Saturday, February 9, 2008
Friday, March 9, 2007
Pay Attention
Millikan Middle School
Ms. Poncin’s Class, Per. 3
03-08-07
After class Ms. Poncin and I had a good talk about some of the kids.
Ashley. I’ve always had a difficult time remembering this girl’s name in class. She is always the shy one, but she’s always eager to learn. Her reflections in class are always well thought-out and respectable. She should be in eight grade, but something happened in her family that made her have to live and care for her grandmother. She had to repeat a grade, which places her in 7th grade as of now.
Karla. I have mixed up the names of Ashley and Karla in my head, because they are both so quiet (aka, they’re normal and the other kids talk way too much.) So in class I never call their names out loud, in apprehension that I’ll call them the wrong name by mistake. Karla has “the thing”—the artistic edge that places her just a little bit ahead of the others in class. She painted a blue sea landscape on her own time by taking one of the pieces of canvas paper I brought for another activity and then brought it in to class informally. It was very simple but also very rich in content; she used a variety of blue tones in tandem with a variety of horizontals melting in to each other. It was very beautiful, and she didn’t even know it. Ms. Poncin said “Oh my gosh! How beautiful!” Karla just looked at her in disbelief and with a confused look peeped back, “Really?” She used a lot of concepts we’ve been learning in class about color schemes and composition. She didn’t know that either.
Today we did a critique and historical context of our color wheels. It went ok. The kids talk too much. Most of them are in this class because they have ADHD or some other condition that is preventing them from focusing, which is almost impossible for them to do for a whole class period. Ms. Poncin agrees – with fervor. In addition there are a lot of external distractions that I can't avoid. People are always knocking on doors and walking in and out of class. The kids are always finding a way to get up out of their seats. Also, today Ms. Poncin slipped on a chair when she was trying to close the blinds. She hurt her wrist and knee from falling, and it was really hard to concentrate on the lesson when she was in pain. The kids were naturally concerned as well and offered her help, but she refused and said she was fine and that they should concentrate on the lesson. Even I couldn’t concentrate with her sitting on the floor and hurt.
Christian refuses to do anything, and preferred to do his math homework. Ms. Poncin is going to keep his math book and tell both his teacher and his mother that he won’t be able to do his math homework tonight for the reason that he was doing during art class. Gladys and Josh were laughing at nothing, and continued laughing throughout our critique. Half of the class period is spent asking the kids to show some respect and be quiet.
Jasmine always volunteers in discussions. I asked them to describe the color in some paintings according to the things we learned in class. She could talk on and on forever about how it makes her feel or about what she imagines is happening inside the painting, but she can’t answer the question. Ms. Poncin says that she tries so hard to get it right, but is always wrong.
I looked at Ms. Poncin today after class, and noticed that she looked so drained from the kids. Not only does she teach two DRW classes, but she has two regular eight grade classes. She doesn’t have a conference period, and she does tutoring after school. Of everything she does, her DRW classes are the most demanding of her – both physically and mentally – and she will not be doing the program next year. I’m thinking really hard about the teaching profession and how much work it really is. It’s tough just going in once a week for fifty minutes.
Aside from all that serious stuff, I’m glad that I made the kids laugh today, and that I’m at least comfortable with being myself. I always try to start off the lesson with a personal story that connects to the lesson to get the kids engaged in the beginning. Today it backfired because they couldn’t stop laughing at my story about the day I found out my boyfriend is actually a little color blind. But, overall, I think that those kinds of things really help the kids enter a mental space that is conducive to learning the material more.
Ms. Poncin’s Class, Per. 3
03-08-07
After class Ms. Poncin and I had a good talk about some of the kids.
Ashley. I’ve always had a difficult time remembering this girl’s name in class. She is always the shy one, but she’s always eager to learn. Her reflections in class are always well thought-out and respectable. She should be in eight grade, but something happened in her family that made her have to live and care for her grandmother. She had to repeat a grade, which places her in 7th grade as of now.
