This short week was even more challenging than the last, but with those challenges came great successes. We had an inservice day Monday where I learned a lot about the big changes happening to the MPS district. We are required to add a 1/2 hour onto each day, but DPI hasn't yet told us what that extra time entails. We spent a part of the day planning scenarios of what this time could look like. The hardest thing is that we don't know whether we'll have students during this time or not. It is also a scary thought to know my work day was just extended a 1/2 hour and it will not be reflected in my future pay... The times, they are a changin'... back.
Tuesday I had my first observation by my university supervisor. I was terrified, and she was coming second block, so my lesson in first block with Treble was a flop. I just didn't feel focused and I had too many goals to tackle in a short time, which was a good lesson, but a hard one to learn an hour before you're getting supervised for the first time. I shook it off as best I could, and my lesson with Concert choir went well. My supervisor was so impressed with all that Erica is doing and what the kids are capable of. It was a good start to observations, and I hope the next 5 go as well or better!
Wednesday I had a hard time with Women's choir. I feel like they hate me, but in reality, there are a few strong personalities that just don't like the fact that I'm new and think I'm coming in to change everything. I cried for the first time at school that day. They just seemed to challenge everything that I did, and after a rough lesson on Tuesday with Treble, it was enough to make me break. Erica swooped in to help, of course, but by then my confidence was shot. I calmly went to the staff bathroom during water break and curled up by the sinks and cried. I felt so defeated. I let myself cry for 10 minutes, sucked it up, and went back to class to teach Men's choir. They are so goofy and happy for any help I can give, they cheered me up a little. They are seriously one of my favorite groups. Afterward, Erica and I sat down to talk about what happened. It really all went downhill because I needed to do better score study. It made sense, as many behavior management issues were because I had planned the lesson to death and not been listening or understanding the score as well as I should have. Lesson learned: knowing your score inside and out can be more valuable than having a clearly defined lesson plan!
Thursday was better. I watched Erica as she taught the piece I flopped on to Treble. It was amazing. She is truly an artist as a teacher. Her transitions were seamless, she previewed parts of the lesson in her warm ups... I can only hope I get to that level! She taught a melisma section of the piece by "pitch set." I hadn't been familiar with the term before, but it is teaching the pitch without rhythm. So often we isolate the rhythm and not pitch, when the pitch is the hardest part! It was amazing and it really made the students understand what was on the page as opposed to learning it aurally. I took over Concert choir, and it went sooo well! I voluntarily taught the entire hour, and it went well. It was a much needed victory after such a failure the day before. So funny how things can be so up and down!
Next week I begin my two weeks of full rehearsals. Please pray that I won't let the bad lessons get to me, because I'm sure there will be flopped lessons. I am so grateful for your continued encouragement. Here we go!
Friday, February 22, 2013
Saturday, February 16, 2013
Week 4: The Highs are High, the Lows are Low
I won't lie, this week was challenging. The word "stress" has taken on a whole new meaning. In college, stress to me was having a to-do list that was three pages long and having a bunch of meetings to go to. Now, stress has become a lifestyle. I realized that I don't get more than an hour to myself each day, and most of that time is filled with lesson planning or résumé writing. I have started getting application materials together because I found a job that I would like to apply for. This has been stressful as well, as I have never really "marketed myself" before. I have been exhausted, and I'm grateful for today so that I can recharge my batteries.
