As a person I am horrified, shocked, and deeply wounded. As a teacher I am scared, worried, and want to hug my kids. As a Christian I want to weep with those who suffer, but I am moved to action. We are called to make this world "as it is in heaven.," and myself and many others are wondering how to do that in the face of the Connecticut tragedy.
While I would be fine with an assault weapons ban, fine with bullet-proof glass on the doors and windows of all schools, as well as putting a police officer on duty at every school, those are just ways to treat the symptoms of a disease. We are a fallen people with imperfect minds and bodies, and so often when we solve one problem, we create many more. We won't cure this disease alone with the aforementioned changes, but I think there are things we can do to help.
A few weeks ago in my classroom, I allowed students to bring their portable gaming systems or cell phones to play with during an advisory where we did not have anything else to do. Some of these gaming systems will connect to each other so that the two students can play with and/or against each other. I like to sit and watch them in their social time for entertainment and educational purposes, and I remember one student asked another, "Can we connect?"
In another generation, that might have been a question that, though forced and awkward, would have warranted two individuals sitting down to share their thoughts, feelings, dreams and fears, creating an enduring friendship and real community. I don't want to rail against the evils of technology (this is a blog after all). But I think this idea of having a real connection with someone, as opposed to connecting through Nintendo DS and a USB wire, is a real human need that we are losing in a crowded society without real human connection. The symptoms of these lack of connections are many, but after hearing about nearly every mass gunmen being a "social recluse" lost in computer games and internet anonymity, I can't help but see a correlation (which of course does not always equal causation) between a lack of human connection and real community and the increase of mass shootings here in the US.
We all have people in our lives who are on the same spectrum as Adam Lanza, Seung-Hui Choi, or James Holmes. Yes, they are the most difficult to connect with, and it is much easier on us to leave them be. But as a Christian and an ethical educator, I believe it is our duty to give the people in our lives a reason to share emotional and social common ground with the people around them. The good Samiritan went to the injured traveler while the holy men crossed to the other side of the street to avoid him. Jesus climbed up a tree to invite a tax collector into his home for dinner. Mother Teresa spent time with the sick and ostracized, but we have those same opportunities every day. Whether it is the guy in the office down the hallway who always eats lunch alone, or the student that doesn't have any friends, we have a responsibility to the stigmatized among us to love them, to be a community,and to give them real connection. We shouldn't do this to stop mass shootings, but because we are called to love our neighbor as ourself, but hopefully the fruit of that love will bring more peace to the world.
Monday, December 17, 2012
Thursday, December 6, 2012
Vocabulary in Action, or Why My Students Will Never Forget What "Disgorge" Means
My first few weeks as middle school teacher were fortunate enough to be full of what I had dubbed, the "puke and run." At least three times in the first few weeks of school, I would walk into the hallway after school, only to smell the acidic aroma of throw-up and look down the hallway to see a chair poised over wet paper towels like a penguin over it's egg.
When I approached the area, I asked the nearby students who had puked, and if they were alright. Without fail, no one knew to whom the spew belonged. I laughed/cried at the thought of a nervous and scared middle schooler, their first few days dealing with lockers, block schedule, and allegedly getting trampled in the hallways, feeling so sick and nervous that they had to ralph right in the hallway, unable to make it to the bathroom. Then, in true middle school fashion, the student fled the scene of their own upchuck, leaving a hallway hazard; a puke and run.
Throwing up is more common in middle school than I remember, but I had yet to suffer through it in my own classroom. Unfortunately, I had to go and select the word "disgorge" from the book we were reading, Malgudi Days, by R.K. Narayan. While disgorge can be applied to non-intestinal issues, that was the easiest and most popular way for the students to remember the word, so that is usually how we practiced it. One day, as we were reviewing the vocabulary words from the book (disgorge prominent among them), a student, let's call him Jose, told me he was feeling sick. Middle School students are always ailing in some way, so I am usually reluctant to send them to the nurse, but this was a student who didn't really play that game, so I sent him to the nurse. As usual, he returned a few minutes later with some water and some crackers. As we continued to work, I had my back turned to the student, and I heard a report from behind me, "Mr. Maddox, Jose puked!" This was a diction related self-fulfilling prophecy if I had ever seen one.
