Each year I have had to do something different. From Year 11 English to junior ESL (or EAL as it's now known), then on to Year 8 English and Pathways, the homeroom subject. And each time I managed to learn to handle a subject - and I did very well at Pathways - I was given another challenge. This year's challenge has been teaching history.
I love history - but loving something isn't necessarily the same as teaching it. Just because you enjoy reading about something doesn't always mean that you can pass it on.
Have I done well? I'd like to think so, but the truth is, I have had to do the same as everyone else and bullshit my way through, asking for help every now and then from more experienced staff. Sometimes you have to do that. Some things have worked, others haven't.
Making iMovies worked the first time. If I had to teach history again, I would use that, but find a way to make the kids comfortable with it and learn more about it myself. For example, in English, Literature Circles, this year students were allowed to use iMovie to prepare book trailers. They had learned from me in history how to do it.
That sort of worked, but what none of us had realised was that you couldn't get back to the unfinished task on the school iPads unless you had left it there. So some students who had made a book trailer - unfinished - on iMovie and saved it to the school's Public Share couldn't finish it. What they had done was quite good, but looked a bit silly in the blank grey bits. We - my colleague and I -accepted it anyway, because they had done their best. If I was doing this next year, I would make sure that they spent the entire double period on it, first collecting photos, then slotting them into place.
We had two classes joined for Literature Circles because mine was too small to do it without merging classes - and since we were on at the same time, we would have been competing for resources and space. Two classes together worked last year, but not quite as well as last year, because we had a larger number of difficult students and several integration students and only one aide available to help - last year we had two.
Still, we worked out as best we could which students would go into which groups and which books they could handle.
Some things worked, others didn't - and there were a few students who were given books too difficult for them, which it took us too long to realise. We did make some late changes, giving those students easier books which they were to read by themselves and produce a PowerPoint as their response - the simplest thing to do.
There were a few who had handed in very little this year and were not about to begin now, but we did what we could. I hope they'll mature next year.
We finished with a reflection by the students about what they had gotten out of it. That will help for next year.
One difficult student admitted to me "My behaviour hasn't been stellar this year, has it?" I agreed that it hadn't, but at the time I was talking with him about a story I had asked him to rewrite so it can go into the school anthology and persuading him to put his name on it, since he now had something to be proud of.
That's now happening. His story will be in the next anthology and he will be able to show off a bit. Maybe next year he will have matured? He was the student whose group messed up their podcast.
My history students did their posters and Powerpoints and booklets on the Aztecs. I've put up the posters, which are very good. I've done their last test for the year and am pleased at how well they all did - apart from one student who had been away a lot, everyone got high marks, including my most difficult student who has been improving and got full marks.
My survey of my literacy students worked well. Despite there being some who had been noisy and rude, even they ticked "agree" or "strongly agree" for questions as to how supportive/helpful,etc. I had been (and I overheard one say, "Oh, yes, she is, she really is!" And he was one who had given me a headache many times.
If I had these classes next year I would have a better idea what to do.
But I have been told that next year will be different again, with yet another challenge. . Creative Writing! I have never had writing lessons myself, so how do I give lessons to others? I have been thinking about this carefully. All I can do is offer them the chance to write and submit and the benefit of my own experience as a writer. I'm taking a little survey of students who have signed up for it, to find out what they hope to get out of it. There hasn't been the chance to get together with the other two CW teachers, though I have sent emails and spoken to one. They're both English teachers and will have to make the best of their own experience.
I will have a Year 7 EAL class, but I believe it is straightforward, just a double period a week while the other students are doing Vietnamese or Italian. I think I can handle that, if I discuss it with the EAL teacher.
I'm looking after the Year 10 Psychology students once a week, but I used to do that anyway till this year and it didn't count as part of my allotment.
And of course, there will be Sunlit (literacy class). Hopefully, I will continue with the same reading level as this year. I'm quite comfortable with this subject and actually felt left out one day when everyone else had begun and mine hadn't been sorted out yet.