I began teaching half-rehearsals today, which equated to 45-50 minutes per class period, 2 class periods per day. I also teach a Music Appreciation class (1 regular education section, 1 special education section) daily, but I have been team-teaching most classes. I realized that I do not have stamina built up yet! I would get done with the two morning rehearsals and be totally exhausted. Erica laughed and encouraged me, saying it will get easier over time. I have been pretty successful at achieving the goals I want to accomplish for each day's rehearsal, but I have had some attitude problems in Women's choir. They talk constantly and challenge my authority during rehearsal, and I have realized that I don't know how to put my foot down but not burn bridges with some girls. I think it might just have to be one of those things you get over. As much as I'd want everyone to love me, it just doesn't work that way. Apparently the girls call me "Taylor Swift" behind my back, which if you know me, is a huge insult. I really don't know what they think I have in common with her or where this reference came from, but hopefully they don't mean it as badly as I'm taking it! I did an activity with them where I let them choose the dynamic contrast in one of their pieces because there were no dynamic indications by the publisher. I thought it would be a fun way to get them involved in the music making decisions, but apparently this was an invitation for them to attack. This quickly spiraled into two girls being very short with each other (on the verge of a fight) and the entire choir became restless. I told them at least 3 times, "Don't ruffle your feathers! We're just trying this! These dynamics aren't set in stone!" but nothing would soothe them. I was so thrown by their attitude, but in the next piece, they were really successful and I could tell they became secure in themselves as an ensemble again. I asked Erica what I could have done differently, and she said it was just an attitude issue, not a lesson planning or implementation issue. Looks like next week I'll have to lay down the law...
Men's choir, on the other hand, has grown to become one of my favorite ensembles. They are chatty too, but it never feels disrespectful like in Women's choir. I can tell they really like me, and some girls told me they heard some guys talking about how much they were enjoying choir. This really lifted my spirits after the Women's choir fiasco, especially since they were my biggest insecurity heading into my placement. Treble and Concert choirs went well this week too, but they are always fun to work with because they perform at such a high level. Concert choir is so responsive to feedback that it really keeps me on my toes and stretches me in polishing critiques.
I was so happy this week with the progress I made with one student in my special ed section of Music Appreciation. He is a student that is known for being violent, challenging authority, having little to no respect for female teachers, and a lot of issues at home. We got into a tiff the first day of class as he challenged me, and since then he wouldn't respond to me at all. This week, he started semi-participating in discussion by making non-challenging eye contact with me, responding when I say hello or goodbye, and singing lyrics to a song we played under his breath. He still won't verbally participate in discussion, but he is sleeping a lot less in class and turning in assignments. He also doesn't come to me for questions, but will only speak to my male teacher, even if I am sitting right next to him. I don't even care. I am elated every time he is paying attention and semi-participating that I don't worry about what he is lacking. I feel very special and respected by him, because on the scale in his mind, he is being very respectful to me, and that's a great start considering I've only been around for a month. This situation encouraged me every day, and it makes me look forward to further interactions with him.
I did a TON of grading this week as well as rehearsing. This part was fun, though, because Erica makes them keep logs of rehearsal. The descriptions of what students are learning are so fun to read. Some students are just funny, while others seriously analyze their vocal growth. It is so cool to see their self-assessment. I also get to find out what they really think of me (in some cases I don't think they thought I would be the one reading it...). I know I'll regret saying this a few years down the road, but I really enjoy grading! I also have continued to cultivate relationships with students, and I feel very bonded to a few of them. There was a talent show yesterday, and a few students of ours performed in it, and I nearly teared up when seeing them on stage. I was just so proud! I already know I will remember these kids the rest of my career.
Next week is another week of half rehearsals, and I'm being observed for the first time by my university supervisor on Tuesday. I'm a little nervous, but I have a pretty good lesson planned for that day. Prayer requests: strength to get through the stressful parts, and that this job lead would result in an interview. Thanks for your continued encouragement and support!
