A) Student apathy is one of my biggest fears. As a teacher I feel like I will be an actor in a major production. My worry is that as people come to watch my play that they won't be able to see all the work I put into it and just not care. My fears aren't grounded but I think it would be difficult to put in extra effort for a student who couldn't care less. The one thing that gives me hope is that I know from experience that there are reasons for everyone's behavior. Just because I can't see everything that is going on that doesn't mean that there a not other events in play. Knowing that will help me be empathetic to me students so that I will continue to strive to be the best performer for them.
B) The London Metaphor reminded me of a show I watched called Cake Boss. In the show Buddy the main character travels with his family back to Italy where his parents were from. Buddy's mother always talks about a bakery in Italy and he goes to visit the bakery to learn how to bake the bread. The Bakers at the Italian bakery talked about how baking is not a job but a passion. I just found it interesting that I had watched a show like that before reading the chapter. I relate to that because as I learn more about teaching I realize that it is also more than a job.
I had considered teaching profession for sometime before I actually pursued it. The problem was that I was bombarded with negative statements about the teaching profession (especially as a man) and that scared me away from it. A couple years ago I decided to go to Hawaii so I bought a one way ticket and flew out there. Not knowing a soul I found myself living in a barn near the beach on the north shore of Oahu. It was a lonely experience but it gave me many hours to think and reflect on my life. Through that experience I decided that I needed to do what would make me happy and I know pursuing my calling will give me that fulfillment.
C) Janae The insights you bring to the reading are very interesting, I didn't know that you were coming back to school. I can tell that you are motivated and that you will truly care for your future students. Keep up the great work.
Friday, May 27, 2011
Tuesday, May 24, 2011
Blog #7
College has been a terrific experience, one day I decided to go to school and so I walked in off the street into the administrative building and signed up. I took ownership of my college career, I was going to school for me so I took classes that were interesting to me. As I've studied my eyes were opened and now I find myself relating all the things I learn on campus to everyday events that are going on around me.
The reason I mention that is because as I read I related a lot of what was in the text to my prior experiences. First I like the idea of "looking for fresh ways to present and explore ideas." This just makes sense to me, I grew up in the country so I often look to the animal kingdom and contrast it with our human world. As young creatures we are born with this innate sense to explore and discover. I think about the puppies we had and how as they grew and became more brave they would go on adventures around our yard. This often lead the dogs into trouble because they would try to explore our garbage. The puppies curiosity helped them develop, as people we are also filled with curiosity and we too want to learn. The students in the class were curios to see how many washers the boat would hold, that curiosity will help them remember that experience thus cementing what they learned forever in their minds.
As a teacher my biggest fear is that I will get bored with my material because I know that it will show through in the way I teach and in turn my students will be bored with it. I hope my students will never be bored with me and they shouldn't be because children want to learn. By utilizing new ways to present ideas my students will be filled with knowledge. In fact my students will huger to learn and it will be easy to guide them in their knowledge discovery. That is what I love about teaching, I am never done learning and there will always be new and exciting ways to teach. My students will never be bored with me because I'll always find fresh ways to share information.
The next idea I would like to incorporate into my class is the knowledge of where success comes from. Sometimes students don't get the chance to learn that it takes work to be prosperous. I like how to book said it was important that each student realize that their persistent effort is linked to their success. I remember for psychology we learned that it was better to compliment each student for working hard instead of telling them they were smart. A child's intelligence level is out of their control but how much effort they put in is totally in their hands. That's why I think it is important to "Help Students Realize Success Is the Result of Effort."
The final area I liked was when the author talked about taking a "No Excuse" stance. It went on to say that although students come from many difficult circumstances that we as teachers are not helping them by not making them accountable. I think that a "no excuse" stance contrast against the ideas of being fair: Not all equal shares but what each individual needs. The important part that comes into play in both is the child's needs. I worry that it will be difficult to be equitable to my students but with guidance like that in the book I can see that it is the best way.
