Note: I'm not an expert on Autism and Asperger's Syndrome. This blog is about my learning in and outside of my graduate studies. I just love to share what I'm learning along the way. If you want to learn more about Autism and AS, please read books and articles yourself. However, the best bet is to learn from the professionals and adult Aspies. If any Aspies are reading this, I know I might have grammar mistakes. English is my second language and I grew up without the proper language support I need to master the English language. However, it's important for regular people to read my blog entries as is because it shows I'm human and how I write is my written voice. Typical people don't like to read text that is too perfect so it's boring to them generally.
Mayo Clinic definition of Aspergers said, "Asperger's syndrome is a developmental disorder that affects a person's ability to socialize and communicate effectively with others. Children with Asperger's syndrome typically exhibit social awkwardness and an all-absorbing interest in specific topics.
Doctors group Asperger's syndrome with other conditions that are called autistic spectrum disorders or pervasive developmental disorders. These disorders all involve problems with social skills and communication. Asperger's syndrome is generally thought to be at the milder end of this spectrum.
While there's no cure for Asperger's syndrome, if your child has the condition treatment can help him or her learn how to interact more successfully in social situations."
To read a summary about Asperger's Syndrome, how it was named, and other facts, go here. Just as a note, many of the descriptions about AS explains the Aspie boys. There aren't as many Aspie girls but there is a growing understanding about them and how their symptoms are milder forms.
Here's a youclip about female Aspies:
As I mentioned in a previous blog, I am reading up on Asperger's Syndrome (AS for short)during my winter break. I want to understand this diagnosis better. I learned that many teens and young adults with Asperger's call their condition as Aspies. Many people who get diagnosed with AS happens in their teens and young adult years since this condition became noticeable in some circles here in America during the year 1991. The last few years, more young children are being diagnosed with AS so it means they get earlier treatment so they can socialized better like typical people do. Read my first blog on AS here. Yes, the kindergarten boy is the first child I met who has AS. He is teaching me a lot about his unique perspectives. I don't get to spend too much time with him since I'm not his main after school leader. By the way, a few years ago, I had a chance to work about four months with a young child with high functioning autism. That's another story I won't get into now. I might have to write a blog entry on autism one of these days.
Asperger's Syndrome VS. Autism
Generally, both conditions have two things in common, these people struggle with communication and social skills. There are three areas we will look at to understand the differences between AS and Autism; they are speech, cognitive skills, and social skills and communication.
1. Speech
Aspies don't usually have speech delays or interruptions or loss of speech. Each Aspie child's speech and language development varies like typical children. We don't always start talking at the same age or acquire language the same way. By the way, my first language was Cantonese. I didn't start talking until I was about 3 years old. In my toddler years, I only knew how to say, "Mama."
At a young age, some Aspie children acquire higher language skills like an adult; however, they won't be able to share their wants and needs. For example, this child may know a lot about trains, but he or she can't decide what to eat for lunch. There are other concerns about speech development as in, "unusual speech patterns and talking in am onotone or sing-song manner...[he or she] might also have difficulty with pragmatics, understanding abstract and social uses of language" (p. 6-7).
2. Cognitive Skills
Children with AS usually don't have delays with cognitive (thinking and processing) skills development but children with Autism might have cognitive development delays. Here are three specific areas that an autistic child have difficulties:
a)"Visuospatial coherence: The ability to see an object as separate parts and then put those parts together such as buttoning a shirt or making a bed"(p. 7).
b) "False-belief understanding: The ability to infer what other people believe tend think and then predict behavior" (p.7). For example, a child may take your cup and placed it somewhere else. Generally, a typical child will know that you don't know where the cup went. However, the child with underdeveloped false-belief understanding will think you know where the cup is located since he knows where its location. This usually occurs after age 2.
c)"Executive functioning:Using cognitive abilities to carry out daily tasks such as planning, organization, keeping tack of time, multitasking, recalling past events and relating them to the current situation, chanting plans when needed and interacting with a group of people" (p.8)
3. Social Skills and Communication:
Both conditions do share issues with social skills and communication. Here are the details in how Apies are in social situations and using communication skills with others:
*They are interesting in developing social bonds but they need help with learning social skills such as looking someone in the eye (such an American behavior), recognizing facial expressions, and participating in a conversation.
*Some Aspies may be considered "odd" or socially inept. Sometimes some typical people may say that some Aspies as socially arkward or introverted or chatterboxes (people who talk too much without considering your audience).
Here's a youtube clip from a high functioning autistic man explaining differences between high functioning autism (HFA) and AS:
Source: I got the info between Autism and AS from this book called The Essential Guide to Asperger's Syndrome by Eileen Bailey and Robert W. Montgomery, PhD. This is basically AS 101 to help you understand young children to young adults with AS especially a whole chapter on Aspie girls and women. Yes, this is a parenting book but I find many useful info from parenting books. Is it weird for a childless Single person like me to do this? I don't really care. I just love to read and sometimes I read for information for my life or my life's work. In addition, reading parenting books do give me a glimpse what's like for parents dealing with all kinds of children. Why does society judge parents so harshly?
Another book to check out is called Quirky, Yes--Hopeless, No: Practical Tips to Help Your Child with Asperger's Syndrome Be More Socially Accepted by Cynthia La Brie Norall, Ph.D. This is a fascinating book. So many good tips. I might even use some of these strategies on my K-1 typical students. I'm always finding better ways for me to communicate with children and strategies to help them succeed with problem solving, social problems and other life skills.
There are many books out there including ones written by Aspies. I just don't have time to read everything. I have two books on friendships checked out from the library. Maybe I'll gleam some useful info to use with my K-1 students.
Friday, December 28, 2012
Saturday, December 22, 2012
The Top Ten Things You Learn or Experience with an Asperger's child
I know, I should be relaxing since I'm on my Christmas break from school. However, even on my down time, I do love to read. I have been around a kindergarten boy who has Asperger's the last two months and so I wanted to learn more. I heard about the autism spectrum over 5 years ago. So the last 5 years, I have observed or worked with a child with high functioning autism in short periods. I kind of know some basic info on this but I'm am work in progress when learning about autism and Asperger's. (Note: I have met a man who has Asperger's, a friend of a friend. It was interesting talking with him. He must have learned a bit of social skills since he didn't talked my ears off as I heard that some people with Asperger's do. Then again, I am such a patient and kind person who has good listening skills.)
Back to the child I was talking about, he is the first one I am kind of working with who has Asperger's. In addition, he also has ADHD. I have worked with many kids with ADHD so I got that part okay. I'm always learning though. Anyways, I checked out a few books from the library on Asperger's. So far, I only been able to read one book written by a mom who has a son with Asperger's and ADHD this week. It was an interesting read so I encouraged you to read The Best King of Different: Our Family's Journey with Asperger's Syndrome by Shonda Schilling.
Personally, I don't use labels to box people in. Labels are useful for me since I need some kind of basic information for me to get to know people. I do see children (and adults too) more than their labels. There are strengths and weaknesses. But I also see a specialness only God can create in each one of us. I myself was labeled a shy, quiet kid. I wasn't even shy until I cared about what others' thought of me. I didn't like how people boxed me in so that it was hard to really be me in public. By the way, Susan Cain defined shyness as "the fear of social rejection and humiliation." I didn't really feel shy until I was around 10 or 11 years old. Maybe as a little kid, I may get a bit nervous meeting new people or people I'm not familiar with so I tend to be sticking to my mom's side or behind her. I don't see that as shyness, just more about feeling unsure about someone I don't know well. As a child, I socialized differently. I'm a proud introvert. Please read some past entries about introverts and the gifts of introverts. Okay, I did turned out fine. I prefer not to socialize in big group settings like an extrovert who enjoys them. Hmm, maybe that is why I feel a connection to people who are viewed differently in society.
Here is the Top Ten List by Curt Schilling (p. 166-67 of his wife's book mentioned above):
10. It is humanly possible to say "Stop" four hundred times in a ten-second time frame. (Adding that children with Asperger's don't stop their actions or words if you shout or say stop a lot.)
9. You know the exact time you will be exhausted every day: within fifteen seconds of waking your child with Asperger's.
8. At fifteen your Asperger's child will likely have an IQ twice as high as yours and let you know exactly when and how you were wrong every day.
7. Everyone at the grocery store, swimming pool, or other public gathering place knows your child's name, even if you didn't tell anyone.
6. Be prepared to never have the last word in any conversation ever.
5. Pray that if they have any nervous tics or habits, they don't include picking their nose.
4. Be prepared to be presented with more information than any human has the right to know about Legos, Star Wars, bulldogs, Bakugan, Pokemon, dinosaurs, Yu-Gi-Oh!, World of Warcraft, Webkinz, the human skin, bowel movements, and body hair--and hope your child only picks one.
3. Do not fart in public if you don't want everyone within earshot to know who, where, and what just happened.
2. Get ready for serious doses of unconditional love. The heart of an Asperger's child is not bound by society's norms, not limited top lessons we were told and taught, not confused or embarrassed by anything the heart emits. Theirs is a brand of unconditional love we should all pray at night to be exposed to, or to be able to extend ourselves. (Just want to add, God gives us unconditional love greater than any human can give.)
Drum roll, please....
1. Be prepared to go further than you dreamed, worked harder than you thought possible, to love, and to cry, but at the end of the day wrap your arms around a true gift from God. : )
Children with autism or Asperger's are very sweet and have interesting minds. I enjoy their point of view on things. They can be funny too in that we all laugh together and having a good time. My final thoughts is that each of us are created uniquely in so we can bring our strengths into our world to make it a good place to be. Our unique strengths will help someone else out. Isn't what life all about, to love and to be loved? : )
Back to the child I was talking about, he is the first one I am kind of working with who has Asperger's. In addition, he also has ADHD. I have worked with many kids with ADHD so I got that part okay. I'm always learning though. Anyways, I checked out a few books from the library on Asperger's. So far, I only been able to read one book written by a mom who has a son with Asperger's and ADHD this week. It was an interesting read so I encouraged you to read The Best King of Different: Our Family's Journey with Asperger's Syndrome by Shonda Schilling.
Personally, I don't use labels to box people in. Labels are useful for me since I need some kind of basic information for me to get to know people. I do see children (and adults too) more than their labels. There are strengths and weaknesses. But I also see a specialness only God can create in each one of us. I myself was labeled a shy, quiet kid. I wasn't even shy until I cared about what others' thought of me. I didn't like how people boxed me in so that it was hard to really be me in public. By the way, Susan Cain defined shyness as "the fear of social rejection and humiliation." I didn't really feel shy until I was around 10 or 11 years old. Maybe as a little kid, I may get a bit nervous meeting new people or people I'm not familiar with so I tend to be sticking to my mom's side or behind her. I don't see that as shyness, just more about feeling unsure about someone I don't know well. As a child, I socialized differently. I'm a proud introvert. Please read some past entries about introverts and the gifts of introverts. Okay, I did turned out fine. I prefer not to socialize in big group settings like an extrovert who enjoys them. Hmm, maybe that is why I feel a connection to people who are viewed differently in society.
Here is the Top Ten List by Curt Schilling (p. 166-67 of his wife's book mentioned above):
10. It is humanly possible to say "Stop" four hundred times in a ten-second time frame. (Adding that children with Asperger's don't stop their actions or words if you shout or say stop a lot.)
9. You know the exact time you will be exhausted every day: within fifteen seconds of waking your child with Asperger's.
8. At fifteen your Asperger's child will likely have an IQ twice as high as yours and let you know exactly when and how you were wrong every day.
7. Everyone at the grocery store, swimming pool, or other public gathering place knows your child's name, even if you didn't tell anyone.
6. Be prepared to never have the last word in any conversation ever.
5. Pray that if they have any nervous tics or habits, they don't include picking their nose.
4. Be prepared to be presented with more information than any human has the right to know about Legos, Star Wars, bulldogs, Bakugan, Pokemon, dinosaurs, Yu-Gi-Oh!, World of Warcraft, Webkinz, the human skin, bowel movements, and body hair--and hope your child only picks one.
3. Do not fart in public if you don't want everyone within earshot to know who, where, and what just happened.
2. Get ready for serious doses of unconditional love. The heart of an Asperger's child is not bound by society's norms, not limited top lessons we were told and taught, not confused or embarrassed by anything the heart emits. Theirs is a brand of unconditional love we should all pray at night to be exposed to, or to be able to extend ourselves. (Just want to add, God gives us unconditional love greater than any human can give.)
Drum roll, please....
1. Be prepared to go further than you dreamed, worked harder than you thought possible, to love, and to cry, but at the end of the day wrap your arms around a true gift from God. : )
Children with autism or Asperger's are very sweet and have interesting minds. I enjoy their point of view on things. They can be funny too in that we all laugh together and having a good time. My final thoughts is that each of us are created uniquely in so we can bring our strengths into our world to make it a good place to be. Our unique strengths will help someone else out. Isn't what life all about, to love and to be loved? : )
Tuesday, December 18, 2012
The First Year
I earned an A in my ESOL Methods class. I have straight As this term so that's so awesome.
Recently I saw this informative documentary movie called THE FIRST YEAR which follows 5 young teachers in their first year of teaching back in 2000-01 school year. It's older film but it's still important even today. Watch a neat Black male kindergarten teacher Maurice not giving up on one of his students who needed extra support to Genevieve who "wanted to teach the kids no one else wanted to teach" (at-risk 6th graders) to three others passionate teachers making sure their students' needs are met even when facing bureaucracy. Check this movie out!
There is an extra film shootage on the DVD that also mentioned Mr.Glass who taught special education (grade 3-5) who has high standards of his students and they are learning academic subjects; this portion this make it to the final film because it was probably hard to follow 6 teachers in 80 minutes with a good flow.
Recently I saw this informative documentary movie called THE FIRST YEAR which follows 5 young teachers in their first year of teaching back in 2000-01 school year. It's older film but it's still important even today. Watch a neat Black male kindergarten teacher Maurice not giving up on one of his students who needed extra support to Genevieve who "wanted to teach the kids no one else wanted to teach" (at-risk 6th graders) to three others passionate teachers making sure their students' needs are met even when facing bureaucracy. Check this movie out!
There is an extra film shootage on the DVD that also mentioned Mr.Glass who taught special education (grade 3-5) who has high standards of his students and they are learning academic subjects; this portion this make it to the final film because it was probably hard to follow 6 teachers in 80 minutes with a good flow.
Wednesday, December 12, 2012
Brainstorming about my Career
I got an A in Positive Classroom class. I'm still waiting on my ESOL methods class. However, I did really well in the Literacy Development Strategies presentation with my partner so it's an A. Even my instructor wrote that she noticed how well my partner and I worked together.
I just met with my advisor. Next term, I'm taking the Descriptive Linguistics and Adolescent Development classes. I needed the development class as part of my professional core. So I should graduate by the end of summer term 2013.
I still don't know what I'm going to do with my non-teaching M.Ed degree. Though, I will enjoy studying courses I get to pick out from now on. Do I want to go back to the teaching route? I'm going back and forth now. Before Spring term incident with me dropping a course, I was so black and white about me becoming a teacher. Now, the last few weeks, I noticed there are different needs that I can work with children. I need a career that fits me and make me feel like I'm contributing to society. I think I'm reflecting more these last couple months at my after school job. Over the years, I have worked with children with special needs and English Language Learners (ELL). This year is my sixth year that I've worked at the ExAcademy program; it's only a part-time job. I know I enjoy working with children in small groups and one-to-one situations. What can I do? I enjoy working with children with special needs (higher functioning of course), learning disabilities and ELLs. What kind of career can I go into working full time?
The Marylhurst Experience
I just met with my advisor. Next term, I'm taking the Descriptive Linguistics and Adolescent Development classes. I needed the development class as part of my professional core. So I should graduate by the end of summer term 2013.
