For my final reflection I kept with a technology that I know very well, PowerPoint.
As I was brainstorming and deciding on how to demonstrate this growth, I kept noticing that a lot of the growth was happening in my art room and the way the kids were thinking. And a good friend pointed out that the quality of student work was a great way to show that growth in both of us. So I showed growth in myself AND how the quality of their work has gotten better. This year has been small changes, but I am excited to have some time now to create a more meaningful curriculum for next year. All these changes take time. It will be interesting to look back in a year and see how much my artists and I have grown!
Here is the link to my PowerPoint through Google Drive. If it's not working for you please let me know and I can email you the PP :)
https://drive.google.com/file/d/0Bwv9QJeT0WL8enFlbUhDN0VoMjA/edit?usp=sharing
Here's hoping I figured out how to correctly share it!
Showing posts with label The Art of Reflective Teaching. Show all posts
Showing posts with label The Art of Reflective Teaching. Show all posts
Sunday, May 11, 2014
Post-Modern Portrait
Better late than never. I've been thinking and working on this for the past two weeks, just haven't finished the second part so I didn't want to post. However picture two will not be finished by the deadline so here it is, as is.
My portrait is 2 parts: the first is a photograph that include the final element of my creative process. the light bulb is created in Bristol paper, with sharpie, crayon and watercolor. Roughly 12 x 18. The second is my self portrait, 12 x 18 with sharpie.
This is how I create. A lot of my creating is due to an assignment or due to creating a lesson plan So my methods are based on how I have had to create for the last few years. I go to nature, others, quiet time for myself, I play piano, go for a drive, sit down and sketch, nose around on the internet, watch twister (again and again, watched it twice while working today). When I create I like to take some risks, one of my favorite ways of creating is watercolor because you never know how it will turn out. This may be an assigned creation but as always it felt good to create. I spent a lot of the creation time in my head, working/reworking the idea until I came to my light bulb. I like to create from a very literal stand point as demonstrated above and I will always make the kind of art that I identify most with... child like and fun :)
I decided to add this image as part of my portrait. Yes it is my "hero self" example for my 5th grade students, but in a big way it is me. I have not colored it in because I'm still debating on colored pencil or watercolor. This is how I hope my reflective practices will help me to be a better art teacher. "Artsy-Fartsy brings the joy of art to children around the world!" With continually reflecting, I can work to become Artsy-Fartsy!
Saturday, May 3, 2014
Week 12- Video Lesson 2
Pre-thinking for this lesson: This lesson will be with different students. I need to make sure that I keep this class engaged, but also under control. This class may be 5th grade instead of 2nd, but this particular class tends to have that same amount of energy and can get a bit out of control quickly. One of my goals was to be more open minded. This lesson continuing on our definition of hero is a great way to promote myself to be more open minded with my students thoughts but it is also a great way for me to promote them to be more open minded. Another one of my goals was to truly question what I am teaching and why? So this lesson I have been developing as I go- I have been allowing my students thoughts/needs/great ideas to guide this project to where they need it to be. So we shall see how I handle their ideas and how it propels our project J
Overview- 5th grade hero lesson extended. For this lesson I am asking them to brainstorm the idea of a hero. I have taught this lesson for three days and this is the 4th class. Each set of 2-3 students has their own paper, but then we end up creating one giant brainstorm web on the board that the whole class contributes to. The basic idea is that I want the kids to brainstorm and challenge their idea of a hero. We talk about hero vs. superhero, qualities of each, and I push them to record all questions that arise as they brain storm. The last three classes have left the art room excited and bubbling with ideas, they generated tons of relevant questions and have make my cup run over with happiness for where this lesson has the potential to go! They will eventually be creating a hero version of themselves.
http://popplet.com/app/#/1815391
Visit the web I have been working on for my kids- I have them a few things to start about 5 total bubbles, and they came up with the rest. This is so rich with thoughts and questions- They make me proud! This is from 4 different class brain storms.
Before watching myself- Well I felt as though the lesson didn’t go as well as the previous three classes. For one thing there was a big drama filled girl fight in the beginning (ah, 5th grade girls and stress) and then I used an analogy that made some of them roll their eyes, some listen, and some laugh- something along the lines of jumping into an art ocean! I don’t know where it came from, but I’m sure it will be interesting to watch.
While watching:
My presentation of our assignment went well, however I can tell this is day 4 of teaching it, I am leaving some parts out and I eventually get to it later in my teaching.
Wow the girl drama thing took me away from the whole class for several minutes.
“Imagine an ocean- so some of you are playing in the shallow end of the ocean right now-The art ocean is much safer than the ocean ocean-In the art ocean of ideas it is totally cool to get swept away by a current, because nothing terrible happens to you, in fact it just makes your brain grow more wrinkles. But the thing that I want you to think about is, if you are still standing on the shoreline just putting your toe into this idea it is not going to work, I need you to jump headlong into the ocean of this idea in a serious way. Some people have already posed some great questions” I go on to list all of the questions and discuss what I have been talking to some tables about.
Later I am trying to get them to be polite with one another and I say “You cannot throw spears and star fish at your neighbor when you don’t agree with them. So I need you to be good children and play in the ocean together. It is okay to respectfully disagree, be okay with having different opinions.” This is when I decide to let them change groups and I say “Find a group that can help you dive into your ocean of ideas”
So I’m not sure what generated this need for an art ocean analogy but it kind of worked.
Overall I am pretty happy with how this lesson is going- this class ran into a few problems, mainly dealing with personality clashes, but overall they still generated great ideas and questions pertaining to heroes. Being able to actually watch the things you say and do in detail is a great tool. Many times we work so quickly that I can’t remember ½ of what we said or did by the next day. I have been pleasantly surprised by how involved in the ideas my students have been. I think I was able to create a better engaged project for this group than the previously videoed group and it made a difference. I am glad to see that these deeper and more engaged projects are working out well and that my students are more than capable of thinking deeply J I also feel like I did a good job of trying to stay more open minded with my students- there were many “out there” kinds of thoughts and some I personally didn’t agree with, but because I allowed them to keep challenging the ideas without me putting in my 2 cents, it was amazing how heated it got. Sometimes I forget to step back and say nothing, because far too often in the elementary, they feel that if they teacher gives their opinion, than it’s the final say, rather than respectfully challenging my idea.
Sunday, April 20, 2014
Week 11- Questions part two
Detailed
description of, and reflections on the actual lesson you did with students. How
did it go? What did you learn? What would you do differently? WHY did it work
or not work? Be your own inner annoying child. Record your questions with your
response. Compare and contrast with your pre-thinking. * For those of you with
non-traditional classrooms, contact me with thoughts on alternatives.
The actual lesson went as it would with the thoughts of who I was questioning in mind... great with some and others not playing along with me. My first and second class seem to enjoy it the most, but by the time Thursday came around, they were not on board. I had them standing in a circle (yeah truth circle) to see each other, and I also said that I would be joining in the questioning as well- Chapter 5 made a point that didn't stick enough with me- But then last week Karen reminded me that we have to show our students that we are willing to be vulnerable with them (Thank you Karen J ). As I prompted the questions I noticed exactly what every teacher hopes for- many started looking around the room and connecting with others based on what they had in common. I also noticed the typically eye rolling at some questions or at their peers responses. But if I was going to build this sense of community for our Hero unit- we would need to see how each other feel. Here are my questions and the observations I took- as well as a few added questions that came as we worked:
The actual lesson went as it would with the thoughts of who I was questioning in mind... great with some and others not playing along with me. My first and second class seem to enjoy it the most, but by the time Thursday came around, they were not on board. I had them standing in a circle (yeah truth circle) to see each other, and I also said that I would be joining in the questioning as well- Chapter 5 made a point that didn't stick enough with me- But then last week Karen reminded me that we have to show our students that we are willing to be vulnerable with them (Thank you Karen J ). As I prompted the questions I noticed exactly what every teacher hopes for- many started looking around the room and connecting with others based on what they had in common. I also noticed the typically eye rolling at some questions or at their peers responses. But if I was going to build this sense of community for our Hero unit- we would need to see how each other feel. Here are my questions and the observations I took- as well as a few added questions that came as we worked:
1. How many of you enjoy school? As the week went on, less hands were raised
(Map testing)
2. How many of you enjoy spending
time with your friends? All hands went up
on this one and lots of giggles.
3. New
Question- How many of you like getting to meet new people? About 50% of the
class seemed to like this idea.
4. How many of you think school
is hard? Some hands went up and this is
the one where they were looking around to see others and judging one another as
they answered.
5. How many of you think MAP
testing is hard? Again with their
judgments- only about 1/3 of the class would raise their hands- but many of
them were commenting that “it’s not hard, I just don’t like it”
6. New
Question- We did the thumb gage on this one. Show me by thumbs- Up you like MAP
Testing (1 or 2 in each class). Thumbs to the middle- MAP testing is okay (6-8
in the beginning of the week). Thumbs down- you don’t like MAP testing (this
portion got bigger as the week went on).
7. How many of you are worried
about middle school next year? Most
raised their hand for this one- and those who didn’t simply showed the answer
on their face and their peers recognized they were all a little nervous.
8. How many of you want to take
art/choir/band/drama next year? J Almost all raised their hands- many smiled at me and said they were
taking art!
