Who am I?
This week I volunteered in Mrs. V’s class, which is a delightful change of pace from last week. Mrs. V teaches freshman English at the summer school program, and I had a great time helping out. She is having the students write narratives from their own perspectives, and to help them become reliable narrators she had them take the Myers-Briggs/Keirsey temperament test. Out of curiosity, I took it just now, and I’m rather pleased to announce that even after SO many changes in my life over the last couple years, I am still an ENFJ: Extroverted, iNtuitive, Feeling, Judging, or the “Idealist-Teacher” temperament. (Mr. Nader is also a “teacher.”)
I don’t know why this is so satisfying for me. As I was taking the test, I was very conscious of the questions it asked and started worrying I’ve become boring, too grounded and not imaginative enough. (“Enough” for what? I don’t know.) I’ve been very aware of my lack of creativity lately, and the fact that I used to spend all my time creating – writing, playing music, designing graphics and web pages. I hate this “real world” (and by real I mean so much less real so much of the time) sometimes. I wish I had the _________ (time? inspiration? desire?) to do more.
At least Ralph and I still have our ENFJ.
Yesterday I officially completed my 30 hours at B. High helping out with the summer school program. I went Monday, Tuesday, Wednesday of this week and last week. I spent the first week in one class with Ms. M, and the next with Mrs. V. Verdict: I far, far prefer Mrs. V’s teaching style, but I liked Ms. M’s kids a whole lot more. Here are some overall observations from the two weeks:
1. Showing endless media clips is not teaching.
Showing one episode of The Daily Show would have been sufficient for teaching satire. The kids definitely got it. And just in case they didn’t, maybe ONE more episode would have been sufficient. But trust me when I say we spent the vast majority of our time looking at a screen instead of actually learning or applying learning to literature.
2. Divas need to have their butts kicked.
However a teacher is comfortable doing it. But this exchange should never, ever fly in a classroom:
Girl: [swats boy in front of her] “Hey, what’s your name? Uh… Damian. Staple this for me.”
Damian, nice kid, get’s up and takes papers.
Girl: “Make sure it’s neat.”
Thankfully, Mrs. V told him to sit down, and her to get her “lazy butt” up and do it herself. That kind of thing really happens? Really?
3. Kids have seen a LOT more than I think they should.
I was astonished at the list of movies Mrs. V’s freshman class was producing, for watching in class. Friday, American History X, Fight Club, Goodfellas, Cheech and Chong: Up in Smoke, Harold and Kumar, etc., etc., etc. Now some of these (particularly American History X) are GREAT movies, worth seeing albeit disturbing and hard to watch. But 95% of the movies they suggested were rated a very strong R, with gratuitous violence, drug use, sex, etc. Every hand went up when the teacher asked whose parents would sign a permission slip to let them see a rated R movie in class.
I was also amazed that “a stripper with no butt” was offered as an example of irony. Conversation ensued about the strip clubs in a couple of the kids’ neighborhoods.
These kids are 14, 15.
4. As a teacher, it’s extremely important to listen to the whole class, not just the vocal majority.
Mrs. V handled this fairly well; Ms. M did not. Some kids are going to talk any chance they get, and others will never, ever talk even if it’s important to them. This is part of the reason I’m so interested in Kessler’s use of anonymous questions in class (giving students the opportunity, daily, to write questions that will be read and answered anonymously). Mrs. V kept track of which students had spoken, and would say things like “I need to hear from Johnny, Mary, Frank, Paul, and Carl” and would give those kids opportunities to talk before the more vocal students were allowed to share again.
The only kid Ms. M ever quieted was a kid on an IEP who tended to say irrelevant things. In contrast, a very vocal girl with incredible leadership skills – she had the whole class listening to her every word and could easily manipulate adults – was never told to let others have a chance.
The saddest thing I heard out of a kid’s mouth in the 2 weeks was from the first student: “At my other school everyone already thinks I’m an idiot, so I don’t care if they think that here.”
5. Rushing assignments has pros and cons.
Giving kids a lot to do in a little time keeps them on task, but it also may sacrifice work quality. I don’t know what the best balance is. I definitely don’t want my students turning in work that is less than their best. Maybe for certain assignments that are more labor-heavy in nature I could do a more rushed time frame, but for things like writing assignments I want kids to take their time. Maybe I could give plenty of time but also clarify that the grading standards will be high, so the students should be thinking and writing with all the time they are given.
6. Environment affects learning a lot, but is also not a good excuse not to learn.
The last two weeks, the weather here has been incredibly hot. This week it has been in the 100’s every day. Consequently, I saw a lot of leniency on the part of the teachers, which I think is good. But the students took that kindness and ran with it. I saw several students literally refusing to do their work because it was too hot. I overheard a few kids, who were in the D-F grade range and required to stay after school for extra help/credit, say, “I don’t care if she tries to keep us. I’m going home, it’s way too hot to be here.” I don’t know where those kids planned on going to get out of the heat since one said he never goes home anyway and usually hangs out outside, but in any case, I have learned that most summer school students will take any opportunity they can get to not work. And they will complain about the work they have. Is this all kids, or just summer school? Who knows.
I got my fall student teaching placement yesterday and I’m very excited to be at a middle school nearby. I will be teaching in an 8th grade language arts class and I can’t wait. The school is supposed to be very good. The one drawback is that it’s known as being a very white, very rich area. I’m hoping that, because that is the demographic I have spent the most time around, maybe this environment will help me learn teaching where I’m more comfortable, and then I can move into more diverse climates to practice the methods I have learned to use. One step at a time. My high school placement will most likely be an inner city public school, which could be just that change. God is faithful.
Posted by brynnalynea 
I had a good excuse for the first week or two, but now I have a little bit of time I can use for exercise. Actually, I plan to start swimming on Tuesday evenings after I get out of class, and I’m pretty excited about that.
