Internship Reflection – Week 14

June 5, 2011 at 8:34 pm · Filed under L1: Learner Centered, L2: Classroom/School Centered ·Tagged , , ,

By now, you have been interning for three months. How would you finish this sentence? The best strategies and resources I currently use in my classroom … Reflect on the implications of your response. (adapted from York-Barr et al., p. 95)

The best strategies and resources I currently use in my classroom are knowing my students and utilizing a variety of instructional methods. One of the things that the principal at school discussed during in-services this year was how having positive teacher-student relationships, with the teacher knowing each student, helps to improve the quality of learning in the classroom. I talk with my students and try to learn about their lives, whether it is hearing about their part-time jobs, the results of their team’s game the night before, or what they are planning on doing after graduation. It is important that students know that their teacher cares about them, not only as a collective class, but also as individual human beings. This helps to maintain respect from the students. I also think it is important that high school students learn how to interact with adults. They need to know how to have real conversations with adults that do not revolve around a question they have on the content. This is a life skill that all students will need.

I also try to utilize a variety of the instructional methods that I have learned about in my courses at Seattle Pacific University. The more instructional methods that are utilized the better the students will learn. As I use more instructional methods, I incorporate more learning styles into the classroom, which benefits more students in the classroom. Since students learn best in different ways, a variety of instructional strategies acknowledges everyone and does not favor one group of students over another. I want to do whatever I can to help every student learn, that means using a variety. In addition, more instructional methods means the students see more variety in the classroom. This variety may include bringing in a guest speaker, using the department netbooks, looking at magazine articles, or listening to a podcast. Finally, all of this variety keeps the students engaged in their education because they get to share in new learning experiences, which is often exciting.

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Internship Reflection – Week 13

May 28, 2011 at 6:39 pm · Filed under L1: Learner Centered, L3: Family/Neighborhood Centered, L4: Contextual Community Centered ·Tagged , , , ,

Week 13: Reflection

This week has been another great week with my internship. The end of the school year makes for a rather irregular calendar, which can be very frustrating with everything that needs to get done in class, but is a fun time to spend with the students. On Thursday I was a chaperone on the Junior Art Field Trip and Friday was a half-day and Get Real Day for the juniors and seniors.

As a junior in high school, I too participated in the Junior Art Field. Since graduating with my undergraduate degree, I have since been a chaperone on this field trip for the past three years. Last year, I was doing my Spring Field Observations during the field trip; you can see my response to this experience last year here.

In my American Expressions class, we have spent the past few weeks analyzing photos from history as a way to prepare the students for this Junior Art Field Trip. While the assignment for the field trip is from the students’ English class, my mentor teacher has taken the time over the past few years to help prepare the students to observe public art downtown Seattle. English teachers have told him that his students are better prepared for this field trip because of the time he takes with them to talk about art. Even though I was the one leading the class, this was an assignment we both agreed I should continue during my solo time. Each morning, students began the day by looking at a photo from history. They wrote about mode, medium, point of view, the artists’ intentions, the use of color, and many other components of art. Understanding all of these different elements of art was going to help the students as they looked at public art in Seattle.

Here are some sample pictures of the Photos from History used in American Studies:
KKK Grandma
Birmingham, Alabama

On the field trip this year, I partnered up with the mother of a student I knew before the internship to co-chaperone her daughter’s group. There were six junior girls in our group. One of the girls has lived in Maple Valley for her entire life but has never spent time downtown Seattle; I was excited to show her around the city that is just beyond her own backyard. Another one of the girls in our group is an exchange student visiting from Germany. Her host family has provided her with many experiences around Washington, so this was not her first time exploring Seattle, but she had never experienced a field trip like this before. The girls decided that they wanted to eat at Dick’s hamburgers near Queen Anne for lunch, so we began our long journey from Safeco Field in search of public art en route to the restaurant. We headed up toward Pioneer Square and the Waterfall Garden Park, created to honor the United Parcel Service. The Waterfall Garden Park is one of my favorite examples of public art in Seattle. It is a beautiful little garden that helps people escape the feelings of being in the middle of downtown Seattle, with the sound of the waterfalls drowning out the sound of all of the busy traffic. From Pioneer Square, we headed north toward Westlake Center; taking pictures along the way, and then boarded the monorail for the Seattle Center. Upon reaching the Seattle Center, we had a small adventure trying to find Dick’s; we eventually made it and enjoyed our authentic Seattle hamburgers. After lunch we boarded the buses and headed back to school. Although everyone would have loved to spend more time downtown, our buses had to be home in time to pick up the junior high students.

