My Experience So Far

I've thoroughly enjoyed my experience so far. I've met new people, had great opportunities, and encountered some truly amazing students and athletes. I'm not one to harp on what I don't like, so I'll mostly focus on the good things.
  Coaching! This has been by far the most rewarding and enjoyable part of my experience. I coached at Byhalia Middle School last year. I was the Offensive Coordinator for football, and I was the Head Track Coach. This year I coach at Coldwater High School. I am the Special Teams Coordinator for football, Assistant Track Coach, and Assistant Baseball Coach. By evidence of my blog wallpaper, you can see how much I really love coaching. It has allowed me to establish a closeness to my students that you don't particularly get in the classroom. Spending extra time at practices, workouts, games, and meets has been so fun. Coaching also makes the students, even the ones I don't teach, respect me more. It's such an awesome job to have. It's even better here at Coldwater because coaches are valued and respected by the administration. Just about all of my Facebook statuses and Tweets are about coaching. Whether it's weight room updates, score updates, or just letting the world know how hard my kids are working, I love talking about coaching.
   Teaching! I taught 7th grade Reading at Byhalia Middle School last year. Man, I did not have the personality for middle school. I loved the job, but I had to adjust to the middle school mindset. I am happy that I had the chance to do it though. It allowed me to see the building blocks that the students need for high school, which is what I teach now. The best part about having 7th grade reading was being able to really hone in on reading skills all year. We had a very direct focus, and I think our state test results showed that. I, along with Andrea, showed the most growth in the school last year. Take that, Pollard. Nevertheless, I am happy that I teach high school now. I have English 1, English 2, and English 3. Yeah, it's a huge load. I am so excited about the state test though. I know it's a high-stakes test, and I relish the pressure. Pressure makes diamonds, right? I love my kids, and I feel confident that at the very least all of them will pass. That's my goal. The penultimate goal is to have an amazing QDI.
   I've been consumed with teaching and coaching since July of 2010. There isn't much else to really talk about. I know that I've grown as a person. I have learned lessons that I will carry from now on. Moreover, I have met some truly exceptional people that I will never forget. I still have a semester left for my "MTC experience," but my experience as a teacher, coach, or in any other educational capacity is far from over. I am so happy that I decided to be in MTC. It has been a blessing and I absolutely love my job.

DK

MTC or Not???

   Ok, here it is. Should you join MTC or not? If you aren't afraid to lead, then join MTC. If you don't run from challenges, then join MTC. If you have a genuine interest in helping kids, then join MTC. If you have true work ethic, then join MTC. Lastly, if you aren't a complainer/whiner, then join MTC.
   At this point, I don't think it's my place to tell anyone whether or not to join MTC. I will say that I've learned, through experience and observation, that it is not for everyone. Like all things in life, there are "different strokes for different folks." That said, you have to really make sure that you know who you are before committing to a program like MTC. No one has themselves figured out completely, but at the very least, you need to have a good idea of your beliefs--know where you stand on certain issues. Be firm in your decision making, because indecision and second-guessing leave you in a very vulnerable place.
   Leadership. We've talked about leadership in our classes, and the word is thrown around (mostly haphazardly) at our schools everyday. You are going to be put in situations where the only way you can come out of them positively is if you take a leadership role. Leadership is not necessarily being at the forefront--it's more about understanding what needs to be done, and how to get it done. All too often, MTCers find themselves in spots where they aren't sure if they should step out or fall into the pack. It's better to step out. I know this from experience. If you step out on an honorable foundation, the situation will work out in your favor. Don't be afraid to lead, because if you don't, your MTC experience will not be all it should.
   Challenges. Everyday will present a new challenge to you. It is imperative that you take those challenges head-on. If you cower and tuck your tail to run, then you will not last long. And if, by chance, you do last, you will not be effective at what you do. People quit because they aren't really used to challenges. People aren't good at their jobs because they aren't really used to challenges. This is not to scare you, it's just an admonition for you to be completely honest with yourself. What challenges have you really faced? Did you really respond to them in a good way?
   Genuine interest in helping kids. Don't come in trying to be superman or superwoman. You can't save the world, and you definitely can't save every child. What you can do is show a genuine interest in their education and well-being. Just like us, kids have a hard time trusting--especially someone brand new. Your persistence and perseverance will endear you to the kids, and they will reciprocate all you have given to them. Students are really observant. They may not remember what you say, but they remember everything you do. Be straight-forward with them because they'll trust you more that way. They'll then believe that you really want to help them.
   Work Ethic. Basically, if you're lazy. Don't do MTC. Laziness and slothfulness are two habits of highly ineffective teachers and master's level students. You must be willing to work as hard as possible, as much as possible, if you want to succeed. It's plain and simple, either work hard or suck at your job.
   Complaining and Whining!!! Ok, this is my second biggest pet peeve. I absolutely hate complaining and whining. If you are one who complains incessantly (and there will be many things to complain about) you probably shouldn't do MTC. Complainers are conducive to success in the classroom or productive class meetings. One thing that drives MTCers crazy is how people get off on a tangent at class meetings talking about everything that's wrong with where they work. Obviously, some things are not in the best shape, hence the need for an MTC person at that school. Then, complaining about the classes compounds the issue. If you can't adjust, be flexible, and roll with what unexpectedly comes your way, then MTC isn't the opportunity for you.
   Hopefully these words don't scare you. Instead, I hope they give you an idea about what it takes to actually do well and enjoy your time in MTC. It's not enough for a student to just pass, and I don't think it's enough for someone to just "make it through." Make the experience worthwhile, but it'll only be worthwhile if you embody the characteristics that make you a viable candidate to SUCCEED in MTC.

