Being a Student Again

When I accepted the job at my school two years ago, the first question they asked was, “Would you be willing to go back to school and get your certification?” I calmly answered “yes” but on the inside I was absolutely beside myself with anxiety. I remembered what school was like for me, and repeating that experience was not something I was looking forward to. Let me introduce you to young Taylor, the student. Her priorities, in order were: boys, friends, boys, extra-curricular activities, part-time job, boys, and making good grades. If you ask any of her past teachers how she was as a student, most of them would tell you she came to school to focus on her social life first, and her academic life second. I was never a discipline problem (except for breaking dress code), I made good grades (except for Chemistry Honors), and I was a pretty likable person. My biggest problem was memorization and test taking. I could finish worksheets, classwork, homework, and projects just as well, if not better, than any other student, but the second I had to sit down and take a test, I lost everything I had learned. When I was preparing for NTI I was so nervous that I was going to do poorly. I kept saying, “I am not smart enough for this”. I was afraid that because I struggled with some aspects of learning, I would have a really hard time teaching children. I also knew that I focused too much on everything but class, and I would face the same obstacles as college. I made a promise to myself when I started taking the class, and that promise was to do things the right way from the beginning. I was going to focus on my grades first, and all the extra stuff second. I learned that I am not a bad student at all, and when I put my mind to something, I can really excel at it. I learned how antsy I can get when sitting in a desk, and how much I crave hands-on projects, so I try to model my class after what I would want as a student. If I knew then, at my interview, what I know now, I would shoo away that anxiety and prepare myself for an amazing experience at NTI where I met some great friends and learned invaluable information that will make me a better teacher.

Be the best and "raise" the best

I would say, for the most part, I agree with the statement "In a completely rational society, the best of us would be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and highest responsibility anyone could have." My husband and I were just talking the other night about how much a responsibility teachers have to help mold generations. We were discussing the things our teachers were allowed to do, versus the restrictions on teachers now-a-days, and how we understand when our parents start stories with "back in my day..." When you really think about it, the vast majority of our students have limited access to adults: their parents and their teachers. Not only are we responsible for doing our job and teaching them the subject matter assigned, but we are also an example of how human beings should act. Think about it, if little Bobby only hears me, his teacher, an adult he spends several hours with per week, constantly complain about my job, gripe about low pay, use the phrase "that's not my responsibility", etc., then little Bobby will think that is how you are expected to act as an adult. This is especially true if his parents or other family members act the same way. It breaks my heart when I hear teachers counting down the days until the next break or until retirement. I firmly believe that if you don't love what you do, do something else. I have made my husband promise me that as soon as I dread coming to school and spending time educating these kids, that he better give me a good shaking and tell me to go do something else. I feel that I was selected for this job because I was among the best at what I do, and all teachers should be held to that same standard.

Who's Fault is it?

I would say that overall I feel pretty confident that the material on my tests is covered in class, and as a whole we review for tests. I do not believe in trick questions, relying on the students to “just figuring it out”, or hanging my kids out to dry. There are a lot of factors that would have to play in to my response to the parent such as: the student’s effort on other assignments in my class, the student’s attendance record (which I never had a problem with before this semester), the student’s overall grade, and their note-taking during lessons. If all of those factors were in favor of the student, then maybe I would have to step back and re-evaluate my tests. I can also add, that in school I feel that I was always a good student when it came to classwork, homework, and projects, but I really struggled as a test taker. Maybe we could look into a possible pull out group for the student, or we could break the test down into sections so it wouldn’t be so overwhelming. So after all my rambling, I guess I would say my simple answer is that initially I would not put all the blame on my tests, but after ruling out other factors, I would consider re-writing my tests (which this unit is teaching me I already need to do).

