Thursday, December 10, 2009
Tuesday, December 8, 2009
Heart Warmers
I'm writing to brag about my second hour class. They are seriously some of the nicest kids I have ever met. I thought last week that I really loved the kids who sit near my desk and the rest who sit in the front, but then, looking around, I realized that I'd love to have any of these kids up front! They're all so bright and engaged in the content. Not everyone is a participant in discussions, but they're all listening intently and engaged in the conversation in some way.
One pair just said that they needed the reading for the day, but there weren't enough copies, so another pair offered to share their reading right away. Most of them get along really well, and there are groups, but not cliques, and most students are welcoming to new friends in the class.
I do worry about one student, who always sits alone. He doesn't make eye contact with anyone else in the class, and I worry that he may be lonely or feel like an outsider. Does he do this on purpose? Or do the other kids do this to him? :-/
That's not as heart warming, but the rest of it is.
One pair just said that they needed the reading for the day, but there weren't enough copies, so another pair offered to share their reading right away. Most of them get along really well, and there are groups, but not cliques, and most students are welcoming to new friends in the class.
I do worry about one student, who always sits alone. He doesn't make eye contact with anyone else in the class, and I worry that he may be lonely or feel like an outsider. Does he do this on purpose? Or do the other kids do this to him? :-/
That's not as heart warming, but the rest of it is.
Monday, December 7, 2009
Wrapping up the semester
So this semester has been pretty good in the placement. I really love my kids. They're all such bright individuals, and they've just started saying hi to me in the halls, which I think is a big deal, because before they were just ignoring me and hoping I wouldn't say hi to them. I even have one student who will stop and talk to me. I am such a dork. :-P But I also think that this is because I try really hard to relate to the kids on a professional-personal level. I'm their friend and teacher, but not their buddy or wanna-be buddy or authoritarian. There is a group of friends in one of my hours who has shifted from trying to be my buddies to trying not to draw attention to themselves when they do something obnoxious or wrong (they never succeed). This is because, before, they thought that they could get away with things because of my friendly demeanor with the students, but now I have also established myself as an authority figure, and I don't put up with their disruptive behavior. They don't like this, but the rest of the class respects me more than before, so tough cookies for them.
I also think that my teaching has strengthened through the advice of my mentor and field instructor. Simple things, like not losing the volume of my voice when I'm unsure, keep me looking confident and let the students trust my knowledge more. I also try to relate more to pop culture when it's possible in my examples. I like to loosen up the mood of the classroom and let students be themselves there.
I did recently find that many of my students plagiarize and then pretend not to know that they did it (even when copying and pasting from wikipedia). I was really disappointed to find that they would go to such great lengths to save their own grades, but not to do the actual work and learn and keep some semblance of integrity. This is not the first problem I've had with cheating in this class, and when I have more control over their grades, they will be very sorry to cheat. I'm going to make it clear the first day of my unit that if I catch anyone plagiarizing or copying, it will result in an immediate zero, no matter the assignment. (Maybe I'll secretly plan to let them off the hook with a second chance later, but they shouldn't know it's an option when they're doing their original work.) I let them know that plagiarism is illegal and will get them kicked out of college completely, but they still seem to be struggling to step up and do their own work.
More later, class just ended!
I also think that my teaching has strengthened through the advice of my mentor and field instructor. Simple things, like not losing the volume of my voice when I'm unsure, keep me looking confident and let the students trust my knowledge more. I also try to relate more to pop culture when it's possible in my examples. I like to loosen up the mood of the classroom and let students be themselves there.
I did recently find that many of my students plagiarize and then pretend not to know that they did it (even when copying and pasting from wikipedia). I was really disappointed to find that they would go to such great lengths to save their own grades, but not to do the actual work and learn and keep some semblance of integrity. This is not the first problem I've had with cheating in this class, and when I have more control over their grades, they will be very sorry to cheat. I'm going to make it clear the first day of my unit that if I catch anyone plagiarizing or copying, it will result in an immediate zero, no matter the assignment. (Maybe I'll secretly plan to let them off the hook with a second chance later, but they shouldn't know it's an option when they're doing their original work.) I let them know that plagiarism is illegal and will get them kicked out of college completely, but they still seem to be struggling to step up and do their own work.
More later, class just ended!
A poor example, but a good lesson.
I recently saw an example of teaching that really bothered me. This is a person who constantly disrupts class to nit pick little things. Like if a student is trying to find a notebook in his/her backpack, she will stop class to say, "Ok, what's going on? Right, right. Well, are we okay now?" I feel like it's a really big waste of class time to disrupt the entire class and call out a person she perceives as disrupting the class, but who could have just found the notebook within ten seconds and the class would never have noticed.
This was a good lesson in picking one's battles in the classroom. I feel like you set examples with big disruptions and let kids know the consequences if they're going to be disruptive there on. But to nit pick on little things that do no harm, like finding a notebook that only has the attention of one or two students, is really counter productive in setting an example of proper conduct. So we need to be careful in picking our battles, so as not to exemplify the behavior we try to stop.
This was a good lesson in picking one's battles in the classroom. I feel like you set examples with big disruptions and let kids know the consequences if they're going to be disruptive there on. But to nit pick on little things that do no harm, like finding a notebook that only has the attention of one or two students, is really counter productive in setting an example of proper conduct. So we need to be careful in picking our battles, so as not to exemplify the behavior we try to stop.
Tuesday, November 17, 2009
My computer is gross...and other teaching adventures.
I don't have time to clean it, but that's OK. Much more to do otherwise.
We are getting a class website! One of my students has eagerly volunteered to be in charge of this process (thanks, Liz!), and I'm hoping to utilize this as a way to get kids more interested in the content by using a mode they can relate to. Plus I think this will save us paper. I just ran off two days worth of assignments and papers for one of Brent's and one of my lessons. For mine, I'm just handing out the standard note sheet and an assignment. For his, I had to run off a story, an assignment, and a guide. That ends up being 910 pages just for those two days. That didn't even count the four paper jams and major screw-up on the copier's part.
