**brace yourself, you'll need to have all ears & eyes when taking a gander at this long overdue post
As you can see, blogging consistently has never been a forte of mine. It has been about a year and a half since my last post. A lot can happen in a year, let alone even just a month with the life God has granted me thus far. Since my last post, I've experienced my second long-term subbing gig (while learning to balance other things that are just as crucial to my life)..... get this? As a HIGH SCHOOL teacher. Never in a million years did I see that coming. Ever since my experience in student teaching in the high school environment (2011), I've always shied at the thought of considering that level again. I did sub in high schools after earning my credential, but it wasn't a place I felt suited me. It's not that I wouldn't be doing my best as a high school teacher, it's just that I've personally always enjoyed being around the 6th-8th grade students. That age group was always more weird, silly, rambunctious, awkward, and sweet.
I realized that I never followed up on my experience from the first long-term subbing assignment I received at the middle school last year. I was assigned four sections of 7th grade Language Arts and one 6th grade Language Arts class. That interview was one of the most comfortable I've ever felt in an interview. Interviews are normally nerve-wrecking, but this particular one-- they made me feel so at ease. They sensed my nerves and even said that I had nothing to worry or be nervous about. The English department head teacher and the teacher I'd be subbing for were the ones interviewing me. Just to compare my experiences, my first interview for a teaching job consisted of a huge panel, it was around 5-6 people(the principal, assistant principal, English department head, probably one or two administrators from the district, and another English teacher). That was overwhelming; and my initial approach was that I honestly didn't want the job because it was far away from home (out in the San Bernardino county), but I still went out there just for interview experience sake. Anyway, let me continue..... I was originally meant to sub for only 8 weeks, but there was an offer for another 2 weeks to end before spring break-- so I agreed. I survived that.... and then surprisingly..... the teacher was put on medical leave which meant that she'd be out for the rest of the year. I was offered the extension, the remaining 5-7 weeks of school. At that point--- I knew I was tired and ready to quit, but there were a few people that pushed and encouraged me to press on and finish the rest of the year strong. If I started the semester with them-- it wouldn't make sense to orient a new teacher for the 5-7 weeks leftover. It would take more work and effort for the students to adjust with a new long-term sub..... and I knew that I was getting attached to a good handful of them already. I thought what the heck? why not? I guess it won't hurt to finish the rest of the year with them. Plus, I didn't have any other gigs that were solid or consistent. It would definitely beat having to guess whether or not I was going to work/sub the next day, no lottery, no doubt. I would know for sure I'd have a job each and every single day until their last day of school. God truly put me to the test..... my patience, the trust I had in Him, the amount of work I had and needed to do/finish based on deadlines and personal expectations that I had set for myself, and revealed to me the people who were my true friends-- that stood by me even though I couldn't/didn't really have much of a social life as I was adjusting into what my future teacher life would be [once I finally get contracted in the future]. There were people who prayed for and encouraged me. My family put up with my vents and complaints, yet were patient and loving all the way through. They knew that I could do it--- I just didn't believe in myself. God placed this long-term subbing, job, school, district in my life for a reason. I entered this job as a scaredy cat [uncertain, full of doubts, excitement for the opportunity to grow] and came out a lion [tougher, stronger, mentally and emotionally fit as an educator]. The analogy might be a huge exaggeration, but it's the first thing that came to mind. My experience at this middle school brought on challenges pertaining to classroom management. My first period (Period A), had 7 particular students that were quite characters. All male. They brought me the most stress, tears, and pain in dealing with. One, let's call him Ed, he was the silent ringleader of influence. He was that student who distracted his peers, had a "cool guy" attitude, was the one I noticed the most as not always on task because he was out of his seat or turned his body the other way, and he said that I always picked on him, so he felt victimized. Second, let's call him Abe; he did not always have his hw, had so many excuses and his tutor was on my back about why I graded him in this/that manner, annoyed/distracted his peers, would talk to his friends who sat across the room while he was at the other end, could not sit still and would always complain aloud about the majority of the work needed to be done (and yes, when this period had a moment of silence or productive work happening.... you knew he was absent). Third, let's call him Steven, he had ADD/AHDH (one of those or both). Steven was a sweet boy, but I had a difficult time accommodating him with the other 6 boys that were troublesome on their own. Steven loved to read, and he'd beg to read while I assigned classwork or even as I'd lecture. His seatmates would be distracted or irritated because he tried to talk to them while they worked/stayed on task. Fourth, let's call him Shane. This kid was pretty hyper, loud, and active. He was not at all rude, just had a hard time sitting still. I'd find him talking most of the time, tried to work on what was needed to be done, but found himself distracted and chatting and getting out of his seat every now and then; as well as walking to a peer's desk that was across the room. He was quite the distraction that he was the first kid I sent to the office on a referral for "affecting the learning environment" of his peers. Fifth, let's call