Thrown To The Wolves

Memoirs of a First-Time Teacher

    Through complications at my current residence, I was unable to get into Rose Hill the first day I was scheduled to teach my lesson, which was Thursday, November 20th. It ended up being for the better overall, because the lesson Blauser and I had planned out for the two days involving creating an argumentative essay over the topics of Macbeth and Lady Macbeth's reactions to a certain character's death, (this character was debated on and changed several times before scrapping the entire plan), wasn't going to stick with the kids.

Simply Put?

The kids would lose interest two minutes into explaining the project, and, this close to Thanksgiving Break, barely put forward the effort needed to actually retain something useful from this particular assignment.

Now, immediately, I know what you're thinking. That that isn't possible, that kids--when properly stimulated with the correct technology--can reach into all kinds of creative outlets of their minds they didn't think were there previously. And to that I say--well, maybe. And if three males in particular were not present in the class I was teaching, that thought process might be spot on.

However, that was not the case, and they were indeed present.

So, after a conference with Blauser about how to go about teaching only on Friday while still meeting the majority of the goals in my previous lesson plan, the revised question was this:

"How is the relationship between Lady Macbeth and Macbeth himself similar to that of a high school relationship?"

It was pretty genius to be honest. The elements of the Argumentative Essay were still clear. They were to argue how the two were similar, and use a sort of reference for support. Most of them during the class discussion opening the topic, chose Snoball as this frame of reference. This resulted in a lot of argumentative essays being written about why girls deserved to be treated like princesses at this semi-formal dance, and used Lady Macbeth's manipulation of Macbeth as a frame of reference.

While this isn't the exact way I was planning to go, it was the way the class went, and they seemed excited during the discussion. There were plenty of laughs as well as serious questions, and one student in particular surprised me with the level of his writing as contrasted with the level of intelligent comments (or lack of) he threw out at Blauser when I was observing the classroom.

Overall, I believe the lesson to be a success. The kids enjoyed it, Blauser enjoyed watching me teach for the first time--(I enjoyed teaching the class that I had been previously warmed about literally everytime I brought it up around the school)--and the students all gained access to my Glog, which I hope will be helpful throughout their lives.

The Next Series of Buttons will be the products of the students from my class.
I have picked the best of the best.

This one is named "The Surprise" because the student surprised me with his writing techniques. Most of the things this particular student said in class shed no light on the fact that he could actually be a decent writer, or that he had retained anything taught to him in high school.

But hey, I guess I bring out the best in everyone ;3

This button's name is self-explanatory. This student did an exceptional job at showing her point, and even if she didn't have solid facts to support her case, she did write the most out of all the students in the class and seemed to comprehend most of what I taught.

Therefore, she is deserving of this title.

This student kept the conversation going during discussion and brought up valid points that seemed to help the students understand the goal a little better. In some essays there is a list referred to as "Ellie's list". Ellie did in fact come up with an expectations list of the duties a male has at a dance like Snoball. This list was the basis of a lot of the arguments, shown in the previous two essays.

This title is given to her because it not only describes her, but it describes her way of writing.

This button, however, contains the musings of my observer, Mr. Blauser himself.

And I humbly accept any and all praise or criticism he sees fit to give me.

Here, we have my revised Lesson Plan, re-written to fit what actually happened that day.

Finally, we have the business part of it, including the Lesson Facilitation Rubric:

(If you cannot read it, it says: "The seniors in the class did not take full advantage of the technology but insisted on asking for direct assistance. The plan was articulate and flawless; the class not so much").

And the signed Butler Letter:

Other than that, my little field trip of what I thought was going to be hell, but actually turned out pretty fun and well-rounded, has come to a close. Enjoy it, share it, but please keep all criticisms constructive.

Remember: "If you have nothing nice to say, it's better to say nothing at all."

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