Middle Years is fine by me

Hi Everyone,

It really is great to read everyone's posts. It makes me feel less isolated from you guys. Please keep writing. I know we're all getting quite busy, but I think it's important for us to share this stuff.

The biggest thing I've learned so far is that teaching IS A LOT OF ORGANIZING, and REORGANIZING, and RETHINKING what you are doing and where you want to get to!

By the sounds of things, we're each having very unique experiences. I can't wait to sit down with each of you for a coffee back at the university and exchange stories. Like most of you, I too have been assessed once by my faculty advisor. His feedback seemed completely canned. I had no classroom management issues (thankfully), but almost all of the 'debriefing' time was spent talking about making sure I had a strategy when I needed to regain the class' attention. I have to be honest here. I'm really liking Justin's clapping trick. It seems quite age appropriate in the middle school, so I'm hoping it still works in the high school as well. By the sounds of things (Mitch), it does.

I've dabbled a bit with the odd lesson, activity, or demonstration up to the beginning of this week. Now, I am teaching anywhere between 2 and 4 forty-minute classes per day (mostly science, but some math). I find the fractions in math quite easy to teach, but not very interesting. The science, where my interest lies, is providing me with a continuous challenge. The lesson plans I've generated for the unit seem to be appropriate for about 60 minute lessons, so I'm not getting nearly as much done as I anticipated I would. So basically, I've had to re-jig my lesson plans (for about the 3rd time). Between this and student absences, interuptions, professional development days, and seasonal activities, I'm beginning to realize that I won't be able to accomplish as much as I'd hoped with them.

I'm also struggling with assessment in science class. The kids are VERY focused on whether something is for marks. I know we should be assessing constantly, but it's not as straight forward as it is with math. Teach, give a worksheet, check their understanding by walking around or having them hand it in, then give a quiz. With science, I'm giving them the opportunity to work in groups and create something to show their understanding of what we're learning in class. It's group-work, but it has been suggested that I shouldn't give all of the kids the same grade. I want them to hand something in that they're all proud of, and that they want to share with the other groups, but they seem reluctant to embrace the idea if it isn't 'for marks'. I'll be having them perform a scientific investigation (in groups) soon. Each student will be handing in a 'report' that will be graded. It's tough to assess them on their cooperation within the groups though. It feels wishy-washy to me. Some are obviously working well together. Some are obviously not, but most are in a very grey area in between. Maybe the water will become less-muddy once the reports are actually in.

Keep on writing. It's great to get a glimpse into your lives.