All About Me

I didn't have a chance to do my 'All About Me' project during my first practicum, since it was a placement in rotary band and my A.T. wanted me to just prepare them for the concert. Fortunately, I did manage to kill two birds with one stone and complete my A.A.M. project and art lesson today.

I used prezi, which I found to be insanely useful and would recommend to everybody. My boyfriend told me to use it, and at first I was hesitant, since it was already 11 at night and I still had to put together the entire presentation. It ended up taking as long to put together (an hour) as it did present.

It also turned out to be one of the more interesting lessons. The students seemed legitimately interested in tree planting and had lots of questions about it. I played a few videos for them as well and ended up going through all the images that I had originally intended to use in the fall.

Instead of creating a soundscape as part of the lesson, I instead had the students complete pastel drawings of their own interpretation of the images. A lot of them just drew what they saw, which was fine, but some incorporated elements of 'The Lorax' and others used text in their own way. They are also expected to write a journal entry as to how they think they'd do on their first day of planting.

I've really given these students a lot of work, and have made a point of meeting with them so they know which assignments they are still missing and how their marks are coming along so far.

Three more days!!!

March Break Blahs

March Break is going by far too fast and of course I have almost nothing done and am already thinking of Monday as it fast approaches. I know this because I had a bizarre teaching dream (the first one!) last night. I'm used to having tree planting dreams, but this was entirely different and bizarre. There were a bunch of kids in my class that I had never seen before and I was handing back assignments that had mostly been done on torn up corners of paper. It was weird.

Anyways, I've been thinking a lot about what I want to teach and am leaning more and more towards a core class at the grade 7 / 8 levels. I love music and have enjoyed my own music education, but honestly believe that these preteens need to be able to formulate proper sentences / paragraphs / papers more then they need to play an instrument. These students need to read more and need to discover their own voice in their writing a lot more then they need to play an instrument or sing. I know I'm betraying four years of my undergraduate in music education, but we seemed to spend so much time convincing ourselves that what we were doing was important and relevant and a priority. It just isn't.

Music has its place, and I support active music programs in schools. They build community, give students a creative outlet and offer an alternative way of learning, but I gotta be honest: reading and writing are more important and more vital to preparing students to the real world. I think I'd rather keep my musical life seperate from my career... thoughts? Am I wrong? Is this just a phase?

Language Arts: Week #1

Language is not music! This week has been exhausting, frustrating, busy, but very rewarding. I finally had a lesson this morning that seemed to be legitimately effective. The students were engaged, they filled in the hand-out and they wrote a response in their journals. And yet, I had to introduce music to create a lesson that really works. I guess this is always going to be the angle that I'll take in my teaching. I don't think this is a bad thing, necessarily.

I miss the comforts of rotary band- every lesson was almost the same. Maybe I'd introduce a new musical concept, maybe a new chart. But it was mostly rehearsal and I could show up and make it work. I always felt like I was performing during the rehearsals, but there was a nice amount of control involved.

This week alone I feel like I've covered more material then my entire time at Runnymede. Day 1: video and print ads, Day 2: newspaper articles, Day 3: editorials, today: tone and voice in music and photography, tomorrow short stories. I'm up late writing lesson plans and in early photocopying. I plan to start to cancel my private lessons. 12-hour days plus creating dynamic lesson plans leaves too little time for cuddling with my boy, or hanging with my friends. Not to mention working out, practicing music or cooking proper food. Those are long gone.

I'm not complaining. It's just a new pace. March Break anyone?

Thoughts on Middle School

Practicum is done... time to finally relax for a few days and hang out with my boy without my brain thinking up lesson plans and scheduling every minute of my day.

I taught grades 2 to 8 during my practicum, and in the end I liked the grade eights best. My classroom management strategies came naturally in that class, and I felt like I was dealing with smart kids who understand why they are in class, why I am there and that we aren't that different. I find it interesting that I was halfway between their age and that of my A.T. That youthfulness helped, and the kids appreciated it. I could tell a kid to chill, without sounding lame or compromising my authority. I see that this is a fine line to walk, and becoming too casual could lead to a disaster, but I was more comfortable in the classroom and I think the students were too. It was a lot of fun to teach band and I feel so lucky that I did it at a school with such an amazing music program. Music would be my ideal teaching job, and it would be great to lead a band (or 6 different bands as was the case at Runnymede).

That being said, I look forward to teaching a core class in my next practicum. Seeing 160 kids a week on rotary made it difficult to get close to many of the students, or even learn all their names. I look forward to establishing a community and dealing with subjects that I am not as familiar with. It should be interesting.

Here's a poem my A.T. got me to read, and I think it's a good one to put up in a classroom:

DID I MISS ANYTHING?