9. How many of you like living in
our community of Blue Springs? Almost all
10. How many of you like the
neighborhood you live in? Only 1-2 didn’t
raise their hands for this one and many were connecting with those who lived in
their neighborhood.
11. How many of you can think of
something you would like to change about Blue Springs? This question I allowed to settle- asked the kids not to answer until I
said to. Many did raise their hands-but with comments like we need a candy
store or toy store.
12. How many of you think there
are problems in Blue Springs? I also made
them wait to answer this one- and I posed this thought after day 1 “Not just we
don’t have the store I want, but for example we don’t have a cross walk for me
to safely walk across 7 hwy (small town hwy but we don’t have this for our
neighborhood)-As they thought(aloud to help them generate ideas) more heads
were nodding- when we took our vote about 80% raised their hands.
13. How many of you think that YOU
could help with solutions to make your community better? This one was sad (and why I wanted to develop this unit to begin with)Only
about 50-60% of each class thought they could do something to help.
14. How many of you think would
like to help your community to be a better place? Almost all hands went up for this- and immediately they started talking
about ways to make some of those changes- usually involving money.
15. How many of you can think of a
hero? All raised their hands- most were
saying names of movie heroes.
16. How many of you can think of a
hero from Blue Springs? They had to think
about this one and only about 30% were raising their hands.
Overall it went pretty well, but I wonder what it would have
been like if I could have done this: Give each student a clicker and they get
to anonymously vote and their responses would show on the board immediately in
the form of a graph. Would this have allowed them to be more honest sometimes? Of
would this have taken away the connections and empathy that seemed to develop
in our lesson? Next time I would like to try this with a class and see if it
makes a difference. I learned that it is really hard for my kids to be
vulnerable with one another at this age- they are really starting to outwardly
judge on another and make more decisions based on the ideas and opinions of
their peers. The part that did work was being able to make that connection-
maybe not for everyone, but there were many who were able to make a connection
with someone else on an answer and seemed genuinely surprised by it- Image if I
did this all the time- would they be more willing to be honest almost from a
truth circle kind of idea, or would it wear off and they would get sick of
doing it this way?
Week 10- Questions, questions, questions!
Chapter 3- Loving the Questions
The questioning chapter- The first thing I appreciated about this chapter was the different ideas/thought processes that it helped me to develop when thinking about the idea of questions. I think at times we are all guilty of wanting to take the easy road so we either give a student the answer, or we give them the juicy questions, Rather than allowing them to come to those questions and answers on their own. Combining this chapter and some ideas I got at Nationals, I planned a whole unit for my 5th graders. My gears have been turning for weeks, but I've just now been able to get the progress recorded here.
"Imagine how it would be if your students' interests and burning questions determined the vector of teaching and learning in your classroom and if your job as teacher were primarily to create a curricula that grew out of the questions arising in the learners who joined you each day." (Stuchul & Uhl P53) This statement hit home because we kept toying with this idea of heroes/super heroes while my student teacher was with me, and many students overheard and became very excited. So I decided let’s run with this thing they are so energetic about and make it meaningful- We are going out with a bang! I also feel like this statement will be driving a lot of my curriculum next year- and this idea of questioning and exploration lines right up with our new standards :) They also talk about the idea of trusting our students in have this natural curiosity, and to be deep thinkers (This paid off more than I could possibly have imagined- see week 11 & 12).
"A well framed question can unlock mystery." (Stuchul & Uhl P56) This is a great reminder for me personally. I think of those times when someone has posed just the right question and it totally sent my brain wondering in a great way. Creating really deep questions and answering them is not my forte, in fact that is why I have a tendency to shy away from this idea sometimes. But this chapter helped me to bring more light to my own insecurities as well as abilities- and to know that they are developing.
I love this idea of questions to create community (reminds me of the scene in Freedom Writers when she is creating this sense of community and empathy with her questions!) This is what I used for my lesson.
2. Pre thinking on lesson with “why questioning” Share a roughly outlined lesson plan, add a descriptive narrative. It might be interesting to interview yourself with why questions (record it) and transcribe it…. However you accomplish this, make sure you're reflecting deeply on the process.
My pre-thinking for my lesson was generated from this idea that I wanted my students to really think deeply about this idea of a hero- knowing they would be challenging each other, I knew we needed to create a sense of community and respect for one another. Please keep in mind these are 5th graders during MAP testing, spring fever, full moon, hormones are setting in, and it’s a class combined with another ¼ of a class- so they are together for specials class- but not during teamwork/brainstorming in the classroom.
Questions that I originally wanted to pose:
1. How many of you enjoy school?
2. How many of you enjoy spending
time with your friends?
3. How many of you think school
is hard?
4. How many of you think MAP
testing is hard?
5. How many of you are worried
about middle school next year?
6. How many of you want to take
art/choir/band/drama next year? J
7. How many of you like living in
our community of Blue Springs?
8. How many of you like the
neighborhood you live in?
9. How many of you can think of
something you would like to change about Blue Springs?
10. How many of you think there
are problems in Blue Springs?
11. How many of you think would
like to help your community to be a better place?
12. How many of you think that you
could help with solutions to make your community better?
13. How many of you can think of a
hero?
14. How many of you can think of a
hero from Blue Springs?
Knowing that their
answers would guide me, I brought this list to school and we played our question
game! Questions for Amy- my question doesn’t relate to the class- but it relates to you and how you teach, so answer if you want.
I prompt this question because I am always remembering watching you explore those oil paint sticks last year- I was mesmerized watching you jump in with no fear, worry, and no preplan, just raw discovery. You are extremely comfortable with letting go and allowing things to happen in your art and your thought process. And from what I’ve seen with your students, big and small J you work really hard to promote this questioning exploring environment. In that environment there are a lot of unknowns. So: How as a teacher do you become more comfortable with the unknown for our students and their work And how do you help them become more comfortable with this?
Saturday, April 12, 2014
Week 9
1. Consider the word
“teacher” We, as does the public, have many ideas surrounding this title.
Imagine dropping the title “teacher”…. What lies beyond the title?
What lies beyond the title of "teacher?" Well at first when I dropped the title, a lot of other titles came to mind like: parent, care giver, facilitator, inspirer. But when consider the title is gone, we still have the same job, but can we then do it without the judgments that seem to come with this label, like those labels talked about in the book. I can help to engage my kids in creative learning, helping them get past what everyone else says about them and their art so that as one of my fifth graders expressed in the last two weeks, “ this is the only place I can be myself besides home, the only class I can really let my inner Lindsey shine.” (Tear, proud teacher moment) Not just are we “teachers” when we are teachers are everything that our students need us to be and more, which means we wear more hats than the mad hatter!
I found myself making a huge connection with the idea of labels and the connotations that can come with those labels. About a month ago I was honored with a label, and since then I have been constantly considering the judgments that come upon every action I make because of that label. I also have had others cast those judgments upon me, based on that label. This has been a great honor, yet it has also caused many sleepless nights, insane amounts of undue stress, and conveniently a lot of extra work. I have been bending over backwards for the past month to make sure I am filling those shoes that that label gave me- in all reality those shoes are different based upon those who wear them. This chapter allowed me to have a small slice of peace of mind that it doesn't matter the label, I need to keep doing exactly what I've been doing (not worrying about others perceptions and judgments) because that is what earned me that honorable label. And whatever happens… happens. As some might say it's time "to let go, and let God."
This particular part of the book spoke to me in different ways, "Not only do labels limit how we see others; they can profoundly affect how we see ourselves.” And this will be shrined on my mirror at home and on my desk at work… now to help my students see and understand this.
2. Contemplate deeply the idea of truth speaking. Reflect on your classrooms and your relationships with your students… How and where is truth speaking present?
At first I was giggling about the idea of truth speaking the first time I read that passage, (imagining that movie with Jennifer Anniston and Paul Rudd in that movie where they go to the hippie commune and have the truth circle) but then as I really started contemplating this idea of speaking the truth it seemed so refreshing. “Truth speaking is particularly difficult because we have been conditioned to believe that we must dilute our personal truth in order to be accepted by others.” This is exactly why I personally behave the way I do in front of certain people. Over time I have found a few handfuls of people that I feel okay to truly be myself and that I also can speak my mind with the knowledge that there will be no judgments placed upon me (my number 1- would be my Mom). I hope that I can create this environment with my students. Lindsey is a great example of a student that can embrace the idea of truth speaking- But in all honesty I think it all has to do with the teachers attitude. Because If I the “teacher” whom she and others consider the adult in charge as well as a small group of peers can accept her for what she is, she is pleased. So it starts with us, to show that example. I know there are many that have felt that comfort in my room, but I’m sure that I need to work on the students who don’t feel this way- discover what it is about me that doesn’t fully allow them this ability to truth speak and make some changes to make them feel more comfortable and accepted. Now I’m questioning what exactly has to be done to create an environment where all our students feel comfortable enough to speak their truth? Something that I believe will take time to develop- just like trust and respect- but that will also be constantly changing with each generation of kids to walk in my door. As I’m mulling over this idea of where and when is it present in my room- I’m keep thinking where it needs more room to be present- Duh Schotte, in the most important place of all, their ART! This is exactly why I’m striving so hard to create an environment and projects that are truly meaningful to each individual student.
