Chelsy Croson

Student Teaching Weekly Log

Week 9, 3/31/14-4/4/14

There was one main challenge this week with student teaching coupled with a ton of program

accomplishments. Although attendance was quite frustrating this week, the amount of student progress

was wonderful and outweighed this challenge.

I felt frustrated with student attendance this week, as I repeated items in class for those not

present when the initial instruction occurred. I need to remind myself that many students are missing

classes due to circumstances that arise from living in poverty. It is also important to focus on the things

I can do to better support the needs of each student, especially when they are gone due to

transportation, childcare, health, or other issues outside of one’s control. Financial instability can

greatly affect the ability for students to maintain consistent attendance. I found out this week in

addition to taking two classes, one of my students is working three jobs (60+ hours) to provide for her

family that includes four children. This is not the first time I have heard a story like this; it will most

likely not be the last. When a student is absent from class, it is important to extend concern for why he

or she has missed and to provide support for how to catch him or her up.

The accomplishments were tremendous this week. Fractions, though still not yet a favorite

topic of many students, are becoming less of a scary thing for the Math 3 class. An exit slip asking about

the process for multiplying and dividing fractions showed progress for many students (see attached

example in email). Another positive item to keep in mind is the work ethic of so many students in this

program. They are here to learn. They are working hard each day. They are making such positive strides

towards many goals we have for them (course competencies, confidence in their abilities, plans after the

HiSET). There is such camaraderie between students that was not as prevalent in the previous GED

program. Having a teacher concerned when a student is not in class is important to success, but having

a peer ask about missing class is crucial. I feel as though providing sufficient time for students to get to

know one another and to work together on problems can build, and definitely supports, this

camaraderie.

I am looking forward to another week in the classroom helping students reach their goals and

another opportunity to grow as an educator to reach one of my own (master’s degree here I come ).