Well, today was Monday. I didn't sleep well, but I didn't let that stop me.
I'll start with the positives: I'm working with great teachers, at a great school, in a great district....in Texas? (I'm starting to get used to it...maybe, we have our ups and downs). I concocted a decent dinner out of random leftovers and stuff in my fridge, I call them barbecue chicken enchiladas. I spoke on the phone with some great people back der in Michigan, eh? I made cookies; I went with the Ghiardelli semi-sweet and the recipe plus some even finer ground coffee. I like the Nestle recipe better, but I've been told to pick up the Martha Stewart Cookie Book, so I'm going to soon. I also helped to break a month long silence between two of my friends who happen to be married to each other...okay, so maybe that didn't really happen...or did it.
On to the negatives: I didn't sleep as well for various reasons, none all to serious. The kids were dragging today, only a few came in to play for me this morning. Class, overall, lacked energy. And I had a little wind taken from my sail when I received an email from Bowling Green at lunch time, "I am sorry to inform you that the faculty of the College of Musical Arts have not approved your admission to our performance graduate program." I'm over it though...sort of, I baked rejection cookies. I'll save the rejection beer for next time. It's not over though, it was the first rejection letter I've received. Well...I got one from MSU's College of Music about 4 years ago, although I did get into MSU and could have re auditioned. I can still send in a dvd with the music ed stuff and be considered that way...so the fat lady hasn't sang yet. This kind of changed my mindset for the day and made it a, well, a Monday.
However, by being rejected, I've realized that every day I get closer to the real world. What is the real world? Is it like 2001: A Space Odyssey? I hope not? That was confusing as f....umm, confusing as girls...yeah, girls are confusing. The real world for me is the day that I have to make the decision on what to do next. Choosing a college is one of those days, it sets the course for the rest of your life. Graduating from college is another big day, you either enter the job market, or continue your education somewhere, or you do nothing. The key is, you have to make a choice. I hate making choices, I let life make them for me.
*Flashback* Relationship ends (a choice I made for the best) applies to MSU. Go to MSU, why not, I got accepted into their honors program and can take any class I want. No financial aid, oh well, I'll figure things out, MSU will be the place for me....Guidance office calls me down for a phone call....Hello NMU, what's that, you are giving me a full ride? Tuition and Room and Board? Can I get back to you, I'm still figuring a few things out...gets extension, MSU sends rejection letter to music program...Hello NMU, I'd like to accept that scholarship. And I'm glad I did, I've met some amazing people, been able to play everywhere (well in da UP, eh?). And now I'm in Texas, rapidly approaching another life directing choice.
Now back to the present. I'm approaching another choice. But options are being eliminated for me, and I'm realizing I'm ready to teach. I'd love to go on for performance, but that will be a choice life will have to make for me. It's all about tossing the dice and hoping for a good combination. Flipping a coin and letting life call heads or tails. Taking a shot in the dark (I like this, a shot in the dark...like a gun...or a shot, depending on where you are, either can be good or bad). I'm in Texas and finally meeting people. But it's funny, they are all from the Midwest, most went to ISU and are teaching or student teaching here...apparently I missed a memo about the NISD coordinating housing, oh well, I like my place, I'm close to my schools. I ordered a bike and I'm stoked about it. I can't really rollerski here, so I needed something and I figured I'd go all in and get what I want.
So what you can get from this, is that a case of the Mondays can be a though provoking thing. You just need to work your way through it and figure out what it means for the direction of events to come. Are choices really choices? Can we actually decide to do something? or does life decide of us? Is it random? Is it predetermined? Is it structured chaos? What if? When? How do I get there? Do I get there? Why? Why not? So many questions, but that are what dreams are for, that is what time is for, that is what life is for.
I feel myself digging deeper....time to think.
Monday, January 24, 2011
Sunday, January 23, 2011
The small things
It's amazing how one statement can change your day. One thank you, one apology, one strange statement, or one statement that shouldn't have been made.
Now that I know many of the students better, or maybe now that they know me better, I am hearing things that are meaningful, comical, and out of place. I have one statement that is always pleasant to be around, he always says hello in the morning, and have a nice afternoon after school. He is a genuinely nice kid...but sometimes he is a little behind; he misses more key signatures and partials then many in the class and seems to not notice that he is doing it. He has days where he doesn't miss a note, and others where he doesn't hit a note. Although his playing is inconsistent, his mood in never changing. I've now noticed in the mornings he is almost like a shadow to one of our older students. They play the same instrument and are somewhat similar in personality. Unfortunately, I think the older student is starting to get involved with girls, so I'm worried that our younger student will be pushed away from his role model.