The Junior Art Field Trip was an exciting day, but it was not the only irregular day for this week. Friday was a half-day, known as Get Real Day for the sophomores and juniors and Oral Boards for the seniors. The seniors did not come to school until one, when they presented their defenses of their STEP projects. Sophomores spent the day doing tests about potential career pathways while the juniors went to a series of seminars that they had previously signed up for. In my classroom was a representative from Washington State University. She talked about how to make a good cover letter, specifically for WSU, but also for university applications in general. The students went to other seminars on resumes, finances, and other skills that will be beneficial life skills.

Even though they pose an extra challenge to lesson planning and getting through a unit, interruptions to the regular routines at school can be beneficial for students. The Junior Art Field Trip gave students a chance to appreciate the art in their own backyard, something that many students do not have an opportunity to experience. Get Real Day gave sophomores a chance to see where their gifts and talents may take them professionally and juniors a chance to gain new knowledge not necessarily available in the standard classroom. Overall, it was a great week, full of interruptions that the students definitely needed.

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Internship Reflection: Week 12

May 21, 2011 at 4:06 pm · Filed under L1: Learner Centered, L2: Classroom/School Centered, L3: Family/Neighborhood Centered ·Tagged , , ,

Week 12: Reflection

This week was one of the most exciting weeks of my internship so far. The students in my American Politics and Global Issues (APGI) courses finished up their Humans and the Environment CBA by teaching their interdependence and sustainability lessons to the fourth grade students at one of the local elementary schools.

The week did not start off as great as it started. The lessons at the elementary school happened on Thursday. Tuesday’s class was spent doing a trial run of the lessons. The students doing the lessons together were paired up with other groups, ran through their lessons a couple of times, and gave one another feedback. This was done to make sure the lessons took the required fifteen minutes, were engaging, and did not have any kinks in them by the end of the day. My mentor teacher and I wanted these lessons to be flawless by the time the students showed up at the elementary school. However, there was more than one group that showed up on Tuesday without having its lesson fully prepared. These students were required to get everything figured out by the next day, present it to my mentor teacher and me, and get our approval in order to attend the trip to the elementary school the next day. This CBA is worth 20% of their final grades, so it is really important. Fortunately, the groups pulled through on Wednesday. Although I have to admit that I was not real confident in some of the groups.

Thursday morning arrived and my mentor teacher and I spent the morning making sure everything was all squared away for the field trip. Students were to meet us in front of the school at 9:05 am dressed in professional attire. My mentor teacher and I went to different elementary schools that morning because one of the other APGI teachers ended up having jury duty. I was left in charge of three APGI classes; one of the counselors from the high school came with me to meet legal requirements, but I was expected to run the show.

Our two buses arrived at the elementary school and the students were sent to the different fourth grade classrooms. They immediately began their sustainability lessons with the fourth grade students. It was so exciting to watch the seniors interact with the fourth graders! Both sets of students enjoyed working with each other. From gluing plaques near storm drains to be careful about polluting streams to learning about green house emissions, the seniors pulled through and did an outstanding job on their lessons. It was clear that everyone involved was having a great time, and the fourth graders were learning a lot along the way. The fourth grade teachers were all thoroughly impressed, making comments about how this year’s lessons were a step up from last year’s, which was encouraging to hear as the student teacher who led the students through this CBA. In addition, the assistant director of teaching and learning from the school district and a reporter from the local newspaper showed up to watch my students present their lessons. The Maple Valley Reporter published an article on the lessons later on (see article).

