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.

Routines and Organization

The English department at Lake Stevens High School has displayed positively functioning, yet diverse classroom routines and organizational methods.

Mrs. Tilley consistently follows her routine with each class. She normally starts off the period by greeting the students, followed by the request to retrieve all the materials needed for that day, such as literature books, pencils, and paper. Mrs. Tilley explained that in order to keep students engaged, she tries to have about two solid activities planned for each class, that way students will not loose concentration with an hour long activity. She also believes that it is very important to give students time limits for their work so that students do not put off work until the bell or the next day.

Mr. Alderson also works towards maintaining a meaningful class day, and makes sure to allow students to be actively participating throughout the hour. Today he and his Creative Writing students mapped out due dates for the next few weeks. He allowed his students to talk amongst themselves and determine which days would be best to have tests, assignments due, and when to have work days at the library.

Some teachers that I've observed silently take attendance during free time, while others use the first few minutes of class to call out each student's name. Every teacher that I've worked with, however, is a firm believer of teaching from bell to bell--something that I too will enforce. Also, depending on what the class is doing, teachers will either answer the phone or let it ring, and if students are busy with a major assignment or test passes from the office will be held on to until the student finishes.

I'm learning a variety of teaching approaches in which I can continue to grow and find out what will work best for me and my future classroom.

Classroom Management and Disciplinary Procedures

Each teacher has his or her own unique teaching style, and at Lake Stevens High School teachers reflect their style in their classroom management. LSHS has school-wide regulations that students are urged to follow and that teachers are urged to enforce.

Dress Code: At Lake Stevens High School, "Clothing, personal items, or other medium that promotes the use of tobacco products, alcohol or other drugs, inappropriate language, sexual innuendo, slang or gang slang, or is indecent, too revealing, or too suggestive is not allowed. Shirts and pants must be the type that covers the body in an appropriate and decent manner for school. Pants cannot be sagging below the hips and undergarments must be covered." Sunglasses, bandannas, do rags, or any other articles that school administration deems as inappropriate are not allowed during school or school events. Lake Stevens High School follows steps based on the offense and how often it's occurred. Students will have to change their clothes, wear clothes provided by the school, or call home for a change of clothes on his or her first offense. Second and third offenses call for one day or short term suspension depending on the severity.

Alcohol, Tobacco, and Other Drugs (ATOD): LSHS is strongly dedicated to maintaining a safe, drug-free environment through the strict and serious ATOD actions. "Any student under the influence of, in possession of, or soliciting for use or sale of drugs, drug paraphernalia, or alcohol will face immediate long-term suspension or expulsion." Again, depending on the frequency of the action, students may have a suspension reduction or expulsion depending on what step must be taken.

Cheating/Plagiarism and Closed Campus: Students are reprimanded for breaking the rules placed upon academic dishonesty and leaving campus during school hours with detention, Saturday school, and short-term suspension respectively.

Electronic Devices: Phone and MP3 expectations vary widely throughout each classroom. Overall, students are not allowed to use cell phones nor MP3 players during class time, and may be confiscated for the remainder of the day if used. Some teachers, however, allow MP3 players to be used during individual work time. Other teachers do not enforce the MP3 rule and allow students to leave in one ear bud throughout the period. Personally, I do not think that MP3 players, and especially cell phones, are needed in the classroom and would use the allowance of MP3 players as a reward for those who prove responsible enough during silent work only (i.e. silent reading, individual worksheets). Music players would not be allowed in my classroom during tests, discussions, note-taking, or group work--not even one ear bud in.

Tardies and truency are actions that many teachers struggle with. According to the LSHS handbook, students are sent to in-school suspension (ISS) for excessive tardies or for skipping class. Many educators do not understand why missing class is a punishment for missing class, therefore many teachers create their own retributions.

Faculty and staff are also dedicated to keeping a safe environment free of harassment, intimidation, and bullying and are sure to watch over students during class and between classes in the hallways.

