I agreed with everything this guy said. I loved the story about the ballerina. It was so true. If I had a child like that in my classroom, I would tell her to sit down and I would most likely write notes home to the parents but after hearing that story, I look at the situation a different way. I agreed with the statement "Don't do the things you like, you won't get a job in that". In reality, most high school football players don't go off to play in the NFL and most girls who love to dance don't become famous dancers but there are always those chances that they might! We shouldn't discourage students but help them try to make their dreams a reality. If that doesn't work out for them, be there as support to help them find another path that might be related. That football player can become an athletic trainer or a coach, and that dancer can open her own dance studio to share her talent with others. That ties in with my next statement, "They might not see the future, but our job is to help them see it". We should encourage students to think about their futures and go after their dreams.
I wasn't surprised by anything I heard. I agreed with everything he said.
The one statement I did not agree with was that women are better multitaskers. I am a horrible multi-tasker so this is not exactly a true statement!
Tuesday, December 4, 2012
Sunday, November 25, 2012
Double Journal Entry #13
1. The community of practice I am in is the education program.
2. Referring community of practice to people makes it seem like we are trying to label people and say who is in and who is out. When referring it to space, lets the people sort of float in or out of it and doesn't make it so defined.
3. The generator is the content which content would be the generator in school as well.
4. Content organization is how the content is designed or organized and an interactional organization is how people organzie their thouht, beliefs, values, actions, and social interactions. When referring content organization to school, this would be when the teacher decides how to teach the content based on the students needs and learning styles.
5. A portal is anything that gives access to the content and to ways of interacting with that content, by oneself or with other people. Textbooks would be a portal.
6. Affinity refers to the different backgrounds or lifestyles that students come from or are exposed to. Recognizing your students affinities can help you become a better teacher, you'll understand where they are coming from and how to teach them.
7. An affinity space is a space where all students should feel like they belong and this is where it supports the idea of an inclusive classroom. An inclusive classroom wants to build a sense of community. The students' affinities can help them get to know each other and see what they have in common. Also, Students as Problem Solvers would be great for letting the students work together which would also build a sense of community.
8. Tradional classrooms are more teacher centered than student centered. They do not let students build that sense of community that they need.
2. Referring community of practice to people makes it seem like we are trying to label people and say who is in and who is out. When referring it to space, lets the people sort of float in or out of it and doesn't make it so defined.
3. The generator is the content which content would be the generator in school as well.
4. Content organization is how the content is designed or organized and an interactional organization is how people organzie their thouht, beliefs, values, actions, and social interactions. When referring content organization to school, this would be when the teacher decides how to teach the content based on the students needs and learning styles.
5. A portal is anything that gives access to the content and to ways of interacting with that content, by oneself or with other people. Textbooks would be a portal.
6. Affinity refers to the different backgrounds or lifestyles that students come from or are exposed to. Recognizing your students affinities can help you become a better teacher, you'll understand where they are coming from and how to teach them.
7. An affinity space is a space where all students should feel like they belong and this is where it supports the idea of an inclusive classroom. An inclusive classroom wants to build a sense of community. The students' affinities can help them get to know each other and see what they have in common. Also, Students as Problem Solvers would be great for letting the students work together which would also build a sense of community.
8. Tradional classrooms are more teacher centered than student centered. They do not let students build that sense of community that they need.
Monday, November 12, 2012
Double Journal Entry #12
1. The main argument withing this chapter is whether video games increase learning of the person playing them. The author suggests that video games have strategies behind them that can increase learning.
2. Patterns and principles constitute theory of learning.
3. The author needed the motivation to want to succeed with the game. Without that, then there was no point in trying.
4. By not succeeding with the game, that means he failed. Failing in school means low grades and when a student receives a low grade, their self esteem lowers. Do you think receiving low grades makes a student, especially a young student want to keep trying? Unfortunately, failing doesn't make people want to try harder the next time.
5. A horizontal learning experience could be better for at risk students so that the student can stay at the one "rung" for a while and work on really understanding that concept.
6. At risk students often get the "dumbed-down" versions of things to catch them up to basic skills but these students need to be challenged. Yes, they need to know basic skills but they need to be challenged because they can learn and they know more than we think.
7. The school's need to let students take on their full identities and make students feel challenged, but not defeated, just like video games do.
8. Students feel disconnected in school but they do not feel this way in the games.
9. The tutorial let the student assess how they should learn but in school, the students get assessed and then the teacher's decide for them what the best way for them to learn is.
10. The sand box tutorial lets the player get a feel for what the game is going to be like. School isn't like that. We don't get to have a test-run at school. Time is so precious in school that we barely have time to get through everything we need to get through in order to make a living for ourselves on time.
11. We need to use genres in good learning because a genre is a type of thing.
12. You learn as you play in a lot of instances.
13. Skills tests in school are normally not developmental and evaluative.
14. RoN lets the players work in groups.
15. Dewey-1. The create motivation for an extended engagement.
Vygotsky-12. They offer supervised (i.e. guided) fish tank tutorials (simplified versions of the real system).
Gardner- 10. They teach basic skills in the context of simplified versions of the real game so that learners can see how these skills fit into the game as a system and how they integrate with each other.
Bandura- 14. They give information via several different modes (e.g. in print, orally, visually). They create redundancy.
Skinner-15. They give information "just in time" and "on demand."
2. Patterns and principles constitute theory of learning.
3. The author needed the motivation to want to succeed with the game. Without that, then there was no point in trying.
4. By not succeeding with the game, that means he failed. Failing in school means low grades and when a student receives a low grade, their self esteem lowers. Do you think receiving low grades makes a student, especially a young student want to keep trying? Unfortunately, failing doesn't make people want to try harder the next time.
5. A horizontal learning experience could be better for at risk students so that the student can stay at the one "rung" for a while and work on really understanding that concept.
6. At risk students often get the "dumbed-down" versions of things to catch them up to basic skills but these students need to be challenged. Yes, they need to know basic skills but they need to be challenged because they can learn and they know more than we think.
7. The school's need to let students take on their full identities and make students feel challenged, but not defeated, just like video games do.
8. Students feel disconnected in school but they do not feel this way in the games.
9. The tutorial let the student assess how they should learn but in school, the students get assessed and then the teacher's decide for them what the best way for them to learn is.
10. The sand box tutorial lets the player get a feel for what the game is going to be like. School isn't like that. We don't get to have a test-run at school. Time is so precious in school that we barely have time to get through everything we need to get through in order to make a living for ourselves on time.
11. We need to use genres in good learning because a genre is a type of thing.
12. You learn as you play in a lot of instances.
13. Skills tests in school are normally not developmental and evaluative.
14. RoN lets the players work in groups.
15. Dewey-1. The create motivation for an extended engagement.
Vygotsky-12. They offer supervised (i.e. guided) fish tank tutorials (simplified versions of the real system).
Gardner- 10. They teach basic skills in the context of simplified versions of the real game so that learners can see how these skills fit into the game as a system and how they integrate with each other.
Bandura- 14. They give information via several different modes (e.g. in print, orally, visually). They create redundancy.
Skinner-15. They give information "just in time" and "on demand."
Tuesday, November 6, 2012
Fostering High Frequency Formative Assessment
1. Formative assessment occurs during the learning process and it emplasizes the quality of student work, gives advice instead of grades, and provides feedback and motivation.
2. The central purpose of formative assessment is student learning. A formative assessment just helps the teacher see what and if the student is learning. This then helps the teacher identify what they can do to help the students or what may need changed in the future.
3. The teacher may set objectives in order for the students to be able to see the specific goals that the teacher wants them to accomplish. Providing feedback is another great research based strategy practiced in formative assessment.
4. A rubric may be used during a lesson so that the students know what is expected and then used at the end (or summatively) so that the students can be graded on the lesson.
5. When reading with my students in my placement, when they come across a word they should know because it is one of their high frequency words that they have been learning, I don't tell them the word right away. I let them sit and think about it because most of the time they know it but they just want me to give up and do the work for them but when we come across a word that was introduced earlier that week, I give them a minute, ask them if they remember it from the day before, and then go over it with them.
6. When giving feedback, a teacher must also idenitfy strengths as well as weaknesses. A student does not like to look at a paper all marked up in that dreaded red ink. It makes their hearts sink a little bit. I know I have felt this way many times! First identify the strengths and then write the weaknesses in a more positive way.
7. High quality assessment can help the students gain a sense of confidence and control in their work. Also, they are more likely to transfer learning from one class to another because they understand the given area thoroughly and can relate new learning to what they already know.
8. Its a challenge to distinguish between high quality formative assessment and assessment that is under-conceptualized or not fully developed. It is also a challenge to get parents to see that high quality assessments are good and not just the teachers being lazy.
2. The central purpose of formative assessment is student learning. A formative assessment just helps the teacher see what and if the student is learning. This then helps the teacher identify what they can do to help the students or what may need changed in the future.
