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My first week as a student teacher was not like I originally thought it would be. To begin, I was very intimidated by the idea of the whole experience of student teaching that I was about to embark on. I will be completely honest by saying that I was uncertain about teaching as I entered into student teaching. I dreaded the first day of school and the idea of student teaching as a whole. The first day of school began with my cooperating teacher leading the class through school and classroom expectations. Throughout the day I put on a big smile, but really it was a mask because I was scared. Even to this day I am scared to teach, but that is okay! It is courageous to follow through with things that invoke fear in your heart and soul. What I was scared most of that first day of school was when my cooperating teacher gave me the floor each period to tell the kids about myself. The first four classes I was very blunt and vague enough to where I gave them the bare essentials of what they needed to know about me. The last two classes of the day I opened up more and told the kids what I enjoy which includes training mixed martial arts, my true passion. I began the day a stuttering mess, but I ended the day as the confident individual I know myself to be. The lesson I learned that day was that all parties are nervous the first day of school; the teachers, students, and other faculty members too. It is important to note that it is okay to be nervous and that it is a very common human emotion that is invoked whenever we are in a new environment.

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That Monday of the second week of school was essentially the first day of material to teach the students. It was Freedom Week, a week where we discussed to the students the importance of the Declaration of Independence, Constitution, Bill of Rights, and other freedoms and privileges we have as Americans. In this week, I shared the same role as the students because I was a student, I was simply learning my new classroom environment. The only difference between the students and I was that eventually I would lead the classroom. The first five days of school I taught no class periods. My role during this time was to understand the flow of Mrs. Mollet's classroom and to understand the process of grading assignments as a whole. The two weeks of school were before I began my capstone course were essentially two extra weeks of school because I was simply getting a feel for teaching as well as a feel for the students. At this point I was still very uncertain about my prospects of teaching and whether I could teach.

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The second week of school my cooperating teacher offered me the opportunity to teach one class that day. I accepted her offer. She asked me the day before, gave me the lesson plan for the next day, and offered me encouragement. I was going to teach about the Bill of Rights and rights us Americans exercise on a yearly basis such as voting. The presentation for the Bill of Rights was very fundamental so I made notes to add to most amendments. I also emphasized to the students the importance of voting as an American. If you do not like what is going on around we Americans can correct those things by voting. I ended up teaching that entire day. After the first class I was on a roll. I enjoyed the experience very much. The one thing I did take away from that day was that I realized in all classes there were a handful of kids that didn't care about what I was saying at all. I knew at this point I could tell the kids lecture material, but I desperately needed to work on my classroom management skills.

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Very quickly my cooperating teacher threw me into the fire. To be frank, there was no transition of responsibility. Very quickly I went from doing one class a day one week and the next week I was teaching all US History classes under my cooperating teacher. This was partly my fault because my confidence was highly inflated from the previous week to the point that my cooperating teacher would ask if I wanted her to take over and I would give her a flat out "no". Every time she offered to take over I would deny it. I felt that at that point I was finally capable of teaching! It was this week I realized that I have a future in this selfless profession of teaching. I do not blame my cooperating teacher not one bit. At this point I begged to teach all day, I got a certain rush when I taught. During this time the students also saw my passion for what i was teaching and I find that very vital to teaching in general. Even if I am not confident in the material, I must put on a face as if I am. A passionate teacher and mentor is the best to have. Personally I love people who are passionate about their craft, and I believe I show a good example to the students in doing so. My cooperating teacher by this point could see the passion and poise of me at the helm and I began to feel a level of respect in regard to my lecturing ability from my cooperating teacher.

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I was unprepared for my first observation. My ego at the time was highly inflated to the point where I thought I could prepare for my first observation on a day's notice. I wrote up my lesson plan at work of all places the night before, and sent it at about 9pm that night. The first observation was a memorable experience to say the least, and not necessarily in a good way. I honestly did way too much that day in the sense that I over explained the activity for that day. The kids were confused because I gave them too much information and also one of my students in the last couple minutes of class blurted out a number of profanities. All of these were my fault. If I allowed them to work until the bell the student perhaps wouldn't have had the opportunity to blurt out those profanities. Also, my cooperating teacher explained to me that I needed to be more prepared with my lesson plans moving forward. My first observation was a huge lesson for me. I knew I had the skills, but now I needed to prepare more and be more responsible in my preparation.

