The concept of making the school day longer and keeping schools open on the weekend really, really upsets me. I’m not even teaching yet and it still upsets me.
From the teacher perspective- I can’t help but wonder how they expect teachers to work 13+ hour days, manage to plan an prepare for said 13+ hour days, then throw in an extra day of work on top of each week and several days more per year. Does this profession not already have one of the highest burnout and lowest retention rates as it is? Are they planning on compensating teachers for this extra time- and what about a teacher’s family, will teachers be able to even maintain a family of their own with these kind of professional obligations?? I feel my blood pressure rising just thinking about this...
What about students- Why is childhood no longer valued? Children need to experience imaginative play, social interactions with their peers and they need an opportunity to explore the world on their own. They are already faced an adult life sentance of 50-60 years of working long hours and growing unhealthy from lack of movement and high levels of stress- I am so completely opposed to taking away the experience of childhood- it’s a time to be treasured. There is so much to learn in those moments which can not be taught in school. Plus, how is a child to remain engaged in learning for 3 MORE hours a day? They need to burn off that energy. They should not have to sit in class for 10-11 hours, then go home, eat, do homework and sleep. Play time is essential to a child’s health and well being.
The list of reasons why this is just another band aid on a much deeper wound could probably go on and on. And what about the expense? I understand that parents these days have to work long hours and sometimes multiple jobs to make ends meet, but keeping schools open longer, later and for more days per year costs more money, which means higher taxes, which equals more economic woes for American families. Why, when it comes to government, is it always quantity over quality? I just don’t get it. It seems that there are so many more logical and effective ways to restructure education… but what do I know. I am aware that there are two sides to this argument, but I have to agree with many teachers when they say that the people who make these decisions are not thinking about what it takes to carry them out, and those who are left with the massive responsibility of this task do not get adequate input in the decision.
I apologize for this very venting post, but this has been bothering me all day since they were talking about Obama's plan on the news this morning. I can only imagine all of you have strong opinions as well. Feel free to share your point of view, I am open to hearing it, whichever side you take.
Monday, September 28, 2009
Wednesday, September 23, 2009
Virtual Classrooms
Benefits of online learning:
1. Formulating your own idea- the conceptual understanding of the information being given is not censored or colored in any way by the person teaching it. The student must strive to create their own conclusions.
2. Research skills- Since questions can not be answered simply by asking someone the question, research becomes the medium for finding answers. The student must learn to wade through the plethora of information available to determine what is legitimate and unbiased.
3. Time management skills- Pacing yourself to stay on task and adhere to an abstract schedule requires disciplined use of time.
4. Self Assessment- The student learns to question one’s own understanding of the course content and adjust their focus accordingly. This creates an awareness of the student’s own strengths and weakness and allows for learning to take a meaningful direction.
5. Quality over quantity- Students learning on their own can pace the class according to their own needs as opposed to the classroom environment where classmates understanding or lack of understanding dictate the pace of the course.
Drawbacks of online learning:
1. Autonomy- Hours in a virtual classroom often leave a student feeling lonely and disconnected from the peer-student and teacher-student component to learning.
2. Lack of validation- Validation is an important component to staying on track. Without outside validation, the student may be unaware that their conceptual understanding is not on track.
3. Inside the box thinking- Sometimes students need a fresh, objective explanation to see outside of a self imposed box of thinking in order to pass on to a higher level of thinking.
4. Monotony- Online learning is hard to differentiate. Students must devise their own creative use of content in order to appeal to Multiple Intelligences.
5. Distractions- It is easy to allow distractions to break the pace of learning. In a traditional classroom setting, the student is committed to a time and place devoted to the study of course content. In a non-traditional setting, the student has to manufacture an environment and maintain a schedule despite many opportunities to fall of task.
Although elementary school is not likely to ever take place in a virtual classroom, it is likely that many students will, at some point in the educational process, be exposed to the virtual classroom, so it is important to find ways to incorporate some of the skills necessary for success in the virtual classroom in elementary education. Things like research skills, time management, self assessment and creative thinking skills are just some of the things that I want to instill in my students.
Sometimes I wonder, by the time this generation of elementary students reach college, will earning a degree through virtual classes will be the norm? I have seen, in just the past few years, opportunies for online classes, degrees and blended format programs become more readily available and accepted. What does the future hold? It is very likely that some of the skills required to succeed in the virtual classroom will make the difference between a student finishing college or dropping out.
