"You want (kids) to find themselves, and not everyone is going to find themselves in the classroom. So you want to open as many doors as you can," -Latia (page 175).
I completely agree with this student- I never found myself in a classroom. I found myself through social interactions, through work, and through life experiences. Whenever a teacher was able to hook content to modern-day situations, I was that much more interested in what they had to say.
By teachers connecting curriculum to students' life experiences, it makes the content that much more meaningful. Students are able to apply the knowledge to different scenarios and the students are truly learning. There is a transition from merely memorizing facts to actually remembering and using the information received in the classrooms. Students will be able to remember what they liked and disliked from their learning experiences and expand on their learning intelligences. Text books are not always the most effective way to teach material to students. If the students are able to discover outside resources that connect to them in a personal way, the learning experience becomes intriguing and captivating.
Wednesday, March 18, 2009
Chapter Nine: When Things Go Wrong
"The main thing is confidence. We're like dogs, we can sense fear and sniff it out. A kid can tell when a teacher knows what he's doing, and believes in what he's doing. Then they don't have to get into some authority struggle," -Vance (page 168).
After working at Mount Blue, I can definitely relate to and agree with this statement. My first day was quite the learning experience, because I quickly discovered that my nervousness was being picked up by the students' "radar". Once I resonated my confidence in classroom management and in content of curriculum, I noticed an immediate approval from my students.
When students notice that a new teacher is confident in managing the classroom and knows what he or she is teaching, the students are more apt to listen and respect the teacher. How can I possibly expect my students to respect me and take me seriously if I am constantly nervous, being too friendly, or not knowing what it is that I am supposed to be teaching them? If I come to classes prepared and ready to make sure that every student is learning, then the students will meet me in the middle and work efficiently. For example, during one of my classes I was going over a worksheet to make sure that the students had the right answers. A freshman said to me, "Why does it matter whether or not we all get these answers? Just keep moving on... most of us are going to fail anyway." I took the opportunity to immediately tell the students that I cared about their success and that I would always put 100 percent effort to ensure that nobody was left behind. The students were very impressed and suddenly worked that much harder for the rest of the class on the worksheets and their projects. At the end of the class, that same freshman came up to me and thanked me. "My other teachers don't care if I'm left behind... it's refreshing to know that I have help if I need it." It was probably one of the most rewarding experiences to see my students work so hard, feel proud of themselves, and most importantly, feel comfortable and supported in their learning environment.
After working at Mount Blue, I can definitely relate to and agree with this statement. My first day was quite the learning experience, because I quickly discovered that my nervousness was being picked up by the students' "radar". Once I resonated my confidence in classroom management and in content of curriculum, I noticed an immediate approval from my students.
When students notice that a new teacher is confident in managing the classroom and knows what he or she is teaching, the students are more apt to listen and respect the teacher. How can I possibly expect my students to respect me and take me seriously if I am constantly nervous, being too friendly, or not knowing what it is that I am supposed to be teaching them? If I come to classes prepared and ready to make sure that every student is learning, then the students will meet me in the middle and work efficiently. For example, during one of my classes I was going over a worksheet to make sure that the students had the right answers. A freshman said to me, "Why does it matter whether or not we all get these answers? Just keep moving on... most of us are going to fail anyway." I took the opportunity to immediately tell the students that I cared about their success and that I would always put 100 percent effort to ensure that nobody was left behind. The students were very impressed and suddenly worked that much harder for the rest of the class on the worksheets and their projects. At the end of the class, that same freshman came up to me and thanked me. "My other teachers don't care if I'm left behind... it's refreshing to know that I have help if I need it." It was probably one of the most rewarding experiences to see my students work so hard, feel proud of themselves, and most importantly, feel comfortable and supported in their learning environment.
Chapter Eight: Teaching Teenagers Who Are Still Learning English
"In P.E. class one boy put his hands on my body and I started to cry. I went everywhere trying to find someone, a teacher, who could understand what I was saying. (Finally I) explained everything to my Spanish teacher, and I asked her to talk to my counselor. She translated, and they showed me pictures (until I could identify the boy) and then they called him in and talked to the boy. I talked it out with him- I said, "Don't do it again." He said, "The other girls don't mind," and I said, "Just know you have all different people here," -Elaine (page 159).
