Week 7

It seems as though the issue of  "best teaching practices" is a concern for all subjects.  Silly me for not considering that before.  Just as with all content areas, there is a need to bridge tradition with current ideas to create curriculum that is relevant for students.  Gude (2004) stated "What do our students need to know to understand the art of many cultures, from the past and the 21st century?  Today, what knowledge do students need to stimulate and increase their creative powers?" (p.8).  These are the questions that begin to create the necessary bridge.  In developing curriculum Gude proposed three clear yet open ended principles that included:

• Curriculum based on generative themes
• studio art projects based on divers practices
• art as an investigation

Through the development and implementation of the curriculum based on these principles, Gude, discovered a common theme throughout the art of the students.  Her goal through these discoveries was to show that postmodern art does not have to viewed narrowly as in the past.  It allows for students to pull from the past based on the moment.




Teaching discomfort

I have the most discomfort when it is time to be evaluated.  We know the week that they are coming, but we don't know when.  I know I am a good teacher.  It is reflected in the growth of my students.  Which unfortunately I am supposed to take credit for because teacher success is measured by student success.  Really, I am merely a catalyst, the students do all the work for which I should neither take credit nor fault.  But that is another story.  I am 80% unconventional teacher.  We sing and dance, we run around the room to show our understanding of how moleules react, we go outside we go on black ops missions to observe other classrooms.  I mean, we slink down the hallways, me in the lead using hand signals until we make it to the other class.  I do crazy stuff and they learn.  But I also know the value of conventional teaching.  There is a need for small group teaching, scaffolding and reteaching.  So when I am being evaluated, it is very easy for me to call on the PD's and faculty meetings to show that I am using those strategies that they expect to see.  Once, my principal walked in while I was teaching a science lesson.  Even though I knew my students weren't ready, I broke them into small groups just so that my principal could see it.  It was a disaster, my students were not ready.  It reflected so in the evaluation too.  I vowed never to do that again because I have to do what my students need not what administration wants to see.

Week 6 - Video Assignment

 

 

 

The artistic process is exactly like my teaching process.  When I began to think about the video project, I started with the question that intrigued me the most.  I don't usually thinking about my placement in the room.  When I begin to teach a new unit, I zoom into the portion that intrigues me as well.  When I spend time immersing myself what I want to teach, the wonder that I feel comes through in my teaching.  Just like making art, lesson planning begins with a vision.  It begins with the end in mind.  But there are so many roads from what is in the mind to the final project and none should be dismissed.  It is also true that while in the midst of creating, whether art or teaching, you might find that what was envisioned is just not working.  It may be necessary right in the middle what was planned to go another route.  That is the beauty of both, change is welcome and at times necessary. 

 

 

TED TALKS

Each of these speakers delivered thought provoking talks.  It is so interesting to me to hear other peoples' impressions of things and stuff.  It causes me to rethink my own position education.  My Spanish teacher in high school used to say to learn another language is to understand your own.  I think this is true of all things, especially when hearing others' thoughts and opinions. 

Shekar Kapur - I thoroughly enjoyed this piece.  He reminded me of Joseph Campbell whom I adore (if you have the opportunity to take a humanities course that focuses on the work of Joseph Campbell, I highly recommend it).  What resonated with me was his excitiement of contradiction when he was speaking about the different looks he takes when reviewing a movie.  He actually used the word "wondrous" when the different points of view contradict.  I will definitely remember that.  Sometimes, I think we are afraid of contradiction.  We all have to "be on board"  or have "buy in" when it is opposing views that can truly bring out both the positives and negatives of a situation.

Ken Robinson - I have seen this one many times and it inspires me every time.  This video reminds me to never stop planning for my student's future.  Until the establishment can come to terms with what it really means to educate for the 21st century student and it is reflected in curriculum, I can still find ways to incorporate that learning inside the classroom.



Emily Polliton:  OMG! What her organization is doing is so incredible.  It made me wish that I could be a part of it.  And wouldn't you know, with a little research, Project H has expanded to California.  What hit home for me is the need to include community.  It is so important to involve parents at every opportunity.  Not just those times when I have to make "those calls" but those good news calls too.  I have on occasion had parents come in and talk to students.  They love it and so did the parents.  This is something that I want to do more of. 

Week 5

This week's reading was powerful.  Chapter 6 was very interesting to me and I spent a great deal of time thinking and rereading, it meant a lot to me.  I was particular moved by The Context of Schooling section.  I believe that it is because I see every day the challenges of trying to integrate the "habits of the heart".

