Today I spent most of the day in the art classroom finishing up the paper ornament projects the kids had done (putting hooks in them, writing their names on the back, hot gluing one gingerbread-man whose leg broke off....etc). I took a break from that to go watch a little in-class play the kids in my third grade class put on. More-so just a reading, but some of the kids really got into it and used a lot of expression! Very fun to watch. Then I headed back to the art room to finish up and help set up for the next project.
In art the students are making heritage quilt looking projects out of felt.... I'm not sure how to describe them but they basically glue on a bunch of triangles to create a pretty pattern of different colors, each representing their country. Very cool project. Went pretty smoothly... a little confusion at first, but everyone picked up on what they were supposed to be doing very quickly after a second brief explanation. The colored felt was all ready in baggies and on another table all laid out, cut up into small squares, which they then had to cut in half into triangles. I do wish the colors could correspond with the flags of the countries better, though I'm assuming that would create a problem since so many flags share the same colors. The end results were very successful since it was a fairly simple project using minimal materials. And the kids were excited to see what color combination they would be creating.
Wednesday, December 2, 2009
Friday, November 20, 2009
Paper Ornament Making Week....
Oh man, what fun! Though I felt 100x more comfortable just kind of co-teaching than trying to completely teach on my own, I still feel like it was a great experience....
I went to my placement three times this week....
Day 1: Just went to help out with the paper making lesson. The basic steps: blend paper, pour into cookie cutter mold, pat dry, transfer onto non-stick material, decorate. The students had two choices: a tree or a gingerbread man. It went great. My mentor teacher ran most of it, but I explained parts of the process and then helped all the kids on each station. The kids loved it. There was only one little girl who absolutely would not touch the blended paper.... But that was ok because we just had her watch that step and then do all the other steps. Also one boy kept asking if it was candy, which I thought was funny. Then he asked if they would get candy when they got the project back... THEN he asked if one of the statues of a gingerbread man that we had as an example was candy... haha he was adorable. Anyway, everyone was very well behaved. They put a little too much paint on during the decorating process, so we made sure to note that. Also we went about ten minutes overtime, so we also noted that as well.
Day 2: Started out in the regular classroom, just observing mostly. Helped one student with his speech words, just checking off 100 words as he said/recognized them correctly. Then it was off to art. I was really nervous about teaching, so I asked my mentor teacher to introduce the lesson. I then took over demonstrating the lesson to the students, with Anne my helper =) The lesson went ok. I did feel a little overwhelmed trying to keep an eye on all the kids, and I am glad my mentor teacher and Anne were there to get involved with the lesson as well, though I feel after doing the lesson a few times I would get a routine down for sure. I think I let nerves get the best of me, but overall the kids seemed to be having fun and that's really all the matters in the end. I was impressed by how well the students worked in pairs, especially one student paired with another student using a wheelchair. He was so helpful and wonderful with how he worked with and treated her. All the partners pretty much worked fine without any problems. One kid said the blended brown paper looked like hamburger meat, which I thought was funny. They were grossed out by the blended paper at first, but most of them loved getting to touch the mushy paper. Very fun to watch. We went overtime again by about the same amount, which was a problem....
Day 3: Sorry I had to skip out of class early, but I was happy to be able to help out with the last of the third grade classes. Being the third time doing this project, I felt a lot more comfortable. I felt like my mentor teacher and I worked really well together this time around and let the kids do more on their own without telling them the steps as each group came up over and over again. I kept an eye on the first few stations; my mentor teacher called people to go up and managed the decorating station. We ended up finishing about 2 minutes overtime, with the exception of one girl who stayed about 5 minutes extra to put some finishing touches on her project. It was interesting to feel the change within myself from so nervous to much more calm this last time around. It definitely gave me a boost of hope that I will be able to one day be a confident teacher.
I think for me it was just about getting my feet wet with teaching. That's just how I get comfortable with things. I feel confident that by the time I complete my student teaching in my senior year I will feel a lot more comfortable and ready to begin my teaching career.
I went to my placement three times this week....
Day 1: Just went to help out with the paper making lesson. The basic steps: blend paper, pour into cookie cutter mold, pat dry, transfer onto non-stick material, decorate. The students had two choices: a tree or a gingerbread man. It went great. My mentor teacher ran most of it, but I explained parts of the process and then helped all the kids on each station. The kids loved it. There was only one little girl who absolutely would not touch the blended paper.... But that was ok because we just had her watch that step and then do all the other steps. Also one boy kept asking if it was candy, which I thought was funny. Then he asked if they would get candy when they got the project back... THEN he asked if one of the statues of a gingerbread man that we had as an example was candy... haha he was adorable. Anyway, everyone was very well behaved. They put a little too much paint on during the decorating process, so we made sure to note that. Also we went about ten minutes overtime, so we also noted that as well.
