Well, I guess I couldn't think of a better way to start my days back in high school than with a sack lunch, a backpack over-stuffed with books, and a face full of zits. I could only laugh when I woke up that first morning and discovered that my pores had mounted a mutiny while I slept, leaving me looking like a cherry tree mid-harvest. It's times like these that I am thankful for the big furry beard that lays claim to most of the territory on my face. I figured at least this would distinguish me as a teacher and not another pizza-faced student.
I was not able to dwell too long on my mangled mug however, as the anticipation of things to come in the day quickly overcame all other thoughts present in my mind. I recall wondering what the students would be like; if they would be energetic, funny, troublesome, mean, or smart and engaging (similar to how I used to think of teachers prior to attending their first classes).
Our first hour is our prep period (both a blessing and I curse I think as we have extra time to plan but not real down time afterwords) so the agony of not-knowing lasted longer than I would have liked. Kelli (pseudonym) and I talked about the order of events, as soon as the students arrived, and talking through things helped me envision exactly what I needed to do. This eased some of the anxieties I felt (which admittedly weren't too bad). We would both stand at the door and greet the students, and let them pick at random an index card which had their numbered seat on one side, thus giving us a random seating assignment and giving them the paper that they would be using to answer the questions I had written for them to answer.
As I should have probably guessed, our first class was NOTHING like I expected it to be. While I thought we would have a bunch or rowdy, loud, unfocused kids, the students all came into the room, took their seats and proceeded to sit in a dead silence. When Kelli took the front of the room I swear she could have been talking to a class full if mannequins and gotten more lively responses.
Having recently watched a lecture by Harry Wong (about the first day of school) for the new teachers seminar, I had to bite my tongue as nearly everything Kelli did contradicted the advice all the new Vallivue teachers had been encouraged to follow. Now while I do understand and appreciate the fact that there are as many effective ways to conduct the first day of school as there are teachers to conduct them, I do not think that our first day fit into that category. The students came in, found their seats and then just waited...Waited for us to take role out loud, waited for us to go through the rules and regulation...and waited for us to give them something they could actually do. I think that Wong was right that as soon as the students know they are in the right class and find their right chair, they should be given something to do, something to write, or some activity to begin while everyone else files in and any pressing issues are delt with by the teacher. Not having anything for them to do I think may have been a major contributor to the cemetary-like silence the students adopted upon entering our room. In the future I think I would have had them start working on the questions ASAP, while music plays or something. I want the students to know right off the bat that my classroom will be an exciting, comfortable place that they come to do/create/listen/watch/question etc. not sit around waiting for orders.
I found myself getting a little worried when Kelli spent a good amount of time discussing the importance of making sure to cut off all fringe on paper torn from notebooks (becasue no assignment would be accepted if it had any visible fringe left on it), and how all students must be in their seats at the beginning/end of class otherwise they would be marked tardy. In my mind these kinds of details are not only trivial, but they set up the expectation that the class is a rule-filled, authority-driven environment. Rather, I feel a first class should be spent giving them the most basic information about procedures in the class, and then filling the students with the potential of the class, of stating the larger purposes of the discipline that merit it's place as a cornerstone of all education! The kids need to see a teachers passion for the subject from day one (in fact this is probably the most crutial day for it to be present), not their passion for rules and regulation, because when they tell their friends about their class at lunchtime or after school, if they say something like "Mr/Mrs. So-n-So is like, totally crazy about books and stuff, which is wierd, but I'm actually kinda excited." Then you're in, you've hooked them! I feel if you even wait untill the second day to do this, you are already too late, the student has already made up their feelings about your class...
....More to come on my first few days. Have too many other things to do right now to write in as much detail as I would like on everything that has happened.
Zach,
ReplyDeleteGlad to see you are still blogging. I realize that you will probably be posting less frequently once you are teaching "full bore", but it should give you a good way to articulate your thoughts, vent, reflect, etc.
I empathize with your concerns about "starting out" the year. You are correct that each teacher approaches this somewhat differently and that the first few days do set perceptions for students. It is also important to remember that students tend to live in the "now" and are more flexible and forgiving that most adults. As you begin to develop relationships with them, the first few days will likely be forgotten. Remember, also, that students are likely a bit frightened and tentative the first few days of class. Sometimes sitting passively and just listening gives them a chance to get their bearings and relax a bit. Too much activity and engagement early can be a bit intimidating to some students. Rules and boundaries can provide some safety for the shy students.
The frustrations of not being able to do things as you think would be best is an unfortunate feature of the internship. Student teaching is what psychologists call a "liminal state", no longer a student, but not fully a teacher. The goal, of course, is to establish that "teacher identity". I promise that you will know when you have reached that place. If it is any consolation, your students are also in a liminal state, adolescence, no longer a child, not fully an adult. Think of that as you observe their frustration and elation throughout the year!
You are correct in observing that your lead teacher's initial attitude has been colored by her experience with an unsuccessful internship last year. As you note in your post, honest communication is the key.
I stopped by and visited with your lead teacher last week. You were already teaching at the time (yeah), so I didn't interrupt. Vicki's sister has been in intensive care the last two weeks and we have been at the hospital most days. She was not expected to make it, but, fortunately she has improved the last few days and we are more optimistic. I am just now beginning to get ready for the new school year and will try to drop by to see you early next week. If there is a particular day or time that would work best, let me know.
Don