3. The teacher may set objectives in order for the students to be able to see the specific goals that the teacher wants them to accomplish. Providing feedback is another great research based strategy practiced in formative assessment.
4. A rubric may be used during a lesson so that the students know what is expected and then used at the end (or summatively) so that the students can be graded on the lesson.
5. When reading with my students in my placement, when they come across a word they should know because it is one of their high frequency words that they have been learning, I don't tell them the word right away. I let them sit and think about it because most of the time they know it but they just want me to give up and do the work for them but when we come across a word that was introduced earlier that week, I give them a minute, ask them if they remember it from the day before, and then go over it with them.
6. When giving feedback, a teacher must also idenitfy strengths as well as weaknesses. A student does not like to look at a paper all marked up in that dreaded red ink. It makes their hearts sink a little bit. I know I have felt this way many times! First identify the strengths and then write the weaknesses in a more positive way.
7. High quality assessment can help the students gain a sense of confidence and control in their work. Also, they are more likely to transfer learning from one class to another because they understand the given area thoroughly and can relate new learning to what they already know.
8. Its a challenge to distinguish between high quality formative assessment and assessment that is under-conceptualized or not fully developed. It is also a challenge to get parents to see that high quality assessments are good and not just the teachers being lazy.
Monday, November 5, 2012
Double Journal Entry #11
Chapter 4: Simulations and Bodies
1. According to the author, "Learning doesn't work well when learners are forced to check their bodies at the school room door like guns in the old West." means that people learn things as a cultural process and that means that their bodies are involved because cultural learning involves experiences that facilitate learning and not just memorizing words.
2. To acquire a large vocabulary, you must read and read A LOT.Reading a lot is not the only way to achieve these large vocabularies though. One must experience the "worlds" to which these words refer.
3. A word has a specific meaning when you can "play" the word in a specific situation. A word may have many meanings but the "player" must know when to "play" the word in the right way.
4. a. The phrase "off the hook" in this sentence refers to the sister no longer having to get her sister a present.
b. "Off the hook" in this sentence means "cool", "awesome", "sweet", "hip"and whatever other kinds of slang terms you want to throw in there but it basically comes down to that whoever said that phrase likes the shoes and thinks they are very nice.
c. Once again, in this sentence the phrase means "awesome", "cool', "crazy" even. The person is saying that you should have been there to see it.
4.5. According to the author, the "work" of childhood is play. I think I do agree with this statement. Unless one has been involved in the situation, how can one say that they fully understand it. I think children need to play and experience things in order to get a better understanding of life.
5. If you haven't experienced the game, then the instructions are going to be confusing. At least try the game out once before reading the instructions so when you go to play the game you will have a better understanding of how to play the game.
6. Its both. First you should know the general meaning of the word when reading it so you know about what it means and then knowing the literal meaning can help you further define it. The general meaning seems to stick with a person longer than the literal meaning.
7. Three identities or "games" I play would be: student, daughter, and fiance. I would "identify" myself as an appropriate student, daughter, and fiance. I am making all the right "legal" moves in all three of those "games".
8. Good learning is understanding word meanings in their contextual situation.
9. I believe that children need to experience more things in order to get better understanding within all subjects of school. Physically experiencing things and being able to touch, see, smell, and hear things helps children learn so much more than one would think.
10. Communication is the way of life. Children need to practice peer to peer interaction as soon as they start talking. Being able to communicate socially with one another is so much more important than you would think. In my clinical, there is a little boy that is just one of the brightest kids in the class but due to him being the youngest, he just doesn't quite know how to socially interact with the other kids and he speaks out in class way too much and disrupts the class quite often. He likes to think that he is mature and will take over the role as teacher when he pleases but he just comes off as immature. Due to his lack of social understanding, he is always getting into trouble.
1. According to the author, "Learning doesn't work well when learners are forced to check their bodies at the school room door like guns in the old West." means that people learn things as a cultural process and that means that their bodies are involved because cultural learning involves experiences that facilitate learning and not just memorizing words.
2. To acquire a large vocabulary, you must read and read A LOT.Reading a lot is not the only way to achieve these large vocabularies though. One must experience the "worlds" to which these words refer.
3. A word has a specific meaning when you can "play" the word in a specific situation. A word may have many meanings but the "player" must know when to "play" the word in the right way.
4. a. The phrase "off the hook" in this sentence refers to the sister no longer having to get her sister a present.
b. "Off the hook" in this sentence means "cool", "awesome", "sweet", "hip"and whatever other kinds of slang terms you want to throw in there but it basically comes down to that whoever said that phrase likes the shoes and thinks they are very nice.
c. Once again, in this sentence the phrase means "awesome", "cool', "crazy" even. The person is saying that you should have been there to see it.
4.5. According to the author, the "work" of childhood is play. I think I do agree with this statement. Unless one has been involved in the situation, how can one say that they fully understand it. I think children need to play and experience things in order to get a better understanding of life.
5. If you haven't experienced the game, then the instructions are going to be confusing. At least try the game out once before reading the instructions so when you go to play the game you will have a better understanding of how to play the game.
6. Its both. First you should know the general meaning of the word when reading it so you know about what it means and then knowing the literal meaning can help you further define it. The general meaning seems to stick with a person longer than the literal meaning.
7. Three identities or "games" I play would be: student, daughter, and fiance. I would "identify" myself as an appropriate student, daughter, and fiance. I am making all the right "legal" moves in all three of those "games".
8. Good learning is understanding word meanings in their contextual situation.
9. I believe that children need to experience more things in order to get better understanding within all subjects of school. Physically experiencing things and being able to touch, see, smell, and hear things helps children learn so much more than one would think.
10. Communication is the way of life. Children need to practice peer to peer interaction as soon as they start talking. Being able to communicate socially with one another is so much more important than you would think. In my clinical, there is a little boy that is just one of the brightest kids in the class but due to him being the youngest, he just doesn't quite know how to socially interact with the other kids and he speaks out in class way too much and disrupts the class quite often. He likes to think that he is mature and will take over the role as teacher when he pleases but he just comes off as immature. Due to his lack of social understanding, he is always getting into trouble.
Tuesday, October 23, 2012
Double Journal Entry #10
1. At home, there are many stories that are being told. Also, vernacular language is used mostly.
2. Leona talks in stanzas. Her stanzas are full of complex repetition and parallelism. She uses "an" to start many of her sentences and also cuts the "g" out of "baking". When telling a story, her main goal isn't to cut straight to the point. The author of this book seems to think that there is meaning behind the way she tells the story. He says she is speaking in almost a poem. When reading Leona's story, all I hear is a little girl who can't get everything she wants to say condensed down to one paragraph.
3. This story would not be accepted in schools because it is too "poetic", as the author puts it. The teachers would rather here a "blow-by-blow" story which means step-by-step or event-by-event. Other students would not understand that she was speaking poetically and the teachers do not want children thinking that is how standard English is suppose to sound.
4. In the report by Snow et al, there is no difference between whites and blacks in their skills of reading and Americans seem to be doing very well in reading. Americans are even doing better in reading than in math or science. In the recommendation by Snow et al, students who live in areas of high poverty are falling further behind.
5. It is not only early skill training that makes or breaks good readers. It is a variety of other factors. Students need to feel a sense of belonging and are a valued part of the social group within where their learning takes place. This boosts their confidence and will help them branch out on their learning.
6. School language may be to complex and technical for the students. The "ways with words" in school may be uninteresting to them.
2. Leona talks in stanzas. Her stanzas are full of complex repetition and parallelism. She uses "an" to start many of her sentences and also cuts the "g" out of "baking". When telling a story, her main goal isn't to cut straight to the point. The author of this book seems to think that there is meaning behind the way she tells the story. He says she is speaking in almost a poem. When reading Leona's story, all I hear is a little girl who can't get everything she wants to say condensed down to one paragraph.
3. This story would not be accepted in schools because it is too "poetic", as the author puts it. The teachers would rather here a "blow-by-blow" story which means step-by-step or event-by-event. Other students would not understand that she was speaking poetically and the teachers do not want children thinking that is how standard English is suppose to sound.
4. In the report by Snow et al, there is no difference between whites and blacks in their skills of reading and Americans seem to be doing very well in reading. Americans are even doing better in reading than in math or science. In the recommendation by Snow et al, students who live in areas of high poverty are falling further behind.
5. It is not only early skill training that makes or breaks good readers. It is a variety of other factors. Students need to feel a sense of belonging and are a valued part of the social group within where their learning takes place. This boosts their confidence and will help them branch out on their learning.
6. School language may be to complex and technical for the students. The "ways with words" in school may be uninteresting to them.
Sunday, October 14, 2012
Journal Entry #8
1. This book is written for those who feared reading and language arts. The thought of academic language made them queasy. The main problem is that those "big" words intimidated most people and made them frustrated by reading.
