18 posts tagged “required”
Join MTC if…
- you like challenges. MTC is a challenge, and it is hard; however, it is completely worth it, if you’re up for it.
- you want to change. MTC will surely change you, for better or for worse.
- you’re up for living away from big cities and the metropolitan lifestyle. MTC places you in Mississippi (seems logical, right?), so if you’re up for living in Mississippi, join MTC.
- you want to be a part of something big. Mississippi needs teachers; Mississippi needs good teachers. As a member of MTC, you have the opportunity to be a good teacher in Mississippi.
- you want to teach. MTC claims that if you can teach in the districts it places you in, you can teach anywhere. Talk about comforting- if you can survive this, you can go anywhere else and be okay.
- you don’t want to teach. MTC is incredible work experience in a difficult environment; I’m convinced that if I can survive (and thrive!) this, that I can do well just about anywhere. Although if you don’t want to teach, you should probably at least really like people- MTC is tough if you’re anti-people.
- you wanted to do Teach for America but weren’t accepted. MTC is better: FREE MASTERS (no strings attached- it is truly free, books and all!), full teaching salary with benefits, a support system that is second to none- from the summer interns to the faculty to the second years, MTC is there for its participants- in good times and in bad, connections and resources in every possible placement site. Enough said.
- you want an adventure. No, MTC is not the wild west; however, it sure provides one crazy experience for all participants.
- you are flexible/ are okay with learning how to be flexible. You have to be as a part of MTC. Your school will probably not be organized, and because of their lack of organization (among other things), you will need to be flexible. Even when you really, really do not want to be.
- you prefer the SEC to the Ivy League. Only kidding. However, SEC football is king in Mississippi, and as a part of MTC, you will be enrolled as a graduate student at the University of Mississippi. Love your alma mater, but embrace your new school and Mississippians will start to see you as one of their own rather than an outsider.
Don't join MTC if...
- you don't like challenges. MTC is an incredible challenge. From the students
you will teach to the administration you will work under and the people you
will work with, everything will test you and try you. MTC is HARD.
- you think you can change the state of education in Mississippi. You can't, and you won't. You might have a positive impact on the lives of a handful of students, but you certainly will not change the state of education in Mississippi. The system has been messed up for far too long, and just like Kofi Annan learned with the instability in Kenya, peace will only come if those directly involved, rather than outsiders, want it to come.
- you hate the South. Mississippi is a different world, and those who know that who live there tend to be okay with that. Yes, red meat is a staple in many diets. Yes, people talk with accents that are sometimes impossible to understand. Yes, there are A LOT of really crappy drivers in Mississippi. Yes, rain can add a lot of extra time to your daily commute. Yes, the logic in Mississippi might seem illogical. to you. To them, it makes plenty of sense- accept that fact.
- you'd prefer to live a cosmopolitan lifestyle in a big city. Mississippi doesn't have any of that. The largest "city" is the capital, Jackson, and if you include the tri-county area, the city's population doesn't even top half a million people. Culture exists in Mississippi; however, you must keep your eyes open in order to find it.
- you’re unorganized. I know there are plenty of people in MTC who will tell you that they are not organized. Do not believe them. As a participant in MTC, you must be able to balance teaching in a critical needs school district with your own coursework. The courses, while not as demanding as undergraduate coursework, still require you to work on your own time. In addition to balancing teaching with studying, you also need to be able to make time for you, time away from school, MTC, and all things teacher related. You won’t survive if you don’t make time for you.
In short, I found Payne's book to be interesting; however, she failed to provide me with really any new knowledge. I've heard most of what she said before, and now that I'm up to my eyeballs in poverty stricken students, Payne's book proved to be a nice refresher.
Things that stuck out:
-generational poverty: this sums up most of my students. They are the products of generations of poverty, something that is now not only accepted but the societal norm for students from the FHS area. I find generational poverty to be the most disheartening type of poverty, as only those who want to escape it will. Most of my students will pass this cycle of poverty on to future generations; most will probably be on welfare for most of their lives, as they can get federal government checks for doing absolutely nothing. Many of my kids know that they can live off the federal government if they are poor- something that is tantalizing to my laziest students.