Day 2: Started out in the regular classroom, just observing mostly. Helped one student with his speech words, just checking off 100 words as he said/recognized them correctly. Then it was off to art. I was really nervous about teaching, so I asked my mentor teacher to introduce the lesson. I then took over demonstrating the lesson to the students, with Anne my helper =) The lesson went ok. I did feel a little overwhelmed trying to keep an eye on all the kids, and I am glad my mentor teacher and Anne were there to get involved with the lesson as well, though I feel after doing the lesson a few times I would get a routine down for sure. I think I let nerves get the best of me, but overall the kids seemed to be having fun and that's really all the matters in the end. I was impressed by how well the students worked in pairs, especially one student paired with another student using a wheelchair. He was so helpful and wonderful with how he worked with and treated her. All the partners pretty much worked fine without any problems. One kid said the blended brown paper looked like hamburger meat, which I thought was funny. They were grossed out by the blended paper at first, but most of them loved getting to touch the mushy paper. Very fun to watch. We went overtime again by about the same amount, which was a problem....
Day 3: Sorry I had to skip out of class early, but I was happy to be able to help out with the last of the third grade classes. Being the third time doing this project, I felt a lot more comfortable. I felt like my mentor teacher and I worked really well together this time around and let the kids do more on their own without telling them the steps as each group came up over and over again. I kept an eye on the first few stations; my mentor teacher called people to go up and managed the decorating station. We ended up finishing about 2 minutes overtime, with the exception of one girl who stayed about 5 minutes extra to put some finishing touches on her project. It was interesting to feel the change within myself from so nervous to much more calm this last time around. It definitely gave me a boost of hope that I will be able to one day be a confident teacher.
I think for me it was just about getting my feet wet with teaching. That's just how I get comfortable with things. I feel confident that by the time I complete my student teaching in my senior year I will feel a lot more comfortable and ready to begin my teaching career.
Wednesday, November 11, 2009
Visit 6
Monday when I visited my placement I had a few interesting experiences....
After the third grade class finished up a couple chapters of the pirate book they are reading, they began working on their compass roses for their treasure maps. I was pretty impressed with some of the designs they created. Then the students headed down to the gym for a Veteran's Day assembly.
The assembly was really nice, especially considering I don't remember my grammar school ever doing anything like that. The whole school gathered in the gym and the principal gave a brief introduction welcoming everyone. There were members of the community and parents also attending which I thought was great to see support. Up on the wall was a projector running pictures of veterans who were relatives of students and faculty at the school. Then grade by grade the students sang a song they had been practicing in their music class. It was really cute. The sixth grade then did all the songs for each branch of the military, which lined up perfectly with the slides being projected (which were organized by army, marines, navy, etc.) Overall I thought it was great to see how patriotic the school was and all the thought that went into their assembly.
After that, I went down to the art room. There was a little mix up because I thought the art teacher was at the school that morning, but instead she was over at the middle school she also teaches at. So after everything got figured out, I drove over to the middle school to do some observation there. I got to observe two classes, each with less than ten students in each. I found those students to be a little harder to interact with because they really didn't need any help and were pretty focused on what they were doing. But still it was interesting to see how she was teaching them as compared to the third graders I typically observe and help out with.
After the third grade class finished up a couple chapters of the pirate book they are reading, they began working on their compass roses for their treasure maps. I was pretty impressed with some of the designs they created. Then the students headed down to the gym for a Veteran's Day assembly.
The assembly was really nice, especially considering I don't remember my grammar school ever doing anything like that. The whole school gathered in the gym and the principal gave a brief introduction welcoming everyone. There were members of the community and parents also attending which I thought was great to see support. Up on the wall was a projector running pictures of veterans who were relatives of students and faculty at the school. Then grade by grade the students sang a song they had been practicing in their music class. It was really cute. The sixth grade then did all the songs for each branch of the military, which lined up perfectly with the slides being projected (which were organized by army, marines, navy, etc.) Overall I thought it was great to see how patriotic the school was and all the thought that went into their assembly.
After that, I went down to the art room. There was a little mix up because I thought the art teacher was at the school that morning, but instead she was over at the middle school she also teaches at. So after everything got figured out, I drove over to the middle school to do some observation there. I got to observe two classes, each with less than ten students in each. I found those students to be a little harder to interact with because they really didn't need any help and were pretty focused on what they were doing. But still it was interesting to see how she was teaching them as compared to the third graders I typically observe and help out with.
Thursday, November 5, 2009
Literacy 2
Multi-modal learning involves using techniques that appeal to different types of learners and using different media to do so. According to an article by Laila Weir, the multi-modal approach is good, as long as the teacher doesn't try to use too many different things at the same time. Then it can become overwhelming for the learner. Students can only process one thing at a time, one sense at a time. Also interactive lessons should not be used for the more basic material, and should instead be saved to help students understand more complex material.
Print-based techniques focus more on traditional approaches such as textbooks to teach lessons. There is less visual stimulation and more focus on discipline, being able to focus, and a more rigidly structured style.
