Thursday, October 22, 2009
Lots going on!
My observation was great! KSS in Qualicum has a very strong music program with several music courses/groups going on throughout the year, concert bands, jazz bands, choir, vocal jazz, guitar classes, regular band classes and several jazz combos or other chamber groups. With so much going on it made for long days (7:20-4:30 almost ever day, usually with about 15 mins for lunch), and not much time to check out other classes. There were two teachers and two band rooms which were both in use most of the day. My very first day was also the same day that the two teachers learned that they would be taking over one of the local middle school's music program two afternoons a week. It was really awesome to watch their first day with the students and see the difference that they were able to make with the students in such a short time. The first few classes were spent establishing new routines, correcting some bad habits and setting high expectations for the students to rise to. The students were playing so much better already by the second week. It was very informative to see what went into taking over a new program. We totally reorganised the equipment room, went through the music library, and rearranged the band room, the next step is to take inventory of all of the school instruments and find out which instruments need repairs, organise a trip for the concert band and get a jazz band started. There is a lot of work ahead but I am excited to see how far they will have come when I come back in the Spring!
Wednesday, October 21, 2009
Boys only schools?
Hi everyone, I just happened to come across this article on the possibility of a Boys Only primary school opening in Toronto. Let me know what you think!
http://ca.news.yahoo.com/s/torsun/091021/canada/board_eyes_boys_only_school
http://ca.news.yahoo.com/s/torsun/091021/canada/board_eyes_boys_only_school
Here, There, and Everywhere
For the observation I have been piggy-backing at Colquitz Middle School with Kathy. Our first week was spent mostly observing the music classes. At Colquitz, there are more general music classes than performance groups because of the exploratory program. It is very interesting to see how general music varies from performance based groups such as band or choir.
Perhaps the most valuable thing that we did was observe other classes. I observed/participated language arts classes, PE classes, several art classes, a drama rehearsal, a few clubs, and a social studies lesson. It was interesting to see how differently teachers cope with the same behavior problems or to observe the varied class structures. Talking with each of the teachers, one main topic or “words of advice” always came up: you never end up where you think you'll end up. One teacher's area was originally science and everyone thought she'd be in elementary school, but she's in the middle school teaching art, drama, and a little classroom teaching. Another was a PE student teacher who ended up getting her home ec diploma. One more wanted high school but it turned out that she loved teaching middle school students more. The “lesson” they all wanted us to know is to try everything because you never know what or where you'll end up teaching.
In talking to each of these teachers, when talking about students with behaviour problems, in pretty much every instance, the teacher said that they had behaviour problems but they were really a good kid. That is really important to distinguish – the behaviour from the actual kid. There are reasons why the student is behaving that way, in most cases.
These two weeks have been absolutely wonderful and I find that I've enjoyed my entire observation period completely. My most favourite part about the observation was getting to know the students. Maybe it's because I was allowed to be weird and make expressive faces. Though my practicum will be with a different age group (grades 8-12), I would definitely consider teaching at a middle school.
Perhaps the most valuable thing that we did was observe other classes. I observed/participated language arts classes, PE classes, several art classes, a drama rehearsal, a few clubs, and a social studies lesson. It was interesting to see how differently teachers cope with the same behavior problems or to observe the varied class structures. Talking with each of the teachers, one main topic or “words of advice” always came up: you never end up where you think you'll end up. One teacher's area was originally science and everyone thought she'd be in elementary school, but she's in the middle school teaching art, drama, and a little classroom teaching. Another was a PE student teacher who ended up getting her home ec diploma. One more wanted high school but it turned out that she loved teaching middle school students more. The “lesson” they all wanted us to know is to try everything because you never know what or where you'll end up teaching.
In talking to each of these teachers, when talking about students with behaviour problems, in pretty much every instance, the teacher said that they had behaviour problems but they were really a good kid. That is really important to distinguish – the behaviour from the actual kid. There are reasons why the student is behaving that way, in most cases.
