Why Teach?

As part of one of my online training modules we were asked four questions. Here are my answers: 

Visiting Lanier High School

3/13/09 11:05 a.m. Ms. Courtney Jones Class

I later found out that on Fridays this school has a different bell schedule. I thought I was entering at the beginning of class, but came in at the middle. 

Ms. Jones looks very young - childlike. She says she's been teaching for 6 years. That means she's older than me!

Lanier High School is very old. Crumbling. Much older than the last school I visited (Connally High School). It looks older than the high school I went to. It's oldness is kind-of depressing. 

Lanier is the only school in AISD on block scheduling. When I was in high school we were on block scheduling and I loved it. I liked not having to make every book to class everyday. It seemed that the teachers appreciated the schedule as well. 1.5 hrs of quality time every other day rather than 50 min each day was spent with students. 

Since I came in mid-class I chose to observe the rest of this period and all of the next. Both classes were regular chemistry. The first class was full. When I walked in the room was quiet. Most students were paying attention, writing notes about the Ideal Gas Law. Students were then given a short piece of paper with problems to solve. Ms. Jones walked them through several examples of mole conversions to gas volumes at STP. 

The first class I observed went smoothly. The students were well behaved. The next class was another story. All of the misbehaved students from other science classes were put into this one class. Ms. Jones knowingly and willingly accepted the challenge - and she loves it!

I don't know how she has the patience. Many people have told me. "You would make a good teacher - you have a lot of patience," but this woman doesn't let anything phase her.

Ms. Jones is an excellent teacher. She outlines steps for the students to help solve the example problems. "Underline what information is given, circle what you need to solve for." Ms. Jones repeatedly refers to the "mole map" to help with the conversions. She is doing everything she should be doing. Ms. Jones asks the class, "Does everyone understand where I got that?" - No response.... She does get a few students to mumble the answers after the calculation. 

Ms. Jones pretty much works every example herself and doesn't bother prompting students to work the problem with her - participation is unlikely. Ms. Jones shows the students multiple strategies for solving the same problem. After presenting a few more examples Ms. Jones asks the students to work on a few on their own with their front to back and side to side neighbors. She walks around the room to check their work and assist as needed. 

Ms. Jones has created a positive and healthy environment for learning. However, I left feeling sad. The students were well behaved from what I could tell, but what was concerning to me was that Ms. Jones had to work so very hard to get the students to perform the simplest tasks. The examples Ms. Jones gave in class were incredibly easy. Each problem given was pretty much the same - one step dimensional analysis.

Most students are paying attention and participating, but do not appear to be trying very hard. Towards the end of class even less work appears to be getting done (I should mention I visited on a Friday). 

How do you teach a student who does not care to learn? Ms. Jones keeps doing her job, whether they are with her or not (yet she is going slow enough so those who are partially on board don't fall to far behind).

It also seemed like Ms. Jones had a hard time getting students to turn in work. At the end of class students were given back assignments, asked to correct their work and turn it back in. The dry erase board at the front of the room lists dates for when late assignments should be turned in. Ms. Jones rolls a dice to determine what work will be turned in and what she will allow for corrections. Ms. Jones gave students the opportunity to finish the problem set they were working on now and turn it in before class was up so they would not have homework over spring break. Less than half of the students took her up on the offer. 

Some students do not come with anything to class.

The students speak Spanish when they don't want Ms. Jones to know what they are saying. "Lets practice our classroom language." Ms. Jones says repeatedly. She interrupts side conversations by going to help students solve their mole conversion problems. 

Ms. Jones uses humor to get the students to do their work. It seems to help them - and her.

I hope that TTT can give me the tools I need to teach any type of student.

My First Classroom Observation

The alternative teacher certification program I am participating in is called Transition to Teaching. From here on out I will refer to it as TTT. Once I complete the program I will be certified to teach science grades 8 through 12. One program requirement is that I observe 4 classrooms and interview 2 teachers. 

My first classroom observation took place on Wednesday March 11th. I went to Connally High School in Pflugerville ISD and observed Ms. K's (full name not used) first period class. This period Ms. K teaches Pre-AP chemistry. 

