Summative Assessment

As I reflect on my time spent in 407, I leave feeling both energized and prepared for the next portion of my journey towards becoming an educator. Before walking into the classroom on a bright afternoon in early September, I already had a certain set of expectations: I would build upon my knowledge from my previous education course, while learning relevant reading and writing strategies that I could use to open up my content to the vast array of students I expected to encounter as an educator. Needless to say, this semester far exceeded any expectations that I had.

As educators, we are more than just vessels of knowledge concerning a specific subject. We must know how we can relay that content to our students in a manner that supports their learning abilities, which is why I believe that textbooks such as Subjects Matter is a resource I will be using for years to come. As an English teacher, I enjoyed the unlimited amount of reading strategies for before, during and after reading. Finally, a useful textbook that was well worth the price. But, as educators, we are more than just vessels of knowledge concerning a specific subject with a few research-based reading and writing strategies at are disposal. No. There's so much more to it.

We need to think about who we are teaching. Of course, I mean the students. But these students are real, live individuals, coming from all walks of life and possessing many different preferences when it relates to the ways in which they want to learn. I knew this before this course, but the opportunity we were given to speak with four students and hear their hopes and desires really pushed home this idea of knowing your students. For example, If a more self-regulated student doesn't prefer doing group-centered jigsaw activities, you have to be conscious of that and plan accordingly. We need to teach to their learning preferences, not make them conform to what best suits us. Another thing from this discussion that has had a profound impact on me is a comment one student made. He discussed how he admired his teacher because she came from his community and was able to be successful. We have a profound impact on the lives of these teens. I, for one, will always be conscious of this. How, then, can we build on the connections we make with students? This is where the need for positive parent/teacher communication is most profound. Imagine a world where you work closely with students' parents, knowing their hopes and desires for their children and beginning to build a community where teachers, students, and parents work as one. Knowing you have the support of the child's parents, so what you teach in the classroom will still matter when class is over, makes it more likely that that child will see success in the classroom, because they will not be held accountable at home, as well. Being able to spend a portion of my day observing a class with a parent, followed by a roundtable discussion with other parents was an eye-opening experience. It's not everyday that an undergrad teacher candidate is able to hear directly from parents regarding what they want for their students in regards to teacher qualities.

Aside from constant communication between teacher, student and parent, it is important that we not forget about our colleagues and how important communication with these individuals is. We all have the same goal: help students reach their full potential. And as they say, "Two heads are often times better than one." I can say that some of my most enjoyable experiences in this course have been when someone has challenged me on a certain point. I love it! It makes me think about things from different perspectives, which is something I never want to stop doing. We're in this together, and by working so closely with each other, It has really helped my interpersonal skills, in the sense of knowing the most effective ways to communicate with colleagues.

Teachers are more than just vessels of knowledge. They must be able to relate to and understand their students, knowing the best ways to push them to achieve the greatness every student has the potential for, all while working with parents to increase this potential. Collaborating with colleagues allows us to learn from one another, brainstorming and working off each person's strength to build a community of better educators. But does any of this matter if you don't put it into practice? That's why the highlight of this course was teaching my two lessons. It was the absolute best way for me to gauge how much I've learned. The faculty and staff at District C were extremely kind and helpful; I always felt welcomed,  making my field-based work an experience that I will never forget.

Student Input and Evaluating Teachers

While browsing Yahoo.com's front page this morning, I came across a rather amusingly titled article: "A Warning to Young People: Don't Become a Teacher." At first I thought that this article was probably nothing more than a grumpy educator looking for an outlet to express himself. And, for the most part, it did feel that way as I read it. But he does have a point: education in this country is changing. But how much so?

Aside from the well-known issues with standardizing testing, the author brought up something that is being introduced in Missouri that would have a direct affect on an educator's job: "student surveys," which would "become a part of the evaluation process" for educators.

Receiving feedback from students is a great idea - something I discussed in a previous blog post. The author also acknowledges this: "Each year, I allow my students to critique me and offer suggestions for my class. I learn a lot from those evaluations and have implemented some of the suggestions the students have made." But he finishes his thought by saying how "there is no way that eighth graders' opinions should be a part of deciding whether I continue to be employed. Does he have a point? I think so.