I still don't know what I'm going to do with my non-teaching M.Ed degree. Though, I will enjoy studying courses I get to pick out from now on. Do I want to go back to the teaching route? I'm going back and forth now. Before Spring term incident with me dropping a course, I was so black and white about me becoming a teacher. Now, the last few weeks, I noticed there are different needs that I can work with children. I need a career that fits me and make me feel like I'm contributing to society. I think I'm reflecting more these last couple months at my after school job. Over the years, I have worked with children with special needs and English Language Learners (ELL). This year is my sixth year that I've worked at the ExAcademy program; it's only a part-time job. I know I enjoy working with children in small groups and one-to-one situations. What can I do? I enjoy working with children with special needs (higher functioning of course), learning disabilities and ELLs. What kind of career can I go into working full time?
The Marylhurst Experience
Tuesday, December 11, 2012
Quiet: The Power of Introverts, Part 2
Last Thursday evening, it was my last ESOL methods class and being with the Cohort V elementary folks. It was a good last class. I turned in my last two assignments. I presented a 20 minute presentation with my partner on Strategies of Literacy Development from the 50 Strategies book on ELLs and teaching them. I think our presentation went well.
Last Wednesday I finally got to check out Susan Cain's Quiet: The Power of Introverts in a World That Can't Stop Talking (2012) and I have been reading this book the last several days. Her book is speaking to me. I learned so much about the unique gifts of introverts. In some ways, I knew what they are but to know more in-depth ways on how we can contribute to our world is fascinating. Along the way, I learned to cope with living in this Extroverted-loving world. However, I love the tips she shares in bringing out the best of your introverted children.
Here are two quotes that jump out at me from Cain's book:
From p. 4, "Introversion--along with its cousins sensitivity, seriousness, and shyness--is now a second-class personality trait, somewhere between a disappointment and a pathology. Introverts living under the Extrovert Ideal are like women in a man's world, discounted because of a trait that goes to the core of who they are. Extroversion is an enormously appealing personality style, but we're turned it into an oppressive standard to which most of us feel we must conform."
From p. 249, "...don't let her hear you call her 'shy': she'll believe the label and experience her nervousness as a fixed trait rather than an emotion she can control. She also knows full well that 'shy' is a negative word in our society. Above all, do not shame her for her shyness." I can relate with that quote because I was labeled shy and bashful. Sometimes in my childhood, it was hard to really connect with people. However, one in a while, I did make a good friend here and there growing up.
Here's another Susan Cain interview:
Last Wednesday I finally got to check out Susan Cain's Quiet: The Power of Introverts in a World That Can't Stop Talking (2012) and I have been reading this book the last several days. Her book is speaking to me. I learned so much about the unique gifts of introverts. In some ways, I knew what they are but to know more in-depth ways on how we can contribute to our world is fascinating. Along the way, I learned to cope with living in this Extroverted-loving world. However, I love the tips she shares in bringing out the best of your introverted children.
Here are two quotes that jump out at me from Cain's book:
From p. 4, "Introversion--along with its cousins sensitivity, seriousness, and shyness--is now a second-class personality trait, somewhere between a disappointment and a pathology. Introverts living under the Extrovert Ideal are like women in a man's world, discounted because of a trait that goes to the core of who they are. Extroversion is an enormously appealing personality style, but we're turned it into an oppressive standard to which most of us feel we must conform."
From p. 249, "...don't let her hear you call her 'shy': she'll believe the label and experience her nervousness as a fixed trait rather than an emotion she can control. She also knows full well that 'shy' is a negative word in our society. Above all, do not shame her for her shyness." I can relate with that quote because I was labeled shy and bashful. Sometimes in my childhood, it was hard to really connect with people. However, one in a while, I did make a good friend here and there growing up.
Here's another Susan Cain interview:
Wednesday, November 7, 2012
Last Positive Classroom class
Tonight I had my last Positive Classroom class. I learned so much from this course. I have a more holistic view of a real classroom where there is a community of learners who are more engaged and active in their learning. Check out my professional website at www.mssmoy.weebly.com. Here is my reflection on creating this website:
Q: What are the future possibilities for your Teacher Webpage and webpage components?
A: I enjoy working on my webpage. It's more time consuming than I thought. My website will be a great tool for people to see what my teaching philosophy is in a practical way and some great resources for teachers and parents/families. I hope my website may be checked by future employers. They would see my passion for elementary age students and their educational and personal needs. This website will also be a great tool for my students, their families and the local community. All of these people can stay connected with me digitally. Overall, I hope my website inspires people the importance of a good education and encourage everyone to play an important part of making this world better through one's positive actions and kind words.
Positive Feedback
My bucket was filled by seven positive notes from my classmates. I feel so appreciated. I just want to share my favorite comments. Here are the comments:
Kerrie said, "Great Work! I appreciate the time and attention you give everything you work on. I am so excited to see and be a part of your learning!"
Alex said, "I appreciate your positivity and love for learning."
Meredith said, "I really appreciate all your openness and how you have shared ideas and work over Gmail. It's great that you're so willing to share. Also thanks for your hard work on both of our projects. I love how dependable you are."
Someone said, "I appreciate your honesty about growing up as an ELL and your experiences throughout your education."
Michael said, "I love your cheery attitude and your determination! When you get enthusiastic about something, it's exciting to watch.....it makes me cheer for you!"
By the way, the fill someone's bucket comes from this book called Have You Filled a Bucket Today? by Carol McCloud.
Q: What are the future possibilities for your Teacher Webpage and webpage components?
A: I enjoy working on my webpage. It's more time consuming than I thought. My website will be a great tool for people to see what my teaching philosophy is in a practical way and some great resources for teachers and parents/families. I hope my website may be checked by future employers. They would see my passion for elementary age students and their educational and personal needs. This website will also be a great tool for my students, their families and the local community. All of these people can stay connected with me digitally. Overall, I hope my website inspires people the importance of a good education and encourage everyone to play an important part of making this world better through one's positive actions and kind words.
Positive Feedback
My bucket was filled by seven positive notes from my classmates. I feel so appreciated. I just want to share my favorite comments. Here are the comments:
Kerrie said, "Great Work! I appreciate the time and attention you give everything you work on. I am so excited to see and be a part of your learning!"
Alex said, "I appreciate your positivity and love for learning."
Meredith said, "I really appreciate all your openness and how you have shared ideas and work over Gmail. It's great that you're so willing to share. Also thanks for your hard work on both of our projects. I love how dependable you are."
Someone said, "I appreciate your honesty about growing up as an ELL and your experiences throughout your education."
Michael said, "I love your cheery attitude and your determination! When you get enthusiastic about something, it's exciting to watch.....it makes me cheer for you!"
By the way, the fill someone's bucket comes from this book called Have You Filled a Bucket Today? by Carol McCloud.
Saturday, October 27, 2012
The Power of Introverts
I want to write about introverts because in our society, we introverts tend to be forgotten or ignored. Here is the link on the power of introverts: . I am pride to be an introvert. It's who I am. Let's discover more about introverts. Here is a list was inspired by the book The Introvert Advantage: How to Thrive in an Extrovert World by Marti Laney:
Top ten myths about introverts
Myth #1 – Introverts don’t like to talk.This is not true. Introverts just don’t talk unless they have something to say. They hate small talk. Get an introvert talking about something they are interested in, and they won’t shut up for days.
My response: Yes, it's so true. I don't like small talk. Though, I do use small talk to warm up the conversation and the information I gather helps me with to continue the conversation. I just don't like small talk with random people.
Myth #2 – Introverts are shy. Shyness has nothing to do with being an Introvert. Introverts are not necessarily afraid of people. What they need is a reason to interact. They don’t interact for the sake of interacting. If you want to talk to an Introvert, just start talking. Don’t worry about being polite.
My response: I am shy only in certain situations where I'm not familar with the crowd. I tend to suffer a mild case of social anxiety. When you see me in a large crowd, I would find people I know or they seem familiar and just listen. Yes, I need a reason to interact with others. If there is a topic I really know about, I would start talking.
Myth #3 – Introverts are rude. Introverts often don’t see a reason for beating around the bush with social pleasantries. They want everyone to just be real and honest. Unfortunately, this is not acceptable in most settings, so Introverts can feel a lot of pressure to fit in, which they find exhausting.
My response: Yes, I crave authencity and honesty. It's very exhausting to hang out with fake people who just interact for the sake of interacting and just talk non-sense.
Myth #4 – Introverts don’t like people. On the contrary, Introverts intensely value the few friends they have. They can count their close friends on one hand. If you are lucky enough for an introvert to consider you a friend, you probably have a loyal ally for life. Once you have earned their respect as being a person of substance, you’re in.
My response: I love people. It's just that I prefer to spend time with family and friends individually or in small groups. I'm at my best for interaction in one to one. I've been told that I talk too much. Hey, when I am talking about something I know and care about, I can talk for hours. Not many people get the joy to hear me talk for that long. Yes, I am very loyal to the few close friends I have. However, I do have a lot of friends.
Myth #5 – Introverts don’t like to go out in public. Nonsense. Introverts just don’t like to go out in public FOR AS LONG. They also like to avoid the complications that are involved in public activities. They take in data and experiences very quickly, and as a result, don’t need to be there for long to “get it.” They’re ready to go home, recharge, and process it all. In fact, recharging is absolutely crucial for Introverts.
My response: So true! I love to go home and process whatever experiences that just happened. Like tonight, when I went to the Davis Graveyard with a crowd of people. It took about 45 minutes of my time. I'm home now and I just processed my experience and put it in my memory bank. I love to go out in public to experience new things so I have something to think and process about. With Gardiner's Multiple Intelligences, I have a strong intrapersonal intelligence.
Myth #6 – Introverts always want to be alone. Introverts are perfectly comfortable with their own thoughts. They think a lot. They daydream. They like to have problems to work on, puzzles to solve. But they can also get incredibly lonely if they don’t have anyone to share their discoveries with. They crave an authentic and sincere connection with ONE PERSON at a time.
My response: This explanation is so true! I don't mind to be alone to think, daydream or whatever. However, I do love to share my discoveries with a dear friend. It's part of my process. Earlier tonight, my friend Tammy called me and I shared a lot on how I am doing in grad school and what discoveries I picked up from life and my readings. My close friends have picked up when I get so excited, I can get loud.
Myth #7 – Introverts are weird. Introverts are often individualists. They don’t follow the crowd. They’d prefer to be valued for their novel ways of living. They think for themselves and because of that, they often challenge the norm. They don’t make most decisions based on what is popular or trendy.
My response: Yeah, that's me. Though, when I was younger, there were pressures to follow popular beliefs and trying to fit in. That was a normal part of adolecense. Though, even as a teen, I did continue to follow to my own drum. I didn't go into dating just because many of my peers did. Actually that's so true in my 20s. I'm comfortable being single and just live my life. Who knows? Maybe in the future, someone may come my way and he would value my introvert side which I would love. Right now, I am living an enrich life with my own projects and spending time with family and friends. I don't need anymore than that.
Myth #8 – Introverts are aloof nerds. Introverts are people who primarily look inward, paying close attention to their thoughts and emotions. It’s not that they are incapable of paying attention to what is going on around them, it’s just that their inner world is much more stimulating and rewarding to them.
My response: That is true to a point. But I love people watching and making up my own stories. I do secretly desire to become a writer so I keep my observational skills sharp by paying attention around me when I'm out in public.
Myth #9 – Introverts don’t know how to relax and have fun. Introverts typically relax at home or in nature, not in busy public places. Introverts are not thrill seekers and adrenaline junkies. If there is too much talking and noise going on, they shut down. Their brains are too sensitive to the neurotransmitter called Dopamine. Introverts and Extroverts have different dominant neuro-pathways. Just look it up.
My response: When I relax at home or in nature, I recharge so when I'm in public, I can interact with people with the energy I need. That's so true about too much talk and noise. I do shut down and I would lose my focus in whatever task I'm doing. I don't like loud chaos situations. However, I've been working on dealing with that because truthfully, we live in an extrovert world where their strengths are valued.
Myth #10 – Introverts can fix themselves and become Extroverts. Introverts cannot “fix themselves” and deserve respect for their natural temperament and contributions to the human race. In fact, one study (Silverman, 1986) showed that the percentage of Introverts increases with IQ. A world without Introverts would be a world with few scientists, musicians, artists, poets, filmmakers, doctors, mathematicians, writers, and philosophers.
My response: In the past, there were people who wanted to change me. They said I need to be more outgoing and join in random conversations in group settings. That was so much pressure. I've been told that the teaching profession isn't for me if I can't be an extrovert. That is so untrue. I tend to show my extrovert side when I'm around children. However, I do have my introvert moments with them and this encourages the children who are naturally introverted too. It's when I entered adulthood was when I appreciate who I am. I am a pride introvert.
Source: http://www.carlkingdom.com/10-myths-about-introverts
Top ten myths about introverts
Myth #1 – Introverts don’t like to talk.This is not true. Introverts just don’t talk unless they have something to say. They hate small talk. Get an introvert talking about something they are interested in, and they won’t shut up for days.
My response: Yes, it's so true. I don't like small talk. Though, I do use small talk to warm up the conversation and the information I gather helps me with to continue the conversation. I just don't like small talk with random people.
Myth #2 – Introverts are shy. Shyness has nothing to do with being an Introvert. Introverts are not necessarily afraid of people. What they need is a reason to interact. They don’t interact for the sake of interacting. If you want to talk to an Introvert, just start talking. Don’t worry about being polite.
My response: I am shy only in certain situations where I'm not familar with the crowd. I tend to suffer a mild case of social anxiety. When you see me in a large crowd, I would find people I know or they seem familiar and just listen. Yes, I need a reason to interact with others. If there is a topic I really know about, I would start talking.
Myth #3 – Introverts are rude. Introverts often don’t see a reason for beating around the bush with social pleasantries. They want everyone to just be real and honest. Unfortunately, this is not acceptable in most settings, so Introverts can feel a lot of pressure to fit in, which they find exhausting.
My response: Yes, I crave authencity and honesty. It's very exhausting to hang out with fake people who just interact for the sake of interacting and just talk non-sense.
Myth #4 – Introverts don’t like people. On the contrary, Introverts intensely value the few friends they have. They can count their close friends on one hand. If you are lucky enough for an introvert to consider you a friend, you probably have a loyal ally for life. Once you have earned their respect as being a person of substance, you’re in.
My response: I love people. It's just that I prefer to spend time with family and friends individually or in small groups. I'm at my best for interaction in one to one. I've been told that I talk too much. Hey, when I am talking about something I know and care about, I can talk for hours. Not many people get the joy to hear me talk for that long. Yes, I am very loyal to the few close friends I have. However, I do have a lot of friends.
Myth #5 – Introverts don’t like to go out in public. Nonsense. Introverts just don’t like to go out in public FOR AS LONG. They also like to avoid the complications that are involved in public activities. They take in data and experiences very quickly, and as a result, don’t need to be there for long to “get it.” They’re ready to go home, recharge, and process it all. In fact, recharging is absolutely crucial for Introverts.
My response: So true! I love to go home and process whatever experiences that just happened. Like tonight, when I went to the Davis Graveyard with a crowd of people. It took about 45 minutes of my time. I'm home now and I just processed my experience and put it in my memory bank. I love to go out in public to experience new things so I have something to think and process about. With Gardiner's Multiple Intelligences, I have a strong intrapersonal intelligence.
Myth #6 – Introverts always want to be alone. Introverts are perfectly comfortable with their own thoughts. They think a lot. They daydream. They like to have problems to work on, puzzles to solve. But they can also get incredibly lonely if they don’t have anyone to share their discoveries with. They crave an authentic and sincere connection with ONE PERSON at a time.
My response: This explanation is so true! I don't mind to be alone to think, daydream or whatever. However, I do love to share my discoveries with a dear friend. It's part of my process. Earlier tonight, my friend Tammy called me and I shared a lot on how I am doing in grad school and what discoveries I picked up from life and my readings. My close friends have picked up when I get so excited, I can get loud.
Myth #7 – Introverts are weird. Introverts are often individualists. They don’t follow the crowd. They’d prefer to be valued for their novel ways of living. They think for themselves and because of that, they often challenge the norm. They don’t make most decisions based on what is popular or trendy.
My response: Yeah, that's me. Though, when I was younger, there were pressures to follow popular beliefs and trying to fit in. That was a normal part of adolecense. Though, even as a teen, I did continue to follow to my own drum. I didn't go into dating just because many of my peers did. Actually that's so true in my 20s. I'm comfortable being single and just live my life. Who knows? Maybe in the future, someone may come my way and he would value my introvert side which I would love. Right now, I am living an enrich life with my own projects and spending time with family and friends. I don't need anymore than that.