On a side note, as I was thinking of truth speaking, I kept thinking about my father and how much I admire the fact that he will speak his mind and what he knows to be true no matter what someone else says to him or about him. However this man I admire I also think helped me to understand why I strive so hard for greatness with my craft/students/and field in general. He may seem immune (especially on FB- he is a political commenter/researcher) to what others judgments are of him, but when it comes to his true passion in life he is not immune to their judgments and the effect it has on him. That one needs more stewing… more research…and more discussion with him!
3. Thinking back through all the reading and reflecting to date, write a personal classroom mission statement. Something you could put up in your room. After you come up with this statement, share it on your blog and talk (truth speak) a little bit about how you arrived at this statement:
It is hard not to make a personal mission statement like the one share in the book, plain and simple, and so very much meaning packed into one word “Nameste”
LFE Art Room Mission Statement: (this statement has been set forth by Mrs. Schotte and still needs the addition of ideas from our LFE Artist Community)
As a Leopard Artist I promise to be cooperative, respectful, and responsible.
This statement fits in with our LFE mission statement. But when truly broken down we can make it fit oh so well.
Cooperative- as artists we have to work together with our ideas and art.
Respectful- this is where the truth speaking idea comes to play. They need to be respectful and use the “listening filter” while also being respectful of idea from others and themselves.
Responsible- This one nicely covers the ideas of what they will be responsible for as an artist in our art room each and every day. Not just routines and clean-up/supplies but responsible for their ideas as well as comments.
This is going to be a part of the day 1 discussion for every class next year.
4. Reflect on some ways your consciousness about teaching has expanded since the start of this course and how does this relate to your goals? Do your goals need tweaking at this point? Restate them here (as they were or as they now are).
I’m not so sure I have really straight out committed to a goal(s)? I think it’s been more of a round about thing- so here goes:
As for how my consciousness has expanded…hmm, well:
I find myself questioning everything I do and teach, more than I ever thought I could. I also find myself striving to really reaching for those meaningful/powerful artistic moments for my kids and myself. Teaching is a draining job if you are in the wrong mindset. However when in the right mindset (as I feel I am coming back to in the last two weeks) you can truly be inspired and revived by your kids (themselves, their sense of humor, their art, and their Amazing innocent and honest thoughts). I have been working hard to always enjoy the beautiful little moments with them and find the silver lining in every challenging situation.
What lies beyond the title of "teacher?" Well at first when I dropped the title, a lot of other titles came to mind like: parent, care giver, facilitator, inspirer. But when consider the title is gone, we still have the same job, but can we then do it without the judgments that seem to come with this label, like those labels talked about in the book. I can help to engage my kids in creative learning, helping them get past what everyone else says about them and their art so that as one of my fifth graders expressed in the last two weeks, “ this is the only place I can be myself besides home, the only class I can really let my inner Lindsey shine.” (Tear, proud teacher moment) Not just are we “teachers” when we are teachers are everything that our students need us to be and more, which means we wear more hats than the mad hatter!
I found myself making a huge connection with the idea of labels and the connotations that can come with those labels. About a month ago I was honored with a label, and since then I have been constantly considering the judgments that come upon every action I make because of that label. I also have had others cast those judgments upon me, based on that label. This has been a great honor, yet it has also caused many sleepless nights, insane amounts of undue stress, and conveniently a lot of extra work. I have been bending over backwards for the past month to make sure I am filling those shoes that that label gave me- in all reality those shoes are different based upon those who wear them. This chapter allowed me to have a small slice of peace of mind that it doesn't matter the label, I need to keep doing exactly what I've been doing (not worrying about others perceptions and judgments) because that is what earned me that honorable label. And whatever happens… happens. As some might say it's time "to let go, and let God."
This particular part of the book spoke to me in different ways, "Not only do labels limit how we see others; they can profoundly affect how we see ourselves.” And this will be shrined on my mirror at home and on my desk at work… now to help my students see and understand this.
2. Contemplate deeply the idea of truth speaking. Reflect on your classrooms and your relationships with your students… How and where is truth speaking present?
At first I was giggling about the idea of truth speaking the first time I read that passage, (imagining that movie with Jennifer Anniston and Paul Rudd in that movie where they go to the hippie commune and have the truth circle) but then as I really started contemplating this idea of speaking the truth it seemed so refreshing. “Truth speaking is particularly difficult because we have been conditioned to believe that we must dilute our personal truth in order to be accepted by others.” This is exactly why I personally behave the way I do in front of certain people. Over time I have found a few handfuls of people that I feel okay to truly be myself and that I also can speak my mind with the knowledge that there will be no judgments placed upon me (my number 1- would be my Mom). I hope that I can create this environment with my students. Lindsey is a great example of a student that can embrace the idea of truth speaking- But in all honesty I think it all has to do with the teachers attitude. Because If I the “teacher” whom she and others consider the adult in charge as well as a small group of peers can accept her for what she is, she is pleased. So it starts with us, to show that example. I know there are many that have felt that comfort in my room, but I’m sure that I need to work on the students who don’t feel this way- discover what it is about me that doesn’t fully allow them this ability to truth speak and make some changes to make them feel more comfortable and accepted. Now I’m questioning what exactly has to be done to create an environment where all our students feel comfortable enough to speak their truth? Something that I believe will take time to develop- just like trust and respect- but that will also be constantly changing with each generation of kids to walk in my door. As I’m mulling over this idea of where and when is it present in my room- I’m keep thinking where it needs more room to be present- Duh Schotte, in the most important place of all, their ART! This is exactly why I’m striving so hard to create an environment and projects that are truly meaningful to each individual student.
On a side note, as I was thinking of truth speaking, I kept thinking about my father and how much I admire the fact that he will speak his mind and what he knows to be true no matter what someone else says to him or about him. However this man I admire I also think helped me to understand why I strive so hard for greatness with my craft/students/and field in general. He may seem immune (especially on FB- he is a political commenter/researcher) to what others judgments are of him, but when it comes to his true passion in life he is not immune to their judgments and the effect it has on him. That one needs more stewing… more research…and more discussion with him!
3. Thinking back through all the reading and reflecting to date, write a personal classroom mission statement. Something you could put up in your room. After you come up with this statement, share it on your blog and talk (truth speak) a little bit about how you arrived at this statement:
It is hard not to make a personal mission statement like the one share in the book, plain and simple, and so very much meaning packed into one word “Nameste”
LFE Art Room Mission Statement: (this statement has been set forth by Mrs. Schotte and still needs the addition of ideas from our LFE Artist Community)
As a Leopard Artist I promise to be cooperative, respectful, and responsible.
This statement fits in with our LFE mission statement. But when truly broken down we can make it fit oh so well.
Cooperative- as artists we have to work together with our ideas and art.
Respectful- this is where the truth speaking idea comes to play. They need to be respectful and use the “listening filter” while also being respectful of idea from others and themselves.
Responsible- This one nicely covers the ideas of what they will be responsible for as an artist in our art room each and every day. Not just routines and clean-up/supplies but responsible for their ideas as well as comments.
This is going to be a part of the day 1 discussion for every class next year.
4. Reflect on some ways your consciousness about teaching has expanded since the start of this course and how does this relate to your goals? Do your goals need tweaking at this point? Restate them here (as they were or as they now are).
I’m not so sure I have really straight out committed to a goal(s)? I think it’s been more of a round about thing- so here goes:
1. To creative a learning
environment that is meaningful to all artists that enter our community.
2.
(New
one) Create a thought process that helps me to prevent personal burn out and a
thought process that helps me to keep my kids as number 1 in everything I
strive for at LFE. (Sometimes it’s really hard to admit, but I struggle with
being too bogged down with other thoughts- and it can reflect poorly upon my teaching
and artists!)
As for how my consciousness has expanded…hmm, well:
I find myself questioning everything I do and teach, more than I ever thought I could. I also find myself striving to really reaching for those meaningful/powerful artistic moments for my kids and myself. Teaching is a draining job if you are in the wrong mindset. However when in the right mindset (as I feel I am coming back to in the last two weeks) you can truly be inspired and revived by your kids (themselves, their sense of humor, their art, and their Amazing innocent and honest thoughts). I have been working hard to always enjoy the beautiful little moments with them and find the silver lining in every challenging situation.
5.
Anything else that moved you in anyway.
Thank you Amy to introducing me to a book that will be forever read and reread throughout my career. It gave me truths that I needed to hear and be reminded me of the constant thing we always need to keep in perspective (which is also easier to lose sight of in a very busy teaching environment with many demands passed down to you from the powers to be) We are hear for one very specific reason… these kids we all love so much.
Thank you Amy to introducing me to a book that will be forever read and reread throughout my career. It gave me truths that I needed to hear and be reminded me of the constant thing we always need to keep in perspective (which is also easier to lose sight of in a very busy teaching environment with many demands passed down to you from the powers to be) We are hear for one very specific reason… these kids we all love so much.
Sunday, March 9, 2014
Week 6 TED Videos
Ken Robinson-
I have seen this video more times than I can count and each time new things stick out. I also have to watch it several times to process all of the information, it’s almost a bit of an overload. I was discussing this video with my student teacher and the things he remembered from it were drastically different than what I remembered. Which leads me to believe that we each take something different based on who we are and where we are in our lives. We take what sticks… a few major ideas stuck with me here: “College degree doesn’t promise a job, and especially if the route to it marginizes everything you believe”- this is one of those areas that has been true for me, luckily I was able to see it was happening, I hit the road and found the right universities for me J.
