Music Maestro?

School Site: BMS
Subject: Band

I never learned how to play an instrument, my dad had a guitar that we always took out around Xmas time, strummed an incoherent song, and then promptly put away. That was the extent of my musical exposure until I was in high school, where a friend of the family gave me all of 4 lessons on how to read music. The point I'm trying to make is, with the exception of my voice and an innate sense of rhythm I really do not have a lot of experience in band, at all so, of course I was excited to sub for this class.

I get in, grab my key, and head to the band room. I check out the lesson plan "P 1-5 make sure they play the whole time"…  ok. Before school even starts there are a number of students who wanted to practice, cool! be my guest. Thus far it seems like people want to be in this class, unfortunately my experience has told me to not let my guard down until the end of the day.

In the lesson plan it mentioned that each class had a conductor, if I did not know how to. While I have no experience in conducting, I would imagine it is not hard, what I did not know, however, was the songs they were working on, so I let the student conductor take over, they were excited to do so,  i mean how often do you get to take control of your peers as an adolescent?

Period 1: Advanced band

Mostly 8th grades, a talented bunch, they had the most music to work on, there were instrument I usually only see in band, I mean how often do you see a Bassoon solo? They got through their set list quickly and then it was like, "Now what do we do Mr. C….?" Umm… So, they went over some other random songs and then back over the concert set list, let me tell you I head mary had a little lamb so many times today.

Period 2: Intermediate band

This group was a little more apprehensive about playing, but they were actually really good, their conductor did great, they too sped through the set list and so she started having people do solos, and sectioned off portions of the various songs, "Now just the clarinets…Now the flutes and trumpets, etc." This was a great solution to filling in time, I'm glad she was able to keep the class on track.

Period 3: Beginning Woodwind

This, I hate to say, was probably the least experienced group of the day. I don't really have a lot of room to talk because I'm sure if I tried to play one of these instruments I would sound pretty horrible, but with nothing to really do this was probably the most painful class to sit through. I commend their effort, but this is definitely why they are in class, to practice practice practice. This period's conductor was wonderful, she had them go through the set list, and then various other songs, basically she just kept them engaged the whole time, and this is really the key with Middle school kids. This group needed practice, but they were a good group of kids.

Period 4: Beginning Brass

When I read the previous sub's assessment of this class I was worried, "Rude and disrespectful," Uh oh. So I laid down the fear of god, i.e. The AP, and they were actually really good with me. No one really knew how to conduct in this class, which I'm sure was part of the behavioral problem the day before. We made it through though, and I can't help but think, how does this band director place his students? This class was saturated with Trumpets with some trombones, tubas, and french horns, but there was also a flute and a clarinet. Their sound was completely washed out of course, but I imagine this was the only time band fit into their schedule.

The band director does his best to be very inclusive, anyone who wants to join band, can, no questions asked. So this leads to two things, 1)Some of his classes have 44 students, holy crap!. 2) He teaches in the afternoon at the elementary school… I read this in the description, after I accepted it, but I went along with it.

Elementary School:
My rule is "If I can't see them, I can't teach them" but, rules are meant to be broken so I ventured forth "Where no Gabe had gone before," well, as a teacher at least. I was greeted by a shoddy classroom, which is mostly used for storage, the door sticks and P.E. equipment, random toys and creepy dolls are everywhere… ok. My first class came in, a group of 3 boys and 3 girls, their behavior was, ok, I had to kind of lay down the stink eye on one kid, but he straightened up pretty quickly. Did I mention there was no student conductor? So, I put on my white whig, long coat tails and did my conducting debut. I figured I was just keeping things congruent, such as the start, and keeping time for the group. I think I did ok, it didn't seem like anyone was really paying attention to me.

My last period was with this really mousy girl, she was very sweet, and quiet.

"Hi there, so, you just want to practice the set list for the concert?"
"yes"
"Mary had a little lamb here we go"
"You wanna do clockwork next?"
"yes"
"Alrighty, should we start at measure 39?
"no, 44"


It was cute, and it made a great end to a fun day. I'm not sure that I want to go full force with this and do a full class day at the elementary school, this was definitely enough exposure for me, but it made me less apprehensive should I happen to have a split assignment again.

Band was great, I wish I could have followed along a little better, or have been more help, but it was ok the kids were good, and for the most part excited to be there. Band is one of those electives where the students actually want to be there, so the day is usually pretty good. Some electives, like "record keeping" the students are shoved there, but that is a story for another post.

Good until Period 6

School Site: BMS

Subject: History. 

I still keep in contact with my resident teacher, he's an awesome guy, and he was such an incredible help. So, I usually sub for his class when he is out for Union business, which is at least once a month, as well as any other miscellaneous days he may be out. The unfortunate part is he just makes the posting and usually doesn't contact me. He has my number, and my email, yet he just hopes I happen to run across the posting? That's neither here nor there. 

Mr. L has a way with his students, he has been at BMS for 8 years and I really get the sense that his great management comes from a combination of his confidence and understanding of those crazy middle school kids. He mentions he was a bad kid when he was growing up, so he is really able to figure out even the worst kids.  I have mentioned previously that I was always a good kid, so unfortunately I am in the dark in dealing with the bad kids. 

