#i teach English to 8th graders

[fandomsandfeminism]

I will say, one thing I LOVE about teaching middle schoolers these days is that with the internet, you never have any idea what information kids already know or how that information has been processed in their brain.

So like, our textbook includes some stuff about the space program, including Ronald Reagans speech after the Challenger Shuttle disaster.

And one of my students goes "who was president when this happened?"

Me: "Ronald Reagan."

Student: "....wasnt he the homophobic one?"

Me 😶"...........you're probably thinking of how he mishandled the AIDs crisis in the 80s. Yes, that was him."

Student: "....bet, miss. Magic Johnson has AIDS."

[sypherstudies]

I just keep thinking about Jason Todd being a middle school English teacher. Like he teaches both 7th and 8th. The 7th graders come in all big and bad and the 8th graders are just excited to be in his class again.

Edit: This went on the wrong blog lmao I've been gone for too long

[scorpius-major]

#class is now in session!

Ft: Hu Tao, Barbara, Zhongli, Childe, and Gn! Reader

College au!

in which each character gets their own major and school headcannons

𝙃𝙪 𝙏𝙖𝙤

Mortuary science major without a doubt

Gives off chaotic theater kid vibes as well

Has definitely brought an Ouija board to multiple different sleepovers on multiple different occasions

She’s that one friend that gives you oddly frightening fun facts. Facts that make you go “why does she know that?”

“Did you know that if you eat around 10 crushed black cherry pits there’s enough cyanide to kill you?”

Just leaves you sitting there like ma’am how do you know that?

Hu Tao would peer pressure you into joining theater with her

If you have stage fright she’d find a way to expel it from you

In class she can be very committed to work

If you sit next to her however, that’s a different story

has surprisingly good grades ngl

you sometimes wonder how she keeps up with the work while simultaneously goofing off in class

it frightens you sometimes

like she was dead asleep in class one time and nothing would wake her up

until the professor asked her a question

She sat up really quickly and answered it correctly

you just stared at her like🤨

needless to say you quickly stopped questioning her abilities as a student after that

Barbara

choir kid without a doubt

like no explanation needed

no fr barbs literally has the most angelic voice you’ve ever heard

you probably met in a music theory class

let me just tell you this lady is the most respectful roommate EVER

omg her room is always so clean and tidy it’s just like

miss please teach me your ways I beg🧎🏾‍♀️

stright A student without a doubt

her classes are probably all honors too

with the occasional AP

Not exactly a “teacher’s pet” but like is always willing to help them out

She probably becomes a teacher’s aid at one point

please let her tutor you, she loves it

Ayaka

Dancing major without a doubt

she’s taking a business class too

and also studies traditional Japanese calligraphy

listen I didn’t wanna be the one to say it but

she was the kid who reminded to teacher they had homework in middle school

IT JUST MAKES SENSE💀

if you’re a dance major too, she will always partner with you

another respectful af roommate

she cooks too

and it’s absolutely delicious

like she will cancel any takeout you order and will cook herself

another star student

it always surprises you how she can keep up her grades with her 17 different extracurricular activities

Zhongli

let’s be honest he probably is the professor💀

he’d teach world history without a doubt

that or AP English

i can’t see him as a math teacher

most def the teacher that everybody loves

he’s well aware too

i like to think he takes a little pride in being “the coolest teacher”

yeah let’s be honest he probably subtly humble brags ab it in the teachers lounge😭

he’s also the teacher that everybody trys to guess his age and terribly fails at it lmao

Struggles a LOT with technology

when he first tried to use a smart board he got so frustrated he never used it again

probably the only teacher who still uses textbooks and whiteboards

back in his college days I can kinda see him being a philosophy major

but he changed career choices and became a professor instead

Childe

STILL hasn’t figured out his major lmao💀

he fr changes it like every 3-5 business days

without a doubt he got in on a sports scholarship

med avg grades

i can see him struggling in math idk he just seems like the type of guy I can’t explain it

another one who is a really awesome cook

hes probably involved in a frat house ngl

if you’re roommates expect little to no sleep

heavy college fuckboy vibes

but in an endearing way

idk this is really random but in grade school he was the kid at the water fountain who would say “one, two, three, that’s enough for me” whenever someone was more than three seconds