DK

Coaching (Football is the Reason!!!)

Preparation and planning for the upcoming season
Two to three hours of sleep, football is the reason!
Workouts and practice for the upcoming season
Two to three hours for each, football is the reason!

Film and game planning for the battle that ensues
Attention to detail so that we won't lose
Re-focusing the boys before they hit the field
Reminding them that we will not yield

Motivation through a loud yell
Piercing words; nerves and jitters quell
Encouragement and technique throughout each game
Tendencies and adjustments are never the same

Preparation and planning for the upcoming season
Two to three hours of sleep, football is the reason!
Workouts and practice for the upcoming season
Two to three hours for each, football is the reason!

"My Sons..."

I have a few favorites this year...yeah, really. But my two most favorite students are Jordan and Devante. They refer to themselves as my "sons" and affectionately call me "dad." It's crazy. I'm not exactly sure how it happened, but that's what they've been calling me since late July. I'd only been at Coldwater for about three weeks by then. They're both sophomores, play football and baseball, and they're honor students. So, I guess it made it a lot easier for me to actually return the pleasantry and refer to them as "my sons." I have them both 5th period, and they both sit in the front row. They're very intelligent, I mean can compete anywhere intelligent, not just smarter than what's around them. They compete with each other for the highest "A" (in every class). That's what endeared them to me the most. They're two of just a few who've adopted my philosophy of "anything less than an A is a failure." Really, they live by this, and it has worked out for them.

Jordan wears #3, which I wore in college. After he found that out, he started calling himself "junior." He's the quarterback, and Devante wears #8. He's a wide receiver, the position I played in college. They stay in my back pocket, and I know that I'm making a great impact on them. We have very candid talks, and they're always in my car when we have to go somewhere. One of the things I'm most proud of is the fact that they willingly tutor other students, always have their shirts tucked in (finally), and exhibit total decication--academically and athletically. 

Interestingly enough, Jordan and Devante have started a craze among my students. All of them are competing to be the next kid I "adopt." It's kind of crazy, but flattering. I think the other students saw how they both excelled in English 2 and football. It was nothing magical, just work ethic and dedication. I guess they're hoping I will adopt them if they dress, think, and act like Devante and Jordan. Either way, it's an interesting management tool that I proudly use. 

It's funny because other teachers have noticed that they call me "dad." It keeps things light and it helps the day go by a little easier. They have matured, and so have the rest of my students. I know it's a product of the way my classroom runs. They're used to the consistency and it has influenced them outside of that hour they're in my class everyday. Kids like Devante and Jordan make me love my job even more. I know that I'm going to have at least two students who are happy to see me. They trust me, and it means a lot to have their trust. I talk about these boys all the time, and I'm excited to see what else this school year is going to bring.

Those are my two favorites...Jordan and Devante...My Sons

Photo Essay: My Little Brother

I will say that I miss my little brother. He's in 9th grade now, and I never get to see him play football because I coach on Friday nights. He looks up to me, and we talk a lot. He's a much better athlete than I could ever be, and he's a whole lot smarter. So, here are a few photos of my little (big) brother...