I began teaching half-rehearsals today, which equated to 45-50 minutes per class period, 2 class periods per day. I also teach a Music Appreciation class (1 regular education section, 1 special education section) daily, but I have been team-teaching most classes. I realized that I do not have stamina built up yet! I would get done with the two morning rehearsals and be totally exhausted. Erica laughed and encouraged me, saying it will get easier over time. I have been pretty successful at achieving the goals I want to accomplish for each day's rehearsal, but I have had some attitude problems in Women's choir. They talk constantly and challenge my authority during rehearsal, and I have realized that I don't know how to put my foot down but not burn bridges with some girls. I think it might just have to be one of those things you get over. As much as I'd want everyone to love me, it just doesn't work that way. Apparently the girls call me "Taylor Swift" behind my back, which if you know me, is a huge insult. I really don't know what they think I have in common with her or where this reference came from, but hopefully they don't mean it as badly as I'm taking it! I did an activity with them where I let them choose the dynamic contrast in one of their pieces because there were no dynamic indications by the publisher. I thought it would be a fun way to get them involved in the music making decisions, but apparently this was an invitation for them to attack. This quickly spiraled into two girls being very short with each other (on the verge of a fight) and the entire choir became restless. I told them at least 3 times, "Don't ruffle your feathers! We're just trying this! These dynamics aren't set in stone!" but nothing would soothe them. I was so thrown by their attitude, but in the next piece, they were really successful and I could tell they became secure in themselves as an ensemble again. I asked Erica what I could have done differently, and she said it was just an attitude issue, not a lesson planning or implementation issue. Looks like next week I'll have to lay down the law...
Men's choir, on the other hand, has grown to become one of my favorite ensembles. They are chatty too, but it never feels disrespectful like in Women's choir. I can tell they really like me, and some girls told me they heard some guys talking about how much they were enjoying choir. This really lifted my spirits after the Women's choir fiasco, especially since they were my biggest insecurity heading into my placement. Treble and Concert choirs went well this week too, but they are always fun to work with because they perform at such a high level. Concert choir is so responsive to feedback that it really keeps me on my toes and stretches me in polishing critiques.
I was so happy this week with the progress I made with one student in my special ed section of Music Appreciation. He is a student that is known for being violent, challenging authority, having little to no respect for female teachers, and a lot of issues at home. We got into a tiff the first day of class as he challenged me, and since then he wouldn't respond to me at all. This week, he started semi-participating in discussion by making non-challenging eye contact with me, responding when I say hello or goodbye, and singing lyrics to a song we played under his breath. He still won't verbally participate in discussion, but he is sleeping a lot less in class and turning in assignments. He also doesn't come to me for questions, but will only speak to my male teacher, even if I am sitting right next to him. I don't even care. I am elated every time he is paying attention and semi-participating that I don't worry about what he is lacking. I feel very special and respected by him, because on the scale in his mind, he is being very respectful to me, and that's a great start considering I've only been around for a month. This situation encouraged me every day, and it makes me look forward to further interactions with him.
I did a TON of grading this week as well as rehearsing. This part was fun, though, because Erica makes them keep logs of rehearsal. The descriptions of what students are learning are so fun to read. Some students are just funny, while others seriously analyze their vocal growth. It is so cool to see their self-assessment. I also get to find out what they really think of me (in some cases I don't think they thought I would be the one reading it...). I know I'll regret saying this a few years down the road, but I really enjoy grading! I also have continued to cultivate relationships with students, and I feel very bonded to a few of them. There was a talent show yesterday, and a few students of ours performed in it, and I nearly teared up when seeing them on stage. I was just so proud! I already know I will remember these kids the rest of my career.
Next week is another week of half rehearsals, and I'm being observed for the first time by my university supervisor on Tuesday. I'm a little nervous, but I have a pretty good lesson planned for that day. Prayer requests: strength to get through the stressful parts, and that this job lead would result in an interview. Thanks for your continued encouragement and support!
Saturday, February 9, 2013
Week 3: Into the Deep End
Hello again, all! This week was busy and had plenty of challenges, but it has been one of my most rewarding weeks thus far. I finally feel like I have a place in the school, and the kids are constantly telling me how much they wish I could stay and get a job as a second choir teacher. As much as I'd love for that to happen, I have to sadly explain that there needs to be a position open in order for that to happen!
