I like a teacher who gives you something to take home to think about besides homework. ~Lily Tomlin as "Edith Ann"
Good teaching is one-fourth preparation and three-fourths theater. ~Gail Godwin
A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. ~Horace Mann
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward
A teacher's purpose is not to create students in his own image, but to develop students who can create their own image. ~Author Unknown
Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed. ~Marva Collins
The object of teaching a child is to enable him to get along without his teacher. ~Elbert Hubbard
Tuesday, December 16, 2008
Definitions- Part Two
What Teachers Need to be Flexible About:
• Schedules
• Materials
• Student needs
• Absences
• Money
• Snow days
• Mandates
• Curriculum
• Standards
• Buses
• Holidays
• Parents
• Technology
• Current events
• Etc.
• Schedules
• Materials
• Student needs
• Absences
• Money
• Snow days
• Mandates
• Curriculum
• Standards
• Buses
• Holidays
• Parents
• Technology
• Current events
• Etc.
Definitions
A Teacher is:
• A juggler
• A comedian
• A good show/entertainer
• Organized
• Flexible
• Resourceful
• Collaborative
• Persuasive
• A Sheppard
• Task master
• A networker
• A juggler
• A comedian
• A good show/entertainer
• Organized
• Flexible
• Resourceful
• Collaborative
• Persuasive
• A Sheppard
• Task master
• A networker
Assessments
I argue that formative assessments are useful in ways that summative assessments are not. The MCA’s are summative and are seen as the total amount, the end result of what one has learned. Formatives gather information along the way that may be of importance and interest, but may be lost by the time one reaches the end. I need to keep in mind that formative and summative assessments might not work at all. I need to be open to alternative assessments like portfolios perhaps. It makes me keep in mind the different learning styles out there, and the importance of differentiated instruction. This goes hand in hand with assessment. The necessity of structure and scaffolding is extremely beneficial when it comes to the organization of instruction, not to mention to importance of background knowledge and never assuming your students know what you want them to know.
Seventh Graders
I have had the opportunity to work with two students, Alex and Sam, from Tyler’s seventh and eighth grade combined Language Arts class. Their names have been changed. Alex is a 12, almost 13-year-old seventh grade girl, and likes to talk with me about almost anything. She is a typical preteen girl that likes boys, hanging out with her friends, and of course, talking on the phone. Sam is a 12-year-old boy that likes black and white drawing and storyboarding, and playing video games. Most times he is completely uninterested in talking to me unless I really probe him-zone in on what he is interested in, and pull him in a little.
Alex’s best school subject is Language Arts, and sees herself as a pretty good reader. However, she also thinks that if she were to spend more time reading, she might become an even better reader. At times, she claims to have a hard time understanding what she is reading. Alex says she mostly reads when she is bored or when she has to for school. When Alex gets to choose what she reads she looks for adventure stories, biographies, history books, romance novels, teen issues travel books, detective stories, mysteries, humorous stories, occasional westerns, but most specifically, realistic stories. She likes to learn about things that are real. As a preteen girl, she is also guilty of reading celebrity magazines, like J-14 and People. Her family subscribes to them, and she likes them quite a bit. Currently, she is really interested in the A Child Called It series, which she checked out from the school library.
Sam’s best subject in school is art and he sees himself as just an okay reader although he says he loves to read. Sam reads for fun and likes to read, I often see him with at least two different reading materials in class. He mostly has some sort of fantasy reading with him; he says it helps with imagination and helps his mind wander. Currently, Sam is really into the Magic series of books. He also plays the card game that goes along with it with his friends. He told me he became interested in this series after finding one of the books in Tyler’s library. He often looks for books in his classroom and likes books on history, a little bit of travel, detective stories, some poetry and astrology, mystery, art, humor, folktales, but mostly he loves science fiction, adventure, and supernatural stories.