He plays the sports I played (and now coach). It's kind of crazy that I teach kids that are the same age as my little brother. I hope he's proud of his big brother, because I'm definitely proud of him. I love my little brother.

Thoughts on the Portfolios...

Well,

I guess I haven't thought much about my portfolio yet. I do have a lot of pictures (mostly sports). I don't know if I'm avoiding the inevitable, or if it just hasn't made it to the top of my priority list yet. Either way, I know that I have a lot of work to, based on what I saw from last year's class. Last year's class had some very strong portfolios. I can tell that they all put in a considerable amount of work and effort. I liked the portfolios that had a distinct theme. I understand that the evaluators like that. Also, I think enjoyed the photo essays the most. Some of the portfolios had very nice info about their communities. It showed that those people really took time to immerse themselves in the culture of where they were teaching.

I liked the videos that showed a progression in teaching and classroom management, but there were a few portfolios that had too many videos. I don't think I'll have many on mine. I know that creativity is not one of my strongest assets, but I know that I'm going to have to find some somewhere so that I can compete with everyone else's portfolios. I want to have the best portfolio, and I really want to show what my two year experience is like. Oh well, I know what I must do now...time to get to it!

First Day of School: Second Edition

Well,

   The first day of school this year was easy. Not much to report. I guess the greatest thing was that my polka-dot bow tie was the subject of a lot of conversation. The principal introduced me as the "new coach on campus," and that was basically it. I knew a lot of the boys already because I'd been on campus with football workouts for about three weeks.
   Organization was great, and we only held kids in the gym for about 15 minutes. We followed the normal bell schedule, and the day went by very smoothly. It was refreshing to have high schoolers this time. I love the 7th grade babies, but I feel at home with high school.
   I will say that I was exhausted by the end of 6th period. I have classes from 7:45-2:45. 1st and 3rd period is English I, 2nd period is English III, and 4th-6th periods are all English II. Every kid on campus knows my name already, and apparently they all heard that I was "mean" by the end of the first day. So, I guess the day was a success. I scared some kids, I didn't have to hold classes for hours, and I didn't feel like a first-year teacher. Moreover, we had a great football practice after school. I was comfortable and it was a good day.

Letter to the Rookies

Hello Rookies,

This is DK, and I have some simple advice. Be confident, know your stuff, and don't be afraid to lead. You are going to be inundated with instructions, words of wisdom, and forewarnings. I'll let Ben, Ann, Dr. Mullins, and everyone else do that for you. I just want you guys to know that confidence goes a long way. It is immediately conveyed to your students that you aren't second guessing yourself. It also shows the other teachers around you that you aren't tip-toeing around like you're scared. Lastly, it always makes you feel like you're in control of every situation.

Know your stuff basically means that you have to be knowledgeable about as much as you can. The most important thing is obviously your content knowledge. If you don't have a good grasp on that, then you will be deemed ineffective. Once you have that down pat, make sure you are aware of surroundings, events, policies, etc. Having a good grasp of pertinent information can be very beneficial because you will find yourselves in a variety of situations--all of which you can't be totally prepared for in summer training.

DON'T BE AFRAID TO LEAD. I'm not saying that you should step into your new situations (summer school/ your assigned school) trying to take over. Since you're in the program now, you must have some leadership qualities about yourselves. Use those qualities. Make sure you show everyone around that you can be trusted to make things happen. If you develop leadership skills through the summer school program, you will position yourselves to step into those types of roles in the fall.

We'll get to know each other this summer, and throughout the year, but I think that this little letter will help you out. BE CONFIDENT, KNOW YOUR STUFF, AND DON'T BE AFRAID TO LEAD!!!

Teacher Skill I Want to Work On...

When I began to blog last summer I knew that one of the most important factors of my growth as a teacher would be reflection. The ability to reflect, and the resolve to implement changes from reflection, are things that I have been working on. That said, I know what aspect of my teaching needs to be tweaked. Interestingly, this epiphany came through teaching a unit on fables.

After the MCT2, I knew the kids would be exhausted with school. Nevertheless, they knew that we would continue to have "real school" in my classroom until the very last day. I was searching to find something that would be relevant and interesting. I chose fables. Fables seemed like a good idea because I knew I could incorporate Character Education. Introducing the kids to simple stories that taught valuable life lessons gave us a way to do some reading, easily comprehend, and apply the lessons to our lives. I told them that I would be doing self-reflection along with them. So, we read this very simple fable called "The Wind and the Sun."