These two weeks have been absolutely wonderful and I find that I've enjoyed my entire observation period completely. My most favourite part about the observation was getting to know the students. Maybe it's because I was allowed to be weird and make expressive faces. Though my practicum will be with a different age group (grades 8-12), I would definitely consider teaching at a middle school.
Dear Phil...
It's been interesting. I've seen a wide variety of classes--global studies, creative writing, foods, specialized rowing and lacrosse programs, choir, and all the usuals like grade 9-10 science and English and math. It's interesting how there are similarities between the teaching of these subjects: the school prioritizes note taking and setting clear/strict expectations for the first month before "easing up."
I had originally planned on researching the Claremont Review for this class--this is a magazine/book of student writing published quarterly by the school. I can tell you all about it, and I'd love to because it's really neat. But I've also changed my area of research for this class. I'd like to report on class opening techniques. Does that work?
I had originally planned on researching the Claremont Review for this class--this is a magazine/book of student writing published quarterly by the school. I can tell you all about it, and I'd love to because it's really neat. But I've also changed my area of research for this class. I'd like to report on class opening techniques. Does that work?
Monday, October 19, 2009
music can be fun!?
I have a lot to say about my practicum but right now I just want to throw this out there. Today I went and watched a grade 8 music class and it was actually really fun. The teacher (who I'm told runs an award-winning program) had the kids wrapped around his finger and I was so impressed with how he managed such a chaotic environment. I think he kind of taught for me, just some of his expressions and behavior seemed a little unnatural, but the kids were hooked and I really enjoyed it. I am not a musical person at all so I mostly heard just a lot of clangitybangity instruments but he could pick out every instrument, every student, and break it down to clapping or whatever and then pick it back up as a class again. Plus, he used sports analogies to explain things to me!
Anyway. It's not that I had a bad opinion of music/music ed. originally, I just never gave it much thought. But I'm glad I went to this class. I got to see some really good teaching and gain a bit of a new perspective.
Anyway. It's not that I had a bad opinion of music/music ed. originally, I just never gave it much thought. But I'm glad I went to this class. I got to see some really good teaching and gain a bit of a new perspective.
A teacher's influence
I've found it very fascinating to watch how students behave in different classrooms according to what teacher they have. The cell phone issue is one that becomes very obvious: I observed one class where the teacher wasn't very strict about cell phones and as a result, had more than 50% of the class texting (and some actually watching movies on their iphones!). He has a very relaxed and easy going teaching style -very sarcastic and jokes around with the kids perhaps a little TOO much. The student's seem to really like him. HOWEVER, I'm not sure how much they're actually learning... the student's behaviour and lack of respect seems to be a very clear reflection of the teacher's attitude and standards.
I also observed a class where the teacher had a warning rule for the cell phones: first time's a warning, second time it goes on the teacher's desk, and the third time it goes to the office. However, although the students are aware of this policy, the teacher doesn't actually follow through with it! Even as the policy was being described to me, she turned and asked the same student several times to put their cell phone back in their bag... it became very clear that without consistency in the rules, the students are aware that they can get away with it over and over again.
Today I observed a class where there weren't ANY cell phones out; I was shocked! I mentioned it to the teacher and she said it's because they KNOW if she sees it, she'll take it- no warnings. Another student overheard and commented, "oh no-in this class you don't even try..." I also noticed that, unlike the first teacher I described, she had a professional manner and treated her students like adults. It became very apparent that the teacher truly does set the tone for the classroom; the student's behaviour will clearly reflect the attitudes, energy, tolerance, and standards of the teacher.
I also observed a class where the teacher had a warning rule for the cell phones: first time's a warning, second time it goes on the teacher's desk, and the third time it goes to the office. However, although the students are aware of this policy, the teacher doesn't actually follow through with it! Even as the policy was being described to me, she turned and asked the same student several times to put their cell phone back in their bag... it became very clear that without consistency in the rules, the students are aware that they can get away with it over and over again.
