August 2011 Reflection
Wow! Where do I begin? I would like to start by asking, “Are you sure this class was not created only for me?” I have researched many programs and felt that most were just about getting the degree. I wanted a program that was relevant to me and one I could use/practice in my room - with my students. Well lucky me!!! I found it!!!!
I had much to think about after the first weekend of class. I was so happy we had class before school started. It seems at the end of each school year I always reflect and think about what I want to do or change for the next year. I love teaching but realize I am far from a “great” teacher. I could not wait to use a few ideas from class in my room.
This year I have 5th and 6th Special Education for reading and English. I also have 8th and 10th grades for English. I wasn’t sure how I would feel going to the elementary - but as it turns out - I love it!!! I could not wait to try the learning circle for all of my classes. It was a huge success. The upper grades enjoyed it the most. They were so excited to relay to each other about their summer vacation. It also helped me to get to know each student.
I am going to jump right to the book. The Book of Learning and Forgetting by Frank Smith is now one of my top reads. It is so applicable to my teaching (and my schools) that I have suggested our school district by one for each teacher. This book struck a nerve or rather sparked something in me. It was like one of my book club books. I could not put it down. The ideas of a classic view and the official theory are something I believe I knew, but did I? It really made me question my teaching and those teaching around me.
In my few years of teaching I know that I certainly try to follow the classic view model. But, I know that even I (Ms. Idealist) will fall back on old (learned) practices. It truly gave me reason to pause and think about what I was teaching. I continue to realize that it is not an easy or overnight achievement. My one saving grace is I feel I have always knew there was something like the classic view, but unsure of what it really was or even called. Now, I have a name for it, and some direction.
Last year we hired a new English teacher. He, too was older when he started teaching. A ripe old age of 30. I was somewhat older than he, but we had the same ideals and practices. Each day after school we would meet in my room to discuss the day and how it went. We always felt we both lacked on classroom management and not quite sure how to succeed at this. With that, we also knew that we wanted our students to love English as we do. Since we both replaced teachers who had taught in our school for 30 plus years, we realized we had large shoes to feel.
Now I realize that my own ideas and practices are okay. After reading this book, I gave a huge sigh of relief. It’s okay to fill those shoes with different ideas and learning. Even as I write this, I keep thinking, okay - how should I apply this learning to my students. I feel as if my brain is going several different directions at once. I know that I have the ideas but making it cohesive it another matter. Now I am going to jump - much like my brain - to another thought about the book and learning.
I am using The Diary of Anne Frank for my 8th grade English class. I used this last year. Many of my students had not even heard of her. I decided this was much more important and interesting than spelling books. After our class and reading the book, I have been making changes in the lessons. I have to be honest and say it is not the easiest thing to do. After visiting with a few other teachers and even the elementary teacher (she is in charge of PD) I realize that it is okay to experiment and see what works and what doesn’t. I would like everything to be much more fluid, but I know it takes patience and time. I want my students to enjoy learning.
As I said before, I believe this class and the readings were meant just for me. But I will let the others share. The coincidence is amazing. Our PD is on differentiated instruction. I believe in this instruction and can probably apply it to the classic view. Putting it all into practice is difficult but worth it. For our next PD we will each bring a lesson and practice our instruction. I cannot wait to apply my new learning from our September class.
Finally, I am sharing this book with another teacher. Our high school special education teacher has been struggling with a few general education teachers. Usually, I am there with her, but this year I go to the elementary for 5th and 6th special education - so I am not there to protect her or my students. So, as I read this book, I realize a few of our teachers ( more than a few) are strictly following the official theory of learning. Yikes!!! How do we get the teachers and the students to convert to the classic ideals?
We are currently have problems with two teachers that simply refuse to accommodate for special education students. Actually, they cannot even accommodate for general education students. It is all about the tests and students memorizing the information. I can understand that you need to know some basic fundamentals of science - what the sun does, energy, etc. But do we really need to give junior high 180 question tests? This particular teacher told me she could not believe that 90% of her class was failing? Really!!! I told her that if that many of my students were failing I would be pretty sure it was me and not my students. As the books states, we want to give out students confidence and the joy of learning.
The good news is that my principal/superintendent agrees that we should read The Book of Learning and Forgetting as a group. This is wonderful. I wasn’t sure if he would agree with me. The sad part of my reflection is that we are at a standstill between the special education department and the science department. How do the special educators help the students without going over the line (according to the general educators)? I feel somewhat like a peacekeeper between the two groups. Administration wants everyone to be happy - but failed again - to make a final decision or at least guide us to the right decision. But, is there a right decision? Hmmmm . . . I am not sure. We want all students to learn, but at what cost? We can’t give up their self confidence for achievement?
