Final Field Blog Post

         Overall, creating a field blog was a very rewarding experience. I believe it was even more helpful than the course blog in helping me to reflect and build upon my knowledge of the field of education. The field blog allowed me to reflect upon my lived experiences and observations and experience firsthand the information we discussed in class.

        One of my favorite field blogs was my first field blog. This blog post was about our class trip to Mercer Elementary School. I explored Ayers’ assertion that classroom layout and design affect student learning. I noted how the use of large group desks instead of individual desks promotes student learning and what Ayers calls "the social nature of learning." I enjoyed this blog post because I had previously never thought about how classroom design can be an extension of certain pedagogy and be used to promote increased learning.

        My absolute favorite field blog post, however, was my field blog post 2, which was about Beachwood Middle School. In this post, I pondered what role technology should have in the classroom. I was absolutely amazed by and in awe of how Mr. Holman based his entire teaching around technology. Students created and wrote their own, online text book, produced a blog through which they could communicate with other students, and produced projects using various technologies such as green screen and video editing. This experience and post helped me to reflect upon the fact that new technologies need to be further integrated into classrooms around the country to promote student growth and learning. This experience is definitely my most memorable experience of Education 100 and probably one of my most memorable experiences of freshman year. I walked out of Mr. Holman's classroom feeling truly inspired.

        Another filed blog post that I really enjoyed, and which is directly related to my paper is my post 8. I explored the following question: "To what extent does standardized testing prompt teachers to use the banking concept of education?” In this post, I asserted that banking education does promote teaching to the test and banking education. Yet, I noted that certain very cognizant teachers can avoid this trap and still teach with meaning. For example, Mrs. Klampe taught her students their OGT vocabulary by having them draw pictures symbolizing the word instead of making them remember the definitions through rote repetition.

        A final post I really enjoyed was post 12. In this post I discussed the ethicality of censoring student materials. This post helped me to see how much I truly love literature and also how I love to explore philosophical questions about ethics.

        I believe blogging was truly instrumental in developing my views and knowledge of education. I believe it would also help students taking the course in the future.

 

                                 Final Blog Post / Post 10

    
Overall, I really enjoyed creating a weblog because I see it as an extremely useful tool. My weblog helped me to reflect upon new information and discover what issues in the field of education are important to me. Furthermore, my blog helped me to form and question my beliefs about education as well as track my ever evolving views and opinions.

     Looking back at various posts, one of my favorites was blog post two. For blog post two we were required to go to a public space and make observations. In my post, I noted that I was less likely to describe the race of individuals than was my partner Josh. I realized that I was uncomfortable discussing race, possibly due to my lived experience of attending a racially homogeneous high school. Before this activity, I was unconscious of my discomfort in discussing the topic. This post, therefore, gave me a better understanding of myself and helped to point out a weakness I possess. Overall, throughout the course, I became more comfortable discussing race because I realized that is an essential topic related to education. In later weblogs, I addressed race more often and felt more comfortable doing so. For example, in blog post four, I discussed institutional racism. I even discussed an example of institutional racism I had observed myself. I also enjoyed field blog post four because I received some very useful feedback from Dr. Shutkin. I had assumed that a school I tutored at, Wiley, didn't use textbooks because it was underfunded and could not afford them. Dr. Shutkin reminded me that schools in this area tend to be well funded. He implied that the choice not to use textbooks might be deliberate. He challenged me to examine textbooks as an educational tool and their potential weaknesses. I realized that textbooks can be particularly biased and, therefore, may not be the best educational tool.

      While my discomfort with discussing race changed, one thing that stayed the same throughout my course blog was my opinion that students need to discover the answers themselves. In blog post 3, I discussed and espoused the view that teachers should practice a Socratic Method style of teaching. This method involves the teacher asking the students questions so that they can form their own opinions and ideas instead of being told what to believe. This theme resurfaced later in blog post six when I discussed the negative aspects of banking education.

      Besides causing some of my views to evolve, my blog also helped me to reflect and clarify some views that I already held. For example, blog post five, which covered our reading about the LGBTQ community, helped me to clarify my beliefs about gay marriage and the rights of LGBTQ individuals. The reading and reflective blog post reinforced my belief that marriage between LGBTQ individuals should be legal. It also reinforced my belief that better resources need to be provided for LGBTQ students.

      My favorite blog post by far, however, is blog post six. Blog post six was a reflection on the reading that discussed the banking concept of education. I think the banking concept of education and its inferior nature compared to a more active form of learning has been the most important information I learned in this class. In this post I realized how I hated my classes that involved the banking style and loved my classes that encouraged discussion, creativity, and free-thinking. The need for problem-posing/ active education is the most important thing I will take away from this class as a potential teacher. I also think it may be the topic of my final paper.

