Reflecting on the Last Few Weeks

This 3-week practicum was much more beneficial than I could have imagined or anticipated. I entered LSHS with nervous butterflies in my stomach, and I couldn't stop tapping my heel anxiously as I waited for Principal Collins to enter the main office. As soon as he shook my hand, though, I surprisingly felt comfortable and truly welcome. Mr. Collins, along with the rest of Lake Steven HS's staff, was personable and encouraging, which set the tone for the duration of my stay.

The tips, stories, and opportunity to be treated as one of the faculty has left me eager to continue as an English education major at WSU. I feel that I was aptly prepared to enter the high school atmosphere as a teacher-in-training.

I was inspired by LSHS's faculty's attitude and acceptance--each teacher whom I was placed with was eager to help, ask questions, and offer their time to give me feedback. The students also treated me in a respectful manner. Some students even came to me for help on assignments and greeted me as "Miss Melissa" in the hallways. One of my main concerns was my young looks, but after seeing teachers establish themselves as set authority figures, and recieving many bits of advice and stories of past student teachers, I feel confident that I will be able to set high classroom standards and maintain a respectful atmosphere for my students and me.

I feel more passionate for my professional goals now that I did when I entered Lake Stevens High School. I appreciate every day I spent with the faculty and staff of LSHS. Thank you, Mrs. Tilley, Mr. Alderson, Ms. Herron, Mr. Neuman, and Mr. Kelly, for taking me under the Viking wing and blessing me with an opportunity that's prepared me to succeed in my last year at WSU.

Deciding What to Teach

Since Lake Stevens High School has more than ten English teachers, it is important that each class finishes the semester on about the same level. Mrs. Tilley and other English department faculty gathered together several years ago to create a general unit plan for all teachers to use as a reference for English 10. Since nearly every English teacher has an English 10 class, LSHS wants to make sure that every student , regardless of the class he or she was in, ends the semester on somewhat of the same page so that each student feels the same confidence when entering the 11th grade. Every teacher uses his or her own personal teaching style, but reaching the same goals is most important.

The English 10 unit plan explains how each activity or unit follows the state's Essential Academic Learning Requirements, or EALRs, as well as the grade-specific GLEs, also known as Grade Level Expectations. Teachers have a pool of texts that cover certain material, thus given the opportunity to use what fits their teaching techniques best. For example, Lake Stevens High School's English 10 teachers may teach either The Old Man and the Sea or The Pearl when discussing the topics of "heroism" and "man and nature."

Mr. Alderson created Classroom Based Assessments in which each classroom's competence is tested and pooled to see how, as a school, each subject is understood. For example, LSHS teachers, according to the chart, would push harder on practicing summarization strategies, the lowest scoring concept of the four.

Ms. Fry's teaching style is probably the one that I see myself establishing as my own when I become an educator. Today her class started reading The Great Gatsby by listening to Ms. Fry read the first five or so pages aloud. After reading about a page's worth, she would stop and allow her students to ask questions and make sure that everyone was on the same page. She explained that Fitzgerald's form of writing is complex and has to be dissected; she demonstrated how paying close attention reveals an exciting, scandalous story. Students were able to visually understand the setting of the novel through images Ms. Fry drew on the board. These pictures simplified some of the initial confusion that students had.

I love that Ms. Fry can be personable yet respected, and keeps a mature class setting. Each of Lake Stevens HS's teachers have created teaching strategies that leave students feeling academically successful. Thank you all for sharing with me!!

Finding a Happy Medium Between Professionalism and Friendliness

The teachers at LSHS have helped me in so many ways. I’ve been able to observe impacting teachers and their techniques, have had the chance to receive helpful exercises and class ideas, but most importantly, LSHS’s staff has given me tips to grow into the ideal teacher candidate.

Physically, I look very young. I had many curious stares coming from the students the first couple days of my practicum. I was asked if I was a new student and was even accused of being "too young to be a teacher" by a sophomore! After the first few days, thankfully, the students were able to have their questions answered, and opened up to the idea of having a stranger in their territory.

Not only have I dealt with this issue during class observation periods, but I’ll also have to establish a credible reputation when I enter my own classroom in the near future. One of the English department’s educators at LSHS explained to me that my appearance is not a hindrance on my career goal-- with the right outlook and firm start, I can show my students that I relate to them on a level that older teachers wouldn’t. Before doing so, however, it’s crucial that my students, as well as myself, understand that teachers are not friends. Teachers are supporters for academics and personal student growth, and by establishing and maintaining a comfortable “line” the semester can be a success.

Mrs. Tilley explained that I will need to get to know each individual class and establish set boundaries unique to that group of students. Depending on their maturity level, the “line” will need to be more or less strict, in order to maintain the most beneficial learning environment. I also believe that showing interest and being involved in extracurricular activities will demonstrate that as a faculty member, I care about what the student body is interested in. Ms. Herron is actively involved as part of the yearbook staff, and Mrs. Tilley is the chair for Lake Stevens High School’s literary club. During the Lake Stevens High School Carnival this week Ms. Herron volunteered to be part in the dunk tank, and students and teachers alike were thrilled to see her display such school spirit. Mrs. Tilley also gave her share of Viking support when she volunteered to get slimed during the Prom Pep Rally last year. Students who see the support from the authority figures can be more likely to trust and form a bond with those teachers.

