Well, I was hoping that my classes last semester would provide blogging inspiration but instead it left me buried in paperwork and exams. Has it really been six months since I’ve written a blog?!?! This semester is not panning out to be much different, however I will say that my classes are much more meaningful now that I can actually relate them to my career.
In my brief but glorious 3 week break from classes I read Debbie Miller’s book, Reading with Meaning. The books takes the reader through the school year with a class of first graders during their reader’s workshop. Man, was I impressed with what these first grader’s were capable of by the end of the school year! Several student artifacts were presented in the book and, from a developmental perspective, these students seem to be thinking at a much higher cognitive level than is typical of a 7 year old.
Her technique had a strong focus on metacognition and comprehension. She modeled, explicitly, the thinking process of readers and spent a significant amount of time characterizing qualities of readers. These first graders were making insightful inferences and comparisons. They were having thoughtful discussions and (in an unexpectedly abstract manner) making metaphors to describe reading. Below are a couple of quotes provided by her students, one about inferring and one about synthesizing:
“When we infer together, it’s like a wire that connects from my head to someone else’s head, on and on and on, all around the circle.” – Riley (Reading with Meaning, Miller, 2002)
“Synthesizing is like putting a puzzle together. You have to sort out your thinking and put it in the right place.”- Cory (Reading with Meaning, Miller, 2002)
Maybe its lack of experience spending enough time with first graders, but that seems highly philosophical for that age in my mind. It’s amazing to me that her method instilled such a deep understanding not just of the texts but of the process, the strategies which they will probably be using throughout their academic career. I guess I have become accustomed to expecting reading instruction to first focus on how to read, then to move into comprehension. I think Miller’s approach is brilliant. What resulted was that students became highly motivated to build reading skills.
I recommend this book, although some of the comments on Amazon stated that the book is probably more suited for new teachers. I learned a lot from her technique that I intend to use and will likely be re-reading this book a few times to re-absorb it.
Wednesday, June 23, 2010
Thursday, January 7, 2010
Good Ideas
While playing on the internet a little, I found a website with some great lesson plan resources. I like to read lesson plans and keep ones that I like in a file and on my blog so that I have something to draw from my first years of teaching- one can never be too prepared.
Sometimes the plans I read just inspire lots of great ideas (thank you to experienced contributers who post those to share:). One that I viewed on this site tied in to the theme of community building that I have been thinking about a lot lately. The plan was intended to help young students become more familiar with their environment in the first days of school. The lesson was to introduce mapping skills while going through the rules and procedures important in those first couple days of school.
The idea led me to think of all kinds of variations on this idea that could serve as fun icebreakers as well as the introduction to the classroom community, reading, and map skills. It also reminds me of how important map skills are, even in our GPS; Mapquest, Google Earth society. In fact I almost think that they are more important because of that, children are not exposed to the same natural learning experiences- technology although fantastic in may ways also puts us in a weakened position when expected to survive with out it. I think kids of this technological generation are at a real disadvantage in that respect.
The lesson plan had children mark important spots on a simplified map of the school, as they toured the building and received instruction on rules bathroom use, library etiquette, cafeteria use, ect. I think the same concept could be used when introducing students to the setup and use of classroom resources. Re-enforcement to the use and procedures of the classroom can be turned into an icebreaker scavenger hunt, where kids are placed in groups and work as a team to find items on a list according to their use and storage in the room and then have to recite, write and/or discuss the procedure for use with their group.
Another really great lesson plan I read on this site is for older students as a year end culmination to the studies in history- whats great about this lesson is that it can incorporate several different components that build upon one another and also allows for integration into other subject areas such as research, writing, art and math. There is also the opportunity for independent work and collaboration. One of the things I might do is have students research and complete a portion of a timeline as a small group and then have them exchange their materials with another group and use the information gathered by the other group to create a diorama or theatrical re-enactment.
Sometimes the plans I read just inspire lots of great ideas (thank you to experienced contributers who post those to share:). One that I viewed on this site tied in to the theme of community building that I have been thinking about a lot lately. The plan was intended to help young students become more familiar with their environment in the first days of school. The lesson was to introduce mapping skills while going through the rules and procedures important in those first couple days of school.
The idea led me to think of all kinds of variations on this idea that could serve as fun icebreakers as well as the introduction to the classroom community, reading, and map skills. It also reminds me of how important map skills are, even in our GPS; Mapquest, Google Earth society. In fact I almost think that they are more important because of that, children are not exposed to the same natural learning experiences- technology although fantastic in may ways also puts us in a weakened position when expected to survive with out it. I think kids of this technological generation are at a real disadvantage in that respect.
The lesson plan had children mark important spots on a simplified map of the school, as they toured the building and received instruction on rules bathroom use, library etiquette, cafeteria use, ect. I think the same concept could be used when introducing students to the setup and use of classroom resources. Re-enforcement to the use and procedures of the classroom can be turned into an icebreaker scavenger hunt, where kids are placed in groups and work as a team to find items on a list according to their use and storage in the room and then have to recite, write and/or discuss the procedure for use with their group.
Another really great lesson plan I read on this site is for older students as a year end culmination to the studies in history- whats great about this lesson is that it can incorporate several different components that build upon one another and also allows for integration into other subject areas such as research, writing, art and math. There is also the opportunity for independent work and collaboration. One of the things I might do is have students research and complete a portion of a timeline as a small group and then have them exchange their materials with another group and use the information gathered by the other group to create a diorama or theatrical re-enactment.
Thinking About the Thought Organ
A friend from school sent me this article on the brain and adults ability to learn new information. It is interesting and made me think…
Retention is something that plagues me with my school work. I just can’t seem to memorize facts the way I used to. I often resort to creating elaborate stories to relate information I am learning to things that are a part of my everyday life so that a person, object or event in my daily life will repeatedly make me recall something I am learning and hopefully help me internalize by test time. And along the same line, where the article states that adult brains rely on “similarity of sounds” in order to recall information, such as names, reminds me a lot of my own method of going through each letter of the alphabet mentally to recall a name. For some reason, if I focus on a particular letter and its sound, with the intention of trying to figure out a word or name I have forgotten, it helps me to remember what it starts with, then eventually I remember what it is I am trying to recall.
I have always been intrigued by the human brain. It truely is like a giant sponge, able to absorb massive amounts of information and hold it within. We know that children, especially in their earliest years are capable of absorbing and retaining even the most complex information. We also know that it seems the younger the brain that is absorbing information, the greater the retention, recall and affect that the information has. When we get older, our brain sponges are so full and heavy that information may begin to simply try to find free space where it can be stored. Maybe this is part of the problem- with limited free space left information is not able to order itself in meaningful ways; organize information according to type and use.
Several images appear when I think of this theory. The first is walking into an almost full movie theater, where available seats are scattered between groups of people because people tend to leave one or two seats between their group and others. People who arrive late often can’t find a group of seats together. Another image that conjures up is a computer that needs its files de-fragmented. The computer does not operate at an optimal speed of information recall when files are not compressed and organized efficiently, but spread out and saved only where there is free space.
Much the same as a computer, or a sponge, or the movie theater with several groups randomly spread, our brain sometimes need to be re-organized, useless info needs to be squeezed out to make space for more important things.
I think this is why journaling is such a useful tool. It allows for the brain to rid itself of things that are not important for long term retention, so that the brain can make room for important things. I notice that schools are utilizing journaling a lot these days- definitely more than it was used when I was in my primary and secondary school. I wonder if it is intentionally for this purpose- a result of research- or if it is simply a useful side effect to something that is used mostly as a literacy tool.
