Reflection 11 - Teaching 6-Graders

Today, I taught the six-graders with my group. We taught them about commercials and how they effect our feelings, what story they portray and how they (the companies) get us to buy their products. We divided into groups. One of us took a group of students and went and made a thirty-second commercial about a candy bar we had.

It was a lot of fun, but I noticed a major problem with my teaching: I felt like I was lacking control over my group of students. Geoff kept reminding me that there were things I needed to do with them. First thing was that he asked me whether or not I was coaching them. I immediately jumped in and tried to keep them from jumping off the walls. Granted, they were focused on the assignment, and I was not alone in teaching this group. However, that may have been my downfall, if I was alone, maybe I wouldn't have taken the initiative and taught instead of just standing. In truth, I didn't just stand, but it sure felt like it.

Anyway, as I said, I tried to coach when my partner was away, but the students wouldn't listen to me right away. I think why is because I hadn't exerted authority over them yet. I felt bad, I felt very useless, and like a horrible teacher. Also, after we finished the video, Geoff told me that a teacher would get his students on task. Problem was, we had nothing except the worksheet to have them work on. It felt like giving them busywork, but I decided that it was the only I could do without having my group of students not distract the others. Another problem arose: they had forgotten their worksheets in the other room. Even when they went back to look for them, some had lost their worksheets. Fortunately, I think they kept busy enough just looking for their pens and worksheets that they did not distract the other students.

At the same time, the students were really focused on the assignment. Almost every five minutes, one of the students in my group would want to practice doing the commercial again. They seemed to enjoy making it, and most of them took the lead in making their movies (from what I gather from the other groups, too). So, in that area, we did a good job of keeping the students on task for the most part. My group even quieted down when another group in the same room was going to record their movie, and watched instead of making noise.

Looking at my own teaching, my change is that I need to take the initiative when teaching others. I cannot be afraid and just stand around. That's how I'm going to better next time. Take the initiative, take control by exerting authority, and giving/gaining respect.

Reflection 10 - Charisma and Middle School

So, I was listening to Jess Carter talk today about how he got into teaching Middle School, and while I had no revelations, it made me think about Middle School as an option. The one thing he said that really surprised me was the fact that the kids were fun to be with and interact with. That's something I had not assumed before, because, as I've said, my Middle School experience was Hell for me. Granted, I created a lot of that Hellish-like atmosphere in my Middle School for myself by being immature, but the kids never really treated me with respect; save the ones in the Mormon circle and a couple outside that circle. I did try to preach the gospel there, but I always did it with the wrong approach, and ended up arguing angerly with other students. There was also that one time when someone jammed an umbrella in my butt—a very unpleasant experience. Thus, anyone can see that I had a bad Middle School experience, which is why I never wanted to teach Middle School because I never wanted to deal with kids like that again.

Jess's experience seems to be different. The kids, while they have their whacky tendencies, tend to be fun in his class. I'll admit he's smart about he teaches, and he teaches in a way that's really attractive to students. I know because I went to American Fork Junior High to watch his class; I thought it was amazing how he kept it under control. So, after listening to him, and also seeing his class earlier in the semester, I will give Middle School another chance.

I also heard Shum talking to a student about teaching after the Seminar. The student was “torn” between teaching High School and Middle School. I don't remember the reasons that student had; all I remember was Shum saying that when you student-teach, you will probably figure out what type of school is best for you. I felt like that was important to note because when I came into this major, I was set on just being a web designer—like Jess was set on being an Autoshop teacher. What Shum said was important because I need to have an open heart to the possibilities. If my heart is hardened, then I will not know where to be or what to do.

One thing that worries me though is that I lack charisma. In Jess, Geoff, Shum, and other good teachers, I see charisma as one of their better attributes. Because of their charisma, they make good teachers since that attribute is connected with leadership skills, and people interaction skills. I really sink in the social/people skills department in waters that I do not know how to swim in. To me, this means teaching for me will be harder than others (at least this is what I believe).

I have no idea what I can about my lack of charisma; there's probably very little I can do to change that. However, the way I teach can be changed, tweaked, and improved.

Reflection 9 - Effort and Determination

My grandfather always said that determination is better than brains. With determination, one can overcome all the odds to achieve his/her goal. One with brains, lacking determination, will just waste his/her resources instead of using them. Having both is wonderful, but usually, it is better to have determination than to have brains.

In the Marzano book, it talks about a study done on students and learning and shows that belief in effort is the greatest factor in gaining success. Those who put forth the effort gain the rewards. I can see this in the STL lessons we were taught today. The student teachers, obviously, put a lot of effort into their lesson plans. There were activities, good lectures, double teaching, and good use of videos. Not only did they put effort into their plans, they put a lot of effort into executing their plans. It is my opinion that execution of the plan is just as important as the plan itself. If you don't execute it well, your plan will fail. This is shown by the fact that the student teachers kept our attention, interacted with us, and made us a part of the lesson instead of 'empty vessels.'

What my grandfather said, and what the book said line up with each other: determination is better than brains, and effort is the most significant factor in achievement.

So, what am I going to do? I'm determined to put effort into everything I do, including teaching! I believe that this will dramatically change my success in class, and in my learning. For example, in TEE 125, I'm planning something epic for my Flash Animation, I'm going to put all the effort I can into it all week long. I believe that if I put in enough effort, it will be epic enough. My belief in effort is much stronger after reading that small section of the Marzano book. No more sloppy learning, no more sloppy teaching. Expect something new.