My Student Teaching Experience "Timeline poem" (:

 

As I embark during fall of 2024, I walk the halls of a middle school? Its a new feeling, a weird feeling in honesty. A new year for the kids with youthful energy and awkward introductions.  I stand shocked with a resounding state of nostalgia. It been 20 years since I last lay foot in a middle school. A student teacher ready to put my new found skills to the test. Me armed with grit and pedagogical frameworks, Eighth graders, some eager, some were not. A project-based school, so for me its science and math, and together we go forward. 

Welcome back echoes, first day jitters abound, Classroom norms established, a common ground. I-Ready testing, a baseline to see, Math explorations, a chance to be free.

Water's chemistry, States of matter, its found everywhere. Collaboration norms, a key to success, Building an atom, the elements confess their states.

Box plots and equations, a journey to start, Data analyzed, a map for the heart. Balancing reactions and chemical feats. A sleepless trail emerges, putting coffee to the test.

Endothermic, exothermic, heat in the air, Slope and y-intercept, a mathematical pair. Field trips and labs, a hands-on delight, Impact studies, shedding scientific light.

Linear equations, the lines take their stand, One and two steps, following the command. Chemical reactions, a theatrical play, Molecules built, a successful display.

Inequalities emerge, I still don't know all the students names, a new frontier to cross, Properties of matter, what's gained and what's lost. Equations transformed, unveiling the key, Forces in motion, set the world free.

Systems of equations, a puzzle to solve, Substitution and elimination, the pathways evolve. Potential and kinetic, a dance they perform, Egg drop extravaganza, Im weathering the storm.

Functions explored, a powerful tool, I-Ready reflections, a chance to review. Stone Age adventures, a historical quest, Rockets take flight, put to the test.

Numbers and operations, the foundation so strong, Final assessments, where students belong. Exhibitions near, a culmination of pride, A student teacher's journey, side by side. 

 

I still do not know all the names, I struggle to make genuine connections, the kids remain shelled and I remain in full of patience. 

 

__________________________________________________________________________________________________________________________________________________________________

 

 

Students are nervous, But classroom norms put minds at ease, Math scavenger hunts brightened the day.

Water chemistry, a bubbling delight, States of matter, shining ever so bright. A teamwork embrace, Building atoms, in cosmic space.

Box plots and equations, a mathematical spree, Data analyzed, wild and carefree. Balancing reactions, a chemical dance, Steepest trail challenge, a thrilling trance.

Endothermic, exothermic, a fiery show, More Slope and y-intercept, watch the knowledge flow. Field trips and labs, adventures untold, Impact studies, stories to be told.

Chemical reactions, a theatrical stage, Molecules built, a new scientific age.

Inequalities emerged, a puzzling array, Properties of matter, come what may. Equations transformed, like magic they gleam, Forces in motion, a scientific dream.

Systems of equations, a challenge to meet, Substitution and elimination, can't be beat. Potential and kinetic, a dynamic duo.

Functions explored, a mind-bending feat, Rockets take flight, for all the world to see.

Exhibitions of rockets, a culmination of pride, A student teacher, with nowhere to hide.

Through laughter and learning, I've grown so much more, Patience and kindness, I now even more adore. Communication skills, a newfound art, Connecting with students, a true work of heart.

This journey has taught me, beyond a doubt, The power of teaching, to shout it out loud! A teacher's impact, a lasting embrace, Inspiring young minds, in this wondrous space.

I hope you enjoy this more humorous and reflective take on your student teaching experience!

 

 

___________________________________________________________________________________________________________________________________________________________________

Process Paper: 

 

My student teaching semester at Mountain Middle School was a transformative experience, shifting my perspective from the focused discipline of a BMX racer/coach to the multifaceted role of a classroom facilitator. Initially, I approached teaching with a mindset akin to navigating a complex race track, as in it cant be harder then what Ive faced within injuries and racing bikes. However, I quickly realized that a classroom is not a static environment but a constantly evolving ecosystem demanding adaptability. I was told this will be your hardest year of your life, whoever told me that was right.

In the early stages, my focus was primarily on taking notes of my mentor teacher. Noting her classroom presence, adaptability and lesson delivery. As the weeks progressed, my role evolved into that of a facilitator, guiding students as unique individuals, each with their own learning styles and potential. My initial attempts at orchestrating this dynamic environment were challenging, requiring me to learn how to harmonize diverse voices and manage the natural fluctuations of classroom energy. The student teaching journey, much like navigating a challenging BMX course filled with unexpected obstacles, proved to be both demanding and exhilarating. Just as a racer must adapt to changing terrain and unexpected conditions, I had to cultivate flexibility and responsiveness to the diverse needs of my students.