Karla. I have mixed up the names of Ashley and Karla in my head, because they are both so quiet (aka, they’re normal and the other kids talk way too much.) So in class I never call their names out loud, in apprehension that I’ll call them the wrong name by mistake. Karla has “the thing”—the artistic edge that places her just a little bit ahead of the others in class. She painted a blue sea landscape on her own time by taking one of the pieces of canvas paper I brought for another activity and then brought it in to class informally. It was very simple but also very rich in content; she used a variety of blue tones in tandem with a variety of horizontals melting in to each other. It was very beautiful, and she didn’t even know it. Ms. Poncin said “Oh my gosh! How beautiful!” Karla just looked at her in disbelief and with a confused look peeped back, “Really?” She used a lot of concepts we’ve been learning in class about color schemes and composition. She didn’t know that either.
Today we did a critique and historical context of our color wheels. It went ok. The kids talk too much. Most of them are in this class because they have ADHD or some other condition that is preventing them from focusing, which is almost impossible for them to do for a whole class period. Ms. Poncin agrees – with fervor. In addition there are a lot of external distractions that I can't avoid. People are always knocking on doors and walking in and out of class. The kids are always finding a way to get up out of their seats. Also, today Ms. Poncin slipped on a chair when she was trying to close the blinds. She hurt her wrist and knee from falling, and it was really hard to concentrate on the lesson when she was in pain. The kids were naturally concerned as well and offered her help, but she refused and said she was fine and that they should concentrate on the lesson. Even I couldn’t concentrate with her sitting on the floor and hurt.
Christian refuses to do anything, and preferred to do his math homework. Ms. Poncin is going to keep his math book and tell both his teacher and his mother that he won’t be able to do his math homework tonight for the reason that he was doing during art class. Gladys and Josh were laughing at nothing, and continued laughing throughout our critique. Half of the class period is spent asking the kids to show some respect and be quiet.
Jasmine always volunteers in discussions. I asked them to describe the color in some paintings according to the things we learned in class. She could talk on and on forever about how it makes her feel or about what she imagines is happening inside the painting, but she can’t answer the question. Ms. Poncin says that she tries so hard to get it right, but is always wrong.
I looked at Ms. Poncin today after class, and noticed that she looked so drained from the kids. Not only does she teach two DRW classes, but she has two regular eight grade classes. She doesn’t have a conference period, and she does tutoring after school. Of everything she does, her DRW classes are the most demanding of her – both physically and mentally – and she will not be doing the program next year. I’m thinking really hard about the teaching profession and how much work it really is. It’s tough just going in once a week for fifty minutes.
Aside from all that serious stuff, I’m glad that I made the kids laugh today, and that I’m at least comfortable with being myself. I always try to start off the lesson with a personal story that connects to the lesson to get the kids engaged in the beginning. Today it backfired because they couldn’t stop laughing at my story about the day I found out my boyfriend is actually a little color blind. But, overall, I think that those kinds of things really help the kids enter a mental space that is conducive to learning the material more.
Friday, March 2, 2007
Focusing on the good
Millikan Middle School
Ms. Poncin’s Class, Per. 3
03-01-07
Today was a very happy class.
The kids were still very rambunctious, but I’ve come to accept that part. Ms. Poncin says that this is her ‘hardest class,’ even though there are only ten students. Many of them are just incapable of focusing. For instance, Christina apparently had an IEP on file at the school and was taking some medication, but her mother decided it was ok to take her off of it and destroyed the IEP – or – something to that effect. No wonder she is always out of her seat. But overall, I had such a great time with the kids. I didn’t get to finish what I wanted to do (in fact, I’ve had to extend this particular activity for three sessions because there simply isn’t enough time to complete it); but, I had so much fun helping the kids get better at their color mixing and painting skills. They really really want to get it right, and a lot of them are showing improvement in technique as well as classroom behavior. Jasmine is being the prime student so far, and will frequently ask the rest of the kids to “stop being so rude” and “just be like me.” She is so focused, and won’t talk to anyone unless she has a question about what she’s doing.
Today I assigned them homework. It had to do with identifying the warm and cool colors and replacing the name of the color with an adjective that describes that color. They couldn’t name one single adjective. For instance, when I asked them if they could think of an adjective that could describe the word “red,” many of them replied things like “fire” or “love.” Ms. Poncin reminded me again after class that just naming parts of speech was something that they had to go over every single day. Knowing that was disheartening. However, it makes me happy to know that even though I only come in once a week, many of them can remember what the primary and secondary colors are.
