Yeah, I am aware we are done with the blogging, but I've decided to keep it going while I continue my student teaching next semester.
This past Sunday I didn't sleep due to an excessive amount of work, leaving me extremely irritable Monday morning. I haven't really complained about my novice teaching placement at all but I noticed so many things that bothered me Monday I have to let it out.
1. I am not going to repeat myself one thousand time, especially when it doesn't pertain to class at all. It's a waste of my time, the students' time, the tax payers' money, and good oxygen. While my CT was attempting to give a full 40 minute class period to first hour to study and review in groups for a test, he got caught up for 20 minutes answering the question, "What's your final like?" WHO CARES! Don't answer the question, simply tell them you will discuss that when the final gets closer, right now they need to focus on the test tomorrow. No, he had to go on and on...and on about the final and how he does it and why he does it the way he does it. By the time they got done discussing, the students had 15 minutes, not 40, to review. It gets better.
2. My CT allows students to use their notes on every exam. I pointed out to him that the students weren't learning at all, they had simply learned to adapt to his way of testing in a manner allowing them to get the most ideal grade. He agreed to not allow the students the use of their notes on this exam, giving them fair warning before the unit was started, allowing them to actually try and learn something. Monday morning, he handed each student a giant 5X7 note card, on which they could write anything and use that note card on the test. COME ON! It gets better.
3. In the last 15 minutes, my CT did a quick review since he talked for nearly 25 minutes. He started by saying, "Since I'm not allowing you to use your notes on the test, I'm going to give you specific topic areas which you will need to familiarize yourself with to pass the test." He proceeded to write TAXES...followed by a number of questions which just so happened to be from the test next to it...wow. It gets better.
4. Let's take a look at how his finals look. The final is worth between 80 and 120 points, depending on how the semester went. They are not allowed to use their notes. *Gasp* A breath of fresh air! But there's a catch. My CT provides a study guide. Cool. Worth 50-75 points...of extra credit added to the test. And I'm spent.
And there I was, sitting quietly by while the inside of my head sounded what it may sound like in a net of fish being dragged up to a boat if fish could scream. Don't take this the wrong way, my CT is a great guy and a wonderful lecturer, it's his assessment and evaluation skills that need a little fine tuning. A bad day to be a lowly novice teacher, but a great day to learn what not to do.
Tuesday, December 1, 2009
Thursday, November 19, 2009
Really? Harry Potter?
Talk about a slap in the face to educators everywhere. I've never looked at it like that, but it's true, millions of kids have read the Harry Potter series, Twilight series, and a few others without hesitation. Their interest rates are through the roof. And there aren't any pictures!!! While Loewen can be a little on the extremes on his main points throughout his book, he is right on target with this statement. So how do we make learning "entertaining" for students? Entertaining isn't the right word, how about "enticing"? Yes, technology in the classroom helps, but after so long, the students come to expect it and technology will no longer be exciting. Powerpoint will become a thing of the past. So what do we do?
I won't become reliant on Powerpoint for starters. I love integrating the technology into the classroom. While novicing, I did this for about a week. Initially the students were intrigued, but once they got use to it they seemed to fall back into their lathargic selves. We still need to mix it up a bit. For example, those "higher order of thinking" questions we (the teachers) are suppose to ask the students to answer on exams, why not pose those questions orally in class and allow them to discuss it? You simply act as a moderator or prospect. Obviously roles would need to be established, as well as rules, regulations, and expectations for the class in order for the idea to be successful. Hopefully you have establish the basic rules, regulations, and expectations towards the beginning of the year, and have been consistent in maintaing those since. The activity could help the students see how they can answer, for example, a DBQ. Then, when we give them a DBQ on the exam, they have an idea of how to organize their thoughts, how to analyze the materials, etc., therefore giving them the accessability to be successful. Again, this is merely a quick example an educator came up with, so some fine-tuning is necessary.