As I said - student feedback should be something ALL educators take advantage of, but informal feedback written on a sticky note is one thing. What if this feedback was a portion of a teacher's overall performance evaluation? Should students have that type of a power? 

After further research on this topic, I came across a point that I feel is right on. Would this cause teachers to begin putting student approval above student learning? Wouldn't that negate the entire point of this strategy?

Other states have considered this as an option; but as expected, it hasn't been accepted with open arms. 

So, what do you think?

Link to article: A Warning to Young People: Don't Become a Teacher

Article discussing "student surveys" http://gothamschools.org/2012/11/28/student-surveys-seen-as-unlikely-addition-to-evaluations-for-now/

Confidence is Key: Student Edition

I often wonder how we can get students who may feel uncomfortable speaking in class to become active participants in the classroom. How can you reverse what could be years a student's feelings of inadequacy in regards to his or her academic ability. While doing some research on this topic, I came across a very telling quote: "It is much easier to be the class clown or the bully than it is to be the student who can't read well." This made me think about how many issues with behavior in the classroom can stem from a student's feelings of inferiority. How, then, can we increase a student's confidence to the point where they WANT to be active participants in the classroom? Students don't participate because they lack confidence. It's as simple as that. Maybe someone disagrees? I just feel that students who possess this academic confidence are also the students that you will find are self-regulated learners.  It goes hand in hand.

Encouragement and positive reinforcement are two ways to do this. The more success a student experiences, the more their confidence will begin to rise. I've seen this multiple times in the classroom over the course of this semester. A student may not answer a question correctly, but the teacher takes what that student said and acknowledges a positive aspect of the response, making the student feel as if they added something positive to the discussion.

Group work can be another way to build student confidence. Let's face it - students feel more comfortable talking to their peers in the more personal environment that group work typically creates. If students begin to see success in this environment, it is likely that their desire to participate in class will increase.

Any other tips or advice regarding this topic would be greatly appreciated.

Confidence is Key

As my opportunity to teach at District C nears, I'm giving more consideration to how I can increase my ability to convey a strong presence in front of the classroom. As was mentioned last week, upon entering the classroom, students already have certain expectations based on the teacher and the classroom environment. So within a matter of seconds, your students may have already set their expectations for the class, simply based on your body language.

This is where being confident comes into play. Let's face it, if students sense that their teacher is lacking confidence, it tells them that they will be able dictate what happens in the classroom, increasing the odds that they'll begin pushing to see how much they can get away with. Aside from the fact that confidence decreases the possibility of disruptive students, it also increases the likelihood that your students will be receptive to you. Think about it - if you are being taught by someone who is constantly looking down and avoiding eye contact or saying "uhm" or "uh," you probably won't be as engaged as you would be if the class was being taught by someone who had good posture and constantly made eye contact.

While it may seem like I'm stating the obvious, I think new teachers forget how important body language is, and they let their lack of confidence/nervousness dictate the lesson. As we discussed last week, new teachers may find themselves following the rigid lesson plan they have created, for nothing more than to avoid a situation that they're not prepared for. This ruins the educational experience for the student. In my opinion, confidence = better teaching.

Apps for Teaching

The digital age is upon us, with technology more readily available now than ever before. Because students are growing up in this digital age, it is paramount that teachers know how to incorporate technology into the classroom. If we are tying to promote student engagement, it seems only right that content and technology should go side by side.

For as little as few dollars, you can purchase content-rich applications for ipods, ipads and iphones that can help promote student engagement while serving a real purpose. I found many apps that I believe can be successfully incorporated into an ELA classroom. One such app that I came across is called "The Literary Analysis Guide."

This application helps students interpret different forms of literature. The app consists of three wheels -one for each of the aforementioned categories. Each wheel consists of many subcategories integral to each of the three forms. For example, under poetry you will find imagery, form and figures of speech. Students can click on one of these terms and a description will come up, which includes the definition, examples and further questions that can be asked for each topic.

 This is a great reference tool for students and at $3.99, it is inexpensive. Also, because it is used as a reference tool, having it on one "class ipad" makes complete sense and is very practical.

Like I said, this is only one of many apps that are created for students and teachers. Anyone have any other app or technology suggestions?

