Author Archives: lynnelemay

Classroom Management

Just like Andrea, I am also an aid, therefore, not in charge of the classroom and sometimes treated like a non-entity by the students. But I feel that behehavior management falls to me occasionally because while the teacher is teaching I can see what is happening around the room. There are times I will ask students to put their phones away or stop talking to pay attention. You should see the glares I get! Many times the students will pull their phones out right in front of me!!

In the 10th grade Humanities class that I go to we have a new teacher. We have talked about classroom management and personality types and she has graciously said she’d put into practice some of the ideas from the book. It is worth noting that she took this class a couple years ago.

Clear Listening Time Boundries: Our Humanities class is full of talkers 🙂 Boy, do they love to talk to each other. Ms. Miller and I discussed using this stategy of letting them know how long she will talk at the beginning of class before they get to “have the floor” during their seat work. But after a few classes I noticed that she didn’t use this strategy. What I did notice is that the students are getting use to the routine in class, therefore, managing better at listening at the beginning of class.

Group Grading: This pertains to not working well in a group. After a group project on “Hall of Fame/Hall of Shame” (Emporer), Ms. Miller handed out a self-evaluation for the students to fill out with 2 categories: Work Load and Partner Cohesion and there was a place for comments. Four pairs graded themselves the same on the rubric. One pair matched up perfectly where J felt he had some issues with his partner and G admitted he completed a smaller amount of work because of computer and internet issues at home. Another pair was a little different also: D said he had issues with his partner but T liked working with his partner because it helped him get the work done. I think this is an evaluation that could be used to help students really look at themselves and how they work with others but another thought is to use it to create partnerships for future projects.

All-Share: We will try a version of what Ms. Miller is calling “entrance slips.” This strategy will help when we get unequal participation in class. It’s almost like a KWL to build background knowledge. But because of  her schedule and this class schedule I am unable to report how this went over, so to speak.


Students and their type . . . I think

As usual, I’m at a loss for which students to use: not him because his disability will probably “get in the way”, not her because I don’t see her enough in classes, not him because I have yet to see him exhibit any behaviors, not her because I just can’t get a handle on her . . . and so it goes. I stuggled with this over a year ago, also. It makes me question my power of observation. Or shall I say lack of observation!

On the bus ride home today from Concord High I thought about MV (as I will call her). She is a teacher’s worst nightmare; she is almost my total opposite; she is the bane of my existance in the kitchen: the ESTP! 1. You know when she has entered the room 2. She doesn’t think the rules apply to her 3. Draws attention to herself 4. Can be a leader 5. Ready, Fire, Aim 6. No concern for people around her 7. Lives in the moment 8. Talks loudly 9. Can continue to work with multiple things going on around her 10. Finds the flaws in others 12. Has to have the last word, especially with authority 13. Doesn’t want limits or rules on her school work 14. Does what she wants to do, when she wants to do it, how she wants to do it, etc! The only thing I’ve seen her do “positively”, in my eyes, is take charge of the diningroom during a function and be great at it. She treated everyone with respect and caring and even teaching the 1st year students how to manage a diningroom situation. AND she is great with the special education student I work with in the kitchen. Again, treating him with respect and guiding him gently and positively when cooking or baking. But I keep reminding myself that we all need each other for balance 🙂

The other student I choose I will call Bee: ISFJ. I know for sure she’s Sensing because I did the “write about a snowman” activity and she talked about its carrot nose, indent for a mouth, and coal for eyes – detailed description. She is Introverted because she is very hesitant to get up in front of the class, can be reserved around peers she does not know, and when needing to work with a group, she prefers one partner over multiple peers to get the project done. Bee prefers Feeling. She definitely thinks of her friends first when making decisions. She is a great listener and her friends know that. I peg Bee as Judging. She makes plans, lists, likes structure to get things done, and organization in her school work. When I look on Page 31 in the text and see how school looks when it isn’t working for ISFJs it is right on for Bee: I see the helplessness when she’s uncertain in her school work. I can see her lack of confidence with abstract assignments.

