thompsonblog

My MTC Experience

2007-05-05T08:58:00.000-07:00

My MTC experience has been a challenging and rewarding one. I think that when I get old I’ll look back on these two years and realize how they helped me define who I want to be. When I entered MTC, I don’t really think I completely knew what I was getting myself into. By both taking classes and teaching them, I have been surrounded by very intelligent people, and people who motivate me. Both my classmates and my students inspire me to treat each day like the blessing it is, and to do what I can for those who surround me.
Before MTC, I knew that I wanted to find a career about which I was passionate. I had yet to clearly define that path, but I knew that my three loves were literature, languages, and music. By entering MTC, I have been able to make literature and languages the basis of my everyday work. I love the opportunity to wake up everyday and do what I love. Even though I haven’t been as involved with music as much as I would like, my two years have been enjoyable.
By becoming a teacher I have been able to do a job that matters. Even though I don’t reach every student at all times, I know that I am making a difference. My students give me a reason to continue in education, because they show me that they are learning, and that they are willing to invest in their own futures. I have had the chance to see life through the eyes of my students.
In addition, I have been in classes with one of the most unique groups of people I have ever met. Our class has proven to be a creative, hardworking, fun-loving group. We will have many stories to tell when we come back years from now. We will never forget Reggie’s questions, Jake’s love for wearing suit and tie, or the swim party on my birthday (if you don’t know, don’t ask). We will also never forget a “Platinum” night in Memphis (again, if you don’t know, don’t ask) or the daily rides to Holly Springs. And who could forget ultimate Frisbee in Mississippi’s summer heat and humidity (it’s not the heat that gets you, it’s the humidity).
I guess we have a lot of stuff to remember even outside of the classroom. For some people, this was probably a chance to live in a different part of the U.S., so their experiences are completely different. For me, it was a chance to learn a lot about my own state. I learned that laws don’t always translate into the perfect society they’re supposed create. Even though we have laws to protect our system of public education, many public schools continue to suffer. MTC has allowed me to become part of the solution to these problems. I know our program won’t fix all of the problems, but it is a start.
MTC has given us the opportunity to get out of our comfort zones. I attended good public schools, but by teaching in critical-needs schools I have dealt with everything from fights to drugs in my classroom. I now know why people complain about the state of public schools. I have seen first-hand the problems of students in the rural Mississippi Delta and the urban city of Jackson. I definitely think I’ve seen it all.
Through MTC I’ve also finally been able to close a chapter of my life—that of the college experience. Because of this, I’m glad MTC is a part of the University of Mississippi. Even though I’ll probably eventually go back to a university for my Ph.D., I got the chance to be a student one more time. I’ve soaked up the good and the bad that Ole Miss offers one last time. I find that Ole Miss is symbolic of my feelings about Mississippi. Dr. Mullins said, “Mississippi is a funny place; we learn to love it in spite of itself.” Well, I feel the same way about Ole Miss. I love that it feels like home. I love the football. I love the beautiful campus. I love a lot of things about it. However, there are some things that make me wonder if Ole Miss, like Mississippi, will ever fully change. Within my first two weeks at Ole Miss in 2000, I experienced the ugly side of Ole Miss when someone called me the “n” word. I guess things come full circle, because in my final few weeks at Ole Miss in 2007, it happened again. I see that the more we change, the more we stay the same. Do I hate these actions? Yes. But do I love Ole Miss? Yes. Do I love MTC? Yes. It’s time to move on to other chapters in my life, but I’ll never forget how MTC and Ole Miss as a whole have molded me into the person I will be. I’m proud to have been a participant in the Mississippi Teacher Corps. I’m proud to have had the opportunity to change lives one at a time.

Still Standing...

2007-03-04T06:56:00.000-08:00

Wow, the students are really starting to get back to what they were doing last semester...The behavior problems had finally started to taper off (school wide), but I'm guessing it's the nice weather that's having an effect on them. Typically, students are getting arrested almost everyday at my school now. This is because the administration has decided to call the police whenever they fight (a good decision, I think).
Apparently, the violence is getting worse though, because one of the assistant principals made an announcement (twice) to all students that if they fight, they will be sent to jail or the detention center. I guess some of the students don't even care about/ think about the consequences.
Meanwhile, we had an incident the other day where someone (not sure if it was one of our students or not) supposedly had a loaded gun at school the other day. The police arrested him and, according to another teacher, beat him up pretty bad. They even slapped him in the face for talking. An ambulance had to be called. Other students saw this, so you can imagine what this does for their perception of police in general.
In an unrelated story, I believe one of my students who dropped out a couple of months ago is being charged with burglary. His name, age, and even middle initial were given, so I'm assuming it was probably him. I hope he eventually learns from this incident, because I had several discussions with him while he was a student. It's kind of hard to believe he will change though, because I can remember him bragging about a cousin of his getting ready to kill somebody (literally) upon release from jail a few months ago. It's sad.
And finally, I can't forget the most recent event. A student set a teacher's portable classroom (trailer) on fire last weekend. It's the 3rd time they've broken into her classroom this year, and about the 8th time over the past two years. I felt bad for her, because she's here for the students, and they can't see that. There's yellow tape outside her classroom, and I don't know when/if she'll be able to get her room back this school year. Supposedly, they destroyed her grades and a lot of other paperwork inside.
Clearly, something about the culture of violence and misbehavior needs to change. If the students say they want better lives for themselves than their parents had, then it is up to us (educators) and the parents to show them not only how to succeed, but also what causes failure. I think we really need to start a mentoring program with Jackson State, Tougaloo, Mississippi College, Milsaps, and other area schools in order to bring in successful college students. When our students see others who look like them and come from some of the same backgrounds, then we will be able to reach them. They need to see others who they consider to be like themselves in order to realize that they can choose this route, or the route some of their associates have taken. There is still hope, but I think mentoring is a key element.

Getting Certified

2007-03-04T06:28:00.000-08:00

Lately, I've been going through the process of trying to get a job for next year. Although I said yes on my letter of intent with JPS, the principal knows that I probably won't be coming back next year. Recently, I've been checking out my options for teaching in other places.
At first, I was looking to teach in a private school in NYC or Miami. I even found a diversity teacher fair for private schools in the state of New York. I signed up and got my plane ticket. At the same time, I was using Carney Sandoe and Associates (a placement agency) to help with nationwide private school teacher vacancies. In researching employment possibilities at private schools, I have found that placement agencies are an essential element. This is because private schools, especially the more prestigious ones, don't typically post all of their vacancies to the general public. They use the agencies, which are paid by the individual schools, to find good candidates for them. So from what I understand, you're not really going to have a good shot at employment unless there is an agency vouching for you and your abilities. In addition, it is apparently harder for teachers with less experience to get jobs in private schools.
I was pursuing the private school route because I thought it would lead to a teaching position where I wouldn't really have to worry about excessive behavior problems. In addition, my hands would not be tied by what, how, and when a school district wants me to teach things. Plus, no state testing.
After several weeks of this, I realized that my heart is in public schools. While I would love to teach in a great school, that's not why I originally joined Mississippi Teacher Corps. Ultimately, I realized that I love teaching in public schools. I feel that I have a greater impact on the students, because most of the students at good private schools are probably going to succeed and go to a great college with or without my help. I appreciate private schools and the opportunities that they provide, but everyone isn't privileged enough to have that kind of education--and I want to help those who aren't born with that silver spoon.
After reaching the conclusion that I want to teach in public schools, I had to decide between NYC and Miami. While New York City is supposedly the greatest city in America, I have wanted to move to Miami since the 9th grade. Because of this, I chose Miami. I've sent in all my materials for a temporary 3 yr license in the state of Florida (this was a pretty easy process). However, now I'm dealing with the paperwork for Miami-Dade County Public Schools. There is a mountain of paperwork, and I haven't really seen that many vacancies available for an English teacher. It's weird because last year JPS posted roughly 20, and M-DCPS is the 4th largest district in the U.S. I've only seen roughly 10 vacancies, but maybe it's still a bit early. Anyway, I'm trying my hardest to get a job there. If I do, I'm definitely gonna rub it in when its 75 degrees in January and Brian (NYC), Joel (Boston), and others are trying to reach 32 degrees. I can't wait!

Decisions, Decisions...

