Research Class • Meeting in groups after class to bounce ideas • Answer questions found in the classroom Integrating technology in School-based Training Environments • Suggested incorporating technology commonly found in classrooms Practicum • Influenced classroom management Electronic Portfolio • Basis for decision making - artifacts Figure 10
Curriculum Classroom Connections 2
Like each book we read we drew up. We had some kind of lesson plan, some kind of teaching activity we had to take it and transfer it. You know in a group effort or an individual effort…how would I teach cubism when teaching Faulkner? We read the work and went into it but also looked at how we could teach it. (I1, 39-44, 3.9.2009)
Allison‟s English Classes
The English classes Allison took during the Master‘s level English teacher education program were Advanced Grammar, Composition and Pedagogy, 18th Century Women Writers, and 17th/18th Century Literature. Allison discussed how the Advanced
Grammar class emphasized sentence diagramming and that during her first year of teaching she stressed this grammar technique:
The diagramming is good for your visual kids, but a lot of them it ended up being more of a distraction. I mean for me I use diagramming cause Dr. [professor] taught it to us and I am very visual, so it helps. So it helped me I know, but it may not I just wasn‘t sure. Originally, I was coming in flags in the air blazing, guns going saying yeah sentence diagramming, and it was in my portfolio…so grammar I struggle and I think that is for everybody. (I3, 137-143, 3.25.2009) Allison stressed how the Composition and Pedagogy class influenced her teaching and saved her sanity when grading composition papers saying, ―Hers was good for
grading papers and knowing how not to get overwhelmed‖ (I3, 85-87, 3.25.2009). Allison said she learned in this class how to stay focused on one or two aspects of composition:
One thing I learned with the [Master‘s level English teacher education] program that helped me and sometimes I forget and get overloaded… To really, explicitly teach something like we are focusing on satire and we were doing a satire paper. It was taking the place of research. So I focused on satire and research and suddenly I freaked and worried that I didn‘t teach them how to do a thesis statement that they learned when they were juniors…my department chair reminded me. Well, what were you focusing on? Satire and research…But Dr. [professor] class helped and that it helped me not get overwhelmed with I forgot to do this. (laughter) I didn‘t feel so bad, okay that wasn‘t my focus.… (I2, 27- 48, 3.11.2009)
Another English class that stood out and influenced Allison‘s teaching was Later Shakespeare: ―Um, the Shakespeare one, it was good for philosophy. Dr. [professor] had a lot of philosophy in that. The place and selves. We went through a lot of philosophy behind it. He really likes his arts verses nature debate.…I found out that I would be teaching seniors. He let me do my project on Macbeth‖ (I3, 99-102, 3.25.2009).
Terry‟s English Classes
The English classes Terry took were 20th Century Poetry, Advanced Grammar, Dr. [professor] Drama Class, and a Composition Class that Focused on Audience. Dr. [professor] Drama class stood out for Terry because he really enjoyed taking classes from Dr. [professor]: ―I‘m very biased. I love Dr. [professor]! I took her drama class, teaching drama, and I love drama, I‘m a theater person, but she looked at how to teach it, it was very interesting as well‖ (I1, 116-118, 3.9.2009). Terry also emphasized how he enjoyed the English classes since the English professors were very cognizant to include pedagogy in their classes and projects:
…those classes where the English teachers took the time to have you look at pieces, and as a lover of English you want to learn about it, but I like that split down the middle with how to learn to love it and understand it and how to explain that to a middle schooler. That helped me out more than say my theory classes. (I1, 119-122, 3.9.2009)
Although Terry could not remember the title of the English class, he took a composition class that focused on audience. While taking this class, Terry and the professor discussed how Master‘s level English teacher education program students needed more exposure to composition and writing classes:
…she said this is great for you to have but y‘all should have more writing classes. She was another one of the English professors who obviously wished that we were able to have more English classes than we did…she was also, I‘m going to do as much as I can, this is great, but you all should have more. You all teachers should have more writing classes…So, you know it‘s like it should be a
mandatory writing class. There should be a mandatory writing class…. (I3, 182- 193, 4.16.2009)
Beginning Teachers‟ Perspectives of the Secondary English/Language Arts Classroom
As transcripts and observation notes were read, reread, and analyzed from Terry and Allison‘s interviews and observations, several noticeable themes kept emerging from
the data which centered on Terry and Allison‘s perceptions of the secondary
English/language arts classroom which included their discussions of how they view themselves as a teacher, their discussions and demonstration of their pedagogy, and their reflections of their work as a teacher. All themes contain aspects of their Master‘s level English teacher education program along with other influences, such as professional development and colleagues.
