♪[theme music] >>Mr Gomez: N203? Alright. Welcome.
There's a. . .
find your picture on the board and then there's a number there and then find your seat. Okay? Could I see the hat real quick?
Okay. Bulls? But I don't want it in class though.
Okay. But it's a nice hat though. Hey welcome.
Guys, as you guys are coming in, please make sure that is you. Right? And there's a number by you and then that's where you guys are going to sit.
Okay, so. . .
that's the seating chart for today. - Mr Gomez? -Yeah Alright.
Welcome. How you doing? How you doing?
¿Todo bien? Yep? -Yeah - Mr Gomez!
-How we doin? ¿Que pasa o muchas ondas? I was outside, uh, greeting students.
I definitely was out there just trying to uh establish, build relationship. Because, uh I have never seen some of these students. so I-to say I had really no relationship, so I was just trying to find something.
Whether it was off their shirt, whether, uh. . .
whether it was just something. Whether. .
. just trying to connect with them. Even just saying Welcome.
Uh, but I wanted them to feel safe, that this was a place that I wanted them to be and I was happy to be there with them. Okay, so real quick. .
. there is a seating chart. Okay.
Always. There has to be. Okay, right because it gives structure.
There-there's a reason where your sitting. I made sure that looking at the math skills that there's a strong in your group, that there's kids that struggle with math. And hopefully my kids that are uh that really are strong in mathematics will help you.
This is Math 3, okay, so it's a little heavy, right. It's a lot more work. So I had the seating chart set because I notice that that is um .
. . day one I think it gives me a more of control.
I think it is very important for uh the students to understand that even though this is our room, I am still responsible. I'm the main person there. That uh, that I want to establish this learning environment.
And yes, it shows authority which is great, but I think also that I didn't just make a seating chart just to make a seating chart. The seating chart was based on levels was language. And I noticed as soon as the students uh.
. . sometimes come really, uh.
. . uh they come really loud sometimes from the outside to the inside.
but as soon as they see the seating chart, they actually start to like wow. . .
this teacher, he actually is in charge, or he's authority. I have a feeling he's um, he's going to be addressing the rules. Now once again, I want you guys to use this syllabus because obviously all the answers are here.
Right? And all you gotta to do is fill them in. For number one you can see the first two rules in the class are.
. . You would look where it says rules and then you would start to yes, write number one and two and so on.
In a little bit I will call on your beautiful names and we will here your answers and then we will make sure that we are definitely having the correct ones. Does that make sense? Yes?
Having the syllabus uh could be very dry, could be very boring. Most teachers uh like to have uh their syllabus on the on the PowerPoint and the kids are following. I actually I think that it's more important to um.
. . get a print out.
They had to do something with it. So it wasn't like they were just hearing me talk for this whole fifty to fifty-five minutes. They had a chance to get a sheet that was called the scavenger hunt and they had to find the answers in the syllabus.
Before we go over this really fast. Right, just really quick, just so that you know a little-know a little bit about myself. Okay?
My name is Mr Gomez, obviously right? It's on your schedule. It should be on your schedule, right?
Uh, and at the end it has the letter what though? In-in my name? A "z".
Very good. Yeah. .
. right? I do a lot of telling stories, especially in the beginning, uh day one, day two.
I want them to understand that I am human. Um. .
it's important for them to see that I. . .
I did struggle. . .
. we have that option to do it though. Okay, I don't think you understand.
Let me tell you. My parents, okay they came, um. .
. coyote. .
. okay? When they got here, they didn't have a choice to pick where they worked.
Do you understand what I am saying? My mom put oranges in boxes. She didn’t speak English.
She was not educated. That's what she did. Okay, my dad right he worked construction.
It wasn’t-it sounds like he got paid a lot. He didn't. Okay, he did like the-like mobile home stuff.
Okay? He didn't speak English. He'll say, Oh mijo, yo "speakity" "speakity" but he don't know how to speak English but-but he thinks he does and he tries though.
I think it's really-it's really cool. Anyways, those are my parents. There's no education there.
Do you understand what I'm saying? But-what when you see that though. .
. like you. If you said I want to be-I want to be a lawyer.
I want to be an engineer. I want to own my own business. Why not?
Do you understand what I'm saying? Like you have the option to say I could do this or don't do this. That's big.
At some point. . .
In the first day it was-I was really going after-what I was really trying to do is of, of course you know you want to let the students understand what are your rules, what are your expectations. But I think one of the biggest things is um. .
. making relationships. I believe that some of these students will um.
. . they're just dying to make this connection.
And I just notice that just that connection, making them laugh. Making them like feel that like. .
. some of these kids they don't really care about how much math I know, they actually care about how much I care. I think the students see he really loves to be here.
Why would he even want to do all this and put all this energy into-into us?