Today the kids finished up their value scales. They look so great. I get so happy when I can show the kids individually how they can improve. I showed Ashley this picture in a book I brought in to show the importance of value in a painting. I could tell she thought it was really cool because of that look in her eye. It’s the same look I think I give off when I just realized I learned something really awesome. I think she is really liking the class. And some of the kids whom I got really annoyed with two weeks ago in our last class were actually really engaged today. I guess it’s just the nature of the class, and the fact that it IS art. It’s fun. So naturally, kids will be out of their seats, talking and helping one another, and having a good time. Just as long as they get their stuff done, I don’t think I mind so much. My only concern is when there’s so much fun that they can’t hear me when I’m explaining something to the entire class. But a lot of them get it, and they tell others to simply be quiet. I have a system now where I say “clap once if you can hear me, clap twice if you can hear me.” I think it works out pretty well. I also have instated a new routine. Every morning I say “Good morning class” and they have to respond “Good morning Ms. Wennstrom.” It reminds me so much of elementary school, and I never thought of instating a routine like that in class. I told the kids that I’m so used to students being instantly quiet, because that’s what it’s like for me in college. It’s really good to weave in things about your life into the class because they always get really quiet and want to hear what you have to say. Anything that has to do with your life outside of being a teacher, especially if you are a younger teacher, always gets their attention.
After class is done Ms. Poncin usually has some little story to tell me about the kids. This time she told me about Brianna, the new girl in class. I was shocked at the stories that Ms. Poncin told me about her and other black girls in the class, who, according to Ms. Poncin, are the “most racist-sounding to their black peers” than any of the other students. Apparently, the new girl has been calling another girl who is darker than she is a “nigger” and refers to her as “Norbit” – a character in a movie about an obese black man. Unfortunately I can never stay and really talk to her about these kind of things that happen, because I have to scurry off to school and work. But after every class, there’s always something with these kids that makes me stop and think.
I have some more notes on the kids – Paul particularly. He is doing his work but always seems so bored. I know it’s not something that I’m doing, because Ms. Poncin says that that’s just the way his is. But I’m really hoping that on the inside, these art lessons are something he can enjoy. It seems that he really doesn’t like school, and not because he’s not smart (because I can tell he’s very bright) but because of some other external reason like his home life. But, I can’t really say much about that because I have no idea.
Ms. Poncin’s Class, Per. 3
03-01-07
Today was a very happy class.
The kids were still very rambunctious, but I’ve come to accept that part. Ms. Poncin says that this is her ‘hardest class,’ even though there are only ten students. Many of them are just incapable of focusing. For instance, Christina apparently had an IEP on file at the school and was taking some medication, but her mother decided it was ok to take her off of it and destroyed the IEP – or – something to that effect. No wonder she is always out of her seat. But overall, I had such a great time with the kids. I didn’t get to finish what I wanted to do (in fact, I’ve had to extend this particular activity for three sessions because there simply isn’t enough time to complete it); but, I had so much fun helping the kids get better at their color mixing and painting skills. They really really want to get it right, and a lot of them are showing improvement in technique as well as classroom behavior. Jasmine is being the prime student so far, and will frequently ask the rest of the kids to “stop being so rude” and “just be like me.” She is so focused, and won’t talk to anyone unless she has a question about what she’s doing.
Today I assigned them homework. It had to do with identifying the warm and cool colors and replacing the name of the color with an adjective that describes that color. They couldn’t name one single adjective. For instance, when I asked them if they could think of an adjective that could describe the word “red,” many of them replied things like “fire” or “love.” Ms. Poncin reminded me again after class that just naming parts of speech was something that they had to go over every single day. Knowing that was disheartening. However, it makes me happy to know that even though I only come in once a week, many of them can remember what the primary and secondary colors are.
Today the kids finished up their value scales. They look so great. I get so happy when I can show the kids individually how they can improve. I showed Ashley this picture in a book I brought in to show the importance of value in a painting. I could tell she thought it was really cool because of that look in her eye. It’s the same look I think I give off when I just realized I learned something really awesome. I think she is really liking the class. And some of the kids whom I got really annoyed with two weeks ago in our last class were actually really engaged today. I guess it’s just the nature of the class, and the fact that it IS art. It’s fun. So naturally, kids will be out of their seats, talking and helping one another, and having a good time. Just as long as they get their stuff done, I don’t think I mind so much. My only concern is when there’s so much fun that they can’t hear me when I’m explaining something to the entire class. But a lot of them get it, and they tell others to simply be quiet. I have a system now where I say “clap once if you can hear me, clap twice if you can hear me.” I think it works out pretty well. I also have instated a new routine. Every morning I say “Good morning class” and they have to respond “Good morning Ms. Wennstrom.” It reminds me so much of elementary school, and I never thought of instating a routine like that in class. I told the kids that I’m so used to students being instantly quiet, because that’s what it’s like for me in college. It’s really good to weave in things about your life into the class because they always get really quiet and want to hear what you have to say. Anything that has to do with your life outside of being a teacher, especially if you are a younger teacher, always gets their attention.
