Reflections on my first week
I walked into my classroom on Monday feeling nervous, excited, etc. All of the feelings I talked about in my previous post. I had on my white button-up shirt, sweat-absorbing undershit (thanks mom and Aunt Annie) and arrived early to make sure my room was all set and that I had turned on the air conditioning before my metal-clad classroom heated to a temperature unsuitable for 29 people at one time. After that I walked into the office with a smile on my face and said "hi" to all of the older teachers and the other TFA teachers. We were all excited to get started.
My first task of the morning is my home-room class which starts up at 7:40 in the morning and meets for 20 minutes. I share this with Ms. Holmes who teaches 6th Grade writing. She's an older woman with a kindly, motherly presence and is from Mississippi. She also finally (on Friday) learned how to say my name correctly, ("Mr. Kilpatrick, can you take role?" Was a typical question the previous days). THat first day was no big deal, mainly because our kids eat breakfast at school in the morning and none of them knew who their home-room teachers were. We were in the cafeteria up to 8:00, which is when I have to get to my room to greet the High School choirs, my next two classes.
Periods 1 and 2 are my two choirs. The first one is 9-10 and the second one is 11-12 (though there are a few 10th graders in it). Ideally everyone in the room would be willing to work, pay attention, do warmups without a comment, and follow instructions. Unfortunately that's not the case, so there are a few students waiting to transfer out and/or be asked by me to get out and transfer. I'm glad this is not a required class because I can tell them they do have a choice, and there are a few students in there who really don't want to be there and don't need to be. It also takes away from those who genuinely want to be there. My assumption that high-schoolers are practically adults has been sorely compromised thanks to my choir classes though. I feel pretty old.
Next up is my prep period, one of my most exciting periods of the day. I have a lag-time between the high-school schedule and middle school schedule, so I get a prep from 9:40 to 11:05. It isn't like Harrington where I'd have a TA to do things for me: like catalogue the music library or organize my student surveys. Instead I use the time to head into the building to make copies, grade and sort my first period forms for the high school, and listen to my Ipod while doing all of this for some "me time."
4th-7th period is the 6th grade. I have four periods with them, and it has been the most challenging experience of my life working with them and keeping them engaged, in line, and behaving. All first year teachers struggle with classroom management, so I'm no exception there. Essentially this past week I've set out and made sure my procedures, rules, and expectations are firmly implanted in their budding minds. Any questions are answered, but I make my expectations clear (the rules are posted at the front of the room in multi-colored pen along with the consequences in red (just kidding, they're also multi-colored)). 4th and 5th periods aren't too bad. I have a few gentlemen who like to make noise and occaisonally raise a ruckus, but this will be taken care of with a seating chart (in the works for this weekend, now that I've learned most of my kids' names!). By Wednesday I clamped down hard on my consequences, and made sure to communicate to my students behavior that I would not accept and then give out consequences accordingly. The way this works is I give a warning and write their names on the board, giving them a tangible track of where their behavior is. After that they fill out a behavior reflection form where they get a chance to vent, and write out (I have a portion in there that asks "have you been treated unfairly?"..generally the answer is "yes" though they don't justify the answer. The next steps are Detention halls, ranging from 1 to three (they get three chances). D-halls are spent at noon in a particular class, and if they accrue a certain amount it's In School Suspension. The next step is a visit with the principal, and I'm so glad he's on my side.
This past week I've given out probably 10 Dhalls, 15 behavior reflections, countless warnings, and I've sent one kid to the principal's office. It's unfortunate that my first memories of teaching will revolve around consequences, but I've got to set the tone early that at school we're there to learn. Fun happens once we can set the tone to learn, so in order to do that I've got to make sure they know I mean business and am committed to them learning first and foremost. Kids want structure, especially some of these kids who have a really tough time at home, so it's my job to provide that for them. Next week will see a similar tone and probably most of September as I get them to understand I mean what I say when I tell them to do or not do something. (Incidentally, this is also important when I start teaching them to sing: they've got to be on me the whole time, whether it be standing up together or starting when I begin a piece and following me for the beat. These things have to be conditioned). Luckily, one of my students spoke today and said that "Mr. Fitzpatrick, you have alot of patience." I'm glad I do and that it shows, even though by the end of the day I'm a sweaty, hollowed out mess. I'm still smiling though. Speaking of my name, my students on the first day had quite a time with it, here's an example: "Mr. Fitz, Fritz, Fit....can I just call you Patrick? I gotta use it." Two things here. First: the difficulty of my name. I had them (on three) say my name after me, and "use it" means go to the bathroom. The highlight of my week has been two students saying, "I'm about to use it on myself."
