"Be patient toward all that is unresolved in your heart and try to love the questions themselves like locked rooms and like books that are written in a very foreign tongue. Do not now seek the answers, which cannot be given you because you would not be able to live them. And the point is, to live everything. Live the question now." -Rainer Maria Rilke
One of my mentors in the Benedum Program shared this quote with us tonight. It really made me question that despite all the stress that I was going through trying to finish papers, action research, and situations at school, what is it that I want to take with me at the end of the semester as it is drawing near. To answer some of these questions that I still have with me up to this point, I decide to sit and reflect on what I now believe at this point in the Benedum Program and my early teaching experience.
When I accept a teaching position, this is what I want to remember about cultural context?
When I am lucky enough to find a teaching position, I want to remember that the cultural context can influence an amazing amount of how students learn and what they learn. Depending on the composition of the classroom, teachers need to find various access points and connections that students may have in their preexisting schema and knowledge. For example, Dr. Hayes mentioned to us that it would seem silly to have students in Florida discuss what they wear in the snowy winters and how they would describe snow if many students may have never seen it. Likewise, asking students in West Virginia to describe living in a desert may be out of their realm because it's something they have never experienced before. I also know that depending on the cultural context of a school that every one is different, and although you may have "tools" in your "tool belt" to work from, that doesn't mean one "tool" or strategy will work with every group of students. As a teacher, I must take into consideration the ethnic, socioeconomic status, and other factors when deciding how to approach teaching and learning that best fits the needs of my students.
My observations are beneficial and dangerous in what ways?
My observations have been beneficial in so many ways. They have helped me explore what my students are saying to me, to one another, and how they are interacting in their environment. However, I must realize that there are always more than one way to interrupt and understand a situation. What I think may be occurring could be completely false because I'm only seeing one facet of information. Observations do provide some very valuable insight to student learning and understanding, but it must be use alongside other types of data to see a clearer picture.
How will you find a critical friend?
I believe that I have made some valuable critical friends within the Benedum Program that I can communicate even after graduation because of technological advances and ability to share videos, pictures, and discussions. I also would like to seek out someone, possibly a mentor, that could evolve into a critical friend. I want someone who will challenge my observations and beliefs and give me an alternative way of looking at things. I enjoy and want to encourage my colleagues to see other possible views and pieces as I engage in inquiry in the future.
Beliefs I want to continue and explore further.
One belief I want to continue and explore further is the idea that all students can learn. I have seen this within my classroom and students continue to surprise me by demonstrating their knowledge. I often question the way that we traditionally "do" schools because it can stifle students' creativity and ability to demonstrate what they know because it's not shown in the way that we traditionally value, such as a paper test or a writing assignment. I do think that there is a time and place for writing, standardized testing, etc, but I question whether it should be the dominate way that we have teachers assess student learning. I also want to continue and explore the idea that students should be responsible for their own learning. I know this can be done a number of ways, but I would like to research how students have taken ownership of their learning and how that influenced student learning and even classroom management techniques.
Tuesday, November 19, 2013
Wednesday, November 13, 2013
Week 14- Time is flying by!
So it's officially the last week that I am full-time teaching. I've overwhelmed not by the lesson planning, but instead all of the other work that's left to the in the semester. Sometimes I feel like I'm not sure what I should be focusing on. Full-time teaching is one whole job in and of itself. However, we're supposed to split our time and resources into everything that our PDS asks us to do plus additional work for class.
It's so frustrating to have three students who "triggers" that cause emotional disturbances that lead up to students oftentimes leaving the classroom. At least two to three times per week, one of the students is either removed or students are removed so the crisis can be contained. It ended up being a situation where a student was suspended for two days due to behavior and verbal assault on a teacher. However, the parents continue to stand up for the student. It was even to the point where we felt unsafe for ourselves and, more importantly, the other students. How can we ensure that we maintain a safe environment when some students don't trust the school institution itself?
As the full time teaching continues, I notice that it becomes easier and easier to fall into the routine of a teachers' manual for everything, even when we know that is not how our students learn best. I have tried to spend time researching fun and creative ways to teach the content without relying so much on the teachers' manuals. I have found that although they are not as structured oftentimes, the are more interesting and engaging for students to explore. Also, when assessment does occur, students are more likely to write about their experiences than from reading a textbook. I would like to further research game-based learning and hands-on exploration in the future and implement some new strategies in my classroom.
My action research is going well, and as it comes to a close, I am beginning to ask myself more questions that I would like to explore in my contract hours if I get the opportunity to return to the 5th grade, or even to compare other grades with comprehension of text. Students are collaborating more and I see more confidence within their answers. However, these last two tests students are struggling. I began to question whether this was because the strategies or the type of text the students are reading. For example, I noticed that students did really well on fictional texts, however they struggle more on nonfiction texts even though they are engaging in deeper meaning of text. I also began to question the assessment that was provided by the basal and the types of questions that they give. Students can discuss the main ideas and the text to self, text, and world connections, but students often are missing the questions that were detailed oriented.
It's so frustrating to have three students who "triggers" that cause emotional disturbances that lead up to students oftentimes leaving the classroom. At least two to three times per week, one of the students is either removed or students are removed so the crisis can be contained. It ended up being a situation where a student was suspended for two days due to behavior and verbal assault on a teacher. However, the parents continue to stand up for the student. It was even to the point where we felt unsafe for ourselves and, more importantly, the other students. How can we ensure that we maintain a safe environment when some students don't trust the school institution itself?