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At this point of the semester I felt as if I developed a good rapport with the students. The first six weeks were coming to a close, but there was one student in particular that I needed to "like me" more or less. This week I got that opportunity. The day before we continued the activity I had for the previous week's observation. While doing the lesson the student looked me dead in the eye and told me my assignment was "stupid" and then proceeded to give me a thousand yard stare. I was intimidated in the sense that i personally thought I'd never experience a student trying to assert themselves upon me in that way. Instead of asserting my authority as the teacher at that time I thought I'd let it sit until the next day. I believed if I showed this young man kindness, I would have his heart, and I was right. The next day there was a substitute in the class, and I was to lead all six classes that day with absolutely no support from my cooperating teacher. The student that next day had a JV football game and would be gone from class that day. So I offered him and the other football boys a deal. I told them that if they turn in their assignments as is that they would be graded as completion since they would no be able to complete it in class the next day since they would be absent. On top of that, I also allowed them to turn in their class warm-ups for the week that day Wednesday, instead of Friday. I didn't see this as giving them favor over the other students, but I desperately needed to get this young man's favor because the other boys saw him as an example. When the football boys returned that friday after the won their football game and the young man flipped a switch! The young man was energetic, participating in class, and most importantly he was leading his peers to stay focused and smiling! He was smiling! To this day that moment is the greatest feeling I have felt about teaching. Kindness goes a long way. Kindness was my 'ace in the hole' that day and I will continue use kindness to other children that are like how this young man was. Even now, the young man is one of my few 'leaders' in my classes. I rely on this guy to push his peers to listen and follow directions, but in his own way, his very sarcastic way!

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This week was the most event filled of all the weeks I've been student teaching. On the thirteenth I had a substitute and that following day on the fourteenth I was supposed to have my third and final observation. On the thirteenth I had a magnificent day with the kids while there was a substitute present. I had six days or so where there was a substitute, and when that happens I run the classroom exclusively. I make the substitutes job very easy. I also have very good rapport with the students now to the point where I rarely even need to get the kids refocused, or even discipline them. Phones were never an issue with a substitute, but during my "last observation" they were a major issue, as well as sleeping. Many things were out of my control this week with my cooperating teacher being gone for three days before my observation. I'm not going to make excuses but this was a very stressful observation due to my teacher being gone the previous three days on top of the fact that I forgot to change a few things from the previous lesson plan to this last lesson plan. I did not do great in this observation compared to the second observation. The students were troublesome because a handful were constantly on their phones even after I reminded them like I do almost every day to keep them out of sight, also a handful of kids were asleep and to make it worse it was my kids I depend on to lead by example in that grade period that were the ones' asleep and on their phones. This last week taught me to double down on policies that involve limiting distractions in the classroom which include cellphones, earbuds, and sleeping. This was the worst week by far, but there can only be improvement!

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This week I had an amazing time with the students! This was easily my favorite week of student teaching by far. Thursday and Friday my cooperating teacher was out of town for a wedding and so I was left with the students with a substitute. I have had a substitute three times prior to those two days and every time I tell them that they're earning some easy wages that day because all they do is submit the attendance. The two days that my cooperating teacher was gone we went over 'Crash Course US History' and each day I made it very clear that I needed every class to focus for thirty minutes and only thirty minutes. The catch was I needed no phones in sight, and no sleeping. The phone policy was followed by all but a couple of students, one of which I took their phone and put it in the "cell jail". I felt as if that was a victory for me. The biggest victory of the semester so far was that there were zero outbursts, disruptions, or distractions from the students. The student's listened to me better then they've ever had that week. It was a huge victory for me, I finally felt capable of being able to lead my own classroom. Although, this time around I had no false sense of confidence or a tall ego. What I witnessed these two days were my classroom management skills coming into full swing! The only thing I cn add is that I can only do so much, it is up to the children to do their part and follow my direction.