It is okay to fail

"Develop success from failures. Discouragement and failure are two of the surest stepping stones to success." (Dale Carnegie) "Success is a lousy teacher. It seduces smart people into thinking they can't lose." (Bill Gates) I love the fact that we learn from mistakes. I am always telling my students that it is alright to "fail" at something, because that's how we grow. I am a bit of a perfectionist (shocking, right?) but sometimes I enjoy when I mess something up in class, like spell something incorrectly on a Powerpoint, or tell the class how to do an editing trick that doesn't work. I enjoy making mistakes in front of them, because it shows them that I am human, and I hope it makes them feel better for their own mishaps when they see that I am messing up as well. If we always do everything correctly, and we always get exactly what we want, how can we ever expect to get better or improve? If we always succeed, the one time something doesn't go our way, we could be devastated. I agree with the quotes, that show us it is alright if we fall down, because we will learn how to get up and try again. Plus, life would be boring if we never had any roadblocks or obstacles to overcome.

Open Mic - Caring TOO Much

I am going to take this open mic post to use as my own personal therapy session. Over the past few months I am facing a similar dilemma over and over again: caring too much! I was told by a veteran teacher, “Once you start caring too much, that’s when you start getting into trouble” and I have begun to see that take place in my life when it comes to my kids. Without going into too much detail, I have a student who has become very attached to me and even calls me “mom”. Her mother has acknowledged that her daughter responds better to my directions than her own for some reason, and has asked me to have one-on-one chats with the student on several occasions about issues they are facing. I don’t mind helping out, but the other night my substitute parent role got out of hand when I was asked to get involved in something I wasn’t comfortable with. Long story short, DFACS ended up getting involved, and I feel guilty for not doing more to help the situation. Those close to me have told me to step back and realize that there is nothing I can do. In a two week span I had to deal with a student who was sent to alternative school, a student who was arrested, a student who is threatening to drop out, and a student who confided in me that her mother is dying. I love these kids as if they were my own, but I feel that is starting to get me in trouble. I worry about them constantly, I try to “save” them from their problems, and I talk about “my kids” all the time. I know that I am a caring individual who wants to solve everyone’s problems, but that very fact is becoming my own issue. Am I being too whiny? Does anyone else feel my pain? How do I turn off caring too much?

Prosser Theorm 15

I know that I often times feel like meeting certain criteria as a teacher can feel rigid and standardized, but one of the luxuries of my job is that I get a sense of freedom in my classroom when it comes to teaching my course. I agree that vocational, or career and technical education, should not be set to a standardized way of thinking. Careers as a whole are always changing and always evolving, so I think it is our obligation as educators to make sure our curriculum meets those changes. In my two years teaching, I have noticed that comments are often made along the lines of “but you teach a fun class”, or “the kids want to take your class”. I know that teachers don’t mean this as an insult, but it can feel like they are saying I am not good at what I teach, that instead, the curriculum is drawing the kids in. Even if that is the case, how lucky am I to be able to teach a “fun” class that is always changing and always evolving!

sNOw Thank You

I can honestly say that I am not one of the teachers glued to the television or my phone waiting on a snow day to be announced. I love my job, I love my kids, and I certainly love being in the classroom. I want to be at school! I did take advantage of the break, but I haven't been doing very many school things. I have used my "off days" to catch up on a lot of personal tasks that have been put off as a result of being in school. I despise cold weather, so during this most recent snow day I was an absolute bear, and hibernated the entire time indoors, and didn't accomplish much of anything. I am also frustrated with the cold weather because I had a fun outdoor activity planned for my class this week, and now we have to move it indoors. Plus, if the proposal for "no make-up days" does not pass, I don't want to be in the classroom when it is nice outside.

Prosser got it wrong this time

“Vocational education is not for everyone, but for those individuals who need it, want it, and are able to profit from it.” – Prosser I completely disagree with Prosser’s Theorem 5 because I believe vocational education can benefit every student, in at least one way. I can attest that the majority of my students in Broadcast Video Production do not want necessarily want to go into the broadcast field upon graduation, but I guarantee they learn a skill in my class that will help them. No matter what path they decide on for their future, they will utilize the skills learned in Broadcast Video Production. By taking my classes, students will become a better writer, build confidence with public speaking, enhance their conversation skills, and they will get hands-on experience with basic technology that could help them in a wide array of career paths. I also disagree with the statement because I don’t think vocational education should be geared towards just the topic at hand. I think it is our responsibility as educators to add to the curriculum standards with real-life content and information that will benefit the student as they get older.

