I apologize for the gap between entries.
We discussed "How Real is Race" in class today. I am intrigued by this article because it presents an issue that I never really considered before. However, as we discussed in class, it wasn't really surprising to me that race does not exist biologically. It seems to me that race is a scapegoat for people to convince themselves that they are different from people they consider to be "inferior." For instance, white Europeans justified their exploitation and mistreatment of African slaves by race and religion. They believed that white skin made a person more superior, and that the catholic religion was superior to the mysticism of Africa. I thought the article did a good job of providing useful information about the topic of race as a socially constructed idea as opposed to a veritable biological trait.
My question is this: How do we disillusion students and parents? And, how do we do it without risking harsh criticism or even loss of a job? The evidence is there but it is not being taught, and schools do not seem to be striving to correct this view. Schools do not necessarily teach the similarities between people. I think it's important to thighlight the similarities we all have early on so that children are not completely jaded by the idea of race as a truly biological difference. Children should learn the scientific reasons for why skin colors are different, even if the facts are watered down for their understanding. In my opinion this should all be incorporated into an Elementary curriculum because that is when children are the most impressionable. I think the authors put it best when they said "Educators, in their role oas transmitters of official culture, are particularly well poised to be active change agents..." When children are young they are more likely to take to heart the things that teachers tell them. Of course, this poses a huge responsibility to teachers, especially those dealing with elementary students, and teachers must be careful not to take advantage of students naivete.
One question that I had while reading this was about whether or not it would be beneficial to society to remove the idea of race completely. Race distinctions provide groups of people with something to identify with, especially minorities. Regradless of whether there is truly a biological difference between people of different skin colors, people still gravitate towards persons with similar external characteristics: skin color, hair color, personal style. It seems like one of the reasons race has existed as if there were truly biological differences between people is that it helps to think that you're made of "different stuff" than people who don't accept you as part of their group. The exclusivity that race provides is very attractive to people.
I liked some of the suggestions for implementing this idea into the classroom provided in the article. Most of all I appreciated the idea to have students come up with lists of observable and nonobservable differences and consider these groups in different ways, looking for what classifications can be made based on these features. Also, I liked the idea of discussing political correctness, though this would be better suited for a classroom with older students.
Tuesday, October 31, 2006
Wednesday, October 25, 2006
Today observation was awesome. When I arrived Ms. H was leading a group in a discussion about common elements of fairy tales, and then she read the fairy tale "Egle and the Serpent" for the group. They then discussed what elements the story had that made it qualify as a fairy tale. I participated with the group in a more observational role. When the next class arrived, Ms. H asked me to lead the group in that same activity, except it would be the entire class. I was thrilled and naturally, agreed. So I was able to teach the lesson, cold I might add, and it went well. The students were respectful and attentive. They offered plenty of answers to the questions that I asked, and they seemed to be grasping the material. I was proud of myself for rising to the challenge of teaching something I had really only seen once.
After class Ms. H told me that she thought I did a fine job and that I seem very comfortable up in front of the students. I told her that I did feel comfortable and that I really enjoy teaching. She asked if I had considered teaching at a junior high level, and encouraged me to consider it. I think that I would do well with that age group because their behavior and development is very interesting to me at that age. And in a diverse school like the one they attend, I think it provides so much more to consider when it comes to how and why children act the way they do.
After class Ms. H told me that she thought I did a fine job and that I seem very comfortable up in front of the students. I told her that I did feel comfortable and that I really enjoy teaching. She asked if I had considered teaching at a junior high level, and encouraged me to consider it. I think that I would do well with that age group because their behavior and development is very interesting to me at that age. And in a diverse school like the one they attend, I think it provides so much more to consider when it comes to how and why children act the way they do.
Tuesday, October 24, 2006
RE: Sleeter and Grant Ch. 6
A couple more notes about Chapter 6 and the Multicultural Social Justice Education method:
I think the second half of this chapter is what makes the method more viable for use in a real classroom setting. I really like that Sleeter and Grant pull in resources from Dewey and Freire with this method. I think it is very important that students learn how to be advocates of and vehicles for social change. But first they have to know and understand the system and how they fit into it. This social justice education method seems to really encourage teachers to help their students understand their role in making changes in society by empowering them and helping them see that they are the future. This idea of student empowerment is so important in my opinion. In my experience, students that feel that they are doing a good job in the classroom, even if they are struggling with a particular subject/skill, they work harder and feel better about school. Children need to feel like someone believes in them, and I think teachers have to shoulder this responsibility. It is always a toss-up what kind of support a child will get at home. Therefore, the teacher should always try to be supportive and encouraging of all students in case they are not getting the support they need from their guardians. I think this makes a big difference in a classroom and contributes to the way students perform.
I'm always pleased to read concrete examples of ways to implement the methods in the classroom. For instance, Sleeter provides three good examples on page 200 of how to incorporate the idea of students as advocates for social change. It includes using projects such as running elections for student government, or analyzing current events that have to do with a particular ethnic/social group to help students understand how to get involved with the way our government and society works. I hope that in my classroom I will find enough creativity to incorporate some form of this type of education.
A couple more notes about Chapter 6 and the Multicultural Social Justice Education method:
I think the second half of this chapter is what makes the method more viable for use in a real classroom setting. I really like that Sleeter and Grant pull in resources from Dewey and Freire with this method. I think it is very important that students learn how to be advocates of and vehicles for social change. But first they have to know and understand the system and how they fit into it. This social justice education method seems to really encourage teachers to help their students understand their role in making changes in society by empowering them and helping them see that they are the future. This idea of student empowerment is so important in my opinion. In my experience, students that feel that they are doing a good job in the classroom, even if they are struggling with a particular subject/skill, they work harder and feel better about school. Children need to feel like someone believes in them, and I think teachers have to shoulder this responsibility. It is always a toss-up what kind of support a child will get at home. Therefore, the teacher should always try to be supportive and encouraging of all students in case they are not getting the support they need from their guardians. I think this makes a big difference in a classroom and contributes to the way students perform.
I'm always pleased to read concrete examples of ways to implement the methods in the classroom. For instance, Sleeter provides three good examples on page 200 of how to incorporate the idea of students as advocates for social change. It includes using projects such as running elections for student government, or analyzing current events that have to do with a particular ethnic/social group to help students understand how to get involved with the way our government and society works. I hope that in my classroom I will find enough creativity to incorporate some form of this type of education.
Monday, October 23, 2006
RE: Sleeter and Grant Chapters 5-6
With all these different methods that Sleeter and Grant keep proposing, it's getting difficult at times to keep them separate in my mind. I found certain similarities between the Single Group studies approach covered in Chapter 4, and the Multicultural Education approach in Chapter 5. I think out of the two I like the idea of the Multicultural Education approach more because it seems to integrate all cultures into the classroom more efficiently than the single group studies approach. While I agree that individual groups often need increased attention and emphasis on their culture, I think that it's important that all students benefit from this attention. I like the idea of making all students feel that they contribute to American culture with their unique backgrounds and ethnicities. I think each student should be given an opportunity to explore their culture and celebrate it, but also share it with their peers so that they can see how diverse they truly are, yet how simple it is to use that as an advantage rather than a negative in the classroom. I noted a lot of similarities to Dewey in Chapter 5: Sleeter and Grant are intent that the school life is an extension of the homelife. Students will learn better if their teachers have a solid understanding of where they come from in the community, and how their culture effects their upbringing. They explain that children are definitely molded by their environments, and that it's important for teachers to realize and use this to their advantage.