The reason I mention that is because as I read I related a lot of what was in the text to my prior experiences. First I like the idea of "looking for fresh ways to present and explore ideas." This just makes sense to me, I grew up in the country so I often look to the animal kingdom and contrast it with our human world. As young creatures we are born with this innate sense to explore and discover. I think about the puppies we had and how as they grew and became more brave they would go on adventures around our yard. This often lead the dogs into trouble because they would try to explore our garbage. The puppies curiosity helped them develop, as people we are also filled with curiosity and we too want to learn. The students in the class were curios to see how many washers the boat would hold, that curiosity will help them remember that experience thus cementing what they learned forever in their minds.
As a teacher my biggest fear is that I will get bored with my material because I know that it will show through in the way I teach and in turn my students will be bored with it. I hope my students will never be bored with me and they shouldn't be because children want to learn. By utilizing new ways to present ideas my students will be filled with knowledge. In fact my students will huger to learn and it will be easy to guide them in their knowledge discovery. That is what I love about teaching, I am never done learning and there will always be new and exciting ways to teach. My students will never be bored with me because I'll always find fresh ways to share information.
The next idea I would like to incorporate into my class is the knowledge of where success comes from. Sometimes students don't get the chance to learn that it takes work to be prosperous. I like how to book said it was important that each student realize that their persistent effort is linked to their success. I remember for psychology we learned that it was better to compliment each student for working hard instead of telling them they were smart. A child's intelligence level is out of their control but how much effort they put in is totally in their hands. That's why I think it is important to "Help Students Realize Success Is the Result of Effort."
The final area I liked was when the author talked about taking a "No Excuse" stance. It went on to say that although students come from many difficult circumstances that we as teachers are not helping them by not making them accountable. I think that a "no excuse" stance contrast against the ideas of being fair: Not all equal shares but what each individual needs. The important part that comes into play in both is the child's needs. I worry that it will be difficult to be equitable to my students but with guidance like that in the book I can see that it is the best way.
Friday, May 20, 2011
Blog #6
4.1) At the beginning of chapter 4, Carol includes a discussion between Charlie and his teacher, from a book called The Perks of Being a Wallflower. I’ve read the book, and it’s gut wrenching, edgy, and sometimes over the top – definitely meant for mature audiences who are not especially sensitive to harsh language and difficult lifestyles. But… this discussion moves me every time I read it. Have you ever had this type of a discussion with a teacher? Please tell me about it.
From the description of the book I thought that I had missed something from the reading because I didn't remember reading anything that intense. As I went back and reviewed the conversation between Charlie and his teacher I remember thinking that that was very nice. When I was in high school I remember my history teacher who also happened to be my wrestling coach giving me the same talk. He was talking more about wrestling at the time but it was similar. He told me that he had pushed me more because he knew that I responded well to it. Now my conversation with my coach didn't end quite as friendly but I think he had good intentions.
Looking back I can see that my coach/ teacher meant well but as developing adolescent I couldn't see exactly what he was trying to get across. This experience makes me be aware that although my intentions may be well meaning that I must make those actions clear to my students so that the student can understand where I'm coming from. What I heard as a student is "I'm pushing you more," which came across as unfair. Now if I was like Charlie and my teacher was more like Charlie's then I think the experience would have been more positive.
5.1) On page 56 Carol says: “It is the teacher’s contract with the child to care intelligently, unyieldingly, and deeply about the individual’s strengths and weaknesses, dreams and nightmares, uniqueness and commonality.” I felt this from Carol when she was my teacher. It was a powerful experience that really did change me as a teacher. Is there a teacher in your past who seemed to have this “contract” with you? Please tell about it.
My senior year of high school I took a class more as a joke then anything else but that class turned out to be amazing. Mrs Nicoles was the teacher and I felt that she had a contract with everyone of her students. I was the only boy in the class of about 15 students. I was able to learn many insights about myself and the world around me. I knew in that class that I could take risks and because I was opening to trying new things I was able to grow exponentially.