Here it is...The wind and the sun were arguing about which of them was stronger.  They agreed to a test, the winner being he who could make a traveler remove his coat.  The wind blew hard and tried to tear off the traveler's coat, but the traveler only wrapped it around him more tightly.  When the pleasant sun warmed the traveler, he took off his coat.


This short fable was so powerful to me. The moral is that "kindness sometimes works better than force." How does this apply to me? Well, I approach my classroom like I approach coaching. This can be good and bad--depending on the situation. I've learned that I have to dial down the intensity in the classroom sometimes because it can be a bit intimidating and off-putting to the kids. I'm not saying that I'm going to be less passionate, but I know that if I want to be as effective a teacher as possible, I must be able to use different approaches in the classroom to obtain the desired results. 


I am definitely going to work on this during the Extended Year Program. I want to be conscious of when I can handle situations differently. Moreover, I know that an adjusted approach will endear me to more students, more quickly. I just want to make sure I have this skill honed when school resumes in August...I know it will greatly benefit me.

Track Season Recap

   When I last blogged about track it was the beginning of the season. We had tryouts, training camp, and one practice meet. I was very encouraged about our performance at that practice meet. Well, the season ended up being one of the most rewarding and successful few months of my life. Our team did tremendously well. We only had four meets, but the kids excelled in all of them.
   We went to Marshall Academy for our first meet. Marshall Academy has Varsity and Junior Varsity meets at the same time. We were in the JV division, but that also means that the other teams had 9th graders on their squads. We only had 7th and 8th graders. As a matter of fact, we only had 15 total kids. That didn't matter to us. We went out there against established programs and took 1st Place Overall! The most amazing part of our overall win was that we only had two girls! The team was very encouraged about the performance. We went back to Marshall Academy the next week against stiffer competition. We took 1st Place Boys JV for that meet. The kids were collecting individual and team ribbons, cheering for each other at the fences, and even encouraging the coaches at the meets. It was so good to establish that team rapport and coherence early in the season. Moreover, it was great to have two weeks of competitive meets before the biggest meet of the year at Oxford.
   We went to the Oxford Relays Invitational for our third meet. There were a lot of good schools there with really good teams. It was all public schools, and there wasn't one weak team out of the eight. When we went to Oxford for the practice meet, we looked a little shabby--no spikes, old uniforms, no warmups. We got off the bus looking like a team this time. It definitely made a difference to go down to a big meet with big schools and look like a real squad. The kids were confident, and we had two first place showings under our belt at that point. Some of the kids who struggled at the earlier meets stepped up at this meet, and we posted some of our best times/distances of the season. We took 3rd Place Boys at  the Oxford meet. We weren't happy about 3rd place, but we knew that we only finished behind Oxford and Lafayette--two well-established programs. The Oxford meet was a learning experience, and it gave us the fuel to train as hard as possible for our last meet at Coldwater.
   We went to Coldwater with one goal in mind. We wanted to win every event, and guarantee a first place finish. There were some strong schools there, but we knew that we had seen the best already. We did tremendously well at the Coldwater meet, taking 1st Place Overall! We scored 93 total points in that meet. We dominated the individual events, especially the distance and throwing events.
   At the awards day, I made sure to remind everyone that we had the best team on campus this year. Our kids worked tremendously hard. I took them through workouts that I did in college, and they stuck with me. With a practice plan in hand everyday, whistle and stopwatch around my neck, and parachute thrown over the shoulder, they knew that we were going to outwork every other middle school in Mississippi. I appreciate my kids. They're a special bunch. I hate that I will not have the opportunity to coach them next year. Whoever has the opportunity to coach them next year will be blessed with the chance to work with some truly exceptional kids. I appreciate what I learned from my athletes, and I hope they appreciated/learned something from me as well. Track season was amazing, and it was one of the most rewarding experiences of my life.....Never Get Outworked!

Letter to Second Years...