I can't wait to have a website that I can use during class. I want to be able to upload my power points, have an assignments section, have a discussion point, maybe have a way students can submit assignments to me. We just have so much paper going around, and it's a pain to pass back, and the kids get sick of getting handouts. Of course, I will have to consider those who do not enjoy using the internet for everything, so I'll make it optional for them to turn things in on paper, and I can make assignments available on paper as well. Since 100% of my kids have internet access, I really don't see having to make too many accommodations. They also have access to the library during 7th hour, or during whatever hour they do not have class. They also have access before and after school.
Anyway, just thought I'd share my excitement about the prospect of a new class website.
Other stuff that's going on:
My kids rock. Even the ones who want to be really cool and act like they don't care find themselves eager to participate in amazing assignments, like the one from last Thursday. Brent split the group into 7 countries--Austria-Hungary, Soviets, Germany, Great Britain, France, U.S., and Serbia. On the first day, they had to get together and discuss their needs, and then they were supposed to make treaties with other countries, but keep secret who else they were in alliances/treaties with. Then on the second day, the Archduke Franz Ferdinand is assassinated. Austria-Hungary wants to go to war, so the first move is put in the hands of Germany. They have to go based on their treaties. It was a really great activity, because each hour came up with something different. One hour came up with the "Fab Five," consisting of Serbia, US, France, GB, and the Soviets. Then Austria and Germany backed down. Class was over in 20 minutes. Another class carried on their treaty decisions for so long that we almost needed an extra day. We made webs for each class to show who was aligned and who was at war. In some cases, all countries were both aligned and fighting, due to the nature of their treaties. In other classes, everyone was attacking Germany.
Anyway, it was an activity that they'll remember for a long time, and I think it got them really fired up for the rest of the unit. (Note: this was before we had read or done anything pertaining to WWI.)
We are getting a class website! One of my students has eagerly volunteered to be in charge of this process (thanks, Liz!), and I'm hoping to utilize this as a way to get kids more interested in the content by using a mode they can relate to. Plus I think this will save us paper. I just ran off two days worth of assignments and papers for one of Brent's and one of my lessons. For mine, I'm just handing out the standard note sheet and an assignment. For his, I had to run off a story, an assignment, and a guide. That ends up being 910 pages just for those two days. That didn't even count the four paper jams and major screw-up on the copier's part.
I can't wait to have a website that I can use during class. I want to be able to upload my power points, have an assignments section, have a discussion point, maybe have a way students can submit assignments to me. We just have so much paper going around, and it's a pain to pass back, and the kids get sick of getting handouts. Of course, I will have to consider those who do not enjoy using the internet for everything, so I'll make it optional for them to turn things in on paper, and I can make assignments available on paper as well. Since 100% of my kids have internet access, I really don't see having to make too many accommodations. They also have access to the library during 7th hour, or during whatever hour they do not have class. They also have access before and after school.
Anyway, just thought I'd share my excitement about the prospect of a new class website.
Other stuff that's going on:
My kids rock. Even the ones who want to be really cool and act like they don't care find themselves eager to participate in amazing assignments, like the one from last Thursday. Brent split the group into 7 countries--Austria-Hungary, Soviets, Germany, Great Britain, France, U.S., and Serbia. On the first day, they had to get together and discuss their needs, and then they were supposed to make treaties with other countries, but keep secret who else they were in alliances/treaties with. Then on the second day, the Archduke Franz Ferdinand is assassinated. Austria-Hungary wants to go to war, so the first move is put in the hands of Germany. They have to go based on their treaties. It was a really great activity, because each hour came up with something different. One hour came up with the "Fab Five," consisting of Serbia, US, France, GB, and the Soviets. Then Austria and Germany backed down. Class was over in 20 minutes. Another class carried on their treaty decisions for so long that we almost needed an extra day. We made webs for each class to show who was aligned and who was at war. In some cases, all countries were both aligned and fighting, due to the nature of their treaties. In other classes, everyone was attacking Germany.
Anyway, it was an activity that they'll remember for a long time, and I think it got them really fired up for the rest of the unit. (Note: this was before we had read or done anything pertaining to WWI.)
Thursday, November 5, 2009
Rundown:
Suffrage lesson went well. I didn't feel like the morning classes were getting much from the discussion we did in the beginning, so in the afternoon I pretended to be a woman who didn't believe in women's suffrage. See me in action on the class blog. They did some deep thinking about y argument--why women would think this at the time, why men would think this at the time, what societal conditions or cultural conditions would lead people to feel this way. It was really cool to see their wheels turning, and they were able to put themselves in the time more easily.
They liked the power point and all of the cartoons. I included one of a suffragette's home, which they recognized as propaganda, in which this hard working husband had come home to his children asleep on and under the kitchen table, and the house was a total mess. I also included one of celebrating suffragettes, with the lolcatz lettering over them that said, "We can has votez?" They really loved that one!
We ended with a very interesting discussion about Sandra Day O'Connor, who became the first female Supreme Court Justice, but 60 years before that, women couldn't vote!!! What could my kids do today that they couldn't do 60 years ago? Or what do they see as a struggle for a group today that they'd like to see change for in the future. A lot of people brought up gay rights, and we had this great discussion about the parallels.
The lesson ended there; we only have 55 minutes a day. I really can't stand that we don't have more time to get into these meaty discussions about issues that pertain to them right now, today, because my teaching philosophy is to always try to connect my students to the past, and always try to connect the past to my students. I really, really wish that we had more time. But such is life. If I teach upstate, most of the classes are about 70 minutes long, and I'll probably complain about that being too long or something. :-)
Suffrage lesson went well. I didn't feel like the morning classes were getting much from the discussion we did in the beginning, so in the afternoon I pretended to be a woman who didn't believe in women's suffrage. See me in action on the class blog. They did some deep thinking about y argument--why women would think this at the time, why men would think this at the time, what societal conditions or cultural conditions would lead people to feel this way. It was really cool to see their wheels turning, and they were able to put themselves in the time more easily.
