By big takeaway this week was to take part and earn student trust in Miss C’s period two reluctant learners classroom. It was our first time being within this class period. The students were a little standoffish, and definitely untrusting of us. Our classroom teacher introduced us and told the students we would be observing their class for a few weeks. Right off the bat the students were skeptic and were unwelcoming. The students were not rude or disrespectful by any means. The students were uninterested in our presence and gave one word or minimal word responses to our questions about their paper topics or if they needed any help. The students were working on their research papers for their senior projects. A lot of the students had quite a ways to go on their papers, but were reluctant to use us for one on one help or guidance. After class our classroom teacher explained to us that this was a great bunch of kids, but that they needed time to feel comfortable with us and trust us. Going in for day two with this class I knew what to expect right away, or so I thought. A few students opened up to us and were willing to have us assist them in their papers. I was pleasantly surprised. Honestly, it felt great to see this transformation overnight. I noticed it was a trickle effect—more and more students were willing to share their writing with us by the end of the period. Day three I was thrilled that students could not wait to have us help them with their papers.
Saturday, April 5, 2014
High School Week Two Reflection
Our cooperating teacher’s
classroom starts out with her talking with all of her students about their
lives, their nights, their plans after school, or whatever the student wants to
talk about with her until the bell rings. Once the bell rings she begins
talking to the students about what they will be doing for the day and what they
should have completed by the end of the period. She discusses her expectations
for the day and upcoming due dates for papers and projects. One of the big
things I noticed is that Miss C. is always positive with her students. She is
forever telling them how smart they are, how great they are, how impressed she
is with them, and how much she values them. Her stance in the classroom is
their teacher, but also a mother figure or maybe an older sister. She cares for
them and does not shy away from sharing that information. Miss C. also expects a
lot from her students and expects them to exceed. She is their teacher and
their disciplinarian. It is unspoken, but practiced by all. No one wants to
upset her or be on her bad side. They all love her and joke with her, and she
gives it right back to them. I love seeing this!! I love that she does not have
a list of rules and regulations. I love that her students know what the
appropriate behavior and conduct is for her and her classroom without having to
be reminded or without a list hanging on the wall. These students, and even
students she does not have this year, want to make her happy and proud. Her senior
skills class in particular is a revolving door where students pop in just to
say hi and tell her a story or bit of information. I also noticed this is her relationship
with her peers and administration. Walking down the halls with her in between
classes you can see just how well liked she is by all. Every two steps we were
stopping to say hi to a student or peer. She knew everyone’s name, told jokes,
asked questions about jobs and life outside of school, and paid compliments to
all. She is truly a magnetic type of person—all who surround her are drawn to
her positive and encouraging disposition.
By big takeaway this week was to take part and earn student trust in Miss C’s period two reluctant learners classroom. It was our first time being within this class period. The students were a little standoffish, and definitely untrusting of us. Our classroom teacher introduced us and told the students we would be observing their class for a few weeks. Right off the bat the students were skeptic and were unwelcoming. The students were not rude or disrespectful by any means. The students were uninterested in our presence and gave one word or minimal word responses to our questions about their paper topics or if they needed any help. The students were working on their research papers for their senior projects. A lot of the students had quite a ways to go on their papers, but were reluctant to use us for one on one help or guidance. After class our classroom teacher explained to us that this was a great bunch of kids, but that they needed time to feel comfortable with us and trust us. Going in for day two with this class I knew what to expect right away, or so I thought. A few students opened up to us and were willing to have us assist them in their papers. I was pleasantly surprised. Honestly, it felt great to see this transformation overnight. I noticed it was a trickle effect—more and more students were willing to share their writing with us by the end of the period. Day three I was thrilled that students could not wait to have us help them with their papers.
By big takeaway this week was to take part and earn student trust in Miss C’s period two reluctant learners classroom. It was our first time being within this class period. The students were a little standoffish, and definitely untrusting of us. Our classroom teacher introduced us and told the students we would be observing their class for a few weeks. Right off the bat the students were skeptic and were unwelcoming. The students were not rude or disrespectful by any means. The students were uninterested in our presence and gave one word or minimal word responses to our questions about their paper topics or if they needed any help. The students were working on their research papers for their senior projects. A lot of the students had quite a ways to go on their papers, but were reluctant to use us for one on one help or guidance. After class our classroom teacher explained to us that this was a great bunch of kids, but that they needed time to feel comfortable with us and trust us. Going in for day two with this class I knew what to expect right away, or so I thought. A few students opened up to us and were willing to have us assist them in their papers. I was pleasantly surprised. Honestly, it felt great to see this transformation overnight. I noticed it was a trickle effect—more and more students were willing to share their writing with us by the end of the period. Day three I was thrilled that students could not wait to have us help them with their papers.
Subscribe to:
Post Comments (Atom)
Practicum students have reported this phenomenon over the years--that MS students are ready to be your best friend, whereas the HS students want to sit back and feel you out a bit. Ms. C sounds like a great role model for who to be, but remember that she earned that over the years. It will take a little while to establish the kind of natural authority (or seemingly natural) that she has without also establishing that you also don't take any BS :)
ReplyDeleteI, too, have noticed this distance high schoolers put between them and new adults. I feel they do this as part of a development process they must go through, on their journey toward determining the safety of individuals. It really is a significant difference from the middle schoolers, who immediately trust. From subbing, I noticed some students have a highly honed BS detector, which is impressive in any kid.
DeleteIt's great that the students are warming up to you and allowing you into their space and their heads. I love that your teacher takes the time before the bell rings to just talk to the students about things that are not necessarily academic. I personally love hearing about student lives and interests it allows for new connections to make to the material.My favorite is student slang.
ReplyDeleteThis post reminds me of the back-and-forth from my own placement. It's really heartwarming to see students (and former students) come in and want to talk with their teacher. I'm really glad you're experiencing that.
ReplyDelete