by Kaleigh Klemm (May '08 graduate)
Most of you have by now probably heard how difficult student teaching is, either from other students or from your professors. If you are anything like I was, your stomach is churning just at the thought of managing and running your own classroom. However, as I find myself on the home stretch, I’ve taken a few minutes to reflect on those things that simplified my student teaching experience, and made it all the more enjoyable.
Planning is the area of teaching that originally gave me nightmares – I could just see it taking over my life. However, I’ve found that a good organizational method and a detailed plan book will take you far in your student teaching career. Because I like to see the big picture, I usually plan in units that take two to three weeks. I want to know before I even begin teaching a new concept where my students will be at the end and what they will have grasped. So before I even begin thinking of all the little details of each lesson, I write out a day-by-day outline stating what I plan on covering and the objective number. I can always add to this outline once I determine exactly how I want to teach each concept. It is then easy to take each day’s activities and write a lesson plan. Transferring the day-by-day outline into a plan book is also a breeze.
My next piece of advice involves utilizing those resources made available to you. This includes both material resources and people. I strongly recommend that you ask your clinical teacher for any files she has on whatever you are teaching. Even if your teaching style is different from your clinical teacher’s, he or she may still have helpful information, overheads, worksheets, or activities already available. Also, do not be afraid to ask your clinical teacher, other teachers, and other interns for advice. Everyone’s teaching style and classroom management style differs, so by discussing ideas and issues with them, you will acquire a vast wealth of knowledge that may be helpful not only during your student teaching, but also throughout your teaching career.
This brings me to my last suggestions: collaborate with the teachers on your team, in your grade, or in your subject area. We plan as a fourth grade team, and while I often plan activities for the whole team, they offer me guidance and often recommend activities that have worked well in the past. For instance, I talked with one of the teachers about possibly conducting an economy simulation, only to find out during team planning that another teacher had several resources for us to use. However, collaboration extends beyond just your team. By collaborating with the resource teacher, the special teachers, and the remediation teacher, you can guarantee the best education for your students. Collaboration also fosters a team mentality where everyone helps everyone else. Friendships stem from this attitude and result in a much more positive work environment.
I hope you will remember these few tips as you enter your Senior II semester. Find what works for you, and remember to begin each day with a fresh state of mind. Despite all the stressful moments, know that each day is a new adventure – an adventure that will lead you into the next chapter of your lives.
Wednesday, July 30, 2008
Wednesday, July 23, 2008
Junior Trip: New York City
by Kristen Hales (rising senior)
The Junior Trip to New York was a fabulous experience. Having never been that far north before, many of us weren't prepared for just how cold New York City can be! We left Greenville at a sunny eighty degrees, and reached NYC in time for a brilliant drizzly day and very cold weather. Luckily though, most everyone had checked the weather, and brought along coats and umbrellas.
After our preliminary tour, we were allowed to sight see and peruse the city for things to do. Groups went shopping, to the Statue of Liberty and Ellis Island, China Town, the Empire State Building, museums, and Broadway shows. Teaching Fellows made sure we were well fed as well. The juniors and chaperons dined at Carmines on Thursday evening, where we were given an eleven course family style dinner fit to feed a king! Friday, we had another excellent dinner at Radio Perfecto in Harlem, and Saturday we dined at Carnegie Deli before going to see Mamma Mia, a musical based on the music of ABBA.
The trip home was enjoyable, but everyone was sad to leave the hustle and bustle of Times Square, which was less than a block from the hotel where we stayed. I know I speak for all of the Junior Class when we thank the Travel Committee and the office for providing us with excellent transportation, lodging, and entertainment in New York City!
The Junior Trip to New York was a fabulous experience. Having never been that far north before, many of us weren't prepared for just how cold New York City can be! We left Greenville at a sunny eighty degrees, and reached NYC in time for a brilliant drizzly day and very cold weather. Luckily though, most everyone had checked the weather, and brought along coats and umbrellas.
After our preliminary tour, we were allowed to sight see and peruse the city for things to do. Groups went shopping, to the Statue of Liberty and Ellis Island, China Town, the Empire State Building, museums, and Broadway shows. Teaching Fellows made sure we were well fed as well. The juniors and chaperons dined at Carmines on Thursday evening, where we were given an eleven course family style dinner fit to feed a king! Friday, we had another excellent dinner at Radio Perfecto in Harlem, and Saturday we dined at Carnegie Deli before going to see Mamma Mia, a musical based on the music of ABBA.
The trip home was enjoyable, but everyone was sad to leave the hustle and bustle of Times Square, which was less than a block from the hotel where we stayed. I know I speak for all of the Junior Class when we thank the Travel Committee and the office for providing us with excellent transportation, lodging, and entertainment in New York City!