Monday we took our Treble Choir (mainly sophomores and juniors) to WSMA festival at Marquette University. They sang "Apple Tree Wassail" arr. Stephen Hatfield and "Dôme épais" by Leo Deiles, arr. Francisco Nunuez. They sang well and carried themselves with poise. I stood in the empty auditorium seats and took pictures like a proud mom while scribbling down notes of what the clinician said to work on. The girls took the critique well and they had a lot of fun with the clinician. It was a fun field trip to have on a Monday, and it made the day go by really fast.
Tuesday and Wednesday I led warm ups every day and began rehearsal on "It Don't Mean a Thing." It mainly just consisted of running through it to get me comfortable with the piece and listening while playing. I am so insecure about my piano skills, and all of my weaknesses are highlighted when I'm in the front of the classroom. Luckily, I am not a singer who relies greatly on the piano, so if I make a mistake with my fingers and I'm singing along, at least they'll get the right note with my voice! It is definitely an area that consumes my preparation time. On Wednesday, Erica told me she wasn't feeling very well and had been tired for at least this past week if not since the musical. She warned me that she probably wouldn't be at school the next day and we planned out the entire next day in case she wasn't there. After planning, she turned to me and asked, "Feel ready?" I smiled and said, "Yeah, It'll be fun! I'm going to go get a drink of water." I left the class and proceeded to freak out in the hallway. Erica and my professors of the past 4 1/2 years have given me all of the tools I need to be successful, but I had never applied them to back-to-back 85 minute rehearsals before.
Thursday came and I was ready. I had detailed lesson plans emailed to myself and had the rehearsal plan on the board as well as a key signature lesson. All I needed to do was print my lesson plans and I'd be set to go. I went over to the computer to log into my email, and as I opened my inbox, all that read on the main browser was "internal server error." The error message of death. I couldn't believe it. I would have to teach from my notes that I took when Erica and I were discussing! Lesson learned: save to a flash drive to print from. Don't rely on email!!
I had my two most difficult classes in the morning: Women's choir followed by Men's choir. The sub came in and sat in the front of the room playing Sudoku and writing down names of chatty members. Most of the girls were happy to see me, but there were a large chunk that took advantage of Erica's absence and talked throughout most of rehearsal. Unfortunately, I couldn't identify exactly who was talking because the minute I would look over they would stop. I realized I still have a lot of things to learn about behavior management, especially with things like this. How much talking do you actually allow? I don't want to constantly be harping on people for talking, especially if I'm trying to foster an environment where students feel relaxed. At the same time, I feel disrespected and want them to stop for the benefit of others in the room. I'm still navigating these waters.
Men's choir was my biggest fear of the day. These guys are squirreley when Erica is in the room... What would they be like if she's not here? Just as I suspected, they were excited for a day filled with talking and doing anything but singing when they saw Erica was gone. I started rehearsal, and many refused to come to their seats. I had to start marking people tardy before they got the picture. After warm ups, during announcements, I got many stupid questions like "What's for lunch?" I had a choice to make: crack the whip or let it roll. I chose to let it roll. I paused, sniffed the air, and said, "Ya know, I can't smell it from here, but I'm sure it's the same ol' same ol'!" and moved on. The guys laughed. I'm so glad I made this decision, because for the rest of rehearsal, we had a really good time. The guys were a little chatty, but not in the disrespectful way the girls were chatting. I had a couple people that I had to come down on for switching seats multiple times or making noises while I was talking, but by 20 minutes into the rehearsal, they had all stopped. I taught a lesson on key signatures and learned something else about myself: my pacing sucks. I wanted to make sure everyone was on board and understanding, and they were willing to let me make sure, but it meant cramming the last part of rehearsal into the last 10 minutes of class. It brought up another dilemma: do I drop parts of my rehearsal plan to allow extra time to grasp key concepts, or just be ok with them not completely understanding for now, get through my rehearsal plan, and plan to do another mini-lesson the next class?
