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...
Wednesday, September 30, 2009
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.
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