According to Sam, he reads to “get into a book.” He often likes to “zone out” and reading helps him accomplish this. He also likes to put himself into the story he is reading, especially if it is fantasy or science fiction related. Alex likes to put herself in the story she is reading too. She really likes to read realistic stories, mostly about children or teens, usually surround some sort of problem. Alex also likes to try and be apart of the story-like she is there watching it unfold and happen.
I think it is truly important to have a knowledge base of what your students are reading, and what they are or might be interested in reading so you as the teacher can help make such material more available to them. Both Sam and Alex claimed they went looking through their teacher’s classroom library for books the most often. They might not be reading at all if they had not found something of interest in their classroom library. Also, from working with Alex and Sam, I’ve learned that despite their gender differences, they actually like to read rather similar things, read for very similar reasons, and do very similar things while reading. While gender may play a role in group discussions of texts, there really aren’t books for girls, and books for boys. Certain books, styles, genres, etc. may be geared towards a specific gender, but assuming such books are only going to be read by the gender they are geared towards is totally false.
At first I was put off by Sam because did not want anything to do with me, but I figured out how to meet him half way. I’m embarrassed that I thought that way to begin with, but I was clearly thinking about myself and not about him. I feel like I’ve learned a bit how to relate to him, there’s always a way, it just takes time and patience. I learned that what works with one kid may not, probably won’t, work with another student. I need to be able to see this and differentiate what I’m doing so that it works a bit better for more than one student. It’s not about me, it’s about them.
Alex’s best school subject is Language Arts, and sees herself as a pretty good reader. However, she also thinks that if she were to spend more time reading, she might become an even better reader. At times, she claims to have a hard time understanding what she is reading. Alex says she mostly reads when she is bored or when she has to for school. When Alex gets to choose what she reads she looks for adventure stories, biographies, history books, romance novels, teen issues travel books, detective stories, mysteries, humorous stories, occasional westerns, but most specifically, realistic stories. She likes to learn about things that are real. As a preteen girl, she is also guilty of reading celebrity magazines, like J-14 and People. Her family subscribes to them, and she likes them quite a bit. Currently, she is really interested in the A Child Called It series, which she checked out from the school library.
Sam’s best subject in school is art and he sees himself as just an okay reader although he says he loves to read. Sam reads for fun and likes to read, I often see him with at least two different reading materials in class. He mostly has some sort of fantasy reading with him; he says it helps with imagination and helps his mind wander. Currently, Sam is really into the Magic series of books. He also plays the card game that goes along with it with his friends. He told me he became interested in this series after finding one of the books in Tyler’s library. He often looks for books in his classroom and likes books on history, a little bit of travel, detective stories, some poetry and astrology, mystery, art, humor, folktales, but mostly he loves science fiction, adventure, and supernatural stories.
According to Sam, he reads to “get into a book.” He often likes to “zone out” and reading helps him accomplish this. He also likes to put himself into the story he is reading, especially if it is fantasy or science fiction related. Alex likes to put herself in the story she is reading too. She really likes to read realistic stories, mostly about children or teens, usually surround some sort of problem. Alex also likes to try and be apart of the story-like she is there watching it unfold and happen.
I think it is truly important to have a knowledge base of what your students are reading, and what they are or might be interested in reading so you as the teacher can help make such material more available to them. Both Sam and Alex claimed they went looking through their teacher’s classroom library for books the most often. They might not be reading at all if they had not found something of interest in their classroom library. Also, from working with Alex and Sam, I’ve learned that despite their gender differences, they actually like to read rather similar things, read for very similar reasons, and do very similar things while reading. While gender may play a role in group discussions of texts, there really aren’t books for girls, and books for boys. Certain books, styles, genres, etc. may be geared towards a specific gender, but assuming such books are only going to be read by the gender they are geared towards is totally false.
At first I was put off by Sam because did not want anything to do with me, but I figured out how to meet him half way. I’m embarrassed that I thought that way to begin with, but I was clearly thinking about myself and not about him. I feel like I’ve learned a bit how to relate to him, there’s always a way, it just takes time and patience. I learned that what works with one kid may not, probably won’t, work with another student. I need to be able to see this and differentiate what I’m doing so that it works a bit better for more than one student. It’s not about me, it’s about them.