In class later that afternoon, I was able to debrief this experience with my students. They had funny stories about the fourth graders and were so excited about how well they did. It was evident that they were proud of their work and I was so happy to see that. These students worked really hard and I had pushed them more than they liked, but it all paid off. So many of the senior guys were surprised that they actually enjoyed working with the little kids; it was a new opportunity for many of them. There was not a single group that did not do a great job on Thursday at the elementary school. Even though I was extremely nervous about the quality of student work and being at the elementary school without my mentor teacher, everything came together, I could not have asked for a better, more rewarding, experience.

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Teacher Observation #3

May 17, 2011 at 8:14 pm · Filed under Uncategorized ·Tagged , ,

Observation with Mr. Seger

Social Studies

       American Studies is the social studies course that all of the juniors at Tahoma High School take, unless they choose to take AP United States History. Mr. Seger is one of the social studies teachers for this course and he is very enthusiastic about it. On May, 17, 2011, I joined Mr. Seger and his class in their portable.

Although it is not always ideal to be stuck out in a portable, Mr. Seger makes his classroom an enjoyable place. The past few weeks have been full of rainy weather and on the day that I observed, the sun was actually out and the students were very excited about it. The first bit of class was spent finishing a movie about World War II and the rest of class was spent working on a World War II Webquest. Students were using the social studies netbooks to visit different websites to learn about different elements of World War II. The school is an entirely wireless campus and Mr. Seger let some of his students work outside on the curb. Many teachers will not let students work outside, but Mr. Seger is out in a portable and the students sit right outside. They are responsible with the privilege, so on sunny days, Mr. Seger allows it, depending on the lesson.
Mr. Seger has a unique approach to classroom management. He is blunt with his students and lets them know what he expects from them. One student who had already left class a couple of times that period asked to use the restroom, Mr. Seger responded with “how much time do you plan to spend in my class?” The student answered with “63 minutes.” Mr. Seger then counted out how much time was left in class and replied “okay, that takes us to the end of class. Thank you.” The student stayed in his seat and started working again; he did not go to the restroom. Students have many freedoms in Mr. Seger’s classroom and they are aware of this, they know their teacher has reasonable expectations for them and they respect him for that.
Since my observation with Mr. Seger was on a day when the students were working for almost the entire period, I did not see Mr. Seger do a lot with classroom routines. Students asked to use the restroom; otherwise, they were expected to stay on task. For the most part, they worked the whole time. Mr. Seger was constantly roaming around the room, using proximity as a way to encourage students to keep working.
Since this observation did not occur until spring, I was unable to observe how Mr. Seger established rapport with his students. However, from looking around the classroom and listening to Mr. Seger’s conversations with his students, it is clear that he established relationships with his students and shows them that he is interested in their lives as well as education. Mr. Seger’s room is full of posters of movies, high school sports teams, and school information. He has a wall of random gifts and memorabilia from students. Mr. Seger knows what his students are interested and jokes around with his students at appropriate times. He models that learning can be fun and that history does not have to be dull.
The portable that Mr. Seger teaches in is not the ideal learning environment. The room is extremely small, limiting the possibilities for desk arrangements. Circulation is poor, creating a stifled environment once thirty people squeeze into the small space. However, Mr. Seger does not allow these circumstances to limit the learning that takes place. Students are excited to learn and enjoy being in class with Mr. Seger. He is a model teacher who demonstrates successful classroom management by forming individual relationships with his students.

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Internship Reflection: Week 11

May 15, 2011 at 2:24 pm · Filed under L2: Classroom/School Centered, L3: Family/Neighborhood Centered ·Tagged , , ,

Week 11: Reflection
Have you ever been the new student in school, i.e. the one whose family moved thereby requiring you to go to a different school during the school year? If so, what were some of your thoughts and feelings before, during and after the transition time to a new building and culture? If you have never experienced this, what do you imagine a new student might be experiencing during this time? In what ways can a teacher aid the transition to the new school? What have you done to help new students in your classes? (adapted from Richard-Amato & Snow, 2005, p. 115)

One of the things that I appreciate most about my childhood is that it was spent in the same house with the same neighbors from before I was a year old until I was sixteen years old. When my family finally decided to move, I was distraught, even though the new house was a mile away and still in the same school district. I went to preschool in a portable that was behind the high school I graduated from and am still friends with people I have known since I was two years old. My experience is not like those of many of my students who have moved around for a variety of reasons to a variety of places. While I was upset to move out of the neighborhood I loved to a house that was only a mile away, I can only imagine what it must be like for students who move to a new school, whether it is a few minutes away or across the country.

