MTEL Countdown : 1 down, 2 to go.

After waking up at 6am, I made my way over to the Massachusetts Tests for Educator Licensure testing center. I was surprisingly awake and coherent for only getting about 6 hours of sleep. (It's a rough slumber week when you've been battling a migraine for the past 3 weeks. Needless to say, I found Excedrin to be a friend of mine.) I even saw a girl from my Grad Inquiry Seminar there! We chatted briefly and wished each other good luck, then come to find out we were in the same testing room. Straaaange, yes, but nice.

I'm a little apprehensive because I was the second one finished with the exam. I'm NEVER the second one to finish on ANY standardized test. SATs = horrible. GREs = even more horrible. MTELs = ????.

The test itself wasn't bad. It was pretty much like the "Ultimate English Major Exam Ever." Finding out what's incorrect in a sentence almost made me go "Are you for serious?" after looking at the word "sucessfull." And defining words made me smile (but it also made me think that this would be hard for someone who doesn't like to read very much... I feel sorry/bad that it came so easy to me...). If I could use a red pen on this bubble sheet, I would have had a field day. But alas, my fun was cut short when I realized time was ticking away.

Contrary to popular belief, I'm sometimes a slow reader, especially when it comes to objective reading comprehension tests that freak me out because my interpretation could be completely different. I've learned the tricks over the years, but it still doesn't ease my anxiety of that "what if it's wrong?".

You know, there was no real anxiety during the exam, but my apprehension comes from hindsight. I know I definitely got two answers completely wrong (I totally boffed defining "rote" and "declarative sentence"... and of course, afterwards, I was kicking myself.), but other than that, I feel somewhat confident about the rest? I know I'm supposed to be become a teacher as my "short-term" life calling, so I'm going to get there regardless what happens, but I can't help but think if I have to retake one of them... how much is this all going to cost?!

I handed over my materials at 11:15am and made a dash to the wonderfulness of public transportation to get to church to help serve lunch to volunteers. It was a good day and an even better day after my nap.

So, in summary, this is the MTEL that is supposed to be a piece of cake. 70% passing rate. We'll see on November 24th when the results come in. I don't have to worry about the next one until March 3, 2007 when I take the Foundations of Reading exam. That's the big one... the one everyone dreads for its definitiveness on phonological awareness and miscue analysis... no, I won't even think about it now. Time to go get ready for some pumpkin fun.

- Miss Chelsea :)

Home to classroom.

This past Wednesday, I administered a "reading survey" to J about how he felt about reading... it was a fun survey that had different Garfield the Cat and his expressions (e.g. excited, happy/chill, sad, and angry). J circled the Garfield to that he related most. I was actually surprised at his responses.

He was really excited and loved reading. He thinks he reads very well and is excited when he gets a book as a present. On the flipside, he would rather do something else than read at home, though. Some of his answers were a bit inconsistent, but I had made sure he understood the question before we moved onto the next... so, not sure what to think of that.

This is a great attitude for J to have, especially since he struggles so much. This means that he has the solid interest and that solid interest will help him get better. I also found out that he lives in a single-parent home, so he's most likely not getting as much reading reinforcement at home though he says his mom reads to him sometimes. Single parents have demanding schedules, and most of the time, it's circumstance's fault (not the parent's) for the lack of attention towards his/her kid's school work.

There are so many elements that go into a child's education that we're sometimes not aware of or choose to not acknowledge, but the home environment is pretty much the #1 influence. Kids eat, sleep, play, etc... all in this one (or even two) place(s). It's no joke when people say children need stability; it's true. Lack of stability will show up in homework, classroom behavior, peer behavior, and ultimately child development.


What happens when there is no home stability? How can teachers work with that? How can teachers press the importance of the parent's child's education and development without telling him/her "how to raise his/her child"? How can teachers encouragement involvement from the single parent when s/he is already pressed for time? How can teachers supplement this need without being "too involved"?

J said he has a twin sister who also comes to this same school (through the same METCO program). I haven't met her yet, but from what I hear from Ms. DT, the twin is having similiar reading problems.

He's a bright kid when he gets on the right track. I have to be careful though because he's borderline "helpless handraiser" and can become too dependent on my helping him, especially when I -know- he knows how to do a certain problem.

Time will keep telling me, and hopefully, I'll keep putting the pieces together.

- Miss Chelsea :)

Oral Histories.

I have a oral history project for my Social Studies methods course due on Thursday. Despite my reluctance to actually finish writing it now, I had a great time just interviewing my grandparents and Dad. I never knew my Dad lived in Germany for 6 years while he was in the army. He still knows some German! I never knew my Poppi's dad died in the Korean War, yet Poppi still joined the Navy. I never realized my Nuna had 5 kids by the time she was 20 (which is a scary thought to me! Definitely different times now).