I turn to find chewed up versions of the aforementioned crackers and water all over the floor and a couple students shoes and pants. Jose sat frozen and covering his mouth with a look of what must have been the pinnacle of pre-teen embarrassment on his face. I quickly rushed him back to the nurse, and cleared the classroom for fear of a chain reaction puke waterfall triggered by the sight, sound and smell of our first accident. Yes, there was puke. In my room. On my floor. The smell lingered for days, which was probably much shorter than the shame lingered on Jose's face.
As we cleared the classroom and into an empty one for the final bit of class, I knew that these students would never forget the word disgorge. Unfortunately, they would also never forget that Jose was the one who lost his lunch.
The vocabulary tests proved me correct, as nearly every student nailed the disgorge sentence. I try my best to teach a relevant, engaging curriculum that connects to the real world, but sometimes life hands you little gifts (disgusting or otherwise) that provide the REAL learning in school. We learned all too well what disgorge mean that day, as well as the fact that the nurse shouldn't "just guess" about a student's temperature when she "loses the thermometer."
When I approached the area, I asked the nearby students who had puked, and if they were alright. Without fail, no one knew to whom the spew belonged. I laughed/cried at the thought of a nervous and scared middle schooler, their first few days dealing with lockers, block schedule, and allegedly getting trampled in the hallways, feeling so sick and nervous that they had to ralph right in the hallway, unable to make it to the bathroom. Then, in true middle school fashion, the student fled the scene of their own upchuck, leaving a hallway hazard; a puke and run.
Throwing up is more common in middle school than I remember, but I had yet to suffer through it in my own classroom. Unfortunately, I had to go and select the word "disgorge" from the book we were reading, Malgudi Days, by R.K. Narayan. While disgorge can be applied to non-intestinal issues, that was the easiest and most popular way for the students to remember the word, so that is usually how we practiced it. One day, as we were reviewing the vocabulary words from the book (disgorge prominent among them), a student, let's call him Jose, told me he was feeling sick. Middle School students are always ailing in some way, so I am usually reluctant to send them to the nurse, but this was a student who didn't really play that game, so I sent him to the nurse. As usual, he returned a few minutes later with some water and some crackers. As we continued to work, I had my back turned to the student, and I heard a report from behind me, "Mr. Maddox, Jose puked!" This was a diction related self-fulfilling prophecy if I had ever seen one.
I turn to find chewed up versions of the aforementioned crackers and water all over the floor and a couple students shoes and pants. Jose sat frozen and covering his mouth with a look of what must have been the pinnacle of pre-teen embarrassment on his face. I quickly rushed him back to the nurse, and cleared the classroom for fear of a chain reaction puke waterfall triggered by the sight, sound and smell of our first accident. Yes, there was puke. In my room. On my floor. The smell lingered for days, which was probably much shorter than the shame lingered on Jose's face.
As we cleared the classroom and into an empty one for the final bit of class, I knew that these students would never forget the word disgorge. Unfortunately, they would also never forget that Jose was the one who lost his lunch.
The vocabulary tests proved me correct, as nearly every student nailed the disgorge sentence. I try my best to teach a relevant, engaging curriculum that connects to the real world, but sometimes life hands you little gifts (disgusting or otherwise) that provide the REAL learning in school. We learned all too well what disgorge mean that day, as well as the fact that the nurse shouldn't "just guess" about a student's temperature when she "loses the thermometer."
Wednesday, October 3, 2012
My Insignificant Year
Great article about the middle school mind. A look at athletics, romance, academics, nostalgia and Nazism by Stephen Tobolowsky.http://www.slate.com/articles/life/family/2012/10/stephen_tobolowsky_what_i_learned_in_the_seventh_grade_.html
Sunday, September 30, 2012
The Middle School Mind is Figuring Things Out
In my second year of teaching sixth grade English, I have been more perceptive of student behavior, as I have been less worried about and more experienced with the day to day responsibilities of teaching. I have noticed moments that I think say a lot about the middle school mind, and it has helped me understand my students better and in turn have become a better teacher.
In the beginning of the year, we took a diagnostic test on the computer for reading. Before the students take the test, their full name appears on the screen (middle name included). We have all seen our fair share of embarrassing middle name issues, but I noticed a problem with a few of my Korean students that says a lot about where the middle school mind is. On three separate occiasions, I had Korean students cover up their middle name on the screen. These students often have American first names, more common last names such as Kim or Kwon, but also have more eclectic middle names. This is at a very diverse school, with a large percentage of Indian, Korean, and Middle Eastern students, full of names that are very different from yor average Sarah or John.
