Flash Mob: The Pledge of Allegiance

They were only five or six years old when the Twin Towers collapsed.  The tragedy that occurred on September 11, 2001 is a faded memory for a few, but most learned about that day from their history teacher.  Their knowledge gives them the insight needed to form opinions and make judgments, and their innocence provides their faith.  The graduating class of 2014, now sophomores in high school, shocked and awed me this week with their blazing patriotism and pride for The United States.

Although cases against The Pledge of Allegiance still arise in our country every year, most schools recite this declaration at the beginning of the school day.  It is a routine that is engrained in our youth at the start of the very first day of school.  Unfortunately, reciting The Pledge of Allegiance was a practice that fell by the wayside at the beginning of the school year.  It was casually mentioned to me one day by my cooperating teacher, but she pushed it off as an “oh well I guess we’re not taking the time this year” statement.  I was shocked, but didn’t feel that I had the authority to protest my strong feelings in favor of The Pledge.  There wasn’t a reason given, but I felt the creeping feelings that some felt that the 30 seconds of time taken to address the red, white, and blue flag in the hall was better used as teaching time; perhaps it is just laziness.    Whatever the reason, it is not my job to speculate.

Wednesday morning started out as every morning had since I took over teaching the first period sophomore English class: bell rang, students chatted quietly in their seats, and I took attendance, lunch count, and breakfast count.  As I began to point their attention to the whiteboard for our usual bell-ringer activity (think quick write activity) a naturally kind and thoughtful girl asked why we no longer said The Pledge.  Before I spoke, I paused and considered the question that I was embarrassed to answer.  Other students began to chime in asking the same question and within a moment an excitement took over the class.  They looked to me as though I had the answer, or else I was going to lead them to battle.  I decided to skip the question and tell them that I support their desire to rally around the flag each morning and recite our faith in America.  It was then decided that we would continue the tradition and meet outside of our classroom door as soon as the next morning’s bell rang.

The event that happened that morning gave me my first taste of excitement and pride while teaching; and later brought tears to my eyes as I reflected upon it.  Too often I hear our country’s youth put down for their ignorance, or careless attitude towards The United States.  I am constantly disappointed in my adult peers who discredit our youth and label them as hopeless.  If I don’t value their thoughts, passions, and ideas then who will?  I believe in my students and I believe in them even more when they don’t believe in themselves.

The next morning I anticipated the flash mob Pledge of Allegiance that was to soon take place.  It was a secret I shared with my students and as I passed them in the hallway we shared a smug and knowing smile.  I had morning-duty before class and when the bell rang I swiftly made my way to the English room; only to find that my students were already waiting inside the doorway with huge grins on their face.  When the second bell rang we stepped out into the hallway to find that the eighth graders were locked out of the Math room.  We quickly whispered the plan to them and began to recite The Pledge.  It was amazing to see our flash mob take over the upstairs of the school and draw out student and surprised educators from their rooms.  The students were proud…of themselves, of their school, and of their country.  I can’t teach my students how to be proud of their country, community, or classroom, but I can be supportive when they decide that they have been called to action to defend an issue or perpetuate a cause.

Today, day two of The Pledge, we lined up outside and proudly recited the words.  There weren’t as many participants, but those who were still looming in the hall paused and joined our simple cause.  By the time we completed the last word many more had begun to join us, realizing they were too late.  My sophomores bounded back into our room with the same grins as before plastered on their face while I once again had tears welling in my eyes.  The elation I feel for them is unexplainable.  Some may consider this a small victory, but if a small victory happens once a day, even once a week, I’ll be happy.  In fact, I’ll be proud.  These students have known war for the majority of their lives, but their patriotism has not wavered.  They’ve harbored the verbal abuse of others, but still they stand strong in their beliefs.  It is times like this where I want to run to the mountaintop and shout to the world below.  Teaching and writing are my mountaintops. 

Junior High

Since day three of student teaching I've had the pleasure (or perhaps sometimes the pain) of teaching eighth grade.  As I have mentioned in previous posts I am working under three different cooperating teachers.  Although this is not an ideal situation in some respects I have remained positive that gaining experience from three very different teachers will only aid my knowledge and abilities to be a great future teacher.  Well, that's what I tell myself at least...