Though i could not find much information on the web about these two viewpoints, from what I gathered, I would say multi-modal is a better approach. I think it would allow different types of learners to succeed and also foster a deeper understanding of the subject matter presented. This is beuase I strongly believe the more angles a lesson is taught from, the more you can understand the material. Plus, our society is becoming completely submerged in the latest technology this and that, and therefore those advances should and can be used to benefit the students' learning environment.
________________________
Weir, Laila. May 9, 2008. "Research Review: Multimodal Learning through Media." Edutopia: What Works in Public Education. The George Lucas Educational Foundation.
http://www.edutopia.org/multimodal-learning-teaching-methods-media
This website gave a discussion on multimodal learning and also reviewed a report put out by a networking and communications company called Cisco Systems. Overall the source is mostly opinion, but also references some statistics about the effectiveness of interactive learning techniques. The author is an editor and writer who has had work published around the world, but it doesn't give any indication of her knowledge or background in educational matters.
Print-based techniques focus more on traditional approaches such as textbooks to teach lessons. There is less visual stimulation and more focus on discipline, being able to focus, and a more rigidly structured style.
Though i could not find much information on the web about these two viewpoints, from what I gathered, I would say multi-modal is a better approach. I think it would allow different types of learners to succeed and also foster a deeper understanding of the subject matter presented. This is beuase I strongly believe the more angles a lesson is taught from, the more you can understand the material. Plus, our society is becoming completely submerged in the latest technology this and that, and therefore those advances should and can be used to benefit the students' learning environment.
________________________
Weir, Laila. May 9, 2008. "Research Review: Multimodal Learning through Media." Edutopia: What Works in Public Education. The George Lucas Educational Foundation.
http://www.edutopia.org/multimodal-learning-teaching-methods-media
This website gave a discussion on multimodal learning and also reviewed a report put out by a networking and communications company called Cisco Systems. Overall the source is mostly opinion, but also references some statistics about the effectiveness of interactive learning techniques. The author is an editor and writer who has had work published around the world, but it doesn't give any indication of her knowledge or background in educational matters.
Wednesday, November 4, 2009
Visit 5
Today I arrived at my placement, and soon our class was back to reading their pirate book. Once again we broke into groups, this time different groups than last week. I like this because it gives students a chance to work with different peers. Also, once again I'd like to add how much I like the breaking up into smaller groups to read out loud idea. I really think it takes the pressure of reading in front of the WHOLE class away. My mentor teacher has great visual props that go along with the book as well, like a big pirate flag, treasure chest, and some illustrations of the story. I love that because it gets the students more excited about continuing with the story and I'm sure helps the visual learners imagine the story better.
They then began working on creating a treasure map, the first step writing out directions of how to get to the treasure. It was great to see the imaginations these children have. They incorporated geography terms into their islands as well which I thought was great. Also, it presented an opportunity to teach how to spell some new words. And the students don't even realize how much they are learning because they are so focused on creating the coolest directions of how to find treasure on their islands. A lot of fun.
In art class they continued working on their rock art/cave painting/Native American drawings and finished them up. One girl who was having a lot of trouble last week ended up having one of the best drawings/paintings out of the whole class. I loved seeing how happy she was with her work after almost being to the point of tears last week. I walked around and talked with the students about their drawings and why they chose the animal they did (because it was supposed to represent who they are). Overall another very fun project.
They then began working on creating a treasure map, the first step writing out directions of how to get to the treasure. It was great to see the imaginations these children have. They incorporated geography terms into their islands as well which I thought was great. Also, it presented an opportunity to teach how to spell some new words. And the students don't even realize how much they are learning because they are so focused on creating the coolest directions of how to find treasure on their islands. A lot of fun.
In art class they continued working on their rock art/cave painting/Native American drawings and finished them up. One girl who was having a lot of trouble last week ended up having one of the best drawings/paintings out of the whole class. I loved seeing how happy she was with her work after almost being to the point of tears last week. I walked around and talked with the students about their drawings and why they chose the animal they did (because it was supposed to represent who they are). Overall another very fun project.
Thursday, October 29, 2009
Literacy 1
Traditional phonics based learning stems from a behaviorism approach to learning, often associated with B.F. Skinner's work. The basic idea is that students learn how to break down and sound out words in order to learn how to read. The pros of phonics include better spelling, pronunciation, and recognition (as some studies have even shown), as well as providing a concrete method for students to use any time they encounter a complex, difficult word. Once a child learns the basics and how to put words together, they can virtually read just about anything. Cons, however, include some children having difficulty understanding the meaning behind what they are reading. What good is it if they can read but cannot understand? Also, consider that almost half the words in the English language are not pronounced how they would be if strictly using phonetic rules.
A more constructivism based approach, based on the ideas of Lev Vygotsky, points toward whole language literacy learning as the way to go. This method emphasizes meaning rather than correct spelling or pronunciation. Students learn words by connecting them to previous knowledge, other words they already know, and to their own personal lives and backgrounds. Some pros to this method include better understanding of language, and a more meaningful approach to learning to read. The cons include a lack of structure (more so dependent upon the teacher), and a decline in accuracy when reading and spelling.
