First, I am having an internal struggle with spelling tests this year. I have about six kids that consistently get 100% on the spelling test each week and then there are about 7 that fail the spelling test and the other students come pretty close to passing, missing two or three (out of 8). Part of me wants to make the spelling tests easier to boost their confidence, but the other part of me knows that these words should be easy for them and that I should continue to keep the bar high. All in all, I've decided to proceed with the spelling tests as they are. These are first grade sight/high frequency words and they are words that we see often each week. Also, the students that don't do well are students that don't have help at home and making the words easier, unfortunately, won't help them to pass. I've noticed three students who are definitely improving and trying harder and harder each week and this proves that they are capable and aren't ready to give up just yet. But it's so hard to see the same students do well and the same students not do very well.
We've been having a great time with a plastic rat that squeaks. Each morning he appears in a different student's desk. I love that something so simple makes the students so happy. He brings on great conversation too; some students know that he is fake while others wonder how he gets around in the room. I told them on Friday that it's like Toy Story, where he comes to life when we are gone and they seemed to buy it. Being a first grade teacher sure keeps me young and gets my imagination working all the time.
Lately, I have two students who have been getting on my nerves. I swear that once I work out my issues with one student, another student starts to fall apart. One student is the epitome of a perfectionist. His parents must have high expectations for him, but I also think that a lot of it is just his personality. On Thursday we take our practice spelling test. On this Thursday for some particular reason "the perfectionist" started crying, I mean really breaking down. He gets 100% every week on Thursday and I didn't understand why this group of words was any different. I ignored the sobs for a little while, but I could tell that it was bothering some of my students who were worrying about him, so I told him to take a deep breath and that if he stressed out so much it would be hard for his brain to think. Well that didn't work and the sobs got worse and worse and eventually I told him to stop or step outside and take a break. As I graded the tests later that day, I almost wished that he had done poorly to prove that stressing out makes it worse but, of course, this kid got 100%. Maybe he was having a bad day or something else was bothering him because when we took a math test the next day, he told me that he was just going to try his best.
Another student is very "busy." He can't sit still and he never stops talking even when no one is listening or he is by himself. I try to tune him out, but sometimes it even distracts me. During a math lesson last week a student pointed out that he was just playing instead of listening to the lesson. I had had it with stopping my lesson and trying to get him back on track day after day, so I explained to some of the students that it wasn't fair for him to get all my attention because he was goofing off when 20 other students could get my attention and learn. They seemed to buy it, but I'm not sure if they fully understood what I was talking about. Yes, all students should be listening, but sometimes that's next to impossible, so if I can have 19 to 20 out of 21 on task, I consider it a success.
On that note, one of my lowest students has started to come alive. He still doesn't know the sounds of all the letters, but his spirit is alive. He is more alert, pays attention more often, and is definitely trying. A few weeks ago, I wanted to throw my hands up and say that he was a lost cause, but I'm glad that I didn't because every child deserves a chance, even if they're parents don't help them out at home or if they are so low that it seems impossible to get them to where the state believes they should be. As a teacher, I want kids to get smarter, but I also want them to value school and to have fun.
Dear Stephanie, I just discovered your blog and really enjoyed reading about your experiences and your thoughts on being a teacher. In the early grades you certainly have the children when they are a "blank slate", so to speak. It must be a tremendous responsibility to want to get them properly launched. It is interesting to hear that even in first grade, parental participation is vitally important.
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