-behaviors of poor kids: I see this crap (yup, I believe it's crap) in my classroom on a daily basis, as I would assume the rest of my MTC classmates do as well. I did appreciate the fact that she offered suggestions on how to address the classroom behavior issues that arise from poverty.
Teaching in July was significantly easier than teaching in June. My initial jitters were gone, and I felt more confident with my subject area and in the classroom, something that I thought was noticeable in this video. I still made plenty of mistakes but that was expected. The downside, however, to my new found confidence with Social Studies is that I will be teaching English I & II during the year. Unqualified doesn't even begin to cover how not prepared I am to teach either of those subjects.
Overall Impression of the Lesson:
I liked the lesson,and honestly, before I taught it, I thought it was simple enough to be a "no fail" lesson. I taught Brown v. Board, the "true" story behind the ruling. The reading was simple, and the questions that I spaced throughout the reading required the students to meet the objective- draw conclusions about the case. Our kids, however, were off, and they had been all day. I watched Mr. J teach an excellent lesson before mine, only to have it implode before our very eyes. My "no fail" lesson proved to be much like the Titanic, as it sank. For whatever reason, reading the correct answer off the worksheets in front of them proved to be an impossible task- great. Regardless, should I find myself teaching any form of Social Studies in the fall, I will for sure use this lesson again.
Things I Did Well:
I thought my set was great- I had our trustworthy student sit outside the open door. She wasn't allowed to do the Do Now or participate in the beginning of the lesson. I got the other student started with the lesson, and only after I had given some instruction did I invite the other student back into the classroom. Segregation in a nutshell- is "separate but equal" really fair? Nope. Did they get that part of the lesson? Yup. The only thing really lacking (in my opinion- others may tell you otherwise) was that I forgot to review the lesson before mine- the lesson on Cold War politics. I managed to connect it later on in the lesson which I thought worked- as long as you ignore the formal eval sheet.
My time management was good as well. Our kids took longer on the main activity than I expected, which meant that the last activity was assigned for homework. I gave time warnings and encouraged our sleepy student to pick up the pace a little bit.
My movement around the room was a little less crazy this time around, and although I still fidget with whatever pen may be in my hand, I think I'm finally getting the hang of touching all four walls, something that has proven a lot easier to do as long as I don't lecture.
Room for Improvement:
I showed my frustration when my kids couldn't correctly answer questions that were correctly answered on the worksheets in front of them. I was frustrated for sure- the answers were right in front of them. All they had to do was look down and read the answer back to me. Simple enough? apparently not. I'm not quite sure how to work on this or fix it, but I have been warned that this will lead to classroom management issues in the fall so maybe after that happens I'll have a solution. Supposedly a change in questioning techniques will make them understand; however, I thought (and still believe) that my questions were ask simple as I could have made them. Leading questions? check. Stating the answer and then asking the question? check. My question is what else am I supposed to do? I give up. I would love any tips, suggestions, etc. from anyone who may have had issues with this before.
I need to adjust my objectives to match student skill level (read- ALL DOK 1). And honestly, had I known that our students did not know anything related to basic US government knowledge (three branches of government, functions, purposes, etc) before I taught this lesson, I probably would've scratched it and taught a lesson on the basics instead. The knowledge gaps in US History could be measured in lightyears. How much can we as teachers expect them to retain of more "advanced" content, if they don't even know the basics? Not very much. And honestly, I'm anxiously looking forward to the days when my lessons will no longer be graded- that in itself has proven to be the greatest stress of the summer.
Alright, I hated this assignment- having to watch myself teach, especially a lesson that wasn't my best. But I guess that's the real point of this thing- to improve.
The Lesson:
Mississippi Studies, Mississippi Artist Project- poetry
Things I Did Well:
The board looked the way it was supposed to look. I was dressed appropriately. I spoke loud enough. I opened and closed the lesson like I was taught. I talked to the objective... I think. I knew the material. I managed my time. I moved around the room, although I circled the room and often walked in very odd patterns across the room. I was able to improvise and do so successfully. Overall, the lesson was effective, but it definitely could have been better.
