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.
Saturday, February 11, 2012
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.
Saturday, December 17, 2011
First Term Completed Reflection
It has been awhile since I blogged here. I have been busy with reading and completing assignments for my classes. Anyways, I checked my grades and I did well overall. I'm just waiting for one more class grade. The grading period ends on this Monday, the 19th.
My classes next term will be on Monday and Tuesday evenings. It means I can do my FE (Field Experience) days on Thursday mornings; it means I will have 10 times being there before Spring Break starts. The only thing I can complain is the commute. (I just don't like driving long distances/time traveling by myself.) I now realized why the placement officer set me at King Elementary. It's a safe place for student teachers to learn about being a teacher and practice with experienced teachers. I found out one of the sixth grade teachers there will be co-teaching one grad class in the Spring term. My advisor told me that sixth grade teacher's classroom will be my Spring FE. That will be interesting. I already did two hours observation in that classroom earlier this term. I never thought I will experience sixth grade since my main focus has been fourth grade. Maybe I'm doing first grade is to make me a stronger teacher out in the teaching world. My previous field experience/student teaching was with a class of first and second graders. Maybe it's my second chance to make it right again.
I like Lynne as my advisor. She told me it's all about the learning. With Lynne, she supports me in my development as a classroom teacher. She's my advocate. I feel that the advisors from the program really cares about us and want us to succeed. They will help you find solutions to your problems as you grow as an educator. I'm just glad I'm here at Marylhurst. Even though going here is pricey but I will gain some rewards such as positive support, better preparation for my teaching career and meeting such nice people in our cohort. Funny thought, if I graduated back in '07 from WOU's ed program, I would have been teaching for 5 years now. Life happens.
Actually I am enjoying my Marylhurst experience. I know, the classes this term tend to be a bit crazy and I got lost a few times but overall, they aren't too bad compare to my first ed program experience. See the big picture. This term is just an introduction of the education system and just practice what we know. If I don't know it yet at this point, I will learn it next term and the terms after that. I look at the program's schedule and I like how the MAT program is scaffolding us. I checked out the other MAT programs in the Portland area and their full time programs are done in one year and it's a rush. With them, you won't feel so connected with your cohort members and don't get hands-on experience right away from what I understand when I went to an information night there. No ed program is perfect. But with Marylhurst, at least they are preparing us about the realities of teaching and help us built our professional side as educators. I have a friend who graduated from Concordia's MAT program last May and she feel like it was a rush and she wasn't fully prepared when she went out teaching at her current teaching job even though she did the two year part-time program. But she's doing fine since she has years of experience as an educational assistant and had to teach small groups or individual students. The reason why she got her job so fast after graduation is that she is Spanish speaking since Spanish is her native language. She is working at a Spanish Immersion school.
My classes next term will be on Monday and Tuesday evenings. It means I can do my FE (Field Experience) days on Thursday mornings; it means I will have 10 times being there before Spring Break starts. The only thing I can complain is the commute. (I just don't like driving long distances/time traveling by myself.) I now realized why the placement officer set me at King Elementary. It's a safe place for student teachers to learn about being a teacher and practice with experienced teachers. I found out one of the sixth grade teachers there will be co-teaching one grad class in the Spring term. My advisor told me that sixth grade teacher's classroom will be my Spring FE. That will be interesting. I already did two hours observation in that classroom earlier this term. I never thought I will experience sixth grade since my main focus has been fourth grade. Maybe I'm doing first grade is to make me a stronger teacher out in the teaching world. My previous field experience/student teaching was with a class of first and second graders. Maybe it's my second chance to make it right again.
I like Lynne as my advisor. She told me it's all about the learning. With Lynne, she supports me in my development as a classroom teacher. She's my advocate. I feel that the advisors from the program really cares about us and want us to succeed. They will help you find solutions to your problems as you grow as an educator. I'm just glad I'm here at Marylhurst. Even though going here is pricey but I will gain some rewards such as positive support, better preparation for my teaching career and meeting such nice people in our cohort. Funny thought, if I graduated back in '07 from WOU's ed program, I would have been teaching for 5 years now. Life happens.