Being a student teacher is fabulous in so many ways, but it doesn't come without its problems.  I feel the need to warn future student teachers that at times you feel completely out of place and wonder if you'll ever convince the students to buy into you as a legitimate educator.  Each of my five classes have their own dynamics that I'm learning to understand and figure out how to tweak my methods to harness the uniqueness of each class in order to capture their attention.  Easier said than done.  Out of all of the classes I believe that junior high is the most unique...okay, their slightly crazy, but crazy in every wonderful, often inspiring, keep-you-on-your-toes, just like they should be type of way.

I didn't expect to take over a class on day 3 of the school year, but felt at the time that the opportunity was one that I should seize and take advantage of.  The CT for eighth grade also serves as the first grade teacher for the first half of the day, as well as the librarian, elementary computer teacher, and elementary library teacher.  Phew!  When working in a rural school it is insisted upon that each teacher wears many hats and is able to multitask.  Still, I think I'd like to work in a small school and am ready for the challenge that it brings.  The CT has 30 or more years of teaching experience and I'm sure that I can learn a plethora of methods for both teaching and managing a classroom, unfortunately this particular elementary certified CT doesn't want to teach junior high.  In fact, on day three she said to me, "I never wanted to teach high school and that's why I'm not a high school teacher."  I shook my head to let her know that I understood and volunteered that junior high is my area of special interest and I would be as much help as she would like me to be.  In my mind I began to empathize for the students and my heart silently broke because a teacher who feels no passion and has no interest in teaching can certainly influence the students...for the worse.

At first the class was being held in the library at a small table that only held six out of seven students, leaving one to sit at a nearby computer with little work space.  The chairs had wheels that only fueled the students desire to constantly be in motion.  I love junior high and all of the crazy-have-to-touch-my neighbor-at-all-times attitude that comes with the typically hyper students, but the environment was a tad bit ridiculous.  A few days into teaching I worked out a different classroom arrangement and have since felt like I had a tad bit more control of typical teenage behavior.  So, there I was one week into student teaching and was already planning lessons, unit, and basically everything the students would be doing until my time was up.  My CT was around, but offered little insight into what I was teaching, or how I was teaching it.  At times I felt as though she was just waiting for the school to take the eighth graders away from her so she could concentrate on her other classes.  I began to wonder what the students thought about their situation and what effect switching teachers had on them, or if they even cared.  As of now the students will be with me until the end of November and then the CT will take them back until mid-January.  For the second semester of the school year they will be with my primary CT.  I worry because I believe that students at this age are learning a lot and a lot is expected of them and will continue to be as they enter high school and so on.  Plus, while they are in this time of transition they still need a sort of emotional attachment to their teacher.  I hope I can connect with them and I believe that I can, but what happens when I leave?

Plainly put, my eighth grade classroom can often turn chaotic in a second.  I do my best to "manage" behaviors and outbursts, but it doesn't come easy.  These students were initially read a set of rules on the first day of class and really had no clue what was expected of them.  After the holiday I introduced my own set of rules, consequences, grading system, and expectations.  I believe that students need to know where they stand in a class and what is expected and it needs to be in writing.  How can a teacher expect her students to perform and behave in a specific manner if they don't know how?  Or, if it was only quietly told to them on day one?  They can't and therefore they didn't.  Since introducing my rules and speaking to the students about my desire for them to be successful has helped improve our classroom environment.  Day by day it gets better.

Week three brought even more responsibilities when I added seventh grade to my plate, as well as sophomore English.  I'm constantly planning, printing worksheets, grading, speaking with students, thinking about the future, attending staff meetings, and trying to cope with an online class as well as my student teaching portfolio.  Phew!  My days go by fast and I still am waking up excited to go to "work."  Another challenge has been adapting to junior high and then changing my stride to high school.  I wish I would have had the insight years ago to broaden my practice lesson planning to more than just grades 9-12.  And, there are so many things I want to do with my students, but the ever growing list of standards, testing, and student absences make the fun projects difficult.  It truly is a balancing act.

