I believe that the purpose of school is defined differently for everyone it effects. For myself, school was a vehicle to a life that had more substance to it than what my parents' lives had. I gained the intrinsic feeling that I could be great and that I could do something worthwhile. People who helped instill these feelings in me were teachers. I often felt guilty that I thought more highly of them than I did my own parents. I believe my parents resented that during my school years, and maybe still do now, as I continue to take classes and move forward in my professional career. They, themselves were not part of any academic institution during their lives. They don't understand.
As teachers, it should be our duty of "light the fires" of young minds. To encourage them to expand their horizons and discover the world, which is full of opportunity and diversity. In an urban school, such as mine, our kids think that their city is the farthest place they're ever gonna go. They have no concept of the world and its geography. They don't leave. They don't go on vacation. Schools have no money for fieldtrips. Because they are limited in their location, they are limited in their outlook on life and the larger world around them.
Students need to find a purpose for themselves, a goal to aspire to before they can find value in the institution that will lead them there. There can be no purpose for them to be there if they don't find value within its walls. When students live with cockroaches, drug dealers, addicts, abusers, victims, 8 other siblings, only their mother, and an empty stomach, the last thing on their mind is the Pythagorean Theorem or the conjugation of verbs. When will the institution recognize that the human condition must be recognized before academic learning can occur.
Years ago, our school was working on building relationships between students and teachers. We were helping children see the value in their community. They were performing service learning and taking ownership in their town. They were empowered and they wanted a cleaner and well-kept place to live. They were helping the homeless and reading to the elderly and the very young. Our school was turning a corner because students felt good about themselves and their ability to achieve. Last year, that stopped. New administration over the past two years are not from our neighborhood. They are concerned with test scores and data now. Service learning ceases to exist and a gray cloud has once again been hung over our school and community.
Please note Banks Curriculum Reform Model level 4: The Social Action Approach and the Cor Curriculum model citing community service.
Sunday, January 17, 2010
Saturday, November 14, 2009
Post-observation
I was nervous about even watching the video, because I was uncomfortable with the idea from the beginning. I don't like to hear my recorded voice. I think this whole experience was uncomfortable for me because of the video taping.
I did feel that there were noticeable strengths in my post-observation, however. I made it a point to make the teacher feel comfortable and not feel as though I was in a superior position to them. We sat beside together in their room, rather than across from them in mine. I think both of us did an excellent job of staying positive through the experience and using eye contact. I try to be aware of the usage of "UM...and "AH..." when I speak, no matter the forum.
Mrs. Saxon's classroom was running very smoothly, so there was not much discrepancy in the way of her needing classroom management. Mrs. Saxon has entered the teaching profession after working in Cooperate America for most of her working life. This made working with her and talking to her very easy. We could speak constructively and share information in a very comfortable manner. She's older than me, so the dynamics of our conversation were different than had I been working with a younger teacher right out of traditional college.
I was able to collect artifacts of my visits and share collected data, such as random selection choices for student responses. On one particular day I walked through, I noticed that her objective did not match the lesson. This was one of the only "mis-matches" that occurred. This was easily explainable, as I am only available to be free for 30 minutes each day and our classes are blocked. I missed the first block and entered during the second half. The students had moved on. The group that I get to observe during this time are the 6th grade high achievers, who are learning grade 7 math. There are 14 students in the class. Her room was like Heaven!
I did feel that there were noticeable strengths in my post-observation, however. I made it a point to make the teacher feel comfortable and not feel as though I was in a superior position to them. We sat beside together in their room, rather than across from them in mine. I think both of us did an excellent job of staying positive through the experience and using eye contact. I try to be aware of the usage of "UM...and "AH..." when I speak, no matter the forum.
Mrs. Saxon's classroom was running very smoothly, so there was not much discrepancy in the way of her needing classroom management. Mrs. Saxon has entered the teaching profession after working in Cooperate America for most of her working life. This made working with her and talking to her very easy. We could speak constructively and share information in a very comfortable manner. She's older than me, so the dynamics of our conversation were different than had I been working with a younger teacher right out of traditional college.
