Chapter 6: Your Teacher Personality: Faking It, Making It
Chapter 6 covered different personality strengths and weaknesses and what they look like in the classroom.
The chapter began by noting that first- year teachers should never let students find out that they are rookies, being unsure about this advice, I turned to my mentor team.
Wait, should I really hide the fact that I’m a rookie?
AB: Be honest with your students that you are a new teacher, but couple that with excitements and confidence. That will conquer any feelings of “new” teacher nerves. You are not supposed to be a seasoned teacher on day one. It takes time. You will try things and make mistakes. Admit when you are wrong or say “that didn’t work as I had planned but let's try it another way."
DB: Students appreciate honesty above all else and I’ve followed this by always telling students about my experiences. This includes that it may be my first year teaching, my first time teaching this class, or my first time trying something new. Often times, a student will chime in, “It’s our first time in this class too!” This makes the students realize you’re human, yet does not give you an excuse to not be prepared. Being confident in your subject area, your plans, and your with-it-ness goes a long way and students will sense your lack of it.
What are your favorite personal strengths in the classroom?
GH: As for strengths I will always support students and encourage them when they are doing good. I have also been known to be sitting at their dining room table when they get off the bus if they have done something wrong.
AB: Energy, Organization, Humor, Confidence, Humility
Do you feel that your strengths and weaknesses have changed since you started teaching?
AB: Yes, strengths and weaknesses continue to evolve… it's part of the process.
DB: The ability to multi-task is also a strength that teachers require and develops over time.
Chapter 7: Classroom Management: Easier Said Than Done
Chapter 7 was chock-full of advice on classroom management. It shared some common techniques, what makes them work, why they can be difficult to use in practice, and more. As someone who is very nervous about my CM abilities, I was ready to get as much advice as I could from this chapter.
Classroom management terrifies me. Any advice right off the bat?
AB: CM is always a challenge and can completely depend upon the dynamics of the group of kids, grade, course subject etc…
Advice: Start off more strict than you think, but be organized and prepared. Still, keep your fun/energy and not be a drill sergeant. Start to back off and/or give privileges after they have developed your expected routine.
Try to take care of discipline on your own first. Constantly sending kids to admin or the office will indicate that you cannot handle it or make a pattern.
Don’t be afraid to kick a student out of class if they are clearly misbehaving off of the bat. Sometimes you need to make an example of a student to make your point.
DB: Thoughtful, engaging lessons and well-established procedures, expectations, and consequences will eliminate 90% of your classroom management issues. To deal with the 10% of the issues that get to your level, follow the advice above, including; 1) be strict up front and follow through, 2) be consistent, and 3) handle it yourself and refer the worst/repeats. The general rules of thumb will take you far for basic classroom management. Also, don’t be afraid to ask mentors, colleagues, and specialists for help! Often times, if you’re having a problem with a specific student someone else is as well or they’re not having issues and you need to find out why. Autistic and emotional support teachers have an arsenal of personalized strategies/experiences they can share to help with special learners!
MS: SET THE TONE! Make sure that as your begin you are not too easy on your students. As you enter student teaching, observe how any classroom management is handled by your cooperating teacher and then you can see what is appropriate and what issues may be prevelant.
Chapter 8: Popular Procedures That (Probably) Prevent Problems
That's a mouthful! This chapter went over classroom procedures such as handling the first and last few minutes of class, student participation, and group work. In each section, Chapter 8 shared advice from seasoned teachers on what procedures they use that 'probably prevent problems'.
How do you begin your classes?
DB: I always greet students at the door and will sometimes have something to hand them that they will need for the “Welcome Work”. There is always Welcome Work on the board for students so they are doing something from the moment they enter the classroom. This task takes as long as I have planned to transition/teardown/setup. During this time I also will manage attendance and perform other tasks to get class started for the period. I have routines for submission of assignments as well as signing in/out and often their Welcome Work directs them to set up for the learning activity.
GH: I usually jump into the content because there are only 40 minutes of class and I find that I need usually all of the time allotted to cover the material. Sometimes I review the previous day to cover important facts.
AB: I have a lot of different preps/classes I teach, therefore I cannot “greet my students at the door” every day. I hear a lot of people swear by this. I think it is very helpful in getting to know students and to show positive relationships, however, I need that time to be prepping for my next class or putting away stuff from the previous one. I train my classes to come in look for their warm-up and start doing whatever it says.
I was surprised with the variety of answers to this question but it really helped me to appreciate that each school, class, and teacher are different and there is no prescribed way of doing things when it comes to teaching, it's about figuring out what is best for you and your students.
What are your tips for getting “that kid” to participate? How do you handle days when no one wants to engage?
MS: Mix it up. Have some sort of an activity. Make it fun. Have some type of competition. When I notice students getting groggy we usually have a weld-off.
