February 20th-24th

Weekly Rating: 4! 

• Observe: I assessed in a formal way. I used exit tickets to find out exactly what my students could tell me at that moment. Though their responses weren't always what I would hoped for them to be, I have now officially assessed via response on paper.
  ALSO: I taught MUSIC a la CARTE. haha! Wednesday & Thursday I had to take music to the students' classrooms because of Variety Show auditions being held in the music room. This experience was a great one. It taught me a lot about being prepared and having my resources/materials exactly where I needed them. Flexibility and I became real close this week.
• Reflect: There are going to be times when I feel that I am talking to myself and there will be 100x the distractions that I do not need going on. I also learned that I can really clam up when a student directly defies what I tell them to do.. 

This was my first major incident during my student teaching experience. A 3rd came into class very distraught and disgruntled. She has had issues in the past and has been known to lash out/shut down. She complained that the people around her were not the people she wanted to be seated with. I offered her to move places, but she said she would be okay. Then she directly lashed out by not participating/making fun of the activity that we do every day in class (ASL). This was the last straw for me because she was beginning to distract the entire class. I told her to go sit in our "take a breath" chair and she said "no." That is when I turned to Mrs. F (who had just taken a phone call) and asked for her help. Though I should have handled this situation directly (because I am the "full-time" teacher now), I did not do so hot of a job. Mrs. F briefed me with her action of handling it after class, but I think I may have dropped the ball on that one. I was honestly just stunned that she would blatantly say no to me like that. However, once Mrs. F talked to her outside, she re-entered the classroom and did a great job the rest of class, as though nothing happened. 

• Focus: Assessment is becoming a normal in my class this week. I fully acknowledge that assessment doesn't have to be pencil to paper-exit tickets. I accept that. However, since my students are not used to that form of assessment, we are almost all going to be doing it-just to get them acclimated. 

• Be productive: This week was a lot better for me as far as preparing for the week ahead. I began thinking about my lesson plans and materials I would need last Tuesday, so today (Sunday) I haven't had to spend as much time preparing for the upcoming week. That means that I had time to relax and enjoy the weekend (thank goodness). It was much needed.

• Have courage: I would say that the 3rd grade conflict as stated above was my biggest apprehensive, "help! I don't know what I'm doing" moment. I have started to be more direct about my expectations for my students. Mrs. F had to speak up twice (once during 3rd and once during 4th) to tell the class that they were being very "disrespectful" towards me. I do not disagree. I just know that I am a bit more lenient to talking or speaking to me during class. However, I did try the next day to keep a tighter ship and it was much more productive, so I understand her reasoning. I have now given 3 negative DoJos (two of which happened this week). It has become easier to give DoJos (though I wait until absolutely necessary --probably past necessary-- to give them). I really just like grace and try my best to help the student make the right choice. I had to tell one of my 3rd classes that I really, really don't want to give negatives. 

Also, on a different note: I am searching for jobs. I have found a few that I am PUMPED about-but I have started to feel the hopelessness of the whole process. I feel that I am under-qualified for any job that I see posted, or that it is way too early to begin the process, or that I will never find a job and yada, yada until I'm in a big spiral of despair. I know I'll find one eventually, I am just easily wound up. 

• Begin anew: I have some cool lessons coming up this week. I am really excited about starting Ukes with 4/5. However, we have to bust our tails tomorrow morning to get them tuned. So that will be fun. I also start my edTPA unit this Wednesday!!! I'm excited to get it started (and over with). 
• Data analysis: 5th grade exit tickets (treble staff). This was a great experience and the students were not shocked at the concept of an exit ticket. I know they have them in their classes on the regular- just not with music class. The majority of my classes understand treble staff. I honestly am at a bit of a loss with what to do with the ones who do not. I've thought about pairing students up to work through problems together. I would instruct them to talk through every step of the process together, so that they know without a doubt at least 2 methods of figuring out the treble staff notes... We will see.
• Advice: Relieve stress. Play some video games. PLAY YOUR INSTRUMENT. Go see amazing musicals like Little Shop of Horrors. Go see Lang Lang at the Peace Center when he comes to town (tomorrow night!!!). Get ready for Lent & Ash Wednesday. Have friend-time that you are going to miss like crazy when you graduate. Have a life. Be great at what you do throughout the week-do what you have to in order to be prepared for that-but also enjoy this thing called College.