They liked the power point and all of the cartoons. I included one of a suffragette's home, which they recognized as propaganda, in which this hard working husband had come home to his children asleep on and under the kitchen table, and the house was a total mess. I also included one of celebrating suffragettes, with the lolcatz lettering over them that said, "We can has votez?" They really loved that one!
We ended with a very interesting discussion about Sandra Day O'Connor, who became the first female Supreme Court Justice, but 60 years before that, women couldn't vote!!! What could my kids do today that they couldn't do 60 years ago? Or what do they see as a struggle for a group today that they'd like to see change for in the future. A lot of people brought up gay rights, and we had this great discussion about the parallels.
The lesson ended there; we only have 55 minutes a day. I really can't stand that we don't have more time to get into these meaty discussions about issues that pertain to them right now, today, because my teaching philosophy is to always try to connect my students to the past, and always try to connect the past to my students. I really, really wish that we had more time. But such is life. If I teach upstate, most of the classes are about 70 minutes long, and I'll probably complain about that being too long or something. :-)
Saturday, October 10, 2009
Going crazy, wanna come?
This has been one busy semester so far. I think everyone is feeling the pressure now, but my spirits are still up. It helps that I'm starting to plan my own lessons now.
Couple of weeks ago I got to plan a lesson on Reconstruction. The students got to explore a website and answer some questions and discuss with their classmates. Groups of four each explored a single topic (like art and images or working conditions in the south). Then they compiled a study guide for their quiz. It went well in some hours, kind of shaky in others.
This week, I get to teach a lesson on Women's Suffrage. I assigned readings according to gender. The boys read the argument against suffrage for women, and the girls read the argument for suffrage for women. When they get to class, I'm going to do a discussion prompt about what a movement is, which should only take about 5 minutes. Then I'm breaking them into pairs, according to their gender, and they will make picket signs for a few minutes and discuss why some of them wrote or drew what they did. Their sign will match up with the argument they read. I'm hoping that this exercise will get them thinking "in the time." Then I will lecture about the suffrage movement and eventually tie it back to another discussion, prompted by the fact that sixty years after the 19th amendment was ratified, Sandra Day O'Connor was the first female Supreme Court Justice. We'll talk about why suffrage was so important, as well as things they wouldn't have been able to do 60 years ago that they can do today, and things they would like to be able to do in the future, or see youth do in the future, that they can't do today.
I think this will take a couple of days, but I'm trying to make it work with my schedule. If I have to go two days, then that will put me at Pioneer on Friday, and I have Technology class in the afternoon. Perhaps my mentor will finish up the last hour so that I can leave.
Off to do Pat's paper!
Couple of weeks ago I got to plan a lesson on Reconstruction. The students got to explore a website and answer some questions and discuss with their classmates. Groups of four each explored a single topic (like art and images or working conditions in the south). Then they compiled a study guide for their quiz. It went well in some hours, kind of shaky in others.
This week, I get to teach a lesson on Women's Suffrage. I assigned readings according to gender. The boys read the argument against suffrage for women, and the girls read the argument for suffrage for women. When they get to class, I'm going to do a discussion prompt about what a movement is, which should only take about 5 minutes. Then I'm breaking them into pairs, according to their gender, and they will make picket signs for a few minutes and discuss why some of them wrote or drew what they did. Their sign will match up with the argument they read. I'm hoping that this exercise will get them thinking "in the time." Then I will lecture about the suffrage movement and eventually tie it back to another discussion, prompted by the fact that sixty years after the 19th amendment was ratified, Sandra Day O'Connor was the first female Supreme Court Justice. We'll talk about why suffrage was so important, as well as things they wouldn't have been able to do 60 years ago that they can do today, and things they would like to be able to do in the future, or see youth do in the future, that they can't do today.
I think this will take a couple of days, but I'm trying to make it work with my schedule. If I have to go two days, then that will put me at Pioneer on Friday, and I have Technology class in the afternoon. Perhaps my mentor will finish up the last hour so that I can leave.
Off to do Pat's paper!
Wednesday, September 30, 2009
N.1.H.1
I have never seen such a stir made over something so...normal. But still, we go over the same thing constantly--wash your hands, sneeze/cough into your elbow, NOT your hand, do not lick the same stamp that someone else has licked, do not lick the desks that students have touched, and don't ever touch your eyes...mmm, better be safe and never touch any part of your face...EVER. P.S. keep using the anti-bacterial soap sixty-eight times per day, even though the anti-bacterial soap also kills the good bacteria...just sayin'...
Anyway, following all of the rules to avoid getting N1H1 does not mean that you will not have the nastiest respiratory cold ever...and a fever...and a sore throat...and possibly bronchitis. So I have been laid up for 75% of this week trying to fight this thing. Whatever it is, it's got me.
Right, well, first days of school went well. I got to make and teach a lesson already, and my mentor is really open to me participating, rather than just observing. This rocks. I'm having trouble learning names, as Brent has already learned all of them and no longer has them use name tags. Maybe I'll go online to study faces/names.
I feel like I've been writing so much in my journal that I really don't have much to blog about. :-/ Hmm...
Anyway, following all of the rules to avoid getting N1H1 does not mean that you will not have the nastiest respiratory cold ever...and a fever...and a sore throat...and possibly bronchitis. So I have been laid up for 75% of this week trying to fight this thing. Whatever it is, it's got me.
Right, well, first days of school went well. I got to make and teach a lesson already, and my mentor is really open to me participating, rather than just observing. This rocks. I'm having trouble learning names, as Brent has already learned all of them and no longer has them use name tags. Maybe I'll go online to study faces/names.
I feel like I've been writing so much in my journal that I really don't have much to blog about. :-/ Hmm...
Thursday, July 30, 2009
Opinions
It's my understanding now that many people who preach that freedom of speech and expression should be upheld, and those expressions respected, do not uphold this belief for those who speak the norm, the majority, anything moral (I think you all can grasp that), anything Christian, anything mainstream, etc... It seems that they are open-minded so long as the issues spark controversy, but when someone believes something age-old (perhaps that marriage is between one man and one woman), those speeches and expressions are suppressed and/or cut down.