The first day I subbed for him this year was definitely a notable one. I have access to his computer, and thus the projector and powerpoint. He has first period prep, which is great because I usually get a chance to throw together a powerpoint presentation for his class. He's a bit old school in this regard, despite being a young guy with a Smart Board, his classroom is like geek teacher heaven for me. I have a great time putting together the powerpoint presentations, looking up pictures to put in them, and creating a sequential slide the kids can follow along with. I can control all this from the Smart Board, which in turn gives me the attention of more of the students versus being behind the computer. 

Second period used to be AVID, so actual classes did not start until 3rd period.  3rd and 4th period were my classes so my resident teacher often didn't do squat until after lunch, while I was there. This was my first introduction to this year's kids ok, show time. I introduced myself, laid out my expectations, let them know I was just as capable of writing them referrals and then explained the assignment for the day. 

The assignment he usually leaves me is a reading assignment, this was what I did most of last year so I'm very comfortable conducting this lesson. I usually make a slide for each vocab word, I ask for volunteers to read the the different sections, then I elaborate on each section and go over the answer with them. 

Second period wasn't horrible, there were a few talkers, especially amongst this group of boys in the back left side of the class, but other than that they are quiet, and responsive. 

3rd Period: more talkers, nothing outrageous. 

4th Period: AVID, I'm usually there on a thursday, which is tutorial day, so the students pretty much are on auto pilot. Most of their questions have to do with math, which I suck at! Unfortunately I'm just an observer in this class, I'm there for bathroom passes at the most. On occasion there is a history question, but those are few and far between. Mrs. L-S and Mr L make AVID look really good, they are trying to become a display school, and this has unfortunately been an uphill battle where observation days have just not been great, I really feel for them they work hard and Mrs. L-S is a really great teacher. 

5th period: This was a very intimidating period at first. Out of a possible 36 seats 33 of them have students in them, this many students in one confined space can be a challenge.  I am incredibly happy that this period has a lot of special needs students mixed with a lot of plain ol' good students. Despite their intimidating size they are very well behaved and attentive *phew.*

Then life goes to shit. (Ok a little dramatic but still, it's not fun)

6th period: Without warning I am greeted by a bunch of LOUD students. Students are usually loud at the beginning of the period, and granted this was after lunch but it was really a bombardment of noise. "Hey!… that's not how we come into a classroom, so settle down." The roar mellows out to a dull one, I take roll, and begin my lesson just as I did the other classes. 

"My Name is Mr. C, Mr L is out today, Quiet please, (I address the bell work), quiet please, ( at this point I was still getting to know the names of the trouble students), S! please be quiet. Today we will be reading, excuse me! Today we will be reading, K please be quiet. We're reading about the Boston Massacre, excuse me! when someone is talking it is very rude, and disrespectful to talk over them." 

This is pretty much how my period goes each time I have this class. I wouldn't feel so guilty if it was the whole class, but really it is only about 6 students out of 26, and it's frustrating because there are nice quiet students in this class, but these six simply do not get it, they think because there is a sub that this is free time. 

This is my first encounter with this class, and it's not a pleasant one. We barely get through the material because of the constant interruption. By this point I'm just ready to start sending students out if they act up, there is no On Campus Suspension, so I just need to send them out to AVID. 

7th period: It is unfortunate that I am so wound up from the period before, but I make it clear to this period that I am in no mood for misbehavior. It's weird, and I'm certain it's merely my conviction by this point, but the class behaves well. I'll later figure out this is a just a good class, a great way to end the day. 

Most teachers leave a bit of warning for some really troubled classes, I'm thinking my resident teacher either didn't think to do this, or was just looking to see how I would deal. I survived but I will be looking for ways to better manage this class in the future. Because my resident teacher is so good, he is often left with these trouble makers. This is the only period they are all together in, the other teachers have protested to break them up otherwise. These students will continue to allude me, some days I wonder if I'm cut out to be a teacher. I tell myself this is hard because I'm only there for one day and they really have no attachment to me, they may never see me again, so stick it out wait to make a decision to leave the profession for when I actually have my own class. 

I make this promise here though, I will learn from all the teachers who leave me crap lesson plans, or none at all and make sure to leave my sub something that will take up more than an hour, have it due at the end of the period, and give some sort of incentive for a good report. 

Until then everyday I'm Sub-sti-tuting. 

P.E. day is a very dangerous day.

I wanted to start chronicling substitute teaching adventures, and to date there have been plenty. There will probably a lot of back and forth to begin with, whenever possible I will attempt to remember some older, yet equally as impressionable days. I'm old, and my memory is patchy, so hang in there with me. 

School site: BMS

Subject: Roving(am) PE(afternoon)

This is where I did my student teaching, so I love this school. I know a lot of the teachers, the students are not completely ghetto, and in general I have a decent experience when I go, there have been exceptions though. 

