First period, Spanish
4
4
As I walked into class with Kenzie all of the students were
talking about the oral exam they had this morning. Students were frantically reading their notes
and reviewing their vocabulary. When
class began it was conducted entirely in Spanish. The teacher went around the class and asked students
questions about the vocabulary and the reading.
The anxiousness and anticipation of what question the teacher would ask
was evident in the room. I found myself
feeling nervous that I was going to be called on which made me nervous because I was unlike the students and hadn’t prepared for class. While I understood what the teacher was saying in
Spanish I had no idea what their reading was about and felt that pit in my
stomach of being unprepared for class.
Students were very encouraging to each other and cheering when students
got questions right or saying, “you know it, come on!” when a student struggled
to come up with an answer.
talking about the oral exam they had this morning. Students were frantically reading their notes
and reviewing their vocabulary. When
class began it was conducted entirely in Spanish. The teacher went around the class and asked students
questions about the vocabulary and the reading.
The anxiousness and anticipation of what question the teacher would ask
was evident in the room. I found myself
feeling nervous that I was going to be called on which made me nervous because I was unlike the students and hadn’t prepared for class. While I understood what the teacher was saying in
Spanish I had no idea what their reading was about and felt that pit in my
stomach of being unprepared for class.
Students were very encouraging to each other and cheering when students
got questions right or saying, “you know it, come on!” when a student struggled
to come up with an answer.
Second period, AP
Language
Language
After prayer the teacher reviewed with the class what they
needed for class on Monday. Then there
was a short discussion from an article students read about Freedom High
School. The teacher asked the class what
struck them about the piece of writing.
Students shared their thoughts on the reading (how students weren’t
given the opportunity to take any AP classes, students were told that since
their parents worked in a factory that was what they were destined for). The teacher also asked the class what they should
do with this information, what is their take away? Students then spent the rest of the class
working on their outside reading assignment.
The students quietly began their reading. It struck me that students didn’t need to be
in class today. This lesson could have
been completed online in a blended model.
Most students worked on their outside reading assignment but I did
notice a few students around me studying for other classes. I asked a student near me what she thought of
the bell schedule. She said that she
enjoys the blocks for some classes where the teacher has the students do
activities or projects. The blocks are
awful when a teacher lectures the entire time.
needed for class on Monday. Then there
was a short discussion from an article students read about Freedom High
School. The teacher asked the class what
struck them about the piece of writing.
Students shared their thoughts on the reading (how students weren’t
given the opportunity to take any AP classes, students were told that since
their parents worked in a factory that was what they were destined for). The teacher also asked the class what they should
do with this information, what is their take away? Students then spent the rest of the class
working on their outside reading assignment.
The students quietly began their reading. It struck me that students didn’t need to be
in class today. This lesson could have
been completed online in a blended model.
Most students worked on their outside reading assignment but I did
notice a few students around me studying for other classes. I asked a student near me what she thought of
the bell schedule. She said that she
enjoys the blocks for some classes where the teacher has the students do
activities or projects. The blocks are
awful when a teacher lectures the entire time.
I was grateful for break as I found myself not used to
sitting and not being as active. I got a
cup of coffee to wake myself up before heading to third period.
sitting and not being as active. I got a
cup of coffee to wake myself up before heading to third period.
Third period,
PreCalculus
PreCalculus
I sat right in the front row of class and followed along
with the teacher’s lecture on polynomial functions and models. The teacher wrote definitions on the board and
asked students questions about what she was writing. She paused often to look at the class to see
if they were understanding what she was discussing. As I looked around the room, all of the
students seemed to be engaged and taking notes.