The psychological impact of journal writing was something that was greatly stressed when I worked in holistic health care. It was a great tool for helping people overcome somatic patterns. I also found it a useful suggestion for people with memory issues, trauma recall and emotional instability. I basically would recommend it anytime I sensed someone was not grounded.
I find it extremely interesting when I can draw correlations between my former career and teaching. Its amazing to discover how tools used for educational purpose can transcend academics and become valuable to other levels of the human experience. It’s another level of education to consider.
Retention is something that plagues me with my school work. I just can’t seem to memorize facts the way I used to. I often resort to creating elaborate stories to relate information I am learning to things that are a part of my everyday life so that a person, object or event in my daily life will repeatedly make me recall something I am learning and hopefully help me internalize by test time. And along the same line, where the article states that adult brains rely on “similarity of sounds” in order to recall information, such as names, reminds me a lot of my own method of going through each letter of the alphabet mentally to recall a name. For some reason, if I focus on a particular letter and its sound, with the intention of trying to figure out a word or name I have forgotten, it helps me to remember what it starts with, then eventually I remember what it is I am trying to recall.
I have always been intrigued by the human brain. It truely is like a giant sponge, able to absorb massive amounts of information and hold it within. We know that children, especially in their earliest years are capable of absorbing and retaining even the most complex information. We also know that it seems the younger the brain that is absorbing information, the greater the retention, recall and affect that the information has. When we get older, our brain sponges are so full and heavy that information may begin to simply try to find free space where it can be stored. Maybe this is part of the problem- with limited free space left information is not able to order itself in meaningful ways; organize information according to type and use.
Several images appear when I think of this theory. The first is walking into an almost full movie theater, where available seats are scattered between groups of people because people tend to leave one or two seats between their group and others. People who arrive late often can’t find a group of seats together. Another image that conjures up is a computer that needs its files de-fragmented. The computer does not operate at an optimal speed of information recall when files are not compressed and organized efficiently, but spread out and saved only where there is free space.
Much the same as a computer, or a sponge, or the movie theater with several groups randomly spread, our brain sometimes need to be re-organized, useless info needs to be squeezed out to make space for more important things.
I think this is why journaling is such a useful tool. It allows for the brain to rid itself of things that are not important for long term retention, so that the brain can make room for important things. I notice that schools are utilizing journaling a lot these days- definitely more than it was used when I was in my primary and secondary school. I wonder if it is intentionally for this purpose- a result of research- or if it is simply a useful side effect to something that is used mostly as a literacy tool.
The psychological impact of journal writing was something that was greatly stressed when I worked in holistic health care. It was a great tool for helping people overcome somatic patterns. I also found it a useful suggestion for people with memory issues, trauma recall and emotional instability. I basically would recommend it anytime I sensed someone was not grounded.
I find it extremely interesting when I can draw correlations between my former career and teaching. Its amazing to discover how tools used for educational purpose can transcend academics and become valuable to other levels of the human experience. It’s another level of education to consider.
Tuesday, January 5, 2010
Breaking Bad Habits
Every now and then I like to take a look at articles which cover potential questions a teacher may encounter during a job interview. It gives me an opportunity to think about where I am at right now and how I might begin to formulate the answers to certain common questions as I move along in my education.
One of the questions that often show up in the articles is variations of the question “What is your behavior management plan?” I’ve mentioned, probably several times, that I often think about, stress, and otherwise try to prepare myself for managing a classroom full of children. I’ve picked up lots of good ideas as I’ve read more and more about this topic but I have also learned that there is no one size fits all approach to managing the classroom and child behavior.
This combined with my impending child and educational psychology classes has had me thinking about how to create a strong classroom community. I have decided that at this point, I am starting to build a foundation for my teaching philosophy which also happens to be the base layer for how I plan on managing my classroom someday. This most basic level is building an accepting, functional, tight knit classroom community. I really want my classroom to be a place where students enjoy coming to. I want it to be a place where each person feels that they contribute something valuable and that they feel respected and valued. I have been a member of a classroom community where I did not feel safe and comfortable before and it has stuck with me for many years. I never want any one of my students to feel out of place or afraid. I don’t have an complete behavior management plan yet, as it is much too early, but I know for sure that the first step in avoiding problems that require behavior intervention is to achieve an atmosphere where everyone feels comfortable.
That being said, I have been reading about the psychological effect of our words and how the way in which we phrase something can have a strong impact psychologically. This is something I have learned about before but it is also one of those things that I often don’t think about on a daily basis. At some point we fall into habits which are hard to break.
As part of preparing myself for the responsibility of working with impressionable children, and also as a bit of a New Years resolution for myself, I have decided to really make a habit of thinking about how I phrase things. Some important points I need to remember are:
1. Stating the positive side, rather than the negative of a statement. Instead of saying “I don’t want…” I would state what I do want. Instead of saying what I don’t like, I should say what I do like. My hope is that it will turn into a habit to always state the positive angle of my point. As a teacher I think it will help to make my guidance appear as a new way of doing something or a different approach rather than a critique of what a student has done or a statement of wrong doing.
2. Spend more time complimenting good qualities rather than pointing out undesirable ones. I don’t know what it is exactly, but it’s a lot easier to voice one’s opinion about something that upsets us than to randomly compliment something we like about another person. It’s really not a good way to go through life, but another one of those habits we pick up. I think that as a teacher, this is a good behavior to model so that students will learn the positive effects of boosting another’s self esteem by focusing on their best qualities.
One of the questions that often show up in the articles is variations of the question “What is your behavior management plan?” I’ve mentioned, probably several times, that I often think about, stress, and otherwise try to prepare myself for managing a classroom full of children. I’ve picked up lots of good ideas as I’ve read more and more about this topic but I have also learned that there is no one size fits all approach to managing the classroom and child behavior.
This combined with my impending child and educational psychology classes has had me thinking about how to create a strong classroom community. I have decided that at this point, I am starting to build a foundation for my teaching philosophy which also happens to be the base layer for how I plan on managing my classroom someday. This most basic level is building an accepting, functional, tight knit classroom community. I really want my classroom to be a place where students enjoy coming to. I want it to be a place where each person feels that they contribute something valuable and that they feel respected and valued. I have been a member of a classroom community where I did not feel safe and comfortable before and it has stuck with me for many years. I never want any one of my students to feel out of place or afraid. I don’t have an complete behavior management plan yet, as it is much too early, but I know for sure that the first step in avoiding problems that require behavior intervention is to achieve an atmosphere where everyone feels comfortable.
That being said, I have been reading about the psychological effect of our words and how the way in which we phrase something can have a strong impact psychologically. This is something I have learned about before but it is also one of those things that I often don’t think about on a daily basis. At some point we fall into habits which are hard to break.
As part of preparing myself for the responsibility of working with impressionable children, and also as a bit of a New Years resolution for myself, I have decided to really make a habit of thinking about how I phrase things. Some important points I need to remember are:
1. Stating the positive side, rather than the negative of a statement. Instead of saying “I don’t want…” I would state what I do want. Instead of saying what I don’t like, I should say what I do like. My hope is that it will turn into a habit to always state the positive angle of my point. As a teacher I think it will help to make my guidance appear as a new way of doing something or a different approach rather than a critique of what a student has done or a statement of wrong doing.
