Archive | March, 2013

No more theory, put it into practice.

15 Mar

I need a break. I can’t remember what I did this morning (which feels like three days ago), let alone what I blogged about five weeks ago. Thankfully, I have technology to do most of my remembering for me. I have been taking on more teaching responsibilities in the classroom this week, as well as pounding out and polishing up final papers for my teaching courses. I will be thrilled when the last paper is submitted and I can maybe sleep more than 5 hours or even go for a run.

This quarter has been a roller coaster. December was hard. It began with a shooting at Sandy Hook Elementary school, on December 14. I sat down and cried, and found solace in a song. Later in December, I had a huge change in my life, and was lucky to discover people who truly care about me. I initially didn’t want to blog about it, but I found it was profoundly affecting my life – and I began to wonder about students who have trouble and changes at home, and how it affects their learning. So I shared. A little. I opened up my private life to the internet and made my thoughts public. It was hard, but I feel it is important to always remember that our students have a lot going on in their lives that they may not tell us about, but that can immensely impact their school life.

This quarter, I have been inspired by teachers who are not afraid to take a stance and to dive into the politics of education. The many teachers in Seattle who refused to administer the MAP test have been receiving national attention. I wrote a post about it, which prompted some interesting dialogue in the comments. Additionally, I have greatly enjoyed reading The Jose Vilson blog, and this post about white teachers teaching black history month was very striking. I commented that I often wondered about the “right way” to celebrate all of my students. He responded to me (and to the other commentors) with this post, giving some examples of what white teachers SHOULD (in his opinion) do to teach black history.

MAP testing is a hot topic, as one of my cohort-mates, For Whom The Bell Rings, wrote about a recent blog entry from our local weather guru, Cliff Mass. I commented with my own ideas, and the conversation that began in these blogs seeped out into the real world – our carpool, classrooms, and lunch times became sounding boards for ideas and arguments about this way of thinking. It’s just one example of how a blog post can create dialogue and push people’s thinking, on and off the internet.

So, there’s my blog reflection for Winter Quarter. In a week, full-time student teaching/co-teaching begins. We’ve learned the theory, crammed it into our heads, hoping something will stick. We’ve worked with fantastic educators and professionals, and even more fantastic (fantasticker? yeah.) students. Now we’ve got to put it into practice. Blogging isn’t required for the remainder of our program, but I think I would like to continue reflecting on my teaching on a blog, perhaps even collaborating with some of my cohort-mates.

Now, here I go on to the next assignment.

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The Muses Go To School

13 Mar

As part of our seminar and tech class, my group created an RSA-style video about the book The Muses Go To School.

I really enjoyed reading this book, because it emphasized a fact that I firmly believe: Teaching The Arts in school is a vital part of educating children. Not all children will grow up to be professional artists/actors/directors/poets/musicians etc… However, every single person (child) can benefit greatly from the inclusion of arts education throughout their schooling.

We made an RSA video to mirror the importance of art in schools – an artistic form of assessment for an artistic book!

Hope you enjoy!

Different Worlds

10 Mar

On Monday, I had the opportunity to sit in on two classrooms at the school where my mom works. This school is in a wealthier district, with only 10% of students qualifying for  free or reduced lunch.

There are some extreme differences, as well as similarities, between this school I visited, and the school where I am a teacher intern.

1: The building

The school in which I am a teacher intern was built in 1959. In 1989, it was “modernized” – I’m not sure what that entails, but I assume it included upgraded electrical systems and making the buildings safer. However, I’m sure someone who attended the school in the 70s would still recognize it.

The school I visited last week was completely rebuilt, from the ground up, in 2011. High-speed wireless internet, large classrooms (all about 1000 square feet), and interactive whiteboards in every classroom are just a few of the items listed on the district webpage.

2. The Students

As I mentioned above, only 10% of students at this school qualify for free or reduced lunch. I had some difficulty finding that information for my main placement school, but I believe it is between 45-55% of students – although some sources have that number as much higher.

The 3rd graders in my main placement and the 3rd graders in the class I visited are two very different groups of children. The class I visited is designated a “high achieving” or “gifted” class; students must score highly on several tests in order to qualify. The biggest difference I noticed was the amount of independent work given to students. I wonder, as I often do, if these students are able to work independently because of their ability levels, or because it has simply always been expected of them. It’s one of those chicken or the egg situations, I suppose – although I do believe that when we expect the best of our students, we receive their best.

3. The teacher/staff community

In this area, I saw virtually no difference. I sat in the staff room and ate lunch (with my mom) and chatted with teachers about school, teaching, and life in general. The conversation was hardly different than any one I usually have at lunch at my main placement. Teachers, aides, and other staff clearly love what they do, and work hard every day to make a difference in their students lives.

 

 

Running

3 Mar
Photo credit: Danielle Walquist Lynch, via Flickr

Photo credit: Danielle Walquist Lynch, via Flickr

This morning, I woke up before the sun came up. I got dressed, put on my running shoes, and drove to Seattle Center. Then, I voluntarily ran 3.1 miles.

This is not something I ever thought I would do. Running seemed pointless. I didn’t understand why people would force themselves to do something so unpleasant. However, before I even finished the race, I found myself wondering when I would have a chance to do it again.

I ran with several of my friends from my teaching program, and since education is pretty much the only thing I think about at the moment, I very quickly began making connections between running and teaching, running and learning, running and the education system… You get the point

Learning: Many students think reading or math (or any other subject) is boring, pointless, and unpleasant. It may be painful at first. You may stumble. You may fall. But if you keep getting back up, and trying – you will get there.

Teaching: I was lucky enough to have awesome friends pushing me and keeping me going.I used iPhone apps and GPS trackers to motivate myself. As teachers, we have to either be those motivators, or find what works for our students. Sitting next to them giving encouragement, or finding a program that helps them learn – there are many paths to success, but all paths need support.

Education: Ten Thousand people showed up for this race. TEN THOUSAND. If ten thousand people can get up before 6am on a Sunday, park, gather, and run a carefully organized race course, then why can’t we make schools better? What can we learn from this?

shoes

The most important lesson I learned – don’t give up. When I started training, I couldn’t run a mile. Now, I can run 3. It feels great!

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