Being a new student must be a terrifying experience. Acceptance is something that every person seeks; being the new person makes one vulnerable to being accepted or entirely rejected. In the high school world, peer groups are established and are not always open for new members, whether it is a sports team or just a group of friends. On top of trying to fit in socially, a new student has to get caught up on schoolwork, learn how to navigate the school, and adjust to a new time schedule, all while not looking like a deer-in-the-headlights and drawing unwanted attention from everyone else.

During my internship there has been one new student in my class. She is a senior and switched schools from another local high school that is in a different district. This student chose to transfer because she was not having a positive experience at her other school. Transferring during senior year is definitely a rough situation to be in, so I can only imagine that things must have been pretty bad at the other school. To make the transition easier for this student, I helped explain some of the school’s expectations and standards to her. Unfortunately, she also transferred toward the end of the entire STEP project, a yearlong project that every senior must complete in order to graduate. I helped explain some of the different components of this project to her, but I could not do much more because she had to meet with the STEP coordinator to figure out the rest of the project. More than anything, I have simply tried to be friendly with her and let her know that I am available to help her with class or anything else in school. Since I am also like the “new person” I have some ability to relate to this young lady. I, however, was lucky enough to be placed at an internship at my old high school, where I was already used to the system and knew the expectations.

Changes and adjustments are not always easy. As a teacher, I want to be a resource for new students. It will be important to make sure they get on track with the content of my class; however, I will make sure to take the time to help them get adjusted to simply being in a new environment. A friendly face can make all of the difference for someone in a new environment.

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Internship Reflection – Week 10

May 7, 2011 at 1:03 pm · Filed under P2: Reflective/Collaborative/Professional Growth-Centered ·Tagged , , , ,

Week 10: Reflection
Teacher expectations are inferences that teachers make about the future behavior or academic achievement of their students, based on what they know about these students now. Teacher expectation effects are effects on student outcomes that occur because of the actions that teachers take in response to their expectations (Good & Brophy, 2003). Research has demonstrated that teachers’ attitudes and expectations about different students can lead them to treat the students differently. Have you noticed ways in which teachers might inadvertently support the stereotyping of students by projecting classroom messages like ―Asian students always do well in math?‖ Carefully consider the various discussions you have had with your mentor. How might your mentor have communicated high or low performance expectations of your students? What are you doing to guard against accepting indiscriminately the expectations of other teachers? (adapted from Good & Brophy, 2003, p. 96)

Both of my mentor teachers model in the classroom that they believe every student can succeed in class. They both explain that in order for this to happen, students need to put forth the effort and do the work expected of them. One of my mentor teachers is very encouraging toward her students and really pushes them to succeed. She affirms her students by telling them that she knows they can do well on the work that lies ahead of them. As her students are all seniors, she reminds them that they cannot relax and just coast through the rest of the year or else their grades will plummet. She references Mt. Everest and mountain climbers who attempt to summit the mountain. Most people do not die climbing up to the top; they die on the way down. Her seniors are reminded not to fall off the mountain in the last stretch of their senior year. For the most part, I do not see teachers creating these teacher expectation effects in regards to stereotyping of the students. I have noticed that some teachers at my school make assumptions about students after getting to know them. Once the teacher observes the general tendencies of a student (whether he/she always turns in work late, never gets 100% on assignments, etc.), then I have seen the teacher begin to model higher or lower expectations of each student. Teachers expect students who consistently perform well to keep that performance up. Students who generally perform at a lower quality are then expected to only perform at that lower level. Not every teacher is like this though. In the leadership class, students who may be seen by others as been less capable of being a leader are often allowed into this class (this class is not easy to get into either). There is one student in this class who has ADHD and another health disability. This student is in Special Education and started high school as a very shy and quiet student. Some teachers and students saw beyond those labels and he has been in leadership class for the last three years. All of the students in leadership class know him and love him. This class is just as much of a family for him as it is for every other student. That quiet and shy individual is now actively involved in all sorts of school activities, from the leadership retreat to being a part of the baseball team, all because people were not going to limit him based on stereotypes. The teachers who helped make a difference in this student’s life are the teachers that I want to exemplify in this profession.