I was able to collect artifacts of my visits and share collected data, such as random selection choices for student responses. On one particular day I walked through, I noticed that her objective did not match the lesson. This was one of the only "mis-matches" that occurred. This was easily explainable, as I am only available to be free for 30 minutes each day and our classes are blocked. I missed the first block and entered during the second half. The students had moved on. The group that I get to observe during this time are the 6th grade high achievers, who are learning grade 7 math. There are 14 students in the class. Her room was like Heaven!
Sunday, October 4, 2009
Seating Arrangements
Many, if not most of the classrooms in my school have the students' desks organized in a cooperative learning type of arrangement. Because our district has implemented Reading Edge and Power Teaching, teachers are required to seat students in groups. In my building, I noted that most 6th and 7th grade classrooms are arranged in groups of 4-5 desks, whereas 8th grade teachers tend to favor pairing students.
All classrooms in my building have individual student desks except for the science labs, which have tables or lab benches. (My room included.) This can sometimes be a hinderance when it comes to grouping students. Some teachers just aren't comfortable at all or even believe in the concept of cooperative learning, especially among middle school students. At a time where students should be in groups, some teachers sit their students in a large circle to facilitate discussion. How do you help this teacher?
Computers are generally not present in our classrooms, except for a teacher computer. We have various laptop carts in storage for use when a teacher might want them, however, they aren't in good shape. The keys have been pulled off of the keyboards. We have computer lab in our school, but classes are assigned to it for specials, so it is not available for teacher/class use during core class time.
Taking a look at how teachers are arranging seats in the classroom lets administration know who is empasizing cooperative learning strategies in their classroom. If a teacher is not performing this task, that teacher needs to be worked with one-on-one to increase their comfort in making that happen. I don't believe it is useful for a whole school of teachers to sit through a professional development on seating arrangements if only 3 teachers in the building are stuck on this task. Teachers should be taken from where they are to where they need to be at a level which is comfortable for them. That's what we do for our students.
All classrooms in my building have individual student desks except for the science labs, which have tables or lab benches. (My room included.) This can sometimes be a hinderance when it comes to grouping students. Some teachers just aren't comfortable at all or even believe in the concept of cooperative learning, especially among middle school students. At a time where students should be in groups, some teachers sit their students in a large circle to facilitate discussion. How do you help this teacher?
Computers are generally not present in our classrooms, except for a teacher computer. We have various laptop carts in storage for use when a teacher might want them, however, they aren't in good shape. The keys have been pulled off of the keyboards. We have computer lab in our school, but classes are assigned to it for specials, so it is not available for teacher/class use during core class time.
Taking a look at how teachers are arranging seats in the classroom lets administration know who is empasizing cooperative learning strategies in their classroom. If a teacher is not performing this task, that teacher needs to be worked with one-on-one to increase their comfort in making that happen. I don't believe it is useful for a whole school of teachers to sit through a professional development on seating arrangements if only 3 teachers in the building are stuck on this task. Teachers should be taken from where they are to where they need to be at a level which is comfortable for them. That's what we do for our students.
Tuesday, June 9, 2009
Week 2 Reflection
The communication test showed that I am a thinker. My mind is always going around and around, trying to get to the base of any problem I need to solve. I try to take the most logical steps to successful complete a project. I enjoy keeping my mind busy and one thing I can do to help be successful in this program is to keep a small notebook of any thoughts that I might have at any given time. (Some people might use a small recorder...that might work for me as well.) I will be a positive force on my team, trying to provide constructive insight and practical approaches. I think I've tried to ignore my learning style, but I scored SO many "C"s, there's no more denying it. Occasionally, I will procrastinate. I don't want that to be a problem for me.
Wednesday, June 3, 2009
1st Reflection
On a scale of 1 to 10, I rate my comfort level as a 7.5. I feel comfortable navigating and finding items, but I need to learn how to do some more advanced things. I'm hoping this program will give me the confidence I need to learn about new technology. I joined Twitter, which I was afraid to do and this is my first blog. Here we go!!
My concerns are that I don't want to miss anything. Talking to people directly helps me know what tasks are ahead and that will be hard for me to get away from.
My concerns are that I don't want to miss anything. Talking to people directly helps me know what tasks are ahead and that will be hard for me to get away from.
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