Pleasantly Surprised!

My biggest surprise lately came from a change in methods that I have instituted in my classroom planning. I have always had my students do collaborative work fairly frequently because I feel that it is a powerful tool for preparing students for the workplace.  Sometimes, I would randomly assign groups/partners and occasionally I would let students choose work partners. However, since learning about all of the factors and methods for grouping we have covered in class, I have been purposely using selected grouping and partnering (along with some of the suggested group-style activities) to cover our course work.

The surprise has been the dramatic difference it has made in both the quality of work I receive as well as the student's retention of material. Specifically, I have been purposely balancing skill levels in groups, and looking at pairing personality types in various ways to see what works best. I am so surprised at how my high-performers are engaged in leadership roles, and even more so how my lower performers are taking an active part in group participation. I am seeing positive behaviors and development of communication skills. Shy students who never spoke in class are coming out of their shells and participating more in class discussion. Even in just two week's time, the change has been notable.

I would have never guessed implementing something like this would have such a powerful and positive impact on my classroom! It has been a great change that I plan to continue using and refining in my program.

Hmmm...What event took me by surprise this week was my first event working with my Culinary team. We are trying to raise money for their FCCLA t-shirts and tickets for the Fall Rally in Perry, Georgia. The event took me by surprise because my new sous-chef of the club kind of took the backseat last school term to run and set-up the different type of events that we do during school hours to a senior last year. I will say I had my doubts with her because I thought she was a little upset about last year. LaShannon is her name.  LaShannon has organized two meeting for those students interested in the club and recored all the information from both meeting with the students informations.  The FCCLA students had a wonderful idea to sell Flatbread pizza to the teachers for parent teacher conference on Wednesday night. I'm sorry for the long delay but heres why it took me by surprise LaShannon created a menu for me to email to all the staff at CHS and she priced out food cost so we wold generate a profit.

On Monday morning she came to me with the menu, duties of all students who were assisting us, and the food cost budget. She budget out that all the ingredients that we didn't have in school will cost a little over $50 dollars which I will spend, but with sales estimation from half the staff we will make $100 dollar profit.  On Wednesday more than half participated in the Flatbread Pizzas fundraiser and we raised over $225 dollars which will help the kids with their field trip money for fall rally.

She also noted to me that she had discussed with the football coach about him generating a donation to FCCLA per week for preparing their pregame meals of $100 dollars. She created several menus within his budget for him to choose from and she also created a prep sheet as the Culinary Club sous chef for the meals to be prepared by the students and for me to just oversee all of their work.

In summary, I was blowed away by because this a students who took the backseat all of last year and I'm sure she just sat back and thought to herself about all the mistakes and sometimes the lack of organization  within the club that she will make better. The fundraiser was success and our principal was so surprise at the amount of professionalism and discipline she displayed in organizing the events. I'm more than surprise because I'm always preaching to my students that the difference in being a chef and cook; a cook only cooks in a restaurant ,but a chef plans menu, check staff, and calculates the food cost. I'm so excited we are off to a great start with our FCCLA budget and that my students see that its more to being a chef than just cooking.

Shocking 6th Period

Hello all,
This week I definitely had a shocking moment in which my students did the unexpected. I have brought up the issue of a rowdy (for lack of a better word) 6th period class with several of you and I have gotten some great tips on how to handle this class. Well, this past week was rough with this particular class. They have had a lot of freedom to shoot their video for several days, but when it came time for us to be back in the classroom to edit, they would not settle down. I ended up losing my cool a bit and making them sit in silence for most of the period to reflect on how to be respectful. Needless to say, this put me in an awful mood. I am bad about taking my work and emotions home with me. I went home and brewed all evening about how much I just did not like this class and that they would never be the class I want them to be. I kept focusing on all the reasons they made me angry and how I just knew it would not get any better, no matter what strategies I implement (I tend to get a little dramatic when I'm angry).
Anyways, the next day I was dreading 6th period all day. It would put me in a bad mood just thinking that I would have to teach this class again. I was very surprised when the class came in and worked diligently. Was it perfect? No, but the students were much more behaved and I actually saw some of them helping each other to understand the editing system. I was very impressed by this. The class is mostly sophomores, but there is one senior in the class. She came up to my privately and said, "Mrs. Miller, I would like to apologize on behalf of the class. I know we have all been disrespectful and that's just not right." This shocked me and also made me feel pretty guilty. The night before I had gone home and just though about how I did not like the class as a whole, and I based those emotions off of one day. The class is capable of behaving and they proved that to me. I have to remember not to base my beliefs on students' abilities on one unpleasant class period. The class stepped up and they are continuing to work hard to meet their deadline for their first video project.
Anna

*Please don't judge me for this post. I am so embarrassed by my reaction to this situation and that I kind of gave up on the kids for a day before realizing I was completely wrong!