A lot of the information presented in Chapter six reminds me of what we talked about with the Kozol presentation. However, I wonder if it would be feasible to count on this theory in a classroom. I think the most important thing to be learned from this chapter is that social class plays a huge role in our society, and thus in our school system. We know that it is often minorities that are receiving lesser education and less opportunities in the educational system. If teachers in any area believe that social class does not have significance in the public school system, they are doing themselves and their students a dis-service. I like the idea of Multicultural Social Justice education empowering students to realize this impact and work for social change. I think there are a lot of positive points to this theory that involve helping students realize that they have a responsibility to be informed and to work towards the betterment of their situation.
I think some sort of combination of these two theories would be really great to use in a middle school, high school, or college classroom, because students would already have the basic knowledge to be able to understand more social complexities and they would be better prepared for the responsibility of social change.
With all these different methods that Sleeter and Grant keep proposing, it's getting difficult at times to keep them separate in my mind. I found certain similarities between the Single Group studies approach covered in Chapter 4, and the Multicultural Education approach in Chapter 5. I think out of the two I like the idea of the Multicultural Education approach more because it seems to integrate all cultures into the classroom more efficiently than the single group studies approach. While I agree that individual groups often need increased attention and emphasis on their culture, I think that it's important that all students benefit from this attention. I like the idea of making all students feel that they contribute to American culture with their unique backgrounds and ethnicities. I think each student should be given an opportunity to explore their culture and celebrate it, but also share it with their peers so that they can see how diverse they truly are, yet how simple it is to use that as an advantage rather than a negative in the classroom. I noted a lot of similarities to Dewey in Chapter 5: Sleeter and Grant are intent that the school life is an extension of the homelife. Students will learn better if their teachers have a solid understanding of where they come from in the community, and how their culture effects their upbringing. They explain that children are definitely molded by their environments, and that it's important for teachers to realize and use this to their advantage.
A lot of the information presented in Chapter six reminds me of what we talked about with the Kozol presentation. However, I wonder if it would be feasible to count on this theory in a classroom. I think the most important thing to be learned from this chapter is that social class plays a huge role in our society, and thus in our school system. We know that it is often minorities that are receiving lesser education and less opportunities in the educational system. If teachers in any area believe that social class does not have significance in the public school system, they are doing themselves and their students a dis-service. I like the idea of Multicultural Social Justice education empowering students to realize this impact and work for social change. I think there are a lot of positive points to this theory that involve helping students realize that they have a responsibility to be informed and to work towards the betterment of their situation.
I think some sort of combination of these two theories would be really great to use in a middle school, high school, or college classroom, because students would already have the basic knowledge to be able to understand more social complexities and they would be better prepared for the responsibility of social change.
RE: Sleeter and Grant Chapters 5-6
With all these different methods that Sleeter and Grant keep proposing, it's getting difficult at times to keep them separate in my mind. I found certain similarities between the Single Group studies approach covered in Chapter 4, and the Multicultural Education approach in Chapter 5. I think out of the two I like the idea of the Multicultural Education approach more because it seems to integrate all cultures into the classroom more efficiently than the single group studies approach. While I agree that individual groups often need increased attention and emphasis on their culture, I think that it's important that all students benefit from this attention. I like the idea of making all students feel that they contribute to American culture with their unique backgrounds and ethnicities. I think each student should be given an opportunity to explore their culture and celebrate it, but also share it with their peers so that they can see how diverse they truly are, yet how simple it is to use that as an advantage rather than a negative in the classroom. I noted a lot of similarities to Dewey in Chapter 5: Sleeter and Grant are intent that the school life is an extension of the homelife. Students will learn better if their teachers have a solid understanding of where they come from in the community, and how their culture effects their upbringing. They explain that children are definitely molded by their environments, and that it's important for teachers to realize and use this to their advantage.
A lot of the information presented in Chapter six reminds me of what we talked about with the Kozol presentation. However, I wonder if it would be feasible to count on this theory in a classroom. I think the most important thing to be learned from this chapter is that social class plays a huge role in our society, and thus in our school system. We know that it is often minorities that are receiving lesser education and less opportunities in the educational system. If teachers in any area believe that social class does not have significance in the public school system, they are doing themselves and their students a dis-service. I like the idea of Multicultural Social Justice education empowering students to realize this impact and work for social change. I think there are a lot of positive points to this theory that involve helping students realize that they have a responsibility to be informed and to work towards the betterment of their situation.
I think some sort of combination of these two theories would be really great to use in a middle school, high school, or college classroom, because students would already have the basic knowledge to be able to understand more social complexities and they would be better prepared for the responsibility of social change.
With all these different methods that Sleeter and Grant keep proposing, it's getting difficult at times to keep them separate in my mind. I found certain similarities between the Single Group studies approach covered in Chapter 4, and the Multicultural Education approach in Chapter 5. I think out of the two I like the idea of the Multicultural Education approach more because it seems to integrate all cultures into the classroom more efficiently than the single group studies approach. While I agree that individual groups often need increased attention and emphasis on their culture, I think that it's important that all students benefit from this attention. I like the idea of making all students feel that they contribute to American culture with their unique backgrounds and ethnicities. I think each student should be given an opportunity to explore their culture and celebrate it, but also share it with their peers so that they can see how diverse they truly are, yet how simple it is to use that as an advantage rather than a negative in the classroom. I noted a lot of similarities to Dewey in Chapter 5: Sleeter and Grant are intent that the school life is an extension of the homelife. Students will learn better if their teachers have a solid understanding of where they come from in the community, and how their culture effects their upbringing. They explain that children are definitely molded by their environments, and that it's important for teachers to realize and use this to their advantage.
A lot of the information presented in Chapter six reminds me of what we talked about with the Kozol presentation. However, I wonder if it would be feasible to count on this theory in a classroom. I think the most important thing to be learned from this chapter is that social class plays a huge role in our society, and thus in our school system. We know that it is often minorities that are receiving lesser education and less opportunities in the educational system. If teachers in any area believe that social class does not have significance in the public school system, they are doing themselves and their students a dis-service. I like the idea of Multicultural Social Justice education empowering students to realize this impact and work for social change. I think there are a lot of positive points to this theory that involve helping students realize that they have a responsibility to be informed and to work towards the betterment of their situation.
I think some sort of combination of these two theories would be really great to use in a middle school, high school, or college classroom, because students would already have the basic knowledge to be able to understand more social complexities and they would be better prepared for the responsibility of social change.
