Reflections

These last six weeks have been about who you are as a citizen and your responsibility both as a member of society and as an educator.  Use your final blog posting to offer your reflections on making connections and setting up for success.

These last six weeks have been a whirlwind. :-)

Sometimes I wonder how I am doing it, how I have survived.  But, I have.  And I think it is because I am motivated.

It has been a tough second summer session for me.  I have had to ask myself repeatedly why I am even doing this -- becoming a teacher, getting a masters' degree in less than 2 years, etc.  I have started to forget why I even began.  When I was in the classroom I would begin to see glimpses of it -- the light bulb moments, the joy of kids discovering, the disequilibrium of students, being in front of a classroom and feeling like "I could really do this and enjoy it!", etc.

But I still had lost my way.

But then I read the two assigned articles for class... and it all came flooding back to me.  I got in this profession to make a difference, to teach, and to effect the next generation in a way that matters.

Yes, it is idealistic.

No, I won't reach every child.

Yes, what teachers do matter.

And I want to be a part of it all!  The good, the bad and the ugly.  All of it.

I enjoyed quite a few bits of the articles.  If I thought it was appropriate, I would copy and paste both articles, in their entirety into this blog post.  But it isn't -- wouldn't be all that effective. :-)

Instead, here are few quotes that have excited me, that have convicted me and have motivated me.

• World hunger and the other human tragedies—poverty, disease, tyranny, and war itself—offend a conscience shaped by concern for others. Meeting these challenges today requires more than politics and money; it requires people of conscience who are compelled to act.... Yes, reading and math are important. But what matters most is what kinds of human beings are reading the books and doing the math. - Charles Haynes
• Idealistic and interested in action, students greet inauthentic learning with skepticism but are most willing to rise to a meaningful cause. We know that many causes await them. Our job is to make sure they have the knowledge, the courage, and the habits of heart to take them on.
• Developing students' hearts, I believe, is what educators are called to do
• We want to inspire students to follow their conscience not in spite of what we teach and do in our schools, but because of what we teach and do.

I got into teaching because I think I would enjoy it.  I got into teaching because I love children.  I got into teaching because I am passionate about education, educational policies and educational opportunities.  I got into teaching to make a difference – not only in a child’s life, but in the lives of others.  As these two articles point out, students care a great deal about our world and are willing to do great things – if we teach them authentically and teach them HOW. 

I hope to be that type of teacher.  I know it won’t be easy.  I know I’ll be tired.  I know I’ll fight a lot of battles.  But it is possible… even in today’s educational environment of testing and accountability.  Through integration, through social studies, through staying strong in my convictions and beliefs, it is possible. 

I’m ready to be in the classroom.  I’m ready to have idealistic days.  I’m also ready to have my jaded days.  But most of all… I am just ready.

References
Scherer, M. (2009, May). Teaching social responsibility: Part 1. Educational Leadership, 66(8), 5.

Haynes, C. (2009, May). Teaching social responsibility: Schools of conscience. Educational Leadership, 66(8), 6-13.

Reward Systems

Question: What are your thoughts on reward systems? What have you seen in your field experiences?  What have you considered for your own classroom use?

Before this semester I had never thought much about rewards systems, the best way to manage behavior, etc.  I knew from babysitting, listening to friends with children, and other sources that consistency is key to a successful system.  But that is all I knew.  Our EDU 703 course has been fascinating for me.  I feel like I am learning so much and am eager to apply them in a classroom.  I am especially eager to get into a classroom and really try some of what we are learning because I know that one of  my "growing areas" is classroom and behavior management.  

From what I have learned in EDU 703 I think that a rewards system done right can be successful, if they focus on positive behavior.  However, it is more likely they are used to emphasize negative behavior.  Where I think we fail is that we are so focused on punishment as behavior management system.  We have been set up that way forever (well, that may be an exaggeration!).  We tend to punish people by throwing them in jail before we ask ourselves how we can equip them to be contributing citizens.  Yes, some crimes and behaviors should have consequences (and sometimes that may mean being removed from society); however, punishment is obviously not a preventative measure.  If it was, we wouldn't have nearly as many overrun jails!  All of that being said -- we tend to want to apply this same measurement to our students in schools.  We think, "surely little Johnny will behave because we told if he does it he will have to stay in from recess."  Yet we fail to realize that maybe little Johnny needs some attention so we are encouraging his negative behavior because he wants to spend time with us.  I like the idea of figuring out the reason for the negative behavior (e.g. attention-seeking, revenge, etc.) and then responding in a way to elicit positive behaviors.  