"What was the event that most took me surprise this week - and event that shook me up, caught me off guard, gave me a jolt, or made me unexpectedly happy?"

I have been out of school this week for September break and I just can't lie....I needed the break! Seven weeks in has felt like 7 months, honestly. 
I digress, so back to the question at hand: What surprised me this week? What caught me off guard? What made me unexpectedly happy?
Surprise, jolt, and caught off guard certainly happened the previous week in my class.  Unfortunately, it has to do with student behavior and illegal activity happening in school and I don't want to post about that on a public forum. But needless to say; I was shook up and jolted!

So I'll move on to something very simple that made me unexpectedly happy. IEP meetings! We all know and love them, right? Well, not so much maybe.  Last year, we could go to the meeting, say our piece, and leave and get back to our class.  This year things have changed.  We are required to stay for the entire meeting.  I'm sure yall know these can last an hour or more and I am finding I often have to miss entire class periods.  When I miss those class periods, I feel it's a complete waste. My students aren't focused and aren't learning the material I need them to learn.  However, IEP meetings are a necessary evil. 
The email is sent out to all gen ed teachers and at least one has to attend.  Unfortunately, I always seem to be the teacher that attends.  Funny how that keeps happening.  I just can't bring myself to be "that teacher" that conveniently forgets to respond to the email and not attend. 
So last week I attended the meeting for one of my students. He was present with his parent.  I am a straight-shooter when it comes to my recommendations. Of course I have social etiquette when presenting my material and offering suggestions, but I don't beat around the bush.  This particular student is more than capable of high achievements in the classroom. He has no known learning disabilities or diagnosed mental health conditions.  He is very social with his friends, controls his behavior in class, and is very polite to me.  He simply does not do his work.  I re-direct him over and over and give him alternative assignments, etc.  Trying everything I can to motivate him to complete in class assignments.  I have failed.  I had this student all last year, so I know first hand that he is capable.
I told him in the meeting that I want this more than he does.  His mother wants this more than he does.  His case holder wants this more than he does.  I explained to him that until he decides he wants it, he will continue to fall short of academic success. I also informed him that if his academics do not improve he would not be eligible to play baseball.  His head popped up and suddenly he started to listen. I finally got him to say that he was very capable of the work but he just wasn't motivated and was not applying himself.  I felt good leaving the meeting in the sense that this student understood the major role he played in his own success.

Fast forward to the next morning.  I clock in at 7am and I see one of my assistant principals in the office.  She has a reputation for being unapproachable (especially to us new folks). She stopped me and told me that word had gotten back to her that "I'm the teacher to have in IEP meetings". I must have looked at her funny because she began to elaborate, as I did not know what she was referring to.  She told me that word has gotten back to her that I have been attending all these meetings and that she hears I have great input and influence with the students.  She appreciated my effort and words in the meetings.  Yes, this is my happy moment.  This is the first time that she has ever complimented me. It was my happy moment. It made me feel as if my effort and contributions have not gone unnoticed.  Sometimes its the little things :)

One thing that I would change or do differently

I would have to say that this week has been a challenge. However, I was able to learn from it, but one thing that I would have changed the way I do things is how I handle my discipline. I want to make sure that I am on point and are not stopping my lesson for anyone and handle the situation differently.


Abshul

Thinking over the past week the things I would do differently are manage my time better, as well as simplify things. At times I get so in my brain that I complicate things for myself and possibly the students. I tend to think of these elaborate lesson plans and activities, that don't seem to work out. That's were the time management pieces comes into play for me, but the time I have said what needs to be done the kids and I both have run out of time. So I am realizing that when I simplify things for me it in turn makes it easier for me to convey the lesson to the students.

One thing, I will do differently this past week is manage my time a little better. I took on so much stuff this with my CTSO (FCCLA). We helped the ECE teacher with the daycare center in the school in preparing the food for the children, I also had to display information about my program for curriculum night, post grades, and having a schedule field trip on Thursday and Friday was just too much. I felt like it wasn't enough time in the day. The kids were so excited about participating in their first event but I had so many deadlines within the school to meet. I finished all the deadlines and was able to assist another department member, but I felt exhausted by Friday. With that being said; I need to manage my time better and not take on so much during a week when grades are due. I teach the students time management, however; I will remember a few of my lesson from that unit.

