Life as a first year teacher (3/5).
7:30-8:00- Today I really did want to sleep as late as possible. It was one of those nights I had stayed up making a new activity that I thought would be better than notes or just lecturing at students.
As I hurry out the door, I am tired. More than just tired, though. Maybe fatigued is the right word. At this time of year, teachers haven't had a break for several months, and in the triad we haven't had snow days since January. I feel like I am giving my all everyday to develop lessons that actually meet the standards and push students towards critical thinking.
This is hard as a first year teacher. 1/2 of my lesson plans from last semester I never use because they were honestly "thrown together." Now, I am trying much harder to give the students what they deserve. My honors kids have especially pushed me to "bring it." Anyways..
8:15-8:50- When I get to school today, I don't have a lot to print out, but I'm still slightly worried because our printer in the history building breaks down every 10 minutes because of a part that needs to be replaced. At any rate, it all works out and I move on to my first period.
I really can't say enough about my first period. It's a small standard class, and there's typically about 15 students there. They're all really sweet and are eager to do their work. A girl walks in that I see once, maybe twice, every two weeks. She answers questions and acts like everything is normal. It's not. Missing 20 days in a high school class is really putting yourself in a position not to pass. Nevertheless, if she starts coming full time and tries to turn in work, I will be responsible for catching her up. I wonder, and I think a lot of teachers wonder, if this is fair. I wonder if her family situation is ok. I wonder why she's not in school. Then I also wonder if she's just been skipping school.
Class starts and right on the dot the phone rings. "Hi um do you have ______, can you send her to the office to register?" Student is gone the rest of class.
I give the class a graphic organizer of certain laws/amendments/court cases throughout history. The students log on to chrome books. They have to decide whether the event promoted citizenship or created barriers to citizenship for certain groups. The events range from The Naturalization Act of 1790 to the 14th amendment to Obergefell v. Hodges. The kids work diligently on it. I remind them that their "create your own interest group project" is due tomorrow. They've had it for a week and half. I'm still preparing myself for maybe half the class to actually turn it in.
10:30-12:00- Second Period. This class is super smart and always keeps me on my toes. They will ask in depth questions such as, "If the Constitution gives the Supreme Court original jurisdiction for cases on the high seas, wouldn't there have to be a jury?" Sure, kids, sure. I don't know. I say that I will have to look into that for them. Currently I'm super proud of this class in particular because several them scored 90's or above on their benchmark. I don't love to cling to test scores, but it's always nice to see progress.
During this period the phone rings no less than 6 times. Different students are called to the office. As each student comes back there is chatting about what's going on, why they were called, etc. I try to quiet them down several times. Sometimes I fantasize about grabbing the wall phone and ripping it out of the wall after it's called students out of class multiple times.
In this class we have a discussion about assimilation into new cultures. I proceed to tell them America is virtually the only country that finds it necessary to put ice in our drinks. They are floored by the notion.
12:00-2:00- Lunch. I sit and talk with Rachael for a while. Rachael often says that she's not the best teacher. Which is honestly the biggest lie I've ever heard. This girl is pushing and motivating her students to think critically like no other. YGG.
I log on to Schoolnet and check to see if one of my students (who I never see but am always asked to bring work to ISS for) has taken his benchmark. Nope. Guess he refused when asked by the ISS teacher. During this period I eat lunch and also help a colleague cover a class for another colleague while she steps out to help a student.
2:05-3:35- Fourth period is always a little more rowdy, but today it was especially flustering. As we completed the same lesson I had to remind the students to stay focused. I keep bringing them back to our EQ of "How has America's view and understanding of citizenship changed over time?" I'm pleased with all three classes today because they all seemed to grasp how America has evolved in our definition of citizenship.
The day ends on a sort of bad note. One of my fourth period students looks at a girl and says," I can't understand you because of your accent." I didn't hear the original conversation, but she looks distraught. Her two friends open their jaws in disbelief. She is a Korean American student.
I take the kid in the hallway and he swears he only said "I can't hear you." The girls have a different story and explain that his comment definitely included the phrase "because of your accent." I take him back into the hallway (at this point it's become a class spectacle, there's just no way of getting around that). He finally admits he was lying the first time. "Yeah Mr. C, I said it, what else do you want me to say?" I respond, "Do you think this is normal? What you said is pretty racist." "Ok yeah sorry it won't happen again." I want to believe him, but I don't. This isn't the first time we've had conversations. I feel really bad for my other student. I hope that she's ok and didn't take his hurtful comments to heart.
As fourth ends, all the students want to come up and see their benchmark scores. The scores range anywhere from 50 to 94. I explain to one kid that according to EVAAS he's projected to make a 96. He made a 94 on his benchmark. I think in my head how ridiculous it is that for some students showing growth is going from a 98 to a 99. But that's what the state cares about, and it's what public school teachers have to care about. Growth.
Even in the midst of what happened, there's some good kids in this class. We end class by talking about some good T.V. shows, and the kids rush out the door. One boy that rarely talks says, "See ya Mr. C!" He doesn't say much but he's always taking in every bit of every lesson.
I'm tired, but I'm content.
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