2007-01-07T08:29:00.000-08:00

Well, we've reached January, and I have to start making a decision about what to do next year. One of my assistant principals asked me the other day what I planned on doing next year. At this point, there are several options to consider:
First, I might stay at Wingfield next year. This option would give me the chance to be a second-year teacher at the school. Since I came from a different school last year, I haven't really had the chance to experience being a veteran. I have no real problems with my school, but I would like to see other parts of the country.
Also, I have considered moving to another state to teach for another year or two. Among the top possibilities are Miami and New York City. I have always loved Miami, and it seems like a paradise. I realize that teaching in the Miami-Dade schools would be a challenge, but I think it would be an enjoyable one. The biggest issue is cost of living. Teacher salaries are higher than in Mississippi, but from doing a bit of research and talking to people who have taught in the Miami area, it appears to be too expensive.
New York City is probably the option most worth considering. If I moved to NYC, I would be able to leave the South and see what it's like to live somewhere else. In addition, many of the graduate schools that I am considering are in NYC or in the region. While it would be expensive, teacher pay is much higher than in Mississippi.
These are just possibilities, and I have yet to make a final decision. I do need to make the decision in the next several weeks. I guess we'll see what happens...

Blogging

2006-12-31T09:51:00.000-08:00

The first-years asked us how we feel about blogging. After thinking about it, I guess I see both the positive and negative sides of blogging.
First, I like how blogging gives me the opportunity to tell any MTC prospects about the teaching experience. When I was considering applying for MTC, I read the blogs that were written (only about two people blogged then). It gave me a pretty good preview of what to expect as a teacher. In addition, blogging gives me a chance to vent about the everyday events at school. When I blog, I also read about other teachers' experiences in the classroom. It provides a sort of discussion forum even away from classes at Ole Miss.
Blogging also has its negative side. While it hasn't hppened to me personally, I've heard about situations where people have had their blogs read by other faculty members at their schools. I guess this could be unfortunate depending on your personal situation. Hasn't happened to me so far, so I'm assuming it's the exception and not the norm.
Also, I just sometimes get tired of blogging. Sometimes you want to blog and sometimes you don't. I think it would be more effective if the blogging requirement was once per month. Some people don't even do it, so maybe this required 2 blogs a month isn't really serving it's true purpose (getting the true feelings of all 2nd year teachers). I just think it feels a bit forced at times.
How has my attitude toward blogging changed? Well, in the beginning I thought it would be this great idea for discussion. Now, I still think it's useful, but I prefer reading them to writing them. I do think the second-years should be excused from writing them now that we have finished our coursework. Some people would still do it, and others probably won't do it anyway.

Teacher Man and Other Thoughts

2006-12-03T08:04:00.000-08:00

Lately, I've been kind of busy, but I've found time to read. Recently, I read Teacher Man, by Frank McCourt. My father gave me this book last Christmas, but I didn't finally get around to reading it until a few weeks ago. Teacher Man is a book about an Irish immigrant who teaches in New York City public schools for twenty or thirty years. Being a teacher in public inner-city schools, I was able to relate to many of the stories in the book.
Perhaps one of the most interesting things about the book was that it wasn't just another story of teacher successes in the classroom. Frank McCourt discusses his successes, failures, and weird ideas in the classroom. He openly admits that he did some kids an injustice by not reaching them. In addition, he tells stories of having his English classes read cookbook recipes in classes. He knows some of these ideas are unique, but discusses how they really got his classes interested in the English language.
The part of the book that relates most to MTC is the author's discussion (throughout the book) of his experiences as a new teacher. With over thirty students in his classes, he tells about how he failed to get control over the class. Sometimes, in fact, he settled for telling stories about growing up in Ireland in order to keep his classes quiet. Clearly, this isn't what Dr. Bounds (State Superintendent) thinks we should doing in the classroom. However, I think this book should be required (or at least recommended) reading for MTCers because it's NOT the classic story of a great teacher coming in and saving the day. It's a story of a good teacher struggling to reach his students, while facing the real challenges of inner-city public schools. We as new teachers must realize that 99 percent of us won't come in the first day and transform problem-filled schools into havens for learning. Rather, it is a step-by-step, hard work, struggling day-to-day, PROCESS. There will be setbacks. But you will reach students. Enjoy the book.

Plans for Next Year

2006-12-03T07:48:00.000-08:00

Here's a topic that many second years are probably thinking about right now. Personally, I have yet to come to a conclusion, but I am weighing my options. Here are the options I am considering at this point:
First, I'm considering moving to Miami to teach for a year. I have visited several times, and I know this would be an enjoyable city to live in. I believe that after a year, I will be going to get my M.B.A. (hopefully at a top-ranked school or the University of Miami--if I plan on staying there for a while).
I came to my second option after talking to Brian a week or two ago. He was telling me about the possibility of teaching in NYC, and now I'm really considering it. Since most of the M.B.A. programs I am most interested in are in the Northeast, this could be a practical option. I have visited New York twice, and it seems like one of the greatest cities in the U.S. Clearly, teaching in the public schools would be challenging, but I am also considering teaching in a charter or private school. It would be interesting to compare my experiences there to those of Frank McCourt in Teacher Man.
I guess the common idea between these two options is that I don't plan on teaching forever. One, or at most, two more years of teaching would be fun, but the past year and a half have reminded me of something I read...When your career starts to feel like a job, maybe it's time to reevaluate. I think that if I ever reach the point where I hate going to work, it will be time to change careers. Yes, teachers are needed, but teachers who want to be there are needed also. One of the saddest things is seeing teachers who have been there for twenty years, and are staying every year for a pay check.
Well, clearly the next few months I will be focused on making some big decisions. I've enjoyed teaching in the Delta and Jackson, but it's time to move on to a new part of my life. I've lived in Mississippi for 24 years now, and I'm ready to see what else the world has to offer. I hope to make a decision by the end of Christmas break...I will definitely have one made by Spring break.

The Good, The Bad, and the Ugly

2006-11-05T13:56:00.000-08:00

This post is just to give readers a realistic idea of the experiences of a teacher in Jackson Public Schools. I teach at Wingfield High in South Jackson, a school that has, according to others, changed drastically in the last several years. While I'll try to remain unbiased, here is an account of some of the events of the past three weeks that may seem a bit negative:
The Good
-we are starting a Sigma Beta Club. This is a younger brotherhood that my fraternity (Phi Beta Sigma) started in order to push community service, scholarship, and other positive ideas. I think this will have a big impact on several of my students.
-I got a Mexican student this week. He speaks very little English; this has motivated many of my students to learn Spanish. As for the new student, I will probably end up conducting the Spanish class in reverse for him (I will test for his knowledge of English terms).
-I've been making parent calls. For some students, this is really making a difference.
-I've sent letters home. Even if the letters don't make it home, some of the students are paying more attention to the fact that they are failing.
-Students are beginning to come to tutoring.
-Our administration seems pretty strong. For example, they usually suspend students for being late to class.
Now, for the Bad and Ugly
-a student was arrested for being in a stolen car.(off campus incident)
-the police arrested people at school two days in a row for fighting. Ambulances were also called both days (a student got hurt resisting arrest, and an officer got hurt in pursuit).
-there were about 6 fights in a 2-3 day period.
-a teacher was punched in the face.
-a teacher was hit in the face with an orange the next day.
-two students got felony drug charges after they were arrested for drinking beer in the parking lot at school.
-police (about 4-5 cars) are now at school at the beginning and end of everyday.
-a student defecated in the hall (yes, I'm serious). He then ran home.
- a student was seen hanging from a 2nd floor window over concrete. The student didn't fall.

Well, I hope this provides a picture of my experiences as a teacher in JPS. I definitely see what Sarah Degraaf went through at this school last year. While people have historically talked about West Side schools (Lanier and Provine), it appears that Wingfield is also battling some problems.

Thoughts on Quitting

2006-11-05T13:44:00.000-08:00

We were asked about any thoughts of quitting we might have had during the first year. Personally, this has been an issue that I only entertained to a certain extent. When we signed up for MTC, we didn't sign up to benefit ourselves (hopefully everyone feels that way). Because we signed up to benefit others, thoughts of quitting always seemed like they would hurt others to me. We took up spots in a program that could have easily selected qualified people to fulfill the two year commitment. To me, the program (and agreement to teach 2 yrs) was a promise we made. Now while I've quit other programs that would have benefited me, I don't think I could seriously consider quitting MTC. Sure, I got frustrated with the classwork for Ole Miss and the issues I saw at the schools, but quitting clearly would not have been in the best interest of my students. I once had a coach at a basketball camp tell us, "If you sign up for something saying you're gonna be there, be there." That definitely applies here because we made a promise, one that we should all keep. I would never criticize those who have chosen to leave the program for different reasons, but I feel like except in the case of a serious emergency, I personally would never quit.

A Career?