I have a lot to learn yet about pacing and classroom management, but it was such a thrill to get up there and really teach. I felt confident and connected to the students, despite my many mistakes. It was so encouraging to get a glimpse into what my life would be like 7 months from now, even if it was by just jumping into the deep end. Erica seemed comfortable leaving her class in my hands too, which was also very encouraging. I love this job.
This weekend is my first chill weekend where I'm not really doing much. Just checking things off of my growing to-do list. It will be nice to relax a little bit after a fast-paced week. Thanks everyone for your continued support and prayers. The transition is still hard (especially since I'm still lost 90% of the time), but your ongoing well-wishes, advice, and love keeps me going. Next week: half rehearsals! Woo!
Monday we took our Treble Choir (mainly sophomores and juniors) to WSMA festival at Marquette University. They sang "Apple Tree Wassail" arr. Stephen Hatfield and "Dôme épais" by Leo Deiles, arr. Francisco Nunuez. They sang well and carried themselves with poise. I stood in the empty auditorium seats and took pictures like a proud mom while scribbling down notes of what the clinician said to work on. The girls took the critique well and they had a lot of fun with the clinician. It was a fun field trip to have on a Monday, and it made the day go by really fast.
Tuesday and Wednesday I led warm ups every day and began rehearsal on "It Don't Mean a Thing." It mainly just consisted of running through it to get me comfortable with the piece and listening while playing. I am so insecure about my piano skills, and all of my weaknesses are highlighted when I'm in the front of the classroom. Luckily, I am not a singer who relies greatly on the piano, so if I make a mistake with my fingers and I'm singing along, at least they'll get the right note with my voice! It is definitely an area that consumes my preparation time. On Wednesday, Erica told me she wasn't feeling very well and had been tired for at least this past week if not since the musical. She warned me that she probably wouldn't be at school the next day and we planned out the entire next day in case she wasn't there. After planning, she turned to me and asked, "Feel ready?" I smiled and said, "Yeah, It'll be fun! I'm going to go get a drink of water." I left the class and proceeded to freak out in the hallway. Erica and my professors of the past 4 1/2 years have given me all of the tools I need to be successful, but I had never applied them to back-to-back 85 minute rehearsals before.
Thursday came and I was ready. I had detailed lesson plans emailed to myself and had the rehearsal plan on the board as well as a key signature lesson. All I needed to do was print my lesson plans and I'd be set to go. I went over to the computer to log into my email, and as I opened my inbox, all that read on the main browser was "internal server error." The error message of death. I couldn't believe it. I would have to teach from my notes that I took when Erica and I were discussing! Lesson learned: save to a flash drive to print from. Don't rely on email!!
I had my two most difficult classes in the morning: Women's choir followed by Men's choir. The sub came in and sat in the front of the room playing Sudoku and writing down names of chatty members. Most of the girls were happy to see me, but there were a large chunk that took advantage of Erica's absence and talked throughout most of rehearsal. Unfortunately, I couldn't identify exactly who was talking because the minute I would look over they would stop. I realized I still have a lot of things to learn about behavior management, especially with things like this. How much talking do you actually allow? I don't want to constantly be harping on people for talking, especially if I'm trying to foster an environment where students feel relaxed. At the same time, I feel disrespected and want them to stop for the benefit of others in the room. I'm still navigating these waters.
