I think the best experience for me is getting to know and understand the students on a one on one basis. I try to get to know about the student’s family and their personal lives if they allow me to be a part of that knowledge. I think understanding what the student brings to the classroom emotionally academically and physically will allow space for the child to develop and for the classroom to flourish. Also being aware of the relationships between the individual students is important as well to promote teamwork and acceptance of others ideas.
One strategy that I use throughout the year is community building. The entire first week of school I take the time to get the know students, and to give them time to get to know each other. It is important to earn the students' trust and show them that you genuinely care about them. Even though I have a very different background than my students, I found things that I could relate to (like music, fashion, hobbies, etc). Also, I asked them many questions that would inform me about who they were and where they came from. The students really enjoy when a teacher takes time out of their day to listen and chat with them. They know that you are not only their teacher, but a person that they confide in and trust. The community building provides a safe learning environment that students can flourish in.
Don't take the other kids or teachers too personally! The reactions from the learners are heavily linked to their developmental level, which is not necessarily based on age but on maturity, emotional state, and current events in the learner's life. As for the teachers, this job can be stressful, time-consuming, and emotional, so don't let the occasional trivial things others do get you down. MCA is a very supportive environment, so share your support and ask for support when you need it.
The school year is 9 or 10 months long..learning takes time (and so does changing behavior/habits). Don't expect changes to happen in one day. Be sure to look at the growth over time and give balanced praise and suggestions. Trust the process.
Finally, be kind to yourself. Be humble. All of your experiences, both good (and bad!), will make you a better teacher.
It is important for educators to know that students are always watching you, even when you don't realize it. They will follow you lead in dress, behavior and attitude. For the most part, they see you as being cool and stylish --the way to be.
Students seek and need your approval and praise. They want to please and they will work to receive your praise.
Engage with the students as much as possible. I remember when I was in school, seeing a teacher out in public was like watching a fish jump out of a lake and take a stroll down the street. I didn't see them as people. There was a clear relationship - a teacher was my academic instructor and little else. Here, you must be there academic guide, but you must also show them you are willing to engage with them in a variety of activities. Eat lunch with them, find out what movies and books they like, see how they react to losing/winning a game, know what they are passionate about, PLAY FOUR SQUARE, let them know what you like, etc... Our students like to see us as people - we are an authority figure, but we need to be accessible as well. One student last year enjoyed discussing news articles with me during lunch. She often had questions and I would speak with her and discuss the news in whatever way she wanted to. Always be engaging and always keep them engaged - look for moments you can tell them about outside of school. Make connections so they see you as a source of information and understanding.
Students pick up on emotion more than anything we say or teach. They know when you are frustrated, happy, proud, and upset with them. I have learned that in order to maintain a relationship of respect and a measure of control over classroom behavior, you need to convey to the students that you care about their success, and will do anything to help them succeed, but will not give up on them. These kids need people on their side more than anything, and while that might mean they don't always like what you are "making" them do, they should know at the end of the day that you are there for them.
It's not something I am perfect or even good at, but I think the thing to keep in mind is to love them all fiercely. I try to do that by not taking comments or performance (or lack thereof) personally (so I don't express my personal disappointment or mmake them feel as if they've failed me), to not make fun of or tease them for their work/appearance even in jest, and to always come to them positively and leave them the same way.
Probably the most significant learning experiences I've had here at MCA is the reminder, time and time again, that we all need to find different outlets for our emotions and, for middle schoolers especially, one of the easiest outlets is through disruptive behavior. Giving students the space to excuse themselves and separate that negative emotion from the classroom and their peers can be one of the most helpful outlets we can give them. There is no limitation to how the students will take their space, and often times they will tell you themselves what they need, be it the chance just to take a walk or go talk to another teacher or even another student, depending on the situation. We can always be there to listen when needed, but simply being there and offering them space is sometimes even more valuable.
In essence, we can each learn from a child in middle school every day. I have gone in thinking that I knew these kids because I have experienced a similar background to theirs. However, no matter what I might share in common with a student I really have had to learn over the course of time that I have been here that nomatter what I feel like I have in common with the girls, they still want me to learn about them. Therefore, my race, gender, or economic status growing up cannot make me assume that I am going to have it easier to connect to the girls.
At the end of the day though, is it really about how much you can count that you have in common with them? What does that do for me at the end of the day? Are you befriending this student or establishing a relationship that teaches the both of you how to respect one another? I would say that you have to go with the latter
So what can we do to establish connections with our students that are appropriate, yet meaningful? One way is to learn about what types of things that they like, such as music, and find a way to invite them to use it in the classroom (poetry link to Rap, talking about a government system in their homelands vs. the US) Another way is to be consistent in demeanor and reaction as much as possible. While no one is perfect and unemotional all the time, I am learning that the girls respect the fact when they can expect similar responses and calm, rational way to handle situations. Using humor in the classroom to break the ice. The classroom can't be a circus, but making a harmless joke or letting the teachers playfully banter with one another in class shows a human side and let's the girls know that yes, we are middle school teachers, we can have fun, but we respect our boundaries with one another!