2006-10-07T22:17:00.000-07:00

It takes a special person to become a teacher, and even a more special person to stay in the profession for a long time. I respect those people, because I question my future in education everyday. For anyone considering teaching who might be reading this, don't let me discourage you; I just feel that we should show all sides of what we experience as teachers. Many days I spend more time dealing with misbehavior than educating the students. I find myself constantly telling the students that I am trying to give them a key to the future. However, the end of each day brings questions to mind: Is this what teaching is like? Am I teaching? What would it be like in a district with less discipline problems? Is this the career for me?
I think the last question is one that many of us have at least from time to time. For me, the scariest thought is waking up one day as a twenty-year veteran teacher and realizing that I stayed in the profession because it was comfortable. I'm not saying I'll quit teaching after this year (in fact I'm 99% sure I'll be doing it somewhere next year), but I know that I'll definitely have a big decision to make in the next few years. I love children, but only time will tell if I love them enough to keep doing this.
In other news, I like being in MTC but I think like most other 2nd years, I'm counting the classes left. It's been a good program, but it's also been exhausting. I can't wait to have my Saturdays free next semester. Also, Saturdays next fall will be devoted solely to college football. I look forward to that relief after long days at school. Many people are planning more graduate school, law school, medical school, etc., after this, but I think I want to focus more on either staying in this field or going directly into another career. If I ever go back for another degree, it will be later in life. I think I've hidden out in school for long enough, it's time to see the world.

Motivating Students

2006-10-07T21:55:00.000-07:00

Motivating students is an interesting subject, even though (especially because?) I have yet to master it. After dealing with students in my classrooms last year and this year so far, I think that you can be effective to a certain extent in motivating students. However, you also must realize that teaching isn't what you see in the "Dangerous Minds" or "Lean on Me" type movies.
My most effective way of motivating students hasn't been a secret. You just have to watch and learn about people's tendencies. For the most part, people want to know how something will work to benefit them in some way. Selfish, it may be, but if you watch others you'll probably notice this. I simply try to relate material (texts, exercises, etc.) to the real world and explain to students how they can use this in the future (college, good jobs, some will even want to learn for the sake of knowledge). I think the students appreciate the teacher's being straightforward with them. If you have students who can't stand when you talk about how the material will help in college, focus more on how the material can help them on the job. It's not so important where you make the connection...it's just important that you make the connect.
Now that I gave the Disney part, it's time for the other side. There is no magic way of motivating students. Last year in the Delta, I had that problem. This year in Jackson, I have that problem even worse. I just failed 91 of 139 students for the 1st nine weeks mostly because they chose not to work in class. A lot of them just didn't seem to care and didn't even try. I tried various times to appeal to their hopes for the future, but it's a struggle. I'm not gonna give up, but it's frustrating. Jackson is a city that seems to be going down the drain, and this is it's future. I chose to give averages of no lower than 50 in order to give students hope for next nine weeks. I don't won't them to give up on passing for the whole year. I explained the other day that they have a chance to have a fresh start. Motivation is probably one of the hardest parts of being and staying a teacher. Hopefully, time will teach me more effective ways of dealing with this.

Influences—Positive vs. Negative

2006-08-22T16:16:00.000-07:00

At the end of my first week here, a former Wingfield student (dropped out in May) killed himself playing Russian Roulette. I was talking to a student a few days later, and she told me they all knew him, and that another one of her friends got shot in the head the same weekend. Today, I found a small bag of marijuana on the floor during the middle of class. I’ve been thinking about all of this lately and this is what I realized:
It’s all about influences. We can either influence students positively or negatively, but they will be influenced. I was visiting Jim Hill High after school the other day, and I saw some Sigma Betas. Sigma Beta Club is a high school brotherhood that my fraternity (Phi Beta Sigma) sponsors. I thought to myself, “Why not use organizations like these to create a positive influence?” Anyway, Sigma Beta is set up to inspire young men ages 6-18 to be productive, and to go to college. I read the other day that such organizations are banned in JPS ( I’m not sure if this group had found a way around the rules).
I think high school fraternities/sororities are exactly what JPS needs. If watched carefully (to prevent hazing and gang-style problems), these clubs would lead young men and women in the right direction. Observing handshakes, slang, jewelry, and clothing, I know that the school has a gang issue. I was talking to a student about his membership in GD (Gangster Disciples), and he seemed to think it wasn’t dangerous. I couldn’t help but think, what if he had chosen to embrace a group with positive goals?
I know fraternities/sororities could lead to hazing and other problems, but I think they could also work to change the gang/drug culture to one with college as a goal. After all, JPS is in a city with several colleges and a university. Why not use the available resources to at least try to change for the better?

A New Day—A New Experience

2006-08-22T15:51:00.000-07:00

The new school year has started, and I’m at Wingfield High School in south Jackson. I left the Delta (Simmons High in Hollandale) in search of a new experience. So far, I’m definitely seeing a different side of education in Mississippi schools. Last year, poverty and teen pregnancy seemed to be noticeable characteristics; this year it’s gang culture and profanity. Fortunately, I feel like I’ve developed skills that help with my classroom management. As a result, I don’t feel like I’m as overwhelmed as last year. Of course, there are those days when I say to myself, “ I didn’t sign up to be a babysitter!” However, most days are good ones that inspire me.
The teaching load is a lot different this year; I only teach Spanish 1 this year, as opposed to Spanish 1, English 3, and Drama last year. I feel like I can prepare myself more adequately. Even though JPS has tons of district-wide rules, policies, and requests, I’m slowly finding ways to mold the Spanish classes to my personality. I’m not a big fan of block scheduling, but I have decided to make it work for me. I will use the first hour to discuss and practice grammar. We will use the last 30 minutes to analyze and discuss issues related to culture. Based on last year’s classes, I think topics such as bilingual education, the future of Cuba, and illegal immigration will be interesting and relevant to the students’ lives.
Probably the best part of being a 2nd year teacher is not being a 1st year teacher. I have more confidence in myself and in my abilities as a teacher. I think this confidence has an impact on the overall atmosphere of the classroom. I’m far from perfect, but I can definitely see myself getting better.
One last thing about my new experience is the irony of class size. In a school and district that’s heavily overcrowded ( a school originally built for 700 hundred but expecting 1300-1400 this year), I actually have small classes. My classes range between 18 and 24, and if things stay the same I’ll be counting my blessings. I definitely can’t complain this year because for the negatives, there are just as many positives.

Reflection of Summer School 2006

2006-06-26T17:02:00.000-07:00

Summer school has been a tiring experience. Even though I haven’t taught much of this session, just going to Holly Springs requires a good bit of energy. I’ve tried to use the time to work on my online assignments, but I have to admit, I’ll be glad when this week is over. I can’t wait for the summer break.
I think the Holly Springs summer school idea was a good one, but it seems to benefit the Holly Springs/Marshall County students and 1st years in MTC a lot more than the 2nd years. I’m not saying everything is negative, it’s just that sometimes I feel like I’m getting dressed (professional dress) to leave Oxford at 6:45—only to sit around when I get to Holly Springs High School. I don’t really know of many solutions to the problem, but it just seems like I could be using this month more effectively.
It feels like we’re about to enter the final stretch of MTC. We only have one more semester of classes (and a materials portfolio), and we will have an M.A.! I think most of the 2nd years are excited that this month and our coursework are both almost done.
With a few adjustments, the summer school program at Holly Springs looks promising. However, I have been very disappointed with the online class we are taking. We basically read chapters from a book, summarize them, and participate in a message board. The message board is a good idea, but the rest of the work feels like busy work. Maybe in the future the program could work on this class. It hasn’t been as beneficial as I hoped.
I usually try to focus on the positive, but I feel that it is necessary to also acknowledge the negative aspects of the program. In this case, summer school has had both benefits and negative characteristics. Given the nature of MTC, I feel confident that the program will mold itself in the future to benefit all of those involved. With this summer being a totally new addition to the program (both summer school at HSHS and an online course for 2nd years), I think things went okay. It wasn’t perfect, but provides a good basis for the program’s future. I look forward to seeing how the program evolves over the next 12 months.