NCTCS: 

Standard 1: Teachers demonstrate leadership

1b: Teachers demonstrate leadership in the school.
I have attended professional development as well as committee meetings along with Mrs. F. This has helped me be informed with the procedures and events that are happening around school. A leading teacher is an informed teacher.

Standard 2: Teachers establish a respectful environment for a diverse population of

students

2b. Teachers embrace diversity in the school community and in the world.

This week in my 2nd grade I taught one of my favorite lessons. We talked about what might be different about the music from different countries. We then listened to an excerpt from my phone that came directly from the place we were studying (Ghana). I had pictures of the instruments that they use in Ghana for traditional music and then we compared/contrasted them to the instruments we use here in America. We then learned about Call/response singing and sang a song in the same style. It rocked, and it allowed my students the experience of thinking about music in other parts of the world.

Standard 3: Teachers know the content they teach

3b. Teachers know the content appropriate to their teaching specialty.

Standard 4: Teachers facilitate learning for their students

4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development for their students.

I am no expert, by any means. However, I am learning about different ways specific grades need to be engaged in lessons. I am also reading supplemental materials to learn more about how to best engage my students in the content of music. Wiggins' book is AMAZING. I love it! It's a great insight into how students think about music and how we can take that and make it into a great lesson where they are engaged and eager to learn.

Standard 5: Teachers reflect on their practice

5c. Teachers function effectively in a complex, dynamic environment.

Fire alarms, PLCs, grade-level testings, awards ceremonies, picture days, students telling you "no"... I'm not sure what a "normal" week would look like here at FES. We always have something cool going on.

• Management Question of the week: I feel that I am more lenient about talking than some people would be. I am 'okay' with students talking to one another for a few second before we settle down... and I put up with a little chatter between events.. But it works.. so I guess that is okay. 
• Portfolio: EE7: Website, Technological Evidences, Professional Development Plan and Resume. I started looking at the SIP and trying to figure out how to incorporate implementing those goals into my lessons and demeanor throughout the school day + NCTCS. 
• Support: I start edTPA this next week! I'm excited. 

February 13th-17th, 2017

Weekly Rating: 4! 

• Observe: This week I was reminded of how excited students are to learn and be engaged. When my children are singing and learning new facts about music, they are well behaved and seem so happy. There is no bitterness or harsh feelings. We are all just learning and living. It's so fun. 
• Reflect: Reaching down and getting on students' levels changes their perception of me and my understanding of them. I learned this mannerism at camp, that if I am talking personally, one-on-one with a child, I should get on their level. Eye contact and a sincere heart goes a long way. There were two specific instances where I was able to employ this tactic, and I am wary to call it a "tactic," it's more of a respectful gesture. I will lower myself to you, sad/frustrated child, because I want to better understand you and I want to become more accessible to you. 

The first incident happened when one of my Ks walked into my classroom already crying and upset. He is often distraught and thinks he must cry over every perceivable issue. Kindergarteners have assigned seats, so they already know exactly where they are supposed to go when they enter my room (rather than me assigning them from their spot in line). Well my K friend walked in crying and said "someone told me to sit on red." Well... his seat is on yellow. I am absolutely uncertain why this was such a big deal to him-my best guess being that he thought he was going to get in trouble. But I didn't get angry. I got on his level and listened to what he had to say, though he didn't say much more than "someone told me to sit on red." So I told him that as long as he is doing what he's supposed to do, there's nothing to worry about... and class went on! 