As I was preparing this blog I asked my wife about teachers that had contracts with her and we talking about how the teachers that had these contracts had a major impact on our lives. I just remember walking into Mrs. Nicoles class thinking that I was super cool and that the other girls were a little weird. After that class I realized how wrong I was because it changed how I looked at people. Mrs. Nicoles showed me how to care for other people by her example I could see that see cared about me just like she cared about the other students in class.
My hope is to be genuine with my class so that they can see that I have contract with them. This contract is something that I hope to refer back to throughout the year so that my students can see what they can expect from me as their teacher.
From the description of the book I thought that I had missed something from the reading because I didn't remember reading anything that intense. As I went back and reviewed the conversation between Charlie and his teacher I remember thinking that that was very nice. When I was in high school I remember my history teacher who also happened to be my wrestling coach giving me the same talk. He was talking more about wrestling at the time but it was similar. He told me that he had pushed me more because he knew that I responded well to it. Now my conversation with my coach didn't end quite as friendly but I think he had good intentions.
Looking back I can see that my coach/ teacher meant well but as developing adolescent I couldn't see exactly what he was trying to get across. This experience makes me be aware that although my intentions may be well meaning that I must make those actions clear to my students so that the student can understand where I'm coming from. What I heard as a student is "I'm pushing you more," which came across as unfair. Now if I was like Charlie and my teacher was more like Charlie's then I think the experience would have been more positive.
5.1) On page 56 Carol says: “It is the teacher’s contract with the child to care intelligently, unyieldingly, and deeply about the individual’s strengths and weaknesses, dreams and nightmares, uniqueness and commonality.” I felt this from Carol when she was my teacher. It was a powerful experience that really did change me as a teacher. Is there a teacher in your past who seemed to have this “contract” with you? Please tell about it.
My senior year of high school I took a class more as a joke then anything else but that class turned out to be amazing. Mrs Nicoles was the teacher and I felt that she had a contract with everyone of her students. I was the only boy in the class of about 15 students. I was able to learn many insights about myself and the world around me. I knew in that class that I could take risks and because I was opening to trying new things I was able to grow exponentially.
As I was preparing this blog I asked my wife about teachers that had contracts with her and we talking about how the teachers that had these contracts had a major impact on our lives. I just remember walking into Mrs. Nicoles class thinking that I was super cool and that the other girls were a little weird. After that class I realized how wrong I was because it changed how I looked at people. Mrs. Nicoles showed me how to care for other people by her example I could see that see cared about me just like she cared about the other students in class.
My hope is to be genuine with my class so that they can see that I have contract with them. This contract is something that I hope to refer back to throughout the year so that my students can see what they can expect from me as their teacher.
Wednesday, May 18, 2011
Blog #5
One of the first quotations that stood out to me can be found on page 17. It states, "Not only do people TELL me I am worthwhile, I can actually SEE that I am." All people like to receive recognition for a job well done, this praise is often a good thing but it should not be the only motivating factor. My hope is to foster independence in my students so that they can see the intrinsic rewards from working hard. Through differentiation my class will be a place where my students can build on their successes. I want my students to think to themselves that they have done difficult tasks in the past and succeeded so they can continue to take risks and try other challenging activities.
Later in the book if gave another great quote, "We're all on a journey" "none of us is ever through striving." this was found on page 33 of the text. I think that those quotes encompass much of what it means to differentiate. Often in class we talk about differentiation in terms of being fair to the students. As teachers when we consider the journey our students are on we will know that it is important to give the students what they need and not just think in terms of equal shares for the entire class. We must be guides and caretakers of these developing minds because the paths we lead our students down will effect their future travels.
Saturday, May 14, 2011
Blog #3
Blog #3: With the reading you've done so far, about differentiation, can you see any differentiation I have organized for you in this course? Look at the assignments (listed on page 3 of the full syllabus and outlined on pages 7 - 11). Which one appears to you (not your friends, or study buddies, but to YOU) as if it may be the product and process differentiated for student interest? Briefly explain why you think so, and connect it to something you read in Ch. 1 of Fulfilling the Promise.