Actually I am enjoying my Marylhurst experience. I know, the classes this term tend to be a bit crazy and I got lost a few times but overall, they aren't too bad compare to my first ed program experience. See the big picture. This term is just an introduction of the education system and just practice what we know. If I don't know it yet at this point, I will learn it next term and the terms after that. I look at the program's schedule and I like how the MAT program is scaffolding us. I checked out the other MAT programs in the Portland area and their full time programs are done in one year and it's a rush. With them, you won't feel so connected with your cohort members and don't get hands-on experience right away from what I understand when I went to an information night there. No ed program is perfect. But with Marylhurst, at least they are preparing us about the realities of teaching and help us built our professional side as educators. I have a friend who graduated from Concordia's MAT program last May and she feel like it was a rush and she wasn't fully prepared when she went out teaching at her current teaching job even though she did the two year part-time program. But she's doing fine since she has years of experience as an educational assistant and had to teach small groups or individual students. The reason why she got her job so fast after graduation is that she is Spanish speaking since Spanish is her native language. She is working at a Spanish Immersion school.
Monday, October 10, 2011
First Day Reflection at my Field School
In my posts, I will only use pseudo names to protect people's privacy. Marylhurst's MAT program believe in placing teaching candidates in real classrooms right away. This term we are placed in a classroom during our field experience. We get to observe how the teachers work and later on do a couple activities with the students. The teacher of the classroom is our cooperating teacher. They cooperate with the university to help prepare us for our own teaching profession. We learn from our cooperating teachers from their good example of being good teachers as they are recognized by other people.
I am placed in a first grade classroom at an elementary school in Oregon City. My cooperating teacher is Betty Rainer and she's on her fifteenth teaching year there. This year is her ninth year teaching first grade after a seven year break when she taught a year of third grade and six years of fourth grade.
Last Friday, I showed up to the elementary school as my first day there. I met with the principal, Mr. Laker who seemed to be everywhere in the school. The school secretary had to call him in for my meeting with me. I was surprised how young he is, I think he's in his 30s. The elementary principals I know of tend to be older women and sometimes older men in their middle ages. Mr. Laker gave me a quick introduction to the school. At this school, the teachers teaches each student with his or her own individual learning plan as best as they can.
After our meeting, we sneaked a peak in my cooperating teacher's classroom. The class was quietly reading to themselves while I saw a group working with the Instructional Assistant (IA for short) named Wendy.
Mr. Laker took me to a room where a cooperating teacher meeting was being held in which it was led by the Academic Intervention Specialist, Hannah. I was able to set in for half an hour listening to the three third grade teachers planning their own adult learning goals for the classroom with Hannah. The teachers reviewed their last year's goals and reflect on any success that happened end of last year. Last year, their main focus was the math curriculum and creating it that all students can learn what they need to learn for third grade. Next, they decided what they need to work on for this school year. This year, the third grade teachers agreed to work on reading strategies. Hannah is there for the teachers so they have a support person to help for curriculum building. I learned that Hannah meet with a team of teachers from each grade level twice a year. If a teacher needs extra support, she is willing to set an appointment with that teacher and work with him or her. While the teachers are at this meeting during school hours, there are substitute teachers in charge of the teachers' classroom.
The last two hours, I spent observing my classroom placement. I was so excited to sit and watch. The moment I entered the classroom I felt safe, calm and ready to learn. I soon realized that Betty created a calm and safe classroom because of her calm and caring attitude. Her classroom is organized and neat. Everything has their place and students have their own place for their backpacks and jackets as well as their own seats for school work. I think she is passionate in creating a warm, calm and safe classroom so her students can learn in an open-way without a heavy load of stress.
During the class morning recess break, the kids went outside to play where IAs monitor the morning break time. One child came back with her breakfast and hanged out in the classroom. Betty do let kids chose to hang out in the classroom during their morning break if they behave themselves. I was able to do an impromptu-to interview with the dark-haired girl. She told me that she like Mrs. Rainer a lot because she is nice, thoughtful and kind. The girl enjoys learning from her teacher because Mrs. Rainer explain things clearly, uses pictures and movement to illustrate a point. The girl's favorite part of the day is recess. She loves to read a lot and she said that she learns from books. Though, she believe that thinking is a hard thing to do. She insisted that she can really learn a lot from reading books.