Goals and Challenges
Our goals as educators should be to get students to think outside their own lives and experiences, to get them to be independent thinkers whom are critical of the world around them, to participate and take responsibility in their own learning, and to facilitate intellectual growth. Learning needs to be authentic and meaningful. I don’t know how many times since June I have heard that, but it’s true. Why else would students care? Education needs to be connected with students’ lives, and it needs to be stretched across the entire school year so they see the things that are important, real and worth knowing and doing. Educators need to know their students and shift their teaching style to fit their students. We should model critical habits of mind. Students need motivation, and passion for what they do. We need to be meaning makers, and accept that there are many, many different perspectives in the world and there is no right one. There is a difference between people and ideas, and constructive thought and empowerment.
Education Changes Lives
Tyler teaches his students about writing, and how to do it, via a writer’s workshop in his classroom. This is excellent. In all of my academic history I have never seen nor participated in a writer’s workshop. Sad huh. Tyler has his students set up their writing notebooks like textbooks. He has them cut out notes and outlines he provides, and tape them in their notebooks for reference. Then, they can also write their own notes and writing drafts. This works so well for student and information organization.
Tyler had previously shared with us that he suggests taking everything and anything anyone else gives you to use as teaching tools and references. Compile your resources. A lot of the notes and worksheets he uses he has taken, borrowed, or stolen from other teachers. He even saved things from his student teaching, currently uses them, and has for ten years. I guess, “good teachers are good thieves.” When a student busts Tyler on a typo on one of his old worksheets, Tyler allows a few laughs, giggles, and even laughs with them. Then he woofs, “let’s keep going, we’ve had our fun, we laughed a joked for a minute, but let’s get back to business.” He then does a remarkable job at explaining the 6 Traits of Writing process and rubrics, and I’m intensely impressed with his ability to explain the usage and importance of details.
Later that day we had the opportunity to grill Tyler on his personal perspectives on teaching, why he was a teacher, what was his philosophy, etc. He only laughed and said, “it’s hard to answer that without using clichés.” This is so true. We all seem to want some kind of profound, deep and caring reason to want to teach children. We probably have these, but more often than not, we all have the cliché reasons in common. However, he did tell us, “I believe all kids can learn and that I can help. I’m driven to be good at what I do, so I think that helps fill in the blanks.” I’m not sure there is a better reason or explanation for wanting to be an educator.
One of my favorite days to be at Crosswinds was the day after the election. Kids all over the school were wearing Obama shirts. Upon entering Tyler’s class that day we asked as a group, “do you always have lesson plans? Everyday?” He smiled and said no. Then he and his class talked about the election and the history that was made for the next thirty minutes. “This is a teachable moment, why would I use lesson plans today,” he said. I got chills just typing that. That’s why I want to teach.
Tyler had previously shared with us that he suggests taking everything and anything anyone else gives you to use as teaching tools and references. Compile your resources. A lot of the notes and worksheets he uses he has taken, borrowed, or stolen from other teachers. He even saved things from his student teaching, currently uses them, and has for ten years. I guess, “good teachers are good thieves.” When a student busts Tyler on a typo on one of his old worksheets, Tyler allows a few laughs, giggles, and even laughs with them. Then he woofs, “let’s keep going, we’ve had our fun, we laughed a joked for a minute, but let’s get back to business.” He then does a remarkable job at explaining the 6 Traits of Writing process and rubrics, and I’m intensely impressed with his ability to explain the usage and importance of details.