Ridgeland vs. Jackson

2006-06-26T17:01:00.000-07:00

I thought it would be appropriate to discuss what has been an issue over which I’m torn. I’m teaching in South Jackson this year, but I decided to live in Ridgeland (Madison County). To many people, this probably wouldn’t matter, but it seems to present a dilemma to me. As teachers, we need to be able to relate to our students and the problems they go through. Ridgeland, which is about 25 minutes away from Wingfield High School, is the total opposite of South Jackson. The schools in Madison County are some of the best in the state, and they include a virtually new Ridgeland High School. Ridgeland is one of the richer areas of the state, but inner-city Jackson students will have a lot more poverty.
I feel guilty about living in an area that differs vastly from where I will be teaching. One part of me questions whether that makes me a sellout, while the other says there’s nothing wrong with providing the best for yourself. The area I live in appears to be mostly white, while Wingfield is 95 % African American. I’m not sure what effects/insight that will produce when I enter the classroom.
Being optimistic about the possibilities, I hope to create some type of connection between my school and one from Madison County (hopefully Ridgeland High School). I think it would be beneficial to students from both schools to create some kind of dialogue. If they can begin to relate to each other inside the classroom, they will be more prepared for an increasingly diverse city, state, and nation. Maybe our Spanish club could meet with theirs for special events. I think it would be exciting for both students and teachers.
I think I’m actually more excited this year than I was this time last year. It’s probably because the Jackson area is a lot bigger than any cities I’ve ever lived in. I imagine that the students will have some of the same problems as in the Delta, but I know some will probably be different. It will be hard identifying with students from a bigger city, but I can’t wait to try.

Wingfield Bound

2006-06-26T16:59:00.000-07:00

Monday I visited my new high school, and I got a chance to meet the new principal and assistant principal. They told me that they both came to the school two years ago as assistant principals, and that one of them is now taking over as the principal. The first thing I thought when I saw them was, “Man, they’re young!” Guessing, I don’t think either of them could be more than 33 or 34. They were able to tell me a lot of information about the school and what I can expect. The school has about 1200 students (it’s only built to hold 800) and is about 95 percent African American. They said my classes should average around 20-25 students (I’m still wondering if they just told me that to make sure I signed the dotted line). Anyway, the school appears to be a typical inner-city school, and I look forward to seeing it full of students. I think it will be very crowded, but I guess I’ll have to wait and see.
Also, I got the chance to go inside my new classroom, which is a portable one. Even though I’ll be teaching behind the school (along with probably 8 other teachers in portables), I think it will be good for my Spanish classes. Hopefully, I can create an atmosphere similar to a mini-world of Spanish. I think it’ll be the perfect opportunity, and I’ll have a little more freedom out there.
As far as the environment of the whole Wingfield area, I don’t really know what to expect. The school is located in South (Southwest?) Jackson, which is not the best area of town, but also not as bad as West Jackson. Either way, crime in Jackson is apparently pretty bad right now. The mayor is issuing a state of civil emergency today, and setting a curfew of 8 p.m. for minors (10 p.m. on weekends). I will definitely be aware of my surroundings when I move to Jackson.
As a whole, I’m excited about the coming year and the possibilities it brings. I expect challenges, but I also expect to have many successes. I taught in the critical-needs area of the Delta, and now I’m ready to face inner-city Jackson.

Online Course

2006-06-19T13:58:00.000-07:00

Right now, we're taking an online course as a part of our 2nd year MTC requirements. I thought the class would be one showing us how to use various forms of technology, but apparently it's not. The class basically discusses ways of reaching our students, and ways of helping them to become effective learners. The class is better than what I initially expected, but it sometimes feels like busy-work. The book we are reading has some interesting points, but it also has quite a few boring parts. It's good that we are becoming more effective teachers, but I expected to learn more about using technology (with a hands-on approach). At the end of the course (and our other course), we are expected to come up with a multimedia project. It seems weird that we are not really receiving a whole lot of instruction on how to use the programs to do that.
In addition, the class was split into two sections, one for one-month workers, and the other for two-month workers. I chose the first option, and I'm glad I did, even though it requires more work right now. I would hate to still be working on these assignments during July.
I like the discussion board we use, and maybe the program will eventually replace the blogs with them ( it seems more effective for us as teachers). The class has some benefits, but I think we're all just tired from working both months last summer, having a full school year, and doing more work now. Oh well, you only have to do it once, right?

Thoughts on Corporal Punishment—A 2nd Year’s Perspective

2006-06-12T12:13:00.000-07:00

There are basically two groups of people when it comes to punishment in education. While there is some room for a gray area, people tend to be either totally for or totally against corporal punishment. Many northerners enter MTC and are shocked that it still exists in Mississippi. For my readers who don’t know, there is a basic rule of thumb for corporal punishment in critical-needs Mississippi—1) corporal punishment is against the rules in Jackson Public Schools, and 2) corporal punishment is alive and well in the Delta.
When I entered the program, I was in the group of people who opposed corporal punishment. I didn’t feel that we as teachers could justify hitting a child and then try to tell him/her not to hit others. I believed that corporal punishment only perpetuated the violence in our classrooms that we complained about. A year later, I am still against corporal punishment, but in a different way. I hate its existence, but also the way it is typically administered. Example—Theory: the law says that the school official is not supposed to give corporal punishment in a fit of anger. Reality: One of the last days of school at Simmons, the principal was angry and lashed out at students and teachers over the intercom. At the end of his yelling, he said, “Whoever has x, y, and z students in their class, send them to the office! I’m gone tear they butt up!” He really did mean what he was saying. Not to criticize the principal personally, but is this really what we want in our schools? This may be an extreme example, but I think it highlights a valid point.
Even if we look outside the way corporal punishment is administered, I still think it is wrong. I understand that because of culture in the communities and traditional practice of corporal punishment in Mississippi schools, there is no overnight fix. Right now, students and parents expect it. I think, however, that we can and should phase it out over the next year or two.

The Biggest Challenge of My 1st Year in MTC

2006-06-12T12:11:00.000-07:00

There were many challenges in my first year of the Mississippi Teacher Corps, but the biggest challenge was being a student as well as a teacher. Many times assignments were done the Friday night before class because I didn’t have the chance to sit down and do them until then. Although class was only every other Saturday, I seemed to be constantly on my way back to Oxford. Because I had to do assignments on Friday nights (sometimes after football games), I drove over two hours to be in class at 8:30 Saturday morning. The program seemed pretty straightforward last summer, and I didn’t think Saturday classes during the fall and spring would be too difficult. However, it took everything in me to force myself to do assignments and drive to Oxford. It sometimes felt like I didn’t get a break.
Being a part of MTC, you have to remember that you are a teacher and a graduate student. I feel like sometimes my lessons suffered because of the assignments for my classes at Ole Miss. For example, the day before our midterm in the Legal Education class, I basically gave my students busy work so that I could finish cramming for the exam. It worked (I got a 97!), but I still feel bad because that is one more day I could have devoted to educating my students.
This year I plan to do my assignments ahead of time, but we’ll see what happens. How do I make time for my assignments? Let’s be realistic—we’re taking 6 credit hours, only one class short of being full-time graduate students. In order to not procrastinate, it will probably be best to set aside a time (maybe Sunday afternoons) to work on assignments. I’m not sure if I will stick to this schedule, but even if I don’t, it will be my last semester of classes. Like my dad always told me, “You only have to do this once.”

Five Pieces of Advice

2006-06-12T12:04:00.001-07:00

There are several pieces of advice that I have to offer the incoming first-years. Although I am by no means an expert on being a teacher, I think I have learned a lot this year. These tips won’t make you a perfect teacher, but they will make your stay here more productive and enjoyable.
1) Be flexible. In the critical-needs school districts where we work (and probably all schools), you have to be able to adapt to your administrators’ desires. Sometimes you can think of more efficient ways of handling matters, but guess what…it doesn’t matter. The principal always gets what he/she wants, and if you make the administration mad, you will probably have a less enjoyable year.
2) Be patient. When working with students, you will get frustrated with their childish behaviors. However, it is your job to deal with this in an appropriate and professional manner. Students always said to me, “I can’t stand you, Mr. Thompson, because you never get mad!” I loved it because I kept the upper hand. If a student gets you visibly mad, they have succeeded in disrupting your lesson.
3) Be an individual. There is no mold for the Successful Teacher in America. It’s okay to expose the class to your interests; in fact, it will probably expose them to a new world. Don’t feel like you have to fit in with the other teachers at your school (MTC or traditional). We are not trying to create students who are clones, so we shouldn’t present ourselves that way. Your individuality is one of the most important things you bring to the classroom.
4) Document everything (neatly). I made the mistake of not doing this last year. It didn’t catch up with me, but it could have. Make note of all parent meetings, referrals, absences, ISS, etc.
5) Have fun! If you’re not having fun at school, you’re probably in the wrong profession. This should be a passion, not just a job. Remember that you chose to do this, nobody forced you to participate. Make your career your source of fun.