2. Spend more time complimenting good qualities rather than pointing out undesirable ones. I don’t know what it is exactly, but it’s a lot easier to voice one’s opinion about something that upsets us than to randomly compliment something we like about another person. It’s really not a good way to go through life, but another one of those habits we pick up. I think that as a teacher, this is a good behavior to model so that students will learn the positive effects of boosting another’s self esteem by focusing on their best qualities.
Tuesday, December 22, 2009
Paper Work is Easy, Kids are...Complex
My next few semesters consist of some child psychology and education philosophy courses. I’m really looking forward to the child psychology, I think I need to spend some time focusing on behavioral cues of children and how to warrant their respect and attention.
I have probably mentioned before that I really don’t get to spend a lot of time around children. This is a large source of anxiety to me considering that every day is going to be spent managing a large group of children, by myself, in less than two years!
The holidays are a time when I get to practice on my all of my cousins’ kids. I observe, try to engage them in conversation about what they are learning and think of creative ways to get involved in their activities. But who am I kidding really- they probably think I am a major dork. They are on vacation and there are presents and cookies involved so the last thing they want to do is talk to some “old woman” about school stuff. I’m afraid I just don’t have one of those “everything comes natural” personalities around kids. Is this something that will develop with experience? I’m kinda hoping so.
Teaching, I realize, involves quick wits and thinking on your feet. I think that it's in large part important to dealing with the unpredictable nature of children as much as it is a part of the profession in general. It’s strange that the top complaints of most teachers are the administration and the loads of paperwork- but that doesn’t scare me (probably because I have spent the last 12 years in the corporate world- politics and paperwork are, unfortunately, part of my daily life.) What scares me is the thought of a bunch of little people discovering my weakness and then walking all over me. Please, someone, validate this as normal pre-teacher anxiety!
Since I am a very cerebral type of person, I hope that studying child psychology will inevitable help me gain some confidence in this area, although I think my senior year of immersion in the field will be my best chance at developing a sense of comfort with this.
Does anyone have any great tips to share on how to earn the respect and attentiveness of a class? Some of the good pieces of advice people have already offered me are:
1. When trying to get a child to follow your lead- offer two options so that the child will feel like he/she has control over a situation, yet still the comfort of structure.
2. Show respect by not embarrassing a child in front of his/her peers
3. Allow children to talk about their emotions and explain their reasons before determining an appropriate punishment.
4. Show humility- admit that you make mistakes and be willing to laugh about them.
I have held these pieces of insight in the back of my mind because I think they make a lot of sense and will be valuable things to use when I am faced with challenging situations in the classroom.
What do you do when you have a child that just refuses to listen? I have a friend whose daughter is like that. She is completely strong willed and I sometimes wonder if she ignores adults because she is testing them or if she just completely tunes us out and is in her own zone. There have been some occasions where I was able to get her attention by casually saying that we wouldn’t be doing something she was looking forward to that day if she didn’t listen now. I really don’t like using this technique because to me it feels like blackmail, but psychologists and other experts say that the system of reward/ punishment is not blackmail and is a completely appropriate technique to use with children. During my observation hours I witnessed the use of this technique a lot and I often hear or read about teachers using this. I have to say, with my friend’s daughter it worked. It seems to me that if you begin to rely too much on something like this, the rewards/ punishments will have more control over the classroom than the teacher does. There has to be a more empowering way than the fear of losing or the hope of gain that works just as well. I hope to find answers to these questions in my class…
I have probably mentioned before that I really don’t get to spend a lot of time around children. This is a large source of anxiety to me considering that every day is going to be spent managing a large group of children, by myself, in less than two years!
The holidays are a time when I get to practice on my all of my cousins’ kids. I observe, try to engage them in conversation about what they are learning and think of creative ways to get involved in their activities. But who am I kidding really- they probably think I am a major dork. They are on vacation and there are presents and cookies involved so the last thing they want to do is talk to some “old woman” about school stuff. I’m afraid I just don’t have one of those “everything comes natural” personalities around kids. Is this something that will develop with experience? I’m kinda hoping so.
Teaching, I realize, involves quick wits and thinking on your feet. I think that it's in large part important to dealing with the unpredictable nature of children as much as it is a part of the profession in general. It’s strange that the top complaints of most teachers are the administration and the loads of paperwork- but that doesn’t scare me (probably because I have spent the last 12 years in the corporate world- politics and paperwork are, unfortunately, part of my daily life.) What scares me is the thought of a bunch of little people discovering my weakness and then walking all over me. Please, someone, validate this as normal pre-teacher anxiety!
Since I am a very cerebral type of person, I hope that studying child psychology will inevitable help me gain some confidence in this area, although I think my senior year of immersion in the field will be my best chance at developing a sense of comfort with this.
Does anyone have any great tips to share on how to earn the respect and attentiveness of a class? Some of the good pieces of advice people have already offered me are:
1. When trying to get a child to follow your lead- offer two options so that the child will feel like he/she has control over a situation, yet still the comfort of structure.
2. Show respect by not embarrassing a child in front of his/her peers
3. Allow children to talk about their emotions and explain their reasons before determining an appropriate punishment.
4. Show humility- admit that you make mistakes and be willing to laugh about them.
I have held these pieces of insight in the back of my mind because I think they make a lot of sense and will be valuable things to use when I am faced with challenging situations in the classroom.
What do you do when you have a child that just refuses to listen? I have a friend whose daughter is like that. She is completely strong willed and I sometimes wonder if she ignores adults because she is testing them or if she just completely tunes us out and is in her own zone. There have been some occasions where I was able to get her attention by casually saying that we wouldn’t be doing something she was looking forward to that day if she didn’t listen now. I really don’t like using this technique because to me it feels like blackmail, but psychologists and other experts say that the system of reward/ punishment is not blackmail and is a completely appropriate technique to use with children. During my observation hours I witnessed the use of this technique a lot and I often hear or read about teachers using this. I have to say, with my friend’s daughter it worked. It seems to me that if you begin to rely too much on something like this, the rewards/ punishments will have more control over the classroom than the teacher does. There has to be a more empowering way than the fear of losing or the hope of gain that works just as well. I hope to find answers to these questions in my class…
Friday, December 4, 2009
CatchUp
I’ve just been through a week of hell in my personal life, and trying hard to play catch up this week since finals are next week. Sometimes I just don’t feel up to the task of pursuing a new career while trying to juggle everything else in life. To all those aspiring teachers who are going to college fresh from High School- don’t give up, it’s so much harder to go back later on in life! So many people told me that when I was young, and yet I refused to listen. Boy, do I regret it now!
So this past semester hasn’t offered me very much to contemplate as far as education goes, in fact at times I feel like it’s offered me nothing more than an opportunity to complain about a horrible math course! Soon that will be all over and I can move on to better subjects.
Starting in January I have a child psychology course that I am looking forward to. Hopefully it will lead to some writing inspiration.
Just one last reflection on math though- because I have been reading in other blogs that math topics in many districts start as early as kindergarten! When I first read that, I thought it was crazy. I couldn’t grasp the concept of teaching kids who, developmentally, are still trying to master activities of daily living, to “reason mathematically.” After taking this course though, I can’t help but wonder- if they were doing this back when I was in kindergarten or first grade, would I better be able to grasp mathematical thinking? My problem with the course has not been understanding how the problems are solved, when given a solution, but rather the fact that I would never have conceived of that solution on my own. Somewhere, my brain lacks a neural pathway between taking a problem, and using mathematical reasoning to solve it. Maybe exposing children at a very young age to math is not such a crazy idea after all- I have a much more open mind about this now, and have been challenged to come up with ways to explain difficult concepts to young children, as I have to develop those to make sense of it in my own mind. So something good did come out of the experience, but I am still ecstatic that it is nearly over now! The course was 2 semester’s long and I am ready for it to be done….for good.