GH: I usually talk to that student find out their interests and then try to get them involved in FFA activities.
DB: I find out what motivates that student and incorporate it as a punishment/reward to modify and shape the behaviors I need from them. For example, a student wanted to hold the scorpion. Therefore, the reward for doing X, Y, and Z became holding the scorpion.
What are some of your tried and true procedures?
MS: Make sure that expectations are very clear. Always follow through on doing what you say you will. Lastly, never play favorites.
Chapter 9: The Due- Date Blues: When High Expectations Meet Low Motivation
Halfway through this section! The 'due-date blues' is a serious 'illness' in the classroom and Chapter 9 went over the symptoms, treatment, and prevention of it.
Do you struggle with getting students to turn assignments in? How do you overcome this?
DB: Everyone does on certain assignments. Setting strategic due dates for small parts of a larger project and frequently referring to the deadlines helps tremendously. Also, making parent contact when missing the first deadline is important so parents/guardians are aware and students have time to catch up.
Do you make exceptions on late work? How do you decide what warrants them?
AB: Check with your school policies on turning in make-up work. You have to first see if you have a standard policy to follow. Stick to what you put on your syllabus. Get a routine and stick with it. That’s the most important thing.
DB: I do modify deadlines and accept late work with a penalty for individuals who contact or converse with me in advance. I do not discuss individual grading/grading procedures during class; students must come to see me on their own time or email me. This has worked well.
MS: All assignments are due at the end of the quarter. I start the quarter by giving the students a task list that needs completed by the end. Most assignments are physical products of projects.
Chapter 10: No Child Left… Yeah, Yeah, You Know: Different Types of Students and What Each Type Needs from You
Low- performing, unmotivated, shy, manipulative, bad, and good. This chapter went over six general types of students and shared some knowledge on how to work with them.
How can I avoid favoritism?
MS: Always stop and think before you answer your students. Think about the answer that you would have wanted to hear if you were that student.
DB: I really liked the idea of cutting up the class roster and randomly selecting a student to focus on each day/period. It allows you to develop a mindset to focus on one specific student’s needs when you seem to constantly be focusing on your class as a group or whole.
How do I keep my cool? Honesty hour here, I cry pretty easily, what if a kid makes me cry?
GH: have someone cover your class and walk out for a minute to collect yourself. You don't want students to know that they are getting to you because they will continue that same thing and try to push you to that limit.
DB: Sometimes you just need to step out of the room and cry it out. I’ve done it by just saying I need to get a drink or go to the restroom or go get supplies from the other room.
MS: Take a deep breath and remember that YOU are in control and you are making an impact. Students have bad days just like us.
What type of student do you struggle with the most? Any advice on them?
GH: Lazy ones. You got to keep pushing them and trying different things to trick them into becoming involved.
MS: I struggle with lazy students. Try to hit their area of interest to motivate them. Finding that interest may take a while but it is worth it once you finally break through to them.
DB: I struggle to connect with the quiet, compliant, and competent students. I want them to find their place in my classroom, yet I am a loud, spontaneous, and sometimes intimidating person. I try to stop in for a check-in with these types of students at least once a week by kneeling down or sitting with them and just talking to them. I have to purposely plan time to do this or I forget!
Any strategies for working with students that you just don’t like?
DB: Talk to other teachers/coaches/counselors and see what’s happening in their environments. Find common ground to connect with them. I dislike athletics/sports very much, but despite my personal opinion this may be the only reason they come to school, so get on their level and motivate them with their passion.
MS: Treat them the same as others and make sure they have the same opportunity as others. Grade them the same as others and hope they move on.
Included at the end of Chapter 10 was a poem that the author of See Me After Class, Roxanna Elden, wrote. The poem is titled All of the Above and I found it to be very inspiring. I found a clip of Roxanna reciting this poem and wanted to share it with you.
Chapter 11: Parents: The Other Responsible Adults
As agricultural educators, I believe that our interactions with parents can often be different from that of a core subject teacher. This chapter seemed to mostly share horror stories of unruly parents so I was happy to get the ag teacher perspective from my team.
As an ag teacher, how do you interact with parents? Any tips and tricks?
GH: I find that home visits work. Maybe find out if there is some project going on at home and stop by to help. I have helped move cattle, picked some vegetables in the gardens, or just stopped by to have coffee. If the parent knows that you want their kids to do their best then they will be on your side when needed.
MS: Keep an open door. Get involved in the community. Invite parents in to see the projects. Talk with parents at the banquet. SAE visits. Long list but they work.
DB: Engage with and contact parents early and often! Document everything! Get them involved in your classroom and then in your program. You’ll be surprised at how eager some parents are to help, yet disappointed sometimes by the lack of support. Utilize the expertise of the parent, especially if they work in or are connected to the agricultural industry these amazing parents can sometimes motivate other parents and students in ways you could not.
