So it’s the end of the second week back to school and I have been through the ringer with this new class. Just getting the learning objective taught has been a struggle. This year has had its new and wonderful moments as well as “oldie but goodies” and unfortunately, a lot of headaches. Teaching the lows this year, kids in 4th grade have been separated into “scaffolds” of low scores, med, and high, has been a challenge and it promises to continue to be. In the activate prior knowledge stage of the lessons I have learned there isn’t as much as I am used to activating! But I never give up. This could be the teaching experience of a lifetime if I stay “teachable” and do the stuff I know to do.
I came up to a small high desert school district 8 years ago from an affluent area called San Clemente, CA in hopes of teaching kids who really needed me. I was drawn to that aspect. I’m not a martyr by any means and I don’t want anyone’s pity or praise, I just felt these kids up here were special because they had so little and therefore I could offer them a lot with the enthusiasm for teaching I had. I can explain importance to them and it means something.
Up to now I have taught the high performers and the GATE. This has its own pros and cons and I never fully appreciated the value of each until now. I guess I miss it this year because I have been teaching the simplest of routines and tasks now for two weeks and still I find very little growth. This requires more guided practice and less independent practice. Perhaps the high kids spoiled me all these years I’ve taught that level. But, as I said they have their own challenges of differentiated instruction.
But it’s not all doom and gloom.
When I check for understanding I say the answer, then ask the question, then wait, then call a random non-volunteer. Through this teaching technique I learned in Explicit Direct Instruction, I get every “head” thinking as opposed to just one kid whose name I call. When I ask a question they should all be thinking and yet they all call out the answer or raise their hand. This is how they are programmed. It has been a battle de-programming this and getting them to think of the answer and wait for a number to be called. I know I’ll get there but I had no idea it would be over 2 weeks before I will. I keep asking myself if I will ever find “closure” for some of these standards I’ve begun teaching on.
I’m only 40 but this year has already left me feeling older. I’m not complaining about my class or my profession, I’m just tired. I think I need a nap. Hopefully my next post will be full of the rainbow stuff I usually write here. If anyone says teaching is for wimps, I’ll take them out to the parking lot now. On a happier note :) I’m going swimming when I get home. Teacher R&R and meditation are the order of the days over my weekends … until Christmas anyway! Signing off as such for now …
How’s school going for you?