My primary CT has turned out to be a fabulous help.  Many days she has stayed after school for hours to talk to me about students, situations, hypotheticals, my fears, and desires.  I wish I could say that same for the eighth grade CT.  Knowing that she really doesn't want to be in the class has also taken its tole on me.  At times she acts as though the students are little demons!  She will tell me that I am being too easy on the students, but doesn't offer ways to more strict and demanding.  It's difficult when I am trying to control the classroom and she walks in , sits down, and interrupts with threats to the students.  They are confused and I feel as though the authority has been taken from me.  A student needs a teacher that he/she can trust and listen to.  I'm trying to be that teacher even when it means calling out their misbehavior and letting them know that I am disappointed in them.  However, when I don't have that opportunity and someone else is issuing detention threats I can't be the trustworthy teacher because I'm expected to carryout someone the demands of someone else.  The best advice that I received about consequences came from my practicum teacher last semester when she said, "If you have rules then you need to have consequences; and whatever that consequence might be you need to be ready to issue it the first time.  If you don't then you'll lose their respect and you may never get it back."  I'm a believer.

A highlight of grade eight thus far has been the first big test.  I was nervous for my students and afraid that a few of them would perform below average due to their inability to turn in their work.  Last Thursday I gave them a 50 point vocabulary test that covered the unit vocabulary as well as commonly missed words from the beginning of the year diagnostic exam.  I became elated as I graded the tests when I saw that they performed MUCH higher than I expected.  In fact, 6 out of 7 students earned an A or A+ on the test.  What did I learn from this you ask?  For starters, have faith in your students until they given you reason to doubt it, but then keep trying anyway.  Also, pick your battles with classroom behavior and how it may or may not reflect a students grades.  So maybe a few students act out or seem to pay little attention while you are teaching...don't give up hope...especially not during the first few weeks.

This past Tuesday I had mini conferences with each student.  I decided to review all of their grades, what they were great at and what I thought could use a little improvement.  It was also a time for the students to tell me anything they needed to get off of their chest, what they liked and disliked about the class and me, and a time to find a common ground.  I hoped they couldn't see the tears of excitement and joy that were building up in my eyes.  Shortcomings and all, I really am proud of them and I do care about them.  Conferencing with each student also gave me a time to ask about how their sports and hobbies were going and to share a little about myself with them.  I really think a connection has been made, but realize that it is going to take a lot more work than one mini conference.  I'm excited to see the eighth graders grown over the next two months and I hope that maybe I can visit again in the spring to see just how mature I know they will become.

I apologize for the delay in my blog posts and I'm trying to manage my schedule in a way that allows me to set aside a few moments each day to reflect in writing the amazing experience I am having.  Aaron Yost, a former professor of mine from last semester encouraged me to keep writing throughout my teaching...to keep reflecting and living in the moment of educating young minds.  I often consider the writing that I did for him and compare it to this mere blog and am disappointed in myself, but like I tell my students...you have to put the words down and have to start somewhere.

It just gets better all the time...

Breathlessly Wild

I've spent the holiday weekend reflecting on my second week of teaching and a warm, satisfying feeling has come over me.  I've thought a lot about the teacher that I am today and the teacher that I want to be in the future, but what has really stayed present in my mind is my students.  Let's forget about the curriculum, the lessons, the tests, the assignments, and etc...because what it all boils down to is the students.  In response to my post about the first week of school a former high school teacher-extraordinaire of mine took the time to write me a message.  The following is an excerpt I'd like to share with you:


Sometimes it gets so frustrating that you think you should just quit and be a bartender. But, there'll be days that fill your heart with joy at what happens. So, fight through these tough times and know that things will get better, worse, more fun, less exiting, boring, breathlessly wild, full of tears, and full of smiles.


If those words aren't inspiration I don't know what are.  They bring a tear to my eye and I feel excitement just thinking about it, especially because this teacher really is the best teacher in the world.  Just this year he began his 40th year of teaching and still has spring in his academic step.  Looking back into my memory I wonder what I was like when I was the same age as my students are now.  Admittedly, I was not always the best student, but managed above average grades and excelling in other areas.  Don't get me wrong, I wasn't a bad student and worked for my teachers while causing little headaches, but I surely wasn't the student I am now.  Why is that?  Some may say it's age and maturity, situation, environment, or that I was just bored and consumed by the life of a teenager.  I really don't know, but I do know that this teacher liked me anyway.


