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.
Friday, February 9, 2007
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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