Tom Wayman
From:   The Astonishing Weight of the Dead. Vancouver: Polestar, 1994.

                                                        Question frequently asked by
                                                        students after missing a class




Nothing. When we realized you weren't here
we sat with our hands folded on our desks
in silence, for the full two hours

        Everything. I gave an exam worth
        40 per cent of the grade for this term
        and assigned some reading due today
        on which I'm about to hand out a quiz
        worth 50 per cent

Nothing. None of the content of this course
has value or meaning
Take as many days off as you like:
any activities we undertake as a class
I assure you will not matter either to you or me
and are without purpose

        Everything. A few minutes after we began last time
        a shaft of light descended and an angel
        or other heavenly being appeared
        and revealed to us what each woman or man must do
        to attain divine wisdom in this life and
        the hereafter
        This is the last time the class will meet
        before we disperse to bring this good news to all people
                on earth

Nothing. When you are not present
how could something significant occur?

        Everything. Contained in this classroom
        is a microcosm of human existence
        assembled for you to query and examine and ponder
        This is not the only place such an opportunity has been
                gathered

        but it was one place

        And you weren't here

The Huron Carol

The holiday season is approaching, and much of my teaching has been in preperation for the upcoming concert. I did not get to select repertoire for the concert, but have enjoyed teaching the songs chosen.

The grade fours are singing "The Huron Carol", a popular Christmas song which tells the story of Jesus' birth using imagery associated with the Algonquin people of Southern Ontario. The song was written by Jean de Brebeuf, a Jesuit missionary back in the 1600s. He wrote it in the Algonquin language as a way of telling his story.

I told my grade fours this information, asking them to draw the parallels between lyrics in the song, and the traditional Christmas story. This they understood. I also tried asking them what the job of a missionary was. This they understood. From there I wanted to stress the point that music can sometimes have a purpose- it's not always pretty melodies with rhythm. I don't know if they quite understand.

I have the grade fours again tomorrow. For the past two lessons we've talked about the meaning of the song and I feel like its a good lesson in equity. Even though this period of history isn't covered until grade six, and the issues I'd like to get at are at a high school level, some of the class is mature enough to deal with it.

The challenge to me is to avoid telling the kids that there Brebeuf's goal is not in line with how we treat other cultures. They need to arrive at this point themselves, and I think that takes time.

The mayo incident

This story started a few weeks ago and I've been joking with a few other Runnymede TCs for a while now... I figured it would be good to hear what other midtowners have to say.

Anyways, I've brought some sandwich ingredients to the staff room, to save time in the morning and was making myself a sandwich early in the lunch period. I found some mayo in the fridge and figured it wouldn't be a big deal if I used some.

So, another teacher enters the staffroom and immediately asks, "Is that your mayonaise?" I say no and that I found it in the fridge. She then tells me it's hers (why ask in the first place) and puts it back in the fridge. Fair enough, I shouldn't be eating any food I find in the fridge. When I asked if I could use some today and she could use my mustard, she simply says 'no' to the idea of sharing. This situation bothers me because I've experienced way too many fridges getting a million jars of half full condiments and then they all go bad... plus it was very rude.

That night I went and bought two jars of mayo and some nice mustard. My initial plan was to add mayo every week, but I concluded that was being unprofessional (which it is). I decided to ignore the issue, it doesn't matter.

But then the rudeness continued. She ignored me a few mornings when I asked how she was doing and wished her a good day- fully didn't respond. She did talk to me when she saw me making a sandwich, with my own mayo and mustard, and explained that nothing was shared in the staffroom "except maybe this pepper". I told her, politely that it made sense and I'm used to sharing in my home and work environments.

Anyways, I'll probably just let the issue blow over. She is rude. But still... I'd love to take all the half full mayonaise jars in the fridge at my house and leave them there on my last day... lol

Two Weeks In!

So I've been at Runnymede P.S. for two weeks now and have learned a lot. My first week I only taught grade eight band, but have added grade five band and grade four recorder since. Next week I add grade six band and some grade three recorder classes. On Tuesday, the grade six and sevens are going to see Lang Lang at the TSO, and I'm excited to go with them. I feel pretty lucky to see such a great pianist for free.

Some things I've learned so far:

- if you raise your voice, it just makes the whole class louder. It's better to save your volume for when you really need it (which I haven't yet).

- grade eights respect snappy come backs, and want to be treated like adults. I've bonded nicely with the grade eights and can joke with them quite a bit.

- conducting isn't as bad as I thought it was, and comes naturally, once I've studied the score.

- we are doing a lot of Christmas songs, but I feel like I shouldn't say anything because its not my program, most of the kids celebrate Christmas, and the music program has been very successful at the school.

I can't wait to be back in class and chat with everybody again. Practicum is fun but I prefer talking to adults all day!