Sometimes I feel inadequate to the challenge of teaching children in this new technology based society, which is still somewhat an unfamiliar world to me. My experience of teaching is going to be so different from my own memories of elementary school teachers. I am sure that many of you feel the same. Other times, I feel like putting off college until later in my life and getting to experience these virtual classrooms for myself has been a blessing in disguise.
For experienced teachers out there, how has the trend toward technology in the elementary classroom changed the way you teach? Has becoming a technology driven classroom been more a challenge or has it made teaching more fun and interesting? I am interested in hearing about your experiences.
1. Formulating your own idea- the conceptual understanding of the information being given is not censored or colored in any way by the person teaching it. The student must strive to create their own conclusions.
2. Research skills- Since questions can not be answered simply by asking someone the question, research becomes the medium for finding answers. The student must learn to wade through the plethora of information available to determine what is legitimate and unbiased.
3. Time management skills- Pacing yourself to stay on task and adhere to an abstract schedule requires disciplined use of time.
4. Self Assessment- The student learns to question one’s own understanding of the course content and adjust their focus accordingly. This creates an awareness of the student’s own strengths and weakness and allows for learning to take a meaningful direction.
5. Quality over quantity- Students learning on their own can pace the class according to their own needs as opposed to the classroom environment where classmates understanding or lack of understanding dictate the pace of the course.
Drawbacks of online learning:
1. Autonomy- Hours in a virtual classroom often leave a student feeling lonely and disconnected from the peer-student and teacher-student component to learning.
2. Lack of validation- Validation is an important component to staying on track. Without outside validation, the student may be unaware that their conceptual understanding is not on track.
3. Inside the box thinking- Sometimes students need a fresh, objective explanation to see outside of a self imposed box of thinking in order to pass on to a higher level of thinking.
4. Monotony- Online learning is hard to differentiate. Students must devise their own creative use of content in order to appeal to Multiple Intelligences.
5. Distractions- It is easy to allow distractions to break the pace of learning. In a traditional classroom setting, the student is committed to a time and place devoted to the study of course content. In a non-traditional setting, the student has to manufacture an environment and maintain a schedule despite many opportunities to fall of task.
Although elementary school is not likely to ever take place in a virtual classroom, it is likely that many students will, at some point in the educational process, be exposed to the virtual classroom, so it is important to find ways to incorporate some of the skills necessary for success in the virtual classroom in elementary education. Things like research skills, time management, self assessment and creative thinking skills are just some of the things that I want to instill in my students.
Sometimes I wonder, by the time this generation of elementary students reach college, will earning a degree through virtual classes will be the norm? I have seen, in just the past few years, opportunies for online classes, degrees and blended format programs become more readily available and accepted. What does the future hold? It is very likely that some of the skills required to succeed in the virtual classroom will make the difference between a student finishing college or dropping out.
Sometimes I feel inadequate to the challenge of teaching children in this new technology based society, which is still somewhat an unfamiliar world to me. My experience of teaching is going to be so different from my own memories of elementary school teachers. I am sure that many of you feel the same. Other times, I feel like putting off college until later in my life and getting to experience these virtual classrooms for myself has been a blessing in disguise.
For experienced teachers out there, how has the trend toward technology in the elementary classroom changed the way you teach? Has becoming a technology driven classroom been more a challenge or has it made teaching more fun and interesting? I am interested in hearing about your experiences.
Tuesday, September 22, 2009
Not-Textbook Moments
I read and study and observe to prepare myself for the textbook responsibilities of teaching, but I don’t know how to appropriately prepare myself for some of the moments that require something not textbook, but rather leading from the heart.
There was an instance in a nearby community a couple years back where a little girl was killed by her own father. At the time, I was still practicing massage and a client of mine was a teacher at this little girl’s school. Talking about it even several months after the event occurred, she could barely hold back the tears.
I myself remember being in grade school when the space ship Challenger was launched. I remember the buzz around school because a school teacher was to be sent into space and all the teachers talking about what a historic and wonderful moment it was. It was such a big deal that we watched the launch in class. I don’t think that any of the teacher’s were prepared for dealing with the events of that day.
These are a couple instances when teaching crosses into a different place- and it’s a place that no amount of planning and preparing can help. When I read the blogs of various teachers, I see there are smaller instances that happen on a daily basis where teachers have to deal with the unpredictable and unfair circumstances of the world.
Somehow, I don’t think that they teach appropriate responses to things like death, abuse, neglect, and other circumstances that effect today's children. I think that we all hope that we will go our entire career without having to face any tragic circumstances, but it is likely that we will have at least one student, if not more, that will need our guidance, support and stability.