RE: Sleeter and Grant Chapters 5-6
With all these different methods that Sleeter and Grant keep proposing, it's getting difficult at times to keep them separate in my mind. I found certain similarities between the Single Group studies approach covered in Chapter 4, and the Multicultural Education approach in Chapter 5. I think out of the two I like the idea of the Multicultural Education approach more because it seems to integrate all cultures into the classroom more efficiently than the single group studies approach. While I agree that individual groups often need increased attention and emphasis on their culture, I think that it's important that all students benefit from this attention. I like the idea of making all students feel that they contribute to American culture with their unique backgrounds and ethnicities. I think each student should be given an opportunity to explore their culture and celebrate it, but also share it with their peers so that they can see how diverse they truly are, yet how simple it is to use that as an advantage rather than a negative in the classroom. I noted a lot of similarities to Dewey in Chapter 5: Sleeter and Grant are intent that the school life is an extension of the homelife. Students will learn better if their teachers have a solid understanding of where they come from in the community, and how their culture effects their upbringing. They explain that children are definitely molded by their environments, and that it's important for teachers to realize and use this to their advantage.
A lot of the information presented in Chapter six reminds me of what we talked about with the Kozol presentation. However, I wonder if it would be feasible to count on this theory in a classroom. I think the most important thing to be learned from this chapter is that social class plays a huge role in our society, and thus in our school system. We know that it is often minorities that are receiving lesser education and less opportunities in the educational system. If teachers in any area believe that social class does not have significance in the public school system, they are doing themselves and their students a dis-service. I like the idea of Multicultural Social Justice education empowering students to realize this impact and work for social change. I think there are a lot of positive points to this theory that involve helping students realize that they have a responsibility to be informed and to work towards the betterment of their situation.
I think some sort of combination of these two theories would be really great to use in a middle school, high school, or college classroom, because students would already have the basic knowledge to be able to understand more social complexities and they would be better prepared for the responsibility of social change.
With all these different methods that Sleeter and Grant keep proposing, it's getting difficult at times to keep them separate in my mind. I found certain similarities between the Single Group studies approach covered in Chapter 4, and the Multicultural Education approach in Chapter 5. I think out of the two I like the idea of the Multicultural Education approach more because it seems to integrate all cultures into the classroom more efficiently than the single group studies approach. While I agree that individual groups often need increased attention and emphasis on their culture, I think that it's important that all students benefit from this attention. I like the idea of making all students feel that they contribute to American culture with their unique backgrounds and ethnicities. I think each student should be given an opportunity to explore their culture and celebrate it, but also share it with their peers so that they can see how diverse they truly are, yet how simple it is to use that as an advantage rather than a negative in the classroom. I noted a lot of similarities to Dewey in Chapter 5: Sleeter and Grant are intent that the school life is an extension of the homelife. Students will learn better if their teachers have a solid understanding of where they come from in the community, and how their culture effects their upbringing. They explain that children are definitely molded by their environments, and that it's important for teachers to realize and use this to their advantage.
A lot of the information presented in Chapter six reminds me of what we talked about with the Kozol presentation. However, I wonder if it would be feasible to count on this theory in a classroom. I think the most important thing to be learned from this chapter is that social class plays a huge role in our society, and thus in our school system. We know that it is often minorities that are receiving lesser education and less opportunities in the educational system. If teachers in any area believe that social class does not have significance in the public school system, they are doing themselves and their students a dis-service. I like the idea of Multicultural Social Justice education empowering students to realize this impact and work for social change. I think there are a lot of positive points to this theory that involve helping students realize that they have a responsibility to be informed and to work towards the betterment of their situation.
I think some sort of combination of these two theories would be really great to use in a middle school, high school, or college classroom, because students would already have the basic knowledge to be able to understand more social complexities and they would be better prepared for the responsibility of social change.
Sunday, October 22, 2006
RE: Sleeter and Grant ch. 4
Before I dive into chapter 4, I'd like to note that I did blog on the Human Relations approach, but apparently it did not post properly.
I think the human relations approach would be very valuable in an elementary school classroom. I like the way it encourages the incorporation of culture (beyond just food, holiday celebrations, and cliche custums) in all areas of the classroom. I think this approach could be highly beneficial for students because it would make exposure to different cultures something very natural, instead of a special treat. I was always interested in other cultures, but it took me reading this chapter to realize that the reason I get so excited everytime I'm exposed to a new culture is because it's so unfamiliar and special because I wasn't really exposed to it as a child. I like the idea of mixing children up by race and gender in the classroom and encouraging them to work with a variety of different students so that they are better able to work with people and respect their differences.
Single group studies are a little trickier to work into an elementary school curriculum, but not impossible. I think the most important thing for an elementary teacher to remember when instituting this approach is to include all the groups that are represented in the classroom, and beyond. It is crucial to take into account gender, ethnicity, even religion when educating students about diversity and all subjects in general if this approach is to work.
I noticed a lot of similarities in chapter four to Dewey. For instance, Sleeter and Grant make many references to the idea that it is really important for the teacher to have a knowledge of her students outside of the classroom environment. In order to best serve the needs of students, educators need to do research about the child's life at home, their family, and their cultural makeup. Teachers need to come into the classroom with some basic knowledge of the ethnicity of the community from which students are drawn. With this they can incorporate more effectively aspects of that community that are pertinent to their students lives. That way students get more out of their learning experience because they can relate to the material.
Something interesting that I also noted was Sleeter and Grants reference to critical pedagogy and children as vehicles of social change. One of the things I really like about the single-group studies is that it encourages children to understand that they are not lesser people because they are different. It seems to encourage empowerment of students of diverse backgrounds to learn about, understand, and share their cultural uniqueness with their peers, and later with society at large.
Before I dive into chapter 4, I'd like to note that I did blog on the Human Relations approach, but apparently it did not post properly.
I think the human relations approach would be very valuable in an elementary school classroom. I like the way it encourages the incorporation of culture (beyond just food, holiday celebrations, and cliche custums) in all areas of the classroom. I think this approach could be highly beneficial for students because it would make exposure to different cultures something very natural, instead of a special treat. I was always interested in other cultures, but it took me reading this chapter to realize that the reason I get so excited everytime I'm exposed to a new culture is because it's so unfamiliar and special because I wasn't really exposed to it as a child. I like the idea of mixing children up by race and gender in the classroom and encouraging them to work with a variety of different students so that they are better able to work with people and respect their differences.
Single group studies are a little trickier to work into an elementary school curriculum, but not impossible. I think the most important thing for an elementary teacher to remember when instituting this approach is to include all the groups that are represented in the classroom, and beyond. It is crucial to take into account gender, ethnicity, even religion when educating students about diversity and all subjects in general if this approach is to work.
I noticed a lot of similarities in chapter four to Dewey. For instance, Sleeter and Grant make many references to the idea that it is really important for the teacher to have a knowledge of her students outside of the classroom environment. In order to best serve the needs of students, educators need to do research about the child's life at home, their family, and their cultural makeup. Teachers need to come into the classroom with some basic knowledge of the ethnicity of the community from which students are drawn. With this they can incorporate more effectively aspects of that community that are pertinent to their students lives. That way students get more out of their learning experience because they can relate to the material.
Something interesting that I also noted was Sleeter and Grants reference to critical pedagogy and children as vehicles of social change. One of the things I really like about the single-group studies is that it encourages children to understand that they are not lesser people because they are different. It seems to encourage empowerment of students of diverse backgrounds to learn about, understand, and share their cultural uniqueness with their peers, and later with society at large.