From week two:
" In thinking about my teaching activities this past week, of what do I feel most proud? Why?"

A proud moment for me this week was a note from a student...
I gave strict orders to my students to sit quietly until all tests were in; they could, however, draw on the back of their test.  On one of the tests I found this:  
Dear Mrs. Ward, 
I am glad to have you as my healthcare teacher.  You bring me happiness.  I love your personality.  You always brighten my day.  I cannot help but smile when I see you.
Love, 
Madison

I was proud that the students had followed my direction.  The note was a bonus!

 

One thing I would do differently

When class is in session, I do not allow the students to use their cellphones. I will modify that policy at times if I do not have available computers, but I keep a watch on the students I allow to use their phones during this time. Anyway, Tuesday must have been "National disregard of Coach T's cell phone policy". I had given several verbal warnings to students for using their phones during the lecture/discussion segment. I eventially collected two students phones and placed them on my desk. This was after multiple direct warnings to those students, and again, several warnings to other students.

One of my female students thought she was very slick, and had her phone placed to where she "thought" I didnt see it or notice it. Well, I not only could see the phone, but I could see the screen enough that I was certain she was texting someone. So, I directly called her name and told her of her final warning before I took the phone for the remainder of the class period. She then made the mistake of lying to me and saying she was not using her phone, in a rather loud and sarcastic tone. I knew better, as I had seen the illuminated screen and could almost certainly know that she was texting. Instead of " Please put the phone away for the final time", which is my usual thought and response, "Put the phone up immediately or its mine" came out of my mouth. To which, she replied that I would not take her phone in a snarky, sarcastic reply again. So then my mouth failed to properly verbalize my thoughts again, and I replied in a stern, loud, and sarcastic voice "Do not challenge me." This was followed by complete silence in the classroom.

She then put the phone in her backpack. I was a little pissed that she had chosen to challenge me, and especially in front of the class. After I moved on, had some time to let the situation go, I realized that I could have handled the situation much, much better. Before the class dismissed for the day, I called the student to my desk. We then had a polite and productive conversation regarding the phone. I realized that we had both challenged each other to the point where the "gloves were off" so to speak. We both apologized to each other and have moved forward. So, actually, we both learned from the situation, but I learned that I must not allow my typical response when tested become my normal response.

"In thinking about my past week teaching what is one thing I would do differently, and why?"

     As of late I have been thinking about what we learned in NTI this Summer, and all the elements that I wanted to incorporate into my classroom this year.  While this year has been much better than the last, I still feel like I am falling short in certain areas.  My colleague had surgery at the beginning of the school year and getting substitute teachers is something close to an act of Congress.  Needless to say, I have inherited his classes, and I'm not complaining but it is hard to provide the attention and structure my actual classes that way I want.   
     Looking back at this last week and in preparing for the future, one thing I want to do differently is my response to behavioral disruptions.  I haven't completely lost it, but I've noticed some sarcastic responses of mine when trying to manage both classes.  As a result (behavior breeds behavior) I have received some sarcastic responses from students.  I talked to them after class and we came to a mutual understanding, but those are talks I want to avoid in the future.  Using the language of choice seems to work pretty well, however, proximity control works on very few at Clarkston High School.  Classroom management, specifically responding to behavioral issues, is what I plan to change starting next week.

One thing I would have done differently:
This last week was the first time my AVTF I class used cameras. I used the "I do" "We do" "You do" method in showing them how to properly set up and break down the equipment. After showing them how to perform the task, we left the room to spread out and the students performed the task. They actually did a good job working with their partner to get the cameras up and running, but we did not have enough time for them to completely finish the "You do" part of the class. I wish I had used my time more wisely to make sure the kids had enough time to try it out on their own.

Done Differently......

I am thrilled to have been labeled as one of the "coolest teachers at DC" by many students! However, with that also comes anxiety due to unannounced student visits, interrupted planning periods, and intentional unwelcomed hugs and kisses. So now you are probably thinking, "but that all sounds sweet Yvonne." And you could be correct until...........the moment one, or a few, of those admiring students gets you sick from their nasty germs! Per my visit this afternoon with Dr. Mercadel, I have Bronchitis, and have been instructed to be on bed rest for the remainder of the week. Therefore, had I been aware of the rapid spread of colds, and flus, and viruses going around my school, I would have definitely placed myself on Contact Isolation Precautions and shooed those hugs, and kisses away! Lol

"In thinking about my past week teaching what is one thing I would do differently, and why?"