2. The "ways with words" the author is talking about is the new way of learning words we use today.
3. The author states that “The core argument of this book will be that people learn new ways with words, in or out of school, only when they find the worlds to which these words apply compelling.” This means that people will learn new words if they find it interesting. I see it as like reading a book. I can only read books if I find them interesting and I'm sure a lot of other people are the same way. If the person finds what they are learning interesting to them, then they are more likely to hold onto the knowledge.
4. As a server, we have a different "ways with words". We don't necessarily use diner lingo but we do use "86" which means that we are out of something. And we tell other servers "you're up" which means you have food ready to be run and "you're down" which means that you have a table sat. I did not know many of these terms until I started as a server.
5. The author states that people learn "ways with words" best when they can tie the new words with experiences they've had that can stimulate their memory.
6. For people to be successful in the 21st century, they must be able to transform themselves to satisfy this ever changing society.
7. I am in the in between on this question. I do wish that I understood textbook language and could talk that way. I think it would have helped me out with school. When I read a textbook, I feel insufficient. I do not understand a single thing I read once I am done with a textbook. However, I know that many people feel this way and that we do not talk in that sense. I guess I feel that learning academic language is not sufficient to be successful in the modern world. We do not communicate in textbook language so if we cannot learn it we are not doomed.
8. I really enjoyed the beginning of the book. It really caught my attention. I feel as if I can relate to this book because I am one of those who sometimes feel as though I am in that black hole. The bulleted points helped me read the points the author wanted to get across. I'm looking forward to reading more of this book.
2. The "ways with words" the author is talking about is the new way of learning words we use today.
3. The author states that “The core argument of this book will be that people learn new ways with words, in or out of school, only when they find the worlds to which these words apply compelling.” This means that people will learn new words if they find it interesting. I see it as like reading a book. I can only read books if I find them interesting and I'm sure a lot of other people are the same way. If the person finds what they are learning interesting to them, then they are more likely to hold onto the knowledge.
4. As a server, we have a different "ways with words". We don't necessarily use diner lingo but we do use "86" which means that we are out of something. And we tell other servers "you're up" which means you have food ready to be run and "you're down" which means that you have a table sat. I did not know many of these terms until I started as a server.
5. The author states that people learn "ways with words" best when they can tie the new words with experiences they've had that can stimulate their memory.
6. For people to be successful in the 21st century, they must be able to transform themselves to satisfy this ever changing society.
7. I am in the in between on this question. I do wish that I understood textbook language and could talk that way. I think it would have helped me out with school. When I read a textbook, I feel insufficient. I do not understand a single thing I read once I am done with a textbook. However, I know that many people feel this way and that we do not talk in that sense. I guess I feel that learning academic language is not sufficient to be successful in the modern world. We do not communicate in textbook language so if we cannot learn it we are not doomed.
8. I really enjoyed the beginning of the book. It really caught my attention. I feel as if I can relate to this book because I am one of those who sometimes feel as though I am in that black hole. The bulleted points helped me read the points the author wanted to get across. I'm looking forward to reading more of this book.
Monday, October 8, 2012
Clinical Observation and Interview
I have been watching some of the students for a few weeks now. There are a few that I am concerned with. Student #1 I did not decide to interview but he is clearly a struggling student and my host teacher thinks that the student has a learning exceptionality of some kind. I noticed that this student absolutely cannot write his letters. When the student spells their name, you cannot read it at all. The teacher ends up writing it up in the corner of the paper so we know whose it is. I tried teaching the student today how to write their S's but the student could not grasp the concept. When asked to draw an S while looking at the S I drew, the student made a circle. I was blown away. I am really concerned when I look at the student's paper and am not sure how to grade it because every letter looks like a T or an F.
Student #2 is a very bright student. I would consider this student one of the brightest in the class. This student also happens to be the youngest. The student's birthday was the day before Kindergarten cut off. This student can read so well even words that have not been taught yet. This student is very polite and knows the schedule of the day so well he/she reminds the teacher of when they are suppose to be going to lunch or the restroom. The only trouble with this student is the fact that he/she is so young. The student is a little immature and has a hard time following directions. The student often cannot stay in their seat or sit still on the carpet. The student often tattles on the other students and is bullied by the other students. The student also talks out of turn and often gets their name on the board. The student really just wants to be a teacher's pet and my host teacher believes he should have been held back just because of how immature he is.
Student #3 is one of the students I interviewed. This student is also extremely bright. The student is also very bright and physically bigger than the other students. Student #3 was not held back but you can tell he/she is more mature than the rest of the students. This student seems quite bored with school. He/she often does not like to color when the other students are and find the worksheets boring but not hard. He/she is also a bit of a bully. When interviewed, I asked who he was friends with and one student mentioned Student #2's name and Student #3 replied, "no, don't write that down". He/she picks on Student #2 and if it doesn't get stopped now, it will be a problem in the future.
Student #3's Interview:
When asked "Do you enjoy school?"
Student #3 replied: "No, because there is lots of work and math papers."
When asked: "What kind of student are you?"
Student #3 replied: "A good one"
When asked: "What do you do for fun outside of school?"
Student #3 replied: "Play with Student #4 and fireball"
When asked "How would your classmates describe you?"
Student #3 replied: Used the student's name here.
When asked :Who are you friends with? What do you and your friends do together?
Student #3 replied: This student named of few of the other students and even his/her teacher and they played fireball and punching brothers.
When asked: Tell me a good memory about school.
Student #3 replied: "First day of Kindergarten because I got to learn something new"
When asked: Tell me a bad memory you have about school.
Student #3 replied: "When _____ annoys me" (I'm not sure who this student is)
When asked: Describe a "good" teacher or tell me about a favorite teacher you had in the past.
Student #3 replied: "(my host teacher) because she is the funnest!"
When asked: What is one thing you wish your teacher knew about you?
Student #3 replied: "That we could drive motorcycles around the playground"
I had not really watched Student #4 too much until my host teacher suggested that I interview him/her as the struggling student. This student has a hard time getting out what he/she wants to say and often thinks really hard but doesn't really make much sense when he/she speaks. I will have to observe this student more to see more of the signs of struggling.
Student #4's Interview:
When asked "Do you enjoy school?"
Student #4 replied: "Yes, I like to play outside"
When asked: "What kind of student are you?"
Student #4 replied: no response for this one.
When asked: "What do you do for fun outside of school?"
Student #4 replied: "I like to electric scooter"
When asked "How would your classmates describe you?"
Student #4 replied: ."They are my friends" "I have a girlfriend, she's bad"
When asked :Who are you friends with? What do you and your friends do together?
Student #4 replied: "I can't tell you" This student named a few of the students "Play army, ninja soldiers, numchuck, firepower, motorcycles"
When asked: Tell me a good memory about school.
Student #4 replied: "Outside"
When asked: Tell me a bad memory you have about school.
Student #4 replied: "My girlfriend likes to hold hands with me. She follows me. If I yell at her, she just sits right on her bottom"
When asked: Describe a "good" teacher or tell me about a favorite teacher you had in the past.
Student #4 replied: This student mentioned me, my host teacher the aide, and the special education teacher.
When asked: What is one thing you wish your teacher knew about you?
Student #4 replied: "Me and (Student #3) like people"" ____ my girlfriend"
Student #2 is a very bright student. I would consider this student one of the brightest in the class. This student also happens to be the youngest. The student's birthday was the day before Kindergarten cut off. This student can read so well even words that have not been taught yet. This student is very polite and knows the schedule of the day so well he/she reminds the teacher of when they are suppose to be going to lunch or the restroom. The only trouble with this student is the fact that he/she is so young. The student is a little immature and has a hard time following directions. The student often cannot stay in their seat or sit still on the carpet. The student often tattles on the other students and is bullied by the other students. The student also talks out of turn and often gets their name on the board. The student really just wants to be a teacher's pet and my host teacher believes he should have been held back just because of how immature he is.
Student #3 is one of the students I interviewed. This student is also extremely bright. The student is also very bright and physically bigger than the other students. Student #3 was not held back but you can tell he/she is more mature than the rest of the students. This student seems quite bored with school. He/she often does not like to color when the other students are and find the worksheets boring but not hard. He/she is also a bit of a bully. When interviewed, I asked who he was friends with and one student mentioned Student #2's name and Student #3 replied, "no, don't write that down". He/she picks on Student #2 and if it doesn't get stopped now, it will be a problem in the future.
Student #3's Interview:
When asked "Do you enjoy school?"
Student #3 replied: "No, because there is lots of work and math papers."
When asked: "What kind of student are you?"
Student #3 replied: "A good one"
When asked: "What do you do for fun outside of school?"
Student #3 replied: "Play with Student #4 and fireball"
When asked "How would your classmates describe you?"
