I find interviewing to be challenging. While I am an outgoing individual, I'm a tad self-conscious and I've got that perfectionist quirk that seems to be going around. Swirl those things together and you get someone that tends to over think, wants to be thorough, and isn't all that comfortable talking about himself.
I talked with a cohort-mate who just interviewed, and her advice to me was to "remember marketing yourself." I nodded my head, but was internally cringed at the notion of selling myself. Ultimately schools, principals, and other administrators want to know why they should pick you.?. What makes you a talent that they want in their district/building? I get it, but am not comfortable with it. Time to start practicing what I might say, thinking about what I've done, and just simply getting ready to ensure they see who I am and what I can do.
Tuesday, June 23, 2009
Monday, June 22, 2009
Dreaming of Something Bigger
I work at a mammoth coffee chain in Downtown Seattle. You can likely guess which one. I enjoy the change of pace that it gives me during the summer (off-season if you will), and a chance to be away from kids. I will own up to a love of coffee, and sarcasm, two things that children don't quite appreciate as much!
What I didn't notice, until this morning, was how ambivalent people are. The charge that I see every morning walking into the school, from kids, parents and staff, is the polar opposite. The come and go, rush through to the next stop, is rather disheartening. When we talk about creating lifelong learners who can contribute to society, is that what we picture? While I understand how important having a job is, I hope that I'm not merely helping kids up onto the conveyor belt of work. I'm not sure any teacher really hopes that their students will want to be corporate worker bees (can you just imagine the student who says "I want to work for a big name corporation in a bland sounding job!"). I dream of something more for our kids, and whether they get there remains to be seen...
What I didn't notice, until this morning, was how ambivalent people are. The charge that I see every morning walking into the school, from kids, parents and staff, is the polar opposite. The come and go, rush through to the next stop, is rather disheartening. When we talk about creating lifelong learners who can contribute to society, is that what we picture? While I understand how important having a job is, I hope that I'm not merely helping kids up onto the conveyor belt of work. I'm not sure any teacher really hopes that their students will want to be corporate worker bees (can you just imagine the student who says "I want to work for a big name corporation in a bland sounding job!"). I dream of something more for our kids, and whether they get there remains to be seen...
Friday, June 19, 2009
Speculating a Gold Rush
I am not sure I want to read the newspaper anymore. I used to think it was a great place to find out what was happening in the world, and see what people were thinking. Well... I am not sure I want to know what people are thinking anymore.
At the risk of sounding like a know-it-all pipsqueak, I found myself (again) befuddled by a story in the Seattle Times. Two things bothered me in particular:
1. They had spoken with a teacher protesting in front of Seattle Public Schools HQ. At the time of the RIF, around the 10th of May, he said: "I wish they could have waited a little longer, to see if they could find the money," Jarosz told me then.
2. "They say stimulus money, but they don't tell you how much. And did they know about it before? You go through a lot of stress when you lose your job. Was it all really necessary?" To which Nicole Brodeur chimed in I wondered the same thing.
I am not a fan of RIF's/Layoffs/Job Losses. It is awful for all parties involved, and if I had graduated last year I would likely be in the RIF pool. If I get a job this summer, then I may find myself in that same position next May 15th. But this was something the district needed to do, for two reasons:
1) it is a state mandated deadline that they need to notify people of RIF's. There's no waiting, no "maaaaaybe if" scenarios.
2) you can't speculate on the money you will get. They didn't have the stimulus money, so they needed to RIF. You can assume you have certain pools of money, but you don't really know until it has been allocated.
I get the notion that the man was upset. I can't imagine losing my job via RIF, but I have lived through my wife having her contract non-renewed due to budget issues. It makes for a stressful time! But yes, it was necessary. The district doesn't want to create stress. As a journalist (or columnist), Nicole Brodeur needs to a bit more research. It was an issue of timing and budgeting. Maybe there are guidelines that the school board and superintendent could have followed regarding budgeting. I don't know, and I would imagine Brodeur doesn't either.