Myth #8 – Introverts are aloof nerds. Introverts are people who primarily look inward, paying close attention to their thoughts and emotions. It’s not that they are incapable of paying attention to what is going on around them, it’s just that their inner world is much more stimulating and rewarding to them.
My response: That is true to a point. But I love people watching and making up my own stories. I do secretly desire to become a writer so I keep my observational skills sharp by paying attention around me when I'm out in public.
Myth #9 – Introverts don’t know how to relax and have fun. Introverts typically relax at home or in nature, not in busy public places. Introverts are not thrill seekers and adrenaline junkies. If there is too much talking and noise going on, they shut down. Their brains are too sensitive to the neurotransmitter called Dopamine. Introverts and Extroverts have different dominant neuro-pathways. Just look it up.
My response: When I relax at home or in nature, I recharge so when I'm in public, I can interact with people with the energy I need. That's so true about too much talk and noise. I do shut down and I would lose my focus in whatever task I'm doing. I don't like loud chaos situations. However, I've been working on dealing with that because truthfully, we live in an extrovert world where their strengths are valued.
Myth #10 – Introverts can fix themselves and become Extroverts. Introverts cannot “fix themselves” and deserve respect for their natural temperament and contributions to the human race. In fact, one study (Silverman, 1986) showed that the percentage of Introverts increases with IQ. A world without Introverts would be a world with few scientists, musicians, artists, poets, filmmakers, doctors, mathematicians, writers, and philosophers.
My response: In the past, there were people who wanted to change me. They said I need to be more outgoing and join in random conversations in group settings. That was so much pressure. I've been told that the teaching profession isn't for me if I can't be an extrovert. That is so untrue. I tend to show my extrovert side when I'm around children. However, I do have my introvert moments with them and this encourages the children who are naturally introverted too. It's when I entered adulthood was when I appreciate who I am. I am a pride introvert.
Source: http://www.carlkingdom.com/10-myths-about-introverts
Sunday, October 14, 2012
Marylhurst University's First TV Commercial Shoot
Today, it was Marylhurst University's first tv commercial shoot. This commercial is produced by NXNW Production (from WA). (Yesterday, I went on campus to sign up for this commercial and met one of the producers named Matt.) Anyways, I showed about noon at the B.P. John's Administration building's lobby to meet up with everyone. I was put into place toward the back on the left side (on the right side from the camera's angle). We went up the stairs lip syncing to a line from a song created by one of the production staff. The music came from the Notre Dame fight song, I believe but it's in public domain so they got to use it. We did a lot of retakes, wait time, and repositioning. All the moving with so many people on the stairs and the bright light behind us, it was so hot. Good thing the windows were propped opened so while we waited, we had some cool breeze come our way.
I got to know some of the people around me. I met a couple Marylhurst students from other majors. However, there are a few people in the commercial is connected to the production team and their family and friends. Anyhow, the majority of the people in this 30 seconds commercial that are actual Marylhurst University students. After this experience, I kind of understand what's its like to be a Hollywood actor on camera and waiting between takes. It was so fun. After the shooting was done, we had lunch in the old library. I left after lunch. By the way, the next shot was at the old library. I can't wait to see the final product. Right now the team will be in post production and in about a few weeks, the commercial should be aired on tv. I will post a link of this commercial when it comes out.
I never done this before to be part of a commercial. One goal for my life is to do crazy or fun things. Once I was part of the youth event at Beaverton Nike campus back in high school. This event was shot and it ran on PBS. I watched it years ago and I thought I saw my legs and my umbrella when we went up the bus.
Stay tune for the first Marylhurst University commercial......
I got to know some of the people around me. I met a couple Marylhurst students from other majors. However, there are a few people in the commercial is connected to the production team and their family and friends. Anyhow, the majority of the people in this 30 seconds commercial that are actual Marylhurst University students. After this experience, I kind of understand what's its like to be a Hollywood actor on camera and waiting between takes. It was so fun. After the shooting was done, we had lunch in the old library. I left after lunch. By the way, the next shot was at the old library. I can't wait to see the final product. Right now the team will be in post production and in about a few weeks, the commercial should be aired on tv. I will post a link of this commercial when it comes out.
I never done this before to be part of a commercial. One goal for my life is to do crazy or fun things. Once I was part of the youth event at Beaverton Nike campus back in high school. This event was shot and it ran on PBS. I watched it years ago and I thought I saw my legs and my umbrella when we went up the bus.
Stay tune for the first Marylhurst University commercial......
Friday, October 12, 2012
Observation
On Monday, I visited my classmate in her practicum classroom, K-1 setting. The student profiles are short narratives of what I learned about the students from my observations of them. It's so late. I need to go to bed soon. I've been having problems falling asleep at night. I will update this entry after my visit.
I had a chance to visit Bolton Primary School. It's is a small school with excellent resources; it's amazing place to learn even in a public school setting. It must be nice to be located in a middle-class neighborhood. I learned that they support the whole child philosophy. The school believe in risk-taking. They do teach about what is safe play. Though, when I observed during morning and lunch recess, some of the kids are doing things that are considered unsafe in some other public schools. For example, I saw a boy climbing over a fence (low) which divided the black top area from the natural play area. They have two cool club houses that many of the kids seemed to enjoy. They have the whole playground and the garden to run around in.
I had a chance to visit Bolton Primary School. It's is a small school with excellent resources; it's amazing place to learn even in a public school setting. It must be nice to be located in a middle-class neighborhood. I learned that they support the whole child philosophy. The school believe in risk-taking. They do teach about what is safe play. Though, when I observed during morning and lunch recess, some of the kids are doing things that are considered unsafe in some other public schools. For example, I saw a boy climbing over a fence (low) which divided the black top area from the natural play area. They have two cool club houses that many of the kids seemed to enjoy. They have the whole playground and the garden to run around in.
Benefits of Multilingualism
Last night, I learned a lot in my elementary ESOL Methods class. If a young student are placed in English only classroom, it would take that student about 10 years to master academic English (the kind of English used for college and many professional careers such as being a doctor or a lawyer). This previous statement is so true because I was one of those students who was in an English only classroom in my early educational years. I did get reading support in my primary years but it doesn't help me understand the English language and how to write academic English correctly. I have had grammar lessons in grade school but I was treated like a native-language learner. However, there are some differences between the Chinese and the English language. If I could understand my native language structures vs. the English language structure, I would have master the English language quickly in a few short years. If I was supported in learning my native language and be part of a balanced bilingual program, I would be biliterate and that would be a wonderful asset for employers and our American society.If a young student had some ESL support, it would take that student about 5 to 7 years to master academic English. Even this is better than English only classrooms. It took me years to be able to write English correctly. However, there are some English grammar that I still struggle with.
In one of the in-class assignments, we paired off to work on reading an article and creating a big graphic organizer of information of summarizing the article's information. My partner and I had the article called "Bilingual Education in Texas: Lighting the Path, Leading the Way" by Josefina Tinajero from the Language Learner magazine (November/December 2005 issue). After we read the article, we had three points on our web-like graphic organizer and the supportive reasons behind it. We called our graph Texas Found A Solution. Here are our points:
1. There are many bilingual programs in Texas that are successful. But funding and high stake testing has been a problem for those programs to continue. Many of these bilingual programs are becoming more about rushing the ELL students to gain English proficiency before they are ready and not fully supporting the native language anymore. These unbalanced bilingual programs are using the native language to learn English than rush them to English only instruction. When this happens, ELL students would struggle in learning content that is needed to be successful in higher education and beyond. Ms. Tinajero reported that "the high stakes that NCLB (No Child Left Behind act) attaches to English language learners' scores on English language achievement tests are damaging to bilingual programs."
2. A true bilingual program supports both the native and the English language development. The benefits of bilingual education are:
*Students acquire at least as much English as those in all-English immersion programs and usually acquire more.
*That learning to read in the primary language is a shortcut to learning to read in English.
*Students consistently outperform those in all-English alternatives on test of English reading.
*It has a positive effect on English language development.
3. Studies have shown that non-native English speaking students can read and speak English fluently at a faster rate if they are enrolled in a balanced bilingual program. When native-speakers learn concepts in their language, they can transfer that knowledge to learn in English. Back in 2002, President Bush spent $1.8 million dollars of tax money to research the outcomes of bilingual programs through the National Literacy Panel. They had found that bilingual education actually works to help ESL students to learn English faster. This report has been blocked from being published to the public by Bush's Department of Education because of the influences of the conservative right and the English Only movement.
What can we do to support bilingual education? Teachers and all interested parties such as parents and friends must be an advocate to our English Language Learners. There are other ways to support our ELLS but you would have to read the article.
Another group read an article about multilingualism. Here are what they found about the benefits of multilingualism:
*Strong sense of identity
*More flexible thinking
*Deep concepts transfer
*Acceptance and validation of the whole child/person
*Greater connectivity through diverse language skills
*Maintaining emotional connections with family and community
In one of the in-class assignments, we paired off to work on reading an article and creating a big graphic organizer of information of summarizing the article's information. My partner and I had the article called "Bilingual Education in Texas: Lighting the Path, Leading the Way" by Josefina Tinajero from the Language Learner magazine (November/December 2005 issue). After we read the article, we had three points on our web-like graphic organizer and the supportive reasons behind it. We called our graph Texas Found A Solution. Here are our points:
1. There are many bilingual programs in Texas that are successful. But funding and high stake testing has been a problem for those programs to continue. Many of these bilingual programs are becoming more about rushing the ELL students to gain English proficiency before they are ready and not fully supporting the native language anymore. These unbalanced bilingual programs are using the native language to learn English than rush them to English only instruction. When this happens, ELL students would struggle in learning content that is needed to be successful in higher education and beyond. Ms. Tinajero reported that "the high stakes that NCLB (No Child Left Behind act) attaches to English language learners' scores on English language achievement tests are damaging to bilingual programs."
2. A true bilingual program supports both the native and the English language development. The benefits of bilingual education are:
*Students acquire at least as much English as those in all-English immersion programs and usually acquire more.
*That learning to read in the primary language is a shortcut to learning to read in English.
*Students consistently outperform those in all-English alternatives on test of English reading.
*It has a positive effect on English language development.
3. Studies have shown that non-native English speaking students can read and speak English fluently at a faster rate if they are enrolled in a balanced bilingual program. When native-speakers learn concepts in their language, they can transfer that knowledge to learn in English. Back in 2002, President Bush spent $1.8 million dollars of tax money to research the outcomes of bilingual programs through the National Literacy Panel. They had found that bilingual education actually works to help ESL students to learn English faster. This report has been blocked from being published to the public by Bush's Department of Education because of the influences of the conservative right and the English Only movement.
What can we do to support bilingual education? Teachers and all interested parties such as parents and friends must be an advocate to our English Language Learners. There are other ways to support our ELLS but you would have to read the article.
Another group read an article about multilingualism. Here are what they found about the benefits of multilingualism:
*Strong sense of identity
*More flexible thinking
*Deep concepts transfer
*Acceptance and validation of the whole child/person
*Greater connectivity through diverse language skills
*Maintaining emotional connections with family and community
Tribes Summary
I'm doing well. It was a smart move for me to do grad school as a half-time student. Now I don't have so much pressure. I have time to reflect on my learning and learn new and old concepts with my peers. I am learning a lot. I find myself this term to use a couple strategies I learned from the Positive Classroom class at my after school program job. In this course, we are learning about the TRIBES system; my instructor is actually a Tribes TLC trainer. She even put the Tribes method on us with opening and closing community circle. I belong to two tribes, one is my main tribe (called OmegaDuckStars)where we work on in-class assignments and the other (Fantastic Others) is for a specialized project on creating a learning center about a classroom management style.
But at the elementary level, you don't put groups into tribes right away. First you need to know your students and put them through different grouping strategies. The Tribes usually get formed in the middle of the school year. The Tribes are small groups of students (~3-6 depending on grade level) who stay together for a long time to work and learn together for big projects. They sit together in clusters. Though, during reading and math instruction, there will always be flexible grouping or individual student work depending on learning needs and skills. Basically, Tribes promote community and every child will feel inclusion. They know they can trust someone to help them out. It's a great classroom management method because it encourages autonomy and cooperation. When implemented currently, the teacher doesn't need to manage as much. Basically, the system builds self-management, social, and group skills. (Of course, you would need to teach social skills at the forefront to get there.) The students learn more and are happier in the classroom. Many shy or special needs or behavioral students flourish. When students feel safe and included, there are less behavioral issues. Though, the Tribes method isn't 100% effective so there would be a few students who doesn't respond to this. Even then, you can still modify it for them so they can still be part of the classroom community.
This year I'm still working with the first graders after school. Wednesdays are my largest group days which is 25 kids. This year's first grade group is large and they come from three different first grade classrooms. However, my boss is in the process in hiring a new person who will take over the K-1 group. The kindergarten group has also grown. We have at least 40 or more kids between the K-1 on our busiest days (Tues-Thurs). I can't wait for a new person to come in and create a blended K-1 group. My boss and my co-workers who work with primary students believe in smaller group sizes. We can give them more individualized adult attention and with childcare, it's safer to have smaller groups. Though my boss says I'm doing a good job. This year my group of kids are wonderful. They get along so well. Sometimes there are conflicts but I'm there to help them problem solve the issues. I'm working with a couple students who struggle with good listening skills. Anyways, when the new person arrives, my group will drop done to 15 students who would all be full-time (every day after school).
But at the elementary level, you don't put groups into tribes right away. First you need to know your students and put them through different grouping strategies. The Tribes usually get formed in the middle of the school year. The Tribes are small groups of students (~3-6 depending on grade level) who stay together for a long time to work and learn together for big projects. They sit together in clusters. Though, during reading and math instruction, there will always be flexible grouping or individual student work depending on learning needs and skills. Basically, Tribes promote community and every child will feel inclusion. They know they can trust someone to help them out. It's a great classroom management method because it encourages autonomy and cooperation. When implemented currently, the teacher doesn't need to manage as much. Basically, the system builds self-management, social, and group skills. (Of course, you would need to teach social skills at the forefront to get there.) The students learn more and are happier in the classroom. Many shy or special needs or behavioral students flourish. When students feel safe and included, there are less behavioral issues. Though, the Tribes method isn't 100% effective so there would be a few students who doesn't respond to this. Even then, you can still modify it for them so they can still be part of the classroom community.
This year I'm still working with the first graders after school. Wednesdays are my largest group days which is 25 kids. This year's first grade group is large and they come from three different first grade classrooms. However, my boss is in the process in hiring a new person who will take over the K-1 group. The kindergarten group has also grown. We have at least 40 or more kids between the K-1 on our busiest days (Tues-Thurs). I can't wait for a new person to come in and create a blended K-1 group. My boss and my co-workers who work with primary students believe in smaller group sizes. We can give them more individualized adult attention and with childcare, it's safer to have smaller groups. Though my boss says I'm doing a good job. This year my group of kids are wonderful. They get along so well. Sometimes there are conflicts but I'm there to help them problem solve the issues. I'm working with a couple students who struggle with good listening skills. Anyways, when the new person arrives, my group will drop done to 15 students who would all be full-time (every day after school).
Saturday, October 6, 2012
Feeling Overwhelmed
I can't believe a month has gone by since I last blogged here. I'm mid-way through with my Positive Classroom course. There are so many assignments going on that I do feel overwhelmed. I can only do one assignment at a time. I know I'll be fine.
Anyways, two weeks ago, I started my second course this term and it's ESOL methods (elementary level). So far, I find what I'm learning in that course very fascinating. I can relate because I was an ELL (English language learner) student. English is my second language but however, it's my primarily language that I best communicate. So many stories but I won't share them today.
Here is a poem so true about teachers:
Just a Teacher (~Author Unknown)
Today I was a nurse binding a hurt with the white bandage of compassion,
A doctor healing a small broken world,
A surgeon suturing a friendship together.
Today I was an alchemist seeking gold in base metals,
A scientist answering endless whys,
A philosopher pondering elusive truths.