After class is done Ms. Poncin usually has some little story to tell me about the kids. This time she told me about Brianna, the new girl in class. I was shocked at the stories that Ms. Poncin told me about her and other black girls in the class, who, according to Ms. Poncin, are the “most racist-sounding to their black peers” than any of the other students. Apparently, the new girl has been calling another girl who is darker than she is a “nigger” and refers to her as “Norbit” – a character in a movie about an obese black man. Unfortunately I can never stay and really talk to her about these kind of things that happen, because I have to scurry off to school and work. But after every class, there’s always something with these kids that makes me stop and think.
I have some more notes on the kids – Paul particularly. He is doing his work but always seems so bored. I know it’s not something that I’m doing, because Ms. Poncin says that that’s just the way his is. But I’m really hoping that on the inside, these art lessons are something he can enjoy. It seems that he really doesn’t like school, and not because he’s not smart (because I can tell he’s very bright) but because of some other external reason like his home life. But, I can’t really say much about that because I have no idea.
Respect
Millikan Middle School
Ms. Poncin’s Class, Per. 3
02-15-07
Although today was not a disaster, I was still very plagued by the fact that these kids do not know how to behave in the classroom. But not just by talking too much; they lack common sense. For instance, I started class and Miguel, the TA, sat in the middle of the room and asked Ms. Poncin questions about the papers he was helping her grade. As I was speaking, he would speak right over me, as if I wasn’t there. During class! No one really seemed to think that was odd – not even Ms. Poncin – so I decided to take the matter into my own hands. I think I got a little nerved and so I asked him in a very “are you really serious right now?”—tone to please sit next to Ms. Poncin and talk to her over there. It was very disrespectful. That just really put me in a bad mood for the entire period. Especially because they know I’m a visitor, which – at least in my mind – should make them think “hm, maybe we should show a little more respect because Ms. Wennstrom from UCLA is here today.” Nope. These kids can’t handle that idea.
It’s weird to know that Ms. Poncin didn’t do or say anything about that. She does help me out with discipline, but I don’t know if the bar is set low for these kids or what. There is no order sometimes, and I have to repeat myself so much. We waste a lot of class time because students have to quiet other students who are talking and they couldn’t hear what I was saying. This is very tiresome.
Two classes ago I gave them a little speech about respect, and they were dead silent. It was great because I had their attention for the whole class. But they seem to forget those lessons. I don’t want to have to give these little speeches over and over again. But I think that next time, I really have to put my foot down.
I really want to have a bright and cheery disposition for the kids. But sometimes they just really piss me off.
I don’t know how to have this perfect balance in the classroom. I think that a couple of the kids have a hard time with me there and would rather me not be teaching. I think it’s because I’m treating it like a class where they’re learning new skills each time and not just a “free art time” period; and art may not be their “thing.” But most of the kids seem to like it, which is great. And the ones that I think are really blossoming from the class are really working hard to get there.
I get both happy and frustrated whenever Ms. Poncin tells me after class about a particular student whom I know did well that day in class, because it usually ends with something to the effect of “and her test score every year for reading is 1 out of 100.”
Sally’s behavior yesterday was phenomenal. She is one of the most (if not the most) chatty girls I have ever encountered in my life. She can’t sit still and is always talking in class. She is also the girl who’s reading scores each year are 1 out of 100. Yesterday, she was completely silent. She finished her complimentary color chart before anyone else, and also finished the next exercise on values before anyone else. She basically finished what I was leaving for the next lesson. It was because she was motivated, worked hard and the task, and asked questions.
Some of these kids don’t know how to listen. And that’s why I end up having to tell them twice.