My second incident was not quite as sweet or happy. I have a 1st-er who is notorious for bothering anyone he sits beside. This held true on the day that he was in music. I know he probably isn't doing it on purpose, but after several attempts to encourage good decisions and not making excess noise, I asked him to sit in our chair that let's students take a breather away from the group. In 1st this week we were using clothespins on hearts to create our own rhythm patterns. I gave my 1ster in the chair his bag and explained the rules to the whole class. After a few rounds of people tapping their rhythms with claves, I told the class to rearrange their clothespins and went over to speak with 1ster. I asked him why he was sitting over there.. I then asked him if he thought he could rejoin the group and make better choices for the rest of class. This was all while bent over speaking directly to him. I just think this is more respectful and yields better results than just gleaming down on them.

• Focus: It is very nice to erase what my answer was to this prompt last week. I feel much better about personally assessing my students this week. I took the time, especially in 1st (this is most prevalent in my mind) to hear everyone's rhythm they created. I was on the floor with them, moving around and looking at what they had created. I would ask them if they knew how to tap the rhythms or if they needed help with any of the words we say with them. This was a great way for me to feel out how my students were doing with creating simple rhythms.
  I also figured out a great way to connect with my 4 & 5s. Competition DRIVES them. They LOVE it! It's wonderful. We played a Jeopardy game which served as a review (and assessment) over things we had discussed in the previous weeks. This was so fun for everyone in the room! 

• Be productive: I have worked on FINALLY figuring out exactly where I want to take my edTPA. It is coming together. I have it written down in it seems like 400 different places. So I definitely need to spend more time writing down official documents and lesson plans! 

• Have courage: I decided to try something new with my 4/5th graders. We played Jeopardy. Honestly, that took courage. They can be challenging to gauge... They usually make me feel like I am wasting my time and not interesting and as boring as watching paint dry. This week, however, they were energetic, participating, and pleasant (haha). 

• Begin anew: Well.. I am writing this blog on Monday night, already having completed my weekend preparations for this week. I am so tired. I spent 6 hours on Sunday alone creating lesson plans and SMARTnotebook for each grade. I didn't count how many hours I worked on Saturday, but I know I did. I have now felt the overwhelming feeling of having so much work to do on a weekend while all of your friends are off having fun. It's okay though, I did have moments of fun at a church youth night and at a local fun-hip place downtown! I just understand now what it feels like to have a full-time job. The work never seems to end. 
• Data analysis: I analyzed student's understanding of terms and vocabulary through Jeopardy. I analyzed students' understanding of simple rhythm compositions as they played the rhythms. With 3rd grade I heard them play simple rhythms and saw people analyzing their own simple rhythm heart to find the match. I heard second graders hear a simple rhythm and be able to tell me exactly what notes they heard (so awesome). 
• Advice: Don't procrastinate. From this Monday-night Student teacher to the future student teachers: Begin the week before. I am starting my lesson plans for next week TONIGHT! Also, smile. SOAK IN those beautiful moments when your students surprise you with how talented they are. Get on their level. LOVE IT!

NCTCS: 

Standard 1: Teachers demonstrate leadership

1a: Teachers lead in their classrooms

I am going with this one this week. I love how my students are expected to behave and make good decisions for themselves. I love that I can help guide my students in their exploration of music.

Standard 2: Teachers establish a respectful environment for a diverse population of

students

2a: Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults

I would say that my experiences with my 1st and Kindergartener show a positive, nurturing relationship with caring [big-children] (adults). I love my kiddos.

Standard 3: Teachers know the content they teach

3d: Teachers make instruction relevant to students.

I'm lookin' at you, 4/5thers. Say 'hello' to Jeopardy.