I am curious if any of you have had to deal with difficult situations, and how did you help your student(s) through it?
There was an instance in a nearby community a couple years back where a little girl was killed by her own father. At the time, I was still practicing massage and a client of mine was a teacher at this little girl’s school. Talking about it even several months after the event occurred, she could barely hold back the tears.
I myself remember being in grade school when the space ship Challenger was launched. I remember the buzz around school because a school teacher was to be sent into space and all the teachers talking about what a historic and wonderful moment it was. It was such a big deal that we watched the launch in class. I don’t think that any of the teacher’s were prepared for dealing with the events of that day.
These are a couple instances when teaching crosses into a different place- and it’s a place that no amount of planning and preparing can help. When I read the blogs of various teachers, I see there are smaller instances that happen on a daily basis where teachers have to deal with the unpredictable and unfair circumstances of the world.
Somehow, I don’t think that they teach appropriate responses to things like death, abuse, neglect, and other circumstances that effect today's children. I think that we all hope that we will go our entire career without having to face any tragic circumstances, but it is likely that we will have at least one student, if not more, that will need our guidance, support and stability.
I am curious if any of you have had to deal with difficult situations, and how did you help your student(s) through it?
Monday, September 21, 2009
Out From Under the Paper & $25 Richer
In follow up to a previous post about getting organized, I decided to put some money where my mouth is. I went to the store after work Friday and bought some essential organizational tools- file folders, sharpies, labels. I salvaged some paper ream boxes from work, then, feeling like a bit of a hermit this weekend, I spent most of my spare time working my way through piles of papers and stuffed cabinets. I got all my files cleaned, sorted, labeled and filed. I made space for storage, organized my books by subject, and created a nice, large work space for my homework, complete with easy access to any tool I might need, computer and a large white board. Plus, I found an overpayment refund check from back in June- bonus! Ahhhh! It feels so nice to sit in that space and bask in the glorious cleanliness and order. I almost convinced myself to take a personal day today just so I can enjoy my new office.
In the book I am reading, the author suggested a website called www.123sortit.com for tips on getting organized. I did use some of these tips. I have a tendency to try and achieve advanced organizational skills when in reality, I am not as experienced of an organizer as I would like to be. I wouldn’t say that I am an amateur, but more of a mid-level. If organizing was high school, I would be a sophomore, in May, getting close to junior year. I left out all the bells and whistles this time, like buying special containers, color coding devices, fancy portfolios and binders and other random things that caught my eye at the supply store. When I buy these things, I find that they are waste of money for me. Simplicity is key.
I have decided that the most valuable organizational skill is creating a good filing system. Paper seems to be the x-factor for all my organizational mishaps. There is just too much paper to deal with all the time. Some papers are important others are a waste of a poor tree's life. Somehow, I tend to get confused/ overwhelmed by paper and save useless things, while losing track of very important things. A simple but effective filing systems changes all this and makes the paper manageable.
When it comes to organization, there are two main things I want to remember for my future teaching years: 1) Keep organized files and 2) Group things in meaningful ways. If I can manage to do this, I think I will be fine (dealing with all the paper anyway- everything else, who knows!)
In the book I am reading, the author suggested a website called www.123sortit.com for tips on getting organized. I did use some of these tips. I have a tendency to try and achieve advanced organizational skills when in reality, I am not as experienced of an organizer as I would like to be. I wouldn’t say that I am an amateur, but more of a mid-level. If organizing was high school, I would be a sophomore, in May, getting close to junior year. I left out all the bells and whistles this time, like buying special containers, color coding devices, fancy portfolios and binders and other random things that caught my eye at the supply store. When I buy these things, I find that they are waste of money for me. Simplicity is key.
I have decided that the most valuable organizational skill is creating a good filing system. Paper seems to be the x-factor for all my organizational mishaps. There is just too much paper to deal with all the time. Some papers are important others are a waste of a poor tree's life. Somehow, I tend to get confused/ overwhelmed by paper and save useless things, while losing track of very important things. A simple but effective filing systems changes all this and makes the paper manageable.
When it comes to organization, there are two main things I want to remember for my future teaching years: 1) Keep organized files and 2) Group things in meaningful ways. If I can manage to do this, I think I will be fine (dealing with all the paper anyway- everything else, who knows!)
Friday, September 18, 2009
A Place in the Tribe
I am currently in a literature course which is a study of various pieces of literature by or about Native Americans. I have always had a deep curiosity in the cultures of Native American people, and I think that most elementary age children also find learning about those cultures interesting.