He also would pick a fight with the 8th graders when he was in like 3rd and after he lost he’d tell his friends that he beat up an 8th grader

def a partier

he’d drag you out to parties late at night

but he always makes sure your comfortable and safe at them

love a respectful man fr

please help him in math he’s begging

[birdofthunder]

Classroom Wishlists for Low Income School

Hey everyone, I'm a first year English teacher at a Title I school in a rural area of Utah. Title I means that more than 1/3 of our student population lives in poverty and/or is otherwise economically disadvantaged. We have a racially diverse student body - many of my students are the children of immigrants, and almost 40% of our students have a documented disability of some kind. Because of the way that Utah funds schools, we do not have a lot of funding for individual classrooms and curriculum. We have school resources for our students, but it's difficult to have classroom resources to meet every student's needs.

My school teaches grades 7-12, and I teach all of the 8th graders and all of the 11th graders.

I have two Wishlists for my classroom. The first is general supplies and decorations - highlighters, whiteboards and erasers, fidget toys, incentives/awards for games, instructional books, etc. The second wishlist is books - YA novels of all genres, nonfiction books, classic novels, poetry, all kinds of books that will go in my classroom as a resource for students. I try to have a classroom library that reflects the diversity of the students I teach.

If you can order anything off either of these lists, it'll help me provide the best resources for my students and to have fewer things to worry about as I teach. If you can't buy anything, please reblog this post so that others may see it!

Wishlist 1 (general supplies) - https://www.amazon.com/hz/wishlist/ls/2PKKB8UL9K1ZY?ref_=wl_share

Wishlist 2 (books) - https://www.amazon.com/hz/wishlist/ls/OYY1PR7XDY0T?ref_=wl_share

[bnnuy-wabbit]

Memory unlocked. In 8th grade my crazy english teacher had this project. She was a huge musical fan, so she'd make her students do a musical act! What could go wrong!

The thing is.

She was specifically a glee fan. So she decided our class would be in charge of adapting amy winehouse's Rehab for a school-wide musical act. Like the drug song. The song about not wanting to go to drug rehab. We had like 5 girls in charge of teaching our class full of Delinquents and Babies (i was one of those) how to 1. Dance from SCRATCH 2. Do the fucking choreography!!!!

And like. That was pretty alright actually. That's not even the hard part.

The actual hard thing was that I was the one in charge of teaching 40 people how to sing the song. And to coordinate the singing with the dancing. I was the only person in the class that spoke a Lick of english and that for some ungodly reason boosted me from Fellow Eight Grader Animal to Instant Unwilling Teacher Pet and Spare Teacher in the eyes of the sicko woman teacher. I wasn't particularly good at singing and my english was mediocre at best actually.

But like. In the end?? It worked out. We trained for 2 entire months and everybody more or less learned the lyrics. It wasn't even that off key when everybody sang at the same time. And we did the dance in front of the entire school. Nobody died. Nothing went wrong. It was pretty fun.

[gothhabiba]

from what i understand harrison bergeron was a satire of conservative reactions to civil rights movements but every time i had it taught to me in school the curriculum would intentionally read it as if it was criticizing "too much equality" (a real thing my teacher told us...). but that interpretation could also be attributed to it just being poorly written idk

I don't know much about "Harrison Bergeron" in particular, though I also don't think that such a question (is this a satire of dire conservative predictions about "equality going too far," or is it a conversative satire on "equality gone too far") is ultimately decidable from the text (or any text) itself.

I think you make an extremely good point with regards to the fact that when it comes to literary pedagogy, the way in which texts are taught is perhaps more important than the texts themselves. A particular story being commonly read at a certain grade level wouldn't strike me as reactionary or whatever if the predominant way of teaching English literature in schools weren't so guided by New Criticism, and the corresponding belief that a text is an encoded object that you must decode in a specific way to figure out what it "means" (along with the assumption, in my experience, that you must agree with what the text "means," or else you have somehow failed to be "taught" by the text, and have perhaps failed to understand it as someone who reads properly should have). And if schools didn't have a vested interest in interpreting these texts in a particular way (a way that of course cannot veer meaningfully anti-authority, that probably will not veer in a direction that views oppression as anything more than a set of overt attitudes to disavow, &c.).