We also have students that are hard to read. They are in the gifted and talented program and are good students to have, although some are lazy and they tend to leave the biggest messes at lunch. They say and do some of the strangest things. They have complimented me on the jackets I've worn (corduroy sport coat, northface, rain jacket) which I thought was pretty cool, although once when I approached them for having mischievous looks on their faces they told me they liked my jacket (I wasn't wearing one). Friday, they had an old cell phone or PDA. We approached them about having it out, because the students aren't allowed to use cell phones during school hours. As we approached them, they dropped it and picked it up the screen was broken. I immediately got the joke, as the phone was very outdated and likely bought at a pawn shop. Throughout lunch they continued to destroy the phone. The previous day, another group of students were throwing gatorade caps back and forth. When both ended up on the floor, one student picked them up, as he was doing this I told him that now that he is standing, he can walk over and throw them away. I watched him go to the garbage can, and pretend to put them in while instead putting it in his mouth. I had to laugh as I reminded him that he just put a cap that had been on the floor (6th lunch, the floor isn't exactly sparkling at this time) into his mouth. The students at his table laughed at him and eventually he threw it away.
These things have been funny, or at least positive thus far. From comments on my shoes (apparently sketchers aren't big with some students here, especially when worn by teachers, I'm over it), comments on my cloths, hellos, have a nice day. However I have now had to deal with students comments that may be perceived as threatening. A student made a statement I overheard that he shouldn't have , even as a joke, said to another student. I told the student he is never to say that again, and then discussed it with my cooperating teacher. As it was right at the end of class, we decided to call the student down and I brought him to the office. I felt terrible because I knew he was joking with the other student, but those comments can't be made in a school, or to another individual anywhere. If another student was to over hear and spread this statement, trouble could arise rather quickly. I felt bad for the student even though he is likely our worst behaved student. I have gotten used to his actions, and have found ways to minimize disruptions with him. I filled out the required paperwork and the student who the statement was made to was also called down. It wasn't how I wanted to end my week, but after beginning the week with a staff meeting about bullying and communication, it was a lesson learned on my behalf.
Most of what I hear is rewarding and brings me closer to the students, however some days you just wait to get home, grab a beer, and sit on the couch listening to music and reflecting on what must have been happening with the alignment of the stars to cause the students to act so strangely. One statement has the power to change the course of life. It is amazing.
Now that I know many of the students better, or maybe now that they know me better, I am hearing things that are meaningful, comical, and out of place. I have one statement that is always pleasant to be around, he always says hello in the morning, and have a nice afternoon after school. He is a genuinely nice kid...but sometimes he is a little behind; he misses more key signatures and partials then many in the class and seems to not notice that he is doing it. He has days where he doesn't miss a note, and others where he doesn't hit a note. Although his playing is inconsistent, his mood in never changing. I've now noticed in the mornings he is almost like a shadow to one of our older students. They play the same instrument and are somewhat similar in personality. Unfortunately, I think the older student is starting to get involved with girls, so I'm worried that our younger student will be pushed away from his role model.
We also have students that are hard to read. They are in the gifted and talented program and are good students to have, although some are lazy and they tend to leave the biggest messes at lunch. They say and do some of the strangest things. They have complimented me on the jackets I've worn (corduroy sport coat, northface, rain jacket) which I thought was pretty cool, although once when I approached them for having mischievous looks on their faces they told me they liked my jacket (I wasn't wearing one). Friday, they had an old cell phone or PDA. We approached them about having it out, because the students aren't allowed to use cell phones during school hours. As we approached them, they dropped it and picked it up the screen was broken. I immediately got the joke, as the phone was very outdated and likely bought at a pawn shop. Throughout lunch they continued to destroy the phone. The previous day, another group of students were throwing gatorade caps back and forth. When both ended up on the floor, one student picked them up, as he was doing this I told him that now that he is standing, he can walk over and throw them away. I watched him go to the garbage can, and pretend to put them in while instead putting it in his mouth. I had to laugh as I reminded him that he just put a cap that had been on the floor (6th lunch, the floor isn't exactly sparkling at this time) into his mouth. The students at his table laughed at him and eventually he threw it away.
These things have been funny, or at least positive thus far. From comments on my shoes (apparently sketchers aren't big with some students here, especially when worn by teachers, I'm over it), comments on my cloths, hellos, have a nice day. However I have now had to deal with students comments that may be perceived as threatening. A student made a statement I overheard that he shouldn't have , even as a joke, said to another student. I told the student he is never to say that again, and then discussed it with my cooperating teacher. As it was right at the end of class, we decided to call the student down and I brought him to the office. I felt terrible because I knew he was joking with the other student, but those comments can't be made in a school, or to another individual anywhere. If another student was to over hear and spread this statement, trouble could arise rather quickly. I felt bad for the student even though he is likely our worst behaved student. I have gotten used to his actions, and have found ways to minimize disruptions with him. I filled out the required paperwork and the student who the statement was made to was also called down. It wasn't how I wanted to end my week, but after beginning the week with a staff meeting about bullying and communication, it was a lesson learned on my behalf.
Most of what I hear is rewarding and brings me closer to the students, however some days you just wait to get home, grab a beer, and sit on the couch listening to music and reflecting on what must have been happening with the alignment of the stars to cause the students to act so strangely. One statement has the power to change the course of life. It is amazing.
