“Fall in love with the process not the outcome”
The above Ise Lyfe quote embodies my thoughts regarding guided practice, otherwise known as student teaching. The first day in the classroom was filled with excitement, thrilling nervousness and joy. Standing before a room filled with teenagers can be frightening. However, once I held their attention and gave them something to think about and activities to complete they became far less intimidating willing participants. Training occurred in stages, facilitating an appreciation of the journey.
It is virtually impossible to change an already established classroom culture within the ten week student teaching period. However, making connections with students, establishing high expectations and clearly communicated goals will help create an atmosphere of respect and for learning with the students. I began each lesson by explaining the objective, which includes the thinking skills, content, resources and product. I also outlined each day with an agenda. I established a set routine requiring the students to begin each lesson by copying the homework for the evening and following the directions for the day’s lesson. Using a consistent pattern of behavior helped the students understand my expectations from them and allowed them to preview the lesson before class began.
Over the course of the ten weeks, I crafted my lesson plans based on the teaching methods learned in my USC courses, in addition to suggestions from the guiding teacher. Using visual images, historical photographs, political cartoons, PowerPoint presentations, YouTube videos and supplemental articles, I gave the students more class assignments and homework than they were accustomed to. I gave the students additional reading materials that they were able to keep and write on seemed to make a difference regarding assignment completion. Many students come to class without learning materials, such as paper and textbooks. Lesson revolving around secondary materials allowed each student to opportunity to participate in the absence of their textbook. Ultimately, I put into practice the tool provided by my training.
Initially the students were resistant to participating and completing assignments. Fifth period was the only class to consistently contribute to class discussions and submit homework. All other classes increased their level of participation over time. On my last teaching day nearly every student in every class turned in the assignment complete and correct. Part of me thinks the reason for the high rate of return was because the assignment was interesting and within the zone of proximal development for the students to complete. Another part thinks the students were being nice. Regardless of the motive the students demonstrated learning by discussing the topic for the day and completing their assignment correctly.
Modeling the practice of course evaluations at USC, I asked the students to evaluate my student teaching by telling me two things they liked and one thing I can do differently. Interestingly, each class period enjoyed similar aspects of my teaching such as, “explains things well, interesting topics, worksheets and articles we can keep and write on, walking around the classroom to help, patient and nice.” Most classes also shared similar suggestions. At least one student in each class said, I needed to be meaner or stricter. Other suggestions pertained to helping students understand, for example, speaking louder, writing larger on the board and more explanations. The students also want more opportunities to interact with each other through games and activities where they are able to move around the class and win prizes.
The last ten weeks proved a positive reinforcement for my choice to embrace the art of teaching. The students were challenging at times yet the lessons learned were well worth the effort. The students used their own words to say they need structure, guidance, explanations and fun and interesting ways to learn content. I will carry the lessons from the first part of guided practice with me into the final section. I welcome the next phase of the journey in never-ending process of learning and teaching.
Fight on!
Dranae Jones
If you are like Dranae and interested in earning your California teacher credentials, contact our Admissions office at 888.MAT.1USC or email us at matadmit@usc.edu to find out more information about MAT@USC.