At the risk of sounding like a know-it-all pipsqueak, I found myself (again) befuddled by a story in the Seattle Times. Two things bothered me in particular:
1. They had spoken with a teacher protesting in front of Seattle Public Schools HQ. At the time of the RIF, around the 10th of May, he said: "I wish they could have waited a little longer, to see if they could find the money," Jarosz told me then.
2. "They say stimulus money, but they don't tell you how much. And did they know about it before? You go through a lot of stress when you lose your job. Was it all really necessary?" To which Nicole Brodeur chimed in I wondered the same thing.
I am not a fan of RIF's/Layoffs/Job Losses. It is awful for all parties involved, and if I had graduated last year I would likely be in the RIF pool. If I get a job this summer, then I may find myself in that same position next May 15th. But this was something the district needed to do, for two reasons:
1) it is a state mandated deadline that they need to notify people of RIF's. There's no waiting, no "maaaaaybe if" scenarios.
2) you can't speculate on the money you will get. They didn't have the stimulus money, so they needed to RIF. You can assume you have certain pools of money, but you don't really know until it has been allocated.
I get the notion that the man was upset. I can't imagine losing my job via RIF, but I have lived through my wife having her contract non-renewed due to budget issues. It makes for a stressful time! But yes, it was necessary. The district doesn't want to create stress. As a journalist (or columnist), Nicole Brodeur needs to a bit more research. It was an issue of timing and budgeting. Maybe there are guidelines that the school board and superintendent could have followed regarding budgeting. I don't know, and I would imagine Brodeur doesn't either.
Wednesday, June 17, 2009
Don't Read the Newspaper
Reading newspaper articles and op-ed pieces on education can be infuriating. This morning I read a Seattle Times Op-Ed that I couldn't make heads or tails of. At best I disagreed with her assessment that our kids are thriving in schools. At worst I was confused by comparing education to being science-based like medicine.
Personally I believe that education needs reform of some sort. Does it need to scrapped in favor of charter schools? I don't think so, particularly as the data comparing charters and public schools don't support the huge gains that charter school supporters champion. But I do believe that we need an education system that isn't a slave to assessment. Assessment should inform instruction, and help teachers target instruction at appropriate levels. I am not quite sure what is so science-based about education either. Perhaps it is the number of case studies that eventually lead to best practices. Then again, hasn't a case been made for virtually all of the "best practices" that have been in education, many of which competing against each other?
I think there are some great things happening at schools, but by no stretch of the imagination are they thriving. If they were thriving, and preparing all students for higher ed and the great beyond then we wouldn't have programs like Rainier Scholars. There was a great article about RS in the Seattle Times as well. What kills me are the comments, which show a complete lack of understanding for why a program like Rainier Scholars exists.
Personally I believe that education needs reform of some sort. Does it need to scrapped in favor of charter schools? I don't think so, particularly as the data comparing charters and public schools don't support the huge gains that charter school supporters champion. But I do believe that we need an education system that isn't a slave to assessment. Assessment should inform instruction, and help teachers target instruction at appropriate levels. I am not quite sure what is so science-based about education either. Perhaps it is the number of case studies that eventually lead to best practices. Then again, hasn't a case been made for virtually all of the "best practices" that have been in education, many of which competing against each other?
I think there are some great things happening at schools, but by no stretch of the imagination are they thriving. If they were thriving, and preparing all students for higher ed and the great beyond then we wouldn't have programs like Rainier Scholars. There was a great article about RS in the Seattle Times as well. What kills me are the comments, which show a complete lack of understanding for why a program like Rainier Scholars exists.
Tuesday, June 16, 2009
Tossing Water Balloons
Field Day came and went. Ohhh how I love Field Day. It was a childhood favorite when I was in elementary school. When I started working at an elementary school 7 years ago I was reintroduced to Field Day. I played soccer and kickball all day, and had a great time running around outdoors with the kiddos. That continued for the next 2 years then off I went to other endeavors. I went to another 1 or 2 in my after school programming days, and continued to have a blast- sack hop relays, world cup soccer (teams of 2, and 5 balls and goals), good times.
