I came away from today's class with two clear thoughts in mind: First, teaching the Micro-lesson for first graders left me feeling that although the K-1st sector wasn't really high on my radar, I think I could see myself teaching at those grade levels. I had a lot of fun with the lesson.
Secondly, and counter to the first idea, I have no idea if I could handle that young of a group of kids every day. It was all fine and good until you all started asking age appropriate questions for first graders that I had not anticipated (expecting, of course, adult appropriate questions). I know kids say the darndest things and all, I just didn't expect my students to do so. Lesson learned.
I will be doing my dyad with younger kids and cannot wait. I think it will really give me an idea if the early age groups are something that I may want to look at. There is a certain element of fun involved with the younger kids that gets lost as they age and everything seems to get so serious. I've never pictured myself as a Kindergarten teacher, but then again, I've never NOT pictured myself as one either.
Hopefully getting some more practice with lesson plans across all the ages will help me find where my true strengths are.
Wednesday, June 29, 2011
Tuesday, June 28, 2011
Fear the halo of evil
I guess I haven't done the shopping very much in the past few years. Or, actually, it is probably more of a case that my family doesn't really eat cereal. After spending an awkward 20 minutes in that aisle researching, I was blown away to find out just how much sugar was in everything. Discussing it all in class today, and having one of our Micro-Teaching lessons being all about sugar really brought it to the forefront of my mind.
I suppose that I just assumed the sugary cereals were all geared towards the kids, but I found it was actually much more common for the adults to be targeted. For every Special K or Corn Chex, there was an encircling "halo of evil" of sweetened and modified versions of those same cereals. "If you like this, then you'll looooooooove these!" *Ugh*. Then to actually see how much sugar 17 grams (the standard for sugary cereals as per my research) is, via the presentation from our classmates, provided stunning evidence that we are not being encouraged to make healthy choices by our nation's food providers.
I have been struggling recently to cut down on my sugar intake to provide a better example for my two year old. Coming from a man with a sweet tooth, it has been a tough battle. Delving into this topic a bit further is helping me to find some tools that I can use on myself, and potentially with my future students. The knowledge of what sugars do to the body and where they come from is great information for teaching .
I suppose that I just assumed the sugary cereals were all geared towards the kids, but I found it was actually much more common for the adults to be targeted. For every Special K or Corn Chex, there was an encircling "halo of evil" of sweetened and modified versions of those same cereals. "If you like this, then you'll looooooooove these!" *Ugh*. Then to actually see how much sugar 17 grams (the standard for sugary cereals as per my research) is, via the presentation from our classmates, provided stunning evidence that we are not being encouraged to make healthy choices by our nation's food providers.
I have been struggling recently to cut down on my sugar intake to provide a better example for my two year old. Coming from a man with a sweet tooth, it has been a tough battle. Delving into this topic a bit further is helping me to find some tools that I can use on myself, and potentially with my future students. The knowledge of what sugars do to the body and where they come from is great information for teaching .
Thursday, June 23, 2011
Objectives and GLEs and EALRs, oh my!
Day two of Health and Fitness helped to clear away some of the mist enshrouding state standards. It also taught me how complicated it can be to create a legitimate lesson plan. You'd think it would be more simple, but when it comes down to it there are many required steps and procedures. It all seems a bit daunting.
At the same time, we finally are getting some hands-on practice with these before mysterious tasks. Practice, practice, practice. We'll get there, just keep at it.
I will say that my first experience with the EALRs, components and GLEs has me wondering if they weren't designed by the same government group that writes the federal tax code. It seems like some sort of cruel game designed to even further complicate the lives of educators. We'll end up spending so much time trying to decipher the standards that we won't have any left to write good lesson plans to cover those standards.
Maybe that's just the Bill Ayers in me talking (actually, he's screaming and stamping his feet). To be fair, it is only day one of working with the standards. In time I am sure we will have a wonderful working relationship; talk about our families, eat lunch together, maybe even get together outside of the job. Heck, in time we might even become friends, those standards and me.
We're going to hang out a bit this weekend, wish me luck!
At the same time, we finally are getting some hands-on practice with these before mysterious tasks. Practice, practice, practice. We'll get there, just keep at it.
I will say that my first experience with the EALRs, components and GLEs has me wondering if they weren't designed by the same government group that writes the federal tax code. It seems like some sort of cruel game designed to even further complicate the lives of educators. We'll end up spending so much time trying to decipher the standards that we won't have any left to write good lesson plans to cover those standards.
Maybe that's just the Bill Ayers in me talking (actually, he's screaming and stamping his feet). To be fair, it is only day one of working with the standards. In time I am sure we will have a wonderful working relationship; talk about our families, eat lunch together, maybe even get together outside of the job. Heck, in time we might even become friends, those standards and me.