This is kind of what I was trying to get at when gesturing at the "no one would find [this] icky to explain to an 8th grader" aspect of the phenomenon I'm talking about (where the phenomenon = which texts get chosen to be read in classes, and why?). And I think this is what some people are missing when trying to talk about what types of text should be taught in schools and which topics children are "ready" for, &c. &c.—Regardless of what children are "ready" for, is a pedagogy that cannot accommodate ambiguity and dissent "ready" to teach children about these topics, to help children use texts as tools to think about and discuss these topics? The pedagogical system that overwhelmingly focusses on Identifying Themes with maybe some close reading strategies thrown in? The pedagogical system where if you disagree with what you believe a text to be "saying," or if you disagree with what the teacher insists the text is "saying," you're missing the point at best and insubordinate at worst? The school system with teachers who are no less likely to be reactionary and have low opinions of children than anyone else? Where children have no opportunity to meaningfully guide discussion or to opt out of discussing a specific topic at a specific time in a specific way? That school system is the one you want to be "teaching" kids texts that deal with racism, misogyny, sexual violence et al. in? Lol. Lmao even.

[minhosimthings]

Hi, so just a disclaimer, I AM A MINOR (14) so it is completely up to you if you'll answer this. I want to clarify that I only interact with your and other sfw posts, I'm not rlly comfy with seeing nsfw post since it just makes me feel icky lmao, anyways. ENGLISH ISN'T MY FIRST LANGUAGE, sorry for any wrong spellings, typos or anything incorrect.

So another warning, idk where this actually classifies as, but to put it in simple, slightly creepy teacher.

So, I have this IT teacher. I know him since, the obvious, he teaches at my school and I was also in coding class in 7th grade, which he was the supervising teacher for that extracurricular.

In 7th grade, back when I was still in my coding class, he called the kids up one by one to sign the attendance paper to make sure the kids were all there and when it was my turn, he asked me questions about why I decided to join, it would've been normal, but the thing is, he only asked me. No other kid in the class which already made me slightly warry of him for that.

He also would would pay more attention to me and my friend in the class (one of the few only girls in the class) and would just check in on us a lot more than he would with the guys.

Another thing is that, when I first went into 7th grade, my sister (who used to go to my school) warned me not to get too close to this IT teacher, since even when she was in school he paid "special attention" to a few kids (specially female).

Another interaction was earlier in 8th grade (the grade I'm in now), I had his class and he came up to my desk, leaned into my ear with a hand on my shoulder, and whispered "you should join coding again this year, it's a good learning opportunity for you", and ofc as the logical person I am, I felt disgusted bcus why did he have to go so close??? (And I ended up joining English club after that lol).

The most recent one that happened was around a month ago. My parents hadn't picked me up yet, so I was waiting on the second floor of my school near the teachers lounge, playing a game. Now this IT teacher walked pass me, greeted me slightly while asking what I was doing then he went to the teachers lounge, he came back out and walked closer to me and then leaned in too close for comfort towards my face, just to look at my screen and asked what I was playing, then laughed and walked away.

The last two rlly freaked me out bcus he got rlly close. He hasnt done something extreme and just got to close a couple of times, the whole of the 9th and 8th graders basically label him as the "creepy teacher". Idk what I should honestly, everytime I go to school or have his class I always feel scared tbh, I also can't rlly do anything either. He hasn't done anything extreme and I don't have any prove of anything. Do you think I'm just over exaggerating this whole thing? I mean he might just a be a lonely or wants ppl to have him as his favorite teacher.

Sorry it's so long, and it's completely fine if you don't wanna answer.

-🌙 anon

Hi anonnie. Yeah that's fine if you only interact with my sfw posts! Thank you for clarifying your age 😚

That...is so messed up bruh. I don't think that's what a teacher is supposed to do, that's basically on the line to sexual assault and that's extremely pedophilic.

I don't think you're exaggerating this baby, you need to complain to the school board or someone because that is just messed up, there are a lot of ways he could get people to have him as their fav teacher and this is NOT one of the ways.