Graduation Day

2006-05-29T10:10:00.000-07:00

Yesterday was graduation day, and I got the chance to see several dozen students begin their journeys. Every teacher has that one student they kind of follow, well Cordarro was that for me this year. He skipped P.E. for at least 3/4 of the year and came to visit during my planning period (I probably shouldn't be telling you this). The coach never noticed because he didn't really take roll. I was sad to know that yesterday was the end, but I guess it's really the beginning. Cordarro sent a text message from his mother's phone yesterday thanking me for everything. If nothing else, I think I've let him know that he can do anything...I told him so many times, "Why let anything stop you? Don't worry about others who may doubt you or question your dreams."Cordarro dreams of making it in the music industry. I have no doubt that he will make it.

The End in Sight

2006-05-27T07:19:00.000-07:00

JJ works in the back of the classroom with a rag to clean something, although I'm not yet sure what. He has finished his final exam, and is ready for the day to be over so that summer can start. Like him and the others, I admit to myself that this is the end. The year went by fast, perhaps too fast. Now, I'm not saying that we should add more weeks, but I just realized that when I move I'm gonna miss these kids. Throughout the past nine months, the Delta and the kids here have become a part of me. You don't come here and live your own life; you share it with those of your students. Now that we are at the end, I can look back and honestly say that this has been an enlightening, fun, inspirational, depressing, frustrating, surprising, and crazy year. It was great. Next to my study abroad in college, I would say it has been the most interesting year of my life. Even though I've lived in MS all of my life, I found out that the Delta is like another country. I have so much respect for those who live here, and even more for those who choose to be educators here. It's not easy, but it fills a certain spot inside you knowing that you have (even if just a little) helped the students here. I look forward to moving to Jackson and moving on with my life, but I won't ever forget my first year as a teacher. I told the students the other day that I have learned I lot from them too. There are some great people here. Oh yeah, I almost forgot, the catfish is the best! Well, I guess it's time to start packing. What was JJ cleaning??? His gold GRILL!

A Dose of Reality

2006-04-30T07:28:00.000-07:00

I know we’re only supposed to write about school (and school-related activities), but I think that your feelings in your personal life tend to have an effect on your performance as a teacher, so here we go…This year has been a roller coaster emotionally, and I think others will agree that it’s hard to bring your “A Game” everyday. If I could do that, it would remind me of the time Michael played one of his best games ever with the flu. Everyday people can’t really do that. You’re supposed to put on your teacher face and leave all of your issues at the door. I had teachers in high school who did that, and now I’m really impressed with them. It’s hard enough being in a new place with a new career, but it seems like trouble somehow comes even when you’re trying your best. I think it’s good that I’m starting fresh in Jackson this fall…hopefully I’ll be little older and a little wiser. To the incoming class, don’t expect to be Superman. Sometimes you have to just be human. There have been days when students could tell from just looking at me that something was wrong. Although they misbehave a lot, you can tell how much they really care at those moments. They are willing to go out of their way to make sure you’re okay. That’s probably one of the best parts of teaching…you always have those students who see you as more than just a teacher. I guess it kind of works both ways though. Last week a boy asked me how to deal with a breakup. He said this was his first time being in love and the girl (who had an abortion, as another student told me) decided she doesn’t want him anymore. Now the boy is thinking of moving to Jackson to go to Piney Woods, but he isn’t sure what he should do. I told him to keep his head up, and understand that since he’s a good guy someone will eventually be there to treat him right. I know my pep talk only half reached him, but I hope that he has enough confidence in himself to know that he deserves only the best. I explained that sometimes bad things happen to good people, and you really can’t do anything about that. It’s a dose of reality, harsh reality, but he’s gonna have to get it somewhere. All I can say is good luck to him and good luck to myself.

State testing

2006-04-30T07:06:00.000-07:00

I lost my last blog (computer problems), and I really don’t feel like starting from scratch, so here’s a quick summary of what was going on. Last week we had state testing and I know of several cases of academic dishonesty. I thought about going to the administration about it, but since I didn’t personally see it, I don’t think I really have any hard evidence. I heard several students talking about how they cheated, but it would basically be my word against theirs. Maybe this is bad, but I didn’t come to the Delta to change everything, and I feel like this is probably only the tip of the iceberg. I just wonder how a school has people cheating and is still only a level 3…karma I guess. Anyway, I’ll be interested to see the scores when they come back (last year U.S. history had a 100 percent passage rate—I wonder how many cheated).

Leaving the Delta

2006-04-01T19:54:00.000-08:00

Well, I have just about made it through one year in the Delta...What is the most important discovery that I've made? I've learned that the Mississippi Delta is not for me. Today I attended the Mississippi Teacher Fair (or whatever it's officially called), and I came away with future plans. I decided to leave Simmons High School (Hollandale) for various personal reasons. Most importantly, I decided that I am ready to move to a larger city. To those considering the Delta, you should know that it can be a very depressing place. Each person will make his/her experience what it will be, but I personally feel that I have to get out.
I am excited about my new job (that's right, I was offered a job today) at Wingfield High in Jackson. Although I will be teaching in a portable classroom, the change in setting is definitely worth it. Instead of teaching three subjects (English III, Drama, and Spanish I), I will only be teaching Spanish I.
Of course, there is a small downside to the good news. I will have to tell my principal as soon as possible, but I am a bit worried about the consequences. More specifically, I am worried that if students find out I am leaving, they might try to intentionally cause problems. Oh well, I guess I can't worry about problems that aren't there yet. For right now, I'm enjoying my final weeks and preparing for the move.

Better Classes

2006-04-01T19:41:00.000-08:00

Lately, I have noticed that classes are getting better. It seems that students are starting to act more like adults. I try to treat them as adults in hopes that they will live up to my expectations, and it appears that they are finally starting to come around. While I would love to take credit for the change in behavior, one significant factor comes into play...the approaching end of the year. In several weeks, school will be over and students will have two possibilities...pass or fail.
Although students joke around throughout the year, they know that to be left behind is to bring various hardships and frustrations upon themselves. Summer school isn't cheap, so the students are trying to make one final push to get themselves over the bar.
I realize that at the end of the year I will be faced with the task of passing/failing students, and I hope to be as fair as possible. I will do whatever I can to help students prepare for exams, but I cannot and will not give unearned grades. I look forward to the end of the year, but I also expect certain challenges.

Tuesdays with Cordarro

2006-03-05T07:13:00.000-08:00

Cordarro is an interesting student. He comes to visit me sometimes during planning period. He impresses me because although he doesn’t have the best grades, he has already found his passion—hip hop music. Unlike others, he doesn’t want to be a rapper. He wants to take part in the business side of the industry. In our talks, I have found that his exposure has been limited, but his dream has not. He informed me that he has never seen the Mississippi Gulf Coast, something that made me realize the importance of college as an opportunity for him. I received good news the other day. Cordarro, a senior, just got a 16 on his ACT. While he can only enter college through taking summer courses, at least he is going to have the opportunity to go somewhere. Through Cordarro, I see where passion meets opportunity. He inspires me.

My Reward

2006-03-05T07:10:00.000-08:00

A reward that I have successfully used in my class is current events/culture Fridays. If students are well-behaved we take a day in English class to discuss national and international news events. Although many of the students don’t usually watch the news, some do. Having the discussion in class makes many of the students realize the relevance of the events to their own lives.
Meanwhile, I have also developed culture Fridays for my Spanish classes. This started out as a reward, but grew into what I view as an essential part of the class. On Fridays, we discuss news articles from the Miami Herald and other sources. These news articles are about what is happening in the social and political world of Latino and Hispanic cultures. Students really enjoy these days because they provide a break from the monotony of everyday language work. Meanwhile, it is important because students are provided a real world context for the language they are learning. The students see first-hand how the language is being used throughout the world.

Drama vs. Reality

2006-01-29T18:54:00.000-08:00

Friday I did something a little different in my drama class. Several of my students had left early, and I felt that we needed a break from acting. The class has a lot of seniors in it, and I felt that sometimes other things are more important than teaching from a textbook. I asked the students if any of them could tell me about a national or international news story, and most of them admitted to me that they didn't know about anything that was going on at the national and international levels.
I started the discussion by asking students to volunteer information about what they knew. It proved to be a great starting point because students realized that since their peers were knowledgeable about events, it was acceptable to be well-informed. When the students began to run out of topics, I discussed issues that I knew about with them. Although this is usually my most chaotic class, they sat perfectly still and were intrigued almost to the point of scaring me. I couldn't believe this was my class...and that they cared so much about issues such as the Supreme Court. It showed me that these students care just as much about current events as their counterparts at other schools. I believe the way the material was presented made all the difference. As students saw their peers discussing matters at hand, they realized that there is nothing wrong with being politically and socially conscious. It was a great experience, and I plan to do it again. I believe, now more than ever, that sometimes knowledge about the real world is more important than preplanned textbook terms and ideas.