Second Years,

I'm not exactly sure what I can tell you at this point. You're less than a week from graduation, and about two weeks from the completion of your teaching experiences. I probably should be asking you how you felt at this point last year, and what you did to maintain sanity and motivation. Nevertheless, I do applaud you guys for sticking it out. Embracing new things, new people, new surroundings, and new challenges is a daunting task. You should be proud of yourselves because you are now able to say that you did more than embrace all of these new things--you excelled through all of them. I don't have to tell you that you've made an impact on your kids, or that you've grown exponentially as a person. I do have to tell you that your job, and the work you've done, is not as thankless as you may think. You are appreciated by more people than you know; they just don't tell you. For what it's worth, I appreciate you for what you've accomplished. Your direct and indirect modeling last summer, the impromptu talks, and interesting blog posts have been very helpful to me. Again, I thank you all for what you've done. I am looking forward to being in your position a year from now.....and hopefully someone will thank me too.

Coach Huff,

Boy, do I hate Millsaps. Boy, do I hate Millsaps. Boy, do I hate Millsaps. That said, I am glad we had the opportunity to get to know each other besides our Rhodes/Millsaps rivalry. Yeah, we played against each other in college, but we have so much more in common than that. We immediately clicked at summer school last summer and it blossomed into a Mentor/Mentee relationship. It was great that we were both in Byhalia because we've basically seen each other almost everyday. That was the convenience we had that was different from the other mentor/mentee relationships. We talk about teaching, school, FOOTBALL, FOOTBALL, FOOTBALL, and track. I call you "little man," because you are...and you always say, "I'm the little man with the SCAC championship rings, chief." I know that we've forged a true friendship and I appreciate how helpful it has been to me this year. Do it big down there at MSU, and get the Ph.D. Then we can finally go somewhere and take over a football program. That's the plan...stick to it, CHIEF!

Second Years.....congratulations on making it through the program. I know you'll all move on to bigger and better things because you have the same degree as Ben!

DK

Freewrite: Track Season So Far

Well, I'm learning what it's like to be the head coach of my own team. Yes, it's middle school track, but there is so much legwork that has to take place on a daily basis. I spend my planning periods calling coaches and sports supply stores. Making new contacts and building a coaching network for a program that has been non-existent is so hard. Athletic Directors and Coaches are so hard to track down. I also have a lot more classroom distractions with deliveries, notes from the office, etc. I feel like I'm doing the athletic director's job and my job. I am pretty sure that there are some things that I shouldn't have to handle during the school day. But, I'd rather see the task done myself than to wait for someone else to get it done. The other thing is making sure I have a practice plan for everyday...just like my classroom. I am enjoying the experience thoroughly. Mostly, I love being in charge and running my own show.

After tryouts (and weedouts) we are down to a solid squad of 13. I figured that I wouldn't have many kids in this first year because they aren't used to a coach like me. Going in, I knew that if I could just get a core group that would work everyday and push themselves, we would be fine. We went to a practice meet on March 3rd at Oxford Middle School. I didn't really know what to expect because none of my kids have ever been in a track meet. We did very well at the practice meet though. We won the 3200m and the 300m hurdles. We placed 2nd and 3rd in a few events as well. I was most proud of my 4x400 relay team because we came from 4th place to 2nd place on the last leg. Our performance encouraged the kids because they knew that Oxford has one of the best middle school programs in the state. Our performance there will catapult us through the rest of the season. We have 5 meets scheduled for the rest of the season. I'm optimistic that we can definitely win some meets and perform very well. The next update will come soon!

What Will I Do Differently In My Class Next Year?

   As a first year teacher, I know that I've operated at a level of ineffectiveness that's not fair to my students. Now, I don't think that level is necessarily high, but any level of ineffectiveness is unacceptable. There are so many things that I've learned over the course of this year that I wish I knew in August. Class structure, questioning techniques, and subtlety are probably at the top of the list of things I wish I knew. Nevertheless, I do feel like I have done a good job of conveying the merits of accountability, work ethic, and a thirst for daily acquisition of knowledge.

   I don't know how many first year teachers feel as confidently about their abilities as I do, but I know that I have made a positive difference. Growing up in a family of teachers, I understand that operating with a certain heir of confidence is important. Conversely, I also know that in order for me to be the most effective teacher possible, I must remain reflective, and be open to change and adjustment. Through reflection of my classroom, I've found the thing that troubles me most.  I HAVE NOT DONE A GOOD ENOUGH JOB OF FINDING ENRICHMENT ACTIVITIES FOR MY ADVANCED STUDENTS!!!

