar. He is the student that tells others to be quiet when I am teaching. He is the one student that tells others they need to be quiet and respect me. Essentially, “he has my back.” He quiets the class for me and dislikes anyone disrespecting my lessons. I don’t’ know what the catalyst was but instead of worrying, I quickly, and without thought or self-control, leaned over to Edgar and put one hand on his shoulder and my other hand on his heart. I put my head down and quietly told him: “Edgar. I will also love you. You are very special. You have a very kind and warm heart you just have to show that heart to us. Regardless of what you do, I will always love you. Just remember to show your heart to others.”
There was a moment of silence that last fives seconds but was deeper than time would allow explain.
A feeling of “we are going to achieve” was exchanged. The idea of team was constructed. The conversation was finished and the norm continued.
The conversation lingered but felt more than informed.
We eventually found ourselves in the classroom but I noticed Edgar’s presence: cold and aloof. Remembering from Literacy class, I wrote instead of asked: “What’s wrong.” A full page of conversation was compiled as Edgar explained how he felt disconnected from the class community and the teacher. He admitted to his wrongs, which I praised, and we made a list of solutions. The test came later in the day when he tends to begin to unravel.
Thursday, January 15, 2009
Urban Treasure
I am not sure if I have written on this before but part of the fall coursework is creating a children's book. At the end of the semester you get at a professor's home and everyone shares their book. Every book has a different theme. Some are personal others are funny and some are very artistic. Mine was a reflection of my experience at my placement. I hope to upload the book in the coming days to share with the blog. In the meantime, I wanted to share a new journey my book is seeming to take.
At the encouragement of my Penn Mentor, I showed the book to the principal. She loved the book and called my classroom to tell me that she enjoyed the book and was impressed. I thanked her and explained the book needed to be corrected and "cleaned up." She offered to have her A.P.s help in the process and requested a final copy. At this point, I am just very happy and excited by enthusiasm. Later, I find out she had taken my book and forwarded to the district's regional office. I have no idea of what will come of it but it means a lot.
My Penn Mentor continues to encourage me to work on the book and circulate the book through the district. I am very excited by the response I am receiving. I have quite a few other projects on my plate but now I hope to continue with the project.
Again, I want to have it posted by this weekend.
At the encouragement of my Penn Mentor, I showed the book to the principal. She loved the book and called my classroom to tell me that she enjoyed the book and was impressed. I thanked her and explained the book needed to be corrected and "cleaned up." She offered to have her A.P.s help in the process and requested a final copy. At this point, I am just very happy and excited by enthusiasm. Later, I find out she had taken my book and forwarded to the district's regional office. I have no idea of what will come of it but it means a lot.
My Penn Mentor continues to encourage me to work on the book and circulate the book through the district. I am very excited by the response I am receiving. I have quite a few other projects on my plate but now I hope to continue with the project.
Again, I want to have it posted by this weekend.
Tuesday, January 13, 2009
Expectations
Diverting from my previous post, I think there is something very important that I need to share for perspective students.
Above all, think diligently about teaching in an urban school. Now, as I type urban school I realize I need to be more specific. Philadelphia has a wide range of urban schools such as Central High School and struggling under performing schools. I believe it is the intention of the program to take gifted and talented individuals, train them, and place them in high need schools. Unfortunately, at least from my experience, not everyone comes in with that expectation or desire. Some feel much more comfortable in a suburban school and are not interested in teaching in a high needs urban school. Although teaching is an individual choice, I believe it is contrary to the program to expect to work in the suburbs and carry through the program walking around the sincere and serious discussions of working in under performing schools in order to acquire the "Penn" degree.
Teachers are needed everywhere and should be respected. I just think it is important for the cohort for all participants to be on the same mission.
Above all, think diligently about teaching in an urban school. Now, as I type urban school I realize I need to be more specific. Philadelphia has a wide range of urban schools such as Central High School and struggling under performing schools. I believe it is the intention of the program to take gifted and talented individuals, train them, and place them in high need schools. Unfortunately, at least from my experience, not everyone comes in with that expectation or desire. Some feel much more comfortable in a suburban school and are not interested in teaching in a high needs urban school. Although teaching is an individual choice, I believe it is contrary to the program to expect to work in the suburbs and carry through the program walking around the sincere and serious discussions of working in under performing schools in order to acquire the "Penn" degree.
Teachers are needed everywhere and should be respected. I just think it is important for the cohort for all participants to be on the same mission.
Monday, January 12, 2009
Thinking of Placement
As I round the corner and see the end in sight, I wanted to share some advice I have learned along the way.
A few of my peers have come to visit my placement and we talk about their observations and the comparisons they make between their placement and mine. There has been one theme that reoccurs in our conversation: the collaborative community among teachers.
One of the first things I noticed was the pleasant atmosphere of the staff. Of course, you have your moments and those few folks who are the exception but for the most part, the teachers at my placement are support of each other. It makes a tremendous difference, and I presume an even bigger difference as a first year teacher.
Thus, I think it is very important, if possible, to be aware of the working culture. I have heard stories from my peers who describe their schools as private classrooms with little to no communication among teachers. And as I have quickly learned on this journey, it is critical to have supportive peers/teachers that could help you struggle with the manifold of situations that arise in an urban classroom.
Along those same lines, if you ever feel uncomfortable in your student teaching placement do not hesitate to change. The program is only 10 months and everyone needs to make the most of it!
A few of my peers have come to visit my placement and we talk about their observations and the comparisons they make between their placement and mine. There has been one theme that reoccurs in our conversation: the collaborative community among teachers.
One of the first things I noticed was the pleasant atmosphere of the staff. Of course, you have your moments and those few folks who are the exception but for the most part, the teachers at my placement are support of each other. It makes a tremendous difference, and I presume an even bigger difference as a first year teacher.
Thus, I think it is very important, if possible, to be aware of the working culture. I have heard stories from my peers who describe their schools as private classrooms with little to no communication among teachers. And as I have quickly learned on this journey, it is critical to have supportive peers/teachers that could help you struggle with the manifold of situations that arise in an urban classroom.
Along those same lines, if you ever feel uncomfortable in your student teaching placement do not hesitate to change. The program is only 10 months and everyone needs to make the most of it!
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