This past week of teaching was especially rough as I have 21 students now, as opposed to the 12 that I used to have.  One student in particular is quite disruptive due to her emotionally disturbed behavior and outbursts.  Dealing with her behavior problems take away from the instruction for the class.  I spent way too much time attempting to deal with this student's disruptive behavior and I should have just written her up in the beginning of class, had her removed and given my other students the time that they needed.  It can be somewhat difficult dealing with 100% special needs students because you cannot utilize the same behavior strategies as in general education because everything has to be based off of their IEP and BIP.  So in all, I just wish that I had dealt with the distractions much better so that the remainder of the students could get as much instruction as possible.

 "In thinking about my past week teaching what is one thing I would do differently, and why?"
I would not have depended on the IT department to fix my computers over the summer.  So this week we started drafting and 3D-modeling on the computer, and 4 computers are broken.  It is very frustrating to have students sharing computers on a hands on activity.  So I should not have taken for granted when they closed the ticket and checked off on my computers that they were repaired.  

In thinking about my past week teaching what is one thing I would do differently

Last week was our first week in class. All classes pretty good except for my 2nd period, which is filled with students that are use to my procedure. I had several problems form these students last year and this year it has gotten off to the same start. If i had to do over again i would have placed a seating chart to keep them from felling to comfortable and keep them form sitting by there friends.

"In thinking about my past week teaching what is one thing I would do differently, and why?"

CedHoward
As I review my lessons over the past week, If there was one thing that I would do differently, it would be reverse my decision to have my students create a music video midway through the week. The fact that we didn't finish shooting on Friday led to an error in continuity and really made the job of my class editors hard. Even though my students made it work, I never plan to give that particular assignment in the middle of the week ever again!

" In thinking about my teaching activities this past week, of what do I feel most proud? Why?"

Cedrick
One teaching activity that I am most proud of this past week is the development of commercial scripts in my Production 2 and Production 3 classes. It was amazing to see students band together to organize a script for a project that will only be view for about 30 second to a minute of television time. It was obvious that students were having fun as they all ran to me like small kids as they completed their first profession script. I really enjoyed class this past week.

Week 3: Mr. Drop Top Vs. Pikachu

"In thinking about my past week teaching what is one thing I would do differently, and why?"

The one thing I would change in my teaching is the way I group students. My classes have between 32 and 36 kids this semester and I have 7 cameras and 14 computers, so I have no choice but to group. 

Last week I put together a group that included a fairly large 5'6, 230 lb 15 year old boy with a 68 average in my class and he drives a red BMW drop top (this is important because he is SUPER entitled) The boy is having some disciple problems in other classes but is very respectful and protective of me in my class.Also, in that group is a 15 year old boy with 89 average in my class, 5'1, 90 lbs who has named himself Pikachu when we play kahoots. The group also included two other girls both with averages in the eighties. 
The group appeared to be working fine, every time I checked in on them no one had any complains, Mr. Drop Top didn't appear to be doing much work but Pikachu ensured me he was helping. The project had come to an end and for the entire week Pikachu had been taking up for MR. Drop Top. 
At the end of the project I always have students write me feedback on the project, generally it is a short form that asks how they contributed to the project, how group members contribute, and what the instructor can do to improve the project. Well when I saw Pikachu's feedback he informed me that students should be able to pick there own groups because some students "maybe threatened by other students to do their work for them". I felt so bad for Pikachu. 
So grouping is something I need to work on, but my questions is what do you do with the kids that can't work with anyone? How do they meet the standard? 

Proudest moment of last week

 Please write a post about the following question, " In thinking about my teaching activities this past week, of what do I feel most proud? Why?"

What I am most proud of at this very moment is that I figured out how to write in this blog... I was having a tough time. I didn't realize I had to accept the invitation. :) Okay this past week. I am most proud that I didn't get stuck on lesson plans and I allowed myself to be flexible based on the needs of the students. 