him Ron. Ron was one of my rambunctious, distracted, "I don't care," lazy, "I have no idea what I should/could do" student. He would sit at his desk, paper and pencil just there; no inclination to complete his work. He would find every reason to get out of his seat (throw trash away, sharpen his pencil, stand around the library shelf, ask a friend for a pencil/ paper, etc. you name it). He talked to whoever around him. Fifth student, let's call him Kevin. Kevin was a pretty decent kid, he just got sucked into the wrong crowd that pressured him into believing that disrespect was cool. I knew he had the ability to do well, he just chose his social circle. Sixth kid, let's name him Johnny.... if I recall, he was almost always tardy. He was also one of those kids where it didn't matter where I sat him on my seating chart because he was going to talk to them. He was also hyper and part of this whole group that was rowdy right before school started. Now that you have context for what I experienced from January all the way to May 30th, you can imagine the growing pains I gained. I had one or two parent meetings with at least three of these students. I may have even attended like an IEP meeting every other week or every two weeks. These would occur at 7:15 am before school started (7:35 was when the bell would ring). So, if you wanted to make copies of something, you had better make them the day before or there'd be no chance of getting them done after the session. There would always be a line of teachers making copies in the morning. I learned that getting these done a day or two before was effective. I liked the bell schedule at this middle school. It went from Period A to Period F every single Monday; Period A was the advisement/and first period of every day; but Tuesday through Friday, it would shift in order (e.g. on Tuesdays, it was periods: A, C, D, E, F, B; on Wednesdays, it went: A, D, E, F, B, C) and so forth. I remember seeking advice from one of the counselors about classroom management for my first class. He realized that I had the most difficult kids in one period; and I'd say three to four other teachers could attest to my bunch. The staff was very encouraging and had my back. I was not shy, scared, or embarrassed to ask for help. There was a moment that rocked me emotionally, from the last period I ever expected to have problems with. A student (probably the chattiest and most hyper in that class) had lashed out at me. We were all having a class debate (which I was experimenting with lesson plans) on a theme regarding beauty and attitude. My 7th graders in this period were reaching a point where things were not even being clearly said due to passionate or even rude remarks, so I stopped it and assigned silent reading for the remainder of class (probably had 20 minutes left). I had put that one kid's name on the board to address that he needed to stay after class. I sat at my desk, tried calling him over so we could discuss his outburst, but he ignored me (mind you, his desk was about two feet from mine). I called/whispered at him a second time, and he turned his body away from me. A teacher from another class came into my room to discuss some matters pertaining to an event that was coming up. This same teacher had this student that I've been trying to speak with for the last 5 minutes. I explained my situation and his lack of cooperation. Both us teachers were standing at my door, a couple feet away from the student. This teacher called on the student to come over so we can talk. The student got out of his seat, stood with the most tense stance (picture the Hulk ready to transform). He yelled and pushed his desk. I was nervous and scared. The other teacher called on a counselor to mediate and I was instructed to leave my room and try to relax, get back into a calm state after this incident. I did not teach my next period because I was still shaken up. Another teacher on their prep period sat in for me and oversaw my class. Here's the aftermath of that momentous time, that kid got suspended from my specific period only for 3-4 days, he was instructed to work in the counselor's office during that time. I was informed that he was made fun of during the debate (but I didn't hear it due to the rise in conversations and heated discussion). I only got to hear his loud outburst at the end of it, which led to his emotional breakdown towards me when I tried to talk to him after. He had felt like I targeted him throughout the whole semester I was long-term subbing (he had missed his teacher that took on the medical leave). The counselor was able to back me up in the parent meeting, expressing that he had observed my classroom management before-- saying that I was fair, caring, and respectful of all my students. All in all, each and every day was something new. I don't think I ever had a dull moment. I grew so attached to my 7th graders. At the end of the school year in May, about 2-3 of those rambunctious boys in my A period had a positive change of heart/ and attitude. I was overjoyed and touched. I received a couple gifts and cards from students expressing gratitude, how I'll be missed, and that I was a great teacher. I bought a booklet that served as my yearbook and had all my students write to me. Here is a collage of the messages that I took on my cell phone:
As you can see, blogging consistently has never been a forte of mine. It has been about a year and a half since my last post. A lot can happen in a year, let alone even just a month with the life God has granted me thus far. Since my last post, I've experienced my second long-term subbing gig (while learning to balance other things that are just as crucial to my life)..... get this? As a HIGH SCHOOL teacher. Never in a million years did I see that coming. Ever since my experience in student teaching in the high school environment (2011), I've always shied at the thought of considering that level again. I did sub in high schools after earning my credential, but it wasn't a place I felt suited me. It's not that I wouldn't be doing my best as a high school teacher, it's just that I've personally always enjoyed being around the 6th-8th grade students. That age group was always more weird, silly, rambunctious, awkward, and sweet.
