Wednesday, April 29, 2009
PS 22 Chorus
If you haven't heard of them, check out the PS 22 Chorus. This Week In Education linked a video of them doing Eye of the Tiger today, and I was hooked. The passion in their voices is incredible, and it shows how powerful the arts can be.... search PS 22 Chorus on youtube... or click the link I put on there :)
Things not thought of
The daily routine of a teacher is one of the least thought of things, at least when it comes to student teaching. As an intern, the focus is on having appropriate instruction during the various blocks of time- and assessment that will inform your instruction. The instruction, while likely not what a 4th or 5th year teacher's might be, has been the least of my worries. Transitioning from one thing to another can be difficult, but so can getting through all of the daily add-ons.
What do I mean by add-ons? Things like picking of jobs, actually doing jobs (mail, recycling, plant watering, etc), getting lunch boxes at 1:00 instead of 3:02, sending out a Tuesday newsletter, and getting homework ready daily. While it is relatively simple for the experienced teacher whose classroom it is, the newbie needs to find a system to internalize/remember all of the little odds and ends that aren't even a part of the planned instruction. I'm using Post-It notes.... although I tend to use too many!
What do I mean by add-ons? Things like picking of jobs, actually doing jobs (mail, recycling, plant watering, etc), getting lunch boxes at 1:00 instead of 3:02, sending out a Tuesday newsletter, and getting homework ready daily. While it is relatively simple for the experienced teacher whose classroom it is, the newbie needs to find a system to internalize/remember all of the little odds and ends that aren't even a part of the planned instruction. I'm using Post-It notes.... although I tend to use too many!
Tuesday, April 28, 2009
Reading for Pleasure
I just started reading Howard Gardner's Disciplined Mind. My wife is reading it for her book group, comprised of former K/1 teaching teammates. I was struck by a passage in the opening chapter. Gardner said that the purpose of the book was not to talk about ways to change education in the present (the here and now) but to, instead, shift the conversation to what is best for students and learning. Instead of focusing on charter schools and teacher's unions, he wanted to focus on how kids learn and what they learn.
That chapter, as introductory as it may be, finally struck me in my current state. Education isn't about basal readers and assorted activities as much as it is about what is best for kids and their learning. I've been arm wrestling with a reversion to more basal reader usage during literacy time. This was a decision made with my MT, and one that I struggled with. The part where I struggle is that my thought process is going: "I want kids to develop a love of reading" and I am not sure the basal reader fosters that development. The competing line of thought is: "Students need to have the fundamental skills to read, and the basal reader helps develop fluency amongst other things." The question I should be asking is, "What is best for kids and their learning- long term."
That chapter, as introductory as it may be, finally struck me in my current state. Education isn't about basal readers and assorted activities as much as it is about what is best for kids and their learning. I've been arm wrestling with a reversion to more basal reader usage during literacy time. This was a decision made with my MT, and one that I struggled with. The part where I struggle is that my thought process is going: "I want kids to develop a love of reading" and I am not sure the basal reader fosters that development. The competing line of thought is: "Students need to have the fundamental skills to read, and the basal reader helps develop fluency amongst other things." The question I should be asking is, "What is best for kids and their learning- long term."
When the lights go dark
My apologies for being gone. My intent certainly wasn't to be gone for a week! I've simply needed the break from education related stuff on the Internet- google reader! blogs! news! my blog! All of those things went untouched last week and weekend.
I'm in the midst of week 5 of student teaching. We are required to do 6, but my master teacher and I scheduled out through the 22nd (an additional 3 weeks). Thereafter it will be transitioning back to her control. Having a schedule with beginning and end dates is helpful for me, at least in creating a mental order of events.
So how has it been thus far? Teaching is certainly the profession I want to enter. I've struggled in creating an identity for my teaching in someone's space other than my own. Ultimately it isn't my classroom, but I also need to have the ability to try out some ideas from the academic end. I believe I have a far clearer notion of what my beliefs are about students, learning, and teaching.
I'm in the midst of week 5 of student teaching. We are required to do 6, but my master teacher and I scheduled out through the 22nd (an additional 3 weeks). Thereafter it will be transitioning back to her control. Having a schedule with beginning and end dates is helpful for me, at least in creating a mental order of events.
So how has it been thus far? Teaching is certainly the profession I want to enter. I've struggled in creating an identity for my teaching in someone's space other than my own. Ultimately it isn't my classroom, but I also need to have the ability to try out some ideas from the academic end. I believe I have a far clearer notion of what my beliefs are about students, learning, and teaching.
Monday, April 20, 2009
The More You Write, The More It Grows!
I started a new routine by accident. My transitioning is sub-par at best. Personally, I feel like it is somewhere between horrific and disorganized. Others have said that it isn't quite as bad, but I am seeking perfection (and always trend lower in my self assessment). Alas I digress.