Last week I was teaching shot composition, I had given students a lecture with examples and then had them go on a shot scavenger hunt with a written list of twelve photos to take with cell phones in order to practice the rule of thirds. This is generally an exercise I do in one day and then we move on to learning how cameras work. However, when students submitted the pictures very few students had grasped the concept. In turn I decided to re-write my lesson plan for the week and create an additional framing assignment where students were given a list of  nine types of shots that they had to incorporate in a story using a slide show. I was able to incorporated an additional standard by having the students create a storyboard prior to taking the stills. Having them create a storyboard also allowed for additional practice because I ensured all student drawings also followed the rule of thirds and were framed properly for the type of shot. 

Upon completing the assignment the two level one classes passed the assignment with an 80% or above.

"In thinking about my past week teaching what is one thing I would do differently, and why?"

In thinking about this question, the first thing my mind went to was my evaluation for the practicum class. Of course, knowing it was coming up, I was stressed the entire week leading up to it.  Trying to prepare and prepare some more and then revise those preparations....only to realize you can only prepare so much and the chips are going to fall where they may. 

I would have corrected my set induction first and foremost. I created a slide show depicting vehicle accidents caused by DUI drivers.  I had this playing on a loop when my students arrived. As they entered the room, I asked them to watch the slide show and reflect on the consequences of driving while impaired. Mr. Chandler recommended that in between photos of the accident scenes, I should have included a slide with my objectives or a slide with instructions for the students to reflect on the consequences of impaired driving.  I did not even think to do that.  I could have also had the students write five consequences as they were watching to keep them busy...something other than simply asking them to watch quietly and reflect. 

Another thing I would have corrected about that evaluation day is I would have tweeked my lesson plan a bit more.  I learned from my evaluator that I needed more detail in my Transfer In.  I stated that today we will put the field sobriety evaluations into practice.  I needed to elaborate on what that actually meant. 

One thing I needed to change but honestly, I am still struggling with....is my closure.  I had 50 minutes that class period and I was trying to cram so much in and really put on a great class for my evaluator. The depth of knowledge associated with my three closure questions did not measure up.  I feel torn about this misstep.  In one way I certainly feel that the closure questions could be more in depth; However, I also know that my classes are short and I never have time to ask the closing questions as I would like...more challenging and requiring a longer answer or more critical thinking.  This is the third thing I would have changed about my evaluation day.

These are the three mistakes I made and the things I would have done differently to correct them. 

Anthony N. Love II - Please write a post about the following question, " In thinking about my teaching activities this past week, of what do I feel most proud? Why?"

Thinking about my teaching activities on last week I feel most proud about the relationship that I have with my students. During a group activity I noticed that my students were more engaged than they would have been on last year. I knew it was because I was more prepared and I explained the assignment so that they fully understood what they were to be doing as a group. The students had a rubric and directions were repeated back by a fellow classmate. When I saw how engaged they were I was smiling from ear to ear. It is a good feeling as an educator especially in the AVTF pathway because several students have no interest in the field they are just put into these classes by the counselors and administration. I feel as an educator it is my job to make sure the group activities are fun and have easy instructions to follow. My goal is to continue to do activities with my classes that will continue to make my students and myself proud.

Monday Morning Quarterback - What Would I do Different?

As I sit and ponder over the past week, I find that there are many things I would do differently. Oh how I can count the ways! Considering I am a first year teacher and I am constantly experiencing “trial and error” days. I would say the one thing I would do differently is to be better prepared and knowledgeable about the course subject (Forensic Science). Considering I have “never” worked in the forensic science field, there is sooooooo much I have to learn. I sat home all day on Sunday reading and thinking of things to do with my class. Because this is my 3^rd level course, the students really want to know more about forensic science and they are eager to engage in class activities, such as, finger printing, crime scene investigation, etc. The current standard being taught is about the history of forensic science (not fun at all). I couldn’t seem find any fun activity to engage them. I feel like I was not prepared at all and they were all sitting looking at me like I had buggers on my face. A very uneasy and uncomfortable feeling. I said to myself, “Crystal, you have got to PREPARE and PLAN better next week so you won’t look like you don’t know what you are talking about.” I wanted to cry out for heeeeeelp so bad in class. Now that I am experiencing these days, it pushes me harder to make sure I am prepared at all times. I want to make sure my students are getting the best of the best when they are in my class. Why? Because they absolutely deserve it!

Something I Would Do Differently

Currently, we are five weeks into the school year. It has been a very smooth start. My classes are better organized than they have every been and I feel that I am managing my time and resources really well. However, nothing is ever perfect. An area a feel that I still struggle with is managing chronic behavior issues with that tiny handful of "problem" students. I think we all have one or two at least each school year. I certainly have a couple.