I realized that I never followed up on my experience from the first long-term subbing assignment I received at the middle school last year. I was assigned four sections of 7th grade Language Arts and one 6th grade Language Arts class. That interview was one of the most comfortable I've ever felt in an interview. Interviews are normally nerve-wrecking, but this particular one-- they made me feel so at ease. They sensed my nerves and even said that I had nothing to worry or be nervous about. The English department head teacher and the teacher I'd be subbing for were the ones interviewing me. Just to compare my experiences, my first interview for a teaching job consisted of a huge panel, it was around 5-6 people(the principal, assistant principal, English department head, probably one or two administrators from the district, and another English teacher). That was overwhelming; and my initial approach was that I honestly didn't want the job because it was far away from home (out in the San Bernardino county), but I still went out there just for interview experience sake. Anyway, let me continue..... I was originally meant to sub for only 8 weeks, but there was an offer for another 2 weeks to end before spring break-- so I agreed. I survived that.... and then surprisingly..... the teacher was put on medical leave which meant that she'd be out for the rest of the year. I was offered the extension, the remaining 5-7 weeks of school. At that point--- I knew I was tired and ready to quit, but there were a few people that pushed and encouraged me to press on and finish the rest of the year strong. If I started the semester with them-- it wouldn't make sense to orient a new teacher for the 5-7 weeks leftover. It would take more work and effort for the students to adjust with a new long-term sub..... and I knew that I was getting attached to a good handful of them already. I thought what the heck? why not? I guess it won't hurt to finish the rest of the year with them. Plus, I didn't have any other gigs that were solid or consistent. It would definitely beat having to guess whether or not I was going to work/sub the next day, no lottery, no doubt. I would know for sure I'd have a job each and every single day until their last day of school. God truly put me to the test..... my patience, the trust I had in Him, the amount of work I had and needed to do/finish based on deadlines and personal expectations that I had set for myself, and revealed to me the people who were my true friends-- that stood by me even though I couldn't/didn't really have much of a social life as I was adjusting into what my future teacher life would be [once I finally get contracted in the future]. There were people who prayed for and encouraged me. My family put up with my vents and complaints, yet were patient and loving all the way through. They knew that I could do it--- I just didn't believe in myself. God placed this long-term subbing, job, school, district in my life for a reason. I entered this job as a scaredy cat [uncertain, full of doubts, excitement for the opportunity to grow] and came out a lion [tougher, stronger, mentally and emotionally fit as an educator]. The analogy might be a huge exaggeration, but it's the first thing that came to mind. My experience at this middle school brought on challenges pertaining to classroom management. My first period (Period A), had 7 particular students that were quite characters. All male. They brought me the most stress, tears, and pain in dealing with. One, let's call him Ed, he was the silent ringleader of influence. He was that student who distracted his peers, had a "cool guy" attitude, was the one I noticed the most as not always on task because he was out of his seat or turned his body the other way, and he said that I always picked on him, so he felt victimized. Second, let's call him Abe; he did not always have his hw, had so many excuses and his tutor was on my back about why I graded him in this/that manner, annoyed/distracted his peers, would talk to his friends who sat across the room while he was at the other end, could not sit still and would always complain aloud about the majority of the work needed to be done (and yes, when this period had a moment of silence or productive work happening.... you knew he was absent). Third, let's call him Steven, he had ADD/AHDH (one of those or both). Steven was a sweet boy, but I had a difficult time accommodating him with the other 6 boys that were troublesome on their own. Steven loved to read, and he'd beg to read while I assigned classwork or even as I'd lecture. His seatmates would be distracted or irritated because he tried to talk to them while they worked/stayed on task. Fourth, let's call him Shane. This kid was pretty hyper, loud, and active. He was not at all rude, just had a hard time sitting still. I'd find him talking most of the time, tried to work on what was needed to be done, but found himself distracted and chatting and getting out of his seat every now and then; as well as walking to a peer's desk that was across the room. He was quite the distraction that he was the first kid I sent to the office on a referral for "affecting the learning environment" of his peers. Fifth, let's call him Ron. Ron was one of my rambunctious, distracted, "I don't care," lazy, "I have no idea what I should/could do" student. He would sit at his desk, paper and pencil just there; no inclination to complete his work. He would find every reason to get out of his seat (throw trash away, sharpen