Student #3 replied: Used the student's name here.
When asked :Who are you friends with? What do you and your friends do together?
Student #3 replied: This student named of few of the other students and even his/her teacher and they played fireball and punching brothers.
When asked: Tell me a good memory about school.
Student #3 replied: "First day of Kindergarten because I got to learn something new"
When asked: Tell me a bad memory you have about school.
Student #3 replied: "When _____ annoys me" (I'm not sure who this student is)
When asked: Describe a "good" teacher or tell me about a favorite teacher you had in the past.
Student #3 replied: "(my host teacher) because she is the funnest!"
When asked: What is one thing you wish your teacher knew about you?
Student #3 replied: "That we could drive motorcycles around the playground"
I had not really watched Student #4 too much until my host teacher suggested that I interview him/her as the struggling student. This student has a hard time getting out what he/she wants to say and often thinks really hard but doesn't really make much sense when he/she speaks. I will have to observe this student more to see more of the signs of struggling.
Student #4's Interview:
When asked "Do you enjoy school?"
Student #4 replied: "Yes, I like to play outside"
When asked: "What kind of student are you?"
Student #4 replied: no response for this one.
When asked: "What do you do for fun outside of school?"
Student #4 replied: "I like to electric scooter"
When asked "How would your classmates describe you?"
Student #4 replied: ."They are my friends" "I have a girlfriend, she's bad"
When asked :Who are you friends with? What do you and your friends do together?
Student #4 replied: "I can't tell you" This student named a few of the students "Play army, ninja soldiers, numchuck, firepower, motorcycles"
When asked: Tell me a good memory about school.
Student #4 replied: "Outside"
When asked: Tell me a bad memory you have about school.
Student #4 replied: "My girlfriend likes to hold hands with me. She follows me. If I yell at her, she just sits right on her bottom"
When asked: Describe a "good" teacher or tell me about a favorite teacher you had in the past.
Student #4 replied: This student mentioned me, my host teacher the aide, and the special education teacher.
When asked: What is one thing you wish your teacher knew about you?
Student #4 replied: "Me and (Student #3) like people"" ____ my girlfriend"
Wednesday, October 3, 2012
Double Journal Entry #7
What are some challenges to inquiry based approaches to learning?
Inquiry based learning is a new approach to most teachers and with their lack of knowledge on it, they aren't quite sure how to approach it themselves. Not only do teachers have the lack of information, they have lack of tools and support to fully integrate this new way of teaching and learning. The teachers aren't sure of the complexities and may find them unstructured. This will result in failure to provide proper scaffolding, assessment, and redirection.
The teacher isn't the only one at risk with this new way of teaching. The students have to learn a new way of learning as well. Students lack a prior knowledge of this approach and may not know how to manage their time or work together. They also have trouble posing meaning driven questions.
The teachers not only have to make more time for this extended inquiry driven activities but they have to change their management plan around as well. The key to making this new approach work is to plan carefully. Teachers need to do the research and develop new plans for classroom interaction , collaboration, and assessment.
Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Inquiry based learning is a new approach to most teachers and with their lack of knowledge on it, they aren't quite sure how to approach it themselves. Not only do teachers have the lack of information, they have lack of tools and support to fully integrate this new way of teaching and learning. The teachers aren't sure of the complexities and may find them unstructured. This will result in failure to provide proper scaffolding, assessment, and redirection.
The teacher isn't the only one at risk with this new way of teaching. The students have to learn a new way of learning as well. Students lack a prior knowledge of this approach and may not know how to manage their time or work together. They also have trouble posing meaning driven questions.
The teachers not only have to make more time for this extended inquiry driven activities but they have to change their management plan around as well. The key to making this new approach work is to plan carefully. Teachers need to do the research and develop new plans for classroom interaction , collaboration, and assessment.
Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Wednesday, September 26, 2012
Double Journal Entry #6
1. Teaching from the textbook, lectures, discussions, and readings are the paradigm that is showing signs of wear. Students aren't just learning from the knowledge of the teacher anymore. They are learning from project based research and curricula, as well as, performance-based assessment. Students are working together within the class to address open-ended and complex questions. Teachers are taught to be more of a coach than a teacher. They are there to guide students to learn on their own.
2. Project-based learning involves students completing tasks that require them to make a realistic product, event, or present to an audience. The five key components that Thomas (2000) identifies are: central to the curriculum, organized around driving questions that lead to students to encounter central concepts or principles, focused on a constructive investigation that involves inquiry and knowledge building, student driven, and authentic focusing on problems that occur in real world and people care about. For example, Shepherd (1998) studied the results of a unit in which a group of fourth and fifth graders completed a nine-week project to define and find solutions related to housing shortages in several countries. This increased their confidence and helped them think more critically. The second study followed two British school systems over the course of three years. Boaler (1997, 1998) studied two different schools, one was a traditional learning community and the other was a project based one. It resulted with the project based school did better on a National exam with conceptual knowledge questions than the traditional school setting. Project based approaches also help advance students in their use with technology.
3. Problem based learning is meant to teach students to think. During a problem based learning activity, students work together to solve a problem with a solution that they developed. The students come up with the strategy, evaluate it, and then construct a new strategy if needed. Most of the times these are real world situations and can have multiple solutions. Problem based learning is a great way for prospective teachers to learn to apply theory to specific school context and resolve problems within the classroom. Through problem based learning, teachers can practice other alternatives to their own practices. Also, studies have showed that problem based learning is comparable to more traditional instruction in facilitating factual learning. Students who participate in problem-based experiences are also thought to be able to better generate more accurate hypotheses and coherent explanations than those in a traditional learning setting.
4. Learning through Design means that students are learning through building their own artifact that requires understanding and application of knowledge. In these activities, students create and assess their own artifact. Students will collaborate and be designated different roles to play in the creation of their artifact. This type of project allows feedback, and requires a great deal of thought and research. This project can allow students to encounter trial and error. Students can require understanding of complex systems.
5. There isn't much of a difference between the three approaches. They are all focused on the students teaching themselves and just letting the teacher guide them instead of the teaching lecturing them on facts.
6. If I had to pick one, I think I would chose the project solving approach. I think this one gives them a little more creativity than the other two.
Wednesday, September 19, 2012
Double Journal Entry #5
"In an ideal classroom everyone treats what is to be learned with a reverence that generates mutual respect among teachers and students" (Woodruff 2001, 192)
I chose this quote because I think respect within the classroom is a very important thing to accomplish. There are always going to be those certain students who don't respect the teacher and the teacher's way of teaching, and there are also going to be those students who feel that the teacher does not respect them. I believe communication is a factor in these problems. I am a strong believer that there needs to be an open line of communication in the classroom. I have always been one to want to be honest with everyone. I have been in situations where being honest with someone may hurt their feelings or tell them something they don't want to hear but as long as you can send the message the right way its better to be honest than to lie. I will always be honest with my students and I expect the same from my students. I want my students to respect me and if they ever feel like I did them wrong, then I want them to feel comfortable enough to talk to me about it and we can figure out a solution. As of now, I am in a Kindergarten class for my clinical and the teacher teaches them respect on a daily basis. We discuss not talking while someone else is, raising our hand to speak, treating others as we want to be treated, and keeping our hands where they belong. This is where it all starts. The students are very polite and for the most part, a great group of students. There are more boys than girls in this classroom so of course it gets a little rowdy but they are smart, capable students. Even though these students are so great, they still have to be reminded daily to be respectful and they know what being respectful means. By the time the end of the school year comes around, I know they'll be ready to move on to first grade and act like first graders.
Reverent listening in teaching is the awe and wonder, knowledge, modeling, respect, and transcendence of teaching. To be a reverent teacher, one must awe and wonder at their subject area. This teacher loves the subject they teach and feels like they were put on earth to teach it. This teachers is so passionate about their subject it spreads to their students. A reverent teacher also has knowledge of not only their subject matter but of their students as well. This teacher listens to what their students have to offer and is open to suggestions. The teacher will fit what is being taught to the needs of his/her students. This teacher can use his/her imagination to make the subject come alive for those students that need it. This teacher is also a leader and provides examples to his/her classroom. "One cannot connect and model until he or she has listened and learned about what others need, desire, and dream." (Reverence and Listening in Teaching and Leading 2781) A leader listens to what their students have to say and incorporates that into what needs to be done. A leader can also teach respect. A reverent teacher needs to teach students that we respect each other because that is how humanity is. Respect is not something that is earned, we should just respect others because we want to be respected. We respect by listening to one another and communicating. Finally, a reverent teacher should be transcendent. A teacher should teach good habits, and practice these.
This supports culturally responsive teaching because us as teachers needs to be able to listen to our students to see where they are coming from. We want to know our students and their backgrounds so we know how to teach them and we can identify with them. Teachers need to be able to understand their students and their situations to be able to teach them in the best way possible.