Today I got a chance to help out at Field Day yet again. This time it was back at the school where I had been student teaching. This was my second time seeing the kiddos since I ended student teaching, and it was the second time I was mobbed (re: giant magnet attracting all things with metal). They were surprised to see me, which tells me quite a bit about their memory (they knew I was coming back for it). It was great to see the kiddos, and a great time.
The funny thing about Field Day is that you need to have a vision for what you are going to do. The overall day was awesome, and very well put together. Now at my station it was rough going the first time or two through, largely because of patience and crowd control. Give a kid a water balloon and what will they do? Squeeze it, toss it, lob it, essentially anything but what you want them to do. Add to that the K-2 element, and we had a little malfunction at the start. Thereafter I was able to get my bearings, and use my teacher skills to get some order and make the station work. 10 at a time (5 pairs), everyone else in a waiting line, give water balloons AFTER doing directions.
The highlight for me had to be tossing a water balloon with a student at the end. It was the last balloon and she wanted me to be her partner (2nd grader from class). We went back and forth about 6 times, and had to be about 20-30 apart. Eventually I took it on the shoe, but it was good fun. Plus we had a constant line, and no one chucked a water balloon intentionally at their partner. Job well done! It was likely my last day seeing the kiddos, and I will admit to being a little sad. I got hugs on the way out and everyone get my customary high-five. But onward and upward....
Today I got a chance to help out at Field Day yet again. This time it was back at the school where I had been student teaching. This was my second time seeing the kiddos since I ended student teaching, and it was the second time I was mobbed (re: giant magnet attracting all things with metal). They were surprised to see me, which tells me quite a bit about their memory (they knew I was coming back for it). It was great to see the kiddos, and a great time.
The funny thing about Field Day is that you need to have a vision for what you are going to do. The overall day was awesome, and very well put together. Now at my station it was rough going the first time or two through, largely because of patience and crowd control. Give a kid a water balloon and what will they do? Squeeze it, toss it, lob it, essentially anything but what you want them to do. Add to that the K-2 element, and we had a little malfunction at the start. Thereafter I was able to get my bearings, and use my teacher skills to get some order and make the station work. 10 at a time (5 pairs), everyone else in a waiting line, give water balloons AFTER doing directions.
The highlight for me had to be tossing a water balloon with a student at the end. It was the last balloon and she wanted me to be her partner (2nd grader from class). We went back and forth about 6 times, and had to be about 20-30 apart. Eventually I took it on the shoe, but it was good fun. Plus we had a constant line, and no one chucked a water balloon intentionally at their partner. Job well done! It was likely my last day seeing the kiddos, and I will admit to being a little sad. I got hugs on the way out and everyone get my customary high-five. But onward and upward....
Monday, June 15, 2009
Pools versus Positions
As a newly certificated teacher, I join the many (likely hundreds?) that are looking for teaching jobs in the Seattle metro area. The process of applying for jobs is not like other professions. This isn't a send a cover letter and resume for a position or ad posting. No no! That would be too simple. Instead it is a hybrid between your ordinary paper application (re: Starbucks, etc) and the aforementioned career postings.
Most districts have moved to an online application. I'm cool with that, particularly as it saves paper, although I am sure there is an argument that the energy usage negates any such savings. Additionally you need to copy and mail anything that can't be scanned or uploaded. Hmmm. Few districts still have a paper application that gets filed in the central office, so I need to get over that (although any misspellings can be blamed on my failing eyesight caused by staring at the computer screen filling out said apps).
What is most interesting is the notion of a "pool." Since most districts are without actual positions to offer, they are establishing a pool. This pool, which makes me think of floaties and a life preserver, is to establish capable candidates for the district. I see the district's point of view, which (I think) is that they want to be in control of who teaches in their district, as well as ensuring that their principals/staff are focused on teaching (instead of wading through applicants). You could posit that good teachers are good teachers, so what's the fuss?