I was the first, in 2010, black teacher in my school district.  I went to an open call with one of my cohorts.  When she learned that I was offered a job, she jokingly asked me if I was their "token".  I didn't think it was funny.  What I learned as I began my career, was that for many of my colleagues I was the first black person they had ever had a serious conversation with, had in their homes or shared a cocktail with.  You see, most of my colleagues grew up in the district and went to the same school that they were now teaching.  It was, as Palmer described, a reflection of a "lifestyle enclave".  Yet, the demographics of the classroom are markedly diverse, even from the rest of the schools in the district.  I can only imagine how difficult it has been for teachers, students and parents when we are ill prepared in understanding social, political and cultural differences that we are bound to encounter in the classroom.  We still have work to do and we are progressing, slowly I might add.  There are still misunderstandings that could be made better if we all had more opportunities to develop the habits listed in this week's reading.  I was especially intrigued by the "Action Circle".  I think that would be an excellent way to bridge the gap between teacher training and education.  It scares me a little bit to have these open conversations but it is necessary.

 

Which tradition do you most identify with? (please explain)  Why do you think this is?  How does it show up in your teaching?

I most identify with the social justice tradition.  I absolutely believe that it is important to include discussions and contemplation of social concerns of the world.  If we are to truly prepare students for life beyond school, then how can we not concern ourselves and our students with what is going on around us?  Oblivion is what most likely got us into social problems in the first place.  I identify with this tradition because of my own life experiences. I have lived racial and gender injustice and seen sexual orientation injustices, it is hard to ignore that in the classroom.  I am sure that is why I took a minute to research the Tucson ethics study program because of an experience that imprinted on me many years ago that I will never forget.  One Thanksgiving, which is a tradition with my family, is to go to the movies after dinner.  That year we saw Posse.  It was a western that featured a predominantly black cast.  As I sat in the theatre, as 23 years old, I had to truly think about whether black people were in the United States during the setting of the movie.  I was appalled at myself because I had to really think about it.  All I could remember learning in school was slavery and then Martin Luther King, Jr.   There was nothing in between.  So when I get the opportunity to show another side of things, call into question the rights and wrongs and how can we be better, I do so. 

How would you describe your teaching self? Share a teaching experience which illustrates this.

I had to think about this one a while, which I imagine is the whole point.  I would describe my teaching self as a sharer.  I teach with openness so that they can see me as a real human being.  One who is imperfect, does stupid things, has bad days but can still show up and show out.  I teach from love.  The love of learning, people, laughing and discipline.  Discovery doesn't stop because the school day is done.  There is something to be learned and taught to everyone.  Just laugh and work hard.  And so it is....

In the middle of checking morning work, my vice principle walked into my room.  We were working on order of operations.  He pointed out that one of the answers were wrong.  I realized that I had taught it completely wrong.  I shared that with my students, apologized for not catching myself.  I told them that we needed to unlearn then relearn the correct way solve an equation using the order of operations.  I had everyone stand up and turned on Taylor Swift's Shake it Off and we had a dance break to shake off the bad teaching ju ju,.  I danced around too!  Then we got back to work.  

Visual Metaphor

My visual metaphor is made of burlap, clay, paint and other things I found around the house.  It is regular sized poster board.

Week 3

I absolutely agree that that this week's reading was a lot to chew on.  But it was tasty!  I truly appreciate the organization of the text.  The "stop and think" questions gives the reader a moment to reflect which is what it is all about.  I could, as the lesson introduction suggested, go on for weeks about my thoughts and realizations from the reading.  There were many places that caused me to put down the reading and just think and think and think.  One in particular was the discussion on mindfulness, or "to pay attention to the right here, right now and to invest in the present moment with full awareness and concentration"(p.19) . This was my sweet spot.   Being present in the moment is something that I have been practicing personally.  I have responded with "stay present in the moment" to my students so many times, that when someone asks a question that has nothing to do with what is going on a student will respond with that statement before I do.  What struck me so personally was the comparison to Zen.  Yin and Yang is a symbol of Zen and I have several tattoos that reflect that.  One in particular is the symbol in the shape of an apple.  When my vice principle saw it, he said, "what are you, some kind of Zen teacher?"  To which I responded, why yes I am.  I'm thinking this is another quality of a good teacher. 

1. Questions

Button pusher - In what ways might the structure of classrooms and schools contribute to and/or discourage teacher reflectivity?

I am a post-it note fanatic.  I don't take notes, instead, I jot down my thoughts as I am reading and post it on the page.  As I was reading the section on openmindedness, I posed a question on the note "Does education encourage openmindedness?"  I worked myself into a frenzy answering my own question.  How perfect it was to find this question at the end of the reading, it pushed my buttons. 

