Jordan+Leonard

Student Teaching Reflections Week Six: This week has been a total fly-by week. The agendas planned have been altered by days, and the school keeps running. By nature, I am a strict constructionist when it comes to time and protocol. However, I find that my agenda can be turned upside down by administration, cross-curricular learning, and teacher illness. I have a hard time adjusting to the changes in my scheduling, but with CT and department head advice, I learn to be flexible. On another note, I find that being organized keeps me sane. I am not organized at this point, so my sanity is questionable. Students will miss days due to field-trips, illness, and testing. I have to set up retake times and grading protocols. I already realize that staying later after school is my friend, as opposed to arriving early and in a cranky mood. I have to manage my time, as well as how much I grade during planning. I see so many differences in teaching, too. Do I take work home with me? Do I leave school at home? Certainly something I will think about as I sit up grading these papers until bed time. Yet, to end on a good note - I had a great observation this week! Granted, I planned a lot, but the improvement was not in my discipline; I was able to maintain nearly 30 students in a manipulative task. I had trouble with management for my honors class during my week three observation, so I really focused on this area. I look forward to the upcoming events of teaching though the remaining 2/3rds of the semester. Week Five: The kids/young adults need far more than just a discipline teacher! They need tissues, pens, pencils, support, criticism, structure, and expectations! They even need positive reinforcement like candy. This can make miracles happen in front of one's eyes. I have also learned the protocol for a sick CT this week. Thankfully, if your department is connected, a simple text can alert an absence along with a quick lesson plan. This close community of teachers continues working like a well-oiled machine, not missing a beat and always focusing learning at the center of the day. However, all this being said, the responsibility that one teacher has continues to amaze me. I felt like I lost control of the classroom once this week while my CT was absent. The substitute insisted on talking to students about off topic tale, thereby serving as a catalyst for poor classroom management. This taught me to learn from the events, reflect, and return the next day with adjustments and expectations. This certainly is different from teaching middle school students, but in many ways the management protocol remains the same. I still use my 5, 4,3,2,1, countdown to achieve student attention! Plus, it works! Week Four: This week has been helpful in establishing a routine for me and my students. I struggle still to adjust to a curriculum focused on passing the test. The shift from ideal to real has be challenging, but I think with time a balance of ideal and real pedagogical practice will happen. I have tried to stay up beat with the grading load. I realize already that the amount of writing I assign dramatically effects my homework load. Because of the revelation, I have learned to work smarter. I will grade with students, thereby highlighting areas of weakness when interpreting texts. This allows me to informally assess and refocus my teaching. My first observation of my teaching was informative and critical. Constantly reflecting on my teaching, students' participation, and their enthusiasm all become my responsibility. To maintain "withitness," a teacher needs to incorporate frequent activity shifts to keep students rejuvenated and awake.

Week Three: Learning from those around you can easily relieve anxiety. After reaching out to my CT and the department head, I realize that teaching can become a team effort - a professional learning community. This first week of teaching was a blast! I felt anxious, but this was expected. I realize it is better to pack out a week of planning so students do not have time to get off task. One day showed how quickly I could lose control, and I quickly adjusted my planning routine. I find that planning out extra materials that can potentially cut is the best method to keep the learning process moving forward. My students are sympathetic to my anxiety, but they also expect me to have a lot of answers. Being prepared, getting a good night of rest, and eating breakfast as must do activities that make my students and me happier. This was a great week of teaching, and I am enthusiatic about next week. I am not as anxious as last week, and I feel that learning from veteran teachers has instilled this ease of anxiety. Therefore, I am more comfortable in front of my students, and they respond better to someone who can laugh AND teach. Grading takes too long for me at this point, but this is because I am still learning the procedures for grading. Overall, this experience is informative and certainly a dose of the real world. I think I like what I see.

Week Two: The anxiety has set in for next week's teaching! I have a unit planned out for Native American literature, and working with experienced teachers is certainly an exciting shift. I hope the students will listen, participate, and above all I hope to teach them to the best of my ability. After deep conversation about this experience, I have realize this experience is not really about me. The students are to reach the forefront of my mind; as I plan, I should think of them. Will they find connection to this unit? Will they understand the grammar, the materials, and the way I present? If I cannot answer yes to these questions, I need to rethink the approach I have choosen. I struggle with time management, but I honestly hope that with time I can become swift with planning. Attending department meetings, AYP meetings, and even just talking with my peers eats into time. I have to work on management of this time. I led the class for the first time on Friday and I think I did well. My CT had to step in only a few times, but overall I am eager to see how this first week goes. However, students really like to talk. I have vocabulary words to learn, and innovative ways to teach persuasion. I do not know where I will be when taking on the second prep class, but I already appreciate all the teachers I have ever had. I had no idea, and I don't think college really prepares you for the exaustion that a teacher faces his first year. I have constant support, but still the instructional ideas are my own to create. Will they be prepared for the writing test based off what I teach? Will I pronounce this vocabulary word correctly? Why did my school computer have to crash this week?!?! The students are a hoot, and I love being around them. They make me smile, laugh, and feel okay about the social aspect of education. Now I just have to bring in my brain power and some really funny jokes to keep them from catching flies.

