Week 13

In the First Year Residential Program I believe there could be many changes to significantly improve the program. The position that I am working in requires leadership, guidance, and communication with first year residents. In regards to that, the first improvement I would make in our program is our communication working with our community assistants on campus in regards to helping these first year residents. When we are selected we are placed in a residential community in the same building with a community assistant. There is not much communication with these community assistants so that would be the first change. I also believe that placing us right next to a community assistant in a residential community could benefit the program by working as a team. Looking back at various problem solving strategies I have came across during my college years there are a few that come to mind that could benefit the First Year Residential Program. I would use icebreakers to help first year residents get to know each other early in the year so that they can network and start building lasting friendships and bonds amongst each other. When you are placed in a residential community all first year residents have their wall up. A second strategy I could use to help them break through that wall is having them participate in some type of athletic event. Whether that event is competitive or recreational I believe it is a good way to break the ice. A third strategy is assisting them in forming study groups. This way they would not only get to know each other but it would put them in a position of improving their academics which is ideal. If I created a plan where I could benefit the first year resident to help them make the transition from high school to college life at Arizona State University I would want to schedule one on one meetings with each and every one of them monthly. I can remember when I was a freshman. I was at a new school with no friends, no connections, and no mentor to look up to but I could have really benefited from one. If I was able to meet with my residents once per month I could assist them academically, socially, and mentally to feel more comfortable in their living community and in the classroom.

Week 12

This week I interviewed Mary, who I shadowed last week. When interviewing her, I asked questions about what I saw while shadowing her and to learn more about her teaching position. These are the questions I asked Mary and her responses:
1)After whom do you model your work behavior?
Mary: I model my work behavior after seasoned teachers who were, in a way, my mentors.

2)How has your education helped you with your job?
Mary: My Bachelor's degree gave me the background education I needed to qualify as a certified elementary school teacher. My continuing education keeps me current in technology, teaching English language learners, and advances in the field of education, including teaching students with disorders.

3)What are some challenges you face at work?
Mary: Some challenges I face are classroom overcrowding, teaching students whose primary language is not english, and addressing individual's needs.

4)What do you feel can help you become a more effective teacher?
Mary: In a perfect world we would have enough money in the budget so that every classroom has a teacher's aid. It would also be helpful if continuing education was free for teachers.

5)Is there someone you looked up to during your first months of teaching?
Mary: Yes, my partner teacher had been teaching for many years and she was an expert at class management.

6) What advice would you give to someone who is considering becoming a teacher?
Mary: My advice would be to get as much volunteer time as differnet types of classroom settings to be sure this is really what you want to do. You must be passionate about this profession in order to really benefit the students.

7) What is your ideal teaching environment?
Mary: Ideally, my classroom size would be between 15-20 students so I could give each more individual attention. I would have a large, bright classroom and a computer for each child. A supportive principal who communicates well is also important. It is always nice to be part of supportive and friendly faculty.

Week 11

Since I am working as a peer mentor in the first year residential experience at Arizona State University and there is no one in the same position working as a paid employee I chose to shadow a 7th grade junior high teacher at a private school. My concentrations are in Sociology and Communications and I am very interested in getting my MA in elementary education. I shadowed Mary, a 7th grade teacher at Ss Simon and Jude School in Phoenix. Her day started with opening her classroom at 7:30 a.m. Immediately the questions started. Her seventh grade homeroom students wanted to know if they could still turn in lunch menus, sign up for summer baseball, redo their writing assignments, go to the restroom, call home for forgotten lunches, get a drink of water, and if she had a nice weekend. She easily got them settled and took roll. Then she taught Literature to her homeroom class. They listened to "Merlin and the Dragon" on audio through the Smart Board and discussion followed. She then assigned homework - comprehension questions about the story in their textbooks. No bell was rung but 50 minutes after class started it ended. Mary said goodbye to her first class and welcomed her second class. Second period students were also 7th grade Literature students so this class went just like the first. At 9:35, all 7th and 8th grade students got a 10 minute recess break to play basketball, jump rope, or just hang out. Mary's responsibility at recess was to keep an eye on all students playing on the playground. She had to reprimand one student for deliberately pushing another during a game. She gave him a lunch detention. Another teacher blew a whistle and the students grabbed their books and ran to their next class. Mary's 3rd period class was 8th grade Literature. They were working on various reader's theater skits in small groups. Mary made her way from group to group and coached them on the best way to deliver their "routine." 50 minutes passed very quickly and the next 8th grade class arrived. Mary settled them by counting backwards from five. By the time she got to five, they were silent. This technique was used in all her classes. Mary's teaching day ends at 11:25 at which time the junior high students go to lunch. After lunch, Mary has time to prepare her lessons for the next day and to grade papers and enter grades in her computer. Sometimes she is called on to substitute teach during this time or to direct readers/plays. At 2:30, Mary is responsible for her homeroom packing up and leaving in an orderly fashion. She must give them any notes/flyers that are going home. After school, Mary has parking lot duty for 15 minutes to ensure that students get to their cars safely. I am glad that I shadowed her because I learned that you really have to have a passion for teaching. It takes alot of energy and patience. Mary works very hard but she has been teaching for 20 years and she loves it.