For those of you who attend CSU and who are in EDCU 350 (the Junior High Praticum) you have discovered the joys of "field notes." Here are my observations thus far of the poudre school district junior high schools:
February 12, 2008
REFLECTIONS ON:
Boltz Junior High
When I first walked into Boltz, my first thought, honestly, was “Geez, this building is old.” I noticed the dark halls, the ancient lockers, the faded wood and green chalkboards in the classrooms, the “cafetorium,” and the building’s small size which are all things that I never was exposed to in my early years of education. It threw me off a little, and I admit I made some instant assumptions about the school and the performance and personalities of its students before I even met them. These ideas changed almost instantly however after listening to the vice principal and principal talk about how important it is that they have relationships with each other and that they push each other to the greatest potential. Even the students who guided us around made everything feel like the “family” style they had been talking about. It was interesting how they all said it was a place that you just come to and stay because you don’t want to leave.
I liked the smaller class sizes and the friendly feel of everyone knowing the names of everyone else as they passed. I was also very impressed with the principal knowing the names of her students and how they were involved with the schools programs. I especially liked that she made it her personal duty to check up on the kids as well as to praise them. I feel like Boltz is very diverse in its students, but that the adults there strive to really make sure that everyone succeeds. I love the motto, “I Have a Dream,” and the fact that no dream is too unrealistic at this point.
I also was very impressed by the extra time given at the end of the day for students who need it. It showed me that the school understood the ranging socio-economic classes that make up the school and that real steps were taken to help the kids who did not have time to complete assignments outside of school. It spoke a lot to me that action was very present in the school instead of just talk. It was also interesting to hear that the administrators were excited for the upcoming change to a middle school system and that they were already planning for it and embracing it. I felt very safe in the school and imagine that if I had been there for student teaching that I would feel very welcome and not intimidated.
February 14, 2008
REFLECTIONS ON:
Preston Junior High
Preston was a completely different experience for me than Boltz was. It was almost like an opportunity to look at the other end of the spectrum. I felt overwhelmed immediately walking into a two story building for just a junior high and not even being able to tell which door led to the front office. However, it was an impressive school. Everything was new and big and clean, which is what I was used to in my schools. Looking at the students during passing period, I felt like I had just taken a trip back five years and that I could fit in. The clothes, the attitudes, the diversity were all very much the opposite of Boltz.
I immediately thought back to all the preppy girls that I went to school with when I saw the girls in skirts and flip flops (in cold weather) with their giant teddy bears and balloons clogging the hallways. Though I felt more comfortable in this school because of its “newness,” I was still stereotyping it just as much as I did at Boltz. It was such a weird experience to be back in a grade that I’m not very far away from in terms of time, but I feel like I’m a world apart from. Preston just reminded me so much of my middle school, and even high school years that I feel like it would be more difficult for me to have been an authority figure there rather than Boltz.
I was very impressed by both the principal and vice-principal and how much passion they showed for their students and the image of their school. I found our conversation of the future middle school model to be very insightful. I think that changing the allotted time for core subjects and electives will really help more with the transition between the three schools. I also liked how they are constantly trying to improve their students’ grades and test scores. I feel like it fantastic for them to want 100% from everybody and to change things up in order to achieve that goal. I think that the school was very well organized and that all the teachers are held to very high standards, especially with the principal popping in all the time. The classrooms that we visited looked very controlled and the walls were all covered with art, projects, and activities which is very positive.
I thought it was interesting that principal was so adamant about double certifications. This is the first time I have ever heard any mention of this. And though it does make sense with the new team teaching idea, I really don’t know what I would even want to concentrate in other than English. I chose English because I really do not like anything else enough to take successive credits of it. I understand his point that teachers should know a little about everything in order to be well-rounded and incorporate different subjects, yet I also feel like that does not mean having to be certified also in social studies or science.
I feel like teaching is one of those things that always changes in ways that are unexpected. Yes, I know that it is always changing and evolving, but I also felt after the conversation with the principal that the idea of me actually being a teacher and having a school and students went, theoretically, further away. Now I should have a double concentration or hold a master’s degree or be able to work with special needs students, plainly, I should just be able to offer more than I can right now. I think those things are good to have, but it makes that idea of getting a job very intimidating. Being at Preston really opened the subject of how qualified I am and how qualified I should be in order to teach students. It’s a lot more than I expected.
February 19, 2008
REFLECTIONS ON:
My 1st Day at Lesher
My first day was definitely filled with excitement and seemed to have many more events than could justifiably fit into 90 minutes. I started out in the teacher’s lounge overseeing the last few minutes of lunch and listening to some common “teacher talk” which was pretty interesting. I felt immediately comfortable with everyone there and didn’t feel out of place like I thought I would.
When I got to the classroom I found out that only the student teacher would be there, which was fine because we hit it off immediately and she was able to give me a lot of insight about how she spent her junior high practicum and all of the things she wanted me to get out of mine. She immediately got me involved in the class, passing things out, taking attendance, and helping with worksheets. The class went by quickly and she had many activities that she switched up about every 15 minutes which helped the kids to maintain interest in Romeo and Juliet. The class had only about 19 students, all who were very well behaved, and who immediately addressed me like I had been with them for months.
The structure of the class though was very interesting to me. For example, none of the textbooks or workbooks were taken home or out of the classroom. All reading and work was done in class and little, if any, homework was assigned. I was just in a regular English class, so it shocked me a little when I found out it wasn’t remedial. Most of the kids in the room were not white. I believe, if I had to guess, that most of them were Hispanic and there was always a Chinese girl. I’m not sure quite how good her English is, but she barely even looked up from her desk. Only about four kids voluntarily participated (and this was only because they were offered five points of extra credit- just for reading out loud!!). And a few did no work the entire class period.
I think that the activities were good, the time was well structured, and the teacher did her best, but some of the kids just could not and would not be engaged. At the end of the period, grade sheets were handed out and that was about the only time every one had something to say about how their grade was wrong and they really did do the assignment, or the computer was broken, etc. Many students were below average and failing which was a shock to me because it seemed like if everything was done in school and the teacher made such an effort to make handing things in simple then the grades would be better.
I felt like if I hadn’t known the grade level of the class, I would have thought it was much lower than ninth. I went into the school knowing it had the IB program and expected much of what I know about the pre-AP program to be present in my classroom, but it wasn’t. I feel like after sitting through the class period it was difficult to even say what they kids had learned that day. Even though activities were done, I feel like they didn’t pay enough attention or retain the information or even have a point to focus on. It was a great experience being in the classroom, but slightly frustrating to not have more control when I had so many ideas flying through my head on how to engage the students and find out if they had actually learned something from the lesson. I felt like they bonded with me quickly and that the time was very positive, but I really wish that I was there everyday and that I could get to know them faster and better.
