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Update on "Mr. Strobel" :-)
Sep. 24th, 2003 09:22 pmI would've posted this sooner, but had to watch Good Eats. ;-)
So, it's been nearly 4 weeks teaching at Johnston. I still have so much to accomplish. This week was made more complicated by the fact that tomorrow, yes, Thursday, I have a workshop at CMU to attend. It deals with the Urban Drumming Program that Wilkinsburg and Pgh. Public Schools are involved with. It should be very helpful, not to mention neat to get to see folks I know at CMU. I really want to do something with this drumming program, and I think I can sink my teeth into this and get some good satisfaction watching the kids learn and doing a taste instrumental foo. But I also had to write sub plans on top of trying to figure out what the heck I'm doing for the next block of music classes. While four weeks is a while, consider that I've only seen each class six times. I haven't found a rhythm yet, pun intended. On top of all that is putting together an inventory for what I have and cleaning up my darn closet! Yes, while it functions as an office, what I have to plan in, store crap in, eat lunch in, etc., is nothing more than something like a 12 ft. x 7 ft. closet. Whee.
Is it going better? Some classes, yes. I'm getting more responsiveness and cooperation from students. The younger kids are better, overall. Though each class has its "shining examples". The heartbreaker is one kindergarten class, whose teacher said it could be the "Western Psych." branch of kindergarten. All seven kids in that class have problems or parents with problems. Earlier in the week I had anywhere from one to four of the kids crying. It's hard to teach and be "Mr. Strobel" when you just want to hug and console these kids who aren't getting a fair shake or are going through a tough time.
Other classes have kids that I just want to punt. Some of them have absolutely no impulse control. Now, I have friends who can be impulsive, but nothing like this. I'm talking no comprehension of "raise your hand first", and "Don't call out answers". Very frustrating. The positives are seeing those kids who are thinking, and answering question, and for whom I can see the light bulb turn on.
I know it's early. Both in the year, and in my tenure here at this school. I'm sure I'll be able to visit this LJ entry this time next year, or year after that, and smile to myself about how far I've come. Hell, I wish I could feel that now. But it's still week to week, block to block. At least now the blocks feel like one big group, and not three little groups (there are three classes per grade, I see each class two days in a row, ergo a block is six days seeing three groups two days each). It'll be long, difficult at times, but I'll get through it. Many teachers are very supportive, helpful, and friendly. What is most evident in my short time here is that I've had many more satisfying days/classes then I had teaching at Columbus Middle in the Pgh. Public Schools. That's turnaround enough for me.
So, it's been nearly 4 weeks teaching at Johnston. I still have so much to accomplish. This week was made more complicated by the fact that tomorrow, yes, Thursday, I have a workshop at CMU to attend. It deals with the Urban Drumming Program that Wilkinsburg and Pgh. Public Schools are involved with. It should be very helpful, not to mention neat to get to see folks I know at CMU. I really want to do something with this drumming program, and I think I can sink my teeth into this and get some good satisfaction watching the kids learn and doing a taste instrumental foo. But I also had to write sub plans on top of trying to figure out what the heck I'm doing for the next block of music classes. While four weeks is a while, consider that I've only seen each class six times. I haven't found a rhythm yet, pun intended. On top of all that is putting together an inventory for what I have and cleaning up my darn closet! Yes, while it functions as an office, what I have to plan in, store crap in, eat lunch in, etc., is nothing more than something like a 12 ft. x 7 ft. closet. Whee.
Is it going better? Some classes, yes. I'm getting more responsiveness and cooperation from students. The younger kids are better, overall. Though each class has its "shining examples". The heartbreaker is one kindergarten class, whose teacher said it could be the "Western Psych." branch of kindergarten. All seven kids in that class have problems or parents with problems. Earlier in the week I had anywhere from one to four of the kids crying. It's hard to teach and be "Mr. Strobel" when you just want to hug and console these kids who aren't getting a fair shake or are going through a tough time.
Other classes have kids that I just want to punt. Some of them have absolutely no impulse control. Now, I have friends who can be impulsive, but nothing like this. I'm talking no comprehension of "raise your hand first", and "Don't call out answers". Very frustrating. The positives are seeing those kids who are thinking, and answering question, and for whom I can see the light bulb turn on.
I know it's early. Both in the year, and in my tenure here at this school. I'm sure I'll be able to visit this LJ entry this time next year, or year after that, and smile to myself about how far I've come. Hell, I wish I could feel that now. But it's still week to week, block to block. At least now the blocks feel like one big group, and not three little groups (there are three classes per grade, I see each class two days in a row, ergo a block is six days seeing three groups two days each). It'll be long, difficult at times, but I'll get through it. Many teachers are very supportive, helpful, and friendly. What is most evident in my short time here is that I've had many more satisfying days/classes then I had teaching at Columbus Middle in the Pgh. Public Schools. That's turnaround enough for me.