While I was enjoying the subject matter and refreshing my memory on
multiplicity I found myself tired. The
temperature in the class was warm when we walked in and the passive nature of
sitting and taking notes made it hard to stay focused and engaged. The lecture finished with about 8 minutes
left in class and students were given time to start their homework. Most of the students used the time to chat with each
other. It felt like a breath of fresh
air. I already felt like I have been sitting too much today and I’ve only observed 3 periods.
with the teacher’s lecture on polynomial functions and models. The teacher wrote definitions on the board and
asked students questions about what she was writing. She paused often to look at the class to see
if they were understanding what she was discussing. As I looked around the room, all of the
students seemed to be engaged and taking notes.
While I was enjoying the subject matter and refreshing my memory on
multiplicity I found myself tired. The
temperature in the class was warm when we walked in and the passive nature of
sitting and taking notes made it hard to stay focused and engaged. The lecture finished with about 8 minutes
left in class and students were given time to start their homework. Most of the students used the time to chat with each
other. It felt like a breath of fresh
air. I already felt like I have been sitting too much today and I’ve only observed 3 periods.
Fourth period, Sports
Medicine
Medicine
It felt good to get up and walk over to De La Salle. As we walked over I asked Kenzie whether she
prefers blocks or 45 minute periods. She
said she likes having blocks because it gives her an extra day to do
homework. She plays a sport so doesn’t
get home from practice until close to 5 and a few days a week she works in the
evenings so the extra day is really nice.
She did say that she doesn’t like block periods when the teacher
lectures the whole time though. Once we
got in to class the teacher did a lecture on Caring for Skin Wounds. While this was another lecture this
felt different. I think it might have
been because there was a lot of natural light in the room with a whole wall of
windows and the overhead lights were off.
In addition, the door to the classroom was open so there was a nice
breeze coming in the room. The teacher was
engaging and moved around a lot as he talked and class went by quickly. Class ended with about 6 minutes left. I noticed a few students around me began
working on their My Math Lab assignment for PreCalculus.
prefers blocks or 45 minute periods. She
said she likes having blocks because it gives her an extra day to do
homework. She plays a sport so doesn’t
get home from practice until close to 5 and a few days a week she works in the
evenings so the extra day is really nice.
She did say that she doesn’t like block periods when the teacher
lectures the whole time though. Once we
got in to class the teacher did a lecture on Caring for Skin Wounds. While this was another lecture this
felt different. I think it might have
been because there was a lot of natural light in the room with a whole wall of
windows and the overhead lights were off.
In addition, the door to the classroom was open so there was a nice
breeze coming in the room. The teacher was
engaging and moved around a lot as he talked and class went by quickly. Class ended with about 6 minutes left. I noticed a few students around me began
working on their My Math Lab assignment for PreCalculus.
I was happy lunch was next.
I felt very disjointed moving from 4 different subject matters,
classrooms, and teaching styles this morning.
There just seemed to be a lot of change and I felt out of sorts. The day already felt very long and it was
hard to imagine having 3 more classes after lunch.
I felt very disjointed moving from 4 different subject matters,
classrooms, and teaching styles this morning.
There just seemed to be a lot of change and I felt out of sorts. The day already felt very long and it was
hard to imagine having 3 more classes after lunch.
Fifth period, AP U.S.
History
History
As students walked into APUSH they were talking about the
reading quiz they had today. I asked
Kenzie how she prepares for the quiz and she told me that she reads the chapter
twice, reviews her notes, and watches the Adam Norris videos yet she still will
probably fail. Another student near me
said she watches the videos 5 times and just tries and memorize all of the
information. The teacher gave me a quiz to take and I was quite impressed with myself for getting 1/15 considering I haven’t
taken a U.S. History class in over 20 years.
I noticed that as students around me finished the quiz they took out
materials from another class to work on (My Math Lab was up on a few students’
computers). After everyone finished the
quiz, the teacher showed two images and asked the students what they observed. As students studied the video the classroom
next door kept playing the National Anthem multiple times which seemed quite
fitting considering we were studying U.S. History. I did find it distracting though. I thought there was a connection between
students studying these images and how math teachers ask students to study
graphs. There could be a common language
history and math teachers use when analyzing graphs.
reading quiz they had today. I asked
Kenzie how she prepares for the quiz and she told me that she reads the chapter
twice, reviews her notes, and watches the Adam Norris videos yet she still will
probably fail. Another student near me
said she watches the videos 5 times and just tries and memorize all of the
information. The teacher gave me a quiz to take and I was quite impressed with myself for getting 1/15 considering I haven’t
taken a U.S. History class in over 20 years.