Standard 4: Teachers facilitate learning for their students

4h: Teachers use a variety of methods to assess what each student has learned

I'm thinking specifically about my 4/5 graders when we reviewed before our game, and then played the Jeopardy game. I also assessed my 1/2 students when we talked about rhythms before we made our own. Then, not only did they create their own and perform them, but they also moved to another rhythm heart (musical rhythms) and performed theirs as well. This checked for understanding of the person who created and the person who performed. My 3rds had to hear and understand rhythms in their heads (and were wonderful at it!)

Standard 5: Teachers reflect on their practice

5a. Teachers analyze student learning.

With my answers from #4 I add that I have since curved my lessons for this week to cover our weak spots and continue with what we do well!

• Management Question of the week: 
• Portfolio: EE7: Website, Technological Evidences, Professional Development Plan and Resume. I started looking at the SIP and trying to figure out how to incorporate implementing those goals into my lessons and demeanor throughout the school day. I desperately need to get my NCTCS notebook together as well as edTPA planning commentary and context for learning! 
• Support: 

February 06-10, 2017

Weekly Rating: 4! 

• Observe: This past week is kind of a blur, to be honest. I have been in full swing, it seems. I am feeling almost fully acclimated to FES and am much more comfortable with the procedures. I hate to say the same thing every week, but it is true. A memorable moment for me was during Car Duty this week. Multiple students hopped right out of the car and said "Good Morning Mr. Beasley!" If that doesn't get your day started on the right foot, I'm not sure what will. 
• Reflect: I am learning to be more observant from the very second that I pick students up from their classroom. It is also very important to have open communication with their teacher as to feel the flow of how all the students' days are going and who is having some difficulties in whatever capacity. This will help with discipline. We have already directed 5th grade teachers to line the students up boy-girl order. This has had a good affect on their behaviors! I have also moved a few people in line before we entered the classroom (I need to do this more often), because I "want them to make the best decisions in my class." I tell them each time I move someone that I am trying to help them out as best as possible. I have also started to get more strict (on myself) about down time with students: i.e. when we pass out text books, when I am waiting for projector to come on, while I am passing out recorders. I am trying my best to keep them engaged and ask them musical questions. 

• Focus: My biggest concern is that I am not assessing my students individually and using the data to influence how we move forward. I'm not exactly sure why this is happening. I honestly think that once I am totally dictating my own lesson plans and curriculum, I'll be more ready to assess in an appropriate manner. I have realized that most of my CE's lessons are directed strictly towards the standards. We hit the standard and keep moving. I am trying my best to review and keep knowledge that we learned last week fresh and still tangible for these kids. It's important because they only see me once a week. If I don't spend time to review what we talked about last week, it will be gone. 

• Be productive: I could spend more time edTPA-ing. I have finally decided exactly which class I will be doing it with-and know 80% of my LPs and procedures. I now need to reserve iPods, write out commentaries, and speak with EC again about these new set of kids. I feel bad that I have yet to move forward with edTPA... I just had such a hard time getting my students figured out and then getting Video Release forms back in. Also, I remember that the class that I have chosen was a great group a couple of weeks ago. This week, however, they were a bit wild. I may have to really give them some groundwork about how the edTPA unit is going to go and what I expect from them. 

• Have courage: Warning: honesty coming out. I am still a little apprehensive with my 4th and 5th graders. It's odd because I always imagined (and desired for myself) teaching middle school. I think I still want to, it's just in a weird situation now with K-3 added in the bunch. However, I have made a few great relationships with 4/5th graders. There are a couple that stick out in my memory-we have had intelligent, pleasant conversations. I am also pleased with what is happening in class-they are reacting well to my teaching and we are progressing at a pretty solid pace.
  Biggest apprehension: we are having one EC student who is having a lot of issues. He is "pulled out" during core class times and included in "specials." He has been acting out during the other specials times. I have had no issues from his thus far. We talk in the hallways and I say "hello" to him when I see him. However, when I heard that he was screaming and being defiant to other specials teachers, I felt fear in my heart. I do not want him to be upset at me or get aggravated in my class. I'm not exactly sure how I would handle it. When I saw him in the hallway Friday, I made sure to listen to his story that he had to tell me, and told him to have a good day. I think I am selfishly doing it for my own benefit. I don't know if that makes me a bad person or not. I am trying to make him know I am on his side and a friend, hoping to minimize any chance of an outburst. I don't feel too bad about it, because I did talk to him and listen to him when he had things to tell me before I heard he was having issues.. But the motive behind me being extra kind to him is worrisome to me. But I also try to do that will all of my students-I figure maybe all teachers do that with their students. We want them to know we are on their side so that they will do the best of their abilities in our classes.

