Room 209 Withdrawal

Pre-internship is definitely keeping me busy!  Unfortunately, my mentorship with Room 209 has resorted to back and fourth comments on each others blogs.  Though I am absolutely loving my pre-internship at Balfour, I do have to admit, I’m quite missing my Digital Degus.  A few weeks ago, we were working on a rubric for students to reference to for their substance abuse/addictions research assignment.  I hope things are going okay for this assignment and that the students of Room 209 are keeping busy with Speedy and Caine!

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Tech Task #10: Best Ideas

  • Listen to Wednesday’s session. (notice I’m not providing links, just a sneaky way of insure you’ll watch the session.)
  • Choose your favorite idea from each of the three presenters and describe and share how you might incorporate them into your classroom. Use links from their blogs as references.

Assessing students

For the Wellness 10 unit I taught last week, the girls had three assignments that they handed in to me for evaluation.  The first assessment was questions and a journal response to the Penn State case we looked at early in the week.  Most of the girls finished the questions in class, and those who didn’t finish in class handed it in first thing at the beginning of next class.  I was relieved that the girls were so good about handing their questions in.

However, the assignment given on Wednesday didn’t go so well.  Again, most of the girls were really quiet, and worked very attentively; however, only about two or three girls handed their questions in at the end of class.  The next day, only about two or three more girls handed their questions in.  Four days later, I still have yet to receive the questions from the rest of the girls.  I’m starting to get a little worried and frustrated, as I am only at Balfour for three more days, and their Wellness teacher told them numerous times that she isn’t marking assignments that are handed in after I leave.

I also had them create a brochure for a peer support group, or a “letter to the editor” discussing a conflict in a relationship, and a response letter from the editor with steps to enhance that relationship.  My co-op and I thought it would be a good assignment, as I wasn’t expecting much, and I had given them multiple handouts throughout the week that would make this assignment a piece of cake.  This assignment was due last week, and I am still waiting for eight of the thirteen girls to hand in their assignments.  Again, I’m slightly worried right now.  I have explained to them multiple times that I only have 3 days left, and therefore offered to work with them during the lunch hours to get these assignments done.  On Friday, none of the students showed up to work on their assignments.  I’m struggling with how I am going to assess these students in the next three days if they don’t hand anything in to me.  Any suggestions?

Hopefully they show up today at noon hour to finish their assignments!

Teaching Wellness 10

This past week was an interesting one! I spent my days teaching Wellness 10 to 12 grade ten girls.  The first day I was so nervous, I didn’t really know what to expect.  I thought since I was introducing a unit on relationships, that it would be a good idea to have a lot of discussion about healthy versus unhealthy relationships, and how conflict affects our relationships.  Little did I know, this was not a chatty class and they are not fans of discussion.  I have to admit, my first lesson was quite awkward; there was a couple of minutes where I could definitely hear crickets!

I had quite a few moments of frustration throughout the class.  It seemed that the students part of sports teams or performing arts groups had troubles talking about relationships.  As someone who had always been part of a sports team, I thought talking about conflicts with teammates or coaches, or opponents would be easy to talk about.  However, these girls were just not into discussing these issues.

Tuesday got a little better: they were more talkative.  We broke into groups and discussed the different types of violence/abuse, and roles people can potentially play in violent situations.  We then discussed the Penn State sexual assault case.  Half the class formed a group and read the article out loud, while the other half worked on the article and questions individually.  I told them it was fine by me if they wanted to work with a partner, as long as the work was getting done.  Again, the room was so quiet.  I know that most of the girls have a friend or two in the class, so I was really surprised when even they weren’t chatting.  I guess, I’m just not used to that quiet of a classroom, and I remember I always learned best when I could at least chat with someone else.  So, for me, I was caught off guard at how silent these girls were.

Wednesday was a bit of a heavy lesson.  We watched a video called, “Telling Amy’s Story“.  This video is a documentary about domestic violence.  We watched the video, and then discussed certain aspects of the video.  There was one girl who showed up today that I haven’t ever seen before, and she was by far the most engaged student today.  That really surprised me, but all I kept thinking was “holy crap, is that going on in her life right now”   I guess I kind of put myself in that situation when I chose this unit to teach.

We continued the week talking about violence and abuse through media and sports, and how these aspects can affect our perception of healthy relationships.  We then watched a video of a female soccer player who was suspended indefinitely for player misconduct.  The girls were appalled at how this girl was acting throughout the game.  We then ended the week with talking about bullying.  We talked about Mean Girls and how there are numerous types of bullying in that movie.  We discussed what the main character did, versus how the main character should have done.