April 11th, 2014

A mentality that I fear is not only aiding abetting the achievement gap but causing all of our students in Wisconsin to suffer is that some children regardless of how hard we try are going to fall through the cracks.  That some children regardless of how well we teach are not going to learn.

The fact that this is an acceptable phrase to utter as an educator or future educator absolutely takes me aback.

I think one of the initial steps to closing the achievement gap is making that phrase unacceptable in the profession of education.

I also believe that another area of focus is letting go of the idea of the bell curve.  We address this for a short moment in the educator’s preservice education, but I think we need to spend more time evaluating the idea is to teach 100% of the students.

Someone needs to answer is there an acceptable amount of failure as a teacher?  And if you can’t reach every student isn’t a part of your professional obligation to get them the help they need – even if it isn’t via you???

In the private sector they say – – the point is not to know everything it is to know where to go for the answers.  What have we built up for our educators if they are feeling that they can’t have students that fail and they can’t admit they have students that bill so they can’t reach out to those other areas that would help them be successful teaching that student.

 

March 12th, 2014: Teaching Hospitality

In the service industry one of the tools of success I consistently employed was something called Refo Sessions.  Twice a week – typically on Thursdays heading into a weekend and then on Mondays after a weekend and heading into the new week – the staff would “Refocus” by writing down a positive customer experience.

 This set my team up looking for the positives.  New employees quickly understood that “problem customers” were opportunities to show just how good we are at our job and that we didn’t spend our time talking negatively about our customers.  

 I really feel those going into the field of education would greatly benefit from this type of focus.  Once again my nerve is raw from little comments here and there about bad parents/bad parenting, etc.   Please keep in mind I know what I am in for and have already had a small taste of it.  

 But that is not every child and I doubt even the majority of what you will deal with as a teacher.  If we are going to keep bringing it up – let’s talk about how we can be more effective as educators in those situations!!  

 I need to find my own positive response to these situations

   – so that I don’t keep building on this tension

   – and to benefit those of whom really will be future educators!!

Fieldwork: Thursday, Feb 27th, 2014 — “Don’t pick up the rope”

Today, the opportunity arose to ask the first teacher we assist some questions.

 

First I should explain why we had time, because there is a lesson in that as well:

 

You see this class time is typically their study hall.  This teacher had been struggling to keep order and productivity high during this unstructured time.  So she tried, something she does often with varying success, a new idea.  She proposed to the students that Monday – Thursday she would set a timer for different times throughout the class time and if during the four days every student was either reading or doing homework whenever the timer went off they would earn free time on Friday! And so they did!  There was one other condition – they had to be caught up on all missing/late assignments for all classes to participate. There was the opportunity to finish it, show her and then participate in free time.

 

Lesson:  Try, Try, Try! Never stop trying ideas out!

 

 

With the story share that occurred during our class time, unusual procedures and behavior were still fresh in our minds. So given the chance we asked her to share some knowledge/advice on emergency procedures.

 

In regards to alarms, she explained that there is typically 1 fire drill per month (per State Regs), two tornado drills a year, and that there would be an announcement on the overhead of an intruder drill.

 

She advised us to look up A.L.I.C.E.    It stands for:

Alert

Lockdown

Inform

Counter

Evacuate

 

It is NOT a list to follow, more a summary of options to continually review in the event of an intruder.

 

There is a letter of recommendation from the Wisconsin School Safety Coordinators Association (WSSCA)

that you can read here: http://www.alicetraining.com/can-alice-training-save-lives-school/ that I found very informative.

 

When asked how she would react in a situation of two students fighting she gave us the following advise:

1.  Very similar to the ALICE program – there is no one right way.

2.  Assess the following:

– connection(s)

– placement

– cameras

– safety of students and yourself

– very much like a parent cannot take care of their child without first taking care of themselves, you are no use to anyone if you get hurt.

 

Then she shared perhaps the most fascinating approach to problem students in the classroom, by chance.

 

A student who we’ll call Bob, tried to argue that he didn’t have missing or late work so he was going to enjoy free time, but a teacher had listed some late work for him.  So our teacher called the other teacher to verify.  The work was not done.