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On this day during my eighth period there was a new student in our 8th period class. This student wasn't like any of the other students because he is visibly mentally disabled. The young man is very intelligent but lacks many different social cues. The craziest part about him coming to class that day is that I had a substitute, so I had no clue what to do. I sat him beside another child in the class that their profile indicated that they're also in special education. It seemed to be a perfect fit because they hit it right off. My major concern was that this child, despite being visibly mentally handicapped, had no one staff member accompany him to the classroom. I've yet to experience any child with severe autism or Asperger's and indeed this was my first student with what I assume is a form of autism. I loved his presence in the class from the start. My eighth period had a tendency to not participate in class but that changed when the new student came to class that day. It was a lot and a big challenge for me to keep him from interjecting and interrupting class in order to add to the material I was going over. Two days later my cooperating teacher developed a flow chart for him to follow and this was to help curb the number of times he would interject during lecture. The flow chart ended up working out greatly for us. That young man has my heart, he is truthfully one of my greatest experiences of teaching so far. He has taught me the gift of patience better than any of my students, and I love how he adds energy to the classroom. His presence the first day was an unexpected surprise, but it was a good surprise indeed.

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I have always had a really good relationship with my cooperating teacher. She is an amazing person who truly cares for the kids and welcomes all challenges. My first impression of her is still the same in the fact that she is an introvert who doesn't seek to claim the spotlight in her classroom or by other teachers and staff. This week we were on a roll with everything: curriculum over the Jazz Age and Roaring Twenties, grades, and classroom management as a whole. I feel as if my rapport with her is very high and that we make a great team while I am still her student teacher. Her insights keep me humble about myself but she also gives me positives well as things to improve upon on a daily basis. I felt as if I received the most praise from her in the tenth week more than any other week. She claims my content knowledge is strong, the kids love me, and that I am doing a great job. With that being said, it is important to continue improving my weak areas and things I should continue to always work on which is my classroom management, and not letting the beginning classes effort level get to my head. The last note is important because I get frustrated with first period constantly and I even let my other classes see that I am angered some days. That is not right because I shouldn't be upset with the kids and it is not fair to them if I complain about them to the other classes because in doing so maybe the other classes may think "what does Mr. Lawrence talk to the other classes about behind our backs. I need to seriously work on that issue, and in the last weeks I will make that my number one priority!

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This was a very difficult week for me because the kids were not grasping what I thought were very easy concepts that involve the American Imperialism era at the turn of the Twentieth Century. This week I felt that it was a losing battle in trying to have the kids recollect the information we went over the previous day. I was frustrated to an extreme amount because I felt as if this is one of my areas of content where I am most knowledgable in. In fact, my cooperating teacher said I was doing a fine job this week with pacing and giving the kids the right amount of information each day. The only issue with the information is that there was a lot of different regions, countries, and events going on in this decade alone. Despite the issues the students had with retaining the information, the tempo that I taught at was excellent and something I had developed over the previous month or so. Another positive from this week is that I grew in terms of rapport with the kids. By this time I felt I finally got all six classes on the same page as me, which was another major victory for me! This was the first week where I felt that I was listened to the majority of the time. The lesson from this week is have a stronger grasp my leadership in the classroom. I feel as if I need to be more stern in the sense that I am the teacher and I deserve the attention instead of my cooperating teacher, the children' phones, or the back of their eyelids. I will continue to work on my classroom management and be less of a friend to the children and more of a teacher and mentor.

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For the first time kids seemed interested in the material we went over this week. The material in particular was none other than the Great War, the War to End All Wars, World War One. Again, I am very knowledgable in this content area of US and World History and I believe my passion showed and motivated the kids. Also I believe the kids were wanting to learn about World War One because this is the first content area of junior US History that they had some prior knowledge in, especially the teenage boys in my class. The moment where all of the kids began to open their eyes was when we went over the new technologies of WWI which included machine guns, airplanes, poison gas, and the one everyone loved... tanks! The boys and girls alike loved the idea of tanks for whatever reason. That week tanks were the glue that seemed to hold the class together. There was even a debate on whether airplanes or tanks were more important in WWI. Tanks won out solely due to their popularity, even despite my rebuttals that the airplane eventually would progress to the technology we eventually possessed in WWII. I loved this week of teaching, and my biggest takeaway again is my passion for the material. I was fiery this week in the regard that this set us up to be one of the two greatest powers in the world after Great Britain leading up to World War Two. The kids enjoyed the material and they really seemed to soak up my enthusiasm for the material! My biggest takeaway for this week is to again show the kids my passion for the material because passion is contagious!