Wednesday, October 18, 2006
Today observation was excellent. When I arrived, the other intern that comes in on Wednesdays was doing the Daily language prep with the students as a way for her to work up to teaching a full poetry lesson later in the semester. As we moved on, Ms. Hutton explained to the students and to the other intern and I that the class would be splitting into three groups, one led by each adult, to explain/discuss the evaluation rubric for the timed narrative the students did in class a week ago or so. Ms. Hutton asked us to go through the rubric and help explain each section as well as lead some discussion among the students as to how and why they evaluated themselves.
I was pleased to find that once again I had no hesitation or nervousness about leading a group of students. I really enjoy working with them and helping them understand, so this was a welcome challenge. My group and I worked well together, with some minor difficulties. Most students in the group were cooperative and receptive to what I was saying. They were volunteering to share parts of their papers with the group as well as their self-evaluations and reasons for these evaluations. The rubric was basically a student friendly version of the rubric used to grade the ISAT tests the students will take in eighth grade. One student in my group had not written the essay because he was absent that day, and he was rather disruptive, however I made it clear to him that he needed to be paying attention, and eventually I got him to settle down. I thought I handled the responsibility well, especially considering Ms. H had not prepared us ahead of time. I also felt like this afforded me an opportunity to get to know some of the students even better. Being there only one day a week is difficult because I don't feel that I can get as close to the kids as I might like, but I am really starting to be able to match names and faces, and I think the kids are starting to recognize me not only as an intern but as an authority figure that is really there to help if they need it. I already feel that I have established the beginnings of good relationships with a few students, and that makes me very happy.
I was pleased to find that once again I had no hesitation or nervousness about leading a group of students. I really enjoy working with them and helping them understand, so this was a welcome challenge. My group and I worked well together, with some minor difficulties. Most students in the group were cooperative and receptive to what I was saying. They were volunteering to share parts of their papers with the group as well as their self-evaluations and reasons for these evaluations. The rubric was basically a student friendly version of the rubric used to grade the ISAT tests the students will take in eighth grade. One student in my group had not written the essay because he was absent that day, and he was rather disruptive, however I made it clear to him that he needed to be paying attention, and eventually I got him to settle down. I thought I handled the responsibility well, especially considering Ms. H had not prepared us ahead of time. I also felt like this afforded me an opportunity to get to know some of the students even better. Being there only one day a week is difficult because I don't feel that I can get as close to the kids as I might like, but I am really starting to be able to match names and faces, and I think the kids are starting to recognize me not only as an intern but as an authority figure that is really there to help if they need it. I already feel that I have established the beginnings of good relationships with a few students, and that makes me very happy.
Tuesday, October 17, 2006
We finished our lit circle today....finally. I was pleased that we were allowed more time because I think Kozol's book is really worth talking about. There is so much that he covers that is worthy of discussion that it is a shame this book is not a class text. I think this text should be used in teacher education programs, or maybe for new teachers in schools so that they have an opportunity to be more aware of what is happening in the public school system in America, and that they need to be informed of these things so that if it goes against their philosophy of education, they can speak out against it. I thought our lit circle presentation went well, and I think we got across to the class how emotional the text truly is.
There were several questions we came up with when we were formulating the presentation that we wanted to ask the class, but did not end up having time to discuss. I will ask and answer some of them here.
(Q): Should there be a different curriculum for students in poorer schools? How can curriculum be changed for teachers who have little/no experience without creating such a strict environment as some of these curriculums propose?
(A): We talked in class about how Kozol noted that just because children come from poorer neighborhoods or because they are minorities, does not mean that they can not learn just as elite white children can. In fact, these students are very capable of learning the same material in the same ways as more privileged students. The only change I see necessary would be towards the level of parental involvement and support. If the parents of the student do not have much education, then it would be helpful for them to have some assistance from the school so they could help their students with homework and studying. For instance, homework should be structured in such a way that it is simple for the parents to figure out exactly what methods the teacher is using, etc. Or, teachers should offer parents a guide or outline of what is being taught in class so that they may help their students at home.
Teachers with little/no experience do not have to have a militant classroom in order to maintain order in the classroom. When a curriculum such as SFA that proposes a very strict classroom environment is used in a school, I think it would be important for educators to remember that if they are positive and happy and project this to their students, then their students will feel less threatened in the classroom. While SFA does not leave much room for creative assignments or things of any fun nature, teachers can still be encouraging and reward students for their accomplishments. It is very important to remember not to forget about low-achieving students or reprimand them. It seems these students need the most encouragement, especially in a situation where an SFA-esque curriculum is being used.
(Q): Is there a better, fairer way to evaluate student progress than by using standardized tests? Can teachers be trusted to be objective enough to truly evaluate their students without the use of standardized tests?
(A): It is hard to come up with a better method of student evaluation that is as consistent as standardized testing. Unfortunately, we know that these tests do not measure many important aspects of learning. It is very easy to teach to the test and have students forget the information immediately after they pass. It seems that while it is not ideal to have this kind of system, some form of testing is, in fact, necessary. However, it would be beneficial to students to be tested in other ways so that their multiple intelligences are taken into account. Personally, I think that we should be less concerned with meeting standards, and more concerned with individual student progress. An average test score is just that: average. It does not consider the highest or the lowest students in the school, but only what all the students look like together. I believe state standards are necessary so that teachers have guidelines and students have requirements so that when they finish school they finish at a similar level, though I also believe that more time should be spent focusing on whether or not students are truly understanding and retaining material, or if they are only learning to regurgitate and forget. Teachers are the best judge of this because they see whether or not students are grasping material in the classroom and on homework assignments.
Without some kind of standards one could not possibly expect teachers to be able to be so objective that they would judge each child the same way. Teachers will form different relationships with every child so it would be very difficult, if not impossible, for them to judge each one equally. Therefore, for evaluation purposes when it was desired to compare students on a larger and more formal scale, it would be necesary to have some outsider judge their progress.
There were several questions we came up with when we were formulating the presentation that we wanted to ask the class, but did not end up having time to discuss. I will ask and answer some of them here.
(Q): Should there be a different curriculum for students in poorer schools? How can curriculum be changed for teachers who have little/no experience without creating such a strict environment as some of these curriculums propose?
(A): We talked in class about how Kozol noted that just because children come from poorer neighborhoods or because they are minorities, does not mean that they can not learn just as elite white children can. In fact, these students are very capable of learning the same material in the same ways as more privileged students. The only change I see necessary would be towards the level of parental involvement and support. If the parents of the student do not have much education, then it would be helpful for them to have some assistance from the school so they could help their students with homework and studying. For instance, homework should be structured in such a way that it is simple for the parents to figure out exactly what methods the teacher is using, etc. Or, teachers should offer parents a guide or outline of what is being taught in class so that they may help their students at home.
Teachers with little/no experience do not have to have a militant classroom in order to maintain order in the classroom. When a curriculum such as SFA that proposes a very strict classroom environment is used in a school, I think it would be important for educators to remember that if they are positive and happy and project this to their students, then their students will feel less threatened in the classroom. While SFA does not leave much room for creative assignments or things of any fun nature, teachers can still be encouraging and reward students for their accomplishments. It is very important to remember not to forget about low-achieving students or reprimand them. It seems these students need the most encouragement, especially in a situation where an SFA-esque curriculum is being used.
