Week 3 Student Teaching

Energy!

My situation:

In large animal science this week I experienced a range of student energy. While playing with the seating chart and testing different methods of management, I noticed a considerable difference in their energy.

On Wednesday, I had a group of rowdy boys that were well intentioned but were difficult to curb their energy back to the class.

On Thursday, While recording for an Edthena reflection, my students were very unenthusiastic. I was having trouble generating the energy I wanted to have in the room.

Keep in mind, both days were manageable and we had a good lesson, but curbing/maintaining/creating energy is a useful tool that I wish I would have more experience with.

How You Can Help Me:

When experiencing a wave of energy and the crash following, how do you curb, maintain or create energy to manage your class?

COMMENT BELOW

Week 2 Student Teaching

Teaching My First Lesson!

In the grand advice of Mrs. Barzydlo, "You've been dreaming of your first day teaching since freshman year of college, it is impossible for you to perform up to your expectations you have for this day."

The background information

The students at Dover have recently gone through the ringer, my first week there they did keystone testing for four days and Friday was the only "normal bell schedule"I've seen. This week, Monday they had finals in Block 1 & 2, and Tuesday they had finals in Block 3 & 4. Then the big day came, on Wednesday,

On Wednesday we had career and college day. The first 3/4 of the day were spent with speakers, in workshops, and at lunch. Then, students had the opportunity to meet all of their 2nd semester classes and teachers for the first time, but only for 25 minutes each block. This Career & College day was the only thing between them and their 5 day weekend. 

So for 25 minutes I decided I would cover classroom expectations, procedures, and consequences with an activity and asked for them to write their most important quality in a teacher that I should master for them. Additionally, I introduced myself, what a student teacher was, and established classroom procedures of assigned seating and the bell ringer on schoology.

What actually happened

When the students walked in I heard quiet, but polite grumbles regarding the assigned seating. I fully, expected more push back, so this was a pleasant surprise.

When the bell rang, I walked in with Mrs. Barzydlo, who went straight to the back of the room and let me take the lead. I prompted the students to pull up the bell ringer on schoology, which was a first day survey. All the students pulled up the bell ringer, and all but two did so on a fully charged iPad, the other two used their phones.

Once everyone was finished I introduces myself and started the lesson. I was met with full participation and interest with what I was saying. Although that was it... They did not want to speak... at all.

I WAS TERRIFIED! What was a doing wrong? Why weren't they willing to talk? They were doing everything as they should have been, and I was warned this was a chatty bunch, yet I heard not a peep. I FLEW THROUGH THE LESSON, originally Barzydlo and I both thought I had too much material and wouldn't get through it all... and here I was, 10 minutes left, and 26 students were boring holes into my forehead.

Analysis & Future Plans

I've come to the conclusion that they were overloaded. First, they were burnt out from testing and a long day, and were eager for their 5 day weekend. Second, there were actually four teachers in the room (Myself, Barzydlo, an aid for my students with IEPs, and an aid for my students who are neurologically impaired.) Third, I had come out swinging with assigned seats and a straight to business demeanor that they may not have been expecting. Finally, they had never seen me before because they were all new students.

For next week, we have . few things planned to get my foot in the door a little better.

1. Barzydlo plans to sit in the office, with the door closed, but can hear all our interactions.
2. The students will be fresh and won't be expecting a long weekend (in a different mindset)
3. I will scramble the seating assignments to find the best flow, allowing the aids to reach their students easier. 
4. Engage in more "chatter" before class to learn my students, in addition to a name game, since our roster should be shuffle out.

Week 1 Student Teaching

The First Day & Field Trips 

On January 7th #PSUAgEd19 was FINALLY able to get in the classrooms, and for most of us we were hitting the road to Mid-Winter Convention. Dover FFA Had participated in the landscape contest, tractor restoration project, had one keystone degree recipient, and three jacket scholarship recipients. 

Being flexible was key because the day started with Keystone Testing and two of our members who were traveling with us had to finish the tests prior to our departure. Fortunately enough we were able to hit the road at a decent time and get to Farm Show in time to get lunch and a milkshake before Mid-Winter.

The rest of the week was a whirl wind of keystone testing, half-hour classes, mis-matched schedules, and meeting my great students. Friday was our only "normal day" and Mrs. Barzydlo began the Small Animal Science Final which will continue into next week. 

Looking Forward to next week, I unfortunately will not be teaching.... yet... Monday and Tuesday will have an adapted schedule for final testing, Wednesday is the career and college advising day, and then our students will be out of school until 1/22 while we complete professional development. 

Because of this modified schedule I look forward to visiting Ms. Winklosky at West Perry on Friday to check out what she is up to!