Today was my first day. I was a little nervous but I think I'm really going to like it here. Marc was really welcoming. I met some of the people in the office--it's a very casual environment. I found out that mostly my jobs include scanning prints and logging them into the system, and picking up a lot of different things. If something needs to be dropped off, they give me the key and I am on my way. It's a very fun internship in that nothing is ever boring--there's always something new to do. The hours are long, adn it takes a really long time to get home since we're so far downtown, but I feel like I fit. I need to have a job where I fit.
Wednesday, March 25, 2009
Wednesday, March 18, 2009
march eighteenth
This is my last day at FAMS. Next week I'm transferring to a job at Ryan McGinley studios.
In Ms. Ohle's class:
The students are working on persuasive essays. From what I can remember those essays are a little monotonous, but that doesn't seem to be the case in this class. One of the student is considering writing about Facebook, which is encouraged by the teachers. If the students are allowed to and encouraged to write about things they're truly interested about, then they are introduced to writing as something that can be related to one's life. It doesn't have to be "should schools have uniforms?" SAT style, but it can be something that is very related to one's life.
In Ms. Ohle's second class, there is a new student. It's kind of an interesting curve to be thrown in terms of teaching. Ms. Ohle talks to him casually adn asks about the cirriculum at his old school. It makes him not "off limits" and not off limits to talk to him, while still being the teacher. Too much talking to him and it makes him seem like a teacher's pet, and diminishes his chance of ever becoming accustomed to the new school and new students.
In Ms. Ohle's class:
The students are working on persuasive essays. From what I can remember those essays are a little monotonous, but that doesn't seem to be the case in this class. One of the student is considering writing about Facebook, which is encouraged by the teachers. If the students are allowed to and encouraged to write about things they're truly interested about, then they are introduced to writing as something that can be related to one's life. It doesn't have to be "should schools have uniforms?" SAT style, but it can be something that is very related to one's life.
In Ms. Ohle's second class, there is a new student. It's kind of an interesting curve to be thrown in terms of teaching. Ms. Ohle talks to him casually adn asks about the cirriculum at his old school. It makes him not "off limits" and not off limits to talk to him, while still being the teacher. Too much talking to him and it makes him seem like a teacher's pet, and diminishes his chance of ever becoming accustomed to the new school and new students.
Wednesday, March 11, 2009
march eleventh
this is nearly my last week at FAMS.
my first class was cohen's. we played a word video game. the game gives directions in very sophisticated language, about a magic forest, in which you are the main character. the object of the game is to get out of the forest and reach any sort of "next step". It's a great tool that both employs the new technology and embraces it as a way for the "digital natives" to learn about how story is written. Even the student who said that she didn't "like video games" was pulled into the project.
During Mr. Cohen's last class, I tried my hand at teaching. It's very difficult to do I must say--to keep their attention, and have plans to move if the said lesson plan does not work the way that you'd hoped. I think mostly what I hadn't accounted for was that these students are not my age. These are eighth grade students, and the maturity/interest level might not be the same as what mine might be. It was definitely an interesting thing to try and I think that maybe with a little more practice in the future it could be something I would consider for a job. I suppose before I go making big career decisions, I have to continue to study what I love, and explore things I think I might.
my first class was cohen's. we played a word video game. the game gives directions in very sophisticated language, about a magic forest, in which you are the main character. the object of the game is to get out of the forest and reach any sort of "next step". It's a great tool that both employs the new technology and embraces it as a way for the "digital natives" to learn about how story is written. Even the student who said that she didn't "like video games" was pulled into the project.
During Mr. Cohen's last class, I tried my hand at teaching. It's very difficult to do I must say--to keep their attention, and have plans to move if the said lesson plan does not work the way that you'd hoped. I think mostly what I hadn't accounted for was that these students are not my age. These are eighth grade students, and the maturity/interest level might not be the same as what mine might be. It was definitely an interesting thing to try and I think that maybe with a little more practice in the future it could be something I would consider for a job. I suppose before I go making big career decisions, I have to continue to study what I love, and explore things I think I might.
Wednesday, March 4, 2009
march fourth
Today, in Mr. Cohen's first class, a student didn't understand what "logging your reading" meant. She wrote a record of the amount of pages she'd read, and the time she'd done it in! It's funny, the kind of clashing there is between what the students have been taught up to this point, and what they are expected to do. A lot of the elementary and middle school cirriculum is about organization, rules, and having forms and folders. It's funny because, before they've entered Mr. Cohen's class, they are used to having one assignment, completing it the exact predictable way, and then getting the next assignment. This catches a student off guard when, they are handed several assignments, all due by the end of the month, and for the first time in a long time, they are asked to think.
The seventh graders are a difficult breed of people, especially since this is their first year of being exposed to this.
I stayed at Mr. Cohen's second hour, wrote a little bit, and helped a teacher organize some of her papers.
Third class, I visited Ms. Ohle's class. She's teaching a lesson about connotation. She's really getting really good at keeping them in tune, especially when you have to teach a lesson about connotation. She began the lesson with giving them names of different kinds of 1950's, 60's, 70's cars and asking them to name what they thought of. After sharing, they looked at pictures of those cars. She talked about what the names had implied, which is a great way to keep them in tune about word choice.
The seventh graders are a difficult breed of people, especially since this is their first year of being exposed to this.
I stayed at Mr. Cohen's second hour, wrote a little bit, and helped a teacher organize some of her papers.
Third class, I visited Ms. Ohle's class. She's teaching a lesson about connotation. She's really getting really good at keeping them in tune, especially when you have to teach a lesson about connotation. She began the lesson with giving them names of different kinds of 1950's, 60's, 70's cars and asking them to name what they thought of. After sharing, they looked at pictures of those cars. She talked about what the names had implied, which is a great way to keep them in tune about word choice.
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