Getting excited for next week!

A week from today I start my unit! I was sitting in period 2 and my students (after my co-op went to the neighboring classroom) were laughing at how bored they were. They looked at me and said "don't be boring next week please!" I laughed and promised them I was the farthest thing from boring. I think they are excited for me to start. My co-op said I seem to have everything in order and enjoyed my unit plan. I'm just hoping it goes well and the students like the activities. I use a lot of simulation leads and that is going to be VERY different for them. We'll see how it goes!

Frustration

Today, as I'm sitting in my observation hours, I was talking to my co-op about how many days off Stow has had recently. He went through and told me the rest of the in-services Stow had. He told me that Tuesday, November 3 was an in-service day. I felt my heart drop. November 3 was the day that I was scheduled to be observed by my professor. I looked at him and said, "you're kidding me?" He was like no why? I had to control my tone but I was pissed. I was like, "that's the 2nd day of my unit and the day my professor is suppose to come observe me! I had NO idea there was an in-service." My co-op is a really nice guy, but he is very laid back and didn't seem to realize it was a big deal. He said he was sorry and we would work something out. Then we talked about how the aviation kids (who are my first 2 periods) might have a field trip during my unit. I asked when, and he said it was up to the science teacher. FRUSTRATION! I talked to the science teacher with my co-op and he said he hadn't planned it yet, but would do it around my observation days. I explained to both gentlemen how important these observations were to my course and that it is important that we schedule them and stick with it.

I am just frustrated with this whole experience. I was excited when I first started at Stow that my co-op was so laid back, but as I have gone on I have realized that I would rather have a helicopter co-op. I am his first student teacher so I realize he hasn't gone through the process before from his side, but he has gone through it on my side. So I kinda wish he'd think back to when he was a student teacher and see it from my perspective. Basically he just agrees with everything. I'm not sure what he's going to think of my unit plan. Everytime I send it to him, he can't open it (some problem with his computer). My unit is much more interactive; a lot of projects, a lot of simulation activities. His class, is strongly lecture and discussion. He is an intelligent man, and knows his content area, but I don't see ANY creativity.

A part of me wishes I was back at North HS. I had an amazing experience there. The saddest part is that Stow was my #1 pick for a school. I guess I just never imagined it to be like this..

Hopefully my unit won't be as stressful as this pre-unit is. I'm stressed. Very much so. Nothing is going right and I don't want to upset anyone...ugh!

Sorry for venting! Just needed to get it out there. It's a writing process so that's what this is here for right?

Getting anxious to start my unit

I start my unit November 2nd and I feel like this is the final countdown. I am RIDICULOUSLY anxious, nervous, excited, scared, worried, happy about it. I think I have planned a strong unit (without the help of my co-op). I am a little frustrated that my co-op didn't really give me much guidance except saying daily reading quizzes and making sure to mention John Kowles (the author of our class novel) is a homosexual and how it might impact the reading of the novel. I think my students are in for a surprise when I start teaching. They are use to my co-op's very structured style of read, talk, quiz, read, talk, quiz, read, talk, review, test. That's just not me and I can't do it. They are going to be doing A LOT of simulation leads that might not go over well at first, but I think it will grow with my unit. I anticipate them really liking them more and more (besides, I am bringing food for 2 of the days!)

SO yah, I am excited and I will keep you all posted as I go through the process!

Hungry Minds in the real world

I feel very fortunate that I am able to volunteer my time at the Salvation Army of Summit County. This past weekend we went and I got to witness something very similar to the writing workshop of Chelsea in the article "Hungry Minds." When I got to the center in Akron, I saw a conference room with a group of elementary school students in 2 local HS students. I sat in the lobby listening and watching and realized they were doing a version of a writing workshop. They were working on a poetry project the students had in school. The HS students had the younger students read their poem allowed and every student had to say 1 thing they did well. The HS students then gave them a "helpful critique" and they moved on.

The students were engaged and seemed to be enjoying their time. I spoke to one of the workers at the center and they said this was their homework help time. These HS students really saw a need for writing help and decided to set up this time to help these young students improve their writing skills.

These students don't have alot. Many, I was told, have been homeless or are currently homeless. Yet they still are doing their homework. They come in and out of the center with their family, constantly needing a warm place to rest and a nice warm meal. How are these poor students suppose to focus on writing when their poor little worlds are so much more difficult?

I think the writing workshop for them, like the people of Chelsea, is an awesome idea. I am interested in maybe reaching out and helping start a program with them (if I can find some spare Saturdays) that allows students to write about their lives and then bring it to our workshop. I was very inspired by the work the center did in Chelsea and I think we as future teachers owe that to our community to do the same.

Writer's Worshop

When I first purchased books for the semester, I glanced at titles. When I saw the "Modern Library Writer's Workshop," by Stephen Koch I seriously might have groaned. I have gone through the English classes where they give you a text book on how to read a book, or how to write a paper and they all bore me tears. I figured this was going to be another one of those books. However, this book was an exception. Stephen Koch presents the idea of the writer and his/her text in a way that I wish every other author of how to write books do.

Koch breaks the chapters into ideas such as style, characters, and the life of a writer and the process they face.

The one chapter I really enjoyed was "The Writing Life," in particularly the section entitled A Writers Time. Koch says, "everything you write will take longer than you think it should." (45). I feel this is an important idea for people to realize. Writing isn't always an easy over night process. It can take days, weeks, months, or years. I have been working on a piece FOREVER, and when I first started it I thought I would be done in a month. 2 years later and I'm still working on it and I don't know when I will finish it. This is an idea we need to teach our students. Procrastination can happen, we all are guilty of it, however you need to allow yourself enough time to write. I hope to give my students adequate time for writing projects and I really hope they utilize it because they don't really understand how long it will take them.

This section also talks about writing everyday. It is important to maintain your progress as a writer to write every day. I feel I am fortunate because through all my different jobs, I do write everyday. Whether my writing is for pleasure, for business like in e-mails, or for class related things like lesson plans. I find myself in the summer not writing as much and I can tell it takes me sometime to get back into the swing of things come August. I think allowing students the chance to write every day is going to something I want to do. I think journaling or blogging will be important.

Over all, this book has a lot of great ideas and suggestions. I think this is an important text for every English teacher to have on their book shelf. I plan on using pages in lessons hopefully in the spring with my students.

A writing activity gone wrong in my Shakespeare class

So, I am in the 3000 level Shakespeare class. I love my professor; he teaches everything so well. HOWEVER, this semester he decided to add in a new part to the class, a "modern translation section." This section allows a group (that we do not pick) to translate a scene into modern every day English and perform it. That's fine and dandy but I have established that my group does not have the same style or voice as one another. My idea of funny is not the same as another group members. It has become the most frustrating writing experience of my life. Everytime I send a piece in to one of my group members, she changes it! I read through it and realize, that's not my voice coming through but hers! And then when she turns in "her"version of my writing, our professor says we are not getting the point of the assignment and we aren't being funny. I don't understand how he can make us do this group translation when I don't read things the same or write the same as the person next to me.

This group project has taught me that I need to be aware of things of this nature when I assign people into groups. I need to find projects that EVERY voice is heard, not just the over-zealous student who wants it her way. I need to find ways for students to feel comfortable in their groups that they can speak out and say, "no, please don't change that line. That is how I would like to portray my character."

Off topic of teaching...

Just wanted to say how excited I am! This week is homecoming week and I am a member of our Homecoming Court! I am soooooo honored to be on court. It doesn't matter to me whether I win queen or not, court is just the coolest opportunity.

Just wanted to share my excitement with you all :)