Even though, I was observing during my first time there but I ended up interacting with some first graders a few times. I can't help to sit back and not do something. It was during math time when I was walking around the room checking out what the kids are doing as I wrote notes down in my notebook. Betty and Wendy was checking on students individually. I noticed a few kids off-task because they were done with the first worksheet. I asked what they are suppose to do next. One boy said,"I'm waiting for the teacher to check my work. I can't go on to the next page."
I suggested that they could work on the next page since their teacher was occupied with a student and Wendy was with another student. A couple kids took my suggestion and continue to work on their math packets. At one point, I saw this little girl on the floor laying down and doing nothing. She had started the worksheet. I redirected her back to work and she did work for a few minutes until she got bored again. Later I found out that she may have a severe case of AHAD in which is in the progress. Betty hopes to get some support so she can better teach the girl. She had mostly able to keep the girl's safe but she worries if the girl is learning at all. She has worked with the girl one-on-one before. But Betty can't do that all the time since she has other students' to assess and keep track of their learning.
When the kids went off to their lunch recess, I got to talk with Betty. She thanked me for helping monitoring the students during math time. I said that I didn't even plan it. I did admit to her that it's hard not to interact with the kids when I am suppose to just observe. Betty still appreciated the little help I can give her.
When we were finishing our talk, she mentioned that she was going off to lunch with her students in the cafeteria. There is only one lunch monitor in the cafeteria. She said that she tries to eat lunch with her students as much as she can (if she wasn't busy with administration work) to stay connected with them but she also help manage the cafeteria. I suggested that maybe the school can start a lunch volunteer monitors through the parent volunteer program. Betty said that is a good suggestion and she will bring it up in the next staff meeting.
Today I also had about 3 1/2 hours in my field classroom. That is a bit more than expected. My field experience is 3 hours one morning per week. After observing, I had to catch up with Betty to ask my questions that I want answers to. Today's big excitement was getting new math white boards. I will share my reflection about this experience another day. I have so much homework. This Thursday, I have my first group project presentation for my child and adolescent development and learning theories class.
I am placed in a first grade classroom at an elementary school in Oregon City. My cooperating teacher is Betty Rainer and she's on her fifteenth teaching year there. This year is her ninth year teaching first grade after a seven year break when she taught a year of third grade and six years of fourth grade.
Last Friday, I showed up to the elementary school as my first day there. I met with the principal, Mr. Laker who seemed to be everywhere in the school. The school secretary had to call him in for my meeting with me. I was surprised how young he is, I think he's in his 30s. The elementary principals I know of tend to be older women and sometimes older men in their middle ages. Mr. Laker gave me a quick introduction to the school. At this school, the teachers teaches each student with his or her own individual learning plan as best as they can.
After our meeting, we sneaked a peak in my cooperating teacher's classroom. The class was quietly reading to themselves while I saw a group working with the Instructional Assistant (IA for short) named Wendy.
Mr. Laker took me to a room where a cooperating teacher meeting was being held in which it was led by the Academic Intervention Specialist, Hannah. I was able to set in for half an hour listening to the three third grade teachers planning their own adult learning goals for the classroom with Hannah. The teachers reviewed their last year's goals and reflect on any success that happened end of last year. Last year, their main focus was the math curriculum and creating it that all students can learn what they need to learn for third grade. Next, they decided what they need to work on for this school year. This year, the third grade teachers agreed to work on reading strategies. Hannah is there for the teachers so they have a support person to help for curriculum building. I learned that Hannah meet with a team of teachers from each grade level twice a year. If a teacher needs extra support, she is willing to set an appointment with that teacher and work with him or her. While the teachers are at this meeting during school hours, there are substitute teachers in charge of the teachers' classroom.
