Originally Posted by czacza
Bros...you've got A LOT on your plate and I admire your determination and how far you've gone...still a lot for you to think about....I'm sure with a month left until ST, you are already considering the following...
Classroom mgt...gets better with experience, but one must have a solid grounding in understanding student behaviors/goals of misbehavior and a 'bag of tricks'/strategies from the get go....many a good teacher has failed miserably (and lost jobs) because of lack of mgt.
The writing thing...great plan to use technology! I'm not sure how you are going to deal with the MULTITUDE of writing tasks over a day using only technology, but I'm sure you'll find a way.
Math is going to be an issue. You've said your tech is limited in visually representing math equations. You've also said you have a limited understanding of math. Consider that math IS VISUAL...not just algorithms...you could conceivably represent, say, addition problems with clip art shapes and such using technology, but it can get complex pretty fast. I'd be very concerned for student learning.
You may have posted then about your experience failing a preservice class...I'm not remembering. What happened?
As far as your ST placement...I completely appreciate your need for technology and now understand its not a bias against low SES schools but the tech support that has you concerned. Your sentence above is worded in a way that caused some confusion...it did seem you were hoping they DIDNT have technology....doesn't seem like you have too many placement options at this point.
I wish you well.
With the writing tasks a teacher faces daily I will try them as I go. For grading, I will try to use stamps and see how that works out for me.
I'm okay at pretty much all pre-algebraic math provided I have a calculator in front of me (as sometimes, even double digit problems will trip me up for a few seconds more than it should)
I didn't really post about failing the preprofessional field experience because I was contemplating taking action against my college at the time, but decided against it, because there wouldn't have been any way for me to be able to do student teaching Spring 2013 no matter what an investigation or whatever turned up.
Basically throughout the semester, my supervisor and cooperating teacher loved my lessons and varied use of technology, along with my varied group activities that I would give students. Issues identified early on were classroom management (I don't exactly have the most commanding presence in a room), effective use of voice, and issues with concluding the lessons (My lessons would fall flat in the final minutes when closing the lesson, as I couldn't think of a way to end the lessons gracefully).
Obviously, you get better week-by-week in the classroom, especially since we could only go once a week into the classroom.
Then Hurricane Sandy happened and the school I was in was closed for two weeks, so my whole schedule was thrown off - had to change the lesson I had planned the day before I had to teach it and my supervisor saw that one and wasn't pleased at how much I regressed, and he become much more critical for the remaining weeks of the semester. Then in the first week of December, he came for what he told me was the final evaluation, but he didn't evaluate me. Instead, after watching the lesson, and at one point interrupting my lesson to yell at the students after loudly asking my cooperating teacher if she allowed students to put their legs on the bars of the desk across from them while she taught, he yelled at the students to put their feet down on the floor and have their eyes on me, he told me that he scheduled a meeting for that Thursday (it was a Tuesday) to discuss my failure to thrive in the pre-professional field experience. The meeting had to be rescheduled because he hadn't checked if all parties involved (namely my adviser and the Learning Disabilities Services Director) could be present at the meeting, which they were unable to be on such shore notice. He told me that his significant issues with me involved my classroom management, use of the voice in the classroom (he, nor my cooperating teacher, had never used the word significant to describe the issues I faced) and that I did not listen to any suggestions that he or my cooperating teacher suggested (when in fact, I did. I just don't ask questions after being given a suggestion and I do not ask questions very often, which can be interpreted as cold/uncaring by some), in addition to him wondering how a teacher can teach if they cannot write and he was concerned as to how I would write a lesson plan for every day of the week for every single class if I cannot write, as "students who can write can just type up a lesson plan quick and make materials. You have to type up a plan and then search for hours and hours and hours to find stuff on that internet to use in your lesson, and you can't spend hours on each lesson."
That comment, upon telling my parents about it, prompted them to call Learning Disability Services immediately. Wanting to err on the side of caution, Learning Disability Services called the Affirmative Action office, who called the head of the Teacher Placement Center about these comments and the supervisor's sudden statement that he would fail me - when it states in the rules that all parties involved agreed to upon commencement of the pre-professional field that if a significant issue is identified, a Case Report is to be written by either the cooperating teacher or the college supervisor and submitted to the head of the Teacher Placement Center, so a meeting for the purpose of remediation before the eighth week in the semester.
A secret meeting was held the week after without my knowledge, regarding my performance in the placement. The people who attended the meeting included a representative from my department, the head of the teacher placement center, the affirmative action officer, the head of Learning Disability Services, and my supervisor. To this date, nothing has been revealed to me as to what went on in this meeting, as nobody involved will tell me (They keep telling me to talk to another person, who tells me to talk to another person, and it goes around in circles until I get back to the beginning).
Then two days before my final day in the field, I got an email from my cooperating teacher saying that she got an email from my supervisor stating that he wanted me to teach a lesson on my final day in the field because he forgot to have my cooperating teacher fill out a final evaluation. He could only come in during Language Arts, so I was forced to do a lesson on a book I had no prior knowledge of, so the lesson was a bit off-kilter, particularly since I was required to read this book to the students.
At one point during the lesson, a student asked a question (How old the character was at that point in the story), so I jotted a quick math problem on the board to show it (it wasn't exactly legible).
After the lesson, my supervisor was like "I don't know what you were so nervous about writing for! You don't have any problems with writing!"
Then he told me that he gave me a grade that is pretty much unheard of in the preprofessional field - a failing grade (as most who are going to fail are advised to pull out before the end of the semester, so an entire semester is not wasted).
Then the meeting was held that Thursday and it was pretty much the head of the teacher placement center & my supervisor ganging up on me, while my adviser and the head of learning disability services were on my side. My adviser was annoyed that the supervisor never filed a Case Report about the supposed significant issues, and I was presented with a few opportunities: Repeat the field experience in the spring, Change my major, or drop out of college.
I chose the reasonable option - repeat the field experience, which I did in the Spring in the district in which I live, with the teacher who I would've student taught with had I not failed the preprofessional field experience