Great Expectations

2006-01-29T18:44:00.000-08:00

This entry isn't really to complain about any problems, but to discuss what our school districts REALLY expect of us. When I began this program, I met my principal and thought that I would be teaching English and Spanish. Well, it turns out that as a teacher you really have to be ready and willing for anything that may come. For example, I am teaching a packed drama class that was really two classes merged into one.
Meanwhile, the last several weeks brought about an unexpected change. As we waited for a senior English teacher, I divided my 1st and 3rd period English III classes in half as I spent the other half of class periods teaching English IV. We finally have a teacher, but it was just another unexpected experience.
In addition to teaching classes, many of us also tutor after school. It often seems that there are not enough days in the week, at least for me. Aside from tutoring, I also try to work with the drumline, hold detention, and I believe that I will soon be helping Joel tutor for the English II state test. I guess the best way to sum this entry up is this...it's a busy life being a teacher. I love it though.

What Would I Teach?

2005-12-10T11:02:00.000-08:00

In my first year of teaching, I have been assigned to teach 3 classes of English III, 2 classes of Spanish I, and 1 class of Drama. An odd combination, right? I have thought about this and I realized that, if given the chance, I would narrow this down to 1 or 2 of these.
First, I would definitely get rid of Drama. I never took this class in high school or college (and I never had a desire to), but I was assigned to teach this class or Oral Communications (I didn't want to teach it either--it was a class broadcasted to another school). Hopefully, we will get a couple more English teachers next year so that we can change the situation.
What about English III? I love literature. Some days I feel that I could be perfectly content teaching only English III. However, sometimes I think that my love of books doesn't necessarily translate into a desire to teach literature. As a become a better teacher, I will be able to judge my desire better.
Meanwhile, teaching Spanish I has been quite an experience. Each day is exciting, but it takes an incredible amount of energy to teach even one class. I'm not sure what I would feel like teaching a whole day of Spanish. If I had new textbooks, it's possible that I could function teaching only Spanish. Because there is never a dull moment, I could see this as a definite possibility.
After weighing the possibilities, I am not sure which direction I would go if given the choice. I would be okay with teaching English and Spanish, but I would (at this particular moment) love to try being just a Spanish teacher. I guess the needs of my school district will dictate what I teach in the immediate future.

First Semester

2005-12-10T10:37:00.000-08:00

I have almost finished my first semester of teaching, and I think I have learned a lot. Obviously, there are things I could have done better, but I think I have been successful in teaching my students. Next semester will be better, and I will feel a lot more prepared going into next fall.
I see many mistakes that I made, and I plan to correct them next year. First, I failed to plan sufficiently (long term plan). I think my classes would have had more continuity and students would have seen the big picture more easily. I think knowing this now will prepare me for next semester and next year.
However, there have been successes this semester. I think I have emphasized the importance of students' preparing themselves for college. I tend to treat them like college students (in terms of my expecting them to be responsible). Students know that I care and that I am trying to get them to college.
In addition, I think I have been somewhat successful in trying to show students that reading can be fun. I have tried to show them that reading can relate to their own personal lives. This semester has been full of both successes and challenges, but I would argue that it has, as a whole, been a success.

The Effects of Extracurricular Activities

2005-12-02T19:43:00.000-08:00

Extracurricular activities-- a good idea, right? Well, maybe only in some aspects. Simmons High is undefeated and playing the North Half Championship in football as I am writing this. This is great, but I am more curious about the benefits and consequences.
I would argue that sports and clubs are beneficial to student life. It gives students something to look forward to, and it also motivates many of them to strive for the best in all endeavors (not simply sports). I am impressed by the leadership qualities of students such as the well-known Jeffrey Altman (one of the best running backs in the state/ Mr. SHS). He impresses me in class because he knows how to keep his fellow students on track when the get a little out of hand. He also respects my decisions, knowing that they are fair, even if they sometimes end up hurting his grades. I think that football has contributed much to his behavior and leadership qualities.
However, there are problems that come with extracurriculars. First, not all athletes show such positive qualities. Many of them come in with the idea that everyone owes them something. In addition to the athletes, the school tends to take things a little too far. We have lost many hours of class time to pep rallies, cheers, students gone with the band, etc. The focus of school should be on education, then extracurriculars.
So how do I feel about sports and clubs? I love them. We must find the balance between the classroom and the football field, but I think that they can peacefully coexist. GO BLUE DEVILS!!!

Summer vs. Fall

2005-12-02T19:23:00.000-08:00

I am almost finished with my first semester of teaching, and I am now able to look back on my thoughts from the summer with a more realistic attitude. I think that during the summer, I pictured the situation a bit differently. While I still have some of the same basic beliefs, I have been struck by reality in many areas.
This summer, I knew that developing the teacher face would be important. It is an art that I have not yet mastered, and it consequently leads to problems. I tend to smile a little too much, and sometimes the students don't take me as seriously as they should. However, smiling does have its positive effects. For example, students know that I enjoy what I am doing and that I am a person with which they can talk about issues that are important to them.
Probably the biggest change has been my attitude toward my role in the classroom. I was spoiled this summer by teaching summer classes at Lafayette High. There were no major discipline problems, and outside life didn't seem to affect the students' work much. However, students at Simmons High are clearly confronted by issues that I, as a teacher, cannot avoid. Issues in real life affect the way students act at school, so I can't simply come in and teach everyday. For example, I have at least 4 female students who are currently pregnant, and some days they simply feel too sick to focus. For instance, I cannot teach Tanesha for 50 minutes everyday, because she is often vomiting in the bathroom next door.
As a teacher, I have to understand that students are not always in a position to learn what I want to teach. It is a matter of teaching what I can effectively teach, not simply sticking to a lesson plan.
I believe that I still have the goal of reaching every student in some way, even if I don't teach every student everything. I am more realistic now than I was this summer, simply because I am experiencing more.

My Success Story

2005-10-31T19:15:00.000-08:00

I have found many flaws in myself and my attempts to be an educator, but I have also seen some positive effects of my being at Simmons High School. Probably one of the successes that I am most proud of deals with one of my slower students.
During the 1st 9 wks, Zach was unsuccessful in my English III class. He wasn't a classroom management problem, he just refused to do any work. He sat there everyday and either slept or stared into space. While I can't attribute his change in behavior to anything that I have personally done, I like to think that maybe I affected him in some way (even if it was just a little bit).
Although he failed miserably the 1st 9 wks, Zach has started to attempt every assignment. The other day, I read one of his journal assignments. He clearly needs a lot of help with grammar, but I was excited because he had put forth the effort. I wrote a note on his paper letting him know how proud I was, and that I felt that he could and would be successful if he continued to believe in himself. I look forward to seeing what happens to him because he's the type of student that I am here for. It's easy to teach and motivate the smartest kids and hardest workers, but I want to reach those that others haven't quite been able to reach. I can't promise anything, but we'll see what happens.

The Month of October

2005-10-31T19:06:00.000-08:00

October proved to be exactly like Ben said it would be, stressful. The days and weeks kind of ran together, but thank God it's over. I try to keep a positive perspective on things, but that month almost got the best of me. (Note to self: next year figure out a better way of dealing with it). Anyway, back to now. I'm still loving this job, still loving the kids, and still loving how both inspire me. I'm finally starting to get used to the Delta, and it's becoming home.
I feel like having one 9 wks behind me, I have learned a lot about what to do and what not to do. Most important, I've figured out that a major key in being a successful teacher is being organized. Until now, I've had stacks of papers at home, but it's all coming together nicely. I'm pretty much caught up on everything, so I'm ready for the next surprise they throw at me.
I don't really have a lot to say this month because all of the days pretty much seemed the same. However, it's good that I'm going into November and the 2nd 9 wks on a positive note. Well, I guess that's about it for now. Hopefully, I will be doing just as well (or better) this time next month.