Monday, January 10, 2011
Pace
Pace has everything to do with how a lesson turns out. Pace sets the tone for classroom behavior, classroom response, classroom participation, and classroom success. Granted, a lot of different paces can be used to get to the same end point, so perhaps an overall design should be applied to the pace of lessons over the course of the school year...hmmmm. Tough to do, but then again, I never am one for over planning, so having the idea that I am going to vary my pace over the course of a semester should be enough to actually implement this idea to some extent.
When giving speeches, one often has to pay attention to the speed at which they are speaking. Often, it is suggested that you time yourself when practicing, or even better, record yourself. I'd don't buy it...I usually mentally go over what I need to accomplish, and keep an eye on the clock and check where I am on my notes versus the time I have remaining. I feel things are better without beating them to death with practice. That being said, as a saxophonist/music educator, I am well aware of the value of practice and implement many strategies in my daily life that could prove very beneficial in giving a speech, or presenting a lesson. In a music classroom, especially with a performing group, pace can be very different from one song to the next, from one day to the next. By pace, I mean the speed at which you move from one task to the next, not the tempo at which you rehearse. However, rehearsal tempo is very important as well, but a much different topic than overall rehearsal pace.
During this first week or so, and I predict it will continue, my cooperating teachers push the rehearsal point to the limit and beyond. It is refreshing to see such high expectations in the classroom, however the cost of these high expectations and fast pace is still up in the air. At Stevenson, we expect students to be on time, with all materials (pencil, music, instrument), and to be paying attention at all times. Today was a prime example of this with the 4th period wind ensemble. The order for the day was on the board, as per usual and a common occurrence in nearly every music class I have set foot in. Chorale #4, Flight of the Bumblebee (which needs to be memorized), Rakes of Mallow, and I can't remember the rest...why, you ask? Because we didn't get there. Mr. Cain had intended to end the lesson with garden hose breathing exercises, but that didn't happen. When first we went back to the chorale after the bee, I was thinking, "okay, students aren't listening/working", after the second time I thought to myself, "uh-oh, Mr. Cain means business", and did he ever. We returned to the beginning of the rehearsal order time and time again for various reasons: one section isn't paying attention, lack of counting, lack of writing areas where mistakes happened, etc. We never made it past Rakes of Mallow, but I know have Flight of the Bumblebee memorized.
Today's pace is not unlike other days, however it was a Monday, and the kids weren't all there mentally...I bet they will be tomorrow. Although we constantly had to go back, no student complained, there were no major disruptions, only high expectations. If you want a group to perform well, be it academically, musically, or whatever, high expectation are the most important thing in the classroom. We always move fast, that is one thing I've always tried to do in rehearsal. Not move on, just move fast, get things done, get it done and get on with it. In some areas this is difficult; I would say at Stevenson, band overall is 90% musical/10% social, in rehearsal it is 99% musical/1% social. We aren't here to socialize, we are here to learn...socialize after class. By holding students accountable to what is said in class, and not repeating information already given, you force students to listen to what you have to say. No one likes repeating themselves. If you give students time to talk, they will take it. If you push the pace to the limit, they will follow.
Will the pace of rehearsal slow down? doubtfully. A routine is established, expectations are clear. Is the pace unbearable? No. Does progress occur? Yes. Is the program successful? Undeniably, look at the results of competitions, listen to the band, realize that they are playing music that many high schools play, or maybe can't play. It is a different world here.
When giving speeches, one often has to pay attention to the speed at which they are speaking. Often, it is suggested that you time yourself when practicing, or even better, record yourself. I'd don't buy it...I usually mentally go over what I need to accomplish, and keep an eye on the clock and check where I am on my notes versus the time I have remaining. I feel things are better without beating them to death with practice. That being said, as a saxophonist/music educator, I am well aware of the value of practice and implement many strategies in my daily life that could prove very beneficial in giving a speech, or presenting a lesson. In a music classroom, especially with a performing group, pace can be very different from one song to the next, from one day to the next. By pace, I mean the speed at which you move from one task to the next, not the tempo at which you rehearse. However, rehearsal tempo is very important as well, but a much different topic than overall rehearsal pace.
During this first week or so, and I predict it will continue, my cooperating teachers push the rehearsal point to the limit and beyond. It is refreshing to see such high expectations in the classroom, however the cost of these high expectations and fast pace is still up in the air. At Stevenson, we expect students to be on time, with all materials (pencil, music, instrument), and to be paying attention at all times. Today was a prime example of this with the 4th period wind ensemble. The order for the day was on the board, as per usual and a common occurrence in nearly every music class I have set foot in. Chorale #4, Flight of the Bumblebee (which needs to be memorized), Rakes of Mallow, and I can't remember the rest...why, you ask? Because we didn't get there. Mr. Cain had intended to end the lesson with garden hose breathing exercises, but that didn't happen. When first we went back to the chorale after the bee, I was thinking, "okay, students aren't listening/working", after the second time I thought to myself, "uh-oh, Mr. Cain means business", and did he ever. We returned to the beginning of the rehearsal order time and time again for various reasons: one section isn't paying attention, lack of counting, lack of writing areas where mistakes happened, etc. We never made it past Rakes of Mallow, but I know have Flight of the Bumblebee memorized.