"Reverent listening is not to be confused with humiliation and domination by others who force us to listen,and even less so, with the kind of incompetence that wants to be told what to do"
I took this quote as how the teacher expects us to be quiet and listen but when we are younger, we just want to talk and visit with our friends then the teacher has to "yell" and tell us we "need" to be quiet and pay attention. I was never a student who was "yelled" at to be quiet because I was there to learn and I knew that but being a teacher candidate now, I see those students who just want to talk and all the teacher wants is respect. That is what a teacher is there to do, we are there to teach and the students are there to learn. This reverent listening is all about the respect of listening to one another and knowing what is appropriate and when.
I had a great science teacher while here at college, I'm sure we can guess who this is, that I felt like was a reverent teacher. She really listened to our ideas and what we had to say. She accommodated her lessons to help us and she was really passionate about her subject matter. I learned to love science because of her and I felt like she truly cared about each and every one of us. I know I had a really hard time last year and one week was especially worse than the others and I failed a test that week. She came up to me and asked me what had been going on because she knew that wasn't me. She told me if I ever needed her, she was there to help and her door was always open. The next test, I passed with an A. She came up to me then and made sure to congratulate me and tell me "Much Better!". I knew I could talk to her about anything and I respected her and she returned the respect as well.
I think factors that contribute to a "toxic" school culture would be the teachers that demand respect. Respect shouldn't be demanded. It is just given and sometimes students need to be taught how to give it. I also think when teachers don't listen to the needs of their students, things can turn toxic. Some schools can be all about the high-stakes testing and will focus on what that entails instead of letting the students have some time to express themselves through their other classes such as art, music, or PE.
"One cannot connect and model until he or she has listened and learned about what others need, desire, and dream." (Reverence and Listening in Teaching and Leading 2781)
I will use this quote again in my blog because I think it is a very important one that every teacher should use in their philosophy of teaching. Students need to be heard. Its as simple as that. A teacher may have to change their lessons in order to accommodate the needs of his/her students and that is okay. We as teachers want what is best for our students.
http://www.sugardoodle.net/joomla/index.php?option=com_content&task=view&id=5357
I really enjoyed this activity. I think students need to be praised at first for being so polite. This would help remind them to be polite all the time.
I chose this quote because I think respect within the classroom is a very important thing to accomplish. There are always going to be those certain students who don't respect the teacher and the teacher's way of teaching, and there are also going to be those students who feel that the teacher does not respect them. I believe communication is a factor in these problems. I am a strong believer that there needs to be an open line of communication in the classroom. I have always been one to want to be honest with everyone. I have been in situations where being honest with someone may hurt their feelings or tell them something they don't want to hear but as long as you can send the message the right way its better to be honest than to lie. I will always be honest with my students and I expect the same from my students. I want my students to respect me and if they ever feel like I did them wrong, then I want them to feel comfortable enough to talk to me about it and we can figure out a solution. As of now, I am in a Kindergarten class for my clinical and the teacher teaches them respect on a daily basis. We discuss not talking while someone else is, raising our hand to speak, treating others as we want to be treated, and keeping our hands where they belong. This is where it all starts. The students are very polite and for the most part, a great group of students. There are more boys than girls in this classroom so of course it gets a little rowdy but they are smart, capable students. Even though these students are so great, they still have to be reminded daily to be respectful and they know what being respectful means. By the time the end of the school year comes around, I know they'll be ready to move on to first grade and act like first graders.
Reverent listening in teaching is the awe and wonder, knowledge, modeling, respect, and transcendence of teaching. To be a reverent teacher, one must awe and wonder at their subject area. This teacher loves the subject they teach and feels like they were put on earth to teach it. This teachers is so passionate about their subject it spreads to their students. A reverent teacher also has knowledge of not only their subject matter but of their students as well. This teacher listens to what their students have to offer and is open to suggestions. The teacher will fit what is being taught to the needs of his/her students. This teacher can use his/her imagination to make the subject come alive for those students that need it. This teacher is also a leader and provides examples to his/her classroom. "One cannot connect and model until he or she has listened and learned about what others need, desire, and dream." (Reverence and Listening in Teaching and Leading 2781) A leader listens to what their students have to say and incorporates that into what needs to be done. A leader can also teach respect. A reverent teacher needs to teach students that we respect each other because that is how humanity is. Respect is not something that is earned, we should just respect others because we want to be respected. We respect by listening to one another and communicating. Finally, a reverent teacher should be transcendent. A teacher should teach good habits, and practice these.
This supports culturally responsive teaching because us as teachers needs to be able to listen to our students to see where they are coming from. We want to know our students and their backgrounds so we know how to teach them and we can identify with them. Teachers need to be able to understand their students and their situations to be able to teach them in the best way possible.
"Reverent listening is not to be confused with humiliation and domination by others who force us to listen,and even less so, with the kind of incompetence that wants to be told what to do"
I took this quote as how the teacher expects us to be quiet and listen but when we are younger, we just want to talk and visit with our friends then the teacher has to "yell" and tell us we "need" to be quiet and pay attention. I was never a student who was "yelled" at to be quiet because I was there to learn and I knew that but being a teacher candidate now, I see those students who just want to talk and all the teacher wants is respect. That is what a teacher is there to do, we are there to teach and the students are there to learn. This reverent listening is all about the respect of listening to one another and knowing what is appropriate and when.
I had a great science teacher while here at college, I'm sure we can guess who this is, that I felt like was a reverent teacher. She really listened to our ideas and what we had to say. She accommodated her lessons to help us and she was really passionate about her subject matter. I learned to love science because of her and I felt like she truly cared about each and every one of us. I know I had a really hard time last year and one week was especially worse than the others and I failed a test that week. She came up to me and asked me what had been going on because she knew that wasn't me. She told me if I ever needed her, she was there to help and her door was always open. The next test, I passed with an A. She came up to me then and made sure to congratulate me and tell me "Much Better!". I knew I could talk to her about anything and I respected her and she returned the respect as well.
I think factors that contribute to a "toxic" school culture would be the teachers that demand respect. Respect shouldn't be demanded. It is just given and sometimes students need to be taught how to give it. I also think when teachers don't listen to the needs of their students, things can turn toxic. Some schools can be all about the high-stakes testing and will focus on what that entails instead of letting the students have some time to express themselves through their other classes such as art, music, or PE.
"One cannot connect and model until he or she has listened and learned about what others need, desire, and dream." (Reverence and Listening in Teaching and Leading 2781)
I will use this quote again in my blog because I think it is a very important one that every teacher should use in their philosophy of teaching. Students need to be heard. Its as simple as that. A teacher may have to change their lessons in order to accommodate the needs of his/her students and that is okay. We as teachers want what is best for our students.
http://www.sugardoodle.net/joomla/index.php?option=com_content&task=view&id=5357
I really enjoyed this activity. I think students need to be praised at first for being so polite. This would help remind them to be polite all the time.
Wednesday, September 12, 2012
Culturally Responsive Teaching
Literacy, language, and power are three things that a teacher needs to understand in order to be culturally responsive. When you hear a person in power speak, how do they speak? Do they speak with an Appalachian accent? Educators know that people in power have great literacy skills and speak in Standard English and that they must teach their students that but also make sure that their student's do not lose their dialect. Us as educators need to let our students know that it's not wrong to speak the way they do but we should also teach them how to code switch. It is very important to not let the students feel that they cannot succeed because they are from the Appalachian area. In the article, "...As soon as she opened her mouth!” one quote stated "Bright, capable, young men and women do not think they belong in college because they are hillbillies." One should not feel unsuccessful because of where they are from. I saw another article that stated “Not every child has an equal talent or an equal ability or equal motivation, but children have the equal right to develop their talent, their ability and their motivation.- John Fitzgerald Kennedy” This quote represents the way every teacher should feel, especially those in the Appalachian region.
"We believe that a meaning-centered model ... allows bilingual students to take full advantage of their first language abilities, and to surpass the limits set by their more limited knowledge of their second language." Moll believed that educators should let students use their first language abilities in the classroom and then work on their second language abilities. To overcome their cultural deficits, teachers need to assure students that they can succeed. Teachers can show them things that they understand really well and incorporate their interests into lessons. The teacher in the article made a thematic unit around construction because that was what the majority of the community had jobs in and the students were very interested in it and the community became involved as well.
Teacher may not know this but they can actually contribute to poor literacy instruction by not understanding cultural deficit and cultural difference. A teacher may think that her foreign exchange student from Central Asia has already learned and excelled in mathematics so she doesn’t help that student as much as she helps the others or for cultural deficit, a teacher may think that her Appalachian “hillbilly” student will never learn or succeed because of where they are from. These assumptions can contribute to poor literacy within that classroom.
I also believe that by letting students use their own dialect in the classroom this will help them focus more on learning and less on worrying about being corrected by the teacher for not talking correctly. Also, a teacher can show the students the similarities between their dialect and Standard English to increase the use of Standard English.