(Q): Is there a better, fairer way to evaluate student progress than by using standardized tests? Can teachers be trusted to be objective enough to truly evaluate their students without the use of standardized tests?
(A): It is hard to come up with a better method of student evaluation that is as consistent as standardized testing. Unfortunately, we know that these tests do not measure many important aspects of learning. It is very easy to teach to the test and have students forget the information immediately after they pass. It seems that while it is not ideal to have this kind of system, some form of testing is, in fact, necessary. However, it would be beneficial to students to be tested in other ways so that their multiple intelligences are taken into account. Personally, I think that we should be less concerned with meeting standards, and more concerned with individual student progress. An average test score is just that: average. It does not consider the highest or the lowest students in the school, but only what all the students look like together. I believe state standards are necessary so that teachers have guidelines and students have requirements so that when they finish school they finish at a similar level, though I also believe that more time should be spent focusing on whether or not students are truly understanding and retaining material, or if they are only learning to regurgitate and forget. Teachers are the best judge of this because they see whether or not students are grasping material in the classroom and on homework assignments.
Without some kind of standards one could not possibly expect teachers to be able to be so objective that they would judge each child the same way. Teachers will form different relationships with every child so it would be very difficult, if not impossible, for them to judge each one equally. Therefore, for evaluation purposes when it was desired to compare students on a larger and more formal scale, it would be necesary to have some outsider judge their progress.
Monday, October 16, 2006
Reactions to Sleeter Ch. 3
I was interested in the Human relations approach described by Sleeter in this chapter. It seems like an excellent tool to use in any classroom to improve understanding and tolerance among children and adults in and out of the classroom. It really is not enough to just treat all children the same. I feel like it would be so easy as a teacher to just avoid the issue of diversity and pretend like differences among children don't exist. In fact, it would be even easier, it seems, in an elementary classroom because children may not have fformulated stereotypes or labels for different groups yet. But really, it is at this time in a child's life when it is crucial that a knowledgeable and informed teacher provides them with true information about cultural and ethnic differences. By using the human relations approach, teachers have a clear cut model to help them provide this information to their students without including biases or falsified information.
I think one of the more important aspects of this chapter was that of communication between groups. Language is thrown around today seemingly without any consequence. Kids talk to each other using derogatory terms and slang that could be hurtful to others, but it seems like they are immune to that kind of talk. Of course, there is always the one student that really is affected by the things other kids are saying, and they are often further teased if they dare speak against this kind of talk. Even on the college level words are used without thought that could be hurtful or rude. When a person tries to speak out against the use of derogatory terms I have found in my own experience that people attempt to justify their use of the word and put down the person that spoke against it for challenging them. The Human relations approach seeks to deal with this problem by teaching students what is and is not appropriate in terms of communication. The approach did not strike me as going against the right to free speech in any way, but rather it teaches kindness and consideration for people of other races, genders, orientations, etc.
I really like the idea of including information about diversity in subtle ways throughout the curriculum. Though it may be challenging in certain subjects to involve a great deal of emphasis on differences among students, an all around introduction of the material into the basic curriculum could make an enormous difference in a classroom. Sometimes I think diversity is introduced as too much of a big deal. While it is something that is crucial for students to understand and identify with, I think if teachers incorporated it as if it were completely normal and a part of the everyday curriculum, students would have a better reaction and would put its teachings into practice. I think it is time we stop touting diversity out loud and start practicing it in the classroom as if it is nothing new. It's important that students have a solid understanding of their differences and that they can communicate effectively and considerately with each other, but they also need to understand that it should be a part of their daily lives instead of a special thing they should consider once in a while.
I was interested in the Human relations approach described by Sleeter in this chapter. It seems like an excellent tool to use in any classroom to improve understanding and tolerance among children and adults in and out of the classroom. It really is not enough to just treat all children the same. I feel like it would be so easy as a teacher to just avoid the issue of diversity and pretend like differences among children don't exist. In fact, it would be even easier, it seems, in an elementary classroom because children may not have fformulated stereotypes or labels for different groups yet. But really, it is at this time in a child's life when it is crucial that a knowledgeable and informed teacher provides them with true information about cultural and ethnic differences. By using the human relations approach, teachers have a clear cut model to help them provide this information to their students without including biases or falsified information.
I think one of the more important aspects of this chapter was that of communication between groups. Language is thrown around today seemingly without any consequence. Kids talk to each other using derogatory terms and slang that could be hurtful to others, but it seems like they are immune to that kind of talk. Of course, there is always the one student that really is affected by the things other kids are saying, and they are often further teased if they dare speak against this kind of talk. Even on the college level words are used without thought that could be hurtful or rude. When a person tries to speak out against the use of derogatory terms I have found in my own experience that people attempt to justify their use of the word and put down the person that spoke against it for challenging them. The Human relations approach seeks to deal with this problem by teaching students what is and is not appropriate in terms of communication. The approach did not strike me as going against the right to free speech in any way, but rather it teaches kindness and consideration for people of other races, genders, orientations, etc.
I really like the idea of including information about diversity in subtle ways throughout the curriculum. Though it may be challenging in certain subjects to involve a great deal of emphasis on differences among students, an all around introduction of the material into the basic curriculum could make an enormous difference in a classroom. Sometimes I think diversity is introduced as too much of a big deal. While it is something that is crucial for students to understand and identify with, I think if teachers incorporated it as if it were completely normal and a part of the everyday curriculum, students would have a better reaction and would put its teachings into practice. I think it is time we stop touting diversity out loud and start practicing it in the classroom as if it is nothing new. It's important that students have a solid understanding of their differences and that they can communicate effectively and considerately with each other, but they also need to understand that it should be a part of their daily lives instead of a special thing they should consider once in a while.
Wednesday, October 11, 2006
RE: Observation
Today Ms. H's classes met in the computer lab to type up the english papers they've been working on for weeks. They were all supposed to have written a Beginning, middle, end worksheet, a writing analyzer writeup, at least one rough draft, and a final draft. I was absolutely amazed at how many students in the class did not have one or more of these four components. Most parts of this assignment were done in class instead of for homework, so there isn't even a very good excuse for not having everything finished.
Something that also surprised me was the lack of typing skills among the students. Granted they are still young, but by their age I was already relatively proficient in keyboarding skills. Of course, something I always took for granted in school was our keyboarding program. I began learning how to type around first or second grade, and we had a keyboarding unit in our computer class every year through 8th grade. There was also a keyboarding class available in my high school as an elective credit. Most of the students today were hunt and peck typers, so Ms. H asked me to help several students from each class by sitting down and typing their papers for them. As I was going along with the first student I realized that I was changing things as I went along almost automatically. I did not realize at first that my hands were just typing the correct spellings and correcting grammar errors as well. Force of habit I suppose.....but I decided that it would be more beneficial to the students to see what their errors were when they went back to do spelling and grammar checks, so I decided not to fix the errors and had to consciously remind myself to put in all the errors from their drafts.