Christian was a bit more boisterous yesterday than usual. He kept yelling, “I can’t do it I quit.” No Christian, you’re not done. It’s like I have to tell these kids that they can do it all the time. With Christian’s case, I think it was just his normal self again. I don’t think I gave him as much attention like last time, because I was focusing so much on other students who needed help this time around. So he yells, “I quit.” When last time, I gave him personal attention and he finished first.
I feel like some of these kids are just so used to failing, that anytime a challenge comes around they cry out in disparity, “I QUIT!” because they’re used to the outcome. But
I really try my best to point out students who are really getting it right, and showing the entire class. The students whose papers I show to the class period usually are the first ones done. I think this is because they have validation from me, and therefore they’re doing it right.
It happens every time.
It happened with Paul, Christian, Sally, and Jasmine. And I hope to reach the other students in the same way.
Ms. Poncin’s Class, Per. 3
02-15-07
Although today was not a disaster, I was still very plagued by the fact that these kids do not know how to behave in the classroom. But not just by talking too much; they lack common sense. For instance, I started class and Miguel, the TA, sat in the middle of the room and asked Ms. Poncin questions about the papers he was helping her grade. As I was speaking, he would speak right over me, as if I wasn’t there. During class! No one really seemed to think that was odd – not even Ms. Poncin – so I decided to take the matter into my own hands. I think I got a little nerved and so I asked him in a very “are you really serious right now?”—tone to please sit next to Ms. Poncin and talk to her over there. It was very disrespectful. That just really put me in a bad mood for the entire period. Especially because they know I’m a visitor, which – at least in my mind – should make them think “hm, maybe we should show a little more respect because Ms. Wennstrom from UCLA is here today.” Nope. These kids can’t handle that idea.
It’s weird to know that Ms. Poncin didn’t do or say anything about that. She does help me out with discipline, but I don’t know if the bar is set low for these kids or what. There is no order sometimes, and I have to repeat myself so much. We waste a lot of class time because students have to quiet other students who are talking and they couldn’t hear what I was saying. This is very tiresome.
Two classes ago I gave them a little speech about respect, and they were dead silent. It was great because I had their attention for the whole class. But they seem to forget those lessons. I don’t want to have to give these little speeches over and over again. But I think that next time, I really have to put my foot down.
I really want to have a bright and cheery disposition for the kids. But sometimes they just really piss me off.
I don’t know how to have this perfect balance in the classroom. I think that a couple of the kids have a hard time with me there and would rather me not be teaching. I think it’s because I’m treating it like a class where they’re learning new skills each time and not just a “free art time” period; and art may not be their “thing.” But most of the kids seem to like it, which is great. And the ones that I think are really blossoming from the class are really working hard to get there.
I get both happy and frustrated whenever Ms. Poncin tells me after class about a particular student whom I know did well that day in class, because it usually ends with something to the effect of “and her test score every year for reading is 1 out of 100.”
Sally’s behavior yesterday was phenomenal. She is one of the most (if not the most) chatty girls I have ever encountered in my life. She can’t sit still and is always talking in class. She is also the girl who’s reading scores each year are 1 out of 100. Yesterday, she was completely silent. She finished her complimentary color chart before anyone else, and also finished the next exercise on values before anyone else. She basically finished what I was leaving for the next lesson. It was because she was motivated, worked hard and the task, and asked questions.
Some of these kids don’t know how to listen. And that’s why I end up having to tell them twice.
Christian was a bit more boisterous yesterday than usual. He kept yelling, “I can’t do it I quit.” No Christian, you’re not done. It’s like I have to tell these kids that they can do it all the time. With Christian’s case, I think it was just his normal self again. I don’t think I gave him as much attention like last time, because I was focusing so much on other students who needed help this time around. So he yells, “I quit.” When last time, I gave him personal attention and he finished first.
I feel like some of these kids are just so used to failing, that anytime a challenge comes around they cry out in disparity, “I QUIT!” because they’re used to the outcome. But
I really try my best to point out students who are really getting it right, and showing the entire class. The students whose papers I show to the class period usually are the first ones done. I think this is because they have validation from me, and therefore they’re doing it right.
It happens every time.
It happened with Paul, Christian, Sally, and Jasmine. And I hope to reach the other students in the same way.