I do believe that the Where I Am From project supported culturally responsive teaching because it gave a good incite to the lives of our peers and it gave the teachers a better understanding of their students lives and the way they were raised. I think it helps show that even though we are from the Appalachian region, we are all still going to college and making a good life for ourselves and that contradicts the stereotypes we normally hear.
In my future classroom, I will do projects like the Where I Am From one to help me get a better understanding of my students and it will help me know how I need to approach instructing them. I will let my students use their dialect within the classroom but also teach them to code switch in the proper situations. I will use thematic units on things that they are interested in to help with their understanding as well.
"We believe that a meaning-centered model ... allows bilingual students to take full advantage of their first language abilities, and to surpass the limits set by their more limited knowledge of their second language." Moll believed that educators should let students use their first language abilities in the classroom and then work on their second language abilities. To overcome their cultural deficits, teachers need to assure students that they can succeed. Teachers can show them things that they understand really well and incorporate their interests into lessons. The teacher in the article made a thematic unit around construction because that was what the majority of the community had jobs in and the students were very interested in it and the community became involved as well.
Teacher may not know this but they can actually contribute to poor literacy instruction by not understanding cultural deficit and cultural difference. A teacher may think that her foreign exchange student from Central Asia has already learned and excelled in mathematics so she doesn’t help that student as much as she helps the others or for cultural deficit, a teacher may think that her Appalachian “hillbilly” student will never learn or succeed because of where they are from. These assumptions can contribute to poor literacy within that classroom.
I also believe that by letting students use their own dialect in the classroom this will help them focus more on learning and less on worrying about being corrected by the teacher for not talking correctly. Also, a teacher can show the students the similarities between their dialect and Standard English to increase the use of Standard English.
I do believe that the Where I Am From project supported culturally responsive teaching because it gave a good incite to the lives of our peers and it gave the teachers a better understanding of their students lives and the way they were raised. I think it helps show that even though we are from the Appalachian region, we are all still going to college and making a good life for ourselves and that contradicts the stereotypes we normally hear.
In my future classroom, I will do projects like the Where I Am From one to help me get a better understanding of my students and it will help me know how I need to approach instructing them. I will let my students use their dialect within the classroom but also teach them to code switch in the proper situations. I will use thematic units on things that they are interested in to help with their understanding as well.
Tuesday, September 11, 2012
Monday, September 10, 2012
Double Journal Entry #4
1. I learned that by not expecting students to lose their dialect, and having them understand the difference between how they talk and how they should write in Standard English, can actually help them use proper Standard English better. By having the students learn the similarities and differences between how they speak and Standard English can help them learn code-switching. This way students will know how they can talk in different situations. I also learned that letting students use their dialect in the classroom can actually help them be successful. Student's do not like to be corrected all the time so if a teacher is focusing more on their answer than on how they spoke, the student may feel like they can answer questions more often and become more involved in class. Teachers also tend to copy pedagogical instruction and teach their students how they were taught but this is not always the right way to teach. A lot has changed over the years and there are new and better ways to teach things.
2.In the article it says that you should acknowledge the similarities and differences of the student's dialect with Standard English, this would be building bridges of meaningfulness between home and school experiences. I also saw where the students could inquiry on the patterns of how their dialect started in their families or the local area. This could be a class project and it will get the community involved as well. Also by doing these things, the teacher is acknowledging that their dialect is legitimate and worthy of being taught within the curriculum.
3.I honestly cannot remember much of my years in elementary school, middle school, or even high school. I know my English classes in high school were a joke. We did a lot of reading and study guides, maybe a few papers. My freshmen year in English class, we didn't even have enough books for the whole class so a group of five of us had to share one textbook. All I can remember is reading, there was very little English involved. I can remember the teacher saying "ain't ain't a word!". From that saying right there, I don't think my instruction was very culturally responsive.
I think this reflects culturally responsive teaching because if this word is in a child's dialect, let them say it but then let them know their options of when they should use proper English.
2.In the article it says that you should acknowledge the similarities and differences of the student's dialect with Standard English, this would be building bridges of meaningfulness between home and school experiences. I also saw where the students could inquiry on the patterns of how their dialect started in their families or the local area. This could be a class project and it will get the community involved as well. Also by doing these things, the teacher is acknowledging that their dialect is legitimate and worthy of being taught within the curriculum.
3.I honestly cannot remember much of my years in elementary school, middle school, or even high school. I know my English classes in high school were a joke. We did a lot of reading and study guides, maybe a few papers. My freshmen year in English class, we didn't even have enough books for the whole class so a group of five of us had to share one textbook. All I can remember is reading, there was very little English involved. I can remember the teacher saying "ain't ain't a word!". From that saying right there, I don't think my instruction was very culturally responsive.
I think this reflects culturally responsive teaching because if this word is in a child's dialect, let them say it but then let them know their options of when they should use proper English.
Tuesday, September 4, 2012
Where I Am From
I am from hair bows, from Barbie, and frilly pink dresses.
I am from the tan house with the steep driveway on the old back road, near the camp hosting the Strawberry Festival and the sound of neighbor kids riding their bikes back and forth.
I am from the crab apples growing in my Nana and Pap's yard, that tasted oh so sour.
I am from the Stivason's, old fashioned and strong-willed, and the Cox's who keep an open-mind and heart; from the support system of dance recitals and local football games, and family get togethers and frequent phase ten matches.
I am from the love of a mother who has always wanted me to have the best, who passed on her warm heart but not her love of cleaning
...and from the strength of a hard working father who has always wanted what was best for me, and make a better living for myself and my future children.
From being told to look after my little brother whose growing up too fast, and watches out for me more than I can watch out for him..
..and from being an independent, strong-willed but soft hearted young woman has got me right where I want to be.
I am from a household where you be who you want to be and believe in what you want to believe; from knowing that we'll meet our lost loved ones again in a better place and that everyday is a blessing.
I am from the only small town that I've ever known filled with a loving family who feels the same, where home cooking includes chicken, homemade mashed potatoes and corn on the cob and if it's mom's cooking then you know it'll be good!
From the father who taught me to shoot better than the boys (bet no one would of ever guessed that), the Nana who taught me to always wish on butterflies, and the Pop Pop who never got to see his little girl grow up..
I am from a new world now where I am on my own, studying and working consumes most of my time, my fiance has taught me to believe in that fairytale ending and that love is very real and everlasting, my friends have become the sisters I've never had and the girls who have made me who I am today..
..and no matter where my life takes me, my roots will always bring me back to that little girl in the pink frilly dress with the hair bow to match.
I am from the tan house with the steep driveway on the old back road, near the camp hosting the Strawberry Festival and the sound of neighbor kids riding their bikes back and forth.
I am from the crab apples growing in my Nana and Pap's yard, that tasted oh so sour.
I am from the Stivason's, old fashioned and strong-willed, and the Cox's who keep an open-mind and heart; from the support system of dance recitals and local football games, and family get togethers and frequent phase ten matches.
I am from the love of a mother who has always wanted me to have the best, who passed on her warm heart but not her love of cleaning
...and from the strength of a hard working father who has always wanted what was best for me, and make a better living for myself and my future children.
From being told to look after my little brother whose growing up too fast, and watches out for me more than I can watch out for him..
..and from being an independent, strong-willed but soft hearted young woman has got me right where I want to be.
I am from a household where you be who you want to be and believe in what you want to believe; from knowing that we'll meet our lost loved ones again in a better place and that everyday is a blessing.
I am from the only small town that I've ever known filled with a loving family who feels the same, where home cooking includes chicken, homemade mashed potatoes and corn on the cob and if it's mom's cooking then you know it'll be good!
From the father who taught me to shoot better than the boys (bet no one would of ever guessed that), the Nana who taught me to always wish on butterflies, and the Pop Pop who never got to see his little girl grow up..
I am from a new world now where I am on my own, studying and working consumes most of my time, my fiance has taught me to believe in that fairytale ending and that love is very real and everlasting, my friends have become the sisters I've never had and the girls who have made me who I am today..
..and no matter where my life takes me, my roots will always bring me back to that little girl in the pink frilly dress with the hair bow to match.
Wednesday, August 29, 2012
Double Journal Entry #3
1. Students are taught "how to read" in elementary school but not taught how to read for ideas, information, and concepts which is needed in secondary school.
2. Reading test scores are good for letting us know that there is a problem and that we as teachers need to do something to fix it.
3. I actually was not that surprised by most of the literacy myth realities. I was definitely not surprised by the "Students learn everything about reading and writing in elementary school" because I know that I certainly did not and I did not learn much in secondary school either. I am still a struggling reader. I guess I was a little surprised by the "Students who struggle with on literacy will have difficulty with all literacy" not because I think a poor reader will just be a poor reader with everything because I know I can read and understand things that I enjoy but have trouble when it comes to science or social studies reading material, but that I just never really thought how someone could be completely excellent at history but not so great at understanding word problems.
