I administered my pre-test on Monday, and started my unit on Tuesday. As I've mentioned before I have about ten kids in my class that I've never had before. All of the kids in my class are at or above where they should be as far as the material I will be teaching. There are two students that lack the confidence in their math skills that would allow them to excel, even though they both scored above average on their pre-test and have showed ample progress throughout the term. On the day we switched one girl came up to me after the switch had occurred. Even though I had told everyone before that the people staying with me would be doing a little more advanced, slightly accelerated math, and the kids with my partner teacher would be doing a little more practice, she needed to reconfirm for herself, "Is this the higher math class, am I supposed to be here?" This girl fits the stereotype for a 'popular' attractive young girl, and she receives extra scaffolding in reading. She has told me before that math is hard for her, which I told her was good thing, it meant she was learning.
I have to admit, my first two lessons were really discouraging. The students were well behaved, they respected me and participated in the discussions I attempted to instigate. But it was all really deadpan. No one seemed like they were having any fun. I don't know if it's me, or the material, or my methods, or them or what. When I have taught lessons before, like when there was a substitute, I felt confident, the kids were engaged and teaching energized me. This was just draining. Part of my problem was that during Wednesday's lesson, I got confused and switched up a few of the examples that I had planned to use that day, and some that I was planing to use on Monday. Not only that, but no one had told me that due to an assembly it was a shorter time period then normal. Due to that I am now about a half a class period behind. It shouldn't make too much difference, I just may not quite be to the lesson on Tuesday that I was planning to teach for my first observation. We will have to see how things go on Monday, and how far we get. I could take extra time on Monday, and then teach what was originally Monday's lesson on Tuesday. Or I could try and move through it really quickly and 'catch up' for Tuesday. Tuesday is designed to be further exploration of the concepts introduced on Monday, so it might work either way. I will have to look more at the two potential lesson plans before I make up my mind.
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Ruth, what you said to the young girl about "That's good you question if you should be in the "advance" group, it means you are ready to learn something new." It is more intimidating than you may know, being such a good math student as you are,to feel that you have what it takes to be successful.You will find if you give those students who doubt themselves a little extra encouragement and extended confidence they will find the courage to go further than they may otherwise.
Well, first of all, you didn't quote me correctly. The quote is "She has told me before that math is hard for her, which I told her was good thing, it meant she was learning."
Despite the fact that I did well in math, it was hard. I worked at it, everyone should have to work at it at some point (or some level). They way I see it, confirming that math is hard, and it's ok for it to be hard IS encouragement.
As well, it is "par for the course" for what you have planned to, not happen. Think about what you will do next time. All of what you do now is a learning experience for what will occur in the future. You can make a few changes to make your new lessons more... whatever you think will make them better. Remember, you are learning a lot, I mean A LOT. So,
I will tell you from what I read and hear from you, you are a very talented and perceptive student teacher. I am very proud of you. It is not an easy job. Learn to love it and you will be fulfilled. "The secret of life is enjoying the passage of time. Any fool can do it, there ain't nothin' to it."
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