I believe that classroom and schools discourage teacher reflectivity.  Doesn't the institution of education present itself as a "neatly packaged as a set of techniques for teachers to use" as Dewey described as an unreflective teacher? (p.10)   Classroom text that is meant to support the curriculum is often purchased outside of teacher input.  Strategies are presented in answer to issues, challenges and concerns without reflecting on why the strategy should be used.  These things are to be blindly accepted with the reminder that this or that is "research based" and so it is what works.  I detest the "research based" adjective because I am certain that the person saying it has no idea who conducted the research or what their findings were.

The type of reflection described by Ziechner and Liston is not exactly what happens outside of the classroom.  There are many teachers, including myself, who reflect in and on action.  However, the result of those reflections are usually unwelcome outside of the classroom.  In my experience, I have seen teachers admonished by administration for evening questioning a decision especially if it is not supportive.  How can this be an atmosphere for reflection if it is made clear that one is to do what they are told? Even though administration tries very hard to ensure teacher "buy in", another phrase that pushes my buttons, to me it is most often superficial.  They want reflectivity in the classroom but it seems that there is no use for it beyond that. 

Inspiring - This was not exactly framed as a question, but Ziechner and Liston (2014) wrote:

                    Responsible teachers ask themselves why they are doing what they are doing
                    in a way that goes beyond questions of immediate utility (i.e., does it work) to
                    consider the ways in which it is working, why it is working, and for whom it
                    is working. (p.11-12)

Yes, Yes, Yes.  Teaching is not centered exclusively on believing in the ideology of others as education gospel.  It is my responsibility to go beyond that thin line of reflection.  It is so much more than just focusing on whether something is or is not working.  I do not have to be the expert in the classroom.  The learning opportunities that also extend to me from my students makes me responsible.  What a weight off of a teacher's shoulders.  Teaching is a puzzle, sometimes one that changes every day.  Just when I think I have the last piece, I don't.  But that is the beauty in this statement.  Those moments when I am sitting in my  classroom reflecting on these things is exactly what I am supposed to do. It is so easy for me to say snap out of if, grade some papers, make some copies but the time that I take to question is just as important as anything else I could be doing.  I'm okay.

Challenging - What is an example of an educational theory that you hold about teaching that is based on your own teaching experiences?  How does it relate to the public theories about the issue contained in education literature?

There are only rare instances in which a students' home life prevents them from being successful in the classroom.  Students with low socioecomics who have issues in school, whether it be academically or behaviorally, tend to have that standing viewed as the reason for the issues.  In my experience, this is not true.  Due to the increasing diversity in every district, there will be varying levels economic standing.  This does not mean that they are struggling in class because they didn't get enough sleep or didn't have enough to eat.  It also does not mean that their parents do not understand the value of a solid education.  In fact, some of my bravest, hardest working students are those who live below the national poverty level.  It is the reaction of teachers who themselves live at or above poverty level that exacerbate any issues in the classroom.  There is a difference between understanding and pity and most of these students receive pity with a blanket excuse for their behavior and the lack of high expectation set by the teacher.  In fact, it has been those students who have more than enough that have the most issues in class because of the pressure placed on them by their parents and all of the extra curricular actives that they have during the week that suffer the most.  Who are so eager to please and strive to be the best that anything less sends them into a mental breakdown.

This of course is the opposite of what educational literature tells us.  Ruby Payne, a much quoted theorist of poverty and the classroom, and others like her place a high regard on impoverished students.  They have trouble learning being because they are hungry, sleepy, or worried.  The socioeconomic status of a student plays a great role in the classroom and should be taken into consideration at every tern because it can and does affect students in the classroom.  My theory is absolutely contradicts this. 

2.  Three attitudes:

Openmindedness - I can say unequivocally that I am on the cusp of becoming a critical believer.  That is, one who "listens to and accepts the strengths and weaknesses of his or her own and others' perspectives" (p.11).  For me, it is the way I conduct my personal life, so naturally, it filters into my professional one.  My favorite Maya Angelou quote, one that I share with my students every year, is "When you know better, you do better".  The only way to know better, in my mind, is to examine my own views through the examination of others.  What pushes me closer to being a critical believer as opposed to a sophisticated believer is that I am more interested in what others think.  Not because I necessarily want to prove myself right but because it is the only way to grow.  I say that I am on the cusp because I have had struggles in my professional life with the openmindedness of others, or rather, the lack of.  I am positive that this is a situation that occurs more often than not.  In my first year, I was on a curriculum team.  A substitute, who was a beloved retired teacher, said to me, "Oh you are a first year teacher, you shouldn't say anything".  I gave her the eyes.  I can get extremely passionate about the lack of openmindedness of others to point where I do become defensive.  This is a quality in a teacher that cannot be dismissed or overlooked.  Withought the willingness to understand growth will not happen.