Today I observed a class where there weren't ANY cell phones out; I was shocked! I mentioned it to the teacher and she said it's because they KNOW if she sees it, she'll take it- no warnings. Another student overheard and commented, "oh no-in this class you don't even try..." I also noticed that, unlike the first teacher I described, she had a professional manner and treated her students like adults. It became very apparent that the teacher truly does set the tone for the classroom; the student's behaviour will clearly reflect the attitudes, energy, tolerance, and standards of the teacher.
The Good, The Bad and The Ugly
The good: I am helping out with the Hockey Canada Skills Academy which is run by certified coaches and also monitored/run by teachers from ADSS. I go on the ice every other day and help out with practices. It's so much fun and they really enjoy having me there as I am making great connections with the female players. I would be in heaven if I ever had the opportunity to be a part of this type of program in the future. I do believe that I will still be involved in this program come January, but I am pretty sure that half way through February they begin dry-land training. I am really interested in checking this out as well and think that I could be a valuable asset to this aspect of the program as well.
Another good: All of my sponsor teachers (i have 3!) are pretty welcoming and helpful. I am trying to get into many different classrooms but am finding it hard to find available and willing teachers. ADSS gets a lot of student teachers from VIU and some teachers don't like having more than one of us in the classroom at one time.
A good/bad: (depending on how you look at it!) Starting in February I will be helping to teach the Golf class. This involves a lot of time up at the local 18 hole golf course where the PE teacher works along with the Golf Pro. On days that we are not at the course, we head to Glenwood center which is a multi-sport center to do indoor golf(this should be interesting). The problem is.... I CAN'T GOLF!! My mentor teacher assures me that I will do just fine and I'll be a pro in no time but I seriously have my doubts!!
A bad: Both of the PE classes I am observing right now have HUGE participation/strip problems. There always seems to be a minimum of 5 students who are not participating and do absolutely nothing but sit on the sidelines. They are not involved AT ALL. Through speaking with my mentor teachers this seems to be an ongoing problem. They say that they call home frequently but see little improvement. Apparently a number of kids fail PE 9 and 10 every year which leads me to my ugly.
Ugly: Currently in SD 70, there are no specialized teachers in the middle schools (grade 8-10). The students remain with their core teachers and these teachers are supposed to teach PE. Often these teachers use eliminating PE as part of punishment or are simply not knowledgeable in the area of PE. My mentor teachers have told me that students are coming to the high school without even a basic understanding of sports and strategies and little to no skill. It has been shocking to watch some of the simplest games fall apart due to lack of understanding/ability. (Now I believe that the current teachers should be teaching the understanding and skill aspects before commencing with a game but this doesn't seem to happen)
Ugly: There seems to be absolutely NO build up to full size games. Each class I have observed begins with a simple warm-up, a static stretch then straight into full games that are played at walking speed and absolutely zero enthusiasm. It honestly makes me fear for my practicum but I am determined to make an impact and conduct my classes in a much more beneficial and strategic manner.
Ugly: Because of the influx of grade 9 students into the high school there is little room for PE classes. They split the main gym which is only one full basketball court in half. Basically the teachers have have of one of our one third gyms to work in. There is also a mini-gym available which is basically a weight room and I have also watched many classes take place in the back room of the cafeteria. Most of these classes have been circuit or aerobics classes but there is barely any room to work with.
Ugly: On a rain day, instead of splitting up the classes and utilizing the other available gyms all 3 classes remained in the gym where the teachers "ran" a game of 4 corner, 3 on 3 soccer. At any time I counted and there was a maximum of 12 students participating and at least 60!!!! sitting out waiting for their turn. It was shocking.
Ugly: When I asked about the ""Daily Physical Activity"requirement I was pretty much told that it was basically non-existent. There is one staff member who is responsible for collecting and logging the minutes but apparently the students do not take it seriously AT ALL.
