So, I just got a new job, and I'm super excited, but nervous about starting mid-year. I don't know what the kids have done already, so I've been going back and forth as to how to start as the new teacher. Do I start from the beginning, or do some fun assessment like activities to see what they know?
The only thing I'm totally certain of is how I'm going to establish my management. Other than that, I'm still trying to decide the best way to continue the year. And with elementary school kids, you can't just "ask" them what they've done.
I'm definitely going to solicit some advice from my elementary clinical faculty.
Wednesday, January 27, 2010
Saturday, January 23, 2010
First time's the charm?
I had my first teacher interview yesterday. I was super nervous, but I was prepared. I practiced my answers, and prepared a piece to play on the piano.
The interview consisted of myself, a teacher, the principal and AP, and the county music supervisor.
They asked me some really good questions, and they also took into consideration that the majority of my teaching experience was from student teaching.
After I played my prepared piece, they asked me if I could sing for them. Totally unexpected. But I did it.
I did my best, and I felt really good about it when I left.
There were two interviewees before me, and two after me. The AP walked me out, and said I would hear from them within the next couple days.
At about 4:57 PM, I got a phone call from the principal offering me the position.
I am so blessed. I still cannot believe it. My first interview. Now...my first job.
I start next month.
The interview consisted of myself, a teacher, the principal and AP, and the county music supervisor.
They asked me some really good questions, and they also took into consideration that the majority of my teaching experience was from student teaching.
After I played my prepared piece, they asked me if I could sing for them. Totally unexpected. But I did it.
I did my best, and I felt really good about it when I left.
There were two interviewees before me, and two after me. The AP walked me out, and said I would hear from them within the next couple days.
At about 4:57 PM, I got a phone call from the principal offering me the position.
I am so blessed. I still cannot believe it. My first interview. Now...my first job.
I start next month.
Monday, January 11, 2010
Did you hear that girl crying in the bathroom?
I woke up this morning with it set in my mind that I was going to see this situation through with a smile, because all students can learn, despite society's influence.
So I had sixth grade first. I started the class off with attendance, and I very pleasantly asked the kids how their weekend was. We chatted about that for a few moments, and then we stood up and did some Monday morning stretches to get their blood flowing. Then, I handed out the new song, and we proceeded to sing. They were lackluster, but they did get a minimal amount of sound out. Not the most productive class, but not unproductive either. I see room for potential.
And then the monsters were unleashed. The 7th grade music appreciation AKA the "We-don't-wanna-do-nothing" class. I gave them a fun assignment (so I thought) where they pretended their life was a movie, and selected 10 songs for their soundtrack. They had to fill out a sheet and explain each song choice. Well, these children proceeded to complain and complain. "I don't know 10 songs." "Nothing describes me." "Do we really have to write?". They complained and complained. Easiest assignment ever. At the end of class I collected the papers; only TWO students out of TWENTY FOUR picked 10 songs. And then some of the explanations were just ridiculous. I thought that this "under-privileged" group would have more to reflect on since they are supposedly on the lower side of the economy in this town. But obviously I was expecting too much.
The next class was 7th grade chorus. We started an African WORSHIP piece, (which I had just received and had no translation for). I did however know the pronunciation. Before all the music was even handed out, this girl says "This ain't even in English!" And then her and the girl next to her start giggling. No respect for anything. So I ignored her, and I pronounced the words and had them repeat after me. We did that a few times, and then did the same call and response technique, except singing.
I sang a line...and I got silence. Wait...no I didn't, I got this statement from the same little genius who informed us that the song was not in English:
"We aren't singing this cuz we don't know what it means. It could be like cursing or something."
I explained to her that we wouldn't select a "cursing" piece and then I told her that I wasn't sure of the pronunciation but I would find out. So I tried singing it again. And along with a bunch of attitude and blank stares, I got this response:
"But we don't know what this means."
I was so fed up, I just collected the music. Then I asked them how they get things done, and the class spokesperson said to me, "We sing a little bit when our teacher is here, because she is really strict."
I made them sit in class and do nothing for the remainder of the period. While they sat there, I proceeded to pack up my stuff, and organize all the plans and music for another sub, because I was quitting. I was over these rude, unmotivated non-caring kids.
As soon as the bell rang, I went into the single staff bathroom and burst into tears. "This is NOT what I signed up for! This is not how being a teacher is supposed to be! Why do these children act this way! WHY DON'T THEY CARE!"
I calmed myself down and went to find the other teacher; I was done. She brought me down from my ledge, and gave me some comforting tips and words. I went to lunch, and I made it through the rest of the day. Still frustrated and angry, but not as much.
The lesson I learned today: All children can learn; but they have to WANT to. This is a WHOLE new generation.
So I had sixth grade first. I started the class off with attendance, and I very pleasantly asked the kids how their weekend was. We chatted about that for a few moments, and then we stood up and did some Monday morning stretches to get their blood flowing. Then, I handed out the new song, and we proceeded to sing. They were lackluster, but they did get a minimal amount of sound out. Not the most productive class, but not unproductive either. I see room for potential.