Where's The Creativity?

Imagine a world where students are free to learn in any way they want, a world where traditional grades are irrelevant. Students explore content the way they want to explore it. They test their skills doing assessments that they feel a connection towards. In this scenario, students learn on their own terms. There is a structure and there are guidelines, but it is largely student centered and students are assessed based on their personal improvement.

OK. Now imagine a world where grades matter and what students learn is largely irrelevant. It's all about "making the grade." In this world, creative students face the risk of failing, so you'll see assignments that are rather mundane, because there is no reason to take risks when something you can put together in an hour will get you a C+. And hey! That's passing, right? Sadly, you don't need to imagine this. Just walk into most high schools in the United States and you can see it first hand. 

In this world the future looks bright, doesn't it? A bunch of men and women who lack creativity, the great thinkers of tomorrow unable to blossom because public schools are valuing grades over learning. 

What can be done to change? Sadly, as long as we have a traditional grading system some of these issues will be in place. But we can begin to change the culture of learning by pushing our students to stretch their creative muscles, creating an environment where creativity is rewarded and not punished. 

And then we have. . . .

ungraded writing!

Create short, fun writing assignments that when completed are rewarded with homework passes, candy, and whatever else high school students like these days. If we begin to change their beliefs regarding graded assignments, specifically writing, through these ungraded activities, we may be able to change how they think about writing. 

I guess what I'm trying to say is, grades will be there - they have to, but we need to break our students out of the confines these boundaries put them in.

5th Observation 10/24 And My Essential Question

Time is a precious thing in the classroom. And classroom management plays a large part in either maximizing the little time teachers have with students or watching it waste away. It is not a question of whether classroom management is a skill that can be mastered, but more so an understanding that students must know these processes so the potential for a fluid, well constructed classroom is there everyday. Let's face it - with 25 students, all with different personalties and tendencies, everyday won't be incredibly efficient, but the goal is to limit those days.

During my time in the classroom last week, I saw just how quickly this valuable time can waste away. And I should mention that the class I was in seemed like a great class. The teacher was monitoring the students, doing his best to keep them on track. But in a room where every minute is critical, more has to be done to get the students from the hallway to their seats in as little time as possible. While five to seven minutes may seem like a short time, it does add up over the course of an entire year. If students are taking an average of 7 minutes per class to be seated and begin their work, they are wasting an average of 35 minutes per week.

I've always known that classroom management is a vital part to student success, which leads me to my essential question: How can I create a classroom environment that is structured to promote student growth and efficiency.

The Importance of Student Input

A student walks into class, already knowing the daily routine: He'll sit there, listen to the teacher's lecture and do the in-class work, rarely interacting with his English teacher. Eventually the bell will ring and he'll leave, looking forward to his next class: 2nd period algebra. It's not that he enjoys math, but Mr. K, the math teacher, makes him feel as if he "belongs" in the classroom. This routine continues. The student will pass his English class and move on, depending more on his ability to self-regulate and less on his desire to do well in the class.

This scenario takes place far too often in high schools across the country. In most cases, students don't have the ability to self-regulate as well as the child described above and their grades will suffer because of it. Chapter 7 of Subjects Matters describes how teachers can create an accepting environment by providing "social support," an idea that is easy to incorporate into the classroom.

Students need to feel as if they "own" the classroom. They need to feel like their voices are being heard. There are multiple, non-intrusive ways to do this. I say non-intrusive because we should always consider all students when making decisions. In the scenario above, the student's English teacher didn't do this, which lead to the less vocal student feeling ostracized. One way to convey the message that the classroom belongs to every student is to use a suggestion box. Students can anonymously give their opinions about anything. May they think the class is "dull" or they feel like you should teach a certain element of the content differently. By doing this, students understand that they have input in how the class functions. Too often educators forget that they work for the children, not the other way around.

