Classroom management can be one of the more varied methodologies that high school teachers can share, outside of subject area. During my studies as a student teacher which included theoretical classwork and classroom application have helped me at least gather some of more likely approaches to guiding my classes. Without getting to far into my theoretical studies, there were some management models that I would never see myself utilizing. on the other hand, there are a series of different classroom management plans that i can see adapting to my own uses.
A couple tings will dictate which approach I may take and certain highlights of each method will show through for my students. The first key factor to be able to apply appropriate discipline for me is fairness. First, does every student get equitable treatment and unbiased judgment. The second concern is to what extent will and can i tolerate certain behavior to the extent that the time will correspond to the crime.
Other factors will weigh heavily on my decision making: the student, the class, and the school. Any discipline plan should and must align with the school's rules. Furthermore each student and whole class will have different personalities and therefore needs to be treated as an individual situation and reacted to as such.
I have seen many various classroom strategies in many grade levels and schools. Your strategies will also reflect the person that you are as well. Don't try to become someone that you are not and your students will be able to appreciate your needs as an instructor, at least most of the time.
Sunday, May 27, 2012
Online Learning?
I recall being asked what the purpose of school is and actually having a fairly drawn out explanation for the question. Although there is significant amount of research and a multitude of great thinkers have classified each of these purposes. I found out what i believed when I concluded a prerequisite course for my credential program. At that time, and up until now, I believe that school is the laboratory for adult life both academically, politically, developmentally and socially. As mentioned in previous posts, public school is supposed to create successful contributors to a democratic society.
I will focus on certain trends that I have been started such as the free online classroom. During the course of the previous year I, as a student, was subjected to a paradigm shift toward a "flipped" classroom. The essential view is that all school work is completed during the student's time away from campus but has weekly access to their instructors for assistance. There is a significant reliance on student collaboration and creativity, therefore, could be a beneficial change to education. Since then I have seen other whisperings and some programs that have taken that idea to the next level.
There is a resource that is online instruction of classroom materials completed through video. From this site you can load particular subjects and lesson based on need and availability. It can be concluded that this would be a middle ground and would assist the flipped model, or something like it.
While commuting to my student teaching assignment a few weeks ago I overheard a commercial for a public high school that is almost entirely online. It seemed that there are structure social activities throughout the year.
I do agree that increasing the online exposure and the stress on collaboration and creativity are tremendous benefits and economically a shift toward online will save money but I question the rationale of removing classrooms. I believe that high school should mimic adult life at some level and therefore the students should be in personal contact for many hours each day.
Somewhere in the combination of these principles that may improve American education.
I will focus on certain trends that I have been started such as the free online classroom. During the course of the previous year I, as a student, was subjected to a paradigm shift toward a "flipped" classroom. The essential view is that all school work is completed during the student's time away from campus but has weekly access to their instructors for assistance. There is a significant reliance on student collaboration and creativity, therefore, could be a beneficial change to education. Since then I have seen other whisperings and some programs that have taken that idea to the next level.
There is a resource that is online instruction of classroom materials completed through video. From this site you can load particular subjects and lesson based on need and availability. It can be concluded that this would be a middle ground and would assist the flipped model, or something like it.
While commuting to my student teaching assignment a few weeks ago I overheard a commercial for a public high school that is almost entirely online. It seemed that there are structure social activities throughout the year.
I do agree that increasing the online exposure and the stress on collaboration and creativity are tremendous benefits and economically a shift toward online will save money but I question the rationale of removing classrooms. I believe that high school should mimic adult life at some level and therefore the students should be in personal contact for many hours each day.
Somewhere in the combination of these principles that may improve American education.
Thursday, May 24, 2012
The Purpose of School
I believe that the purpose of public education is to produce successful and productive members of a democratic society. This is the theory that I carried into my first student teaching experience which was established in the crucible of my School of Education prerequisites. Throughout the previous year, this theory was applied to both of my clinical practice experiences. It seems fated that my first assignment was a continuation school but each of my student teaching experiences strengthened my view on what is the purpose of school. However, what the "productive member of society" is and what a "public school" was classified as did significantly change.
I still believe that public school is a right to be given to each citizen but the parameters of these things can be utilized differently. My focus of these issues will be the public high school and the question of where the students are expected to be at the conclusion of study. I originally believed that every high school student was expected to enroll in college because it reflected my own experiences as a student and my reflection of the standardized curriculum. With the current model "non academic" oriented students are subjected to the same material that college bound students are receiving. Although I believe that this material should be given and offered to all students for the sake of equity, there should be alternative studies and or ROP/trade school offered as well. In the various conversations I have had with other professionals it was seen that this view is similar to the "European model".
