To my fellow mathematician friends, ...!

Happy Pi Day! :D

Planning and Organizational Practices (Week Eight)

A routine is like a habit or sequence that does not vary. Effective teachers establish routines to manage classroom activities to create a balance, flow, and ease. I have established several routines throughout my placement. The routines include:

- I arrive to school 20 minutes before the school day and wait in the classroom for the students to arrive. I talk with my host teacher, along with her assistants about how they all have been doing since I have been gone. Once the students arrive to the classroom, I greet each one of them cheerfully and tell them hello and ask how they are doing. They usually tell me that they have missed me and that they are glad I am back for the day to "hang out" with them. I usually laugh and say, "I am doing much more than hanging out with you. I am going to teach you today!" 

- After they have finished their breakfast, it is their responsibility to get out their journals and write down what the daily message says on the board. It sometimes includes a response to it. I make sure to walk around and observe how they are responding. I offer my help to anyone that needs it.

- Next they are to work on their English packets. I make sure my time is equally spent with everyone and make sure they receive feedback from me. They really enjoy that they have my support and I am willing to work with them.

- After 45 minutes or so, they are instructed to put away their English packets. They then attend an elective course that is either drama, keyboarding, gym, etc. I attend the elective with them and get an opportunity to observe them outside of their regular classroom and see how they interact with other students in the school. 

- As the morning continues, it is time for science and social studies. I have instructed science lessons with the higher level learners and a routine that I have developed with them is that they are to get out their loose leaf paper that they have been using to write on or get a new piece if their old piece is full. I then ask them to remind me what page we left off on by referring to the page number that was instructed last science lesson for them to write down on their paper. After we have all gotten to the correct page number, we then discuss what we have been talking and learning about. After our discussion, we go ahead and start reading on in the book and as we approach a bold word in the text, they know that bold words are important words and that word is to be written down on their loose leaf paper and to be looked up in their glossary. They are to write down the word's definition. After this has been done, students are instructed to return back to the page we are reading from and remain quiet until we continue. 

- After the science and social studies lessons, the students break for lunch time. Once lunch is over, they have a study time to work on worksheet packets or work on a puzzle or read a book, etc. I have also used this time to do the CNN Student News with them. They really seem to enjoy when I take charge in the CNN Student News, because I show enthusiasm for it. They are instructed once I stop the news to think of a critical fact that was stated and as a class, come up with a sentence to write down on their loose leaf paper as a note. As we continue through the news, the same process applies until we are done. Their completed paper's are to be turned into one of the assistant's so they get credit for their work. 

- Lastly, as I am about to leave, I tell the students that I had a good time with them and that I hope they have a good rest of their learning day. When I acknowledge them, they appreciate that I care about them and I appreciate them accepting me into their classroom. I have really enjoyed my time with them. 

By establishing my own routines with the students, along with following the routines set up by their teacher, the students have responded positively. Because the students have special needs, routines are a great way for them to expect what comes next. It reduces frustration and anxiety for them. I had to ease in my routines, so they would not become overwhelmed, but they all handled me very well. I am very proud of them. 

Motivating Students (Week Seven)

I have developed several motivational techniques that have been effective for the students. I want the students to know that I am there not just simply to teach them all this information and expect them to somehow digest it all, but there are ways to motivate them without disengaging. The ways in which I channel motivation is by creating a warm classroom climate and by working together. By working together, the chances are the material often sticks better and it allows students to interact with each other.

More often than you think, many of the students I have worked with during my placement have challenged me by asking, "Why do we need to know this? or Why is this important?" I have boldly stated in response, like their teacher has to them on countless occasions, that it is going to make them better individuals in society if they work hard and get an education. To try to make the subject matter a bit more appealing to them. I try and reference the material to real life situations. It is amazing the responses you get out of the majority of them when material is referenced to something that interests them.

Reminders help the students stay motivated. Because the students I work with have special needs, they are in constant need of reminders. I try not to let them rely on me all the time for them, but when I feel it is necessary, I do provide them with one. It alleviates anxiety on their behalf.

When I walk around the room when the students are working on various worksheet packets that they have been assigned, I check to see how they are working. I work with each of them equally and question them on the material other than what is being asked of them on their worksheets. Once I have spent several minutes with the student, I tell them to go ahead and keep working and star the questions/problems they are confident are correct. I come back to visit them a few minutes later and check their starred questions/problems to see which ones they feel confident in. The majority of the ones they have starred they are indeed correct and I find that they are much more motivated to keep working when I have set up that goal for them.

