Wait off Shoulders

So glad that I was able to get my video posted. I was pushing to get it done before my spring break. If any of you have a student who can show you new techinques in computer stuff, let them. They can do wonders; they have helped me a lot. Hopefully everyone is having fun with this assignment, I just had to get over my stage fright. Enjoy the weekend and nice weather.

OMG!!!

I was so excited today that I was going to finish my video and have it edited by the end of the day. Did not happen. Even though I requested the camera and the student, the teacher who had the camera let another student take it home last night. Kid no showed today, no camera. My videographer came to me and said we did not have camera, but found a second one. The second one could not recognize the mini dvd we were using. A camera the library had which is being used for KTIP teachers eats tapes. UGH!!!!!

So I must push back the lessons to tomorrow and pray the camera thief comes to school. Plus, my camera kid isn't sure he can get out of the class I was using him for. Plan B: I bought a camera and memory card. My assistant said he could still paste the two types of saved film to put onto IMovie.

Moral of the story: If going to use school property, keep it in your possession at all times, and other teachers really don't listen to your needs.

Good thing though is that I do have majority completed and few days left before spring break and deadline and extra funds for the camera. My husband has to wait on his new lawn mower. I suffer, he suffers.

Almost done

I am almost done with my video. When I first explained how in the real world we work in committees, the students looked frozen. It was like they was either afraid of working for real or not sure of what I was talking about. So I tried to simplify it a little more. They liked the fact that they could work in groups, since we have not done a lot of it this year. I saw how the partner groups worked well, and the "trimember" groups worked okay. I may have too much anxiety but have to wait to view the video to get a better grasp. Tomorrow I will be taping the class in in "ability based" groups. Hope eveyone had a good weekend. Going to root for Butler, still can't forgive Duke for beating UK back in '92.

Almost There

I have my plans laid out and ready to go. Wednesday through Friday I will be taping and then finishing up next week. I did find a student who can video and edit, he will be teaching me so I can do it for myself. He will be getting a grade for his efforts, so it is a win-win situation.

Hope everyone is having success.

Setting it Up

I just collected the last of my slips and found someone to video it. Writing my thoughts now during planning bell so I can keep things fresh. I just finished a unit so on Monday I can start fresh with new topics and be able to implement my inquiry. I did not want to throw it in with my old unit and confuse the students. Feel a little late to the party with not having anything taped yet, but overall everything is lining up good. Hope everyone keeps doing well.

Let's Do It

Just posted by final inquiry plan. Now the process of implementing my strategies goes into effect. I first have to find a student or another teacher to locate a camera or computer to begin videotaping. Permission slips will be passed out this week so I can start cutting and editing the sessions. Good luck to all and have fun.

Task 5 Deeper Thinking Domain 2

This scavenger hunt was fun. I not only found information that can help me now, but it lead to me thinking about new things and more resources. While reading the article “Connecting to the 21st Century Student” by Josh McHugh, I realized my dilemmas are common place. The disengaged student wants to learn but the approach to getting to her potential is blocked by technology. My fear of technology and losing control is discussed but it may be the obstacle that must be hurdled to get today’s students. Security blocks to websites have been used, but cyber bullying may erupt in classroom blogs. I want to be more tech-friendly but I need more practice. I have used moodle with fellow teachers, but as a classroom tool is something different. Dyknow vision software is something I like to research. If every student had a computer then reading books online would make things wonderful, but I live in the real world.

A few videos I watched seemed to be directed toward Fred Jones’ Tools of Teaching. This must be a heck of teaching tool because a lot of teachers recommend it. A freedom writer project was popular. For elementary teachers I found an approach that worked, just not for high school teachers. Using a popular prop and rewarding good or positive behavior by letting the student hold it or take it home. Of course rewards and tokens were implemented as well. It seemed that teachers used whatever they could find and molded it together to make it work.