I simply wonder whether the district knows what is best for each individual school. I'm not sure all teachers fit at all schools, particularly as they bring different strengths that are useful for particular positions. The technology skills that I have might not be as useful at a school lacking in technology. Similarly, my monolingualism doesn't serve me well in a school dominated by second language speakers or dual language programs. Does a central screening process, by a district, serve it well with applicants? I really don't know. What I do know is that my eyes hurt.
Most districts have moved to an online application. I'm cool with that, particularly as it saves paper, although I am sure there is an argument that the energy usage negates any such savings. Additionally you need to copy and mail anything that can't be scanned or uploaded. Hmmm. Few districts still have a paper application that gets filed in the central office, so I need to get over that (although any misspellings can be blamed on my failing eyesight caused by staring at the computer screen filling out said apps).
What is most interesting is the notion of a "pool." Since most districts are without actual positions to offer, they are establishing a pool. This pool, which makes me think of floaties and a life preserver, is to establish capable candidates for the district. I see the district's point of view, which (I think) is that they want to be in control of who teaches in their district, as well as ensuring that their principals/staff are focused on teaching (instead of wading through applicants). You could posit that good teachers are good teachers, so what's the fuss?
I simply wonder whether the district knows what is best for each individual school. I'm not sure all teachers fit at all schools, particularly as they bring different strengths that are useful for particular positions. The technology skills that I have might not be as useful at a school lacking in technology. Similarly, my monolingualism doesn't serve me well in a school dominated by second language speakers or dual language programs. Does a central screening process, by a district, serve it well with applicants? I really don't know. What I do know is that my eyes hurt.
Wednesday, June 10, 2009
Human Resources
I've gotten into twitter. I am sure I will become bored of it, but I enjoy following folks. In some cases, such as this week(end) it is useful as people will tweet the results from sporting events (such as the NCAA Track Champs). But I read an interesting tweet (or two) from a teacher. He had a conversation with a business woman about scripted curricula. Long story short, her response was one of turning an HR problem into a curriculum and instruction problem.
I hadn't really thought about it exactly that way. I guess I had resigned myself to the issues that education has in human resources, namely that you can't get rid of "bad teachers." What "bad" means is open to interpretation, but I take it to mean those that aren't steeped in "good" pedagogy, and aren't helping students grow as learners. They lack the knowledge of instructional strategies to help their students grow.
Why do we have these HR problems? I am not saying run schools as businesses or corporations, as they are different entities. While you can say schools "produce a product," not all of our "products" are the same. But that doesn't absolve us of letting bad teachers, poor providers of instruction, continue to educate kids.
I hadn't really thought about it exactly that way. I guess I had resigned myself to the issues that education has in human resources, namely that you can't get rid of "bad teachers." What "bad" means is open to interpretation, but I take it to mean those that aren't steeped in "good" pedagogy, and aren't helping students grow as learners. They lack the knowledge of instructional strategies to help their students grow.
Why do we have these HR problems? I am not saying run schools as businesses or corporations, as they are different entities. While you can say schools "produce a product," not all of our "products" are the same. But that doesn't absolve us of letting bad teachers, poor providers of instruction, continue to educate kids.
Straight Lines
I went to visit a friend today. She happens to work at an elementary school, which is great since I happen to love being around kids (hence why I want to teach!). We were talking in her room, which just happens to be at an intersection of hallways by the main office. As we were talking a first grade class walks by, and the kids are doing a pretty good job of walking in a line, staying quiet, and getting where they need to go. That would be my opinion, but apparently I am not far enough along in my teaching career to know any better.
I say that because I saw the class walk by three times. Not once, not twice, but THREE times! Each time the loudest person I heard was the teacher that kept repeating a mantra about their hands and mouths. I'll admit, and have on this blog before, that I am a little too loose with lines and noise. I feel like we make too much out of those items when the main instructional focus should be on... well, instruction! I wasn't entirely shocked, as I had seen it before (in more than just this school). But I was boiling inside as I watched the kids walking down the hall, stoic, and being told they weren't doing a good enough job.
Let's get to where we need to go because we don't have the time to waste. I'll ask this question: In what profession are you asked to walk in a silent line that is straight? Hmm, the military perhaps, but I can't think of many others. Can't we focus on the instruction that will make our kids lifelong learners?! I get wanting quiet lines, as noise can disrupt other classrooms. Then again so can parading your kids through the hallway three times.
