New Lessons

This week was definitely interesting. After having the opportunity to get to know some of the students a little better I have been able to understand why the non-traditional setting works so well for them. My students are not assigned homework or readings, however in order to attend this school they must be working at least a part-time job. Many of them have children of their own, or are caring for a parent or grandparent, and still some care for their siblings. Add that on top of a job and finding a babysitter, homework tends to be at the bottom of their "to do" lists. We would be setting them up to fail.

Today my students came in to class and were talking about a few people in their neighborhoods who had been shot the night before. Another person was stabbed while playing dice in the back alley. The part that baffled me was that the students spoke as though this happened daily and was no big deal.

Loewen speaks about the "thoughtless use of the terms civilized and civilization..." (p101). I have been listening to these students wondering what they consider civilized.

Week 3

I am working at the Peoria Alternative High School, known throughout the community as the "Last Chance" school. I thought I would be dealing with the students who have been expelled from their home high schools. After meeting with my cooperating teacher I have a better understanding of what I will be dealing with.

While it is referred to as the "Last Chance" school, even by those students attending the school, it only allows 100 students in the building, allowing class size to be rather small. Also, these kids are ones who have been expelled or in trouble in the past, but they have chosen to go back to school. Therefore, the students I will be dealing with understand that the school is their last chance before they aren't allowed back into the public schools; they want to be there. Class size is anywhere from 5 to 12 students and the rules are very clear: do it or get out.

Realizing the type of student I will be dealing with is a little different than my initial observance, I came to the conclusion that I made a basic mistake by going in with a pre-judgement. Not all of the kids were expelled for violence or drugs, etc. Some were in the wrong spot at the wrong time, such as a girl who got expelled for being with some friends who got caught smoking pot during school. I am very excited to begin my lessons with the class.

The past week

The class discussions have definitely helped open my eyes. I know I am going to be a good teacher, but I have also realized that I need to begin developing my weaknesses a little more. Classroom management has been a topic seriously hit on the past week in all of my education courses and that is something I need to work on. Dr. Harry Wong, author of The First Days of School, stresses the importance of how you present yourself and your classroom management within the very first second of the very first minute of the very first day of class. Not only do I have to come up with a classroom management style, but I have to stick to it. Most education professors tell us, "Don't pick favorites." The reality is everyone picks favorite students, regardless of whether you should or not. The important part is that you stick to your classroom management with every student equally whether they are one of your more preferred students or not. On that note, perhaps you should ask yourself, "Self, why is Billie one of my favorites but Johnny is not?"

First Week

I know it's a little late, but I might as well get this thing going. My first week was a little crazy. I finally got in touch with my cooperating teacher. I am excited for this semester. My goal is to teach inner city Chicago so being place at the Peoria Alternative High School should be good practice for me. I would say I am nervous, but then I'd be lieing. I know my teaching skills will only grow from these experiences and I hope to strengthen my classroom management skills. It probably helps that my coop. teacher has been teaching for so long yet still has the fire or drive that newer teachers usually bring with them.