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HomeMy WebLinkAboutThe Citizen, 2001-02-07, Page 6PAGE 6 1HE CITIZEN, WEDNESDAY, FEBRUARY 7, 2001. A walk in their shoes Teacher's workday begins and ends outside of classroom Editor's note: This is the fourth in a series of stories about area people and the jobs they do. As an attempt to provide some insight on what it's really like in certain professions, not just our percep- tions, we invite you to join us as we take "A Walk in Their Shoes". One more time With just a few days of regular classes before exams the Grade 11 advanced students in Mrs. Metcalfe's math class spend time on review work. By Bonnie Gropp Citizen staff You've spent an hour preparing. You will do three 75-minute per- formances in the morning then one in the afternoon. Not only do your audiences differ in how they receive you, you are expected to not just hold their attention but enrich them. Math teacher Diane Metcalfe has been on the full-time staff of F.E. Madill Secondary School, Wingham for three years. On this day, one week before first semester exams are set to start, she has arrived at 8 a.m„ in time to prepare. She has gone through the assigned homework to see what problems there may be. These will be reviewed for the exam. Every other day she checks the e- mail for the list of suspensions, which are accompanied by photo- graphs. "These students are not to be on school property, so we are to keep an eye out for them." Today will be a little less hectic for Metcalfe in that she is not responsi- ble for any supervisions, such as dur- ing lunch. At 8:40 a.m., students from her first Grade 11 advanced class begin to file in and leaVe their books on the desks before going out to enjoy the few minutes left for socializing. A few remain in the classroom, as Metcalfe continues to put the exam prep and the homework review on the boards. A student takes the opportunity just before the bell to discuss her tutoring of a Grade 9 student and how it's going. Hearing that there have been a number of missed ses- sions, Metcalfe reminds her that the student has many extracurriculars, which might be the reason. The William Tell Overture over the PA announces that it's time to get to class and with a good deal of com- motion the students file in past Metcalfe who waits outside the door. The students stand as Oh Canada is played. For a time things are rela- tively calm with the exception of two youths near the front who indulge in some good-natured jostling during the anthem. Twenty-eight students sit for the announcements, sharing a laugh over some of the mispronounciations of names. For anyone who has been out of high school for many years the dif- ferences are pronounced. Today's students chew gum, slouch, chatter and joke. Where once they sat quiet- ly raising their hand to speak, in this claisroom the, e was almost constant chatter while settling in. They wan- der freely to sharpen pencils or get tissues from the teacher's desk. This particular class is quite bois- terous and Metcalfe's performance at the front is high energy to maintain order and keep attention. She moves swiftly back and forth at the front of the room as she keeps a constant pat- ter of dialogue going. Metcalfe writes names beside each question on the board and the stu- dents, with some prodding, go up to do the work. "It can be a little chaot- ic when reviewing," she says, "because a lot find out they don't know the work." A late arrival joins the class and hands Metcalfe a slip. "The paper trail is amazing. We have slips for valid reasons for being late, different ones for not valid reasons, and bus slips, early dismissal. Taking attendance, she notes tardi- ness. "If there's a slip accompanying a name on the attendance sheet for me to see, it's to say the office does- n't know why the person is absent." While working, the chaos reaches a new peak. "All right, ladies and gen- tlemen, too mud) noise," Metcalfe reminds, lessening the turbulence slightly for a time. Then looking at the efforts, "Boy, some people have some studying to do this weekend." Metcalfe's teaching method seems to work with the students. Her cheery disposition is peppered with an urbane sarcasm. The review moves on to graphs using slopes and y-intercepts. "Will there be a lot of graphing on the exam?" a student asks. "Oh, tons," Metcalfe responds, adding, that she actually won't know until the marks she set the previous night for the exam are tabulated. Proceeding she warns the students that she will be moving quickly through the work. "This is review. You are not re-learning." As they attempt to meet the chal- lenge, a certain level of calm seeps into the classroom. It is a sort of reverse momentum as they gradually become immersed in the lesson. "Fractions are our friends," Metcalfe reminds, then a quick glance at the clock prompts her to caution that they are running out of time for review. She is animated, delivering in a rapid-fire staccato observations and her personal clich- es. With the old work revisited, it is time to take a look at some new les- sons for which she demands quiet. "If you don't want to listen during review that's your choice, but this is a new topic." With the end of class nearing the homework is assigned. Then two buzzers indicate the first period has ended and students file out. Erasing the previous work from the board, Metcalfe now has five minutes to prepare for the second class, another Grade 11 advance group. Upon their arrival it does not take