He liked me anyway...and that is something that I've been trying to remember while I interact with students.  When I'm frustrated and feel myself getting upset I try to pull out the "like them anyway" card I've been carrying in my back pocket because sadly, not all teachers have that card.  When I hear the other educators in my school discussing a student and it sounds like they are already going to write them off in the second week I remain quiet and make a mental note to say hello to the student the next day and give them encouragement and praise for no other reason than because they deserve it.


Teaching is so "breathlessly wild" because in no other profession can you experience so many emotions in one day while interacting with great minds-the minds of our children.  Student teachers should expect some disappointments in the first few weeks, but going into it all I didn't believe I'd feel anything other than sincere happiness and gratitude.  In his message, my former teacher also mentioned that if you stay with it then one day a student will walk into your classroom and will make it all worth while.  Maybe I've already met that student, or maybe it will take another 20 years to meet him or her, but I'm pretty sure that the student that walks in my classroom to make it all worth my while has been entering it every day for the last 2 weeks and I just have to remember to take notice.  No one ever said it would be easy, but they did say it would be worth it and that I believe.

The First Week

Never again will I fault any of my teachers or professors for not returning my assignments in a "timely manner" because as it turns out, they really are busy!  By nature I am a "planner" and live just to write tasks in my schedule book just so I can cross them off (well, and to accomplish them of course), but sometimes there just isn't enough time in the day.  I apologize for the extremely delayed detailing of my first week as a student teacher and thank you to everyone who has approached me to tell me that they are following along.  Hearing the voice or reading the words of someone whom I never thought would read my tiny teaching blog is extremely rewarding and reminds me that my students now and in the future just might actually be listening to what I say.  Inspiring!

Overall, my first week was filled with peaks and valleys and the journey through the first five days allowed me to experience typical teacher duties and new emotions about myself as a teacher-to-be.  I arrived to the school at 7:45am Monday morning, only to find that I was the first to arrive, so naturally I wandered around awkwardly looking for a familiar face.  Eventually the principal found me and invited me to breakfast and introduced me to the staff as they slowly arrived.  I'm slightly awkward in everyday life, but nerves coupled with a new environment all while trying to put on my best teacher face was slightly overwhelming.  Finally, I turned off the ongoing narration in my head and settled into the morning.  Both Monday and Tuesday were designed to allow the teachers time in their classroom, as well as meetings to review handbook changes, insurance, new teacher information, CPR training, and every little bit of information that one might need to know before students arrive.  The days were long, but peaceful and I was able to get what I believed to be a firm grasp on the school and what to expect. On Tuesday, the principal (also Superintendent), Bonnie, cooked a hearty breakfast and we all eased into the day.  Little did I know that it was the calm before the storm.

I finally was able to sit down with my CT and begin to review what her curriculum expectations were for the year, or at least the four months that I would be interning in her classroom.  I'll admit that I was a little more than disappointed when it became apparent that while everything was mapped out in her mind, it wasn't on paper and she wasn't clearly communicating with me her plans.  Remember, I'm a planner and the possibility that I'd be the apprentice of a non-planner was semi-devastating.  (Okay, that is a bit of a dramatic remark)  Essentially, I left the last day of PIR knowing only as much as the students knew and I had already been in school for two days. (score:  CT-1, me-0...but whose keeping score)  And thus began my mental battle of wondering what I should ask of my CT, and when I should keep my mouth closed.

As usual, Tuesday night found me with back-to-school jitters while I picked out the following days attire.  What has always been unusual to me is the level of casual dress that is acceptable in the west.  Do I dress up, or simply dress "nice" for Montana standards.  I didn't want to be over or under dressed, but then decided to pick something out and call it quits while chalking up my indecisiveness to first-day jitters.  The next morning arrived quickly and before I knew it I was standing in front of the school with the CT monitoring the students as they ate breakfast, gave shy smiles to their classmates, and made their way into the school as the bell rang. The day started off with a school wide assembly (77 students) to introduce all the teachers (even little ol' me) and cover any changes in the handbooks.  Teaching at a rural school is exciting because there is a sense of pride and excitement that appears almost innate in the students that I don't believe always happens in bigger schools.  When the principal introduced me to the student body my name was met with wild applause, foot stomping on the bleachers, and a heard of tony elementary students running over to high-five me; it was the warmest welcome I've ever received.