I have been working with one of my "problem children" (I call him that only to myself, of course and out of affection) since about week 3 of school. He is a student that I have had before, but as he has become much more outgoing this year. This is aggravated by the fact that he has several friends in class that he likes to perform for.

I always try my best to be a democratic and respectful disciplinarian. I try to keep discipline issues between the student and me as much as possible and not be unnecessarily rigid. However, I feel that those methods have not been effective with the student in question.

After correcting the same behavior (using disrespectful language toward his peers) several times last week, I told him that he had reached his last warning, and that if we had to speak again then he would be assigned detention. After it was all said and done, I had to pull him from the classroom and assigned him not 1 day, but 3 days of lunch detention and called his home to report the problem.

He has since served his detentions with me and I am surprised to say, his behavior has actually been better. I still have to correct his behavior sometimes but he is no longer argumentative or intentionally inflammatory with classmates.

The thing that I would change is that I would have given him stronger consequence sooner! Even though we had several conversations, had his seat moved, and he had lost employability points, he didn't change his behavior until he had the consequence of detention and a call to parents. I realize that I am too willing to give second, third, fourth, etc. chances. I hate that I wasted time for several days gently correcting behavior that really required a more serious consequence.

Hopefully, I will not continue to have behavior issues from this student. But if I do, I will not hesitate to use more severe consequences when his behavior warrants it.

CTE New Teacher Institute Forum: What I am proud of

CTE New Teacher Institute Forum: What I am proud of



In the past week I contacted one of my students parents about his attendance. This student had missed every day except three since the beginning of the school year. After speaking with his mother, I found out that he was a troubled teen who had disengaged from school and his parents. I contacted his Assistant Principal and counselor to set up a meeting with this student and his parents. A couple of days after the meeting, the student started showing up for class. I asked him to meet with me after class on the second day he was back and he agreed. I found out that he was not interested in speaking with anyone about what was troubling him. We spoke for the next two days and i was able to make a connection with him. This student was very interested in the military, so we spoke of my military back ground. I was able to make him understand the importance of staying in school and improving his grades if he wanted to pursue a military career. Now he is one of my best students. He had a conversation with his assistant principal and told her that I was the only reason he was staying in school. this was my proud moment. Makes you feel good when you feel like you can change a kids life for the better!

Something I am most proud of from the past

Thinking back on the last week I am most proud of the faculty cook out my Culinary I and II students put on. We cook 24 slabs of ribs, 7 pans of baked mac , 7 pan of broccoli and cheese casserole. we also did baked beans, green beans. we cooked fish, chicken and hamburgers.  My kids did everything from scratch and were very proud to serve the entire county that day. The kids wore their uniforms with pride, and I was proud to be a tiger that day.

What I am proud of

In the past week I had a former student, one who was difficult to say the least, approach me and want to talk. As we talked I asked about his summer activities and if he was still participating in the band. He told me that he is not in the band anymore, and I replied with a "why not"?

He then proceeded to tell me over the summer that his father had passed away from heart failure. His response caught me somewhat off guard. I told him I was very sorry to hear about his dad, and asked how he and his mother were doing. He told me that he missed his dad and followed that with another comment that caught me off guard. He told me that he was enrolled in my second semester class, but he would not be a behavior issue next semester as he had been in the previous class. He explained further, stating that he had thought about the way he acted out in class. He told me that he realized he was wrong to do so, and that he appreciated the way that I had been "tough" on him. He said that he realized that his behavior was unacceptable and that my being firm with him was a good thing for him.

After losing his father he remembered my telling him that facing adversity makes people stronger and helps prepare the person for life. He said when he remembered that, he realized that he had to get stronger and help not only himself through the death of his father, but his mother also. He said that he realized he needed to grow up and be a man. Once he realized what he needed to do, he said things became easier for him. He still misses his dad, but realizes that his dad would want him to be strong and be the man he should be.

I gave him a pat on the back and told him that I was very proud of him and I looked forward to having him in class. I am proud of him, he realized that he couldn't be a boy all of his life, and that tomorrow is important and he must be ready. This kid will be a leader next semester and he will excel.

 " In thinking about my teaching activities this past week, of what do I feel most proud? Why?"