We're going to hang out a bit this weekend, wish me luck!
Wednesday, June 22, 2011
Those brave young souls
I now have a new-found respect for all of those elementary school kids out there.
Today I sat in one classroom for almost eight straight hours, attempting to stay focused and learn something. I don't know how they manage. By two o'clock I was spent. It's not that I was bored, in fact the subject matter and discussions were most engaging, but even for a full grown adult like me it is really hard to sit still for that long.
This is what we expect our kids to do each day. Admittedly, I am out of practice being in class for an entire day, but it reminded me just how imperative it is for us to truly engage our students. As hard as it was for me to do when I was into the subject matter, imagine what it would have been like if I was not.
We must get our students engaged in learning. We must energize and vitalize them. Enliven their souls and propel them to strive for greatness. If we fail to do so and they must sit there, day in and day out, for eight hours at a time, counting the seconds and wishing, longing, to finally be free - I think we have not done our proper duty as educators.
Today I sat in one classroom for almost eight straight hours, attempting to stay focused and learn something. I don't know how they manage. By two o'clock I was spent. It's not that I was bored, in fact the subject matter and discussions were most engaging, but even for a full grown adult like me it is really hard to sit still for that long.
This is what we expect our kids to do each day. Admittedly, I am out of practice being in class for an entire day, but it reminded me just how imperative it is for us to truly engage our students. As hard as it was for me to do when I was into the subject matter, imagine what it would have been like if I was not.
We must get our students engaged in learning. We must energize and vitalize them. Enliven their souls and propel them to strive for greatness. If we fail to do so and they must sit there, day in and day out, for eight hours at a time, counting the seconds and wishing, longing, to finally be free - I think we have not done our proper duty as educators.
Sunday, May 22, 2011
Increase your abilities
Our class on community and inclusiveness came and went and I forgot all about one of my favorite speakers on the subject of ability.
Aimee Mullins has overcome many obstacles in her life, but that is not why I find her so interesting. I like her because she reminds us to look at people for their strengths and what they could be, rather than focusing on any perceived limitations. As a pioneer in prosthetics design, she has called for artists, engineers, designers, athletes and others to use divergent thinking skills to reinvent the field. She has taken her perceived disadvantage of having amputated legs and turned it into the advantage of having whatever form of legs she can think of.
She also points out that children are naturally curious and do not have the same fears and stigmas around disabilities as adults do. It's not until we attach our baggage onto them that they become this way. A reminder to keep adjusting your lens and be careful what attitudes we bring with us into the classroom.
It serves to show our students all the wonders that people can create when they ignore the limitations put on them and imagine what can be. Art breeds imagination, which leads to empathy and creates community.
Aimee Mullins has overcome many obstacles in her life, but that is not why I find her so interesting. I like her because she reminds us to look at people for their strengths and what they could be, rather than focusing on any perceived limitations. As a pioneer in prosthetics design, she has called for artists, engineers, designers, athletes and others to use divergent thinking skills to reinvent the field. She has taken her perceived disadvantage of having amputated legs and turned it into the advantage of having whatever form of legs she can think of.
She also points out that children are naturally curious and do not have the same fears and stigmas around disabilities as adults do. It's not until we attach our baggage onto them that they become this way. A reminder to keep adjusting your lens and be careful what attitudes we bring with us into the classroom.
It serves to show our students all the wonders that people can create when they ignore the limitations put on them and imagine what can be. Art breeds imagination, which leads to empathy and creates community.
If you have ten minutes, it's worth the watch.
Wednesday, May 18, 2011
Capsized
We live in a country that has an ethos designed to privilege those who are white, male, middle class, et cetera, et cetera, et cetera. You know the drill. Yet we keep worrying about those "bossy kids" from Paley's book and how this new rule of "You can't say you can't play" would upset them. Most of those kids who are in charge are going to be those very same children who have benefited from a system designed for them, by people like them, not to be discussed by anyone and therefore destined to remain. If an outcast child can be brought into the mainstream at a minor expense to their "fun", then so be it. Sometimes building a community can be difficult.
We tend to look at kids from different backgrounds, genders, social classes and abilities as needing to be "fixed". I see it the other way around. Those of us in a dominant social group have the moral responsibility to look at how we are benefiting from an unfair social structure and in what way we can change ourselves to strive for fairness. If we are going to ask our kids to "live the way they want the world to be" and be the flag-bearers of change, then they need to learn early that equity takes small sacrifices. I have a saying with the kids I work with; "it costs you very little, and means the world to them".