The blogs were kind of cool because I found one where our problems of classroom management crossed our northern border. A Canadian teacher was befuddled on how to keep a class managed when in small groups because it was mandated that group work be apart of a teacher’s lesson. Once her attention was diverted, a group would act up. A suggestion was posed of having a second teacher or aid help. Another tip was to assign more detailed duties so students were not acting up.

A poor student teacher faced the reality of having her students not listen to her. She took them to a computer lab; they worked, but left the lab a mess. She attempted to scold them without raising her voice, no luck, and had a weekend to deal with the reality of frustrations and second thoughts. She implemented a seating chart and as of her last post, she is doing better.

On edutopia.com, there is a blog developed for teachers to vent and help each other for classroom management. Just go to the website, type in Betty Ray under blogs, hopefully you can link to it. Cool how teachers have support for each other.

All of this helps me focus on the matter of what I need to do to improve. I do not feel as incompetent, other teachers have and are going through the same problems. I truly feel if the classroom is properly managed, then the students will learn, great example is Garcia's testimonial on Fred Jones. Finding Jones’ Tools of Teaching would really help and developing lessons that are building blocks to an end with the students helping to lead the way.

For my inquiry plan I want to try and focus on two things: group work and letting students gain control of their education, at least for a few days and lessons and managing of the shot clock (class period). I am getting excited about UK and march madness.

This task made me realize I have to trust myself and try new things. Fearing the noise of the class can not stop me from trying to engage more students.

Where I found articles, videos and blogs?
Article: edutopia.org: “Connecting to the 21st Century Student” by Josh McHugh
Video: teachertube.org: typed in classroom management and found videos titled “Reward and Tickets”, “SD test scores improve”, “Fred Jones Tools for Teaching for classroom management”
Blog: blogsearch.google.com: twowritingteachers.wordpress.com

Task 4 Domain 2

Within the classroom environment domain, I feel most comfortable with component 2A: creating an environment of respect and rapport. From day one I let the students know that I will be fair and just and treat everyone equally. No bullying will take place and RESPECT will always be monitored. I feel I spend more time on this than anything else because if we have a discussion everyone should be free to express themselves without ridicule. I do not mind letting the students see me make mistakes, it shows I am human, and how I respond to them and how I correct the mistake is more important. At times I may be either too tender hearted or hard hearted. If a student is going through something personal then I am willing to bend, it just depends upon the situation. Guess that is where the conflict begins.

Component 2B and 2D play important roles in instruction; component 2C is the most crucial. This is where I would like to focus my energy. The flow to a class must be constant. There are great designers of lessons, great presenters, but if the audience is not willing or interested the performance will be awful. I hate walking past a classroom and hear hooting and hollering. How can those students be learning anything? How fair is it that I struggle to create and perform good lessons when other teachers are having tea parties? This component can influence a teacher to slack to the lower realms of teaching.

A typical class is students doing a “journal” entry, attendance, then starting the daily activities. Discussion on relevant topics to material is scattered throughout and individual work is usually performed. Group activities may be once to twice a week depending upon material.
When I try to do group work, I am afraid of loud talking and kids not doing their part. One or two students acting out can ruin the lesson, and I do not want to these lessons when these students are present. I know it is not fair, but more time is wasted on discipline than performance. Does any else have these problems?

With new software for grading and attendance, I feel overwhelmed. I am still trying to develop procedures of “bell ringers” as I am getting attendance. Another teacher mentioned mind puzzles (ones from the Sunday paper’s USA Today section). Plus putting in grades takes twice as long now. I would truly appreciate any tips on bell ringers or how to be more efficient with time?

I s it wrong of me to want to have more control of the classroom? I know students should be taking more control and responsibility, but I am afraid they are too lazy to complete assignments if they do not have strict deadlines. I don’t know if it is because I teach high school or too afraid of answering for students having low grades. I might be too old school in my procedures, consequently wanting to learn more about this component would be most helpful.

