By Sam on January 7, 2010
In the short amount of time that I have been teaching, first through student teaching and now through subbing, I have become very grateful for my wide range of interests and experiences. Growing up I was never really part of one specific clique. I played high level hockey so I fit in comfortably with the “jocks” and other athletic types. I did very well in school and always loved learning so I fit in with the high-achieving kids. I loved to read fantasy books and played lots of video games so I fit in with the “nerdy” kids. I never really thought about the advantage this would give me as a teacher until I spent a significant amount of time in the classroom.
When I was student teaching I realized that I could almost always find something in common with my students. Sure, some were easier to forge a bond with than others, but I was usually successful in finding something that connected us. One specific example sticks in my mind:
I was having the students work on a project in the computer lab and everybody had finished a couple minutes early. As some students worked on other homework, some just chatted with their neighbor, and others started doing other things on the computers. One student, definitely one of the “nerds” (I say this as a proud nerd myself) opened up a drawing program and began working on an image. Up to this point I hadn’t really engaged him one on one outside of class because we did not appear to have too much in common. However, as soon as he opened up that program I could tell he was working on a drawing that was very obviously inspired by my favorite video game of all time, Final Fantasy 7. I very nonchalantly walked up to him and asked if that was the “Buster Sword” he was drawing. I swear that his jaw dropped a little bit as he replied, “No, yes, uh, wait, you know about Final Fantasy 7?” As I got a better look at it I was able to prove my legitimate knowledge of the video game by pointing out a technical aspect that showed it was not an identical rendering of the iconic sword, but just inspired by it. This led into a several minute conversation about the intricacies of the game with a student that had been mostly an uninterested observer in class.
After this conversation I won’t say that he suddenly became an all-star contributor in class. However, I did notice that he was at least more open to participating and answering questions.
If I were to give any advice to teachers (as if I should be giving advice) I would say that cultivating your own curious nature into becoming a very well-rounded individual will pay huge dividends in the connections you make with your students. Students can tell if you are faking interest in the things they care about. But if you can legitimately say that you’ve gone to a symphony and a rock concert in the same week, played video games like it was your job, read The Wheel of Time series, ran cross-country, played hockey in Hungary, and took AP Chemistry and AP World History you have a much better shot at finding something in common with these individuals that are in your charge everyday for an entire school year.
Chances are you are a teacher because you liked to learn. Don’t stop learning. Don’t stop growing. Your students will thank you.
Posted in Classroom Management, Professional Development, Professionalism, Reflections
By Sam on January 5, 2010
2009 is in the books and 2010 is upon us. The past year saw me starting and completing my student teaching. Graduating from college and getting my Ohio and Michigan teaching licenses. Spending an entire summer fruitlessly looking for a job in southeast Michigan. Starting to substitute teach at my old high school while continuing to look for a full-time job. I’d be lying if I said this year has not been incredibly frustrating in terms of my teaching career. It’s been a very trying 7 months with very little good news. However, it’s a new year and if there is any time for optimism, it’s now.
I’m getting a lot of valuable experience in the classroom as I continue to sub. I’m making connections with other teachers and administrators. I’m continuing to write about my experiences and thoughts on teaching and education in general. All of these are steps in the right direction.
My main goal for 2010 is to land a full-time teaching job. I am going to continue subbing as much as possible for the remainder of this school year while continuing to make connections and contacts in the education community. I’m going to try to write on this blog at the pace of 1-2 articles per week. Most importantly, I’m going to do everything I can to keep my attitude toward the profession as positive as possible.
If the next school year rolls around and I still haven’t landed a full-time job in this area, I will have to reevaluate my plans. I’m really, really uninterested in moving out of the area as I have many connections to where I am now that I don’t want to lose. I’m helping coach a high school hockey team. I’m the head coach of a college club hockey team. My girlfriend has another year of school at Michigan State and all of my family lives in this immediate area. All of these are very important to me and I don’t think I’d be willing to relocate, give up my coaching jobs, and move away from everybody I care about for a teaching job. At least not right now.
Anyway, I’m getting ahead of myself. The focus right now is finding a job for next year and it IS going to happen (starting the positive thinking right now!).
Posted in Reflections
By Sam on December 21, 2009
Every so often I’ll get a chance to talk to the teacher I’ll be subbing for in advance to actually being in his or her classroom. Once in awhile, they will do me the benefit of “warning” me which of their classes is “bad.” I haven’t decided if this is useful information or just something that clogs up my ability to approach each class with a fresh mental slate. Regardless, I had a couple difficult classes last week that have really been testing my ability to hold together a classroom. Usually, they are freshmen or sophomore dominated classes and not in the “advanced” track. Some classes can completely handle a day of working on their homework in class. However, these younger students usually cannot. They require me to be up and walking around the room at almost all times. I try to ask questions and refocus them as much as possible. Admittedly, it’s not easy. A lot of these kids are completely resistant to the idea of using unstructured time to be productive and get something done.
