Fear & Anxiety: Can I really do this?

I have been having bad dreams. Not nightmares, per se, but just unpleasant dreams. The dreams have been about beginning my position as a full-time English teacher next fall. I do not know why I have so much anxiety about starting this position. I feel that although I have much room to grow in my journey towards excellent teaching, I have done a good job this year in my student teaching. I guess deep down, I fear that I will be inadequate. Teaching is such a huge responsibility. Am I up to the task? The people who hired me believe that this is so, but deep down I have serious reservations. How do I teach literature when I often struggle to make meaning out of the texts myself? How do I teach writing without expecting students to write in my own voice? How do I prepare over a hundred students to become productive members of society? I do not want to fail my students because in failing them, I fail myself.

Sentence Structure Cont'd

On Friday I met with the student who had problems constructing sentences. The meeting went better than I thought it would. The student came, with a distressed look on her face. I did what I could to put her at ease. I told her that although there was a problem with the sentences in her paper, learning how to correct fragment and run-on sentences was a relatively easy problem to fix. I whipped out a grammar worksheet on senteces and went over the definition of a sentence with her. I told her that a sentence has three requirements; it must have a subject and a verb, and it must express a complete thought. I told her that her main problem was that she had several complete thoughts in a single sentence. I asked her to read the first paragraph of her paper to me aloud. This way I could hear whether she blended all the words into a monotonous sentence or accounted for the breaks in thought in her mind. As she read, she paused in the middle of her sentences. I pointed out that pauses indicate that a period or a comma should be included because a complete thought has been expressed. I went over where the periods should be in her first paragraph, and then had her review the rest of her paper on her own. Although she still had a few run-on sentences in the end, she had greatly improved. I could see from this improvement that she was beginning to understand where one thought ended and the next began. I thought that our meeting was successful.

I saw a great lesson today. My MT is doing a unit on how to give a formal speech. The unit is building up to an "authentic assessment" in which students must give a speech about an injustice in the community to the community. Naturally, students are feeling very nervous about this unit. My MT is carefully scaffolding each lesson to prepare students to reach their ZPD. Today MT made copies of "The Three Little Kittens"and had students practice public speaking with it. She had the class divide into two groups and line up facing each other. The students were then to alternate reading a page of the story to each other. Students were to practive, eye contact, posture, breathing, tone, and volume. After the pairs finished reading the story, she had students rotate and practice again with another student. Each time students rotated, they were to focus on a different aspect. By the fourth round, most students had improved. After the activity she had them debrief by saying what, if anything, they got out of the lesson. Many students said it helped them feel more comfortable making eye contact. Other students said it helped them become better readers. Other students said that they learned that the practice helped them memorize the material. Only one student said she got nothing out of the activity, but she could not articulate why she did not like it.

I think this is a great activity that helps students get hands-on experience, allows them to interact with one another, and promotes teamwork. I would definitely adapt this lesson for my classroom in the future.

Sentence Structure

Today I graded a student's essay. The paper left me frustrated. The assignment was to write a persuasive essay complete with a thesis. The essay did not have a thesis, and therefore was not persuasive. This, however, was the least of the problems with the paper. The paper lacked cohesive sentences. Thoughts were chopped up and blended together into a puddle of words on the paper. I am really concerned for this student. I wonder how she got this far writing at this level.

I pulled the student aside today and asked her if she could meet me during study hall tomorrow to talk about her essay. She agreed. I want to intervene to help this student move forward in her academic and writing endeavors, but I do not know where to start. I pulled some explanations from a grammar workbook on sentence structure. The activities focus on defining what a sentence is and identifying and correcting fragment and run-on sentences. I want to be careful not to overwhelm the student, though. I can only imagine that writing was hard for her to begin with.

Is a grammar lesson the best approach? How else do I get her to see and understand what the problem is? Should I start with her paper instead and see if she recognizes the problem? I am really confused. I know there may not be a magical, overnight solution to her writing difficulties, but I am eager to help. I just don't want to take the wrong approach and risk losing her altogether.

Authentic Assessment

In the EROD for my three-day solo, my master teacher wrote a criticism that I think is still applicable. She wrote: “Shannon has an emerging grasp how to develop an instructional plan. She should include extending the lesson to include community outreach.” This criticism is accurate. My curriculum and instruction professor always encourages his students to make assessments “authentic.”

My master teacher's criticism is very appropriate. I want to give my students opportunities to do meaningful things and to extend their learning outside of the classroom. I was feeling pretty good about my teaching approach. But after my master teacher's comment, I realized that I was confusing engaging for authentic. They are not the same thing.

In the future I want to have students go out into the community and become leaders. Talking about leadership within the walls of the classroom is much different from pushing students to go "outside the walls" and put leadership to the test. For example, for my Roll of Thunder, Hear My Cry unit I could have had students identify an injustice in society and find an organization in the community that is working to address the problem. As an assessment of their emerging leadership and writing skills, I could have had students keep a journal and give a presentation to the community about the problem.

Truthfully, I am too exhausted and stretched thin to be able to take my teaching to the next level. I feel bad about saying this. I do not want to shortchange my students. I do not understand where teahers find the time to do these types of things with their students.

How do I motivate this student?

There is onestudent in my class who comes consistently, butt does not do any work. He loves to sit in class and draw. He is rarely disruptive or disrespectful. Initially I found myself repremanding him at least twice daily. Icouldtell that he was beginning to resent me, and my reprimands were accomplishing nothing. I decided to try a different approach because I did not want all of our interactions to be negative ones. I started greeting him (and others) when he arrived to class and asking him questions about his day or weekend. During class, rather than reprimanding him for drawing, I would take an interest in whathe was doing, but ask him to put it away and participate. When it was time to complete work during class I would ask him if he wanted help. I encouraged him whenever he did the slightest amount of work. This helped us develop a better relationship, but did not help motivate him to do work. This has gone on all quarter. Last Friday, the classwas working on writing business letters to people in the community who have power to change things that are unjust in the community. Students had been working on the letters for two weeks. They had chosen their topics, completed research on the topics, identified stakeholders, outlined the letter, and written a first draft. This student had not done any of the work. The day before starting the unit, I learned that the student had been harassed by the police in his neighborhood. The police stopped him and his friends because they looked like suspects of a crime. In addition to handcuffing the youth, the police drew their guns on them. My student did not seem traumatized by theevent, but he was upset about the way he and his friends were treated. I suggested that he write a letter to the police chief about the incident if he felt comfortable and safe enough to do so. Two weeks went by and he still had takenno steps to complete the work. On Friday I checked in with him while he was at his desk drawing. He told me he did not have a topic, and I brought up the incident as a possible topic. He said he was interested in the topic. I asked him to write down a sentence describing his opinion on the topic. I gave him a couple of minutes alone to do so, but when I returned, he still had blank paper and had returned to drawing. I then sat there with him, and asked him to verbalize his opinion tome. He did this. When I asked himto write it down, he hesitated. It seemed as though he may have a lot of trouble with writing. I am really ata loss as to how to help this student. I would like to sit down with him and work with him, but getting him to follow through has been unsuccessful. What should/could I do?