Today, I was an entertainer, refreshing young minds with laughter,
A fisherman dangling learning as a bait,
A pilot guiding youth away from ignorance.
Today, I was a general campaigning against intolerance,
A Lawyer speaking out for brotherhood,
A juror weighing right and wrong.
Today, I was a philanthropist sharing the might of the past,
A mother wholly giving love,
A humble follower of truth.
Mine are such varied occupations.
How can they know me?
Just a teacher.
Anyways, two weeks ago, I started my second course this term and it's ESOL methods (elementary level). So far, I find what I'm learning in that course very fascinating. I can relate because I was an ELL (English language learner) student. English is my second language but however, it's my primarily language that I best communicate. So many stories but I won't share them today.
Here is a poem so true about teachers:
Just a Teacher (~Author Unknown)
Today I was a nurse binding a hurt with the white bandage of compassion,
A doctor healing a small broken world,
A surgeon suturing a friendship together.
Today I was an alchemist seeking gold in base metals,
A scientist answering endless whys,
A philosopher pondering elusive truths.
Today, I was an entertainer, refreshing young minds with laughter,
A fisherman dangling learning as a bait,
A pilot guiding youth away from ignorance.
Today, I was a general campaigning against intolerance,
A Lawyer speaking out for brotherhood,
A juror weighing right and wrong.
Today, I was a philanthropist sharing the might of the past,
A mother wholly giving love,
A humble follower of truth.
Mine are such varied occupations.
How can they know me?
Just a teacher.
Monday, September 10, 2012
Positive Classroom Course
Last Tuesday I started my first class as a M.Ed student. The first class is called Positive Classroom and it's about how to create a good classroom environment with a tad bit on classroom management. This course started three weeks before the Fall term officially starts. So far we have a lot of reading to do with some written assignments.
In this course, we will learn about how Tribes work in the classroom. My professor is a Tribes TLC trainer and currently working with a few local schools. Tribes is active, inclusive small groups that cooperatively learn together. These Tribes Learning Community (TLC) groups need to stay together for a long period of time to really work. This system works really well but you need to give it enough processing time to really work. Tribes doesn't work with every student, but highly effective work with the whole class. For the few students who struggle with this system, you would have to adjust and make modifications to make it work for them.
Here are the mission and goals of Tribes: The mission of Tribes is to assure the healthy development of every child so that each has the knowledge, competency and resilience to be successful in today's rapidly changing world.
The goal is to engage all teachers, administrators, students and families in working together as a learning community that is dedicated to caring and support, active participation and positive expectations of all students.
~From page 31 of Reaching All by Creating Tribes Learning Communities by Jeanne Gibbs
These TLC groups have 4 Agreements that need to learn, practice and monitor to make it work:
1. Attentive Listening: When you give a full focus to the speaker and have an open heart to receive the message.
2. Mutual Respect: Honor each other differences and appreciate each other's attributes.
3. Appreciation/No Put Downs: Value each other's gifts and talents to the group.
4. The Right to Pass & The Right to Participate: This gives students the choice on how much they want to participate and when they participate.
Basically, this system is very student-centered. If a student feels like they are part of a caring community and play a value role in that community, they will be more engaged in learning with others without the distractions or off-task behavior that need to be managed by the teacher. There are so much about Tribes that I don't know yet.
Resource: Reaching All by Creating Tribes Learning Community by Jeanne Gibbs.
In this course, we will learn about how Tribes work in the classroom. My professor is a Tribes TLC trainer and currently working with a few local schools. Tribes is active, inclusive small groups that cooperatively learn together. These Tribes Learning Community (TLC) groups need to stay together for a long period of time to really work. This system works really well but you need to give it enough processing time to really work. Tribes doesn't work with every student, but highly effective work with the whole class. For the few students who struggle with this system, you would have to adjust and make modifications to make it work for them.
Here are the mission and goals of Tribes: The mission of Tribes is to assure the healthy development of every child so that each has the knowledge, competency and resilience to be successful in today's rapidly changing world.
The goal is to engage all teachers, administrators, students and families in working together as a learning community that is dedicated to caring and support, active participation and positive expectations of all students.
~From page 31 of Reaching All by Creating Tribes Learning Communities by Jeanne Gibbs
These TLC groups have 4 Agreements that need to learn, practice and monitor to make it work:
1. Attentive Listening: When you give a full focus to the speaker and have an open heart to receive the message.
2. Mutual Respect: Honor each other differences and appreciate each other's attributes.
3. Appreciation/No Put Downs: Value each other's gifts and talents to the group.
4. The Right to Pass & The Right to Participate: This gives students the choice on how much they want to participate and when they participate.
Basically, this system is very student-centered. If a student feels like they are part of a caring community and play a value role in that community, they will be more engaged in learning with others without the distractions or off-task behavior that need to be managed by the teacher. There are so much about Tribes that I don't know yet.
Resource: Reaching All by Creating Tribes Learning Community by Jeanne Gibbs.
Thursday, June 14, 2012
My Decision is...
It has been a month since I wrote. I have been busy finishing this term; I've been so fatigued. It took so much effort to finish this term as best as I can. I'm still waiting for my grades. I hope I do well. I started out the term struggling and I ended up withdrawing from a course.
I had meetings with my adviser and the interim chair. The chair did point out my strengths and say I can do anything I want. My adviser supports what I want to do. It has been tough going through a teacher education program again. I worked harder than anyone else in the program. After some deep soul searching, I need to place myself where I'm the most effective with students. I can't be a classroom teacher. In my training, I'm not progressing. I need to place myself that I work with small groups and individual students.
So I decided to changed my program to Master of Education (this one for people without a teaching license). I want to continue to grow and learn for my career path. I'm not sure what my career would look like after I get my master's degree. However, I know my God will help me through. I do feel at peace that I chose this path now. At first, it was hard to make a decision. A couple of friends said, "You can't make a good decision if you're under stress and fatigue. Let God help you and trust in his timing." It was about two weeks ago when I officially had my degree program changed. I am honestly a bit scared because I don't know where I'm going. God is with me. I will be fine.
I'm not giving up. I still consider myself an educator who will try her best to encourage and support my students as well as my colleagues. I worked too hard for me to just quit. I will have a different role in the education field. I'm so thankful for people in my life who supports me.
It's weird that I am not part of Cohort V anymore. But I'll see them again in the Fall since I will be taking the same classes with them. It's so nice to be around people who are so passionate in students' learning and being part of making a difference.
As for now, I'm on a break. I'm not taking any summer classes. I will take this summer to refresh myself. I have one more year to go to earn that Master's degree.
I had meetings with my adviser and the interim chair. The chair did point out my strengths and say I can do anything I want. My adviser supports what I want to do. It has been tough going through a teacher education program again. I worked harder than anyone else in the program. After some deep soul searching, I need to place myself where I'm the most effective with students. I can't be a classroom teacher. In my training, I'm not progressing. I need to place myself that I work with small groups and individual students.
So I decided to changed my program to Master of Education (this one for people without a teaching license). I want to continue to grow and learn for my career path. I'm not sure what my career would look like after I get my master's degree. However, I know my God will help me through. I do feel at peace that I chose this path now. At first, it was hard to make a decision. A couple of friends said, "You can't make a good decision if you're under stress and fatigue. Let God help you and trust in his timing." It was about two weeks ago when I officially had my degree program changed. I am honestly a bit scared because I don't know where I'm going. God is with me. I will be fine.
I'm not giving up. I still consider myself an educator who will try her best to encourage and support my students as well as my colleagues. I worked too hard for me to just quit. I will have a different role in the education field. I'm so thankful for people in my life who supports me.
It's weird that I am not part of Cohort V anymore. But I'll see them again in the Fall since I will be taking the same classes with them. It's so nice to be around people who are so passionate in students' learning and being part of making a difference.
As for now, I'm on a break. I'm not taking any summer classes. I will take this summer to refresh myself. I have one more year to go to earn that Master's degree.
Thursday, May 10, 2012
Withdrawing from a Course, My first Time
I just saw my last post about my experiences in the MAT program and I sounded so hopeful. I also sounded that I was doing fine. I haven't been doing too fine lately. I got myself into a lesson planning crisis mode. I know how to write a lesson plan. Do I know how to write that anyone who reads it knows what my students learning, how they are to learn the objective and how I can assess how they are doing in their learning?
On Tuesday night, my Creative Arts instructor told me that I am failing the class. I haven't shown her enough of my work to meet her expectations. She gave me an opportunity to pull it together. She even stopped her projects to give me feedback to my first lesson plan that I turned in late. I know how to write lesson plans. Somehow I stressed myself out and it took me so long to process on how to proceed. I can't turn in an in-complete assignment when that is a no-no for graduate work. I think my full time status as a student this term was fraught with stress and fear of failure. Anyways, my instructor told me that I need to withdraw from the course. It's week 6 and I messed up big time. Now I'm not sure how I'm doing on my Monday night class. I emailed that instructor last night.
I met with my advisor yesterday morning. We talked about my progress. She mentioned two common areas that both of my instructors saw in me the last few weeks. First, I was so defensive. I know they want to help. How can they help if I don't turn in complete assignments on time? This defensive mechanism is a way for me to cope with stress and my fear. I thought I worked that out the last four years. I am quite successful at my current job working with students after school. Term 3 of the full time MAT program is the time to prepare for student teaching in the Fall. In the past, I fell apart in Term 3 out of 4 at the Western's undergrad ed program. The other notice is that I have verbal communication process issues. That same thing was shared with me in my undergrad ed program. The last four years I have been working on my verbal skills. At my current job, sometimes it can get very stressful. I learned to slow down and pause to think before I speak. When I am so stressed out and feeling defensive, my verbal communication skills will go awry.
My advisor asked me, "Why did I go into grad school for teaching?" We previously talked about it a little bit during my application interview. Yesterday I filled her in. I wanted to go into teaching because I'm passionate in educating young minds and I felt ready to do it at a graduate level. I didn't want to do it in the undergraduate level. I researched different teaching programs and I felt that Marylhurst is the right one for me. I like the scaffolding method and how supportive the advisors are. She gave me two choices. Stop what I'm doing and explore where I want to go next. Or continue with the program at a part-time basis.
Today I was having a conversation with my cooperating teacher. She told me that I have a lot of soul searching to better make my next step. I have been soul searching for the last 4 years. I didn't enter the MAT program as a full time student lightly. I thought I was ready. My CT kept repeating that teaching today is different when she first started. There is a lot of responsibilities. A good teacher needs to know how they learn reading, writing and math as well as know how to teach those subjects. A good teacher needs to understand how students' learn and assess them to be able to instruct them effectively. I know all this. I have a lot to think about. Anyways, my CT is letting me teach the art lesson I created next week and she will videotape me. This is one of the assessment tools I can use to help me decide my next step.
What is my next step? Stay tune...
On Tuesday night, my Creative Arts instructor told me that I am failing the class. I haven't shown her enough of my work to meet her expectations. She gave me an opportunity to pull it together. She even stopped her projects to give me feedback to my first lesson plan that I turned in late. I know how to write lesson plans. Somehow I stressed myself out and it took me so long to process on how to proceed. I can't turn in an in-complete assignment when that is a no-no for graduate work. I think my full time status as a student this term was fraught with stress and fear of failure. Anyways, my instructor told me that I need to withdraw from the course. It's week 6 and I messed up big time. Now I'm not sure how I'm doing on my Monday night class. I emailed that instructor last night.
I met with my advisor yesterday morning. We talked about my progress. She mentioned two common areas that both of my instructors saw in me the last few weeks. First, I was so defensive. I know they want to help. How can they help if I don't turn in complete assignments on time? This defensive mechanism is a way for me to cope with stress and my fear. I thought I worked that out the last four years. I am quite successful at my current job working with students after school. Term 3 of the full time MAT program is the time to prepare for student teaching in the Fall. In the past, I fell apart in Term 3 out of 4 at the Western's undergrad ed program. The other notice is that I have verbal communication process issues. That same thing was shared with me in my undergrad ed program. The last four years I have been working on my verbal skills. At my current job, sometimes it can get very stressful. I learned to slow down and pause to think before I speak. When I am so stressed out and feeling defensive, my verbal communication skills will go awry.
My advisor asked me, "Why did I go into grad school for teaching?" We previously talked about it a little bit during my application interview. Yesterday I filled her in. I wanted to go into teaching because I'm passionate in educating young minds and I felt ready to do it at a graduate level. I didn't want to do it in the undergraduate level. I researched different teaching programs and I felt that Marylhurst is the right one for me. I like the scaffolding method and how supportive the advisors are. She gave me two choices. Stop what I'm doing and explore where I want to go next. Or continue with the program at a part-time basis.
Today I was having a conversation with my cooperating teacher. She told me that I have a lot of soul searching to better make my next step. I have been soul searching for the last 4 years. I didn't enter the MAT program as a full time student lightly. I thought I was ready. My CT kept repeating that teaching today is different when she first started. There is a lot of responsibilities. A good teacher needs to know how they learn reading, writing and math as well as know how to teach those subjects. A good teacher needs to understand how students' learn and assess them to be able to instruct them effectively. I know all this. I have a lot to think about. Anyways, my CT is letting me teach the art lesson I created next week and she will videotape me. This is one of the assessment tools I can use to help me decide my next step.
What is my next step? Stay tune...
Sunday, May 6, 2012
My First Time--Oregon Writing Festival
Yesterday, I experienced my first time as a day group leader of Group 21 at the Oregon Writing Festival. PSU has been hosting the festival for two decades now. I went to Smith ballroom to meet up with my group. I had 10 students from all over Oregon. There were six girls and four boys with half of them 4th graders and the other half is 5th graders. There were so many kids and adults everywhere. I welcomed each student in my group. The intermediate group (grade 4 and 5) sits closer to the stage. The middle schoolers at the center of the ballroom. And the high schoolers at the back and the sides of the ballroom. First there was an introduction for everyone.
Here is a quick info: The Oregon Writing Festival serves the best writers from grades 4 to 12 from all over Oregon. I think there were about a thousand students. Each group has about 10 students (from different schools) led by a day group leader who chaperones through the day and facilitates the group sharing (where students share with each other their writing piece). There is a presentation from a guest author (different authors for each grade band), two writing workshops, group sharing and lunch time scheduled for the day. The grade bands are 4th and 5th, 6th to 8th, and 9th to 12th. By the way, the Day Group Leaders are usually actual classroom teachers but there are some who are pre-service teachers like me (in a teaching program). The workshop presenters are actually real teachers teaching some aspect of writing.
After the introduction speeches, the older students with their day group leaders left the ballroom to go to their next activities. The fourth and fifth grade stayed put to hear from their guest author, Bart King. This author is actually from Portland, OR. He was a middle school teacher. He wrote The Big Book of Boy Stuff and The Big Book of Girl Stuff. He now writes full time. Actually, I never heard of him before yesterday. He was very funny. The kids had a laugh and some of them asked some good questions. For a 45 minute presentation, the kids were very engaged.
Next, my group and Group 22 set out for our first workshop together. A teacher from the Beaverton S.D. taught poetry to our 20 students. I even wrote a haiku as the students did theirs. The workshop is a hour long. Anyways, the kids' haikus are better than mine. I was never good with structured type kind of poems. I like free verse because I can just say what I want and create a format I like. I remember one very funny haiku about hamburgers by a fifth grade boy.
At the end of the workshop, my group and I found a place to eat our lunch. It was too chilly out to eat out at the park blocks. Most of my students grouped up to eat and chat together. Three boys were sitting along. Though one boy's friend from another group came over to eat lunch with him. They go to the same school. I had the last two boys sitting together so they can chat. I ate my lunch while I observed the kids talking. Sometimes I chat with a few of them. Though, I didn't interact as much since they are there for making new friends from different schools and enjoy the writing experiences.
We finished lunch early so we check out our room for the group sharing. There was no one inside the small conference room. We got to start our time together 10 minutes earlier. We were scheduled only 90 minutes which isn't enough. First, I did an ice breaker so the kids know a little about each other and each other's names. Next, we review the norms of group sharing and I divided the groups up. First round, there were three small groups of the same gender. I did two more rounds of group sharing. It's more personal and they will get better feedback than getting all of them to try sharing to nine other students. At least, during this session, they can focus on four or five other people's work. The writer read his or her piece and the listeners either comment or ask questions about the piece.