At 8:45 a.m. I entered the school. The hallways were crowded and students who were conversing as long as possible before heading to their first class of the day. The school appears to be composed mostly of minorities. My first impression of the school was that it looked a lot newer and nicer than the high school I went to. I remember my high school was brick, with white paint. Old and very plain. This school was colorful - teal and purple colors lined the hallway. I signed in at the front office which was very busy with kids handing in doctors notes and absentee notes from parents. I got directions and headed up the stairs to Ms. K's. The students didn't pay any attention to me, even though I'm sure they recognized I was older and wasn't dressed like a teacher. When I reached Ms. K's classroom she was busy listening to a student complain about another teacher as she straightened her room. She acknowledged my presence, but most of her attention was focused elsewhere. Apparently the student was in her first period class, but would be spending the day in ISS (In School Suspension). 

When the student left she shook my hand and told me where I could sit. I found a desk in the very back of the room. Students slowly began to trickle into the classroom as I proceeded to make myself a fly on the wall.

The class was very small. Only 10 students. As the students were getting situated, I tried to take in as much of my surroundings as possible. The classroom was very organized! On the right side of the room wire bins contained spiral bound notebooks labeled with each period, each in a different color. Above the bins were cabinets lined with pictures of scientists. At the front of the room near the door the classroom rules were clearly displayed. The poster board read:

Carefully Consider Choices. The left side of the board listed "Rewards," and the right "Consequences." At the front of the classroom was a long lab bench containing a sink, and a dry erase board behind it. The back of the room contained six or eight lab benches and a chalk board on the back wall. This is also where the students could find their grades posted. Throughout the room Ms. K had posters promoting safe laboratory behavior. 

I can't wait to decorate my classroom!

Today was Sarah's birthday. "Would you like to sing Candice?" asks Ms. K. I didn't know what she meant at first. Then a student, presumably Candice, rose from her chair, walked across the room, and faced another student. Then she broke out into song. She beautifully sang Happy Birthday to Sarah. What a fun way to begin class - I thought! 

After that class began promptly. Ms. K had an activity on the overhead projector. The students knew exactly what they were supposed to do. They had to perform a TAKS warm-up. Quickly the students reviewed mean, middle, mode and range. Then they had to answer a few questions regarding a set of data. Ms. K took the activity a step further and posed to students: Why do scientists use computers to analyze large sets of data?

Ms. K is a small women, but she radiates respect and authority. She directs the classroom with ease. Part of this may be because the class is very small. The students are all engaged, and they all participate. Even if they do not know the correct answers they are not afraid to participate. I thought - this is great! She made it look so easy. I also liked how the students learned. They learned by Ms. K asking them a series of questions that led them to the answer. She was like a director conducting a group of musicians. I know a lot of preparation must have gone into Ms. K's lesson, but she made it look like the students were doing all of the work. It helps too that these students were very well behaved. 

After the TAKS warm-up Ms. K tells the students today we will be learning percent composition and there will be a 5 question quiz on Friday. I liked how Ms. K clearly outlined what would be on the day's agenda. 

First Ms. K reviewed what they discussed yesterday concerning percent composition. The students pulled out a worksheet that had started the day before. Ms. K asked them to determine the percent composition of KMnO4. She complimented a student after giving the correct answer, "I love how you used the chemical name rather than spelling the letters."

Ms. K uses various tools about the classroom - both the overhead and the dry erase board. She speaks respectfully to the students using "Yes mam," when asked a question. Ms. K is good about reiterating important concepts to reinforce learning. 

We worked several more problems on the work sheet. Ms. K gave some good examples as to why it is important to learn percent composition. She gave an example of a miner who wanted to know how much iron and aluminum was present in a rock sample to determine if it was worth mining in that location. 

Ms. K communicates clearly. She repeats concepts several times in different ways. She asks students questions to gauge the students understanding.