In turn, people who were previously listening to others who were telling them to be "open-minded" abandon this effort in order to protect themselves. Why be open-minded about others' beliefs if they threaten your own?
Seems like a vicious cycle, doesn't it? Apparently this "respect" and "safe atmosphere" only applies to students, not peers. Peers get the crude jokes, jump-down-your-throat tactics, the woe-is-me attitude, instead of the stretch to understand why someone is believes the way he or she does. The attitude I have received from my peers--not just here and now, but long into my past--will not negatively my respect and value in others' opinions and beliefs. I will try my damnedest to keep my mind open, and though I will not push my beliefs on others, make no mistake that I will hold on fiercely to them and vehemently defend them against hostile attack if needed.
Most of my blogs are learning tools, as you know. So taking what I have noticed about peer-to-peer relations, we need to realize that this can go on in our classrooms as well, especially between students who have been in school/class together for quite a while.
So how do we promote respect and understanding between students? This is not the first time that I have reflected on the LARA method or tools for promoting respect in the classrooms. I can see that I will definitely need to devote even more attention to this in the future.
Have a nice break, everyone.
In turn, people who were previously listening to others who were telling them to be "open-minded" abandon this effort in order to protect themselves. Why be open-minded about others' beliefs if they threaten your own?
Seems like a vicious cycle, doesn't it? Apparently this "respect" and "safe atmosphere" only applies to students, not peers. Peers get the crude jokes, jump-down-your-throat tactics, the woe-is-me attitude, instead of the stretch to understand why someone is believes the way he or she does. The attitude I have received from my peers--not just here and now, but long into my past--will not negatively my respect and value in others' opinions and beliefs. I will try my damnedest to keep my mind open, and though I will not push my beliefs on others, make no mistake that I will hold on fiercely to them and vehemently defend them against hostile attack if needed.
Most of my blogs are learning tools, as you know. So taking what I have noticed about peer-to-peer relations, we need to realize that this can go on in our classrooms as well, especially between students who have been in school/class together for quite a while.
So how do we promote respect and understanding between students? This is not the first time that I have reflected on the LARA method or tools for promoting respect in the classrooms. I can see that I will definitely need to devote even more attention to this in the future.
Have a nice break, everyone.
Reflections on a Semester
Wow, I am so glad Break is here! They weren't kidding when they said that this program is A LOT of work! I feel so accomplished.
So things started off a little rocky. I wasn't sure that I was going to make any friends or really like the program, even though I felt that I was here because God willed it. (But still, don't we all doubt Him sometimes?) When I got here, my nerves were immediately eased by Ashleigh coming and sitting next to me (Thanks!) and the amazing preparation and understanding of the professors. I dived right in with open eyes and managed to get all of my work in before the deadlines.
Sometimes it's hard to figure out the reason behind the lessons we're doing. But I think the past two weeks have been soooo insightful and helpful. Maybe it's because I've subbed before, but I feel completely prepared for next semester in the schools.
Ah, just a short one, but I have to run and go do my presentation today! (First day nerves are back!)
So things started off a little rocky. I wasn't sure that I was going to make any friends or really like the program, even though I felt that I was here because God willed it. (But still, don't we all doubt Him sometimes?) When I got here, my nerves were immediately eased by Ashleigh coming and sitting next to me (Thanks!) and the amazing preparation and understanding of the professors. I dived right in with open eyes and managed to get all of my work in before the deadlines.
Sometimes it's hard to figure out the reason behind the lessons we're doing. But I think the past two weeks have been soooo insightful and helpful. Maybe it's because I've subbed before, but I feel completely prepared for next semester in the schools.
Ah, just a short one, but I have to run and go do my presentation today! (First day nerves are back!)
Tuesday, July 28, 2009
Homelessness and Secondary Education vs. Elementary Education
Just a short one.
I was thinking today about why I chose to be secondary instead of elementary, because I really love the little ones. But I decided that I really can't deal with the emotional aspect of kids, because most of their feelings are irrational and their peers are not a support system for them yet. Sure, they'll go and tell the teacher when one kids pushes their friend, but they will not necessarily be able to tell another kid not to worry about what another kid said to them, like "You have cooties."
But in secondary education, kids have friends who act as semi-consistent support systems. I mean, not every kid does, but many do. I feel like I'm not explaining this well, but I think it helps students stay more grounded than they would otherwise, especially in a public school system where kids seem to be much more volatile, rather than being home schooled or something. Drama factor.
Imagine being a homeless student who moves around a lot and needs support and has trouble making friends for fear that their secret will come out, or that they will be embarrassed, or that they will be forced to move again and lose their friends. I think it's really important for the adults in their lives to stay consistent. We're not going to be their best friends, but they should be able to rely on us for help if they need it.
Anyway, just some thoughts.
I was thinking today about why I chose to be secondary instead of elementary, because I really love the little ones. But I decided that I really can't deal with the emotional aspect of kids, because most of their feelings are irrational and their peers are not a support system for them yet. Sure, they'll go and tell the teacher when one kids pushes their friend, but they will not necessarily be able to tell another kid not to worry about what another kid said to them, like "You have cooties."
But in secondary education, kids have friends who act as semi-consistent support systems. I mean, not every kid does, but many do. I feel like I'm not explaining this well, but I think it helps students stay more grounded than they would otherwise, especially in a public school system where kids seem to be much more volatile, rather than being home schooled or something. Drama factor.
Imagine being a homeless student who moves around a lot and needs support and has trouble making friends for fear that their secret will come out, or that they will be embarrassed, or that they will be forced to move again and lose their friends. I think it's really important for the adults in their lives to stay consistent. We're not going to be their best friends, but they should be able to rely on us for help if they need it.
Anyway, just some thoughts.
Thursday, July 23, 2009
Quick One
Whew, this week has been BUSY!
I just wanted to touch on some of what we learned from our New York friends last week. I really like what they said about what they wanted from their teachers. Don't play favorites. That's a good one, and sometimes it's really hard to avoid because we tend to like certain people more than others, but I think we definitely need to make a conscious effort to treat our students equally and not point out that we have favorites...even if we do.