While reading some of the material for the class, I started to really focus on the traditional/ historical descriptions of the tribe community. I think there is a lot that can be learned from it, such as the idea of having a purpose, or responsibility within the community. An example is evident in the following quote from Lame Deer, Seeker of Visions by John Lame Deer and Richard Erdoes
In historical accounts of Native American tribe cultures, a job was dictated by your natural talents and skills, not your level of education. Respect was always given for your contribution to the community, regardless of job. Status was not about what position you held or what you owned, it came from sharing your wisdom.
Imagine if our own society treated people in this manner, if everyone had an opportunity to contribute based on their abilities and be respected for their contribution. Imagine how uplifting it would be to be honored and respected for the wisdom you could offer, even if that wisdom came from street smarts rather than an Ivy League education, or higher education.
We may not be able to change the way the world operates, but at least teachers have the opportunity to create a more welcoming community within their own classroom. This reminds me that every child has something to contribute to the classroom community and I think it’s important to find the good aspects of behavior and build its strength, rather than focusing on the negative end and treating it as a problem- this could be an approach to behavior management. For instance, if there is a child who is constantly disrupting class by talking or passing notes, this child could be recognized as a natural communicator (something that may be a disruption at times in school, but is actually a great attribute in the "real world") and given the job of reading class announcements, writing things on the board, delivering messages, or other things that utilize the skill of communication. There might be other students who would shy away from some of those classroom jobs because their talents lie elsewhere.
Since I don’t have any practical experience to apply this to yet, this is just an example off the top of my head. But I would like to remember what I learned from Native American tribe communities- to seek to find a role for everyone based on their strengths and to honor and respect all strengths (even when they appear at first as negative qualities) and help to guide them in a positive direction within the community.
While reading some of the material for the class, I started to really focus on the traditional/ historical descriptions of the tribe community. I think there is a lot that can be learned from it, such as the idea of having a purpose, or responsibility within the community. An example is evident in the following quote from Lame Deer, Seeker of Visions by John Lame Deer and Richard Erdoes
“Crazy Heart was a shirt-wearer, which was a great honor. He wore a yellow-and-blue shirt fringed with locks of human hair. He was listened to in our councils and the people sought his advice on all matters of importance. Good Fox, too, was respected for his wisdom.”In our own society, respect is dictated by things such as wealth, status and power. In modern day, these forms of respect beget each other. Think about teachers, for instance, who work tirelessly to support children in the learning process so that they may grow up and have opportunity in the world; yet do this for little pay, and little respect within the society in general. I don’t know how many times I have heard people refer to teaching as "easy work", and complain that teachers make "too much money for what they do." Yet someone who is nearly criminal in their business life will make multiple millions of dollars and have unwavering respect.
In historical accounts of Native American tribe cultures, a job was dictated by your natural talents and skills, not your level of education. Respect was always given for your contribution to the community, regardless of job. Status was not about what position you held or what you owned, it came from sharing your wisdom.
Imagine if our own society treated people in this manner, if everyone had an opportunity to contribute based on their abilities and be respected for their contribution. Imagine how uplifting it would be to be honored and respected for the wisdom you could offer, even if that wisdom came from street smarts rather than an Ivy League education, or higher education.
We may not be able to change the way the world operates, but at least teachers have the opportunity to create a more welcoming community within their own classroom. This reminds me that every child has something to contribute to the classroom community and I think it’s important to find the good aspects of behavior and build its strength, rather than focusing on the negative end and treating it as a problem- this could be an approach to behavior management. For instance, if there is a child who is constantly disrupting class by talking or passing notes, this child could be recognized as a natural communicator (something that may be a disruption at times in school, but is actually a great attribute in the "real world") and given the job of reading class announcements, writing things on the board, delivering messages, or other things that utilize the skill of communication. There might be other students who would shy away from some of those classroom jobs because their talents lie elsewhere.
Since I don’t have any practical experience to apply this to yet, this is just an example off the top of my head. But I would like to remember what I learned from Native American tribe communities- to seek to find a role for everyone based on their strengths and to honor and respect all strengths (even when they appear at first as negative qualities) and help to guide them in a positive direction within the community.
Wednesday, September 16, 2009
First Day Fun Idea
I was reading the Sneaker Teacher’s blog, where she wrote about a German tradition where children receive a large cone full of goodies on their first day of school. I never heard of this before, but what a great tradition! I really love the underlying idea that the start of a school year can be made extra special and exciting through something as simple as this.