In my reflection, some of my students are generally disinterested in some of the subject material offered as part of the standardized "college" curriculum. On the other hand, my current school site offers an expanded program for ROP Criminal Justice, Heath Academy (students get hands on medical training in high school!!), and MCJROTC to name a few and therefore the students are given more choices in their education. With these expanded choices there can be more motivation to succeed. Why not expand these options further?
I am aware that this means a significant overhaul in a educational systems that is gasping for breath in economic hardship but everything starts somewhere.
I still believe that public school is a right to be given to each citizen but the parameters of these things can be utilized differently. My focus of these issues will be the public high school and the question of where the students are expected to be at the conclusion of study. I originally believed that every high school student was expected to enroll in college because it reflected my own experiences as a student and my reflection of the standardized curriculum. With the current model "non academic" oriented students are subjected to the same material that college bound students are receiving. Although I believe that this material should be given and offered to all students for the sake of equity, there should be alternative studies and or ROP/trade school offered as well. In the various conversations I have had with other professionals it was seen that this view is similar to the "European model".
In my reflection, some of my students are generally disinterested in some of the subject material offered as part of the standardized "college" curriculum. On the other hand, my current school site offers an expanded program for ROP Criminal Justice, Heath Academy (students get hands on medical training in high school!!), and MCJROTC to name a few and therefore the students are given more choices in their education. With these expanded choices there can be more motivation to succeed. Why not expand these options further?
I am aware that this means a significant overhaul in a educational systems that is gasping for breath in economic hardship but everything starts somewhere.
The CST.. A Few Thoughts
I would first like to point out that I believe in having some kind of standard educational benchmark in order to ensure quality education for all citizens is very necessary. NCLB and the current system of standardized testing, while far from perfect, is still doing some important work on behalf of examining our public school system. In California, the CST (California Standardized Test) has brought the spotlight on groups of students that have been overlooked and or otherwise inequitably treated. This is just a reflection of some areas that can be improved on, however, with the onset of "Common Core" standards there may be little need for these observations.
During my current assignment for my teaching candidate placement (student teaching) I was able to see many different perspectives of this testing. During the course of four days the students at my school are subjected to just shy of four hours of testing each day and then expected to attend class for the duration of each day. My first concern is that these students are slammed by so much undiluted testing in such a short period of time. If the tests were not able to be altered than maybe shorten each period of testing and have the CST go for eight days. While administering these test sessions it became clear that by Friday the students were burnt out and were not able to give their full effort to the testing. In that case how can we get sufficient evidence of learning on those tests.
During this testing week, during my prep periods, I volunteered to assist the administration staff with the processing of the test/answer sheet bins. Due to the sensitive nature of the testing there was a very specific way that the materials must be handled and there was simply too few staff to efficiently handle the process. It seemed to be unnecessarily strict and classified, having to sign affidavit etc, that valuable resources are wasted on testing that should not be so top secret. I am well aware that these protocols are in place to guarantee quality results but is it really that necessary?
Considering the "high stakes" nature of the testing I believe that there is abundant undue stress placed on the staff and students.
During my current assignment for my teaching candidate placement (student teaching) I was able to see many different perspectives of this testing. During the course of four days the students at my school are subjected to just shy of four hours of testing each day and then expected to attend class for the duration of each day. My first concern is that these students are slammed by so much undiluted testing in such a short period of time. If the tests were not able to be altered than maybe shorten each period of testing and have the CST go for eight days. While administering these test sessions it became clear that by Friday the students were burnt out and were not able to give their full effort to the testing. In that case how can we get sufficient evidence of learning on those tests.
During this testing week, during my prep periods, I volunteered to assist the administration staff with the processing of the test/answer sheet bins. Due to the sensitive nature of the testing there was a very specific way that the materials must be handled and there was simply too few staff to efficiently handle the process. It seemed to be unnecessarily strict and classified, having to sign affidavit etc, that valuable resources are wasted on testing that should not be so top secret. I am well aware that these protocols are in place to guarantee quality results but is it really that necessary?
Considering the "high stakes" nature of the testing I believe that there is abundant undue stress placed on the staff and students.