Though the topic of the project is the Civil Rights Movement, I learned more about from where my family comes and who they are. You're probably wondering why I even interviewed them... well, unbeknownst to most, my Poppi's black (he came into the family by marriage, so yep, I'm still as pale as can be... haha)... and typically, a mixed marriage back in those days wasn't always so looked happily upon. So, that was my tie into the 1950's-70's.

Oral histories are great projects for students of all ages (it's why we're still doing them in grad school!). It connects them to the past. People like to share stories, and kids generally like to hear them. Kids become involved with their learning. They become responsible; it makes their stories theirs.

Who are the people they [the students] interview? what are their backgrounds? Their stories? What have they learned about others, about themselves?

And when the general curriculum doesn't allow time for Social Studies, it can be fitted into the literacy portion. Everyone wins! I wonder how it would work with younger kids... hmm...

[Thinking Aloud Moment] Oh! A great lesson plan for 2nd graders would be to just interview someone older than the student and then have them write a part of that person's story in class. That would be so cool to do. The school I'm in now doesn't have a Social Studies time... so that could be a possibility for next semester's full prac. [end Moment]

What it bubbles down to is that it's all about the "hidden curriculum" (a term for what really is learned but isn't formally taught in the classroom... i.e. respect, how to treat others, who you are, classroom management).

In other news, I did a tiny bit of the Comm. and Literacy practice exam (2 more weeks) on Saturday... and I got them all right (well, I think with the exception of one)! I just had trouble focusing... I wonder if there is an adult onset of dyslexia or ADD or something. I feel like I have either or sometimes! I end up reading the same paragraph over and over for better comprehension and because I lose my spot. If I read this one paragraph one more time, I think my eyes might possibly burn a hole in the paper.

I have an interview on Friday for the grading papers/English TA position at the charter school. I'm not nervous or anything since I can put up a pretty good "confident mask" during an actual interview. But the preparation... Gosh, I have to prepare for an interview now! Yikes! Must... find... good... writing... sample.

- Miss Chelsea :)

Little classroom moments.

Day 2 was a success and very productive. I got to do my reading intervention with J, completed another state-mandated observation, taught a learning center with dominoes, did a teacher interview, met the principal, and even found out some tidbits about the retirement savings plan (not the 401K) that is geared for public school employees. How 'bout that.

Highlights of my day are always the innocent kid comments of "You'll be with us all year, right, Miss Chelsea?" or "Can you come back next week?" Those just make my heart melt because they don't have to say that; they say it on their own volition and out of their own character. Honesty is still "the only way" with them. Those make me want to come back each and every week... and it is the same thing that kept my going back to work at the academic camp for the past 3 years (and will do so next summer).

The learning centers activity was actually a bit crazy at first. Ms. DT asked if A and I would help... and so, of course, we said yes; it required three grown-ups.

(Side note: I thought learning centers were completely different. I thought they were stationary in the classroom somewhere and kids just went whenever they wanted. Nope, learning centers are actually centers that kids rotate between during a block of time.)

I took over the dominoes and addition sentences activity... and let me tell you, initially, it was a challenge because the kids weren't understanding what needed to be done (because I didn't understand what needed to be done)... so I changed the activity to adapt the kids and to make it easier to complete.

"Write an addition sentence with the number of dots on each domino. So 1 dot plus 3 dots equals 4 dots. Then place the domino on the card that has the total number on it; match 'em up. Let's see which number card gets the most!"

After the initial group rotated, the following groups went really well (one boy said that it was his favorite!). I found a system that worked with the students. Organization was key.

I talked with A about her full-prac plans, and she wants to work in a more urban setting... yay for me!... so, I asked Ms. DT the big question that is on all pre-pracs' minds in their placements...

Would you like a full-prac student next semester?

And she said yes! I think I may quite possibly have one less burden to worry about! As long as the principal approves and my grad program gives the papers, it's a done deal. I'll be in 2nd grade all year. :)

I seem to enjoy making myself insanely stressed because I'm now picking up a grading job at a local charter school for some extra money (after my little bit of a female emotional "I don't like not having a job and worrying about money" grad student spiel the other night, this would somehow make me not worry? I'm still figuring that one out). It'll also get me to see student development in the older years, a wide spectrum of comprehension and skills (what I hope to instill in my students). I have an interview sometime next week. Being an "English TA" (the official title) is so ideal because it's so flexible... I pick up student work on Friday afternoons and then drop it back off on Sunday. AND I actually get to use my B.A. for something! It's only a bonus that I love editing (oh, red pen, how I adore you, even though I don't like your bright color). So, yes, if I seem zombie-esque, it is quite possible I have become one.