The last two hours, I spent observing my classroom placement. I was so excited to sit and watch. The moment I entered the classroom I felt safe, calm and ready to learn. I soon realized that Betty created a calm and safe classroom because of her calm and caring attitude. Her classroom is organized and neat. Everything has their place and students have their own place for their backpacks and jackets as well as their own seats for school work. I think she is passionate in creating a warm, calm and safe classroom so her students can learn in an open-way without a heavy load of stress.
During the class morning recess break, the kids went outside to play where IAs monitor the morning break time. One child came back with her breakfast and hanged out in the classroom. Betty do let kids chose to hang out in the classroom during their morning break if they behave themselves. I was able to do an impromptu-to interview with the dark-haired girl. She told me that she like Mrs. Rainer a lot because she is nice, thoughtful and kind. The girl enjoys learning from her teacher because Mrs. Rainer explain things clearly, uses pictures and movement to illustrate a point. The girl's favorite part of the day is recess. She loves to read a lot and she said that she learns from books. Though, she believe that thinking is a hard thing to do. She insisted that she can really learn a lot from reading books.
Even though, I was observing during my first time there but I ended up interacting with some first graders a few times. I can't help to sit back and not do something. It was during math time when I was walking around the room checking out what the kids are doing as I wrote notes down in my notebook. Betty and Wendy was checking on students individually. I noticed a few kids off-task because they were done with the first worksheet. I asked what they are suppose to do next. One boy said,"I'm waiting for the teacher to check my work. I can't go on to the next page."
I suggested that they could work on the next page since their teacher was occupied with a student and Wendy was with another student. A couple kids took my suggestion and continue to work on their math packets. At one point, I saw this little girl on the floor laying down and doing nothing. She had started the worksheet. I redirected her back to work and she did work for a few minutes until she got bored again. Later I found out that she may have a severe case of AHAD in which is in the progress. Betty hopes to get some support so she can better teach the girl. She had mostly able to keep the girl's safe but she worries if the girl is learning at all. She has worked with the girl one-on-one before. But Betty can't do that all the time since she has other students' to assess and keep track of their learning.
When the kids went off to their lunch recess, I got to talk with Betty. She thanked me for helping monitoring the students during math time. I said that I didn't even plan it. I did admit to her that it's hard not to interact with the kids when I am suppose to just observe. Betty still appreciated the little help I can give her.
When we were finishing our talk, she mentioned that she was going off to lunch with her students in the cafeteria. There is only one lunch monitor in the cafeteria. She said that she tries to eat lunch with her students as much as she can (if she wasn't busy with administration work) to stay connected with them but she also help manage the cafeteria. I suggested that maybe the school can start a lunch volunteer monitors through the parent volunteer program. Betty said that is a good suggestion and she will bring it up in the next staff meeting.
Today I also had about 3 1/2 hours in my field classroom. That is a bit more than expected. My field experience is 3 hours one morning per week. After observing, I had to catch up with Betty to ask my questions that I want answers to. Today's big excitement was getting new math white boards. I will share my reflection about this experience another day. I have so much homework. This Thursday, I have my first group project presentation for my child and adolescent development and learning theories class.
Wednesday, October 5, 2011
What Makes a Good School?
I have been so busy with reading and doing some work on the Moodle since I first started the program. I will post something about my child and adolescent development and learning theory class. Anyways, I hope I am able to set a study schedule for each of my classes.
Last night, I had the EDU 501 class. We recap on what we should have as class norms. Courtney uses practices in the classroom through us doing stuff. Last week, we discuss what we want to have as class norms. As a class, each of us were given 5 blue dot stickers to place which of the class norms we wanted. Class norms by the way is the guidelines on how we want the class to be. They are kind of like class rules. Courtney said that this is one way to build a classroom community. So by the majority of the stickers next to some rules, Courtney knows which one is important to the class. We had a final discussion on them. Courtney will edit our responses and in next class, we will see the final version. By the way, next Tuesday, I don't have class because there is a seminar for the secondary endorsing students.