4. Reading is a big part of every subject. Its harder to read and comprehend some subjects but learning to relate what you are reading to other things helps. In a social studies lesson, you could be learning about the Holocaust and it is hard to comprehend what is going on because you weren't there going through it. There are plenty of books on the holocaust for different age groups and giving the student a book like that would be a great way for them to get a deeper understanding of it. A teacher could also read something to the student and ask them what they think it means.
5. I was really confused when reading this question so I may answer it wrong but I wasn't really taught how to use the Internet very well and that is a big part of our world today. I still don't have very good skills when it comes to navigating on it.
6. One literacy practice would be to let the students read a book they enjoy. This way they are reading and comprehending instead of just giving them a book to read that may be too hard or uninteresting.
7. A discourse community is a community where the members all understand each other and share the same interests. Some examples would be the soccer team, a sorority, cheerleaders, servers, truck drivers, etc. All these people share the same interests and can understand things about their interest that others outside of the community may not.
8. They can become resistant to school-based literacy if they are not recognized for bringing valuable, multiple literacy practices to school.
9. A teacher might find a text that relates to the extracurricular literacy practices of her students.
10. When I was in elementary school, we were allowed to choose our own books to write book reports on but when I got into high school, they gave us the books to read and I honestly don't think I read a single book when I was in high school because I did not enjoy the ones that were chosen for us.
11. The only time I can remember doing anything multicultural would be in Kindergarten when we made our own tee pee. I can remember reading about other cultures in social studies such as Native Americans but never really getting in great detail about it.
12. These teachers also do well on high-stakes tests.
2. Reading test scores are good for letting us know that there is a problem and that we as teachers need to do something to fix it.
3. I actually was not that surprised by most of the literacy myth realities. I was definitely not surprised by the "Students learn everything about reading and writing in elementary school" because I know that I certainly did not and I did not learn much in secondary school either. I am still a struggling reader. I guess I was a little surprised by the "Students who struggle with on literacy will have difficulty with all literacy" not because I think a poor reader will just be a poor reader with everything because I know I can read and understand things that I enjoy but have trouble when it comes to science or social studies reading material, but that I just never really thought how someone could be completely excellent at history but not so great at understanding word problems.
4. Reading is a big part of every subject. Its harder to read and comprehend some subjects but learning to relate what you are reading to other things helps. In a social studies lesson, you could be learning about the Holocaust and it is hard to comprehend what is going on because you weren't there going through it. There are plenty of books on the holocaust for different age groups and giving the student a book like that would be a great way for them to get a deeper understanding of it. A teacher could also read something to the student and ask them what they think it means.
5. I was really confused when reading this question so I may answer it wrong but I wasn't really taught how to use the Internet very well and that is a big part of our world today. I still don't have very good skills when it comes to navigating on it.
6. One literacy practice would be to let the students read a book they enjoy. This way they are reading and comprehending instead of just giving them a book to read that may be too hard or uninteresting.
7. A discourse community is a community where the members all understand each other and share the same interests. Some examples would be the soccer team, a sorority, cheerleaders, servers, truck drivers, etc. All these people share the same interests and can understand things about their interest that others outside of the community may not.
8. They can become resistant to school-based literacy if they are not recognized for bringing valuable, multiple literacy practices to school.
9. A teacher might find a text that relates to the extracurricular literacy practices of her students.
10. When I was in elementary school, we were allowed to choose our own books to write book reports on but when I got into high school, they gave us the books to read and I honestly don't think I read a single book when I was in high school because I did not enjoy the ones that were chosen for us.
11. The only time I can remember doing anything multicultural would be in Kindergarten when we made our own tee pee. I can remember reading about other cultures in social studies such as Native Americans but never really getting in great detail about it.
12. These teachers also do well on high-stakes tests.
Sunday, August 26, 2012
"All five student that were there [school] didn't learn anything. So there was no reason to go. And it was too far from where we lived. It was really far; we had to cross the trails, and there was a ravine that got so full in the winter, we couldn't get through."
I chose this quote from the passage we read because it saddened me. As a future teacher, it makes me sad to think that there are places in this world where not everyone can attend school. For some it is physically impossible, others financially impossible, and then there is the option of school not even being an option for them. Us as Americans definitely take school for granted. We wine about going and doing the work when others would do anything to be able to go. Some go to college, party, and fail out wasting their parents or their own money. For some there is that "ravine" called money that is keeping them from attending college and furthering their education. College is expensive. My parents couldn't afford to send me which is why I studied hard, got scholarships, and applied for loans. Not everyone can afford that and its sad. As a teacher, my goal is to get students thinking about furthering their education past high school, no matter what age group I may teach. I'd love to be a guidance counselor one day as well. I want students to know that that "ravine" isn't as big as they think it is and that they can cross it someday.
Literacy knowledge is knowledge that children bring with them when first starting school. It is their knowledge that they acquire about literacy before they actually start kindergarten. Some examples would be when a child scribbles down letters and thinks that they have written words. The child knows that adults use a pen and paper to write things but the child hasn't quite learned how to spell yet. Another example would be when a child opens a book and uses their finger to skim across the page while talking out loud. The child may not be saying the right words, but has the concept correct.
Stereotypes whether we want to believe it or not effect the way we teach. This is especially true for literacy. Statistics show that children from poverty aren't as efficient in reading and writing as children from middle class or upper class homes. Why is this true? Children from poverty do not have as much access to reading and writing because their parents most likely cannot read and write as well either. I am certainly not saying that this is true in all cases but this is the stereotype. To fix this stereotype, teachers need to look at these children being culturally different instead of deficit. In some cases, which I am first hand on this subject, teachers will just "pass along" a student even if they are not as fluent in reading and writing as the others and then that student will get behind and never get a good foundation of literacy. This happened to both of my cousins. Instead of holding them back and fixing the problem, the school just passed them along because they didn't want to deal with it. My aunt had to fight for my cousins to get help and they ended up having to attend a private school to get the help they needed. I'm sure this is not the only case of this happening either. Teachers think that they will just get the help they need in the next grade level and will be able to catch up but what some teachers do not realize is that those students never catch up.
Should social class and language effect the way you receive an education? Certainly not! But does it? The answer is sometimes. This brings us back to the stereotype. In the article, Donny did not receive the best education he could have because he was a "poor white" or a "hillbilly". His mother, Jenny, was not taken seriously because of her accent and her inability to read or write. She was seen as unimportant because of these factors. She did not speak the way proper educated people speak. She was not from the same social class as the faculty members she spoke to so they looked down upon her. All she wanted was for her son to get the help he needed because she did not want him to go through what her and her husband go through everyday. Because of the ignorance of the school system, Donny wasn't getting the help he needed. Because of the way he spoke, the teacher pronounced him helpless and unimportant to her. This should never be a factor when teaching a child to read or write. Not everyone speaks the same way and we shouldn't. Just because a student pronounces a word differently does not mean that they do not know how to spell it. A teacher should never ask a student to lose their dialect. The teacher can explain how to properly pronounce a word or letter but as long as they are reading and spelling it correctly does it really matter if it sounds a little different from the way the other students are saying it? Being from West Virginia, I know I pronounce things differently. I say "huntin" instead of "hunting" but either way, everyone knows what I am talking about. This brings me to the subject of "proper English". There are certain times when a student should know when to use proper English such as writing a paper, in a job interview, college interview, writing a letter, and many more but when talking to one another, talk the way you talk. It says in the article that "no one talks like written English" and I completely agree with this statement.
I think I may have touched on this subject but in order to improve literacy in the schools, we can never give in to the stereotypes or give up on our students. We must work individually with them, not just pass them along, and treat them as individuals that need different instruction, not "hillbillies" that cannot talk.
"Bright, capable, young men and women do not think they belong in college because they are hillbillies."
This quote above breaks my heart. To think that this stereotype of being a "hillbilly" makes young men and women not want to attend college saddens me. No one should ever feel like they don't belong somewhere and to think that that stereotype makes them back away instead of standing up to it makes me sick to my stomach. I'm not one to back down from a challenge or for someone to tell me I'm not good enough. If I know I am capable to do something, I'm going to do it and work ten times harder at it just to prove you wrong. I live in West Virginia, and I'm not a hillbilly. I'm from a middle class, may even lower income family. I have a slight accent at times and I am attending college and I will make something out of myself. My parents didn't go to college and I won't let people think that just because they didn't means that I'm not going to make something of myself. I had a good life growing up but I want better for my children and I will not let my future students ever think that they are not good enough to do something.
I chose this picture because this is what the two articles we read were about. No one likes to be a victim of a stereotype and nothing good ever comes from it. This is something we need to think about and us as West Virginians know what it is like to be a victim. Do you think you should stereotype your students?