 

Very ‘matter-of-fact’ our teacher told him he did have missing work to complete and once he was finished with it he could enjoy free time.

 

He kicked the leg of an empty desk, muttered and went back to his free time activity grumbling.

 

She continued her conversation with us.

 

After about 10 minutes Bob came back up with a piece of paper for her to see.  She thanked him and he resumed his play.

 

After finishing our discussion on emergency procedures, she pointed out Bob’s behavior and explained to us that the best piece of advice she could give us was “not to pick up the rope”.  It is a power struggle that the student wants to begin.  Ignore it.  It is not about who has power.  It is about School. It is about Procedure.  It is about making good choices (not dictating them).   Give the student time to think about the situation.  Give them time to make a decision about how they want to handle something.  Give them time to chose good… and most often… they will.

 

Bonus Lesson:  Don’t pick up the rope! 

 

Fieldwork Journal Feb 26th: Charts and Things to follow up on…

I want to develop a chart of a child’s time….

 

So you much of the year is my child with me, at school – in class and not in class (in other words – with teacher vs. with friends.

Per age group maybe???

 

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Also –

look further into the following sites

 

http://www.sharemylesson.com/

Fieldwork: Feb 25th, 2014 — I am the elephant in the room.

Today I am going to purge what is bothering me then I can end on a positive note.

 Like nails on a chalkboard, there is talk that keeps occurring in the college classroom, that I can barely stand. 

It is different students every time.  And what I find most disturbing is the mindless agreement by a majority of the students present when the statements are made.

 The statements are variations of the same sentiment.  

 Today it was put, “These days we are not just responsible for providing kids with an education, but we are responsible for raising them as well.” 

 Doesn’t anyone else hear the problem with this?  

I feel frustrated, angry and sad for these, our future educators.

If they are not even out of school yet and this is the negativity they are building towards their teammates, it is no wonder the burn-out rate of teachers is averaging only a few years in.

That’s right I said teammates.

Until this mentality of ‘us’ versus ‘them’ is eliminated I fear all involved are over-looking the point – the kids.

 I have learned so much already, but one thing I came in knowing is that considering the amount of time these children are in school I would be responsible for encouraging positive choices.  I would be responsible for creating a supportive environment and establishing productive procedures.  My favorite part – as a secondary education Teacher – I will be responsible to teach kids how to create these things in their lives 

 

The worst part, I feel like I shouldn’t talk about it further.  As if no one wants to hear more. As if I am a bother.  We are being told that our job is to teach children how to critically think and question, but I definitely feel a pressure to keep my mouth shut.  Pencils tapping, students sighing.  These are not discussion encouraging behaviors.

 

So while I mull around a constructive reply to this issue – the positive note:

 

I got a verbal medal today.  One of the Teachers I am assigned to talked with my Professor about a positive impression I am leaving with the student I am working with.

 

The other teacher that I am working with has started a LDG project with her students and has me getting a bit more involved than just observing which I…. love!  Her style of classroom management is completely fabulous!  I am trying to collect a few ingredients that she uses to accomplish this.  One is her level of energy and another is what I will call positive authority.  There are procedures in place from the moment the students cross the threshold.  There is a sense of purpose in every word and worksheet.

 

So that is where I will leave off for now.  Please if you have advice – share!

Thanks in advance!

 

Foundation of Technology Literacy 2/19

Foundation of Technology Literacy

February 19th, 2014

 

No class today, but we have an online assignment that I found fab u lous!  It had to be completed using http://pixlr.com/express/

 

What a great site!

 

In lieu of class, I thought I would take this opportunity to review some of my notes on terminology

 

NETS – National Educator’s Technology Standards

The box = window

title bar

Map -> route = PATH

Folder -> stores files or other folders      /  Folder Management Dialogue Box

System Tray – – >  icons by the clock on the toolbar

Webready – a method of naming files using

 

• a – z
• 0 – 9
• _ (underscore)
• no spaces
• 18 characters or less

 

Brainstorming = Learning Web = Web = Flow Chart

 

Power cord

Keyboard

Mouse

Headphones – Audio – 3.5 mm Mini-plug (line out)

Microphone port

ports

 

Audio – describe plug in:  round, skinny, tiered, rings 1,2,3  > 3.5mm mini-plug

 

USB A – Flash drive

USB B – scanner/printer

USB mini – smaller – digital

USB macro – smart phones

 

gray cable USB A – female

USB extension cable male on one end /female on the other.

