I'm very sorry that I will be unable to attend the fieldtrip YPSD students are taking to the State Capitol next Tuesday to see the Engineering Design Expo. Several of my students are attending and seem very excited about it. Talking to them about the Expo is the first chance I've really had to talk to my students not just about college, but about engineering. I deal almost exclusively with 9th graders, so most of them have less interest in careers than in passing a given class - but talking about the Expo allowed me to talk to them more about this. I think the students selected will really enjoy the experience. I also think its bringing a bit higher profile to the partnership (at least in the students eyes) than just having TAs in the classroom. Indeed, in spite of my best efforts to remind that students that I am an engineering student from Michigan, they all assume that I'm a student teacher.
In both my algebra classes right now, we're working on graphing lines. I remember how tedious it was to have to make 20 graphs for homework every night - so I feel a little bad watching it happen to them too.
Due to a heavy courseload next semester, I won't be able to continue as a TA. My last day will be December 13. I'm trying to think of a good way to exit the classroom. I would really like to do something that resonates with the students, shows my appreciation, and also shows my enthusiasm for Michigan. Hopefully I'll come up with something!
Tuesday, November 27, 2007
Tuesday, November 6, 2007
Early November (Just Over a Month to Go)
So, I find that time is flying by this semester - both inside and outside Ypsilanti High School.
By far, my favorite part of this experience is connecting with the students. In Mr. Lancaster's class, there is one student who clearly does not like math but loves reading. Since I am actually looking for some books to read, I asked her if she could recommend some. Her face lit up, we talked for a couple minutes, and then she worked much better than I am used to seeing for the rest of the hour. In Mr. Lancaster's class, we are still working on solving equations of the form ax+b=c. Now we have added problems of the for -ax+b=c and ax-b=c. At first, I didn't even notice we had changed topics, but the (slightly) different form of the equations seems to matter a lot to the students.
In Ms. Porter's class today we worked on rates and ratios. I was helping one student with his problem and realized (after several minutes) that I was doing it the completely wrong way. While I have made mistakes before helping students, this was the most aggregious - and I felt bad, as if I had violated the student's trust in me.
Finally, today students got their grades for this term. There seemed to be a lot of dissapointment, but Ms. Porter noted that the students don't transfer that dissapointment into a different appraoch to school. I try to draw this connection to them sometimes - the connection between action and consequences. Last week, they didn't want to do their homework in class, so I asked them if they were going out for Halloween. They said "yes" - and I told them they would be better off working on their homework in class so that they had enough time for Halloween...they still didn't understand the connection though. Same with these new grades - many of them had low class participation grades, but rather than participate today and start fixing the problem, they sat angry and trying to argue their old grades. I wish I could make them see the connection between their actions and the consequences.
By far, my favorite part of this experience is connecting with the students. In Mr. Lancaster's class, there is one student who clearly does not like math but loves reading. Since I am actually looking for some books to read, I asked her if she could recommend some. Her face lit up, we talked for a couple minutes, and then she worked much better than I am used to seeing for the rest of the hour. In Mr. Lancaster's class, we are still working on solving equations of the form ax+b=c. Now we have added problems of the for -ax+b=c and ax-b=c. At first, I didn't even notice we had changed topics, but the (slightly) different form of the equations seems to matter a lot to the students.
In Ms. Porter's class today we worked on rates and ratios. I was helping one student with his problem and realized (after several minutes) that I was doing it the completely wrong way. While I have made mistakes before helping students, this was the most aggregious - and I felt bad, as if I had violated the student's trust in me.
Finally, today students got their grades for this term. There seemed to be a lot of dissapointment, but Ms. Porter noted that the students don't transfer that dissapointment into a different appraoch to school. I try to draw this connection to them sometimes - the connection between action and consequences. Last week, they didn't want to do their homework in class, so I asked them if they were going out for Halloween. They said "yes" - and I told them they would be better off working on their homework in class so that they had enough time for Halloween...they still didn't understand the connection though. Same with these new grades - many of them had low class participation grades, but rather than participate today and start fixing the problem, they sat angry and trying to argue their old grades. I wish I could make them see the connection between their actions and the consequences.
Thursday, October 25, 2007
Week ?
So its been a while since I've written here.