     This past week I was in the hospital, so when I initially read this question I wasn't sure how to answer it since I had not been back yet.  My first day back (yesterday, 9/7/16) completely caught me off-guard and left me feeling like "proud" was an understatement.  I was bombarded with students asking about me and telling me how much they missed me, and even received a standing ovation (minus the standing) from both classes in 4th Block after returning from a meeting with my Principal.      It let me know the importance and value we hold in our students lives.  Even though some days are rough and WE get really stressed out, we don't always see the impact we have on our students.  It was a very motivating and perception-changing return to work, but I couldn't have asked for a better day than the one I had yesterday.

     When I first walked in I was expecting the kitchen and classroom to look as if Hermine had just came through them... and they didn't.  To my surprise, my classroom managers held down the fort while the Captain was out.  I suppose having the students fill out applications for the roles they wanted empowered them to a level that surpassed my expectations.  I felt that the changes from last year to this year (as far as Dropbox/Assignment Submissions, Classroom Roles, Classroom/Lab Expectations, etc.) weren't being received as well as I wanted them to be, but I am glad to say I was wrong.

     Change is not always easy and hardly ever happens overnight, but it does happen.  Implementing the techniques and strategies gained from this Summer, especially small group and hands-on activities, is starting to gain a much more positive reaction.  So to my fellow educators I encourage you to keep fighting the good fight, we make more of a change than we think we do.  I hope none of you have to be hospitalized, but I hope you soon experience what I did yesterday.  It makes it all worth it.

In thinking about my teaching activities this past week, of what do I feel most proud? Why?"

In my teaching activities this week , I'm most proud  about getting my third year students excited about the lesson.
The first two weeks it was a challenge to keep their attention . This week I decided to differentiate and allow them to work according to their skill levels. This kept everyone on task , excited about going to the next activity and they were proud of their progress in the end.

PROUD MOMENT

I have experienced several proud moments over the course of these first few weeks of school, but the one that stands out at the moment is being able to reach two guys who are in my Introduction to Healthcare Science class.

The step brothers recently moved to Georgia from Florida and for whatever reason, were both placed in my 8th period class. The first day they arrived in class, I introduced myself, explained classroom expectations, gave each of them a syllabus, and caught them up on what their classmates were currently working on. As soon as I walked away from speaking with them, I observed both of them using cell phones, listening to music via ear buds, and even with heads down sleeping. After getting over the initial shock of what was happening, I made my way back over to them, reiterated expectations, and encouraged them to reach out for assistance if needed. By the time they finally started to participate, the period was almost over.

While greeting the guys at my door the next day of class, I chatted with each of them individually about behaviors from last class, and my intolerability of those things moving forward. Not to my surprise, 15 minutes into class, the same things transpired much like that of in the class before. However, this time, rather than pull them out, or speak privately with them, I did some research. Once I discovered they each play football, and one is  diabetic, I new exactly how to move forward with them.

When the next class day came around, both guys greeted me at the door questioning "why were you at our football practice yesterday?" "I enjoy the sport, and needed to give something to my cousin," I responded. They asked "who is your cousin?" I remarked "Coach Smith." They both laughed in disbelief! I inquired if coach should be made that they would not be attending practice because they are tired, and needed to nap during my class? They both responded "No ma'am."

I also asked the guy who is a diabetic how he was feeling, and instructed him to let me know when he's not feeling ok. He was shocked that I was aware of his condition, and thanked me for being concerned.

As a result of me expressing concern, and showing interest in them personally, both of them now come to when with questions, after, of course they have utilized the "ask three, then me" rule. They are both making good grades, participate in classroom discussions, and have genuine interest's in the pursuing careers in the medical field which was unheard of two weeks ago!

They are pictured below along with fellow classmates, participating in personality assessments.

The two of them helped me to remember that I can, and do make a difference



Fall Semester 2016 Blog Post - Week 2

Please write a post about the following question, " In thinking about my teaching activities this past week, of what do I feel most proud? Why?"

I am most proud of the fact that even prior to tonight's class, I have placed my students into groups for varying levels of instruction and group work.  We have reading and math groups that are based on the students scoring on their MAP assessments (which are required to be according to their levels).  There are also groups based on my laboratory rotations since I have all 3 levels in class at one time.  Since the students are with me all day, I am able to chunk the information according to their varying levels and the groups are mixed with high and low achievers, as well as on gender, disabilities, and ethnicity.  The shining moment came today when one of the students approached me as he was headed to lunch and told me how much he likes being in groups because it makes it easier for him to learn the material and he can ask for help from his elbow partner.  In just one semester from the next, this student has flourished and become a classroom leader and has even improved his grade from a C to a B.  Small groups are definitely effective in my class!