I connect the day's learning lesson with previous learning lessons. I have done this while teaching science lessons to the higher level learners. When I make those connections, not only is it a reminder for them what has been discussed previously, but also they can see the relationship of the old material with the new. It motivates the students to want to continue more about the material. 

Lastly, I have the students list or discuss with me as a group what they may already know about the day's lesson. It boosts their confidence and motivation when they have an opportunity to voice what they may already know before we actually get into the lesson. They are much more engaged when they have an opportunity to speak first before learning further. 

Bullying (Week Six)

School climate effects students and faculty, and the topic and act of bullying has generated a national conversation about its impact on teaching and learning. Bullying is an unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. No single factor puts a child at risk of being bullied or bulling others. Depending on the environment, some groups such as lesbian, gay, bisexual, or transgender youth, youth with disabilities, and socially isolated youth, may be at an increased risk of being bullied.  

Types of bullying include physical, verbal, covert, and cyber bullying. Physical bullying includes hitting, kicking, tripping, pinching, pushing, or damaging property. Verbal bullying includes name calling, insults, teasing, intimidation, and racist remarks. Covert bullying includes lying/spreading rumors, and mimicking. Lastly, cyber bullying, which has become popular with the increase in use of social media, includes digital technologies. Bullying, believe it or not, can occur during or after school hours. While most cases of bullying happens in the school building, a percentage can also happen in places such as the playground, the bus, or the Internet.  

Bullying can threaten student's physical and emotional safety at school and can negatively impact their ability to learn. The best way to address bullying is to stop it before it starts. School staff can help prevent bullying by establishing and enforcing school rules and policies that clearly describe how students are expected to treat each other. Consequences for violations of the rules should be clearly defined as well. 

There are several types of policies and rules that work to prevent bullying. Each serves a different purpose. For example, a school mission statement establishes the vision for the school. Everyone should know how they personally help the school achieve this shared goal. The school motto for the 2013 - 2014 school year at my placement says, "The questions are yours; the answers are ours." The school will include all stakeholders in the decision making process as it relates to student achievement. 

A word from the school's principal says, "(The school name) will produce respectful students who have integrity, character and honor in a community that engages and involves all students striving for excellence. We will provide a positive and safe learning environment, develop a positive connection between school and home and help students become lifelong learners and vital members of our larger community."

Also, a student bill of rights includes positive things students can expect at school. It is better to keep it short and easy to remember, so it is useful in day-to-day school life. An example is, each student at (school name) has a right to learn in a safe and friendly place, be treated with respect, and receive the help and support of caring adults. 

My school placement's policy regarding bullying is zero. It is completely unacceptable to bully a teacher, staff, and students. School is a place where teachers, staff, and students should be safe and comfortable. It is a place where learning and growth should be taking place instead of nasty, hateful remarks. The school takes bullying very seriously, and proper policies and rules are set for students to follow. If a student disobeys the policies and rules, consequences are to follow.

The classroom policy regarding bullying is also zero. My host teacher does a great job at teaching her students that bullying is not a nice thing to do and it hurts others. She has built a great connection between her and her students, along with her students and each other. They all see each other as a family and that is what I believe a good, solid, flourishing classroom should resemble. The students feel much more at ease knowing that their classmates respect them and treat them as equal members. 

The types of bullying I have noticed throughout the school were physical bullying, such as damaging property, quite a bit of verbal bullying, such as name calling, insults, and teasing, and covert bullying, such as mimicking. The implications to student learning and teaching is that bullying hinders all of it. There is no way to remain focused while bullying is taking place, whether you are the teacher trying to teach, the victim, or the bully. There is no time for bullying to take place. We are all equal members of society and what we choose to do with our actions is 100% our responsibility. It kills me that students when confronted about bullying deny everything to do with it, when they know they are the ones causing an unsafe school climate. 

Observation and Feedback (Week Five)

After conducting several mini teaching lessons, areas of growth that I need to develop in order to be a more effective teacher with this group of students are the following:

• Confidence

Having confidence will only improve a teacher's worth and their overall effectiveness. It is a key component of being successful. Students in particular quickly pick up on a lack of self confidence and use that to tear a teacher down even further. Lack of self confidence will eventually wear away at a teacher and force them into a different career path. 

Confidence is something that cannot be faked, but it is something that can be built. It can make all the difference in the world in how effective a teacher is. There is no perfect formula because every person has their own unique level of confidence. Some teachers do not require their confidence to be boosted at all while others, like myself, need some additional attention. I have always struggled at being confident in myself. I have a tendency to put a lot of pressure on myself to be the best and I look too closely at what others think.