It is a challenge in any situation to avoid being influenced by the rest of the crowd, especially when that crowd is a group of more experienced teachers and I am the intern. However, it can be beneficial to be the fresh meat with the new ideas. While I know that all of the teachers at this school want their students to succeed, I have entered this environment with a fresh set of ideas and a new energy. My experience as a youth leader over the last few years has given me a different perspective of people in this age group. It has also helped me to see students as individuals, with their own situations and backgrounds. I have learned not to limit what students can do by watching them overcome challenges and obstacles that stand as roadblocks in their lives. To continue to see students like this, instead of as people who are not going to make it in life, I need to know each student on an individual basis, not relying on what I hear other teachers say about him/her. While it is important to be a part of the team with the other faculty and staff, it is not necessary to participate in the gossip or stereotyping of students. I will work hard to avoid succumbing to those bad habits and remain an advocate for every student.

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Teacher Observation #2

May 6, 2011 at 10:10 pm · Filed under Uncategorized ·Tagged , ,

Observation with Mr. Feist

Alternative Education

     Out behind the school is a small portable, it is filled with computers and does not look like a typical classroom. This is where Mr. Feist teaches his alternative education courses in here. During passing periods, Mr. Feist is always standing outside the portable, greeting his students as they head into class; if it is raining, he can be found under the porch holding the door for students. This time allows Mr. Feist to have at least a brief conversation with each student, even though there are only about ten in each of his classes.

As class starts, Mr. Feist makes a few brief announcements. He reminds the seniors that they do not have much time left before graduation and discusses a few other things. Then, he instructs students to make their own thirty-minute work goals that he will check up on at the end of the half hour. After creating their work goals, the students begin working on the computers. This alternative education is highly independent. Students complete independent study courses that they need to make up in order to graduate using a program called APEX Learning. All of the work is completed and submitted on the computer. Mr. Feist roams the room and checks in with each individual to answer questions or check on the progress of each student. Mr. Feist is also the school wrestling coach, it is evident in the way he interacts with his students; he coaches them through just as much as he teaches them. Students in this classroom are working on multiple subjects, so Mr. Feist is often transitioning from math to English to social studies. He gives students high-fives and fist-bumps for passing their tests and moving forward in their work.
Mr. Feist’s classroom management is well done. With such a small class, he can easily keep an eye on each student and make sure everyone is on task. Most of his time is spent roaming the room and answering questions. The students do not appear to have a hard time behaving in this classroom. Even though this is an alternative classroom, the students enjoy being there. Mr. Feist knows his students well and cares about each individual. One student was going to be having surgery in a couple of days and Mr. Feist took the time to talk about how the student was scared of the procedure and what was going to be happening. He encourages his students with compliments about staying on task and making progress on their work, which motivates the students to keep on task and continue to move forward in their studies.
Alternative education can be a difficult classroom to facilitate but Mr. Feist does it well. There is not one set pace in the classroom because all of Mr. Feists students are working on different classes; no two students are working on the same assignment in the class. However, students keep on task and check in with Mr. Feist individually to report their progress. This class is a positive and encouraging environment for students who need to know that they have the ability to succeed. That is a belief that Mr. Feist instills in each of his students. This was a beneficial observation because there were students in this class that are also enrolled in the classes I am interning in. Observing this form of alternative education helped me to see what else my students experience during; it also taught me a little bit more about my students. Watching Mr. Feist act as a support cause for his students also set a great example for me. It is clear to everyone that Mr. Feist believes in his students, which is what all teachers should believe.