 

Wireless vs. Hard Wired

Fieldwork: Feb 18th, 2014 — “Batter up!”

“Batter up!”

 

So today was my day.  I conducted a mini-lesson in my Fieldwork class.  “How to Start a Class Effectively.”  My goal was to lead by example.  I got prior approval to begin the class.  I put on display the recommendations and let me tell you…

 

I was sooooo incredibly nervous!!  I practiced a ridiculous amount for this brief (5-7minute) presentation.  All I kept thinking about was how the start sets the precedent for the rest of the school year and here I am trying to show all of these future educators how to start!

 

No pressure… no pressure… no pressure…

 

PRESSURE!!

 

I was a Professional Trainer for goodness sake!!  I love being in the front of a room!  I love an audience!  Why does it seem that even my train of thought is nervously shaking?!

 

I got comfortable about halfway through after I lost my place and just needed to think about what I wanted them to learn.

 

After all – that is what it is all about.

 

Point taken.  Lesson learned!  Hah!

 

A few things I am gleaning from my fieldwork:

I am hesitant to describe anything of much because I do not ever mean to embarrass anyone (myself included.)  I may end up having to turn the settings to private so that I can write notes in such a way to actually remember them! But for now.

I love feeling like I am helping students.  There are so many moments where I feel I do not have control or I feel that I am not enough or that I can not help.  Silly things that maybe only a parent would notice.  A child walking down the hallway in too tight of pants, another with pants too loose.  A child whose ears haven’t been cleaned properly to the point where you just want to bring along a few q-tips.  Or nails unclipped/uncleaned.  Smells.  Now, as a parent I expected a variety of smells at a Middle School.  I mean – I was once there myself.  All you have to do is think – School Lunch Room.  Now think – Middle School Locker Room.  and there you have it.

But there are some things you just can not prepare for.  The anger that threatens to consume you when a child smells as though water is not a commodity accessed with the turn of a faucet.  Worse, the brimming emotion when a Middle school student cannot spell American.  As an adult I have heard of Educators blaming parents for a child’s situation/attitude/behavior.  I have heard Parents frustrated with Educators.  Come to think of it after *almost* twenty years of adulthood, I think it would be easier to name the situations where responsibility was taken instead of passed off.

 

I want to remember this – – >  because it is crucial to my own teaching philosophy.  I want to remember to take responsibility.  I need to remember for any excuse, any passed blame – there is an opportunity to pick up that baton and be a positive force.

 

One of my Professors began class explaining that prior to every class he has ever taught he is extremely nervous.  He concluded this sentiment by explaining  that he will retire the day he begins a class without nerves.  The explanation:  The nerves are a sign of understanding the significance and responsibility one undertakes as a Teacher.

 

I like this very much.

 

Also, I believe I am going to tie observations/thoughts and questions from all three of my Education Classes to this Blog.  I am accosted by so very many thoughts and questions during the course of any of the classes and this will be an excellent forum for my own purging, recollection, and self-reflection.

 

Now I will warn you – one of the other classes is Instructional Technology and it will have me delving into the world of Technological Jargon.  Just remember: it is your choice to do the reading!

Fieldwork: Feb 13th, 2014 — small group/big group

Today in our lesson we discussed the Common Core.  I must be missing something.  I know the teachers in the area where I am from were not at all happy about it.  At that time, I remember thinking there must be something more to this that I am not hearing about, because I didn’t understand why teachers were so upset.

Now part of me understands the frustration of someone who doesn’t do the job, telling you, who does the job, how it should be done and what the end results should be.  This is every private sector job I have held.

 

But my understanding was that the Standards established a base-line, a minimum of what a student must be able to do/what they must know at certain stages of education.

 

Silly me.  I thought this had been established before I went to school!  I did not realize this was something left for a single school to decide.  Now, it’s not that I don’t trust my fellow man, but I don’t trust my fellow man THAT much!  The more heads, the harder to cover up stupid decisions/mistakes.