This is still a hard “assignment” for me to do. But I feel better about my observations this year.

Getting Acquainted w Personality Types

I am so excited to take this course again to solidify this important information. I can read the textbook now and it makes so much more sense. That is a great start!

I love chapter 2 and how it has preferences, ideal classrooms, and common traps for each of the four  types (or a likeness to that). When I took the MBTI test to find my type I was split between Extraversion and Introversion. But as I learn more and more about these two preferences I would definitely lean toward Introversion. I liked the way, on page 11, it talked about what it is NOT. Because there are times when I can be social and the life of the party; and times I don’t have a problem speaking out when needed. I need to keep in mind, with myself and students, that this is about how we are energized, though. Give me a quiet room away from people any day!!

When I think about how I gather information to go through my daily life I am definitely a Sensing person. Just give me the facts, ma’am 🙂 I worked with an Intuitive teacher once and had to laugh as I read the top of page 16, “By my last hour class, I finally know how to explain assignments because students have pointed out everything I omitted!” She was like that – students were pointed out her errors throughout the class.

Making decisions is something we do every minute in our lives. I need to understand the “why” when I’m making decisions and sometimes it doesn’t matter who or what it bothers but a decisions needs to be made to be fair to all. I have trouble with this sometimes with students who are Feeling because I hurt their feelings without knowing it.

I’m a planner, therefore, a Judging type. Totally fits for a teacher 🙂 But I see the common traps and wonder if it’s really personality or trying to get done a curriculum being handed down by principal/state/nation: rush toward completion and cutting short exploratory time are some of the common traps.

There is so much information in Chapters 2 and 3. It’s putting it together that is the “studying” part. How to know myself and work with students in the best possible way? Because I’m a Sensing Type I’m already making plans for charts, index cards, lists, etc., which will help me learn this information best. Something that is easy to carry from class to class. I want to get out there and know my students! That’s the first step.

P.S. What’s funny is that as I read through many of these descriptions I often find my mind drifting toward another topic: females vs males. So where does type come into play with the different genders? Hmmmm . . .

Final Project

‘Twas the Night Before Christmas

Read through the eyes of a I/ESTJ

‘Twas the night before Christmas, when all through the house

Not a creature was stirring, not even a mouse. (Because once you go to bed you stay in bed!)

The stockings were hung by the chimney with care (and organized alphabetically, by age, and color or course),

In hopes that St. Nicholas soon would be there (and he better not be late!);

The children were nestled all snug in their beds,

While visions of sugar-plums danced in their heads (can you dream about sugar-plums if you don’t know what they are? Let’s be realistic!);

And mamma in her ‘kerchief, and I in my cap,

Had just settled down for a long winter’s nap.

When out on the lawn there arose such a clatter (What’s all that Noise! Keep it down!),

I sprang from the bed to see what was the matter (I will thoroughly check this out, don’t worry),

Away to the window I flew like a flash,

Tore open the shutters and threw up the sash (not too rough, don’t want to rip or tear or make a mess).

The moon on the breast of the new-fallen snow (I’ll pay the kid next door to shovel and I hope he does it right this time!)

Gave the lustre of mid-day to objects below,

When, what to my wondering eyes should appear (my eyes do not wander, thank you! I’m very focused!),

But a miniature sleigh, and eight tiny reindeer (too inefficient! Must get Santa a larger sleigh),

With a little old driver, so lively and quick,

I knew in a moment it must be St. Nick (Let’s see . . . winter, Dec. 24, snow, loud noise, sleigh, reindeer, flying, etc. Logic says: St. Nick!),

More rapid than eagles his coursers they came,

And he whistled, and shouted, and called them by name (Shhhhhh – don’t wake the children!):

‘Now, Dasher! now, Dancer! now, Prancer and Vixen!

On, Comet! on Cupid! on, Donder and Blitzen! (Dumbest names ever! Must be Hollywood families)

To the top of the porch! to the top of the wall! (porch or wall? Which is it? Make a decision and stick with it, would ya?)