Friday, May 11, 2012
A Brave New World
I have recently viewed a Youtube clip featuring a lecture presentation from Mike Wesch during TEDxNYED. http://youtu.be/DwyCAtyNYHw
The topic of the presentation is new social media and its possible positive and or negative impact. The major comparison was the socially driven Internet and introducing literacy to a tribe in south east Asia. With the tribe, something such as literacy was able to affect negatively a vast majority of the culture. Long story short, the possible negative application of the new media (web 2.0) can end up producing a entirely new way to police and stifle human expression but the new media can also open up a whole new world of possibilities.
From his perspective as an educator, he showed a college classroom with stadium seating and four walls. His first reflection was on the walls themselves and what they have come to signify. With the walls of the classroom the most common questions that the students have are:
How many points is this worth?
Will this be on the test?
i.e. What is the minimum that i have to do to succeed, what are my limitations?
To correct this issue, Mr. Wesch assigns everyone in an anthropology class a position on the map and requires them to be an expert of that area. After research continues all students compile their results on a class Wiki site. In essence, the class gained more knowledge than the professor. I believe that this model is the truest example of "Guide on the side" and "Total student engagement".
This aspect of education will require a total overhaul of everything that i have come to expect from the educational system but will allow for education to remain flexible, or maybe finally become flexible, with technology.
In a time of standardized tests, this is a step in the opposite direction. But i believe that this sort of creative thinking will be required to fix the ailments of our educational system.
The topic of the presentation is new social media and its possible positive and or negative impact. The major comparison was the socially driven Internet and introducing literacy to a tribe in south east Asia. With the tribe, something such as literacy was able to affect negatively a vast majority of the culture. Long story short, the possible negative application of the new media (web 2.0) can end up producing a entirely new way to police and stifle human expression but the new media can also open up a whole new world of possibilities.
From his perspective as an educator, he showed a college classroom with stadium seating and four walls. His first reflection was on the walls themselves and what they have come to signify. With the walls of the classroom the most common questions that the students have are:
How many points is this worth?
Will this be on the test?
i.e. What is the minimum that i have to do to succeed, what are my limitations?
To correct this issue, Mr. Wesch assigns everyone in an anthropology class a position on the map and requires them to be an expert of that area. After research continues all students compile their results on a class Wiki site. In essence, the class gained more knowledge than the professor. I believe that this model is the truest example of "Guide on the side" and "Total student engagement".
This aspect of education will require a total overhaul of everything that i have come to expect from the educational system but will allow for education to remain flexible, or maybe finally become flexible, with technology.
In a time of standardized tests, this is a step in the opposite direction. But i believe that this sort of creative thinking will be required to fix the ailments of our educational system.
A Blog About Blogging
I was reflecting on my experiences with collaborative sites that have been introduced to me during my teaching education such a Blogs, Twitter, Gouply, and Diigo. But, I am also looking back to the sites that i am used to such as Facebook and Google. During my undergraduate education I did not really collaborate electronically nor did I use social media sites until I was a senior. At that time websites such as Youtube, Myspace, and Facebook didn't really seem to have a purpose outside of wasting time. Now, I can see the limitless possibilities of how these online sources can be used to collaborate among peers.
While reflecting on the metamorphosis of my thinking, I can draw significant parallels to my experiences when the Internet was a brand new concept. During the summer of 1995 AOL was mailing cd-roms with 50 free hours of Internet and dial up was the only option to jump online. The speed was slow and fairly inconvenient to implement (it used a phone line). During that period I saw the Internet as a place for electronic research and chat rooms. What else could it be used for? Clearly a whole new world opened up and the only limitation is the creativity of the people.
When first presented with educational assignments on the Web 2.0 platform I was significantly hesitant and the student work I produced while fulfilling the technology prerequisites were timid on its best day. The first major project that would be "shared with the world" was a instructional video that was to be published on Youtube. It was a group project and I did publish it, however, it is set to extreme privacy. I was, and still am, having trouble sharing my reflections with the rest of the world. I guess there is a part of me that assumes that I actually have nothing new or exciting to share.
One of the requirements in my credentialing program is to use Web 2.0 tools to create a professional learning network. So, I had to dust off Blogger (the one in which you're reading) and begin to learn about Twitter, and more specifically the educational chats and the Cybrary Man. It was a requirement to take part in these live streaming Tweet Chats that are based on the interested party (such as #edchat) and the topic. At first the vast majority of my Tweeting experience was ReTweeting ideas that others posted. It wasn't till this weeks discussion of Common Core Standards that I jumped in and started contributing to the feed. For the first time another professional retweeted something i posted and the list of followers started to grow significantly.