I'm only young once to shove as much into my schedule as humanly possible because once I become the world's best teacher-mom ever, my schedule will hardly allow saving the education system, too. ;)

- Miss Chelsea :)

P.S. EDIT: Best Comment of the Day--

So in a moment of "oh my gosh, what the heck am I doing?!" I threw my arms up and pretty much exclaimed, "I just want to run away and join animal photographers of the WORLD, become a nomad, and take pictures of the most awesome animals ever!"

My surrogate sister wrote to me and responded, "Think of the children!!! What will they do without teh Chelsea? 'Oh, no, I don't know how to read and there's no one to teach me! I'll grow up to be functionally illiterate like Anna Nicole Smith!' " and proceeded to give a story about how she debates with her whole law school decision, too... then said, "So you hang in there too, so I can have smarter clients to defend!"

And when all else fails, I will just watch everyone's favorite Yipyips. :) Between that comment and those crazy martians, I got more laughs than anything today. I was able to send flowers to my aunt for her birthday today, too, and it made her smile so that made me smile. In the grand scheme of things, what really matters is people, friends, families, and relationships. Not grades, diplomas, or certifications. Those mean nothing if you don't have a life filled with joy.

Whole language vs. phonics.

When I was in elementary school, learning to read was definitely all about whole language. (I don't remember much about my learning to read though since Mom declares that I was reading by 3? That's a cool thought in its own. But to note, she said I was a "lazy reader" and would rather be read to than read it myself. haha That amuses me.) Anyhow, in the classroom, we would read the words as a whole and learn from the meaning, not the parts. Invented spelling was encouraged and in abundance. Balloon would be balloon, but maybe spelled blun. So, of course, I felt (up until yesterday) that I was a full-fledged whole-language supporter. But an important part of being a teacher is admitting when change needs change and making the necessary adjustments.

In the early-to-mid 90's, "Hooked on Phonics" (remember? "hookd on fonics werked fer me?") became the educational sensation and definitely influenced the rise of the shining star, "phonics only" (though it's been around since the mid 1900's). Yet the debate still continue which was better for the students. The truth is and like the author I read, it's suprising that it's ONLY recently within the past few years that teachers are finding a commonground. A balance and mindset to teach BOTH.

I was reading The Balanced Reading Program by Susan Blair-Larson yesterday, and my mind was admittedly changed. I wasn't a complete whole language supporter because I still felt phonics needed to be at least taught a little bit... so where did I fit?!

Well, the chapter I read talked about the need for balance and why balance is important. BOTH approaches are necessary, especially for the benefit of the kids. It's not about what the teachers passionately or stubbornly believe; it's about what works for each student. Being fair to them. One grade they could be A+ students because Teacher Q taught whole language and they did marvelously... and then the next grade, Teacher P taught phonics and now those students are performing poorly.

Like all areas in my life, I really try for balance since that's ultimately always the healthiest way to go. I can't believe I didn't really research this before. I wasn't even believing in all that what I said I supported!

Teachers need to investigate. Just like their students need to as well.

On a slight tangent, I got together with my Ed. buddy, Miss J. last night, and she helped shed some light on little mysteries called Full Prac and "How do we find jobs?!" She's doing her full-prac right now, and I was thinking that I was going to be thrown in and left flailing in the classroom this come January. It won't be like that at all! The cooperating teacher (CT) is STILL going to be teaching in the class; I won't be alone. Always a comforting thought. :)

Now the whole job ordeal... very good question. The only new advice is that it was suggested by her current CT to make our interview portfolios available in a .pdf file or on a website to show tech. capabilities. Hmmm, I got that one down!

- Miss Chelsea :)

P.S. Day #2 is tomorrow! :)

MTELs: Not the becoming-a-teacher's best friend.

In order to become a teacher in the state of Massachusetts, a person has to take three different licensure exams called the Massachusetts Tests for Educator Licensure (MTELs).

Depending on which date you select, you are paying about $100-$130 per test. But first, let's take a look at the average graduate student teacher:

• Full-time grad student with little to no jobs... who lives on loans and has more than enough prac. work to last a lifetime.
• Full-time grad student with a job... who lives on loans and nearly places her/himself on the altar for sanity sacrifice.
• Part-time grad student with a teaching job already ... who gets next to no sleep.
  

We can safely lump most people into one of the three categories. What do all of these have in common? That's right, kiddies! They all pretty much have very low incomes! And when full-practicums hit, you are paying the school to work for them. Think of it as an unpaid internship; it's a good thing experience-wise, but a bad thing for living expenses. What does that also mean? People cannot have a job during their full-pracs (unless they're teachers already and made special arrangements for classroom requirements).

So my next question is... where does the National Evaluation Systems think we get this money?! I would like to know why the "nonrefundable registration processing fee (PER test administration)" is $30. Why don't they just build it into the $60-$90 test? I don't think the actual test paper itself costs $90. Okay, so you have to pay the workers who help out and maybe the workers who work the grading machines... and maybe you have to rent out the building all these are in... but still?! A lot of people have to take the test, so that means a lot of money. I wanna know to where it's going!