I thought this might be a great tradition to start when I start teaching, to help kick the year off to a good start and make a connection with each student. A good Americanized version of the German “Schultüte” that she spoke of would be a special package full of school related goodies.
The key, in my opinion, is to make each package as individual as I can. This may take a little time and effort, but I think that it sets a nice tone for the start of the year if each child feels like they have been personally acknowledged by their new teacher.
I can start with medium sized paper bags, markers, stickers, glitter, glue and puffy paints to decorate each bag a little different from the others, starting with their name written in puffy paint. I might get some ideas on what I can draw or make reference to on each child’s bag by reviewing the child’s file to see if any of their interests are evident (this might also help to familiarize me with the students.) The idea is that each one is different so that when they receive them and compare with their friends, they can identify that theirs is unique.
Next, I can fill each bag school items- a notebook, some pens and pencils, erasers, crayons, ect.- (I can go to the dollar store or shop sales to try to find fun designed supplies for cheap.) I can shop at resale stores to find books for cheap and get a different book for each student (which can then be used for an assignment that first week.) I can also put other items that will be part of their daily life- such as their homework folder- in there as well, rather than passing them out separate.
The one concern I did have about this was, especially when I am a new teacher, losing control of the room when the kids are excitedly going through their goody bags. To combat this, I was thinking I could integrate it with the explaining of certain classroom rules and procedures.
I was thinking that I could come up something, using a poem or riddle format, that explains what the contents of the bags are going to be used for throughout the school year. We can open the bags together as a class, and I can read off each item, have the kids take that item out of the bag and we can go through the procedures regarding that item, for instance pencils- I might have a riddle like:
I can type up a motivational letter which talks about what a wonderful school year ahead of us and highlights some of the fun moments of the year to put in their homework folders and read with their parents. I might also have a short, personal handwritten message as well- maybe inside their notebook saying how much I am looking forward to reading their journal writing, or a nice message inside the cover of the book I give to each student. Then after we open their bags, I can give them a little time to decorate their own homework folder.
I think that this would initiate a fun and exciting start of the school year for the kids and be a unique way to hand out materials and discuss procedures.
I thought this might be a great tradition to start when I start teaching, to help kick the year off to a good start and make a connection with each student. A good Americanized version of the German “Schultüte” that she spoke of would be a special package full of school related goodies.
The key, in my opinion, is to make each package as individual as I can. This may take a little time and effort, but I think that it sets a nice tone for the start of the year if each child feels like they have been personally acknowledged by their new teacher.
I can start with medium sized paper bags, markers, stickers, glitter, glue and puffy paints to decorate each bag a little different from the others, starting with their name written in puffy paint. I might get some ideas on what I can draw or make reference to on each child’s bag by reviewing the child’s file to see if any of their interests are evident (this might also help to familiarize me with the students.) The idea is that each one is different so that when they receive them and compare with their friends, they can identify that theirs is unique.
Next, I can fill each bag school items- a notebook, some pens and pencils, erasers, crayons, ect.- (I can go to the dollar store or shop sales to try to find fun designed supplies for cheap.) I can shop at resale stores to find books for cheap and get a different book for each student (which can then be used for an assignment that first week.) I can also put other items that will be part of their daily life- such as their homework folder- in there as well, rather than passing them out separate.
The one concern I did have about this was, especially when I am a new teacher, losing control of the room when the kids are excitedly going through their goody bags. To combat this, I was thinking I could integrate it with the explaining of certain classroom rules and procedures.
I was thinking that I could come up something, using a poem or riddle format, that explains what the contents of the bags are going to be used for throughout the school year. We can open the bags together as a class, and I can read off each item, have the kids take that item out of the bag and we can go through the procedures regarding that item, for instance pencils- I might have a riddle like:
These special sticks have all been blessedThe kids can have a little fun guessing what, in their bag, solves the riddle, then we can go through the procedures regarding sharpening pencils, if they forget their pencil or lose it- procedures about borrowing, ect. This will give the kids a chance to ask any questions about procedures as well.
To help you do well on your test.
Just in case you change your mind
They can help you hit rewind.
But if you study hard you’ll find
You never need their other side.
What are they?
I can type up a motivational letter which talks about what a wonderful school year ahead of us and highlights some of the fun moments of the year to put in their homework folders and read with their parents. I might also have a short, personal handwritten message as well- maybe inside their notebook saying how much I am looking forward to reading their journal writing, or a nice message inside the cover of the book I give to each student. Then after we open their bags, I can give them a little time to decorate their own homework folder.