Things I Need to Work On:
Whenever my mouth moves, my hands move. And my hands tend to move at whatever pace my mouth is moving which at sometimes can be very fast. I talk crazy fast, but at least I was loud enough this time around. I look like I'm directing traffic. I rushed my notes, because my lesson was over ambitious- I tried to accomplish too much in the 50 minute period. I didn't assess a pretty big portion of my lesson, which therefore, renders that material useless and a waste of my time. I didn't collect the work that I said I would collect for a daily grade. I modeled but that definitely needed to be better. Rather than building to a higher level of questions, I tried to start at that level which wasn't effective. I lost/confused my student when I did that. I need to make my questions more specific and more clear. I also need to make sure that all of my directions are stupidly simple and crystal clear.
I tend to ask a lot of questions throughout my lessons which I know is not the best thing. I'm going to blame three years of tutoring athletes for that one. I learned early on with that job that only by asking a question can I ensure that the student a) has actually heard what I've said and b) actually understands the concepts being taught, reviewed, etc. So this week I tried to ask questions on different levels. With one student, this was pretty easy. I asked her simpler questions first (i.e. what was the Black Code?) and built up to more in depth questions (why was the Black Code important- why or why not? why is this important to our study of Mississippi?). Because I only have one student, that particular technique was the only one that I could really work into my lesson. I really like the idea of cold calling students. In the fall (ideally), I would like to have popsicle sticks or note cards or something of the like with all the names of students in a particular period together and call on students that way. As far as summer school goes, I'm trying to limit the number of questions I ask my student, because I've been told by several others that I tend to ask a few too many.
I found Reluctant Disciplinarian to be hilariously entertaining at the author's expense. When trying to pinpoint the origin of his disastrous first year as a classroom disciplinarian, Rubinstein reflects on a story from his childhood. Each time his father punished their family dog for misbehavior, Rubinstein comforted the animal. While he believed he was helping the dog, the reality of the situation proved to be much different. Instead of enforcing the rules set by his father, Rubinstein undermined his father. He wasn't consistent. He showed the dog that the rules didn't really apply to him. The dog had the power, rather than his father.
Fortunately, I do not have the same history of being a "softy" as Rubinstein did. My mother is one of the toughest women I have ever met. She and my father set explicit rules and expectations for our household and expected my brother and I to follow them. They treated any misstep seriously, while praising us for each right step. I distinctly remember training our family pet, a rambunctious black lab golden retriever mix named Buck, and my parents expected everyone, including me and my ten year old brother, to enforce the rules. Because we were consistent and firm, Buck learned the rules pretty quickly. Now eight years later, Buck remains pretty well behaved, although his combination of breeds means that he still chews and digs as much as most puppies.
From Rubinstein's book, disciplining a classroom doesn't seem to be much different than training a dog. As a teacher, I must be consistent. I must enforce my classroom rules equally among all my students, not just the problem children. I must also make my rules clear. Students are more likely to do what is asked of them when the expectations are made explicitly clear. In short, Rubinstein's book was a quick, easy read. Maybe I am being overly confident, but I do not expect to have a first year like his. I know my first year will be difficult, especially after only having one student in summer school, but I can't help but believe that MTC will equip us with the necessary knowledge and tools to effectively manage our classrooms.
After reading Delta Autumn, I'm glad that MTC continues to print copies for First Years to read year after year. As a first year teacher and a lifelong student, I am slowly learning that there is more to teaching that I don't know than I actually do know. That being said, I really believe that most of the information highlighted in this book will be of some use to me next year. And I'm sure it is one piece of literature that will never be too far from my reach.
While I will probably find the information concerning the first day of school more helpful in August, I found the section on teaching students with ADD/ADHD and learning disabilities interesting. Our one student in MS Studies is the ideal student- she’s motivated, she’s smart, she does her work without much (if any) prompting and she most certainly does not appear to have ADD/ADHD or any learning disabilities. However, as I begin to write my own lesson plans, I can’t help but wonder how I would teach a classroom containing several ADD/ADHD students. Throughout my years tutoring athletes coupled with my own personal experiences as someone with ADD, I know how difficult simple classroom tasks can be. As a student, I preferred lessons with multiple activities, as I tended to get distracted by the bigger, lengthier projects. Also, my eyes tended to glaze over during any movie clip longer than a minute or two. Fortunately, I had teachers who knew what they were doing and I didn’t get left behind. I want to make sure that I do the same for my students with those kinds of issues- every kid is capable of learning, some in different ways than others.
