Reflections on the first two days of battle....

What is: more dizzying than a Tilt-a-Whirl, more surprising and unexpected than snow in June, but more rewarding than most anything else I have done in my life so far? My first two days as a teacher. [Cue deep sigh of satisfaction.]

            While a big chunk of what we did in class the first two days was the tedious stuff (guidelines for my classroom, forms to fill out, general descriptions of the year ahead), quite a bit more of our time was spent talking about the students’ expectations for the class, in-class writing assignments, and – in some cases – actual course material was covered. Hey! I even had two PowerPoint presentations – the first two I have done in my life – and a video! The students were attentive and participatory, considerate and polite. [When one student made a valiant effort to stifle her yawn so that I would not notice, instead of being insulted, I was thrilled that she seemed to care enough to try to keep it from me.]

            Let’s go through a quick recap, shall we?

 Sophomore English: I was thrilled to start my first day with some familiar faces, and some even more familiar classroom dynamics! When I opened up the forum for some group discussion about very important matters – how do you all feel about homework, why didn’t your class get through the class-assigned novel last year – they were more than generous with their input. I told them that they each have a voice in my classroom and will be heard, and by golly did they jump at the chance to speak up. We had just enough time to discuss the theme for our first unit, “Against the Grain.” My goal for them this year is to bring more of themselves into their own work, into what we are reading, and into the classroom in order to become more active and engaged readers and thinkers.

 Drama and Cinema: How can I not be excited for a class in which we watch, discuss, and write about movies about which I am passionate? While most of the students seem reluctant to watch anything made before the new millennium (do they know movies were even silent once?), I think they are willing to give me a chance to show them that some of the greatest accomplishments in American Cinema occurred before even I was born. I introduced them to the notions of High and Low Art, we discussed the term ‘genre,’ and I let them know that this class will be about turning the act of watching a movie from a passive into a highly active experience.

 Freshman English: I was probably the most nervous one in the room with this group. My hat goes off to them and my heart goes out to them, because they did a wonderful job the first two days. They were willing to participate, they gave me their attention (as much as they had left for me – that first day can be brutal!), and a few even smiled at my corny jokes. When I challenged them to dissect some statements I had on the board outlining our theme for this semester – “Defining Ourselves/Our Selves” and “Defining Our World(s)” – they took risks and dove right in with some very interesting answers. I cannot wait to read over their surveys and in-class writing assignments.

 Advanced Lit: The odds of getting a class of three students in which each student is more than I could have asked for is impossible, right? Wrong. I could not be more pleased with this group. I have some exciting ideas for the year ahead, and – thanks to their contributions to the discussion – now have an even better idea of what material to introduce. I am thrilled that they are eager to delve into some creative writing work, and are pretty much up for anything. I hit them with some statements about art – college-level stuff, to be honest – and they came right back at me with brilliant observations and reflections.

 Holocaust Literature: For some students, taking this class was more a matter of ‘it fit into my schedule’ and/or ‘I needed the English credit’ than anything else. That is okay with me. But, for the surprising majority, it was a matter of ‘this class sounded interesting.’ I am hoping that after our first session, everyone is on that same page. We began class with the basics – guidelines, parental release forms to watch ‘Schindler’s List,’ and so on – and ended with a 10-minute animated video called “Silence” about one woman’s struggle to tell her own story after 50 years of not speaking about it. In between, I asked them to write for a few minutes in response to my very long title for the class: “Holocaust Narratives: Representing the Un-Representable, Imagining the Unimaginable, Giving Voice to the Voiceless.” This was a challenging assignment, and I was thrilled to see their pencils busy on their papers.

 

So: what are my thoughts and feelings about next week? Bring. It. On. 

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Musings

I am in my classroom. I am sitting at my desk. I am staring at the empty seats. If I didn’t think people would call me crazy, I would swear I can see them vibrating with the energies of students past, with the anticipation of students to come. I am imagining all things, great and small, soon to play out in front of me in this very room, in these very seats. It is like a movie in my mind: student A in the front row is complaining about student B behind him, because student B has her feet on the back of his chair; another student is asking for his third pencil this week, which I, of course, hand to him with a compassionate ‘you-know-better’ smirk; now student A is busy editing a written assignment to post to his blog; student B may now lay her feet as she likes, because student A is too engrossed in his work to notice; and all the while, three students in the back row are talking about what they liked and didn’t like about the story we just read. ‘Their minds are expanding,’ I tell myself, ‘I can feel it.’ I stare at the seats. And from the seats there issues a silent hum….