I monitored each small group to see how they were doing. Some groups finished earlier than others so I was there to asked some questions that the students can discuss among themselves. Sometimes I even join in their discussion. The writing pieces are different genres and they are from one to five page in lengths. At the end of the session, two students gave me a copy of their work. I finished the group sharing with reflection time. The kids first write down their thoughts with some guiding questions I posted up on the dry erase board. They sat around the table as a whole group. I introduced the popcorn method for the kids to share their thoughts about the experience. I don't think I introduced the popcorn concept right. A few days, I have to signal certain kids to share. Only a few kids got it right away and popping off their thoughts after someone was done. (Reflecting on the whole group sharing time, I know I can do better. I never done this before so I didn't really know what to expect. I only met the 10 students earlier in the morning. They are actually good kids and they were able to go with the flow.)
The next activity was going to the second writing workshop where we met up with Group 22 again. The workshop teacher actually teaches at a Portland school with fourth graders. She even recognized a former student and called on her a few times. This workshop time, the kids worked on how to hook a reader. The kids wrote an interesting beginning to a story of someone or something. I even wrote a beginning too. Though, I was not good as the kids. My writing pieces do get better during the editing and revision process. At the end, they shared to the whole group. I am amazed how gifted these kids are. Then again, they had good teachers and their own passion to continue with writing.
Oh, the day had to end. It was dismissal time. As we left Crammer Hall, there were so many group of kids seeking out their contact person or parents. Nine of my students found theirs quickly and joined their contact person. I had one girl left with me and she told me about her agree upon meeting place with her mom. I didn't know where it was. Good thing she had a cell on her so she called her mom. We ended up meeting in the first floor of Smith Hall, near the coffee place.
I had so much fun. I can't wait to do this again next year. I let the day group coordinator that I want to do it again next year. By the way, I know an elementary school teacher from my work place who is also there. I didn't see her since there were so many people around. The coordinator told me that she was leading a middle school group. This teacher I know has been part of the festival for years.
Here is a quick info: The Oregon Writing Festival serves the best writers from grades 4 to 12 from all over Oregon. I think there were about a thousand students. Each group has about 10 students (from different schools) led by a day group leader who chaperones through the day and facilitates the group sharing (where students share with each other their writing piece). There is a presentation from a guest author (different authors for each grade band), two writing workshops, group sharing and lunch time scheduled for the day. The grade bands are 4th and 5th, 6th to 8th, and 9th to 12th. By the way, the Day Group Leaders are usually actual classroom teachers but there are some who are pre-service teachers like me (in a teaching program). The workshop presenters are actually real teachers teaching some aspect of writing.
After the introduction speeches, the older students with their day group leaders left the ballroom to go to their next activities. The fourth and fifth grade stayed put to hear from their guest author, Bart King. This author is actually from Portland, OR. He was a middle school teacher. He wrote The Big Book of Boy Stuff and The Big Book of Girl Stuff. He now writes full time. Actually, I never heard of him before yesterday. He was very funny. The kids had a laugh and some of them asked some good questions. For a 45 minute presentation, the kids were very engaged.
Next, my group and Group 22 set out for our first workshop together. A teacher from the Beaverton S.D. taught poetry to our 20 students. I even wrote a haiku as the students did theirs. The workshop is a hour long. Anyways, the kids' haikus are better than mine. I was never good with structured type kind of poems. I like free verse because I can just say what I want and create a format I like. I remember one very funny haiku about hamburgers by a fifth grade boy.
At the end of the workshop, my group and I found a place to eat our lunch. It was too chilly out to eat out at the park blocks. Most of my students grouped up to eat and chat together. Three boys were sitting along. Though one boy's friend from another group came over to eat lunch with him. They go to the same school. I had the last two boys sitting together so they can chat. I ate my lunch while I observed the kids talking. Sometimes I chat with a few of them. Though, I didn't interact as much since they are there for making new friends from different schools and enjoy the writing experiences.
We finished lunch early so we check out our room for the group sharing. There was no one inside the small conference room. We got to start our time together 10 minutes earlier. We were scheduled only 90 minutes which isn't enough. First, I did an ice breaker so the kids know a little about each other and each other's names. Next, we review the norms of group sharing and I divided the groups up. First round, there were three small groups of the same gender. I did two more rounds of group sharing. It's more personal and they will get better feedback than getting all of them to try sharing to nine other students. At least, during this session, they can focus on four or five other people's work. The writer read his or her piece and the listeners either comment or ask questions about the piece.
I monitored each small group to see how they were doing. Some groups finished earlier than others so I was there to asked some questions that the students can discuss among themselves. Sometimes I even join in their discussion. The writing pieces are different genres and they are from one to five page in lengths. At the end of the session, two students gave me a copy of their work. I finished the group sharing with reflection time. The kids first write down their thoughts with some guiding questions I posted up on the dry erase board. They sat around the table as a whole group. I introduced the popcorn method for the kids to share their thoughts about the experience. I don't think I introduced the popcorn concept right. A few days, I have to signal certain kids to share. Only a few kids got it right away and popping off their thoughts after someone was done. (Reflecting on the whole group sharing time, I know I can do better. I never done this before so I didn't really know what to expect. I only met the 10 students earlier in the morning. They are actually good kids and they were able to go with the flow.)
The next activity was going to the second writing workshop where we met up with Group 22 again. The workshop teacher actually teaches at a Portland school with fourth graders. She even recognized a former student and called on her a few times. This workshop time, the kids worked on how to hook a reader. The kids wrote an interesting beginning to a story of someone or something. I even wrote a beginning too. Though, I was not good as the kids. My writing pieces do get better during the editing and revision process. At the end, they shared to the whole group. I am amazed how gifted these kids are. Then again, they had good teachers and their own passion to continue with writing.
Oh, the day had to end. It was dismissal time. As we left Crammer Hall, there were so many group of kids seeking out their contact person or parents. Nine of my students found theirs quickly and joined their contact person. I had one girl left with me and she told me about her agree upon meeting place with her mom. I didn't know where it was. Good thing she had a cell on her so she called her mom. We ended up meeting in the first floor of Smith Hall, near the coffee place.
I had so much fun. I can't wait to do this again next year. I let the day group coordinator that I want to do it again next year. By the way, I know an elementary school teacher from my work place who is also there. I didn't see her since there were so many people around. The coordinator told me that she was leading a middle school group. This teacher I know has been part of the festival for years.
Tuesday, May 1, 2012
May Day and Update so far
Can't sleep
Can't sleep
I came home last night
around 10 pm
from my Monday evening class
Fame was on
so I watched it
It's a fun show to watch
I love to sing
Love watching other performers
Headed to bed
Tossed and turned
Can't sleep
Errggggg!
Past midnight,
Got up
Read for my EDU 510 class
for a couple hours
Turned off the lights
Went back to bed
Laid there
Thinking a lot
Why can't I sleep?
Got up again
Wrote in my journal
Noticed I haven't written in it
For weeks
Wrote a few entries
Oh, sleep,
I wish I was in la la land.
Now I'm here,
Writing this blog.
Oh, I want to sleep.
By Stacey M.
Anyways, the last few weeks I was stressed. It makes my insomnia worst. I couldn't concentrate on my homework and studies. Last Thursday, the kids at my after school program performed at the Annual ExAcademy Talent Show. For a month, I helped some of my first graders. I collaborated with a girl on her poem. I dictate her words down as she spoke to me. We edit and revise together. Only a couple places I had to vetoed and added repeated lines for a better flow. At the end result, the piece was polished and I was so amazed about her poetry skills as a six year old girl. Truly, the majority of her poem was her actual words. Here is the first line of Ellie's poem: I believe in time and past! Anyways, this experience was the first time I collaborated with a child on a creative piece and it made me want to be a first grade teacher in real life.
A group of boys wanted to act out a skit. Two of the boys had great ideas so I jotted down their thoughts and I wrote up the skit called The Mystery of the Misty Gold Mine (title came from one of the six year old boys). Another group of my first graders want to be in a skit too and a co-worker gave me Little Bunny Foo Foo which many first graders there knew the story already. I spent some time helping the kids practice their act. I have amazing co-workers and boss who also aided in their practice. Debra worked with the girl by putting music to her poem. The girl wanted to sing it while a female friend of hers danced. The kids' parents were amazing too since they help their child prepared through memorizing their lines, working on acting skills and providing costumes. The rest of the first grade group sang in two group songs with the kinders. Next, the K-1 sang with the 2nd and 3rd graders on the song, "This Land is Your Land." It was awesome. So last Thursday evening, my first graders did a swell job. They were amazing. The audience of fellow students, families and friends listened attentively and clapped at the end of each performance. I tried to reach all my students and praised them. Though, a few of them slipped by. The next day, I did finish my praising of the kids I missed.
After that was done, my mind was starting to unblock. Over the weekend, I worked on my homework. I am almost caught up with my Creative Arts class. Though, I'm a few living journal assignments behind in my Monday class. I am plugging away. By the way, the living journal is basically a blank book filled with notes, free writes, creative writing pieces, drawings, visual art stuff, etc on my learning this term. This project is for both my Monday and Tuesday evening classes. It's a fun and unique way to log one's learning, reflections, and notes on what's important to me as a classroom teacher. The instructor for my Integrated Social Studies and Language Arts with Technology class is an in-service 6th grade teacher. She has a modified version of the living journal that her students do throughout this school year.
Why can't I sleep? I think my stress is still around. I tend to be hard on myself. Last night, a classmate of mine said that I was hard on myself. I don't know why. I guess I want to really be successful in my dreams. I failed an undergraduate education program 5 years ago. Since then, I learned so much at my current job. I am better at making my stance and able to manage a group of children. To my final thoughts, I came upon an old journal where an inspirational quote from a dear friend of mine, Sarah from my early college days emailed me a long time ago. She said, "Here is a friendly reminder to tell you that whenever you can't help doubting yourself in whichever way it may be, you are just fine exactly the way that you are and if you weren't you probably won't have the friends that you do or have had in the past, hun. Keep trying not to be too, too hard on yourself."
Can't sleep
I came home last night
around 10 pm
from my Monday evening class
Fame was on
so I watched it
It's a fun show to watch
I love to sing
Love watching other performers
Headed to bed
Tossed and turned
Can't sleep
Errggggg!
Past midnight,
Got up
Read for my EDU 510 class
for a couple hours
Turned off the lights
Went back to bed
Laid there
Thinking a lot
Why can't I sleep?
Got up again
Wrote in my journal
Noticed I haven't written in it
For weeks
Wrote a few entries
Oh, sleep,
I wish I was in la la land.
Now I'm here,
Writing this blog.
Oh, I want to sleep.
By Stacey M.
Anyways, the last few weeks I was stressed. It makes my insomnia worst. I couldn't concentrate on my homework and studies. Last Thursday, the kids at my after school program performed at the Annual ExAcademy Talent Show. For a month, I helped some of my first graders. I collaborated with a girl on her poem. I dictate her words down as she spoke to me. We edit and revise together. Only a couple places I had to vetoed and added repeated lines for a better flow. At the end result, the piece was polished and I was so amazed about her poetry skills as a six year old girl. Truly, the majority of her poem was her actual words. Here is the first line of Ellie's poem: I believe in time and past! Anyways, this experience was the first time I collaborated with a child on a creative piece and it made me want to be a first grade teacher in real life.
A group of boys wanted to act out a skit. Two of the boys had great ideas so I jotted down their thoughts and I wrote up the skit called The Mystery of the Misty Gold Mine (title came from one of the six year old boys). Another group of my first graders want to be in a skit too and a co-worker gave me Little Bunny Foo Foo which many first graders there knew the story already. I spent some time helping the kids practice their act. I have amazing co-workers and boss who also aided in their practice. Debra worked with the girl by putting music to her poem. The girl wanted to sing it while a female friend of hers danced. The kids' parents were amazing too since they help their child prepared through memorizing their lines, working on acting skills and providing costumes. The rest of the first grade group sang in two group songs with the kinders. Next, the K-1 sang with the 2nd and 3rd graders on the song, "This Land is Your Land." It was awesome. So last Thursday evening, my first graders did a swell job. They were amazing. The audience of fellow students, families and friends listened attentively and clapped at the end of each performance. I tried to reach all my students and praised them. Though, a few of them slipped by. The next day, I did finish my praising of the kids I missed.
After that was done, my mind was starting to unblock. Over the weekend, I worked on my homework. I am almost caught up with my Creative Arts class. Though, I'm a few living journal assignments behind in my Monday class. I am plugging away. By the way, the living journal is basically a blank book filled with notes, free writes, creative writing pieces, drawings, visual art stuff, etc on my learning this term. This project is for both my Monday and Tuesday evening classes. It's a fun and unique way to log one's learning, reflections, and notes on what's important to me as a classroom teacher. The instructor for my Integrated Social Studies and Language Arts with Technology class is an in-service 6th grade teacher. She has a modified version of the living journal that her students do throughout this school year.
Why can't I sleep? I think my stress is still around. I tend to be hard on myself. Last night, a classmate of mine said that I was hard on myself. I don't know why. I guess I want to really be successful in my dreams. I failed an undergraduate education program 5 years ago. Since then, I learned so much at my current job. I am better at making my stance and able to manage a group of children. To my final thoughts, I came upon an old journal where an inspirational quote from a dear friend of mine, Sarah from my early college days emailed me a long time ago. She said, "Here is a friendly reminder to tell you that whenever you can't help doubting yourself in whichever way it may be, you are just fine exactly the way that you are and if you weren't you probably won't have the friends that you do or have had in the past, hun. Keep trying not to be too, too hard on yourself."
Thursday, April 19, 2012
First Whole Class Math Lesson
Today I taught my first math lesson to the first graders in my field school. I did okay. I know I can do better. For some reason, I couldn't pull things together. Next time I need to script what I am doing for the before, during and after phrase of the lesson. I don't know what I was thinking. I'm usually detail-oriented. I think I'm just feeling overwhelmed already. My first lesson plans are due for my Monday and Tuesday night classes. I want to do well. It's so hard. I need to focus and just do it. When I was younger, I was so fearless. Even when I was stressed, I kept going.
Monday, April 2, 2012
Spring Term starts Tonight
Last term, it was a struggle. I had three heavy content classes. The last few weeks of the term, I struggled in trying to complete assignments. I tend to over think. Though, I am trying to override that and just do it. Let my professors give me some helpful feedback I need if I need to improve on something. I checked on my grade report online for last term and I received good grades.
Tonight I start my first course for spring. On Monday nights, I have the integrated Social Studies and Language Arts course. On Tuesday nights, I have the Creative Arts course. This term's weekend class will be Cultural Proficiency Instruction (sounds like teaching ESL/ELL students). I hope this term I do better. I am striving to get straight As. Two of my courses sounds like fun. Time to bring on my creative juices on. In addition, I start back on my field experience with the same first grade classroom next Thursday. Oregon City S.D. is having their second round of furlough days and it's because of their deep budget cuts this year.
I hope to continue my growth as a teacher this term. I will end this entry with an inspirational quote about following one's dreams.
"Go confidently in the direction of your dreams. Live the life you have imagined."
~Henry David Thoreau
Tonight I start my first course for spring. On Monday nights, I have the integrated Social Studies and Language Arts course. On Tuesday nights, I have the Creative Arts course. This term's weekend class will be Cultural Proficiency Instruction (sounds like teaching ESL/ELL students). I hope this term I do better. I am striving to get straight As. Two of my courses sounds like fun. Time to bring on my creative juices on. In addition, I start back on my field experience with the same first grade classroom next Thursday. Oregon City S.D. is having their second round of furlough days and it's because of their deep budget cuts this year.
I hope to continue my growth as a teacher this term. I will end this entry with an inspirational quote about following one's dreams.
"Go confidently in the direction of your dreams. Live the life you have imagined."
~Henry David Thoreau
Friday, March 30, 2012
7 Strategies of Effective Readers
Earlier in the term, I read an interesting text about what effective readers do in reading to learn. I meant to share it but I got super busy this winter term. I had three heavy content courses that I was taking.