The carpet in my room is disgusting, hoping it gets vaccuumed on Monday before we have our open house and I get to meet the parents of my little angels. All in all, things are great. I'm happy with my job, my staff, and my administration. I'm learning the ropes as it comes, but my students (a majority I hope) now know what a quarter note is and how many beats go into a measure. They also can clap it and I've been using large flash-cards to have them clap the rhythm and count it as well. Nothing feels better than when I give them four beats before and they all come in unison, "1, 2, 3, *clap*" (the clap denotes a quarter rest, another thing they learned this week). That is the biggest reward right now. Not only are they learning, but demonstrating and that my friends, is what it's all about.
On a "not school related" note, on Tuesday night I went out with John, Larry, Kevin, and Jim (three are math teachers and Kevin is dating a former TFAer but is now in between jobs while she heads off to grad-school) to go shoot things with our typical "southern boy" friends. I found out I have a decent aim and can hit clay pigeons pretty well. The house was out in the middle of the cotton fields and a thunder storm was coming in as the sun set over the flat delta landscape. It made me realize how beautiful this area is, in between my ears ringing and me shaking my head in wonder. Even living in Harrington, I never took a chance to head out and be rural like that. Well, now I have. Southern whites down here aren't represented by the people we hung out with, and a few people still have very racist, ingnorant views of the minority (well, really the majority) populations here. I've learned to shut my mouth and listen though (I already knew how to do this, so dont' worry..haven't learned anything the "hard" way) even when what I'm hearing isn't the best. The populations are definately segregated though. I went to church on Sunday (everyone gasp at once): United Methodist with my house-mates and the church was completely white and clearly comprised of the upper echelons of Lake Village. So I'm getting used to that: my public school life and the very different crowds we have in town. It's coming slowly, but I'll give you more as time comes.
I appreciate the kind words, instant messages, and e-mails from everyone keeping up to date with this. It makes my day to hear from you, even the tough ones.
Cheers,
-Nate
"Guitars and Cadillacs, hillbilly music, the only thing that keeps me hanging on"-Dwight Yoakum (courtesy of my housemate, Larry, who insists he will turn me republican, into a country fan, and have me join the NRA).
My first task of the morning is my home-room class which starts up at 7:40 in the morning and meets for 20 minutes. I share this with Ms. Holmes who teaches 6th Grade writing. She's an older woman with a kindly, motherly presence and is from Mississippi. She also finally (on Friday) learned how to say my name correctly, ("Mr. Kilpatrick, can you take role?" Was a typical question the previous days). THat first day was no big deal, mainly because our kids eat breakfast at school in the morning and none of them knew who their home-room teachers were. We were in the cafeteria up to 8:00, which is when I have to get to my room to greet the High School choirs, my next two classes.
Periods 1 and 2 are my two choirs. The first one is 9-10 and the second one is 11-12 (though there are a few 10th graders in it). Ideally everyone in the room would be willing to work, pay attention, do warmups without a comment, and follow instructions. Unfortunately that's not the case, so there are a few students waiting to transfer out and/or be asked by me to get out and transfer. I'm glad this is not a required class because I can tell them they do have a choice, and there are a few students in there who really don't want to be there and don't need to be. It also takes away from those who genuinely want to be there. My assumption that high-schoolers are practically adults has been sorely compromised thanks to my choir classes though. I feel pretty old.
Next up is my prep period, one of my most exciting periods of the day. I have a lag-time between the high-school schedule and middle school schedule, so I get a prep from 9:40 to 11:05. It isn't like Harrington where I'd have a TA to do things for me: like catalogue the music library or organize my student surveys. Instead I use the time to head into the building to make copies, grade and sort my first period forms for the high school, and listen to my Ipod while doing all of this for some "me time."
