March 2012 Reflection
Let me begin my reflection by saying I will never miss another class. I felt as if I missed so much. Yes, I needed to attend a family function, but if this comes up again, I am sure I will figure out a way to get to everything. With that said, I read the notes and articles from our last session. The readings, activities, and discussion about our research and papers have left me with several thoughts a lot of pondering.
I went through all my notes, journal writings, articles, and books - I see one continuing idea that keeps popping up - in our readings and my thoughts. How do we make the content relevant to students. I was visiting with one of my fellow teachers about this and she said, “I see what you mean. If you find out let me know.” The she said, “It sounds like this would be relevant to you.” Wait. My paper, my research needs to be relevant to me in order want to go through the process - hmmmm . . . I think she hit on something. I want to know how to make learning relevant to my students and I am not sure how I go about that. I understand that to have students engaged or buy into their own learning it needs to be relevant to them - the same for me - it has to be relevant.
This is starting to get a little messy. Excuse my wandering thoughts, but I need to write this down. Why do I buy into this journey I am on? I want my students to feel as I do. The simple joy of gathering information from reading, listening, discovering, talking, and writing - to name a few. The feeling that I can make a difference with my students. The idea that at the end of my journey I will be a better person. I will have more to share with others. Others, including my students, will see a change in me - a change that they will want. Wanting my students and peers to want this passion I feel, to need this passion. I think about how mu facilitators make our journey relevant to me and my peers. I want to express my ideas and passions to my students in a fluid, graceful way. Okay thought over - now back to my reflection.
I think of our reading from last month, as well as the video. Sounds like their worlds are perfect. I actually enjoyed reading the book - but understand how some felt frustrated and even angry with the book. For me, the idealist, it sounds wonderful - but also somewhat out of reach. How do I try to make a difference in schools? One student or idea or strategy at a time. This seems somewhat daunting and a little overwhelming. As I went back to the book, I read about the one student-teacher who wanted to know when her real teaching would begin. The idea that the “real” teaching is playing the facilitator is exciting, but very hard to change.
This leads me to the beginnings of research. I love discovering new ideas and thoughts - probably not knew - but knew to me. It also leads me to thinking, and thinking, and thinking. Do I focus on on one aspect of relevance? How do we make it relevant? The importance of relevance? Hmmm . . . . certainly things to think about.
Stop - I just finished the article, Abusing Research by Alfie Kohm. Oh my, oh my. This is a wonderful article. I was so fascinated by her - I am assuming its a she for some reason - but maybe Alfie is a man. I will be checking that. Anyway, I loved how he (I checked) dove right in and played investigator with the research of others. He also gave examples that I can relate to. This has already helped me when thinking about my own research. Great article. As I read I had a fleeting thought of becoming an investigative researcher that outs all the bad researchers. How fun would that be?
I want to reflect on last months reflection. Giving students the choice. This works so well for my younger students, but the older students do not always make decisions that are to their benefit. As I teacher I want to tell them to STOP!!!! Please, you are not going to be able to understand this last chapter we read - do you know what it going on in our novel? This is the hard part for me. So hard!!!! How do I make the content relevant to them so they want to be engaged. What am I missing? Is it just this class? Should I say, “Oh well,” it will be better next time. Last months reflection was certainly the honeymoon period. I am going to stop for know and continue with our class coming together as a community, relaxation exercises.
Boy oh boy. One of my goals is to read my goals each morning. I feel this is helping me (baby steps) become a better listener and teacher. I still get so frustrated at with my students. Why don’t they want to learn - wait - am I making it relevant? How do I make it relevant? The million dollar question! I want to learn how to make each lesson, strategy, project, well everything relevant. Is this a possibility? If so, how?
I have started researching and I can see this may be somewhat difficult. I want certain research - it has to be oh lets say RELEVANT to me!!!
I will end this months reflection with many things to continue thinking about. Of course now I want to tie this in to my portfolio. Relevance!!! Ciao!
I went through all my notes, journal writings, articles, and books - I see one continuing idea that keeps popping up - in our readings and my thoughts. How do we make the content relevant to students. I was visiting with one of my fellow teachers about this and she said, “I see what you mean. If you find out let me know.” The she said, “It sounds like this would be relevant to you.” Wait. My paper, my research needs to be relevant to me in order want to go through the process - hmmmm . . . I think she hit on something. I want to know how to make learning relevant to my students and I am not sure how I go about that. I understand that to have students engaged or buy into their own learning it needs to be relevant to them - the same for me - it has to be relevant.
This is starting to get a little messy. Excuse my wandering thoughts, but I need to write this down. Why do I buy into this journey I am on? I want my students to feel as I do. The simple joy of gathering information from reading, listening, discovering, talking, and writing - to name a few. The feeling that I can make a difference with my students. The idea that at the end of my journey I will be a better person. I will have more to share with others. Others, including my students, will see a change in me - a change that they will want. Wanting my students and peers to want this passion I feel, to need this passion. I think about how mu facilitators make our journey relevant to me and my peers. I want to express my ideas and passions to my students in a fluid, graceful way. Okay thought over - now back to my reflection.
I think of our reading from last month, as well as the video. Sounds like their worlds are perfect. I actually enjoyed reading the book - but understand how some felt frustrated and even angry with the book. For me, the idealist, it sounds wonderful - but also somewhat out of reach. How do I try to make a difference in schools? One student or idea or strategy at a time. This seems somewhat daunting and a little overwhelming. As I went back to the book, I read about the one student-teacher who wanted to know when her real teaching would begin. The idea that the “real” teaching is playing the facilitator is exciting, but very hard to change.
This leads me to the beginnings of research. I love discovering new ideas and thoughts - probably not knew - but knew to me. It also leads me to thinking, and thinking, and thinking. Do I focus on on one aspect of relevance? How do we make it relevant? The importance of relevance? Hmmm . . . . certainly things to think about.
Stop - I just finished the article, Abusing Research by Alfie Kohm. Oh my, oh my. This is a wonderful article. I was so fascinated by her - I am assuming its a she for some reason - but maybe Alfie is a man. I will be checking that. Anyway, I loved how he (I checked) dove right in and played investigator with the research of others. He also gave examples that I can relate to. This has already helped me when thinking about my own research. Great article. As I read I had a fleeting thought of becoming an investigative researcher that outs all the bad researchers. How fun would that be?
I want to reflect on last months reflection. Giving students the choice. This works so well for my younger students, but the older students do not always make decisions that are to their benefit. As I teacher I want to tell them to STOP!!!! Please, you are not going to be able to understand this last chapter we read - do you know what it going on in our novel? This is the hard part for me. So hard!!!! How do I make the content relevant to them so they want to be engaged. What am I missing? Is it just this class? Should I say, “Oh well,” it will be better next time. Last months reflection was certainly the honeymoon period. I am going to stop for know and continue with our class coming together as a community, relaxation exercises.
Boy oh boy. One of my goals is to read my goals each morning. I feel this is helping me (baby steps) become a better listener and teacher. I still get so frustrated at with my students. Why don’t they want to learn - wait - am I making it relevant? How do I make it relevant? The million dollar question! I want to learn how to make each lesson, strategy, project, well everything relevant. Is this a possibility? If so, how?
I have started researching and I can see this may be somewhat difficult. I want certain research - it has to be oh lets say RELEVANT to me!!!
I will end this months reflection with many things to continue thinking about. Of course now I want to tie this in to my portfolio. Relevance!!! Ciao!