I am in Walmart. I am exiting Walmart. As I wheel my cart toward the exit, I spot a CAM student. He smiles that awkward, crooked, blushing smile that students often make when running into teachers in public, such as here, such as now. I greet him in an ironic sort of way, and he just grins bigger and says, “Two more days.” Yes. “Two more days,” I repeat back to him.

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Ms. Pohan's Classroom Rules (Because it does...)

Ms. Pohan, Semester 1, 2009-'10

9th Grade/Freshman English
10th Grade/Sophomore English
Drama and Cinema
Holocaust Literature
Advanced Literature


GUIDELINES FOR A PRODUCTIVE CLASSROOM AND A PRODUCTIVE YOU:

- Gum is allowed, unless it becomes a distraction. No handing out of gum is to be done in class. When you speak, gum should be hidden in mouth. If gum becomes an issue, privileges for class are revoked for ‘a while’. No other food or drink is allowed.
- Come to class on time and prepared for maximum learning, which means: use bathroom before class (if bell is about to ring, drop off stuff in class first); have writing utensils, notebooks, computer, charger, and any and all required books and/or handouts with you. Be ready to heed my verbal cues – when I say “quiet” and/or “sit down”, so you will do!
- Listen when others are talking. This is essential.
- Computers are for learning! Yay! You will not play games on the computer – or IM, or browse craigslist or google images, etc. – during class time. Period. How will you even find the time, what with all the fun we will be having and learning we will be doing? I want you to focus. I want you to always be working to improve on what you have done before moving on to the next assignment or to anything else. Let me know when you are out of things to do, and I will find something.
- Plug in your minds, not your ears. I will designate certain days as “Music Friendly,” but for the most part, I do not allow music (ipod, itunes) during work time. Your brains need to be as close to 100% focused on the task at hand as possible. All of your senses must be in tune with the classroom. You’ll adjust, I promise, and probably get more – and better – work done in the process.
- When in Rome… As students of CAM, you are expected to act in accordance with the guidelines in the student handbook. This covers everything from cell phones to student conduct to dress code to plagiarism. A note on plagiarism: plagiarism comes in many shapes and size. Put simply, plagiarism is any time you use someone else’s words without explicitly giving him/her credit. It may be a cliché, but the truth is it really only hurts you. Allow yourself the opportunity to grow as a thinker, a writer, and a generator of original ideas. Take risks by being original, not by selling yourself short.
- Make mistakes! Making mistakes is not always a mistake, as long as you own up to and learn from them.
- MY DOOR IS ALWAYS OPEN TO YOU. ALWAYS.

ON LATE ASSIGNMENTS:

- I take off one full letter grade for each CALENDAR DAY (not just each day on which class occurs) the assignment is late. The weekend counts as one day. All assignments must be turned in (in person or internet time-stamped) by the start of class. If the assignment is not in by 8:30 am the following morning, it is 1 day late. If it is not in by 8:30 am the morning after that, it is 2 days late, and so on. Assignments more than 3 days late will be entered as zeros. NOTE: your grade is lowered from the grade earned. For example, if your work earns you a C, but it is one day late, your grade is already a D.
- “No computer” is no excuse! If your computer malfunctions, or you left it in someone else’s car, and then the car spontaneously combusted, and all other available computers within a one mile radius spontaneously combusted, etc, - and unless both of your hands are broken, and all the paper in your town spontaneously combusted, etc. – I will accept ALL short-term assignments hand-written. We will address these issues with long-term assignments as they come up. However, since you are expected to begin longer assignments at least 2-3 days before it is due, having the assignment done on time is still, ultimately, your responsibility. This is not just about grades; this is about character.
- Out sick? Not out of luck. Get phone numbers and/or emails of kids in your class. Find out what the assignment is. The morning you are back in school, come see me to find out what you missed and to let me know when and how you plan to catch up. Being sick is lousy, but falling behind in school is lousier, and failing because you weren’t responsible about it is lousiest. You can email me, too!
- TALK TO ME. If you are working hard but having difficulty managing a particular assignment, come talk to me. If there is something going on in your life outside of school that is preventing you from getting your work done to the best of your ability, come talk to me. If you have a huge science test the same day I have a big paper assigned, come talk to me. While I do not make a habit of bending the rules, adjustments may be made under the right circumstances; you just have to come talk to me about it in a timely fashion.