I can't even imagine having something like that happen to me, or any other student, and having difficulty trying to find an authority figure who could understand and help. That situation must have been so scary for the girl, and she definitely should not have to scrounge for help. The help should have been easy to receive from her teachers, but because they could not understand her, she had to desperately find a resource that she could rely on.
Teachers should most definitely recognize the fact that the school institutions are changing everyday and with those changes, the students are changing. School populations are not 100 percent English-speaking students. Schools educate a vast variety of cultures and students who speak another language. It is sad to think that students who are struggling with learning a new language also have to struggle with people who do not understand them. Educators need to be more sensitive to the fact that English learners have to deal with many difficult tasks: learning a new language, communicating with a majority of English speaking people, sitting through classes trying to understand and pick up words, trying to not lose their own culture, trying to make connections from their culture to that of the school's curriculum, etc. If teachers are able to emphasize and connect with struggling English learners, then situations similar to that of Elaine's will improve. The English learner will know that they have the proper resources and responsible authority figures who will put effort into understanding and communicating with them. Knowing this, the English learner will feel more comfortable in the learning environment.
I can't even imagine having something like that happen to me, or any other student, and having difficulty trying to find an authority figure who could understand and help. That situation must have been so scary for the girl, and she definitely should not have to scrounge for help. The help should have been easy to receive from her teachers, but because they could not understand her, she had to desperately find a resource that she could rely on.
Teachers should most definitely recognize the fact that the school institutions are changing everyday and with those changes, the students are changing. School populations are not 100 percent English-speaking students. Schools educate a vast variety of cultures and students who speak another language. It is sad to think that students who are struggling with learning a new language also have to struggle with people who do not understand them. Educators need to be more sensitive to the fact that English learners have to deal with many difficult tasks: learning a new language, communicating with a majority of English speaking people, sitting through classes trying to understand and pick up words, trying to not lose their own culture, trying to make connections from their culture to that of the school's curriculum, etc. If teachers are able to emphasize and connect with struggling English learners, then situations similar to that of Elaine's will improve. The English learner will know that they have the proper resources and responsible authority figures who will put effort into understanding and communicating with them. Knowing this, the English learner will feel more comfortable in the learning environment.
Chapter Seven: Teaching Difficult Academic Material
"I got lost in my math class- this one little thing, "SOHCAHTOA," got me off track. He sees that a couple of students understand it and he assumes we all do, and he moves on. I don't feel comfortable asking for help. He's so intent on moving ahead that he doesn't make space for us to ask," -Lauraliz (page 135).
This is exactly why math anxiety is such a problem in the education system today! Math teachers expect students to see a problem on the board, solve it, and move on. Little do they realize, the students are completely overwhelmed and too embarrassed to ask questions because they do not want to hold back the class.
Lauraliz's quote completely reminds me of the story that Dr. Theresa was telling our class about the little girl who said, "Math is a bunch of numbers on a piece of paper that somebody else has the answers to". Many teachers are guilty for moving on and leaving some students behind. The problematic issue that arises from this is that students are developing serious cases of anxiety... especially when it comes to math. Speaking from my own experience, I hated math with a passion. The teacher would always expect me to understand and when I did not, he would tell me to ask another student. When I asked my peer for help, the peer could not explain it to me and just would give me the answer. I never learned anything. When it came time to move on, I was utterly confused. But I would never ask for help! I never wanted to be that kid who held the class behind by asking questions that were obvious to other students. It was embarrassing. So, I kept my mouth shut. This repetitive cycle of confusion led me to believe that math was a scary topic because no matter what, I would never understand the material, and I would never succeed. This cycle in the education system needs to end. Teachers need to understand that students learn at different paces and just because one student cannot keep up with the rest, that does not mean that the particular student is stupid or that the child cannot understand the material. If educators are able to recognize the fact that they cannot conform to teaching by the pace of a textbook, then they will not only begin to notice a change in the success rate of their students, but they will also notice a decrease in the amount of students with math (or any other subject) anxiety.
This is exactly why math anxiety is such a problem in the education system today! Math teachers expect students to see a problem on the board, solve it, and move on. Little do they realize, the students are completely overwhelmed and too embarrassed to ask questions because they do not want to hold back the class.