I'm very tired and there's still so much to do!
I love history - but loving something isn't necessarily the same as teaching it. Just because you enjoy reading about something doesn't always mean that you can pass it on.
Have I done well? I'd like to think so, but the truth is, I have had to do the same as everyone else and bullshit my way through, asking for help every now and then from more experienced staff. Sometimes you have to do that. Some things have worked, others haven't.
Making iMovies worked the first time. If I had to teach history again, I would use that, but find a way to make the kids comfortable with it and learn more about it myself. For example, in English, Literature Circles, this year students were allowed to use iMovie to prepare book trailers. They had learned from me in history how to do it.
That sort of worked, but what none of us had realised was that you couldn't get back to the unfinished task on the school iPads unless you had left it there. So some students who had made a book trailer - unfinished - on iMovie and saved it to the school's Public Share couldn't finish it. What they had done was quite good, but looked a bit silly in the blank grey bits. We - my colleague and I -accepted it anyway, because they had done their best. If I was doing this next year, I would make sure that they spent the entire double period on it, first collecting photos, then slotting them into place.
We had two classes joined for Literature Circles because mine was too small to do it without merging classes - and since we were on at the same time, we would have been competing for resources and space. Two classes together worked last year, but not quite as well as last year, because we had a larger number of difficult students and several integration students and only one aide available to help - last year we had two.
Still, we worked out as best we could which students would go into which groups and which books they could handle.
Some things worked, others didn't - and there were a few students who were given books too difficult for them, which it took us too long to realise. We did make some late changes, giving those students easier books which they were to read by themselves and produce a PowerPoint as their response - the simplest thing to do.
There were a few who had handed in very little this year and were not about to begin now, but we did what we could. I hope they'll mature next year.
We finished with a reflection by the students about what they had gotten out of it. That will help for next year.
One difficult student admitted to me "My behaviour hasn't been stellar this year, has it?" I agreed that it hadn't, but at the time I was talking with him about a story I had asked him to rewrite so it can go into the school anthology and persuading him to put his name on it, since he now had something to be proud of.
That's now happening. His story will be in the next anthology and he will be able to show off a bit. Maybe next year he will have matured? He was the student whose group messed up their podcast.
My history students did their posters and Powerpoints and booklets on the Aztecs. I've put up the posters, which are very good. I've done their last test for the year and am pleased at how well they all did - apart from one student who had been away a lot, everyone got high marks, including my most difficult student who has been improving and got full marks.
My survey of my literacy students worked well. Despite there being some who had been noisy and rude, even they ticked "agree" or "strongly agree" for questions as to how supportive/helpful,etc. I had been (and I overheard one say, "Oh, yes, she is, she really is!" And he was one who had given me a headache many times.
If I had these classes next year I would have a better idea what to do.
But I have been told that next year will be different again, with yet another challenge. . Creative Writing! I have never had writing lessons myself, so how do I give lessons to others? I have been thinking about this carefully. All I can do is offer them the chance to write and submit and the benefit of my own experience as a writer. I'm taking a little survey of students who have signed up for it, to find out what they hope to get out of it. There hasn't been the chance to get together with the other two CW teachers, though I have sent emails and spoken to one. They're both English teachers and will have to make the best of their own experience.
I will have a Year 7 EAL class, but I believe it is straightforward, just a double period a week while the other students are doing Vietnamese or Italian. I think I can handle that, if I discuss it with the EAL teacher.
I'm looking after the Year 10 Psychology students once a week, but I used to do that anyway till this year and it didn't count as part of my allotment.
And of course, there will be Sunlit (literacy class). Hopefully, I will continue with the same reading level as this year. I'm quite comfortable with this subject and actually felt left out one day when everyone else had begun and mine hadn't been sorted out yet.
I'm very tired and there's still so much to do!
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