Next, we had a discussion on our class textbook called The Children in Room E4:American Education on Trail by Susan Eaton. This book is a good read because it's in narrative form. The main character is a bright, 8 year old Latino boy who loves to learn who lived in Hartford, Connecticut (where Mark Twain used to live about one hundred years ago). Here is my summary of what I read so far and my personal reflection:
I learned a lot on how the government and ordinary people made decisions that created ghettos. This trapped many poor Black and Latino families in one place where they can't better themselves and be able to live in safer neighborhoods. I didn't realized that Hartford is the capitol of Connecticut where it once was beautiful city that Mark Twain lived for many years. The Hartford neighborhoods reminded me that there are so many of them around this country like Camden. I just can't believe that mainstream America let a city like Hartford to become so horrid.
As I am reading the required section of the book this week, it's funny how many urban cities that are made for the poor or working class for people of color. These once beautiful cities are now in squalor and violence. These are the places where many bright children grow up and end up still there or end up in jail or died. It was over a hundred years ago when cities were places to go live and work because of the industrialization. Many White farm folks couldn't farm anymore because of the cost of farming and other issues that pushed them to move into cities for work in factories. They created nice neighborhoods where people are safe, children go to school, families go to their place of worship in the weekend and people working at good wage jobs. Today's world, the best neighborhoods are out in the suburbs where good jobs and schools are located.
On p. 61, a newspaper reporter's reaction about the Puerto Ricans are so unfair. Does he realized that the American government and employers who started the migration of Puerto Ricans to filled job openings in making things at factories? When he said that the Latinos should stay in downtown or "go back where they came from," his words made me mad. Over 30 years ago, many Puerto Ricans immigrated to Hartford for a better life because their homeland was having economical issues. They wanted their families to have a better life without poverty's effects of losing love ones from starvation, disease and unsafe living conditions. By 2000, most of the Latinos were born there. The youth has no ties to their ancestors' homeland because they only knew the tough streets of America and American culture. The older folks lived in Hartford for so long that Puerto Rico is just a foreign country to them. If they all moved back to their homelands with their American-born children, they will be seen as foreigners by the locals.
I had never had anyone telling me to go back to "my" country before. But I read accounts about young Chinese-Americans who were told that and how it confused them greatly. I remember back in 10th grade when an American missile shot down at an old Chinese base; I was worried. The reason I even know about this was because of my U.S. history class. My teacher assigned us a weekly commentary paper on a current event of the week. I was looking in the Oregonian to find a good current event when a title popped out at me. I don't remember the exact wording. I think it had something like "U.S. accidentally shot off a missile in China." Is China mad at this? How could the U.S. shoot a missile using an old map? It was good that no one was hurt. What if this event caused a war between the U.S. and China? Whose side am I on? Since I am born here, I want to support my birth country. But since China is the homeland of my ancestors and where my relatives come from, I just want peace. I never want a war between China and the U.S. at all.
As a class discussion, we talked about what kind of issues many students are struggling with in American society and how they can still be left behind even if the "No Child Left Behind" policy is enacted to try to protect that. In my opinion, the concept behind "No Child Left Behind" is good but the accountability and the implementation of it is done so poorly that there are so many students being left behind especially the minority children who are living in poverty.
My class came up with a short list of why many students are still being left behind:
*mobility=students are moving around a lot because they are either from migrant working families or low-income families where they caregiver keep moving around to find jobs or for other reasons.
*poverty
*continuity of care=many students don't have a stable home life because their parents are in jail and living with relatives who are probably so stressed out with no community support or children in foster care that can be bounce from one home to the next or for other reasons.
*labeling of the students=when we label kids with AHAD or whatever label, many people box them in a category that it makes it hard for the student to want to learn and be able to be productive in society. With labels, some teachers see these students as "un-teachable." This is still happening even in the 21st century.
We finish off our discussion on what make good schools:
*Healthy food options
*Enrichment programs such as field trips to the art museum or cultural museum
*Strong leaderships in the schools so teachers have the support to really educate all students from diverse backgrounds
*Community resources for students and families who are struggling
*Safe school environment meaning students are free to be themselves and not having to feel like they are stupid or be bullied by teachers and classmates
*Safe school buildings so students don't need to worry if the ceilings are falling on them and other safety issues.
