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- 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.

 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.

Week 6 Video Teaching Reflection

Well after many technology problems and finding the time during my student teachers time to video, I got it done. Sorry for the delay- the timing was just not working out. 

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, 3^rd 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. 2^nd 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. 3^rd 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.

 Week 1-

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

 Week 2-

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!

 Week 3-

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.

 Week 4-

 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.

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 :)

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.

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.

 

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.

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.