Our reward systems should focus on this as well.  Rather than moving a pin to the yellow (and then the red) light, we should add stars for each positive behavior and/or action instead.  The school I have been placed at uses this model.  They reward with SPOT tickets when they see a student doing a desired behavior.  We have also learned that rewards should never be taken away.  The consequence of a negative behavior is not getting the reward.  My cooperating teacher follows this theory.  At first it seems counter-intuitive.  But, I will say I have seen it work.  In an observation for EDU 703 I rewarded one little boy for working quietly during his morning work and not being distracted.  Per my teachers instructions, I walked up to him, handed him a ticket and said, "thank you for working so quietly and focusing so well."  The children who were around him immediately noticed and got to work.  I did not then reward them, but I saw the motivation first hand.  Children are very smart and know what they want -- if we give attention for negative behavior they may repeat the behavior.  That was their goal after all!  However, they will also repeat the positive behavior if that is what we focus on and reward.

I have honestly not thought much about how I will run my future classroom.  I like the rewarding for positive behavior, but I also do not want to go bankrupt from buying trinkets! ;-)  I can always use my kid's meal toys... but surely those will run out, too! :-)  I LOVE the idea of rewarding students with meaningful rewards (such as lunch with the teacher, sitting next to a friend for the day, etc).  We can reward without giving a material thing.  We can reward with choice, with relational responses, etc.  I hope to implement that type of rewards system in my class... but what that looks like?  I do not know.  I plan on devouring The First Days of School from EDU 703 over our upcoming break (yes, I am a dork...) and hope to begin thinking through that.  In only a few short weeks I will be in the classroom, and maybe I can begin applying all that I am learning.  I know while I intern I will have to be careful (after all, it isn't my classroom), but I do hope to begin the process of designing my classroom.  I cannot wait!  It is becoming so real! :-)

Self-Efficacy

Discuss self-efficacy. In what areas do you have a high degree of self-efficacy?  What do you think contributes to this (experiences, opportunities, failures, people, etc)?

Before I really begin discussing self-efficacy, I want to take a look at the definition.  According to wikipedia, self efficacy is:

"... a term used in psychology, roughly corresponding to a person's belief in their own competence.
It has been defined as the belief that one is capable of performing in a certain manner to attain certain goals.^[1] It is believed that our personalized ideas of self-efficacy affect our social interactions in almost every way. Understanding how to foster the development of self-efficacy is a vitally important goal for positive psychology because it can lead to living a more productive and happy life."

In simpler terms, I would say that self-efficacy is a belief in yourself, a belief that you can perform well at most things you take on.  Self-Efficacy is, however, not just confidence in yourself.  It is an internal feeling, but is greatly influenced by past actions and interactions with those around you.  From my understanding, self-efficacy can be increased if a person is given achievable goals and reinforcement on a job well done; but it can also be decreased with projects and goals that are unreachable.  I am sure that my understanding is rudimentary.  Self-Efficacy very complicated than what I described above... but it is a start!

So, where do I have a high degree of self-efficacy?  And where did this come from?

Hmmm... this is hard for me to say.  I am not someone who often likes to talk about my strengths.  It feels like bragging to me.  But, overall I feel that I can succeed at most things you put in front of me.  Of course, this is within reason.  I am not trained to be an engineer and if asked to build a bridge... well, you wouldn't want to be driving on it!  But I have confidence in a lot of what I do.  Otherwise, I probably wouldn't agree to do things.  I guess I should move on to some specifics, huh?

• Ability to organize - I consider myself a highly organized person.  I can help you sort things, pile things and get your mess under control!  Of course, you may need to be able to part with a few things a long the way.  Some of this comes from personality.  Mess and confusion and disorganization upsets me.  I get stressed just thinking about it.  But it also comes from a family who values organization.  It was taught, modeled and shown to me.  By the time I was in middle school I didn't need help organizing my ideas for a project -- I had been walked through the steps enough I could do it for you.  Same thing for my room, etc.
• Ability to plan an event - Organization also extends into an ability to plan an event.  I am not the dreamer or idea person.  But you give me the idea, the vision and it will get done!  That I can promise.  I have planned many successful events, ranging from the small to a couple of hundred people.  In my current position I am helping to plan events for people in the thousands -- now that is a little scary!  But I trust it will be successful because of my past experiences.  I didn't start out planning an event for 3000 people.  NO!  I started small.  I started young (in Girl Scouts, as young as middle school!).  And I had support along the way.  By the time I reached college I was prepared to run events on my own because I had my Girl Scout leaders guiding me up until our Senior Year of high school. Scaffolding and experience prepared me!  
• Ability with Children - I always feel weird saying this... but as a future teacher it is good for me to say it.  I am good with children.  According to my mom, always have been!  I am not sure where this comes from.  Some of it must be a natural ability, but again, I had many opportunities to interact and be around children.  Experience, scaffolding along the way, and a natural ability allowed me to develop a skill that is leading to a career.  When I walk into a classroom to teach I am nervous (who wouldn't be!), but within seconds I feel at ease.  It is easy to interact with the students, to get their attention, to joke with them... I know I will have to work on my classroom management skills.  But aren't classroom management skills something to learn?  With experience and scaffolding I am sure I can improve there, too!