I think that this would initiate a fun and exciting start of the school year for the kids and be a unique way to hand out materials and discuss procedures.
Tuesday, September 15, 2009
Thoughts on Attention and Perception
“The important thing to remember with humans, in such cases, is that we are never dealing with concrete realities. What we are dealing with is perceptions.”
-www.educational-psychologist.co.uk/attention.htm
I once read a book called Time, Space and Knowledge by Tarthang Tlku. It explored the concept of perception and reality in depth and made me wonder, is there even such a thing as reality, or is all of life strictly perception based on what we have been told our entire life and what we “perceive” to be true?
The quote above was taken from an educational psychology website. The article was about children who seek attention through bad behavior. I suppose there are many reasons why children might act out, but I wonder if most of it, in a school setting, does come down to attention.
Up until school, a child (in ideal circumstances) is the center of their universe in many ways. Their needs are taken care of in every possible way which leaves them little to concern themselves with other than their own exploration of the world around them. This is undoubtedly perceptual- the child perceives the world as a place where there is no concerns regarding survival. School is one of first experiences of children where they are removed from that perception and become responsible for themselves. I tend to believe that survival instinct kicks in a bit with this perceptual threat to the life they have grown familiar with. It is also one of the first experiences where they are compared, evaluated and sharing space with many others experiencing similar changes in the pattern of their perceptions. Then throw in the heightened sensory awareness of children. What a confusing experience this all must be perceptually!
I have often thought that if a child was acting out in class, and I felt that it might be for attention, that a positive way to give them attention and get them involved would be to give them a special part in the lesson, such as acting out a process, holding a visual aid, writing things on the board for me, ect. I still think that in some cases, this might work, but I really didn’t consider the importance of individualized attention. Maybe some children act out because they are not only seeking attention, but are having difficulty adjusting to a social setting. I don’t mean this in reference to Asperger’s as much as I do to just the perception of transitioning to an environment where there are many people.
Children can be so shy at times around new people, and I think that this has a lot to do with the experience of socializing still being unfamiliar. Some kids might have more experience with this, but others are developing their social perception at a much slower pace. If all children require a certain level of attention, and each requires it in a different way, how- as a teacher- do you address and become sensitive to the perceptual needs of each student without throwing the entire classroom dynamic off balance?
The article on this website suggest a technique. It requires setting aside “special time” and giving several verbal cues before, during and after special time. This is supposed to register with the child, perceptually, that that their need for attention is being filled. This also has to occur on a regimented schedule in order for it to be effective- it's great if your the parent or even a nanny or sitter, and you can give methodical and regimented, undivided attention to one child. However, for teachers who have several students, curriculum standards and very constrained time, something like this isn't all that feasible- yet poor behavior for attention persists and something must be done to get it under control.
I brainstormed how this same idea of individual attention might be adapted into the classroom more easily. Maybe during a daily activity, or a transition activity, I could seek out the students who require this special attention to ask them for help with a special task. Maybe educational times can be turned into individualized time, like when doing reading assessments, I can provide something special to make the time seem personal and unique, like a princess crown or special "reading ninja" headband for a child who needs special attention, so that they feel there is something unique about their time with the teacher. I suppose there are many small creative ways that individual attention can be percieved by the child, without requiring me to have a designated block of time.
I think it’s a topic that warrants some more research…
Monday, September 14, 2009
Time to Get Seriously Organized
I know I am getting a bit ahead of myself, but I had a 40% off coupon, so I purchased the book: First Year Teacher's Survival Guide by Julia Thompson. Many a time I have been at the book store and flipped through the pages and thought it is a very thorough and well organized manual with lots of good resources and tips. I have been reading a little bit here and there as a break from the more intense information from my textbooks (sometimes textbook reading can be so strenuous!) I can not believe how detailed this book is! Even more, I can not believe all the little tasks are involved with teaching, it’s no wonder that all you experienced teachers live by lists!
I have always been a list maker- grocery lists, lists to remember what I need to take care of at work, lists when I am packing for a trip or preparing for an big event. But those are just occasional things. I also try to keep a date book with my schedule mapped out but somehow I just never manage to keep up with it on a regular basis. Reading this book, I have become increasingly aware of the fact that I need to fine tune my organizational skills before I start teaching. It seems that, in this field, it is not sufficient to be just good at organization and time management, you have to be diligent and become an expert at it or you risk being completely overwhelmed.