No baby it's alright, you can rant to me whenever you want 😊

[zero-braincells-left]

could you describe in depth what ur camp camp fic ideas/headcanons are? you don’t have to but i am intrigued.

ty for asking! at last, an excuse to talk about fic ideas I’ll never fucking write!!

(I feel like everything I’m writing sounded different in my head, but after actually writing it down- why)

so first up, my hc for what happens after camp

no dadvid au, sorry :/

I just don’t think it’s realistic, yknow? and we’ll get into what I think Max’s home life is like later!

but anyways, obviously school comes into play sooner or later- now, for sake of convenience, let’s assume they live in a place where middle school is grades 6, 7, and 8. (Where I live it’s only 7 & 8).

now in my hc Max’s birthday is somewhere in late summer so he’d be 11 right in time for middle school. now with all my hcs for camper ages, this makes Max & Nikki 6th graders, and Neil, Harrison, Preston, and Nerris 7th graders. Dolph is in 3rd grade, space kid in 4th, and Ered & Nurf in their first year of high school.

now, once again for the sake of convenience and “because I said so”, maybe the schools kinda in a smaller town and the school doesn’t have a lot of kids, so they kinda put all the grades together??

does that even happen in real life? no clue, but it’s fucking happening in my au

now I hadn’t thought about this until right now but,, ugh the flowerscouts and woodscouts exist- ok-

Sasha, Erin, and Tabii are 8th graders. Jeremy’s in 7th grade, Snake’s in 8th, Petrol and Pikeman are in high school. if I ever get around to writing a fic im going to ignore the existence of the woodscouts tbh

aLSO, David’s a teaching assistant (specifically for an English class, don’t ask why) at the middle school!

Gwen works as a waitress at a cafe in the town.

ok

that’s ig the setting

also one of the campers made a group chat consisting of max, Nikki, Neil, preston, Nerris, Harrison, and Ered. as discussed in a previous post, I don’t think dolph, space kid, of Nurf have phones

hc time!!

first up: max!

unrelated to most of this but I feel like his first name is indeed Max. his last name is Well. Max Well. i do not think we’ll ever get confirmation on his name so unless it is specifically said otherwise I will accept this as canon. this is a hill I will die on, thank you for coming to my Ted talk

anyways, home life (btw I go off on several unrelated tangents during this so. warning)

hahah

i don’t think his parents are abusive tbh (well, depends on your definition of abuse)

i think the worst physically they’ve done is what most family’s would consider discipline, nothin very excessive tho (personally I do think physical discipline should be considered as abuse, but I am just some dumbass spoiled kid so I’m not the best person to comment on this)

i think they’re just neglectful and a bit emotionally abusive

i think they honestly just don’t really care about him, he just kinda keeps himself alive

idk man

next: Nikki and Neil because I don’t have many opinions on them

imo nothing comes of Carl and candy’s relationship, that was just a one time thing

that’s all the Nikki and Neil related hc I have. that’s it. ok

Preston time!!

ok so when I used to use wAtTpAd I once saw a hc that Preston lives w his grandma, as she’s his only direct relative that is accessible/alive ig

which then brought up the question of “what happens after she dies”

(that may or may not be one of the only few times, if we’re talking about the fic, that i’d actually have an oc be relevant)

ok anyway

lastly: Harrison! :]

you better believe I’ve thought a shit ton abt him. and oh boy do I have an angsty af home life for him

it seems a lot of the fandom decided he kinda got locked away in his room for most of his life and at first I didn’t like the idea but

now that is part of my hc

i think he is locked in his room, so that he “doesn’t hurt anyone”

the door is unlocked when his parents leave for work in the morning so he can go to school and then come back, and the door is locked once one of his parents gets home

they do (semi-regularly) just,, slide some food in the room

they don’t really check on him so a lot of the time he’s there he sneaks out the window to go do basically anything other than be in his room (this, again w the non-existant fic, will normally lead to some shenanigans w the performance trio out somewhere)

i don’t really have opinions on any other characters. and I think we all know damn well that if I write a fic it will end up being Harrison-centric no matter what I try to do

that took so long to type

as my friends would say, “oh god they’re writing another fucking essay”

anyways I didn’t check this for spelling errors so heh mb if there’s any

[laceyeb]

We are 6 school days into 8th grade English and here are the highlights:

- I taught these kids as 7th graders last year, so I already know them all. Super easy start to the school year.