Today's pace is not unlike other days, however it was a Monday, and the kids weren't all there mentally...I bet they will be tomorrow. Although we constantly had to go back, no student complained, there were no major disruptions, only high expectations. If you want a group to perform well, be it academically, musically, or whatever, high expectation are the most important thing in the classroom. We always move fast, that is one thing I've always tried to do in rehearsal. Not move on, just move fast, get things done, get it done and get on with it. In some areas this is difficult; I would say at Stevenson, band overall is 90% musical/10% social, in rehearsal it is 99% musical/1% social. We aren't here to socialize, we are here to learn...socialize after class. By holding students accountable to what is said in class, and not repeating information already given, you force students to listen to what you have to say. No one likes repeating themselves. If you give students time to talk, they will take it. If you push the pace to the limit, they will follow.
Will the pace of rehearsal slow down? doubtfully. A routine is established, expectations are clear. Is the pace unbearable? No. Does progress occur? Yes. Is the program successful? Undeniably, look at the results of competitions, listen to the band, realize that they are playing music that many high schools play, or maybe can't play. It is a different world here.
Sunday, January 9, 2011
Buying Things
One thing that I never really think much about is the price of things I buy, and where the things I buy come from. One thing I never really thought much about is the price of the companies selling these goods take from their employees and completion. One documentary everyone should watch is Wal-Mart: The High Cost of Low Price. I won't get into too much detail about it, but it opened my eyes to what I had already heard about Wal-Mart as a corporation. However, Wal-Mart is not the only bad guy in the market.
Being in San Antonio alone has given me the opportunity to search for things to do, things to buy, and things to eat. I use the website VisitSanAntonio.com a lot in looking for things, or I just google things to do/places to shop. For instance, I was looking for a Wal-Mart to go to (prior to watching the documentary. I haven't been in one since, but it hasn't been that long). In googling "walmart near San Antonio" you get about 18 Wal-Marts inside of 1604 (outside loop). It's not just Wal-Mart that is every where, but you see Target, HEB (43 within a 20 mile radius), Bill Miller's BBQ and Taco Cabana at every corner. I've joking said to friends that if I need to give directions to anywhere in San Antonio they will include, "turn at the HEB." Unfortunately, I struggle to find a farmer's market or a co-op. I think I will have success, it's just harder to come by. I've heard a bit about the shorter growing season making it hard for small farms to compete, and Texas is very industrial farming.
I've found some great restaurants: P.F. Changs, Bravo!, Rosario's, Perico's, Thai Corner, etc. But you can find that nearly anywhere. I need to find the hole in the wall places, authentic Mexican, and fresh roasted coffee. I've been getting closer, but most big websites don't list small businesses. Some do. We have some great malls here, four 150+ store indoor and outdoor malls(I'm not huge into shopping, but if I have specific need or am really bored it can be entertaining). Today I did go to one coffee roaster but was a bit let down by the selection. I miss Dead-River and Babycakes in Marquette. I miss Aoy at the Rice Paddy, I miss the Rubayiat and the Rover. I love Marquette because there is enough to keep me happy, but also because I can literally go everywhere. In one week in Marquette, you can see all of the shopping and eat at all of my favorite restaurants. In one week in San Antonio, you haven't scatched the surface but may have made it to a few good restaurants, the Riverwalk, one mall, a few furniture stores, Kohls, HEB, and 4 walmarts (because none have the item you are looking for in stock, yet their computers say they do, and they tell you that the one on 1604 does....and they don't).
San Antonio is all stores and companies, I've asked several people what the major industry here is and they don't know. Maybe agriculture, but that isn't really in the city. Maybe location as a strategic trade route. Military bases make a large portion of San Antonio, that is probably a big part of it. But it seems that San Antonio is of a size that it can sustain itself on service type jobs. Sure there must be some corporate offices somewhere, but it seems that with some tourism, and just everyday shopping of the 1.2 million residents is enough to sustain the economy. It is strange for me, coming from an area that exists because of iron mining and forestry, that an area exists without one main industry. Chicago, New York, Los Angelos, San Fransisco, Miami, Detroit, all are industrial cities located on large bodies of water for trade access. I am puzzled by the lack of a bustling downtown area, sure the Riverwalk is nice, but it doesn't have the big city feel.
I miss being able to take a drive around town and see everything, see everyone. I miss being near Lake Superior (although we do have some nice lakes and are close to the gulf), I can't take a three minute walk and see water as far as the eye can see. I miss sidewalks and being able to walk or bike (or ski) everywhere. I miss random people saying hi in yooper accents. I miss yooper accents in general (and our overly exagerated yooper accents). I don't think I'll develop a Texas accent, the majority of the population of San Antonio is Hispanic, 65% of the school district I am in is Hispanic. So Ya'll better not be worrying, I'll still be talking like a yooper when I return home.