"They (the public schools) will not be redeemed by trifiling reforms." (Loewen 305) Henry M. Levin has it right. Reform is defined as improving by alteration, substitution, etc. according to dictionary.com. If reform is simply going to be laughed out of imposition, how do we go about fixing the broken system? How about reconstruction? According to a medical dictionary, reconstruction is the repair of an organ or part by reconstructive surgery. Yes, in this example, education is the organ/part needing reconstruction. To get more basic, compare education to a house. Education reform is like replacing the siding or shingles. But the siding and shingles aren't the issue, it's the foundation that's cracking. How do you solve that? Your go back to the basics and lay a foundation. The education system has never been torn down and reconstructed to suit the ever changing society. It has simply been built on time after time. While the goal has been to adapt the learning and teaching strategies to be most efficient, they tend to lag behind the social changes by a generation or two. We need to go in, gut the house of education, and reestablish ourselves as educators and professionals.
I won't become reliant on Powerpoint for starters. I love integrating the technology into the classroom. While novicing, I did this for about a week. Initially the students were intrigued, but once they got use to it they seemed to fall back into their lathargic selves. We still need to mix it up a bit. For example, those "higher order of thinking" questions we (the teachers) are suppose to ask the students to answer on exams, why not pose those questions orally in class and allow them to discuss it? You simply act as a moderator or prospect. Obviously roles would need to be established, as well as rules, regulations, and expectations for the class in order for the idea to be successful. Hopefully you have establish the basic rules, regulations, and expectations towards the beginning of the year, and have been consistent in maintaing those since. The activity could help the students see how they can answer, for example, a DBQ. Then, when we give them a DBQ on the exam, they have an idea of how to organize their thoughts, how to analyze the materials, etc., therefore giving them the accessability to be successful. Again, this is merely a quick example an educator came up with, so some fine-tuning is necessary.
"They (the public schools) will not be redeemed by trifiling reforms." (Loewen 305) Henry M. Levin has it right. Reform is defined as improving by alteration, substitution, etc. according to dictionary.com. If reform is simply going to be laughed out of imposition, how do we go about fixing the broken system? How about reconstruction? According to a medical dictionary, reconstruction is the repair of an organ or part by reconstructive surgery. Yes, in this example, education is the organ/part needing reconstruction. To get more basic, compare education to a house. Education reform is like replacing the siding or shingles. But the siding and shingles aren't the issue, it's the foundation that's cracking. How do you solve that? Your go back to the basics and lay a foundation. The education system has never been torn down and reconstructed to suit the ever changing society. It has simply been built on time after time. While the goal has been to adapt the learning and teaching strategies to be most efficient, they tend to lag behind the social changes by a generation or two. We need to go in, gut the house of education, and reestablish ourselves as educators and professionals.
Friday, November 13, 2009
Another Week
Another week gone by and we are that much closer to the end of the semester. Even though my classroom lacks technology, I was able to steal a DVD/TV combo from another classroom for one hour this past week. I was able to show a few minutes of a documentary on the ties of prohibition to the rise of organized crime (the Mafia) in the U.S. I was able to get my students interested in making connections and using prior knowledge to figure out why the Mafia rose to power.
Most of my students have grown up with or around gangs. When I asked them what the number one reason many "thugs/gangstas" become "thugs/gangstas", one young man responded, "Cash, cars, clothes, and hos". Many of my students know drug dealers. It's no secret. But I was able to tie in the importance of the effects of prohibition through their own experiences with modern day "gangstas".
On the flip side, I had them discuss the differences between 1920s gangsters and their gangstas. Many ideas were tossed around, such as the prestige and respect that seemed to be carried by the 1920s gangsters. Another student pointed out that the 1920s gangsters were white. I asked, "True, but how are the ethnicities between 1920s gangsters and modern gangstas similar?" A student responded, "They all make up the lower class of their times."
I felt like this week was one of my most promising. My classes seemed much more attentive and on task. Perhaps it has to do with my ability to throw together a quick power point with some examples of WWI propaganda. Maybe it's because I can efficiently search for an article quickly during a lesson. It could have to do with the fact that even though my school has little technology, I find ways to incorporate it on multiple occasions whereas my C.T. sticks strictly to his lectures. What I do know is that simply trying will initially grasp the students' attention. The rest is up to us.
Most of my students have grown up with or around gangs. When I asked them what the number one reason many "thugs/gangstas" become "thugs/gangstas", one young man responded, "Cash, cars, clothes, and hos". Many of my students know drug dealers. It's no secret. But I was able to tie in the importance of the effects of prohibition through their own experiences with modern day "gangstas".