 

Well… NCLB… hmmmm.  I don’t know what to say about that one.

 

We also covered a chapter on seating arrangements vs. seating assignments.  As I assisted in the classrooms I tried to pay particular attention to how each of the rooms had established their seating.  Each was very different from the other, but both focused attention to the front of the room and the teacher.  Both were effective in promoting small group work without making conversation an anytime occurrence.

Foundation of Technology Literacy 2/12

Foundation of Technology Literacy

Margins 1” all aroundFor 20 minutes after every class journal thoughts, notes, questions…1.15 line spacing. 

 

February 12, 2014

 

 

Ethernet Port

 

FireWire Port

 

Google Ethernet Port

    I am completely convinced that computer professionals have created their own language.  Essentially, an ethernet port is an opening on a computer that an ethernet cable plugs into.  

 

    The simplest definition of an Ethernet cable is a cord that hard wires a network together (computer, router,switches).  There is a difference among switches, hubs and routers, but it seems as though the correct term is router.  Switches and hubs were what used to be used to accomplish the same functions as the router. 

 

FireWire Port

 

    To understand Firewire, I think you have to start at USB.  Most of us are familiar with USB ports.  We use them to connect our cameras, phones, printers, and other electronic devices to the computer or to each other.  USB stands for Universal Serial Bus.   This cable can also supply power to the connected devices.  

 

About.com says 

Definition: FireWire is a high performance networking standard based on a serial bus architecture similar to USB. FireWire is also known as the IEEE 1394 standard, created in 1995.People typically use FireWire to network their digital video cameras with their computers using special cables. However, FireWire theoretically supports direct networking of any two computers / computer peripherals that support the standard.The original FireWire technology provided 400 Mbps of network bandwidth, but the newerFirewire 800 (IEEE 1394b) implementations offer 800 Mbps. As those speeds far exceed typical Ethernetor WiFi connections, FireWire is therefore also well-suited for fast computer-to-computer large file transfers on home networks. Both Windows XP and Apple Mac OS support FireWire fire transfers overInternet Protocol (IP).Also Known As: IEEE 1394

I also found this really interesting article on 10 differences from Mac to PC:

MAC vs PC

 

while some of the terminology in the article remind me of how much I have to learn… the subheadings make the article gold.  

 

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Fieldwork: Feb 11th, 2014 — Dove Chocolate and Respect

Reflection:  I should have celebrated the first day.  I will remember to have a special, small celebration after my first day actually teaching.  I will do this directly after a small reflection process of what I need to work on and what I need to do better on next time.  

Why?  Because I think after reviewing what could be seen as the negative, I want to remember to celebrate my accomplishments.  

*Note to self: stock up on Dove Chocolate, I will have deserved it!*

So, a reflection of the second day in the field.  I felt like I walked into my class assignments with Margaret Metzger at my side.  I kept looking around to note the signs of pre-organization.  I really looked at the teachers I am working with.  They both seems positive and well-rested.  This to me speaks well of the balance they have found in their chosen careers.

I look at the students.  Do they know how important each class is?  Is there an understanding of the importance of education?  Do they realize that they are learning how to learn?

Perhaps the sentence that echoed the most for me was, “You have to keep pushing students out of passivity and into thoughtful responses to assignments”Metzger, pg 10.

A few of the things I keep hearing, I find disturbing.

The repeated blame on the students with this air of why force them to be there?  Let them leave if they don’t want to learn.

This angers me and I am struggling to articulate a proper response.

Those students who behave as though school doesn’t matter – are the ones we are there for.  If every students understood the significance of learning, was responsible to attend class and do the work without individual attention web-based learning would suffice and we would all be out of a job.

Do I look forward to the challenging students?  Well…

To me – it is EXACTLY like swimming. You will be okay as long as you remember to have respect for the power it holds.

These kids are not supposed to have all the answers.  They are supposed to make mistakes.  School is the learning ground for life.  To me it should be the safe zone:  here it is okay to make a mistake as long as you learn from it and do not repeat it.  This is the trial run for real life.  Not that your success here dictates what happens out there, but it gives you an understanding of what happens next.  It should give you the tools to build your idea of a good life once you are out.