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
Thursday, March 22, 2012
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.
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.
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