One of the big ways you have used differentiation in your course is through the use of these blogs. Blogs allow the student to reflect both on the reading and the discourse in the classroom. By using blogs you have allow us as students to focus on our interest and made it possible to work in the areas we are ready. I think that is what you were hoping for when you assigned us to do blogs.
Another way you differentiate is by using morning meetings. Morning meetings cater to the student they provide an arena where every student can have their needs met.
One of the big ways you have used differentiation in your course is through the use of these blogs. Blogs allow the student to reflect both on the reading and the discourse in the classroom. By using blogs you have allow us as students to focus on our interest and made it possible to work in the areas we are ready. I think that is what you were hoping for when you assigned us to do blogs.
Another way you differentiate is by using morning meetings. Morning meetings cater to the student they provide an arena where every student can have their needs met.
Friday, May 13, 2011
Blog #4
One of my concerns with the morning meeting idea was that I had no experience with it and I wasn't sure how it would work in the real world. Principal Allan was able to help me understand the real life application of morning meetings. I liked how she said that morning meetings should be thought out but shouldn't necessarily take more planning time.
The morning meeting I foresee in my class will hopefully be as powerful as the ones she had in her class. Sometimes as people we can get lost in the details of the moment, I can totally see my students doing that. I hope to use morning meetings as a way to show my students the big picture of what will be expected throughout the day. With my day mapped out and with morning meeting I can get my class with me on the same page.
I know that many of my students make not be getting the attention that they need and morning meeting will allow them to feel recognized. I want my class to be strong and united. I have hopes that my students will look out for each other. Also I like how morning meetings provide a platform for my students to learn how to act socially. I remember that it was hard learning how to interact with others. I see morning meetings as a place for my students to practice their skills.
The morning meeting I foresee in my class will hopefully be as powerful as the ones she had in her class. Sometimes as people we can get lost in the details of the moment, I can totally see my students doing that. I hope to use morning meetings as a way to show my students the big picture of what will be expected throughout the day. With my day mapped out and with morning meeting I can get my class with me on the same page.
I know that many of my students make not be getting the attention that they need and morning meeting will allow them to feel recognized. I want my class to be strong and united. I have hopes that my students will look out for each other. Also I like how morning meetings provide a platform for my students to learn how to act socially. I remember that it was hard learning how to interact with others. I see morning meetings as a place for my students to practice their skills.
Tuesday, May 10, 2011
Blog # 2
1. In the "morning meeting" readings you were exposed to several teachers who do morning meeting in their classrooms. Please find one of them, list his or her name, and explain what they do or believe about morning meeting.
I feel like I could relate to Mr. Saunders class when they the students got too comfortable and the sharing wasn't everything it could be. As I thought about my future classroom meetings I wondered what I would do if my students got bored with the sharing time. From the reading it gave examples of how to freshen up the sharing section so that it continues to be engaging for all the students. I like the strategy of prepping the students beforehand by asking thoughtful questions so that they will be prepared and organized for their time to share.
2. In both part I of Differentiation in Practice and chapter 1 in Fulfilling the Promise, you find a short list of curricular elements that teachers can adjust and a short list of student traits or characteristics teachers can respond to. One of the books lists 4 of these, while the other lists only 3. What do you think changed in Tomlinson's thinking to add a 4th curricular element and a 4th trait to her original list?
I know that my mood is often controlled by the weather; for the past few years I've working in Juneau Alaska over the summers. Most days in Juneau are rainy which is good for a rain forest but for me it was a little depressing. When it was sunny in that town it was like the whole feeling in the community changed. I like how the metaphor of weather was used to help me understand that I can create a tone for my class. One way to establish a positive tone in a classroom is considering the learning environment. Just from my limited field experience I have noticed different weather in the different classes I've been to. Something as simple as the room layout effects us, I hope to create a good learning environment for my students. I just want to give them every opportunity for success.