4th Observation 10/17

 I've always had a question: As an educator, how structured do I want my class to be? After this week's observations, I realize that the answer isn't quite that simple. Above all else, I have to consider my students. I was fortunate to see classes on both ends of the "structure spectrum."In one class, I saw an extremely structured environment, with the teacher guiding the students through the lesson in steps. It is my fear that in a classroom that is too structured, students will feel constrained in what they can and cannot do. Here, the students were engaged and attentive. This was in large part due to the classwork, which involved personal responses. It is very important to connect the classwork to the personalities of each child in any class, but what I took from this is that structure doesn't have to stunt the creativity of students the right kinds of assignments are given. The next class I walked into was quite different, in terms of structure. They were having a class discussion about a character. Students were just as engaged as the previous, more structured class, yet the class wasn't "off the hinges," a fear of less structured classes.

What does this all mean? It follows with what Chapter 7 of Subjects Matter says about knowing your students. You must know what they can and cannot handle, and this will dictate what level of structure you bring into the classroom. So as an educator, I don't believe I should dictate structure in my class. I'm here to teach the students and it is their classroom

3rd Observation 10/3

Spending time in an ELL classroom was a learning experience. The educators I saw in action seemed to be "connected" to their respective class, clear by the way they were able to organize the class in a way that was most conducive to learning. It felt, to me, that this was more than simply knowing their students. A teacher must know when and how to incorporate constructive peer interaction during class, otherwise instead of inhibiting learning, it could take away from the students' learning experience. An example of this was the math class I observed. The teacher clearly had "withitness" - she saw students having trouble and instinctively placed them with other students that could help. To me, this is the mark a great educator.

Chapter 5 of Subject Matters lists multiple reading strategies, and I was excited to see evidence of these strategies being used in the classroom. One that I saw posted in numerous classes was the "KWL" reading strategy, one that I feel can be very beneficial. If you think about it, it does exactly what we consider to be appropriate reading techniques for students. They begin by brainstorming, in the process unlocking prior knowledge. This is followed by asking questions, creating a purpose for reading the text, which keeps the students engaged in their reading. Finally, the students summarize what they have learned, developing connections. Of course, this strategy can only be effective if the students complete all stages. But I feel this is a simple, easy to grasp strategy that should absolutely be used.

The Textbook: An Archaic Classroom Item

It's the 21st century and technology is flourishing inside the classroom. Because of how accessible technology has become, schools are finding it easier to incorporate it into the classroom. So, children are as knowledgeable about technology as they have ever been and it's more readily available than it has ever been. Why, then, are students continuing to carry around heavy, often unhelpful textbooks? In a previous chapter, Subject Matters discussed the need for students to begin acting like lifelong learners now, actively reading material that adults are reading in the "real world." This includes newspapers, websites and novels. I don't know about you, but I can't remember the last time I walked into a coffee shop and saw someone casually reading a 1500 page textbook. I guess what I'm trying to say is, with so much "real world" material available to students, why are textbooks still such a big part of the classroom?

I'll follow that question up with another: How can we expect students to spend their time mining through walls of text that offer, as SM puts it, "zero emotional engagement"? Use textbooks as reference material, the chapter suggests - while going on to point out how textbooks are often outdated. For this reason, I feel the teacher, as an experienced reader, should create banks of information that the students can easily "digest." Powerpoints can do this, but, I might add, should only be used as a guide.

I understand textbooks may never be removed from the classroom, but they shouldn't be the main source of knowledge.

I found a great article in The New York Times that details the changing digital landscape: As Classrooms Go Digital, Textbooks May Become History

Brainstorming: A Low Risk, High Reward Strategy

Chapter 5 of Subject Matters offers a wealth of strategies that can be used to serve as aids to help students build their reading comprehension skills. The chapter includes strategies that can be used before, during and after student reading. Before reading, a stage I feel is most vital to student success, it's important that students activate prior knowledge and build a base of understanding for what they are about to read. If they begin reading without doing this, then the subsequent strategies for during and after reading will prove to be unsuccessful. Teacher's must equip students with the "key," or information to unlock texts. Of the "before reading" strategies listed in the chapter, the easiest to incorporate, in my opinion, would be a classroom brainstorming session. While the ease in which this strategy can be incorporated into most any learning situation is important, brainstorming does two key things that are vital to the success of the students First, as the chapter mentions, by using this strategy, the teacher is able to gauge where his or her class is in regards to the objectives. This is a useful, non formal assessment that can make the lesson more successful. Another, less obvious benefit to using brainstorming is what it does for the students in terms of their willingness to share ideas. Brainstorming creates a comfortable classroom environment, where input is not judged. Students feel that they are able to share ideas without fear of being wrong, something that can add to the depth of class discussions in subsequent classes.