Week One:

I feel like an eager student all over again. I am already contemplating my lessons for the week after next, but still I have been involved. My CT, Ms. Allison strongly urges me to immediately get involved with the students. She says that by immediately teaching, through vocabulary, grammar, or just repeating her instructions really breaks down the tension between students and me. I agree. I started off really quiet with the kids earlier this week, but after following the advice of Whitney I feel connected to several students. I have almost all the names memorized for the two prep classes I will take over shortly. I am already suggesting some great books for student readings, as well as helping answer questions about simile, symbolism, and literary devices. However, I am terrified of the approaching days. I know I can do this, but the shift from 6th grader TOSS to 10th, 11th, and 12th graders has been eye-opening. I realize I still know a few things that they can learn from me. When writing our baseline essay this first week, students analyzed two passages. We graded most of today as a department team, which was great; I was able to see the range in student and teacher performance, as well as the varied methods of grading. I have been placed into a dynamic duo relationship with the department head and my CT. These two keep me laughing all day long, be it Whitney's high - pitched vocals that bust out nearly every day in class, or Mark's constant support to my frazzled nerves. This school truly is a family of learners and friends. I am learning how to nip management problems quickly - develop a sincere relationship with students. I know how to make copies, use the scantron machine, and pile up my desk like a mad man. There is so much to teach, but thankfully my duo and the school, inclusive of the administration, are more than forthcoming with materials, ideas, and constant feedback. I feel at home already, and I hope to keep up a high level of efficacy for teaching and my personal life.

TOSS Reflections

Farewell Letter
Dear Classes, Five weeks seems like only a blink of an eye now that I am leaving. I cannot tell you how much you all have changed my mind about being a student, being a teacher, and being a part of this world. Middle school seems like forever ago for me, but in reality I was just there. I still like to talk in class. I don’t want to do my homework sometimes, too. I remember getting into a fight in middle school, but never have I seen a kid jump across a lunch table to fight another kid! That tops my list! So as a side note – promise not to fight. I would hate to hear from Mrs. Harrison about any of you fighting. Mrs. Hatcher certainly will bring on the heat, and you all know that! I know you can learn anything, too. You know why? Because you just learned grammar like I did. Half of the stuff I taught you was college level material. I bet you know more about action and linking verbs than most grown adults! You all impress me over and over with your enthusiasm in lessons I prepared and lessons in other classes. Talking about poke salad with some of you was like talking to family. Laughing with and being hugged by some of you were like having a little brother or sister for the first time. Singing If I Had a Million Dollars with you is certainly on my top ten for fun teaching. Oh, I also loved seeing you all dress up for Red Ribbon Week! Camo, crazy socks, and those amazing hats were great, but you all impressed me with how nerdy you were on nerd day! Here I thought I was the biggest nerd in school! Honestly, though, guys I really enjoyed with being you all. Even you talkers keep me on my toes, but promise me you will shape up for Mrs. Harrison and not let me down. You guys are learners. You are next in the world to make decisions, so soak up all the learning you can while great teachers like Mrs. Harrison are around to give it to you. She was nice enough to share you all with me, too. Besides, you will miss her come February! So, be good, and look to my picture to see my face if you miss me that much. I know I will miss you. Sincerely, <span style="color: #008000; font-family: Georgia,serif;">Mr. Leonard

Genre Reflection 2: "Where I'm From" Adaptation I chose to write a poem for this reflection that is similar to a piece I wrote for English 3310 - Principles of writing. "Where I'm From" can be about where you grew up, but in this case I wrote about where I am TOSSing.

**<span style="font-family: Georgia,serif;">Where I’m From… **
<span style="display: block; font-family: Georgia,serif; text-align: center;">I lead children down linoleum pathways, <span style="display: block; font-family: Georgia,serif; text-align: center;">certainly not lacking in laughter, punches, or <span style="display: block; font-family: Georgia,serif; text-align: center;">puking.

<span style="display: block; font-family: Georgia,serif; text-align: center;">My daily salutation it seems – <span style="display: block; font-family: Georgia,serif; text-align: center;">“Hey, Mr. Leonard!” screams Caleb, <span style="display: block; font-family: Georgia,serif; text-align: center;">arms wrapping around me.

<span style="display: block; font-family: Georgia,serif; text-align: center;">I FAIL – “Who can tell me what transitive and intransitive means?” No hands – <span style="display: block; font-family: Georgia,serif; text-align: center;">I FAIL – Direct objects can be in prepositional phrases! Whoops! No they can’t! – <span style="display: block; font-family: Georgia,serif; text-align: center;">I FAIL – “That song has Christ and in it!” Plan B!