Friday, February 9, 2007
Ten Things
Millikan Middle School
Ms. Poncin’s Class, Per.3
02-08-07
TEN things that I was VERY pleased with regarding today’s class (a big improvement from last week):
1. Getting the kids to LISTEN (!)
2. Getting all the kids to participate and explore the exercise
3. The kids asking questions about the project – like they really cared about doing it right and well
4. Seeing Christian – who is usually the trouble maker – finish first before all the other kids and starting the new project before the next class, and seeing him get involved about his own work
5. Seeing Christian’s eyes light up when he realized he could paint
6. The effect that ‘sticking to enforcing the rules’ has on class behavior
7. Seeing light bulbs go on inside the kids’ heads once they realized that they could mix colors
8. Talking to Ms. Poncin, and her being really happy about the class, and her compliments for getting the class to listen and participate
9. Having almost everyone complete a color wheel successfully
10. Seeing kids actually turn in their homework. ☺
Today the kids took a big step in learning a new skill – painting and using color. And I finally learned, after teaching three classes with those kids, that the kids are most focused when they are away from their peers. They need to be as far away from each other as possible! I separated everyone, and granted there was still talking; but it was like an excuse for them to focus most of the time, and to enjoy their art process.
I realize that this experience is completely different from my experience with John Muir Middle School. And I think that one reason (thought definitely not the only one) that it is different is because of the class size and the space. It is so much easier to conduct a class with only ten students… in Sherman Oaks… where there are so many desks that each kid could have 2.5 desks. At Muir, some kids sat on the floor, and the class had close to thirty kids. That’s more than double the class size I have now. If I tried to do a lesson on painting in that class, I don’t want to think what would happen. But I know it almost wouldn’t even be worth it, which is sad, and I hate thinking that opportunities to explore new things are hindered because of stupid shit like that.
On a happier note, the kids learned a lot about themselves today; and I am very proud of each of them in different ways. I’m also proud of myself, and I’m learning that teaching is an art form, too. Every Thursday morning I go in unfinished and every Thursday at noon I leave unfinished, but I’m connecting more and more dots each time.
Ms. Poncin’s Class, Per.3
02-08-07
TEN things that I was VERY pleased with regarding today’s class (a big improvement from last week):
1. Getting the kids to LISTEN (!)
2. Getting all the kids to participate and explore the exercise
3. The kids asking questions about the project – like they really cared about doing it right and well
4. Seeing Christian – who is usually the trouble maker – finish first before all the other kids and starting the new project before the next class, and seeing him get involved about his own work
5. Seeing Christian’s eyes light up when he realized he could paint
6. The effect that ‘sticking to enforcing the rules’ has on class behavior
7. Seeing light bulbs go on inside the kids’ heads once they realized that they could mix colors
8. Talking to Ms. Poncin, and her being really happy about the class, and her compliments for getting the class to listen and participate
9. Having almost everyone complete a color wheel successfully
10. Seeing kids actually turn in their homework. ☺
Today the kids took a big step in learning a new skill – painting and using color. And I finally learned, after teaching three classes with those kids, that the kids are most focused when they are away from their peers. They need to be as far away from each other as possible! I separated everyone, and granted there was still talking; but it was like an excuse for them to focus most of the time, and to enjoy their art process.
I realize that this experience is completely different from my experience with John Muir Middle School. And I think that one reason (thought definitely not the only one) that it is different is because of the class size and the space. It is so much easier to conduct a class with only ten students… in Sherman Oaks… where there are so many desks that each kid could have 2.5 desks. At Muir, some kids sat on the floor, and the class had close to thirty kids. That’s more than double the class size I have now. If I tried to do a lesson on painting in that class, I don’t want to think what would happen. But I know it almost wouldn’t even be worth it, which is sad, and I hate thinking that opportunities to explore new things are hindered because of stupid shit like that.
On a happier note, the kids learned a lot about themselves today; and I am very proud of each of them in different ways. I’m also proud of myself, and I’m learning that teaching is an art form, too. Every Thursday morning I go in unfinished and every Thursday at noon I leave unfinished, but I’m connecting more and more dots each time.