long to notice that while the work will be the same, the students are not. They are quiet, focussed and much better behaved. "Each class has its own personality," says Metcalfe, adding, "thank goodness because there's 35 of them in this group." Attendance is again taken as the students do their exam prep. Because this class requires little prodding they complete it in good time. They stay quiet while she marks the work on the board. The class's behavior permits her to alter her methods somewhat. She now walks throughout the room, rather than focussing her attention at the front in order to keep the noisier ones under control as with the previ- ous group. While the students' efficiency meant they -could spend more time on new work, Metcalfe makes a decision. "With only three days left, I think they could benefit more with practice on these questions rather than proceeding onto new work that they would take with them into Grade 12." When the buzzer sounds to end this class, Metcalfe has to make a quick run to the math department to pick up graphing calculators for the Grade 10 advanced class. These are part of the province's new curricu- lum, which has posed some interest- ing challenges for educators. "It has been difficult because we're teach- ing Grade 10 and don't know what they'll learn in Grade 1 1. I don't have anything to go from with regards to learning from one year to the next." For Metcalfe, it has also meant learning to use the calculators in order to instruct the students. There has been one advantage to the new curriculum however. "It is forcing the board to get new text- books. The Grade 11 ones we're using I think existed when I was a student." At 11:35 the door closes and. 29 students are seated. There is going to be an in-class assignment to show what they have learned thus far with the calculators. The work will be handed in at the end of class. There will be no extensions, Metcalfe warns. She will also only help with technical difficulties. As the students work, Metcalfe circulates through the room. The period could be a bit distracting as other students are on lunch. They jump up and down in front of the window, wave, hoot, and holler. Fortunately, the class seems intent on the lesson and hardly notices. Though describing this session as a "bit of a break" for herself, Metcalfe remains on her feet, mov- ing from group to group, offering some assistance. As she circles the room, she quiet- ly advises four students that they are in danger of failing and that their parents will be notified. The students are rewarded at the end of class for their diligence with an opportunity to complete a good copy of the assignment at home. However, they are warned, it has to be turned in before school begins the next day. "If you choose to risk 10 per cent by taking it home and for- getting to bring it back, it's up to you." At 12:50 Metcalfe is finally on lunch. It will not be the full 75 min- utes, however, as she has a student coming in for help. A quick stop at the cafeteria then to the staff room. Conversation there runs the gamut of topics from good- natured ribbing of a male staffer who doesn't tidy up, to problems with students, scheduling and exams. One teacher sits in the corner preparing the final exam, while another con- sults on the year book. Forty minutes later Metcalfe heads back to her classroom Enroute she is stopped by a youth who extends an apology for his behaviour on the pre- vious day. She then spends 15 minutes with a student who wants further help, one, she says later, who falls into the cat- egory of over-achiever. "He puts a lot of pressure onto himself. He knows the work." After his departure she has a few minutes to get ready for the last class of the day. Her preparations are interrupted by a visit from the department head and another math teacher, who are there to discuss the exams and accompanying duties. Also part of the job are interim assessments for gifted or remedial students. This keeps the special edu- cation department apprised of the progress typically once a semester. At 2:20 p.m. eight of the 11 Grade 10 basic students arrive. They are reminded that they have to show up for the exam or will receive a zero. Metcalfe then lists the topics that will appear on the mid-term. Metcalfe warns the students that they need to be quiet or she will sep- arate them. Seeing questions on the board with their names beside them, the group proceeds to work on the problems. One, who had taunted another, asks a favour of Metcalfe and is rejected. "There are conse- quences for behaviour in this class- room," she reminds. • For a raucous half how the stu- dents take part in several quizzes on fractions, percentages and commis- sion, until the buzzer sounds just before 3:30 p.m. As the halls jam with young peo- ple gathering up their books for departure, Metcalfe is getting set to meet with the other math teachers. They will be continuing their earlier discussions and planning. With 134 students to teach, Metcalfe says one of her biggest challenges this year has been finding time to keep the marking caught up. She also likes to provide an evalua- tion for students and tally marks before the exams in order to contact the parents of any student in danger - of failing. Thus, as she leaves for home around 5 p.m., it's unlikely this day's work is finished. New to everyone Mrs. Metcalfe offers some assistance during the Grade 10 in-class assignment with graphing calculators, a new addi- tion with the new curriculum.