Here is the short information on the 7 Strategies of Highly Effective Readers* do:
1. Activating background knowledge: Connect your prior knowledge of what you know about the topic from the text you read. Recall relevant schema and experiences from long-term memory in order to extract and construct meaning from text.
2. Inferring: Bringing together what is spoken (written) in the text, what is unspoken (unwritten) in the text, and what is already known by the reader in order to extract and construct meaning from text. Basically, gather information from the text, reading between the lines and your schema to create your own meaning from the text.
3. Monitoring-Clarifying: Thinking about how and what one is reading, both during and after the act of reading, for purposes of determining if one is comprehending the text, combined with the ability to clarify and fix up any mix-ups if necessary. In other words, you are monitoring your comprehension while you read or after you read.
4.Questioning: Engaging in learning dialogues with text (authors), peers, and teachers through self-questioning, question generation, and question answering.
5. Searching-Selecting: Searching a variety of sources to select appropriate information to answer questions, define words and terms, clarify misunderstandings, solve problems, or gather information.
6. Summarizing: Restating the meaning of text in one's own words--different words from those used in the original text.
7. Visualizing-Organizing: Constructing a mental image or graphic organizer (ex. mind maps or T-charts) for the purpose of extracting and construct meaning from text.
All seven strategies are ways for you, the reader to connect to whatever text you're reading. Why do you read? What is your purpose for reading? Reading is to create meaning. By creating meaning, our minds are engaged.
*Resource: 7 Strategies of Highly Effective Readers:Using Cognitive Reserach to Boost K-8 Achievement by Elaine K. McEwan.
Here is the short information on the 7 Strategies of Highly Effective Readers* do:
1. Activating background knowledge: Connect your prior knowledge of what you know about the topic from the text you read. Recall relevant schema and experiences from long-term memory in order to extract and construct meaning from text.
2. Inferring: Bringing together what is spoken (written) in the text, what is unspoken (unwritten) in the text, and what is already known by the reader in order to extract and construct meaning from text. Basically, gather information from the text, reading between the lines and your schema to create your own meaning from the text.
3. Monitoring-Clarifying: Thinking about how and what one is reading, both during and after the act of reading, for purposes of determining if one is comprehending the text, combined with the ability to clarify and fix up any mix-ups if necessary. In other words, you are monitoring your comprehension while you read or after you read.
4.Questioning: Engaging in learning dialogues with text (authors), peers, and teachers through self-questioning, question generation, and question answering.
5. Searching-Selecting: Searching a variety of sources to select appropriate information to answer questions, define words and terms, clarify misunderstandings, solve problems, or gather information.
6. Summarizing: Restating the meaning of text in one's own words--different words from those used in the original text.
7. Visualizing-Organizing: Constructing a mental image or graphic organizer (ex. mind maps or T-charts) for the purpose of extracting and construct meaning from text.
All seven strategies are ways for you, the reader to connect to whatever text you're reading. Why do you read? What is your purpose for reading? Reading is to create meaning. By creating meaning, our minds are engaged.
*Resource: 7 Strategies of Highly Effective Readers:Using Cognitive Reserach to Boost K-8 Achievement by Elaine K. McEwan.
Thursday, March 22, 2012
My Math Philosophy Statement
Here is my math philosophy paper:
Method of Teaching
I believe that children learn better in a problem solving classroom. In addition, direct teaching is needed when students are confused and learning new math vocabulary. I want students to discover the math concepts in fun ways and having them to think while they learn. The way I was taught, I only knew one way to do many math problems. When I came to a problem I had never seen before, I would get frustrated and would give up. I would give an answer to the problem to say I solved it even if my answer was wrong. In my classroom, I want to guide my students in learning math concepts. I want to build their communication and reasoning skills so that they can show people how they solve the problem and justify the answer. On the other hand, I believe that teaching math strategies explicitly in solving problems and summarizing the learning is a part of the math teacher’s role.
Teachers still need to be in control in keeping order but also knows what is going on in the learning community of their classroom. On Day One, the teacher teaches explicitly about the classroom norms, how grouping of students work, and how the students are to behave in class. The teacher and the students collaborate on how the learning environment is to be. They work together to create a peaceful, supportive, and respectful learning environment where everyone is safe to learn and take risks without negative feedback. The students are in control of on-task behavior, thinking and doing math activities, helping each other and asking questions to continue their learning.
As a math teacher, I will adapt and be flexible when instructing the best way for my students. I know what the best way is based on my assessing my students on their progress, process and responses to the learning. The best way is also using teaching strategies and best practices to engage students on their thinking and learning. I will teach various strategies so students can learn many ways to solve problems. When they come to a problem they have never seen before, they would have a toolkit of strategies they can use to solve the unfamiliar problem. I will be a model to my students as I think aloud through a problem so they can learn how I solve something or how to deal with confusion while still persevering in solving the problem. I want to create a learning environment where taking risks and making mistakes are okay. We will use questioning strategies to push each other’s thinking.
I will continue to reflect on my teaching practices and keep students’ goals in mind. To be successful, I will need to be very organized in keeping track of state standards, objectives, lesson planning, student assessments, gathering materials and other teaching duties so I can better serve my students. As a teacher, I would need to check on state standards before I plan my lessons. The objectives will fit the state standards. When I plan my lessons, I have to make sure each step is aligned with the state standards. Before I implement my lessons, I need to gather materials so they would be ready during the lesson time. If I scrambled for math materials during the math time, it will waste my teaching time and students’ learning time. Assessing students is important for the teacher to know how the students are progressing and attaining or not attaining the math concepts expected by the state standards.
Differentiation
No two students learn the same way or at the same pace. The teacher need to differentiate so all students can be successful learners. Through flexible grouping during the guided practice is a great way for all students to learn together. These groups should be heterogeneous so the low achieving students can learn from the higher achieving students as well as vice versa. This would be a good time to give high level tasks for all students to explore math concepts. In doing so, the high achieving students may learn something from the lower achieving students. In partner and small group work, the students with special needs or ELL will learn through peer-assistance; this is another way to support learners with challenges.
As for struggling learners, I need to explicitly teach the task and problem solving strategies at first. I will do the gradual release method where they are scaffold in problem solving on their own. For example, they will be given easier tasks at first so they could feel successful. Next, they will receive challenging tasks to push them further in problem solving until they reach the lesson’s objectives.
In our diverse communities, there are many students whose first language is not English. These ELL students need better support to help them learn in the American classrooms. Here are strategies for teaching math to them: 1) Write and state the content and language objectives; 2) Build background; 3) Encourage use of native language; 4) Use comprehensible input; 5) Explicitly teach vocabulary; and 6) Plan cooperative/interdependent groups to support language.
When the teacher share the objectives with the students, everyone would know what they are expected to learn and to do. Students are comforted that a road map is provided so they know what they are learning is meaningful in which this engage them in their learning. To build background on something the students do not have prior knowledge of, the teacher need to link students’ prior learning of previous lessons or a real-world problem. Encourage the students to use their native language when processing something new or thinking on the task so they do not get overwhelmed with trying to think in English and not be able to understand the concept being learned. The teacher need to make each lessons comprehensible through clear language, use of gestures and motions that link to the vocabulary, model the instructions, use visuals, use manipulative, real objects, demonstration and picture books.
ELL students do not acquire the math vocabulary on their own. Math teachers need to teach math vocabulary and academic language explicitly through word wall, clear explanation, concept maps, personal math dictionaries, and time to practice using math terms in meaningful ways. As I mentioned previously, ELL students can learn from their peers in small groups or in partners. This gives them a chance to speak, write, talk, and listen in nonthreatening situations. Though, it is important to not isolate ELL students of low level English by placing them with native English speakers. In small groups and in pairs, there should be at least one other ELL student similar in language level as well as speaks the same first language or a bilingual student so the ELL student do not feel frustrated and alone.
Assessment
As a teacher, I would use assessment to gather information in my students’ progress of their learning and their achievement in attaining the math concepts. Assessments should be use to encourage students’ learning and making instructional decisions. The appropriate assessment reflects on the full range of mathematics; they are concepts and procedures, mathematical processes, problem solving, reasoning, communication and productive deposition.
There are so many strategies to assess students’ learning. I will share only a few of my favorites. First, in before the lesson starts, the teacher can find out what students know through popcorn activity or Post-It responses on the KWL chart. During and after the lesson, there are anecdotal notes, observation checklists, math journal entries, ticket out (where students fill out a short questionnaire on what they learned and what they are confused about still), performance-based tasks and post unit tests. For students who struggle with writing, the teacher interviews the students so they can orally share what they learned.
Intervention
Students need intervention assistance if after assessing them, they are still way behind on knowing math or not able to learn concepts based on the grade level state standards in a regular math class. Intervention methods are different for each school. I am not sure where I would be at as an elementary school teacher. If the school I am hired at has math pull outs, I would have to follow the school’s procedures. Though, I hope to work with the math specialist closely so I know how the students are progressing. I also hope to impart with the specialist about where my class is in math so the pull out students can maybe have similar math tasks. I would want the pull outs to happen during my normal math time so it would not interfere with the other content areas that I would be teaching as well as any specials such as P.E. and music. I do not want these pull-outs to happen permanently. This type of intervention help is need-based and flexible enough when the students gain the concept knowledge, they can rejoin the math class fully. For those students who may need intervention and are not part of an intervention program, I have supplied some examples of supportive assistance in my differentiation section of this paper.
Technology
Technology is part of our world and many professions require some kind of technology. The use of technology in a math classroom is beneficial for students so they can learn concepts in a different way, connect it to the real world application, connect to symbolism and making math engaging. I will allow use of calculators. The benefit of calculator usage are used to develop concepts and enhance problem solving, used for drill, improve attitudes and motivation, and used commonly in society. I will also allow the use of the computer if it enhances students’ learning through games, graphing programs and other supplemental websites. The benefits of using technology that it requires different mental action in doing math, it provides unlimited materials with easy clean up, and it accommodates for different purposes.
Language Skills (Speaking, Reading and Writing)
The math teacher is also a language teacher. Mathematics has its own vocabulary and organization. Math students need to be literate in the math language as well as the written language to be successful in our society. Math requires reading for students to read the directions or story problem that they are trying to solve. Writing requires students to put down their thinking and learning on paper. Speaking requires students to verbally think aloud in processing their learning as well as talking about math.
First of all, I would require reading in the math classroom. As a whole group, we read each task or directions together. Next, students can work in groups or pairs for writing and speaking to learn concepts together. As the math teacher, I need to model explicitly on how to speak using math terminology with the task at hand. I would provide plenty of practice time for the students to converse using math terms in meaningful learning tasks with each other. Students would have opportunities to record their thinking, data collecting, attempts, strategies being used, and other comments before, during and after the lesson in writing and drawing. For the students who are ELL or with special needs, I would provide sentence frames or cloze sentences to help them voice their thinking. They can also draw and label as another way to share their work with me and with other students.
Student Learning
I believe all students have the ability to learn math at high levels. Teaching through problem solving is a great way to engage students and it gives them confidence in doing math. Rigor is having high standards for students’ learning and doing math. As teachers, we need to ask high level questions to engage students into thinking deeper. By doing this, they can see that math is not just about computations, but it is about relationships, patterns and number sense. Making the lessons rigorous will challenge the students and they will feel excited about learning math. For struggling students, they too can be challenged. They need to be built up for these challenges by teaching them problem solving strategies, give them plenty of time to practice these strategies and give them small challenging tasks to do at first. These students should given easier problem-based tasks so they could feel successful. However, I believe they need to be given a tough problem (still solvable to them with assistance) that they would fail at and guide them in how to deal with the failure so they persevere in continuation of solving the problem.
Drill and practice can be effective for memorization of basic math facts. I like teaching through problem solving because for the students learn connections in a way that is best for them; they seek different ways to solve problems; and they need to justify their answers and processes in solving them. I admit that I will need extensive training to teach math through problem solving. I did not grow up having teachers who truly taught through problem-based tasks.
By Stacey Moy
Method of Teaching
I believe that children learn better in a problem solving classroom. In addition, direct teaching is needed when students are confused and learning new math vocabulary. I want students to discover the math concepts in fun ways and having them to think while they learn. The way I was taught, I only knew one way to do many math problems. When I came to a problem I had never seen before, I would get frustrated and would give up. I would give an answer to the problem to say I solved it even if my answer was wrong. In my classroom, I want to guide my students in learning math concepts. I want to build their communication and reasoning skills so that they can show people how they solve the problem and justify the answer. On the other hand, I believe that teaching math strategies explicitly in solving problems and summarizing the learning is a part of the math teacher’s role.
Teachers still need to be in control in keeping order but also knows what is going on in the learning community of their classroom. On Day One, the teacher teaches explicitly about the classroom norms, how grouping of students work, and how the students are to behave in class. The teacher and the students collaborate on how the learning environment is to be. They work together to create a peaceful, supportive, and respectful learning environment where everyone is safe to learn and take risks without negative feedback. The students are in control of on-task behavior, thinking and doing math activities, helping each other and asking questions to continue their learning.
As a math teacher, I will adapt and be flexible when instructing the best way for my students. I know what the best way is based on my assessing my students on their progress, process and responses to the learning. The best way is also using teaching strategies and best practices to engage students on their thinking and learning. I will teach various strategies so students can learn many ways to solve problems. When they come to a problem they have never seen before, they would have a toolkit of strategies they can use to solve the unfamiliar problem. I will be a model to my students as I think aloud through a problem so they can learn how I solve something or how to deal with confusion while still persevering in solving the problem. I want to create a learning environment where taking risks and making mistakes are okay. We will use questioning strategies to push each other’s thinking.
I will continue to reflect on my teaching practices and keep students’ goals in mind. To be successful, I will need to be very organized in keeping track of state standards, objectives, lesson planning, student assessments, gathering materials and other teaching duties so I can better serve my students. As a teacher, I would need to check on state standards before I plan my lessons. The objectives will fit the state standards. When I plan my lessons, I have to make sure each step is aligned with the state standards. Before I implement my lessons, I need to gather materials so they would be ready during the lesson time. If I scrambled for math materials during the math time, it will waste my teaching time and students’ learning time. Assessing students is important for the teacher to know how the students are progressing and attaining or not attaining the math concepts expected by the state standards.
Differentiation
No two students learn the same way or at the same pace. The teacher need to differentiate so all students can be successful learners. Through flexible grouping during the guided practice is a great way for all students to learn together. These groups should be heterogeneous so the low achieving students can learn from the higher achieving students as well as vice versa. This would be a good time to give high level tasks for all students to explore math concepts. In doing so, the high achieving students may learn something from the lower achieving students. In partner and small group work, the students with special needs or ELL will learn through peer-assistance; this is another way to support learners with challenges.
As for struggling learners, I need to explicitly teach the task and problem solving strategies at first. I will do the gradual release method where they are scaffold in problem solving on their own. For example, they will be given easier tasks at first so they could feel successful. Next, they will receive challenging tasks to push them further in problem solving until they reach the lesson’s objectives.
In our diverse communities, there are many students whose first language is not English. These ELL students need better support to help them learn in the American classrooms. Here are strategies for teaching math to them: 1) Write and state the content and language objectives; 2) Build background; 3) Encourage use of native language; 4) Use comprehensible input; 5) Explicitly teach vocabulary; and 6) Plan cooperative/interdependent groups to support language.
When the teacher share the objectives with the students, everyone would know what they are expected to learn and to do. Students are comforted that a road map is provided so they know what they are learning is meaningful in which this engage them in their learning. To build background on something the students do not have prior knowledge of, the teacher need to link students’ prior learning of previous lessons or a real-world problem. Encourage the students to use their native language when processing something new or thinking on the task so they do not get overwhelmed with trying to think in English and not be able to understand the concept being learned. The teacher need to make each lessons comprehensible through clear language, use of gestures and motions that link to the vocabulary, model the instructions, use visuals, use manipulative, real objects, demonstration and picture books.
