absolutwillie

Tag: practicum

  • Finding Flow

    Today was D-day.

    Professors Beets and Carl came in to critique our lessons, and I was lucky enough to have both my subjects critiqued on the same day. Admittedly I was nervous going into a day filled with two crit-lessons as well as invigilating duties during the Matric English exam after school (which most of my colleagues forgot about).
    Preparation is truly the key to success in conducting a successful class. Having considered the curriculum, prescribed work and positioning of each class in respect to the work – I had a fairly good idea of what to cover in my lessons, and how to approach each specific class. Admittedly, spending all my free time pondering and researching my lessons didn’t make for the most restful weekend – but the work paid off! My learners responded very well to the work I presented and gave their full participation happily. I was surprised, in both Crit Lessons, to see them enjoy my lesson as much as I did.
    And yes, the professors enjoyed my lessons too ;0)

    Alas, my Monday did not remain delightful. When the time came for the Matric paper – most of my colleagues on whom I counted to invigilate didn’t show up. Apparently the verbal confirmation of invigilating during multiple papers during the week was forgotten, and only the text-message confirming Friday’s commitment would be honored. Disaster.
    Thankfully I could count on Miss. Bray and Mr. Van Huyssteen, as well as Mr. Pienaar (allocated to Worcester Gimnasium) to man the required posts for the full 150 minutes. Knowing your team, and surrounding yourself with people you can depend on, is invaluable.
    Lessons of the day: Preparation pays – and your heroes will reveal themselves in times of distress. Cherish them.

  • A four day week

    Four furious yet fabulous days of found fortitude and fulfillment!

    This is how I choose to think of the week that has passed. Although it is true that there were terrifically trying times – where time itself was an issue alongside temper-teasers and tiny tots playing at tyranny. At the weekly end of the everlasting eddies in the Euphrates of education, everyone eases into either joyous entropy or enlightenment.

    In other words: It is undeniably necessary for both teachers and learners to reflect, rethink and resume our days and weeks in peace – and with blank slates. I cannot harbor grudges or disheartened opinions against the kids I encounter at school. School is both a changing and a changed environment. As are the people within it. It is meant to be a place of learning and growing, and these processes include making mistakes, testing choices, relationships and barriers, finding our truths in ourselves and, hopefully, changing the world for the better.

    If I am to be successful at teaching happy, healthy people – I need to be one, and love them all equally.
    Come what may.

  • The missing Thursday

    Hi-ho! Hi-ho! It’s a long-weekend you know!
    With work to plan and poems to scan…
    Hi-ho! Hi-ho! Hi-ho!

    Today was the last day our visiting colleagues from CPUT were with us. It was very interesting to get to know them – and to see how they approach their work! I can honestly say that I’ve learned something from every other teaching student I’ve met so far. Our lecturers at Stellenbosch were correct when they told us that the practicum will be an invaluable learning experience.

    On to academics: the thing that struck me the most today, was how differently we can and should be teaching poetry. Yes, poetry as literature does have quite a bit of technical aspects to it – but it is also much more than a sum of parts. Poetry should be taught as a form of expression, communication and observing. This is how we make sense of the world. This is how we sing. This is the art of sentience.

    In the classroom, it is important to reveal the pleasure of poetry. The enjoyment thereof. The power poetry possesses should be plastered on every ponderable plane! (I digress…) Poetry should be loved first – for it is only when we love poetry, that we can risk analyzing it without killing it off entirely.

    Poems are impressions of interpretations.
    They are left open to interpretation on purpose.

    Many truths can come from one verse – but don’t be fooled: Not all answers are equal and yes, there are such things as wrong answers to questions on poetry. My opening verse is not a navel-gazing enquiry into the metacognitive processes surrounding observations of religious vacillation.

    (Yes, I went there.)

  • Wacky Wednesday

    Timing is my Achiles’ heel.

    Sometimes I get so engrossed in one aspect of my lesson,  that I run out of time and have to try and complete the lesson in the next period. Obviously, this is not ideal.
    I presented two classes on poetic devices today. During the first, I spent too much time focusing revision, and ended up being unable to complete the lesson in the way I had planned. In an attempt to avoid the same situation in the next presentation, I allocated specific time-frames to each facet of the lesson, and tried to stick to them. Naturally, one class is different to another, and lessons need to be organic and able to respond to the needs of the learners. Having the time-guides ended up making a huge difference in the overall flow of the lesson. Not only did I finish the lesson in the way I had planned – by reading the correspondence between me and the poet who’s work we were using in class – but there was also enough time left at the end of the planned lesson for me to work with the class on details, questions and suggestions.

    Having corresponded with Moira Andrew about her poem “Still Life” made all the difference to us all. She spoke of the day the poem was written, and gave us a priceless look into the reality and intent behind the poem! (How cool is that?!)

    Lesson of the day: Allocating time, saves time.
    Lesson of the day (2): Communication via the WWW opens up doors we never even considered before!

  • Shadows and light

    In a classroom that darkened my heart, I found a light today.

    Knowing that it is good to be exposed to various styles of learning, and wanting to obtain experience in different class groups and grades, I observed another English teacher’s class today. The lesson was on a South African drama that I did not know too much about. This lesson was also for a Gr.12 class that I had been warned about, but had not encountered yet. Call it morbid curiosity if you will, but I needed to know what I would likely encounter in future.

    It was horrifyingly mesmerizing to see just how unruly a senior class could be. I would liken it to watching a horror movie: it scares the life out of you – but you just have to see how it ends! I could not fathom how any one of those learners could have the foggiest clue of what was going on in the drama. Or anything at all, for that matter! And that’s where a pinprick of light surprised me.