I decided that I am going to start making a list for almost everything. I found an old steno pad in my desk which has perfect columns for list making. I also received in the mail a school day planner from Nestle (a promo thing that came with coupons for Nestle products.) This thing is great because it has the entire month on a one page view, in a vertical list with each individual day listed and several columns for filling in daily tasks. I am going to use this to help me with time management. I have three courses right now, all of which are Independent study courses, so I will create a detailed schedule, much like creating units and lessons, which I will follow diligently for staying on track with class work and deadlines. I think this will be a good way to hone my mental organizational skills.
Space organization is another thing. I am usually quite good at planning this, less good at keeping up with it. I would be that teacher who puts off opening mail and sorting through it, or filing papers in a timely fashion. I would keep up with the essential things, like grading papers, keeping notes on important correspondence, school records and other required paperwork, but I would put off non-essential tasks, the stuff that doesn’t have a deadline. At home, I always have all my bills paid on time, but I have bags full of other random mail and papers which need to be filed that I don’t need to deal with right away, so I put it off until it becomes to large a job- then I am even less likely to deal with it! This procrastination has to stop now, before I take it with me to the classroom.
All in all, I think it’s a good idea that I purchased this book now, because it’s been a real eye opener and I have some work to do on myself if I want to have a successful career!
I have always been a list maker- grocery lists, lists to remember what I need to take care of at work, lists when I am packing for a trip or preparing for an big event. But those are just occasional things. I also try to keep a date book with my schedule mapped out but somehow I just never manage to keep up with it on a regular basis. Reading this book, I have become increasingly aware of the fact that I need to fine tune my organizational skills before I start teaching. It seems that, in this field, it is not sufficient to be just good at organization and time management, you have to be diligent and become an expert at it or you risk being completely overwhelmed.
I decided that I am going to start making a list for almost everything. I found an old steno pad in my desk which has perfect columns for list making. I also received in the mail a school day planner from Nestle (a promo thing that came with coupons for Nestle products.) This thing is great because it has the entire month on a one page view, in a vertical list with each individual day listed and several columns for filling in daily tasks. I am going to use this to help me with time management. I have three courses right now, all of which are Independent study courses, so I will create a detailed schedule, much like creating units and lessons, which I will follow diligently for staying on track with class work and deadlines. I think this will be a good way to hone my mental organizational skills.
Space organization is another thing. I am usually quite good at planning this, less good at keeping up with it. I would be that teacher who puts off opening mail and sorting through it, or filing papers in a timely fashion. I would keep up with the essential things, like grading papers, keeping notes on important correspondence, school records and other required paperwork, but I would put off non-essential tasks, the stuff that doesn’t have a deadline. At home, I always have all my bills paid on time, but I have bags full of other random mail and papers which need to be filed that I don’t need to deal with right away, so I put it off until it becomes to large a job- then I am even less likely to deal with it! This procrastination has to stop now, before I take it with me to the classroom.
All in all, I think it’s a good idea that I purchased this book now, because it’s been a real eye opener and I have some work to do on myself if I want to have a successful career!
Tuesday, September 8, 2009
A Road Map to Memorization
This book, Strategies for Great Teaching: Maximize Learning Moments by Mark Reardon and Seth Derner, has some really good lesson ideas. I picked it up at my library and I think it’s definitely one I will spend the money on to have as a reference in my own collection. I am only about halfway through, but I already have fallen in love with a lot of the ideas presented
One of the chapters was about using maps. You deliver the instruction and then use the idea of map making as an engaging activity to solidify the information learned in the lesson. During the instruction, students are asked to take notes (the book also really focuses a lot of attention on teaching effective note taking techniques). Then, when introducing the activity, you show and discuss some examples of different kinds of maps and how they might be used in the context of the lesson. They also suggest that you have a self prepared one to show as an example. Then students can work alone or in groups to create a map which organizes and expresses the concepts learned in the lesson in a memorable format that also creates a visual organizer for the material. It could be a road map, a treasure map, a world map, an agricultural map, ect. The possibilities are only limited by the imagination. I immediately thought of game boards when I read this and I remembered in high school a project where we had to create a board game which was similar. I also thought of Candy Land, Life and a game I used to play when I was a kid called The Unknown Game. All of the boards for these games were a kind of map. They had specific destinations and paths to follow. There were some shortcuts and/or bridges connecting destinations. I thought that one way I could personalize this idea of making a map would be to create a foundational map, much like the game boards mentioned, which have standard routes, bridges connecting locations and shortcuts, and have the kids fill in the information from their notes using that foundational map. I thought that this might help teach them how to organize their own notes, how to make connections between material to find ways that ideas can be “bridged” together and how to recognize when shortcuts are appropriate. I also like the original concept of having them come up with their own map, plus the maps could then be used for a bulletin board display. I definitely will start to look at maps in a different way and hopefully begin to brain storm some different ways they can be used in lessons.