Rewards and Challenges

After reading about the school counselor’s role in not only guiding a student through the education process, but also guiding the student with emotional needs, I would have to say I think the most rewarding aspect of being a school counselor is seeing your hard work pay off. Whether it is helping a child overcome a bad situation at home, deciding on their next step after graduation, or just being a shoulder they can cry on, I think counselors would be most proud when they see their efforts with students pay off. I think the most challenging part about being a school counselor would have to be the sheer volume of work that has to be accomplished each day. It seems like they have several plates spinning at every moment of the day, and at the drop of a hat they could be called to a completely different task. I think that part of the job could be confusing and stressful.

Changed Impressions

I knew that our school counselors (not guidance counselors) took on a lot of responsibilities, but I think the part of the readings that stood out the most is the list of monthly requirements for them to meet in the schools. The timeline for activities almost acts as a series of standards for the counselors, like the state classroom standards relate to teachers. The other parts of the readings that stood out was about counselors helping with job readiness and assisting students in finding their future career options. I guess my initial thought was that counselors focus on colleges and universities, I never stopped to think about them helping students who aren’t going to pursue post-secondary education.

Perceived Roles

In my limited work with guidance counselors (I am only in my second year of teaching) I can honestly say that even if I do not see our guidance counselors every day, I know they are working hard and doing a lot of things behind the scenes that many people may not recognize. At our school we have a guidance counselor assigned to each grade level: freshmen, sophomores, juniors, seniors. Obviously the senior counselors are working with students to apply to college, complete the graduation tests and make sure their EOCT’s and other scores are finalized. The junior counselor works with students to register for, study for, and take the SAT and ACT and also begin to look for scholarship opportunities for college. The sophomore counselor focuses on PSAT and getting the students on the right track for pathway completion and taking all the necessary credits. The freshman counselor works with introducing students to high school life, and explaining what they can expect for the next four years. I know that there are various others tasks that are taken care of including: college and career fairs, DFACS reports, transfers and drop outs, grades and credits, and communicating with parents about special requests.

Teaching Real World Lessons

Overall I can say I agree with Prosser’s Theorem 3 because it touches on the main points we try to stress to our students in the classroom. He first mentions providing students with thinking habits. As a teacher, I not only discuss the curriculum, making sure to meet the standards, but I also attempt to tech my students what I call “real life lessons”. It is simple for me to demonstrate how to properly save a document or a video file, but I take it a step further in making that simple task more relevant to bigger tasks they may face in the future. I explain that if you trust the computer to save your items wherever it wants, then you will be disappointed when the document it missing the next time you go and look for it. I try and teach them those critical thinking skills, stressing the importance of being smarter than the computer and you (the student) telling it (the computer) what to do. Prosser expounds on thinking habits by pointing out technical knowledge and scientific problem solving skills. As CTE teachers, it is our obligation to teach these kids how to properly use the equipment, and we take that a step further by ensuring they know how to do so safely. When it comes to problem solving skills, the best example I have seen in my classroom is letting the kids make a mistake so they will then learn how to correct it in the future. I don’t let the students fail, but sometimes I will know they are completing a task slightly incorrectly, and I will allow the mistake to be made. After it is said and done, I go back with the student and ask them to describe what they did wrong and how they can fix it. Sometimes the most effective learning takes place when they teach themselves. Finally, the theorem points out the students need to learn the manipulative skills required in the workplace. I feel this is the most important thing we teach them. From filling out a resume, and having a firm handshake, to setting up three-point lighting, and speaking clearly while reading a teleprompter, I make sure that the students coming through the BVP program know what will be expected of them if they choose to pursue a career in this field.

Teach What You Know!