<span style="display: block; font-family: Georgia,serif; text-align: center;">“Want me to take over this round, Jordan?” asks Jamie. <span style="display: block; font-family: Georgia,serif; text-align: center;">“Yes, Please” I say in exhaustion, but then – <span style="display: block; font-family: Georgia,serif; text-align: center;">“Hey Mr. Leonard, are you teaching us again?!?” he asks walking in the door.

<span style="display: block; font-family: Georgia,serif; text-align: center;">“Yes I am.”

<span style="display: block; font-family: Georgia,serif; text-align: center;">“I saw your Pandora’s Box in advisement, Mr. L! <span style="display: block; font-family: Georgia,serif; text-align: center;">Totally cool! <span style="display: block; font-family: Georgia,serif; text-align: center;">I want to make one just like yours,” Liz exclaims!

<span style="display: block; font-family: Georgia,serif; text-align: center;">“Why don’t you ever dress casual, Mr. L?” <span style="display: block; font-family: Georgia,serif; text-align: center;">“As I always say, ‘Dress to Impress,’ Chris!” <span style="display: block; font-family: Georgia,serif; text-align: center;">“Well, you impress me, Mr. L!”

<span style="display: block; font-family: Georgia,serif; text-align: center;">I succeed – “Great job on your teaching, Jordan,” says Mrs. G. <span style="display: block; font-family: Georgia,serif; text-align: center;">I succeed – “Why don’t you just do your next semester with us?” ask Mrs. H. <span style="display: block; font-family: Georgia,serif; text-align: center;">I succeed – “You teach the best stuff ever!” decides Jackie.

<span style="display: block; font-family: Georgia,serif; text-align: center;">I am from pathways of learning, laughter, <span style="display: block; font-family: Georgia,serif; text-align: center;">sixth graders’ eyes love-locked on each other, <span style="display: block; font-family: Georgia,serif; text-align: center;">and a day where work never feels like a chore.

Genre Reflection 1: “All the World’s a Stage”
**Characters:** Mr. Jordan Leonard, //TOSS Student// Mrs. Arnold, //Cass Middle School principal// Mrs. Jamie Harrison, //Jordan’s Collaborating Teacher// Student 1, //boy 6th grader// Student 2, //girl 6th grader// Student 3, //boy 6th grader// //30// other students as characters for each six classes

**Setting:** Mrs. Harrison’s classroom. The room resembles any other middle school classroom – student work posted on bulletin boards stage left, late work box stage rear, white board stage front with essential questions, homework, standards, and the daily agenda. All desks face stage front with the teacher desk at the far corner of room, rear stage left, framing a path to an alternate rear exit door (leads outside). Green plants and a Zen waterfall catch the cascading sunlight from the rear exit door. Mrs. Harrison is stage left at front checking email when Mrs. Arnold and Mr. Leonard enter stage right to an empty room full of empty desks. Time: 7:45 A.M.

**Action** //Lights up// //Rumble of childrens' voices permeate the halls// //On the 6th grade hall, room 605, Mrs. Harrison sits quietly clicking away at her email, a day of teaching simple and compound sentences awaits her.// //Mrs. Arnold, having been in the front office, escorts Mr. Leonard, having entered through the front of Cass with stomach still churning from the morning upchuck, down the 6th grade hall, room # 605 approaching rapidly, along with the make or break point for this KSU student teacher.// [Knock] [Knock] [Mrs. Arnold and Mr. Leonard enter room 605 stage right. Jamie rises and greets Mr. Leonard] MRS. ARNOLD: Hello Jamie. I have your KSU TOSS student here ready to meet you and get started. Good luck, Mr. Leonard! You both take care, and call me if you anything! [Mrs. Arnold exits stage right] MRS. HARRISON: Hello Jordan, great to meet you. MR. LEONARD: Hey Mrs. Harrison. As you know, I am with KSU and will be your TOSS student! I am excited to work with you. [shake hands] MRS. HARRISON: Great, cool. I am too. We are about to get started with first period. Do I need to do anything right now before we begin, or what? MR. LEONARD: Not right now. We can wait till your planning to go over this huge teacher packet. When is your planning? [Mrs. Harrison smirks] MRS. HARRISON: At the end of the day during 6th and 7th period we can run through the packet and get squared away. Will my desk be alright for you to observe? I don’t mind sharing if you don’t! [Mr. Leonard’s anxiety quickly falls away, knowing he has a teacher who will help him learn a lot, while still making him feel at home] MR. LEONARD: Sharing your desk will be fine! Thanks! [Mr. Leonard sits stage rear as students pour into the classroom] STUDENT 1: Mrs. Harrison!! Mrs. Harrison!! Who is that? STUDENT 2: Mrs. Harrison, is that your husband?! STUDENT 3: Are your Mrs. Harrison’s Husband? [Mrs. Harrison and Mr. Leonard laugh out loud across the classroom, knowing that everything will be alright from here on out] MRS. HARRISON: Alright class, let’s get started with our Daily Grammar Practice! Get focused, please! We have a new student teacher that will be joining us! Mr. Leonard, will you introduce yourself?

//lights fade out as Mr. Leonard's fears melt away know children are genuinely interested in him and why he is there.//