In addition to the diversity, this is an International Baccalaureate School, where Global Citizenship and International Education are emphasized. One would think that students would be comfortable with their own names in this environment, but they insist on covering up their more Korean-sounding middle names. Middle School students are at a unique stage where they have recognized that they are different from others (which they may not have done in Primary School), but have not yet owned their diversity like one would expect a high school or college student to do. They are at a stage in their personal development where they are afraid of anyone knowing about their "funny sounding name" or the fact that their parent's English might be weak, but they have their moments of cultural pride.
The same student who covered up her name on the computer screen was the one to sign her name in Korean to our class constitution. She has even taught me some Korean words. Here we see the middle school mind trying to decipher the difference between what it feels is unique diversity and embarrasing differences. So what does this mean for educators? How should this change we interact with students?
I think educators should always embrace the diversity of our student body, giving students every chance they can to celebrate their culture and teach their peers. My school does an excellent job of this. We should work to help them along to the point where they can own who they are while continuning to work towards who they want to be. At the same time, we should not force them to own parts of themselves that they are not ready to own. That will damage our relationship and put them in a place they are not ready to be, like a cold call on a student where they have to sing. Just as we look for that zone of proximal development in a students acadmeic learning, we need to be sensitive to that same area of cultural and personal growth. I didn't make the students take down their hands, but I did try and communicate that I thought their Korean names were unique and interesting. Educators have a great opportunity to enhance and develop our students' ownership of their personal identity, let's make sure we don't waste our moments!
In the beginning of the year, we took a diagnostic test on the computer for reading. Before the students take the test, their full name appears on the screen (middle name included). We have all seen our fair share of embarrassing middle name issues, but I noticed a problem with a few of my Korean students that says a lot about where the middle school mind is. On three separate occiasions, I had Korean students cover up their middle name on the screen. These students often have American first names, more common last names such as Kim or Kwon, but also have more eclectic middle names. This is at a very diverse school, with a large percentage of Indian, Korean, and Middle Eastern students, full of names that are very different from yor average Sarah or John.
The same student who covered up her name on the computer screen was the one to sign her name in Korean to our class constitution. She has even taught me some Korean words. Here we see the middle school mind trying to decipher the difference between what it feels is unique diversity and embarrasing differences. So what does this mean for educators? How should this change we interact with students?
I think educators should always embrace the diversity of our student body, giving students every chance they can to celebrate their culture and teach their peers. My school does an excellent job of this. We should work to help them along to the point where they can own who they are while continuning to work towards who they want to be. At the same time, we should not force them to own parts of themselves that they are not ready to own. That will damage our relationship and put them in a place they are not ready to be, like a cold call on a student where they have to sing. Just as we look for that zone of proximal development in a students acadmeic learning, we need to be sensitive to that same area of cultural and personal growth. I didn't make the students take down their hands, but I did try and communicate that I thought their Korean names were unique and interesting. Educators have a great opportunity to enhance and develop our students' ownership of their personal identity, let's make sure we don't waste our moments!
Wednesday, September 19, 2012
The Shrinking Middle: Is the strike in Chicago a reflection of politics in America?
We would not be much of an edublog if we did not weigh in on the teacher strike in Chicago. As someone who teaches in a district of charter schools that employ many of the reforms Emmanuel has been advocating in Chicago, I think I have an interesting perspective in how these things work.
The teachers and the mayor were always pretty close on the money issue as well as the lengthening of the school day, it was the teacher evaluation and merit pay that seemed to be ruffling feathers. I work for a district that has some level of merit pay, where teachers are given a small bonus for high performances on their test scores.Our district employs longer school days, extended school years, and Saturday schools, all in the name of helping low performing areas work their way out of low performance. Much of the success or lack there of is based on high stakes testing, and research shows it is a very flawed way to evaluate the quality of an education, but difficult to fight due to entrenched interests at the state level. In my district, the stakes are not that high and they have found a happy medium. Our jobs are not on the line due to the testing, we receive ample coaching and a chance to improve before we are asked to leave. All of these factors should be essential in the reform efforts, and should be an encouragement to teachers facing these types of changes. Teachers, unlike many other businesses and their employees, are not completely in control of how well their students do on tests, and much of their home life will impact how well they score on a test on a given day. My wife is a doctor, and up to this point, she is not considered to be a worse doctor if her patient goes home and doesn't take her medicine (homework) and continues to be unhealthy (not studying for a test), but it seems like teachers are expected to do what doctors can't, for much less pay at that.