Today I met my focal student, Lisa (name has been changed for her protection). The setup of class today was not very conducive to talking to her very much, but I explained to her briefly that I was planning on working with her throughout the rest of the semester, and that I needed to get to know her better. I think she will be good to work with because she seems to be a hard worker who is pretty quiet during class. Hopefully when we're back in the regular classroom I'll get a chance to observer her more closely, and I may even go observe her tomorrow when I do not have class.
Today Ms. H's classes met in the computer lab to type up the english papers they've been working on for weeks. They were all supposed to have written a Beginning, middle, end worksheet, a writing analyzer writeup, at least one rough draft, and a final draft. I was absolutely amazed at how many students in the class did not have one or more of these four components. Most parts of this assignment were done in class instead of for homework, so there isn't even a very good excuse for not having everything finished.
Something that also surprised me was the lack of typing skills among the students. Granted they are still young, but by their age I was already relatively proficient in keyboarding skills. Of course, something I always took for granted in school was our keyboarding program. I began learning how to type around first or second grade, and we had a keyboarding unit in our computer class every year through 8th grade. There was also a keyboarding class available in my high school as an elective credit. Most of the students today were hunt and peck typers, so Ms. H asked me to help several students from each class by sitting down and typing their papers for them. As I was going along with the first student I realized that I was changing things as I went along almost automatically. I did not realize at first that my hands were just typing the correct spellings and correcting grammar errors as well. Force of habit I suppose.....but I decided that it would be more beneficial to the students to see what their errors were when they went back to do spelling and grammar checks, so I decided not to fix the errors and had to consciously remind myself to put in all the errors from their drafts.
Today I met my focal student, Lisa (name has been changed for her protection). The setup of class today was not very conducive to talking to her very much, but I explained to her briefly that I was planning on working with her throughout the rest of the semester, and that I needed to get to know her better. I think she will be good to work with because she seems to be a hard worker who is pretty quiet during class. Hopefully when we're back in the regular classroom I'll get a chance to observer her more closely, and I may even go observe her tomorrow when I do not have class.
Tuesday, October 10, 2006
I was pleased with my grade on my philosophy of education paper. I am glad that the way I felt about the content was reflected by my grade. I turned in the paper relatively confident that it was a good statement of how I feel about education, and I'm happy to know that I'm heading in the right direction as far as being able to articulate those feelings.
In class today we discussed that teaching is very value-laden. I think something important to remember is that teachers are human, just like everyone else. We can not be expected to suspend our values and beliefs so that our classrooms are completely objective. Bias is a part of human nature based on what we're exposed to in life and how we are raised. I think it is important that we implement our personal value systems in the classrooms because it helps a teacher to be more comfortable in his/her classroom. Being completely objective all of the time would be very stressful, and would not create a good environment for the students.
However, it is not a good idea for a teacher to force their students into adapting their personal values to match those of their teacher. While a teacher shouldn't have to hide their values in the classroom, they should also leave them to be criticized by their students. It is important that the studetns have the opportunity to disagree or agree with the values of their teacher. They may or may not choose to implement those beliefs in their lives, but regardless they are learning from the experience of breaking them down individually. One way to give students this opportunity would be to talk about values in the beginning of the year while discussing classroom rules and such. This provides a good opportunity for students to discuss how they feel about certain issues, and it helps the studetns and teacher get to know each other better.
In class today we discussed that teaching is very value-laden. I think something important to remember is that teachers are human, just like everyone else. We can not be expected to suspend our values and beliefs so that our classrooms are completely objective. Bias is a part of human nature based on what we're exposed to in life and how we are raised. I think it is important that we implement our personal value systems in the classrooms because it helps a teacher to be more comfortable in his/her classroom. Being completely objective all of the time would be very stressful, and would not create a good environment for the students.
However, it is not a good idea for a teacher to force their students into adapting their personal values to match those of their teacher. While a teacher shouldn't have to hide their values in the classroom, they should also leave them to be criticized by their students. It is important that the studetns have the opportunity to disagree or agree with the values of their teacher. They may or may not choose to implement those beliefs in their lives, but regardless they are learning from the experience of breaking them down individually. One way to give students this opportunity would be to talk about values in the beginning of the year while discussing classroom rules and such. This provides a good opportunity for students to discuss how they feel about certain issues, and it helps the studetns and teacher get to know each other better.
Monday, October 09, 2006
RE: Autobiographical reflections
"In what ways did your school curriculum meet your learning needs? How so?"
Now that I know more about school systems and curriculum and such, I realize how very lucky I was to receive an education like I did. My teachers were all experienced and educated. They were not rigid, and they did not only teach the information I needed to know to succeed on a standardized test. They did not shy away from creativity, and they encouraged learning and exploration. I was exposed to all of the fine arts, and I was given extra-curricular opportunities to pursue them as well as time during the school day. I only once had to worry about funding, but the community banded together and campaigned for the approval of a referendum in 6 months. I got to participate in fun parties during the holidays, I got to go outside for recess sometimes twice daily, and I received all the extra help I ever needed through the school. I was even placed in an accelerated reading program where I thrived. I learned responsibility and independence, but also skills for working in a group.
I realize now that so many children are denied these opportunities. I completely took my education for granted when I was younger, thinking that though other kids might not have as much money, or as high quality facilities, that they still had the same curriculum base. When, in fact, I was learning things that those kids would never get taught in school. I had so much more freedom than is granted most students, and I am very grateful.
Now as a future educator I can look back on my experience and compare it with what I know about the public school system in communities different from teh one I grew up in. I hope that because I recognize the vast differences in treatment of students and implementation of curriculum that I can speak out against the injustices that stand in our public school system, especially those injustices in the urban public schools. It is up to educators who are conscious of these wrongs to inform the masses so that change can occur.
"In what ways did your school curriculum meet your learning needs? How so?"
Now that I know more about school systems and curriculum and such, I realize how very lucky I was to receive an education like I did. My teachers were all experienced and educated. They were not rigid, and they did not only teach the information I needed to know to succeed on a standardized test. They did not shy away from creativity, and they encouraged learning and exploration. I was exposed to all of the fine arts, and I was given extra-curricular opportunities to pursue them as well as time during the school day. I only once had to worry about funding, but the community banded together and campaigned for the approval of a referendum in 6 months. I got to participate in fun parties during the holidays, I got to go outside for recess sometimes twice daily, and I received all the extra help I ever needed through the school. I was even placed in an accelerated reading program where I thrived. I learned responsibility and independence, but also skills for working in a group.
I realize now that so many children are denied these opportunities. I completely took my education for granted when I was younger, thinking that though other kids might not have as much money, or as high quality facilities, that they still had the same curriculum base. When, in fact, I was learning things that those kids would never get taught in school. I had so much more freedom than is granted most students, and I am very grateful.
Now as a future educator I can look back on my experience and compare it with what I know about the public school system in communities different from teh one I grew up in. I hope that because I recognize the vast differences in treatment of students and implementation of curriculum that I can speak out against the injustices that stand in our public school system, especially those injustices in the urban public schools. It is up to educators who are conscious of these wrongs to inform the masses so that change can occur.
