So here I am, updating you like I promised. Needless to say, it's been a crazy, exhausting, creative, draining two weeks which is why my posts were mainly pictures and fun things like that. Fifth and sixth grade is very different from any other world I've ever been in before. For the most part, I'd say I've been enjoying the kids. There are these two "dinguses" (dingii?) in my fifth grade class (not my word, the other fifth grade teacher's word) that cause me no end of frustration but, hallelujah, one was in the PASS room (in school detention) and the other was in the office today so we actually accomplished things!
I spend the morning with the same group of fifth graders. We do spelling and grammar and reading and I try to make it as fun as possible. Today we did boys versus girls for spelling and one kid volunteered his hand to be the buzzer. Girls won. Much cheering and moaning ensued. I let them partner up to work on grammar and they get to use their whiteboards (because really, how fun can grammar be unless you're watching School House Rock?). Today we had a great time reading poems that reflected the properties of a solid, liquid and a gas and then they wrote their own poems. One or two were actually really good. And then, when we have time, we try and fit writing in. Today we talked about topics and prompts and how to get from one to the other and then brainstorm to write paragraph. Some got it right away, others were really slow.
The sixth grades are an interesting bunch as well. We've just started WWI and they're obsessed with WWII. They also are from a very pro-gun community so they keep making gun noises and pantomimes in class. I don't know how many times I've told them that it's not acceptable. The kids in general are hot and cold. Somethings they're totally on the ball and participating and other things it's like pulling teeth. Yesterday was the former and I was exhausted. And that's brought about something I've been thinking about lately. For those kids who just don't get involved, what should I do? It's not like they have an ISAT on this or they'll never learn about WWI again. I'm giving them on overview because they are sixth graders. So do I just teach to the kids who put something into it and are eager and excited and let those who don't put anything into the lessons get nothing out as well? Do I teach tothe lowest common denominator or to the kids who really want to learn more? And then those kids not doing anything can either shape up when they see their grade or accept what they've put into it. I dont't want to spoon feed them and I'm teaching them how to take notes as well as listen but there's only so much that I can do. At some point, even as sixth graders, they have to take some sort of ownership.
Effing blogger! I had like six more paragraphs of good stuff and it didn't save! aso;i wois;idrj g. I don't have the energy to re write it all. OK, bullet points.
- Teaching is exhausting. The teaching past isn't hard, it's the managing relationships, dealing with tensions in the room, focusing on the class when Isaiah, Brandon or Victor are acting up, remembering that you sent a kid out of the room for being inappropriate and should probably go get him back), etc. Isaiah and Brandon were both out of the room all day today and Victor was in the afternoon and we got so much done. The rest of the kids were so jazzed.
- For the most part, I like my students. Fifth and sixth graders are so different. They still are impressed by bizarre things. They tell you that you draw well even though we all know that I do not draw well. They still like what you wear and think you're cool and you can impress them very easily. But then there are some that you don't like. Not for any specific reason, you just don't' like that. I was reading "The End of the Line" last night and this passage popped out at me: Tess liked children; she truly did. Unlike many of her more world-weary colleagues, she was still young enough, and optimistic enough, to regard teaching as a noble and worthwhile profession. She looked back on her own school days fondly and regarded many of her former teachers with great affection. And as such she liked the idea of feeding and enthusing young minds, of equipping her pupils for the trials of life that would inevitably lie head. All of which made her feel doubly bad for the way she felt about Matthew. He wasn't a naught boy. He wasn't disruptive or snide or cruel. He was just...unlikeable. (Fallen Boys by Mark Morris). This is so true. There's nothing wrong with some of these kids, they're just not like able. It doesn't' affect the way I treat or grade or interact with them, I just don't like them.
-I have no timeline for this job. I've sat in on a couple meetings where they're been talking about the future and I have no idea what my involvement should be. Am I going to be here for Parent-Teacher Conferences in March? Will I be expected to do those? Will I be here for ISAT testing and what do you do when kids are always getting pulled out of your room? What about Open House? I'm so appreciative of the job but at the same time, it still feels so up in the air. At least I have the college job starting in a week and a half and two trips in March to look forward to.
-Because teaching leaves me so exhausted, I certainly make sure to enjoy my afternoons. I've been running in the morning in this sweet little neighborhood I've discovered across the street and in the afternoons that are nice, I've been going on walks. I can walk a little over 3 miles in about an hour and I just listen to C.S. Lewis on my ipod to keep me entertained. I've been doing a lot with alumni stuff and hanging out with friends. Jocelyn and Alisa are coming over tonight. If I get the camera working on my laptop we may have another episode of "Cooking with Michal". Or "Baking with Michal" if I decide to make a dessert.
-I love my bed. I wish I could sleep all day but certainly sleep is so much more appreciated when I'm able to collapse into bed after a long productive day.
I swear, blogger, if you delete this post, our relationship is over!
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