Being in San Antonio alone has given me the opportunity to search for things to do, things to buy, and things to eat. I use the website VisitSanAntonio.com a lot in looking for things, or I just google things to do/places to shop. For instance, I was looking for a Wal-Mart to go to (prior to watching the documentary. I haven't been in one since, but it hasn't been that long). In googling "walmart near San Antonio" you get about 18 Wal-Marts inside of 1604 (outside loop). It's not just Wal-Mart that is every where, but you see Target, HEB (43 within a 20 mile radius), Bill Miller's BBQ and Taco Cabana at every corner. I've joking said to friends that if I need to give directions to anywhere in San Antonio they will include, "turn at the HEB." Unfortunately, I struggle to find a farmer's market or a co-op. I think I will have success, it's just harder to come by. I've heard a bit about the shorter growing season making it hard for small farms to compete, and Texas is very industrial farming.
I've found some great restaurants: P.F. Changs, Bravo!, Rosario's, Perico's, Thai Corner, etc. But you can find that nearly anywhere. I need to find the hole in the wall places, authentic Mexican, and fresh roasted coffee. I've been getting closer, but most big websites don't list small businesses. Some do. We have some great malls here, four 150+ store indoor and outdoor malls(I'm not huge into shopping, but if I have specific need or am really bored it can be entertaining). Today I did go to one coffee roaster but was a bit let down by the selection. I miss Dead-River and Babycakes in Marquette. I miss Aoy at the Rice Paddy, I miss the Rubayiat and the Rover. I love Marquette because there is enough to keep me happy, but also because I can literally go everywhere. In one week in Marquette, you can see all of the shopping and eat at all of my favorite restaurants. In one week in San Antonio, you haven't scatched the surface but may have made it to a few good restaurants, the Riverwalk, one mall, a few furniture stores, Kohls, HEB, and 4 walmarts (because none have the item you are looking for in stock, yet their computers say they do, and they tell you that the one on 1604 does....and they don't).
San Antonio is all stores and companies, I've asked several people what the major industry here is and they don't know. Maybe agriculture, but that isn't really in the city. Maybe location as a strategic trade route. Military bases make a large portion of San Antonio, that is probably a big part of it. But it seems that San Antonio is of a size that it can sustain itself on service type jobs. Sure there must be some corporate offices somewhere, but it seems that with some tourism, and just everyday shopping of the 1.2 million residents is enough to sustain the economy. It is strange for me, coming from an area that exists because of iron mining and forestry, that an area exists without one main industry. Chicago, New York, Los Angelos, San Fransisco, Miami, Detroit, all are industrial cities located on large bodies of water for trade access. I am puzzled by the lack of a bustling downtown area, sure the Riverwalk is nice, but it doesn't have the big city feel.
I miss being able to take a drive around town and see everything, see everyone. I miss being near Lake Superior (although we do have some nice lakes and are close to the gulf), I can't take a three minute walk and see water as far as the eye can see. I miss sidewalks and being able to walk or bike (or ski) everywhere. I miss random people saying hi in yooper accents. I miss yooper accents in general (and our overly exagerated yooper accents). I don't think I'll develop a Texas accent, the majority of the population of San Antonio is Hispanic, 65% of the school district I am in is Hispanic. So Ya'll better not be worrying, I'll still be talking like a yooper when I return home.
Wednesday, January 5, 2011
Running (unrelated to student teaching, except for time frame)
I am an active person...sometimes....most of the time. My body has taken several turns on the path to fitness over the course of my life thus far. As a child I was skinny and full of energy, I could run/play all day. As late elementary school hit, I gained a bit of weight, weighing around 160 lbs between 5th and 6th grade. By my standards, I was a bit chunky, but most people go through a chunky period in life. By 8th grade I had grown a few inches, put on a decent amount of muscle, and lost 10 lbs. I attribute this to the start of middle school sports (football, basketball, track) but mostly to the beginning of my wrestling career. Oddly enough, I gained 30 lbs over the course of the summer (girlfriend, lots of food/pop, lots of lifting) which not surprising, didn't please the wrestling coach. I spend my first two years of high school between 180 and 195, not running much (lineman on the football team, shot and disc thrower in track). Junior year came about and I ran a bit more, I wasn't happy with myself when I hit 195. I started running 1.5 miles a day, a sizable distance for me. By the end of wrestling season, I weighed in at 169.5 lbs at the state tournament. I stayed between 168 and 180 for the rest of my high school career and have stayed around 185 since then.