“We should be waking them up to what they have inside themselves.” I can’t even begin to count how many of my students are medicated. And how many of those are truly like zombies. I really love Ken’s point that we need to wake them up to what is inside themselves. I believe that is what we need places like the art room for. A safe haven for them to be themselves and discover what is inside themselves.
TED Talk Video- We are the stories we tell ourselves-
Shekhar Kapur
“We prepare too much we think too much, knowledge becomes a
weight upon wisdom. Because out of chaos I’m hoping some moment of truth will
come.” Get out of your mind create that panic. I’m still trying to understand
exactly why panic allows him freedom from his own mind. But this talk gave an
interesting perspective, I have seen many of these period of pieces and hadn’t
really thought about the story that the camera angle is trying to communicate.
I found this idea of story interesting, because a lot of times we use story in
our teachings and lesson, trying to create an experience for our students.
I have seen this video more times than I can count and each time new things stick out. I also have to watch it several times to process all of the information, it’s almost a bit of an overload. I was discussing this video with my student teacher and the things he remembered from it were drastically different than what I remembered. Which leads me to believe that we each take something different based on who we are and where we are in our lives. We take what sticks… a few major ideas stuck with me here: “College degree doesn’t promise a job, and especially if the route to it marginizes everything you believe”- this is one of those areas that has been true for me, luckily I was able to see it was happening, I hit the road and found the right universities for me J.
“We should be waking them up to what they have inside themselves.” I can’t even begin to count how many of my students are medicated. And how many of those are truly like zombies. I really love Ken’s point that we need to wake them up to what is inside themselves. I believe that is what we need places like the art room for. A safe haven for them to be themselves and discover what is inside themselves.
TED Talk Video- Teaching design for change- Emily Pilloton
Emily present an idea of how to incorporate teaching design
as a way to get students, involved in the community, get them excited about
their education, formulate some jobs, and show the community that the youth is
a valuable part of their education. It was interesting to hear her say the town
is “the brain drain where all of the most educated leave and never come back.”
I think being from a small town I understand what she is talking about. You
either are there for life, or you go to college learn great things and try to
get out. I love how she describes their work ethic, “Nobility in hands on dirt under
your fingernail type of work.” The learning landscape was very cool, we could
use that at our school. “Creating the conditions for which change is possible
and the incentive to want to make change!” this is something that all
communities need. Wow that sentence will be put on my sticky note wall at work-
reminding me that you have to make those good conditions for change- which is
super hard to do and hard to create that incentive as well.Week 6 Video Teaching Reflection
Reflection on my video of me teaching:
How do I feel the
lesson went prior to watching the film- Well considering I had already
tried to film myself teaching the previous 2 hours, but couldn’t figure out why
the camera kept shutting off while I was teaching. Well you know what they say,
3rd time was the charm- I figured out that my camera would only
record 20 minute segments. Overall I
felt that the lesson went as well as I could have expected. We had some noise
troubles and we were rushed at the end, but I felt like they were still engaged
in spite of their noise level. So we shall see…
How I feel the lesson
went after watching myself teach- The
first part here are my observation notes I took while watching my 50 minute
lesson - I like that since they came in
loud, I was followed them in and said “Oh, I asked you to come in quietly” and
they all got very quiet. Free sit craziness. Good demo. Loud working in the
start- high 5- lost quiet voice friends. 2nd warning about inside
voices- a lot of loud voices in this class and they all congregated around the
table closest to the camera. I like that I traveled around the room to work on
my page with them- worked as a classroom management technique. Warning to that
table of boys- probably should have gotten out the cups to help with volume. 3rd
warning about voices in about 15 minutes. Then if you are already done, thank
you for waiting quietly. Make the kids bring up the texture plates to keep
moving- kids coming up loud, I keep asking them to do it quietly. Video stops
and I don’t know it until after I have done another instruction segment. When
video comes back on they are much quieter, and I have given them a short time
limit so they are focused and working hard. I am pushing the kids more this
time- giving quick bits of direction or motivation every 30-45 seconds. I talk
a lot over the group. Walking around while cutting… great example Schotte! I
should go to the child to tell them something, not talk across my room like I
did with E. But my constant interruption
seems to be helping them get quieter to hear my direction. Give them more steps
of instruction- they are starting to get loud, Again I warn the whole class but
especially 3 and 4 tables. I can see two students quietly fighting over
something and immediately I’m over to their table getting involved. I make them
look through their pieces to see who has ones similar to the one they are
fighting over. I’m positive it matches the girls’ rectangles, not the boys’.
Then he yells right in my face about it. But I calming asking him not to yell,
I handled the situation very quietly between the three of us. And I ended up
keeping the piece so that there wouldn’t be a fight. Okay problem solved let’s do another demo and
transition. Now the boy is getting rude to his neighbor, I simply said, “It is
done, now you need to drop it, understand?”
On to the demo- I’m pleased with how many people I am catching looking elsewhere.
Ha without even looking up from my demo (I guess I could see him from the
corner of my eye) I said, “My friend who is jumping, please stop and move to a
place you can see… Nice. But later I must being doing a good job ignoring the
kid that is behind me, jumping up on my chair, now he is missing I guess behind
me on the floor. Maybe I need assigned spots during demo because I doubt he is
getting any of this. Then I only give them 5 minutes to glue. At this point we
are rushing to get this step done- I ask them to help others when they are
done. I can hear my student teacher has come back in the room and he also is
working with students. It helps having two hands for this project. Many are
done early and I have them start cleaning up and stacking chairs to give them
something to do. They are a little crazy during cleanup and some of the kids
are moving so slowly- this class is full of all different paces of groups.
During the final clean up I have to pull my friend aside again for throwing a
wash rag against the wall. They finally get in line and get quiet. Closing
statement- I cannot see them in the camera, but I hear myself asking them to
look forward and control their bodies in line. I explain that they will not be
getting their spot to them and their teacher, because It was their free sit day
and they were too loud, had trouble following directions and listen. I say, “I
know you had your free sit today, but it is still your job to be a hard working
artist, use our inside voices and listen.”
After watching myself teach this lesson I kept thinking- I
need to smile more. I also feel that I was way too lenient on this class with
their noise level. I’m guessing if we would have had a minute of heads down or
use a few other talking strategies, maybe they would have been more focused. I
was pleased with myself and how I handled the situation with a student who kept
causing a bit of trouble (he happens to be the one I wrote the student
perspective on). As for my goals I had so many that I needed to group them
down. So to focus on one particular goal- I want to be better about reframing
the learning situation- and doing in action rather than after the lesson. I was
able to step back during my lesson and say, okay the kids are loud yes, but
why? Well they have a free sit (earned reward of no seating chart that day)
therefore they will be loud when with friends, and there are 26 of them in this
class. I noticed that they were working hard, and when they weren’t I would go
to that particular student and chat with them, get them back on track. However
I feel like this is just brushing the surface of learning how to reframe
learning situations. I think my final statement to them about it being their
responsibility to keep their voices down while with their friends lost the
ability to reframe- I should have used a technique where I set out Red, Yellow,
and Green cups on each table. The kids understand how each color correlates
with what their noise level should be at their table. It’s hit or miss
sometimes as to whether these techniques work.
I also haven’t been able to spend as much time directly with
my students due to the fact that my student teacher has been here (this also
made it difficult to get the time to film me teaching a full lesson. We have
been giving him the teaching time or team teaching). Friday was his last day,
and I have just really started getting my full class back this last week. I’m
pleased to be getting back to what I love most, rather than being a substitute
for so many other classes while he was teaching.
Class from the perspective
of my friend “C”- This is how I would imagine he processes during my
class and what he is learning while in my room:
Yeah free sit. I definitely want to sit by her during demo. I
wonder if she will notice that I changed seats. I’m blue, I’m blue, it’s my
job, yes I get the paper first. Oh, this is so cool. Hmm, I want to use this
green crayon to create my texture. Get every little corner covered. “Mine is
all Done, what now?” oh, I don’t need this crayon anymore, I’m going to throw
it into the box. Oh man she brought more over, I was done, okay I’m going to
put more on my picture. Mrs. Schotte, I’m
done, look… I’m really board just sitting here. Okay now I’m going to draw a
bunch of rectangles… why am I drawing all these rectangles, I wonder what they
are for? Let’s put one here and another one, a big one here. And I’m done! Woo
now I can get my scissors, let’s see I want the orange ones. (sigh) does she
ever slow down or stop talking? Why did I choose the seat by Mrs. Schotte. Wow
look at all these rectangles, gosh I’m getting sick of cutting. Why did I make so many rectangles. Okay I’m done,
yes. Where do I put my scraps? Oh here in the box. Yes, I can help pick up all the boxes of
crayons. Let’s see how many boxes I can pick up at once, 1, 2, 3, 4, 5, and 6. Wow these textures are interesting, look this
one looks like a snake skin, but it’s in the wrong place and so is this one-
here I will fix this. (now putting my name on my paper) lets set out all of my
rectangles. Hey that’s mine (neighbor argues that it is hers) no give it back
to me! (Now Mrs. Schotte is involved-“C let’s look through our pile and find
one that has this same color and pattern on it)
I know I have more, look for it, find it… oh, here see Mrs. Schotte ,
this one has green on it and then this one has red on it. No it is mine (Mrs.