On a light note, my cousin’s son lost several of his baby teeth in a school playground accident. He was so devastated because the teeth were lost in the grass and he wasn’t going to be able to put them under his pillow for the tooth fairy. His first grade teacher (bless her soul) sent him home with an excuse note to put under his pillow, so he could still get credit for all the teeth! So cute :)
So this past semester hasn’t offered me very much to contemplate as far as education goes, in fact at times I feel like it’s offered me nothing more than an opportunity to complain about a horrible math course! Soon that will be all over and I can move on to better subjects.
Starting in January I have a child psychology course that I am looking forward to. Hopefully it will lead to some writing inspiration.
Just one last reflection on math though- because I have been reading in other blogs that math topics in many districts start as early as kindergarten! When I first read that, I thought it was crazy. I couldn’t grasp the concept of teaching kids who, developmentally, are still trying to master activities of daily living, to “reason mathematically.” After taking this course though, I can’t help but wonder- if they were doing this back when I was in kindergarten or first grade, would I better be able to grasp mathematical thinking? My problem with the course has not been understanding how the problems are solved, when given a solution, but rather the fact that I would never have conceived of that solution on my own. Somewhere, my brain lacks a neural pathway between taking a problem, and using mathematical reasoning to solve it. Maybe exposing children at a very young age to math is not such a crazy idea after all- I have a much more open mind about this now, and have been challenged to come up with ways to explain difficult concepts to young children, as I have to develop those to make sense of it in my own mind. So something good did come out of the experience, but I am still ecstatic that it is nearly over now! The course was 2 semester’s long and I am ready for it to be done….for good.
On a light note, my cousin’s son lost several of his baby teeth in a school playground accident. He was so devastated because the teeth were lost in the grass and he wasn’t going to be able to put them under his pillow for the tooth fairy. His first grade teacher (bless her soul) sent him home with an excuse note to put under his pillow, so he could still get credit for all the teeth! So cute :)
Wednesday, November 18, 2009
What I Learned in the Crappiest Math Class Ever
How did I ever survive academia without the internet? Its hard to imagine there was a time when this priceless resource was not available.
I have come to appreciate the internet immensely thanks in part to the most expensive, crappiest math class in the entire universe. I have just earned some confidence points because I realize that I single handedly (well, using the internet) taught myself college algebra and geometry over the internet. I wouldn't say that I have made myself into an A student because that is, well, a lie, but I did manage to pass placement exams with flying colors and get by the crappiest math class in the universe with a B.
The unfortunate thing about the crappiest math class in the universe is that it was supposed to teach me how to take very complicated algebraic and critical thinking skills and simplify them so that an elementary student could take from it the basic curricular knowledge required at what ever grade level it may be. I did not get that from this class. If I could write a letter to the author of the textbook (which I might just do that) I would tell him, in a nice way, that he failed miserably at providing the tools necessary to translate difficult mathematical material into fun and understandable material appropriate for a classroom full of young children.
It wasn't all for waste though, I did manage to find some of the most wonderful math resources available in the internet, written by people who know how to turn a difficult concept into something relatable and easy to comprehend- a skill that lies at the core of teaching.
I plan on going through my archives during my winter break and posting some of the websites I have used that have great images and explanations of elementary math topics. I think some of these would be great classroom resources, especially of you have a smart board or monitor projector available for class use. Links to follow soon...
I have come to appreciate the internet immensely thanks in part to the most expensive, crappiest math class in the entire universe. I have just earned some confidence points because I realize that I single handedly (well, using the internet) taught myself college algebra and geometry over the internet. I wouldn't say that I have made myself into an A student because that is, well, a lie, but I did manage to pass placement exams with flying colors and get by the crappiest math class in the universe with a B.
The unfortunate thing about the crappiest math class in the universe is that it was supposed to teach me how to take very complicated algebraic and critical thinking skills and simplify them so that an elementary student could take from it the basic curricular knowledge required at what ever grade level it may be. I did not get that from this class. If I could write a letter to the author of the textbook (which I might just do that) I would tell him, in a nice way, that he failed miserably at providing the tools necessary to translate difficult mathematical material into fun and understandable material appropriate for a classroom full of young children.
It wasn't all for waste though, I did manage to find some of the most wonderful math resources available in the internet, written by people who know how to turn a difficult concept into something relatable and easy to comprehend- a skill that lies at the core of teaching.
I plan on going through my archives during my winter break and posting some of the websites I have used that have great images and explanations of elementary math topics. I think some of these would be great classroom resources, especially of you have a smart board or monitor projector available for class use. Links to follow soon...
Tuesday, November 17, 2009
Seriously?!?
All of you working in education must be exhausted! As if your job isn’t tiring enough, you probably have to expend any little bit of energy left defending that what you do is worth your salary to taxpayers who think teaching is “an attractive job” or “not worth what they make.”
Yes, those quotes were taken directly from the mouths of a couple of my co workers who make probably more than most teachers, yet spend a good 2-3 hours out of their 8 hour work day to have discussions about such political issues as teacher making too much (one of these people I often find sleeping at his desk- $60,000 a year to talk politics and sleep at his desk- now that’s an attractive job!)
I can often ignore their political rants, but when teachers come up, I can’t control my urge to defend the profession. It’s absolutely amazing the misconceptions people have about what teachers do. I actually believe that they think teachers work from 8-3, drawing rainbows and playing with toys, then go home early watch tv and get a good nights sleep for the next day of childish fun for a way too big paycheck; counting the days until all their unnecessary days off. They have no clue. In fact, I strongly object the quote about teaching being “an attractive job.” I can say, as a person preparing to teach, that there is nothing “attractive” about it, which makes me respect the people who choose to do it all the more. What is attractive about mounds of paperwork, discipline issues, state tests, laws, difficult parents, and long days- all this for a pay which is really pretty measly? In one of the most affluent districts in my state, the average salary for an elementary school teacher 20 years (not 5 not 10, not even 15 but 20 years!!) into his/her career is $65K. That is probably considered a pretty high pay, but in reality, we aren’t talking about a lavish lifestyle here. Isn’t a teacher entitled to have a house, a safe car, healthy food, and some spending money for (dare I say it) enjoying life?? A $65k salary pretty much is necessary to have those things. I can’t believe that people would even suggest that teachers do not deserve to live above a poverty level.
I could go on an on…and on… about this topic and the numerous arguments I have engaged myself in with these very ignorant people I work with but I am going to cut it out now before I get any more upset than I already am. I would just like to add that as a tax payer myself, I am happy to see my money going to such as an important job as caring for and educating children. I think teachers deserve way more and that there are far too many people making far too much money doing things that have been negligent and harmful to our society. Knowing what teachers do day in and day out, I would say this even if I wasn’t going to be in this profession. I just have to get that off my chest, no one at work will even listen, arrgh! I really hope this is the minority opinion, but something tells me I will encounter these types for the remainder of my career.
