It is difficult for me to see my students as pupils rather than peers in a way. But I almost like this sense of equality because I think I can make my students feel comfortable and understood as we have had similar experiences based on our generations. I can joke with them about things that they care about because I am part of those things too. This similarity in age is very obvious working with high school students as they are only 8 or so years younger than me (which is a larger gap than some of my student teacher peers have as I am older than most of my peers). I have always enjoyed being a leader among a group of people so the transition of leadership among my students is easy.


Shifting between learning and teaching as a student teacher is easy with both of my mentor teachers. After each class, I am very comfortable discussing issues or successes with my mentor teachers. We are very open about our teaching and often work together to facilitate student learning. I often ask for feedback or their opinions.


During the moments where my mentor teacher is taking more control of the classroom, I make my presence evident by adding to their instruction when appropriate and circulating the room. I try to look the part of the teacher. This means answer questions, providing instruction, and responding to behavioral issues.


This week I am thinking a lot about how students and educators act as a mass. I used watercolor and colored pencil to create an abstract representation of my classroom. The amount of growth that happens for students is dependent on the class’ movement as a whole. I’ve been thinking about the class as bubbles moving along a river. The progress of the bubble’s movement depends on the flow of the class. The artwork above represents this idea of classroom flow.