Obviously, I could go on and on. I will continue to ponder this issue. I am hoping this weekend will shed some light on the issue. I am sooooo excited to be going to class. What better way to spend a weekend than joining a group of your peers and continue loving to learn!!!!
I had much to think about after the first weekend of class. I was so happy we had class before school started. It seems at the end of each school year I always reflect and think about what I want to do or change for the next year. I love teaching but realize I am far from a “great” teacher. I could not wait to use a few ideas from class in my room.
This year I have 5th and 6th Special Education for reading and English. I also have 8th and 10th grades for English. I wasn’t sure how I would feel going to the elementary - but as it turns out - I love it!!! I could not wait to try the learning circle for all of my classes. It was a huge success. The upper grades enjoyed it the most. They were so excited to relay to each other about their summer vacation. It also helped me to get to know each student.
I am going to jump right to the book. The Book of Learning and Forgetting by Frank Smith is now one of my top reads. It is so applicable to my teaching (and my schools) that I have suggested our school district by one for each teacher. This book struck a nerve or rather sparked something in me. It was like one of my book club books. I could not put it down. The ideas of a classic view and the official theory are something I believe I knew, but did I? It really made me question my teaching and those teaching around me.
In my few years of teaching I know that I certainly try to follow the classic view model. But, I know that even I (Ms. Idealist) will fall back on old (learned) practices. It truly gave me reason to pause and think about what I was teaching. I continue to realize that it is not an easy or overnight achievement. My one saving grace is I feel I have always knew there was something like the classic view, but unsure of what it really was or even called. Now, I have a name for it, and some direction.
Last year we hired a new English teacher. He, too was older when he started teaching. A ripe old age of 30. I was somewhat older than he, but we had the same ideals and practices. Each day after school we would meet in my room to discuss the day and how it went. We always felt we both lacked on classroom management and not quite sure how to succeed at this. With that, we also knew that we wanted our students to love English as we do. Since we both replaced teachers who had taught in our school for 30 plus years, we realized we had large shoes to feel.
Now I realize that my own ideas and practices are okay. After reading this book, I gave a huge sigh of relief. It’s okay to fill those shoes with different ideas and learning. Even as I write this, I keep thinking, okay - how should I apply this learning to my students. I feel as if my brain is going several different directions at once. I know that I have the ideas but making it cohesive it another matter. Now I am going to jump - much like my brain - to another thought about the book and learning.
I am using The Diary of Anne Frank for my 8th grade English class. I used this last year. Many of my students had not even heard of her. I decided this was much more important and interesting than spelling books. After our class and reading the book, I have been making changes in the lessons. I have to be honest and say it is not the easiest thing to do. After visiting with a few other teachers and even the elementary teacher (she is in charge of PD) I realize that it is okay to experiment and see what works and what doesn’t. I would like everything to be much more fluid, but I know it takes patience and time. I want my students to enjoy learning.
As I said before, I believe this class and the readings were meant just for me. But I will let the others share. The coincidence is amazing. Our PD is on differentiated instruction. I believe in this instruction and can probably apply it to the classic view. Putting it all into practice is difficult but worth it. For our next PD we will each bring a lesson and practice our instruction. I cannot wait to apply my new learning from our September class.
Finally, I am sharing this book with another teacher. Our high school special education teacher has been struggling with a few general education teachers. Usually, I am there with her, but this year I go to the elementary for 5th and 6th special education - so I am not there to protect her or my students. So, as I read this book, I realize a few of our teachers ( more than a few) are strictly following the official theory of learning. Yikes!!! How do we get the teachers and the students to convert to the classic ideals?
We are currently have problems with two teachers that simply refuse to accommodate for special education students. Actually, they cannot even accommodate for general education students. It is all about the tests and students memorizing the information. I can understand that you need to know some basic fundamentals of science - what the sun does, energy, etc. But do we really need to give junior high 180 question tests? This particular teacher told me she could not believe that 90% of her class was failing? Really!!! I told her that if that many of my students were failing I would be pretty sure it was me and not my students. As the books states, we want to give out students confidence and the joy of learning.
The good news is that my principal/superintendent agrees that we should read The Book of Learning and Forgetting as a group. This is wonderful. I wasn’t sure if he would agree with me. The sad part of my reflection is that we are at a standstill between the special education department and the science department. How do the special educators help the students without going over the line (according to the general educators)? I feel somewhat like a peacekeeper between the two groups. Administration wants everyone to be happy - but failed again - to make a final decision or at least guide us to the right decision. But, is there a right decision? Hmmmm . . . I am not sure. We want all students to learn, but at what cost? We can’t give up their self confidence for achievement?
Obviously, I could go on and on. I will continue to ponder this issue. I am hoping this weekend will shed some light on the issue. I am sooooo excited to be going to class. What better way to spend a weekend than joining a group of your peers and continue loving to learn!!!!