Michelle Rhee, former Head of DC Schools, is one of the major national advocates for this type of reform, and sounds off in support with a CNN education blog in an interview here. I think these types of reform get a lot about school improvement right. I think a little more time in a positive environment for kids who live in a negative one can be a good thing. The intentional culture of success and hard work created at schools can have a great impact on a student's commitment to work hard and do their best no matter the circumstances at home. She makes much of the U.S.'s poor test results when compared to other countries, and that seems to be her motivation for school reform. Diane Ravitch, Rhee's public foil and current professor of education at NYU, refutes much of these claims of international malaise in this article. Her points boil down to the fact that the U.S. has NEVER done well on these types of tests (even during our "Great Generation" in the 60s), and that when controlled for poverty, we do just as well as higher performing nations. The U.S. just educates a more diverse (and relatively poorer) population, and the results show in the international comparisons.She sights other systematic changes that fight the effects of poverty and offer students a holistic education as a place to focus school reform.
This brings us to the teacher strike. There are teachers advocating for more services for their students, higher pay, and smaller classes (which all teachers know make a difference), while school reformers advocate for a longer day and merit pay based on student test scores. I personally find it ironic that most of the countries to which we are often compared and lose don't employ these same high stakes tests to create their superior education, a point Ravitch makes in her article.Both sides make valid points, and my predisposition to assume good intentions makes me think they both just want the best for students. The real issue seems to be an inability to compromise, which has plagued this country for too long. Whether it is fiscal cliffs or the brink of nuclear war in the Middle East, it seems as if we have lost the ability to compromise. If I have learned anything in my year or so of marriage, it is the importance of giving some so you can get a lot. If I can't give up some but of short term happiness, then the marriage and my long term happiness suffers greatly; it is in my self interest to compromise. When the teachers and the system can't compromise, the ones who really lose out are the kids, which both sides claim to represent foremost. Can we find the middle, save our marriages, and the future of this country?
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Michelle Rhee, former Head of DC Schools, is one of the major national advocates for this type of reform, and sounds off in support with a CNN education blog in an interview here. I think these types of reform get a lot about school improvement right. I think a little more time in a positive environment for kids who live in a negative one can be a good thing. The intentional culture of success and hard work created at schools can have a great impact on a student's commitment to work hard and do their best no matter the circumstances at home. She makes much of the U.S.'s poor test results when compared to other countries, and that seems to be her motivation for school reform. Diane Ravitch, Rhee's public foil and current professor of education at NYU, refutes much of these claims of international malaise in this article. Her points boil down to the fact that the U.S. has NEVER done well on these types of tests (even during our "Great Generation" in the 60s), and that when controlled for poverty, we do just as well as higher performing nations. The U.S. just educates a more diverse (and relatively poorer) population, and the results show in the international comparisons.She sights other systematic changes that fight the effects of poverty and offer students a holistic education as a place to focus school reform.
This brings us to the teacher strike. There are teachers advocating for more services for their students, higher pay, and smaller classes (which all teachers know make a difference), while school reformers advocate for a longer day and merit pay based on student test scores. I personally find it ironic that most of the countries to which we are often compared and lose don't employ these same high stakes tests to create their superior education, a point Ravitch makes in her article.Both sides make valid points, and my predisposition to assume good intentions makes me think they both just want the best for students. The real issue seems to be an inability to compromise, which has plagued this country for too long. Whether it is fiscal cliffs or the brink of nuclear war in the Middle East, it seems as if we have lost the ability to compromise. If I have learned anything in my year or so of marriage, it is the importance of giving some so you can get a lot. If I can't give up some but of short term happiness, then the marriage and my long term happiness suffers greatly; it is in my self interest to compromise. When the teachers and the system can't compromise, the ones who really lose out are the kids, which both sides claim to represent foremost. Can we find the middle, save our marriages, and the future of this country?