The Kids
Millikan Middle School
Ms. Poncin’s Class, Per. 3
02-01-07
I remember vaguely what happened in class today, only because I spent most of the time worrying about how I would get the kids to stop talking. There are about 2 or 3 kids in Ms. Poncin’s class who do not know how to settle down. It’s as if they’re wired to talk back and out loud at every single chance that they get. One of them just has an attention problem and needs to be the center of attention for everything (and also, she sits next to her best friend everyday, which, come next class period, definitely won’t happen anymore). But the other is a special case. It took me a while to try to see things from his perspective, because he was ridiculous in class. He wouldn’t follow directions, he complained about everything, and had to have all the attention – mostly negative, but it didn’t matter. I wanted to yell at him so badly. But I did my best to discipline him without disrupting his chance to do the exercise.
Ms. Poncin told me that he is pretty much the black sheep in the classroom. Having transferred from another school with problems at home with his mother, Christian is not very bright at all. He has self-esteem issues and lack of motivation in class, he does not follow directions, he talks back, and he rolls his eyes at everything. I also think that a main reason why he doesn’t do so well is because he is very self-conscious about being wrong, eventhough there are practically NO wrong answers in my class – especially when they are doing an activity. He is struggling, and I cannot even imagine what it must be like for him in other classes. I want him to be good at least at this class, if not his other classes. How do I encourage his learning while also getting him to knock out his bad habits?
As for Sally (the other trouble maker), I know that she just needs to not sit next to her best friend. I also need to make sure that when she challenges my authority, that I can really stick to my promises about discipline in the classroom. She really just needs a reality check. She is bright, and she does very well with the assignments (when she is actually paying attention).
Jasmine was, again, a highlight of mine today. She is motivated, asks questions, and follows directions. She also goes the extra mile to add her own creativity into every exercise. Today, one of the drawing assignments was to draw from a still life using abstract shapes. She asked me if she could draw the entire still life in hearts. I said “sure,” but inside I was really thinking, “Wow. Why didn’t I think of that?” It was truly amazing what she produced. She is also very considerate and engaged in class discussions. She is also the first one to share her drawings to the rest of the group, and explains every single choice she makes in her art-making. I’m not sure if the other students really listen. This is a skill that I will really have to develop with the kids – LISTENING to each other. Saying POSITIVE things to each other… but there were some instances in which the kids really were positive about each other’s work.
Gladys is a kid who is very positive. She is a very good artist, and she also made very good comments about Paul’s work. She noted everything that she liked about his line quality, and how some parts jumped out at her.
Carla is the shy kid in the class, but today she really voiced her opinion. ☺ I was really proud to see her join in with the class discussion about abstraction and representation. She is very smart. I smiled when I overheard her say after class, “This is cool!” I am happy to see her enjoying herself. If only the class could actually LISTEN to her, as well as to the rest of the class, then they might actually learn from each other. I would love it if that happened.
Paul is smart. He gets everything. I don’t understand why he is in the DRW class. He’s kind of the go-to man whenever I need to procure the right answer from someone. I really would like to see him be more engaged in what other people are doing, though. He has the ability to really be the leader in the classroom, and he shows a lot of potential in becoming that. I would like to see him take more leadership roles in class, such as helping the other kids with their artwork or even commenting on them.
Ms. Poncin’s Class, Per. 3
02-01-07
I remember vaguely what happened in class today, only because I spent most of the time worrying about how I would get the kids to stop talking. There are about 2 or 3 kids in Ms. Poncin’s class who do not know how to settle down. It’s as if they’re wired to talk back and out loud at every single chance that they get. One of them just has an attention problem and needs to be the center of attention for everything (and also, she sits next to her best friend everyday, which, come next class period, definitely won’t happen anymore). But the other is a special case. It took me a while to try to see things from his perspective, because he was ridiculous in class. He wouldn’t follow directions, he complained about everything, and had to have all the attention – mostly negative, but it didn’t matter. I wanted to yell at him so badly. But I did my best to discipline him without disrupting his chance to do the exercise.
Ms. Poncin told me that he is pretty much the black sheep in the classroom. Having transferred from another school with problems at home with his mother, Christian is not very bright at all. He has self-esteem issues and lack of motivation in class, he does not follow directions, he talks back, and he rolls his eyes at everything. I also think that a main reason why he doesn’t do so well is because he is very self-conscious about being wrong, eventhough there are practically NO wrong answers in my class – especially when they are doing an activity. He is struggling, and I cannot even imagine what it must be like for him in other classes. I want him to be good at least at this class, if not his other classes. How do I encourage his learning while also getting him to knock out his bad habits?