When the kids come in from somewhere, such as Music, PE, or Recess, I start to write on the whiteboard. I keep my voice off, and just let them read it. What happens, and this is fascinating to me, is that 2 or 3 kids will start to read it aloud. They read it aloud because that is their nature, and they haven't been told to stop, I think it is harmless. Actually it is GREAT! What happens is the other kids think they are supposed to join in, and they ALL start to read it. Kids who are normally stragglers come in quicker as they think they are missing something. They guess on the words as I am writing, and are engaged in the intro process. It sure beats saying, "Ok here we go" or "Ladies join us" etc etc.
Now that I have them, I need to improve in the actual execution of independent/guided practice. I see the demonstration section as being better than I would have expected, and the shared section as at least adequate. The trick is that moving to independent writing, independent reading, or even the exploration in science is difficult. Stamina, which I have mentioned before, is an issue. I have started to question whether the task is too much, but then see that it is a minority of the students. Of those students that are struggling to get moving, they've all shown that they can accomplish the task. Perhaps it is an issue of motivation, and I need to rethink my approach. Alas... another day in the books, and more questions added to the pile.
When the kids come in from somewhere, such as Music, PE, or Recess, I start to write on the whiteboard. I keep my voice off, and just let them read it. What happens, and this is fascinating to me, is that 2 or 3 kids will start to read it aloud. They read it aloud because that is their nature, and they haven't been told to stop, I think it is harmless. Actually it is GREAT! What happens is the other kids think they are supposed to join in, and they ALL start to read it. Kids who are normally stragglers come in quicker as they think they are missing something. They guess on the words as I am writing, and are engaged in the intro process. It sure beats saying, "Ok here we go" or "Ladies join us" etc etc.
Now that I have them, I need to improve in the actual execution of independent/guided practice. I see the demonstration section as being better than I would have expected, and the shared section as at least adequate. The trick is that moving to independent writing, independent reading, or even the exploration in science is difficult. Stamina, which I have mentioned before, is an issue. I have started to question whether the task is too much, but then see that it is a minority of the students. Of those students that are struggling to get moving, they've all shown that they can accomplish the task. Perhaps it is an issue of motivation, and I need to rethink my approach. Alas... another day in the books, and more questions added to the pile.
Saturday, April 18, 2009
Just Do What You Do
I had a conversation with a fellow intern on Friday, with the subject being an upcoming observation. She asked what I was going to be teaching, and I replied by saying that 11am was out math time. She responded by asking if I just do what is scheduled, and not worry about the observation, to which I said "yeah, I don't worry about when he (our field instructor) comes. I just maintain the routine as best I can."
Ultimately teaching is about the kids. If a field instructor wants to see me teach science, reading, math, etc, then they need to come when we have it scheduled. Rearranging the day for my convenience doesn't make sense for the kids, as resilient as they may be. Moving parts of the day around throws the kids for a loop. In a weird way, it isn't in our best interest anyway as the change can have the kids reacting oddly, making for a poor lesson and potential management issues.
Ultimately teaching is about the kids. If a field instructor wants to see me teach science, reading, math, etc, then they need to come when we have it scheduled. Rearranging the day for my convenience doesn't make sense for the kids, as resilient as they may be. Moving parts of the day around throws the kids for a loop. In a weird way, it isn't in our best interest anyway as the change can have the kids reacting oddly, making for a poor lesson and potential management issues.
Friday, April 17, 2009
Photostory
We started recording today. I don't think I can post the kid's work on here, as they aren't really my own students yet. That being said, I was impressed with how the dynamics of writing seemed to change once kids saw what their writing was going to transform into. The format is as basic as it gets: one picture, and their voice reading their writing. There may be one or two that have multiple pictures, but most aren't at that point.
How I got here is a bit of a mystery. Originally we were simply bringing some work to completion, a piece that they chose from a pile of unfinished work ("starts" as my master teacher termed them). Some had starts, some didn't, and the process has been a little bit of a mess. Some like writing, some don't, and their stamina is relatively low.
Somewhere along the line kids wanted to record... with the tape recorders. That got me thinking of photostory, and the rest is history. We have 3 in the books, and the change in attitude towards writing is interesting. Kids are clamoring to record, and will turn their focus to their final draft as they know they need it in order to record. One even said she was done, and got to recording and said "that doesn't make sense," opting to go finish her work! We'll have a viewing session, much like an author's chair in the end.... I'm excited!
How I got here is a bit of a mystery. Originally we were simply bringing some work to completion, a piece that they chose from a pile of unfinished work ("starts" as my master teacher termed them). Some had starts, some didn't, and the process has been a little bit of a mess. Some like writing, some don't, and their stamina is relatively low.
Somewhere along the line kids wanted to record... with the tape recorders. That got me thinking of photostory, and the rest is history. We have 3 in the books, and the change in attitude towards writing is interesting. Kids are clamoring to record, and will turn their focus to their final draft as they know they need it in order to record. One even said she was done, and got to recording and said "that doesn't make sense," opting to go finish her work! We'll have a viewing session, much like an author's chair in the end.... I'm excited!
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