Tuesday, March 10, 2009
Blog 6: Learning From Mistakes
I finished class early one morning, in large part because I had under-planned, and I let my students work on material from another class. That might not have been a big deal, but they were having trouble with their work so I helped them complete their assignment. I knew Algebra I pretty well and I wanted to help the class out. (Our school’s ninth grade academy is team-taught and most of the students have the same teachers.) The problem was that they didn’t tell me that it was a take-home quiz, and they weren’t supposed to have any help. Needless to say, working out some of the problems with them on the board was probably not a good idea. After class, my cooperating teacher let me know that under no circumstances was I to do that again. A teacher has to teach bell to bell, and it has to be in their content area. Although my intentions were in the right place, my actions were out of line and I could have gotten in big trouble. Luckily, the math teacher in our team was very understanding and did not take it out on me. However, some teachers in the school would have promptly chewed me out for helping their students with a quiz. My cooperating teacher chalked this one up to a rookie mistake and I haven’t had trouble with it since. Were I to go back in time and do it again, I would have done one of two things. I could have allowed the students to work on their quizzes by themselves, since they had completed all of their Geography assignments with about 5-10 minutes left in class. However, the better solution would have been to come up with something for my students to do. I could have printed up new reading guides (guided notes), had them work on vocabulary, or even created a free write or exit slip for the end of class. Teachers have to monitor and adjust for what happens in class, and part of the class finishing early is no exception.
Tuesday, February 24, 2009
Blog 5: Classroom Management Plan
1) Build rapport with your students
Most minor issues in classroom management can be solved by a teacher having good rapport with their students. Students do not have to necessarily like the teacher, but there has to be a mutual understanding and sense of respect between both parties. It almost feels wrong for students to be disrespectful or rude to a teacher with whom they have strong rapport. This makes activities like student surveys and class discussions important assets in a teacher’s tool-kit. Once teachers get to know their students on a personal level, they will be able to anticipate and address future behavioral issues. For example, you can make proper adjustments for a student sleeping in class because you know they aren’t getting enough to eat at home. In that situation, it is important to make sure the student qualifies for and receives free breakfast/lunch at school. It might also be helpful to provide a snack for that student to help them stay engaged in class.
2) Address the problem before it gets out of hand
I learned first-hand during my first supervisor observation about the importance of addressing problems when they first pop up. Since it was my first week with a new class, I didn’t really address the few times when various people around the room were talking. None of it really seemed to affect the rest of the class, and most of it stopped with proximity or calling on the particular student by name. However, I never took the time to explain my expectations for classroom behavior and the consequences for those who broke the rules. My class really showed out during the observation, and classroom management was the only place where I lost points on the scoring guide. Needless to say, I firmly laid down the law the following day. I explained my expectations and how talking when I am talking would not be tolerated. The lesson I learned from this experience was to be proactive instead of reactive when dealing with classroom management. Most problems are avoidable if you make your expectations clear in the beginning and address any issues—no matter how small—when they first pop up.
3) Walk the walk if you’re going to talk the talk
My third action step involves sticking to your guns when someone breaks the rules. If you say that nobody is to be talking when you are talking, that means you cannot ignore interruptions and distractions in class. However, there are exceptions to these rules. If I ask someone to (quietly) catch up another student because they were absent, I have to bend the rules. Since the talking was constructive, it would be allowed. The punishment also has to fit the crime. You have to be flexible and judicious when dealing with different students. Despite these factors, it is important that expectations for students are made clear and that the teacher follows through—in most cases—with the stated consequences after the rules are broken.
Most minor issues in classroom management can be solved by a teacher having good rapport with their students. Students do not have to necessarily like the teacher, but there has to be a mutual understanding and sense of respect between both parties. It almost feels wrong for students to be disrespectful or rude to a teacher with whom they have strong rapport. This makes activities like student surveys and class discussions important assets in a teacher’s tool-kit. Once teachers get to know their students on a personal level, they will be able to anticipate and address future behavioral issues. For example, you can make proper adjustments for a student sleeping in class because you know they aren’t getting enough to eat at home. In that situation, it is important to make sure the student qualifies for and receives free breakfast/lunch at school. It might also be helpful to provide a snack for that student to help them stay engaged in class.
