So I've just gotten home for the weekend from my third week of student teaching. I thought since it's certainly been long enough, I'd tell you about some of what has happened in my life since I started this "apprenticeship".
Well, for starters, lots of grading. I taught my first actual lesson on Wednesday, but before that, I still wanted to be productive. Grading was a great way to do just that. And it just so happened that all of my co-op's (cooperating teacher) math cl@sses were undergoing a round of quizzes. I helped make a few of them, and I wrote out solution keys. And I graded them. 17 Integrated Math 2 Honors quizzes, 30-something AP Calc AB quizzes, and 88 Honors PreCalc quizzes. This wasn't all from one day, of course. But it's still a lot. I didn't mind it at all. Even this grading was a learning process. I decided upon the point distribution (how much each type of question would be worth, for example), and I had to figure out how to give partial credit. I honestly never expected there to be such subjectivity in mathematics, but when it comes to partial credit, there definitely is unless you come up with exact degrees of correctness as part of your solution key.
My lessons so far have been rather hit or miss, though I do have to say that they're more great than good, more good than bad. After my first lesson, my co-op made some suggestions: 1) always talk even when you're writing on the board, 2) speak louder than you think you should because the vents drown out some of the sound, 3) stand to the right of where you're writing (I'm left-handed) so that the students can see what you're writing as you're writing it. I love that she has dry erase boards instead of chalkboards. I love even more the fact that she has a rainbow of colored markers to choose from. She doesn't settle for just black and blue. No, she has green and orange and yellow and brown and pink and purple and red and a light blue and... it's great. It makes drawing multiple graphs on one plane really easy. It makes showing different steps easy, too. That was definitely smart thinking on her part. But anyway, getting back to my lessons, when you think about it, her suggestions are pretty minimal. I took them to heart and was much better my second time around, even though my first lesson was technically better overall. In general, I seem to really know what I'm doing, even though much of it's coming from instinct.
I love helping the kids learn. It's always really fun when the kids have review worksheets to work on in cl@ss and I walk around to answer any questions they may have about certain problems. I'm actually relearning the material (I barely remembered logarithms before this week but now I'm a pro!) as I'm helping them, but that's not the best part about it. The best part is that through helping them out, they're getting to know me and I'm getting to know them. There are so many of them that I like. I look forward to each cl@ss because of these select individuals. The list of such individuals for each cl@ss will certainly grow as I get to know more of them by more than just their face, but I like that I'm getting better with names. And of course, the kids love it when I start calling them by their names without having to call it out first or have them tell me. The same is true in reverse. The kids have started to say hi to me in the halls if we run into each other. I'm recognizing them from cl@ss (which is a big deal in and of itself), and they're saying hi to me. This means they like me to some degree! On top of this, they're starting to become much more willing to voluntarily come up to me for help during cl@ss, whereas in the beginning they didn't trust or know my level of mathematical knowledge or maybe thought I wasn't an approachable guy (a tragically incorrect perception). In fact, today I heard my name being called (Mr. Soandso) across the room on several occasions, haha! It's just so great.
So far, I've only taken over my co-op's Integrated Math 2 Honors cl@ss. I am completely in charge of it. I'm writing up the lessons, writing up their homework worksheets, writing up their quizzes/tests, grading their homework/tests/quizzes, and of course, teaching the lessons. I am completely in control of their cl@ss, from now until I am done student teaching. But this is not the end. I have to takeover nearly all of my co-op's cl@sses. I've got a couple of lessons written up for her AP Calc BC cl@ss (which love me, btw), but in fact, my next conquests are her three Honors Pre-Calc cl@sses. They're all the same, except the obvious difference of cl@ss composition. They're in exactly the same spot in their textbooks, and they do exactly the same work. So in theory, it should be easy to take them over. I could probably take them all over all at once. I don't know how I'm going to do it. I'm a little nervous about the material that I'm going to need to cover with them. But, my co-op will be there to help me and let me know what I definitely do and/or really don't need to cover. The thing is that I need to get on this soon. I need a minimum of 180 teaching hours by the end of the semester (the end of May) and so far, after three weeks, I only have about 21. Time to face my fears and just go for it. The kids are great and will certainly make it slightly easier rather than harder. I definitely consider myself lucky in that respect. The other math student teachers are actually jealous that I get to teach the subject matter that I do and have behaving kids like I do, hehe. I worry that because they're so good, I'm missing out on getting experience in the one area that I'm probably the worst in: cl@assroom management. But that's for another blog post.
I'm all out of words for now. Happy gaming! =D
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