Second, they said that they should get rewards when they do well. Ya, definitely. I'm always so worried about discipline in the classroom, but what about the kids who do well consistently? I had a teacher who celebrated the students who always worked hard for good grades, and it was so cool to be recognized for my efforts. And I want to reward the kids for improvement too. And it's not just a piece of candy for the right answer. Rewards come in the form of encouragement and praise for participation in discussion. We could have a day of games and pizza in the classroom. There are lots of ways to do this.
I also loved that they told us not to try to relate to them. We see it all the time, the parents who want to be cool, so they forgo responsibility in order to get their kids to like them. Their kids still think they're dorks though, and they become resentful that they weren't parents and never respect them. This is the same for teachers. Our priorities should be their education and well-being, not getting them to like us. Respect is much more important, and that is achieved through taking care of their needs.
I just wanted to touch on some of what we learned from our New York friends last week. I really like what they said about what they wanted from their teachers. Don't play favorites. That's a good one, and sometimes it's really hard to avoid because we tend to like certain people more than others, but I think we definitely need to make a conscious effort to treat our students equally and not point out that we have favorites...even if we do.
Second, they said that they should get rewards when they do well. Ya, definitely. I'm always so worried about discipline in the classroom, but what about the kids who do well consistently? I had a teacher who celebrated the students who always worked hard for good grades, and it was so cool to be recognized for my efforts. And I want to reward the kids for improvement too. And it's not just a piece of candy for the right answer. Rewards come in the form of encouragement and praise for participation in discussion. We could have a day of games and pizza in the classroom. There are lots of ways to do this.
I also loved that they told us not to try to relate to them. We see it all the time, the parents who want to be cool, so they forgo responsibility in order to get their kids to like them. Their kids still think they're dorks though, and they become resentful that they weren't parents and never respect them. This is the same for teachers. Our priorities should be their education and well-being, not getting them to like us. Respect is much more important, and that is achieved through taking care of their needs.
Thursday, July 16, 2009
One more clarification
Hey Guys,
Thanks for all the great feedback on my last post. I wanted to address something that Caitlin said, because what she brought up is really important. I'm having trouble putting the clarification into words though, so bear with me!
I do want my students to feel free to voice their opinions in my classroom. Definitely! I guess I am trying to avoid students just giving an opinion rather randomly, and that detracts from the issue at hand. There is a time and a place for discussion, and opinions should be voiced then, but not during a lecture or something as a way to get focus on that person. I think that the Discipline presentation said it really well--it is a disruption when a student is continually trying to bring attention back to him or herself. I know that's still really not clear, and I want to stick to not naming names, so I can't really lead it back to the point in class that prompted me to write that. So I hope that helps!
-Crash
Thanks for all the great feedback on my last post. I wanted to address something that Caitlin said, because what she brought up is really important. I'm having trouble putting the clarification into words though, so bear with me!
I do want my students to feel free to voice their opinions in my classroom. Definitely! I guess I am trying to avoid students just giving an opinion rather randomly, and that detracts from the issue at hand. There is a time and a place for discussion, and opinions should be voiced then, but not during a lecture or something as a way to get focus on that person. I think that the Discipline presentation said it really well--it is a disruption when a student is continually trying to bring attention back to him or herself. I know that's still really not clear, and I want to stick to not naming names, so I can't really lead it back to the point in class that prompted me to write that. So I hope that helps!
-Crash
Tuesday, July 14, 2009
Mounting Frustration? No, Mountain of Frustration.
What happened in today's class bothers me more and more. I don't like to let things get to me, and this is certainly no different, but I think there are lessons to be learned from it.
Some people may find this post controversial, because I am using the classroom discrepancies from 649 and the Union Reform "discussion" as a learning tool for the future.
Here is exactly what I learned from it:
-When a group is presenting, I am not going to let another student interrupt their plans and drive the rest of the class away from the presentation. It is disrespectful and will not be tolerated in my classroom.
-I will instill a notion in my students that just because they have an opinion does not mean they have to voice it.
-I will push home to my students how to communicate so that they are not always on the defensive. Just because one person is voicing an opinion does NOT mean that he or she is attacking someone with a different opinion.
-LARA: Listen, Affirm, Respond, Add. This is a good method. The method of "Listen until you form your own opinion and get caught up in it and then REACT to someone else" will not be tolerated.
-When the class stops being respectful to each other, I will stop the class and give them a break and/or continue on without further discussion. Some topics do get pretty hot, and kids need time to cool off. Taking a break after a particularly heated debate to re-realize that the people around each of them are all humans too, with their own feelings and emotions, will give them a chance to gather their thoughts and regain composure.
-I will also push home the notion that the only time a real discussion can take place is when every single person lets go of their need to be right.
-When I begin to feel that a person is cutting others off, not out of excitement, but out of their complete disregard for others and their feeling that what they have to say is more important than everyone else, I will give that person a "respectful reminder card" (see below) and ask him or her to take a break in the hallway. (To clarify the excitement statement, I understand that people get really caught up in a thought and get really excited to share it. That's understandable. Most of the time we will say, "Oh, sorry for interrupting!" after the fact. But people who begin their statements with, "Sorry to interrupt," are usually not sorry at all. They really believe that their thoughts are more important to voice. Again, disrespectful.)
-Under no circumstances should a student target another person for their beliefs, opinions, lack of opinion, etc... Nor should a student target the rest of the class. It is unlikely that they will know enough about everyone else in there to make an assumption or generalization or launch an accusation at the whole class. It will not be tolerated for a kid to do that to one or all of his or her classmates. (I felt targeted today. It prompted this post.)
I obviously need to work on a lot of these things too. I often times tune out people who have bothered me with his or her attitudes and/or opinions in the past and do not show him or her the respect that he or she deserves. I promise I will work on this, but I would really appreciate if the rest of the class could work on that too. Honestly, this was the most ridiculously disrespectful class in which I have ever had to sit. If attendance hadn't been required and the group presenting hadn't been so awesome, I would have walked.