For a more in-depth look at brainstorming for teachers, check out this site:  Brainstorming For Teachers - SDSU

Second Observation 9/26

My time spent as District C continues to become more enriching, especially as I become more comfortable in the school. I am also becoming more observant of small details -- things I feel add to the overall makeup of the school. One of these details is the interaction between Principle J and the students. Something as small as a handshake or a pat on the back as he is walking through the halls makes a big difference in how the students view authority figures. There seems to be a comfort level that should prove beneficial to the students' desire to succeed. As someone who went to a high school where the principle was rarely seen, It means a lot to me to see that Principle J hasn't lost touch with his school.

Another thing that was apparent during this day was the varied teaching strategies I saw. I feel as novice observes, we may have certain ideas about how a teacher should teach, and this may skew are impressions of certain classrooms. For instance, of the few classrooms I observed on this day, the math teacher's class stood out most. It was a fast paced classroom, where dialogue between students and teacher was continuous. This was great for the students who enjoy this type of class. But I did notice certain students who seemed removed from discussion. So, to these children this teacher may not be as great as we, as observers, perceive him to be. I think we sometimes fail to realize that there is no "right" way to teach. Loud and energetic may be great for some students, but others may fail in this type of classroom environment, and do better in a slower paced, teacher-centered class, the latter typically considered outdated and ineffective. Maybe that's up to the student to decide.

Classics vs Contemporary Adolescent Literature

As an English teacher, I'm fortunate in that I have more options concerning what types of written material I can incorporate into my classroom. While I may have a textbook for terms and concepts needed to understand certain aspects of literature, it's much easier for me to incorporate works of fiction into a lesson than it would be for a math or science teacher. Isn't that one reason why students enjoy English class? They have an opportunity to be exposed to lively works of literature, a much needed escape from the typical drudgery of reading a textbook. With that said, there are still issues concerning the type of literature is that a used in an English class. For the most part, the "classic" works of fiction that students in the 1960s were exposed to are the same works that students 50 years later are assigned to read. This a problem. Chapter 4 of Subject Matters discusses this issue using the example of a recommended books list for middle and high school students: "Of the 60 authors on the list . . . 56 are dead, 40 are (or rather, were) males and 52 are of European descent" (56). How, then, can the culturally diverse students of the 21st century relate to these authors. I think we can all agree that Charles Dickens didn't have the modern day student in mind while writing Great Expectations. Maybe it's time to adapt the content to the student.

While Dickens' novel is a classic piece of literature, why, exactly, is Great Expectations still being used today? The fact that it is a "classic" novel isn't good enough. If it is being used to present an example of a theme, in this case social classes and the conflicts that arise because of them, the case can be made that other, more modern novels, can be used for the same purpose. You will find that today's Adolescent Literature contains the same themes found in many "classics," yet they're written for the soul purpose of being more accessible to the teenage reader. For instance, if my goal is to teach a unit about the role of class in literature, I could use Mary Hooper's novel Newes From The Dead, a story about a young housemaid who is the victim of injustice due to her lower-class standing. Am I suggesting that we do away with novels like Great Expectations? No. But we should be more conscious of the type of material we present to our students.


For anyone who is interested, http://www.adlit.org/ has some great resources that can be used in the classroom.

First Observation 9/19

While taking part in our first day of observations, I made sure to take notice of items on the walls in each classroom, as I feel these things set the tone for what the type of learning will take place within that room. A bare classroom usually means a bare, dull lesson. Fortunately, I didn't see any of this during my time at the school. I was happy to see many visible prompts that were there to assist the students. In an English class, I noticed question stems on the walls. This was great. If a student needed some guidance, he or she could look up and get the assistance needed. Not only is this a great way to improve the students' reading comprehension, it allows them the opportunity to take part in self-guided learning, which I feel is important. They develop the ability to work through problems without the assistance of the teacher. I feel this can have just as many phycological benefits as it does educational. Another thing I found in this classroom was a board of vocabulary words that were meant to work as prompts to induce higher-level thinking. While I was familiar with the questions stems, this was something new to me. Both of these prompts work to do what I feel the H.S is really pushing towards: trying to build higher-level thinkers. Another thing I found useful in many of the classrooms I entered was having the objectives for that days lesson listed clearly on the board in front of the class. Students can't learn if they're not sure of what they're supposed to learning, and while it's the teachers job to make this clear throughout the lesson, having these objectives listed in class allows the students to reference them at anytime. Overall, this day was a success. I was able to see these techniques used in a real world environment, which, as a prospective teacher, is extremely valuable.