DISCLAIMERS:

- All rules and curricula are subject to change. I am a new teacher. I am going to make mistakes, I am going to have to adjust my game plans to fluctuating realities, and we are all going to have to roll with the punches. I will make it my mission to be sure this does not interfere at all with the quality of your education.
- If I ask you to stay after school to do work, I mean it. I want to see every student succeed. If any students need a push, I will gladly provide that push. You fall behind, you stay after school, and we will get it done.
- I will make the call if I have to. If a student is consistently acting inappropriately, or is failing to complete the required work for the class, I will call parents/guardians. I would only ever do this out of concern for the student.
- It is my every intention to push you to your highest potential. I do not intend to do this by overloading you with work; I intend to do this by expecting that you give only your best effort and you remain engaged. Yes, I will be giving you challenging material, but nothing we cannot handle as a class. I will never expect you to understand something right away or all alone. We will work together and progress together. I will not allow you to hand in anything that is below your potential. Hopefully, by the end of the year, you will hold yourself up to the same standard as I do.
- This is YOUR education. If we are going too fast, come to me individually and tell me. If we are going too slow, let me know. And, most importantly: ASK ASK ASK QUESTIONS QUESTIONS QUESTIONS!
o This class will work best the more questions you ask. The more you participate – not just answering but ASKING questions– the more you will learn and grow. Just sitting there invites boredom. If a class is boring, you are probably not doing enough to make it un-boring. Ask yourself questions, ask me questions, ask each other questions. Any questions?

EXTRA CREDIT:

- FRESHMEN AND SOPHOMORES: I will try to incorporate plenty of opportunities for extra credit into the curriculum, but no student should rely on extra credit to earn a passing grade.
- UPPERCLASSMEN: This is your third or fourth year of high school. You know by now what it takes to get anywhere from a barely passing to a desirable grade. I will not be offering many opportunities for extra credit, because I expect all of your work to be complete, handed in on time, and done with enough care to earn you at least a passing grade. If time allows, I will permit revisions on larger assignments for a grade increase. These revisions would have to be thoughtful and meaningful, not just a matter of correcting a few spelling errors.

GRADING:

- A Work in Progress. I am still working out the finer details about grading. I will try to formulate clear and specific grading rubrics for the larger assignments, but when I am unable to do so, I will follow the basic guideline outlined below. Since it is a more qualitative assessment, I will be sure to include plenty of feedback to justify the grade and indicate to the student how and where he/she may improve.

Signs of an “A”
• Mature understanding of a given topic – offers fresh and insightful analysis; understands subtleties; can see several sides of an issue; signs of originality
• Put in significant effort
• Thorough, organized work
• Creative, well-supported ideas
• Critical thinking clearly present
• Effective at communicating (superior control of language and ideas)
• Applies previous knowledge and concepts to new situations and problems with skill and insight
Signs of a “B”
• Solid understanding of a given topic (starts to take basic ideas to deeper levels)
• Skilled work, but lacks the care and detail of an “A”
• Ideas supported for the most part
• Competent organization overall
• Communication hindered by some conventions errors
Signs of a “C”
• Basic understanding of a given topic (main ideas, but does not go beyond the surface)
• Work is done adequately
• Ideas may be over-generalized and/or lack support in places
• Should re-organize work to make it more effective
• Quite a few conventions errors
Signs of a “D”
• Limited understanding of a given topic (struggles to grasp main ideas, let alone more sophisticated aspects)
• Ideas are vague and rarely supported
• Lacks organization
• No evidence of proofreading or rethinking of ideas in order to communicate effectively
Signs of an “F”
• Does not grasp even the basics of a given topic
• Incomplete, unsupported, careless
• Seems thrown together at the last minute; overall, misses the assignment’s goal.



* I may be contacted at ANY time for questions or concerns. I welcome parent/guardian involvement in students’ lives. Thank you, and let’s make this a great year!

apohan@anita.k12.ia.us
(712) 762-3231 ext. 341

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Drama/Cinema Survey (for Drama/Cinema students only, please)

This survey has been removed in the interest of space. Thank you, Drama and Cinema students, for taking the time to complete the survey. Click Here to Read More..