Tuesday, September 11, 2012
Multiple Perspectives in an International Classroom
by Susanna Pierce
“Teach with multiple perspectives.” This “new way” of teaching history compels students to analyze the past through not just a textbook, but through various primary documents within the discipline. This strategy integrates the stories of distinctive conquered groups with the opinions of the conquerors into the
classroom. By incorporating many voices from the past, students develop a clearer understanding of how historical events have shaped society today.
I completely agree with this urgency within social studies education, but I personally feel there is a greater urgency for all disciplines involving these educational “ bing words” multiple perspectives.
As an American social studies teacher working in an international school in Barcelona, Spain, I have had a new epiphany: a strong practice should include the interpretation and evaluation of multiple perspectives within the discipline, but ultimately, the best teaching practice should also embrace the multiple perspectives
within your own classroom.
Teaching with student perspectives strengthens your students’ identities and beliefs. In the first week of school, I wanted to learn my students’ opinions about several statements related to economics and politics. To do so, I facilitated a four corners discussion that forced students to think and defend their beliefs about these statements.
“Those who make more money should be taxed more money.” A large portion of the class migrated to the disagree corner, but one student from South Korea remained in the agree corner, alone. His peers in the opposite corner passionately explained how taxing those who “work hard” punishes strong work ethic. In response, my South Korean student clearly articulated, “There are many citizens in South Korea
who work hard in a factory all day. In fact, they work over twelve hour days, and then might even have a second job afterward this shift to support their family. Just because you work hard doesn’t mean you are rich,” he argued.
After he finished explaining his justification, I asked if any students wanted to change their position on the issue after hearing from their peer. Two students (both from Spain) moved to the corner by my South Korean student. Clearly, the richness of cultures in my own classroom helped students to understand the perspectives of others, and even led them to refine their own beliefs.
Moreover, the integration of student perspective into a classroom engages all students in a respectful classroom discourse. Before starting the year, I was forewarned that one particular student on academic probation would be a negative influence to my classroom environment. “He cares more about rugby and marijuana than his studies. Be careful.” As a person who thrives with challenges, I immediately
responded, “I think it will be fine.” Sure enough, during a classroom conversation about the purpose of schooling, he readily engaged. As he defended himself about how schooling should prepare you not only for a job, but also for the ability to function in your everyday life, it seemed as if something was changing in his
attitude. His peers intently listened to his response and agreed with his explanation. As a Spanish student amidst an economic crisis in his own country, he believes his school studies should prepare him to face any challenge in the future—whether it be obtaining a job, raising a family, or overcoming economic hardships. The integration of my “challenging” student’s perspective in my classroom not only engaged him
in the subsequent classes, it created a sense of respect and understanding between students then and continues to do so today.
Finally, a practice that integrates student perspectives into learning challenges teachers to grow personally and professionally. The first day in my US History class, I asked students to draw what an American was to them. In a class full of non- Americans, I was interested the sort of responses students would create.
As I walked to hear students discussing at tables before completing the task, I was amazed by the similarity conversation within each group. I heard similar words from each group. Words like “arrogant” “stupid” “unhealthy” “patriotic” and “selfish.” Although I knew these stereotypes about Americans existed, it wasn’t
until I heard a class full of teenagers from Japan, Finland, Spain, Pakistan, and Syria say these words that this stereotype seemed real. Wow. The word really does think poorly of Americans.
The first presenting group stood and explained their image: “We drew a picture of a man standing on top of the globe with an American flag in one hand, and a beer and gun in the other hand.” They then proceeded to explain that their image had a man with a six-pack because “he is very concerned with his image and works out. Also, he thinks he is smart, which is why we have a light bulb,” concluded the Spanish
student. Then, my student from Finland concluded, “But he is actually extremely ignorant: he thinks that Finland is the same country as Japan, which is why we have this bubble with the flags.”
As these groups of ninth grade students made their presentations about who an American is, I made a new personal mission. As an American teacher who strives to never match this global stereotype, I would do everything in power to not reflect these virtues to students or any person I met during my time abroad.
Most people gain their understanding of a group of people from media—the Internet, the news, or Hollywood. However, in a classroom with students from multiple backgrounds, students can gain a new understanding about a concept, an idea, a culture, or any event from another peer or teacher in their classroom. Thus, the role of a teacher becomes even more crucial: they must break stereotypes or
previous perceptions to create a culture of understanding and mutual respect.