   We focus so much on the kids who chronically fail, chronically get in trouble, and have a daily express of apathy for school. Oh, and I don't want to forget the "bubble students." This is one of the most ludicrous things I've ever heard. "Let's focus on the bubble students--the one's who are at the cusp of moving from minimal to basic, basic to proficient, or proficient to advanced." I know that we are driven by the state test, but the acronym QDI drives me up the wall. I could care less about a QDI, only because it's not a measure of school effectiveness...and it definitely does not give an accurate measure of intelligence! What's the point of having kids score advanced on the MCT and they still read on a 2nd to 3rd grade level. Congratulations! You figured out the Mississippi State Test! Whoo, hoo! I am sick and tired of having conferences and meetings to figure out how we can put more of our time into kids (and parents) who find the educational process to be worthless unless it caters to their unimportant wants. There are so many emails, memos, and announcements that direct teachers to figure out more interventions for these kids. I am not saying that kids who fail or get in trouble should be forgotten. I know that it is the school's responsibility to provide guidance and help to those students. I mentor a few students, I tutor, and I give multiple chances for work to be made up and behavior corrected. So, I don't want to be seen as one who only cares about the "good kids."

   What I care about is finding more enrichment activities for the kids who have a thirst for learning. The ones who are as sick of hearing about the state test as I am. The ones who actually have internalized the idea that they are competing against every other 12 or 13-year old in the world. When I have intervention days in my class, I don't want to just give the advanced kids questions that are deemed as advanced on the MCT2. I need to pull ACT materials into the classroom, challenging books, mind games--things of that nature. I must guide more intellectual conversation, keep them abreast of national and international developments, and invite more original and organic thought. This has been my biggest failure. I've let the students down that who are overcoming the letdowns of the educational system they're in already. I have one grading period left to make sure that I am a part of molding the minds of great thinkers. They will be able to get "advanced" on the state test because they know how to think. That'll be the easy part. But I want them to be able to get 30s on the ACT. Or get 1300s on the SAT. When I can be the teacher who does more to help my students reach that end, then I will be able to take away that level of ineffectiveness that I've been operating at this year.

Freewrite: The Battle I'm Fighting in the Reading War

“Mr. King, I don’t know that word!” I hear this so much during the day. My response is always the same…”Sound it out!” I always get blank stares because my students aren’t used to having to recognize the sounds that make up words. I was drilled on phonics from pre-school until second grade. It was definitely an integral part in my development as a reader, and speaker of English. The whole-language phenomenon was absolutely foreign to me until I was in college. While in college, I taught at a high school in Memphis. It was there that I found out that students had been taught to recognize familiar words and word groupings. It was absolutely appalling because there were so many “familiar” words that they did not know.

Now that I teach seventh grade, I am really seeing how stifling the whole-language teaching techniques are. I am basically retroactively teaching phonics on a daily basis. Reading this article has given me more insight into the debate, and it has affirmed my stance on the importance of phonics.

Page 129 referenced psychology research. I was a psychology major in college, and when I did research in Cognitive Psychology, I learned that we gather information in a very systematic way. We learn phonemes (sounds) as bits—then we put those bits together to make chunks (words). Eventually, we develop cognitive schemas that help us synthesize all of the information. That is exactly how phonics instruction works. Whole-language theory sounds good when it argues for “unstructured immersion.” Nevertheless, it skips essential developmental stepping-stones and jumps directly to developing broad schemas. It is like having the roof for the house without having the foundation. Whole-language learning is supposed to be humanistic, but there’s nothing humanistic about not a theory that doesn’t take human development into consideration. Even with large classes, it is important for the students to wrestle with the material. I always tell my students that the best learning happens when you struggle with the material first. That initial struggle helps the student figure out what’s wrong, and then teach themselves the steps to solving the problem (i.e. sounding the word out!).

It is very sad that politics and business are still the driving forces of education. Textbook sales, educational consultations, and professional development have crippled children all over America, and specifically in California. I was surprised to learn about how personal agendas (political and social) have such a large effect on how school systems are run. I now wonder how much these same things have hurt the children of Mississippi. What are the political, social, and economic agendas that have only hurt the children in the end? I’m not one who delves into the political arena, but I would be interested to see the legislation that has shaped the educational system in Mississippi. How many of the current policies were constructed to benefit the children and not to appease the powerful? How much insight was taken from the people who work at the grassroots level of education? These are the pertinent questions--questions that need to be answered in order to fix the pervading education problems.