One of our colleagues was thinking of ways to try to push for gender equality in their classroom without taking an all-or-nothing stance; a way to "gently rock the boat without sinking the ship". I think this is a noble idea that goes a long way to try to meet the needs of every child evenly. I wish it would be this simple. I might suggest we try something a little more drastic.
For all of these issues of inequality, maybe it isn't enough for us to gently rock that boat. Maybe we need to stand up in the bow, raise our arms and voices and tip the sucker over. That splash of hypothermia inducing water might just be what it takes to wake people up. I want my kids to know that the status quo of society is not okay.
While it may seem a brutal reality, if kids are indoctrinated into our ideological systems from day one, then they unfortunately are as mired in it as the rest of us. My hope is that they will have the courage to climb, soaking wet, back into the boat with a new perspective on things. Then maybe we will all be ready to row on into a better future.
We tend to look at kids from different backgrounds, genders, social classes and abilities as needing to be "fixed". I see it the other way around. Those of us in a dominant social group have the moral responsibility to look at how we are benefiting from an unfair social structure and in what way we can change ourselves to strive for fairness. If we are going to ask our kids to "live the way they want the world to be" and be the flag-bearers of change, then they need to learn early that equity takes small sacrifices. I have a saying with the kids I work with; "it costs you very little, and means the world to them".
One of our colleagues was thinking of ways to try to push for gender equality in their classroom without taking an all-or-nothing stance; a way to "gently rock the boat without sinking the ship". I think this is a noble idea that goes a long way to try to meet the needs of every child evenly. I wish it would be this simple. I might suggest we try something a little more drastic.
For all of these issues of inequality, maybe it isn't enough for us to gently rock that boat. Maybe we need to stand up in the bow, raise our arms and voices and tip the sucker over. That splash of hypothermia inducing water might just be what it takes to wake people up. I want my kids to know that the status quo of society is not okay.
While it may seem a brutal reality, if kids are indoctrinated into our ideological systems from day one, then they unfortunately are as mired in it as the rest of us. My hope is that they will have the courage to climb, soaking wet, back into the boat with a new perspective on things. Then maybe we will all be ready to row on into a better future.
Low tech
A couple of us have been discussing how we plan to use class websites and blogs in our future classrooms to keep parents informed and involved in what is going on. I am beginning to fully embrace the necessity of technology in the classroom and am becoming more and more excited at its possible applications. However, as I begin to delve deeper into the benefits of a more digital classroom, I am also uncovering more and more potential pitfalls. One of the largest of these involves social class.
I would love to have a “wired” classroom with technology being used on-site to research projects, compose creative pieces and numerous other things. But the class day is short. Inevitably those tasks will have to be handled outside of school, be it alone or collaboratively. Therein lies the problem; what do we do when some of our students do not have access to a computer at home? I could definitely see this in issues of poverty especially. Not only would those kids struggle to meet goals from not having easy access to a computer, they are operating from a deficit skill-wise simply by not being as familiar with the required technology.
Setting aside school time for them to do the work would perhaps solve the problem, but it creates that social hierarchy again of the haves (can do the work at home or use their iPhones, etc.) and the have-nots (must scramble to find time at school or library to do the assignment). Also, these kids would lack the social capital of know-how and would most likely require added assistance (although simply by being born in the digital generation they may have ingrained abilities that I for one lack).
I'm searching for the answer of how to incorporate a lot of technology based/ creative assignments which will prepare the kids for the increasingly digital “real world”, yet not create stress or social complications for some of my potential students. I know these types of projects develop the skills needed to succeed in our ever-changing world and I want to ensure that all of my students have equal access to them.
I would love to have a “wired” classroom with technology being used on-site to research projects, compose creative pieces and numerous other things. But the class day is short. Inevitably those tasks will have to be handled outside of school, be it alone or collaboratively. Therein lies the problem; what do we do when some of our students do not have access to a computer at home? I could definitely see this in issues of poverty especially. Not only would those kids struggle to meet goals from not having easy access to a computer, they are operating from a deficit skill-wise simply by not being as familiar with the required technology.
Setting aside school time for them to do the work would perhaps solve the problem, but it creates that social hierarchy again of the haves (can do the work at home or use their iPhones, etc.) and the have-nots (must scramble to find time at school or library to do the assignment). Also, these kids would lack the social capital of know-how and would most likely require added assistance (although simply by being born in the digital generation they may have ingrained abilities that I for one lack).
I'm searching for the answer of how to incorporate a lot of technology based/ creative assignments which will prepare the kids for the increasingly digital “real world”, yet not create stress or social complications for some of my potential students. I know these types of projects develop the skills needed to succeed in our ever-changing world and I want to ensure that all of my students have equal access to them.
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