Every teacher that I spoke with today encouraged the use of a stern, consistent disciplinary routine that I follow when I first meet my students at the beginning of the year or semester. Ms. Herron advised that as a new teacher, "we can be friendly without being friends." This mentality will create and maintain a professional yet comfortable environment for all students as well as myself.

LSHS Prom Pep Rally

I was lucky enough to get to experience Lake Stevens High School's Prom assembly today during school! It was so much fun and a great way to observe how the students interact with one another. Since it was the Senior Prom pep rally, everything was centered around the senior class. The Gym was divided in three sections: sophomores, juniors, and seniors. It's obvious that the students would stick to their class, but I was surprised that they were respectful throughout the hour and that only minimal booing occurred between "rivals."

Teachers were also involved in the festivities. They performed a parody of "The Dating Game" in which real student couples and teacher couples competed to see who knew their significant other the most. Two teachers who are married participated, and the football coaches wife even came to LSHS to take part as well! It was great to see students and faculty laughing alongside each other. This really shows that students develop a connection with their teachers throughout their time at LSHS and that they feel comfortable enough to be able to be both serious with one another and fun, depending on the situation.

Being part of Lake Stevens High School is a life long connection. It is part of the Viking tradition to invite the previous year's Prom King to the pep rally to pass down the crown to the next king. That take much dedication and support to be able to return to LSHS and help to continue the tradition. This is a great idea and I'd love to be part of a school that keeps such a tight-knit connection even after graduation.

The bond between teachers and students that I saw at today's pep rally reflects the attitudes in the academic setting as well. For example, today I observed Ms. Fry's American literature class and noticed several students who simply stopped by to say hello, when they no longer were part of her class. One particular student, she explained, was transferred to another teacher at semester because of behavioral issues during the period. He and Ms. Fry still get along, and he stops by every day at the start of class! I'm having a blast here at Lake Stevens High, and am learning valuable tips to carry with me throughout the rest of my college career and into a classroom of my own someday.

The Community of Lake Stevens and Its Impact on LSHS

The Lake Stevens community is very interesting in regards to cultural, religious, and economical stances. Lake Stevens itself is a mix between rural and suburban and acts as a “bedroom community,” or a place where families choose to live but commute to work in Seattle and its surrounding area.

Parents of LSHS students mostly work in large companies established down town, such as Microsoft and Boeing. Those who do work closer are mostly employees of various health care facilities in the Lake Stevens area including doctors’ offices, dentistry, and optometry, or at the Everett Naval Base across town.

Lake Stevens residents’ socioeconomic statuses range from rich to poor, but the majority of its citizens are middle class. At LSHS only 15.4% of the students receive free or reduced lunch, which signifies that the majority of Lake Steven's families with high school students are those of higher SES.

Lake Stevens H.S. is comprised of mostly (87%) Caucasian students. About 8% of the school's population is of Asian and/or Pacific Islander, 5.6% Hispanic, and about 1% of each Native Alaskan, American Indian, and African American. Of the 1,663 students at LSHS, only .7% of the students are English Language Learners.

Despite Snohomish County's overall conservative nature, Lake Stevens High School is more on the liberal side. Many students have liberal political and religious views, so course curricula seems more open to potentially questionable material. For instance, many novels that would be disappoved of, such as Farenheight 451, are taught in AP or advanced level classes. As long as teachers keep their personal opinions and beliefs out of discussions and present material in a neutral manner, both students and parents are open to mature topics.

I was surprised to learn that parent involvement is somewhat lacking at Lake Stevens High. There is no PTA, and only about 10% of the student body attends sporting events. Teachers do try to create a line of communication with parents, though, by posting grades online, and calling home if a student is failing. Teachers try to call or meet with parents in person every so often, especially if discipline becomes a problem.