Cyrary Man has the list of educational chats, hash tags and times at http://cybraryman.com/chats.html
While reflecting on the metamorphosis of my thinking, I can draw significant parallels to my experiences when the Internet was a brand new concept. During the summer of 1995 AOL was mailing cd-roms with 50 free hours of Internet and dial up was the only option to jump online. The speed was slow and fairly inconvenient to implement (it used a phone line). During that period I saw the Internet as a place for electronic research and chat rooms. What else could it be used for? Clearly a whole new world opened up and the only limitation is the creativity of the people.
When first presented with educational assignments on the Web 2.0 platform I was significantly hesitant and the student work I produced while fulfilling the technology prerequisites were timid on its best day. The first major project that would be "shared with the world" was a instructional video that was to be published on Youtube. It was a group project and I did publish it, however, it is set to extreme privacy. I was, and still am, having trouble sharing my reflections with the rest of the world. I guess there is a part of me that assumes that I actually have nothing new or exciting to share.
One of the requirements in my credentialing program is to use Web 2.0 tools to create a professional learning network. So, I had to dust off Blogger (the one in which you're reading) and begin to learn about Twitter, and more specifically the educational chats and the Cybrary Man. It was a requirement to take part in these live streaming Tweet Chats that are based on the interested party (such as #edchat) and the topic. At first the vast majority of my Tweeting experience was ReTweeting ideas that others posted. It wasn't till this weeks discussion of Common Core Standards that I jumped in and started contributing to the feed. For the first time another professional retweeted something i posted and the list of followers started to grow significantly.
Cyrary Man has the list of educational chats, hash tags and times at http://cybraryman.com/chats.html
Wednesday, May 9, 2012
Ipads in schools
I have been fortunate enough to experience something that might have been absurd a few years ago, an Ipad classroom. Two schools in North County San Diego have implemented an Ipad program in their math and science classes. Oceanside High School has placed Ipads in the hands of their Physics and Chemistry classes while El Camino High School has done the same for math students. This step toward a classroom with out boarders has opened the door for a brand new way to apply education and authentic instructor for 21st century learners.
My entire Cohort of single subject teaching candidates was invited to see a demonstration of these tools and offered a glimpse of the possibilities. I was also able to observe Chemistry, Honors Chemistry, Physics and AP Physics during my teaching candidate assignment at Oceanside High School. I have seen a series of different instructors and their approach to Ipads.
Some of the highlights that i have already seen implemented by the team of instructors include:
-Students responsibility for learning
-Better organization for teachers and students
-Access to information via Internet and databases
-Instantaneous feedback and assessment of material
-Programs such as Evernote that will keep your notes "in the cloud"
To be more specific, with programs similar to Evernote, a student can take electronic note that will be saved online and can be accessed from anywhere. Throughout the students academic career these notes can be used up to and through higher education classes. Another key benefit to this program will be the instantaneous feedback and assessment. During instruction, quizzes, exams, and projects the teacher can see how each student is mastering the material through the teacher's "master Ipad".
The only limitations to the application of computers, tablets, laptops etc will be the creativity of the programmers of such devices. Although the preparation of such a classroom will be taxing on the instructor to start off, there will be tenfold returns in student achievement.
My entire Cohort of single subject teaching candidates was invited to see a demonstration of these tools and offered a glimpse of the possibilities. I was also able to observe Chemistry, Honors Chemistry, Physics and AP Physics during my teaching candidate assignment at Oceanside High School. I have seen a series of different instructors and their approach to Ipads.
Some of the highlights that i have already seen implemented by the team of instructors include:
-Students responsibility for learning
-Better organization for teachers and students
-Access to information via Internet and databases
-Instantaneous feedback and assessment of material
-Programs such as Evernote that will keep your notes "in the cloud"
To be more specific, with programs similar to Evernote, a student can take electronic note that will be saved online and can be accessed from anywhere. Throughout the students academic career these notes can be used up to and through higher education classes. Another key benefit to this program will be the instantaneous feedback and assessment. During instruction, quizzes, exams, and projects the teacher can see how each student is mastering the material through the teacher's "master Ipad".