Through her research Tomlinson found the the way a student felt about themselves or their affect is also important. As a future teacher my understanding of a student's affect will help me differentiate in my classroom. There a many elements that need to fit perfectly together to make the best learning environment but if the student doesn't have self efficacy all the other parts will not be effective. If a student can have positive associations with school then they will have more success. It is a little scary thinking about all the things that could go wrong. Much about what we are learning about I hadn't even considered so I'm glad to get a heads up now so that I will be prepared in the future.
3. In the introduction to The First Six Weeks of School you read about the importance of establishing a friendly, predictable, and orderly classroom as a "prerequisite for children's academic achievement." Is "friendly" as important as "predictable" and "orderly"? Why or why not? (Please refer to ideas you find in the introduction to The First Six Weeks of School.
I think of a three legged milking stool, all the legs have to be equal length or your stool is not going to work. Much like the stool being friendly, having the class orderly and also have the class predictable all have their place. Our job is not to be the students best friend, if we were friends only we wouldn't push the student as hard to succeed thus robbing them of their potential. At the same time we learn that the environment effects the students. A classroom that is inviting and friendly will make the student feel comfortable and safe. When a student feels safe then learning can happen. Orderly and predictable class environments also lead to students feeling safe. When a student knows the routine and what is expected then the student will be able to work well within those boundaries.
I feel like I could relate to Mr. Saunders class when they the students got too comfortable and the sharing wasn't everything it could be. As I thought about my future classroom meetings I wondered what I would do if my students got bored with the sharing time. From the reading it gave examples of how to freshen up the sharing section so that it continues to be engaging for all the students. I like the strategy of prepping the students beforehand by asking thoughtful questions so that they will be prepared and organized for their time to share.
2. In both part I of Differentiation in Practice and chapter 1 in Fulfilling the Promise, you find a short list of curricular elements that teachers can adjust and a short list of student traits or characteristics teachers can respond to. One of the books lists 4 of these, while the other lists only 3. What do you think changed in Tomlinson's thinking to add a 4th curricular element and a 4th trait to her original list?
I know that my mood is often controlled by the weather; for the past few years I've working in Juneau Alaska over the summers. Most days in Juneau are rainy which is good for a rain forest but for me it was a little depressing. When it was sunny in that town it was like the whole feeling in the community changed. I like how the metaphor of weather was used to help me understand that I can create a tone for my class. One way to establish a positive tone in a classroom is considering the learning environment. Just from my limited field experience I have noticed different weather in the different classes I've been to. Something as simple as the room layout effects us, I hope to create a good learning environment for my students. I just want to give them every opportunity for success.
Through her research Tomlinson found the the way a student felt about themselves or their affect is also important. As a future teacher my understanding of a student's affect will help me differentiate in my classroom. There a many elements that need to fit perfectly together to make the best learning environment but if the student doesn't have self efficacy all the other parts will not be effective. If a student can have positive associations with school then they will have more success. It is a little scary thinking about all the things that could go wrong. Much about what we are learning about I hadn't even considered so I'm glad to get a heads up now so that I will be prepared in the future.
3. In the introduction to The First Six Weeks of School you read about the importance of establishing a friendly, predictable, and orderly classroom as a "prerequisite for children's academic achievement." Is "friendly" as important as "predictable" and "orderly"? Why or why not? (Please refer to ideas you find in the introduction to The First Six Weeks of School.
I think of a three legged milking stool, all the legs have to be equal length or your stool is not going to work. Much like the stool being friendly, having the class orderly and also have the class predictable all have their place. Our job is not to be the students best friend, if we were friends only we wouldn't push the student as hard to succeed thus robbing them of their potential. At the same time we learn that the environment effects the students. A classroom that is inviting and friendly will make the student feel comfortable and safe. When a student feels safe then learning can happen. Orderly and predictable class environments also lead to students feeling safe. When a student knows the routine and what is expected then the student will be able to work well within those boundaries.
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