I just wish there was better federal aid for teachers (some can get federal loan forgiveness if they work in certain areas in certain subjects... so at least that's a step forward), but that subject would be difficult to go into without discussing the odds and ends of educational reform and teacher rights... I'll save that for another time. ;)

I take the Communication and Literacy Skills exam on October 21st which I haven't even begun to study for yet! I'm so wrapped up in pre-practicum AND class work that I have no idea when to devote some time for it! It's supposed to be the "easiest" of the 3, so that's a little comforting. But I was staring (yes, staring because I just didn't have the motivation to process it) at the "word definitions" section on the practice test... and oh my goodness, it doesn't matter that I was an English major in college, but WHY do you need to define words like transient and abstain (this isn't even in multiple-choice... you write your own definition)!? You're going to be talking to 7 year-olds who would shoot up a million little hands in the air if you even utter a word like that! You adopt an entirely different vocabulary around kids.

Yes, it's good for teachers to be literate and be on the same page as everyone else... so that's why I can't completely hate the MTELs... but oh, the frustration.

At least after October's, I don't have to worry about the General Curriculum MTEL until March... that's always a silver lining, right?

- Miss Chelsea :)

P.S. I think I might be a tad stressed... especially after receiving an email with forms upon forms about full-pracs needing to get on the ball about finding a school in which to do full-time student teaching. Umm, hello, Practicum Office, we just started our pre-pracs TWO DAYS ago and haven't fully adjusted yet. Just give us another week or two, please?!

First day at school.

Despite waking up at 6am, yesterday was wonderful as it was my first day in the schools. If you've had a positive educational experience, there is a certain feeling you get when you step into a classroom with 19 little tykes learning their ABC's and 123's. It is a feeling of excitement, apprehension, and/or energy. You become rejuvenated by this fresh way of thinking. You begin with the basics all over again. We don't think how hard phonics can be (not a fan of phonics, but that, my friends, is an ancient debate amongst educators) because we read Jane Austen or Stephen King and on top of that, we analyze. Second graders just are not at that point yet, and I find it refreshing.

The classroom I'm in is great. Ms. DT, the teacher, has great classroom management skills (thank the Lord!) as well as a good structure to her curriculum. It also helps that she's really nice and so open to what we need to get done as grad students (there is two of us observing in the class). It's going to be a good learning semester as I start putting together my portfolio. I was already able to get a parent interview done, so that was an assignment that was unexpectedly completed. I was surprised that one of things this mother said was that a sign of a good teacher is to "get the children to love her/him." Never really thought about it in that way.

The best part of the whole day though is my new little buddy. My little buddy will be called J. Unfortunately, J has a low reading level for a second grader... and overall, he's performing below his grade level. It's my hope that I can give him more individualized attention and by the end, he will be reading, doing math, and everything a lot better. I don't think it helps him that he's the only black kid in the class; this seemingly-insignificant factor doesn't help matters when children are not doing well developmentally and academically. He always distants himself from the other children at his table when doing his work. He goes to sit at the "listening center" table. Hopefully J will be able to build the confidence that he knows his stuff... he just needs to strengthen and refine it.

I was beaming when he had his "ah-ha moment" yesterday. He didn't make the connection that 129 and 130 followed the same order just like 29 and 30. The 1 in front of the first set made him think that after 129, 141 followed (I'm not quite sure how he made that leap). I showed him that 29 always go before 30... they're like PB&J, best buds. He got it by the end! He was doing his own beaming.

Ahhhh, I'm thinking I want to teach second now and not third (which they don't really let first-year teachers teach in MA anyway... so it may just work out for the best!). But I won't be too hasty, I'll see how this semester develops. Another thought has been that if I can live on a teacher's aide salary, I would love to be a teacher's aide for my first year... despite that I will have my initial licensure next August. I just love the individualized attention I could give, and I could be everywhere helping out everyone. I love both teaching and aiding! So who knows where I'll end up.

I need to remember to bring in some books with monsters or magic in them. J apparently loves to read those kind. Yes, I win the hearts of children through books. ;) I haven't told J yet that we're going to be reading buddies yet since Ms. DT and I just determined it at the end of the day.

So, summarily, a classroom is like applesauce. As simple as it is, there are so many elements that go into the making of this delicious autumn treat. Depending on your recipe, taste and texture will vary. The apple is the teacher and the lemon juice, sugar, food processor, water, etc. are all the kids and what they bring into the experience. And in the outcome, it's just one huge pot of yummy mush!

How's that for an English major analogy? ;) I mean, come on, what kid doesn't like the gross connotation of 'mush'?

- Miss Chelsea :)