And then the monsters were unleashed. The 7th grade music appreciation AKA the "We-don't-wanna-do-nothing" class. I gave them a fun assignment (so I thought) where they pretended their life was a movie, and selected 10 songs for their soundtrack. They had to fill out a sheet and explain each song choice. Well, these children proceeded to complain and complain. "I don't know 10 songs." "Nothing describes me." "Do we really have to write?". They complained and complained. Easiest assignment ever. At the end of class I collected the papers; only TWO students out of TWENTY FOUR picked 10 songs. And then some of the explanations were just ridiculous. I thought that this "under-privileged" group would have more to reflect on since they are supposedly on the lower side of the economy in this town. But obviously I was expecting too much.
The next class was 7th grade chorus. We started an African WORSHIP piece, (which I had just received and had no translation for). I did however know the pronunciation. Before all the music was even handed out, this girl says "This ain't even in English!" And then her and the girl next to her start giggling. No respect for anything. So I ignored her, and I pronounced the words and had them repeat after me. We did that a few times, and then did the same call and response technique, except singing.
I sang a line...and I got silence. Wait...no I didn't, I got this statement from the same little genius who informed us that the song was not in English:
"We aren't singing this cuz we don't know what it means. It could be like cursing or something."
I explained to her that we wouldn't select a "cursing" piece and then I told her that I wasn't sure of the pronunciation but I would find out. So I tried singing it again. And along with a bunch of attitude and blank stares, I got this response:
"But we don't know what this means."
I was so fed up, I just collected the music. Then I asked them how they get things done, and the class spokesperson said to me, "We sing a little bit when our teacher is here, because she is really strict."
I made them sit in class and do nothing for the remainder of the period. While they sat there, I proceeded to pack up my stuff, and organize all the plans and music for another sub, because I was quitting. I was over these rude, unmotivated non-caring kids.
As soon as the bell rang, I went into the single staff bathroom and burst into tears. "This is NOT what I signed up for! This is not how being a teacher is supposed to be! Why do these children act this way! WHY DON'T THEY CARE!"
I calmed myself down and went to find the other teacher; I was done. She brought me down from my ledge, and gave me some comforting tips and words. I went to lunch, and I made it through the rest of the day. Still frustrated and angry, but not as much.
The lesson I learned today: All children can learn; but they have to WANT to. This is a WHOLE new generation.
Sunday, January 10, 2010
The Substitute nightmare
On Thursday, I started my long term sub position in a middle school chorus class. Like most new teachers, I was fresh out of my WONDERFUL student teaching experience, and therefore I just knew this was going to be great...despite the not-so-great comments I had heard about this school.
Well, my high expectations were knocked back to reality within ten minutes of the first class. The kids were lack luster, and full of attitude. After the announcements, I started the class by taking attendance. I followed procedure: raise your hand when you hear your name, and if you go by something else let me know. Then, I introduced myself, and I went over my rules. I had written my five rules on the board, because there were NO RULES posted in this classroom! After the formalities, I asked one student to give me an overview of what they had done with their other substitutes. The blanket response was "NOTHING". None of their other subs were music teachers, so they had been watching videos.
Before I continue, let me just explain the situation: The teacher is on maternity leave. She left no real detailed lesson plans. I'm supposed to be their substitute for 6 weeks. This is every substitutes' worst nightmare. NO PLANS.
The plans that she did leave were one page per class, with one sentence per week of her absence.
Ex. January Week One- Go over sight singing.
Week Two- Start concert music.
Needless to say, the first two days were pretty unproductive. Oh, and did I forget to mention that there is no curriculum for the general music class that she teaches, and I was told "Teach them whatever you want. You know the standards." So, I spent this weekend planning for the next few weeks.
After that first day, I was ready to walk out of that school and never look back. But I am not a quitter, and I have never quit anything in my life. I don't think I even know how to quit. So I'm determined to stick this out. Two days down...Five weeks to go.
Well, my high expectations were knocked back to reality within ten minutes of the first class. The kids were lack luster, and full of attitude. After the announcements, I started the class by taking attendance. I followed procedure: raise your hand when you hear your name, and if you go by something else let me know. Then, I introduced myself, and I went over my rules. I had written my five rules on the board, because there were NO RULES posted in this classroom! After the formalities, I asked one student to give me an overview of what they had done with their other substitutes. The blanket response was "NOTHING". None of their other subs were music teachers, so they had been watching videos.
Before I continue, let me just explain the situation: The teacher is on maternity leave. She left no real detailed lesson plans. I'm supposed to be their substitute for 6 weeks. This is every substitutes' worst nightmare. NO PLANS.
The plans that she did leave were one page per class, with one sentence per week of her absence.
Ex. January Week One- Go over sight singing.
Week Two- Start concert music.
Needless to say, the first two days were pretty unproductive. Oh, and did I forget to mention that there is no curriculum for the general music class that she teaches, and I was told "Teach them whatever you want. You know the standards." So, I spent this weekend planning for the next few weeks.
After that first day, I was ready to walk out of that school and never look back. But I am not a quitter, and I have never quit anything in my life. I don't think I even know how to quit. So I'm determined to stick this out. Two days down...Five weeks to go.
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