Schotte- C this one doesn’t look like it belongs to yours, it matches perfectly
to K’s) NO IT’S MINE… Uh, she’s so mean and doesn’t understand, it’s mine… what
why is she keeping it, that is stupid. I look at my neighbor- great this is all
your fault. Opps, Mrs. Schotte wasn’t supposed to hear that. Oooo I like that picture what a cool city. Oh,
that’s what the rectangles are for cool I’m going to put one here and then this
one here (Mrs. Schotte makes everyone at our table stop while she is doing a
demo) I don’t want to wait- she needs to hurry up I know what to do. Finally
she is done; keep gluing I have to be first one done. (I continue to glue
quickly). Ha I’m done! Where does this go? Oh the drying rack. Yes time to wash
tables, who cares that it’s not my job. Woo it fun to run around the table with
this washcloth, I wonder if it will fly all the way off the table… Yes, it even
hit the wall…Oh, she saw that. (I walk over to Mrs. Schotte) No it’s not my
job, I don’t know why I threw it, okay fine I’ll get in line. I love being the
line leader. What now she is telling Mrs. Somogye about it all, oh man a red
card, no fair. I’m glad I’m leaving.
Later that week a student asks C what are we doing in art he
responds, “We are making these really cool cities and you get to use these
bumpy things that make different designs on your paper, they were really fun!”
Peer Response's week 1-5
Getting some much needed catch up time to reread everyone's blogs and the coolest part is watching our reflections transform as we continue through this course. I was also able to tie in my thoughts from early posts to things we are just now starting to talk about.
Michelle I love the way you have used symbols to represent all the
different types of influences- the visual imagery is fun! When I was first
creating my inventory I had symbols out to the side of my people as well. I as
well felt pressured by my father during my schooling years; however it turned
me into a more focused learner (even though there were many tears and
frustrations especially in the math department). It is interesting how much of
an influence our parents can have, as an adult I see different strengths in
myself that I took from each of them. Some of those strengths were the very
same things that drove me nuts about them J
David- “There is a lot of room for improvement in my teaching strategies. This
chapter helped me evaluate and reflect on all of my weaknesses and made me feel
more confident in some ways. I will need to revisit the self audit at the
end of the semester and look at how I have improved and can still improve and
grow.” As I was reading the Marzano
chapter I was in the same boat as you, I thought I was doing pretty good, and then
looking at the checklist I thought, wow there is still a lot of areas I would
like to work on being better. The idea that educators would be good at our job
and never have to re-evaluate ourselves, well as you know is not possible. The
fact that you can recognize where you need to improve and have the interest and
in improving and revisiting the self audits shows your commitment to constantly
be better for your artists! And I love where your lineage tree is going- hope
you have more time to work- can’t wait to see the finished product!
Katie- I can really relate to your “re-framing”
reflection. I think it can sometimes be difficult to step outside the situation
and see what is the real underlying problem, and how can we fix it. Cabin fever
typically starts to set in February and March, for the kids and the teachers.
And at my building we are a bit stressed for the final months of MAP testing
prep that it shows in the teacher and then shows even more in our students. I
try to create several transitions that require movement and do dancing,
whatever it takes to help their little bodies release the built up energy. And
so much harder when you are not feeling 100%.
“I'm so grateful that most of my
students are very forgiving and have as much esteem for me as I do for them. I
think part of that is, due to the fact, that I am honest with them. They know I
make mistakes and that I am learning just like they are.” This statement says a lot about who you are
as a teacher. Showing you are a learner even as an adult and owning up to
mistakes show your students it’s okay to make those mistakes and learn from
them. This kind of loving and safe environment is what makes the art room so
welcoming to creativity.
Michelle,Oh, oh, the metaphor is fantastic!!! So beautifully
described- all different fish with different characteristics, very cool. While
reading I was just smiling and nodding I think we can all very much relate to
this is art teachers. I have always thought it would be great to be an octopus,
so that I would have more arms to help all of my students (or cloning myself-
that would be perfect too). Great metaphor, I hope you do have the time and
ability to totally finish it out!
Adair- “Starting
their new lives in art” I love this thought. Your metaphor shows the courage
you have for yourself as a teacher and for your students! The first year of
making changes to a program is always the hardest, but I’m excited for you and
your students as you move through this journey of transforming into beautiful
artistic butterflies..
Week 5-
SLamme, The image you have included from Vis Lit class is very
interesting. I would agree that we are all very much like puzzles and each
piece of our life fits together just so, but I also like how the images are
overlapping. I don’t think our lives fit neatly into pieces, yet they move and
flow over other parts creating this masterpiece of our life. I agree 100% with
our classmates, we all have those kind of days, but the fact that you were
willing to be totally honest with her also allowed her to be honest with you. I
think it shows great respect of our students when we can admit to actions and apologize,
it shows the kind of example that our students need to see and skills they need
to have to survive as adults... it happens to us all.
Monday, March 3, 2014
Week 5 part 2
My teacher self-
I have spent a lot of time trying to figure this out and I feel like this is the best way to describe it:
http://www.wordle.net/show/wrdl/7613201/My_Teacher_Self
Hopefully this link works :)
I have spent a lot of time trying to figure this out and I feel like this is the best way to describe it:
http://www.wordle.net/show/wrdl/7613201/My_Teacher_Self
Hopefully this link works :)
Sunday, February 23, 2014
Week 5
Chapters 5 & 6, “Reflective Teaching” Chapter 5 Marzano.
The different traditions were interesting to read through, I found myself sometimes identifying with parts of a tradition, or remember how a teach I have had seem to have this tradition about their teaching, and I also found myself disgusted by some parts of certain traditions.
As I think about what kind of a teacher I am and what tradition do I most identify with I would have to say I identify with a more progressive tradition, but I also think that my feet are in the pond of the spiritual-contemplative tradition, just slowing wading in the more I teach and learn.
As I think about what kind of a teacher I am and what tradition do I most identify with I would have to say I identify with a more progressive tradition, but I also think that my feet are in the pond of the spiritual-contemplative tradition, just slowing wading in the more I teach and learn.
I feel I am more on the progressive tradition side due to how I was personally raised and the kind of learning environment I experienced as a child. When I sit down to create lessons I have my student in mind first thing, and then the other important factors required of course. I hope as I watch my video I see the evidence of putting my students and their learning/creativity first and foremost.
I feel that this tried and true way of teaching does have it's faults, which explains my slow movement over to the side of spiritual-contemplative tradition, I am just starting to experience these moment in the classroom, moments that I feel are the kind of moments that Kathy, Amy, and Hyatt talk about! the ah-ha moments for students, those truly meaningful experiences that can shape and change a students life... that's what I'm working towards.
2. How would you describe your teaching self? still mulling this one over, not exactly sure how to accurately explain this without talking in circles... until more comes.
Wednesday, February 19, 2014
Metaphor
Sorry I'm late on the metaphor, I misunderstood our due date :( Now that my glue is finally dry I wanted share!
After much thought and revision of thought, I finally settled on the idea that our little art community is a lot like Marry Poppins bag... We fit neatly inside our doors, but when you open us up, you can continually keep pulling out the art fun.
I have tried to make our art community feel homier, so that my students feel comfortable to experiment, learn, take risks and have fun. The quote on the wall reads, "Life is about using the whole box of crayons" which seems to be our way, we are trying anything and everything when it comes to our creation. My role is there to provide support, guidance and resources for their learning. And well the book and the child hanging from the ceiling is how our room can be, a little crazy and exciting.
Monday, February 17, 2014
Week 4 Read & React
Chapters 3- Personal experience, transmitted knowledge, and values all play a large role in who and what we are as teachers. I found it interesting that it was pointed out, how we are more driven by values, because those values shape how we experience something as well as how we perceive information/knowledge. As I was looking back and considering these three factors I feel that values effect my teaching most, then my personal experiences ( I seem to hang on to some things and cannot let them go... be it good or bad) and last then is transmitted knowledge. I do however feel that the more I teach and learn, I think the transmitted knowledge will start to pull into second place and have even more of an effect on my teaching. Chapter 4-Emotion behind teaching... "Teachers create emotional relationships with their students, and Connell maintains that managing these relationships 'is a large part of her [the teacher's] labour process." p38 The amount of emotion involved in teaching, well at least for me, is hard to put a size on. Especially in the elementary level, I personally am very emotionally involved in my work, but my students also have more than enough emotions to go around :) Best student emotion of all... the excitement created by discovery and pride! The idea of the metaphor of teaching is difficult for me to describe. "Thus images are part of our past, called forth by situations in which we act in the present, and are guides to our future, Images as they are embodied in us entail emotion, morality and aesthetics" (Connelly Clandinin, 1998, p 60) This ending to the paragraph struck me as I was reading. I am trying to figure out what images do I have that are floating around in my brain that I emulate or that keep me from making certain choices as a teacher... I was sad to come up with more negative images than positive images. I suppose that those who I did not find as great educators, who did something so "bad" as a teacher, that it stuck with me, has changed how I approach students or certain teaching moments- falling back in with those "personal experiences" that have changed my teaching ideas.
“What motivates the impulse to teach?”
