All week I had been looking forward to my first classroom visit at the local middle school. Not knowing exactly what to expect, I’ll admit I was a little nervous. Often wondering “How many kids would there be?” and “How would they act?” Questions such as this ran through my mind all morning as I prepared to leave for the school. To my delight, I was warmly welcomed into both the middle school and the classroom. While the teacher was excited to introduce me to her eighth grade classroom, the students seemed to be lost in a gaze. For now I’ll chalk this up to being the first class of the morning on a rainy day! I quickly introduced myself to her young students, who suddenly, seemed to appear so much younger than I imagined. I later told them a bit about myself and how I ended up attending VMI. While college and life after high school is nearly four short years away, to her young students I’m sure it sounded like forever. Even still, I’m glad that their teacher reminds them of what soon lies ahead. Setting goals, both long and short term, in my brief observations seems to be a theme in this classroom. Designed as a remediation group, these children work together to complete work in subjects that they are struggling in. The remediation title of this classroom comes across harsh in my opinion, because I have seen that each child is bright in their own way. Sitting in the back of this classroom, I was able to observe each child as they quietly worked on assignments. Always busily running around the classroom to offer help, I’m sure this is a view that their teacher does not often get to enjoy. While I’m not sure how the principles of project based learning will be applied to this classroom yet, I’m sure that in coming weeks we will find a way to incorporate it. For now though, I’m pleased with this group of kids and very excited for my next visit!
I appreciate your observation regarding the title of remediation. I also think that by giving students the title of remedial, they may begin to think they aren’t as bright as other students, when the reality is that they are fine. Some students thrive in courses that others don’t and needing extra help in writing is perfectly normal. Perhaps I’d recommend trying to make a personal connection with the students and making them feel unique in their own way.
This does seem like it will be a challenge to apply project based learning to this course. Maybe you could learn what each individual student is struggling with and split them up based on struggles and develop exercises for them to practice together.
Cole, What is your teacher’s name? What kinds of assignments? It’s helpful for all of us as your audience to share the specific details you recorded in your double-entry journal about physical environment, signs of content learning, PBL, etc (see observation sheet.
MAJ Hodde
Sorry Kirk, I think I wrote to Cole under your post. Now that we’ve talked I understand what’s at stake in this classroom as the homeroom setting, and hopefully we’ll be able to set up alternative classroom opportunities with Ms Diette.
I agree that classifications like remedial can begin to label children and make it more challenging for them to have positive self-efficacy as learners. It might be worth interviewing Ms Diette going forward to find out more about how she approaches individualized literacy needs in her teaching, and how you and Ben might be able to serve as encouraging mentors.
MAJ Hodde
I like how you described the atmosphere of the classroom. I think that with time your relationship with the kids will develop even more and your project (whatever it turns out to be) will be very successful because the kids are behind you. I would recommend sitting with the kids the entire time rather than in the back of the classroom.