Overall, I believe the best way to teach is to use a bit of both theories. There really is no black or white in the education world. Students learn in an infinitely diverse number of ways, and therefore it is important not to get stuck on one specific method of instruction. As mentioned in the second article I read, visual learners may do better with the whole language approach, where as auditory learners may feel more comfortable with phonics. I think this is a very valid point, illustrating the importance of combining both methods. Personally, I think the best method would be to use phonics in the very first steps of learning to read, and then slowly integrate whole language concepts.
___________________________
Reyhner, Jon. 2008, December 13. "Phonics Versus Whole Language." The Reading Wars. Northern Arizona University. Retrieved 26, 2009.This website provides background information on the controversy over phonics based and whole language literacy. It includes references to studies that have been done and many other references on the topic. The information seems to be unbiased and gives the pros and cons of each viewpoint. Also, it was written in 2008, so the material should be more current than most other websites.
_____________________
Curtis, Jenny. 1997. "Phonics vs. Whole Language: Which is better?" SuperKids. Knowledge Share LLC. Retrieved October 26, 2009.
This website provides a brief overview of the two arguments. Very easy, understandable, and quick read that gives a good understanding of both points of view. The website, however, is outdated and does not provide any references fro the information presented on the page.
Wednesday, October 28, 2009
Visit 4
Today I had a wonderful experience at my placement. It was my first day with the teacher I will now be observing during the mornings. Some of the highlights of the morning were....
- The students have about a half hour of playtime before the school day starts. I think this is a good way to allow the students to interact with eachother and get comfortable before the work part of the day begins. It gets the non-morning kids active and awake, and gives the high-energy kids a release. It also allows the teacher to get things ready for the start of the first lesson.
-A helper for the day was chosen to lead the class when walking through the hallways and such. The student was chosen at random, and every child would have a day before repeating any kids. I think it was very fairly done and the students seemed really excited about it.
-Reading Treasure Island with the students was fun. The teacher only called on students who volunteer to read, so students who have trouble reading do not feel embarrassed in front of the whole class. He made it entertaining for the children by bringing props to illustrate the story. Every once in a while he would break out the pirate voice which was great... even sang a pirate song or two which really got the kids involved. They then broke up into two smaller groups where everyone in the group took turns reading. There were a couple children who left during reading. I am assuming they are part of the special education program.
-Fire safety day... the students went to a short presentation on fire safety given by the local fire department. During the presentation I went down to the computer lab to see the finished results of the child labor presentation they had been putting together. They did an AMAZING job. Then I returned to my class and followed them outside to see the trucks. The kids loved it... and luckily we got done just before it started raining again!
Art was shortened for the day, so they just put some finishing details on their projects. Overall a very good day at my placement.
- The students have about a half hour of playtime before the school day starts. I think this is a good way to allow the students to interact with eachother and get comfortable before the work part of the day begins. It gets the non-morning kids active and awake, and gives the high-energy kids a release. It also allows the teacher to get things ready for the start of the first lesson.
-A helper for the day was chosen to lead the class when walking through the hallways and such. The student was chosen at random, and every child would have a day before repeating any kids. I think it was very fairly done and the students seemed really excited about it.
-Reading Treasure Island with the students was fun. The teacher only called on students who volunteer to read, so students who have trouble reading do not feel embarrassed in front of the whole class. He made it entertaining for the children by bringing props to illustrate the story. Every once in a while he would break out the pirate voice which was great... even sang a pirate song or two which really got the kids involved. They then broke up into two smaller groups where everyone in the group took turns reading. There were a couple children who left during reading. I am assuming they are part of the special education program.
-Fire safety day... the students went to a short presentation on fire safety given by the local fire department. During the presentation I went down to the computer lab to see the finished results of the child labor presentation they had been putting together. They did an AMAZING job. Then I returned to my class and followed them outside to see the trucks. The kids loved it... and luckily we got done just before it started raining again!
Art was shortened for the day, so they just put some finishing details on their projects. Overall a very good day at my placement.
Friday, October 23, 2009
Brain-Based Learning
http://www.uwsp.edu/education/celtProject/innovations/Brain-Based%20Learning/brain-based_learning.htm
All the brain-based learning information we have been discussing has had a lot of value to us as teachers. The link above offers a lot of great information. I agree that it is important to understand the brain and how it works in order to teach. I also believe it is imperative to remember that people learn in an infinite amount of ways, each brain as unique as the body it belongs to.
I like a lot of the brain-based learning suggestions for how to teach effectively, but I also believe that certain traditional methods of teaching should still be used as well. Throughout my school years, I dreaded group work and class discussion. I personally learn better on my own. So even though the majority of the class may learn better from a lot of activity, it is important to remember that there will be kids who will not be enjoying themselves. For me, it was because I have suffered with anxiety for most of my life. The more commotion in a classroom, the more my brain responds with anxiety, the less I can concentrate, and the less I can learn.