4th-7th period is the 6th grade. I have four periods with them, and it has been the most challenging experience of my life working with them and keeping them engaged, in line, and behaving. All first year teachers struggle with classroom management, so I'm no exception there. Essentially this past week I've set out and made sure my procedures, rules, and expectations are firmly implanted in their budding minds. Any questions are answered, but I make my expectations clear (the rules are posted at the front of the room in multi-colored pen along with the consequences in red (just kidding, they're also multi-colored)). 4th and 5th periods aren't too bad. I have a few gentlemen who like to make noise and occaisonally raise a ruckus, but this will be taken care of with a seating chart (in the works for this weekend, now that I've learned most of my kids' names!). By Wednesday I clamped down hard on my consequences, and made sure to communicate to my students behavior that I would not accept and then give out consequences accordingly. The way this works is I give a warning and write their names on the board, giving them a tangible track of where their behavior is. After that they fill out a behavior reflection form where they get a chance to vent, and write out (I have a portion in there that asks "have you been treated unfairly?"..generally the answer is "yes" though they don't justify the answer. The next steps are Detention halls, ranging from 1 to three (they get three chances). D-halls are spent at noon in a particular class, and if they accrue a certain amount it's In School Suspension. The next step is a visit with the principal, and I'm so glad he's on my side.
This past week I've given out probably 10 Dhalls, 15 behavior reflections, countless warnings, and I've sent one kid to the principal's office. It's unfortunate that my first memories of teaching will revolve around consequences, but I've got to set the tone early that at school we're there to learn. Fun happens once we can set the tone to learn, so in order to do that I've got to make sure they know I mean business and am committed to them learning first and foremost. Kids want structure, especially some of these kids who have a really tough time at home, so it's my job to provide that for them. Next week will see a similar tone and probably most of September as I get them to understand I mean what I say when I tell them to do or not do something. (Incidentally, this is also important when I start teaching them to sing: they've got to be on me the whole time, whether it be standing up together or starting when I begin a piece and following me for the beat. These things have to be conditioned). Luckily, one of my students spoke today and said that "Mr. Fitzpatrick, you have alot of patience." I'm glad I do and that it shows, even though by the end of the day I'm a sweaty, hollowed out mess. I'm still smiling though. Speaking of my name, my students on the first day had quite a time with it, here's an example: "Mr. Fitz, Fritz, Fit....can I just call you Patrick? I gotta use it." Two things here. First: the difficulty of my name. I had them (on three) say my name after me, and "use it" means go to the bathroom. The highlight of my week has been two students saying, "I'm about to use it on myself."
The carpet in my room is disgusting, hoping it gets vaccuumed on Monday before we have our open house and I get to meet the parents of my little angels. All in all, things are great. I'm happy with my job, my staff, and my administration. I'm learning the ropes as it comes, but my students (a majority I hope) now know what a quarter note is and how many beats go into a measure. They also can clap it and I've been using large flash-cards to have them clap the rhythm and count it as well. Nothing feels better than when I give them four beats before and they all come in unison, "1, 2, 3, *clap*" (the clap denotes a quarter rest, another thing they learned this week). That is the biggest reward right now. Not only are they learning, but demonstrating and that my friends, is what it's all about.
On a "not school related" note, on Tuesday night I went out with John, Larry, Kevin, and Jim (three are math teachers and Kevin is dating a former TFAer but is now in between jobs while she heads off to grad-school) to go shoot things with our typical "southern boy" friends. I found out I have a decent aim and can hit clay pigeons pretty well. The house was out in the middle of the cotton fields and a thunder storm was coming in as the sun set over the flat delta landscape. It made me realize how beautiful this area is, in between my ears ringing and me shaking my head in wonder. Even living in Harrington, I never took a chance to head out and be rural like that. Well, now I have. Southern whites down here aren't represented by the people we hung out with, and a few people still have very racist, ingnorant views of the minority (well, really the majority) populations here. I've learned to shut my mouth and listen though (I already knew how to do this, so dont' worry..haven't learned anything the "hard" way) even when what I'm hearing isn't the best. The populations are definately segregated though. I went to church on Sunday (everyone gasp at once): United Methodist with my house-mates and the church was completely white and clearly comprised of the upper echelons of Lake Village. So I'm getting used to that: my public school life and the very different crowds we have in town. It's coming slowly, but I'll give you more as time comes.
I appreciate the kind words, instant messages, and e-mails from everyone keeping up to date with this. It makes my day to hear from you, even the tough ones.
Cheers,
-Nate
"Guitars and Cadillacs, hillbilly music, the only thing that keeps me hanging on"-Dwight Yoakum (courtesy of my housemate, Larry, who insists he will turn me republican, into a country fan, and have me join the NRA).
posted by Nate at
8:23 PM
1 Comments:
Can I say "told ya so" LOL Please don't turn into a republican. ;)
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