Next Ms. K introduced the class to Empirical Formulas. She defined it as a formula that is determined experimentally and has the simplest ratio of atoms in a compound. Then she gave the students a poem to memorize how to solve for the empirical formula:

"Percent to mass

Mass to mole

Divide by small

Multiply 'til whole"

I loved this lesson! We worked several problems and Ms. K was sure to include an example of why empirical formulas were important and how it could be used in a real world situation. 

I enjoyed observing Ms. K's class and I left feeling optimistic about teaching! She made it look easy. I know Ms. K is not new to teaching, but I felt like I could do that! 

This is My First Post!

Two weeks ago I put in my notice at ABC Corp. (not the real name of the place I've worked at for the past 4+ years). I decided to put in my notice on a Monday after our group meeting, but that morning had a serious case of the jitters. I had no idea how my boss would react. Right before I went into her office I called my husband looking for reassurance. He told reminded me I was making the right decision, and that we had a plan for whatever the outcome might be. Even if my boss told me to pack up and leave immediately everything was going to be OK. This was what I wanted. I had wanted it for a long time, but had never pursued the opportunity until now. 

After my mini pep-talk I was ready. The night before I had prepared three letters. One for my Team Leader, one for my Project Manager, and one for my Group Manager. I approached my Team Leader and said as I handed her my letter, "Do you have a minute? I have something that I need to deliver to you." We then walked into her office and I explained. It went something like this: 

I have decided to put in my notice here at ABC and become a teacher. This is what I feel I am meant to do. Recently I was accepted into an alternative teacher certification program called Transition to Teaching. The program is a federally funded grant program designed to recruit math and science teachers to "high needs" schools. I have already completed the online portion of the program and the face to face classroom instruction will begin in two weeks. The classes meet Tuesdays and Thursdays from 6-9 p.m. and Saturdays from 9 a.m. to 4 p.m. The program is designed so that most people with normal jobs can complete the training and work at the same time. However, since my job has a travel component I will no longer be able to fulfill all of my responsibilities at ABC. Therefore I must submit my two weeks notice, unless we can come to another scheduling agreement. 

While I was telling this to my boss she was nodding and smiling. Telling me, "Congratulations. I am so happy for you! We need more good science teachers!"

At first, her response was confusing to me. I did not know what to expect. Of all the possible scenarios that had run through my head - a positive reaction was not one of them. I have a tendency to imagine to worst. I over-analyze situations. I should know by now that things are never as bad as I think they are.

I admitted to my boss that I was surprised by her reaction. She said, "How did you think I would react. Of course I'm happy for you." I told her, "I thought you might be angry." She said, "No, I'm sad because we'll miss you. But also happy!"

Then I proposed working part-time for the duration of my training. The program runs from March 12th through August. My boss nodded adamantly, saying "Yes, of course we can work something out."

Next I asked her if she could pass one of my letters on to my Group Manager because I didn't feel comfortable giving it to him myself. I said to my boss that I would like to deliver the news to my Project Manager. My boss replied, "Aww. Jenny's going to be devastated." Her reply surprised me. My Project Manager and I have not always had a good relationship. 

I swiftly entered Jenny's office placed the letter on her desk, sat down as I prepared for a lengthy discussion, and said. "I've put in my notice."

"Nooo..." she sadly moaned. My Project Manager then sat in silence as I explained where I was going and what I would be doing. While I was describing the details I could see she was tearing up. This reaction baffled me. I thought for sure she hated me! After that she told me "Congratulations! That's great you're doing something you want to do. I'm happy for you... " We talked for a while longer. At one point she said, "I think I might cry," and "Wow. I hate it here already, but now that you're leaving I'm going to hate it even more." 

All of this was a shock to me. I really thought after I delivered my news my bosses would be angry and resentful for investing so much time in me just to see me leave them and a lot of those skills behind. I thought they would only be concerned about their next move, and how my leaving would impact the rest of the group. Instead, as I told them I would like to help make the transition as smooth as possible, they responded with approval. We all agreed to work together. 

Breaking the news was not as difficult as I thought it would be! Everyone has been very supportive. This leaves me feeling reassured that the decision I made was the right one. I am leaving my job to become a teacher!