The first thing to that came to mind as I was thinking about this idea of why teach? was "why not?" For as long as I can remember I have wanted to be a teacher. There is only one defining moment when I remember making the switch in my brain to say I will be a teacher. It was in middle school. But I have to be honest I just kept hearing the same answer... I have always felt that teaching in some way or another was my calling. Even as a young girl I recall children being oddly okay with me- toddlers I had just me wanting me to hold them, or being every one's babysitter and playing with the children for hours.... A thought comes to me just now that I wonder if it has any relevance to my need to teach... Some of you know that I am an only child, and this was a topic that I started exploring in Hyatt's studio class this summer. Basically I have always wanted and longed for a sibling... I wonder if teaching is my way of getting that "fix" for nurturing, playing and friendship. Hmmm interesting-Going to need to chew on that one for a few days.
I know a big reason I still feel the impulse to teach is that I thoroughly enjoy the look on a child's face as they learn something new, or work really hard and finally get it figured out. It is a self centered reason I suppose, I like to be involved in other people's success, I want to help others along that journey and support them as they go, not just stand back and watch.
“What motivates the impulse to teach?”
The first thing to that came to mind as I was thinking about this idea of why teach? was "why not?" For as long as I can remember I have wanted to be a teacher. There is only one defining moment when I remember making the switch in my brain to say I will be a teacher. It was in middle school. But I have to be honest I just kept hearing the same answer... I have always felt that teaching in some way or another was my calling. Even as a young girl I recall children being oddly okay with me- toddlers I had just me wanting me to hold them, or being every one's babysitter and playing with the children for hours.... A thought comes to me just now that I wonder if it has any relevance to my need to teach... Some of you know that I am an only child, and this was a topic that I started exploring in Hyatt's studio class this summer. Basically I have always wanted and longed for a sibling... I wonder if teaching is my way of getting that "fix" for nurturing, playing and friendship. Hmmm interesting-Going to need to chew on that one for a few days.
I know a big reason I still feel the impulse to teach is that I thoroughly enjoy the look on a child's face as they learn something new, or work really hard and finally get it figured out. It is a self centered reason I suppose, I like to be involved in other people's success, I want to help others along that journey and support them as they go, not just stand back and watch.
Saturday, February 8, 2014
Week 3 R&R
*disclaimer, this is by no means in order of our assignment, however it is in the order in which it came to my mind, because as I looked at some things, other things/questions/ideas began to come to light :)
Well so far, I'm totally loving this text! So much to chew on from chapter 2 alone.
Chapter 1 was interesting for the simple fact that I never really thought about myself as a teacher not being considered knowledgeable enjoy to do things like curriculum writing, or making important educational decisions... for a very simple reason, I have been fortunate enough to be teaching with a generation of people who have proven that teachers can make these important changes in education, and for that I am so grateful! I always appreciate the movers and shakers that came before to help pave the way for the next generation :) It seems offensive to me that teachers would not be used as a knowledgeable resource to make these changes, but then again, I'm not a politician, so I believe that those who make the decisions should mainly be those who have to carry out the actions and deal with the consequences.
Chapter 2 Dewey's three attitudes made me reexamine something... Am I really as open-minded as I think I am... well, no, in fact according to Mill's types of believers I would be somewhere between a sophisticated believer and a critical believer. Based on the simple fact that there are times when I don't want to hear differently or simply feel my way/thought is correct (oh, I'm sounding a bit like my father). So in terms of the educational standpoint, I feel that this program here at MU has very much been helping me to be more open-minded. This I feel like is going to be one of my goals- being truly open-minded, requiring me to not only look around my beliefs, but also within them and answering the hard questions about why I hold these beliefs to be important and true? As for the attitude of responsibility, I would give myself a B+ here, I'm pretty good at considering the repercussions of my actions and teachings on all areas, if fact that guides much of the decision making. And the attitude of wholeheartedness, well I need to work more on open-mindedness, which in part make my wholeheartedness more... wholehearted.
There where a few phrases that have stuck with me that I feel for me are important for me to chew on in one way another. So documenting them here is more for me than for you, but hey, maybe these things are true for you as well:
"that because of teachers' direct involvement in the classroom, they bring a perspective to understanding the complexities of teaching that cannot be matched by external researchers no matter what methods of study they employ." (p5)
A Reflective Teacher:
"1. examines, frames, and attempts to solve the dilemmas of classroom practice; 2. is aware of and questions the assumptions and values he or she brings to teaching; 3. is attentive to the institutional and cultural contexts in which he or she teaches; 4. takes part in curriculum development and is involved in school changes efforts; and 5. takes responsibility for his or her own professional development." (p6-7)
"Reflective teachers are simply and unabashedly committed to the education of all their students and to their own education as teachers. When they make mistakes... they move on." (p13)
Finally I found another thing that I was thinking would be my goal of each and every lesson I plan and idea I teach... to answer the following:
"Reflective teachers evaluate their teachings by asking the broader questions, Are the results good? For whom? and in what ways?- not merely Have my objectives been met?" (p12)---Reading this was like a light bulb going off... sometimes I get a bit too set in my ways or not as motivated as I should be and I feel these questions can keep me on the straight and narrow.
Questions to chew on:
P16 "What are some of the things that you do automatically in the classroom without consciously thing about them? If a student comes to you angry with another student or crying and upset, what is your first reaction? What other reactions might you have? Do you ever react differently to students ( or their parents) depending upon their gender, race, or social class background?
The questions above are things that I have been diving into with the thought of how I can be a mentor to my student teacher. I have been trying to become more aware of the decisions I am making and why I'm making them, and explaining them to my ST.-It is amazing to me how many things we seem to do without even thinking about them... some things have always been that way and others have become that way due to practice and some experience. For example the question about how we react to the above situation... I started thinking about how I make decisions when there is a problem with a student(s). We are by no means a melting pot, and majority of my students come from families where one if not both parents make a substantial amount of money... and there is where I caught myself, I change the way I handle situations with certain students based on their social background. With this I had to ask myself.... is that fair? Boy that was a loaded question hehe, challenge excepted! Here is where I feel that this is okay, some of my students come from a home where it is okay to act rudely and they only know the things they know because it is how they are taught to survive. So if child A knows better and child B simply has not been taught what is or is not appropriate, can we hand these children differently? Yes, I say. In this way: When I have to intervene in a situation it is done so, one on one, and with the personal knowledge of that child's history. My job to help that child understand what has occurred and what is acceptable behavior, ALSO to have that child take responsibility for their actions, especially if they know better... With that said, I feel this is one of the strongest aspects of my classroom management that holds each of my students to a high expectation and that I feel they begin to hold for themselves as well. It is a nice comfort that majority of my fellow teachers run this way. Well I hope this made sense. I feel it is something I can chew on and continue to evaluate as a practice... and Question if I am correct in my thoughts.
P20 "Can you think of an example in your own experience where participating in a discussion caused you to rethink and then change your position on an issue? Conversely can you think of a time when a group discussion made you feel uncomfortable and caused you to stop examining your beliefs or ideas? Can you begin to describe features or elements of either of these experiences that might help you to understand the enabling and dis enabling features of those sort of "critical" conversations? In your own experience as a teacher or prospective teacher, how important has the group context been in helping you to clarify and develop your beliefs?
These questions I'm hoping others are considering as well, because I believe I have been on both sides of the fence, where I felt comfortable learning another view and allowing it to influence my view and I have also felt very uncomfortable about conversations and what those conversations are asking me to reconsider about my personal beliefs.... But that is what we call growing up and find "ourselves" is it not? I'm more interested in the idea of what are these features or elements that are enabling or dis enabling these conversations... So that brings me to a few things that have been helpful with my change of decision: comfort ability in the need for idea change, comfort ability with those who are addressing me, as well as respectability for those who addressing this with me. On the other side I feel there are a few things that are dis enabling me from being open-minded: Sometimes the person presenting the information, how the information is presented (meaning weather it's a take it or leave it attitude... or my way or the highway attitude), core personal values that I was brought up in believing are correct (hard to really reconsider something that you and your family have believed for so long to be true, when in fact it may not be- I would say this is hard for everyone). In terms of working in a group, and how these group contexts have been able to help me clarify and develop my beliefs, I feel that there is no bigger example with this than that of MU art ed program... Being with this group of diverse thinkers and learners, and this open forum of thought has changed my ideas about education for the better. They are definitely different than many of those I was first trained on, but I feel that this group has shown me a much better way of thought. AND every time I am stuck or have a lame excuse for why it won't work... There is an educated thought from a colleague in our group that helps me to see the light and be more open. "Because of the deeply ingrained nature of our behavioral patterns, it is sometimes difficult to develop a critical perspective on our own behavior. For that reason alone, analysis occurring in a collaborative and cooperative environment is likely to lead to greater learning. (Osterman &Kottkamp, 1993, p25)" Well stated!
and finally...
Do you know wrote your curriculum? yes, a few of my colleagues sat down and did it. it was supposed to be our whole team of 13 elementary teachers, it ended up being about 4 (gladly I was included, but mostly as a listener and a few suggestions here and there being it was my first year). The rest sat around and chatted, excuses were made like, they are too hard to get along with, or they are retiring in a few years, so basically their opinion is not necessary. Terrible example to see
When was it last changed? It was changed three years ago, and sadly, yes it was changed to be much better than before, but still not totally for the better, more with the intentions of: what will please the Supers? and what do we already do that fills this need?