Men's choir was my biggest fear of the day. These guys are squirreley when Erica is in the room... What would they be like if she's not here? Just as I suspected, they were excited for a day filled with talking and doing anything but singing when they saw Erica was gone. I started rehearsal, and many refused to come to their seats. I had to start marking people tardy before they got the picture. After warm ups, during announcements, I got many stupid questions like "What's for lunch?" I had a choice to make: crack the whip or let it roll. I chose to let it roll. I paused, sniffed the air, and said, "Ya know, I can't smell it from here, but I'm sure it's the same ol' same ol'!" and moved on. The guys laughed. I'm so glad I made this decision, because for the rest of rehearsal, we had a really good time. The guys were a little chatty, but not in the disrespectful way the girls were chatting. I had a couple people that I had to come down on for switching seats multiple times or making noises while I was talking, but by 20 minutes into the rehearsal, they had all stopped. I taught a lesson on key signatures and learned something else about myself: my pacing sucks. I wanted to make sure everyone was on board and understanding, and they were willing to let me make sure, but it meant cramming the last part of rehearsal into the last 10 minutes of class. It brought up another dilemma: do I drop parts of my rehearsal plan to allow extra time to grasp key concepts, or just be ok with them not completely understanding for now, get through my rehearsal plan, and plan to do another mini-lesson the next class?
I have a lot to learn yet about pacing and classroom management, but it was such a thrill to get up there and really teach. I felt confident and connected to the students, despite my many mistakes. It was so encouraging to get a glimpse into what my life would be like 7 months from now, even if it was by just jumping into the deep end. Erica seemed comfortable leaving her class in my hands too, which was also very encouraging. I love this job.
This weekend is my first chill weekend where I'm not really doing much. Just checking things off of my growing to-do list. It will be nice to relax a little bit after a fast-paced week. Thanks everyone for your continued support and prayers. The transition is still hard (especially since I'm still lost 90% of the time), but your ongoing well-wishes, advice, and love keeps me going. Next week: half rehearsals! Woo!
Saturday, February 2, 2013
Week 2: Finding A New Normal
I officially love student teaching! Last week was a blast with the musical, but I was exhausted. This week, I got to see what the normal schedule looks like for Erica. I had meetings nearly every night after school and was still there by 6:45 every morning, but I got to experience a little more free time. Most of that time was consumed writing lesson plans, but I did get a chance to hang out with a new friend that I made that lives across the street named Anna. The transition is still hard, but it is seeming more like home every day. My favorite part of my day is driving home from school on the highway and coming toward downtown and seeing the skyline all lit up. It has been the thing that has made me feel the most at home. I see it and I just feel like I belong here.
This week, I've been doing warm ups every day for Erica's ensembles. She has a Men's and Women's choir that consists of all freshmen and a few sophomores that are leaders in the group ("choir buddies"), a Treble choir that consists of upperclassmen girls, Concert choir made up of junior/senior students, and a voluntary group called Chamber choir that is audition only. My biggest struggle has been to warm up Men's choir. I somehow didn't realize the extent to which men's and women's voices were different. It took until Friday's rehearsal to warm them up in the correct ranges and not put something too low or too high for them. These guys are already self conscious about their voices, are immature and looking to goof around, and are not comfortable with someone new (especially a female) leading them in exercises they don't know. I got plenty of lessons in behavior management and learned that nearly everything I say can and will be taken as a sexual innuendo. They are good guys, and I am amazed at what Erica has them doing with theory and sight-reading. I have a lot to learn yet about men's voices, though. I feel intimidated every time I lead them.
Luckily, the Men's and Women's choirs are on A days while the more experienced groups (Treble and Concert) are on B days. It makes for good practice to do a lesson with the more experienced groups first, and if they struggle with anything, I can count on the fact that the younger choirs the next day will struggle. I can then adjust accordingly. I have made some strong connections with students already thanks to the musical and high student involvement in the upper level ensembles. I have several students that I can look at when I'm nervous and they put me at ease, cheering me on with their smiles. I had my first heart-to-heart with a student yesterday. She had a lot going on at home and broke down during one of her after school activities in the choir room. I talked it out with her and found out she wants to be a music teacher when she gets older. She seemed genuinely grateful to have me there talking through life with her, and I was grateful that she let me in on the little details of her home life. Conversations like this are exactly why I wanted to go into teaching in the first place!
