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Educational Forays

Jan Andrea
EDUC 900: Internship
October 1997

[All of the observations within my team this week (23 Sept. - 25 Sept.) were informal -- that is, no formal procedures were carried out, these observations being more for my benefit than the teachers.]

Simple ones:

• Nametags are distributed within the class so that M. can learn all the students' names without the "I forgot mine in my locker" syndrome taking up time.
• Quick homework redux is teacher-driven: she goes over answers which will be repeated for those who missed them on the first round. Cuts down on time when there are more important things to be attended to.
• Kids collect and distribute papers; cuts down on teacher duties so she can focus more on instruction and less on administravata.
• Room is very airy and open -- a stark contrast to the science room. There is always enough room to navigate, and tables may be placed for ideal eye contact and circulation. It does make a difference in her teaching style: non-verbal communication is facilitated. Carpeting is also present; this seems to cut down a lot on the background noise level.
• Kids are given an opportunity to work on homework at the end of class as a regular feature; gives M. a chance to make sure there are no questions before they have to do it alone.

Student ones:

• Kids seem quieter and more well-behaved in general in this room. M. also is much more structured in her environment and teaching style, though she has a clear if brusque sense of humor.
• Students are encouraged to work together on classwork and homework, and they do. They are gradually learning to actually help each other rather than simply giving the right answer, and are encouraged in this endevour by M.
• Just as in science, it takes forever for them to get out their supplies and materials. Seems to be a symptom of the age rather than the teachers.
• Quandry for the eighth grade: she has put a wrong answer up on the board and they are aware of it; the table whispers for a few moments, and comes to the conclusion that they will not tell her about the mistake. Later, seventh graders are much quicker to point this out; wonder if they'd do it next year? M. says it does tend to be grade-related, where 7th will speak their minds and 8th will not as much.
• Everyone wants to know why I'm here and not in science; they still see me as an authority figure, however, asking me if they can go to the bathroom or their lockers.
• One particular class is so good about their routines -- no matter where they are, they come into the classroom, sit down, and prepare for class with just a little chatter. Wonder what differentiates them from the others?

Deeper considerations:

• It's nice to have M. as a resource on this team: she's been teaching for a long time, and has a clear, very well-defined, structured style, which really appeals to me personally. She is also very attentive of student activity, and they seem to be aware of this -- nothing goes unnoticed. How can I develop this sense?
• She does not tolerate cruel behaviours at all, but uses sign language (which the kids are gradually learning) to communicate any displeasures (once the immediate problem has been dealt with).
• Creative projects are possible even within mathematics: seventh grade builds abaci and learns to use them (exercise in place values, as well as multi-cultural implications). Very innovative in terms of lesson planning -- seems nicely balanced between individual, group, and classwork, as well as mini-lecture vs. activitiy-based.
• Note-taking being learned as a skill, as students write their own "textbooks." Main points are all repeated at least once, giving students time to write down important phrases as well as stressing them verbally. Key words written on large white board. I would like to use all of these strategies in science, where there has thus far been little/no notetaking or practice, which will become so important to them next year in high school.
• What attitudes work best with this age? M. is brusque-seeming but very approachable; what kind of relationship works best with this age group, or can such a generalization be made? Do they learn more if they really like the teacher as a person, or is that secondary to their interest level?

Simple ones:

• Class begins with ~5 minutes spent on a "puzzler" -- a statement or question with only one right answer, but time and credit given to creative solutions. Seems a good mix of problem-solving, critical thinking, and creativity, and the one-right- answer is more in harmony with the Real World than the rather nebulous "nobody's ever wrong" attitude that many currently-trained teachers pick up. Also very useful to focus the class, even towards the last periods of the day.
• Room layout is great -- desks in U-shape, allowing for free discussion with clear views of the board in front. Still room to maneuver and give non-verbal comments; seems the ideal setup to me.
• Other room amenities include a wealth of bookshelves and a well-organized handout cubby-structure; walls are a little barren, but will eventually be covered with student work.
• A sample outline is given to students as a model for their later work; they are given class time to practice this technique, and later sessions will refine it. They draw their outlines from a teacher-specified section of text, and will later use this outline to make a presentation to the class (in groups of 3), and also as a testing aid: they are permitted to use their own outlines on an "open notebook" exam. Good plan -- increase student retention with writing; increase willingness by giving incentive; increase oral abilities by having kids "teach" their section of text.