2) Address the problem before it gets out of hand
I learned first-hand during my first supervisor observation about the importance of addressing problems when they first pop up. Since it was my first week with a new class, I didn’t really address the few times when various people around the room were talking. None of it really seemed to affect the rest of the class, and most of it stopped with proximity or calling on the particular student by name. However, I never took the time to explain my expectations for classroom behavior and the consequences for those who broke the rules. My class really showed out during the observation, and classroom management was the only place where I lost points on the scoring guide. Needless to say, I firmly laid down the law the following day. I explained my expectations and how talking when I am talking would not be tolerated. The lesson I learned from this experience was to be proactive instead of reactive when dealing with classroom management. Most problems are avoidable if you make your expectations clear in the beginning and address any issues—no matter how small—when they first pop up.
3) Walk the walk if you’re going to talk the talk
My third action step involves sticking to your guns when someone breaks the rules. If you say that nobody is to be talking when you are talking, that means you cannot ignore interruptions and distractions in class. However, there are exceptions to these rules. If I ask someone to (quietly) catch up another student because they were absent, I have to bend the rules. Since the talking was constructive, it would be allowed. The punishment also has to fit the crime. You have to be flexible and judicious when dealing with different students. Despite these factors, it is important that expectations for students are made clear and that the teacher follows through—in most cases—with the stated consequences after the rules are broken.
Tuesday, February 10, 2009
Blog 4: Curriculum Unit Action Plan
One suggestion that I repeatedly noticed involved highlighting specific parts of the standards listed in my lesson plans. I thought this was an excellent suggestion because it makes the lesson easier for the supervisor (or anyone else) to follow. When I am lesson-planning, I have trouble deciding which standards apply to a particular class, and I often list more than I need to. If the standard could be applied to the content in any possible way, I usually put it in just to be safe. The problem is that each National Geography Standard encompasses a variety of information, and I would only use a few phrases or one sentence out of the paragraph. By highlighting the sections that apply to my lesson, it gives the observer a better idea of what to expect. It also helps me determine which standards really apply to the content and strategies that I will be using for that day.
If I am going to incorporate the Elements of Literacy into my lesson plans, I need to do more than simply list the letters that apply. I need to specify which elements are being used and why/how I am using them. The reasoning for this is similar to why I need to highlight key parts of standards. By writing out the elements, the lesson plan is easier to understand, and it helps me focus my thoughts on what I want to accomplish.
Although I seemed to do a respectable job on this for my Unit Plan, I need to continue to use a variety of objectives for my lesson plans. I need to continue to incorporate action verbs like describe, compare/contrast, explain, discuss, define, distinguish, identify, etc. Furthermore, I need to return to these objectives at the end of each lesson and check to make sure they were accomplished. This is important because informal assessment is a key component to a successful classroom. On that note, I also need to work on including certain aspects of assessment in my lesson plans. My cooperating teacher explained that many teachers do a lot of good things in the classroom without really thinking about it (Ex: Walking around the classroom to monitor students during think-pair share). The problem is that your supervisor needs to see it in your lesson plan. I need to be more thorough In the future when writing the assessment portion of my lesson plans.
If I am going to incorporate the Elements of Literacy into my lesson plans, I need to do more than simply list the letters that apply. I need to specify which elements are being used and why/how I am using them. The reasoning for this is similar to why I need to highlight key parts of standards. By writing out the elements, the lesson plan is easier to understand, and it helps me focus my thoughts on what I want to accomplish.
Although I seemed to do a respectable job on this for my Unit Plan, I need to continue to use a variety of objectives for my lesson plans. I need to continue to incorporate action verbs like describe, compare/contrast, explain, discuss, define, distinguish, identify, etc. Furthermore, I need to return to these objectives at the end of each lesson and check to make sure they were accomplished. This is important because informal assessment is a key component to a successful classroom. On that note, I also need to work on including certain aspects of assessment in my lesson plans. My cooperating teacher explained that many teachers do a lot of good things in the classroom without really thinking about it (Ex: Walking around the classroom to monitor students during think-pair share). The problem is that your supervisor needs to see it in your lesson plan. I need to be more thorough In the future when writing the assessment portion of my lesson plans.