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Internship Reflection – Week 9

April 30, 2011 at 4:00 am · Filed under Uncategorized ·Tagged , , , , ,

Week 9: Reflection
Describe how you have been modeling curiosity and interest in learning. (adapted from Good & Brophy, 2003, p. 255)

It is the goal of Tahoma High School to create lifelong learners out of all of its students. As I have started teaching the Classroom Based Assessment (CBA) on Humans and the Environment, I have modeled to my class that I too am a lifelong learner. The students are learning about interdependence and sustainability, and how important it is to live in a way that keeps future generations in mind.
This CBA is highly structured, every lesson has already been written, building up to the final project: teaching sustainability lessons in front of every fourth grade class in the district. Even though the lessons are already written for me, I too am taking the time to learn more about the topic of sustainability. All teachers in Washington State need to be teachers of sustainability, in addition to reading and writing. I know that I am competent to teach reading and writing in my social studies classroom; however, I have never taken a class on sustainability or environmental studies. This CBA is my opportunity to increase my own understanding of sustainability and interdependence. I am learning right along with my students and doing additional research on my own. I know that the CBA was designed with my students and the fourth grade classes in mind, but I am learning just as much – if not more – as my students. I have learned about interdependence, sustainability, composting, and new theories on global warming.
One of the reasons that I chose to become a teacher is because I enjoy learning. I model curiosity to my students by sharing new information that I have learned with them. There is always something new to learn in the social studies field and I am excited to continue with my own education as I teach my students. It is important that I model being a lifelong learner to my students because I want them to become lifelong learners as well.

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Internship Reflection – Week 8

April 24, 2011 at 10:03 am · Filed under P1: Responsibilities/Policies, P2: Reflective/Collaborative/Professional Growth-Centered, P3: Legal/Ethical Responsibilities ·Tagged , , , , , ,

STANDARD P META-REFLECTION—UNDERSTANDING TEACHING AS A PROFESSION. Devote a paragraph related to each of the following three elements. P1: Informed by professional responsibilities and policies to foster a collegial and professional school setting. (Explain what factors promote faculty teamwork and professionalism.) P2: Enhanced by reflective, collaborative, professional growth-centered practices to benefit all students. (Comment on school staff development programs, workshops, structures, etc that improve morale and student learning.) P3: Informed by legal and ethical responsibilities so students benefit from a safe and respectful learning environment. (Tell about the role of School District Board Policies and relevant state laws and codes to promote the rights and responsibilities of students and educators.)

P1: Informed by Professional Responsibilities and Policies

Faculty teamwork is encouraged at the school I am interning at through a variety of methods. First, teachers meet regularly with the other teachers from their content areas to discuss course materials, new ideas, CBAs (at least, in the social studies department), and to share their experiences with one another. This time provides teachers with a time to reflect on the school year and what to change for the next year. In addition, this reminds teachers that they are part of a team. Another example of how faculty teamwork is promoted is when all of the faculty stand behind the same idea. In a recent teacher in-service, teachers were discussing the future use of a half hour in each school day that has been completely devoted to SSR until this point. One teacher made it an effort to say that whatever the direction that the school decides to go with this change, it is crucial for every teacher to buy into it and support it, or else the change will not be effective. In the last few years, some teachers have lightened up and allowed students to listen to iPods and do homework during that half hour instead of spending it reading silently, as the policy required. This relaxed stance on SSR made it difficult for other teachers to enforce that time. Whether it is SSR, hall passes, the dress code, or another rule, it is important that all of the faculty buy into the expectation fully to be a more effective team.
Professionalism is what shows students that a teacher takes his/her job seriously. It is important that I show my students that I take their educations seriously so that they will take their own educations seriously. I model professionalism by showing up to class on time and expecting my students to show up to class on time. In our preparations for these internships, it was emphasized that we dress like professionals and behave like professionals. While many teachers at my school wear jeans, that is something that shows less professionalism than wearing slacks, dresses, or corduroys. When I am at school I make sure that my conversations reflect that of a professional; I do not gossip about students or about other teachers and I stop my students from having conversations that are not respectful and appropriate for the classroom. I am not so serious that I refuse to smile or to laugh in front of my students because humor has a time and place in the classroom; however, I make sure that the jokes and the language in my classroom remain appropriate and I model that to my students as well. It is important for students and teachers to model respect towards one another, this is difficult to come by if professionalism is not a regular part of the school day.

