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.

    


     

                          Field Blog Post 9/ West Geauga

Question I will be exploring:  Ayers asserts that life should be lived in the present tense and life in school should be life itself (45). Here, Ayers diminishes the commonly held notion that school life is distinct and seperate from reality. Do teachers sucessfully link lessons to current society and culture? If so, how is this accomplished?

 
       When I observed Mrs. Kirchner on Wednesday, I realized that the entire class was designed to show students that Hamlet is relevant today. Mrs. Kirchner began the class by informing the students that many current works allude to Hamlet. First, she showed the students the Reduced Shakespeare Company's abridged and comedic version of Hamlet. This film took up a majority of the class. After the film, she asked the students if they had seen any other references to Hamlet since beginning the play. One student described the associations between Hamlet and Sons of Anarchy. He described which characters from Sons of Anarchy were linked to which characters from Hamlet. After, Mr. Connell gave a similar example. He described how much of the plot of the television show Bonanza was derived from Shakespeare's King Lear.

     Mrs. Kirchner's class that I observed today had a similar purpose, so I have decided to blog about them together. Today, she had the students create a poster that connected Hamlet to our society. First, she had students come up with universal themes in Hamlet. Next she had students list specific examples of this theme that occurred in the play. Finally, she had students list examples of the universal theme in current society.

      I believe that it is very important to link lessons to current society because it makes the material less abstract for the students. It also demonstrates to the students why we still study historic works today. Through her lesson plans, Mrs. Kirchner changed the students’ view of Hamlet. What was once an antiquated and irrelevant work in the students’ mind became a living and relevant text. I think lessons in all subject areas should be linked to current society. This link helps peak students’ interest. For example, in my Women Scientist and Radioactivity course, we always talk about the current applications of previous scientific discoveries. Discussing current applications makes the material more pertinent to my life and thus attracts my attention. This linking lessons to culture has also been used in our education course. For example, Dr. Shutkin linked Pink Floyd’s The Wall to our lesson about banking education.

                            Field Blog Post 8/ West Geauga

Question I will be exploring:  To what extent does standardized testing prompt teachers to use the banking concept of education?

     Standardized testing presents a particular problem for educators. Educators understand that known, specific material will be used on the standardized tests. They are responsible for teaching their students this information. Often, it seems that the easiest and fastest way to teach children this information is through the banking concept. Many teachers believe that they can simply "deposit"  information to their  students who  then receive it, memorize it, and regurgitate it. Admittedly, many tested concepts, such as vocabulary, seem to lend themselves to this method. The teacher gives the students the definition and the students unthinkingly memorize it. This method, however, stifles critical thinking. I believe that many teachers fall into this trap. They use the banking concept to teach children the huge amount of material that will be tested upon.

     My observation today, however, demonstrated that other methods can be used even when preparing for standardized tests. As mentioned earlier, vocabulary is usually taught through the banking method.  Mrs. Klampe, however, used a method that opposed the banking concept to teach her students their OGT vocabulary. Instead of having students memorize definitions, she pushed them to truly understand the word  by having them actively apply it in context. The students made vocabulary webs. The vocab word was in the center. They then had to list the definition, synonyms, and antonyms and create a sentence and picture that correctly represented the word. The sentence and the picture, specifically, help the students to think critically and apply the word in context. After creating a sentence and picture, the students have a fuller understanding of the word. This method can even cause the children to do better on the OGT., because by truly understanding the word, they will be better able to remember its meaning. So even though standardized testing leads many teachers to use the banking concept, it does not force them to do so.

                            Field Blog Post 7/ West Geauga

Question I will be exploring: In his essay, Herbet Kohl claims many young teachers fail to see themselves as adults and feel very much like the children. Therefore, they often struggle to discipline students. They feel criticism and limits on behavior will cause the students to dislike them (20). To what extent do new teachers struggle to discipline students? Is this issue something I will need to beware of when I begin my career as a teacher? How will I discipline my students? What will I allow and not allow?

     Today, when I observed Mrs. Kirchner's class, I decided to focus on how she disciplines
her students. Her being a student teacher provided me with a unique opportunity to see how new teachers discipline and control their classrooms. Overall, Mrs. Kirchner created a very relaxed atmosphere. She rarely reprimanded her students and they accordingly did whatever they pleased. I observed at least three students texting. Furthermore, students had many side conversations that were unrelated to the literature they were supposed to be discussing. One group spoke about different iphone models and how easily they get scratched. Another group began talking about television commercials and fashion. The children were generally very loud and off topic. In addition to allowing the students to have side conversations, she also let students return to their locker anytime they forgot needed material. I also observed many children listening to ipods and eating snacks.