Later that day we had the opportunity to grill Tyler on his personal perspectives on teaching, why he was a teacher, what was his philosophy, etc. He only laughed and said, “it’s hard to answer that without using clichés.” This is so true. We all seem to want some kind of profound, deep and caring reason to want to teach children. We probably have these, but more often than not, we all have the cliché reasons in common. However, he did tell us, “I believe all kids can learn and that I can help. I’m driven to be good at what I do, so I think that helps fill in the blanks.” I’m not sure there is a better reason or explanation for wanting to be an educator.
One of my favorite days to be at Crosswinds was the day after the election. Kids all over the school were wearing Obama shirts. Upon entering Tyler’s class that day we asked as a group, “do you always have lesson plans? Everyday?” He smiled and said no. Then he and his class talked about the election and the history that was made for the next thirty minutes. “This is a teachable moment, why would I use lesson plans today,” he said. I got chills just typing that. That’s why I want to teach.
Rock, Paper, Scissors
In a homeroom today I saw an incredible thing, totally engaged students. The community building activity was team rock, paper, scissors. Two different classes were pitted against one another. Potentially this could lead to some serious competition that is not entirely healthy, and also a lack of engagement and participation. Both can be scary. However, Tyler addressed this right away: “Remember last Friday, some of you didn’t play and lots of people were disappointed. Play at your own level. Even if that’s walking, play at your own level.” This took the unfriendly competition out of it, the potential lack of engagement, and the student fear that maybe they can’t play well enough. Everyone played. Tyler held everyone responsible for the same things, and placed all students at the same level regardless of skill. It was a great debriefing right off the bat, and worked well as an authentic opportunity and performance for all.
Woof
Tyler Livingston has divided his white board into sections with tape. Genius. This allows the students for each day and class to see exactly what is expected of them, what’s due, when it’s due, and the daily agenda. I love that he physically writes a daily agenda on his board. I think this obviously benefits his students, as well as helps him with organization and time management. His schedule looks like this:
• Warm ups/Announcements
• Mini-lesson
• Progress check
• Directed activity
• Workshop activity
• Closure/all class activity
Each of these elements of his schedule completely compliments the set up of his room. Tyler has set up his room in different sections. He has clearly developed a community of learners, and an effective learning environment because each student knows and understands his rules and expectations. The front of the room is where a student goes when he or she is still working, needs to work with others, or ask for help. The middle of the room is a “copy center” if you will, as this is where most of the classroom supplies are kept for student access. The back of the room is “no man’s land” where students can go for a quiet place to work, or a private conference with him. Tyler is clearly conscious of how and what his classroom affords him and his students, and what it does not. Speaking of room set up, who in the world constructed these classrooms? Clearly not teachers. The middle of the classroom cannot be seen when either in the front or the back of the room. Hence, why it’s for taping, stapling, etc., then leaving. Constantly being aware of space and how it is and can be used is a sign of a good teacher. He clearly has his students benefit on his mind, not his own. Now if only he could do something about the lack of doors!
Open classrooms are difficult. There is a ton of noise coming from other rooms at all times. It obviously takes a lot of skill to drown this out, ignore it, and hold control of your own class. I understand open schools are trying to build a sense of community, but it you have to take the doors off your classrooms to do this, something is clearly wrong in the first place, in my opinion. However, this also goes back to how one builds their personal classroom community. Some teachers and classrooms have it, others do not. Community should not have to be forced.
Tyler has such a presence in his room. There was an individual that needed to take a break today and check his behavior. Tyler simply needed to point to the chair in the back of the room without disrupting his lesson; the student understood and was able to self-regulate. One of my peers today gave a perfect example of what this presence means. It’s the difference between the big dog and the little dog. One simply needs to give a singular woof, while the other incessantly yips. Tyler has a great woof. This begs the question: when do we pick and choose our battles at the expense of class disruption and possible student humiliation? It’s trial and error I think, something one discovers over time, what is worthwhile and what can be left alone.