If a co-worker in CTE moved across the hall from me, the piece of advice I would offer them is: teach what you know, and worry about the rest later. I don’t mean for this advice to come across as a type of “ignore what people tell you”, but I would encourage them to teach the class the way they were taught how to do their job in the industry. One of the benefits of teaching a class with this idea in mind is as a teacher they have the opportunity to focus on the facts: the curriculum, the safety procedures, the basics, the overall goal for the students. Sometimes as teachers we get bogged down, and overwhelmed, with the “extras”: test scores, standards, assessments, TKES, SLO’s. By changing your curriculum to focus on the basic information surrounding your career field, you cut out the garbage and get to show your students what you love about your job. The other reason I would use this as my piece of advice is because there will be plenty of time for others to help perfect the way you teach. You will learn tips and tricks along the way, you will get a better grip on classroom management as time passes, and you will certainly learn some invaluable techniques after going through the NTI program. As an added bonus, I would also show them where the teacher lounge is, since nobody ever showed me. ;)

Lessons Learned

The most valuable lesson we covered in class was the different ways to group students. I really thought this was a strong point in my teaching, but after analyzing the way students work together, I realized I had a few weak areas I needed to focus more on when it comes to grouping. I found it eye opening to see that when I thought I was pairing like-minded students together, I was really creating a “power house group” that gave those students somewhat of an advantage with the assignment. I have since changed the way I create groups, and I have gotten better about not always letting the students pair up themselves. The biggest thing I learned about myself during this class, is that I am a lot more motivated and tend to stay on task when I am in a classroom or small group setting. I often times found myself shifting my focus to other things during online class and I found it extremely difficult to make myself sit down and do the assignments alone. I am fortunate enough to live near some of my classmates, and I found that I am a lot more motivated and focused when we meet up and complete work together.

“You can’t believe everything you read on the internet" – Abraham Lincoln

Much like a few people have already mentioned, I also make sure to speak with my students about using internet research with caution. I like to use the following quote with them: “You can’t believe everything you read on the internet – Abraham Lincoln”. It is a funny quote that makes the students take a minute to think about the validity of what they read online. I like to point out the fact that ANYONE can edit information on sites like Wikipedia, and even I have made corrections on the website in the past. The other practice I have adopted in my classroom in regards to research is “textbook first, laptop second”. I make the students spend at least 20 minutes looking up information on their assigned topic (career path, microphone types, lighting equipment) before they can check out a laptop to look online. This guarantees they are actually starting with factual information, and they are focused on the assignment versus getting distracted online. This technique also gives them a jumping off point for research. If they see something on a website that is drastically different from what they just found in the book, they will know to choose another website.

Show Off a Little

I would say that I am blessed in that you can split my class right down the middle and half of them show a genuine interest in broadcasting, while the other half like what they do in the class. Very rarely have I had a group of kids who absolutely hate my class. Now don’t get me wrong, I have had a few kids come through my program who would rather be somewhere else, but I have worked with them to find something they enjoy during the semester. One of the reasons I luck out in this situation is that my high school is the Mass Communications Magnet Academy. That means the students in our county can apply to magnet programs (every high school has one) and find a school that fits their needs and interests. A lot of my students are magnet kids, while the others see the great things produced in our class and want to sign up. As far as offering advice, I feel the only thing I can offer is to encourage your current students to brag about the fun things they get to do in CTAE classes, and spread the word for you. We also do a good job of taking on projects around the school so that other kids can get a better idea of what we are all about.

CTE Change

(Am I the only one who feels like this is a trick question? haha) I would have to say that since I don't know how any other departments are run, and I have only taught one subject at one school, I am not really sure what needs to be changed. But from what I have heard “on the street”, our department is quite strict and we are held to different standards. For instance, we are not “allowed” to wear jeans to work, even on spirit days and/or Fridays. We also have department meetings that apparently last a lot longer than other departments’. I know that the subjects we teach aren’t traditional or core curriculum, but I wish we weren’t seen as different by other teachers in the school. It becomes frustrating when we are always referred to as “the fun class” or teachers think our job is easier because “kids want to take our classes”. I apologize, that was technically two things.