Fall Semester 2016 Blog Post - Week 1

Describe something you used in your program in the first weeks of school that you learned in the summer NTI program. How did it work? Did it get you off to a stronger start than last year?

One of the things that I learned about during summer NTI class was the method that Dr. Burns uses before we break into groups.  She has a student summarize what the instructions were prior to moving on to the next steps.  I started doing this with my class week 1 and it has worked like a charm.  Not only does it give me an opportunity to see if the students comprehend my instructions, but it also helps me to see which students are paying attention.  For those not paying attention, it gives them yet another opportunity to hear the instructions again but instead of hearing it from me, they hear it from their peer, which typically results in them being more apt to retain the information because it's not just me rambling.  The students seem to be getting a better grasp on the material now because of this and they show much more enthusiasm.

What I learned...

I learned that the lessons/assignments you think are easy...usually turn out to be really challenging.  I found this lesson online that I thought it would be entertaining as well as motivating to my students.  I really found that my students were puzzled, unsure about money, how much things cost and had no clue what to do with a million dollars. Many of them didn't know where to start or how much to give or keep. Some of them really had to think.

The students had 1 million dollars and they had to write how they would save,spend, give, or invest  it.  I challenged myself to do the same. I allowed the students to write their answers on the board which many of them felt proud showcasing.

The assignment turned out to be a great teaching tool for me as well as it allowed me to create a second lesson where I was able to discuss cost for many of the popular items such as college tuition and purchasing homes.

So in your spare time (yeah right spare time) I challenge you to try it.

Tamika Day

Please write a post about the following question, " In thinking about my teaching activities this past week, of what do I feel most proud? Why?"

So for the last two weeks I have been teaching manual drafting, and the kids hated it! They complained, and said it was too hard and they couldn't draw and just every complaint in the book.  So the test was early this week and 95% of the class made an 80 or above!  I was so proud of them, and impressed by their hard work and dedication.  Also, I registered my entire third year in the leap program at Georgia Tech (for free) were they will get a Customer Service Certificate and a Supply Chain Management Certificate and have an official Georgia Tech Transcript.  

What I learned

One of the most beneficial things I learned during NTI classes this summer was the practical use of the classroom rules and procedures.

Now, unlike last school year, I have both posted in large print in poster form, in my classroom. If I need to remind the class of our procedure, behavior or general expectations, those items are highly visible for each student to see from any position in the room.

This has reduced my need for redirection in many instances. I do not have to verbalize to an individual, rather I can make eye contact, signal with my hand(s) a specific rule or procedure number and point to the poster. Or if multiple students need redirection, they understand the meaning if I state a specific number.

Classroom Managers

My most "proud" moment of this last week was not something that I did, but instead it was a moment in which I was proud of my students. This seems really simple, but it meant a lot to me.

After the NTI Summer Semester, I have been working on implementing my lab management plan. Last week I introduced the classroom manager positions with the video and other materials we produced over the summer. For the first time, I am letting students apply for the positions instead of assigning them. I didn't get much feedback in class from the students when I introduced the positions. Another teacher in my department even asked if I though any students would willingly apply for the positions since they weren't being "forced" to do it. I was really discouraged until the next day when I had so many students apply that I ran out of my printed applications. I had to print out more and had a line of students come and pick them up on their way to the bus after school. This sounds so silly, but I was so proud of the students who wanted to give of their time to make the classroom run smoothly. What made me the most proud was that many of my students who have autism or other learning disabilities were some of the first to apply. I immediately assigned students to fill the positions and they are already stepping up in ways I didn't expect. I am so proud!

Last Week's Football Game

Last week we were still in pre-planning but football is in full swing. We have a tradition that ever senior football player is allowed to pick one teacher that has influenced them the most over their time in high school. Wednesday i revived an email that said that I had been chosen, which did not surprise me much since i had some boys form my Youth Group from church that I have had in class and know since he was a young boy, I had assumed he picked me. When I arrived at the game Thursday night it was not the young man that I had know for years but a student I had meet just last year. Apparently he and the other boy both picked me but they did not give it to the one that had know for years. Shocked was one of many words that can describe how i felt, proud would be a better one I had no idea that in one year I had affected someones life so deeply.