• Warm ups/Announcements
• Mini-lesson
• Progress check
• Directed activity
• Workshop activity
• Closure/all class activity
Each of these elements of his schedule completely compliments the set up of his room. Tyler has set up his room in different sections. He has clearly developed a community of learners, and an effective learning environment because each student knows and understands his rules and expectations. The front of the room is where a student goes when he or she is still working, needs to work with others, or ask for help. The middle of the room is a “copy center” if you will, as this is where most of the classroom supplies are kept for student access. The back of the room is “no man’s land” where students can go for a quiet place to work, or a private conference with him. Tyler is clearly conscious of how and what his classroom affords him and his students, and what it does not. Speaking of room set up, who in the world constructed these classrooms? Clearly not teachers. The middle of the classroom cannot be seen when either in the front or the back of the room. Hence, why it’s for taping, stapling, etc., then leaving. Constantly being aware of space and how it is and can be used is a sign of a good teacher. He clearly has his students benefit on his mind, not his own. Now if only he could do something about the lack of doors!
Open classrooms are difficult. There is a ton of noise coming from other rooms at all times. It obviously takes a lot of skill to drown this out, ignore it, and hold control of your own class. I understand open schools are trying to build a sense of community, but it you have to take the doors off your classrooms to do this, something is clearly wrong in the first place, in my opinion. However, this also goes back to how one builds their personal classroom community. Some teachers and classrooms have it, others do not. Community should not have to be forced.
Tyler has such a presence in his room. There was an individual that needed to take a break today and check his behavior. Tyler simply needed to point to the chair in the back of the room without disrupting his lesson; the student understood and was able to self-regulate. One of my peers today gave a perfect example of what this presence means. It’s the difference between the big dog and the little dog. One simply needs to give a singular woof, while the other incessantly yips. Tyler has a great woof. This begs the question: when do we pick and choose our battles at the expense of class disruption and possible student humiliation? It’s trial and error I think, something one discovers over time, what is worthwhile and what can be left alone.
Monday, December 15, 2008
I Am
I had the privilege of shadowing an extremely talented 7th and 8th grade language arts teacher: Tyler Livingston. The Crosswinds educational philosophy contains the Responsive Classroom management system. This is a management technique I am familiar and comfortable with, I have also seen it work wonders for some, and fail others, both students and teachers. The downfall of systems in general I suppose.
The morning begins with a message and brief task for the students to accomplish to potentially jumpstart the creative thinking process, followed by a morning meeting. I agree with Tyler on his views about morning meetings, they’re great, but only when they’re done well. I have seen morning meetings flop terribly with out of control or disengaged students. Another teacher I observed, Mrs. Peterson, had a great morning meeting philosophy: begin with a handshake as a greeting, as the school day is the start of a business day. Community building activities are essential followings and should not be confused with simply game playing. What’s key here is the teacher introduction and facilitation of the community building. Mrs. Peterson brilliantly brings those whom are off task back to the group by giving them the responsibility of reading the morning meeting message aloud to their peers. Tricky, tricky. I have seen four different teachers here use this technique: directing questions towards, or delegating responsibility to those students whom are having difficulties. I think it helps give them self-agency.
This day they continued to build their homeroom and school community by each completing a piece of “I Am” poetry. This specific activity empowers the students by allowing them to define themselves as they see fit. “I am…I am…I am apart of this community.” The community-building piece can be incorporated in the classroom in so many ways. I watched another teacher, Mrs. Hall; lead a Circle of Power and Respect morning meeting with lessons in diversity and personal habits. These activities were also school wide morning meeting components, and days after the school had used the “I Am” poetry activity and talked about personal habits, Tyler brought them up in his classroom, it’s awesome to see him make these connections. I like that a lot of teachers in this school cover ideas and activities across content.
During these activities Mrs. Hall stressed the importance of eye contact, and calling a person by name when shaking hands. These are necessary social skills that can and have been developed in just twenty minutes a day. This is truly an effective use of time, and these are small lessons that kids may not get elsewhere. It’s about building and providing a safe place, a community, for such things to take place.