Which brings me back to running. I go through periods where I run every day, sometimes 50 miles a week, which for some, isn't much, but for others is unfathomable. Oddly enough, no matter how much I exercise, my weight doesn't really fluctuate, but my body fat percentage does. I love cross country skiing, and had taken it up my sophomore year of college. Junior year I was fairly active in citizen races. Senior year, I was able to get two weeks in before moving to San Antonio (FYI, there is no snow anywhere near San Antonio). Now that I am here, I need to stay active. I run. I run to look for other things to do; where does this trail take me? can I rollerski here? should I buy a bike? road bike? mountain bike? singlespeed? does anyone want to play racquetball? I run because it allows me to clear my mind, however I have a hard time not counting steps:1, 2, 2, 2, 3, 2, 4, 2, 5, 2, 6, 2, 7, 2, etc. counting allows me to easily do interval training, but it can be distracting when I just want to look at the beauty around me...speaking of beauty around me, I didn't have anything stand out to write about, so I was just going to write about deer. I saw three today, 10 feet away from me, I think I could have gotten closer but I didn't want to scare them out onto Bandera Rd. which was within 30 yards (3 lanes of traffic each way, 45 mph speed limit (never obeyed)). They were beautiful, one had some mangy looking fur, but otherwise looked healthy. I had a staring contest with one, I took a step forward, she took a step forward, I ducked down, she dropped her head. I think people have been feeding them in the park. (I will probably write about deer in the future).
For now, that was my thoughts for today, I'm sorry for wasting your time.
Which brings me back to running. I go through periods where I run every day, sometimes 50 miles a week, which for some, isn't much, but for others is unfathomable. Oddly enough, no matter how much I exercise, my weight doesn't really fluctuate, but my body fat percentage does. I love cross country skiing, and had taken it up my sophomore year of college. Junior year I was fairly active in citizen races. Senior year, I was able to get two weeks in before moving to San Antonio (FYI, there is no snow anywhere near San Antonio). Now that I am here, I need to stay active. I run. I run to look for other things to do; where does this trail take me? can I rollerski here? should I buy a bike? road bike? mountain bike? singlespeed? does anyone want to play racquetball? I run because it allows me to clear my mind, however I have a hard time not counting steps:1, 2, 2, 2, 3, 2, 4, 2, 5, 2, 6, 2, 7, 2, etc. counting allows me to easily do interval training, but it can be distracting when I just want to look at the beauty around me...speaking of beauty around me, I didn't have anything stand out to write about, so I was just going to write about deer. I saw three today, 10 feet away from me, I think I could have gotten closer but I didn't want to scare them out onto Bandera Rd. which was within 30 yards (3 lanes of traffic each way, 45 mph speed limit (never obeyed)). They were beautiful, one had some mangy looking fur, but otherwise looked healthy. I had a staring contest with one, I took a step forward, she took a step forward, I ducked down, she dropped her head. I think people have been feeding them in the park. (I will probably write about deer in the future).
For now, that was my thoughts for today, I'm sorry for wasting your time.
Tuesday, January 4, 2011
Day 2.
I slept better last night. It is a strange thing, sleep is. There are days when I have nothing I need to accomplish, yet I am up by 6 am. And there are days when I need to be at work by 5:45, and I sleep until 7...today was not one of those days, but I do have them. Sunday night I woke up several times; some because my phone was going off with messages of good luck, bear hugs, etc., others due to doubting that my alarm, on my phone (motorola droid), would go off. Last night I only woke up once, at 4 am. Now that I know my alarm will go off, and at a volume loud enough to wake me, I should be able to sleep just fine.
Myself, along with many others, feel society relies to much on technology (likely entry in the future). I know that at that crucial moment, technology can only do one of two things: work, or not work. I have experienced both ends of this, from my car/motorcycle/boat not starting, to my computer crashing/failing to connect/battery dead.
Continuing with day 2. Everything went well, similar to day one but more students are voluntarily interacting with me. I played a little baritone, trombone, and clarinet today. I am noticing one pretty funny thing, some of the girls think I am cute, and are extremely awkward about it. For instance, while on lunch duty, a girl said "come here", so I went over to the table she was at, and she asked me who I was and if I worked there. I told her my name, and that I am a student teacher. Her reply was, "I didn't know they had student teachers in middle schools", which is very possible that she didn't. However as an 8th grade student, one might assume she had already encountered a student teacher, and based on her friends reactions, she likely knew. And as lunch continued, I noticed that the group at that table would awkwardly look over, or make a small ruckus to attract attention. Another interaction I had was similar; three male students who I talked a bit with the previous day caught my attention as I was walking by. We chatted a bit as we did the day previously, and then one of them told me that a few of the girls down the table thought I was hot. As he said that I saw some of the girl giggle and turn away. My reply to him was that, I don't need to know that, I don't think they'd really want you to say that. Again, I am not overly surprised that this is happening, I just find it funny. However, I was told that one teacher was pulled off of lunch duty because a girl had a crush on him, which somehow he found out/was told about. I have heard that the girl felt uncomfortable and was removed from his class and her psychologist asked the school to remove him from lunch duty.
My low brass playing is keeping up with the 6th and 7th grade, but I plan on sticking to clarinet and saxophone for the 8th grade and transposing parts as needed. It helps that I had low brass class last semester, I am not sure how my trumpet and horn chops are, but I know the fingerings. I think I'll try horn tomorrow with the 6th grade. We have a meeting Thursday with the other middle school music teachers and the fine arts director for the district. We chatted at lunch with John Thornton, the orchestra director at Stevenson about various topics, including the purpose of the meeting. Also, I was told I should be prepared to answer some questions that will likely be asked, mainly, "what have you learned?" I've learned a lot, but the stand out points are that a fast pace helps to prevent classroom disruptions and encourages students to pay attention. Also, I have witnessed how a director can be direct with students about expectations, and direct when students don't meet those expectations. I have been somewhat surprised at some of the statements made, however none are overly personal.