• Begin anew: I had a LOT of props and supplies that I have had to make this weekend. We are hopefully starting our Ukes this week, and I have made some "keys" that we can slide between the frets and the strings to help them see how to play a "C." I am thinking of a few easy songs that I will offer up to my 4/5 grade classes as a goal for us to strive for. I have also made clothespin rhythms to use during a review activity for my lower grades. They will create their own rhythm by clipping the clothespins to a heart. We will then perform them, play musical hearts, arrive at a new rhythm, sit down, and perform someone else's as well. It should be fun! 
• Data analysis: Mrs. F and I have been trying to sit down and map out the rest of my time with FES. We are trying to fit in my edTPA lessons as well as her ASW lessons. It's interesting to have to sit down and think-"how long should I spend on this topic," and "in which order would the students best understand this/how would this flow best?" 
• Advice: Rest. Take care of yourself when you are ST. My stomach issues have been rough. I have been so tired this past week because I have stayed up later than normal because I have been anxious and irritated with my stomach. However, I have since gotten medicine and am feeling much better. 

NCTCS: 

Standard 1: Teachers demonstrate leadership

1e. Teachers demonstrate high ethical standards.

While learning about my students and their learning needs, I have learned about the ways in which we should and should not communicate about our students. I already had a good idea about appropriate ways of referring and not referring about our students. 

Standard 2: Teachers establish a respectful environment for a diverse population of

students

2c. Teachers treat students as individuals.

I am really starting to get to know some of my students. I am getting more comfortable carrying on conversations with them walking down the hallways and such (even though I probably should not).

Standard 3: Teachers know the content they teach

3d. Teachers make instruction relevant to students.

This week I have been searching for easy-to-play songs that are new-ish. I will play samples of these songs for the classes to vote on, and we may not all be playing the same song! I'm excited for them to chose their own song and take ownership over their learning.
Standard 4: Teachers facilitate learning for their students

4g. Teachers communicate effectively.

I am beginning to realize just how much my words matter. On Thursday Perry was our substitute because Mrs. F was out sick. He gave me a pointer to be more concise when I say things. I have a tendency to say whatever comes to mind, and he suggested that I try to correct that. I think examples of things I say are: "let me see.." or "Alright I'm going to get the CD ready..." I think, somewhat, he has a point. However, I think the way I speak and conduct myself can be part of who I am as a teacher. I'm not a perfect, uber professional. However, I do see his point and will try to keep it in mind as I continue on in my ST experience.

Standard 5: Teachers reflect on their practice

5a. Teachers analyze student learning.

I am trying to do better about this point. I have intentionally been glancing over the entire class to see if they are tapping or listening for everyone to be on the same page on recorders, etc.

• Management Question of the week: 
• Portfolio: EE7: Website, Technological Evidences, Professional Development Plan and Resume. I started looking at the SIP and trying to figure out how to incorporate implementing those goals into my lessons and demeanor throughout the school day. I began keeping my journal of all of the NCTCS and will soon have lesson plans and snippets of artifacts to include in them. +I am getting my edTPA lesson plans in order. 
• Support: I mostly need feedback on my edTPA ideas.

February 3rd, 2017

Weekly Rating: 3.5, just because I haven't felt that great this week (health wise). Without health issues, I would give it a 4!