Student ones:

• M. has a very calm and collected demenor and pleasant speaking voice; even when the subject area gets a little tedious (going over outlines), the students remain focused and attentive.
• As with Ms. XxXxxxx, students are very quiet and focused in this room, even those with whom we sometimes have trouble.
• One particular group is very susceptible to tangents -- how do we keep them (and ourselves) focused, while still maintaining their enthusiasm and interest?
• Students are able to give a rationale for the homework they do, and are aware of its importance.
• Groups chosen by M. are very well-balanced (heterogenous groups), and seem to work well together; this is generally the case, as these students are on the whole very sociable (sometimes to their advantage, sometimes not).
• Great student interest in the topic of ancient civilization; also in the colonization of the Americas.
• Time is given in class to read and work on assignments; again allows for questions and feedback.
• Seventh grade is so amazingly concrete...

Deeper considerations:

• Variety in planning: try to do at least one activity or movement oriented thing per class, at least not 52 minutes of uninterrupted sitting. He tries to structure class such that the more focused, seat-based tactics are used first, then the activity towards the second half of class, as it is usually too hard to refocus the group after an activity. This seems very wise and intuitive, as once they are wound up it is difficult to help them wind down, while the passing time between classes is a better time for them to have an excess of energy than is the middle of class.
• Frequent tie-backs to previously studied topics, such as a reference to "Lord of the Flies," which the students watched earlier in the month. Allows for connections above and beyond those that some might normally see, as well as drawing on now- prior knowledge.
• Heterogenous groups really seem to work for these kids -- they are used to being "mainstreamed" and are quite willing to give actual help, not just answers. On the outlines, they help each other find main points, and more importantly, they know when enough is enough.
• On tangents: can we have them write themselves a note during the discussion to use that as their topic during a 5-minute journal write at the end of class? That way they can express themselves, and we can hear them, without digging too deeply into class time.

Simple ones:

• This room is slightly more busy than Ms. XxXxxxx's and Mr. Xxxxxx's rooms, but still has enough room to maneuver, as well as tables that are placed for optimal viewing by all parties concerned. Plenty of space for students' portfolios, many many reading books present; quotes by students and others on language arts are suspended from the ceiling. There is also a large bulletin board for outstanding student work or articles of notice.
• Students are given responsibilities such as collecting field trip permission slips and the like, as in Ms. XxXxxxx's' room.
• Nice big white board allows for a lot of information, some of which can stay up for many days, unlike the unfortunate situation in the science room (very small board, too much erasing).
• Journal writing is taken very seriously, and much discussion ensues about having their journals on the upcoming field trip to Odiorne Point and the coastal clean-up.

Student ones:

• L. today is sharing a piece of writing she's been working on for four years (a children's book in the making). She reads it out loud, and then models the practice she uses when critiquing their journals: first she has them point out things that they liked or that stuck with them; then questions they might have; then suggestions they can make to improve it. The students take this activity very seriously, offering great feedback -- they see a lot of points I didn't even notice!
• All classes tend to be fairly deferential about making criticisms, but they are capable of great introspection, and exospection (if that's a word). Of course, she is also very serious and deferential when critiquing their work, and I imagine that like begets like in this case.
• More structure is used in some classes as compared to others; our homebase (a group of seventh graders) receives a far more detailed set of instructions regarding this activity, while the eighth grade is given less direction (but they still get the point).
• Noticing more and more how certain students just need a seventh-inning-stretch in order to maintain a level of classroom composure, especially after half a day in school.
• Kids can really surprise us with the depth of their thoughts -- I don't remember being quite this capable as a 12/13 year old (though by that time I was in 8th/9th grade rather than 7th/8th).

Deeper considerations:

• L. is really able to open up and share herself with the students -- how can we make this level of communication fit into a science class? I would love to be able to share some of my non-science work with the kids and get their feedback, but it doesn't seem as though it would ever fit into any curriculum.
• L. is also a very accomplished writer and teacher; wonder if the kids realize how lucky they are to have her as a teacher? Maybe some day. Also I wonder how much they appreciate their journals right now -- personally, I wish we had kept them as middle schoolers; I imagine mine would be quite a kick, and I hope they think to hold on to theirs. How can we make the science journal as intimate and still keep within the context of science?

Points brought up by the observations as a whole:

• How to recognize when kids need more structure? How to set up a classroom so that things can be structured even within a too-small space?
• I must sit down some day and really think about all the styles and strategies I have seen, disciplinary, managerial, and other. All the teachers have so much to offer, I mustn't forget how important they will be to my growth. Right now I am thrilled to be on a team with them; should make that clear to them sometime, especially since I'm so emotionally needy at this point.
• How much credence to give to student feedback: their concerns are valid, but are they subsumed by what adults say? Clearly there is a limit to their freedoms, but where do I draw the line -- how do I know when it's right?

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