On the flip side, I had them discuss the differences between 1920s gangsters and their gangstas. Many ideas were tossed around, such as the prestige and respect that seemed to be carried by the 1920s gangsters. Another student pointed out that the 1920s gangsters were white. I asked, "True, but how are the ethnicities between 1920s gangsters and modern gangstas similar?" A student responded, "They all make up the lower class of their times."
I felt like this week was one of my most promising. My classes seemed much more attentive and on task. Perhaps it has to do with my ability to throw together a quick power point with some examples of WWI propaganda. Maybe it's because I can efficiently search for an article quickly during a lesson. It could have to do with the fact that even though my school has little technology, I find ways to incorporate it on multiple occasions whereas my C.T. sticks strictly to his lectures. What I do know is that simply trying will initially grasp the students' attention. The rest is up to us.
Friday, November 6, 2009
Can I do it?
I'm having a major issue with the idea of being able to teach all of the fun, interesting, real history we have been discussing in class and not simply teaching the content on the standardized tests they are required to take. Of course I don't want to fall into the pit of teaching to the test, but I want to teach in an inner city high school where my paycheck will rely on my ability to help the school meet their AYP. Dealing with that and the pressures of still being an effective teacher while the administration keeps tabs on me throughout the first couple years as well as the issues you hear teachers complain are persistent in inner city schools: parents not caring, students not speaking English, students not caring, classroom management, etc.
But the more I think about it, the more I list all of the obstacles I am going to face, I'm no longer afraid. Overcoming those obstacles are what will make me a great teacher. I would rather acknowledge all that I am worried about than say I am not afraid of anything.
While I'm teaching I'm realizing that I won't always be able to bring in all of this technology, and on many occasions not even half of the technology applications I would like. Power Point is a wonderful tool, but what about when I can't use it? I am using more handouts than I can plant trees for. I understand that this is a technology age, but when the resources just aren't available adaptation isn't such a bad thing. It's up to us to keep it interesting.
But the more I think about it, the more I list all of the obstacles I am going to face, I'm no longer afraid. Overcoming those obstacles are what will make me a great teacher. I would rather acknowledge all that I am worried about than say I am not afraid of anything.
While I'm teaching I'm realizing that I won't always be able to bring in all of this technology, and on many occasions not even half of the technology applications I would like. Power Point is a wonderful tool, but what about when I can't use it? I am using more handouts than I can plant trees for. I understand that this is a technology age, but when the resources just aren't available adaptation isn't such a bad thing. It's up to us to keep it interesting.
Friday, October 9, 2009
Invisibility?
I don't think Loewen hit the bullseye with this chapter. Honestly, I don't think you can say that antiracism is invisible throughout American text books.
If by this point we as future educators/social scientists don't understand that we cannot rely on grade school/high school text books to fully educate our students, then perhaps we should begin looking at a different profession. We need to use those text books as only our first rung on the ladder of deeper education. It is up to us to be well versed in the content we will be teaching; this will include bringing in outside sources, introducing those figures overlooked or skimmed over in text books, etc. Not only will we not rely on text books to teach, we will be setting an example to our students in how to make history interesting, how to research, and how to look at a topic from mulitiple views.
Antiracism isn't invisible; it's simply skimmed. Think about milk processing. To get less fat concentration in a grade of milk, the fat is simply skimmed off of the top. In this case, antiracism is the fat filled, D grade milk. By the time the greedy text book authors get done with the nutrient rich antiracism, it's presented as skim milk. We get a little bit of Lincoln, a little bit of the civil rights movement (if the class is fortunate enough to have a teacher who gets them through the first 20 chapters of the book before the end of the year), and the rest is history. But you can't say it's invisible.
I don't hold it against the "authors" for condensing American history. The idea that text books are supposed to cover 500 years of history in 1000 pages is ridiculous. But it's a business. I hold it against the business. At the same time, I hold it against the teachers who complain about the lackluster educational tools they exploit yet fail to employ the use of the research methods and knowledge they spent thousands of dollars developing while at the post-secondary level.
If text books were meant to teach then teachers would be referred to as proctors, not educators.