Yes, those quotes were taken directly from the mouths of a couple of my co workers who make probably more than most teachers, yet spend a good 2-3 hours out of their 8 hour work day to have discussions about such political issues as teacher making too much (one of these people I often find sleeping at his desk- $60,000 a year to talk politics and sleep at his desk- now that’s an attractive job!)
I can often ignore their political rants, but when teachers come up, I can’t control my urge to defend the profession. It’s absolutely amazing the misconceptions people have about what teachers do. I actually believe that they think teachers work from 8-3, drawing rainbows and playing with toys, then go home early watch tv and get a good nights sleep for the next day of childish fun for a way too big paycheck; counting the days until all their unnecessary days off. They have no clue. In fact, I strongly object the quote about teaching being “an attractive job.” I can say, as a person preparing to teach, that there is nothing “attractive” about it, which makes me respect the people who choose to do it all the more. What is attractive about mounds of paperwork, discipline issues, state tests, laws, difficult parents, and long days- all this for a pay which is really pretty measly? In one of the most affluent districts in my state, the average salary for an elementary school teacher 20 years (not 5 not 10, not even 15 but 20 years!!) into his/her career is $65K. That is probably considered a pretty high pay, but in reality, we aren’t talking about a lavish lifestyle here. Isn’t a teacher entitled to have a house, a safe car, healthy food, and some spending money for (dare I say it) enjoying life?? A $65k salary pretty much is necessary to have those things. I can’t believe that people would even suggest that teachers do not deserve to live above a poverty level.
I could go on an on…and on… about this topic and the numerous arguments I have engaged myself in with these very ignorant people I work with but I am going to cut it out now before I get any more upset than I already am. I would just like to add that as a tax payer myself, I am happy to see my money going to such as an important job as caring for and educating children. I think teachers deserve way more and that there are far too many people making far too much money doing things that have been negligent and harmful to our society. Knowing what teachers do day in and day out, I would say this even if I wasn’t going to be in this profession. I just have to get that off my chest, no one at work will even listen, arrgh! I really hope this is the minority opinion, but something tells me I will encounter these types for the remainder of my career.
Monday, November 16, 2009
How Do They Decide if You Can Be a Teacher? With a Test, of Course
This weekend I had to take a state exam. I showed up at the testing location thinking this would be a fairly simple procedure, but to my surprise there were hundreds, easily a thousand, teaching candidates waiting in a line that wrapped itself around the building. We were all herded in, only identified by the number on our admission paperwork, and directed to various rooms where our tests were passed out and one universal set of instructions were read over the intercom to the entire facility.
For the first 3 ½ hours, I was feeling pretty good, excited because this is the first official step on the road to becoming a teacher. I finally am in the last month of completing my general education and will be moving into the nitty gritty (that’s what I like to call my education courses). But by the last hour and a half I panicked. I still had a 4 page essay to write and the entire math section. I turned my test in 30 seconds before the “put your pencils down” announcement. I’m confident I passed, won’t know for about a month, but it didn’t seem very difficult, just long and mentally strenuous.
As I sat for five hours in an ergonomically incorrect desk and chair combo, my arm, hand and wrist feeling arthritic from the constant grip of the pencil and slowly losing the feeling in my right leg, I couldn’t help but think that this is just not natural, and it’s not an effective way of determining one's academic capabilities. At some point my focus shifted from the test to the multitude of sensations occurring in my body. There was no time or opportunity for a break, they don’t allow you to get up and walk around. Studies have already shown that the brain needs intervals of rest, it’s not designed to focus on one thing for several hours straight. How can students be expected to perform their best under those conditions?
Maybe some day we will have some educational leadership that will recognize that the results that the states want on tests, to prove that their students are more educated than another state’s students, or that the US is more educated than China or whatever it is exactly that they are trying to prove by forcing students to take so many tests, are not going to come from making students to sit in unnatural positions for ridiculous periods of time to the point where their brain can no longer function in an efficient manner. Sometimes it’s good to walk a mile in someone else’s shoes to get an accurate portrayal of what they go through. I did that this weekend with my test, but I wonder if the people responsible for requiring state testing in schools ever have to take standardized tests themselves. Maybe we should put them under annual testing requirements and see what happens.
For the first 3 ½ hours, I was feeling pretty good, excited because this is the first official step on the road to becoming a teacher. I finally am in the last month of completing my general education and will be moving into the nitty gritty (that’s what I like to call my education courses). But by the last hour and a half I panicked. I still had a 4 page essay to write and the entire math section. I turned my test in 30 seconds before the “put your pencils down” announcement. I’m confident I passed, won’t know for about a month, but it didn’t seem very difficult, just long and mentally strenuous.
As I sat for five hours in an ergonomically incorrect desk and chair combo, my arm, hand and wrist feeling arthritic from the constant grip of the pencil and slowly losing the feeling in my right leg, I couldn’t help but think that this is just not natural, and it’s not an effective way of determining one's academic capabilities. At some point my focus shifted from the test to the multitude of sensations occurring in my body. There was no time or opportunity for a break, they don’t allow you to get up and walk around. Studies have already shown that the brain needs intervals of rest, it’s not designed to focus on one thing for several hours straight. How can students be expected to perform their best under those conditions?
Maybe some day we will have some educational leadership that will recognize that the results that the states want on tests, to prove that their students are more educated than another state’s students, or that the US is more educated than China or whatever it is exactly that they are trying to prove by forcing students to take so many tests, are not going to come from making students to sit in unnatural positions for ridiculous periods of time to the point where their brain can no longer function in an efficient manner. Sometimes it’s good to walk a mile in someone else’s shoes to get an accurate portrayal of what they go through. I did that this weekend with my test, but I wonder if the people responsible for requiring state testing in schools ever have to take standardized tests themselves. Maybe we should put them under annual testing requirements and see what happens.
Friday, October 30, 2009
Thinking About Politics: Schools vs Media
I currently work in an office where some people express strong political opinions which are highly offensive to others in the office. In the spirit of diplomacy, I suggested to my boss that there be some sort of policy set in place about having those types of discussions in public areas, where people have to hear very offensive things about themselves and their beliefs.
My suggestion was shot down because “placing any limitations on what discussions can go on in the office would be an infringement of freedom of speech.” Well that is true, but shouldn’t, in all technicality, conversations in the office be about work related topics?
Of course I began to question how I can use this in teaching. Elementary school is where children get the earliest foundations for their political perspectives. It is where they learn about the origins of our country, presidents, different parties and view points. It’s all very basic and un-controversial at this level. It is simply facts and history. So where are the seeds that bloom into strong political opinions coming from?
As a person who really tries to keep a flexible political position, I tend to look at everything from an objective standpoint. I believe that even if we don’t agree with something, we should always respect the fact that other people have their own opinions and be mindful of that. Taking a position of extreme resistance does not foster positive change, germane debates or the team work that is needed to prosper as a country. The major flaw, in my mind, is our inability to listen to one another, work together for the common good and be respectful of each other.
Children are so impressionable at a young age that I fear the damage that might be occurring in their sponge-like brains with the massive opposition that is present in the political realm these days. In many cases, this is what they are witnessing in the media and in their personal lives.
I see an opportunity here for teachers to have a strong influence on setting the stage for more diplomatic thinking in future generations.