     Overall, my course blog helped me to reflect upon assumptions I held about education. It also helped me to reflect upon new information and form new opinions. Due to my good experience blogging, if I become a teacher, I will probably have my students take part in blogging, or some other form reflective writing.

Blog Post 9/ What do Good Schools Look Like?

 

Good schools visibly value students and their accomplishments. Teachers should know each student's name and greet them and ask them about their day when they see them in the hallway. Student's projects and artwork should be proudly displayed around the building.

 

 

Good Schools offer a certain flexibility to students. On a large scale, I don't believe it would be beneficial to offer students the kind of freedom and flexibility offered by Summerhill. With the option of whether to attend class or not, too many students would choose not to. Instead, students can be given a certain freedom and flexibility in choosing their schedule. Schools that provide a large range of electives allow students to specify classes to their particular skills and interests.

 

Good schools have small class sizes. I agree with the view Meier states on page 148, that class size should be near twenty students. Smaller classes enable greater learning. Students can participate in class discussions instead of listening to teachers lecture. Small class sizes also allow for the development of a stronger relationship between individual students and the teacher.

 

Good schools have a visible presence in the community. Good schools serve as a point of unity for a community.  Good schools hold dinners and other functions to unite the community. They also encourage students to work on service projects throughout the community.

 

Good schools are based on and display a respect for teachers, students, and the power of learning and education. I espouse this view as does Meier (147). Good schools should be clean and well kept. Good schools should empower both teachers and students. Teachers should have greater autonomy and control over curriculum and other decisions. Teachers should treat students with respect instead of talking to them as though they are ignorant inferiors.

 

As noted by Ayers, good schools are based on a set of explicit core values (100). These values, regardless of what they are, should be posted in a mission statement throughout the school. I think John Carroll does a great job of implementing its core values in the education of its students. Core values are important because the provide guidance to students.

 

Good schools have a diverse student body. I think diversity is central to achieving a good school. My high school was very homogeneous. Almost all students were white Christians. I believe that my school's lack of diversity caused me to miss out on important opportunities to learn about other cultures. My school often talked about diversity and read about other cultures. I believe I was denied a true understanding of diversity and other cultures because I wasn't able to actively experience it. Racial and cultural diversity bring different perspectives to the classroom and thus enriches learning. Diverse schools also prevent the unequal distribution of resources to different racial and economic groups.

 

Good schools utilize active learning. An observer exploring a good school will not see children sitting in desks inactively and blankly staring at their teacher. Good schools utilize hands on activities and group discussions and projects in order to encourage students to ask questions, think critically, and form their own opinions.

 

 

 

 

 

 

 

 

 

 



 

                                          Blog Post 8

Question I will be exploring: What do I believe makes a good school?


       When I was reading chapter seven in the Bill Ayers book, I agreed with many of his assertions about what makes a good school. Like Ayers, I believe that a good school is "powered by core values

that are explicit, apparent and embodied in everyday life"(100). Central values give students general guidelines that can help them to make good decisions and be the best person they can possibly be both inside and outside of school. I think John Carroll does a great job of having and presenting its values. The values of John Carroll are explicit. The mission statement of John Carroll describes the school's values and this statement is posted all over campus. John Carroll also has its values embodied in everyday life. Students receive emails about or practice community service almost daily. I think all schools should have explicit core values and integrate them into everyday life just as John Carroll does. Schools can have a wide variety of values. Whatever the values happen to be, they should be clear and have a clear application.

     In addition, I also agree with Ayers' claim that good schools have high expectations for all students. I think it is important to challenge and nurture the growth of all students, whether they are in regular courses or more advanced courses. Although I believe my high school was generally a good school, it really could improve in this particular area. My high school tended to focus on and encourage honors and advanced placement students more than other students. I believe that administrators and teachers should devote an equal amount of time and resources to all students.

                        Field Blog Post 12/ West Geauga

Question I will be exploring: Ayers claims that learning is an intensly social process (44). How does the teacher tap into the social nature of learning to help his students grow?


     During my observation, I found that Mr. Connell's class is based upon the idea of learning as a social process. The students are constantly interacting and discussing material with each other. One way Mr. Connell makes learning social is through his "Rodeos" or vocabulary quizzes. Students form small groups and then are given very interactive tests. Students might be asked to form a skit, draw an illustration, or come up with a symbol that is represents the vocabulary word. Students discuss their various interpretations and understandings of the word, helping every student to have a deeper more comprehensive understanding.

     Another way Mr. Connell makes learning social is through his use of a game called tableau. Students form small groups and are asked to act out either the meaning of a vocab word or a scene from literature. Students have a small amount of discussion time to plan and discuss their knowledge and form a skit. When Mr. Connell says "tableau" students have to freeze and form an unmoving pose/skit that represents what they are discussing.