The only limitations to the application of computers, tablets, laptops etc will be the creativity of the programmers of such devices. Although the preparation of such a classroom will be taxing on the instructor to start off, there will be tenfold returns in student achievement.
Tuesday, May 8, 2012
#edchat... Little fish, big pond
Today I once again truly appreciate my Hootsuite app on my home computer. The topic for today's #edchat discussion was the Common Core standards and teacher creativity. There was a lot to be learned from many different instructors/thinkers/visionaries on this topic. If you asked me prior to this observation I would have assumed there would be a simple split between the pros and the cons based on allowed teacher creativity and flexibility. There was some very good arguments that supported the CC and teacher creativity in the same perspective. To be honest I am not quite sure how I feel after taking part in the discussion.
To describe my experience, I felt like a very small voice in a very crowded room. Not to say that i was being ignored but more so the stream of multiple conversations was so vast i was not even sure anyone noticed my comments. Once I would respond to a statement or ask a question, there would be 30+ new messages on the thread (saved thanks to Hootsuite). I do believe that i was able to make genuine connections and contributions to the greater whole and as with other topics, walked away following, and being followed by, more great minds.
It is an interesting feeling knowing how many more people know so much more than you do. It is akin to being a small fish in a giant pond, however, in this pond everyone in vegan. There is so much to learn and so many practices to try out but as a new teacher it would be weird (possibly naive) not to feel this way.
To describe my experience, I felt like a very small voice in a very crowded room. Not to say that i was being ignored but more so the stream of multiple conversations was so vast i was not even sure anyone noticed my comments. Once I would respond to a statement or ask a question, there would be 30+ new messages on the thread (saved thanks to Hootsuite). I do believe that i was able to make genuine connections and contributions to the greater whole and as with other topics, walked away following, and being followed by, more great minds.
It is an interesting feeling knowing how many more people know so much more than you do. It is akin to being a small fish in a giant pond, however, in this pond everyone in vegan. There is so much to learn and so many practices to try out but as a new teacher it would be weird (possibly naive) not to feel this way.
Are grades Needed?
I have recently seen clips of a Daniel Pink, author of A Whole New Mind, interview (http://youtu.be/dE6aUCauhUg) in which he addresses the need for grades versus the actual measurement of success in a classroom. His example is that he took French for a six year period and received A's but he cannot communicate in french.
This author views that the traditional grading system in our schools has become outdated and poorly trains our youth to be successful adults. I agree with him. In my own experiences as a student, that took four years of Spanish, and as an educator I believe that there is a disconnect between learning and achieving high grades. Anyone can cram before a final exam and do well in a class but how much of that information did they learn, apply, etc. On the other hand I have learned a great deal from classes that i may have not scored well on the homework but could easily explain the concept to someone better than the highest grade in the class.
I believe that the purpose of a grade should be a reflection of a students advancement in class. Did they succeed or did they fail. The hard part to this method would be the application of higher education and the competition to be admitted (Not all students should get into MIT). I see this as only a temporary problem though, now that the online curriculum is being more readily adopted.
Another aspect that this brings up is the equity in education and the purpose of public schools as well. In short, not everyone gets into MIT but everyone is not going to be an engineer either. The purpose of public school and grading is to create well rounded, participating citizens in a democracy. So every school should offer the chance to achieve higher education but it should also appropriate trade and or ROP programs as well.
Back to the grading, I am not sure what should be done but I know it needs to change.
This author views that the traditional grading system in our schools has become outdated and poorly trains our youth to be successful adults. I agree with him. In my own experiences as a student, that took four years of Spanish, and as an educator I believe that there is a disconnect between learning and achieving high grades. Anyone can cram before a final exam and do well in a class but how much of that information did they learn, apply, etc. On the other hand I have learned a great deal from classes that i may have not scored well on the homework but could easily explain the concept to someone better than the highest grade in the class.
I believe that the purpose of a grade should be a reflection of a students advancement in class. Did they succeed or did they fail. The hard part to this method would be the application of higher education and the competition to be admitted (Not all students should get into MIT). I see this as only a temporary problem though, now that the online curriculum is being more readily adopted.
Another aspect that this brings up is the equity in education and the purpose of public schools as well. In short, not everyone gets into MIT but everyone is not going to be an engineer either. The purpose of public school and grading is to create well rounded, participating citizens in a democracy. So every school should offer the chance to achieve higher education but it should also appropriate trade and or ROP programs as well.
Back to the grading, I am not sure what should be done but I know it needs to change.
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