So, I guess I could think of more.  But, I'll stop there.  Those are probably the first three that come to mind. I can also think of areas that I need improvement, or that I don't feel particularly comfortable in (ahem, engineering or building a bridge --> higher level mathematical skills).  However, we aren't meant to be good at everything, right?

NC Museum of History

I am continually amazed how much museums have to offer teachers and the education field.  I have visited a handful of museums in the Raleigh area as a patron, but since starting at Meredith my eyes have been opened to how much they will be an asset to me as an educator.  I have started exploring various museums/aquariums/planetariums and their websites -- there is so much!  From virtual field trips to online exhibits to resources, we can gain a lot from their resources!

Our field trip to the NC Museum of History was very interesting.  I enjoyed learning about all of the programs they offer as well as see some of the museum exhibits.  I especially loved the Thomas Day exhibit.  I wish that exhibit would never leave -- but I know it is important to cycle the exhibits through.  I had never heard of Thomas Day and just thought his story was so interesting!  A free man of color who not only ran his own (successful!) business, but owned land, hand apprentices, and did this all in the south where slavery was the norm!  I want to learn more about him, his life and his business.  It definitely piqued my interest.  When can I go back? :-)

I will admit that I worry about taking young students to museums.  Many times exhibits at museums are heavy on the reading... and sometimes looking at pictures and/or pieces with a no hands-on approach.  Little ones love to use their hands!  How do you keep them engaged?  But after our visit, I was impressed with how much the museum staff thought about that and worked to create not only interactive exhibits but also activities that can be picked up and used as the children wander through the exhibits.  Specifically I am thinking of the Fred's Finds and Detective activity at the Thomas Day exhibit.  As a teacher, I would definitely consider printing the Fred's Finds out, and using the Detective Activity while my students were at the museum.

This was a great experience and I am so glad that we were able to go!

Hook Lesson: First Attempt

Wow... am I feeling overwhelmed. I didn't realize that this Hook lesson would make me feel so overwhelmed.  I guess I am beginning to realize how much I still need to do!  ACK!  I like this Hook Lesson because it is just an exploration using a primary document.  The students are just looking at an agenda from President Truman and drawing their own conclusions.  From that, and their prior knowledge we are creating a KWL chart that will be revisited throughout the whole entire unit.  Through the subsequent lessons (hopefully) many of their questions will be answered.  However, I know there is still a lot of work to be done on this lesson -- I didn't include any differentiation in this first draft, and need to work on the rubric.  Unfortunately, it won't happen tonight (sorry!, but I am teaching this Friday and Monday in the classroom -- want to do some prep work for that...).

Please let me know your honest feedback -- including if I need to start over.   Could we set up a Skype meeting for next Monday?  I am beginning to have some questions and would love to know to chat for a bit.  Thanks Dr. Duncan!

Now, without further ado... My Hook Lesson: First Attempt.

Title: A Day in the Life of the President

Time: 1 Lesson, 60 minutes

Grade Level: 5^th Grade

Subject: Social Studies

NCSCOS Connection:

Goal 2: The learner will analyze political and social institutions in North America and examine how these institutions respond to human needs, structure society, and influence behavior.

Objective 2.01: Analyze major documents that formed the foundations of the American idea of constitutional government.

Objective 2.02: Describe the similarities and differences among the local, state, and national levels of government in the United States and explain their legislative, executive, and judicial functions.

Objective 2.03: Recognize how the United States government has changed over time.

Common Core Standards Connection:

5.C&G.1 Understand the development, structure and function of government in the United States.   

5.C&G.1.2 Summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government).

5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government.

5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens. 

5.C&G.2.1 Understand the values and principles of a democratic republic.

5.C&G.2.2 Analyze the rights and responsibilities of United States citizens in relation to the concept of “common good” according to the United States Constitution (Bill of Rights).

5.C&G.2.4 Explain why civic participation is important in the United States.

Intended Outcomes

At the end of the lesson, students will be able to:

·          

Materials

·         SmartBoard

·         KWL Chart

·         Truman agenda page

Procedures:

I. Focus and Review (Establish prior knowledge): 10-15 min

·         Teacher and students work to create a KWL chart on the Presidency.

o   Begin by writing the word President on the board

o   Ask: “what do you know about the President?”