Recognize that when we were students, we are nothing like the students that we have. Attitudes, emotions, drive, and ways of doing things are all different. The way in which we interact with them is so much different than the way we would interact with teachers or professors. So, the way in which we do things is not going to be the same way in which they would excel. I still need to work on this, because I expect students to do this very shortly after I ask them to do it, and they like to take their time. Our experiences are not the same, therefore our ways and means are going to be different, but if we have the same goal then it shouldn’t matter. Recognize and accept differences is the main thing.
The kids are very culturally aware and take pride in where they are from. It is important that we show an appreciation of who they are and try to incorporate that into the way we approach and get to know them. I as a Latina can relate to being a second language speaker and am familiar with some of the hardships these girls experience and how it may shape their day or their attitudes. Sometimes it just take a conversation outside of the classroom to get to know them as an individual. Or even a class project or so that allows the kids to share themselves with their classmates and their educators. I have found it helpful to introduce topics in class and the lessons incorporating things that they are familiar with and come in contact with on a regular basis. Real life experiences that they make their own really help to make the content presented to the kids more valuable and aid in the retention of the lessons.
Students have responded positively to the self-paced structure of art class. There is a set order of projects which they complete at their own place. This structure allows them to work constantly and take extra time if they need it. However, this set-up requires students to frequently seek individual attention. They need project explanations when starting something new and as they are all on different projects at the same time, specific questions usually have to be addressed directly to me. As I can only help one person at a time, I have found students to act out in order to gain more immediate attention. It is important to address the behavior as unacceptable but, if possible, also to get them to understand why they are doing it, so that they can self-redirect from then on out. Furthermore, art supplies a venue often geared towards self-expression. Several students have addressed emotional issues though their artwork. I have found that simply listening to students’ explanations of the work is the best way to respond. After all, their purpose in creating a visual record of an emotion is to share it and be heard.
This comment has been removed by the author.
ReplyDeleteI think the best experience for me is getting to know and understand the students on a one on one basis. I try to get to know about the student’s family and their personal lives if they allow me to be a part of that knowledge. I think understanding what the student brings to the classroom emotionally academically and physically will allow space for the child to develop and for the classroom to flourish. Also being aware of the relationships between the individual students is important as well to promote teamwork and acceptance of others ideas.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteOne strategy that I use throughout the year is community building. The entire first week of school I take the time to get the know students, and to give them time to get to know each other. It is important to earn the students' trust and show them that you genuinely care about them. Even though I have a very different background than my students, I found things that I could relate to (like music, fashion, hobbies, etc). Also, I asked them many questions that would inform me about who they were and where they came from. The students really enjoy when a teacher takes time out of their day to listen and chat with them. They know that you are not only their teacher, but a person that they confide in and trust. The community building provides a safe learning environment that students can flourish in.
ReplyDeleteDon't take the other kids or teachers too personally! The reactions from the learners are heavily linked to their developmental level, which is not necessarily based on age but on maturity, emotional state, and current events in the learner's life. As for the teachers, this job can be stressful, time-consuming, and emotional, so don't let the occasional trivial things others do get you down. MCA is a very supportive environment, so share your support and ask for support when you need it.
ReplyDeleteThe school year is 9 or 10 months long..learning takes time (and so does changing behavior/habits). Don't expect changes to happen in one day. Be sure to look at the growth over time and give balanced praise and suggestions. Trust the process.
Finally, be kind to yourself. Be humble. All of your experiences, both good (and bad!), will make you a better teacher.
It is important for educators to know that students are always watching you, even when you don't realize it. They will follow you lead in dress, behavior and attitude. For the most part, they see you as being cool and stylish --the way to be.
ReplyDeleteStudents seek and need your approval and praise. They want to please and they will work to receive your praise.
Engage with the students as much as possible. I remember when I was in school, seeing a teacher out in public was like watching a fish jump out of a lake and take a stroll down the street. I didn't see them as people. There was a clear relationship - a teacher was my academic instructor and little else. Here, you must be there academic guide, but you must also show them you are willing to engage with them in a variety of activities. Eat lunch with them, find out what movies and books they like, see how they react to losing/winning a game, know what they are passionate about, PLAY FOUR SQUARE, let them know what you like, etc... Our students like to see us as people - we are an authority figure, but we need to be accessible as well. One student last year enjoyed discussing news articles with me during lunch. She often had questions and I would speak with her and discuss the news in whatever way she wanted to. Always be engaging and always keep them engaged - look for moments you can tell them about outside of school. Make connections so they see you as a source of information and understanding.