Sunday, October 08, 2006
So coaching on Friday was a bit discouraging. Only one of my students had done what I'd asked him to do by going to his teachers and requesting a grade report and finding out what he missed, what he could make up, and if there was any extra credit. He did it for his reading class. So when I looked at the grade report, it was at least half zeroes. When I got to the actual grade, it was an F, and the percentage: 27. I was devastated just looking at it. When I was in middle school I couldn't even fathom a 27% on a homework assignment, much less as my grade for a class.
I hope that with some encouragement and some guidance I can help him realize that his grades can and should be better. He is a smart kid, but I don't htink he gets a lot of help with his homework at home. His grandfather told him his mid-term grades were "fair" but I personally don't think an F is fair. Especially since he needs this grade to graduate this year. I really want him to succeed and improve this semester, because it will get him more confident and will help him graduate.
Also, my group got together to work on my lit circle project again today. I'm actually really looking forward to presenting our book to the class. Kozol is a brilliant scholar, and his account of urban schools and the public school system in general is fascinating. I really want to convey to the class the extremity of the situation in urban public schools right now. Our presentation as it stands now is set up to be very class discussion driven. We really want the class to get involved because Kozol's philosophy is that if we are going to be agents of change we have to speak out loudly against what we see and don't agree with. Kozol's book is fuel for an amazing discussion regarding the state of public education today, as well as the segregation we face in society and how it affects the school system. If nothing else, we will certainly put out some information that will have the potential to alter some perspectives.
I hope that with some encouragement and some guidance I can help him realize that his grades can and should be better. He is a smart kid, but I don't htink he gets a lot of help with his homework at home. His grandfather told him his mid-term grades were "fair" but I personally don't think an F is fair. Especially since he needs this grade to graduate this year. I really want him to succeed and improve this semester, because it will get him more confident and will help him graduate.
Also, my group got together to work on my lit circle project again today. I'm actually really looking forward to presenting our book to the class. Kozol is a brilliant scholar, and his account of urban schools and the public school system in general is fascinating. I really want to convey to the class the extremity of the situation in urban public schools right now. Our presentation as it stands now is set up to be very class discussion driven. We really want the class to get involved because Kozol's philosophy is that if we are going to be agents of change we have to speak out loudly against what we see and don't agree with. Kozol's book is fuel for an amazing discussion regarding the state of public education today, as well as the segregation we face in society and how it affects the school system. If nothing else, we will certainly put out some information that will have the potential to alter some perspectives.
Thursday, October 05, 2006
Today's literature circle was a success. I felt the group worked together well and had a very good grasp on their material, which was difficult to begin with. I felt that they got some good discussion going and their timing was excellent.
As far as the subject matter is concerned, I was interested yet distressed by McLaren's idea of critical pedagogy. I believe that critical pedagogy is a step in the right direction towards reducing the social stratification in our society and changing the pattern of social reproduction. As society is structured now, we stand to lose more than we stand to gain because the lower class is growing larger while the elites are becoming fewer and fewer. I agree that the ultimate outcome of this will be some kind of oligarchy/dictatorship if we continue in this cycle. People in the lower class do not see a way out because they are not presented with the skills for critical thinking and challenging social norms.
However, McLaren's concept of a marxist classroom without any classes represented at all made me consider the outcome of this type of classroom. If the children are not exposed to what is reality, will they be able to understand that not all of life can be marxist? I think it is a very good idea to incorporate these ideals of equality in the classroom, but I also think it is important to directly communicate to the students that they need to feel comfortable and compelled to challenge the ideas and processes that they believe are wrong. If we can develop a sense of comfort with challenging authority that perpetuates these negative social patterns, then we are one step closer to achieving a less socially stratified society.
As far as the subject matter is concerned, I was interested yet distressed by McLaren's idea of critical pedagogy. I believe that critical pedagogy is a step in the right direction towards reducing the social stratification in our society and changing the pattern of social reproduction. As society is structured now, we stand to lose more than we stand to gain because the lower class is growing larger while the elites are becoming fewer and fewer. I agree that the ultimate outcome of this will be some kind of oligarchy/dictatorship if we continue in this cycle. People in the lower class do not see a way out because they are not presented with the skills for critical thinking and challenging social norms.
However, McLaren's concept of a marxist classroom without any classes represented at all made me consider the outcome of this type of classroom. If the children are not exposed to what is reality, will they be able to understand that not all of life can be marxist? I think it is a very good idea to incorporate these ideals of equality in the classroom, but I also think it is important to directly communicate to the students that they need to feel comfortable and compelled to challenge the ideas and processes that they believe are wrong. If we can develop a sense of comfort with challenging authority that perpetuates these negative social patterns, then we are one step closer to achieving a less socially stratified society.
Wednesday, October 04, 2006
Today I observed the 'A' block of students. I was pleased with myself because I am starting to recognize kids from week to week, and I am getting better with matching names to faces. The students seem to recognize that I am there to help out, and they seem to feel comfortable asking me questions. In the first class, one of the students was assigned to work with another intern out in the hallway with organizing his locker and binder. Another student quickly raised his hand and asked if he could work with me to do the same thing. He did not seem to be simply after getting out of English class, but rather he seemed to have a genuine interest in getting himself organized.
We worked together going through stray papers and making sure everything was in its proper place, and I felt like I made an impact on his thinking at least. I tried to explain to him the importance of using his planner, as well as how it is necessary to put things directly into the binder where they belong instead of just shoving them in a book or backpack. While he was sorting through things he found a few assignments that he had not turned in because he thought they were lost, and he was able to turn them in immediately.
The second class made me feel very good about observing in the classroom. Because the students had some independent work time, I was able to go around and help out with various tasks, check off papers and write things on the board. While these tasks seem menial, I am very happy that I get to be involved with my observation, rather than just a passive viewer. Ms. H and I decided on who would be my focal student today, and once I receive more of her schedule information I will be shadowing her in other classes. I'm looking forward to getting to know my student because Ms. H chose her because she's quiet in class, but a good student who has good attendance.
In response to yesterday's class discussion, I feel that as future educators it is important that we discuss the issues that are pressing in today's society. The Sleeter/Grant text was an excellent conversation starter, and raised many profound questions. However, many of these questions can not be answered. Sometimes I look to the future and grow concerned about how I will be able to make a change in the way society views the public school system and its participants. I hope that by addressing these questions and issues during my education, I will be able to approach these future situations knowledgeably and practically, so that I really do have an impact on the current structure of schools, and society at large.
We worked together going through stray papers and making sure everything was in its proper place, and I felt like I made an impact on his thinking at least. I tried to explain to him the importance of using his planner, as well as how it is necessary to put things directly into the binder where they belong instead of just shoving them in a book or backpack. While he was sorting through things he found a few assignments that he had not turned in because he thought they were lost, and he was able to turn them in immediately.
The second class made me feel very good about observing in the classroom. Because the students had some independent work time, I was able to go around and help out with various tasks, check off papers and write things on the board. While these tasks seem menial, I am very happy that I get to be involved with my observation, rather than just a passive viewer. Ms. H and I decided on who would be my focal student today, and once I receive more of her schedule information I will be shadowing her in other classes. I'm looking forward to getting to know my student because Ms. H chose her because she's quiet in class, but a good student who has good attendance.