ELL students do not acquire the math vocabulary on their own. Math teachers need to teach math vocabulary and academic language explicitly through word wall, clear explanation, concept maps, personal math dictionaries, and time to practice using math terms in meaningful ways. As I mentioned previously, ELL students can learn from their peers in small groups or in partners. This gives them a chance to speak, write, talk, and listen in nonthreatening situations. Though, it is important to not isolate ELL students of low level English by placing them with native English speakers. In small groups and in pairs, there should be at least one other ELL student similar in language level as well as speaks the same first language or a bilingual student so the ELL student do not feel frustrated and alone.
Assessment
As a teacher, I would use assessment to gather information in my students’ progress of their learning and their achievement in attaining the math concepts. Assessments should be use to encourage students’ learning and making instructional decisions. The appropriate assessment reflects on the full range of mathematics; they are concepts and procedures, mathematical processes, problem solving, reasoning, communication and productive deposition.
There are so many strategies to assess students’ learning. I will share only a few of my favorites. First, in before the lesson starts, the teacher can find out what students know through popcorn activity or Post-It responses on the KWL chart. During and after the lesson, there are anecdotal notes, observation checklists, math journal entries, ticket out (where students fill out a short questionnaire on what they learned and what they are confused about still), performance-based tasks and post unit tests. For students who struggle with writing, the teacher interviews the students so they can orally share what they learned.
Intervention
Students need intervention assistance if after assessing them, they are still way behind on knowing math or not able to learn concepts based on the grade level state standards in a regular math class. Intervention methods are different for each school. I am not sure where I would be at as an elementary school teacher. If the school I am hired at has math pull outs, I would have to follow the school’s procedures. Though, I hope to work with the math specialist closely so I know how the students are progressing. I also hope to impart with the specialist about where my class is in math so the pull out students can maybe have similar math tasks. I would want the pull outs to happen during my normal math time so it would not interfere with the other content areas that I would be teaching as well as any specials such as P.E. and music. I do not want these pull-outs to happen permanently. This type of intervention help is need-based and flexible enough when the students gain the concept knowledge, they can rejoin the math class fully. For those students who may need intervention and are not part of an intervention program, I have supplied some examples of supportive assistance in my differentiation section of this paper.
Technology
Technology is part of our world and many professions require some kind of technology. The use of technology in a math classroom is beneficial for students so they can learn concepts in a different way, connect it to the real world application, connect to symbolism and making math engaging. I will allow use of calculators. The benefit of calculator usage are used to develop concepts and enhance problem solving, used for drill, improve attitudes and motivation, and used commonly in society. I will also allow the use of the computer if it enhances students’ learning through games, graphing programs and other supplemental websites. The benefits of using technology that it requires different mental action in doing math, it provides unlimited materials with easy clean up, and it accommodates for different purposes.
Language Skills (Speaking, Reading and Writing)
The math teacher is also a language teacher. Mathematics has its own vocabulary and organization. Math students need to be literate in the math language as well as the written language to be successful in our society. Math requires reading for students to read the directions or story problem that they are trying to solve. Writing requires students to put down their thinking and learning on paper. Speaking requires students to verbally think aloud in processing their learning as well as talking about math.
First of all, I would require reading in the math classroom. As a whole group, we read each task or directions together. Next, students can work in groups or pairs for writing and speaking to learn concepts together. As the math teacher, I need to model explicitly on how to speak using math terminology with the task at hand. I would provide plenty of practice time for the students to converse using math terms in meaningful learning tasks with each other. Students would have opportunities to record their thinking, data collecting, attempts, strategies being used, and other comments before, during and after the lesson in writing and drawing. For the students who are ELL or with special needs, I would provide sentence frames or cloze sentences to help them voice their thinking. They can also draw and label as another way to share their work with me and with other students.
Student Learning
I believe all students have the ability to learn math at high levels. Teaching through problem solving is a great way to engage students and it gives them confidence in doing math. Rigor is having high standards for students’ learning and doing math. As teachers, we need to ask high level questions to engage students into thinking deeper. By doing this, they can see that math is not just about computations, but it is about relationships, patterns and number sense. Making the lessons rigorous will challenge the students and they will feel excited about learning math. For struggling students, they too can be challenged. They need to be built up for these challenges by teaching them problem solving strategies, give them plenty of time to practice these strategies and give them small challenging tasks to do at first. These students should given easier problem-based tasks so they could feel successful. However, I believe they need to be given a tough problem (still solvable to them with assistance) that they would fail at and guide them in how to deal with the failure so they persevere in continuation of solving the problem.
Drill and practice can be effective for memorization of basic math facts. I like teaching through problem solving because for the students learn connections in a way that is best for them; they seek different ways to solve problems; and they need to justify their answers and processes in solving them. I admit that I will need extensive training to teach math through problem solving. I did not grow up having teachers who truly taught through problem-based tasks.
By Stacey Moy
Wednesday, March 21, 2012
Reading Philosophy Paper
Today, I accomplished finishing my reading philosophy paper for my Reading Essentials class. It was a long process. It took me two weeks to write it. I'm so happy it's done. I already finished my final papers for my teaching math and language development classes. I will share my math paper another day.
Here is my reading philosophy paper:
“The books that help you most are those which make you think the most. The hardest way of learning is that of easy reading; but a great book that comes from a great thinker is a ship of thought, deep freighted with truth and beauty,” said Theodore Parker on books, an 18th century minister and abolitionist. The author of Bridge to Terabithia, Katherine Paterson said about reading, “It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations—something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” These quotes summarize to me what reading is all about. Reading is about thinking and connecting to what is read from various types of text. A well-balanced reading program is needed so students can become proficient readers, in doing so, they will continue to read for pleasure all of their lives. A good reading program requires these components: comprehension, accuracy, fluency and extended vocabulary. To implement a well-balanced reading program, I would need to focus in curriculum, assessment, instruction, classroom environment, and how students affect in relation to the teaching of reading.
First, I would investigate the state standards and review the curriculum provided at the school I am placed. The state standards set the tone on what the reader of a particular grade level need to know on reading. When I plan lessons, mini-lessons and guiding reading groups, my objectives need to be aligned with the state standards. As I mentioned previously, I also need to review the curriculum if any provided by the school. The curriculum must align to the state standards. Ideally, I would like to have Professional Learning Community (PLC) with the same grade level teachers to plan together on basic lesson plans and thematic units. This will help me greatly because I could continue to learn from experienced teachers about teaching reading. It is also nice to share the load since if I plan everything on my own, it would take too long. For example, in my courses at Marylhurst, it takes me about a couple weeks to create one lesson plan together. In reality, as a classroom teacher, I do not have that much time. With the PLC time with fellow teachers, we encourage each other and share teaching strategies that individually did not think of at first or provide resources that individually did not have. From there, I would modify these lessons to personalize them to better serve my own students.
Second, I would use assessment to gather information in my students’ progress of their learning and their achievement in attaining the reading level and concepts. Assessments should be use to encourage students’ learning and making instructional decisions. The appropriate assessment reflects where the students are at in reading through using running records, reading interviews, anecdotal notes, and observation checklists. By using these assessment tools, I could better plan lessons and guided reading groups.
Third, I would adapt and be flexible when instructing the best way for my students. I know what the best way is based on my assessing my students on their progress, process and responses to the learning. The best way is also using teaching strategies and best practices to engage students on their thinking and learning. I will teach various strategies so students can read at deeper levels and be engaged with what they are reading. I would teach several comprehension strategies explicitly and have plenty of practice time in learning these strategies. Teaching various reading strategies is important because it helps students continue to learn to read while giving them the independence to read on their own. The more practice a student have to reading, the better this person gets.
Furthermore, ideally I want my literacy block be uninterrupted for two hours each day. Though, a 15 minute morning break between reading and writing would be good. Students do need a break from learning since a short break will aid students’ retention of learning. In addition, play time is important to young students since the act of playing is about imagination, cooperation, and many other beneficial aspects to a well-balanced child. Back to my point about my instructional time, as a reading teacher, the cognitive strategies I teach my students will be surface and deep level structure systems. In my literacy block each day, there would be read aloud, interactive read aloud, shared reading, guided reading groups, sustained silent reading, and writing time. I want to create a learning environment where reading is fun and everyone is a reader.
Meanwhile I will continue to reflect on my teaching practices and keep students’ goals in mind. To be successful, I will need to be very organized in keeping track of state standards, objectives, lesson planning, student assessments, gathering materials and other teaching duties so I can better serve my students. As a teacher, I would need to check on state standards before I plan my lessons. The objectives will fit the state standards. When I plan my lessons, I have to make sure each step is aligned with the state standards. Before I implement my lessons, I need to gather materials so they would be ready during the lesson time. If I scrambled for materials during my teaching time, it will waste my instructional time and students’ learning time. Assessing students is important for the teacher to know how the students are progressing and attaining or not attaining the reading concepts expected by the state standards.
Next, the literacy block can only happen when the classroom environment is conductive to learning. Teachers need to be in control to keep order but they also know need to be aware of the learning community of their classroom. On Day One, I would teach explicitly about the classroom norms, how grouping of students work, and how the students are to behave during the literacy block. The teacher and the students collaborate on how the learning environment is to be. I would work together with my students to create a peaceful, supportive, and respectful learning environment where everyone is safe to learn and take risks without negative feedback. The students are in control of on-task behavior, thinking and learning, helping each other and asking questions to continue their learning. Teachers do play a huge influence in students’ attitude toward school and learning and whether they succeed or fail. First of all, I would show respect to my students in word and deed. I need to create a classroom environment where everyone is heard and respected. Teachers who let their students collaborate with them on how the classroom environment should be like, everyone would know what is expected and get excited that learning would happen without behavioral distractions.
At last, the students’ beliefs and experiences with reading do affect the teaching of reading. The attitude of the students affects how they want to learn how to read and reading in general. If students come from a low or non-existent reading home, they would have no relationship with the written word. It would be up to the classroom teacher to teach these students how to read and hopefully build a good school-to- home relationship as another place of support for these children. If some students hate to read for the reasons of poor reading skills or no real exposure to pleasure reading, then I need to share my passion of reading as their teacher. I would need to pick books for read aloud and guided reading groups to intrigue all students as well as assisting the independent reading book choices that connect to the individual student’s interests.
In conclusion, I believe that the curriculum, assessment, instruction, classroom environment and students’ attitude of reading play a part in teaching reading. The curriculum, assessment, instruction and classroom environment must align to the academic needs of the students. As a reading teacher, I have influence on how my students relate to reading. It is my job to effuse the passion of reading to my pupils so they would become thinkers and creators. In other words, I end this paper with this quote from Albert Einstein who said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
~By Stacey Moy
Here is my reading philosophy paper:
“The books that help you most are those which make you think the most. The hardest way of learning is that of easy reading; but a great book that comes from a great thinker is a ship of thought, deep freighted with truth and beauty,” said Theodore Parker on books, an 18th century minister and abolitionist. The author of Bridge to Terabithia, Katherine Paterson said about reading, “It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations—something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” These quotes summarize to me what reading is all about. Reading is about thinking and connecting to what is read from various types of text. A well-balanced reading program is needed so students can become proficient readers, in doing so, they will continue to read for pleasure all of their lives. A good reading program requires these components: comprehension, accuracy, fluency and extended vocabulary. To implement a well-balanced reading program, I would need to focus in curriculum, assessment, instruction, classroom environment, and how students affect in relation to the teaching of reading.
First, I would investigate the state standards and review the curriculum provided at the school I am placed. The state standards set the tone on what the reader of a particular grade level need to know on reading. When I plan lessons, mini-lessons and guiding reading groups, my objectives need to be aligned with the state standards. As I mentioned previously, I also need to review the curriculum if any provided by the school. The curriculum must align to the state standards. Ideally, I would like to have Professional Learning Community (PLC) with the same grade level teachers to plan together on basic lesson plans and thematic units. This will help me greatly because I could continue to learn from experienced teachers about teaching reading. It is also nice to share the load since if I plan everything on my own, it would take too long. For example, in my courses at Marylhurst, it takes me about a couple weeks to create one lesson plan together. In reality, as a classroom teacher, I do not have that much time. With the PLC time with fellow teachers, we encourage each other and share teaching strategies that individually did not think of at first or provide resources that individually did not have. From there, I would modify these lessons to personalize them to better serve my own students.
Second, I would use assessment to gather information in my students’ progress of their learning and their achievement in attaining the reading level and concepts. Assessments should be use to encourage students’ learning and making instructional decisions. The appropriate assessment reflects where the students are at in reading through using running records, reading interviews, anecdotal notes, and observation checklists. By using these assessment tools, I could better plan lessons and guided reading groups.
Third, I would adapt and be flexible when instructing the best way for my students. I know what the best way is based on my assessing my students on their progress, process and responses to the learning. The best way is also using teaching strategies and best practices to engage students on their thinking and learning. I will teach various strategies so students can read at deeper levels and be engaged with what they are reading. I would teach several comprehension strategies explicitly and have plenty of practice time in learning these strategies. Teaching various reading strategies is important because it helps students continue to learn to read while giving them the independence to read on their own. The more practice a student have to reading, the better this person gets.
Furthermore, ideally I want my literacy block be uninterrupted for two hours each day. Though, a 15 minute morning break between reading and writing would be good. Students do need a break from learning since a short break will aid students’ retention of learning. In addition, play time is important to young students since the act of playing is about imagination, cooperation, and many other beneficial aspects to a well-balanced child. Back to my point about my instructional time, as a reading teacher, the cognitive strategies I teach my students will be surface and deep level structure systems. In my literacy block each day, there would be read aloud, interactive read aloud, shared reading, guided reading groups, sustained silent reading, and writing time. I want to create a learning environment where reading is fun and everyone is a reader.
Meanwhile I will continue to reflect on my teaching practices and keep students’ goals in mind. To be successful, I will need to be very organized in keeping track of state standards, objectives, lesson planning, student assessments, gathering materials and other teaching duties so I can better serve my students. As a teacher, I would need to check on state standards before I plan my lessons. The objectives will fit the state standards. When I plan my lessons, I have to make sure each step is aligned with the state standards. Before I implement my lessons, I need to gather materials so they would be ready during the lesson time. If I scrambled for materials during my teaching time, it will waste my instructional time and students’ learning time. Assessing students is important for the teacher to know how the students are progressing and attaining or not attaining the reading concepts expected by the state standards.
Next, the literacy block can only happen when the classroom environment is conductive to learning. Teachers need to be in control to keep order but they also know need to be aware of the learning community of their classroom. On Day One, I would teach explicitly about the classroom norms, how grouping of students work, and how the students are to behave during the literacy block. The teacher and the students collaborate on how the learning environment is to be. I would work together with my students to create a peaceful, supportive, and respectful learning environment where everyone is safe to learn and take risks without negative feedback. The students are in control of on-task behavior, thinking and learning, helping each other and asking questions to continue their learning. Teachers do play a huge influence in students’ attitude toward school and learning and whether they succeed or fail. First of all, I would show respect to my students in word and deed. I need to create a classroom environment where everyone is heard and respected. Teachers who let their students collaborate with them on how the classroom environment should be like, everyone would know what is expected and get excited that learning would happen without behavioral distractions.
At last, the students’ beliefs and experiences with reading do affect the teaching of reading. The attitude of the students affects how they want to learn how to read and reading in general. If students come from a low or non-existent reading home, they would have no relationship with the written word. It would be up to the classroom teacher to teach these students how to read and hopefully build a good school-to- home relationship as another place of support for these children. If some students hate to read for the reasons of poor reading skills or no real exposure to pleasure reading, then I need to share my passion of reading as their teacher. I would need to pick books for read aloud and guided reading groups to intrigue all students as well as assisting the independent reading book choices that connect to the individual student’s interests.
In conclusion, I believe that the curriculum, assessment, instruction, classroom environment and students’ attitude of reading play a part in teaching reading. The curriculum, assessment, instruction and classroom environment must align to the academic needs of the students. As a reading teacher, I have influence on how my students relate to reading. It is my job to effuse the passion of reading to my pupils so they would become thinkers and creators. In other words, I end this paper with this quote from Albert Einstein who said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
~By Stacey Moy
Saturday, February 11, 2012
I Love Math (almost)
Every session for my math education course, we get to do math. Back when I was growing up, I wasn't taught math in a way that engaged me. When math got confusing, I quickly learn on memorizing formulas so I can do the math. By doing this, I didn't understand reasons why solving these problems to the relationship in patterns, concepts at a deeper level, the true ability to understand abstract math and so much more. Back in kindergarten and first grade, I did enjoy doing math by counting, adding and subtracting with manipulatives. Second grade math started to feel so hard. I feel that I spent years of memorizing math rules from second grade to second year algebra (during my 12th grade year) that I used up my ability to memorize anything nowadays. I was able to relatively pass as a good math student.