I honestly feel that most of this ugly that I have witnessed comes from a simple build up of hardships the teachers have faced. Lack of space is a huge issue as is the students beginning ability level. I think this would be a huge issue for any subject-what do you do when you have students that are simply far behind in the abilities needed to run a succesful class? It seems to result in a nightmare for teachers!
But, overall, it has still been great. I am absorbing as much as I can and asking tons of questions. I can't wait to hear how others have enjoyed their observations. I know that in comparing this time to my 2 week practicum the difference in quality is astonishing.
Another good: All of my sponsor teachers (i have 3!) are pretty welcoming and helpful. I am trying to get into many different classrooms but am finding it hard to find available and willing teachers. ADSS gets a lot of student teachers from VIU and some teachers don't like having more than one of us in the classroom at one time.
A good/bad: (depending on how you look at it!) Starting in February I will be helping to teach the Golf class. This involves a lot of time up at the local 18 hole golf course where the PE teacher works along with the Golf Pro. On days that we are not at the course, we head to Glenwood center which is a multi-sport center to do indoor golf(this should be interesting). The problem is.... I CAN'T GOLF!! My mentor teacher assures me that I will do just fine and I'll be a pro in no time but I seriously have my doubts!!
A bad: Both of the PE classes I am observing right now have HUGE participation/strip problems. There always seems to be a minimum of 5 students who are not participating and do absolutely nothing but sit on the sidelines. They are not involved AT ALL. Through speaking with my mentor teachers this seems to be an ongoing problem. They say that they call home frequently but see little improvement. Apparently a number of kids fail PE 9 and 10 every year which leads me to my ugly.
Ugly: Currently in SD 70, there are no specialized teachers in the middle schools (grade 8-10). The students remain with their core teachers and these teachers are supposed to teach PE. Often these teachers use eliminating PE as part of punishment or are simply not knowledgeable in the area of PE. My mentor teachers have told me that students are coming to the high school without even a basic understanding of sports and strategies and little to no skill. It has been shocking to watch some of the simplest games fall apart due to lack of understanding/ability. (Now I believe that the current teachers should be teaching the understanding and skill aspects before commencing with a game but this doesn't seem to happen)
Ugly: There seems to be absolutely NO build up to full size games. Each class I have observed begins with a simple warm-up, a static stretch then straight into full games that are played at walking speed and absolutely zero enthusiasm. It honestly makes me fear for my practicum but I am determined to make an impact and conduct my classes in a much more beneficial and strategic manner.
Ugly: Because of the influx of grade 9 students into the high school there is little room for PE classes. They split the main gym which is only one full basketball court in half. Basically the teachers have have of one of our one third gyms to work in. There is also a mini-gym available which is basically a weight room and I have also watched many classes take place in the back room of the cafeteria. Most of these classes have been circuit or aerobics classes but there is barely any room to work with.
Ugly: On a rain day, instead of splitting up the classes and utilizing the other available gyms all 3 classes remained in the gym where the teachers "ran" a game of 4 corner, 3 on 3 soccer. At any time I counted and there was a maximum of 12 students participating and at least 60!!!! sitting out waiting for their turn. It was shocking.
Ugly: When I asked about the ""Daily Physical Activity"requirement I was pretty much told that it was basically non-existent. There is one staff member who is responsible for collecting and logging the minutes but apparently the students do not take it seriously AT ALL.
I honestly feel that most of this ugly that I have witnessed comes from a simple build up of hardships the teachers have faced. Lack of space is a huge issue as is the students beginning ability level. I think this would be a huge issue for any subject-what do you do when you have students that are simply far behind in the abilities needed to run a succesful class? It seems to result in a nightmare for teachers!
But, overall, it has still been great. I am absorbing as much as I can and asking tons of questions. I can't wait to hear how others have enjoyed their observations. I know that in comparing this time to my 2 week practicum the difference in quality is astonishing.
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