My time at Mountain Middle School, concurrent with my master's studies, was a period of intense learning and refinement. Teaching Algebra to 8th graders presented a unique opportunity to challenge preconceived notions about the subject's difficulty or irrelevance. By connecting abstract concepts to tangible real-world scenarios, such as the relationships between distance, time I aimed to help students view algebra as a practical tool for understanding their surroundings.

The science requirements for a Science teaching licensure presented a significant personal challenge, requiring persistence and multiple attempts to pass the Science Praxis exam over eight months. It took me 4 times to pass the exam. Each time costing over 100 dolor's, and hours of my time, all the while concurrently taking 12 credits of college and coteaching science and math.  This is a time in my life I am immensely proud of myself for, because I wanted to give up. after 3 times of falling just short of passing the exam by mere single digits. Balancing the demands of student teaching with the rigorous requirements of my master's program necessitated meticulous time management and unwavering commitment. Despite this hurdle, the science curriculum of 8th grad, encompassing chemistry intricacies, the engineering design process, and the principles of light and sound, offered incredibly rewarding experiences. Each unit emphasized hands-on, inquiry-based learning. The chemistry unit, in particular, ignited genuine student enthusiasm through engaging experiments. The engineering design process, which mirrored the collaborative dynamics often found within a BMX racing team, not only fostered scientific knowledge but also cultivated crucial life skills such as teamwork and critical thinking. The light and sound unit of which I took full assumption of naturally sparked my own curiosity and hopefully my students through interactive experiments and demonstrations. When lessons didn't go as planned or students struggled with specific concepts, I viewed these experiences as opportunities for growth and refinement, much like analyzing mistakes made on the track to improve future performance. 

The semester presented numerous challenges, including navigating i-Ready testing protocols, unraveling the complexities of chemical reactions, and addressing the intricacies of linear equations. My own emotional journey mirrored this transformation. Initially feeling overwhelmed by the various demands like grading, lesson planning and the constant balancing act between teaching, lesson planning, homework and any personaly life I could fit in . I came to realize that striving for an unattainable ideal of a "perfect conductor" was counterproductive. Instead, I learned the importance of allowing the learning process to "breathe," embracing moments of improvisation and spontaneity. Over the course of the semester, I observed significant growth in various aspects of my teaching practice, including classroom management techniques, pedagogical approaches, worksheet design, time management skills, and the implementation of collaborative learning strategies like Kagan structures. I became more adept at crafting engaging and relevant lessons, designing effective and targeted worksheets, and fostering genuine collaboration among students. I also developed more effective time management strategies and learned how to build meaningful and supportive relationships with my students. The light and sound unit, which helped get the kids ready for a culminating engaging escape room activity, exemplified this evolving approach. Rather than simply dictating information, I focused on creating a dynamic space that encouraged student exploration, problem-solving, and collaborative learning. The classroom truly became a laboratory for creativity and critical thinking.

My experience culminated in a three-week period of "full assumption," where I independently planned and delivered instruction for a science unit on light and sound and a math unit on geometry. Initially, I experienced a significant "analysis paralysis" where I felt overwhelmed by the open-ended nature of the task. Being told to create an introductory unit on light and sound that met Colorado Academic Standards, with complete autonomy over the content and activities, felt daunting. Planning engaging and effective lessons proved particularly challenging, and I wouldn't have been able to navigate this period successfully without the invaluable guidance and support of my mentor teacher, Dakota Isaak. Once I began the planning process and gained some momentum, it became more manageable. However, a persistent difficulty lay in developing truly creative and engaging activities and lab experiments that would effectively introduce the core concepts of light and sound while also aligning with the standards.

Moving forward, I am committed to continuing to refine my "conducting" skills, striving to create classrooms where students are active and engaged participants in their own learning. I intend to explore non-traditional teaching models and innovative pedagogical approaches that ignite a genuine passion for learning. I will draw upon the resilience and perseverance honed through my athletic background to inspire students to overcome their own challenges and pursue their dreams, ultimately aiming to create a classroom "symphony" that resonates with every student and utilizes imagination to cultivate a fun and engaging learning environment.

 

_____________________________________________________________________________________________________________________________________________________

 

 

"ED-615: Student Teaching" Class at Fort Lewis College 

Week by week over the 13 weeks of the course.