Lauraliz's quote completely reminds me of the story that Dr. Theresa was telling our class about the little girl who said, "Math is a bunch of numbers on a piece of paper that somebody else has the answers to". Many teachers are guilty for moving on and leaving some students behind. The problematic issue that arises from this is that students are developing serious cases of anxiety... especially when it comes to math. Speaking from my own experience, I hated math with a passion. The teacher would always expect me to understand and when I did not, he would tell me to ask another student. When I asked my peer for help, the peer could not explain it to me and just would give me the answer. I never learned anything. When it came time to move on, I was utterly confused. But I would never ask for help! I never wanted to be that kid who held the class behind by asking questions that were obvious to other students. It was embarrassing. So, I kept my mouth shut. This repetitive cycle of confusion led me to believe that math was a scary topic because no matter what, I would never understand the material, and I would never succeed. This cycle in the education system needs to end. Teachers need to understand that students learn at different paces and just because one student cannot keep up with the rest, that does not mean that the particular student is stupid or that the child cannot understand the material. If educators are able to recognize the fact that they cannot conform to teaching by the pace of a textbook, then they will not only begin to notice a change in the success rate of their students, but they will also notice a decrease in the amount of students with math (or any other subject) anxiety.
Tuesday, March 17, 2009
Chapter Six: Motivation and Boredom
"So what they tell you will become a part of what you're thinking. Same as then they told black people they were meant to be slaves or entertainers, and that's what they grew up thinking. I hate school when the information that I'm learning doesn't reflect the person that I am" -Tiffany (page 103).
I honestly could not believe that a student would honestly relate the reason of why society makes children attend school to slavery. I was shocked and after reading Tiffany's quote over and over again, I was even more shocked to realize that I completely understood where she was coming from. It might seem to be a little bit melodramatic at first, but after analyzing her comment and trying to understand why society makes students attend school, it is not difficult to understand her point of view.
Because school curriculum is set is stone and because it does not conform to the interests of the students, society is deciding what is important for students to understand. Although I agree that there are some essential subjects that students need to know, I truly believe that the curriculum is determined by the text books. Students hardly receive the opportunity to explore their interests that connect to the content. Because society is emphasizing the material that they think is important, students are merely memorizing and training to be exactly what society wants them to be. Creativity is not stifling the essential curriculum. In fact, if educators make the information reflect the individual student, children will be more apt to see the relevance and importance of schooling.
I honestly could not believe that a student would honestly relate the reason of why society makes children attend school to slavery. I was shocked and after reading Tiffany's quote over and over again, I was even more shocked to realize that I completely understood where she was coming from. It might seem to be a little bit melodramatic at first, but after analyzing her comment and trying to understand why society makes students attend school, it is not difficult to understand her point of view.
Because school curriculum is set is stone and because it does not conform to the interests of the students, society is deciding what is important for students to understand. Although I agree that there are some essential subjects that students need to know, I truly believe that the curriculum is determined by the text books. Students hardly receive the opportunity to explore their interests that connect to the content. Because society is emphasizing the material that they think is important, students are merely memorizing and training to be exactly what society wants them to be. Creativity is not stifling the essential curriculum. In fact, if educators make the information reflect the individual student, children will be more apt to see the relevance and importance of schooling.
Chapter Five: Teaching to the Individual, Working with the Group
"I never liked chemistry or physics or anything, but one day I brought in a Stephen Hawking book on the history of the universe- I asked the teacher about it. He was talking about light, about how it's in packets, and how you can use light to turn chemicals into certain things. So I asked: 'Couldn't you theoretically turn something into anything?' And he said: 'No. That's science fiction,' and went on with his class. And I'm thinking: ' But Stephen Hawking said that- this is the only thing I have to contribute- I practiced all night to say this-' And so I just put my head back down on the desk" -Vance (page 88).
Wow. How can any aspiring educator or teacher read a comment like this and not reevaluate aspects of curriculum today? Here is a student who is clearly interested in the topic being taught, and he is completely disregarded because his question has no relevance to a chemistry textbook. Should not the teacher be absolutely thrilled that this particular student is making connections and applying concepts learned in the classroom to other scientific theories?