Influences and Support from Professors and Colleagues
After examining Terry and Allison‘s teacher identity, another theme that emerged from the data examines the professors and colleagues who either influenced these
beginning teachers‘ practice or had supported and assisted them with shared pedagogy or advice. Allison said she likes to give and not take so much and discussed a few specific projects that she has incorporated into her pedagogy from other teachers:
I never understood why people would be kinda stingy with their stuff cause if I have a great idea, I share it with everybody, I‘m excited…I‘m being a hypocrite because I am not as willing to take stuff from other people. I like sharing, but there are times I won‘t take. Now this got around, Frankenstein, a teacher had done a creative project for Frankenstein and which is…a body biography (see Figure 12). (I1, 671-680, 2.25.2009)
Allison discussed throughout the interviews professor and colleagues who have influenced her teaching. One professor from the education department was an influence on her pedagogy because Allison suggested that their personalities were similar: ―…I think Dr. [professor]‘s class fitted my personality the most because it was more artsy centered, it was more let‘s go out and PowerPoint!‖ (I1, 330-332, 2.25.2009). Allison recalled one colleague from her school whose classroom philosophy stood out to her during her first year, ―My first year of teaching there was this guy, the kids loved him.
They would come in class, Mr. [great teacher] did this, I got tired of hearing that man‘s name; but he made a good point with me. He said if you can‘t tease them, if you can‘t pick on them and have fun with them then what‘s the use?‖ (I1, 912-915, 2.25.2009). Allison gave a great example of how she uses this philosophy in her classroom: ―The fifth period we have gotten were we just have a blast. We come in, and alright, you know this and that, they are the ones who if I say who wants to share their poems, nobody in that class is shy. They all jump, I want to share!‖ (I1, 915-917, 2.25.2009).
A gifted teacher from Allison‘s school shared with her a teaching strategy, concept attainment strategy that could help with Allison‘s dilemma over teaching grammar effectively:
…It‘s where you basically put up positive examples and negative examples and through these one at a time the kids form a hypotheses and then they alter it slowly as you show them examples until they get to the right one or they get close enough where you feel like you can explain it and go on because it is the idea if you establish what it is if you discover it, it is yours. (I1, 351-355, 2.25.2009) Allison also mentioned that during her long term substitute position, she learned how to handle the paper load through a ―check‖ system:
…the check system, I learned that from a long term subbing position, the position that actually made me want to be a teacher…And basically on a weekly basis or if its goes to an amount of time that is too small, I‘ll combine weeks and its an amount of checks. And the amount of checks they get versus the amount that were assigned that percentage is their grade. (I2, 15-20, 3.11.2009)
Terry described himself as a ―…hands on don‘t read the manual kind of person. Just give me the controller and I‘ll figure out how to make it work. That‘s how I learn‖ (I1, 142-144, 3.9.2009). So, much of what Terry incorporates into his classroom are teaching techniques he said he has learned from colleagues: ―…I could talk theory all day
until you see the actual application. The application is the important part. I‘ve learned more from the front line people than I do anybody else‖ (I1, 157-159, 3.9.2009).
Terry mentioned numerous colleagues who have influenced his classroom pedagogy, but two of the most influential were Mr. [practicum] from his secondary Practicum experience and Mrs. [department chair], co-department chair at his school. (see Figure 11). Again, Terry thought Mr. [practicum] was ―…great, he was awesome…my mentors were awesome people‖ (I1, 470-471, 3.9.2009). One aspect of Terry‘s teaching that he felt was directly influenced by Mr. [practicum] is his classroom management style:
I‘m still working on tweaking my management, but I definitely try to keep my house, my room, as straight as possible. Like I don‘t have time to deal with it, discipline anymore. I‘m not going to deal with you if you are not going to do it. Go, I‘ve got thirty kids doing a lot of work, they can go. I learned that from Mr. [practicum]. (I2, 113-115, 3.25.2009)
Terry also discussed how he often reflects on his 9th grade English teacher and tries to emulate his classroom management style:
Like my 9the grade teacher Mr.[tough teacher] was the toughest man in Catholic school, and I learned more from him than I did from anybody else in that school. Like he was TOUGH! I learned more from him because he didn‘t let anyone cut crap. He was like here‘s how you are going to do it. You know, so I learned from him, that‘s kind of helped me be a little more rigid. (I2, 108-112, 3.25.2009) Terry credited Mrs. [department chair] as an influence who has shaped his teaching style especially teaching composition:
…not style exactly, but how I present to the kids. My first year the floaters were the co-chairs of our department. She was a floater and she would come in my room in my planning period and half the time she didn‘t care…she didn‘t care if I stayed, but I would watch her…She taught me helped me learn how to teach writing. I can write, but the teaching‘s the part. (I2, 95-103, 3.25.2009).