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Megan Lambeth

ED 312

November 1st, 2017

Journal #3 Teacher Interview

Learning is a not just for students, but for teachers to continue to improve in their

instruction. Therefore, this interview with my cooperating teacher taught me more concepts to

consider when I begin instructing in my own future classroom. The seven questions that I will be

discussing are as follows: questions 1, 2, 3, 4, 7, 9, and 11. My teacher provided me with her

initial answers through email and through further observation within her class, I was able to

gather my own conclusions provided in this journal.

The first question that was answered, was based on the process in which my cooperating

teacher keeps her students involved during the lesson period. The main idea that I gathered in her

description was that a teacher should have a passion and joy for what they are teaching. Once

this is established then the teacher will show forth her “LOVE” for the subject and students will

want or cling to the same excitement. This concept made me realize that this also applies to when

we as the teachers are sick and don’t feel good, we still need to put forth the extra effort to show

a smile and continue on the lesson path in an engaging way. I understand that it is easy to let our

students down in situations like these, however our students often feed off of our reactions and

how we handle difficult times. Being that encouraging role model could have a great effect on

your students. She also mentioned that technology is always a plus when trying to retain

students’ attention and I have certainly seen her carry out her word in this comment. Not a day

goes by that she is not using some sort of technology related activity or tool to assist in student
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learning. This allows her to be culturally responsive to her classes needs and ,therefore, help her

students thrive in their work. Lastly, she stated that we as teachers should make the material, we

teach, connect in some form to our students live. Real world examples are crucial and by

integrating them within our instruction, we are providing our students with a reason as to why

they are learning the math we are teaching. We are giving them a purpose to use the skills they

learn in a setting outside the classroom.

Like many other teachers I have worked with, my cooperating teacher’s classroom

management methods were very similar. The four main concepts that she stated, students should

follow were: assigned seating, rules posted, procedures established (such as when to go the the

restroom), and respect for one another. Her thought process is much like that of ​Mark Boynton

and Christine Boynton, “...it's far more often the relationship students have with you than it is the

rules themselves that encourages students to follow those rules” (Boynton and Boynton, 2005).

As time with my cooperating teacher has progressed, I have noticed that each one of these

management techniques have been carried out within each class. I was surprised, almost, at the

relationship my cooperating teacher and her students share. Not one time have I ever witnessed a

cross word or action portrayed by either party. This is the type of relationship I dream for in my

future classes and I solely believe that comes from having sound classroom management skills as

she does. It is crucial that I instill authority, as she has with her students, while also being a math

parent as they grow in my classroom.

To insure that students are not cheating or disrupting others during a summative

assessments, my cooperating teacher performs two basic procedures. First, students are

rearranged so that they are separated from their peers that are close beside. Then secondly, two
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versions of the test/quiz is administered. I observed during a test session that students respond

well to this configuration of the classroom and they seem to focus fairly decent. I will mention,

however, that when given a large number of students, it can be difficult to find enough space to

sufficiently spread them all out. Thus, I would consider having some students move to another

classroom were maybe a teacher has planning for them to be proctored, but have adequate room

to focus.

Within my cooperating teacher’s standard, AFM classes, I have noticed the many

academic diversities that lie there. As her answer to question 4, my cooperating teacher expresses

how she handles the differences that she is faced with, which range from students in working

“cooperating learning groups” to providing “visual learning handouts.” Every week or on the day

following an end to a topic, a notes packet is handed out to students. This includes fill in the

blank and practice notes, along with classwork and homework. This not only allows students to

follow along more easily, but it is also a great way to provide accommodations for those students

in the class that may need the guided notes (as a part of their IEP) without them being singled

out. As an added benefit, all students are given the add as an assistance in their studies. I

personally like this idea for instruction and will also incorporate this in my own classroom.

Dishonesty does not settle well with anyone, although this does not seem to discourage

my cooperating teacher from providing her students, that make this mistake, a second chance to

make things right. With any faults that occur, consequences are sure to follow and my

cooperating teacher does not hesitate to do so, but she does provide guidance in how to stray

from such actions in the future and the consequences that will grow if they were to continue in

the discouraged behavior. The consequences that were listed in our interview were as follows: A
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zero is given, parents/guardians are called, a retake is then provided with a max garde of a C/70,

and finally students can be written up if the need arises. Before all of these occurs though, my

cooperating teacher sits down with the student and talks to to them about the academic

dishonesty. This is very similar to the thought process of Don McBurney. He suggests that,

“​Generally, you should first try to settle the matter informally” (McBurney, 1996).​ I have

learned from my cooperating teacher that I must first be forgiving, although not stray from

appropriate punishment. We are to be understanding, while also direct in what is right versus

what is wrong.

According to my cooperating teacher, assessments are the check-up appointments

students, as well as the teacher, needs in order to examine how well the material is being learned.

If a student is struggling with a unit, then it will be hard for them to carry on to the next when

they have not mastered what they are currently learning. If the knowledge is not there, then a

student will not assess on the material well either. This was the answer to number nine from my

cooperating teacher. She also believes that a child should remediate on the topic, if they received

a bad report during their check-up appointment. I feel that this is also a smart idea, seeing that

when students are just passed along they are merely getting by while they have never fully

learned the material at hand.

Lastly, my cooperating teacher and I discussed how being a part of a PLT has benefited

towards the instruction of her class. She was very eager to say that by communicating with her

fellow co-workers, she has been able to learn new approaches to the material and new ideas that

had never crossed her path. As a bonus, her and her PLT members work together when creating

their unit tests. This allows them to split the test making up between group members and leaving
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the option to modifying it according to each individual class’ needs. To me this is a burden lifted

from a teacher that is already bombarded with other grading and paperwork that must be

completed and allows everyone to participate, eventually easing the load.

In conclusion, I found that the assessment cycle for this class proceeded after classwork,

homework, and units as a whole. It is important that students receive material they are learning in

more ways than one. This includes experiences such as, “...content in whole-class, small-group,

and individual instruction…” (Wormeli, 2004, 38). Ensuring that your students are staying on

track, as well as, comprehending the material is key. If they don’t understand, then why move on

to the next level. Therefore, that is why I believe it is important for teachers to do those

“check-ups” to ensure that their students are being as successful as they can be.

Here is the document to her answers: ​https://goo.gl/PG4z34

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Citations

Boynton, M., & Boynton, C. (2005). Educator’s Guide to Preventing and Solving Discipline

Problems. ​Preventing and Solving Discipline Problems ​. Retrieved from

http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-Student

_Relations.aspx

McBurney , D. (1996). Cheating: Preventing and Dealing with Academic Dishonesty. Retrieved

from

https://www.psychologicalscience.org/observer/cheating-preventing-and-dealing-with-academic-

dishonesty

Wormeli, R. (2004). Fair Isn’t Always Equal: Assessing and Grading in the Differential

Classroom, 38.