The study referenced on Page 133 that talks about the reading comprehension test was refreshing. It gave us empirical evidence that phonics instruction works! In the age of “data-driven schools,” it presents a strong argument for teaching phonics. As the article concluded, I was happy to read that no one in the wider public seems to be actively promoting whole-language instruction. The next step is to develop a curriculum that fully integrates phonics instruction into the elementary schools. The very basis of reading must be taught, correctly, when the children are at the very early stages. Explicit phonics instruction is the key to reading. If students can master the sounds of the language, then they will not have to worry about struggling with them when it is time to move up to more advanced words. They can then focus on comprehension, analysis, and synthesis of information. Even then, there were no developmental steps skipped. Build a strong foundation, and your house will be beautiful!

Why Should Someone Join, or Not Join, MTC???

It seems like members of MTC are asked this question all the time. We are asked by interested applicants, colleagues at our respective schools, and even by other members of MTC as we go through the program. I must say that I haven't really thought about my answer to this question. When presented with this question, I don't respond with my life philosophy. My answer to this question is probably a little more simplistic than I think it should be. That has probably served me well, because I don't allow myself to be inundated with the stresses of living up to my initial reasons for joining MTC.

Why Should Someone Join?

Someone should join MTC because they feel like they absolutely have something special to offer a child. I'm not talking about coming to Mississippi to be a savior. Nor, am I talking about treating the kids like they are charity cases. Joining MTC should be about offering a new perspective to your students. A perspective that gives them a sense of education, work ethic, and genuine care. I did not join to be known as the teacher/coach who saved some kids from throwing their lives away. I dare not ever patronize my students or players in that way. If anything, someone should join to impart that which was imparted to them in their middle school and high school years. The masters coursework is also a reason someone should join. The challenge of being a strong teacher and a strong student at the same time is one that should be respected. MTC is a continual process of teaching and learning. A great MTCer is one who is very reflective. One who can manage relationships, stress, and transition. Someone should join MTC because they are a cut above the rest, and they can operate at the highest level consistently.

Why Should Someone Not Join?

Don't join MTC to say that you took a bunch of poor, lazy kids and made them scholars. If anyone thinks that they are above reproach on any level, then they shouldn't join either. If you are someone who compartmentalizes every success and failure, then MTC may not be the program for you. No failure can get you too low, and no success can get you too high. Even kilned and level-headed people seem to do the best in this program. Someone should not join if they cannot take criticism--constructive and destructive. I don't want to deter anyone from applying. If anyone feels like they are qualified, then please apply. Just know that MTC is not a cake walk; but MTC also isn't the hardest thing in the world.

I joined MTC because I knew that I had something to offer. I come from a family of educators, so I've always understood the value of education (from the standpoint of a teacher). Moreover, I knew that I could offer even more through coaching. I knew that through this program, I could get closer to the educational attainment that I seek, and have a chance to affect lots of amazing kids. Every MTCer will give a different answer, but we all probably have some of the same core values. I'm so glad that I'm in MTC. I appreciate the opportunity, and as a future applicant, someone should go into the application process with that same appreciation. The opportunity is priceless.....

Responsibility...

As I've navigated through this school year, I've tried to figure out what the most difficult part of my job is. Throughout the school year, there is one thing that has continually come up with my students. This thing affects the exceptional students and the students who don't do so well. This mystical thing is RESPONSIBILITY.
   Since August, the factor that has ensured success in my class has been responsibility. I've tried to structure my class so that the strongest--and the weakest--readers can excel. I always tell my students that we can work on skill mastery and the intricacies of certain topics. All they have to do is come to class, put in a reasonable effort, and the rest will be taken care of. I had quite a few students fail my class because they just neglected to turn in any work. Although I absolutely hate giving zeros, I feel that the kids need to see that number to let them know that this is not their normal cake walk. We have had talks about developing life skills. I've constantly said that even if they don't leave my class as strong readers, they will at least value the importance of responsibility, accountability, and work ethic.
   For too long, it seems like the majority of my students have been coddled to the point where they are able to just coast through school without any of the blame being put on them. Now, I'm not calling my students lazy--not at all. What I am saying is that they are not used to having to consistently work to achieve the grades and results they want. This is more of an indictment of the system they've been growing up in for the past 7 or 8 years. More than anything, I want them to value hard work. I want them to respect the value of responsibility. If I can at least get my students to the point where they feel like they are accountable for their grades, and their behavior, then I will feel like I've done my job. The issues regarding mastering text structures, main idea, or situational irony will all be taken care of when the students feel like they are the main determinants of their grades.
   So, through meetings with administration, parent conferences, team meetings, and students conversations, I've continued to harp on this point. I cannot have a part in the perpetual handicapping of my students. I know that this is a transition from what they're used to, but I know that developing the life skill of responsibility will benefit them well after 7th grade. If that makes me a "hard" teacher, then I'll wear that hat proudly. I hope it makes them see me as the teacher who cares about their development as teenagers, and future members of the larger society.