IF however, there is a way to help children who have issues like I did at a young age, perhaps they can be broken of that fear. But until then, there should always be a variety of methods used ranging from traditional to progressive ways of teaching. The key is to never assume, and always remember that each one of the students in your class has unique needs. And while they cannot always be met every single day for every single lesson taught, they need to always be remembered.
All the brain-based learning information we have been discussing has had a lot of value to us as teachers. The link above offers a lot of great information. I agree that it is important to understand the brain and how it works in order to teach. I also believe it is imperative to remember that people learn in an infinite amount of ways, each brain as unique as the body it belongs to.
I like a lot of the brain-based learning suggestions for how to teach effectively, but I also believe that certain traditional methods of teaching should still be used as well. Throughout my school years, I dreaded group work and class discussion. I personally learn better on my own. So even though the majority of the class may learn better from a lot of activity, it is important to remember that there will be kids who will not be enjoying themselves. For me, it was because I have suffered with anxiety for most of my life. The more commotion in a classroom, the more my brain responds with anxiety, the less I can concentrate, and the less I can learn.
IF however, there is a way to help children who have issues like I did at a young age, perhaps they can be broken of that fear. But until then, there should always be a variety of methods used ranging from traditional to progressive ways of teaching. The key is to never assume, and always remember that each one of the students in your class has unique needs. And while they cannot always be met every single day for every single lesson taught, they need to always be remembered.
Wednesday, October 21, 2009
TrackStar
My track number is:
Track #394419: Detecting, Understanding the Special Needs of, and Helping Students with Depression and Anxiety
This track will provide numerous websites and research articles in order to promote a better awareness and understanding of depression and anxiety and it's impact on students. The more we know, the better we can help.
Track #394419: Detecting, Understanding the Special Needs of, and Helping Students with Depression and Anxiety
This track will provide numerous websites and research articles in order to promote a better awareness and understanding of depression and anxiety and it's impact on students. The more we know, the better we can help.
Friday, October 16, 2009
Placement Visit #3
The school I have been at for the last few weeks has been a great experience so far. The first two weeks I was placed with the art teacher, who unfortunately only had one third grade class all morning, BUT it was great to discuss aspects of teaching with her and to see how she prepared for her classes. Because she only gets to meet with them once a week for 40 minutes, she has to be very organized and get everything all laid out for them so as to maximize the amount they can get done in one class period. It was also great to see all the ideas and lessons she had done over the years. It got me very excited about having my own class one day and creating lessons of my own.
This past week, I was assigned to a different teacher, but the same group of students, in order to fill my morning up rather than just helping out with the art teacher's prep. Unfortunately they were busy with testing, so the school had me go to the computer lab to see one of the projects that class was working on. It was a project dealing with child labor, and I thought it was absolutely a great way to introduce such a heavy topic. The students had dressed up as old fashioned workers and took pictures outside on the school grounds (the school has a garden and other areas that made for great pictures). The computer teacher, along with the third grade teacher, then edited the pictures to make them look old (sepia). Meanwhile the students wrote a script to go along with whatever child labor job they were assigned, and recorded it on the computer with the help of the teacher. The students were coming down to the computer room the day I was there to record their scripts. I was very impressed with what they had written and how well they were able to put themselves in the shoes of children from the old days. Eventually they will create a slide-show type movie with the students voices playing, and I believe they are going to present it somewhere or at a meeting or something. I look forward to seeing the finished project.
I then went to the art class to observe and hep out. Afterward I met with the principal. Talking with her was great. We discussed her recent trip to India, and how the art class has been doing projects to incorporate Indian culture and art ito their own work. I think it is great that the school promotes different cultures and strives to teach the students about those other cultures around the world. Especially as the world we live in grows smaller and more connected to eachother, understanding other cultures is extremely important. She also told me she believes the art teacher at that school is one of the best she has seen in her entire career, which got me even more looking forward to my placement at that school for the coming months.
This past week, I was assigned to a different teacher, but the same group of students, in order to fill my morning up rather than just helping out with the art teacher's prep. Unfortunately they were busy with testing, so the school had me go to the computer lab to see one of the projects that class was working on. It was a project dealing with child labor, and I thought it was absolutely a great way to introduce such a heavy topic. The students had dressed up as old fashioned workers and took pictures outside on the school grounds (the school has a garden and other areas that made for great pictures). The computer teacher, along with the third grade teacher, then edited the pictures to make them look old (sepia). Meanwhile the students wrote a script to go along with whatever child labor job they were assigned, and recorded it on the computer with the help of the teacher. The students were coming down to the computer room the day I was there to record their scripts. I was very impressed with what they had written and how well they were able to put themselves in the shoes of children from the old days. Eventually they will create a slide-show type movie with the students voices playing, and I believe they are going to present it somewhere or at a meeting or something. I look forward to seeing the finished project.