I noticed that as students around me finished the quiz they took out
materials from another class to work on (My Math Lab was up on a few students’
computers). After everyone finished the
quiz, the teacher showed two images and asked the students what they observed. As students studied the video the classroom
next door kept playing the National Anthem multiple times which seemed quite
fitting considering we were studying U.S. History. I did find it distracting though. I thought there was a connection between
students studying these images and how math teachers ask students to study
graphs. There could be a common language
history and math teachers use when analyzing graphs.
Sixth period, Religions
Studies 3: Symbols and Ethics
Studies 3: Symbols and Ethics
This class began with the teacher talking to the students about
the importance of speaking their heart and honoring their own truth. When she spoke with the students about a
heavier subject matter she moved her chair to the middle of the class. It felt intimate. The class then transitioned to talking about
Saint Hildegard of Bingen. After
reviewing some information on this woman with the class students were asked to
fill in some information on her on a paper they were working on during a
previous class. I noticed, once again,
quite a few students around me finish this quickly then immediately take out
materials from another class to start working on it. The class ended with an inside outside circle
activity which involved us sitting down in two circles on the ground. It felt good to get out of the desk and move
around and to discuss something lighthearted.
My brain was beginning to hurt from all of the information across disciplines
today.
the importance of speaking their heart and honoring their own truth. When she spoke with the students about a
heavier subject matter she moved her chair to the middle of the class. It felt intimate. The class then transitioned to talking about
Saint Hildegard of Bingen. After
reviewing some information on this woman with the class students were asked to
fill in some information on her on a paper they were working on during a
previous class. I noticed, once again,
quite a few students around me finish this quickly then immediately take out
materials from another class to start working on it. The class ended with an inside outside circle
activity which involved us sitting down in two circles on the ground. It felt good to get out of the desk and move
around and to discuss something lighthearted.
My brain was beginning to hurt from all of the information across disciplines
today.
Seventh period,
Biology
Biology
As we walked to her 7th period class, Kenzie
stopped by her locker to pick up her history textbook. She said she wanted to get started on her
homework if she finished her test early.
I am going to be completely honest.
I was done at this point. I was
exhausted and felt like I had reached maximum capacity for what I could take
in. While I was happy to learn there was
a test today and I wouldn’t need to stay the whole period I felt bad for the
students who still had to be “on” for this last period of the day. Are they used to this frantic pace of
switching subject matters, taking in information, and constant sitting all day
so they are better equipped to handle this?
stopped by her locker to pick up her history textbook. She said she wanted to get started on her
homework if she finished her test early.
I am going to be completely honest.
I was done at this point. I was
exhausted and felt like I had reached maximum capacity for what I could take
in. While I was happy to learn there was
a test today and I wouldn’t need to stay the whole period I felt bad for the
students who still had to be “on” for this last period of the day. Are they used to this frantic pace of
switching subject matters, taking in information, and constant sitting all day
so they are better equipped to handle this?
I was surprised that despite changing classes every 45 minutes I felt
very sedentary today. The passing
periods seemed short and not enough time to decompress from one class before
transitioning to the next. I left this
day feeling exhausted but also grateful for the opportunity to experience what my
students go through. It definitely has
made me more mindful of how I structure my classes and has given me a lot to
think about. I think all teachers should
have this experience.
very sedentary today. The passing
periods seemed short and not enough time to decompress from one class before
transitioning to the next. I left this
day feeling exhausted but also grateful for the opportunity to experience what my
students go through. It definitely has
made me more mindful of how I structure my classes and has given me a lot to
think about. I think all teachers should
have this experience.