How is it different from(or the same as) your own schooling experiences? I'm not sure how to answer this question, because we made a very "idealistic" kind of curriculum in college... now I kind of laugh when I look at it and think- I had so much to understand and learn.
Well so far, I'm totally loving this text! So much to chew on from chapter 2 alone.
Chapter 1 was interesting for the simple fact that I never really thought about myself as a teacher not being considered knowledgeable enjoy to do things like curriculum writing, or making important educational decisions... for a very simple reason, I have been fortunate enough to be teaching with a generation of people who have proven that teachers can make these important changes in education, and for that I am so grateful! I always appreciate the movers and shakers that came before to help pave the way for the next generation :) It seems offensive to me that teachers would not be used as a knowledgeable resource to make these changes, but then again, I'm not a politician, so I believe that those who make the decisions should mainly be those who have to carry out the actions and deal with the consequences.
Chapter 2 Dewey's three attitudes made me reexamine something... Am I really as open-minded as I think I am... well, no, in fact according to Mill's types of believers I would be somewhere between a sophisticated believer and a critical believer. Based on the simple fact that there are times when I don't want to hear differently or simply feel my way/thought is correct (oh, I'm sounding a bit like my father). So in terms of the educational standpoint, I feel that this program here at MU has very much been helping me to be more open-minded. This I feel like is going to be one of my goals- being truly open-minded, requiring me to not only look around my beliefs, but also within them and answering the hard questions about why I hold these beliefs to be important and true? As for the attitude of responsibility, I would give myself a B+ here, I'm pretty good at considering the repercussions of my actions and teachings on all areas, if fact that guides much of the decision making. And the attitude of wholeheartedness, well I need to work more on open-mindedness, which in part make my wholeheartedness more... wholehearted.
There where a few phrases that have stuck with me that I feel for me are important for me to chew on in one way another. So documenting them here is more for me than for you, but hey, maybe these things are true for you as well:
"that because of teachers' direct involvement in the classroom, they bring a perspective to understanding the complexities of teaching that cannot be matched by external researchers no matter what methods of study they employ." (p5)
A Reflective Teacher:
"1. examines, frames, and attempts to solve the dilemmas of classroom practice; 2. is aware of and questions the assumptions and values he or she brings to teaching; 3. is attentive to the institutional and cultural contexts in which he or she teaches; 4. takes part in curriculum development and is involved in school changes efforts; and 5. takes responsibility for his or her own professional development." (p6-7)
"Reflective teachers are simply and unabashedly committed to the education of all their students and to their own education as teachers. When they make mistakes... they move on." (p13)
Finally I found another thing that I was thinking would be my goal of each and every lesson I plan and idea I teach... to answer the following:
"Reflective teachers evaluate their teachings by asking the broader questions, Are the results good? For whom? and in what ways?- not merely Have my objectives been met?" (p12)---Reading this was like a light bulb going off... sometimes I get a bit too set in my ways or not as motivated as I should be and I feel these questions can keep me on the straight and narrow.
Questions to chew on:
P16 "What are some of the things that you do automatically in the classroom without consciously thing about them? If a student comes to you angry with another student or crying and upset, what is your first reaction? What other reactions might you have? Do you ever react differently to students ( or their parents) depending upon their gender, race, or social class background?
The questions above are things that I have been diving into with the thought of how I can be a mentor to my student teacher. I have been trying to become more aware of the decisions I am making and why I'm making them, and explaining them to my ST.-It is amazing to me how many things we seem to do without even thinking about them... some things have always been that way and others have become that way due to practice and some experience. For example the question about how we react to the above situation... I started thinking about how I make decisions when there is a problem with a student(s). We are by no means a melting pot, and majority of my students come from families where one if not both parents make a substantial amount of money... and there is where I caught myself, I change the way I handle situations with certain students based on their social background. With this I had to ask myself.... is that fair? Boy that was a loaded question hehe, challenge excepted! Here is where I feel that this is okay, some of my students come from a home where it is okay to act rudely and they only know the things they know because it is how they are taught to survive. So if child A knows better and child B simply has not been taught what is or is not appropriate, can we hand these children differently? Yes, I say. In this way: When I have to intervene in a situation it is done so, one on one, and with the personal knowledge of that child's history. My job to help that child understand what has occurred and what is acceptable behavior, ALSO to have that child take responsibility for their actions, especially if they know better... With that said, I feel this is one of the strongest aspects of my classroom management that holds each of my students to a high expectation and that I feel they begin to hold for themselves as well. It is a nice comfort that majority of my fellow teachers run this way. Well I hope this made sense. I feel it is something I can chew on and continue to evaluate as a practice... and Question if I am correct in my thoughts.
P20 "Can you think of an example in your own experience where participating in a discussion caused you to rethink and then change your position on an issue? Conversely can you think of a time when a group discussion made you feel uncomfortable and caused you to stop examining your beliefs or ideas? Can you begin to describe features or elements of either of these experiences that might help you to understand the enabling and dis enabling features of those sort of "critical" conversations? In your own experience as a teacher or prospective teacher, how important has the group context been in helping you to clarify and develop your beliefs?
These questions I'm hoping others are considering as well, because I believe I have been on both sides of the fence, where I felt comfortable learning another view and allowing it to influence my view and I have also felt very uncomfortable about conversations and what those conversations are asking me to reconsider about my personal beliefs.... But that is what we call growing up and find "ourselves" is it not? I'm more interested in the idea of what are these features or elements that are enabling or dis enabling these conversations... So that brings me to a few things that have been helpful with my change of decision: comfort ability in the need for idea change, comfort ability with those who are addressing me, as well as respectability for those who addressing this with me. On the other side I feel there are a few things that are dis enabling me from being open-minded: Sometimes the person presenting the information, how the information is presented (meaning weather it's a take it or leave it attitude... or my way or the highway attitude), core personal values that I was brought up in believing are correct (hard to really reconsider something that you and your family have believed for so long to be true, when in fact it may not be- I would say this is hard for everyone). In terms of working in a group, and how these group contexts have been able to help me clarify and develop my beliefs, I feel that there is no bigger example with this than that of MU art ed program... Being with this group of diverse thinkers and learners, and this open forum of thought has changed my ideas about education for the better. They are definitely different than many of those I was first trained on, but I feel that this group has shown me a much better way of thought. AND every time I am stuck or have a lame excuse for why it won't work... There is an educated thought from a colleague in our group that helps me to see the light and be more open. "Because of the deeply ingrained nature of our behavioral patterns, it is sometimes difficult to develop a critical perspective on our own behavior. For that reason alone, analysis occurring in a collaborative and cooperative environment is likely to lead to greater learning. (Osterman &Kottkamp, 1993, p25)" Well stated!
and finally...
Do you know wrote your curriculum? yes, a few of my colleagues sat down and did it. it was supposed to be our whole team of 13 elementary teachers, it ended up being about 4 (gladly I was included, but mostly as a listener and a few suggestions here and there being it was my first year). The rest sat around and chatted, excuses were made like, they are too hard to get along with, or they are retiring in a few years, so basically their opinion is not necessary. Terrible example to see
When was it last changed? It was changed three years ago, and sadly, yes it was changed to be much better than before, but still not totally for the better, more with the intentions of: what will please the Supers? and what do we already do that fills this need?
How is it different from(or the same as) your own schooling experiences? I'm not sure how to answer this question, because we made a very "idealistic" kind of curriculum in college... now I kind of laugh when I look at it and think- I had so much to understand and learn.
Thursday, February 6, 2014
Week 2 Read&Reflect
For Marzano’s Teacher Scales for Reflection, I found myself rated
exactly where I would expect to be, 2-3 developing and applying these
strategies, yet recognizing that I need to make changes as needed to continue
growing with my students. The whole time I kept thinking how cool this would be
to take every few years before, during and at the end of your teaching career-
with complete and total honesty, something you would only see. This would be a
great way to see how you’ve grown and maybe what areas you still need to be
working on or are avoiding. I was a bit overwhelmed by the Marzano chapter and
reflection, because it immediately made me think, “Oh, how could I have let
this lax, I need to work on this.” But I also felt overwhelmed by the fact that
as I’m reading I was thinking… Only 50 minutes a week, how in the world can we
cram all of this in…? Wait we can but it means being so amazingly prepared for
everything, and several years of a foundation of students brought up in my
manner of teaching that know the practices and how we run it. And not constantly changing my mind about
every little thing~ if it’s hard for me to keep up, it’s hard for them to keep
up.
The theme that kept emerging to me when I look back between my qualities and reflection scales was my thought process when rating myself. I frequently had the thought of, well sometimes we do this, and then some days this seems less important or less of a focus. I feel like when I really look back on my teaching, it’s a bit of a roller coaster for me and my students. I am always dead on and consistent when it comes to my love for my students and teaching, and classroom management. But when I look at assessment, or other areas, I think I’m probably doing it always, but I’m not always present in my mind to be specifically thinking about each and every one of these things… Hopefully I’m not the only one who feels this day. My mental focus of what I am trying to do better can fluctuate daily, and for simple reasons, like last week’s assignment, or the staff meeting this morning, or something another teacher said yesterday. Even though I feel a bit all of the place with these things I always find that I come back and hit on them multiple times, almost as a refresher.