"Applause" for taking a risk

Let me start by saying I am THRILLED that we have a positive blog topic, because I need a little pick-me-up! One of my proudest moments thus far in teaching actually took place last week and I am so eager to share it with everyone, because of how happy it made my student. Our high school has the highest hearing impaired population in the district. I have a deaf student in my class, and for the sake of privacy we will call her Z. She is the first hearing impaired student to take a broadcasting class, so the two of us are working together in regards to accommodations and modifications. At our school we have a morning announcements show, and Z has expressed to me her frustration in not being able to hear or understand what is going on in the school because we do not have closed captioning. Her frustration led to an amazing idea. The last week of September was National Hearing Impaired Awareness Week and I thought that in an attempt to include our hearing impaired school population, we would do an all deaf morning announcement show. I asked Z how she wanted it formatted and she said “we suffer every day, let’s make everyone else suffer for one day”. The show was completely silent as Z sat on the news desk and signed all of the announcements (she did allow me to put subtitles at the bottom of the screen). Shooting and editing a completely silent show certainly had its challenges, but Z was so excited to be a part of it made it worth it. On the day the show aired, I grabbed Z and her classmates out of their room and brought them to my classroom to watch. It was the most silent a room full of teenagers has ever been. All eyes were glued to the screen and the hearing students were blown away by Z’s performance. She absolutely lit up while watching herself on the big screen! I had previously taught my students the sign for “applause” and when the show was over the class all “clapped” for Z. I was so excited that our experiment worked, and it absolutely warmed my heart to see how proud Z was of her contribution to her deaf classmates. I have had several students and teachers tell me it was the best morning announcement show yet, and they would love to see more of her.

Needing to "trim the fat"

If I had the past week to “do over” I honestly wouldn’t change anything I did inside the classroom. My change would be all of the stuff I have to handle when I am not teaching. I heard it 100 times before I entered the world of education, “I would be a great teacher if they would just let me teach”, and I am definitely feeling that way. I have been pulled in several different directions and I feel that I have allowed myself to get taken advantage of in a way. In my coaching role I have somehow been put in charge of creating the athletic practice schedule for ALL fall sports. In my role as an advisor I have filled up my plate with t-shirt orders, after school events, and budgeting paperwork (not a strong skill of mine). In my new position on the Homecoming committee I have taken on a few more projects than I wanted to and I am now feeling overwhelmed by that. And finally, in my role as the teacher in charge of the morning announcement show, I have found myself in a miniature battle of sorts with administration. I don’t mean to complain, because I honestly love what I do, but as I reflect on my mistakes of the week, I now see that I need to learn how to say no, and just focus on what I want to do, which is teach!

Let go, and let THEM do

Simply put, I learned that I can let go a little and count on my kids to do exactly what I expect them to do. I had the privilege of taking ten students to the SkillsUSA Fall Leadership Conference in St. Simons, Georgia Thursday through Saturday. It was my first time chaperoning a field trip solo as an advisor, so I was nervous about everything going as planned. Our advisors (and even our students) have set very high standards that we expect everyone to follow, so I started the trip by reiterating the importance of following the rules and behaving at all times. As soon as the wheels on the bus started rolling, it’s almost like a switch flipped and every one of my students acted like little angels. I didn’t even have to remind them of our rules. Other students, from our school system and others, were misbehaving, and my students just turned their heads and repeated our school motto (which has to do with pride in our school). As nervous as I was to not disappoint the other advisors, I learned that my kids know how to behave and set an example for other students. Also, while I was out of school for the field trip, I left sub plans for my classes. All of my students had two projects to finish and turn in while I was out, and when I returned to the school Saturday afternoon I was surprised to find that everyone met their deadline and the substitute had nothing but nice things to say about my students. This just further shows me that I need to worry less, and know that I can count on my kids more.