The LSHS teacher team has 85 teachers currently; 71.8% have at least a Master's Degree and the average number of years teaching is close to 12. No classes are taught by educators with an emergency certificate nor a conditional certificate. LSHS teachers are very dedicated and qualified for what they do. This is displayed through the school's high WASL passing rate. A little over 90% of students passed the reading and writing WASL last year, and MS. Herron, one of the teachers I'm observing, has the highest passing rate in the district at over 96%! The Vikings do have a low passing rate on the science WASL (37.4%). After speaking with students and teachers I was informed that since the test is not a requirement to graduate, students to not put in the effort to pass it like they do with reading, writing, and math. Perhaps the laid back nature and outlook of LSHS has caused this, but this mentality has also greatly benefited the students in other areas. Overall, Lake Stevens High School has proven to be a prospering school full of students with bright futures and caring, passionate teachers and staff!

Rules: Teachers' and Students' Attitudes

Even before I read through Lake Stevens High School's handbook, I had an idea of what I was going to find. After being at the school for three days and observing four different classrooms in a total of six class periods, I've noticed that despite the difference in teaching strategies, the same overall expectations, freedoms, and morals are set. The school seems to be more liberal compared to my high school in Humble, Texas because of little freedoms that the students have, such as the permission to use iPods, wear hats, have facial piercings, etc. My high school was much more traditional, and often led to deviation from the set rules and expectations. Classroom discussions are conducted in a casual and welcoming manner at LSHSand students are also able to choose from a wide range of electives.

In the Lake Stevens High School handbook all of this is enforced. Their Mission statement sums up what LSHS strives for, as well as the impression I received from my few days as a visitor:

The staff of Lake Stevens High School is committed to developing an attitude of life-long learning, service to one’s community, personal growth and improvement of each individual student in our school. Every effort is made to help each student reach his / her maximum academic, vocational, social, recreational and physical potentials.

The staff guides the students through the transition from high school to the adult world by placing high expectations upon the students. Emphasis is placed upon a positive, healthy attitude, personal responsibility, and respect for the unique characteristics of each individual.

Finally, the staff is committed to an on-going mutual team building process with the various sectors of the school family: students, community members, and staff members.

The Viking family is definitely a supportive and welcoming group, which has positively impacted the students. The handbook’s tone follows the school’s attention towards their goals as the handbook emphasizes supervision, engaging in school/home communication, the guidance from classroom curricula, which follows Washington’s EALRs, and proper attendance, discipline, and participation procedures.

A student reading through the handbook is likely to feel that at LSHS he or she is part of a community, rather than just another student out of the bunch. By creating a supportive and welcoming rulebook, students may realize that they have freedoms, the ability to succeed, and most importantly, that every instructor at the school truly cares and is there for the student. I’m impressed with how well formatted Lake Stevens High School is and that the teachers and staff hired have exactly the right personality and mentality for the job. I’m very privileged to be working with such a strong and caring group of educators.

Classroom Setup

So far, I’ve sat in on three different classes and none of them have been set up in a traditional style! Mrs. Tilley, Mr. Anderson, and Ms. Herron each have different (yet demonstratively effective) teaching styles which are reflected and emphasized through the way in which the room is set up.

Mrs. Tilley tends to teach and give directions from the front of the room (by the white board) and walks down the center walk way created by the desks. The students are placed in assigned seats, and for the most part, remain in their seats and pay attention. I noticed that students from every part of the classroom speak up, so it was nice to see that students who sit towards the back are as active as those who sit towards the front (perhaps this is because of the assigned seating?) Mrs. Tilley does have a few students who regularly raise their hands to answer questions and make comments, but she makes sure to call on students that are often quiet when they do have something to say.

Today her English 10 students performed a scene from Julius Caesar in groups. After each group performance the class would come together and discuss what went well and what could have been better. About the same amount of criticism and praise was given, but some of the more outgoing students tended to compliment the other outgoing students. Mrs. Tilley made the effort to keep all of the comments neutral rather than singling out specific students.