With these more unruly classes, there are a couple things I try to make a conscious effort to do. First of all, before the class even starts, I try to talk to a couple kids and just get to know them a little bit. I ask them how their day is going, if they play any sports, etc. Then, as soon as the bell rings, I make sure to start class right away with a very loud and authoritative, “Alright let’s go! Find your seats!” Hopefully by not wasting any time I can set the tone right away that I expect them to use their time wisely. It at least gets them to quiet down so I can take attendance, introduce myself, and explain what we are doing. The last thing I have been focusing on, and I think this is the key component, is making myself be energetic and upbeat during these classes. Sometimes it is easy to get down on a class if I’ve already been warned that they are “bad.” So, even if I’m not feeling like it, I try to have a positive and sunny attitude. Obviously, this doesn’t mean that I’m overlooking bad behavior– I just try to let it bother me less.
I’m still figuring this subbing thing out, that’s for sure. I can’t help but think that I’m wasting my time when I spend a day supervising the taking of tests or the completion of worksheets. Every once in awhile, though, I’ll get a class that might be tougher to manage or control, but it helps me remember that there is a reason I want to be a teacher.
Photo by hoyasmeg
Posted in Reflections, Substitute Teaching, Teaching Experiences
By Sam on December 20, 2009
This weekend was all about making connections for me. After our hockey game (I’m assistant coaching my former high school’s hockey team) I talked with my former vice principal. We chatted about my job prospects and teaching in general for a few minutes before he introduced me to somebody from the opposing school who is going to take my resume for a possible job opening.
Also, I spent a few minutes talking to my best friend’s mom (also a teacher) about teaching and finding a job. She has taught at many different levels and had some interesting insights for me.
Who can you talk to today that might further your career? Is there a veteran teacher you can ask some questions of or a colleague that is willing to discuss pedagogy/your content/teaching/etc.?
Posted in Professional Development
By Sam on December 14, 2009
I had an eye opening experience earlier this week. An administrator at the high school I most often sub (which happens to be where I also went to school) offered to take a look at my resume. As a former social studies teacher turned brand new administrator, I knew she would have some good advice for me. I emailed it to her and expected to have a few minor changes to make. Later that day, as I sat down in her office to go over my resume, I caught a glimpse of it sticking out of a green folder. It was absolutely lit up with red ink. It looked like a ninth grade english paper submitted to the most draconian of evaluators. Before she even opened her mouth, I knew this was not going to be a fun conversation.
My resume sucks. It really does; and I didn’t realize it until this meeting. My formatting sucked, my education “buzzwords” were non-existent, my non-relevant work experience dominated, and it was entirely too general. A big ole’ case of “blah.”
I’m thankful that she told me this without trying to sugarcoat anything. In fact, I could tell that she almost wanted to say, “Well no wonder you didn’t get a job this summer!” After quickly ripping apart the largest tool I have in landing a job, she had the courtesy to explain what I can do to make it better. The list is extensive, but I’m slowly plugging away at it. In fact, I decided to just start from complete scratch.
After the meeting, I began thinking about why I was so oblivious to the lameness of my resume. First of all, I think I completely underestimated how hard it would be to get a job. Sure, I knew the job market in Southeast Michigan was bad. I knew that the national recession was still going strong. I knew that secondary education social studies teachers were in high supply and low demand. Yet, I somehow thought that didn’t apply to me. Pretty much everything in my life has come fairly easily to me with a little bit of hard work. I didn’t think this would be any different from landing any of my high school jobs or my on-campus job during college. Just typing that sentence, however, makes me feel stupid. Really stupid.
Secondly, I originally wrote this resume as part of an assignment for one of my education classes. Looking back at it now, it almost looks like an assignment. I fulfilled the requirements but did little to nothing to sell myself as a competent teacher. This is the number one way for me to get my foot in the door at a school and it did nothing to help me stand apart from the droves of applications that I’m sure accompanied mine with every job opening. I can’t treat my resume like an assignment, like something that I’m being forced to do. It needs to be a document that is a physical manifestation of my personality and my own teaching style. That’s the main reason I decided to start from scratch instead of trying to salvage my original.
I know I’m a great teacher. At least, I know I have the potential, the drive, and the desire to become a great teacher. Put me in an interview and I will gladly talk about teaching and education with you for hours. I love it. I’m fully confident that I can do this job well. I need my resume to give me these opportunities so that I even have the chance to capitalize on them.
Photo by SOCIALisBETTER
Posted in Professionalism
