InsideAWord
Gold Member
I've been student teaching the past 2 weeks. Everything has been going well so far.
I've been energetic and generally happy because I'm doing what I love. Also, I agree with the curriculum set forth for my academic level freshmen who are considered "at risk." Essentially, there is no way they can blow off assignments or fail summative assessments because... well, it's too much to get into, but the way that the curriculum is set up is called "Mastery learning," Essentially, we make the students retake a summative assessment until he/she earns a 70% or higher. It's not even an option -- it's mandatory. The way we have it set up basically demands that the students take their learning seriously. The highest grade always counts. We are trying to de-program them from a system that would just let them skate on by with a grade "D" or minimal effort. We want them to think and we want them to learn. That's more important than failing any students.
The honors students are a different breed. They've been told how smart they are their whole lives. I grew up in the GATE (Gifted And Talent Enrichment) program since I was in 4th grade for reading and language arts. I wrote a book (personally, it's emberassing) when I was in the 5th grade. It's 256 pages long. These kids don't know that I went through the same track that they're going through now. In Honors, there are such things as D's and zeroes, and they could possibly fail, which is different from the GATE program that was offered in elementary and middle school. So many of the students act cocky -- they think that they're smarter than me. So, I have to work extra hard to maintain this shell of fabricated confidence so that they don't sense a way to get under my skin. So far -- so good. Some students in the 7th period (second to last period of the school day) are trying to test me. But, I've just used a neutral tone to tell them to stop particular problem behaviors.
There's a good chance that I'll take over for my cooperating teacher in the spring because she's pregnant. Hopefully, I score an awesome gig subbing for her maternity leave. I've impressed my department chair with my explanation of the "Genius Hour Project."
I just don't know how to keep cool sometimes, though. I feel more insecure around the honors kids even though I used to be one of them (I took honors and AP classes throughout high school.) I don't think that I should have to disclose that to them; they just need to learn how to respect other people in general, and that they don't know everything. Essentially, I think I need to break them slightly then abruptly build them up right after I do it.
I guess that I'm just calling for support from the community. This is a time of high stress. I have to complete my portfolio for licensure to become a teacher while also working 12 hours a day, 5 days a week as a teacher for free while I complete this.
Help me.
I've been energetic and generally happy because I'm doing what I love. Also, I agree with the curriculum set forth for my academic level freshmen who are considered "at risk." Essentially, there is no way they can blow off assignments or fail summative assessments because... well, it's too much to get into, but the way that the curriculum is set up is called "Mastery learning," Essentially, we make the students retake a summative assessment until he/she earns a 70% or higher. It's not even an option -- it's mandatory. The way we have it set up basically demands that the students take their learning seriously. The highest grade always counts. We are trying to de-program them from a system that would just let them skate on by with a grade "D" or minimal effort. We want them to think and we want them to learn. That's more important than failing any students.
The honors students are a different breed. They've been told how smart they are their whole lives. I grew up in the GATE (Gifted And Talent Enrichment) program since I was in 4th grade for reading and language arts. I wrote a book (personally, it's emberassing) when I was in the 5th grade. It's 256 pages long. These kids don't know that I went through the same track that they're going through now. In Honors, there are such things as D's and zeroes, and they could possibly fail, which is different from the GATE program that was offered in elementary and middle school. So many of the students act cocky -- they think that they're smarter than me. So, I have to work extra hard to maintain this shell of fabricated confidence so that they don't sense a way to get under my skin. So far -- so good. Some students in the 7th period (second to last period of the school day) are trying to test me. But, I've just used a neutral tone to tell them to stop particular problem behaviors.
There's a good chance that I'll take over for my cooperating teacher in the spring because she's pregnant. Hopefully, I score an awesome gig subbing for her maternity leave. I've impressed my department chair with my explanation of the "Genius Hour Project."
I just don't know how to keep cool sometimes, though. I feel more insecure around the honors kids even though I used to be one of them (I took honors and AP classes throughout high school.) I don't think that I should have to disclose that to them; they just need to learn how to respect other people in general, and that they don't know everything. Essentially, I think I need to break them slightly then abruptly build them up right after I do it.
I guess that I'm just calling for support from the community. This is a time of high stress. I have to complete my portfolio for licensure to become a teacher while also working 12 hours a day, 5 days a week as a teacher for free while I complete this.
Help me.