My Literacy Profile

In the everyday world, where work takes precedence over most things, we can learn a lot about an individual by examining what he or she is interested in. What does that person do with his or her free time, and how do they continue to build upon their funds of knowledge concerning that topic. Is it a love for sports? Or maybe it's an interest in nature. Whatever it may be, it can often turn out to be useful for educators to know how and why people mine through information to become more knowledgable in a particular topic that they love. By knowing this, teachers may be able to incorporate these techniques into the structure of the curriculum, thus creating assignments that bring out the passion and energy their students possess.

While I have many interests that I am truly passionate about, one that has had the greatest impact on my life is my interest in nutrition - an interest that developed many years ago. As is the case with most adolescents, I developed acne in my teenage years. While during this time acne was something that I was able to tolerate, under the assumption that it was simply a byproduct of puberty, I eventually came to the conclusion that this was not the case, as it persisted into my 20s. It was at this point that I felt I had to do something. So, like most individuals with acne, I made an appointment with the nearest dermatologist, hoping I would be prescribed a "magic" cream that would make this nightmare go away. Over the course of a year or so, I was continuously prescribed creams with names I had difficulty pronouncing, all of them coming with the promise of being able to rid my face of my acne and uncover a pimple-free complexion. While I became disheartened over time I continued to see the dermatologist. But hope can only last so long, and after countless unsuccessful attempts I came to the conclusion that I was wasting my time. So, as someone who has always been a very determined and self-sufficient person, I decided to find my own solution. This involved me spending time researching and seeking advice from online communities comprised of individuals who were also dealing with acne. It was after this that I realized that changing my diet would be the only way to rid myself of those miserable pimples. This would ultimately turn into an interest that would change almost every aspect of my life for the better.

As I began developing my interest in nutrition, I was mostly concerned with things you assume would have an affect on one's acne: fats (saturated and trans), sugar and simple carbohydrates. I felt that if I was able to remove these things from my diet, I would not only have clearer skin but I would become healthier in the process. This was largely the case. I felt more energized and my skin was glowing. But I wanted to know more about what I could do to become healthier. I began researching the affects that additives and preservatives have on the body. Unfortunately, too many people think that if they count their calories and watch their fat intake they are considered "healthy." This isn't the case. Your turkey sandwich may be a low calorie choice for lunch, but the deli meat that sandwich contains is filled with nitrates and nitrites that have been proven to be just as harmful to your body as any amount of fat. I don't know about you, but sodium benzoate doesn't sound very appetizing, neither does "RED40" or any of the other artificial and chemically derived ingredients Americans consume on a daily basis. Because of this research, I do my best to eat natural ingredients.

What began as the occasional search for foods and diet plans that would rid myself of acne, over time became something I was more conscious about. I now wanted to know where I was getting my information. I would often ask myself, 'Are these sources credible?' I was not simply accepting everything as fact - something I often did initially. I now wanted to know who was writing the article I was reading and how knowledgeable this person was about the topic. While I initially browsed blog posts made by individuals who were in my predicament, I felt I needed more reliable information. Although I wasn't aware of it at the time, I was beginning to develop more substantial critical reading and thinking skills.

For a second, Imagine our students building important skills without ever noticing that they are doing "work." I was able to become a better critical thinker simply by researching a topic that I was passionate about, and not once did I ever stop and consciously think about what I was doing. Our students need to have this experience while in the classroom. Of course, we can't structure every lesson around each individual student's unique interest, but if we are able to find an important topic that the students feel strongly about, we will then be able to elicit the same passionate reactions from them that their hobbies are able to elicit.