To me, it seems not just important, but truly essential to incorporate all perspectives—those of students from South Korea, Finland, Syria, Malaysia, Turkey, Russia Spain, Guatemala, Pakistan, India, Japan, France, Italy and teachers from America---into a classroom. By doing so, students and teachers constantly learn
about how past experiences shape the values and behaviors of society today. Embracing the perspectives from within the classroom will change the future perceptions and actions outside of the classroom.
“Teach with multiple perspectives.” This “new way” of teaching history compels students to analyze the past through not just a textbook, but through various primary documents within the discipline. This strategy integrates the stories of distinctive conquered groups with the opinions of the conquerors into the
classroom. By incorporating many voices from the past, students develop a clearer understanding of how historical events have shaped society today.
I completely agree with this urgency within social studies education, but I personally feel there is a greater urgency for all disciplines involving these educational “ bing words” multiple perspectives.
As an American social studies teacher working in an international school in Barcelona, Spain, I have had a new epiphany: a strong practice should include the interpretation and evaluation of multiple perspectives within the discipline, but ultimately, the best teaching practice should also embrace the multiple perspectives
within your own classroom.
Teaching with student perspectives strengthens your students’ identities and beliefs. In the first week of school, I wanted to learn my students’ opinions about several statements related to economics and politics. To do so, I facilitated a four corners discussion that forced students to think and defend their beliefs about these statements.“Those who make more money should be taxed more money.” A large portion of the class migrated to the disagree corner, but one student from South Korea remained in the agree corner, alone. His peers in the opposite corner passionately explained how taxing those who “work hard” punishes strong work ethic. In response, my South Korean student clearly articulated, “There are many citizens in South Korea
who work hard in a factory all day. In fact, they work over twelve hour days, and then might even have a second job afterward this shift to support their family. Just because you work hard doesn’t mean you are rich,” he argued.
After he finished explaining his justification, I asked if any students wanted to change their position on the issue after hearing from their peer. Two students (both from Spain) moved to the corner by my South Korean student. Clearly, the richness of cultures in my own classroom helped students to understand the perspectives of others, and even led them to refine their own beliefs.
Moreover, the integration of student perspective into a classroom engages all students in a respectful classroom discourse. Before starting the year, I was forewarned that one particular student on academic probation would be a negative influence to my classroom environment. “He cares more about rugby and marijuana than his studies. Be careful.” As a person who thrives with challenges, I immediately
responded, “I think it will be fine.” Sure enough, during a classroom conversation about the purpose of schooling, he readily engaged. As he defended himself about how schooling should prepare you not only for a job, but also for the ability to function in your everyday life, it seemed as if something was changing in his
attitude. His peers intently listened to his response and agreed with his explanation. As a Spanish student amidst an economic crisis in his own country, he believes his school studies should prepare him to face any challenge in the future—whether it be obtaining a job, raising a family, or overcoming economic hardships. The integration of my “challenging” student’s perspective in my classroom not only engaged him
in the subsequent classes, it created a sense of respect and understanding between students then and continues to do so today.
Finally, a practice that integrates student perspectives into learning challenges teachers to grow personally and professionally. The first day in my US History class, I asked students to draw what an American was to them. In a class full of non- Americans, I was interested the sort of responses students would create.
As I walked to hear students discussing at tables before completing the task, I was amazed by the similarity conversation within each group. I heard similar words from each group. Words like “arrogant” “stupid” “unhealthy” “patriotic” and “selfish.” Although I knew these stereotypes about Americans existed, it wasn’t
until I heard a class full of teenagers from Japan, Finland, Spain, Pakistan, and Syria say these words that this stereotype seemed real. Wow. The word really does think poorly of Americans.
The first presenting group stood and explained their image: “We drew a picture of a man standing on top of the globe with an American flag in one hand, and a beer and gun in the other hand.” They then proceeded to explain that their image had a man with a six-pack because “he is very concerned with his image and works out. Also, he thinks he is smart, which is why we have a light bulb,” concluded the Spanish
student. Then, my student from Finland concluded, “But he is actually extremely ignorant: he thinks that Finland is the same country as Japan, which is why we have this bubble with the flags.”
As these groups of ninth grade students made their presentations about who an American is, I made a new personal mission. As an American teacher who strives to never match this global stereotype, I would do everything in power to not reflect these virtues to students or any person I met during my time abroad.