I say that because I saw the class walk by three times. Not once, not twice, but THREE times! Each time the loudest person I heard was the teacher that kept repeating a mantra about their hands and mouths. I'll admit, and have on this blog before, that I am a little too loose with lines and noise. I feel like we make too much out of those items when the main instructional focus should be on... well, instruction! I wasn't entirely shocked, as I had seen it before (in more than just this school). But I was boiling inside as I watched the kids walking down the hall, stoic, and being told they weren't doing a good enough job.
Let's get to where we need to go because we don't have the time to waste. I'll ask this question: In what profession are you asked to walk in a silent line that is straight? Hmm, the military perhaps, but I can't think of many others. Can't we focus on the instruction that will make our kids lifelong learners?! I get wanting quiet lines, as noise can disrupt other classrooms. Then again so can parading your kids through the hallway three times.
Monday, June 8, 2009
Charter Schools
My wife and I went to the Second Ascent Twilight Criterium bike race over the weekend. There we ran into a friend who was also in education. Naturally the conversation turned to schools, as it always seems to with folks in education. We were weaving through topics ranging from my wife's classroom to my student teaching to hiring, and somehow to charter schools.
Our friend is a believer that the system, as it currently stands, is broken. We are educating kids, but we aren't meeting the needs of all of the kids in the system (not by a long shot). I certainly agree. The parent group pushing for merit pay, or at least a system that doesn't jettison its youth, was also mentioned. Our friend mentioned how the push for merit pay, and charter schools, could be something that helps deconstruct the system so that it can be rebuilt to better serve kids.
That got me thinking about charters as a whole, particularly as Geoffrey Canada will be here in the fall for Solid Ground's Annual Luncheon. He, if you will remember, is the creator of the Harlem Children's Zone. The HCZ got a ton of press when Obama was campaigning, as was seen as what our nation needs more of. The hubbub around the HCZ makes me shake my head in amazement.
The program isn't scalable for starters. Those that think it could be done without the money are fooling themselves. I am sure there are many great elementary schools with far less money, but they represent a vast minority not the majority. Comparing HCZ to the public schools in Harlem would also show a massive disparity in funding. But let's get away from funding, as Jonathan Kozol has been pushing that for years and people still don't want to believe him!
Charter schools can take liberties that public schools can't. If you don't cut it in their system, from grades to decorum, you can be shipped out. What does shipping a student out do? First is that it takes that student out of the statistical equation for the charter school. Second is that the student needs to go somewhere, with the likely landing spot being public school. When people go to look at the statistics, the charter school can pump itself up... but also benefits from a bump down for the public school it is comparing itself to! Bridging Differences does a great job of looking at charters, particularly Mr. Canada's.
I have nothing against Mr. Canada or the HCZ. I even have a friend that is a principal of a new KIPP school in Baltimore (opening this fall). What I have a problem with is turning our backs on kids and families. We have an obligation to teach all children, not just the ones that we think will help us most.
Our friend is a believer that the system, as it currently stands, is broken. We are educating kids, but we aren't meeting the needs of all of the kids in the system (not by a long shot). I certainly agree. The parent group pushing for merit pay, or at least a system that doesn't jettison its youth, was also mentioned. Our friend mentioned how the push for merit pay, and charter schools, could be something that helps deconstruct the system so that it can be rebuilt to better serve kids.
That got me thinking about charters as a whole, particularly as Geoffrey Canada will be here in the fall for Solid Ground's Annual Luncheon. He, if you will remember, is the creator of the Harlem Children's Zone. The HCZ got a ton of press when Obama was campaigning, as was seen as what our nation needs more of. The hubbub around the HCZ makes me shake my head in amazement.
The program isn't scalable for starters. Those that think it could be done without the money are fooling themselves. I am sure there are many great elementary schools with far less money, but they represent a vast minority not the majority. Comparing HCZ to the public schools in Harlem would also show a massive disparity in funding. But let's get away from funding, as Jonathan Kozol has been pushing that for years and people still don't want to believe him!