Wednesday, July 16, 2008
Senior II Reflection: Special Education
by Hayley Flynn (May '08 graduate)
Over the course of the Senior II Student Teaching experience, it is expected that we all teach countless lessons across content areas, establish our own classroom management plan, and have contact with parents and families. In addition to such requirements, I have also created, implemented, and reported on an action research project.
As a Special Education major, it is required that I do an action research project. Action research is one way for teachers to make sure that they are practicing effective teaching methods that benefit their students. In beginning an action research project, the teacher must identify a problem, either behavioral or academic. The teacher must then identify an intervention, or a way to correct the problem. Research must be done on the chosen intervention by gathering information from sources including peer reviewed journals. Once a research based intervention is chosen, baseline data must be gathered. Baseline data is the student’s current level of function including the frequency of a given behavior or a group of scores on a test. At this time the intervention can be implemented. Throughout the intervention, it is important to gather data to chart the student’s progress.
This semester, I chose the topic of multi-sensory instruction to increase spelling scores of basic sight words. My baseline data showed that my students had difficulty spelling basic sight words. My intervention had the students go to multi-sensory based centers to work with a group of 10 basic sight words. In one center, students use whisper phones to spell words (auditory). In the second center, students use sand trays to spell out the words (tactile/kinesthetic). In the third center, students spell out words using magnetic lettering (visual). Prior to each center time, students are given a spelling test probe to chart their progress throughout the intervention. So far, the intervention is showing promise, specifically with students with learning disabilities.
Over the course of the Senior II Student Teaching experience, it is expected that we all teach countless lessons across content areas, establish our own classroom management plan, and have contact with parents and families. In addition to such requirements, I have also created, implemented, and reported on an action research project.
As a Special Education major, it is required that I do an action research project. Action research is one way for teachers to make sure that they are practicing effective teaching methods that benefit their students. In beginning an action research project, the teacher must identify a problem, either behavioral or academic. The teacher must then identify an intervention, or a way to correct the problem. Research must be done on the chosen intervention by gathering information from sources including peer reviewed journals. Once a research based intervention is chosen, baseline data must be gathered. Baseline data is the student’s current level of function including the frequency of a given behavior or a group of scores on a test. At this time the intervention can be implemented. Throughout the intervention, it is important to gather data to chart the student’s progress.
This semester, I chose the topic of multi-sensory instruction to increase spelling scores of basic sight words. My baseline data showed that my students had difficulty spelling basic sight words. My intervention had the students go to multi-sensory based centers to work with a group of 10 basic sight words. In one center, students use whisper phones to spell words (auditory). In the second center, students use sand trays to spell out the words (tactile/kinesthetic). In the third center, students spell out words using magnetic lettering (visual). Prior to each center time, students are given a spelling test probe to chart their progress throughout the intervention. So far, the intervention is showing promise, specifically with students with learning disabilities.
Wednesday, July 9, 2008
Photos from the School of Art, 2007-2008
Photos by Robyn McLawhorn (rising senior)
Every year, undergraduates in ECU's School of Art and Design have many opportunities to show their work, in addition to the senior show each one of them will host. There are currently a handful of art education majors in the ECU TF/MS program, and they're all quite active in the SOAD community as well as in the TF/MS program.
Rising senior TF Sarah Wittmer, a former art education major who never quite could give up art & design courses after switching to history education, works at the Printmaking Guild's table at the annual School of Art and Design Holiday Sale. Each individual program in the School of Art has a Guild, which coordinates each program's extracurricular activities. About 10% of Holiday Sale sales go to the guilds, while the other 90% go straight to the artist.
Rising senior Robyn McLawhorn, an art education major, is doing her required concentration in photography but had great success in her metal design survey course as well. Her work was accepted to the spring SOAD Undergraduate Show, an annual extravaganza of the finest undergraduate art & design work.
Every year, undergraduates in ECU's School of Art and Design have many opportunities to show their work, in addition to the senior show each one of them will host. There are currently a handful of art education majors in the ECU TF/MS program, and they're all quite active in the SOAD community as well as in the TF/MS program.
Rising senior TF Sarah Wittmer, a former art education major who never quite could give up art & design courses after switching to history education, works at the Printmaking Guild's table at the annual School of Art and Design Holiday Sale. Each individual program in the School of Art has a Guild, which coordinates each program's extracurricular activities. About 10% of Holiday Sale sales go to the guilds, while the other 90% go straight to the artist.
Rising senior Robyn McLawhorn, an art education major, is doing her required concentration in photography but had great success in her metal design survey course as well. Her work was accepted to the spring SOAD Undergraduate Show, an annual extravaganza of the finest undergraduate art & design work.