Mrs. Tilley's classroom set-up seems to fit her teaching style well, and I haven't noticed many negatives. My only concern is that since the desks are placed in couples, that when doing individual work students may be tempted to work together rather than completing the assignment fully on their own.

Mr. Alderson's Creative Writing class was very fun to observe today. Even though he went over poetry terms and their definitions, it was an incredibly active lecture that was fun and memorable. He made sure to walk around to each table constantly and promoted an environment where each student was sure to comprehend what the poetry term was, meant, and how it was used in context. Similarly to Mrs. Tilley's classroom, he has his desks set up in pods rather than in rows. The students were actively participating, but those closer to the back (by his desk) did have trouble keeping on task.

Ms. Herron's class was another great experience today. Her class is set up with tables rather than desks, and the atmosphere is more of a workshop. I observed and walked around to each table today while her students peer edited their essays with a partner. They read the other person's paper aloud and made comments as they read. Then, individually, worksheets were filled out based on the draft. Ms. Herron went by to every group and worked with them to help with improving their papers before they were due. Afterwards, they continued the book that they're working on The Strange Case of Dr. Jekyll and Mr. Hyde. Ms. Herron read aloud and made sure to stop and ask questions during their read-aloud.

For my classroom (depending on the grade, of course) I plan on keeping some sort of pod setup, but I'd be concerned about wandering eyes during individual assignments and tests. If cheating became an issue I'd revert back to traditional rows. I'm a fan of moving around while I teach, so most likely I'll have only a podium up front, like Mr. Alderson instead of a desk or table.

My First Impressions of the School and Classroom

My first day at Lake Stevens High School was incredibly positive. Even though I was unaware of who I'd be working with, much less the classes I'd be partaking in, the office staff was very welcoming while I waited to speak with the school's Principal.Once I had the chance to meet Principal Collins this morning, he filled me in with his plans for my visit.
Principal Collins, as well as the entire faculty and staff, were having a rough day today due to district-wide budget cuts, but that did not stop anyone from allowing me to enter their homey environment.
Principal Collins was so nice and personable, and I was quite surprised when he offered to take me on a tour of the school himself. The school environment was somewhat similar to my own, with many students scattered throughout the commons area and the hallways before class, but what I enjoyed seeing the most was that Mr. Collins personally knew and wished a good morning to just about every student! Students made sure to open doors for the principal and myself, and were very polite. We went to the counselors' office where I received a LSHS Staff Badge with my photo on it (so that I wouldn't blend in with the rest of the student body) and then went off to meet Kati Tilley, the teacher that will be working with me the most during the next few weeks.

The moment I entered the classroom I was introduced to her 1st period class, English 10, which is designed for sophomore students who did not take the 9th grade English pre-AP class at the mid-high school the previous year. Mrs. Tilley teaches a variety of class subjects, part of an even wider variety of classes available for LSHS students. Rather than being placed in grade-specific classes each year, (10th, 11th, and 12th grade level or AP English,) students are given the opportunity to choose two English electives every year. Lake Stevens HS offers creative writing, grammar, exposition and composition, as well as a variety of literature courses including American, British, World, and Shakespearean lit. I look forward to witnessing more the pros and cons of this system throughout my stay at LSHS.

Mrs. Tilley’s classroom set-up is pretty casual and students seem to have a voice in what goes on inside during class time. Mrs. Tilley, however, keeps the authority throughout each period. For example, her Advanced Creative Writing course had the chance to compose a literary journal titled The Valkyrie this year, in which they selected the works, edited, and fundraised for the journal’s expenses. Her students know, though, do not take advantage of their liberties and know when it’s time to settle down. Only once today did Mrs. Tilley have to count down to get her students attention throughout the entire day.

I look forward to working with Mrs. Tilley, as well as other members of Lake Stevens High School’s English department, during the next three weeks. My first impressions of both the classroom and the school were great, and I cannot wait to get started in this amazing hands-on opportunity.

Thank you, Lake Stevens High School students and staff for the wonderful Viking welcome!