Survey

Friday was last semester day with a 30 minute closing class and I had my students complete a "Share your Thoughts" on: favorite project, had most fun, struggled most when, recommendations, advice to new students. Reading through the anonymous feedback was interesting, I observed my emotional responses, my thoughts, and knew it wasn't about those things. My students were generous, honest, and open, knowing their contribution has an impact on my teaching and those who took future classes. Next time, I will save reading through the survey until I get home, it makes for a disconnect.

I took the survey home, categorized the data, logged it, sorted through it, analyzed it, and for the first time ever register the value of giving such a survey. Their student advice will be given as part of the first day handout sheet and it was primarily about how to work in the classroom framed in their language: "Have fun, try hard, take it to the next level MORE, don't talk when she's talking," working in clay was a huge hit, second to which was painting, and the least favorite was the one day open ended no criteria bookmark or card making assignment.

There were 67 survey respondents: suggestions for more clay, collaboration, and drawing lessons, 8 liked the way I taught, 5 want me to lighten up, 1 refrain from interrupting the class with demos and pointers. Students who got the lesson quickly wanted shorter demos while others wanted them longer. Perhaps next time I will ask students to note their grade level. 7 felt I had too much say over their work; 17 struggled with painting, 11 with clay whistle; 31 loved clay whistle, 14 painting, and 5 each for the remaining projects. 2 enjoyed the class when they were absent. Not all participants responded to all questions.

Painting utilizing value and color gradation, textures, brush control, is difficult and goes beyond the elementary comfort of slopping and pushing pigment around, hence the struggle. Students also apply mixed media, color pencil, and water color paint to ensure 100% success.

Clearly I can see instructional approach needs to be addressed, how do I present information more effectively so students understand thereby negating the need to interrupt class, re-direct students to keeping within assigned criteria (refer more often to the rubric to reinforce the message feedback is objective).

I think a mid-semester survey of this nature would be an excellent feedback tool so I can immediately correct and re-center my approach for greater impact on the population I am presently working with, it's more dynamic and meaningful for both parties.

Meaning

Upon observation, students settle primarily because either an authority figure requires them to do so, or their peers insist they be quiet. It appears the drive is extrinsic and not intrinsic and students need to see how they have a vested interest.

Reflecting back on today's sex ed lessons, the arena that captured the most attention was the discussion about rape. When I asked how many students knew of someone who has been raped close to one half of the hands shot up. We were amazed. Then we asked students to share a story that would make a difference to the class, teach us something, help us understand what we need to do, learn a lesson from it. A couple of students shared. Students sat riveted and engaged. Today, questions were generated from a well of concern, fear, and need to know more. Students participated openly sharing their views, layering more questions. It was an open forum. The best of teaching because I hear thinking, synthesizing, and assessing happening. The information became real to 90 students. Students teaching each other.

I felt we could have spent more time discussing this topic, and one teacher even suggested having a professional demonstration of female self-defense. I hope at high school the students continue to explore the topic in Human Growth and Development.

After classes were over, the young ladies carried on being 8th grade girls, teasing, laughing, giggling, talking endlessly, and teasing boys.

I was talking to my student teacher today requesting she create a curriculum/standard based lesson that she is passionate about teaching, that it be meaningful (burning desire to teach) thereby engendering excitement making the need to learn contagious and eliminating a majority of behavior issues. The other half is finding the meaningful hook for students.

Life is good

Sex Ed 90 Girls

Today we had 90 8th grade girls for Human Growth and Development, 3 teachers and 1 floating teacher to relieve us for our planning period.

Co-managing so many students without pre-planning what and how to approach the lesson as a group proved to be interesting. Today, I realize how important it is to me that students listen when I or anyone speaks. I believe it is a gift I give my students to learn how to actively listen: turn face the person, eyes connecting, still the hands, and pay attention. In return I make it a point to keep what I have to say short, succinct, interesting, and mentally stimulating. I was made so much more aware of this today, since my colleague has a different approach. Hers I came to realize is to continue talking over the talk until eventually students settle and start listening (x90 voices). I spent much of today moving students around, getting their attention, thanking them for listening, reminding them we are participating by listening. Since I have no pleasure in being the strong arm, the enforcer, tomorrow I will become the observer and see what transpires, giving instructional support where needed and enjoy the students' learning excitement. Perhaps it's time for me to actively listen in a different way.

Weekend Reflection 7/8 grade art

Robert's Major Impact on my Life Desi's Paper Sculpture Dragon (7th Gr)
His aunt loves to travel and has a
Jaguar car (8th Gr)

Reading, reflecting, and writing for Dr. Edelsky, ASU, creating this Blog in service to teacher wannabes and in preparation for my final qualitative research Masters paper, May 17th.

Last week my students were finishing off their final project with a mission as they only have one more day the following week because of sex ed (human growth and development and I have 8th grade girls) 2 days, Wednesday a work day, Thursday is kickball for the morning, and Friday is Power house which means no classes. I have a student teacher, Miss King, and she is learning how to take over the classroom.

This past week was highly eventful. Student G was mainstreamed into my class had to be dropped within two weeks because he was belligerent, oppositional defiant, creating a hostile environment with his need to make the rules. He also made sexual innuendos to the student teacher. Following directions, requests, invitations to work, collect his work, remain on task was huge and done after increasing tantrums. I had just come out of a Communications class (not the one with tips and strategies, but the one that focuses on how I am being in communication and how that impacts those around me). In the space of making the request (unemotional voice) the student began with his defiance - he had the place to express himself as who he needed to be and it was angry. I decided at that moment I was going to have a peaceful, positive work environment and asked him to return to his resource teacher and complete his work there. Later that day he was exited for good.

After he exited completely, I approached his table of truly wonderful hardworking, exemplary students, and acknowledged them for their generosity of spirit, embracing and accepting the young man and giving him a space in their lives while continuing to show him through their behavior what it is to work. This was healing the space and giving closure to the interaction. I visited and stayed with the group working with select students (settling them indirectly, refocus their energies) then walked away for the remainder of the lesson.

Parents are lions and their children their cubs. They will roar and do everything in their power to protect their cub, and quite frankly I am no different as a mom. I know the young man will be successful beyond school and do well in life because he feels deeply loved and cherished. Observing and participating in the parent/teachers conference, I saw how the parent allowed the escalating demands, tantrums, commands to authority figures and knew that the child needed more than the kind, loving, patience of myself to function in class.

Restlessness and readiness to move on are apparent, Eddy is that much more chatty, teasing, and gets his peers laughing and I find myself hovering in the area to settle them as they start getting out of the seat and become more physical in their expression, Bryce is happy to be finally done with his work and wishes he slowed down a little more because he was worried in not having enough time to finish his work - resulting in sloppy painting at the end. What comes up for me is how did I miss that, how can I address these fears in students, is there a way I can approach the class and let them know they have the time they need to complete their work? Brand new students are walking in with only two more teaching days and the start of a new semester and all new students.

I am rethinking the paper sculpture project, perhaps I need to approach it from a different angle for 8th grade boys so that both genders are enrolled. I notice project success is gender specific.

This coming week my students are wrapping up their art projects: paper sculpture mobiles, invented hybrid animals, and finalizing their paintings, clearing out their work draws and scrubbing tables, oooh, they also get candy treats on the last day.

I get to play kickball for the first time, as Katie my student says:

"Forgive me, but teachers can't run..."

as in

students rule.