Now dash away! dash away! dash away all!”

Ch 9 Differentiated Math & Science Instruction

I chose to read this chapter because I thought the math part would be interesting.  I am one of a few aides at JSR that can be put into math classes and actually handle the curriculum!   As I read about math anxiety, traits, and teachers it brought me back to my days of teaching Every Day Math. I really like the program. I like the way, that finally!, a math program actually taught the WHY to all these algorithms and not just, “do it this way because I said.”  I work with many math teachers now that are like that – just teach the rule and the students will be fine. And talk about differentiation! How many ways can we now perform all operations?  That means all students can find their way of getting to the right answer and actually understand why.  What a great concept!  The program never said we had to be experts at all algorithms – just learn them to find what fits. The chapter lost me, though, when it started talking about meeting the needs of the Feeling student J I am a thinking teacher and I know I struggle with remembering that the Feeling students need to know that I like them and that they need immediate feedback that’s positive – especially in math.  And now the textbook says I have to connect math to helping people (p. 139).  What’s next? We all hold hands and sing Kum ba yah? Hahehaheha    ~ISTJ signing off . . .

Chapter 1-3 Reflection

Chapter 1 – So I’m thinking of one student as I read “Ability + Interest = Flow” (5).  He is in the special education program and I work with him in both math and biology.  In biology class, he has asked to get the reading given to the kids who have accepted the accelerated program.  I have told him no each time.  My reasoning is because he doesn’t do the regular work expected of him on time and needs help with that, so why should he be reading above and beyond.  But now I wonder if maybe he has the interest then maybe he’ll do the work asked of him.  Does helping “student find flow” work in the field of special education by giving them activities above their level?  To me it would seem to tax the para-educator! 

          Funny that in the conclusion of Chapter 1 she talks about avoiding burnout in the classroom by knowing personality types.  I burned out but not because of the classroom but because of the administration.  So I’m sure knowing personality types of administration and co-workers is also very helpful.

Chapter 2 – I drew my classroom (elementary style) and then looked at the list to see which style I fit under.  It was hard to tell because a lot of my classroom design fell under the category of “this is what I know to be true.”  For instance, the student population in my classroom was 22 because there’s no way it would be less in a public classroom.  And I never thought of a door to the outside because I never had a door to the outside!  Maybe I just didn’t do the activity right!  I’m definitely an extravert.

          How I gather information is through sensing.  Being this type of teacher and looking at curriculum is like cooking in the kitchen.  I have always done just as the textbook suggests – “view curriculum as their lesson plans” (15).  But I figure after a few lessons, just like cooking, I can play with the “recipe” and make it my own.  I just need to get it under my belt first.  At the end of this section, I disagree with the statement that sensing teachers do more and more of the same thing to get students to understand a concept.  But maybe it’s my special education training that has taught me to find 10 different ways to teach one concept.

          The section on Thinking and Feeling is not very pleasant toward “Thinkers”.  On page 19 it is stated that elementary and middle school teachers are mostly Feeling.  Are the majority of high school teachers Thinking? 

          I’ve decided I can’t partake in the exercise about whether you’d start your project right away or wait and think about it.  I just don’t know what I would do.  With this paper, I waited until 3 days before it was due but I wasn’t thinking about it for the last 10 days.  So where does that leave me regarding this exercise?  My natural approach to work, school, and life in general is judging. But this is the category that is most controversial for me.  I don’t know if I just don’t understand it or if I fall somewhere in between.

          I found this chapter to be very helpful in describing the personality types again.  I still need to get a better grasp on all of them – and my type.  I think what I liked most about this chapter was the common traps we can fall into when teaching and our natural personality type comes out.

          Chapter 3 – After reading this chapter I would love to think of a student and work through the activity on page 41.  I have two students in mind.  When I initially did the personality type for both (page 24-27), it was funny to find that I was very similar to Student A, matching 3 of 4 types with him.    But it’s with Student B that I enjoying working with more.  You know what they say . . . opposites attract!