After watching some of
my Second Years in addition to reading the book, I have come up with several
ideas that I plan to use in my classroom next year. Longer movie clips are
acceptable as long as there is a sheet of questions that engage the student in
active learning. Longer projects and readings are perfect as long as there are
detailed instructions to guide even the most distracted students. Independent
work time is the perfect opportunity to give students with learning
disabilities the one on one attention they may need.
Overall, I liked the book. I’m glad that I have my first two lessons under my belt. So far, I’ve enjoyed teaching and I’m excited to see what tomorrow’s lesson on Choctaw Indians actually becomes.
As I sit here attempting to write my last 2 required blogs of the summer, I'm finding it difficult to articulate my experience this summer. So here goes the best I've got for now... and both blogs are now contained in this one.
This summer was incredible. I'm not sure I've ever worked this hard at a "real" job in my life (being a camp counselor does not count as a "real" job). I definitely didn't come into this experience expecting it to be as intense as it was. I had no idea what I was getting into even though I'd read parts of both Molly's and Lauryn's blogs. All I knew was that I was going to be myself, do what I do, and hope that that was good enough.
The first few days were pretty tedious, and honestly, I found myself missing Sky Ranch like crazy. But the first weekend rolled around, and AM and I hit up HS to bake cookies at MG's apartment. MG introduced us to more second years, and I finally felt like summer had started. Then the First Years arrived, and life as a MTC intern really started to get fun.
I spent the first month at HSHS, and really, every day brought some sort of new challenge or problem to solve. I'm not sure I ever stopped moving while I was at the school. The first week was definitely the most challenging as PM, ET, MH, and I worked with Joe to create a system for everything from attendance to telling the middle school teachers when lunch was in the least disruptive manner. By the end of June, summer school was more or less a well oiled machine, although most days felt a little rusty. Working up at HSHS gave me the opportunity to see just what it's like running a school and how much work actually goes into (and how much is actually beyond your control). The administrative side is tough, especially when working with the level of competency displayed by those working at the HS and Marshall County Central Offices. I enjoyed sitting in on what few classes I actually got to watch- it was nice to see the lesson plans that I checked every morning in action during the day. Joe was "afraid" of the lunch ladies which meant that I got to tell them when the middle schoolers were coming everyday, and honestly, that became one of the highlights of my day. Copy machine maintenance and repair also fell into the list of things that I learned how to do over the summer as I had the opportunity to learn from Joe- the principal and resident copy machine surgeon. Overall, HSHS was my favorite part of the internship- I loved getting started that early everyday, and I loved the challenges that each day presented.
July was a little tedious at WWI and SOE. WWI was the toughest part of the internship for me, but overall, I'm glad that I at least attempted the project (although by any measurable standard, I didn't do much). PM was a trooper during my time at WWI (and SOE) as he watched me hit mental walls on an almost daily basis (that's what happens when I'm not constantly stimulated). He also let me throw sticks at him (sounds harsh but it wasn't- I found some sticks opn the way back from the Union and like any five year old boy I picked them up and then tossed them- in his direction). My time spent at the School of Ed was used to finish my project and make lots of binder and finish stuff up for Ann. Unlike the rest of the interns, I wasn't assigned a daily project at SOE which meant that I ended up doing more random stuff for the First Years and Ann. Looking back I'm glad that I didn't have a set project as I really enjoyed the work I did for Ann and the First Years. The hardest part of my work at SOE was the total lack of stimulation... I really don't do well without a lot to do and often had to get creative to keep myself busy (and prevent myself from hitting walls).
Overall, it was an excellent summer. I loved MVC every afternoon in the hot sun and the evening down time. The weekends were fun- especially the trip to Jackson. And I had the opportunity to see Oxford in a totally different light. Ole Miss is my dream school, and Oxford is, in my opinion, the perfect college town. Being here with people who didn't necessarily go to undergrad at Ole Miss has been a nice change of pace from the regular school year and helped truly separate school from summer (which I was concerned about initially). I'm not gonna lie though- now that summer is done, I'm ready to be back here but as a student and with the people that I began my college journey with. I definitely learned a lot, and hopefully, I'll be back next summer but as a First Year.