Artifact for P1: The Curriculum and Culture of THS

P2: Enhanced by Reflective, Collaborative, Professional Growth-Centered Practices

I am fortunate that my internship placement is the same as where I observed for the September Experience. I have been able to be a part of many staff in-services from the same school, which has helped me to follow the staff development programs. Throughout the year, the school has focused on a handful of practices that teachers can do to better student learning based on the meta-analyses of Robert Marzano. Whenever the staff meets all together, there is a brief recap on this information and some new information presented to further the teachers’ understanding of these practices. One example of a practice that has been discussed is stating the objective at the beginning of the lesson. Another is to use checking for understanding to ensure that students understand the key content. Teachers have a chance during these in-services to explain what they see working in their classroom, which has encouraged me as a student teacher to continue to work to incorporate these practices. The principal encourages the use of these practices because there is research to support that they improve student learning, he is not trying to waste anyone’s classroom time. In addition to those practices, there are three “R’s” that have also been encouraged for teachers to work toward: Rigor, Relevance, and Relationship. The course material is supposed to be rigorous for students, teachers need to show how the material is relevant for students, and teachers need to try to form better relationships with all of their students – not just a couple from each class. These are also ways that improve student learning. Teacher in-services are an opportunity for teachers to come together and reflect on their teaching as individuals and encourage one another to continue to improve as teachers. These workshops are full of interacting with one another and help remind teachers that they are a part of a whole team of teachers who are all working toward the same goal of educating students.

This models the areas the school wants teachers to focus on.

This explains the benefit of better student-teacher relationships

This chart is to aid teachers in implementing the tools taught at the in-service

P3: Informed by Legal and Ethical Responsibilities

Every student in the classroom has the right to feel safe. As a student teacher, I take this responsibility very seriously. In addition, every student has the right to learn. While safety comes first, I do not want my students to feel like they cannot learn in my class because someone is interfering. The school that I am at has adopted a motto: One School. This motto is about uniting the school and promoting respect between students and respect between students and adults. Students are to respect one another both in the classroom and everywhere else on campus. Students are to show respect to teachers and teachers are to show respect to adults. Most of my students model respect for one another and do not interfere with the learning of their peers.
Each student receives a Student Planner at the beginning of the school year. This planner is also the school district’s way of informing students of the rules and possible disciplinary actions for unacceptable behavior. The district leaves discipline in the classroom up to the teacher and expects each teacher to provide his/her students with the classroom expectations at the beginning of the year. One of my mentor teachers requires that students sign a respect contract at the beginning of the year. She signs these contracts as well and holds onto them for the year. If at any point a student or a large portion of the class begins to misbehave she can pull out that contract and remind them of the agreement she made with them. Teachers and the school want students to behave in a manner that is appropriate and responsible, this is explained in the Student Handbook. In addition, the school expects students to abide by all laws set forth by our government.

An explanation of why the school expects students to follow the rules.

 

The possible disciplinary actions for various acts of misconduct from the Student Handbook.

 

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Extracurricular Activity: Junior/Senior Prom

April 17, 2011 at 12:33 pm · Filed under Uncategorized ·Tagged , ,

Extra-Curricular Observation
Junior/Senior Prom at the Seattle Aquarium
Saturday, April 16, 20011

     It has been the topic of conversation among students for over a month. I have heard everything from “I hate prom!” to “Who is he going to ask?” to “I don’t have any shoes!” When it came to Saturday night though, all of those concerns flew out the limousine window. Tahoma High School issued a dance policy just over a year ago because the dancing was inappropriate. I was intimidated by this because I did not want to have to stop students who were breaking the policy. Fortunately, I was told that only the administrators had to stop the inappropriate dancing, allowing me to breathe a huge sigh of relief. Students are often friendly to me in the hallways, but when they saw me at prom they were so much more excited to say hello. We talked about dressing up, how their groups were going, how dinner was, and what type of transportation they were riding in that evening. Any negativity that exists at the high school was not at prom, everyone was really positive and having a good time. Maybe school needs to become a formal event, where students dress up every day – it seems to have a positive effect on people.

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