Deductive and Inductive Instruction

2005-09-30T20:18:00.000-07:00

Through reading about and using deductive and inductive strategies, I have found that both effective depending on what I am teaching. While in some classes I depend mostly on students' deductive reasoning skills, I depend on their inductive reasoning skills in other classes.
In my English III classes, I usually use inductive instruction. Because my classes are based largely on discussion and critical thinking, I allow students to put ideas together to reach the big idea. Although I guide the discussions, I try to ask more questions than I answer. This way, students teach themselves and each other. Also, they enjoy my praise when they arrive at the big idea. At the same time, inductive instruction does have negative aspects. For example, sometimes students arrive at an incorrect conclusion, and I have to lead them back in the right direction.
Meanwhile, deductive instruction also has positive and negative impacts. I typically depend on this type of instruction in my Spanish classes. For example, I explain the general rule of grammar, citing an example. I then allow students to apply the rule to other relevant examples. By using this strategy, I am able to avoid students' frustration that sometimes comes with inductive reasoning. However, it sometimes feels like I am doing most of the work. (I want the students to do the work, but with a foreign language it is necessary for me interact with them constantly.)
I have discovered that inductive reasoning is most effective for my English classes, because I want students to be able to think for themselves. I would like for them to use texts to arrive at themes and main ideas. It seems more useful than giving them the main idea ahead of time. Deductive reasoning, however, is useful in Spanish classes. Because the students would get frustrated quickly if I made them discover the rules most of the time, I feel that it is better that I guide them, especially by showing examples after giving a rule.
I plan to continue using both strategies in the classroom. In addition, I would like to begin using more deductive reasoning in English III, and more inductive reasoning in Spanish. I hope to effectively use both strategies in order to aid several different types of learners.

"Seventeen"

2005-09-30T20:01:00.000-07:00

The past several weeks have been rough, but it's always good to discuss the events with others. I have broken up several fights, had students walk out of my room, etc. At times, I was a bit frustrated...it's always best to go talk to Mom.
I discussed my classroom problems with my mother a few days ago, and she gave me the best advice I've heard in a while. After I explained my frustration at my students' misbehavior and apathy, she told me this story...
My Mom and Dad used to work at the Columbia Training School, one of the state's educational facilities for juvenile delinquents. They helped murderers, rapists, and other criminals. She said that one student in particular had major behavior problems. In addition, he couldn't read, write, and he didn't even know exactly how old he was. Everyone arrived at the decision that he was probably about seventeen, so "Seventeen" became his nickname. My Mom said that over the years, she tried her hardest to teach him to read and write. She never succeeded in teaching him to read, and he could only write a little bit when he left. She told me that most importantly, when Seventeen left the Columbia Training School, he knew that someone cared about him. She ended her story saying, "Sometimes it's just important for a child to know that someone is there to care for him or her." While this is a pretty simple idea, I hadn't really thought about it that way. Now I enter the classroom with a primary goal of letting the students know I care.

Evaluation of my Classroom Management Plan

2005-08-31T16:23:00.000-07:00

I am now several weeks into teaching at Simmons High, and I have mades a few alterations in my classroom management plan. Before I get to that, I must say that my school seems to have a bit of a discipline problem. I'm not complaining, but to me it's abnormal to have fights almost every single day (no exaggeration). The new demerit system appears to only work to a certain extent--many students have the attitude that by October they will all reach the limit, and the administration will have to trash the whole system.
Alright, back to the assigned blog. The main change that I have made is that I rarely hold students until after class to talk about behavior. I either assign an essay, or if it's a relatively serious offense (altercations, etc.), I take the student outside immediately to discuss it one on one.
As a whole, I still like my classroom management plan. The only thing that isn't realistic for me is holding students after class (I want to connect the misbehavior with the consequence as soon as possible--plus, I might forget to hold the student after class.)
My philosophy of classroom management is still the same, in that I only discipline students when absolutely necessary. I have not yet given out any demerits, and I think it gives me more power when I eventually choose to hand them out. Also, I think my students realize that I fully intend to handle behavior problems inside my own classroom.
As far as other issues at Simmons, they finally got the moisture problem fixed in my classroom (the floors and desks constantly looked like someone had just finished mopping--kids were sliding everywhere.) Also, tomorrow we are going to be sharing our school with the hundreds of middle school students because they have no lights or water...it's going to be very crowded. Anyway, it's about bedtime now, so we'll see what the next days and months have to offer. I still love this job.

1st Day of School--Simmons High

2005-08-10T17:38:00.000-07:00

Today was the first day of school. I made it! Hopefully things will get easier now. The students behaved well, and overall it was a satisfactory day. Since I have heard many stories about my school, I was prepared for pretty much anything. Things were a bit chaotic (we were in homeroom most of the day), but that was expected. My only real problem is the student-teacher ratio in classes. When we got our rosters at the end of the day, I had three 30+ classes (31, 32, and 35 students listed). But I guess that's normal at my school. (Side note--I feel sorry for Joel because one of his classes had 48 on roll). Anyway, we hope to get these issues somewhat resolved, but I'm not expecting drastic changes.
Throughout the past few days of training, I've been surprised that most of my requests for materials were met quickly. I'm still waiting on more desks ( I have 22...everybody else stands up). Well, there's more to talk about but I'll have to do it later because lesson plans are due tomorrow.

"That's just the way it is"

2005-07-26T14:59:00.000-07:00

Over the past two days, we've had discussions with former Delta/Jackson students and current Delta/Jackson administrators. First, I'm not one of the people who believes I can change everything in a day. I understand that my first priority in MTC is to TEACH, however I am a bit concerned about what I saw as a common belief among some of the administrators and former students--the idea that concerning sex education (and the lack thereof), segregated schools, etc., THAT'S JUST THE WAY IT IS. I'm from Mississippi, and I don't think (especially with regards to administration) that this is acceptable. I know that I'm just a first-year-about-to-be-teacher, but what about the people that have been in the schools/communities/governments for years??? I'll agree not to rock the boat for now, because I have enough to deal with being a new teacher. However, the TJTWII mentality is a major reason why things are the same, and why Mississippi is on the bottom of many lists (especially educational and economic issues). I'm tired of complacency in my home state, and WE (all of us) need to wake up and realize we are making progress, but that in itself should not and will not suffice.

MTC summer 1 almost over

2005-07-24T21:41:00.000-07:00

My first summer in MTC is almost over. I've had the chance to meet a lot of great people and learn a lot of things. This is a summer I will never forget, because it is the summer that I officially became a teacher (assuming I passed all of my classes). Also, I learned to "blog it out" this summer. While I haven't yet blogged about some of the most important stuff (e.g., Reggie Barnes, thoughts on attire, etc.) I plan to blog about all of these important things in the future. It gives me a sort of outlet--kind of like a journal, except the public gets to read it.
Overall, the classes were great. They required a lot of lesson planning (definitely not my favorite part of being a teacher), but I've just about made it through all of the assignments. I didn't like the structure of the first class we took (only one assignment=whole grade for a 3 hr. course), but I've enjoyed the other two. I look forward to finding out what the other classes will be like.
As far as the people I've met, all of them are interesting. Some are passionate and idealistic, others are more focused on the everyday tasks of teaching, and there are a few weird people (Sorry if you're reading this and I'm talking about you). I like everybody and I think I have something to learn from everyone. The next two years will be difficult, but I look forward to being able to discuss all of our ups and downs together. Well, right now I want to read some other blogs, so I'll be blogging again soon.

Sunflower County Freedom Project

2005-07-24T21:29:00.000-07:00

Even though I'm just now getting around to posting this blog, I want to discuss one of the biggest events of the summer (it happened last Friday). The Sunflower County Freedom Project came, and the kids gave a performance about the life of Fannie Lou Hamer. While the play was impressive, I was even more impressed by other parts of the evening.
First, we had the opportunity to look at the children's media projects. I was impressed by their ability to use technology so well (much better than me). They showed us their two PSA's and explained their projects on how the media affects young people. Their creativity and promise shined through the projects, and it became clear that they will be the future of Mississippi.
Perhaps the most striking aspect of the Freedom Project was the discipline of the children. They referred to one another as Mr. and Mrs., and they learned Tae Kwon Do in the program. I was left speechless at one point when a student leader commanded their silence, and they all instantly became quiet, putting up a fist for Black Power. That was definitely unexpected. I'm not sure if everybody else in MTC was around to see this, but I'm curious as to what their reactions would be as white people. (Better yet, how will they react when they actually get to the Delta?) Anyway, just some things to think about. If all students were like the Freedom Project kids, Mississippi would be even closer to its goal of having responsible, disciplined, and educated students.

Video Taped Lesson

2005-07-17T16:48:00.000-07:00

Last week, I had one of my Spanish lessons video taped. It was interesting to see myself as a teacher, especially since this was the second time I have been video taped while teaching (the first time was last month).
I feel that I have developed as a teacher, and I was able to see this on the video tape. Although I am teaching a different subject this month (Spanish instead of English), I was able to compare and contrast several aspects of my teaching.
First, I seemed to be more relaxed this time around. As I taught the lesson, I was able to easily involve the students. Because I am teaching a foreign language, I get many opportunities to teach in nontraditional ways (games, physical movement,etc.) In watching the video tape, I could tell that I am a teacher who enjoys what he is teaching.
Meanwhile, there were several aspects that I need to work on. I still haven't yet achieved my goal of being a more aggressive teacher. I want to have the "teacher face", but I always seem to smile at my students. This could be a problem in the fall. I hope to give off more of a "strict teacher" look when I get to Hollandale.
As a whole, I was proud of myself on the video tape. I have learned to be more relaxed in the classroom, and this will help me to focus more on my style and the students' reaction to it. I see several things to work on, but I also understand that as long as I am constantly perfecting myself as a teacher, there will always be imperfections.

