REP Mathematics

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I teach a middle school REP mathematics class.  I'm considered a connections teacher.  Because of this I see all grade levels.  I teach students who struggle in mathematics.  I was/am happy with my current position.  I pride myself in knowing how to reach the lower ability student.  As of late, I am questioning myself about if I'm really making a difference in this position.  In the regular classroom, I taught the standards and knew what was expected of me.  Right now I am still creating this class from scratch.  I am considered an interventionist but still have a heart of a regular content teacher.  One of the biggest issues I struggle with daily is my role as an "interventionist."  As an interventionist I am required to fill in the gaps to assure students can achieve mastery of basic skills in order to be successful with current grade level content.  However having come from the regular content class how can I sit by and watch a student struggle with current grade level content and turn a blind eye.  I have total buy in from 6th grade.  Some buy in from 7th grade.  NO buy in from 8th grade.  It's quite interesting my thought process on grade level teaching preferences.  I taught 6th grade for 7 years and 8th grade for 4 years.  I absolutely LOVED teaching 8th grade would not go back to 6th grade if I had a choice in the decision.  But now that I am the REP mathematics teacher give me 6th grade forever!  I LOVE their energy and eagerness to learn something new and review with minimum complaints.  8th grade with this class is too cool for school.  We can divorce each other and I would sleep extremely well at night.  I have never in my teaching career felt this way.  Is this normal?  Should I have stayed in the regular classroom?  Did I bite off more than I can chew?  Just having a moment.....  

Comments

  1. Phyllis FavorsMarch 21, 2016 at 5:25 PM

    Nicole, I actually think you are a courageous leader for taking on the task of teaching students who are considered "at-risk." It takes a very special person to be able to reach these students and get them to be comfortable taking risks. Continue to teach the standards, monitor their progress, use research-based instructional strategies and accelerate their learning to support your most fragile students. You are the right person for the job! Hang in there!

    ReplyDelete
  2. UnknownMarch 22, 2016 at 5:31 PM

    Thanks for those words of encouragement Phyllis. Received and will do!

    ReplyDelete
  3. Giles March 24, 2016 at 3:19 PM

    The latest research on supporting struggling learners is to accelerate them and only remediate in the context of new learning. You should get Learning in the Fast Lane. She provides several strategies for supporting these students. Incorporate frequent formative assessments to monitor progress and use stations to differentiate.

    ReplyDelete

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