In response to yesterday's class discussion, I feel that as future educators it is important that we discuss the issues that are pressing in today's society. The Sleeter/Grant text was an excellent conversation starter, and raised many profound questions. However, many of these questions can not be answered. Sometimes I look to the future and grow concerned about how I will be able to make a change in the way society views the public school system and its participants. I hope that by addressing these questions and issues during my education, I will be able to approach these future situations knowledgeably and practically, so that I really do have an impact on the current structure of schools, and society at large.
Monday, October 02, 2006
RE: Coaching and Promise and Potential Meeting
I was really pleased with the way my coaching went this morning. When I arrived, both my students were busy at work, A was organizing a few things, and C was putting together his homework for current events. I was very happy to find out that A had all his homework done for class that day, and the teacher invited him to walk around and see if anyone else needed help with any of the assignments they were working on. A was very excited that all his work was done and he was eager to show me everything that he had completed. He was very proud that he came to school organized and ready for the day. When I asked C about whether his homework (besides current events) was finished, he said yes. So I got out his planner and asked him specifically about each class, and we found that he did not have everything completed. I can not decide if he just did not remember that he had homework to finish in these classes, or if he did not want to complete these assignments. It seems to me that it is a combination of forgetfulness and forced forgetfulness...
Mid-term grade reports were sent home this past weekend, so one of my first questions for each of the boys was what their grades looked like for each of their classes. C replied that he did not look at the grade report, but when his grandfather looked at it he said C was doing "fair." I intednd to look into exactly what 'fair' means. A's grades are not looking very good, but I think with a little motivation he will come through just fine this semester. He seems to be having trouble with history and science, but he is very receptive to suggestions about how to do his work more effectively and how to be more organized. He seems enthusiastic about working with me to improve his study habits and his grades overall. C seems to just be trying to get by, but I will try to assess his motivations more clearly when I get more background about his family situation, and what he knows about his grades. I instructed both boys to go around to their teachers and ask the following questions: What am I missing? Can I make it up? Is there any extra credit?
The promise and potential Family night was a success in my opinion, however I was disappointed that there were only two coaches there including myself. I had hoped that more IWU students would be able to come and meet the parents/guardians of these children. So many of the parents were enthusiastic about the program and seemed to have a strong desire to get more involved in what their child is and is not accomplishing in school. I think for the next meeting it would be beneficial to make it just parents, coaches, and teachers, because at times the students were distracting to each other and the parents/teachers, and I think the parents may have been holding back some because they did not want to embarass their kids.
I was really pleased with the way my coaching went this morning. When I arrived, both my students were busy at work, A was organizing a few things, and C was putting together his homework for current events. I was very happy to find out that A had all his homework done for class that day, and the teacher invited him to walk around and see if anyone else needed help with any of the assignments they were working on. A was very excited that all his work was done and he was eager to show me everything that he had completed. He was very proud that he came to school organized and ready for the day. When I asked C about whether his homework (besides current events) was finished, he said yes. So I got out his planner and asked him specifically about each class, and we found that he did not have everything completed. I can not decide if he just did not remember that he had homework to finish in these classes, or if he did not want to complete these assignments. It seems to me that it is a combination of forgetfulness and forced forgetfulness...
Mid-term grade reports were sent home this past weekend, so one of my first questions for each of the boys was what their grades looked like for each of their classes. C replied that he did not look at the grade report, but when his grandfather looked at it he said C was doing "fair." I intednd to look into exactly what 'fair' means. A's grades are not looking very good, but I think with a little motivation he will come through just fine this semester. He seems to be having trouble with history and science, but he is very receptive to suggestions about how to do his work more effectively and how to be more organized. He seems enthusiastic about working with me to improve his study habits and his grades overall. C seems to just be trying to get by, but I will try to assess his motivations more clearly when I get more background about his family situation, and what he knows about his grades. I instructed both boys to go around to their teachers and ask the following questions: What am I missing? Can I make it up? Is there any extra credit?
The promise and potential Family night was a success in my opinion, however I was disappointed that there were only two coaches there including myself. I had hoped that more IWU students would be able to come and meet the parents/guardians of these children. So many of the parents were enthusiastic about the program and seemed to have a strong desire to get more involved in what their child is and is not accomplishing in school. I think for the next meeting it would be beneficial to make it just parents, coaches, and teachers, because at times the students were distracting to each other and the parents/teachers, and I think the parents may have been holding back some because they did not want to embarass their kids.
Sunday, October 01, 2006
Re: Philosophy of Education
My philosophy of education is finished! It was one of the most difficult things I have ever had to write. I feel like putting all of my thoughts about education on paper helped me to understand how I really feel about becoming a teacher. It is often difficult to articulate the reason why you want to become something, or why you chose a certain major or concentration. The writing of the philosophy of ed paper really made me think about why I want to be a teacher and what being a teacher even means. I used to feel like being a teacher was just about liking kids and liking a leadership role, but it goes so far beyond that. However, the articulation of what it is was really hard. I'm happy with the finished product because I feel like I came out with a piece of writing that is profound and that is true to my feelings and opinions.
The hardest thing about the paper was figuring out how to be consise enough but still get all of my thoughts out. I wish I could have rambled on and on about what I want to do in the classroom and how wonderful students are and how I wish they could have every opportunity in the world. I wish I could have talked more about the inequality in our public school system and how teachers deserve higher wages because their job is so crucial to our society. There is so much to be said about the value of education and what it can do for the world, that three pages is just the beginning. I hope that as I continue my education I will be able to revise and expand my philosophy so that I have a personal mission statement when I finally become a teacher. This will help guide me and keep me on track so that I always have my values out in front of me to refer to when I feel lost or overwhelmed. I feel this project is very valuable and will continue to be useful as long as I am involved in the educational system whether as a student or as a teacher/administrator.
My philosophy of education is finished! It was one of the most difficult things I have ever had to write. I feel like putting all of my thoughts about education on paper helped me to understand how I really feel about becoming a teacher. It is often difficult to articulate the reason why you want to become something, or why you chose a certain major or concentration. The writing of the philosophy of ed paper really made me think about why I want to be a teacher and what being a teacher even means. I used to feel like being a teacher was just about liking kids and liking a leadership role, but it goes so far beyond that. However, the articulation of what it is was really hard. I'm happy with the finished product because I feel like I came out with a piece of writing that is profound and that is true to my feelings and opinions.
The hardest thing about the paper was figuring out how to be consise enough but still get all of my thoughts out. I wish I could have rambled on and on about what I want to do in the classroom and how wonderful students are and how I wish they could have every opportunity in the world. I wish I could have talked more about the inequality in our public school system and how teachers deserve higher wages because their job is so crucial to our society. There is so much to be said about the value of education and what it can do for the world, that three pages is just the beginning. I hope that as I continue my education I will be able to revise and expand my philosophy so that I have a personal mission statement when I finally become a teacher. This will help guide me and keep me on track so that I always have my values out in front of me to refer to when I feel lost or overwhelmed. I feel this project is very valuable and will continue to be useful as long as I am involved in the educational system whether as a student or as a teacher/administrator.
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