Observations at CFHS: So What About New Students?

            Since I’ve finished my observations about two weeks ago, I’ve been thinking about what to blog about. I left all four of my observations with knowledge, advice, new ideas, but some questions. However, due to a busy schedule and some procrastination, I haven’t been able to blog until now. I was able to observe three different classes: an honors Biology class, a Biology class for students who are English Language Learners, and two Environment and Society classes. The Environment and Society class is an elective. It seemed very interesting and reminded me of an Ecology course I have taken at RIC. I was able to observe this class when it was first period of the day and last period of the day. My cooperating teacher expressed to me both times that although there are not many students in this class, it is sometimes difficult to reach all students because they are all very different learners and every student’s background knowledge on the subject is different. In the time that I had observed this class (on a Thursday and the following Wednesday), there had been a new student added to the class. This is when I learned that new students have been added at various times throughout the semester. So what I am asking now and what I have been thinking of since I completed my observations is, what is the best way to handle new students being added to a class, many times throughout the semester/school year?

            Having new students added to class is something that I am positive I will experience in the future as a teacher. I can remember new students being put into my classes in all grades. In college, that has definitely changed. Of course, the first two weeks it happens but after that the class basically stays the same. With this being what I have been used to I hadn’t given much thought to how teachers handle having new students added to their class mid-semester/mid-year/any time throughout the school year. After observing two classes where about seven out of the ten students have been added since the beginning of the third quarter I have definitely been thinking about this. My cooperating teacher had told me during my first observation of this class that there were originally three students in the class. She had said that it is an elective but as other electives filled up or were over capacity students got added into this one. If new students come to CFHS (which I have seen happen throughout the semester) and their elective period is the same time as this class then they are added to it as well. The entire time I kept thinking: how does she reach all the students who are at various levels/grades with all different background knowledge on the subject? Also, how does she reach the students who are entering her class mid-unit?

            Something that I noticed is that Mrs. W’s units are not always built off of each other, so a new student could adapt easier when need be. She also expressed to me that this class is a little more flexible and she has more freedom teaching it. I think that works toward her advantage with the number of students who have came into her class late in the semester.

I have also been thinking of some strategies I would put into place when new students are added to my future classes. I think a good way to handle this is also to make sure handouts are available to all new students and that they are easy to understand. Also, in a class where units are built off of each other, it may be ideal to provide basic summary sheets of the information that is necessary for the unit a new student has entered. Of course, providing extra assistance and time after class can be helpful as well. This way, newer students can ask questions that can help clarify something that has already been learned but they have missed. In my special education class we learned about peer tutoring. In the example provided new students that were English language learners paired up with a student who spoke their native language. The tutor and teacher worked together to help the new student understand the material being taught. This was also a good way for new students to make a friend right away in their new school. I think this can also be an effective strategy with any new student. It may not be the student in class with the highest GPA; it should be the student who is most helpful and would be an effective peer tutor.

            I didn’t really think of strategies for helping new students until my observations. However, I am glad to have been given the opportunity to really think about this. Overall, I think it is very important to monitor new students and make sure they have equal opportunity for success. Being a new student in the high school setting is not easy and not all students are willing to ask for the extra help. Having these strategies aware to all students at the beginning of the year/semester is something that I would definitely make sure of. I would also make sure the new students know of these strategies when they enter the class. With these strategies will also come more work for me before a new student even arrives but I do still think it is necessary. Of course, I anticipate learning new strategies between now and when I receive my first teaching job but I do feel as though I have more knowledge on this topic than I did before.