*Respectful Reminder Cards are going to be yellow cards I give to students during classroom discussion (or otherwise) when that student is treating others with disrespect. It will have some guidelines to cooling down and also for what respectful behavior should look like. After the student takes five minutes to read this and collect him or herself, he or she may return to class. If the student gets two cards in a day, it results in loss of participation points or an essay stating why his or her behavior was not acceptable and how he or she could adjust in the future. If a student receives three, it results in detention and he or she will be asked to sit in the office or disciplinary room until class is over. All of the rules of respect I have talked about in this post and the others are subject to RRCs if violated.
I'm not trying to target or offend anyone, although I am calling out the problems of the classroom today. I don't know if anyone will even read this, but at least it's off my chest now, and I've been able to document my goals as a result of these problems.
Some people may find this post controversial, because I am using the classroom discrepancies from 649 and the Union Reform "discussion" as a learning tool for the future.
Here is exactly what I learned from it:
-When a group is presenting, I am not going to let another student interrupt their plans and drive the rest of the class away from the presentation. It is disrespectful and will not be tolerated in my classroom.
-I will instill a notion in my students that just because they have an opinion does not mean they have to voice it.
-I will push home to my students how to communicate so that they are not always on the defensive. Just because one person is voicing an opinion does NOT mean that he or she is attacking someone with a different opinion.
-LARA: Listen, Affirm, Respond, Add. This is a good method. The method of "Listen until you form your own opinion and get caught up in it and then REACT to someone else" will not be tolerated.
-When the class stops being respectful to each other, I will stop the class and give them a break and/or continue on without further discussion. Some topics do get pretty hot, and kids need time to cool off. Taking a break after a particularly heated debate to re-realize that the people around each of them are all humans too, with their own feelings and emotions, will give them a chance to gather their thoughts and regain composure.
-I will also push home the notion that the only time a real discussion can take place is when every single person lets go of their need to be right.
-When I begin to feel that a person is cutting others off, not out of excitement, but out of their complete disregard for others and their feeling that what they have to say is more important than everyone else, I will give that person a "respectful reminder card" (see below) and ask him or her to take a break in the hallway. (To clarify the excitement statement, I understand that people get really caught up in a thought and get really excited to share it. That's understandable. Most of the time we will say, "Oh, sorry for interrupting!" after the fact. But people who begin their statements with, "Sorry to interrupt," are usually not sorry at all. They really believe that their thoughts are more important to voice. Again, disrespectful.)
-Under no circumstances should a student target another person for their beliefs, opinions, lack of opinion, etc... Nor should a student target the rest of the class. It is unlikely that they will know enough about everyone else in there to make an assumption or generalization or launch an accusation at the whole class. It will not be tolerated for a kid to do that to one or all of his or her classmates. (I felt targeted today. It prompted this post.)
I obviously need to work on a lot of these things too. I often times tune out people who have bothered me with his or her attitudes and/or opinions in the past and do not show him or her the respect that he or she deserves. I promise I will work on this, but I would really appreciate if the rest of the class could work on that too. Honestly, this was the most ridiculously disrespectful class in which I have ever had to sit. If attendance hadn't been required and the group presenting hadn't been so awesome, I would have walked.
*Respectful Reminder Cards are going to be yellow cards I give to students during classroom discussion (or otherwise) when that student is treating others with disrespect. It will have some guidelines to cooling down and also for what respectful behavior should look like. After the student takes five minutes to read this and collect him or herself, he or she may return to class. If the student gets two cards in a day, it results in loss of participation points or an essay stating why his or her behavior was not acceptable and how he or she could adjust in the future. If a student receives three, it results in detention and he or she will be asked to sit in the office or disciplinary room until class is over. All of the rules of respect I have talked about in this post and the others are subject to RRCs if violated.
I'm not trying to target or offend anyone, although I am calling out the problems of the classroom today. I don't know if anyone will even read this, but at least it's off my chest now, and I've been able to document my goals as a result of these problems.
Respect
Hey, so yesterday I wrote a blog on teaching respect. Then today in class, everyone was completely disregarding what everyone else had to say. It was a very disrespectful environment, and I was kind of uncomfortable after a while.
I think my main "on the fence" opinion with unions is that people need to wait until they get into their school systems, then decide. Traverse City has a really weak union, so if I were to move there I would want to strengthen it to provide more protection for the teachers. I'm not familiar with other school systems, but the cases at many others are different. I'll just have to see when I get wherever I am going.
I think my main "on the fence" opinion with unions is that people need to wait until they get into their school systems, then decide. Traverse City has a really weak union, so if I were to move there I would want to strengthen it to provide more protection for the teachers. I'm not familiar with other school systems, but the cases at many others are different. I'll just have to see when I get wherever I am going.
Just to Clarify
I am not against tenure. I am for tenure, but not for every teacher that works in the system for a few years. This is something that needs to be earned, and the teachers should be required to keep up standards in order to keep their job protection. That is kind of contradictory, but I think it's fair to say, "We will protect your job as long as you're doing your job well." Perhaps they need to undergo reviews periodically--every five years or so.
Monday, July 13, 2009
School's Social Importance
As a substitute teacher in Traverse City, I came across a lot of issues where I thought that students were seriously lacking in their social education. I'm going to give an example and then explain its significance.
I had two students in an English class one afternoon--let's call them R and T. The directions were for pre-assigned pairs of students to work together to do a very simplistic assignment that would take no longer than one class period, if that. I was the regular substitute in this classroom, so I knew all of the students well, and I know that the teacher had paired R and T for a reason. Both of these students vehemently refused to work with each other. R claimed that he would rather jump out the window than work with T. T said that he would kill R if he had to work with them. Both students opted to face detention and possible suspension, rather than work together.
I think one of the social skills we have to teach is RESPECT.
"You don't have to like each other. You don't have to want to work together. You don't have to be friends. You DO have to learn to respect each other because you DO have to work together."