The morning started off great, I was a roving sub for those teachers who needed to sit in on Individual Education Plan (IEP) meetings. Cake! I subbed for one teacher in the computer lab for all of 20 minutes, just make sure the kids are not looking at porn and I'm golden! One student, a girl, asked to look up ring worm. Sure? The disgusted looks and consecutive "ewwwwwws" were hilarious. I told her, however,  stop getting grossed out, please don't throw up in the class, and figure out what it is, what causes it. This is middle school, however, and, yeah that didn't happen, oh well. 

From here I helped a class of really struggling english learners and kids with special needs. They were working on persuasive paragraph structure, something I constantly for granted. The break down was simple to me, "The school board planning on getting rid of are classes in your school, argue for or against this." They had to write a topic sentence, 2 supporting points with 4 examples each and then combine this, use your topic sentence and your key points to create your opening paragraph. This would probably be easy for them if they could focus, but like I said many of them have special needs, like ADD. "Mr. C what do I do ?" The book spells it out for you pretty well, what are your topics? " I don't know" … >.<. Saved by the bell, from there I only had to work with those who were really struggling with it, which was a small group, instead of a large class of blank faces, who were able to get their paragraphs going, but their grammar was atrocious, one step at a time I suppose. 

After the special needs kids I just helped the teacher prep for her class by dividing math tiles equally to her group packets, this was fun and elementary. Each packet turned out to need 5 5X5 tiles 7 1X5 tiles and 15 1X1 tiles. Some packets had copious amounts of 1X1 tiles, and some had 5,  but i eventually figured things out. 

Lunch time, so I'm done "Yep have a good day Mr. Collu… Mr. C." Thanks! Byeee! 

Lunch was uneventful, just listening to the teachers gossip in the teachers lounge, followed by catching up with my resident teacher, which is always nice. This also gave me time for a wardrobe change followed by P.E. 

Oh goody! I usually love P.E. it's 50 uncontrollable monkeys, but they're on a field and for the most part the periods are just making sure no one is bleeding or passed out. Today, on the other hand, was Fucking Chaos!. The 2 out of 3 P.E. teachers went off to the softball game, which left the main P.E. teacher, myself and a regular teacher on their prep period. Instead of the field where kids could spread out, play soccer, walk do whatever, they shoved an average of 100 kids into a space the size of the Krikorian lobby, that's like sticking everyone in Disneyland just in Fantasy land, AHHHHHH!!!! I'm guessing the theory behind this was the teachers could keep a better eye on them in this confined space, what they failed to take into account was that there were a ton of basketballs and kids running around and not enough room for all of these activities. 

Period 6: There was a group of about 20 students congealed on the far side of the courts, this is never a good situation, so I would periodically patrol by them, to which they would respond by covering up their actions audibly "shh teacher! So, about those fractions…," and moving this congealed group away from any teachers. There was no screaming or human sacrifice so there wasn't much I could do, students will be students. 

There was a student who I was following all day, I was either helping him with his science test, making it clear I was not his buddy as he tried to showboat in English, and he just happened to come to P.E. too. IS, why is your shirt ripped? "Can you write me a referral?" What? just go to the office IS. Finally the other teacher, who was on her prep period intervened. "What are you doing here?" (with attitude) "I came from the office" "Where is your pass?" (more attitude) "The security guard walked me down, ask him!" "Student! there is no need for this attitude, come I will walk you to the office." A sad fact of teaching I get more respect from products of male chauvinistic house holds simply because I am a man. 

Period 7: These kids were just wound up with a rubber band, "It's time to go home!!!!," you know, after 52 minutes of chaos. 

No congealed masses of kids this period, these kids were either sitting on the side of pure bundles of energy moving the whole time. This included a group of students playing soccer, in this tiny confined space(?). You shouldn't play soccer in here, there isn't enough room, "They let us!" … the minute that hurts someone… "You get the ball." Why didn't I just take the ball right then and there? They did ok for most of the period, a few bumps to a couple of students heads, some students would duck out of the way of the on coming basketball, and then the inevitable happens. One of the tallest kids goes for a goal, the goal is on his right, the ball goes to his left, right into the bridge/nose of a young girl sitting on the side -_-. Shit! check for blood, no blood, she's not passed out, ok, she's good… ish. the bridge of her nose is swollen, and I'm sure her day is pretty much done, but the important part is I didn't lose a kid. Took the ball away, had her walked up the the nurse, who of course just gave her an ice pack, and she went home. 

I can't be everywhere at once, but I should have known better, really that was just a recipe for disaster. The period ended, and no other students were hurt, thank goodness! Spoke with the other teacher who was doing nothing to pay attention to the hornets nest around her. Told her about my arthritis to which she responded, "Oh yeah I had high blood pressure when I finished my student teaching, it's fine now though." Oh good! I'm not the only one debilitated by the stress. 

The period ended and as a parting gift the boys decided to yell, scream, smack the lockers, and in general just make as much noise as possible in that loud echoey locker room. Thanks, assholes. 

I survived! A casual day turned to hell rather quickly, but that's how it goes, definitely took Friday off.