BEDUC 406 Day Two

I am so excited about getting to know our students more and just to observe them in the classroom. The first day they were very tentative so I'm interested in seeing how and when that tentativeness is gone or not for students.

I'm anxious about communicating to my teacher that I still want feedback from her: constructive criticism. We are getting along so well that I don't want a wall of fear of endangering what we already have by giving me criticism.

I learned today that even if a student doesn't learn very well, say orally or visually as a teacher I still need to give them opportunities where they do experience that type of learning to improve their skills and not just make one way of learning stronger and stronger for them.

I have two questions but I'll save the other one for later... How do I keep consistency in the classroom for the students during my student teaching but still be ME as a teacher and not just a "clone" of my master teacher?

Student Autonomy and Classroom Management

Students from 402 showed me that when students have autonomy in their own classroom it supports a positive classroom management plan. For example, an activity they did today was to come up with classroom expectations as groups for brainstorming. Ideas from each group were compiled into a class list and students individually found overall themes throughout. They had time to independently look at the class list of expectations and make a choice on what was most important to to them. As a class they shared their ideas of groups and then made a list of 5 final expectations together as a whole class. Expectations were written on a poster board and each student signed their name. Also I've notice that my master teacher will give students choices or if she decides on something she will ask what they think before putting something in action (do you think this is fair? how about we do this for 5 more minutes then move on?).

I really liked the use of student autonomy, not only to support the idea of a classroom management plan that is caring and emphasizes student involvement, but also gave students empowerment in THEIR classroom. Overall in my opinion this sharing of power builds a stronger sense of community in the classroom as well as a greater sense of respect from teacher to student and student to teacher.

First Day of School Awesome Activity

Twenty eight students are divided into six groups due to the seating arrangement. As a get-to-know--your-classmates activity each group makes a poster with their first names on it and answers to five questions such as what sports do you play and where were you born. The instructions beyond that are up to them; how they want to show their answers, arrange their names, by drawing, by words, graphs. It is up to them. I liked this activity because it helped students get to know their group and gave them an opportunity to be social on the first day of school. As a teacher I can walk around and see how some students work together or not and take note of strengths and weaknesses when students are working in a group. The impact on learning was overall positive. It gives the teacher a better idea of where their students are when communicating with others and working as a group and helps the students feel more welcome and comfortable in their new classroom.  

First Days of Meridian Park Tips and Management

A couple "to do" on the first day of school includes getting a good nights sleep, don't forget to send a "welcome" letter home the first day (first positive interaction with parents), and to remember that students are getting the feel for you and may be tentative at first so be approachable and practice routines again and again. Also there has to be a good balance of social getting-to-know-you activities with class work as students are just getting back from break.

The tentativeness may only last a week or so though, then the testing starts: the students testing your boundaries. Neither my master teacher nor the teacher she co-teaching with have a classroom management plan. Though some years they say after a few weeks they will use one. The idea is that if they stay consistent in expectations with each individual and a class with engaging and caring lessons a more structured discipline isn't needed. They try to be proactive not reactive and keep general class rules minimal so the need for discipline is less. They remind themselves and their students they are not their friend but their teacher. And if it is needed they will make a more structured discipline plan on an individual basis if needed.

They feel this plan is more realistic and can work with the changing communities of the classroom and build a stronger sense of community and teamwork within the classroom as well as respect, not just to the teacher but between students.

It seems a fine line of friend vs teacher to walk in order to gain respect and the idea that the teacher's opinion matters so I can or cannot do this... I'm interested to see it put in place, in action and what happens if it doesn't work with some students.

First Days of Meridian Park

I realized today that if teachers are not given enough time to meet with other teachers or observe other teachers in their school the idea of building a professional community in teaching may be very difficult. First to get time money is needed. The money for the substitute to be in the classroom leading a lesson so that teacher can meet with another formally (not at lunch or in the bathroom) or view another teacher teaching. Second as a teacher I would have to be willing to give up something I may really enjoy doing with my class such as reading a loud to them or daily journal time when the substitute can come in and cover my class at a time that maximizes my own teaching and planning. Third another teacher in my building has to be willing to let me observe them in their classroom and/or want to collaborate on a student's learning/lessons. Surprisingly the last two are sometimes the hardest to overcome but the most rewarding for all teachers involved. How do I observe/collaborate or just work with a teacher uninterested in building a professional learning community FOR TEACHERS?

Back to School @ BEDUC 406 Day 1

With the help of my cohort and master teacher I'm learning that it is ok to be nervous and doubtful of myself as a teacher, it keeps me on my toes, but what matters is what I do with the nervousness and doubt. I had a... epiphany the other day, and these don't happen much but, I'm a teacher who has doubts about being able to teach even though I already teach but haven't at the level I now want to teach at. Follow that? Hah! And there is this thing called knowledge that coupled with learning can erase doubts and fears. So in the next eight months I am going to try my harest to learn and know about teaching and my students to erase some of those doubts and fears. Though I do have a feeling that no matter how much I learn or know I may always have that dream where I forget my clothes (only in my underwear) on the first day of school. Yikes!


I still want to know how I juggle all the important things in teaching, knowing my students, helping them learn and building an engaing fun classroom community. I'm excited to get to know my students! I'm still nervous about the copier in the staff lounge. It is really big, gray and ominous looking with many, many buttons.

Robin and I

Robin is very courageous with a love of the outdoors. What came first, the courage or that love of the outdoors? I also like Robin's sense of humor and the way she speaks to the class. With Robin I appreciate that there isn't any fluff, what you see is what you get. The honesty and willingness to share is very much appreciated. I look forward to finding out the answer to my previous question and learning from her style of speaking to our class as a tool in my own teaching.


I take my sketch pad/pencils everywhere with me: camping, hiking, walks to the park, bike ride, and even water polo tournaments. It has been hard for me to use words to express what I think and feel at times especially when I feel intense things. Drawing and painting has enabled me to be whole and amazingly over the years grow better at expressing things in words and writing. I am passionate about the arts and human expression as well as just being creative and adventurous in life.