One of biggest critiques of TFA is that corps members learn on students.
I'm not sure whether the teachers or the students learned more this summer.
- I learned the most from video feedback. Until last year, I really struggled with talking too quickly and not enunciating well. After a year in Germany, I've gone too far in the other direction: I talk way too slowly and pause way too frequently.
- My students learned exponent rules and why they are the way they are. They really liked exponents, and they rocked that unit. They weren't pleased when I taught them the rules after making them show all of the work the long way, but I think that's for the best: now they know why the rules work!
- I learned that I'm really, really good at writing lesson plans (the director said I wrote the best LPs that she had seen at Institute!) and that I'm good at presenting content at an appropriate level.
- My students learned about malleable intelligence, and they were really motivated by the phrase "get wrinkly brains."
- I learned that I'm not very good at investing students. In fact, I can be downright boring when I talk too slowly. Several people commented that my students were more invested in me than in the material.
- My students learned one-step equations. (100% mastery of one-step equations with multiplication!) They still struggle with two-step equations (they learned two-step equations the same day I introduced one-step equations), but they understand the concept behind one-step equations.
- I learned that students work really, really hard on problems when you jazz up a worksheet. Give them a marker and call it math art... turn a worksheet into a detective story... write questions on construction paper and post them around the room... students do the exact same work (probably more work because they're happy!), and they like it a lot more! :)
- My students learned that being good at math is something you should celebrate! One of the girls wrote: "I learned that I am really smart and shouldn't hide it just show anybody." Even though the grammar is a bit lacking, that's a powerful statement from a 12-year-old girl, especially considering that she was talking about math class. This is the age where girls start to fall behind boys in math, and I hope both of the Ms continue to rock it. (I hope the guys continue to rock it, too, of course.)
We do. (Student teachers do, too.)
Fortunately, the middle schools at my Institute site run enrichment programs over the summer, which means that students are previewing material that they'll see the following academic year. I really appreciated this model because it prepared us a little bit more for the learning curve we'll see when we start teaching during the school year. Summer school was also low-key and low-pressure for the students; they knew that if they struggled with a concept, they would see it again in a few months. I was going to say that the pressure was lower for us, too, but I'm not sure that's accurate because we were being observed constantly by CMAs (corps member advisors), our SDs (school directors). other CMs (corps members), and whomever decided to drop by the school that day. (The director of Institute visited my classroom! I got accolades on my lesson plans, but she was not too impressed with the fact that my INM lasted 25 minutes. Oops.)
I'm not sure whether the teachers or the students learned more this summer.
- I learned the most from video feedback. Until last year, I really struggled with talking too quickly and not enunciating well. After a year in Germany, I've gone too far in the other direction: I talk way too slowly and pause way too frequently.
- My students learned exponent rules and why they are the way they are. They really liked exponents, and they rocked that unit. They weren't pleased when I taught them the rules after making them show all of the work the long way, but I think that's for the best: now they know why the rules work!
- I learned that I'm really, really good at writing lesson plans (the director said I wrote the best LPs that she had seen at Institute!) and that I'm good at presenting content at an appropriate level.
- My students learned about malleable intelligence, and they were really motivated by the phrase "get wrinkly brains."
- I learned that I'm not very good at investing students. In fact, I can be downright boring when I talk too slowly. Several people commented that my students were more invested in me than in the material.
- My students learned one-step equations. (100% mastery of one-step equations with multiplication!) They still struggle with two-step equations (they learned two-step equations the same day I introduced one-step equations), but they understand the concept behind one-step equations.
- I learned that students work really, really hard on problems when you jazz up a worksheet. Give them a marker and call it math art... turn a worksheet into a detective story... write questions on construction paper and post them around the room... students do the exact same work (probably more work because they're happy!), and they like it a lot more! :)
- My students learned that being good at math is something you should celebrate! One of the girls wrote: "I learned that I am really smart and shouldn't hide it just show anybody." Even though the grammar is a bit lacking, that's a powerful statement from a 12-year-old girl, especially considering that she was talking about math class. This is the age where girls start to fall behind boys in math, and I hope both of the Ms continue to rock it. (I hope the guys continue to rock it, too, of course.)
My students were incredible. I wish I could teach five classes of identical students. The class changed a few times-- students started late; others left for vacation after a few weeks-- and I ended up with a class of 2 girls and 9 guys. They were funny, smart, insightful, and all-around great kids. We did an activity where they had to write one suggestion for changing their school, their community, and the world, and at the end, they had to write one way they could "be the change" in their classroom.
I'll be the first to say that we didn't make it to long-term transformational change this summer, but there was some great stuff happening in the room. We had a safe and supportive classroom. If a student answered a question incorrectly, I never worried that another student would make fun of him or her. Students asked each other questions, and they were expected to listen to each other's answers. Every person contributed to the physical classroom, which also made them respect the room. Students designed the welcome sign; teachers made posters. Class was fun, and the activities supported their work! Almost all of the students made dramatic academic growth (almost 50% higher than last year's average!).
Good times.
Also, I just have to say that TFA made me an immensely better teacher. It did. 5 weeks made more of a difference than 9 months of mentoring at My Gymnasium and 4 semesters of UAing with a faculty mentor. There is a lot to criticize about the training model, but I don't see how I'm doing worse than any other 1st year teacher at this point. (When my department chair peeked in, I apparently was holding up a stopwatch and telling my students to Do It Again.) More to come about week #1 in my new full-time position...
I'll be the first to say that we didn't make it to long-term transformational change this summer, but there was some great stuff happening in the room. We had a safe and supportive classroom. If a student answered a question incorrectly, I never worried that another student would make fun of him or her. Students asked each other questions, and they were expected to listen to each other's answers. Every person contributed to the physical classroom, which also made them respect the room. Students designed the welcome sign; teachers made posters. Class was fun, and the activities supported their work! Almost all of the students made dramatic academic growth (almost 50% higher than last year's average!).
Good times.
Also, I just have to say that TFA made me an immensely better teacher. It did. 5 weeks made more of a difference than 9 months of mentoring at My Gymnasium and 4 semesters of UAing with a faculty mentor. There is a lot to criticize about the training model, but I don't see how I'm doing worse than any other 1st year teacher at this point. (When my department chair peeked in, I apparently was holding up a stopwatch and telling my students to Do It Again.) More to come about week #1 in my new full-time position...
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