We spent a far amount of time on assessing student writing. First I explained the protocol to the students, then I did it two different ways. In the first class, I did the fishbowl with me facilitating the group, then after modeling, I sent the students off to assess writing in their groups. It turns out that more than half of the students didn’t bring in any writing. This despite the fact that I had it posted in the syllabus and on the wiki for several weeks. Some said, well my SBE doesn’t do any writing. I had told them that if that wasn’t the case to figure out a way to get some writing (by asking to try it with the students). But nope. Nothing. I’m displeased. But we punted. The groups that didn’t have any writing I told to work on their grants. In the second group (the smaller class) more of the students brought in writing whichw was great. I also worked it differently. I first modeled it in a fishbowl, then had other students come in an fishbowl it. We continued to fishbowl it the whole time. As time went on, the students seemed more comfortable with the protocol, but they really weren’t pulling anything out of the writing. I tried to keep my mouth shut, but wasn’t always successful. I’m especially bothered by the focus on surface features. Few of the students seemed able to analyze the cognitive work going on or the abilities the students are bringing to the classroom. Maybe I’m expecting too much. The bottom line is that I’m going to have to do a better job scaffolding that in the future. One thing for sure, I’m going to share Milroy & Milroy’s historical research on the complaint tradition.

I was really disturbed by the low energy and interest level of the students, so on Thursday I asked the students for their feedback. We spent a long time on it. As usual there were a handful of students who contributed a lot and a few who said absolutely nothing. That’s discouraging. I’m really discouraged with some of the math students. I feel as if I’m jumping through hoops to provide materials related to their content area, but I feel as if I just can’t win.

What keeps me going is that there are enough students who are engaged and interested and willing and wanting to try things out.

Anyway, the student feedback was really helpful even if it was just a small vocal group. I did also collect index cards with feedback from everyone, so that’s really helpful. At least I get to hear the quieter people that way. I really want to hear everyone’s ideas.

So, I have some ideas for the rest of the semester. There is only one class next week. Three students will be co-teaching a lesson. Then I’ll be at AERA. I do have an online discussion forum set up on this blog. For April I’ll be having the students create lesson plans with materials I find. I have lots of things that I want to share with the students in terms of writing activities. I backed off on a lot of what I had originally planned because I wanted to be responsive to their needs, but now I think I’m going to go back to some of those plans. They also requested time spent on talk about the cert exams and behavior/classroom management. So we’ll do that as well. We’ll see how it goes. I’ll keep trying and I hope the students will too.

Finally, in the second class, three students taught a lesson using the materials on WWI that I gave them. I selected their lesson from all the ones that were handed in because it did the best job of drawing on English, Social Studies, and Math to support the overall issues raised within the text. The students, however, struggled a bit when it came to actually delivering the lesson. It wasn’t as integrated as it appeared on paper, and the students didn’t do as much with the text as they could have. The good part was that following the lesson they discussed what went well and what changes they would make if they did it again, and they were able to identify areas they could have improved. So that is good and that is really what I want them to achieve. I’m really not looking for perfect lessons (as if there is such as thing). What I’m really looking for is the ability to reflect on their teaching and use that to improve their teaching. Maybe I need to do a minilesson reflexivity and praxis. Hmm.

During the last class I devoted the first 30 minutes to a discussion of what they are experiencing in the field. There are a couple of things that bother me: 1) that there are a number of them that haven’t gotten hours in yet 2) that a number of them see the hours as something a hoop to jump through rather than as an opportunity to learn. It saddens me that some of them do not recognize their field experience as a chance to learn about teaching without the pressures of daily lesson planning, bureaucracy, etc. They are still in the mode of being students rather than being learners. 3) They are caught up in behavioral issues rather than learning issues. Conversation keeps coming back to student behaviors or lack of behaviors rather than what students are or are not learning. 4) The disparities between what is being observed in the urban settings as opposed to the suburban settings. I fear the students are being indoctrinated to accept things as they are instead of gaining a vision of what could be.

It’s discouraging. I’m not sure whether the time I’m devoting to discussing field experiences is worthwhile or not. I’m not doing a good enough job of connecting what they’re seeing and experiencing to literacy support. I’m doubting my abilities as a methods teacher. I guess it’s part of the difficulties of trying to conduct a class around generative issues rather than leading the students through a preconceived program of what they need.

The students also spent time on their wikis. I’ve begun reviewing them. Some are really well done. Comprehensive, imaginative, and push the boundaries of the technology. Others are mundane and meet minimal requirements. I think what I need to do is have the students do a self-assessment of their learning at this point. If they were to grade themselves right now, what would their grades be. There are a number of them that in my mind are in the B range. A handful are doing A work.

We spent the second part of class on grant writing. I gave them time to find grants and to start writing them. I asked them to bring in rough drafts to the next class. We’ll see what they come up with. I’m hoping for some good stuff, but fearful that I won’t. There just doesn’t seem to be any energy among the students. Is it me? What am I not doing? What am I missing?

Teaching is a transaction between student and teacher and some how this semester the energy is low. I’ve come to the conclusion that teaching the same group two semesters in a row is not a good idea. I think maybe we’ve gotten too used to each other.