I know that many teachers probably already use techniques to teach respect and effective communication in several areas of the curriculum and classroom culture and I have read about and seen some really great uses of diplomacy by teachers. I do believe that there is a benefit to tying this concept specifically to the curriculum which discusses politics, since the impact of media when it comes to political issues is so overpowering. I have seen people who are good and kind turn into a completely different person during a political debate. The topic is heated and people often unconsciously throw all reverence out the window in the midst of it. By tying the two ideas together at a young age, a neurological connection can be made so that when the topic of politics comes up, a natural response would be to listen with consideration and have effective discussions, rather than trigger feelings of defense, opposition and anger.
It may sound strange to suggest that our responses to politics are deeply rooted into our nervous system, but if you stop for a moment to think about your natural reaction to anything political related, you might find that it mirrors some early memories of parents, teachers, community members or other influential people and occurences in your life.
I just wonder if the way we teach politics in schools today directly influence how tomorrows’ politicians will interact with one another, how citizens will vote, and the reputation and direction of our country as a whole. Are we letting the media have more of an impact than schools when it comes to learning how to address opposing viewpoints? I tend to think that media perpetuates the cycle of resistance and opposition to each other when, in reality, what we need is more cohesiveness. It’s something to think about…
My suggestion was shot down because “placing any limitations on what discussions can go on in the office would be an infringement of freedom of speech.” Well that is true, but shouldn’t, in all technicality, conversations in the office be about work related topics?
Of course I began to question how I can use this in teaching. Elementary school is where children get the earliest foundations for their political perspectives. It is where they learn about the origins of our country, presidents, different parties and view points. It’s all very basic and un-controversial at this level. It is simply facts and history. So where are the seeds that bloom into strong political opinions coming from?
As a person who really tries to keep a flexible political position, I tend to look at everything from an objective standpoint. I believe that even if we don’t agree with something, we should always respect the fact that other people have their own opinions and be mindful of that. Taking a position of extreme resistance does not foster positive change, germane debates or the team work that is needed to prosper as a country. The major flaw, in my mind, is our inability to listen to one another, work together for the common good and be respectful of each other.
Children are so impressionable at a young age that I fear the damage that might be occurring in their sponge-like brains with the massive opposition that is present in the political realm these days. In many cases, this is what they are witnessing in the media and in their personal lives.
I see an opportunity here for teachers to have a strong influence on setting the stage for more diplomatic thinking in future generations.
I know that many teachers probably already use techniques to teach respect and effective communication in several areas of the curriculum and classroom culture and I have read about and seen some really great uses of diplomacy by teachers. I do believe that there is a benefit to tying this concept specifically to the curriculum which discusses politics, since the impact of media when it comes to political issues is so overpowering. I have seen people who are good and kind turn into a completely different person during a political debate. The topic is heated and people often unconsciously throw all reverence out the window in the midst of it. By tying the two ideas together at a young age, a neurological connection can be made so that when the topic of politics comes up, a natural response would be to listen with consideration and have effective discussions, rather than trigger feelings of defense, opposition and anger.
It may sound strange to suggest that our responses to politics are deeply rooted into our nervous system, but if you stop for a moment to think about your natural reaction to anything political related, you might find that it mirrors some early memories of parents, teachers, community members or other influential people and occurences in your life.
I just wonder if the way we teach politics in schools today directly influence how tomorrows’ politicians will interact with one another, how citizens will vote, and the reputation and direction of our country as a whole. Are we letting the media have more of an impact than schools when it comes to learning how to address opposing viewpoints? I tend to think that media perpetuates the cycle of resistance and opposition to each other when, in reality, what we need is more cohesiveness. It’s something to think about…
Tuesday, October 27, 2009
Teachers as Dream Enablers
I just read a very inspiring post by blogger Marnee Brick about teaching children to set achievable goals towards their aspirations.
I don’t think there is a person out there that goes into teaching because they love paperwork. I don’t think they do it expecting daily respect and professional recognition. And I definitely don’t think anyone does it for the money. I think people go into teaching because they really want to do something that will have a positive impact and that they want to impart the knowledge they have acquired so that someone just starting out in the world will be a little wiser, a little more prepared for the road ahead.
Even though I am not yet a teacher, I can already tell that it is going to be hard to stay focused on the real reasons I wanted to go into this profession.
In her post, Brick stated,
I believe that some of our responses are so completely engraved within us that unconsciously we perpetuate self defeating behaviors. It’s a cycle, passed down from generation to generation, it infiltrates the messages we receive from all around, in life, in the media, in literature. We learned from observation, as did our parents, and their parents and so forth that there are limitations, that certain things are hard or impossible. We learn what to expect from life, what we deserve and don’t and how to blame others or consequence for things that, in reality, are in our control. We make excuses, blame, complain and give in all the time without giving it any second thought. This is self defeating behavior and the cycle has to break somewhere. Just think of all the positive changes that could be accomplished, on a global scale, if all people were proactive, took responsibility for their own actions, set personal goals and stopped making excuses or trying to place blame.
On a small scale, teachers have the opportunity to impart this change one student at a time. It comes from exactly what Marnee Brick’s post was all about: Teaching students that they can make their dreams come true and giving them the tools to close the gap between a wish and reality.
Its really worth some consideration to think about how, as a teacher, we can incorporate these tools into daily curricular activities so that they become second nature to students; because, in reality, we don’t know if they will get the necessary reinforcement from other people in their life, we don’t know what kinds of behaviors are being modeled for them and we don’t know if their future teachers are going to reinforce the concept of setting big goals and making them reality one step at a time.
I love every time I hear a story about someone who worked hard to become successful and followed their dreams, despite growing up in poverty, or having a disability, or any other limiting circumstance. When I hear those stories I know that there was someone in their life who was encouraging and modeling positive behaviors throughout their childhood.
It’s one of the most important things we can teach children, that they can be anything and that their dreams are achievable, but they have to know that it’s a process, and it involves proactive effort, that no body is going to make it happen for them.
Thanks to Marnee Brick for writing this, I have been in a bit of a slump lately and this really helped me to consider some of my own big dreams and the steps necessary to make them happen.
I don’t think there is a person out there that goes into teaching because they love paperwork. I don’t think they do it expecting daily respect and professional recognition. And I definitely don’t think anyone does it for the money. I think people go into teaching because they really want to do something that will have a positive impact and that they want to impart the knowledge they have acquired so that someone just starting out in the world will be a little wiser, a little more prepared for the road ahead.
Even though I am not yet a teacher, I can already tell that it is going to be hard to stay focused on the real reasons I wanted to go into this profession.
In her post, Brick stated,
We need to encourage children to believe that there is a place out there beyond their reality and that they hold the power within them to be the change.This touched something within me. It really makes you stop and think about what we teach through our attitudes and responses.
I believe that some of our responses are so completely engraved within us that unconsciously we perpetuate self defeating behaviors. It’s a cycle, passed down from generation to generation, it infiltrates the messages we receive from all around, in life, in the media, in literature. We learned from observation, as did our parents, and their parents and so forth that there are limitations, that certain things are hard or impossible. We learn what to expect from life, what we deserve and don’t and how to blame others or consequence for things that, in reality, are in our control. We make excuses, blame, complain and give in all the time without giving it any second thought. This is self defeating behavior and the cycle has to break somewhere. Just think of all the positive changes that could be accomplished, on a global scale, if all people were proactive, took responsibility for their own actions, set personal goals and stopped making excuses or trying to place blame.
On a small scale, teachers have the opportunity to impart this change one student at a time. It comes from exactly what Marnee Brick’s post was all about: Teaching students that they can make their dreams come true and giving them the tools to close the gap between a wish and reality.