Finland: The World Education Leader?

   Wow, who would've thought that Finland is one of the world leaders in education? I had no idea, but I can see why they are being heralded. Americans have to appreciate the structures they have set in place. I think that these themes were the most important from the article: equity, standardized tests/data, competition, and how teachers are revered.

Equity
   I love how they've found a way to achieve educational equity. Ever since I was old enough to understand how affluence affects academic achievement, I've noticed that schools with more money do better. When I actually had the opportunity to work at both ends of the spectrum in college, I became even more aware of how much money, or the lack thereof, makes a difference in schools. I admire how Finland has set up structures to ensure achievement in all communities.

Standardized Tests/Data
   FINNISH STUDENTS DO NOT TAKE STANDARDIZED TESTS!!! Enough said. I'm not saying that standardized tests are completely unnecessary, but there is way too much stock put into them. Finland has figured out that standardizing towards a perceived norm doesn't accurately gauge learning. Nor, does it accurately gauge teaching and instruction. All it gauges is one's ability to navigate through the state's "annual academic labyrinth." The use of data should be used to improve the structures that run the school--not to steer more resources in the direction of what's hurting the students the most.

Competition
   Now, I am a huge proponent of competition. I think that competition is one of the most effective ways to pull the most out of anyone. But I do understand the concept of cooperation. It seems that the Finns have figured out how to establish an educational cooperative. I'm not exactly sure how, but it seems that through the cultivation of a culture of teamwork, educational cameraderie can be achieved.

Reverence of Teachers
   The most interesting aspect of the article was definitely the part about teachers' place in Finnish society. Teachers are regarded as highly as medical doctors! Again, teachers are regarded as highly as medical doctors! One more time, teachers are regarded as highly as medical doctors!!! The fact that they are respected for their professionalism and highly regarded for their abilities is a refreshing thought. I love how they work with parents to adjust the curriculum, how they are independently responsible for planning, and how they are trusted without reservations.

Hopefully, Americans will take heed to the example set by Finland. I am a fan of what's going on over there. Moreover, I hope there can be some implementation of Finland's educational plan in my own school.....

Freewrite: How I Feel At The Halfway Point...

Honestly, I feel great about teaching. I am confident in my abilities, and I think that my effectiveness is gradually increasing. Now, there is a multitudinous amount of things that I have to work on, but I remain excited and inspired. I have formed relationships with students, other teachers, and parents. This has allowed me to feel very comfortable in Byhalia. I think that we will make a lot of breakthroughs in my classroom this semester. The kids are excited about the new books and technology we had donated. The new materials, along with the new content, will keep my class environment fresh. We are going to start reading novels this semester, and hopefully I can have some people come in and speak to my classes this semester. I want to make my classroom more of a student/teacher cooperative than it was last semester.

The other exciting development for the spring semester is TRACK! I am the head coach of the track team at BMS. This is going to be particularly challenging, yet formative for me. I will learn a lot about myself, I'm sure. Balancing the responsibilities of my job as a classroom teacher, track, and class will be good for me. It'll remind me of the balancing act I had to do while I was at Rhodes. Once challenging thing is that the school did not have a track team last year. That means that we're basically starting from scratch. Also, trying to build rapport with coaches from around the area has been a little difficult. They're hard to track down, at it seems that most things are done at the last minute. I'm sure things will work themselves out. The experience I gain as the track coach this year will make me a better football coach for the spring, and eventually next fall. I am going to take advantage of the opportunity. We will have a competitive team. Updates will come throughout the semester.....we are going to develop a strong program!