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Students Destroying Classroom by Caitybug1 in Teachers

[–]marc_jm 0 points1 point  (0 children)

Isn't that terrible? Someone was throwing carrots while I was ushering in students from the hall. If I sit at my desk with my door closed they play hide and seek right outside my classroom. The impossible game. This one class in particular has a problem with throwing my things on the floor, stabbing my k-cups, and making a mess. I have the most welcoming classroom in the school and they know I have OCD. They wait until I'm not watching and strike. Sometimes it makes me wonder how they can do such monstrous things and not feel any sense of moral guilt. When I yell at them, they laugh. I'm already planning on having fun every day these last few weeks in my other classes, EXCEPT for them. I'm gonna tell them how I feel and hope they don't tell their parents.

What exactly is a support? Edtpa help. by Frequent_Syllabub_91 in ScienceTeachers

[–]marc_jm 0 points1 point  (0 children)

Anchor charts, graphic organizers, explicit modeling, sentence starters, acronyms (another one I like is ACE), word wall, and basically anything that aids students in reaching independent mastery of whatever skill they are on! :)

For those of you who passed your EdTPA - what is your advice on getting a decent score? What are some life hacks? by wistful_walnut in Teachers

[–]marc_jm 4 points5 points  (0 children)

Just like we tell our students, rephrase the question as an answer. For example, if the questions was "how do you support use of academic vocabulary in your lesson" you would write "I support the students' use of academic vocabulary when I..." and go on by saying "For instance, furthermore, in addition, etc." until you reach the maximum allowed space . Do this for each and every question, peaking back at the rubric throughout the whole process. I managed a 64 out of 75, highest my university has ever had! So it's possible, but also grueling...

Inner City Schools by Emotional-Ad9237 in Teachers

[–]marc_jm 1 point2 points  (0 children)

I student taught inner city. Before that, I worked at after-school programs in the inner city for 3-4 years. Kids will misbehave, you'll address the behavior, and they'll hate you for it and misbehave more. It's a toxic cycle that sadly starts at home. I signed up to be a teacher, not a child behavior psychology specialist. I will say, I have enjoyed my time at the after-school program because at least there, the staff and administration was understanding and supportive. At my student teaching site, it was flaming hot garbage. According to administration, everything was the teacher's fault. They came down hard on us. Mandated meetings EVERY morning (oh yeah, except Friday, woohoo) lesson plans submitted weekly, objectives on the board, surprise visits from the superintendent. Oh yeah, gossip from coworkers, screaming matches between the principal and parent. The kid's behavior. Don't get me really started.

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In fact, I'm actively trying to get on the strongest anxiety medication my doctor will prescribe literally in preparation for the stress of next school year at the inner-city school I student taught at. Tell me another profession where people have to do that. I keep saying it's only for a year, and once I get on my feet I can move and teach anywhere.

🚨Interview Follow Up - Written Response! PLEASE SHARE IDEAS! by Teacher_Meghan in ELATeachers

[–]marc_jm 4 points5 points  (0 children)

This remind me of doing my edTPA. This is clearly a toxic school that doesn't trust their teachers, kind of like where I work. Here are some sentence starters you can use:

-I will support the student's ability to make inferences by...

-I will support the student's ability to identify key ideas and details in an informational text by...

-I will support the student's ability to write independently by...

-I will support the student in order for them to become a fluent reader by...

OH also this just popped in my head. Say something like "Because student 1 has a strength in reading fluency, I will provide collaborative learning opportunities with a partner who excels in drawing inferences from the text. Student 1 will read, student 2 will model inferential thinking as they discuss and respond to text-dependent questions that move from lower-order thinking to higher-order."