    I was asked to put a question to the class, and could only draw from my limited knowledge of the drama, my own framework of the period (which I had lived through) and the reading that had been done in that lesson. I decided to look for evidence of subtext-sensitivity, and asked for additional themes that ran through the text – expecting the usual stock answers of love, betrayal, friendship etc.

    One boy, at the back of the class, bowled me over when he picked up on “the trouble with freedom”. There was a kid with a brain, an understanding, and a willingness to think further. Even in the midst of a cacophony of apes.

    This solitary soul showed me that there is always a fleck of sanity and hope in the midst of anarchy.

    Always look for it, nurture it, and find peace in it. Because if it is not about lifting up the few, how can it be about uplifting the many?

  • Roaring misery

    I had to raise my voice at a class today. Roared rather. It was a last resort, and it worked, but I hated doing it. To tell the truth, it upset me enough to spoil lunch. (Nothing ever spoils my meals.)

    The thing is, I take issue with disrespect. And today seemed to’ve been the day for it.
    The Matric class that brought me to roaring-point got me there by blatantly disrespecting one of my colleagues, who was doing her level best to keep their work as fun and light-hearted as possible. No matter how much she asked for their cooperation – or just to keep it down – the kids acted as if she wasn’t even there. Even less so that the other observing student-teacher and I were there as wel.
    So I roared. And it worked.
    But I hated doing it.
    Little did I know that the undercurrent of disrespect had only started manifesting.
    We were asked to invigilate at the Gr. 12’s final exam (paper 3) in Afrikaans after school. All went well, until a member of staff and Gr.12 accomplice decided to throw a bomb-cracker down the corridor where the paper was being written. I happened to be standing in the corridor at the time. The bomb-cracker went off right behind me, and when I looked around I saw the culprits tearing up with laughter. Such blatant disrespect for the other students, the exam and the invigilators (not counting my stinging ears) struck me dumb. And from faculty!?
    Apparently it’s that teacher’s “thing”.
    Everyone looks the other way.
    I can not see myself associated with any school where this sort of thing is accepted.

  • A week in review, take 2

    This second week seems to have gone by a lot faster than the first week. I suspect it might feel this way because we are being given more responsibility, both during and after school, and we are being exposed to more classes.

    The novelty of our placement has passed, and we are beginning to buckle down and work a lot harder. They say it takes new teachers 3 years to find their feet in a school – I suspect it takes student teachers 3 weeks to come to grips with everything that is expected of them.
    I will admit to a certain sense of apprehension concerning all the paperwork that needs to go into the portfolio for University. Especially worrying, is wether or not I’m doing the evaluations right (lessons are really reviewing opportunities for test/exam preparations), and how I’m going to manage to present the required amount of lessons in each of my subjects. At least I’ve managed to work out a timetable that focuses mainly on my subjects – but also allows for taking in other classes. And what a timeous achievement that turned out to be, as I’ve been asked to take over some of a staff-member’s classes, who is going on tour with the school orchestra this week. Hopefully I’ll get more lesson plans prepared, presented, critiqued and signed off!

  • Free Friday

    My day in front of the Professors is drawing near, and my nerves are starting to hint at a translucent film of concern that is growing ever more opaque. Pinning down periods, classes and venues is turning out to be a lot more complicated than seems necessary. I work in hope though!

    I picked up some great ideas in my English classes today. Even when I was asked to supervise a class who’s teacher was absent – I realized what a great additional (if informal) learning opportunity it could be! The class was very open to discussion, and we ended up having a great forum on the importance and role of language, comprehension and subjects like Life Orientation in preparing young people for life in the world outside their classes, homes and even countries.
    I live for this!

  • For the love of our children

    Today just blew my heart wide open…
    My Grade 8 learners (similes-and-metaphors class the day before yesterday) read the poems they wrote aloud in class today. Each and every one of them – even the shy and immovable ones! And boy did they write the most amazing little pieces!! Each tiny poem crept straight into my heart.
    And then came one about me, and it was so sweet I welled up like the Titanic. The second one about me nearly had me crying with joy!
    I just wanted to hug each and every one of those shining, joyful little souls.
    (EFAL learners, so forgive all the errors and see the intent.)

  • Sharing is Caring

    I love conversations. I love having them around the dining table, on bicycles, in busses, at home and with friends. I also adore having conversations with learners. And this, I feel, is a good thing in subjects like Life Orientation.

    The problem with class conversations, is time. As time flies when you’re having fun, it does while I’m working. I just need to be careful that time doesn’t  run out mid-lesson! Now thankfully I usually finish on time, but on occasion we tend to hit gold in our class discussions, and following that vein to where it leads – hitting “flow” as a group – can steer you way off course as far as your lesson plan is concerned. Not that this is necessarily a bad thing, in my humble opinion – on the contrary – but it devours time like nothing.
    Today I hit such a vein in my L.O. crit class, and while I’m certain that my mentor enjoyed the class immensely, I do worry that I didn’t do enough. Part of this worry comes from the deviation from the lesson plan (that is critiqued as part of the whole) and part of it has to do with how much I want these kids to learn something about themselves. I just want to take the time to know that each of them finds joy in themselves, that they learn to accept themselves and others as the wonderful creatures they are, and that they fall back in love with the beauty of life.
    Usually we can only hope that some little thing we try in class ends up helping somewhere. When you strike gold though, and you can see those souls shining, it’s a drug that fills the entire room. That is when magic happens all around you. And that is why I love what I do.