I then went to the art class to observe and hep out. Afterward I met with the principal. Talking with her was great. We discussed her recent trip to India, and how the art class has been doing projects to incorporate Indian culture and art ito their own work. I think it is great that the school promotes different cultures and strives to teach the students about those other cultures around the world. Especially as the world we live in grows smaller and more connected to eachother, understanding other cultures is extremely important. She also told me she believes the art teacher at that school is one of the best she has seen in her entire career, which got me even more looking forward to my placement at that school for the coming months.
Monday, September 28, 2009
School Visit... Pros & Cons of Small Schools
Coming from an average New Jersey suburban town of about 23,000, I am used to schools that graduate about 300 or so students per year. It is really interesting to visit local schools in the area here in Vermont, because most of them are much smaller than what I am used to seeing. I like to be able to see things from all perspectives and witness with my own eyes and ears the positives and negatives of varying school sizes. I find that no matter what there are always both pros and cons...
Pros: (1.) Small class sizes are a huge positive as far as the effectiveness of learning in my opinion. This allows teachers to get to know their students and their backgrounds on a deeper level than say, in a classroom of 30 or 40. Also I think this allows students to get to know their peers and feel more relaxed in class, rather than overwhelmed by the large number of faces staring at them when they present in front of the class or raise their hand to answer a question. (2.) Students came from many different towns rather than just one. I think this allows for a wider background of students and more diversity within the school community. If fostered correctly it can also effectively build good community relations between neighboring towns, rather than rivalry. (3.) The overall feel of the school was warm, homelike, and comforting. Many of the classrooms even had curtains on the windows and painted walls. The hallways were decorated with murals, student artwork, and various visual stimuli. All these touches add to the overall environment of the school and help the students feel like they are in a safe, welcoming place, rather than a prison they are forced to attend.
Cons: (1) While small class sizes can be a pro, they also offer setbacks. Some courses cannot be offered because there simply are not enough students to enroll in it. Therefore class selection and variety are limited. The small amount of students also hurts the schools ability to offer a wide range of sports teams and other extracurricular activities. Options are therefore limited in that area as well. (2) The many different towns sending students to the school presents the problem of busing. I have very limited knowledge on financial information, but I am sure that it must cost a significant amount of money to provide busing for students, and I would assume that the further the buses have to travel, the more money it would cost. Whereas in a situation where only one town is being bussed to the school, it would probably cost less. (3) Many of the staff members had multiple positions at the school. I can only imagine how overwhelming it must be for them to take on so many roles, rather than be able to focus on just one. I wonder if the quality of their work is affected because of the quantity of tasks they have resting on their shoulders.
Overall, I very much liked the school I visited, though one major concern I had was that the front doors were wide open and no one was even assigned to monitor who entered the school. I felt that was definitely unsafe. Other that that, it was a very visually stimulating school and I loved the fact that art seemed highly respected within the school. Though it was a small school, the art program blew away anything I had experienced back in Jersey. Art courses were only half-year courses, which I thought was great because it would allow the student to experience more art mediums in a year. I was also impressed with the smartboard usage, which is something I never experienced back in my hometown.
Pros: (1.) Small class sizes are a huge positive as far as the effectiveness of learning in my opinion. This allows teachers to get to know their students and their backgrounds on a deeper level than say, in a classroom of 30 or 40. Also I think this allows students to get to know their peers and feel more relaxed in class, rather than overwhelmed by the large number of faces staring at them when they present in front of the class or raise their hand to answer a question. (2.) Students came from many different towns rather than just one. I think this allows for a wider background of students and more diversity within the school community. If fostered correctly it can also effectively build good community relations between neighboring towns, rather than rivalry. (3.) The overall feel of the school was warm, homelike, and comforting. Many of the classrooms even had curtains on the windows and painted walls. The hallways were decorated with murals, student artwork, and various visual stimuli. All these touches add to the overall environment of the school and help the students feel like they are in a safe, welcoming place, rather than a prison they are forced to attend.
Cons: (1) While small class sizes can be a pro, they also offer setbacks. Some courses cannot be offered because there simply are not enough students to enroll in it. Therefore class selection and variety are limited. The small amount of students also hurts the schools ability to offer a wide range of sports teams and other extracurricular activities. Options are therefore limited in that area as well. (2) The many different towns sending students to the school presents the problem of busing. I have very limited knowledge on financial information, but I am sure that it must cost a significant amount of money to provide busing for students, and I would assume that the further the buses have to travel, the more money it would cost. Whereas in a situation where only one town is being bussed to the school, it would probably cost less. (3) Many of the staff members had multiple positions at the school. I can only imagine how overwhelming it must be for them to take on so many roles, rather than be able to focus on just one. I wonder if the quality of their work is affected because of the quantity of tasks they have resting on their shoulders.