I obviously don’t have to plan lessons yet, but I do think about it a lot. Partly because I know that sometimes lessons need to be planned “on the fly” and because I know that planning an effective and engaging lesson might come second nature to a lot of experienced teachers, but when I am student teaching, and a new teacher, and when I am being observed the first few times, I am going to be thankful that I did a lot of research when I had the opportunity to and I might even appreciate the innocent and creative perspective I offered myself back when I didn’t worry about things like standards and just had ideas for the sake of thinking they sounded cool. Then, once I do learn the required curriculum and standards, I will have some idea on where I can apply all these fun activities!
One of the chapters was about using maps. You deliver the instruction and then use the idea of map making as an engaging activity to solidify the information learned in the lesson. During the instruction, students are asked to take notes (the book also really focuses a lot of attention on teaching effective note taking techniques). Then, when introducing the activity, you show and discuss some examples of different kinds of maps and how they might be used in the context of the lesson. They also suggest that you have a self prepared one to show as an example. Then students can work alone or in groups to create a map which organizes and expresses the concepts learned in the lesson in a memorable format that also creates a visual organizer for the material. It could be a road map, a treasure map, a world map, an agricultural map, ect. The possibilities are only limited by the imagination. I immediately thought of game boards when I read this and I remembered in high school a project where we had to create a board game which was similar. I also thought of Candy Land, Life and a game I used to play when I was a kid called The Unknown Game. All of the boards for these games were a kind of map. They had specific destinations and paths to follow. There were some shortcuts and/or bridges connecting destinations. I thought that one way I could personalize this idea of making a map would be to create a foundational map, much like the game boards mentioned, which have standard routes, bridges connecting locations and shortcuts, and have the kids fill in the information from their notes using that foundational map. I thought that this might help teach them how to organize their own notes, how to make connections between material to find ways that ideas can be “bridged” together and how to recognize when shortcuts are appropriate. I also like the original concept of having them come up with their own map, plus the maps could then be used for a bulletin board display. I definitely will start to look at maps in a different way and hopefully begin to brain storm some different ways they can be used in lessons.
I obviously don’t have to plan lessons yet, but I do think about it a lot. Partly because I know that sometimes lessons need to be planned “on the fly” and because I know that planning an effective and engaging lesson might come second nature to a lot of experienced teachers, but when I am student teaching, and a new teacher, and when I am being observed the first few times, I am going to be thankful that I did a lot of research when I had the opportunity to and I might even appreciate the innocent and creative perspective I offered myself back when I didn’t worry about things like standards and just had ideas for the sake of thinking they sounded cool. Then, once I do learn the required curriculum and standards, I will have some idea on where I can apply all these fun activities!
Friday, September 4, 2009
An Abstraction of "Paragraph"
"I didn't have the vocabulary to say "paragraph," but I realized that a paragraph was a fence that held words. The words inside a paragraph worked together for a common purpose. They had some specific reason for being inside the same fence. This knowledge delighted me. I began to think of everything in terms of paragraphs. Our reservation was a small paragraph within the United States. My family's house was a paragraph …. Inside our house, each family member existed as a separate paragraph but still had genetics and common experiences to link us. Now, using this logic, I can see my changed family as an essay of seven paragraphs: mother, father, older brother, the deceased sister, my younger twin sisters and our adopted little brother."This quote was taken from Superman and Me, an essay by Sherman Alexie,which was published in the Los Angeles Times, April 19 1998.
I just loved the way Alexie built upon his concept of a paragraph. As adults, it is hard to put ourselves in the mind of a child. It’s hard to imagine what those first moments of understanding a word, a sentence a paragraph and an entire work of literature feel like. It’s difficult to remember a time when we first put it all together and it became something meaningful.
The exploration of reading by Alexie, who grew up on a Reservation in Spokane, WA, was self lead and built on genuine curiosity in the meaning of the strange lines that covered the pages of his father’s books. I love the abstract thought that went into associating a paragraph with other meaningful groupings in his life. I think this is an excellent example of the kind of thought process I want to aspire to instill in students.
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