his pencil, stand around the library shelf, ask a friend for a pencil/ paper, etc. you name it). He talked to whoever around him. Fifth student, let's call him Kevin. Kevin was a pretty decent kid, he just got sucked into the wrong crowd that pressured him into believing that disrespect was cool. I knew he had the ability to do well, he just chose his social circle. Sixth kid, let's name him Johnny.... if I recall, he was almost always tardy. He was also one of those kids where it didn't matter where I sat him on my seating chart because he was going to talk to them. He was also hyper and part of this whole group that was rowdy right before school started. Now that you have context for what I experienced from January all the way to May 30th, you can imagine the growing pains I gained. I had one or two parent meetings with at least three of these students. I may have even attended like an IEP meeting every other week or every two weeks. These would occur at 7:15 am before school started (7:35 was when the bell would ring). So, if you wanted to make copies of something, you had better make them the day before or there'd be no chance of getting them done after the session. There would always be a line of teachers making copies in the morning. I learned that getting these done a day or two before was effective. I liked the bell schedule at this middle school. It went from Period A to Period F every single Monday; Period A was the advisement/and first period of every day; but Tuesday through Friday, it would shift in order (e.g. on Tuesdays, it was periods: A, C, D, E, F, B; on Wednesdays, it went: A, D, E, F, B, C) and so forth. I remember seeking advice from one of the counselors about classroom management for my first class. He realized that I had the most difficult kids in one period; and I'd say three to four other teachers could attest to my bunch. The staff was very encouraging and had my back. I was not shy, scared, or embarrassed to ask for help. There was a moment that rocked me emotionally, from the last period I ever expected to have problems with. A student (probably the chattiest and most hyper in that class) had lashed out at me. We were all having a class debate (which I was experimenting with lesson plans) on a theme regarding beauty and attitude. My 7th graders in this period were reaching a point where things were not even being clearly said due to passionate or even rude remarks, so I stopped it and assigned silent reading for the remainder of class (probably had 20 minutes left). I had put that one kid's name on the board to address that he needed to stay after class. I sat at my desk, tried calling him over so we could discuss his outburst, but he ignored me (mind you, his desk was about two feet from mine). I called/whispered at him a second time, and he turned his body away from me. A teacher from another class came into my room to discuss some matters pertaining to an event that was coming up. This same teacher had this student that I've been trying to speak with for the last 5 minutes. I explained my situation and his lack of cooperation. Both us teachers were standing at my door, a couple feet away from the student. This teacher called on the student to come over so we can talk. The student got out of his seat, stood with the most tense stance (picture the Hulk ready to transform). He yelled and pushed his desk. I was nervous and scared. The other teacher called on a counselor to mediate and I was instructed to leave my room and try to relax, get back into a calm state after this incident. I did not teach my next period because I was still shaken up. Another teacher on their prep period sat in for me and oversaw my class. Here's the aftermath of that momentous time, that kid got suspended from my specific period only for 3-4 days, he was instructed to work in the counselor's office during that time. I was informed that he was made fun of during the debate (but I didn't hear it due to the rise in conversations and heated discussion). I only got to hear his loud outburst at the end of it, which led to his emotional breakdown towards me when I tried to talk to him after. He had felt like I targeted him throughout the whole semester I was long-term subbing (he had missed his teacher that took on the medical leave). The counselor was able to back me up in the parent meeting, expressing that he had observed my classroom management before-- saying that I was fair, caring, and respectful of all my students. All in all, each and every day was something new. I don't think I ever had a dull moment. I grew so attached to my 7th graders. At the end of the school year in May, about 2-3 of those rambunctious boys in my A period had a positive change of heart/ and attitude. I was overjoyed and touched. I received a couple gifts and cards from students expressing gratitude, how I'll be missed, and that I was a great teacher. I bought a booklet that served as my yearbook and had all my students write to me. Here is a collage of the messages that I took on my cell phone:
This coming school year, 2014-2015, my batch of 7th graders are going to be freshmen in high school. It's surreal. I hope and pray that they still do remember me after these next 4 years, or even a faint memory of how fun I made grammar out to be with pop culture references to Nicki Minaj or Macklemore. Teaching 7th grade (as a long-term sub) will forever be one of my favorite moments on this journey of becoming a contracted educator.
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