Tuesday, February 3, 2009
Blog 3: Professional Social Studies Organization
When I asked my Cooperating Teacher if he belonged to any professional social studies organizations, the first words out of his mouth were, “Yes…the South Carolina Geographic Alliance”. I decided to further research this organization for two reasons. First of all, I wanted some background information before the presentation by the Geographic Alliance at our Capstone tonight. Secondly, I was interested to know why my teacher chose to join this group and not actively participate in any others.
I found a good answer to my second question right away after I began to examine the South Carolina Geographic Alliance’s website. Joining the organization is free***. That’s always a plus when you know you’ll be living on a fixed income. Worrying about membership dues in the last thing I should be concerned with. Plus, this is a professional organization specifically designed for geography educators. Since I will be taking on nothing but World Geography classes for student-teaching, I felt this was the best professional organization for me to research.
The SC Geographic Alliance provides a variety of in-service and pre-service opportunities that focus on free workshops where teachers have access to a variety of lesson plans and classroom resources. Opportunities for professional development include the Summer Geography Institute and “Geofest”. The Summer Institute is an annual event held at the University of South Carolina where teachers experience an “intensive, residential two-week training program intended to increase teachers' knowledge of geography, introduce teachers to new teaching techniques and materials, and help them develop skills in presenting in-service workshops to other teachers” (SCGA). Geofest is a biannual conference (also held in Columbia) where new ideas/strategies are presented and shared. It is open to the general public and the USC geography faculty even offers their input.
If the Geography Alliance’s presentation at the Capstone tonight is appropriate, I think I might go ahead and fill out the free online application. I don’t plan on joining any other organizations until I have a steady source of income. For now I think I’ll settle for their online resources that include lesson plans, daily activities, and outline maps that will be very useful while I am student-teaching.
I found a good answer to my second question right away after I began to examine the South Carolina Geographic Alliance’s website. Joining the organization is free***. That’s always a plus when you know you’ll be living on a fixed income. Worrying about membership dues in the last thing I should be concerned with. Plus, this is a professional organization specifically designed for geography educators. Since I will be taking on nothing but World Geography classes for student-teaching, I felt this was the best professional organization for me to research.
The SC Geographic Alliance provides a variety of in-service and pre-service opportunities that focus on free workshops where teachers have access to a variety of lesson plans and classroom resources. Opportunities for professional development include the Summer Geography Institute and “Geofest”. The Summer Institute is an annual event held at the University of South Carolina where teachers experience an “intensive, residential two-week training program intended to increase teachers' knowledge of geography, introduce teachers to new teaching techniques and materials, and help them develop skills in presenting in-service workshops to other teachers” (SCGA). Geofest is a biannual conference (also held in Columbia) where new ideas/strategies are presented and shared. It is open to the general public and the USC geography faculty even offers their input.
If the Geography Alliance’s presentation at the Capstone tonight is appropriate, I think I might go ahead and fill out the free online application. I don’t plan on joining any other organizations until I have a steady source of income. For now I think I’ll settle for their online resources that include lesson plans, daily activities, and outline maps that will be very useful while I am student-teaching.
Monday, January 26, 2009
Revised Philosophy and Action Plan
Revised Philosophy of Education:
I feel that as a Social Studies teacher, it is my responsibility to help my students have an open mind and respect the world’s diversity. I want to make my class as interesting and practical as possible, while still conveying a variety of information. I want my enthusiasm for teaching/learning to rub off on my students and for their progress to inspire me to continue to grow as an educator. I believe in striving to get better and working to make a difference in my students’ lives. When I am teaching class, I want it to make sense to my students and be relevant if at all possible. I want my students to understand how the world operates and leave my classroom with the ability to make informed/reasoned decisions in life. More than anything else, I believe in the potential of my students, and I will do everything I can to help them to succeed.
I feel that as a Social Studies teacher, it is my responsibility to help my students have an open mind and respect the world’s diversity. I want to make my class as interesting and practical as possible, while still conveying a variety of information. I want my enthusiasm for teaching/learning to rub off on my students and for their progress to inspire me to continue to grow as an educator. I believe in striving to get better and working to make a difference in my students’ lives. When I am teaching class, I want it to make sense to my students and be relevant if at all possible. I want my students to understand how the world operates and leave my classroom with the ability to make informed/reasoned decisions in life. More than anything else, I believe in the potential of my students, and I will do everything I can to help them to succeed.