Wednesday, July 2, 2008
Surprise! Some Things You May Not Have Considered Before Beginning Your Student Teaching
by Patrick Hales (May '08 graduate)
The following is a list that I wish to pass along to those of you embarking on the strange and fantastic journey that is student teaching. Consider each of the following points and take them to heart. I feel that they will be of some assistance to you in your dark times.
1. You will have dark times. Don’t kid yourself. If you didn’t second guess, kick, or otherwise mentally abuse yourself at times, you would not be a good teacher. It happens. What you’ve got to remember and hold onto when you feel like you want to give up is this: you grow from failure, not from success. Without failure, success is nothing.
2. All your students will not want to know you or learn from you. A sad, but true fact. Many students could care less. The magical thing about a good teacher, though, is that we can trick them into learning.
3. You will be told that your primary job is not teaching. Many administrators will switch your primary job’s focus from day to day. Monday, it may be to keep accurate attendance. Tuesday, it may be accommodations. Wednesday, it could be to clean up the cafeteria for all you know. Long story short; be true to yourself and your students. If, at the end of the day, your students can leave better off than when they came in, you’ve done one heck of a job no matter what the administration says.
4. Number three being said, you’ve got a lot to keep up with other than actual teaching. You have to keep attendance, grade books, lesson plans (hard copy and online), IEP’s, 504’s, health action plans, emergency evacuation plans, and a whole lot of odds and ends. You’re a secretary, administrator, counselor, nurse, everything really. In my student teaching alone, I’ve had two pregnant students, three with severe asthma, one with a imbalance that makes her pass out if she stands up to fast, one with low blood sugar, and one who was the first person to successfully receive this special type of transplant, all of whom I have had to be trained on how to handle in specific situations. Also, I have about 5 students in each class that have to leave every time I give a test because their IEP’s say they must either get it read aloud or they get a separate setting. I realize that number four has gone long, but I say all this to say: you’ve have got so much more to deal with than you ever thought. Be prepared. And in the words of Douglas Adams, Don’t Panic.
5. They weren’t kidding, you are underappreciated. People don’t think you do anything because they can’t see our results with their eyes. Everyone in the world thinks they can do our job. Just grin and bear it. You’ll see results and you’ll love it.
Thank you all for reading and choosing to be what you are, which is evidently amazing people. It takes that to do our job. Remember, you’re not alone out there. Don’t give up!
The following is a list that I wish to pass along to those of you embarking on the strange and fantastic journey that is student teaching. Consider each of the following points and take them to heart. I feel that they will be of some assistance to you in your dark times.
1. You will have dark times. Don’t kid yourself. If you didn’t second guess, kick, or otherwise mentally abuse yourself at times, you would not be a good teacher. It happens. What you’ve got to remember and hold onto when you feel like you want to give up is this: you grow from failure, not from success. Without failure, success is nothing.
2. All your students will not want to know you or learn from you. A sad, but true fact. Many students could care less. The magical thing about a good teacher, though, is that we can trick them into learning.
3. You will be told that your primary job is not teaching. Many administrators will switch your primary job’s focus from day to day. Monday, it may be to keep accurate attendance. Tuesday, it may be accommodations. Wednesday, it could be to clean up the cafeteria for all you know. Long story short; be true to yourself and your students. If, at the end of the day, your students can leave better off than when they came in, you’ve done one heck of a job no matter what the administration says.
4. Number three being said, you’ve got a lot to keep up with other than actual teaching. You have to keep attendance, grade books, lesson plans (hard copy and online), IEP’s, 504’s, health action plans, emergency evacuation plans, and a whole lot of odds and ends. You’re a secretary, administrator, counselor, nurse, everything really. In my student teaching alone, I’ve had two pregnant students, three with severe asthma, one with a imbalance that makes her pass out if she stands up to fast, one with low blood sugar, and one who was the first person to successfully receive this special type of transplant, all of whom I have had to be trained on how to handle in specific situations. Also, I have about 5 students in each class that have to leave every time I give a test because their IEP’s say they must either get it read aloud or they get a separate setting. I realize that number four has gone long, but I say all this to say: you’ve have got so much more to deal with than you ever thought. Be prepared. And in the words of Douglas Adams, Don’t Panic.
5. They weren’t kidding, you are underappreciated. People don’t think you do anything because they can’t see our results with their eyes. Everyone in the world thinks they can do our job. Just grin and bear it. You’ll see results and you’ll love it.
Thank you all for reading and choosing to be what you are, which is evidently amazing people. It takes that to do our job. Remember, you’re not alone out there. Don’t give up!
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