If by this point we as future educators/social scientists don't understand that we cannot rely on grade school/high school text books to fully educate our students, then perhaps we should begin looking at a different profession. We need to use those text books as only our first rung on the ladder of deeper education. It is up to us to be well versed in the content we will be teaching; this will include bringing in outside sources, introducing those figures overlooked or skimmed over in text books, etc. Not only will we not rely on text books to teach, we will be setting an example to our students in how to make history interesting, how to research, and how to look at a topic from mulitiple views.
Antiracism isn't invisible; it's simply skimmed. Think about milk processing. To get less fat concentration in a grade of milk, the fat is simply skimmed off of the top. In this case, antiracism is the fat filled, D grade milk. By the time the greedy text book authors get done with the nutrient rich antiracism, it's presented as skim milk. We get a little bit of Lincoln, a little bit of the civil rights movement (if the class is fortunate enough to have a teacher who gets them through the first 20 chapters of the book before the end of the year), and the rest is history. But you can't say it's invisible.
I don't hold it against the "authors" for condensing American history. The idea that text books are supposed to cover 500 years of history in 1000 pages is ridiculous. But it's a business. I hold it against the business. At the same time, I hold it against the teachers who complain about the lackluster educational tools they exploit yet fail to employ the use of the research methods and knowledge they spent thousands of dollars developing while at the post-secondary level.
If text books were meant to teach then teachers would be referred to as proctors, not educators.
Thursday, October 1, 2009
Color Blind
Again my students didn't disappoint. I have no idea how the whirlwind of conversation led to the tip-toed topic of racism, but one student claimed that racism isn't as much of a factor in society as stereotyping. "People always say I talk 'white'. What does that even mean? Because I speak proper English I am trying to be something I'm not?"
It was a stimulating statement allowing the students people have told me to be misfits to rise to the occasion and show their true colors. (no pun) Eventually the conversation led to the class coming to the conclusion, as a whole, that race would eventually die out as an issue due to the "cross-breeding goin' on", as one student candidly spoke.
I was intrigued by the sudden maturity level at which the students posed themselves. While the conversation may have seemed off topic and took up most of the 40 minute class period, they were actually right on cue. The class is getting ready to create their own amendment for the U.S. Constitution, so while exploring the true meaning behind the phrasing of other amendments they were captivated by the idea that the founding fathers were the ones who agreed on the 3/5ths compromise.
I'm not sure what I'm trying to get at here. Perhaps it's the idea that students are capable of reaching higher orders of thinking if we only facilitate it. Or that regardless of the label society has given a group of people they are able to achieve great feats of intelligence and integrity. The students left class that day awake and attentive, carrying themselves as though they were proud of what they had accomplished together. Other teachers came and asked what we did because they noticed the students were "walking tall".
While Loewen does hit the nail a couple of times when referring to the "invisibility of racism in American textbooks" our students are capable of seeing through the facades put up by the textbook authors at the top of capitalism if we would only provide them with the proper looking glass. But again the struggle for me is how do I determine what truths I will and won't provide if teaching with a textbook as a primary source for my students?
It was a stimulating statement allowing the students people have told me to be misfits to rise to the occasion and show their true colors. (no pun) Eventually the conversation led to the class coming to the conclusion, as a whole, that race would eventually die out as an issue due to the "cross-breeding goin' on", as one student candidly spoke.
I was intrigued by the sudden maturity level at which the students posed themselves. While the conversation may have seemed off topic and took up most of the 40 minute class period, they were actually right on cue. The class is getting ready to create their own amendment for the U.S. Constitution, so while exploring the true meaning behind the phrasing of other amendments they were captivated by the idea that the founding fathers were the ones who agreed on the 3/5ths compromise.
I'm not sure what I'm trying to get at here. Perhaps it's the idea that students are capable of reaching higher orders of thinking if we only facilitate it. Or that regardless of the label society has given a group of people they are able to achieve great feats of intelligence and integrity. The students left class that day awake and attentive, carrying themselves as though they were proud of what they had accomplished together. Other teachers came and asked what we did because they noticed the students were "walking tall".
While Loewen does hit the nail a couple of times when referring to the "invisibility of racism in American textbooks" our students are capable of seeing through the facades put up by the textbook authors at the top of capitalism if we would only provide them with the proper looking glass. But again the struggle for me is how do I determine what truths I will and won't provide if teaching with a textbook as a primary source for my students?