I could not believe that any teacher could ignore questions like these. Although the question may be mainly about science fiction, the student was clearly able to make the connection that if light can turn chemicals into certain things that maybe we could turn something into anything. The fact that the student was applying a classroom concept to real life and was attempting to uncover the content, and not just merely memorizing repetitious facts, is the ideal goal that educators should be attempting to attain. Not only did the teacher ignore the student's attempt to participate in the class discussion, but the teacher also disregarded the fact that the student worked and thought about Stephen Hawking's theory all night. That student put hard work and thought into his question and his attempt to create connections in chemistry. Because the teacher ignored and brushed off the student's question, he just put his head back down on the desk and continued to struggle with his enjoyment and comprehension of chemistry. That student will probably never want to contribute anything to that class again. That, to me, is utterly depressing. I will never stifle a student's effort in attempting to understand and make connections to the material given to them in class. If I am able to break this common mistake made by educators, then I will be able to capture my students' interest... even in subjects that are difficult for them to understand. Who cares if the students' questions break free from the text books? Isn't that what learning is all about?
Wow. How can any aspiring educator or teacher read a comment like this and not reevaluate aspects of curriculum today? Here is a student who is clearly interested in the topic being taught, and he is completely disregarded because his question has no relevance to a chemistry textbook. Should not the teacher be absolutely thrilled that this particular student is making connections and applying concepts learned in the classroom to other scientific theories?
I could not believe that any teacher could ignore questions like these. Although the question may be mainly about science fiction, the student was clearly able to make the connection that if light can turn chemicals into certain things that maybe we could turn something into anything. The fact that the student was applying a classroom concept to real life and was attempting to uncover the content, and not just merely memorizing repetitious facts, is the ideal goal that educators should be attempting to attain. Not only did the teacher ignore the student's attempt to participate in the class discussion, but the teacher also disregarded the fact that the student worked and thought about Stephen Hawking's theory all night. That student put hard work and thought into his question and his attempt to create connections in chemistry. Because the teacher ignored and brushed off the student's question, he just put his head back down on the desk and continued to struggle with his enjoyment and comprehension of chemistry. That student will probably never want to contribute anything to that class again. That, to me, is utterly depressing. I will never stifle a student's effort in attempting to understand and make connections to the material given to them in class. If I am able to break this common mistake made by educators, then I will be able to capture my students' interest... even in subjects that are difficult for them to understand. Who cares if the students' questions break free from the text books? Isn't that what learning is all about?
Chapter Four: Creating a Culture of Success
"Sometimes a student feels like they have to know everything about a question to ask a question about it. You only feel comfortable if you know enough about the question to ask the question" -Vance (page 67).
I wholeheartedly agree with the fact that students feel like they cannot ask a question because they do not know about the particular question. When a student has difficulty voicing their question or putting their inquiry into words, then that student will most likely not ask their question. It is so sad to think that children are sitting in class, confused, because they are too afraid to ask a question.
This particular comment jumped out at me because students are not supposed to know everything about their question. That is the whole point of an inquiry: we do not know everything. We never will. Students should never be ashamed of asking a question that they do not know a lot about. If students can feel comfortable asking these questions, then true learning will be emphasized in the classroom. The students will feel comfortable in their learning environment and their curiosity will be piqued due to the ability to inquire content without feeling ashamed, embarrassed, or stupid. Students will come to accept questions as a natural, acceptable, and efficient way to learn material in class. Teachers, in turn, have to be patient with all questions asked and must not rush a student who is having difficulty wording or understanding their own particular question.
I wholeheartedly agree with the fact that students feel like they cannot ask a question because they do not know about the particular question. When a student has difficulty voicing their question or putting their inquiry into words, then that student will most likely not ask their question. It is so sad to think that children are sitting in class, confused, because they are too afraid to ask a question.
This particular comment jumped out at me because students are not supposed to know everything about their question. That is the whole point of an inquiry: we do not know everything. We never will. Students should never be ashamed of asking a question that they do not know a lot about. If students can feel comfortable asking these questions, then true learning will be emphasized in the classroom. The students will feel comfortable in their learning environment and their curiosity will be piqued due to the ability to inquire content without feeling ashamed, embarrassed, or stupid. Students will come to accept questions as a natural, acceptable, and efficient way to learn material in class. Teachers, in turn, have to be patient with all questions asked and must not rush a student who is having difficulty wording or understanding their own particular question.
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