     Overall, Mrs. Kirchner did not discipline her students very much. Throughout the entire class, I only heard her make three requests for the students to stay focused. These requests were lightly spoken and not very demanding. My observation has led me to believe that new teachers, generally, do struggle with discipline. Therefore, this issue is one that I need to be cognizant of when I begin teaching.

     I believe that classrooms should have an inviting and fairly relaxed atmosphere. I also believe, however, that rules need to be enforced to help maintain focus and ensure that the students receive the best learning experience possible. When I begin to teach, I think I will allow students to eat in my room. As long as the snacking doesn't interfere with the lesson, it should be permitted. Not allowing children to eat in the classroom has always seemed to be a trivial rule. I will not however, always allow students to return to their lockers to retrieve forgotten materials. This sends the message that students do not need to be adequately prepared for class. I will also not allow students to listen to their ipod whenever they chose. I do believe, however, that music can be useful in education. Music can be inspiring and certain genres can even increase attention. I will use music in my classroom occasionally. Music is a passion of mine. Ayers suggests, and I agree, that teachers should examine their interests and look for possible connections to student interests and integrate these shared interests into the classroom (7). Using music in the classroom would be a great way of accomplishing this task. Finally, I will not refrain from reminding my students to stay on task as often as is necessary.

                           Field Blog Post 6/ West Geauga

Question I will be exploring: Ayers makes the following claim: "Teachers often work in difficult situations under impossible circumstances,... with heartless bureaucrats peering through the door"(9). Here, Ayers describes a severe pressure on teachers from state officials. Also in chapter 2, Ayers presents the state officials as disconnected from the classroom environment and unable to offer constructive  advice. To what extent do teachers feel pressure from the state and its officials? Also, do these officials aid teachers in any way?




       Before I observed Mrs. Sessler's 1st period English class, I had a very interesting conversation with her. This conversation actually ended up being more informative than the general observation itself. I only mentioned state standards, and she was immediatelly prompted to carry out an extensive rant. She expressed how much she hated the new standards. She described how she (and all other teachers) has to be observed twice per year by state officials. When Ayers said that teachers have "heartless bureaucrats peering through the door," I thought he was being a bit hyperbolic. After my conversation with Mrs. Sessler, I realized how present and intrusive state officials truly are.
   
       Mrs. Sessler also complained about her observation experiences. After her first observation, the only advice the officials gave her was to refer to her standards (the state standards) more often. This advice was useless because she already had the standards clearly posted on her board. Mrs. Sessler had hoped for constructive advice concerning strategies and how she could better help her students, but received  none. Furthermore, feedback from the observations is untimely. Mrs. Sessler had been observed for the second time almost a month ago, and still had received no formal feedback. These examples prove that state officials do not truly help teachers.

     Near the end of the conversation, Mrs. Sessler also complained about the questionnaires all teachers must complete. These questionnaires often take upwards of six hours to complete and have redundant questions.

     Overall, this conversation showed me that teachers face great pressure from the state. Also, the standards and officials fail to help teachers.  Finally, it proved that the system is very inefficient.

                              Field Blog Post 5/ West Geauga

Question I will be exploring: Ayers claims that the idea that teachers are always aware and perfectly in control of what takes place in their classroom is a myth (4). To what extent does my observation confirm this assertion?

       When I originally read that teachers don't always have complete awareness and control over their classroom I was a bit skeptical. Of course, any teacher can have an off day. In my educational experience, however, the teachers always seemed to have perfectly orchestrated lesson plans and complete control. Though, my observation today showed me that I was mistaken. Teachers, like anyone else, make mistakes and adapt their behavior according to the new knowledge they gain.

      Today in class, Mrs. Kirchner had the students play a game called "Stump the Chump." Students broke into two teams, read passages, and tried to "stump" the other team with challenging comprehension questions. If a team failed to answer a question, they received a strike. Although the game itself was a great idea, Mrs. Kirchner struggled with its execution. During this period, she described the rules vaguely and often wavered in consistently enforcing the rules. For example, if a student got the question only sort of right, she would give the team a "half strike."  Such vague enforcement of the rules led the students to argue about points and decisions. The class became more focused on the game and the rules instead of on the literature. The students shouted, spoke over one another, and argued with the teacher.