       A final way Mr. Connell makes learning interactive is through his various discussion methods. Mr. Connell often calls open his students to “circle the wagons," or move desks into a large discussion circle. Students are also often asked to "turn to their dancing partners" (the person sitting next to them) to discuss questions, and form new ideas and opinions.

       I believe that making learning social is very important. Students are able to bounce ideas off each other, share information, and help each other. In addition to promoting a better understanding, social learning also improves social skills and teamwork. I will definitely use social learning in my classroom.

    

                            Field Blog Post 11/ West Geauga

Question I will be exploring:

In the Art of Awareness, Curtis and Carter assert that "immediately interpreting what we see limits our vision." During my observation, do I make any snap judgments that limit my vision? If so, I'm I able to practice self-reflection and dismiss such judgments?

      When I observed Mrs. O'Janpa's class, I was actually able to help and interact with the students. The students were working in groups on a grammar assignment. I walked around the classroom and helped students when they were confused about a problem. One student, in particular, needed my help more than others. He was working very slowly. He was only on problem 7 or 8 when most of his classmates were on problem 25 or so. He also spoke very slowly, with some kind of accent. I immediately made the snap judgment that he was less intelligent than his classmates. I was able to realize, however, that this judgment would limit my potential, as Ayers says, to truly see the student. I dismissed my judgment as rash and continued interacting with the student.

     While working with him, I found he was actually very intelligent. At first, he was having trouble figuring out where to place commas in sentences. Instead of giving him the answer, I taught him some tricks and skills he could use. I told him that it often helps to read the sentence aloud and listen for any pauses. I told him if he pauses when he reads the sentence, a comma will usually need to be where he paused. The first time he used my trick, he got the problem right. I then explained to him the actual grammatical reason why a comma was needed. When a similar problem came up a bit later, he was able to place the comma correctly and tell me the grammatical rule that was relevant. He picked up on what I taught him so quickly. I realized that I had been right in dismissing my snap judgment. Working slow doesn't necessarily indicate unintelligence. It could instead demonstrate diligence. Also, the way a person speaks should have no bearing on perceived intelligence. This is a common mistake that many make.

 

                       Field Blog Post 10/ West Geauga

What I will be exploring: Today I decided to focus on the topic of censorship. Even though we have not discussed this topic in class, I feel that it is an essential issue that anyone going into education must consider.

To what extent do teachers censor the material they present in class? Is it ethical for teachers to censor material? Who should decide what is or is not appropriate for the classroom: teachers, students, administrators or the community?



Yesterday, when I observed Mr. Connell's AP English class, the main topic of conversation was censorship. His students are currently reading Catcher in the Rye, which happens to be one of the most censored books in public education. Mr. Connell first addressed Catcher in the Rye specifically, asking the students what about the book has caused it to be censored. The class then read an article out loud that discussed censorship in general. This article caused me to consider the extent of censorship and my views on the issue. 

     The article told the story of a high school teacher who suddenly had all of his literature books seized following controversy over a poem it contained. The poem was called Woman Poem and was written by Nikki Giovanni, one of the most famous female African American poets of the twentieth century. We read the poem in class. The poem explicitly discusses the sexism and discrimination faced by many women.  The poem contains discriminatory titles that men give women such as "man seeker" and "dick eater." At first, I was shocked that Mr. Connell was reading the poem in class. Following the class discussion, however, my opinion quickly changed. Mr. Connell asked his students how the poem would be changed if it was translated into more appropriate language. Many students came to the conclusion that the poem would lose much of its emotional impact if it were translated. The value of the poem comes from the shock it creates. I realized that a student could learn about sexism in class extensively, but never understand its intensity or hurt until reading this poem. When I talked to Mr. Connell about the lesson after class, he expressed a similar opinion. He described an instance in college when he read an intense and explicit poem about slavery. He said that while reading it, he wanted to stop reading because he began to grasp the true intense pain felt by the slave. He had learned about slavery his whole life, but could never even come close to imagining what it would be like to be a slave until he read that poem.

         During and after this class I began to consider if censorship of school material is ethical. After much consideration, I agree with a view expressed by Mr. Connell. Mr. Connell described how teachers act as a sort of gatekeeper, deciding what information can get through to their students. By censoring, the teacher deprives students of a certain academic right they have to information. I do not believe that teachers should censor the literature their students read. It denies them the opportunity to experience new information and deepened ways of thinking.

     A final issue I considered is as follows: If censorship must take place, who should decide what is appropriate? I believe that only teachers should have the ability to decide what is appropriate for their classroom. Parents and community members often take harsh language and similar material out of context and are blind to possible educational value. This scenario took place in regards to the Giovanni poem. Parents and community members had the book seized because they were unable to foresee the educational value and opportunities for discussion the text could bring.