Thursday, September 24, 2009
New Lessons
This week was definitely interesting. After having the opportunity to get to know some of the students a little better I have been able to understand why the non-traditional setting works so well for them. My students are not assigned homework or readings, however in order to attend this school they must be working at least a part-time job. Many of them have children of their own, or are caring for a parent or grandparent, and still some care for their siblings. Add that on top of a job and finding a babysitter, homework tends to be at the bottom of their "to do" lists. We would be setting them up to fail.
Today my students came in to class and were talking about a few people in their neighborhoods who had been shot the night before. Another person was stabbed while playing dice in the back alley. The part that baffled me was that the students spoke as though this happened daily and was no big deal.
Loewen speaks about the "thoughtless use of the terms civilized and civilization..." (p101). I have been listening to these students wondering what they consider civilized.
Today my students came in to class and were talking about a few people in their neighborhoods who had been shot the night before. Another person was stabbed while playing dice in the back alley. The part that baffled me was that the students spoke as though this happened daily and was no big deal.
Loewen speaks about the "thoughtless use of the terms civilized and civilization..." (p101). I have been listening to these students wondering what they consider civilized.
Friday, September 18, 2009
Week 3
I am working at the Peoria Alternative High School, known throughout the community as the "Last Chance" school. I thought I would be dealing with the students who have been expelled from their home high schools. After meeting with my cooperating teacher I have a better understanding of what I will be dealing with.
While it is referred to as the "Last Chance" school, even by those students attending the school, it only allows 100 students in the building, allowing class size to be rather small. Also, these kids are ones who have been expelled or in trouble in the past, but they have chosen to go back to school. Therefore, the students I will be dealing with understand that the school is their last chance before they aren't allowed back into the public schools; they want to be there. Class size is anywhere from 5 to 12 students and the rules are very clear: do it or get out.
Realizing the type of student I will be dealing with is a little different than my initial observance, I came to the conclusion that I made a basic mistake by going in with a pre-judgement. Not all of the kids were expelled for violence or drugs, etc. Some were in the wrong spot at the wrong time, such as a girl who got expelled for being with some friends who got caught smoking pot during school. I am very excited to begin my lessons with the class.
While it is referred to as the "Last Chance" school, even by those students attending the school, it only allows 100 students in the building, allowing class size to be rather small. Also, these kids are ones who have been expelled or in trouble in the past, but they have chosen to go back to school. Therefore, the students I will be dealing with understand that the school is their last chance before they aren't allowed back into the public schools; they want to be there. Class size is anywhere from 5 to 12 students and the rules are very clear: do it or get out.
Realizing the type of student I will be dealing with is a little different than my initial observance, I came to the conclusion that I made a basic mistake by going in with a pre-judgement. Not all of the kids were expelled for violence or drugs, etc. Some were in the wrong spot at the wrong time, such as a girl who got expelled for being with some friends who got caught smoking pot during school. I am very excited to begin my lessons with the class.
Friday, September 11, 2009
The past week
The class discussions have definitely helped open my eyes. I know I am going to be a good teacher, but I have also realized that I need to begin developing my weaknesses a little more. Classroom management has been a topic seriously hit on the past week in all of my education courses and that is something I need to work on. Dr. Harry Wong, author of The First Days of School, stresses the importance of how you present yourself and your classroom management within the very first second of the very first minute of the very first day of class. Not only do I have to come up with a classroom management style, but I have to stick to it. Most education professors tell us, "Don't pick favorites." The reality is everyone picks favorite students, regardless of whether you should or not. The important part is that you stick to your classroom management with every student equally whether they are one of your more preferred students or not. On that note, perhaps you should ask yourself, "Self, why is Billie one of my favorites but Johnny is not?"
Wednesday, September 9, 2009
First Week
I know it's a little late, but I might as well get this thing going. My first week was a little crazy. I finally got in touch with my cooperating teacher. I am excited for this semester. My goal is to teach inner city Chicago so being place at the Peoria Alternative High School should be good practice for me. I would say I am nervous, but then I'd be lieing. I know my teaching skills will only grow from these experiences and I hope to strengthen my classroom management skills. It probably helps that my coop. teacher has been teaching for so long yet still has the fire or drive that newer teachers usually bring with them.
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