Grading Systems

Mr. Alderson uses a grading method unique in comparison to any of the many classes I've partaken in. Like other good educators, Mr. Alderson strives to teach students with the goal of reaching academic success, but the path in which his students get there is not what I, or many other experienced educators, are used to.

Learning goals are set by Mr. Alderson based on Washington's Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs). Students' assignment and tests are graded according to proof of competence. Unlike common classroom norms, Mr. Alderson doesn't penalize students for turning in assignments after their assigned due date, only for lack of effort and interest to master the content. Students have the chance to resubmit work until the student has proven to fully understand the material.

I'm very interested to try out Mr. Alderson's grading method in my own classroom--with some tweaks. I am a strong believer of teaching my future students not only academics, but also proper work ethic, including time management. I think that giving students who put in effort to create at least a well thought-out draft in time for an assignments' due date deserve an opportunity to re-submit work. I will need to establish boundaries of what is considered "effort" and what is not, but giving students the chance to reach content mastery as well as time management and responsibility will create a positive learning environment.

Mr. Alderson's grading theory is a prime example that successful teachers can and will create their own space using what works, rather than what is expected.

Incorporating Technology into Student Learning

Lake Stevens High School is privileged to have many technological tools available for teachers and students. Each classroom I’ve observed has at least three computers available for student use; students may also use one of the many computers in the school’s library or computer lab before and after school.

Mrs. Tilley’s English 10 class worked in the library for two days to gather information for an upcoming research paper about the ancient Roman Empire. LSHS has subscriptions to online scholarly journals that give students the opportunity to work with programs that will be beneficial once they enter any sort of higher education program. Non computer technology available for students and staff includes the regular use of the Elmo, a digital projector used in many professional instances, as well as Blackboard, an online space for teachers, students, and parents to keep track of grades and assignments.

Teachers are given paid training for these tools in order to be able to receive optimal use of the tools. Students are offered several technology based classes, from digital and web design, to programming and video production. Students run their very own Student Viking Website, as well as a daily morning announcement show, Viking Television.

Since there are so many opportunities for students to use these tools, and they are easily available, students are required to take advantage of them and complete typed papers and assignments, as well as regular PowerPoint projects. Teachers give some in-class time to use computers, but students are also urged to use their own time as well.

In my future classroom, I will have to take the community as a whole into consideration before deciding how much “technology time” is necessary for a class. Lake Stevens HS is fortunate to have readily available technological tools for their students and staff, but not every district will have the same advantages.

How Students Learn

Teachers may work towards creating a diverse learning environment, but what is of utmost importance is that educators find what works best for not only students as individuals, but students as a group. Mrs. Tilley and the other teachers at LSHS have created a happy medium that benefits their students greatly.

Mrs. Tilley's English 10 classes can be a hand full, but what I've noticed is that since she changed up their routines on a daily basis, they maintain focus and interest. For the past couple weeks we have been reading Julius Caesar, and by allowing group, silent, and whole-class reading, students do not complain of always having to do one thing. If they prove themselves capable of working with partners that day, Mrs. Tilley gives them the opportunity to do so. If not, then they work silently.

Analyzing Antony's speech from Julius Caesar was a helpful lesson for every student in English 10. Yesterday we read the scene as a class, and I stopped at important parts to explain what was going on and to give students a chance to ask questions. Today Mrs. Tilley had the kids break down the speech in regards to persuasive and ironic tactics. After Mrs. Tilley gave a mini-lesson on what exactly irony was and how it is positively influential in persuasive speeches and essays, students went through the entire speech and marked every example of irony. Students were given the chance to prove the significance of irony by giving specific examples, thus better understanding the play.

I am impressed with the methods that Lake Stevens High School faculty uses, and have seen many great techniques that work well both in theory and in practice!

Teaching Methods

Lake Stevens High School's staff works hard to provide students with a wide range of learning techniques. Depending on the grade level, as well as the individual classroom's overall attitude, Mrs. Tilley allows for more partner and group work knowing that students will not waste time. Another main goal at LSHS is to stray from lecture and create a more student based environment. Socratic seminars are an efficient way to get students involved in the material, as well as a form of practice for speaking and being able to back up what one believes.

Hands-on projects have been performed in many of the classes as well. Mrs. Tilley has her English 10 students act out select scenes from plays, and for her AP literature students, assigns an oral essay filled with demonstrations and skits. She also created LSHS's Literary Club, in which students create a literary journal, The Valkyrie, every year.

I plan on using similar judgment as Mrs. Tilley in my future classroom. Depending on each class and their attentiveness and behavior, more freedoms will be awarded through group work and "noisy" activities. Also, I am prepared to give my specific attention to accommodate students in need. For example, Mr. Alderson allows one student who struggles with fine motor skills to take an oral exam rather than a written one. Today Mr. Alderson explained to me that although this student is incredibly smart, he has difficulty showing it, and even believing it himself, because he has been forced to write his knowledge rather than say it.

It is crucial for every good teacher to create a diverse learning environment that reaches out to every student who enters the classroom. Lake Stevens High School's English department has done an excellent job in demonstrating positive teaching techniques and learning environments that I can learn from myself.