References
Purcell-Gates, V. (2002). "..as soon as she opened her mouth!": Issues of language, literacy, and power. In A Journal of LiteracyRetrieved from https://docs.google.com/file/d/0B6DFAmexYq7vMGQxMjI1OTEtMjAyZS00NzJmLTg1OTUtODlmMGQ0ZDIxOTVk/edit?hl=en_US
O'Brien, J. (2003, May 10). Tall tales of appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html
I chose this quote from the passage we read because it saddened me. As a future teacher, it makes me sad to think that there are places in this world where not everyone can attend school. For some it is physically impossible, others financially impossible, and then there is the option of school not even being an option for them. Us as Americans definitely take school for granted. We wine about going and doing the work when others would do anything to be able to go. Some go to college, party, and fail out wasting their parents or their own money. For some there is that "ravine" called money that is keeping them from attending college and furthering their education. College is expensive. My parents couldn't afford to send me which is why I studied hard, got scholarships, and applied for loans. Not everyone can afford that and its sad. As a teacher, my goal is to get students thinking about furthering their education past high school, no matter what age group I may teach. I'd love to be a guidance counselor one day as well. I want students to know that that "ravine" isn't as big as they think it is and that they can cross it someday.
Literacy knowledge is knowledge that children bring with them when first starting school. It is their knowledge that they acquire about literacy before they actually start kindergarten. Some examples would be when a child scribbles down letters and thinks that they have written words. The child knows that adults use a pen and paper to write things but the child hasn't quite learned how to spell yet. Another example would be when a child opens a book and uses their finger to skim across the page while talking out loud. The child may not be saying the right words, but has the concept correct.
Stereotypes whether we want to believe it or not effect the way we teach. This is especially true for literacy. Statistics show that children from poverty aren't as efficient in reading and writing as children from middle class or upper class homes. Why is this true? Children from poverty do not have as much access to reading and writing because their parents most likely cannot read and write as well either. I am certainly not saying that this is true in all cases but this is the stereotype. To fix this stereotype, teachers need to look at these children being culturally different instead of deficit. In some cases, which I am first hand on this subject, teachers will just "pass along" a student even if they are not as fluent in reading and writing as the others and then that student will get behind and never get a good foundation of literacy. This happened to both of my cousins. Instead of holding them back and fixing the problem, the school just passed them along because they didn't want to deal with it. My aunt had to fight for my cousins to get help and they ended up having to attend a private school to get the help they needed. I'm sure this is not the only case of this happening either. Teachers think that they will just get the help they need in the next grade level and will be able to catch up but what some teachers do not realize is that those students never catch up.
Should social class and language effect the way you receive an education? Certainly not! But does it? The answer is sometimes. This brings us back to the stereotype. In the article, Donny did not receive the best education he could have because he was a "poor white" or a "hillbilly". His mother, Jenny, was not taken seriously because of her accent and her inability to read or write. She was seen as unimportant because of these factors. She did not speak the way proper educated people speak. She was not from the same social class as the faculty members she spoke to so they looked down upon her. All she wanted was for her son to get the help he needed because she did not want him to go through what her and her husband go through everyday. Because of the ignorance of the school system, Donny wasn't getting the help he needed. Because of the way he spoke, the teacher pronounced him helpless and unimportant to her. This should never be a factor when teaching a child to read or write. Not everyone speaks the same way and we shouldn't. Just because a student pronounces a word differently does not mean that they do not know how to spell it. A teacher should never ask a student to lose their dialect. The teacher can explain how to properly pronounce a word or letter but as long as they are reading and spelling it correctly does it really matter if it sounds a little different from the way the other students are saying it? Being from West Virginia, I know I pronounce things differently. I say "huntin" instead of "hunting" but either way, everyone knows what I am talking about. This brings me to the subject of "proper English". There are certain times when a student should know when to use proper English such as writing a paper, in a job interview, college interview, writing a letter, and many more but when talking to one another, talk the way you talk. It says in the article that "no one talks like written English" and I completely agree with this statement.
I think I may have touched on this subject but in order to improve literacy in the schools, we can never give in to the stereotypes or give up on our students. We must work individually with them, not just pass them along, and treat them as individuals that need different instruction, not "hillbillies" that cannot talk.
"Bright, capable, young men and women do not think they belong in college because they are hillbillies."
This quote above breaks my heart. To think that this stereotype of being a "hillbilly" makes young men and women not want to attend college saddens me. No one should ever feel like they don't belong somewhere and to think that that stereotype makes them back away instead of standing up to it makes me sick to my stomach. I'm not one to back down from a challenge or for someone to tell me I'm not good enough. If I know I am capable to do something, I'm going to do it and work ten times harder at it just to prove you wrong. I live in West Virginia, and I'm not a hillbilly. I'm from a middle class, may even lower income family. I have a slight accent at times and I am attending college and I will make something out of myself. My parents didn't go to college and I won't let people think that just because they didn't means that I'm not going to make something of myself. I had a good life growing up but I want better for my children and I will not let my future students ever think that they are not good enough to do something.
I chose this picture because this is what the two articles we read were about. No one likes to be a victim of a stereotype and nothing good ever comes from it. This is something we need to think about and us as West Virginians know what it is like to be a victim. Do you think you should stereotype your students?
References
Purcell-Gates, V. (2002). "..as soon as she opened her mouth!": Issues of language, literacy, and power. In A Journal of LiteracyRetrieved from https://docs.google.com/file/d/0B6DFAmexYq7vMGQxMjI1OTEtMjAyZS00NzJmLTg1OTUtODlmMGQ0ZDIxOTVk/edit?hl=en_US
O'Brien, J. (2003, May 10). Tall tales of appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html
Wednesday, August 22, 2012
Double Journal Entry 1
Not every child has an equal talent or an equal ability or equal motivation, but children have the equal right to develop their talent, their ability and their motivation.
- John Fitzgerald Kennedy
Task #1
Inclusive Education is simply including all within the classroom. It is a classroom where everyone is welcome no matter what kind of student you are. This classroom is an environment where a teacher wants every student to be able to learn in. This kind of classroom is meant to benefit all types of students no matter how diverese they may be and students with different types of disabilities as well such as learning or physical.
Task #2
Inclusive classrooms are meant to serve students with disabilites and special needs as well as students with different ethnic, socioeconomic, and linguistic backgrounds. All these different types of students should be able to learn within this classroom even if they cannot get the academic work completely done, this is a good environment for them socially. The inclusive classrooms have many different characteristics such as parents as partners and studentsas problem solvers. Parents should be greatly involved within their school systems and in an inclusive education some parents are full time partners with the school. Students as problem solvers means that they can be peer mediators, tutors, be involved in cooperative learning or a buddy system. Cross-age tutoring is also a great way for the older students to get involved with the younger students. An inclusive education involves everyone within the community. The students as problem solvers helps give the students more responsiblity as well. They feel a sense of pride when being able to help out other classmates or younger students.
Inclusive Picture
I am still having a little trouble with my blog but I chose the picture in the link above because I believe it showed an inclusive group of students and they are all happy which is the way a classroom should be and I hope that my classroom someday will be like!
Citations:
Kimmons, R. (n.d.). Integrating students with special needs. Retrieved from http://ows.edb.utexas.edu/site/ms-ocampo/integrating-students-wih-special-needs
- John Fitzgerald Kennedy
Task #1
Inclusive Education is simply including all within the classroom. It is a classroom where everyone is welcome no matter what kind of student you are. This classroom is an environment where a teacher wants every student to be able to learn in. This kind of classroom is meant to benefit all types of students no matter how diverese they may be and students with different types of disabilities as well such as learning or physical.
Task #2
Inclusive classrooms are meant to serve students with disabilites and special needs as well as students with different ethnic, socioeconomic, and linguistic backgrounds. All these different types of students should be able to learn within this classroom even if they cannot get the academic work completely done, this is a good environment for them socially. The inclusive classrooms have many different characteristics such as parents as partners and studentsas problem solvers. Parents should be greatly involved within their school systems and in an inclusive education some parents are full time partners with the school. Students as problem solvers means that they can be peer mediators, tutors, be involved in cooperative learning or a buddy system. Cross-age tutoring is also a great way for the older students to get involved with the younger students. An inclusive education involves everyone within the community. The students as problem solvers helps give the students more responsiblity as well. They feel a sense of pride when being able to help out other classmates or younger students.
Inclusive Picture
I am still having a little trouble with my blog but I chose the picture in the link above because I believe it showed an inclusive group of students and they are all happy which is the way a classroom should be and I hope that my classroom someday will be like!
Citations:
Kimmons, R. (n.d.). Integrating students with special needs. Retrieved from http://ows.edb.utexas.edu/site/ms-ocampo/integrating-students-wih-special-needs
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