Overall, I very much liked the school I visited, though one major concern I had was that the front doors were wide open and no one was even assigned to monitor who entered the school. I felt that was definitely unsafe. Other that that, it was a very visually stimulating school and I loved the fact that art seemed highly respected within the school. Though it was a small school, the art program blew away anything I had experienced back in Jersey. Art courses were only half-year courses, which I thought was great because it would allow the student to experience more art mediums in a year. I was also impressed with the smartboard usage, which is something I never experienced back in my hometown.
Wednesday, September 23, 2009
Multi-Culturalism...
Unfortunately I was not able to make the Burlington trip, but after today's discussion I feel very strongly about a few things...
One thing that bothered me was the use of the term "assimilation," which I believe should be done away with. We should not teach children to "blend." Diversity is a beautiful thing that we can all learn from and should accept. This country was founded upon immigrants and various cultures and heritages. There technically is no such thing as an "American" culture, and yet we get so caught up in what we have come to believe is "American." If anything, American culture includes EVERY culture- bits and pieces from around the world creating the country we live in today. We should be proud of it and embrace it and LEARN from it.
Yes, there are practices in other cultures that are unacceptable or even illegal here in America, and those things need to be taught to those new to the country. BUT even those practices (while they cannot be done here in America) should be respected and understood. Even the most controversial things have learning value. People need to be taught to put themselves in eachothers shoes. Learn to see the world through others' eyes. The world is not made up of only people like yourself... and the beliefs you hold and the practices that are a part of your culture may not be RIGHT in the eyes of others. The truth is, there is no wrong and right when it comes to culture. It is all about perception and personal, spiritual beliefs among other more complex emotions that may be attached. While we may view things as wrong or weird or even cruel, to others it may just be a part of everyday life. And while we personally may NEVER partake in certain practices or find it difficult to understand other cultures, we have to somehow come to the conclusion that that is the beauty of this world.
People are different. Cultures are unique. Beliefs are controversial. It is all a part of this life. There is no normal. Everything around us is there to create us, to shape us, to influence us. We need to stop getting so tied down to how we were raised or our own personal beliefs and begin opening ourselves up to all the world has to offer.
There should be no such thing as assimilation, only acceptance. There should be no set "American" culture, only an infinite avenue for growth. Schooling is not about teaching children to blend, it is about teaching them to stand out and let the world witness loud and clear all the good they have to offer. Their culture and background and life experiences are a HUGE part of that, and therefore should not be taken away, but instead embraced. Even the things we view as wrong in our society should not necessarily be shunned, but instead talked about in deep discussions so that they can be understood rather than judged.
Overall it is about teaching children to become productive adults who can offer the world a vast variety of things. And I believe strongly that to bring about a positive future and successful world (that maybe one day can coexist peacefully), individuality and respect (more than anthing else) should be heavily instilled in our youth.
One thing that bothered me was the use of the term "assimilation," which I believe should be done away with. We should not teach children to "blend." Diversity is a beautiful thing that we can all learn from and should accept. This country was founded upon immigrants and various cultures and heritages. There technically is no such thing as an "American" culture, and yet we get so caught up in what we have come to believe is "American." If anything, American culture includes EVERY culture- bits and pieces from around the world creating the country we live in today. We should be proud of it and embrace it and LEARN from it.
Yes, there are practices in other cultures that are unacceptable or even illegal here in America, and those things need to be taught to those new to the country. BUT even those practices (while they cannot be done here in America) should be respected and understood. Even the most controversial things have learning value. People need to be taught to put themselves in eachothers shoes. Learn to see the world through others' eyes. The world is not made up of only people like yourself... and the beliefs you hold and the practices that are a part of your culture may not be RIGHT in the eyes of others. The truth is, there is no wrong and right when it comes to culture. It is all about perception and personal, spiritual beliefs among other more complex emotions that may be attached. While we may view things as wrong or weird or even cruel, to others it may just be a part of everyday life. And while we personally may NEVER partake in certain practices or find it difficult to understand other cultures, we have to somehow come to the conclusion that that is the beauty of this world.
People are different. Cultures are unique. Beliefs are controversial. It is all a part of this life. There is no normal. Everything around us is there to create us, to shape us, to influence us. We need to stop getting so tied down to how we were raised or our own personal beliefs and begin opening ourselves up to all the world has to offer.
There should be no such thing as assimilation, only acceptance. There should be no set "American" culture, only an infinite avenue for growth. Schooling is not about teaching children to blend, it is about teaching them to stand out and let the world witness loud and clear all the good they have to offer. Their culture and background and life experiences are a HUGE part of that, and therefore should not be taken away, but instead embraced. Even the things we view as wrong in our society should not necessarily be shunned, but instead talked about in deep discussions so that they can be understood rather than judged.
Overall it is about teaching children to become productive adults who can offer the world a vast variety of things. And I believe strongly that to bring about a positive future and successful world (that maybe one day can coexist peacefully), individuality and respect (more than anthing else) should be heavily instilled in our youth.