Responsibility - This was an entirely new way of thinking about reflection for me.  During my pre-service teacher education, my instructors were partial to a certain template for lesson planning.  The last category was reflection.  I do not recall what instruction we were given for it, but I know I use it to determine how the lesson went or the "immediate utility" as the author's referred to it.  Not to imply that I do not reflect on the why or for whom of it all, I just never did it all together.  My reflection was compartmentalized.  It is my responsibility to meld all of those things together, is this moment working, why is working and exactly who is it working for.  This makes me a responsible, reflective practicioner of truth.

Wholeheartedness -  This discussion on attitude was my favorite.  Wholeheartedness was defined The authors were clear to remind us that just be cause teachers are reflective through openmindedness, responsibility and wholeheartedness, does not ensure success.  I can do what I believe to be right for everyone and it still may fail, but that is okay.   

Curiculum Search

Our curriculum has undergone serious overhaul.  We have been working on curriculum for several years and will continue to.  It should never be complete if we truly expect to educate students.  Unfortunately, this last year, the objective of the curriculum team changed, as well it should have and it has been a world wind for this year.  What we thought we accomplished last year, was not what we were provided with and we had no clue as to what we were to teach for reading and science.  When we finally got that some what straightened out, our grade cards had something totally different on them.  Whew, frustration all around.  The curriculum teams are now on a path that has the potential for unlimited success.  This is certainly an area where being a reflective teacher is beneficial.  It is where I agree with the criticism of Schon's position on reflection.  Curriculum disserves the sharing out of ideas, views and misconceptions when problem solving. 

Today's curriculum is so much different than my own school experiences.  I went to school in the 70's and 80's and what was good, no longer is.  We did not necessarily focus on comprehension skills that I can recall.  We read, answered questions and completed worksheets, that's it.  I imagine that a lot of it had to do with how we treated students in classrooms.  I distinctly remember three 6th grade classes (it was still considered elementary then).  There was a low, average and gifted class.  Gifted students were always participating in some type of project or other and the low class were always working in groups.  The rest of us were worksheet babies.  We didn't make any type of connections and we most certainly didn't give two hoots about the author or his or her intent.  I do not recall doing any major writing until high school.  Even then there were no substantive expectations. I once wrote a book report on Uncle Tom's Cabin, which I hadn't read, based solely on the blurb on the inside flap and got an A.  Absolutely would not happen today, right? Our curriculum has much higher expectations, and well, more faith in the ability of children.  Amen.

Marzano Week 2

Becoming a reflective teacher is something that we have been practicing this year. As a part of an agreement with the Missouri Board of Education, our district developed a new teacher evaluation process. It began with each teacher grading his or herself on several characteristics based on rubric. It was exactly what Marzano suggested. It is so incredibly important to do this and be honest about it. Like Dr. Phil says, “you can't change what you don't acknowledge”. From that scale, we chose two areas in which we wanted to improve. It was very similar to Marzano's except that we had to develop our own teacher and student evidence. Marzano's list was much more helpful. What I noticed between

On most of the scales, I scored a 2 or 3, which is okay with me. There are some areas that I could be better at monitoring the success of a strategy. I think that is where many of us fail. We utilize a new strategy because it is researched based so therefore it must be effective. However, everything doesn't work for everybody. I definitely need to remind myself to monitor the strategy while I am monitoring the student. There were also two areas that caught my interest, one in which I scored myself very high and the other very low. I gave myself a 4 (innovating) for “The teacher uses academic games nd inconsequential competition to maintain student engagement”. This is perhaps my favorite way to keep students “with me” during a lesson. We of course play Jeopardy and the millionaire games online, but I also incorporate “old school” games. We play musical chairs where you can stay in by answering a question. We shoot baskets in teams for review points. It is easy to tell that they are engaged, but I need to go a step farther. Based on the suggested student evidence for this scale, I will be sure to include some type of exit slip. Again, I need to monitor the strategy.

An area that I gave myself a one was in “Teacher provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance relative to the learning goal”. I always begin the lesson with discussion surrounding the learning objective. I refer to it often during the unit but it is not posted. I have been in other rooms in which they are posted but have not done so myself. Again, I get in my own way with that. I don't have the space to do so, but it is important that students are reminded not just from me, but see what they are supposed to learn. This helps them take ownership too. This is also true in the use of rubrics. I use them, but the students only see them at assessment time. I should be more conscience in sharing those with them in the beginning along with the objective. This, too, gives them the opportunity to monitor their understanding.