I didn't get this education until I reached college. Sometimes I struggle with my attitude toward people. I can get pretty haughty and believe that I am right, and if I don't particularly like someone, it is hard to open my ears and listen to them, regardless of what they are saying. But, it is really important to understanding each other and functioning in the real world, as well as our very small microcosm right now. So I do listen, and I do try to gain understanding of others. I think that if I don't like someone, instead of shutting them out, I do try to find something about them that I do like. But this is not something we can impress upon kids if they are so adamant about hating someone.
What we can do for our students is to constantly demand respectful relationships in our classrooms. We've probably all been in that classroom in which the teacher did not stand up for respect, and a student got carried away in a discussion or decides to start picking on another kid, and the teacher didn't want to go out of their own comfort level to stop the problem. Well, I never trusted those teachers. They were chumps. The teachers who demanded that every student be treated with respect by every other student during every second of the class were the ones who had productive, insightful, lasting discussions. They were the ones whom I trusted. And my behavior toward other students in these classes exemplified the respect being demanded of me, even if I didn't like a kid, even if I didn't agree with him or her.
And these are real-world skills that kids need. What job allows you to be crass and disrespectful to other employees? To be sure, the only examples I can think of involve being part of MTV 2 programming.
Another reason we need to be teaching this is because, to be honest, parents are teaching their kids garbage as far as social skills go. Here's another example. My mother is a librarian, and her library has computers that people can use for whatever. A girl came in and demanded to use the computer one day. She was about 14, and her parents were not there. Her mom had dropped her off and driven away. She was very disrespectful to my mother, although my mother was perfectly polite to her. After enduring rude comments from the girl (I can't remember what she said now.), my mom finally said, "This is my place of work, and you need to treat the librarians in here with respect." The girl replied, "Well, my mother taught me that respect is something to be earned."
So apparently this girl had been taught that respect level starts at 0. There is no reason to respect anyone who hasn't proven to you that they are respectable. Basically, this girl will not function in the world and is likely to be beaten up if she crosses the wrong person. Can you imagine her acting rudely and saying that to one of her volatile peers who is also going through hormonal changes and doesn't quite have control of their anger? Just sayin'.
We have to counteract these asinine lessons that they are learning at home.
OK. Enough for now.
I had two students in an English class one afternoon--let's call them R and T. The directions were for pre-assigned pairs of students to work together to do a very simplistic assignment that would take no longer than one class period, if that. I was the regular substitute in this classroom, so I knew all of the students well, and I know that the teacher had paired R and T for a reason. Both of these students vehemently refused to work with each other. R claimed that he would rather jump out the window than work with T. T said that he would kill R if he had to work with them. Both students opted to face detention and possible suspension, rather than work together.
I think one of the social skills we have to teach is RESPECT.
"You don't have to like each other. You don't have to want to work together. You don't have to be friends. You DO have to learn to respect each other because you DO have to work together."
I didn't get this education until I reached college. Sometimes I struggle with my attitude toward people. I can get pretty haughty and believe that I am right, and if I don't particularly like someone, it is hard to open my ears and listen to them, regardless of what they are saying. But, it is really important to understanding each other and functioning in the real world, as well as our very small microcosm right now. So I do listen, and I do try to gain understanding of others. I think that if I don't like someone, instead of shutting them out, I do try to find something about them that I do like. But this is not something we can impress upon kids if they are so adamant about hating someone.
What we can do for our students is to constantly demand respectful relationships in our classrooms. We've probably all been in that classroom in which the teacher did not stand up for respect, and a student got carried away in a discussion or decides to start picking on another kid, and the teacher didn't want to go out of their own comfort level to stop the problem. Well, I never trusted those teachers. They were chumps. The teachers who demanded that every student be treated with respect by every other student during every second of the class were the ones who had productive, insightful, lasting discussions. They were the ones whom I trusted. And my behavior toward other students in these classes exemplified the respect being demanded of me, even if I didn't like a kid, even if I didn't agree with him or her.
And these are real-world skills that kids need. What job allows you to be crass and disrespectful to other employees? To be sure, the only examples I can think of involve being part of MTV 2 programming.
Another reason we need to be teaching this is because, to be honest, parents are teaching their kids garbage as far as social skills go. Here's another example. My mother is a librarian, and her library has computers that people can use for whatever. A girl came in and demanded to use the computer one day. She was about 14, and her parents were not there. Her mom had dropped her off and driven away. She was very disrespectful to my mother, although my mother was perfectly polite to her. After enduring rude comments from the girl (I can't remember what she said now.), my mom finally said, "This is my place of work, and you need to treat the librarians in here with respect." The girl replied, "Well, my mother taught me that respect is something to be earned."
So apparently this girl had been taught that respect level starts at 0. There is no reason to respect anyone who hasn't proven to you that they are respectable. Basically, this girl will not function in the world and is likely to be beaten up if she crosses the wrong person. Can you imagine her acting rudely and saying that to one of her volatile peers who is also going through hormonal changes and doesn't quite have control of their anger? Just sayin'.
We have to counteract these asinine lessons that they are learning at home.
OK. Enough for now.
Friday, July 10, 2009
I'm kind of frustrated with Twitter, because it won't let me follow certain people, and it won't let me un-follow others. Grrr. So I'm blogging about it instead.
Wednesday, July 1, 2009
Nothing to do with teaching.
This is the best ad I've ever seen. It came from my SKI magazine, and it's from Vail, Colorado:
The rarest and most precious luxury in the world today is...
a blank canvas.
The pure, undiluted moment.
No LCDs, no FYIs, no PTAs.
No deadlines or treadmills
or laugh tracks.
One beating heart
and five hungry senses,
a child before the world.
Isn't that the feeling we long for?
Work so hard for?
Travel so far for?
To see,
to touch,
to taste,
to breathe,
to hear
yourself be.
A mountain wall 7 miles long
Behind it, 7 china white bowls, famous from here to Timbuktu.
More groomed snow than anywhere on this planet.
An average of 30 feet of virgin powder each year.
And 300 days of blue, blue sky.
VAIL. Like nthing on earth.
....
Ya, that was sweet. I freakin' love powder skiing.
The rarest and most precious luxury in the world today is...
a blank canvas.
The pure, undiluted moment.
No LCDs, no FYIs, no PTAs.