Its really worth some consideration to think about how, as a teacher, we can incorporate these tools into daily curricular activities so that they become second nature to students; because, in reality, we don’t know if they will get the necessary reinforcement from other people in their life, we don’t know what kinds of behaviors are being modeled for them and we don’t know if their future teachers are going to reinforce the concept of setting big goals and making them reality one step at a time.
I love every time I hear a story about someone who worked hard to become successful and followed their dreams, despite growing up in poverty, or having a disability, or any other limiting circumstance. When I hear those stories I know that there was someone in their life who was encouraging and modeling positive behaviors throughout their childhood.
It’s one of the most important things we can teach children, that they can be anything and that their dreams are achievable, but they have to know that it’s a process, and it involves proactive effort, that no body is going to make it happen for them.
Thanks to Marnee Brick for writing this, I have been in a bit of a slump lately and this really helped me to consider some of my own big dreams and the steps necessary to make them happen.
Thursday, October 15, 2009
I Don't Know Nothing About Anything
I just had a conversation with a co-worker that left me feeling like I don’t know anything. Truth be told, I really don’t know a lot for a 31 year old woman, I am not very “worldly” I am not one of those people who know a lot of random facts about various things, I don’t have incredible street smarts, and my book smarts are lacking as well.
What I do have is an analytical mind. I question everything. And I can read people pretty well, I have a knack for understanding the human psyche. I hope that these are qualities that will help me to be a good teacher. I hope.
I guess the conversation with this co-worker set my confidence off balance a bit because she is one of those people who is a bit of a know it all, and seems to find a strange enjoyment out of “one upping”. She always has this condescending tone to everything she says and I really don’t like talking to her about teaching because quite frankly, she ruins it for me- drains any ounce of enthuisiasm I have from my mind and drives in all the negative things about the profession (her mother was a special ed art teacher at an inner city school and apparently had some very bad experiences- because I only hear about how horrible it was.) Then, she always ends the conversation with one last little jab, something like, "but who knows, maybe your experience will be different," right before she walks away. I've had similar encounters with her many times, but today she really attacked at a different level. Normally she just paints a depressing image of the profession, but today she called me out on my competency. And that is why I am left writing this post, now critical of my own beliefs about myself.
The truth of the matter is that nobody is capable of “making” another person feel anything, feelings come from within, they are not forced upon us. All she has done is brought to the surface some weaknesses deep with in me. Whatever her reasons for being the way she is are surely self satisfying and have nothing to do with me at all, yet I feel so exposed for all that I am not.
I am, underneath it all, a bit of an optimist (or naïve) though and I want to learn and grow from the way I am feeling right at this moment. Maybe that is what sets teachers apart from other professionals, is the desire to turn anything and everything into an opportunity to learn something, and that’s exactly what it comes down to.
I feel a strong pull towards teaching because I see life as one giant opportunity to learn about one's self. I will never think that I know everything, I don’t believe it’s possible. I will know much more in ten years from now than I do at this moment but it will still only be a minute fraction of all the things there is to learn from life.
If I can impart this passion for seeking knowledge to students, then I feel I will have done my job, but then there is the reality. Sharing a passion for knowledge within the public school system is just a side issue. My technical job, as I am coming to find out, will really be to teach children random pre-determined facts about various subjects so that they can pass several tests. It’s these pre-determined subject areas that concern me the most.
I am not an expert at history, geography, math or science. Literature and reading have always been my thing because it is the only place where my lucid thought process serves me well. But I learn quick and even more quickly when I am in a position to make another understand. I have 2.5 years left in my college career, and by the time I complete school, I will have a greater general knowledge of these subjects, but it’s likely that I won’t be an expert in every subject I am expected to teach. Going into teaching, I figure this is normal. I figure that I might, at times, have to learn and master the material myself just days before I teach it. And I am good at this, I am good at researching and developing a mini expertise on a specific subject.
I am well aware of where all my many weaknesses are, in subject content and in confidence. I work on it every day. I read, I listen I think about everything that might effect me as a teacher. Yet somehow, I let a mere conversation get under my skin. And honestly, it has forced me to confront my lack of knowledge. Do I really know enough about life to teach?
That is where I am at today. I haven’t decided if questioning my own adequacy is a good thing or a bad thing-after all, questioning oneself is the catalyst for continual improvement and growth. Maybe I should just take a step back and start focusing on improving my basic subject knowledge. Maybe I just let my excitement to reach the end result get the best of me, that I am not taking in the important milestones along the way.
What I do have is an analytical mind. I question everything. And I can read people pretty well, I have a knack for understanding the human psyche. I hope that these are qualities that will help me to be a good teacher. I hope.
I guess the conversation with this co-worker set my confidence off balance a bit because she is one of those people who is a bit of a know it all, and seems to find a strange enjoyment out of “one upping”. She always has this condescending tone to everything she says and I really don’t like talking to her about teaching because quite frankly, she ruins it for me- drains any ounce of enthuisiasm I have from my mind and drives in all the negative things about the profession (her mother was a special ed art teacher at an inner city school and apparently had some very bad experiences- because I only hear about how horrible it was.) Then, she always ends the conversation with one last little jab, something like, "but who knows, maybe your experience will be different," right before she walks away. I've had similar encounters with her many times, but today she really attacked at a different level. Normally she just paints a depressing image of the profession, but today she called me out on my competency. And that is why I am left writing this post, now critical of my own beliefs about myself.
The truth of the matter is that nobody is capable of “making” another person feel anything, feelings come from within, they are not forced upon us. All she has done is brought to the surface some weaknesses deep with in me. Whatever her reasons for being the way she is are surely self satisfying and have nothing to do with me at all, yet I feel so exposed for all that I am not.
I am, underneath it all, a bit of an optimist (or naïve) though and I want to learn and grow from the way I am feeling right at this moment. Maybe that is what sets teachers apart from other professionals, is the desire to turn anything and everything into an opportunity to learn something, and that’s exactly what it comes down to.
I feel a strong pull towards teaching because I see life as one giant opportunity to learn about one's self. I will never think that I know everything, I don’t believe it’s possible. I will know much more in ten years from now than I do at this moment but it will still only be a minute fraction of all the things there is to learn from life.
If I can impart this passion for seeking knowledge to students, then I feel I will have done my job, but then there is the reality. Sharing a passion for knowledge within the public school system is just a side issue. My technical job, as I am coming to find out, will really be to teach children random pre-determined facts about various subjects so that they can pass several tests. It’s these pre-determined subject areas that concern me the most.
I am not an expert at history, geography, math or science. Literature and reading have always been my thing because it is the only place where my lucid thought process serves me well. But I learn quick and even more quickly when I am in a position to make another understand. I have 2.5 years left in my college career, and by the time I complete school, I will have a greater general knowledge of these subjects, but it’s likely that I won’t be an expert in every subject I am expected to teach. Going into teaching, I figure this is normal. I figure that I might, at times, have to learn and master the material myself just days before I teach it. And I am good at this, I am good at researching and developing a mini expertise on a specific subject.
I am well aware of where all my many weaknesses are, in subject content and in confidence. I work on it every day. I read, I listen I think about everything that might effect me as a teacher. Yet somehow, I let a mere conversation get under my skin. And honestly, it has forced me to confront my lack of knowledge. Do I really know enough about life to teach?