I want to add to the class list because I didn't really have a chance to share much. It's hard for me to do a whole class discussion because of the time limit and trying to jump in when I don't know when since my classmates are still new to me. I prefer small group discussions which I can be heard better. Though, we do have some group discussions. Okay, here is my add-ons to the list above:
*All school staff need to work together. Have a continuity of school norms as well as some basic class norms. For example, I noticed in Woodstock School that every classroom has the same noise level rules. So if one student goes to another classroom for reading, this person is familiar about how loud or quiet he or she need to be.
*All school professionals need to get good professional development training periodically. In doing so, it will check the attitudes of school staff to remind them to have a pure belief that all students can be taught and share their believes to their students that they will learn and able to move on to good things in life. Plus the training will give teachers some techniques and resources to teach students from diverse backgrounds.
This is a lot that I shared. I didn't even covered some other things we discuss in class. I written so fast that I don't have time to really edit my posts. I'm so busy with grad school. I hope you can understand what I'm trying to say. I will focus my energy on my papers and group projects for my classes. This blog is to really keep you updated in what's going on in my learning journey as a future educator. Yes, we have a lot of issues in our education systems in the U.S. I hope some of you are going to be good advocates to help make all our public school systems fair. I know that the PPS district (Portland) is trying their best. They have made some good strides to make sure all their students from diverse backgrounds have a good education. They are not perfect but at least they are trying and learning how to be better. For example, Franklin High School had bigger numbers of minority students to graduate last school year (Class of 2011). The rate of the minority students to graduate is about the same as the white students. I am so proud of that because it's my alma mater and I had some good teachers when I attended Franklin years ago.
Last night, I had the EDU 501 class. We recap on what we should have as class norms. Courtney uses practices in the classroom through us doing stuff. Last week, we discuss what we want to have as class norms. As a class, each of us were given 5 blue dot stickers to place which of the class norms we wanted. Class norms by the way is the guidelines on how we want the class to be. They are kind of like class rules. Courtney said that this is one way to build a classroom community. So by the majority of the stickers next to some rules, Courtney knows which one is important to the class. We had a final discussion on them. Courtney will edit our responses and in next class, we will see the final version. By the way, next Tuesday, I don't have class because there is a seminar for the secondary endorsing students.
Next, we had a discussion on our class textbook called The Children in Room E4:American Education on Trail by Susan Eaton. This book is a good read because it's in narrative form. The main character is a bright, 8 year old Latino boy who loves to learn who lived in Hartford, Connecticut (where Mark Twain used to live about one hundred years ago). Here is my summary of what I read so far and my personal reflection:
I learned a lot on how the government and ordinary people made decisions that created ghettos. This trapped many poor Black and Latino families in one place where they can't better themselves and be able to live in safer neighborhoods. I didn't realized that Hartford is the capitol of Connecticut where it once was beautiful city that Mark Twain lived for many years. The Hartford neighborhoods reminded me that there are so many of them around this country like Camden. I just can't believe that mainstream America let a city like Hartford to become so horrid.
As I am reading the required section of the book this week, it's funny how many urban cities that are made for the poor or working class for people of color. These once beautiful cities are now in squalor and violence. These are the places where many bright children grow up and end up still there or end up in jail or died. It was over a hundred years ago when cities were places to go live and work because of the industrialization. Many White farm folks couldn't farm anymore because of the cost of farming and other issues that pushed them to move into cities for work in factories. They created nice neighborhoods where people are safe, children go to school, families go to their place of worship in the weekend and people working at good wage jobs. Today's world, the best neighborhoods are out in the suburbs where good jobs and schools are located.
On p. 61, a newspaper reporter's reaction about the Puerto Ricans are so unfair. Does he realized that the American government and employers who started the migration of Puerto Ricans to filled job openings in making things at factories? When he said that the Latinos should stay in downtown or "go back where they came from," his words made me mad. Over 30 years ago, many Puerto Ricans immigrated to Hartford for a better life because their homeland was having economical issues. They wanted their families to have a better life without poverty's effects of losing love ones from starvation, disease and unsafe living conditions. By 2000, most of the Latinos were born there. The youth has no ties to their ancestors' homeland because they only knew the tough streets of America and American culture. The older folks lived in Hartford for so long that Puerto Rico is just a foreign country to them. If they all moved back to their homelands with their American-born children, they will be seen as foreigners by the locals.