As for Sally (the other trouble maker), I know that she just needs to not sit next to her best friend. I also need to make sure that when she challenges my authority, that I can really stick to my promises about discipline in the classroom. She really just needs a reality check. She is bright, and she does very well with the assignments (when she is actually paying attention).
Jasmine was, again, a highlight of mine today. She is motivated, asks questions, and follows directions. She also goes the extra mile to add her own creativity into every exercise. Today, one of the drawing assignments was to draw from a still life using abstract shapes. She asked me if she could draw the entire still life in hearts. I said “sure,” but inside I was really thinking, “Wow. Why didn’t I think of that?” It was truly amazing what she produced. She is also very considerate and engaged in class discussions. She is also the first one to share her drawings to the rest of the group, and explains every single choice she makes in her art-making. I’m not sure if the other students really listen. This is a skill that I will really have to develop with the kids – LISTENING to each other. Saying POSITIVE things to each other… but there were some instances in which the kids really were positive about each other’s work.
Gladys is a kid who is very positive. She is a very good artist, and she also made very good comments about Paul’s work. She noted everything that she liked about his line quality, and how some parts jumped out at her.
Carla is the shy kid in the class, but today she really voiced her opinion. ☺ I was really proud to see her join in with the class discussion about abstraction and representation. She is very smart. I smiled when I overheard her say after class, “This is cool!” I am happy to see her enjoying herself. If only the class could actually LISTEN to her, as well as to the rest of the class, then they might actually learn from each other. I would love it if that happened.
Paul is smart. He gets everything. I don’t understand why he is in the DRW class. He’s kind of the go-to man whenever I need to procure the right answer from someone. I really would like to see him be more engaged in what other people are doing, though. He has the ability to really be the leader in the classroom, and he shows a lot of potential in becoming that. I would like to see him take more leadership roles in class, such as helping the other kids with their artwork or even commenting on them.
The First Class
Millikan Middle School
Ms. Poncin’s Class, Per. 3
01-25-07
. . . " One thing that struck me was the way in which some of the kids – after being instructed to read a paragraph of the syllabus – couldn’t read their paragraph. One girl, Jasmine, had the hardest time sounding out the words, and I had to help her very frequently in her reading. But after she was done with the drawing assignment, she could read her painting without any mistakes. I was amazed at how far she took the assignment in comparison to the peers in her class. Her creativity is very pronounced. Ms. Poncin has also told me that she is a crack-baby, and does not have a normal, stable life at home. She also reads at a third-grade level. This is frustrating to me, because it doesn’t take a genius to figure out that those are the students who shouldn’t be stuck without a chance to choose and take an elective… I think it does more harm than good to have students like Jasmine take all reading and writing classes. I understand that this is where she struggles the most academically, and I understand that she is reading way below average. But the solution isn’t to bombard her with more reading classes; it is really just a wasted opportunity to foster what she is really good at. Ms. Poncin told me that they have to go over what a noun is, what a verb is, and what an adjective is before every single class, and that they’ve been doing that for eighteen weeks, because the kids always seem to forget. All I kept asking myself was, ‘why is this happening when it is obviously not the answer?’ "
(Excerpt)
Ms. Poncin’s Class, Per. 3
01-25-07
. . . " One thing that struck me was the way in which some of the kids – after being instructed to read a paragraph of the syllabus – couldn’t read their paragraph. One girl, Jasmine, had the hardest time sounding out the words, and I had to help her very frequently in her reading. But after she was done with the drawing assignment, she could read her painting without any mistakes. I was amazed at how far she took the assignment in comparison to the peers in her class. Her creativity is very pronounced. Ms. Poncin has also told me that she is a crack-baby, and does not have a normal, stable life at home. She also reads at a third-grade level. This is frustrating to me, because it doesn’t take a genius to figure out that those are the students who shouldn’t be stuck without a chance to choose and take an elective… I think it does more harm than good to have students like Jasmine take all reading and writing classes. I understand that this is where she struggles the most academically, and I understand that she is reading way below average. But the solution isn’t to bombard her with more reading classes; it is really just a wasted opportunity to foster what she is really good at. Ms. Poncin told me that they have to go over what a noun is, what a verb is, and what an adjective is before every single class, and that they’ve been doing that for eighteen weeks, because the kids always seem to forget. All I kept asking myself was, ‘why is this happening when it is obviously not the answer?’ "
(Excerpt)
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