In my math course this term, we are learning the problem solving strategies in teaching math. It's so new to me. I wish all my teachers taught me math this way so I could really enjoy doing abstract math since I really connected with it and know where I can use them. I am interested in getting a more in-depth and intensive training in teaching math this way. It may take longer to get students to learn math but the benefits of a problem-based teaching is perseverance, creative thinking, critical thinking, analytical thinking, team work, collaborating and so much more. It also gives students a chance to practice the language of talking math and be able to write out their strategies to solving math problems.
Anyways, today in class we covered a lot since class is 4 1/2 hours long. First, I understood fractions in a way that I should have learned it back in elementary school. I was able to understand part-part-whole and comparing different fractions and how some can be the same. It's hard to describe it on here. If you ask me in person, I might be able to explain it to you better. Another thing we got to play around with the SMART Board. It's all so new to me. I had a crash course on it last term at a two hour session. I need time to play and discover the SMART board before I could use it as a teaching tool. I love feeling smart when I answered a fraction problem using virtual pattern shapes. We even get real pattern shapes to play around with. Manipulatives are a powerful way to connect students to see patterns in math and understand many math concepts to better prepare them for abstract math.
This course is still challenging me as a math student. I'm starting to love math again since I get to play with math and use my thinking skills to really try my best to solve story problems. The math challenges (actually used by real elementary students for math assessments) is kicking my butt. I failed to get an accurate answer for both challenges. Today I got #3 and this one is for fourth graders. Maybe this time I will get the answer correctly and explain myself with the best academic English that I can muster.
In my math course this term, we are learning the problem solving strategies in teaching math. It's so new to me. I wish all my teachers taught me math this way so I could really enjoy doing abstract math since I really connected with it and know where I can use them. I am interested in getting a more in-depth and intensive training in teaching math this way. It may take longer to get students to learn math but the benefits of a problem-based teaching is perseverance, creative thinking, critical thinking, analytical thinking, team work, collaborating and so much more. It also gives students a chance to practice the language of talking math and be able to write out their strategies to solving math problems.
Anyways, today in class we covered a lot since class is 4 1/2 hours long. First, I understood fractions in a way that I should have learned it back in elementary school. I was able to understand part-part-whole and comparing different fractions and how some can be the same. It's hard to describe it on here. If you ask me in person, I might be able to explain it to you better. Another thing we got to play around with the SMART Board. It's all so new to me. I had a crash course on it last term at a two hour session. I need time to play and discover the SMART board before I could use it as a teaching tool. I love feeling smart when I answered a fraction problem using virtual pattern shapes. We even get real pattern shapes to play around with. Manipulatives are a powerful way to connect students to see patterns in math and understand many math concepts to better prepare them for abstract math.
This course is still challenging me as a math student. I'm starting to love math again since I get to play with math and use my thinking skills to really try my best to solve story problems. The math challenges (actually used by real elementary students for math assessments) is kicking my butt. I failed to get an accurate answer for both challenges. Today I got #3 and this one is for fourth graders. Maybe this time I will get the answer correctly and explain myself with the best academic English that I can muster.
Monday, January 9, 2012
Language and Language Development Class
Tonight, it was my first class of my second term of grad school. The class is called Language and Language Development. My prof was so nice. She mentioned how this course with the reading essential course work together to help us learn about language and how find good strategies in teaching reading and writing. Before class tonight, we had some readings which she emailed us about last week. Earlier today before I headed off to work, I really finished an article for tonight's class. Tonight, we got to have small group and whole class discussions on the readings. I feel like we are reinforcing what we read and learned through discussion. We do learn new things by learning them in multiple ways. It's nice to connect what we read to our class time.
Here is the description of the class: Course includes an introduction to linguistic description. Theories of language acquisition and applications to the classroom will be integrated. Candidates will learn analysis of components of language and first and second language acquisition theories. Attitudes toward dialect variation, approaches to teaching language complexity, and implications for the teaching of reading, writing and spoken language will be explored.
Anyways, this term I will only have 3 courses: Language, Reading and Math. The reading course will be on Tuesday nights while the elementary math course will be on seven Saturday mornings throughout the term. I will still have field experience once a week for about 3 hours each. This term I will have more interaction with individual students and small groups. My field experience is at an elementary school in Oregon City. I also have three field experience seminars throughout this term for me to meet up with my elementary cohort and our adviser. This is so we can stay connected and learn from each other while our adviser share important information that we must know. I will have another busy term but I like it that way. I feel productive.
Here is the description of the class: Course includes an introduction to linguistic description. Theories of language acquisition and applications to the classroom will be integrated. Candidates will learn analysis of components of language and first and second language acquisition theories. Attitudes toward dialect variation, approaches to teaching language complexity, and implications for the teaching of reading, writing and spoken language will be explored.
Anyways, this term I will only have 3 courses: Language, Reading and Math. The reading course will be on Tuesday nights while the elementary math course will be on seven Saturday mornings throughout the term. I will still have field experience once a week for about 3 hours each. This term I will have more interaction with individual students and small groups. My field experience is at an elementary school in Oregon City. I also have three field experience seminars throughout this term for me to meet up with my elementary cohort and our adviser. This is so we can stay connected and learn from each other while our adviser share important information that we must know. I will have another busy term but I like it that way. I feel productive.
Sunday, January 8, 2012
I Passed the Civil Rights Test
Yesterday, I took the Civil Rights Test (official name is Protecting Student and Civil Rights in the Educational Environment). I think I did okay. There were about a dozen questions worded awkwardly so it took me several readings before I could pick the best answers. There were a few dilemmas that I didn't exactly know how to answer but I did my best guesses. After I completed the test, I was in a daze. The monitor came up to me to escort me out of the test room. I was surprised. I literally forgot that there were cameras in the room recording the testers. I was so in the zone with trying my best on the test that I blocked out everything. It also helped when the test site provided me some ear plugs. Before I left the reception area, the employee handed me a ticket out sheet which said I just completed the test and the official scores will be sent to me. My official score report will be send to me in a few weeks.
After I left the test site, I met up with a college friend and her boyfriend for dinner. It was nice catching up with them after taking a stressful test. Later when I went home, I went back to the paper that was handed to me. It said, "Pass" on the Protecting Student and Civil Rights in the Educational Environment. I can't believe I missed reading this earlier. I guess my mind was in a fog; I couldn't read to comprehend the information on the sheet after spending nearly 90 minutes reading 60 questions and answers while trying to pick the best answer for each one. I'm so excited that I passed.
Why do I need to take the Civil Rights test? It's required by Oregon law. So far from what I gathered, Oregon is the only state requiring its educators to take this test to receive a teaching license or renewal of one in this state. Here is the info I received on why I have to take this test:
In order to hold a teaching license, Oregon educators are required by statute to demonstrate knowledge of civil rights laws and laws prohibiting discrimination. ORS 342.123(1) states:
In addition to and not in lieu of any other law or rule or standard established by the Teacher Standards and Practices Commission, the commission shall require an applicant for a teaching license or any renewal thereof to demonstrate knowledge of Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and federal statues pertaining thereto, as well as state statues prohibiting discrimination.
Again, I believe Oregon is a leader on high educational standards for students as well as high teaching standards for public school teachers of Oregon. Oregon is leading this nation with the first Civil Rights test for teachers to either get licensed or renewal. It's nice that teachers and administrators know about the Civil Rights laws but it's not enough. How can the public and the government support educators and schools in making sure every public school student get a good quality education with the right support and resources to aid these students to prepare them for their future as positive and productive citizens of our country? How do we make it fair for the low-income and working class students to have a fair playing field in their educational needs and preparation for their future? If we want our nation to be at the top of the education compare to other countries, we need to work together that all students have the support they need to be highly educated. We need to build communities where education is valued and children are safe to walk to school and back home.
After I left the test site, I met up with a college friend and her boyfriend for dinner. It was nice catching up with them after taking a stressful test. Later when I went home, I went back to the paper that was handed to me. It said, "Pass" on the Protecting Student and Civil Rights in the Educational Environment. I can't believe I missed reading this earlier. I guess my mind was in a fog; I couldn't read to comprehend the information on the sheet after spending nearly 90 minutes reading 60 questions and answers while trying to pick the best answer for each one. I'm so excited that I passed.
Why do I need to take the Civil Rights test? It's required by Oregon law. So far from what I gathered, Oregon is the only state requiring its educators to take this test to receive a teaching license or renewal of one in this state. Here is the info I received on why I have to take this test:
In order to hold a teaching license, Oregon educators are required by statute to demonstrate knowledge of civil rights laws and laws prohibiting discrimination. ORS 342.123(1) states:
In addition to and not in lieu of any other law or rule or standard established by the Teacher Standards and Practices Commission, the commission shall require an applicant for a teaching license or any renewal thereof to demonstrate knowledge of Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and federal statues pertaining thereto, as well as state statues prohibiting discrimination.
Again, I believe Oregon is a leader on high educational standards for students as well as high teaching standards for public school teachers of Oregon. Oregon is leading this nation with the first Civil Rights test for teachers to either get licensed or renewal. It's nice that teachers and administrators know about the Civil Rights laws but it's not enough. How can the public and the government support educators and schools in making sure every public school student get a good quality education with the right support and resources to aid these students to prepare them for their future as positive and productive citizens of our country? How do we make it fair for the low-income and working class students to have a fair playing field in their educational needs and preparation for their future? If we want our nation to be at the top of the education compare to other countries, we need to work together that all students have the support they need to be highly educated. We need to build communities where education is valued and children are safe to walk to school and back home.
Recommended Book List
During my winter break, I have been reading some books. I am recommending you these books to read. Here they are:
1. Bait and Switch: The Futile Pursuit of the American Dream by Barbara Ehrenreich. She wrote about the middle class unemployment and their experiences. Sometimes just having the right education and skills level doesn't mean you'll get another job if you get layoff.
2. Nickel and Dimed by Barbara Ehrenreich. This book is about low wage workers and how having a full time job isn't helping much to keep them out of debt and poverty. Even people who can do two or three low wage jobs still struggles in providing for their families.
3. The Other Wes Moore by Wes Moore. This book is about comparing two men with the same name who grew up in similar unsafe neighborhoods with one Wes went to jail because of a murder charge while the other Wes went off to college and became a good leader. It's an interesting to read what factors influence one person to make good or bad choices in life.
4. The Circuit: Stores from the Life of a Migrant Child by Francisco Jimenez. This book open my eyes on the experiences of migrant children and schooling. I never knew any migrant students who move from season to season. Though I did have a few classmates who move a lot because of their family's job or economical reasons or just family issues. The book made me think on how to educate students who may miss a lot of content knowledge and academic English from all their moving around so much.
How can I build a bond/connection with a migrant child? How can I teach this child efficiently? What should the educational goals for this child? How long will I have this child in my class before this child have to move away again? As an educator, how can I voice about the American education system should be consistent so migrating children will have someone there to help them learn without being shamed for missing so many days of school and lack of content knowledge? So many questions and no answers yet.
5. The Shame of the Nation: The Restoration of Apartheid Schooling in America by Jonathan Kozol. I just started this book. So far, it's interesting to read about the different standards placed on low-income schools and the poor children compare to the middle class schools and the affluent children. As Americans, we need to voice ourselves that all children should be held to a high standard but also with assistance from well-trained teachers, collaborative school staff and resources to help reach these high standards. So many poor and minority students aren't getting educated in a way to prepare them for adulthood and becoming a positive and productive citizen of the U.S. They are taught in badly cared for buildings, high turnover of teachers and administrators (no consistency of caring adults in these children lives)and prescribed lessons of teaching to the standardized tests. As Americans, how can we ensure that poor children get a good education? Instead of blaming, let's find solutions to better serve these kids. If all public schools are integrated with diverse student populations and high educational standards with proper support and resources, all students flourish.
Here are two books I read for class last term:
1. The Children of E4 by Susan Eaton. This book follows a group of children from a low-income school and their educational experiences. It also follow the court case of Sheff vs. O'Neill which is about a young Black boy fighting for his rights to have a proper education. This book also share some common themes from The Shame of the Nation.
2. Made in America: Immigrant Students in Public Schools by Laurie Olsen. This book report the experiences of high school immigrant girls at their high school. After reading this book, I felt anger that immigrant students aren't treated as well and not getting the education they need. Why are there less qualified teachers to teach ESL and sheltered content classes? Why do the administrators think it's okay to just enroll students will limited English skills in an English only classroom where these students will fail since they don't understand enough to grasp the content area? Why aren't immigrant students' educational needs being met? The issues in this book isn't at all high schools in this country but the author reports that there are many high schools not meeting the needs of the immigrant youths.
1. Bait and Switch: The Futile Pursuit of the American Dream by Barbara Ehrenreich. She wrote about the middle class unemployment and their experiences. Sometimes just having the right education and skills level doesn't mean you'll get another job if you get layoff.
2. Nickel and Dimed by Barbara Ehrenreich. This book is about low wage workers and how having a full time job isn't helping much to keep them out of debt and poverty. Even people who can do two or three low wage jobs still struggles in providing for their families.
3. The Other Wes Moore by Wes Moore. This book is about comparing two men with the same name who grew up in similar unsafe neighborhoods with one Wes went to jail because of a murder charge while the other Wes went off to college and became a good leader. It's an interesting to read what factors influence one person to make good or bad choices in life.
4. The Circuit: Stores from the Life of a Migrant Child by Francisco Jimenez. This book open my eyes on the experiences of migrant children and schooling. I never knew any migrant students who move from season to season. Though I did have a few classmates who move a lot because of their family's job or economical reasons or just family issues. The book made me think on how to educate students who may miss a lot of content knowledge and academic English from all their moving around so much.
How can I build a bond/connection with a migrant child? How can I teach this child efficiently? What should the educational goals for this child? How long will I have this child in my class before this child have to move away again? As an educator, how can I voice about the American education system should be consistent so migrating children will have someone there to help them learn without being shamed for missing so many days of school and lack of content knowledge? So many questions and no answers yet.
5. The Shame of the Nation: The Restoration of Apartheid Schooling in America by Jonathan Kozol. I just started this book. So far, it's interesting to read about the different standards placed on low-income schools and the poor children compare to the middle class schools and the affluent children. As Americans, we need to voice ourselves that all children should be held to a high standard but also with assistance from well-trained teachers, collaborative school staff and resources to help reach these high standards. So many poor and minority students aren't getting educated in a way to prepare them for adulthood and becoming a positive and productive citizen of the U.S. They are taught in badly cared for buildings, high turnover of teachers and administrators (no consistency of caring adults in these children lives)and prescribed lessons of teaching to the standardized tests. As Americans, how can we ensure that poor children get a good education? Instead of blaming, let's find solutions to better serve these kids. If all public schools are integrated with diverse student populations and high educational standards with proper support and resources, all students flourish.
Here are two books I read for class last term:
1. The Children of E4 by Susan Eaton. This book follows a group of children from a low-income school and their educational experiences. It also follow the court case of Sheff vs. O'Neill which is about a young Black boy fighting for his rights to have a proper education. This book also share some common themes from The Shame of the Nation.
2. Made in America: Immigrant Students in Public Schools by Laurie Olsen. This book report the experiences of high school immigrant girls at their high school. After reading this book, I felt anger that immigrant students aren't treated as well and not getting the education they need. Why are there less qualified teachers to teach ESL and sheltered content classes? Why do the administrators think it's okay to just enroll students will limited English skills in an English only classroom where these students will fail since they don't understand enough to grasp the content area? Why aren't immigrant students' educational needs being met? The issues in this book isn't at all high schools in this country but the author reports that there are many high schools not meeting the needs of the immigrant youths.
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