As the full time teaching continues, I notice that it becomes easier and easier to fall into the routine of a teachers' manual for everything, even when we know that is not how our students learn best. I have tried to spend time researching fun and creative ways to teach the content without relying so much on the teachers' manuals. I have found that although they are not as structured oftentimes, the are more interesting and engaging for students to explore. Also, when assessment does occur, students are more likely to write about their experiences than from reading a textbook. I would like to further research game-based learning and hands-on exploration in the future and implement some new strategies in my classroom.
My action research is going well, and as it comes to a close, I am beginning to ask myself more questions that I would like to explore in my contract hours if I get the opportunity to return to the 5th grade, or even to compare other grades with comprehension of text. Students are collaborating more and I see more confidence within their answers. However, these last two tests students are struggling. I began to question whether this was because the strategies or the type of text the students are reading. For example, I noticed that students did really well on fictional texts, however they struggle more on nonfiction texts even though they are engaging in deeper meaning of text. I also began to question the assessment that was provided by the basal and the types of questions that they give. Students can discuss the main ideas and the text to self, text, and world connections, but students often are missing the questions that were detailed oriented.
Wednesday, November 6, 2013
Week 13- Stressful times...
It's week thirteen! I can't believe how fast it's gone. I have noticed throughout the time that I've been teaching my mentor teacher is always working on other stuff that she is required to do. I am now wondering how these teachers teach and complete all the "extra" stuff?
I know that ideally I want a classroom where students are not afraid to come up to me and ask questions, express concerns, etc. , but I'm also struggling with the idea that I need to help each student that asks questions but at any given time, I have five students following me around the classroom. What can I do to create a system where students get their questions answered but also allow me to freely move around the room to take care of the things that I need to take care of. For example, students are so caught up in asking questions (which is very good thing, don't get me wrong) that they don't realize that there are often times, especially in this class, where I am needed to handle/diffuse a behavioral situation within the classroom. Students are easily frustrated if I do not answer their question right then and there. Would it be possible to instead have students ask another student at their pod grouping before asking me or Mrs. Law.
The 5th grade teachers also have professional learning communities every Wednesday during planning and every other Friday afternoon. I know teachers are under a lot of pressure with the switch to the Common Core, but I have questioned whether the students are going to be tested based upon the new Common Core that we are asked to use or from the previous standards. To my knowledge, they are still keeping the WesTest based upon the WV State Standards, which includes more topics than the Common Core requires. Because of this, the teachers are wondering whether to cover all the standards as they have before, or to go deeper with the Common Core Standards.
Besides losing planning time for PLCs, teachers also lose planning time for IEPs, SATs, and other occurrences that happen on a daily basis. After being a part of the 5th grade team for 13 weeks, I now believe that teachers really don't have a planning period to discuss lessons and prepare at school. Instead, that is added responsibility on the teacher with little to no compensation. I also do not feel that students, myself include sometimes, realize how much effort teachers put into everything and how little we notice or take advantage/appreciate what they do.
As the last couple weeks of my internship wind down, I want to know what I can do as a novice teacher to provide best practices to my students, but also to have routines and procedures in place that ensure appropriate scaffolding for all students and maximum participation from all students. I feel like in order to do this, I am going to need to continue my research and inquiry to see what works best with the group of students I have.
I know that ideally I want a classroom where students are not afraid to come up to me and ask questions, express concerns, etc. , but I'm also struggling with the idea that I need to help each student that asks questions but at any given time, I have five students following me around the classroom. What can I do to create a system where students get their questions answered but also allow me to freely move around the room to take care of the things that I need to take care of. For example, students are so caught up in asking questions (which is very good thing, don't get me wrong) that they don't realize that there are often times, especially in this class, where I am needed to handle/diffuse a behavioral situation within the classroom. Students are easily frustrated if I do not answer their question right then and there. Would it be possible to instead have students ask another student at their pod grouping before asking me or Mrs. Law.
The 5th grade teachers also have professional learning communities every Wednesday during planning and every other Friday afternoon. I know teachers are under a lot of pressure with the switch to the Common Core, but I have questioned whether the students are going to be tested based upon the new Common Core that we are asked to use or from the previous standards. To my knowledge, they are still keeping the WesTest based upon the WV State Standards, which includes more topics than the Common Core requires. Because of this, the teachers are wondering whether to cover all the standards as they have before, or to go deeper with the Common Core Standards.
Besides losing planning time for PLCs, teachers also lose planning time for IEPs, SATs, and other occurrences that happen on a daily basis. After being a part of the 5th grade team for 13 weeks, I now believe that teachers really don't have a planning period to discuss lessons and prepare at school. Instead, that is added responsibility on the teacher with little to no compensation. I also do not feel that students, myself include sometimes, realize how much effort teachers put into everything and how little we notice or take advantage/appreciate what they do.
As the last couple weeks of my internship wind down, I want to know what I can do as a novice teacher to provide best practices to my students, but also to have routines and procedures in place that ensure appropriate scaffolding for all students and maximum participation from all students. I feel like in order to do this, I am going to need to continue my research and inquiry to see what works best with the group of students I have.
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