Task 2 Posting

Each year teachers ask which students are on the class rosters. Class size and individual students can alter how a teacher manages the class and what can be taught. Activities and projects depend upon this factor. The established curriculum is then manipulated to fit the teacher’s needs. A new teacher scrambles to build lessons while the “old timers” are on cruise control. Curriculum’s purpose here is to establish classroom management and prepare for testing. Creativity is based off the teacher’s energy levels.

Now there is a shift to have a more engaging curriculum, have the focus shift on learned standards instead of learned material. Teachers now have to alter their strategy to focus on particular questioning to get students involved instead of this is it and learn it. The articles of Childe and Wiggins help illustrate how the curriculum can be altered so the teachers have a more diverse role. A teacher can facilitate, coach, or directly teach a lesson. Plus, ILT meetings can establish the backward design for the curriculum to be evolved.

In the past, teachers had little control over the curriculum. State and board officials mandated the curriculum. Teachers would design lessons off this and allow for department peers to help with used lesson plans and worksheets. If a teacher is creative then she has a huge control over the curriculum. Problem is student abilities are an ever changing factor that forces a teacher and school to be weary. Growing use of more essential questioning, creative lessons, and ILT input can equal the balance of the enigma that is the student achievement.

With Ryle implementing the ILT, the curriculum is slowly evolving. We are finding standards to focus on, establish essential questions, and formulating a common assessment. Now the teachers have the ability to teach off this blueprint. The creative nature should take over, but focus still needs to engage the students.

It seems easy to formulate a theory of curriculum, but what I read today it seems easier to implement a new plan. Teachers have to stay willing to be a student and learn new ways to improve. So many times students get bored because the teacher is stale with ideas. Possibly the backwards design can help along with Schwartz’s rehearsal curriculum. I have felt the classroom is a good place to perform, entertain the students. However, the show must be managed to allow for complete learning not fun.

Task 1 Reading Comments

1. We need to consider curriculum as a focus point for education because it is the framework of what we teach. As teachers we must springboard off what is mandated to us, tweak the information so students can learn new information and parents can understand what is being taught to their children.

In my experience curriculum is always being manipulated to enhance test scores; do something different, possibly raise the perception of achievement then actually raising scores, but changing the norm. What to teach and how to teach it has changed so much over the past few years that the appearance of teaching has become much, much harder. Or, are the states and school districts trying to establish the curriculum as a “how to” manual for anyone to come in and teach?

While reading Applebee’s lengthy perspective on curriculum, I understand how the curriculum needs to be adjusted. Trying to perfect the link between today’s student makeup and the knowledge needed to advance and succeed will allow for the curriculum to be either outdated or modern. He also points out in teaching writing how spelling accuracy dwindled as writing was departmentalized into processes so the art of writing can be perfected.

“When we make suggestions for educational reform that involve removing existing curricular structures, it behooves us to offer effective alternative.” (Applebee, 8) Alternatives are easy to think of but how effective are they in the long run is the gamble administrators must decide upon. In today’s world, the long term impact of new curriculum not working or being effective can cost teachers their jobs or put a school in crisis.

Teaching is not teaching anymore. Yes we develop lesson and push the students to excel, but budget cuts and performance levels seem to be the bottom line. This is why curriculum is to be considered. Which method to use is still debatable, to me though, we must remember getting the most out of a student or enlightening them to a new topic is the true meaning of teaching?

2. I like how Wraga starts his article, a student trying to get out of work. It seems as the years of schooling goes by the student does get bored or burnt out by their senior year. To keep them and any other student engaged, class alternatives and interesting lesson plans must be offered. Wraga’s fused curriculum is something we use at Ryle High School. We offer American and World studies. When I taught in middle school, we correlated lessons. It is funny how we do something because it makes sense then some educator gives it a fancy title. Wraga’s terminology of vertical and horizontal articulation is what I do as an English teacher at Ryle. We have implemented ILT groups to enhance the vertical articulations but also the essential questioning from Wiggins is becoming the main focus in our common assessments.

