The Week of September 17

For me it was a long week. It was the first week that I had the opportunity to teach three subjects: Math, History and Science. We had a quiz, a test, and an observation. Not to mention a staff meeting that went from 12-4:20pm. Color me exhausted! I knew and was warned that Student Teaching was no joke, but I didn't think I would be so tired. By Wednesday I was getting home and faithfully taking a nap. It was glorious, but at the same time, I was wasting time and having some trouble going to bed at night. However, there was a bright side to this. Monday morning, the students were surprised that I was teaching History and I saw excited faces! They asked, "Miss Sanchez, are you teaching all day today?" When I would laugh and say no they would go into a rehearsed "Awwwww, but Miss Sanchez!" It's very rewarding to know that I'm not wasting time or energy. They are learning and understanding a lot of things. I even got a note on my desk, thanking me for my hard work. They set their own short goal and said they could achieve it because they knew I was there, willing to help them. What an amazing encouragement. 
In the classroom this week I found out a particularly intriguing fact, I have the school's "MVP of bad behavior." When comments like that are thrown around, I realize how much negative impact that can have on me toward the student. I find myself scolding that child, but I usually catch myself and try to turn the negative into positive. He has a lot of good in him, it is just a struggle for him to contain and control himself. This week he received two lunch detentions and rolls into next week for and extra 3 days without recess. Having 6 years of after school/summer camp expertise, I spoke up in a meeting as said we should create a behavior tracking schedule, set up so that after every period, he would check in and say, "In Math, I did..." or "In Science.." Just so that we can teach him that there are immediate consequences and rewards for behavior. The school social worker stands behind me and supports the idea.. I hope it works! More details on that one next week.  
Schmidt
In Chapter 3, Schmidt talks a bit about how students learn. Personally, I wish I would have read this chapter by day 1. As previously mentioned in other posts and reflections, I have a hard time with students keeping quiet during a test or during assignments. They seem to love to chatter. Even if I call their attention they are quiet for 5 minutes (if I'm lucky) and continue their chatter. As a teacher, this can be a bit flustering at times. I have as student who yells, "Maestra, que dijiste?" (Teacher, what did you say?) As I am standing in front of him while I give directions. Schmidt tells me not to worry. These are all self-accommodations. Self accommodations are "behaviors that can be odd or annoying, in hope that they, too, can experience satisfaction, recognition and maybe even garner a little praise, making self-accommodations to gain their share of school's simple pleasures." Under Standard 3 in Professional Teaching Standards, it states, "The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement." Basically, I have to accommodate to these accommodations. How can I help the student grow and not make them feel like they are at a loss? What I started doing was making every child feel as if they can succeed. I have mini-math conferences with them. If they turned in a paper that was a +0, that means they received an F. I tell them that in my home F means "for not trying." I ask them if that's the grade they deserved and they shake their head no. Or I ask if they are satisfied with such a grade and many of them respond that, that is the grade they are accustomed to seeing. It breaks my heart but it also challenges me to stay dedicated and try to achieve a higher range of learning.