Chapter 12: The Teachers’ Lounge: Making It Work with the People You Work With
The last chapter in this section discussed the teachers' lounge/ teacher to teacher interactions. Again though, this chapter seemed to be more geared toward the negative aspects of things and mostly covered 'how to deal with xyz teachers'. Along with finding out if the teachers' lounge is really such a negative environment, I wanted to know how my mentor team interacts with coworkers outside of their own departments.
Is the teachers’ lounge really like that?
DB: Yes, it can be, so always be professional about what you say in the teacher’s lounge and at the copy machine. Your co-workers are your colleagues, they are not all your friends, so don’t let your hair down around your colleagues and save that for when you’re out with your friends.
GH: Yes, the lounge is the worst and I avoid it at all costs. I can make my own mind up about students and staff and sometimes I can get more out of students than other teachers can so I don't let others opinions affect me.
MS: Still can’t find it…
Complaining about work/ students makes me a little uncomfortable… how do I avoid this without seeming snobby toward other teachers?
MS: I would say just don’t complain. Find the positive in any situation and don’t speak to join the conversation on a very bad complaint. Try to tune things out if they get too awful.
GH: I will use my favorite Madagascar quote for this answer, “just smile and wave boys just smile and wave.”
As an ag teacher, do you try to connect with other departments? How?
DB: I teach a section of 9th Grade Biology and frequently collaborate with their other “core” subject teachers. This allows me to get to know the English 9, Algebra 9, and History 9 teachers. While I’m there, I ask about the other teachers in their departments, what they teach, how long they’ve been teaching, and memorable projects/field trips. Then, when I see them in the halls or at the copy machine I’ve got conversation starters prepared and it’s less awkward. I tried to eat in the faculty room, but we have two and no one eats in ours during my lunch, so I found a group of teachers who also eat my assigned lunch and we gather in the Art Room every day. I look forward to my lunch bunch...it’s one of the highlights of my day!
MS: I have coordinated projects in the greenhouse with the life skills learners.
AB: Having a departmental meeting at lunch once a week is as close as we might get. Making time to meet and collaborate with our science department is really important.
Do you find that non-ag mentor teachers can be just as helpful? How do I find the right mentors? (Aside from the great Team Herr, of course!)
DB: YES! My assigned mentor is the veteran chemistry teacher who I share a lab with. She is wonderful and was so helpful to me in my first year teaching at a new school. I go into her room when I need a break and she coaches me through whatever I am dealing with when I have a breakdown. She was also intrigued by my classes/program and since I asked her so many questions, she did too and we learned a lot about each other. Honestly, we talk about life more than we talk about school! I need that during my day and I know she enjoys telling stories about her grandchildren : )
You may be surprised where you find your mentors. I’ve always had an interest in music/theater so I walked down to the Fine Arts Wing and started getting to know the band and choir directors. They became incredible mentors and friends who were able to share with me their unique experiences with life, school, and students. Think about it...they run often overlooked, underfunded, elective programs...just like you do!
MS: Ask your students who their favorite teacher is. Generally, they like teachers that are good. Get to know that person and even many more in the school. There will be many diamonds in the rough.
Only a few chapters left! What are you learning? Anything you’re hoping the text covers before the end?
DB: I really enjoyed Chapter 12. You will encounter all of these types of teachers among others in your school. Getting along with your colleagues and creating a support network through them will take away stress, not add to it.
Team Herr has eight chapters left to cover and by the time I post my next update, I believe we will all be back in school! I am so thankful for such a great team to help me dive into this text and I look forward to seeing what the rest of See Me After Class holds. Until next time!
My Virtual Mentor Team
Cooperating Teacher: Mr. Jerry Hughes, Penns Manor High School (PA)
@GeraldH40954840
Virtual Mentor: Mr. David Bittner, Milton High School (PA)
@dabittner
Virtual Mentor: Mrs. Anna Bates, San Luis Obispo High School (CA)
@BatesAnna30
Virtual Mentor: Mr. Matt Sndyer, Clarion-Limestone High School (PA)
@Snyder6878
@Snyder6878
Student Teacher: Ms. Victoria Herr, Penns Manor High School (PA)
@Victoria_Herr
Victoria, you do a great job engaging your mentoring team through through provoking questions and discussion points. They're giving you lots of useful advice and perspectives, but your blog post is still missing something-your thoughts on what you are reading with your team! In your last blog post, don't be afraid to include your own input on each chapter. I look forward to reading about what you are getting out of the book and how you are using it to prepare yourself for the ag teaching journey ahead!
ReplyDeleteThank you for your response, Tiffany. In my final post I will work harder to share my own input and reflections.
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