I had never had anyone telling me to go back to "my" country before. But I read accounts about young Chinese-Americans who were told that and how it confused them greatly. I remember back in 10th grade when an American missile shot down at an old Chinese base; I was worried. The reason I even know about this was because of my U.S. history class. My teacher assigned us a weekly commentary paper on a current event of the week. I was looking in the Oregonian to find a good current event when a title popped out at me. I don't remember the exact wording. I think it had something like "U.S. accidentally shot off a missile in China." Is China mad at this? How could the U.S. shoot a missile using an old map? It was good that no one was hurt. What if this event caused a war between the U.S. and China? Whose side am I on? Since I am born here, I want to support my birth country. But since China is the homeland of my ancestors and where my relatives come from, I just want peace. I never want a war between China and the U.S. at all.
As a class discussion, we talked about what kind of issues many students are struggling with in American society and how they can still be left behind even if the "No Child Left Behind" policy is enacted to try to protect that. In my opinion, the concept behind "No Child Left Behind" is good but the accountability and the implementation of it is done so poorly that there are so many students being left behind especially the minority children who are living in poverty.
My class came up with a short list of why many students are still being left behind:
*mobility=students are moving around a lot because they are either from migrant working families or low-income families where they caregiver keep moving around to find jobs or for other reasons.
*poverty
*continuity of care=many students don't have a stable home life because their parents are in jail and living with relatives who are probably so stressed out with no community support or children in foster care that can be bounce from one home to the next or for other reasons.
*labeling of the students=when we label kids with AHAD or whatever label, many people box them in a category that it makes it hard for the student to want to learn and be able to be productive in society. With labels, some teachers see these students as "un-teachable." This is still happening even in the 21st century.
We finish off our discussion on what make good schools:
*Healthy food options
*Enrichment programs such as field trips to the art museum or cultural museum
*Strong leaderships in the schools so teachers have the support to really educate all students from diverse backgrounds
*Community resources for students and families who are struggling
*Safe school environment meaning students are free to be themselves and not having to feel like they are stupid or be bullied by teachers and classmates
*Safe school buildings so students don't need to worry if the ceilings are falling on them and other safety issues.
I want to add to the class list because I didn't really have a chance to share much. It's hard for me to do a whole class discussion because of the time limit and trying to jump in when I don't know when since my classmates are still new to me. I prefer small group discussions which I can be heard better. Though, we do have some group discussions. Okay, here is my add-ons to the list above:
*All school staff need to work together. Have a continuity of school norms as well as some basic class norms. For example, I noticed in Woodstock School that every classroom has the same noise level rules. So if one student goes to another classroom for reading, this person is familiar about how loud or quiet he or she need to be.
*All school professionals need to get good professional development training periodically. In doing so, it will check the attitudes of school staff to remind them to have a pure belief that all students can be taught and share their believes to their students that they will learn and able to move on to good things in life. Plus the training will give teachers some techniques and resources to teach students from diverse backgrounds.
This is a lot that I shared. I didn't even covered some other things we discuss in class. I written so fast that I don't have time to really edit my posts. I'm so busy with grad school. I hope you can understand what I'm trying to say. I will focus my energy on my papers and group projects for my classes. This blog is to really keep you updated in what's going on in my learning journey as a future educator. Yes, we have a lot of issues in our education systems in the U.S. I hope some of you are going to be good advocates to help make all our public school systems fair. I know that the PPS district (Portland) is trying their best. They have made some good strides to make sure all their students from diverse backgrounds have a good education. They are not perfect but at least they are trying and learning how to be better. For example, Franklin High School had bigger numbers of minority students to graduate last school year (Class of 2011). The rate of the minority students to graduate is about the same as the white students. I am so proud of that because it's my alma mater and I had some good teachers when I attended Franklin years ago.
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