The attraction to Applebee’s various ideas is great. The catalog structure within a curriculum is always beneficial. Utilizing a subset of vocabulary and grammar terms helps the students broaden their personal vocabulary and gain an appreciation for new information. Episodic curriculum is one we subconsciously use to plan out the year. Using Applebee’s preference for conversation in a new curriculum is intriguing but a bit puzzling. As teachers do we not already use this type of questioning in the classroom? I assume Applebee believes this should be more encompassing of all material taught in schools.

My preference is one of all models. By using the standards based and essential questioning in my lesson plans, I am pulled to Wiggins’ model. One question leads to another, knowledge known is used for knowledge learned. But Applebee’s “individual” forms of curriculum (catalog, correlation, episodic) I still use in planning and teaching. Of course connecting all subjects together, would allow the students to see the big picture of education. The one thing I was drawn to while reading Applebee’s paper was the Socratic Method. When I read Wiggins’ article there was Socrates name. Advancing the curriculum in intertwining all models, so which model do I prefer? I would say which model works best for my students? I would only know by experimenting and building upon my experience, leading me to new ideas of perfecting my craft.

3. I feel the curriculum is slowly changing to a more modern one. The impact of essential questions has taken a foothold in my curriculum. The shift to internet resources and case studies from textbooks has slowly taken over. Textbook companies have countered with giving teachers some essential questions to utilize when introducing a story or new unit. The question I always have when a curriculum is being changed, is how it will affect discipline. I am a firm believer in the fact a well managed class can perform any activity, no matter what curriculum is being used. It is so hard to have students “question” a topic or begin a debate when another student purposely disrupts the conversation. A teacher can build any type of house she wants if she builds a strong enough foundation.

In an ideal setting the modern curriculum would have the teacher bring up a topic, have the students debate what they know and how it correlates to their lives. The teacher would then introduce a story, case study, and any subject matter to be further examined and connected to their opening line of questioning. The teacher would guide the students to the ultimate thought on the particular topic so the students can determine on their own merit how the learned knowledge can impact their lives. Whatever activities or homework a teacher uses to continue the line of questioning would be encouraged.

Ignorance is not always bliss. To me ignorance is not always a negative thing; a person is just lacking knowledge in a particular subject matter. Personally if a person does not want to understand something in a particular field then using the term ignorant fits. The problem with ignorance in education is trying to enlighten the ones who do not want to learn. So much time is used upon this group that the ones who do want to learn or try are taken advantage of. More often than not, it does not matter what the curriculum is or what it can do, if the students are not willing to try. Teachers do get paid to do whatever it takes to prepare the students, but responsibility has to be put upon the students sometime.
I receive a magazine entitled Teaching Tolerance, which focuses on students with different backgrounds and abilities and how we can help them achieve in the classroom. This one particular magazine has an article dealing with a new curriculum dealing with civil discourse. Bringing in controversial topics which deal with different races and abilities fit with both Applebee and Wiggins’ models, students may be drawn to these more modern topics since they are so personable. Constant questionning and open conversations would be perfect for this subject. It fits with the modern curriculum on how it can be used, but it could also be implemented in the traditional sense with good activities and lesson planning.

Do we need a new curriculum? Possibly, as a teacher I will encourage any strategy to get more out of a student. As an administrator, I say yes to keep scores on the rise and keep the educational process fresh and push my teachers to stay creative. Currently, I see the benefits of Wiggins’ essential questioning, but I am apprehensive of Applebee’s constant conversations.

Blogging for First Time

I'm blogging for my first time, so hopefully everything goes well. As I mentioned in my video board discussion, I teach freshman and sophomore English at Ryle High School. I love the students and staff, they make teaching there a great place to work. This new form of communication kind of scares me, but I'm enthusiastic about learning new concepts, ideas, and strategies. Something new that I can apply and implement in my classroom instruction.