ReplyDeleteStudents pick up on emotion more than anything we say or teach. They know when you are frustrated, happy, proud, and upset with them. I have learned that in order to maintain a relationship of respect and a measure of control over classroom behavior, you need to convey to the students that you care about their success, and will do anything to help them succeed, but will not give up on them. These kids need people on their side more than anything, and while that might mean they don't always like what you are "making" them do, they should know at the end of the day that you are there for them.
ReplyDeleteIt's not something I am perfect or even good at, but I think the thing to keep in mind is to love them all fiercely. I try to do that by not taking comments or performance (or lack thereof) personally (so I don't express my personal disappointment or mmake them feel as if they've failed me), to not make fun of or tease them for their work/appearance even in jest, and to always come to them positively and leave them the same way.
Probably the most significant learning experiences I've had here at MCA is the reminder, time and time again, that we all need to find different outlets for our emotions and, for middle schoolers especially, one of the easiest outlets is through disruptive behavior. Giving students the space to excuse themselves and separate that negative emotion from the classroom and their peers can be one of the most helpful outlets we can give them. There is no limitation to how the students will take their space, and often times they will tell you themselves what they need, be it the chance just to take a walk or go talk to another teacher or even another student, depending on the situation. We can always be there to listen when needed, but simply being there and offering them space is sometimes even more valuable.
ReplyDeleteIn essence, we can each learn from a child in middle school every day. I have gone in thinking that I knew these kids because I have experienced a similar background to theirs. However, no matter what I might share in common with a student I really have had to learn over the course of time that I have been here that nomatter what I feel like I have in common with the girls, they still want me to learn about them. Therefore, my race, gender, or economic status growing up cannot make me assume that I am going to have it easier to connect to the girls.
ReplyDeleteAt the end of the day though, is it really about how much you can count that you have in common with them? What does that do for me at the end of the day? Are you befriending this student or establishing a relationship that teaches the both of you how to respect one another? I would say that you have to go with the latter
So what can we do to establish connections with our students that are appropriate, yet meaningful?
One way is to learn about what types of things that they like, such as music, and find a way to invite them to use it in the classroom (poetry link to Rap, talking about a government system in their homelands vs. the US)
Another way is to be consistent in demeanor and reaction as much as possible. While no one is perfect and unemotional all the time, I am learning that the girls respect the fact when they can expect similar responses and calm, rational way to handle situations.
Using humor in the classroom to break the ice. The classroom can't be a circus, but making a harmless joke or letting the teachers playfully banter with one another in class shows a human side and let's the girls know that yes, we are middle school teachers, we can have fun, but we respect our boundaries with one another!
Recognize that when we were students, we are nothing like the students that we have. Attitudes, emotions, drive, and ways of doing things are all different. The way in which we interact with them is so much different than the way we would interact with teachers or professors. So, the way in which we do things is not going to be the same way in which they would excel. I still need to work on this, because I expect students to do this very shortly after I ask them to do it, and they like to take their time. Our experiences are not the same, therefore our ways and means are going to be different, but if we have the same goal then it shouldn’t matter. Recognize and accept differences is the main thing.
ReplyDeleteThe kids are very culturally aware and take pride in where they are from. It is important that we show an appreciation of who they are and try to incorporate that into the way we approach and get to know them. I as a Latina can relate to being a second language speaker and am familiar with some of the hardships these girls experience and how it may shape their day or their attitudes. Sometimes it just take a conversation outside of the classroom to get to know them as an individual. Or even a class project or so that allows the kids to share themselves with their classmates and their educators. I have found it helpful to introduce topics in class and the lessons incorporating things that they are familiar with and come in contact with on a regular basis. Real life experiences that they make their own really help to make the content presented to the kids more valuable and aid in the retention of the lessons.
ReplyDeleteStudents have responded positively to the self-paced structure of art class. There is a set order of projects which they complete at their own place. This structure allows them to work constantly and take extra time if they need it. However, this set-up requires students to frequently seek individual attention. They need project explanations when starting something new and as they are all on different projects at the same time, specific questions usually have to be addressed directly to me. As I can only help one person at a time, I have found students to act out in order to gain more immediate attention. It is important to address the behavior as unacceptable but, if possible, also to get them to understand why they are doing it, so that they can self-redirect from then on out.
ReplyDeleteFurthermore, art supplies a venue often geared towards self-expression. Several students have addressed emotional issues though their artwork. I have found that simply listening to students’ explanations of the work is the best way to respond. After all, their purpose in creating a visual record of an emotion is to share it and be heard.