- I’m approximately 417% more productive with a 2nd period prep compared to the 5th period prep (right after lunch) that I had last year.

- We have a lot of new teachers (as always) and they’re all pretty pleasant to be around. (This was not the case last year.) I’ve talked one of them into joining me in the group I’m in where we talk about supporting LGBTQ kids in schools. Though I didn’t have to talk her into it. She’s very excited!

- Teaching English for the first time has gone well so far. I absolutely do not have enough time in the day to accomplish everything I want/need to do, but we’re getting there.

- I gave my students a writing assignment so I could get a baseline. I told them to write about literally anything they wanted. As long as they could write enough to show me what kind of writer they are, they could write about it. Some examples include: a paragraph about why 1 is the best number, a paragraph about squirrels, a story about Taylor Swift being in love with Abraham Lincoln, a kid writing about how he realized he was gay, and a kid who wrote that his 1st period science class is the worst because “I’m hella tired bro.” It took me 27 years to read all their assignments, but it was a good time.

- I got a plant for my classroom and a girl picked one of the leaves off today and this was the conversation that resulted:

Me: “If you pluck leaves off my plant, I’m going to pluck a hair off your head.”

Other student: “Why are you going to pull out her hair?”

Me: “She plucked my plant!”

Another student: “She did WHAT to your plant?!”

[langernameohnebedeutung]

Anyway, I had my last day today and...it was just One Of Those, exactly the kind of day that made me quit in the first place (a colleague has been on a ski trip with the 8th graders since last week and only now did someone realise that they'd have to find a place for her English course, so they dropped 15 kids into mine about ten minutes into my lesson, with no material or exercises for them prepared by their regular teacher and me with no idea what they're currently doing or what their level is) but also, it was one of the lessons that went really well and was a lot of fun, even if improvised, so I still left feeling vaguely bad about leaving.

I think at the end of the day I love teaching but I don't like schools very much.

[ceramicdove]

What made you want to go to an art school? (I hope this doesn't come off as accusatory)

Thank you so much for asking:-) READING THIS AS ACCUSATORY IS SUCH AN AMUSING THING TO DO no worries, I didn't feel it was an accusation at all, though perhaps even so, it would have an ounce of comical fairness to it.

...I didn't have many options! or rather, I did, but only in the sense that I had good enough grades to get into any major (the system here requires you to take national middle school "graduation" exams, and the options you have for high-school can be affected by that. you might not be able to get into certain high-ranking majors if your grades are too low. my grades and portofolio were solid enough to land me wherever, thankfully).

The middle school I attended was a big-name STEM-oriented school, and most children in my grade were pushed by their parents to pursue the maths+compsci major so they wouldn't be disappointments. I had dipped my feet into the realm of compsci before and quickly found that I couldn't stand spending hours fixing tedious compiler errors and being colleagues with freak teenage boys.

I live in a medium-small town, so not every option was available to me. there's just not enough teachers nor money to run all these departments. if I had free reign after 8th grade, I would probably be in a theatre department right now. But the only theatre department in town disappeared long ago, so I had to settle between the other two majors that would land me being asked "can you...like...get any REAL jobs with that, though?" at all of my family gatherings for the next 4 years: english or visual art.

English was an easy call. I could get into the 2 best schools that hosted that major and be set. but every teacher I'd known at the time warned me that they'd have nothing new to teach me, that I'd just stagnate there, that I'd be better off studying english in university, not high-school.

I didn't want to take the easy way out, and I knew art school would very well break my mental limits given how fragile and warped my self-esteem and work ethics were. I went for it and started working for my entrance portofolio so I could study under the toughest mentor in the school.

