I’m not going to lie; I was a little concerned about going from Jefferson to Adams. The way that I imagined the school to be was not so. Yes, the school is definitely considered a school for the privileged (considering the area of Boise it is located). The kids, parents, and fellow staff are very welcoming and great! I absolutely LOVE my fourth grade class! After only two weeks, I was totally comfortable subbing full time while my mentor teacher was in Denver. It was a great experience and challenge that I feel like went very well. The kids were a little testy, but followed my instruction and expectations well.
There is one boy in the class who constantly tests me. A week ago after I told took away a huge distraction for him, I heard him say to his neighbor, “She’s not a teacher, she is a student teacher!” The girl first said to him, “You need to listen to the teacher.” This same boy is doing so much better following me. He still tests me a little, but I think he is finally realizing that I am not there to just tell him what to do, but that I am there to help them learn. A week ago, I pulled him away and talked to him about how he was acting toward me, and how I felt that it was disrespectful. That could have possibly helped to.
I feel like I am definitely finding that line in between friend and teacher. Though sometimes more strict that I anticipated myself to be, the students are enjoying my presence in the classroom. Yesterday one of the kids said, “I wish you were our real teacher.” A few of the other kids said that they thought I was a really nice teacher. I ask myself why, and maybe it is because I am finding that line…or balance between friend and teacher. The kids know that I have high expectations for them. It is really a blessing to be there every day of the week because I feel like I know each and every one of them so well. Even after only being there for three weeks. I am getting a good grip on personalities, motivation, struggles, successes, likes, and dislikes.
Every other week or so, our class gets TFK (Time for Kids). They really like getting the magazine because they love reading. A couple of weeks ago, we just copied something directly from the teacher’s guide that comes with the magazine. The students broke up into groups, read an article, and did a worksheet. There was a little bit of discussion but not much. This week, I was really excited about TFK. In the magazine this week, there was an article about the 2012 elections. Because I believe it is extremely important to know what is going on around you, I wanted to do something with this article. I read through the teacher’s guide, but created my own activity for the passage. First, we read the passage as a group. Then, we secretly voted for one of the five candidates in the passage. Third we tallied the votes, and students broke up into groups depending on who they voted for. Everyone in each group voted for the same person. In each group, they delegated (vocabulary we talked about) a spokesperson and scribe. Each group had to discuss why it is important to be involved in the election. They also had to provide at least two or more good reasons from the article that they voted for who they did and why. Because we have a couple kids with auditory needs, we use a microphone for instruction. I walked around to each group and let the spokesperson read what was recorded by the scribe to the rest of the class. They really liked that, and I liked being able to challenge their thinking. Most of their comments just made me question them further to try and understand their thinking. Afterwards, we went to our seats. I really wanted time to write to the prompt, "If I were principal at Adams, this is what I would change… " Because we didn’t have time, I randomly selected three students by numbers to come up and be our candidates. They had to have at least two things that they would change at Adams to make the school a better place. I was expecting things like, we would have recess every day, there would be no teachers or rules, etc. I was ABSOLUTELY amazed by their responses. We did it in an interview type way. I was the one delivering the questions, and asking them how those things would benefit the school. They were able to speak to the class like an audience at a presidential debate. It was so great! Some of the responses were as follows: 1. Changing the food at the school such as eating more vegetables, fruits, and having smaller portions. 2. Students would be required to get more physical activities. 3. Students would be able to have books at their desks to read in their spare time. 4. Students would help create educational software for the school. Everything suggestion they made was something that would genuinely help. It was SO great. Afterwards, we voted for who would be the next principal at our school. It was so fun being able to get out of the normal worksheets, and getting students to collaborate and think critically.
Everything that we did revolved around “election” vocabulary. We talked about campaigning, delegates, candidates, nominees, caucuses, front runners, etc. We compared/contrasted, and talked about how they affected each other.
I am realizing more every day I am in class that my philosophy is based on promoting critical thinking, perspective-taking/thoughtful dispositions, and independent success and confidence. So far, student teaching in this fourth grade class is really allowing me to find out who I am as a teacher.
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