- I would recommend spreading the speakers out over the summer- we heard a bunch at the beginning and then very few at the end. However, it has been nice to have more free afternoons in July.
- vary the topics: a little less race/CRM/ desegregation- there are plenty of other issues in the South that deserve to be heard every now and then besides race.
- listening to a 4pm speaker for 80 minutes after being up since 5am is a beat down- maybe schedule the speakers for earlier times.
- the internet
- vox is fine
- twitter is not
- delicious is good if you have a real purpose- being an intern was not a strong enough purpose for my use of this to be worthwhile
- project
- I found the project meetings to be pretty worthless, a weekly email with our progress would accomplished the same things in a more efficient, less time consuming manner.
- I enjoyed doing it, but I also really enjoyed my topic
- presentation info to come later...
- random
- I vote Joe Sweeney for principal of summer school every year
- cut down on the number of interns- 8 aren't needed
- have a permanent intern at HSHS so projects don't switch hands as much (= more efficiency, < chaos)
- housing should be the same for both June and July
- switching from HSHS to WWI/Guyton was not that much fun, not sure how to solve this problem
- with the previous note, if you're ever bored, someone (teachers, Ben, Joe, etc.) will have something for you to do
- take notes during the speakers- it'll be easier to write the required blogs later
- if you don't agree with some part of the internship/ something you've been asked to do, talk to Ben about it- solutions can be found to just about any problem
- be flexible- crap happens a lot, especially at HSHS
- no special skills are needed for fixing the copier or the printers- the things are pieces of junk anyway, and you probably can't make things much worse with your attempts to fix them
- get to know the Second Years- after a year of teaching, they definitely have knowledge to impart upon you- soak it up
- get to know the First Years- they're working hard and will be around a month longer than the Second Years- also, if you're interested in the program, the First Years are your potential mentors and Second Years
- play volleyball (assuming Sealand doesn't quit/ slack on his job next summer)- vball is a great way to get to know people and get some fresh air after a long day of work
- explore Oxford- it's a wonderful town and has a lot to offer culturally and historically
- budget for some meals out- Oxford has a plethora of excellent local eateries
- sit in on a first year lesson or two at HSHS- it's a good way to see what's actually going down day in and day out
- if you're interested in teaching/ MTC, peruse a couple of lesson plans too
- visit the Delta (something I wish I had done)
I've had a blast. Thanks for working hard. Thanks for getting your lesson plans in on time... well, most of the time anyway. I enjoyed getting them and looked forward to the humor that many of you included in them. Thanks keeping me busy... I might have lost my mind otherwise. I enjoyed all of it- from finding scissors and staplers at HSHS to copying binders at Guyton. Thanks for keeping me entertained. I wish everyone of you the best this fall. All of you are ready to take on your new schools. You've been trained: you've learned how to write lesson plans and tests, you've learned how to manage classrooms of unruly students, you've learned how to create something out of nothing. I'm pulling for y'all. I'm excited to hear what the year has in store for each of you on your (semi) weekly trips to Oxford. I can't wait for y'all to experience the "real" Ole Miss, the one that I know and love. I expect each of you to be back here next summer doing what the MTC c/o 2007 did this summer, imparting wisdom upon us all and causing trouble and encouraging fun. Assuming MTC will have me, I'll be back next summer too, only this time as a First Year.
By all definition, I am Southern. Although I wasn't born in the "Deep South", I was raised here. I say y'all and "yes ma'am" and "no ma'am" and "yes sir" and "no sir". Sweet tea runs through my veins like water. I wear pearls- everyday. I spent thirteen years at the same private school that wouldn't have been founded had it not been for desegragation. I was a debutante (twice). I played outside year round and went barefoot as much as my parents would allow. Most Thanksgivings and Christmases were warm enough to spend the entire day outside. Instead of snow days, I experienced hurricane and tornado days- with the exception of the blizzard of 1993. I learned how to shoot a gun when I was five. By the time I entered Kindergarten, I knew that I cheered for Alabama and not Auburn and that switching sides was not an option, especially after the Iron Bowl. Despite being raised below the Mason-Dixon line, I didn't grow up completely Southern.