I got in, and I was right! this place most certainly tore my mental limits down! I remember the misery of my 5 AM working nights during the very first semester. my mentor, a known figure, is a peculiar middle-aged man with eyes and tone dead enough to scare off any 4th grader unfortunate enough to walk into his workshop to ask for paint brushes. he doesn't compliment anybody. his only positive feedback is a monotone "Not bad". If you're fortunate enough, maybe "It's good", or even "Congratulations". I have never seen him smile in a way that wasn't mocking. he'll sometimes throw your art supplies in the trash if they're bad quality (and if he's having a bad day). kids tell stories about him throwing chairs at students.

He's fun.

I still wonder what my life would be like if I were elsewhere, but this is my answer: I don't have a beautiful and sensible story about being an angelic painting prodigy who came to art school to meditate and find spiritual peace via making abstract art. I came here because I knew it would rot my brain, and I wanted to push myself and build my character via brute force.

I certainly did get just that. in a way, I don't truly regret it:-]

[lesstestingmorelearning]

Story #47. Teacher: Who benefits from the MCAS grad requirement? Not students or teachers.

I’ve been an English teacher for 23 years, so my career was just beginning when the MCAS was made a graduation requirement.

My first teaching experience was in an 8th-grade classroom in Leominster, where there is a significant immigrant community and a high percentage of students receiving free and reduced meals. The educators there understood the challenges of MCAS for our English as a second language and special needs students. And we knew it was up to us to get as many passing scores as possible.

The sense of urgency among teachers and administrators was palpable all year long.

The stakes were high not just for students, but also for districts. Too many failing students meant punishment: Teachers would be fired, principals removed, and the state might even come in to take over the district. High stakes meant that untested subjects like history, art, music and technology were cut to devote more time and money to test prep. It felt like punishment regardless of outcomes.

The tension had exhausted everyone by spring. Restless students acted out in classrooms, and fights broke out in the hallways. That's what happens when you replace creativity with bubble tests. In response, administrators restricted student movement and outdoor activities were curtailed and closely monitored. By June our building felt more like a prison than a school.

At that time, I was six months pregnant, worried about the level of stress in my workplace, and reluctantly decided to leave the district.

The next year I began teaching 9th and 10th graders in Andover. The MCAS requirement was viewed as a useful data at best, and at its worst a nuisance that interrupts instruction in the spring. Special Education and English language learner teachers felt the pressure, but overall MCAS did not present a real threat in Andover Public Schools.

But over the years, as test preparation increasingly dominates curriculum and instructional time, Andover students, teachers and parents have become test weary. Teachers resent losing class time devoted to creative, interactive lessons with our students. Instead, students are sitting in rows taking tests for hours at a time. At home, parents see the physical and emotional toll that long successive days of testing have on their children.

As always, the students who pay the biggest price for this testing frenzy are the most vulnerable—those who struggle with neurodivergent issues, low-income students, and students of color.

We were told MCAS would “close the achievement gap” and ensure that every child obtained the same education and mastered the same skills. Over 20 years of evidence proved otherwise.

So, who benefits from the MCAS testing regime? The answer can be found in the pile of money pouring into the campaign to defeat question two.

It’s time to give our schools back to the communities they serve. Enough is enough.

Please vote YES to end the MCAS graduation requirement.

Jen Meagher, Andover Educator

#HighStandardsNotHighStakes #Yeson2

[ellamalla]

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[murkycran]

I have another job interview tomorrow, this time for a part time English faculty position -_- wish it was full time… actually yknow what I really wish? I wish the university where I applied for the visiting English instructor position would call me back. Let me teach Mythology and Composition and World Lit, goddamnit!

Unfortunately/fortunately (I have VERY mixed feelings about it), I apparently did really fucking well in my interview Friday for a teaching position for secondary education (7th-12th grade). I don’t want to teach kids…but fuck me the pay and benefits would be phenomenal…but holy shit they’re KIDS and I wouldn’t be able to PICK what I TAUGHT god

Despite how mixed I feel about the secondary education position, the interview turned out to be a nice confidence booster for me. The nice women who interviewed me (also English teachers) said I answered all the questions with great responses relating to my past teaching experience. The head interviewer, also the assistant principal, even said she was worried I’d be bored teaching secondary education level bc I was overqualified -_- I both liked and hated that… liked it bc that was super nice of her to say, hated it bc I know she’s right and I will probably be bored. :/

If I can’t manage to whip out a full time faculty position at a university before August I’m gonna end up probably teaching either 7th and 8th graders or 11th and 12th grade…

[klarachmielewskacas]

Service - November

For my November service I was a tutor for my cousins friend that is now preparing fro 8th graders exam that is in may. Her parents do not want to spend money on any sort of tutors so I decided that I will help her from math and English as those are subjects that I feel comfortable teaching.