Most people gain their understanding of a group of people from media—the Internet, the news, or Hollywood. However, in a classroom with students from multiple backgrounds, students can gain a new understanding about a concept, an idea, a culture, or any event from another peer or teacher in their classroom. Thus, the role of a teacher becomes even more crucial: they must break stereotypes or
previous perceptions to create a culture of understanding and mutual respect.
To me, it seems not just important, but truly essential to incorporate all perspectives—those of students from South Korea, Finland, Syria, Malaysia, Turkey, Russia Spain, Guatemala, Pakistan, India, Japan, France, Italy and teachers from America---into a classroom. By doing so, students and teachers constantly learn
about how past experiences shape the values and behaviors of society today. Embracing the perspectives from within the classroom will change the future perceptions and actions outside of the classroom.
Thursday, September 6, 2012
Once a Pond of Time
The other day in class, while grading a comic strip where I asked my sixth graders to tell a story with the elements of plot, I came across a student who began with "Once a pond of time..." From certain students, I might have thought that this was a revolutionary metaphorical take on a played out beginning to a stroy (time being a pond upon which we all find ourselves, very Zen). But for this student, I knew he had only heard this phrase and not seen it written enough to know how it was spelled or what it actually meant. The student just knew that is how one starts a story. I could go on about the dirth of reading opportunities in today's screen transfixed generation, but today I want to talk about what IS catching this type of student's attention, if written books are not.
We took a field trip to an indoor ropes course/team building facility here in town this week, and I was brought back to why I became a teacher. Much like my first experiences with children at Laity Lodge Youth Camp, I saw kids engaged, attentive, and enjoying themselves as they never do in school. The students listen when they are supposed to listen, push themselves to do things they didn't think they could do, encourage each other and work together. Aren't these the lessons we want students to learn, the skills we want students to exhibit? All while done with some black light dodgeball (pictured) and some ropes course fun.
Schools work quite hard (usually unsuccessfully) to get students to do exhbit these skills while in school. High stakes testing (and most of the preparation involved) just don't inspire students in the same way. I know from my own experiences that it is days like these, both in school and out of school, that are the most impactful on my own educational development. I understand that we need to learn how to read and make a spreadsheet, but in my opinion the balance between relevant engagement and academic trials has been skewed by the decontextualized assessments pushed in the halls of government by large testing corporations. Intrinsic motivation and real world skills are lost in the numbing rumble of Scantron machines.
We took a field trip to an indoor ropes course/team building facility here in town this week, and I was brought back to why I became a teacher. Much like my first experiences with children at Laity Lodge Youth Camp, I saw kids engaged, attentive, and enjoying themselves as they never do in school. The students listen when they are supposed to listen, push themselves to do things they didn't think they could do, encourage each other and work together. Aren't these the lessons we want students to learn, the skills we want students to exhibit? All while done with some black light dodgeball (pictured) and some ropes course fun. Schools work quite hard (usually unsuccessfully) to get students to do exhbit these skills while in school. High stakes testing (and most of the preparation involved) just don't inspire students in the same way. I know from my own experiences that it is days like these, both in school and out of school, that are the most impactful on my own educational development. I understand that we need to learn how to read and make a spreadsheet, but in my opinion the balance between relevant engagement and academic trials has been skewed by the decontextualized assessments pushed in the halls of government by large testing corporations. Intrinsic motivation and real world skills are lost in the numbing rumble of Scantron machines.
I try my hardest to make my class as much like the ropes course as I can. Creating a sense of drama about what we are doing, making each assignment an adventure and a challenge, and making the connections between our objectives and what they will need to do in the real world are ways that I try to bring the ropes course into my classroom. When school has created a situation where a sixth grader hasn't given enough attention to reading to be able to correctly spell "Once upon a time" (which doesn't really make that much sense anyways, if you think about it), but knows how to challenge himself with utmost attention and focus in the right setting, we are missing the point. I just hope too many generations go by before we realize it.
Sunday, August 26, 2012
Adolescent Attention
It has been awhile for this blog. A long while. So long in fact, that I have rethought the scope of the blog and will focus on education issues for the time being. Basically, I am going to try and self-apply the adage of teachable moments to my own life and take instances from my 6th grade English class and build some larger understandings from which I can benefit. It is mostly just a place for me to make some sense of my teaching experience, but perhaps somewhere along the way other teachers can benefit as well.