Charter schools can take liberties that public schools can't. If you don't cut it in their system, from grades to decorum, you can be shipped out. What does shipping a student out do? First is that it takes that student out of the statistical equation for the charter school. Second is that the student needs to go somewhere, with the likely landing spot being public school. When people go to look at the statistics, the charter school can pump itself up... but also benefits from a bump down for the public school it is comparing itself to! Bridging Differences does a great job of looking at charters, particularly Mr. Canada's.
I have nothing against Mr. Canada or the HCZ. I even have a friend that is a principal of a new KIPP school in Baltimore (opening this fall). What I have a problem with is turning our backs on kids and families. We have an obligation to teach all children, not just the ones that we think will help us most.
Sunday, June 7, 2009
Permit Received
I received my teaching permit/certificate in the mail yesterday. I am very excited to have it. The next steps are to get all my ducks in a row- transcripts, forms, recommendations. After that I need to send in my applications for the non-existent jobs. I am still optimistic, sanguine if you will. While there were RIF's, I still believe that things will change towards the end of summer.
My plan is to read this coming week too. I want to read some fiction as well as some teaching stuff. When I read it of my own volition it is far different than reading for class, so I'll still be relaxing. I'll get to reflect a bit as well, think a little about my student teaching and the classroom that I want to have going forward.
My plan is to read this coming week too. I want to read some fiction as well as some teaching stuff. When I read it of my own volition it is far different than reading for class, so I'll still be relaxing. I'll get to reflect a bit as well, think a little about my student teaching and the classroom that I want to have going forward.
Saturday, June 6, 2009
Remove the student, keep the teacher
Friday was my last day as a student teacher. It all came together after school as another teacher came up to me and said congratulations you're officially a teacher. Officially a teacher? Pretty cool.
The last day was pretty good. I wish that 1 or 2 of the kiddos would have held it together a bit better, but as a whole it was fun. I was happy to get a chance to talk to one of our kids (one of the 1-2 above) that has been "off" all week. I wanted him to know that I had high expectations for him, and know that he can do whatever is put before him... that being said, the behavior of late isn't going to cut it. I'm hopeful for him.
I also got in a soccer game with the kiddos. Picture 15-20 kids, boys vs girls and Mr. Hanson, on a small basketball court. No whining, no yelling, lots of encouragement, good fun. Gives me thoughts of a lunchtime soccer club (maybe once a week?) when I finally get my own classroom. Kids need adults to model how to play, how to be good sports, and how to get organized.
Hope!
The last day was pretty good. I wish that 1 or 2 of the kiddos would have held it together a bit better, but as a whole it was fun. I was happy to get a chance to talk to one of our kids (one of the 1-2 above) that has been "off" all week. I wanted him to know that I had high expectations for him, and know that he can do whatever is put before him... that being said, the behavior of late isn't going to cut it. I'm hopeful for him.
I also got in a soccer game with the kiddos. Picture 15-20 kids, boys vs girls and Mr. Hanson, on a small basketball court. No whining, no yelling, lots of encouragement, good fun. Gives me thoughts of a lunchtime soccer club (maybe once a week?) when I finally get my own classroom. Kids need adults to model how to play, how to be good sports, and how to get organized.
Hope!
Thursday, June 4, 2009
Application Happy
Now is not the best time to be completing teacher certification. Many districts have RIF'd (laid off), and jobs just aren't there to submit applications for. Nonetheless I continue to put all my stuff together, and get my ducks in a row prior to the start of summer. Summer brings uncertainty, as everyone scatters- not good for references etc.
In Seattle, like many places, there are people and organizations that are upset by how the layoffs are being done. I get that the purpose of the union is to protect teachers. Without a union, the oldest would likely be skimmed off the pool as they are the most costly (although my guess would be that it might be publicized as a skill-set issue, not purely economic). What kills me, particularly as someone that is applying now (with ZERO seniority), is that the bottom of the totem pole continually gets chopped off. I am not sure what is worse: A) being cut simply based on time worked, or B) having a job based on time worked (not because of skills).