Note: I don't think my poor sleep is due to stress or anxiety because of the student teaching, but more so my overall desire to be punctual. I hate being late. I typically arrive at rehearsals at least 20 minutes early, often more depending on the groups warm up routine. In certain situations, I am frustrated with other peoples lack of punctuality, not often. For instance, if I am to pick someone up for dinner/bar/movie/skiing/(insert recreational activity here), I don't mind if they aren't ready when I get there, it gives me time to think/observe how other people get ready/value time. Also, if you are picking me up, I don't mind if you are late, but if I have something to do after, I won't bump it back due to your tardiness. If it is job/school/set start time, I will get somewhat upset if we aren't on time, but I usually contain that feeling or make a passive statement, "joke", about not being on time.
Myself, along with many others, feel society relies to much on technology (likely entry in the future). I know that at that crucial moment, technology can only do one of two things: work, or not work. I have experienced both ends of this, from my car/motorcycle/boat not starting, to my computer crashing/failing to connect/battery dead.
Continuing with day 2. Everything went well, similar to day one but more students are voluntarily interacting with me. I played a little baritone, trombone, and clarinet today. I am noticing one pretty funny thing, some of the girls think I am cute, and are extremely awkward about it. For instance, while on lunch duty, a girl said "come here", so I went over to the table she was at, and she asked me who I was and if I worked there. I told her my name, and that I am a student teacher. Her reply was, "I didn't know they had student teachers in middle schools", which is very possible that she didn't. However as an 8th grade student, one might assume she had already encountered a student teacher, and based on her friends reactions, she likely knew. And as lunch continued, I noticed that the group at that table would awkwardly look over, or make a small ruckus to attract attention. Another interaction I had was similar; three male students who I talked a bit with the previous day caught my attention as I was walking by. We chatted a bit as we did the day previously, and then one of them told me that a few of the girls down the table thought I was hot. As he said that I saw some of the girl giggle and turn away. My reply to him was that, I don't need to know that, I don't think they'd really want you to say that. Again, I am not overly surprised that this is happening, I just find it funny. However, I was told that one teacher was pulled off of lunch duty because a girl had a crush on him, which somehow he found out/was told about. I have heard that the girl felt uncomfortable and was removed from his class and her psychologist asked the school to remove him from lunch duty.
My low brass playing is keeping up with the 6th and 7th grade, but I plan on sticking to clarinet and saxophone for the 8th grade and transposing parts as needed. It helps that I had low brass class last semester, I am not sure how my trumpet and horn chops are, but I know the fingerings. I think I'll try horn tomorrow with the 6th grade. We have a meeting Thursday with the other middle school music teachers and the fine arts director for the district. We chatted at lunch with John Thornton, the orchestra director at Stevenson about various topics, including the purpose of the meeting. Also, I was told I should be prepared to answer some questions that will likely be asked, mainly, "what have you learned?" I've learned a lot, but the stand out points are that a fast pace helps to prevent classroom disruptions and encourages students to pay attention. Also, I have witnessed how a director can be direct with students about expectations, and direct when students don't meet those expectations. I have been somewhat surprised at some of the statements made, however none are overly personal.
Note: I don't think my poor sleep is due to stress or anxiety because of the student teaching, but more so my overall desire to be punctual. I hate being late. I typically arrive at rehearsals at least 20 minutes early, often more depending on the groups warm up routine. In certain situations, I am frustrated with other peoples lack of punctuality, not often. For instance, if I am to pick someone up for dinner/bar/movie/skiing/(insert recreational activity here), I don't mind if they aren't ready when I get there, it gives me time to think/observe how other people get ready/value time. Also, if you are picking me up, I don't mind if you are late, but if I have something to do after, I won't bump it back due to your tardiness. If it is job/school/set start time, I will get somewhat upset if we aren't on time, but I usually contain that feeling or make a passive statement, "joke", about not being on time.
Monday, January 3, 2011
Student Teaching Day 1.
Where to start...Today marks the beginning of my student teaching experience in San Antonio, Texas (more to come about life in TX soon). I am student teaching in the Northside Independent School District (NISD), a district with enrollment of 94,702 students for the 2010-2011 school year. The first portion of my assignment is to be competed at Coke R. Stevenson middle school, a school of approx 1,500 grades 6-8. I am student teaching with Jim Cain, who attended the University of Texas at Austin with Dr. Grant (my saxophone professor/advisor at NMU), and Pam Trevino. Both are wonderful people to work with and have been helpful by answering any questions I may have about their program and general life in San Antonio.