One thing that has yet to cease to impress me has been the ability of my 6th graders to ask off-topic questions. There I am, trying to explain the difference between a subject and an object when up pops a hand. I am taken by surpirse and excited that this student is so engaged in grammatical technicalities, and I eagerly call on him. Almost without fail, I receive a question abou the duration and timing of lunch, a question about when the student can get a new ID badge, or when they can get another copy of their locker combination.
It is the first few weeks of school, so part of me understands the preoccupation with logistical questions like these. But this is not a beginning of the year type thing, these questions persist through the year. These types of questions, despite my best efforts to teach content in an engaging, relevant way, give such an accurate look into what is happening in the 6th grade mind. These questions come from the same place that cause 6th graders to not be able to remember their homework, but they can remember to remind their parents to take them to the store so they can make their locker look like a living room (see picture). These questions come from the same place in the tween brain that cause field trip permission forms to be turned in with their parents' signatures twice as fast as their report cards with those same signatures.
Consistently, these questions incite the rest of the class to feel like it is their turn to ask their own off-topic questions, and it takes some serious mental wrangling to corral the class back where it needs to be. While frustrating in the heat of the action, in retrospect these moments make me smile. The window into the tween mind is one into which few desire to peer, but I find it endlessly entertaining. I believe these are good kids, who are trying their best, and that bahavior is communcation. They are not consciously avoiding learning (usually), they are just reacting to the development of their 6th grade brains that are telling them to worry more about these non-academic details that our current curricular focus. They are communcating to me what concerns them most at that moment, and if I am doing my job well, then that information is beneficial.
A brain that is anxious about whether they will have enough time to go to their locker and get through the lunch line to get the "good" cookies, is just a brain in flux. I choose to embrace the flux. Their focus in not misguided, they can't help where their brains take them. My goal is to use their focus on the non-academic to get them to think about the academic. Whether that is making literary examples about the trials and tribulations of Middle School, or to hooking them into the lesson with a youtube video about Harry Potter, I choose not fight what would be a losing battle against their brain development. If we can love our kids where they are, and do everything we can to bring them along, then we are on the way to being successful.
One thing that has yet to cease to impress me has been the ability of my 6th graders to ask off-topic questions. There I am, trying to explain the difference between a subject and an object when up pops a hand. I am taken by surpirse and excited that this student is so engaged in grammatical technicalities, and I eagerly call on him. Almost without fail, I receive a question abou the duration and timing of lunch, a question about when the student can get a new ID badge, or when they can get another copy of their locker combination. It is the first few weeks of school, so part of me understands the preoccupation with logistical questions like these. But this is not a beginning of the year type thing, these questions persist through the year. These types of questions, despite my best efforts to teach content in an engaging, relevant way, give such an accurate look into what is happening in the 6th grade mind. These questions come from the same place that cause 6th graders to not be able to remember their homework, but they can remember to remind their parents to take them to the store so they can make their locker look like a living room (see picture). These questions come from the same place in the tween brain that cause field trip permission forms to be turned in with their parents' signatures twice as fast as their report cards with those same signatures.
Consistently, these questions incite the rest of the class to feel like it is their turn to ask their own off-topic questions, and it takes some serious mental wrangling to corral the class back where it needs to be. While frustrating in the heat of the action, in retrospect these moments make me smile. The window into the tween mind is one into which few desire to peer, but I find it endlessly entertaining. I believe these are good kids, who are trying their best, and that bahavior is communcation. They are not consciously avoiding learning (usually), they are just reacting to the development of their 6th grade brains that are telling them to worry more about these non-academic details that our current curricular focus. They are communcating to me what concerns them most at that moment, and if I am doing my job well, then that information is beneficial.
A brain that is anxious about whether they will have enough time to go to their locker and get through the lunch line to get the "good" cookies, is just a brain in flux. I choose to embrace the flux. Their focus in not misguided, they can't help where their brains take them. My goal is to use their focus on the non-academic to get them to think about the academic. Whether that is making literary examples about the trials and tribulations of Middle School, or to hooking them into the lesson with a youtube video about Harry Potter, I choose not fight what would be a losing battle against their brain development. If we can love our kids where they are, and do everything we can to bring them along, then we are on the way to being successful.
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