Pre-Service Teaching: Not what you think

I am into my third month of "retirement" as some would think. Actually I am getting an education in becoming an educator. And my teachers are all around me. Formally I am taking Analysis and a Capstone, but much of the material is proof based writing around functions, sequences, the real number line, and writing proofs to perform these, which is like a mini-essay with some sophisticated algebra tricks to tie theorems and definitions together to "prove" more tautologies. The Capstone can be trickier, because it is based on fostering Algebraic and Geometric thinking in students grades seven to twelve. But a secondary goal is to support classmates mutually to pass the TExES teachers' math certification test. So in a sense, we are being taught to the test, which may be our destiny as teachers.

So while no day in my 90+ days has thus far been identical, there are on campus days, sub days, and homework weekends. It's an hour drive to campus and I try to get to class an hour early to avoid taking the toll-road, so that I can overhear the Calculus teacher teach her 8 AM class, and steel myself for my 9 AM morning lecture. The professor I am "auditing" knows I am listening in, and this helps with the percentage of the certification test that will be calculus based. While she talks, I multi-task and make flash-cards for any of the four exams I will have over the semester. I had previously done the homework, relying heavily on Stephen Lay's, Bartlett and Sherbert's, and Rudin's seminal works, but also any Schaum guide I have bought that addresses an especially onerous proof I need to write. My actual professor always greets us with a smile and has already distributed his lecture notes weeks in advance of his lecture. But I'll invariably ask for a clarification or at least a picture of what he is trying to convey in words (in topology, pictures are worth a thousand words).

And it is no small feat to fill the four hour void between my two classes. So off to the library to recopy my hastily scribbled class notes, redraw pictures, and look some ideas up. I have relied on Lara Alcock's book "How to Think about Analysis" and Francis Su's Harvey Mudd lecture series on YouTube when ideas elude me. Back to my professor's office hour at 11 AM with a set of questions and clarifications again. Lately his office is packed with like-minded students. And then trapse to the library after a hasty standing packed from home meal that was compartmentalized in my backpack at 6 AM. There is Jo Boaler's books to read, and practice TExES certification tests and packets to review and retest myself on before the 2 PM class. After class lets out at 4 PM, roads are impossible from San Marcos back to Austin so toll road it is. On Monday evenings I have a 150 minute orchestra practice. And on Fridays, there is invariably something doing at Synagogue.

Aesop Online is my way to get sub jobs; and we don't go into teaching for the money. So taking anything with Math in the title of the sub assignment usually assures me that at least the intention was to fill in for a Math teacher, but I have had a few surprises along the way, like Spanish, Chemistry, German, and girls' gymnastics (for which apparently the coach is also a sometimes math teacher). There are conference periods and this affords me some time to review flash cards, go over where one of my proofs went wrong that I need to rewrite, or a chance to peruse test items on my phone. These days fly and there is a lot of paperwork; a foreshadowing of my future as a professional teacher.

So imagine if you will that I have a MacBook but just don't want to shlep it all over campus 3 days a week. Weekends are my chance to write term papers, and prepare semester projects. (Sconic Sections was a baking project using drinking cups and pound cake mix to help students learn circles, hyperboles, parabolas, and ellipses.) But I haven't given up on co-leading Torah study, having violin sectionals at the house, and invariably playing concerts for the public every other month. So my normal family life has not suffered, but the daily routine has become less routine.

Add to this passing the Pedagogy and Professional Responsibility exam in February, getting ready for two college finals in early May, trying to be a good classmate by honoring requests for homework help, exam prep, or missed assignments, and ultimately passing the Math certification test May 10th.

Guilty pleasures include violin practice, Jewish book club, and trying to keep up with family events, house, lawn, and car maintenance, and maintaining everything that breaks or is about to break in a 20 year old house. Big thanks to Bonnie for putting up with the hours of study and to Rebecca and Sarah for not only empathizing but sympathizing with the pre-service teacher pressures. Thanks for reading and shoot back any questions you might have. I have not been good about posting to LinkedIn.