As for objectivism- well part of me feels like a lot of my childhood education was spent memorizing and listening and then regurgitation of what I learned and then forgetting it. To an extent we need to be able to memorize certain things and I do ask this of my students, but I try to find more ways for them to explore and learn these important things through experimentation in the art room. I feel that if I can make it fun and they can make these discoveries as learners they will hang on to that information longer.
The theme that kept emerging to me when I look back between my qualities and reflection scales was my thought process when rating myself. I frequently had the thought of, well sometimes we do this, and then some days this seems less important or less of a focus. I feel like when I really look back on my teaching, it’s a bit of a roller coaster for me and my students. I am always dead on and consistent when it comes to my love for my students and teaching, and classroom management. But when I look at assessment, or other areas, I think I’m probably doing it always, but I’m not always present in my mind to be specifically thinking about each and every one of these things… Hopefully I’m not the only one who feels this day. My mental focus of what I am trying to do better can fluctuate daily, and for simple reasons, like last week’s assignment, or the staff meeting this morning, or something another teacher said yesterday. Even though I feel a bit all of the place with these things I always find that I come back and hit on them multiple times, almost as a refresher.
As for objectivism- well part of me feels like a lot of my childhood education was spent memorizing and listening and then regurgitation of what I learned and then forgetting it. To an extent we need to be able to memorize certain things and I do ask this of my students, but I try to find more ways for them to explore and learn these important things through experimentation in the art room. I feel that if I can make it fun and they can make these discoveries as learners they will hang on to that information longer.
Saturday, January 25, 2014
Week 1 article review
"The 12 qualities great teachers share"
Interesting article, though I feel that there are a few things I personally would add to my list:
13. The ability to be flexible, at all times. You have to be aware that plans change, lessons change, there is a fire drill, assembly, picture day, kids having a rough day because of something at home, kids puking on their table and project, administration making drastic curriculum changes just when you have things figured out... and so much more. Be prepare for changes and how to simply roll with the flow, allowing you and your students to be at your most successful.
14. Don't be afraid of failure and most of all Learning from that failure. Being able to be reflective and taking responsibility for a lesson gone south, but also being able to change your lessons to cater to the needs of our ever changing students, because failure happens and it's okay to say this isn't working and make the changes. It is also beneficial for our students to see that things may not always go right, but here's how you handle making work.
*This one isn't necessarily a quality of the teacher, but more importantly a quality of those that they choose to surround themselves with.
15. Every teacher needs a great support system. Making sure that you surround yourself with the people that will help you is vital. Picking people who you can seek advice from, get encouragement from, vent to, laugh with, and love you even on the days when you only want to hide under your desk due to wild children and poor choices you made. These people are the people who will push you through when you feel as though you are done, they will remind you why you do what you do each and every day, because there will be days you need them!
16. Keeping good physical and mental health. We spend our days worrying about those great minds we mold and many times we forget to take care of ourselves. You can only do your best, which means staying healthy, exercising to reduce stress, eating healthy, drinking plenty of water, giving your brain and self restful down town, and most of all (best for our mental health) having fun and laughing in and out of school. Healthy teachers help make happier teachers.
There are a few more thoughts on my list, but sometimes I feel that these had become more of a survival quality.
One of the things I enjoyed most about this list was how much our author clearly admired the teachers he was working with and found those qualities he enjoyed most about them. which brings me to final quality:
17. Have a great role models, strive to learn from them, with the goal of being at "that level." Let the qualities you admire most in your role models be your compass for your learning and teaching adventure.
I would very much agree with the qualities listed in our article, In fact #1-4 are for me the most important qualities you need everyday! I find #8 to be a challenge for me, since my brain does not always work in the same was as my colleagues and especially my administration, It can stand out to some that my "organization" is not like theirs. However the way I organize works very well for me. 95% I know where things are within a minute of being asked for them, but I also believe in organized clutter. Over the last few years, and also because my administration said it's "their way" or a PIP I have had to change more organizational habits to look more like everyone else and to make the art room appear more similar to everyone else. This has resulted in mainly confusion on my part (where did I put that? where was it that I thought it belong to be more 'organized'?) but admittedly it has helped in a few aspects that I never knew I needed to fix (like having a clean desk in the mornings allows me to feel more prepared and less cluttered in my mind~ Unless of course I can remember where I 'organized' that handout to etc.). As I read these qualities, I was able to reflect upon myself and the work of my colleagues, some came to mind as great with a particular quality and others came to mind as someone who desperately needed to work on that quality. The beginning disclaimer "great teachers are as different as the students they teach" explains the real truth of it all, what makes us great and what makes a great team is that we all have different qualities that create greatness and the most conducive learning environment possible.
Interesting article, though I feel that there are a few things I personally would add to my list:
13. The ability to be flexible, at all times. You have to be aware that plans change, lessons change, there is a fire drill, assembly, picture day, kids having a rough day because of something at home, kids puking on their table and project, administration making drastic curriculum changes just when you have things figured out... and so much more. Be prepare for changes and how to simply roll with the flow, allowing you and your students to be at your most successful.
14. Don't be afraid of failure and most of all Learning from that failure. Being able to be reflective and taking responsibility for a lesson gone south, but also being able to change your lessons to cater to the needs of our ever changing students, because failure happens and it's okay to say this isn't working and make the changes. It is also beneficial for our students to see that things may not always go right, but here's how you handle making work.
*This one isn't necessarily a quality of the teacher, but more importantly a quality of those that they choose to surround themselves with.
15. Every teacher needs a great support system. Making sure that you surround yourself with the people that will help you is vital. Picking people who you can seek advice from, get encouragement from, vent to, laugh with, and love you even on the days when you only want to hide under your desk due to wild children and poor choices you made. These people are the people who will push you through when you feel as though you are done, they will remind you why you do what you do each and every day, because there will be days you need them!
16. Keeping good physical and mental health. We spend our days worrying about those great minds we mold and many times we forget to take care of ourselves. You can only do your best, which means staying healthy, exercising to reduce stress, eating healthy, drinking plenty of water, giving your brain and self restful down town, and most of all (best for our mental health) having fun and laughing in and out of school. Healthy teachers help make happier teachers.
There are a few more thoughts on my list, but sometimes I feel that these had become more of a survival quality.
One of the things I enjoyed most about this list was how much our author clearly admired the teachers he was working with and found those qualities he enjoyed most about them. which brings me to final quality:
17. Have a great role models, strive to learn from them, with the goal of being at "that level." Let the qualities you admire most in your role models be your compass for your learning and teaching adventure.
| Trait | ranking | Comments | |
| 1 | Passion | 1.5 | Every once and a while I have to go looking for it again |
| 2 | Love of Kids | 1 | My best reminder- it’s the little things |
| 3 | Love for art | 1.5 | Most days :) |
| 4 | Understanding of the role of a school in a child's life | 2 | it's getting more clear with each year I teach |
| 5 | Willingness to change | 2 | I can sometimes resist to change because I can be uncomfortable |
| 6 | Work ethic | 2 | when I loose this it's my support team who reminds me of it |
| 7 | Willingness to reflect | 2 | sometimes "come to Jesus" moments can be hard to have with yourself, but it has gotten easier over time |
| 8 | Organization | 2 | It was going better before I was made to change… see below |
| 9 | Understanding that being a great teacher is a constant struggle to always improve | 2 | It's the motivation that can sometimes lack |
| 10 | Enough ego to survive the hard days | 2 | I can tend to doubt myself causing trouble |
| 11 | Enough humility to remember it's not about you | 2 | most days. |
| 12 | A willingness to work collaboratively | 2 | This is a two way street, but some days it can feel like a one way street. |
| 13 | Ability to be flexible | 2 | most days |
| 14 | Don't be afraid of failure | 2 | failure is not easy to swallow when it happens |
| 15 | Support System | 1 | The best around |
| 16 | Good Health | 2.5 | Still working on this being more of a priority |
| 17 | Having great role models | 1.5 | Most days I try to be those I admire |
| 1-Excelling, have strategies in place to maintain this level | |||
| 2-Good, developing strategies | |||
| 3-Fair, about half the time | |||
| 4-Need Support |
I would very much agree with the qualities listed in our article, In fact #1-4 are for me the most important qualities you need everyday! I find #8 to be a challenge for me, since my brain does not always work in the same was as my colleagues and especially my administration, It can stand out to some that my "organization" is not like theirs. However the way I organize works very well for me. 95% I know where things are within a minute of being asked for them, but I also believe in organized clutter. Over the last few years, and also because my administration said it's "their way" or a PIP I have had to change more organizational habits to look more like everyone else and to make the art room appear more similar to everyone else. This has resulted in mainly confusion on my part (where did I put that? where was it that I thought it belong to be more 'organized'?) but admittedly it has helped in a few aspects that I never knew I needed to fix (like having a clean desk in the mornings allows me to feel more prepared and less cluttered in my mind~ Unless of course I can remember where I 'organized' that handout to etc.). As I read these qualities, I was able to reflect upon myself and the work of my colleagues, some came to mind as great with a particular quality and others came to mind as someone who desperately needed to work on that quality. The beginning disclaimer "great teachers are as different as the students they teach" explains the real truth of it all, what makes us great and what makes a great team is that we all have different qualities that create greatness and the most conducive learning environment possible.
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