I also teach Music Appreciation the last block of every day with Nick. He has a regular ed class on A days and a special ed section on B days. It has been a struggle to get students to be motivated in this class considering it is the last block of the day, but some of the most thrilling times have been when everyone is completely engaged in what you're teaching. For example, yesterday I taught a lesson on Woody Guthrie's "1913 Massacre," and all of the students were so involved in the discussion (or at least feigned interest) that I couldn't help but get excited. The special ed class has been difficult simply because I have a students with power issues and that does not respect female teachers in general. He keeps his head down nearly all class, but when he engages you in conversation, it is often confrontation. He had actually been removed from one of Erica's classes for threatening her. I am still trying to figure out ways to reach him and help him feel engaged and part of the classroom community.
Overall, I love everything about my life right now. I sometimes wake up and cannot believe that this is really my life. I dreamt about it for so long that now that it is happening, it seems surreal. I am learning so much and growing as a teacher, but I'd still like to get more of a social life going... I mean, coming home and making lesson plans is great and all, but I should probably make some friends... To be continued in that area. I'll check in again soon, and thanks for checking in with me!
This week, I've been doing warm ups every day for Erica's ensembles. She has a Men's and Women's choir that consists of all freshmen and a few sophomores that are leaders in the group ("choir buddies"), a Treble choir that consists of upperclassmen girls, Concert choir made up of junior/senior students, and a voluntary group called Chamber choir that is audition only. My biggest struggle has been to warm up Men's choir. I somehow didn't realize the extent to which men's and women's voices were different. It took until Friday's rehearsal to warm them up in the correct ranges and not put something too low or too high for them. These guys are already self conscious about their voices, are immature and looking to goof around, and are not comfortable with someone new (especially a female) leading them in exercises they don't know. I got plenty of lessons in behavior management and learned that nearly everything I say can and will be taken as a sexual innuendo. They are good guys, and I am amazed at what Erica has them doing with theory and sight-reading. I have a lot to learn yet about men's voices, though. I feel intimidated every time I lead them.
Luckily, the Men's and Women's choirs are on A days while the more experienced groups (Treble and Concert) are on B days. It makes for good practice to do a lesson with the more experienced groups first, and if they struggle with anything, I can count on the fact that the younger choirs the next day will struggle. I can then adjust accordingly. I have made some strong connections with students already thanks to the musical and high student involvement in the upper level ensembles. I have several students that I can look at when I'm nervous and they put me at ease, cheering me on with their smiles. I had my first heart-to-heart with a student yesterday. She had a lot going on at home and broke down during one of her after school activities in the choir room. I talked it out with her and found out she wants to be a music teacher when she gets older. She seemed genuinely grateful to have me there talking through life with her, and I was grateful that she let me in on the little details of her home life. Conversations like this are exactly why I wanted to go into teaching in the first place!
I also teach Music Appreciation the last block of every day with Nick. He has a regular ed class on A days and a special ed section on B days. It has been a struggle to get students to be motivated in this class considering it is the last block of the day, but some of the most thrilling times have been when everyone is completely engaged in what you're teaching. For example, yesterday I taught a lesson on Woody Guthrie's "1913 Massacre," and all of the students were so involved in the discussion (or at least feigned interest) that I couldn't help but get excited. The special ed class has been difficult simply because I have a students with power issues and that does not respect female teachers in general. He keeps his head down nearly all class, but when he engages you in conversation, it is often confrontation. He had actually been removed from one of Erica's classes for threatening her. I am still trying to figure out ways to reach him and help him feel engaged and part of the classroom community.
Overall, I love everything about my life right now. I sometimes wake up and cannot believe that this is really my life. I dreamt about it for so long that now that it is happening, it seems surreal. I am learning so much and growing as a teacher, but I'd still like to get more of a social life going... I mean, coming home and making lesson plans is great and all, but I should probably make some friends... To be continued in that area. I'll check in again soon, and thanks for checking in with me!
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