It's Time To Do Away With The "Urban" and "Inner City" Labels

My time spent at District C High School this week has me thinking about many things, but one thing in particular has been on my mind quite a lot. This is the tendency to label schools as being "inner city" or "urban." I, for one, will try to refrain from using these terms, as I feel they do nothing but stunt the students' educational growth. What is accomplished by referring to these schools using these terms. While "urban" may mean a densely populated, industrial area, it has many negative connotations. The same can be said for "inner city." We all know the what these negative connotations are. Are "urban" or "inner city" being used because they sound better than "ghetto"? Let's stop with the euphemisms. Do we use these terms as a way to excuse high dropout rates? Does it make the problem easier to deal with if we say that a school is failing because it's an "urban" or "inner city" school? The students aren't stupid. They know what these labels mean, and it makes it harder to fight through the adversity they have to deal with on a daily basis if they know they are being labeled. These terms perpetuate stereotypes, thus keeping things the way they are. It's time for a change. And I saw this change happening during my first visit to District C High. There is an excitement there that is contagious and has me believing that they are trying to change the culture in District C. Needless to say, this experience has me looking forward to my visits to the school this semester.

The Benefits of "Wide Awake" Teaching

The portion of chapter 2 that stood out to me was the section that detailed a teacher's experience attempting to implement a unit on irony. In this scenario we were able to witness what "wide awake" teaching is: an educator who is constantly assessing his or her own teaching and making the appropriate adjustments when needed. As we see, the initial method used was unsuccessful: a lesson presented in a more traditional teacher-oriented manner, with definitions, worksheets and the use of examples making up a large part of the lesson. Aside from testing the students' ability to memorize material this was a failure. This led to the teacher deciding that it was time for something different. The use of comics, poems and other short works was something I felt was a great idea. Using these works created an accessible platform and comfortable environment for students to build an understanding and working knowledge of the strategies needed to identify irony. Following this, the students were able to apply these same strategies to a text they originally had difficulty with, "Ozymandias." This unit was a success largely in part to a "wide awake" teacher who saw a lesson failing and realized that there needed to be a change. While it may seem like a clear and obvious technique for ALL teachers, sadly that is not the case. I believe there are many teachers who feel the students must conform to their "tried and true" techniques, techniques that may be outdated for the current generation of students. It's time to teach and adapt. Let's be innovative!

Why Vygotsky Was Right

When we imagine the role of the teacher in the classroom, we picture an individual standing in front of a class, relaying information to his or her students. Unfortunately, this model is outdated and flawed, and one that has a negative affect on students nationwide. Under this model, students are not being equipped with the appropriate strategies needed to develop higher-order thinking skills. To combat this archaic model, many recommend an alternative that gives the student control over what he or she will learn. Ironically, not much learning takes place. As you would expect, when given the opportunity to choose, students tend to gravitate towards things they can already master. While this does nothing to improve their ability to learn, it does contain one key component to a healthy educational environment: peer-to-peer interaction - something vital to Lev Vygotsky's Sociocultural Theory

So, what can be done? Lev Vygotsky's Sociocultural model of learning appears to be the most fitting option for both teachers and students. Educators must challenge their students while being their for both support and guidance when needed. Only when students are challenged will learning take place. Educators must also form meaningful connections between the content and the lives of the students. When this is done, learning will not only happen, but it will be an enjoyable experience for everyone involved. Not only will a scaffolding-like interaction between teacher and student prove beneficial, where we are teaching to students' ZPDs, but the interaction between students will build on the knowledge they are developing. These are all things Vygotsky stressed in his model of learning - a socially structured model where understanding comes from everyone in the classroom. And these are all reasons why I feel the beliefs he held should be used n the classroom.
                                 

A Short Introduction

My name is Justin Brunelle, and I am in my second year at Rhode Island College, majoring in Secondary Education.

As a prospective teacher, I am often asked why I chose to pursue a career in education. While this question can have many answers, there is only one that truly matters: the students. Just the thought of being able to have the opportunity to be a positive influence on the lives of my future students drives me to be the best teacher I can possibly be. As educators, we have the responsibility to help future generations of students succeed, creating a more educated society. Teaching may be a career, but to me it is so much more.