§  Ask: “What words come to mind when you think about the President?”

§  Ask: “Do other countries have Presidents?”

o   Ask: “What do you want to know about the President?”

§  Ask: “What do you wonder about?”

·         Teacher will explain that throughout this unit the students will be embarking on a journey where they learn all about the role of the President.  They will discuss if the country needs a president, what the president does, and even learn what the day of the president looks like.

II. Statement (Inform student of objectives): 1-2 min

“Today, my friends, we will discuss a going to look at President Truman’s agenda page from June 29, 1950.  This agenda page includes all of his meetings from that day.  From your exploration and discussion, we will begin to explore what the president is responsible for day-to-day.”

III. Teacher Input (present tasks, information, and guidance) 3-5 min

·         Pull up primary document from National American History Museum: http://americanhistory.si.edu/presidency/5a2c.html

·         Hand out to each student the Truman Agenda Worksheet (see Appendix A)

·         “All of you hold in your hands a primary source.  As we know from previous Social Studies classes, primary sources are original materials that help us understand history.  This primary source can also help us discover what the president does each day.

You now have a copy of President Truman’s agenda from June 29, 1950.  I want you to read over the agenda and discuss with your tables what you think President Truman did that day.  I will give you about 10 to 15 minutes to discuss with your group and then we will come back to discuss.  If you get stuck and can’t decide what he did, I will be around to help.  As well, look up words you don’t know in our dictionaries, and use your social studies book as reference.”

·         Ask: “Does anyone have any questions about what you are supposed to be doing?”

IV. Guided Practice (Elicit performance, provide assessment and feedback): 25-30 min.

·         Students are working at their tables to discuss President Truman’s Agenda.

·         Teacher is walking around to see how discussion is going.  Potential Questions to ask:

o   You look stumped.  Look at the titles of each of his visitors.  What do you think they were in charge of?  Why would they need to see President Truman?

o   A couple of times it says “off the record.”  What do you think that means?  Why would someone still note that there was a visit?

o   How many hours did he work? How many hours are we in school?  How many hours do your parents work?  How do these numbers compare?

o   Are there any breaks?  Any wholes?  How do you think the President filled his time?

·         Bring the class back together for a group discussion on their discoveries.

o   My friends, I heard so many great ideas as I was walking around.  We are now going to share our ideas together.  As you share your groups conclusions, remember to tell us WHY you think this is true.  I’m not so concerned about your being right or wrong today.  I want to hear what ideas you came up with.  Who wants to go first?

§  Ask: Who wants to share one of their conclusions?

§  Ask: How did your group arrive at that conclusion?

§  Ask: Does everyone agree?  Does anyone disagree?

o   As the students share ideas, write them up on the smartboard.  Save the document for future use and reference in coming lessons.

V. Closure (Plan for maintenance): 5-10 min

·         Great thinking today!  You all did a great job exploring President Truman’s agenda… who knew we could gather so much information from one sheet of someone’s planner.  I wonder what our planners would say about us?

·         Tomorrow we will continue our study of the President.  To help us on our journey, I am going to read a little bit out of the book The Presidency by Christine Taylor-Butler.  (Read chapter 2: What does the President do?).

VI. Independent Practice – Seatwork and Homework (Retention and transfer)

For this initial hook lesson, I would not have any independent practice.  As we move further into the unit they may have homework or days they may do independent work.  However, on this initial exploration day there is no independent work.

Assessment:

I would use the observational checklist (Appendix B) to informally assess students on the intended outcomes. 

Differentiation:

1.       Extension

2.       Additional Scaffolding

3.       English Language Learners

Resources:

http://americanhistory.si.edu/presidency/home.html

Appendix A: Truman Worksheet

NOTE: to be transcribed later (couldn’t copy and paste, and too tired to do it tonight)

Appendix B: Observational Checklist

NOTE: Will develop this weekend.

What are your reactions or experiences with point of view, perspectives, biases in history?  How will you assist a child with disabilities or an English as a Second Language learner in your classroom?

Bias in History

For a long time, I didn't like history.  History as a child was pure memorization with little construction.  But as I entered college, it came alive.  I had a professor who would say to us that, "History is about the winners and the losers."  History has two stories -- the one we know from history books.  And the one that is forgotten.  The winners won the war, the battle, the power to tell their story, their side of the story.  But what about the side that lost?  Who has told their story?  He encouraged us to find that story.  

Where was I going with all of this?

