See Me After Class, Part 3 Review

Chapter 13: Please Report to the Principal’s Office

This chapter discussed how to speak to principals, what they need from you, and shared quite a few horror stories of bad principals… Some of these stories frightened me a bit so I was anxious to hear what my team had to add. 

How do you establish a good relationship with administrators?

AB: Invite them to as many functions as possible so they can see first hand what you do in your program. However, make sure that the events/contests/ meetings are prepared and well run so they get a good representation.  Sit up front at staff meetings and volunteer to talk when interacting with all staff situations. They appreciate that and will go the extra mile for you when you need help.

This chapter seemed to have a lot of horror stories, how do you deal with poor administration?

GH: Unfortunately there are a lot of times that administration does not help out or don't do their jobs properly.  This is why it is important to have a good relationship with parents and communities. The good thing is that administration comes and goes. I can't count how many principals I have been through, some bad, some great. Usually, If you work with them then they will work with you.

DB: When you have a problem, approach your administration with a solution and a plan of action to solve the problem; be proactive, positive, and don’t be the teacher that walks into her/his office just to complain. However, if you do need help, don’t be afraid to ask!

Chapter 14: Stressin’ About Lessons

Chapter 14 covered lesson planning and how to handle it when your lesson doesn’t go according to plan. Lesson planning is a huge part of this semester for us so I paid extra attention to this chapter and what my mentors had to add. 

I don’t even know what I don’t know about lesson plans… help!

GH: Don't get overly excited about lesson plans, each administrator asks for something different, just stay ahead of the game and don’t get behind. Lesson plans will be to your benefit so that you have an Idea as to what you have coming up and that you can be ready.

DB: Remember, a lesson plan can last multiple days/ class sessions; you may not need a perfectly proofread lesson plan for each day/class.

AB: As you get older your lesson plans take place in your head! And, are the addition of previous lessons/knowledge you have. You will constantly add to them and make changes.

Do you ever have extra class time? How do you use it?

DB: Try to have extension activities built into your lessons for students who finish early and for you to utilize if you have extra time at the end of a lesson.

Chapter 15: Observation Information

Observations are a very important part of teaching and were well covered in this chapter. The book reviewed how to always be prepared for a surprise observation, how to gear up for a scheduled one, and of course, horror stories of observations gone wrong. 

One aspect that stood out to me was that this chapter when discussing how to prepare for a scheduled observation, gave a list of practices to do on the day of that I thought should be happening every day anyway, I turned to my mentors for guidance. 

Maybe I don’t get it because I haven’t experienced it but shouldn't we be doing everything on the ‘dog and pony show’ list all the time?

GH: If you are passionate about what you do that will not be a problem, but what I see the author saying is that you should plan a great lesson for that day that involves students and you know that they will be active on that. It doesn't matter how many years you have been teaching when you know that you are going to be observed you will plan your best and put on your best smile.

DB: It’s easy for me to say don’t sweat before your observations because you will. However, being prepared goes a long way. Always have lesson plans ready to go and plan ahead, not behind. If it’s a planned, formal observation I agree with the book, consider not doing something new. Stick to something that you and your students will be successful with.

AB: If possible too, involve the observer in the lesson. You can offer to have them join a group for any hands-on portions of the activity. I think they really appreciate that and get a better understanding of the technical assessment of the lesson. 

Anything to add about observations?

GH: Don't sweat them, if you are doing what you are supposed to be doing you won't care what day they come into your class. 

AB: Ditto on the above.. Just do your thing. No one is perfect and we all have things to improve upon. And, we are all doing some things awesome! Let them see. 

DB: For an impromptu, drive-by observation, my admin team is looking for one of the following: 1) Student Engagement, 2) Differentiation, 3) Formative Assessment, 4) Technology Integration, or 5) Evidence of Routines/Procedures.

Chapter 16: Testing, Testing

Chapter 16 went over the purposes and weaknesses of standardized testing as well as how to prepare your students.

As an ag teacher, how involved in standardized testing are you?

GH: Just pretty much the NOCTI. We are now starting to be asked, (wink, wink) to tutor English and math in a special class now, so in a way, we are involved because building scores reflect upon the teacher evaluation.

DB: You may end up proctoring standardized tests such as PSSAs and Keystone Exams in PA if you are not teaching a tested subject. You will have required online trainings and meetings to prepare you for this. There are prep materials available for NOCTI Exams that are helpful to frame expectations for teachers and students. Take advantage of these materials.

Chapter 17: Grading Work Without Hating Work

In Chapter 17, See Me After Class, discussed all things grading and how to survive it as an educator. Although the chapter offered lots of great tips on grading, it also made it seem like grading can be a pretty awful part of the job, my mentors were helpful in explaining. 

Is it really that bad?

GH: Can be, try to stay ahead of it and remember that you don't have to grade everything. Stay away from short answers and essays that takes a lot of time to grade.

How do you manage ‘the stack’?

AB: Choose your battles and do not gather a LOT of papers. Proper balance with technology is always good. 

GH: “ file 13” sometimes you just have to move on.

DB: Feedback is critical, but takes time. I write unique comments papers, but share general comments verbally and have the class record them on their papers as the class reviews the assignment.

How do you keep your fairness in check and avoid the description from the beginning of the chapter?

GH: Avoid looking at names until you are done grading.

DB: Have a key/rubric prepared and stick to it.

If grading is so time consuming, can't you just grade less assignments?

GH: Now you are getting it. Try making it easier on you. Remember that you will have a life outside of the classroom as well.

Do you incorporate peer grading? Self-grading?

GH: Yes, for multiple choice and true and false quizzes. Never short answer or essay tests. Or tests.

DB: Yes, I use both, especially for practice assignments.

AB: Yes, ditto on both above. Also - Use Google Form quizzes/tests so it is quickly and easily graded. 

Chapter 18: Moments We’re Not Proud Of

Being a newbie at anything can be tough and lead to some interesting stories to tell down the road. This chapter shared horror stories of first-year teachers and the days they’d rather forget. 

We all have bad days, any advice for learning from and getting through them?

GH: You will make it through them just like we all did. Just move on, put it in the experience chapter and start the next day.

DB: Always look forward and reflect backward.

What do you do when it seems like there are more bad days than good?

GH: Prayers

DB: Schedule a mental health day and plan for a mental break to reset.

AB: Focus on the really good things you have done and will do. We all have those moments when we feel like we didn’t do well in class or even taught something incorrectly. 

Chapter 19: Dos and Don’ts for Helping New Teachers in Your School

This chapter was more geared toward veteran teachers and how they can help us, newbies, out, maybe I’ll refer back to this in a few years.

Chapter 20: Making Next Year Better

Our final chapter shared some tips on how to learn from the mistakes of each year and improve for the coming year.

How do you work to improve from year to year?

GH: Keep using what went well, and get rid of the mistakes. I don't think that I ever had two years that were ever similar. Every year you are evolving and every student is a new experience. You will make many changes based on the students that you have.

Keep trying something new and teach things that you like as well within your curriculum. 

DB: I reflect on information I collect from students in End of Course Surveys. Students really do provide valuable feedback that you can use to improve instruction and management of your classroom.

AB: Keep going to professional development opportunities. No matter how many years you have under your belt, getting fresh new ideas and activities is extremely important. Follow valuable social media accounts that share content - they will also help you network.

And that's a wrap on See Me After Class! I am so thankful for my incredible team and all of the input they were able to add to this experience! Don't worry, a final reflection on my summer reading experience is on the way!

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

Student Teacher: Ms. Victoria Herr, Penns Manor High School (PA)

@Victoria_Herr