This week, I only went in once, since YPSD had a half day today for parent-teacher conferences. However, Tuesday was a pretty good day for my development as a teacher. In Ms. Porter's class, I read out the homework answers (as I occasionally do). Usually, I turn the class over to Ms. Porter to answer questions, which she does by working the problems out on the overhead. This time I just stayed up there and did the explaining myself. I probably should have checked this plan with her in advance, but I did enjoy doing it, and she didn't seem to have a big problem with it. A few observations on this:
1. As well as I know algebra, its harder with 25 9th graders watching you.
2. Its hard to write in striaght lines on overheads
3. Its also hard to know when the class understands. There's a delicate balance in determining how much time to spend waiting for the students to answer questions and knowing that its just time to move on.
Additionally, there was a student in one of the classes - we'll call him L. L is normally a bit talkative, but generally productive and engaged. In class on Tuesday, he was behind in his homework and not participating. It wasn't until the end of class that we discovered the reason - he had lost his cell phone. This raised, at least in my mind, the interesting question of how much time a teacher should spend trying to figure out what is bothering their students, versus letting it go and expecting the students to come prepared for class regardless of what may be bothering them personally. I mean, these kids are only 14 - but they are in high school, and should be learning to handle things like adults - and adults don't get a free pass at work because they lost their phone. However, L clearly got less out of class than he could have that day, and an earlier awknowledgement of the problem may have helped that.
This week, I only went in once, since YPSD had a half day today for parent-teacher conferences. However, Tuesday was a pretty good day for my development as a teacher. In Ms. Porter's class, I read out the homework answers (as I occasionally do). Usually, I turn the class over to Ms. Porter to answer questions, which she does by working the problems out on the overhead. This time I just stayed up there and did the explaining myself. I probably should have checked this plan with her in advance, but I did enjoy doing it, and she didn't seem to have a big problem with it. A few observations on this:
1. As well as I know algebra, its harder with 25 9th graders watching you.
2. Its hard to write in striaght lines on overheads
3. Its also hard to know when the class understands. There's a delicate balance in determining how much time to spend waiting for the students to answer questions and knowing that its just time to move on.
Additionally, there was a student in one of the classes - we'll call him L. L is normally a bit talkative, but generally productive and engaged. In class on Tuesday, he was behind in his homework and not participating. It wasn't until the end of class that we discovered the reason - he had lost his cell phone. This raised, at least in my mind, the interesting question of how much time a teacher should spend trying to figure out what is bothering their students, versus letting it go and expecting the students to come prepared for class regardless of what may be bothering them personally. I mean, these kids are only 14 - but they are in high school, and should be learning to handle things like adults - and adults don't get a free pass at work because they lost their phone. However, L clearly got less out of class than he could have that day, and an earlier awknowledgement of the problem may have helped that.
Thursday, October 4, 2007
4th Week
Today I had what was probably my most gratifying experience thus far.
There is one student in one of my classes who, based on his grade in the class, I can only assume was struggling. I would never have guessed this based on my interaction today, however. Before we checked homework, he pulled me over for a question on one problem, so I got a good look at the rest of his homework, and it look GREAT. Lots of effort, lots of right answers.
Toward the end of class, he asked me what college I went to (Eastern or Michigan). Then he asked me about applying to colleges and scholarships, and we had the opportunity to have a good, if brief, discussion. I tried to focus on how, since he just started freshman year, if he improves his grades now, he could go to a great college and find scholarships. This is what the partnership is about - giving students the insight and skill to go to college, and it was nice to see the first glimmer of that.
There is one student in one of my classes who, based on his grade in the class, I can only assume was struggling. I would never have guessed this based on my interaction today, however. Before we checked homework, he pulled me over for a question on one problem, so I got a good look at the rest of his homework, and it look GREAT. Lots of effort, lots of right answers.
Toward the end of class, he asked me what college I went to (Eastern or Michigan). Then he asked me about applying to colleges and scholarships, and we had the opportunity to have a good, if brief, discussion. I tried to focus on how, since he just started freshman year, if he improves his grades now, he could go to a great college and find scholarships. This is what the partnership is about - giving students the insight and skill to go to college, and it was nice to see the first glimmer of that.
Tuesday, September 25, 2007
2nd (and a half) Week
So this blog post is a bit delayed, mainly due to the regular craziness of life.
The students in both of my classrooms had their Chapter 1 tests on Friday. As I was helping on Thursday, I couldn't help but notice additional focus and effort on the part of the students, as well as a mix of frustration (that some of them still didn't understand some things), and gratification (appreciating the effort of the ones who did). I had the opportunity to help grade some quizzes on Tuesday and see just how large the difference is between some students.
