Busy Week

So I forgot to post about my Wednesday practicum, so I'm going to combine my two visits into one post.

Wednesday for me was about getting back into the swing of things. I hadn't been in the classroom for a week and a half, and after being incredibly sick and still not feeling 100% I saw how exhausting it can be as a teacher. Mr. Scott asked me to kind of take the lead on helping students on Wednesday and doing quick check-ins with them as they worked through an assignment in pairs where they would complete a reading (a page or two), and then fill out a structured diagram. I was happy to have the challenge, but found myself completely exhausted after 20 minutes. It was a piece of cake checking in with some students as they just seemed to really understand the reading and exactly what they should write on each part of the diagram. Other students, not so much. When I tried to check in with Billy, I was getting nowhere. He wouldn't start the reading. When he did, he would just scribble on the page rather than actually read it or highlight. He was having an off day and so was I.

I felt guilty, but I started to give up after a while. I didn't understand why Billy didn't want my help. I offered many times to sit and read with him. I asked him to speak to his partner about what he needed to do and maybe they could do the entire assignment together. He would always say "that's okay, I'm fine" to get me to walk away, and then he would go back to scribbling or something else to occupy his time. Mr. Scott did step in and speak to Billy eventually to get him to start the assignment, and once he started, then he was open to receiving my help. This was a meaningful learning experience for me as I saw my reaction to the situation and how it was my first instinct to walk away when I was frustrated that he wouldn't begin. When I have my own classroom, and when I become more and more comfortable with these students, I think it will be easier to have those more difficult conversations and discuss with Billy why he wouldn't start rather than allowing him to say something to placate me and walk away. The situation could have been totally different too if I had been feeling more like myself - but I still need to be aware that this is my reaction, because I won't always be feeling my best when I have my own classroom but that doesn't mean I should change as a teacher.

Today, I still wasn't myself but I had a less active role in the classroom. Students spent advisory setting up a portfolio space either online or through an app on their iPad to document evidence for their PLPs. Today was mostly about setting up the different pages or tabs that they will enter information into. One section is about them and who they are as a learner and a person. Another section is about their goals - short term in addition to long term goals like what they want to be when they graduate and where they see themselves in 30 or 40 years. This is part of the portfolio that I think is really significant because it provides a space to connect what students are learning in the classroom to their goals - which is one of the main points behind personalized learning plans. Then, they set up folders for each class that they are taking so they can add content to it. I wish that students had started to discuss their goals and who they are as learners, but they didn't get that far today. Hopefully I will be there on a day where they continue that conversation and I can see how PLPs work.

I can't wait to get back to feeling like myself again so I can enjoy my time in the classroom a bit more. I teach a lesson on Monday and Tuesday, so I will have a better understanding of the students in the classes after that. I'm excited but nervous. I guess we'll see what happens, but at the very least, I know I'm prepared!