That is where I am at today. I haven’t decided if questioning my own adequacy is a good thing or a bad thing-after all, questioning oneself is the catalyst for continual improvement and growth. Maybe I should just take a step back and start focusing on improving my basic subject knowledge. Maybe I just let my excitement to reach the end result get the best of me, that I am not taking in the important milestones along the way.
Tuesday, October 13, 2009
Tools for Managing Attention Disorders
A while back I saw a news story about teachers who are using balance balls in class for students with ADD and ADHD, autism and other attention related problems. My initial thought was that it's a great idea in theory, but I wondered how distracting it would be for other students. I imagined the children fighting over who would get a turn on the giant inflatable ball and the jealously and outbursts that might occur over having this in the classroom. I also considered the potential liability, after all rolling off one of those onto a hard floor or against a desk leg could pose a problem- you know, broken noses, limbs, cracked teeth, ect.
I use a similar therapy tool for my back problems. Its a balance disk, which
can be used as a seat cushion with the same benefits of the larger ball, and is much more discreet and transportable. While searching online for a picture to show a friend what I was using for my back problem I found several reviews by teachers who said they use these disks in class for students with attention problems, instead of the balance ball, for all the reasons I described above.
The teachers writing the reviews say that the balance disk help students stay on task and are much less distracting to other students. From all I have read, this seems to be a valuable tool to keep in the classroom.
I am intrigued by some of the creative ideas that are used by teachers to solve difficult problems in the classroom. Despite all my training in massage therapy, I don't know that I would have ever made the connection to utilize this therapy tool in the classroom, but it completely makes sense!
Have any of you used the balance disk, ball or a similar item to help students with attention problems? Have you found that it helps students focus or that it just becomes another distraction? What other suggestions do you have for working with attention problems?
I use a similar therapy tool for my back problems. Its a balance disk, which
can be used as a seat cushion with the same benefits of the larger ball, and is much more discreet and transportable. While searching online for a picture to show a friend what I was using for my back problem I found several reviews by teachers who said they use these disks in class for students with attention problems, instead of the balance ball, for all the reasons I described above.The teachers writing the reviews say that the balance disk help students stay on task and are much less distracting to other students. From all I have read, this seems to be a valuable tool to keep in the classroom.
I am intrigued by some of the creative ideas that are used by teachers to solve difficult problems in the classroom. Despite all my training in massage therapy, I don't know that I would have ever made the connection to utilize this therapy tool in the classroom, but it completely makes sense!
Have any of you used the balance disk, ball or a similar item to help students with attention problems? Have you found that it helps students focus or that it just becomes another distraction? What other suggestions do you have for working with attention problems?
Thursday, October 8, 2009
Nerves and Jitters
Last night, when I should have been catching up on endless piles of homework and studying for my impending midterms, I decided to blow it all off and play on the internet- just for a little while. Well, a little while turned into almost two hours once I discovered a video documenting the first year of a new teacher. What an informative, terrifying, motivating and enlightening little piece of cinema that was!
It followed a first year teacher through her new teacher training, planning, first day with students, meeting parents, observations, school at various points in the year, new pregnancy (yes, what a surprise that was for her to have an unexpected pregnancy thrown in there!) It reminded me that no amount of preparation can really calm the nerves and jitters of that first year.
I became so engrossed in her nervousness just watching it that I was relieved when I was able to float back in my body and remember that I still have 2+ more years to prepare for that moment.
This girl seemed like such a good teacher, but she ultimately ended up leaving the profession for a while to stay at home with her baby. There was a lot of talk throughout the film about teacher retention and how many new teachers don’t make it in the field because it just wasn’t what they were expecting. This girl was certainly not disillusioned, in fact she reminded me a lot of myself. She was also fortunate enough to have an extremely supportive school district. I couldn’t believe the extensive support network and resources provided to new teachers. I can only hope I am so lucky as to have that support my first year!
I just can’t help but wonder why she left teaching though? I suppose that much of it has to do with being a new mother, and maybe that is what gets to me- since I am waiting to have kids myself until after I finish my degree. Will I also feel this way? From my perspective now, I know I need to work in order to help pay the bills, and I have always thought teaching will provide me with much more time with my kids than my current career, since I will have holidays and breaks that coincide with my childrens'schedule. But will this practical thinking get tossed out the window once I hold my own baby for the first time? Maybe age has something to do with it. The girl in this video is only 23, where I am several years older and would like to get moving with my career before its time to retire (and while I still have time to save for retirement!)
And speaking of parenting, I also have a new teaching anxiety- parents. I am sure that as I get to know some of the parents, this anxiety will dissolve a bit, but as district taxpayers, they all will essentially be my boss, and on top of that, the most precious person in their life will be in my care. I don’t know, but I think parental anxieties might trump all my other anxieties at the moment! I am trying to think of some things I could do before starting to teach where I will get some experience communicating with and working with parents in an educational setting. Any suggestions? Would tutoring give me this opportunity? Or maybe volunteering to help out with local school events?
I am glad I stumbled upon this video though; I hope I can find some others like it. It gave my the inside perspective that I am always looking for. If there are any other ELED students reading this, I highly recommend watching this documentary for a very candid representation of what to expect that first year.
It followed a first year teacher through her new teacher training, planning, first day with students, meeting parents, observations, school at various points in the year, new pregnancy (yes, what a surprise that was for her to have an unexpected pregnancy thrown in there!) It reminded me that no amount of preparation can really calm the nerves and jitters of that first year.
I became so engrossed in her nervousness just watching it that I was relieved when I was able to float back in my body and remember that I still have 2+ more years to prepare for that moment.
This girl seemed like such a good teacher, but she ultimately ended up leaving the profession for a while to stay at home with her baby. There was a lot of talk throughout the film about teacher retention and how many new teachers don’t make it in the field because it just wasn’t what they were expecting. This girl was certainly not disillusioned, in fact she reminded me a lot of myself. She was also fortunate enough to have an extremely supportive school district. I couldn’t believe the extensive support network and resources provided to new teachers. I can only hope I am so lucky as to have that support my first year!
I just can’t help but wonder why she left teaching though? I suppose that much of it has to do with being a new mother, and maybe that is what gets to me- since I am waiting to have kids myself until after I finish my degree. Will I also feel this way? From my perspective now, I know I need to work in order to help pay the bills, and I have always thought teaching will provide me with much more time with my kids than my current career, since I will have holidays and breaks that coincide with my childrens'schedule. But will this practical thinking get tossed out the window once I hold my own baby for the first time? Maybe age has something to do with it. The girl in this video is only 23, where I am several years older and would like to get moving with my career before its time to retire (and while I still have time to save for retirement!)
And speaking of parenting, I also have a new teaching anxiety- parents. I am sure that as I get to know some of the parents, this anxiety will dissolve a bit, but as district taxpayers, they all will essentially be my boss, and on top of that, the most precious person in their life will be in my care. I don’t know, but I think parental anxieties might trump all my other anxieties at the moment! I am trying to think of some things I could do before starting to teach where I will get some experience communicating with and working with parents in an educational setting. Any suggestions? Would tutoring give me this opportunity? Or maybe volunteering to help out with local school events?
I am glad I stumbled upon this video though; I hope I can find some others like it. It gave my the inside perspective that I am always looking for. If there are any other ELED students reading this, I highly recommend watching this documentary for a very candid representation of what to expect that first year.
Monday, September 28, 2009
Another Band Aide...
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.
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.
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.
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