I wrote out a long, very detailed blog. I pressed "publish" and then it said error... so my hard work was in vain.

Therefore, to cut back on frustration, I am going to write an abbreviated blog giving the highlights of what I learned this week! I really, really wish my first draft hadn't vanished. It was a really good blog and now I am turning this work in that I am not pleased with. I just know I don't have the patience to rewrite it again. 

To elaborate on my issues: My stomach has been very weird this week. Since Tuesday I have been cramping and just uneasy on my stomach. I have a gastroenterologist appointment this Thursday. I will have to miss two class periods that day, but I definitely need to find out what is going on with my stomach. I thought it was my appendix at first because it hurt so bad. But it has lasted for a few days, so I'm waiting for some answers.

I would like to say that my stomach issues haven't affected my teaching, but I have been nauseated and anxious about what is going on. I don't think it has changed the way I have taught, I just know I have been preoccupied with being uncomfortable for most of the day.

Victories:
I taught a full week of classes!! It was great. I am happy with teaching and think I am doing well. It is a little difficult to adopt someone else's class for a few weeks and teach the way you want to. If it were my class, we would do more exploring of musical concepts, talking about pitches and solfa and things like that. But I am being flexible and adapting to what I've been given! My kids are amazing. I love them. I have begun to develop personal relationships with them, talking and asking about their days etc.   

Third grade has always been a challenge for the "specials" teachers. I've talked about their challenging schedule before. However, this week we reviewed the C major scale and I decided to use Solfas and Hand signs! Well...
IT WAS AMAZING! The kids were engaged, they seemed so interested in using their hand signs and singing the C Major scale! I had hardly any issues with discipline in 3rd grade this week! I learned a very valuable lesson about keeping students interested and engaged! IT WORKS! Wahoo! I even had them play open 5ths in a simple rhythm pattern on xylophones while we sang a song from Japan (we sang the English lyrics, of course). It is moments like that when I realize that I LOVE what I'm doing because my students are doing it and enjoying it. 

I met with our EC specialist about some accommodations I may need to adapt in my lesson plans for my edTPA unit. It was a great experience just to see into the students' challenges and issues, and thinking of creative ways to adapt to them so that I know they are getting what they need to learn.

I've been thinking about ways to help my students who are ADHD or having a tough time paying attention. There have been a few times we pick up the students and their teacher will tell me that a certain student is "off their meds" and I know they will have a difficult time learning anything that day.
I have looked up a device called "fidget box," a box that has manipulatives on its sides that you can twist, roll, click on/off, and it helps students concentrate because they are moving and manipulating something, rather than spinning around or kicking their legs on the risers making a ton of noise. 

I am lucky to have a supportive family back home and church family here in Fallston. I was invited to the home of Ron and Terry to have a homemade lunch today (Sunday). It was so nice and relaxing to be in someone's home and to have a nice lunch and great conversation. That was a great step for recovery and preparation for this coming week! 

Challenges: 
I had to give out my first negative DoJo, and I think it hurt my feelings to give it more than it did the student who was making bad choices. He was talking the entire class period, and even being a little back-talky with me. I gave him every warning and opportunity in the world, but it was nearing the end of the class period and he was talking and not "taking care" of his text book like we know we are suppose to, and I gave him a negative DoJo. That seemed to help because he paid more attention and tried not to talk the rest of the period. He wasn't sitting next to people who would aid him in making good choices, so I made a note on our role about separating them next class period.

I still am unsure about how to engage and keep interested my 4th/5th graders.
I think I'll reach out to their teachers and try and get some tactics this week. 
I also am questioning how I am adapting to my EC/Special Needs students. I'll have to elaborate in person.

I "wrote" my lesson plans this week, kind of. We mostly wrote Mrs. Fogleman's into my format. I'm excited to write my own LPs next week.  

Again, I'm sorry that this doesn't follow the complete blog outline. I am benefitting from giving this condensed version, though.