Action Plan for the Future:
· Since I seem to struggle with creativity, I need to seek out new sources of support (peers, professors, teachers, textbooks, online resources, etc.) when lesson planning.
· I need to plan ahead and be prepared so I can come up with engaging activities.
· I need to learn from my mistakes (keep a record) and not dwell on the things that go wrong.
· I need to seek feedback from my students and get to know them on a personal level. Many students won’t care about the material until they see that I care about them.
· Building rapport with my students will be critical for my student-teaching experience.
· When I have my own classroom, I will set the tone on the first day to address any discipline issues. Disrupting class will not be tolerated.
· I plan to find a balance between the perfection I seek and the realities of the world I live in.
· I plan to interweave pearls of wisdom into my instruction to help my students leave my classroom with a sense of civic competence.
· I need to think outside the box to help students make personal connections to material from class.
· I need to have high expectations for all my students, even if nobody else does.
· I can’t get caught up in trying to save every student, but rather help those that will “save themselves.”
· Since I seem to struggle with creativity, I need to seek out new sources of support (peers, professors, teachers, textbooks, online resources, etc.) when lesson planning.
· I need to plan ahead and be prepared so I can come up with engaging activities.
· I need to learn from my mistakes (keep a record) and not dwell on the things that go wrong.
· I need to seek feedback from my students and get to know them on a personal level. Many students won’t care about the material until they see that I care about them.
· Building rapport with my students will be critical for my student-teaching experience.
· When I have my own classroom, I will set the tone on the first day to address any discipline issues. Disrupting class will not be tolerated.
· I plan to find a balance between the perfection I seek and the realities of the world I live in.
· I plan to interweave pearls of wisdom into my instruction to help my students leave my classroom with a sense of civic competence.
· I need to think outside the box to help students make personal connections to material from class.
· I need to have high expectations for all my students, even if nobody else does.
· I can’t get caught up in trying to save every student, but rather help those that will “save themselves.”
Tuesday, January 20, 2009
This I Believe
I Believe in Striving to Get Better
What do I believe? I think that’s a very good question. If I had to use a single word to define my educational beliefs, it would be “striving”. This word means a lot to me and has shaped not only how I approach the classroom, but life in general. To understand where this word comes from and why it matters to me requires a trip back in time to my high school orchestra class.
As our conductor, Dr. T always expected excellence and didn’t have time for those not taking orchestra seriously. He was an old school teacher who wasn’t afraid to raise his voice or even toss a chair across the room to make a point. Despite his short temper and low tolerance for goofing off, Dr. T. was also a brilliant musician and a teacher who usually got the best out of his students. At some point during my tenth grade year—probably after a lackluster practice—he developed a saying to help define our goals for his class. In his words, we were to be “striving for the perfection which is unachievable”. In other words, I could always get better as a violist. He didn’t want me—or anyone else in class—to become satisfied or complacent as a musician. Years later I spoke to him about this expectation with some surprising results. I came to realize that I approached most things in life with this same mindset. I could always be a better student, friend, boyfriend, electrician, teacher, you name it. Some would call me a perfectionist…guilty as charged. I don’t have a 4.0 after three and a half years of college by mistake. The key for me is translating this mindset to my cooperating classroom, which is shaping up to be a greater challenge than any day in orchestra.
As a student, I only have to worry about my performance in class. I am responsible for my grades and nobody else’s. However, a teacher is responsible for every student that sets foot in their classroom. Although I don’t have absolute control over whether my students pass or fail, I do have a great deal of influence. I don’t believe in lost causes yet, although many people seem to think I should. If I can always get better as a teacher, why can’t I reach any given student? Maybe I’m setting my sights too high. After all, I am really new at this whole teaching thing. Maybe cynicism will set in over time and I’ll be just another teacher who has lost faith in their students. It just doesn’t seem right to be satisfied with any number of failing students except zero. Even if I can’t save them all, it certainly won’t hurt to try. I guess that’s my philosophy of education. Although I’ll never reach perfection, I hope to always be striving to be the best teacher I can be. That’s what I believe.
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