This post will be about preparation that I did to insure that I know everything before starting up the lesson:

Know the Curriculum:

Firstly I did research about core curriculum that is required fro this exact exam. I found those two websites helpful as the second one is official polish government and I knew that I can trust it.

2. Gather Resources:

I collected a variety of teaching resources. I found many textbooks, workbooks, online resources, and practice exams. Having a range of materials ensures me that I can adapt my teaching style to suit students' individual needs.

3. Create a Lesson Plan:

I Planed my lessons in advance. My structured lesson plan outlines what I'II cover in each session, my teaching methods, and the resources I'll use. Flexibility is key, but a well-prepared lesson plan ensures a productive session.

4. Review Your Math Skills:

I Ensured that my math skills are sharp and up to date. I Review and practiced, to eliminate any gaps in my own knowledge.

5. Effective Communication:

In my perspective, clear and effective communication is essential. I ensured I could explain complex math concepts in a way that 8th graders could understand. I remained open to questions and provided constructive feedback.

Plan for first lesson:

Introduction (5 minutes):

Greet the students and establish a positive online learning environment. Explain the lesson objectives and what students will be able to do by the end of the lesson and ensure that students are comfortable with the online tools and can hear and see you clearly. +tell me about yourself

2. Warm-Up Activity (10 minutes):

I'II display a simple example on the virtual whiteboard: 2 to the power of 3 equals 8. Then I would ask the students if they understand the concept of powers and if they can solve similar problems.

Introduce radicals: "What is the square root of 16?" Discuss the meaning and symbol of a radical (√).

Share an algebraic expression on the whiteboard and ask students to identify variables, coefficients, and constants.

Encourage students to ask questions or provide feedback through the online platform.

3. Main part (30 min):

Part 1: Powers with Measurable Bases (10 minutes):

Explain the concept of powers and their components: base and exponent.

Work through several examples on the virtual whiteboard, gradually increasing complexity.

Encourage students to ask questions or participate in discussions through chat or voice.

Part 2: Radicals (10 minutes):

Discuss the meaning of the radical symbol (√) and how it relates to finding the square root.

Solve simple radical expressions such as √16, √25, and √9 on the virtual whiteboard.

Introduce cube roots (³√) and other radical expressions as time permits.

Part 3: Algebraic Expressions (10 minutes):

Explain the components of an algebraic expression: variables, coefficients, and constants.

Demonstrate how to simplify and evaluate algebraic expressions on the virtual whiteboard.

Share an algebraic expression and ask students to simplify it, either in the chat or by sharing their solutions on the whiteboard.

4. Guided Practice (5 minutes):

Review the answers to the practice problems together on the virtual whiteboard.

Clarify any questions or concerns that students may have through chat or voice.

5. Independent Practice (5 minutes):

Assign a few additional problems related to powers, radicals, and algebraic expressions for students to work on. They can either solve them independently or share their solutions through chat or on the whiteboard.

6. Conclusion (5 minutes):

Summarize the key points of the lesson on the virtual whiteboard.

Encourage students to ask questions or seek clarification on any concepts.

Assign homework or additional online practice problems if desired.

Provide information on how to contact you for any further questions or support.

Reflections:

The preparations for teaching were not that difficult as I was a 8th grader 3 years ago and I can imagine the stress and tiredness that those kids now experience. Being able to help and provide them with necessary materials means world to me because I would be grateful to have someone who done it before next to me, teaching and supporting. The worst part of doing research was finding all the materials needed for the lesson as it is time-consuming.

[punkenglishnerd]

What in the actual, ever-living FUCK just happened?? (read tags and maybe tell me if I did the right thing or not bc I’m panicking???)