Difficult Class

Taking over all the classes I realize that period 6 is the most difficult class of the day, that period 7 has overt challenges while period 6 is more about subversive behavior. It's about identifying who the students who monitor the teacher to see where she is in the room so they can opt out of working, or play the game of looking like they are working. As soon as the student teacher took back her classes today, the students went back to their old patterns of being off task, minimal committment to producing anything significant. I really thought they would follow through with the environment created on Thursday and Friday - part of me wants these kids for another whole week.

When I compare how the student teacher interacts with this class and how I did it, I think the biggest difference is in providing structure, immediate feedback, and clearly defining expectations and consequences. The rest of the classes are fine with the lighter approach.

My greatest frustration source is allowing her to take over the class completely, sitting on my hands is truly difficult. Today, we had a talk about picking up the pace of rotating through the class, spending time only with students in need, identifying students who will be in need, pre-empting behaviors, scanning the room often (6x more than now) and stepping into the rhythm of needs which is high right now because of lesson transition.

There are many projects going on right now in class: lesson completion, selecting and matting work, completing self-evaluations, interviewing and grading students immediately, self-regulation in terms of applying the transition assignment (checking on these). It is a hectic class time, and will remain so until the end of this week when the majority is working on the transition project, ready to start fresh on Monday. Where the teacher stands, scans, nails behaviors, applauds is critical to keeping it a smooth running engine.

Today, period 7 "I" worked through his blind, 1/2 blind, contour line drawing of hands, three times, saying: "this is boring" which I translated for him as it's hard, and difficult, and because looking good is important for him, it's hard to want to do. He heard me and took on giving it his best because I promised there would be something astounding for him at its end. Literally, by lesson end, after aligning angles and measurements - he could clearly see the growth he had in drawing his hand compared to his original drawing. He was beaming. Success. He is excited for tomorrow.