My schedule is very similar to the "ideal" schedule I developed in one of my method classes. I get to school at 7:30 am, students are welcome to come in and practice, and during a typical week, each day a set group of students (by instrument) come in and perform the playing test for the week. We actually start school at 8:30 with the Pledge of Allegiance and the Pledge of Allegiance to the flag of Texas. Period 1, 8:30-9:16, concert band. The concert band is made up of 7th and 8th grade students and is conducted by Ms. Trevino. Period 2, 9:21-10:07, conference. Period 3, 10:12-10:58, beginner band. The beginner band is made up of 6th grade students and students in other grades who struggle, or are new to band. The beginner band is divided into 3 class periods, 2 of which are only brass and woodwinds, which are then split with Mr. Cain taking the brass, and Ms. Trevino taking the woodwinds. Period 4, 11:03-11:58, wind ensemble. The wind ensemble is made up of 7th and 8th grade students who are able to complete the requirements for admission to the ensemble. Mr. Cain conducts the wind ensemble. Lunch/Conference, 12:03-1:28. Lunch Duty, 1:28-1:58. For lunch duty, we filter the students into seats in the cafeteria, filling all seats (12 at most tables) starting with furthest before moving to the next table. Once all students are seated, we make rounds of the cafeteria, maintaining order. The students are then "herded" outside for 5 minutes and then "herded" back inside once lunch is finished. Period 7, 2:03-2:49, beginner band. This beginner band section also contains all of the percussion students which Ms. Trevino takes, leaving a heterogeneous group of brass and woodwinds with Mr. Cain. Period 8, 2:54-3:40, beginner band.
Overall, I felt my first day went well. I did not get lost getting to school (although I took a "detour" getting home), I did not upset any teachers/administrators, no students threw anything at me, and I didn't trip over anything. During the 7:30 to 8:30 time period I was shown where I will need to sign in daily, I am also being encouraged to wear my name tag. Additionally, during this time and our 2nd period prep, I met several members of the school administration and staff, all which were very friendly and welcoming, although I must admit I do not recall every name at this point. The students were welcoming, both in class and at lunch (students I may not see in class). I now have rosters for the class so I can begin learning the students names (the ones that I can pronounce).
Thus far, I am happy with my experince, I was never as excited as I, and everyone else, thought I would/should be. I am not sure if it is because I am in a new place far away from everyone I know, of if it is because I feel as prepared as I could be, or because of my attitude; what happens, happens for a reason. What is...is. This will likely by my dryest blog (hopefully), much of the rest will be more of my thoughts and less of schedule and this is the order of events in my life.
My schedule is very similar to the "ideal" schedule I developed in one of my method classes. I get to school at 7:30 am, students are welcome to come in and practice, and during a typical week, each day a set group of students (by instrument) come in and perform the playing test for the week. We actually start school at 8:30 with the Pledge of Allegiance and the Pledge of Allegiance to the flag of Texas. Period 1, 8:30-9:16, concert band. The concert band is made up of 7th and 8th grade students and is conducted by Ms. Trevino. Period 2, 9:21-10:07, conference. Period 3, 10:12-10:58, beginner band. The beginner band is made up of 6th grade students and students in other grades who struggle, or are new to band. The beginner band is divided into 3 class periods, 2 of which are only brass and woodwinds, which are then split with Mr. Cain taking the brass, and Ms. Trevino taking the woodwinds. Period 4, 11:03-11:58, wind ensemble. The wind ensemble is made up of 7th and 8th grade students who are able to complete the requirements for admission to the ensemble. Mr. Cain conducts the wind ensemble. Lunch/Conference, 12:03-1:28. Lunch Duty, 1:28-1:58. For lunch duty, we filter the students into seats in the cafeteria, filling all seats (12 at most tables) starting with furthest before moving to the next table. Once all students are seated, we make rounds of the cafeteria, maintaining order. The students are then "herded" outside for 5 minutes and then "herded" back inside once lunch is finished. Period 7, 2:03-2:49, beginner band. This beginner band section also contains all of the percussion students which Ms. Trevino takes, leaving a heterogeneous group of brass and woodwinds with Mr. Cain. Period 8, 2:54-3:40, beginner band.
Overall, I felt my first day went well. I did not get lost getting to school (although I took a "detour" getting home), I did not upset any teachers/administrators, no students threw anything at me, and I didn't trip over anything. During the 7:30 to 8:30 time period I was shown where I will need to sign in daily, I am also being encouraged to wear my name tag. Additionally, during this time and our 2nd period prep, I met several members of the school administration and staff, all which were very friendly and welcoming, although I must admit I do not recall every name at this point. The students were welcoming, both in class and at lunch (students I may not see in class). I now have rosters for the class so I can begin learning the students names (the ones that I can pronounce).
Thus far, I am happy with my experince, I was never as excited as I, and everyone else, thought I would/should be. I am not sure if it is because I am in a new place far away from everyone I know, of if it is because I feel as prepared as I could be, or because of my attitude; what happens, happens for a reason. What is...is. This will likely by my dryest blog (hopefully), much of the rest will be more of my thoughts and less of schedule and this is the order of events in my life.
Subscribe to:
Posts (Atom)