      Having learned from her initial mistakes, Mrs. Kirchner adapted the rules for her later fifth period class. She decided not to issue "half strikes." She also made it so that teams could discuss potential answers instead of a team member being forced to answer independently. These new rules led to a deeper discussion and understanding of the material. The class had less side conversations and was over all more focused. With the game running smoother, Mrs. Kirchner was also able to integrate critical thinking questions into the game. For instance, one student asked what play Shakespeare adapted Hamlet from. Mrs. Kirchner then built upon his question. She asked if the fact that
 Shakespeare drew from earlier works changes our opinion of his brilliance.

     This experience proved that teachers don't always have perfect control/awareness in their classrooms. Similarly it also proved Ayer's point that teachers, like students, are always learning and growing (5).

                              Field Blog Post 4/ West Geauga

Question I will be exploring: How does the teacher make learning an active process? What strategies does she use?

     Throughout his book, Ayers rejects the common lecture approach to education. Instead, he stresses the importance of encouraging students to participate and discuss course material. While I was observing at West Geauga today, one of my goals was to discover how the teacher encouraged active learning and student participation.
    
     Mrs. Kirchner used a game called "Stump the Chump" to get students involved. The class broke into two large teams. Each team would read a paragraph of the Hamlet Critical Essay they were studying.  A member of one team would then ask the other team a comprehension question. Whichever team "stumped" the other team more times would win. Mrs. Kirchner encouraged participation further through the rules. For example, each team member was required to create or answer at least one question. Also, the same person was not allowed to answer a question until everyone on the team answered at least once. This prevented a small group of students from dominating the game. Mrs. Kirchner also called on students randomly, encouraging them to focus and participate at all times. Finally, by asking the students to take notes and mark the text, Mrs. Kirchner ensured that students were participating even when they were not asking or answering questions.

This strategy seemed fairly successful. All students participated. If Mrs. Kirchner had used a simple class discussion, the students would likely have been less motivated to respond to questions. Bringing in a sense of competition and lightheartedness helped motivate the students. This observation demonstrated that properly constructed games can be a useful educational tool.

* I made another interesting observation during this time. The observation, however, is not directly related to my question. After class, the teacher asked a student about a Shakespeare play he is involved with outside of school. She asked him what part he plays and if he enjoys it. The teacher ended the conversation by saying that she would love to see the show. I thought this was a striking example of a teacher recognizing the individual student apart from the class as a whole. I thought it was impressive that she took an interest in this student's life and encouraged him.

                       Field Blog Post 3/ Orange High School

Question I will be exploring:                                                                                           
How does the teacher expand students' knowledge to a deeper, more critical level? What specific strrategies does he use?

When we visited Orange High School, I observed an 11th grade honors English class taught by Mr. Polster. The class was discussing Salinger's Catcher in the Rye. Throughout the discussion, Mr. Polster used many techniques that reminded me of Ayer's concept of "building bridges." For example, Mr. Polster employed the use of connections to increase understanding and "deepen [his students] way of knowing" (47). He asked students if they could relate the ideals of Henry David Thoreau to those of Holden Caulfield. By drawing on the characteristics of Thoreau, whom the students were already familiar with, Mr. Polster helped the students shape a more complete understanding of the main character. The students, themselves, were able to explain that like Thoreau, Holden is sickened by the materialistic and profane nature of society and thus wishes to live "off the grid." Mr. Polster gave the students the idea that two had similarities, yet he did not lecture about these similarities. Instead, he let the students discover them. Using an Ayers analogy, he laid the "first plank of the bridge" to deeper knowledge, but let the students take it from there (57).  Similarly, he related Holden's desire to preserve youth to that of Peter Pan. After such connections were made, the students' participation increased, implying that the connections engaged them and increased their comprehension.

Mr. Polster also used a bridge building technique to help increase the students' ability to detect symbolism and other rhetoric strategies. For example, he asked the students to closely examine the initials of a character, James Castle. One student responded that his initials were J.C. When Mr. Polster asked who else had those initials, another student responded, "Jesus Christ." Mr. Polster then asked his students if they thought this similarity was coincidental or purposeful. A third student responded that like Christ, the character of James Castle could be seen as a martyr (a vocab word). This then led to a deeper discussion of the text. Again, Mr. Polster led the students in the right direction, but then let them discover the deeper knowledge themselves. Through this strategy he also taught the students to examine the significance of names in other novels. This skill is important because almost every character's name will hold some significant, symbolic meaning.