I have continued to work really hard this semester at building my confidence up. Each and every new day tests my confidence and sometimes I end up surprising myself on how well I do. For example, if I know a great deal of what is being discussed, the chances are that my confidence is quite high. Even if I am not confident with the material, I try my best to make sense of it in my mind and just go with it. 

• Projection

I tend to be very soft spoken and told that I need to improve my "teacher voice." I need to work on my approach. Frankly, this suggestion did not come to me as a surprise. Just by telling someone to yell does not solve the problem of projection. Similarly, just speaking louder does not create a powerful voice. I have been given some advice and feedback for the successful components of a powerful sound. The components include personality, passion, and a strong vocal physique. 

Personality is "you" and the unique gifts you share with your audience. Personality is the unique imprint your thought leaves on your voice, making it distinguishable from other voices and revealing things about your particular experiences and perspectives. Who you are is in your voice for all to hear. I have been told I have a very warming personality and I am very approachable to speak to. 

Passion is the power of intention aligned with content and personality. When a speaker is passionate, they seem authentic and genuine. If your intention is unclear, your vocal power will diminish and you will lose your audience. Because I have a deep passion for educating others, my message to others is quite clear and I tend to strongly engage my audience. 

Strong vocal physique is the ability to produce a vibrantly resonant sound and to have a good command of breathing. Speaking louder does not simply create a powerful voice. It is important to stand up straight, take a deep breath, and enunciate everything it is that you are saying clearly. I have to work on talking more slowly to the students that I am working with, along with picking the proper vocabulary for them to be able to understand what it is I am trying to say to them and have them do.  

• Take care of yourself

I do not like to stop until the work gets done. I naturally invest insane amounts of time doing homework, reading, writing, and reflecting. I do it, because I hate waiting until the last minute to do something and I rather have a peace of mind knowing it is done and out of the way. I have been told on numerous accounts that I need to invest in more time to myself and I need to do a better job at taking care of myself.  I have to remember burnout is not a myth, it is a reality. I have to be aware of this and become protective of me-time. I carve out two nights a week and one whole weekend day for myself and nothing else. 

Sense of Belonging (Week Four)

The sense of belonging, or belongingness, is the human emotional need to be an accepted member of a group. Whether it is family, friends, co-workers, or a sports team, humans have an inherent desire to belong and be an important part of something greater than themselves. Belonging is a strong and inevitable feeling that exists in human nature. To belong or not to belong can occur due to choices of one's self, or the choices of others. Not everyone has the same life and interests, hence not everyone belongs to the same thing or person. We all differ. Without belonging, one cannot identify themselves as clearly, thus having difficulties communicating with and relating to their surroundings. 

In my placement, the sense of belonging can be quite challenging for the teacher. The students in my classroom all have special needs. For individuals that have special needs, it is important that they are seen with as much potential as any other person, so their human nature for wanting to belong is just as equal. My host teacher, Ms. Thompkins, has done an incredible job by creating an environment that is warming and inviting to her students. She increases the sense of belonging for all of her students by emphasizing the importance of the teacher-student relationship and by actively involving everyone. She does not play "favoritism" and she makes it well-known that she cares about the success of each of her students. The result of this has all been very positive.

This is what I have done in the classroom as well and it is working positively. I do not favor just a select few of students. I make sure that my time is equally spent with all of the students in the class. I have done this from the first day I started with Ms. Thompkins and her students. I jumped in right away and I welcomed questions and provided the best answers to them that would make sense for their understanding. I believe by wanting to get to know the students and how their personalities are reflected in the types of students they are, they will want to get to know me and how my personality reflects the kind of teacher I am aspiring to become.

Ms. Thompkins also nurtures the culture of belonging by effectively nurturing her students through mainstream activities that all of them participate in together. For example, she has them watch CNN Student News and as they watch it together, she stops it and discusses some of the things that the news is talking about and measures their comprehension of what is going on. She also has them take notes and write down what they think is important information. This is an activity she says that allows all of her students a sense of belonging. Because she has students that are in sixth, seventh, and eighth grade, it is hard to test them all on the same level. She does teach the same material to them, but unlike social studies or science, she can use CNN Student News to test them all the same way and allow her students to feel like they are all working together. 

Other sense of belonging strategies that take place in the classroom are the following:

• Supportive peer relations
• Meaningful interaction between staff and students
• Developing knowledge, confidence, and identity
• Relate to student's interests and future goals
• Parental involvement

These strategies of belonging have also been positive. By remaining consistent, it promotes a healthier environment for growth and achievement.