My First Observation

While most teachers dread observation, I actually… invited it. Since this is my first fulltime teaching position, I had some questions about my teaching style and classroom management. I thought the observations of a veteran educator would be the best way to have my questions answered, so I called my department head and requested. A couple weeks later, the date was set.

I'd be observed the following day at 2:50. YIKES! No "prep" time… Though my plans were already set, I felt seriously caught off guard. The night before the observation I was out late picking up my Mother from the airport, and I had bronchitis. My colleagues told me to cancel, but I worried canceling might look bad, so I took the "Show must go on" attitude and pressed on.

By the time 2:50 rolled around, I had very little voice left. The incoming class had 28 1st graders, 8 with special needs, and 2 support staff. I squeaked & wheezed through the lesson, roamed the room assisting students, and actually had one brief shining "teachable moment." I could have kissed the support staff for all their help, my lesson would have definitely flopped without them.

My department head frowned and wrote furiously as class went on—I thought I was sunk. As the students filed out, he smiled. "Not bad… surprised you pulled it off with that voice. Couple things to work on…" If I were a betting woman, I'd have made money guessing what those "couple things" were: Class management and time management.

He gave me a couple suggestions which I used the following day to great success. We all know it's important to have a signal for students to quiet down, but he said it's also important for THE TEACHER to respect that signal. I'd ding my little bell, the students would quiet down some, and I'd talk over them hoping they'd get what I said. His advise was to ding the bell & wait for them to be silent before speaking—to remind them, "What should you do when that bell rings?"—and not do any instruction until they are silent and looking at me. What a difference that made with my 2nd graders the following day!!!!!

The lesson in all this? Well, be not afraid of the observation new teachers! Welcome it! Their advice might make the little bit of difference you need to take it from a good class, to a terrific class!

My First Teaching Job

I've devoted hours laboring over the postings on PAReap.net and NJHire.com. I've scanned the papers. I actively watch for long term subbing opportunities in the substitute registry… Nothing! I figure I might be out of luck this school year finding a job to fulfill my internship requirements, when WHAMMO! I get that magical call:
"Are you interested in a long term sub. assignment starting tomorrow?"
Am I interested??!! How's this, I can start today if you like! But just when I feel like my ship has come in, I realize the hitch: wrong subject, wrong age group, and wrong state to satisfy PA's internship requirements. I'm going for secondary English, this opportunity is in elementary art in NJ.

You know the old adage: Don't switch horses mid-stream—well, I'm riding two horses in two different streams! On one side of the Delaware River, I'm (intern) certified for Secondary ELA; certified K-12 Art and ELA on the other side. (Does this make me really certifiable? Probably so.)

A, long-term elem. art sub. job IS experience, and though it won't count in PA, I can't say no! Besides, I've got 3 years to fulfill that internship and the clock's only JUST started ticking.

Stay tuned and I'll share the exciting adventures of teaching elementary art in Governor Christie's state.