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Archive for the ‘Reflective journal’ Category

Term 4, week 4

Back with a hiss and a roar … well, not strictly true – I am down from five to four classes this term, and the extra four non-contacts have slightly improved my sanity. Still, this week has mostly been spent mopping up Y12 horror production (cue: PANIC!!!) and I’ve been staying in at lunch breaks and after school so students can use the machines to edit.

The last lot of holidays were a bit of a joke. Lots of marking, planning, and filing/making up bits of paperwork I just didn’t get a chance to do during term III. I promise to be more organised term. Really. I promise.

One hugely joyful thing has been the completion of the Gladeyes’ One Million Kisses video that the band filmed with my Y10 Media Studies class a few months ago. Everyone – band, students, me – is very happy with how it turned out.

Awww bless.

Currently grappling with a hugely under-resourced news unit for Y10 English. Thankfully, my trip to Washington, DC was not in vain, and the rather wonderful Newseum has some great resources online.

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Fun with Romeo and Juliet

I’m marking my Y10 English students’ Romeo & Juliet writing portfolio work … some of it is fantastic … here are a few examples:

Romeo & Juliet Act 2, Scene 4 graphic novel adaptation

Romeo Montague’s Facebook page:

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Term 3, week 10

Last day of term … thank heavens! For some reason this term has been really hard going, probably because I spent the last holidays gallivanting around the States rather than resting up and preparing for the term ahead. These holidays I seem to have amassed a massive amount of things on my ‘to do’ list … marking internals, getting my appraisal folder sorted, getting reports, etc. I suspect it’s not going to be much of a break, but two weeks without students is something.

It also occurs to me that I’m 7/8ths of the way towards being a ‘proper’ teacher. Wow. Time flies …

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Term 3, week 6

Have just come back from a paid union meeting. Looks like we’re going to be striking later this term/next term.

In other news, school trundles along nicely. 10/1 are still (for the most part) enjoying Shakespeare – I’ve had them write soliloquies from the point of view of significant real of fictional characters. Some of them have been really good.

10/3 still remains problematic. The class was designed to be small so that core teachers could more easily work with individual students. However, one student got pregnant and left the class, two others have been stood down, and at least two others are sporadic attendees at best. Which means that I’ll quite regularly have a class of six or seven students. All of the students in the class are, in their own way, very nice kids. But the level of inertia is breathtaking … sometimes I feel like I’m working so hard and am getting nothing back. There just isn’t a critial mass of students who actually want to work. It can be extremely disheartening.

What to do? What to do …

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After the two-day Y12 horror production marathon earlier this week, this afternoon say me once again supervising a shoot – this time with my Y10 Media Studies class, who were extras in a video shoot by Auckland indie pop band The Gladeyes. The band and I have been trying to plan this for almost a term, and I really wondered whether it’d ever actually come together. But we got there eventually … rhe class seemed to really enjoy it, and the band were happy with the results. I am hoping the edited version won’t be far off, and will post it here when it’s done.

In the meantime, here are some stills from the shoot …

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Term 3, week 4

Well, it’s that day again – Y12 Horror Shoot Day – the day senior management and school janitors hate, but which students love.

Thankfully the weather was fantastic, cool and crisp and barely a cloud in the sky. Thankfully all students showed up on time, and all were (reasonably) well prepared for their shoots. Here are some highlights …

Great stuff.

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Term 3, week 3 (part II)

One of my best (and – can I say favourite?) students last year had Asperger Syndrome. Apparently she spent the first two years at school locking herself in a room in the Special Education unit, and only really became social once she started going to and then helping out at the library. By the time I met her, at the beginning of year 13, she had adapted well to school life and, despite some minor anxieties (always the first to class, always sitting in the same spot, not liking it when I rearranged the furniture etc.) had made friends, socialised well, etc. She and I hit of off really well from the very beginning of the year and we’re still in touch.

I’ve dealt with a bunch of students on the Asperger/Autism spectrum and, generally, I tend to hit it off with them. Being someything of an obsessive myself, and, possibly having an undiagnosed case of Dispraxia (my parents took my to a doctor as a child for being ‘clumsy’ when I was young, and I fit most of the other physiological symptoms) I tend to relate.

However, this term I’ve encountered a student who I have found really really draining. He is a year 10 student who has a severe case of Asperger Syndrome, but has only recently been diagnosed. He’s perfectly pleasant on a one-to-one basis, but pesters me constantly to help him, gets obsessed with totally irrelevant things (like, for example, badgering me with questions about Y13 English, despite me assuring him time and time again that I don’t teach senior English) and is generally a really draining presence in the classroom, if only for the amount of time I need to spend managing him. Were I to respond to every single question he asked, I’d probably spend about 90% of class time dealing only with him. He desperately needs a full-time teacher aide, or else some sort of CBT.

I’d love to develop some strategies to dealing with him because, well, he’s a nice boy, and I really want to help him do well in English this year, but not at the expense of having to ignore the rest of my class in the process.

(sigh)

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