While I see merit pay as having flaws, there needs to be a better way than is currently being used. I also truly believe that the people who need to worry most about merit pay are those that have holes in their practice. What other assessment is there of our teaching practice? Principals do evaluations, but in many cases it takes a preponderance of evidence to remove bad teachers. How else can we ensure that we are providing great instruction... and not a set of instructions?
In Seattle, like many places, there are people and organizations that are upset by how the layoffs are being done. I get that the purpose of the union is to protect teachers. Without a union, the oldest would likely be skimmed off the pool as they are the most costly (although my guess would be that it might be publicized as a skill-set issue, not purely economic). What kills me, particularly as someone that is applying now (with ZERO seniority), is that the bottom of the totem pole continually gets chopped off. I am not sure what is worse: A) being cut simply based on time worked, or B) having a job based on time worked (not because of skills).
While I see merit pay as having flaws, there needs to be a better way than is currently being used. I also truly believe that the people who need to worry most about merit pay are those that have holes in their practice. What other assessment is there of our teaching practice? Principals do evaluations, but in many cases it takes a preponderance of evidence to remove bad teachers. How else can we ensure that we are providing great instruction... and not a set of instructions?
Wednesday, June 3, 2009
Ligers and Squirrel-B's...
I was reading some non-fiction with a first grader during reading today. He had read Junie B Jones, but had also brought over a non-fiction book on "moving" (animals that move). After reading his Junie B book we checked out the non-fiction. He was excited, and was totally engaged. That shouldn't be surprising, as it was a book he chose and was interested in. Hell-ooo!!
When we were done, I asked him to use what he had read to create an animal using 2 different animals in the book. He needed to include 1 special part from each animal... the result was awesome! He made a Squirrel-B, a flying squirrel that had a stinger and bee stripes. He then wrote a sentence about the Squirrel-B on the bottom. I was excited as he made the connection between reading-writing, and he was pointing back to the pieces of the text and writing about it (not just the pictures).
That served as a reminder of what I want to have in my literacy block... there is more to reading comprehension than responding to the 100 questions at the end of a story.
When we were done, I asked him to use what he had read to create an animal using 2 different animals in the book. He needed to include 1 special part from each animal... the result was awesome! He made a Squirrel-B, a flying squirrel that had a stinger and bee stripes. He then wrote a sentence about the Squirrel-B on the bottom. I was excited as he made the connection between reading-writing, and he was pointing back to the pieces of the text and writing about it (not just the pictures).
That served as a reminder of what I want to have in my literacy block... there is more to reading comprehension than responding to the 100 questions at the end of a story.
Tuesday, June 2, 2009
Remediation *edited
While I was running, and staring at Mt. Rainier, I got to thinking. I had sent along a link regarding an average Algebra class versus a remedial class. At issue was how engaged the students were in the respective classes. What I was thinking about (and have now edited, as I got off on a tangent) was the question: Why would they be more engaged? While a video or stop motion, or any number of things might be more engaging than strict algorithms, aren't they still within the realm of math? Aren't these the kids that haven't been successful in math? I liken it to a person who doesn't like basketball being told that they should watch an NBA Finals or NCAA tournament game (compared to two awful teams), as it will spark more engagement. Perhaps it is a difference in what we (and they) consider to be interesting. To me, the video was interesting... but I enjoy math and interesting techie stuff.
What I started to think about was the notion of remediation. A question that I need to post is: What is different, in terms of instruction, in the two classes? I also wonder what is different in the remedial instruction compared to the instruction the students have received in the past. If they had the same instruction (which I am not sure of at all), in particular being taught using the same instructional methods, then how can we expect their performance to have changed? Isn't that the definition of insanity?
That also got me thinking about remediation. Remediation in elementary school can often mean pull-out. In some cases that can be good, particularly those that use different instructional methods to teach old concepts. As an example, in reading we have some kiddos who head out to get extra reading support. When they are getting pulled out they lose connection with their classmates (and that community). Additionally, does nailing those strategies again and again really amount to anything different compared to past instructional strategies? Additionally, are any gains that they might get worth it? Remediation often seems like another method of gatekeeping, and another way for us to pawn students off to someone else- abdicating our responsibility.