My dad was born and raised in a little town in the heart of Pennsylvania Dutch country called Leesport. He met and married my mama in West Virginia, and shortly thereafter, all three of us moved to a suburb in Northeast Philadelphia. Mama got homesick, and within two years, my daddy was a transplant, a Yankee in the midst of an unfamiliar culture- the Deep South. Yes, I was raised in the South with Southern values; however, Daddy did have some influence and the Northern culture was passed along too. I've spent part of every year in Pennsylvania, from the time I moved to Alabama until I graduated from high school. My Southern upbringing was accented with Daddy's select Pennsylvania Dutch phrases, his insistence that I wear ballet shoes to church when every other Southern girl went barefoot, and the sound of excitement in his voice as he cheered on JoePa and Penn State's Nittany Lions on Saturdays in the fall. For good luck on New Year's, Daddy added sauerkraut and pork to the traditional Southern black eyed peas and collard greens. Though far away from his alma matter, Daddy made sure that we experienced Penn State football both in Happy Valley and down South for bowl games. He proudly stood out and refused (and still does refuse) to conform to every aspect of Southern culture which, at times, can be very frustrating.
Now flash forward to this past weekend. This was the first time I had been to PA in almost a year and a half, as studying abroad and working at a camp the last two summers has not been conducive to visiting my family above the Mason-Dixon Line. I can't help it; I love it up there. Pennsylvania isn't home, but it's always been a place where I've felt like I belonged. On Monday morning, Daddy, Robbie, and I went to visit (great) Aunt Edna and (great) Uncle Dave who (on a side note) just celebrated their 65th wedding anniversary. Dave is 90 and battling Alzeheimers; Edna is 84 and trying to take care of Dave (with the help of others). On the way back to the hotel to pick up Mama, Daddy asked Robbie and I if we could navigate our way around the area. Honestly, with my direction sense, probably not; however, I'm not entirely sure that's true. I know the roads (US Hwy 222) and where certain towns are in relation to others (Leesport, Reading, Wyomissing). I practically grew up in the area. He also asked us what we thought about our bi-cultural upbringing, if we were glad to have been raised both Southern and Northern, if we appreciated the Yankee Seip traditions as much as we do the Southern McLean traditions.
As a total Daddy's girl, my answer was, and still is, yes- absolutely. I've always felt more connected to the Seip side of my family rather than the McLean side (Mama's side). For one, I look just like my dad and have been told my entire life that if Rob Seip were female, he would look like me. Also, I've inherited the horrible Gibson/Seip family eye sight and inability to sleep. My interests tend to come from my dad's side- my fascination with maps and foreign places, my love for history, travel, and sports, my thirst for books and learning. Daddy's side of the family has always been intriguing: the original Seip clan came over from Germany in the 1700s, and for the last 300 years, they have lived within a 10 mile radius of where the originals settled in Eastern Pennsylvania long ago. Few moved until their health and age required them to do otherwise, like my grandparents who moved to Muhlenberg after living in the same house in Leesport for 46 years.
As far as my bi-cultural upbringing, I wouldn't trade it for the world. My vantage point and view of the world has changed with each visit to the "homeland". I've learned new things about my beloved South from those not living amidst the fried chicken and hospitality and experienced a different lifestyle for a few weeks out of every year. As I bounced back and forth between Pennsylvania and Alabama, I learned how to adapt. My Daddy instilled in me a work ethic that came from being raised in a land not known for its hospitality or charm. While I was discovering who I was in a part of the country that tended to push conformity, Daddy encouraged me to be Ashton and not anyone else. I've loved growing up in both worlds. I love the South for the people, the culture, the weather, and the excitement that I feel each time my accent confirms my Southern upbringing. I love the North for the people (and the warmth they do not exude), the landscape, and the sense of belonging that I feel every time I see the familiar sights that are far away from the place that I call "home". It's been wonderful, and I think Daddy was right when he said that my Berks County heritage is something that I will appreciate more and more with time. But with that I can't help but believe that I'll always be a Southern girl at heart...
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Mississippi Teacher Corps Updated: Oct 9, 2009
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