No deadlines or treadmills
or laugh tracks.
One beating heart
and five hungry senses,
a child before the world.
Isn't that the feeling we long for?
Work so hard for?
Travel so far for?
To see,
to touch,
to taste,
to breathe,
to hear
yourself be.
A mountain wall 7 miles long
Behind it, 7 china white bowls, famous from here to Timbuktu.
More groomed snow than anywhere on this planet.
An average of 30 feet of virgin powder each year.
And 300 days of blue, blue sky.
VAIL. Like nthing on earth.
....
Ya, that was sweet. I freakin' love powder skiing.
Homework: finished!
Mmmm, I finished the literacy journal about 30 hrs ahead of schedule. Usually I am a last-minute kind of girl, but working with my classmates on the assignment really helped me stay focused on the assignment. APA format is not nearly as difficult as I thought it would be. I think it's much less involved than MLA, so that was cool. I'm just glad that it's done and turned in. :-D
Monday, June 29, 2009
Class so far...
It's Sunday night, and I am procrastinating a little bit on the readings that are due tomorrow, so I've decided to take some time to blog about my first week in the MAC Program.
So far it has been really neat. I have to admit that I was pretty shy about meeting so many new people at once. I'm used to meeting new people, but this is different, because these are people I am going to be in close contact with for the next year. But after the first five minutes, everything was a lot less nerve-racking. And as the week went on, I have met the coolest people! I can't wait to get a chance to talk to everyone more.
Hmm, so the classes themselves seem a little scary so far. Wow, this program IS a lot of work! You know, I always knew I would go to U of M for undergrad, but the thought never crossed my mind that I would be here for a Masters. I feel really honored to be a Rackham Grad...but this is still A LOT of work! It's cool though, because I feel like everything so far is preparation for the classroom, and there is an interest area for everyone, especially when we get into Research.
Something else I never thought would happen is that I am totally stoked for the Technology class. I was dreading it, because the last time I took Technology was in high school, and it was basic computer skills. Not very fun; just required. But when I started drawing my classroom and thinking of ways that history could come to life through videos, sound, pictures, Google, and all of the other amazing resources out there, I was totally enthralled. I'm going to scan the picture of my classroom and post it to share with everyone. I was pretty happy with it. :-)
One thing I do want to say though, especially to people who are nervous about all of the technology in their classrooms, is that we are all in this together, and this is what we're here to do. Very few people in the classroom are coming in knowing how to do all of this stuff. Gosh, I had no idea that I could set up a blog for free; I've been thinking these people are all nutty for paying for an electronic journal. And I've been the substitute teacher in class who can't work the projector...or DVD player...or the TV/DVD player they wheeled in for subs who can't work the projector and DVD player. But I'm very excited to learn about everything, and I'd like to help spread that excitement to others.
Also, I was thinking about one of the discussions we were having in class, about the fear that kids are going to know more about technology than the teachers. I've been brainstorming a lot, and I was thinking that if that's the case and I just can't keep up with the new technology, I'll always give extra credit points to a "technology leader" who can guide the class in whatever activities and help me out with whatever technology I'm not familiar with. Then I will have created a leadership role for a kid, and let's face it, kids want to be leaders and stand out and feel important. And my class won't feel like it's lagging behind the other classes at all. That's just one thought I was throwing around.
Well, anyway, I guess I better get to those assigned readings at some point tonight, so it's time to sign off. I fee like I should have a sign-off slogan. I really loved the late Johnny Carson, so I'll use his for now.
I bid you a very heartfelt good night.
-Crash
So far it has been really neat. I have to admit that I was pretty shy about meeting so many new people at once. I'm used to meeting new people, but this is different, because these are people I am going to be in close contact with for the next year. But after the first five minutes, everything was a lot less nerve-racking. And as the week went on, I have met the coolest people! I can't wait to get a chance to talk to everyone more.
Hmm, so the classes themselves seem a little scary so far. Wow, this program IS a lot of work! You know, I always knew I would go to U of M for undergrad, but the thought never crossed my mind that I would be here for a Masters. I feel really honored to be a Rackham Grad...but this is still A LOT of work! It's cool though, because I feel like everything so far is preparation for the classroom, and there is an interest area for everyone, especially when we get into Research.
Something else I never thought would happen is that I am totally stoked for the Technology class. I was dreading it, because the last time I took Technology was in high school, and it was basic computer skills. Not very fun; just required. But when I started drawing my classroom and thinking of ways that history could come to life through videos, sound, pictures, Google, and all of the other amazing resources out there, I was totally enthralled. I'm going to scan the picture of my classroom and post it to share with everyone. I was pretty happy with it. :-)
One thing I do want to say though, especially to people who are nervous about all of the technology in their classrooms, is that we are all in this together, and this is what we're here to do. Very few people in the classroom are coming in knowing how to do all of this stuff. Gosh, I had no idea that I could set up a blog for free; I've been thinking these people are all nutty for paying for an electronic journal. And I've been the substitute teacher in class who can't work the projector...or DVD player...or the TV/DVD player they wheeled in for subs who can't work the projector and DVD player. But I'm very excited to learn about everything, and I'd like to help spread that excitement to others.
Also, I was thinking about one of the discussions we were having in class, about the fear that kids are going to know more about technology than the teachers. I've been brainstorming a lot, and I was thinking that if that's the case and I just can't keep up with the new technology, I'll always give extra credit points to a "technology leader" who can guide the class in whatever activities and help me out with whatever technology I'm not familiar with. Then I will have created a leadership role for a kid, and let's face it, kids want to be leaders and stand out and feel important. And my class won't feel like it's lagging behind the other classes at all. That's just one thought I was throwing around.
Well, anyway, I guess I better get to those assigned readings at some point tonight, so it's time to sign off. I fee like I should have a sign-off slogan. I really loved the late Johnny Carson, so I'll use his for now.
I bid you a very heartfelt good night.
-Crash
Friday, June 26, 2009
Test Post
This is my first-ever blog post; I feel so evolved! I'm so excited to learn about all this new technology so I can take it to my future students!!!!
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