What I started to think about was the notion of remediation. A question that I need to post is: What is different, in terms of instruction, in the two classes? I also wonder what is different in the remedial instruction compared to the instruction the students have received in the past. If they had the same instruction (which I am not sure of at all), in particular being taught using the same instructional methods, then how can we expect their performance to have changed? Isn't that the definition of insanity?
That also got me thinking about remediation. Remediation in elementary school can often mean pull-out. In some cases that can be good, particularly those that use different instructional methods to teach old concepts. As an example, in reading we have some kiddos who head out to get extra reading support. When they are getting pulled out they lose connection with their classmates (and that community). Additionally, does nailing those strategies again and again really amount to anything different compared to past instructional strategies? Additionally, are any gains that they might get worth it? Remediation often seems like another method of gatekeeping, and another way for us to pawn students off to someone else- abdicating our responsibility.
Don't Quote Me
I have gotten myself back in the groove of reading for pleasure. Well, pleasure tends to be education books so I suppose I am reading for professional development as well. Alas... I am still in the midst of To Understand. I found myself nodding my head along today and writing a few great passages down...
- "When we assume that kids aren't doing high-level thinking we may need to consider whether the conditions we create are conducive to high-level thinking." -p 77
- "I want to change our emphasis from the number of kids participating to the quality..."- p 78
- "What we have in many schools is a whole lot of disengaged kids slogging through the essential skills in the right order, but who are starving intellectually."-p 79
Granted those are just some from a small section, but they are indicative of the remainder of the book. I find myself reflecting on my own practice, and the types of questions I have asked and who I asked. Was I being equitable? Was I trying to go for a myriad of ideas instead of simply going deep with one? Vice versa? What type of classroom environment did I create or establish, and how did it impact the learning my kids were doing?
In many ways I wish it were fall and I had a position already so that I could get moving. The creative juices, and the intellectual energy is starting to spin. Onward to applying and working through the process. One word descriptor? Arduous.
Monday, June 1, 2009
Butterfly Release Party
I wasn't able to accomplish what I wanted with the butterflies. I had hoped to be able to cycle back from the butterflies to our plants that we planted a little over a month ago. The main question I wanted the kids to think about was what do living things need to stay alive? This would be an interesting and challenging question for them as we had a butterfly not make it, and several plants not really become plants (more like cartons dirt!).
The dreams of getting to that point are over. Nonetheless we had a great time letting the butterflies out of the pavilion today. They wrote wishes/hopes for their butterflies before heading outside, then we went out and released them... and they don't go fluttering away in rapid fire fashion. It is a one by one, 10-15 minute thing (for our 30+ butterflies). Most were really engaged and excited. Some less engaged, but overly excited (something I am not sure I would ever say). We then returned to all tell our butterfly wishes as I gave out snack.
In retrospect, my overall planning would have put me at the end of my teaching as of last Friday. Bringing a whole new set of stuff into the following week when I am leaving is a little difficult. My master teacher has stuff to get to, and I am trying to wrap up. Poor planning on my part, but not much you can do with nature... butterflies don't hatch on my schedule but rather their own.
The dreams of getting to that point are over. Nonetheless we had a great time letting the butterflies out of the pavilion today. They wrote wishes/hopes for their butterflies before heading outside, then we went out and released them... and they don't go fluttering away in rapid fire fashion. It is a one by one, 10-15 minute thing (for our 30+ butterflies). Most were really engaged and excited. Some less engaged, but overly excited (something I am not sure I would ever say). We then returned to all tell our butterfly wishes as I gave out snack.
In retrospect, my overall planning would have put me at the end of my teaching as of last Friday. Bringing a whole new set of stuff into the following week when I am leaving is a little difficult. My master teacher has stuff to get to, and I am trying to wrap up. Poor planning on my part, but not much you can do with nature... butterflies don't hatch on my schedule but rather their own.
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