Transition to my Second Placement
Joseph Joubert once stated, "To teach is to learn twice." In student teaching, I am not learning twice, I am learning every moment. There are so many things that cannot be taught by a college professor in a college classroom. All they can do is prepare me the best they can, however the real learning takes place when I learn from my experiences as a student teacher. I am truly grateful for my experience so far. I could not have asked for a better cooperating teacher, school, or students. Without them, I would have learned nothing.
There are many aspects of becoming a teacher that cannot be taught in a college classroom. I feel that student teaching in the fall is extremely beneficial, because you get to learn those little things that are the most important in the beginning of the school year. I learned how and when to set up your classroom. This includes different hand-in baskets, stations for materials, what should and should not be accessible to students, and etc. I did not realize how much the organization of the classroom affects the structure of running the class. If the classroom set-up does not coincide with classroom procedure, chaos can occur. I was also able to observe the teachers’ attitudes and outlook of starting a new school year. When walking with the teachers to meet their students for the first time, it was comforting, but also unsettling, to hear that even veteran teachers have butterflies. It was comforting to hear this because I feared that as a new teacher it was a bad thing to be nervous. The experience has taught me that a good teacher should be nervous because it shows how important that first impression is and that the teacher still cares. It was unsettling because I have a lifetime of looking forward to the same anxious feelings at the end of every summer. The moment we met our students on the playground, Mrs. Seluga introduced herself to each student. I did not know what to do, but felt that I needed to appear to be just as important as Mrs. Seluga, and introduced myself as well. Reflecting on this experience, I realize that it was the moment I chose to become a prominent figure in the classroom. Even though I was nervous and unsure of myself, I stepped outside of my comfort zone, and took my first step in the right direction.
It was not soon after this moment that I was in front of the classroom teaching. In the beginning, while observing Mrs. Seluga teach I absorbed everything I could from behavior management, to how she calls students to the rug, to how she uses questioning to prompt student knowledge, to how she delivers her lessons. Mrs. Seluga gave me as many roles in the classroom for any opportunity she saw fit. I began by taking responsibility for walking them in the hallways and to APEX. I then took responsibility for the Problem of the Day. After that I took over reading and math lessons. It was not long before I was teaching a majority of the day. After each lesson, I conferenced with Mrs. Seluga who gave me constructive criticism and helped build on my strengths. At first I had to find my natural role in front of the classroom. Once I was able to develop somewhat of my own teaching style, I focused on working on my pacing and questioning. Mrs. Seluga has an amazing ability to use questioning to prompt students to direct learning and guide the lesson. It is a skill I need to work on and I believe comes with practice. I also have to work on my pacing. I often would find myself overemphasizing a small part of the lesson. I have to learn when it is appropriate to move on, how to come back to something, and focus students on the objectives of the lesson. Often if students were confused on something small, I would spend too much time helping the student understand. I feel that it is important to find the right balance and is another skill I will learn with practice.
We are taught about child development, behavior management, and student-teacher relationships but we can never put it altogether until we are a part of it as in unfolds in the classroom. As the weeks progressed, the students showed more and more of whom they are as individuals. We had a better feel for the students’ individual personalities, learning styles, strengthens and weaknesses. I learned that even a veteran teacher cannot predict and establish a set way of teaching a class until they truly get to know their students. This is a very unpredictable period in the classroom and can set the standard for the rest of the year. I learned that establishing and consistently enforcing rules and consequences are essential. Mrs. Seluga clearly explained all rules and consequences. Students are given one chance if they break a rule but after that they will be responsible for the consequences. At first, I felt bad for having to enforce the rules so early in the year and felt like I constantly had to be the ‘mean’ teacher. I was surprised when students began telling me they were lucky to have me as a teacher, when I asked why, they told me it was because I was nice. Later that day, I told Mrs. Seluga about the conversation with the students and joked that I felt like a mean teacher. She explained that I was genuine with the students and they will always recognize that I am looking out for their best interest, even if they are in trouble. She said that because I was consistent and showed respect for the students, they respect me in return, even when I have to seem like the bad guy. This was one of the most valuable and comforting things I have learned so far. I feel that some people believe they have to put up a front while teaching and act like someone they are not. I never expected that being myself with students would not only be my best behavior management tool, but teaching tool as well. I was able to gain the trust of my students which allowed me to effectively teach them to learn. The moment I realized I had gained the trust of thirty-five fifth grade students, from a variety of different background, overwhelmed me with happiness.
As education majors, we have been told throughout our studies that we will not know if we truly want to become teachers until we student teach. It is safe to say that after my experience so far, I have found my true calling. I have never worked so hard, been so tired, and been so happy in a semester. There were many challenges and moments I thought I would never see my friends again, but it is all worth it. I have learned more about becoming and teacher and about myself in seven weeks of student teaching than I have in three years in a classroom. On my last day with the fifth grade, each student told me what they liked best about my teaching. Hearing each student’s response and receiving their cards and pictures made me realize that in my seven weeks I had been able to make a small difference in the students’ lives. I not only learned how to become a better teacher, but I actually taught students to learn, think outside the box, and motivated them to be creative. I am looking forward to another seven weeks of learning as I teach third grade. I have never worked with students in special education at such a young age and I am excited to learn from these students and teacher.
