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.