Wednesday, September 9, 2009
Chapter 5: Multiple Intelligences Video
My immediate reaction to the video when it first began, was that I liked the way the teacher had the students close their eyes and imagine things. I think this offered the students not only a chance to visualize things, but also gave them a period of calm to relax, rather than immediate commotion of everyone taking out their books or doing things. I like the use of music as well. I could see myself doing that sort of opening to the class and throughout the class, especially with art.
On the subject of multiple intelligences, I agree completely that there are many types of intelligences, all having their own importance and all being just as valid as the next. We all have our strengths and weaknesses which make up the unique person that we each are. I believe students with high musical intelligence or high bodily-kinesthetic intelligence should be respected just as highly as a student with logical-mathematical intelligence. I also believe that it is important to strengthen ALL forms of intelligence in order to build well-rounded adults.
On the subject of multiple intelligences, I agree completely that there are many types of intelligences, all having their own importance and all being just as valid as the next. We all have our strengths and weaknesses which make up the unique person that we each are. I believe students with high musical intelligence or high bodily-kinesthetic intelligence should be respected just as highly as a student with logical-mathematical intelligence. I also believe that it is important to strengthen ALL forms of intelligence in order to build well-rounded adults.
Monday, August 31, 2009
Chapter 3: Tracking in Schools
In my high school, there were different levels of classes (basic, academic, honors, and AP offered the juniors and seniors) for math, English, history and science. The arts, elective classes, gym, and foreign languages consisted of a mix of academic levels of students (with the exception of AP courses). I found that this system worked very well, though I can also see some negatives to this type of education. On the positive side, as a student I was able to pick and choose my strengths. For example, in my junior year I was able to take honors history and English, while choosing academic math and science. This provided a good mix of students to interact with, as I was able to meet students on almost all academic levels. Plus, in my electives I was able to mingle with every type of student, from those who were struggling or even on the borderline of dropping out, to those who were taking a full load of honors and AP classes. Meanwhile in my core subject classes I could truly work to my full potential. Also, no student was stuck in a track. For example, I went from academic calculus in my junior year, to taking AP calculus in my senior. Therefore, if ever a student felt they had the potential to be successful in a higher level class, in most situations they were able to change their schedule without any trouble.
On the downside, what frustrated me the most was the difference between academic level classes and honors level classes. Because the course difficulty level was so different from one to the other, I do not see how many students in academic levels could EVER move to honors, even if they had the potential. This comes down to the teaching, however. In the academic classes, most teachers were much more lenient with the work and due dates, less reading was assigned, and everything moved at a MUCH slower pace. I understand some of those attributes, but they were taken to the extreme in some cases, to the point where I felt I was not learning anything at all. Also, in some cases the honors students would talk badly about the academic or basic level students and vice versa. Rather than helping eachother to grow and learn and better themselves as students and as human beings in general, the different levels would make fun of eachother and in some cases grew to hate eachother. This frustrated me to no end, and perhaps if all classes were mixed, the helping eachother factor would be more prevalent.
Overall, I do think the way they ran classes at my high school was a good idea. I was able to be challenged to my academic level, and in cases where the academic classes seemed like a joke, it was mostly the teacher's fault, not the system. Plus, while many argue that you aren't able to interact with people outside your academic level, I say this is not true. Arts, foreign languages, and other electives provided the perfect opportunity to mix and mingle with all types of people, and I do believe that is one of the most important parts of schooling. Learning to interact and deal with all types of people AND learning that there certainly are different types of intelligence (many of the "basic level" students were far more intelligent in some areas than any of my "honors student" classmates) is definitely one of the most important skills in not just school, but in life.
On the downside, what frustrated me the most was the difference between academic level classes and honors level classes. Because the course difficulty level was so different from one to the other, I do not see how many students in academic levels could EVER move to honors, even if they had the potential. This comes down to the teaching, however. In the academic classes, most teachers were much more lenient with the work and due dates, less reading was assigned, and everything moved at a MUCH slower pace. I understand some of those attributes, but they were taken to the extreme in some cases, to the point where I felt I was not learning anything at all. Also, in some cases the honors students would talk badly about the academic or basic level students and vice versa. Rather than helping eachother to grow and learn and better themselves as students and as human beings in general, the different levels would make fun of eachother and in some cases grew to hate eachother. This frustrated me to no end, and perhaps if all classes were mixed, the helping eachother factor would be more prevalent.
Overall, I do think the way they ran classes at my high school was a good idea. I was able to be challenged to my academic level, and in cases where the academic classes seemed like a joke, it was mostly the teacher's fault, not the system. Plus, while many argue that you aren't able to interact with people outside your academic level, I say this is not true. Arts, foreign languages, and other electives provided the perfect opportunity to mix and mingle with all types of people, and I do believe that is one of the most important parts of schooling. Learning to interact and deal with all types of people AND learning that there certainly are different types of intelligence (many of the "basic level" students were far more intelligent in some areas than any of my "honors student" classmates) is definitely one of the most important skills in not just school, but in life.
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