There are many aspects of becoming a teacher that cannot be taught in a college classroom. I feel that student teaching in the fall is extremely beneficial, because you get to learn those little things that are the most important in the beginning of the school year. I learned how and when to set up your classroom. This includes different hand-in baskets, stations for materials, what should and should not be accessible to students, and etc. I did not realize how much the organization of the classroom affects the structure of running the class. If the classroom set-up does not coincide with classroom procedure, chaos can occur. I was also able to observe the teachers’ attitudes and outlook of starting a new school year. When walking with the teachers to meet their students for the first time, it was comforting, but also unsettling, to hear that even veteran teachers have butterflies. It was comforting to hear this because I feared that as a new teacher it was a bad thing to be nervous. The experience has taught me that a good teacher should be nervous because it shows how important that first impression is and that the teacher still cares. It was unsettling because I have a lifetime of looking forward to the same anxious feelings at the end of every summer. The moment we met our students on the playground, Mrs. Seluga introduced herself to each student. I did not know what to do, but felt that I needed to appear to be just as important as Mrs. Seluga, and introduced myself as well. Reflecting on this experience, I realize that it was the moment I chose to become a prominent figure in the classroom. Even though I was nervous and unsure of myself, I stepped outside of my comfort zone, and took my first step in the right direction.
It was not soon after this moment that I was in front of the classroom teaching. In the beginning, while observing Mrs. Seluga teach I absorbed everything I could from behavior management, to how she calls students to the rug, to how she uses questioning to prompt student knowledge, to how she delivers her lessons. Mrs. Seluga gave me as many roles in the classroom for any opportunity she saw fit. I began by taking responsibility for walking them in the hallways and to APEX. I then took responsibility for the Problem of the Day. After that I took over reading and math lessons. It was not long before I was teaching a majority of the day. After each lesson, I conferenced with Mrs. Seluga who gave me constructive criticism and helped build on my strengths. At first I had to find my natural role in front of the classroom. Once I was able to develop somewhat of my own teaching style, I focused on working on my pacing and questioning. Mrs. Seluga has an amazing ability to use questioning to prompt students to direct learning and guide the lesson. It is a skill I need to work on and I believe comes with practice. I also have to work on my pacing. I often would find myself overemphasizing a small part of the lesson. I have to learn when it is appropriate to move on, how to come back to something, and focus students on the objectives of the lesson. Often if students were confused on something small, I would spend too much time helping the student understand. I feel that it is important to find the right balance and is another skill I will learn with practice.
We are taught about child development, behavior management, and student-teacher relationships but we can never put it altogether until we are a part of it as in unfolds in the classroom. As the weeks progressed, the students showed more and more of whom they are as individuals. We had a better feel for the students’ individual personalities, learning styles, strengthens and weaknesses. I learned that even a veteran teacher cannot predict and establish a set way of teaching a class until they truly get to know their students. This is a very unpredictable period in the classroom and can set the standard for the rest of the year. I learned that establishing and consistently enforcing rules and consequences are essential. Mrs. Seluga clearly explained all rules and consequences. Students are given one chance if they break a rule but after that they will be responsible for the consequences. At first, I felt bad for having to enforce the rules so early in the year and felt like I constantly had to be the ‘mean’ teacher. I was surprised when students began telling me they were lucky to have me as a teacher, when I asked why, they told me it was because I was nice. Later that day, I told Mrs. Seluga about the conversation with the students and joked that I felt like a mean teacher. She explained that I was genuine with the students and they will always recognize that I am looking out for their best interest, even if they are in trouble. She said that because I was consistent and showed respect for the students, they respect me in return, even when I have to seem like the bad guy. This was one of the most valuable and comforting things I have learned so far. I feel that some people believe they have to put up a front while teaching and act like someone they are not. I never expected that being myself with students would not only be my best behavior management tool, but teaching tool as well. I was able to gain the trust of my students which allowed me to effectively teach them to learn. The moment I realized I had gained the trust of thirty-five fifth grade students, from a variety of different background, overwhelmed me with happiness.
As education majors, we have been told throughout our studies that we will not know if we truly want to become teachers until we student teach. It is safe to say that after my experience so far, I have found my true calling. I have never worked so hard, been so tired, and been so happy in a semester. There were many challenges and moments I thought I would never see my friends again, but it is all worth it. I have learned more about becoming and teacher and about myself in seven weeks of student teaching than I have in three years in a classroom. On my last day with the fifth grade, each student told me what they liked best about my teaching. Hearing each student’s response and receiving their cards and pictures made me realize that in my seven weeks I had been able to make a small difference in the students’ lives. I not only learned how to become a better teacher, but I actually taught students to learn, think outside the box, and motivated them to be creative. I am looking forward to another seven weeks of learning as I teach third grade. I have never worked with students in special education at such a young age and I am excited to learn from these students and teacher.