We see the bias.  We know it exists.  As we approach the texts and resources we will provide our students we have to be cognizant that history has multiple view points, and we only know one or two.  For me, I see a constructivist Social Studies class as one where the students see history as a puzzle that they are piecing together, through primary resources, stories, and their best education decision.  History isn't one fact (although there are some things that can be 'proven'), it is a story meant to be explored.  And we can help our students explore it!  How exciting is that?  I hope that I can make history engaging for students, that they find it interesting as they discover it for themselves.

ELL and Students with disabilities

As I consider that there are multiple view points, with "winners and losers" in history, I consider English Language Learners a HUGE asset to have in the classroom.  The English Language Learners can talk about what they know of our history, our geography, etc from their experience.  They can discuss what was going on in their country.  They can help us fill in the gaps from the other view points.  What primary sources could they bring to the table?  What resources do they have in general?  They bring so much to the table!  As a teacher, I may have to use the parents, but they are an asset to history and social studies in general.

However, ELL students and students with disabilities also bring a unique challenge with them.  These diverse learners need extra support to learn at their ability level.  They are able!  But support is needed.  As a teacher I would differentiation content, process and product to help these students learn at their ability level.

Specifically, I would differentiate in the following ways:

Students with learning disabilities:

• Graphic Organizers
• Allow them to use multiple modes of expression
• Present information verbally and visually

Students learning English as a second language:

• Detailed vocabulary instruction
• Realia/ visuals
• Collaboration
• Use of role play, and other modes of expression

Of course, I am nervous about teaching social studies, and just teaching in general.  As a perfectionist I want to teach well from day one.  However, I know that it takes time to be an effective teacher, and I hope to learn, to be flexible, and to be open to various methods to reach all of my students, especially as we construct social studies together!

Presentation Relection

I was comfortable with the lesson presentation because...

• we were prepared
• we had discussed who was going to say what, when, and how
• I had read information provided by ArtsEdge about Pioneer Life and the hardships it provided.

I was uncomfortable with the lesson presentation because...

• it is always a little scary to get up in front of your peers
• what if I completely forgot what to do?

If I could do this lesson again, I would...

• consider explaining tableaux more -- what they are, have us do an example, etc

All members of my group shared equal responsibility for lesson planning and presenting?

• Yes!  I always enjoy working with Hayden.  She is responsible and easy to work with.  We both worked to find a lesson we enjoyed and planed it together (Hayden typed it up, but I was there while we processed what we wanted said, etc).

Overall, I really enjoyed this lesson.  I was very nervous to teach a Social Studies lesson -- I just did not know where to begin?  With literacy lessons, we found great websites as resources.  But I wasn't sure where those were for Social Studies.  Well, I found one! The Kennedy Center's ArtsEdge is amazing!  And I know there are more out there.  My fear with lessons I find online is ensuring that they are constructivist.  In Social Studies especially I fear becoming the "Sage on the Stage." Students can discover Social Studies, especially history and government if we set up the right situations, and guide them to good resources.  I hope that I remember this as I go into survival mode as a first year teacher.  This lesson gave me more confidence, however.  I am excited to get into the classroom in the coming weeks and see how it goes with "real" students! :-)

GRASPS Task

Essential Questions:

1. Why do we need a president? 
2. How are my views about the president shaped by my experiences?
3. What would it be like to walk in President Obama's shoes?

Unit Topic is the Presidency.

(Goal):  Your task is to put yourself in President Obama's shoes.  (Role): You are the president of the United States of America in today's political climate.  (Audience & Situation): You need to convince a 5th grade class that the president is essential to the government and how your recent decisions as president are evidence for the importance of the role.  The 5th grade class is just like ours; they have finished a unit on the presidency and its role in the United States government.  (Product, Performance, and Purpose): You will create a persuasive speech in order to convince your classmates of the importance of the role of the president.  (Standards): You performance needs to be at least 5 minutes long and will be judged by me (the teacher) according to a rubric.  Your classmates will also provide feedback on presentation and persuasiveness of arguments presented.  The rubric is to follow.  


My Thoughts/Questions:
This was harder than I imagined it to be -- to narrow the essential questions (I want them to be somewhat related... how else can you effectively assess the understandings of the students?) and to them come up with a authentic and purposeful assessment.  I hope that my first attempt is a good start...

So, my follow-up questions:

• Are my essential questions related well enough to form a unit?
• Do the essential questions have to be related?
• Does my GRASPS task allow me to assess that my students have an understanding of my essential questions?

It is getting easier to progress as we narrow a topic, but it is still very challenging, this backwards design.  It makes sense as you read about it (why you would do it, why it benefits students, etc), but as you attempt to build a unit it is very hard.  But I am enjoying the challenge!