Unfortunately, the excitement of the first week came to a screeching halt after the meeting.  I knew going into this experience that not every day would be filled with inspiring young minds to achieve the greater good, but never did I imagine I'd experience the pain of boredom.  Even worse, I felt like a high school student.  No, it wasn't that I blended in among the students leading me to feel out of place, but I actually felt like I was being treated like a student.  For days I sat amongst the actual students and paid attention to the reading of rules, beginning lessons, and discussion, but I wasn't allowed to participate.  I was fuming inside and constantly had to calm my inner teacher.  Is it wrong that I'm eager to teach and feel that the 90 hours of observation I put in last semester are enough quiet reflection?  Slowly the boredom ate away at my mind and I began concocting reasons as to why I should not endure such a punishment and how I would fight against the student teaching gods in academia...Sheesh, I get carried away so easily.  I suppose that in the end all I was desiring was a small bit of recognition and a place of my own.  Unbeknownst to my CT, I needed to be introduced to the students and I was desiring for her to ask them to introduce themselves to me.  I predict that it is difficult to be a new teacher (just like a new student) in a rural school because everyone already knows everyone and it's easy to forget about the newbies.

The days of the first week dragged on and I found myself becoming very picky about the methods my CT used to educate her class.  This my friends is where a new student teacher can get into trouble.  So, you think you're smart, that maybe even you were born to be a teacher, and you can clearly visualize yourself with your own classroom and several students who admire their favorite English teacher...just because you feel that way it is not a reason to actually verbalize it.  Instead, take notes about what is happening and how you would do it differently if presented with a similar scenario.  The first meaningful note I scrawled was to "read the worksheet directions before you pass it out to your students."  It sounds simple enough, but I know we've all had, or witnessed, teachers who pass out a worksheet or administer a test and when confronted with a question about the material look at it as if it were the first time they've ever laid eyes on it.  Maybe it is.  I say if you haven't had time to refresh your memory about the worksheet/project/test/etc...then while you are passing it out read the direction to your students.  That way both you and the class have heard the directions at least once before answers are given or interpretation questions are asked.

Finally it was Friday and I had survived a whole week (well 3 days with students).  I entered the school with my head held high and ready to submerge myself into the fine world of education.  The first two periods started off smoothly and I was even asked to assist a class of Seniors with the introduction to Anglo-Saxon literature.  (I realize that all of you non-English-nerdies aren't quite as excited as my fellow E-peers)  By third period things started going down hill...fast!  The seventh graders couldn't sit still, keep their hands to themselves, or stay on topic.  Since there are only 3 students every action is noticed and commented on by the teacher.  At one point I again felt like a student (I haven't been in seventh grade for 17 years!) when the teacher was angry enough to ask me to sit in between to misbehaving boys, all the while lecturing about inappropriate behavior.  It was then that I decided a student teacher needs to suck it up for at least the first week.  My lovely rural school hasn't had a student teacher in an unmentionable amount of years and it is only natural that not a sole would know what to do with me.  I decided that all of the pain and boredom I experienced was for the greater good and simply put I needed to suck it up and relax over the weekend.  I felt good about my change of heart and that's when seventh period began.

I didn't expect to have a boy cry in my eighth grade English class.  Oh yes, you read that right...a tearful eighth grader during the last period of the day.  I should probably back up a moment and say that while my main CT teaches 9-12, I am also student teaching eighth grade English under Mrs. B (who also happens to teach half a day of first grade, is the librarian and elementary computer teacher, as well as eighth grade English).  And, I am teaching seventh grade English under Mrs. G who happens to also teach grades 4-6.  Yup, 5 different grades and 3 different teachers.  Mrs. B is a little on the frazzled side, so I'm going to chalk my little eighth grade buddy shedding some tears on her reaction and his bad day.  All in all, it was quite the week.