​

Week 1 Journal Entry- August 14th 2024: 

Stepping into Mountain Middle School felt like entering a different world, a world where learning was an adventure. The project-based approach is invigorating, but also a bit daunting. I spent the week observing Ms. Isaak, trying to absorb the rhythm of the classroom and the unique culture of this school. The students are energetic, curious, and already seem to thrive on collaboration. I'm excited to see how my background in BMX racing, with its emphasis on discipline and problem-solving, can translate into the classroom. The initial i-Ready testing and the water chemistry introduction were a good snapshot of the diverse curriculum. I'm reflecting on how to blend my passion for science and math with the school's hands-on philosophy. How can I create lessons that are both engaging and rigorous? I’m excited to see how I can engage these students.

 

Week 2-3 Journal Entry- August 21- September 5, 2024

These weeks were a whirlwind of planning and preparation. I've been diving deep into lesson planning for both math (data and statistics, linear equations) and science (states of matter, atomic structure, ionic/covalent bonds, periodic table). Balancing this with my master's coursework and maintaining my BMX training is a challenge, but I'm finding a rhythm. The students are responding well to the hands-on activities, especially the atomic exploration with PhET simulations and the states of matter exploration. The math scavenger hunt was a hit, and I'm learning how to make abstract concepts more tangible. I'm starting to see the connections between my racing experience and teaching – the need for preparation, adaptability, and the ability to break down complex tasks into smaller, manageable steps. The creation of the “alien pizza” homework felt like a good way to use a fun idea for homework.

​

Week 4-5 Journal Entry- September 7-21st 2024:

These weeks were all about putting my plans into action and adapting as needed. Teaching linear equations with dice and water was a fun way to connect math to real-world applications. The chemical reactions and conservation of mass labs went well, but I learned the importance of clear instructions and anticipating potential challenges. Balancing chemical equations proved to be a tricky concept for some students, so I had to adjust my teaching strategies. The steepest trail activity, using maps and elevations, connected math to the local environment and resonated with my own love of the outdoors. I'm realizing the importance of formative assessments and using student feedback to refine my lessons. The Phet simulations have been a great tool for visual learners

 

Week 6-7 Journal Entry- August 21-October 5th 2024:

​This period was intense, with the focus on linear equations culminating in a test and the launch of the chemistry exhibition. The digital escape room for linear equations was a success, and I'm seeing the value of incorporating technology into the classroom. The field study prep and the FLC field trip were great opportunities for students to engage in real-world science. Presenting the impact study was a valuable experience for the students, and I'm learning how to guide them through the process of research and presentation. The Hagrid activity, as well as the data collection and line of best fit testing, was a fun way to apply the concepts

 

​

Week 8-10 Journal Entry- October 5th-October 20 2024:

The chemistry exhibition preparation dominated these weeks. Students are working hard on their projects, and I'm enjoying seeing their creativity and problem-solving skills in action. The reaction research and practice sessions are crucial for their success. In math, we moved on to solving one and two-step equations, which has been a challenge for some students. I'm learning the importance of breaking down complex concepts into smaller, more manageable steps. The SLCs provided a valuable opportunity for student-led conferences and reflection. I’m working to give good feedback for the chemical theatre exhibition.

 

​

Week 11-13 Journal Entry- October 21-November 1st - 21 2024:

I am finding it hard to manage relationships with all that teaching requires, grades, standardized tests, lesson planning, homework and all the demands  and the responsibilities. I am very tired."

​These final weeks were a blur of activity. We delved into rocket physics, light and sound, and systems of equations, culminating in the Rocket Launch Royale exhibition and the light and sound escape room. The rocket physics unit was a great way to connect science to engineering and design. The escape room was a fun and engaging way to review the light and sound concepts. I’ve been working on grading the final projects, as well as working on final assessments for the systems of equations units. The egg drop was a great way to end the semester. I'm reflecting on my growth as a teacher and the lessons I've learned. I'm grateful for the opportunity to have worked with such amazing students and colleagues.

 

​

Week 13-15  Journal Entry- November 25th- December 15h 2024:

 Conclusion:

My student teaching experience at Mountain Middle School has been transformative. I’ve learned so much about teaching, learning, and myself. I've discovered the joy of seeing students make connections and the challenges of managing a classroom. I’ve seen how project-based learning can engage students and foster a love of learning. I'm leaving this experience with a deeper understanding of the complexities of teaching and a renewed commitment to my own professional development. I’m excited to bring my unique blend of experiences, both in the classroom and on the BMX track, to my future teaching career.