Overall Student Teaching Experience

2005-07-04T20:33:00.000-07:00

I am finished with one month of student teaching, and I feel like I am a true teacher. Because it was the "veteran's" first time teaching also, we all worked together as a team. The student teachers were just as important as she was, and we earned the respect of our students.
I went into the Mississippi Teacher Corps as Aaron, but now I am Mr. Thompson. Along with the change in name came a change in character. While I am still a shy person, I am starting to become more confident about myself. I have had almost thirty students' lives in my hands for half a day, five days a week, four weeks. The students made me have a deeper respect for the teaching profession, because I realized how impressionable their minds are at that age. I hope to be both effective and a positive influence for students in Hollandale, because in some ways I feel like they might need it just a little more than students at Lafayette High did this summer. With higher poverty and less opportunities, the students in Hollandale will need good teachers and role models to help them push the slightly larger obstacles out of their way.
As a whole, the student teaching experience was one of the most essential elements to becoming a teacher. If there are any programs that simply put new teachers in the classroom in August, I assure you that you will find a lower percentage of effective teachers. Student teaching is important because you become a teacher, but you have a support system to help you. I actually liked this version (with three other student teachers in the classroom) better, because each person had something new to teach the others. While student teaching was difficult, fun, and rewarding, I look forward to being a teacher with my own class. Hollandale, I'll see you soon.

Video Taped Lesson

2005-07-04T20:12:00.000-07:00

I watched a video of a lesson I taught, one which happened to be the same day I was formally observed. After watching the video (a somewhat unnatural feeling), I discovered several positive and negative characteristics in my teaching.
When I discussed my formal observation with Dr. Sullivan, I didn't really understand some of the things he was telling me. However, after watching the video, I can see some things to do better in the future. Dr. Sullivan told me I didn't walk around enough in the classroom. While it would have been a distraction to the students (the room was too crowded to really walk around) if I had walked during the question/answer and lecture portions, I can see a period during which I should have walked more. When I had students do work at their desks, I should have walked to make sure they were 1) on task and 2) understanding the assignment. While hindsight is 20-20, I will try to do better in the future.
Also, I noticed a weakness that I already knew about. I was a bit nervous at first (I'm usually nervous in front of crowds--hopefully teaching will help), but I really have no reason to be nervous. This is an issue that only has one answer--more practice. I am confident about the material, it's just that I am one of the most shy (shyest?) people I know. Oh well, I will work to get over it.
I did notice some strengths in my teaching. While I didn't ask for hand raising, I maintained control of the class as students participated (I got counted off for the no hand raising on my observation, but I guess when in Rome you have to do how the Romans want you to). Anyway, I still consider this style a strength because it promotes my being a facilitator instead of a dictator. The students are more comfortable and likely to participate. I understand that if I cannot control the class, hand raising is a class management style that is effective. I just don't think there is only one way of being effective in the classroom. (We discussed hand raising in my Second Language Acquisition class this spring, and the professor felt the way I do). I guess I don't really have a choice--at least right now.
Overall, I saw strengths and areas that need work. I look forward to seeing another video taped lesson later, as I hope to improve significantly.

Mr. Thompson, the Reluctant Disciplinarian

2005-06-27T14:48:00.000-07:00

Okay, so I admit that my favorite movie of all time is Dead Poets Society. I own the DVD and have probably seen it 50-100 times so far. Reading Reluctant Disciplinarian made me realize that the movie is just that, a movie. I know I won't be the next Mr. Keating, but perhaps there is a middle ground between the film and the realities of the book. I read about developing a teaching persona, and I know that part of that persona must come from who you really are. I like the romanticism that Mr. Keating teaches and his unique approach, but I also want to be a teacher who has great classroom management skills (e.g. Mr. Joe Clark--Lean On Me). I know, I watch too many movies, right?
Anyway, back to the book. I'm still working on mastering the teacher look, because I have a tendency to smile. I know I need the look in order to command respect, which is more important than a friendly classroom. My pitiful teacher look right now isn't stern enough, and is only hindering me, because I keep overhearing conversations about how attractive Mr. Thompson is. I'm trying to establish myself as a professional, and in order to do so, I have to keep the students' focus on what I'm teaching.
Also, I have found myself taking the author's advice about ignoring certain comments. From time to time, I (as well as my fellow teachers) have heard students mutter inappropriate comments under their breath. When I ask, students say "Oh, nothing." However, I have found it more beneficial and less distracting to pretend I didn't hear the comments.
Overall, I enjoyed Reluctant Disciplinarian, because it is a book with which I can relate. I am a young new teacher, and although I haven't yet experienced some of the class management problems Gary Rubinstein discusses, I am actively planning strategies for avoiding them.

Cold Calling

2005-06-27T14:26:00.000-07:00

Cold calling is a strategy used to promote student participation. The teacher chooses students randomly to answer questions and interact with the rest of class. When I began to use this method, it reminded me of when I started law school last fall (long story). Anyway, it forces students to focus on the material at hand. Also, I can imagine that in the long run, students would study material at home in order to avoid embarrassment the next day in class.
Instead of using this activity for the whole class, I used it when we broke into smaller groups. Because of the relaxed atmosphere of the smaller groups, I hoped it would keep the students' focus a little better. We were doing an activity of literary analysis, and I let the students write their responses before giving them to the class. When I chose students to respond aloud, the feedback was okay, but not that great. I realized that Cold Calling will only be effective if students understand the material 100 percent. Because they didn't fully understand the idea of literary analysis (and some still don't--even though we've tried various ways of explaining it) ahead of time, some of them sat with blank faces as I called on them.
I do find the idea of Cold Calling beneficial, however, because the students paid attention. I can see that in the long run, it will be effective. I think it is a practice that will have to be established over time in order to reinforce its overall impact. I am somewhat hesitant to use this strategy, because I feel that my job is to teach (and not to embarrass). However, I am hoping that Cold Calling will keep students on their toes and will convey to them the importance of the material.

Students First

2005-06-12T11:16:00.000-07:00

So far, everything inside the classroom has been what I expected. I can see where I have been a positive effect in the classroom, but I can see many flaws in my teaching. The other day, one of my fellow student teachers was in charge of the lesson, and she did a great job. She had the passion and effect of a motivational speaker, and I kept thinking that I need to learn a lot from each of my fellow Teacher Corps members. I want to be like a sponge this summer, because I know enough to realize that I don't know everything...
Speaking of knowing everything, there have been several interesting conversations in and around class lately. A lot of people are discussing their views concerning issues such as corporal punishment and sex education. Maybe it's just me, but I really think we need to be focusing on the most immediate issue--becoming effective teachers and role models. People are coming here with these big ideas, (it's good that they are passionate and want to impact Mississippi's educational system in a positive way) but I think we all (myself included) need to exhibit a bit of humility and realize that there is a lot that we don't know. Let's just take some time, get into the schools themselves, and eat the elephant one bite at a time.

First week of MTC

2005-06-07T18:06:00.000-07:00

Well, we're officially one week into the Mississippi Teacher Corps. So far, I've enjoyed the experience, although it's been a very tiring one. Last Thursday was our first day in the classrooms as student teachers. I didn't expect to teach that day, but the classroom teacher let us break into small groups and discuss that day's text. Since then, we have received a lot of experience with the students. In fact, the classroom teacher is new, and we're all (she and the MTC members) tackling the course as a team effort.
In the classroom, there have been a few stubborn students, but as a whole they seem to be well-behaved. I realize this is only a taste of what our experience will be like in the fall, but I am looking forward to the task. In Mrs. Monroe's class we watched a video the other day about two schools, one of which was in the Mississippi Delta. I know the video was probably enlightening to all of my classmates, but it was more than just enlightening to me. Many of my classmates see the problems in some of Mississippi's schools, but for me it's a bit different. Mississippi is home for me, so it hurts to know that parts of my own state are still enduring such inequalities. Watching the video reminded me exactly why I am still here, and why I want to produce change (even if I can only affect one life at a time). After participating in class, student-teaching, and learning more about schools in the Delta, I know I am exactly where God wants me to be at this point. I've been blessed, so now it's time to give back.