This week, it became much more obvious that the students have started to trust me. I make myself available to everyone, but several of them are much more likely to pull me aside for help. After being called "Miss DeFauw" by most of the students last week, this week I decided to just go by Megan. I'm more comfortable with this, and they seem to be too.
I met with both Mr. Lancaster and Miss Porter during lunch on Thursday to evaluate my role in the classroom - both seem pleased with the help I am giving. We agreed that it is not time yet for me to run a class or module, mainly because I am still getting to know the students. I talked to them about getting copies of the textbooks so I can see what is coming and perhaps think of relevant modules. I really want to show how the math they learn helps in real life, because one students last Tuesday told me that his mom told him he will never need to know this kind of math.
Today, the start of week 3, was an interesting day. Some thoughts I have on it:
1. I wish I had a better understanding of athlete study hall, how it works, and who is required to go. Several of the football players in my class say they don't want to work during class because they would have nothing to do in study hall. I am struggling to convince them that they should work in class anyway.
2. I am unable to attend the open house tonight, although I wish I could. Some teachers were remarking that attendance tends to be low, and I would like to get to know the parents who are committed to their children's education.
3. The beginning of the school year seems very hectic - I hope students are done figuring their schedules out, because it seems that some of the faces in class change everyday!
The students in both of my classrooms had their Chapter 1 tests on Friday. As I was helping on Thursday, I couldn't help but notice additional focus and effort on the part of the students, as well as a mix of frustration (that some of them still didn't understand some things), and gratification (appreciating the effort of the ones who did). I had the opportunity to help grade some quizzes on Tuesday and see just how large the difference is between some students.
This week, it became much more obvious that the students have started to trust me. I make myself available to everyone, but several of them are much more likely to pull me aside for help. After being called "Miss DeFauw" by most of the students last week, this week I decided to just go by Megan. I'm more comfortable with this, and they seem to be too.
I met with both Mr. Lancaster and Miss Porter during lunch on Thursday to evaluate my role in the classroom - both seem pleased with the help I am giving. We agreed that it is not time yet for me to run a class or module, mainly because I am still getting to know the students. I talked to them about getting copies of the textbooks so I can see what is coming and perhaps think of relevant modules. I really want to show how the math they learn helps in real life, because one students last Tuesday told me that his mom told him he will never need to know this kind of math.
Today, the start of week 3, was an interesting day. Some thoughts I have on it:
1. I wish I had a better understanding of athlete study hall, how it works, and who is required to go. Several of the football players in my class say they don't want to work during class because they would have nothing to do in study hall. I am struggling to convince them that they should work in class anyway.
2. I am unable to attend the open house tonight, although I wish I could. Some teachers were remarking that attendance tends to be low, and I would like to get to know the parents who are committed to their children's education.
3. The beginning of the school year seems very hectic - I hope students are done figuring their schedules out, because it seems that some of the faces in class change everyday!
Sunday, September 16, 2007
1st Week
So last week was my first week as a TA at YHS. I am helping in Mr. Lancaster's 4th hour Accelerated Algebra I class, and Ms. Porter's 5th Hour Algebra 1. The two classes use a different text book - the Accelerated Algebra course actually uses the same textbook I had when I took algebra. In Mr. Lancaster's class, we were working on inequalities and number lines this week (with variables), while in Ms. Porter's class, we worked on substituting values for variables as well as the order of operations. After just one week, I think that helping in the high school is too late to be of much good for many of the kids. I would classify the students I saw into 3 groups - those who don't need help, those who are bright but unmotivated, and those who have a hard time with the material in spite of their best efforts. Its the latter two groups we are interested in, and I think 9th grade is too late to motivate someone, and definitely too late to catch someone up who has a hard time with school.
Mr. Lancaster and Ms. Porter have different teaching styles, which I hope to be able to learn from this semester. Ms. Porter's classroom is very quiet and very structured - the students each have a folder to track their work. In Mr. Lancaster's classroom, the students sit in pairs so they can work together - this makes for a louder classroom and for some getting off topic, but probably also has benefits for the students. Maybe if I run a class later in the semester, I can see which way I prefer.
Mr. Lancaster and Ms. Porter have different teaching styles, which I hope to be able to learn from this semester. Ms. Porter's classroom is very quiet and very structured - the students each have a folder to track their work. In Mr. Lancaster's classroom, the students sit in pairs so they can work together - this makes for a louder classroom and for some getting off topic, but probably also has benefits for the students. Maybe if I run a class later in the semester, I can see which way I prefer.
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