I think being a teacher is having the ability to feign the illusion of control. Or perhaps it’s not even about having control. A wise Thomas Szaz says, “A teacher should have maximal authority, and minimal power.” This is more like it. No, we are not the keepers of knowledge. We, in all actuality, should merely leave a trail of breadcrumbs leading to the threshold of one’s own mind. We merely assist. It’s not about what I know; it’s about what I can help my students know.
The morning begins with a message and brief task for the students to accomplish to potentially jumpstart the creative thinking process, followed by a morning meeting. I agree with Tyler on his views about morning meetings, they’re great, but only when they’re done well. I have seen morning meetings flop terribly with out of control or disengaged students. Another teacher I observed, Mrs. Peterson, had a great morning meeting philosophy: begin with a handshake as a greeting, as the school day is the start of a business day. Community building activities are essential followings and should not be confused with simply game playing. What’s key here is the teacher introduction and facilitation of the community building. Mrs. Peterson brilliantly brings those whom are off task back to the group by giving them the responsibility of reading the morning meeting message aloud to their peers. Tricky, tricky. I have seen four different teachers here use this technique: directing questions towards, or delegating responsibility to those students whom are having difficulties. I think it helps give them self-agency.
This day they continued to build their homeroom and school community by each completing a piece of “I Am” poetry. This specific activity empowers the students by allowing them to define themselves as they see fit. “I am…I am…I am apart of this community.” The community-building piece can be incorporated in the classroom in so many ways. I watched another teacher, Mrs. Hall; lead a Circle of Power and Respect morning meeting with lessons in diversity and personal habits. These activities were also school wide morning meeting components, and days after the school had used the “I Am” poetry activity and talked about personal habits, Tyler brought them up in his classroom, it’s awesome to see him make these connections. I like that a lot of teachers in this school cover ideas and activities across content.
During these activities Mrs. Hall stressed the importance of eye contact, and calling a person by name when shaking hands. These are necessary social skills that can and have been developed in just twenty minutes a day. This is truly an effective use of time, and these are small lessons that kids may not get elsewhere. It’s about building and providing a safe place, a community, for such things to take place.
I think being a teacher is having the ability to feign the illusion of control. Or perhaps it’s not even about having control. A wise Thomas Szaz says, “A teacher should have maximal authority, and minimal power.” This is more like it. No, we are not the keepers of knowledge. We, in all actuality, should merely leave a trail of breadcrumbs leading to the threshold of one’s own mind. We merely assist. It’s not about what I know; it’s about what I can help my students know.
It Begins
The following blog entries are a compilation of my thoughts, views of patterns, beliefs, and relationships to educational frameworks, with implications for teaching stemming from my personal practicum experience at Crosswinds Art and Science School.
I remember my first thoughts: this is a crazy school. Clearly. The first impression of this school from winding and twisting Weir Drive is that of a circus show short of elephants, or a ridiculously cheap deal on multicolored paint from Sherman Williams that year. This is a school? I’m briefly reminded of Frank Lloyd Wright’s architectural scheme. The drive up to the school seems to take forever, but it’s beautiful. What a setting: amongst the woods, away from bustling suburbia and the busy freeway. This is going to be a trip, no doubt. Upon entering the school I see this is clearly a place like no other, nonetheless a school, with it’s open performance space greeting you upon entry, and it’s teeth like exposed beams shining down from the ceiling. An open school.
I remember my first thoughts: this is a crazy school. Clearly. The first impression of this school from winding and twisting Weir Drive is that of a circus show short of elephants, or a ridiculously cheap deal on multicolored paint from Sherman Williams that year. This is a school? I’m briefly reminded of Frank Lloyd Wright’s architectural scheme. The drive up to the school seems to take forever, but it’s beautiful. What a setting: amongst the woods, away from bustling suburbia and the busy freeway. This is going to be a trip, no doubt. Upon entering the school I see this is clearly a place like no other, nonetheless a school, with it’s open performance space greeting you upon entry, and it’s teeth like exposed beams shining down from the ceiling. An open school.
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