Well, I imagine like other people in the class my biggest rant is just the huge feeling of overwhelmedness. (Probably not a word but if you're ranting, I think it's fair to make up words). I know I shouldn't feel as overwhelmed as I do. Thanks to organized, thoughtful Erica, we have a nice, printed out list of all of our assignments for field. And thanks to my wonderful employment (which I really do appreciate), and their inability to accomodate my 3 weeks and then 50 days off for field and student teaching, I no longer, as of today, have work to worry about. (AND I am thrilled about this because it is the closest I have been, and maybe will ever be to being a stay-at-home). Nevertheless, I am feeling overwhelmed with all that is coming up. I probably need a much-needed, long over-due, stress-eliminating run. I haven't gone for a run in over 2 weeks - (and I have learned to like, no...more like NEED running! - It's my inexpensive therapy).
Having just expressed how overwhelmed I am, and having overheard (and likely been heard) venting about the program, teachers, assignments, etc., I am certain that all that negativity has to come from us just feeling burned out and overwhelemed. Overall, I love the program, think it is wonderful and am proud to be a future graduate of the UVU program. I think the teachers in the education program do a great job of teaching the best they can, according to how we learn to teach. It is easy to be on our side and cast judgements, disagree and be negative but one day soon, we are going to be wearing the shoes of those we judged and were so critical of. I hate to think what parents, students, and coworkers could critique me on as a first year teacher (and for all the years after). Reminding myself of this gives me more patience and tolerance (on most days). I wish all others had this insight. The negativity doesn't do much for anybody.
SO, having said that I don't want to end on just the rants. So, here's some bits of good news!!
1. Next week I get to have a short reunion with my family in Las Vegas as we get together for my cousin's (who is much like a sister to me) wedding. I am thrilled about that and looking forward to the little HURRAH! right before field.
2. Our family is growing. I recently found out that I am pregnant and we are expecting...and the timing is perfect! End of May or sometime June. I will be graduated, with my degree (hopefully), and will have a couple months home before going into the teaching world. (Assuming I have to financially).
Wednesday, October 28, 2009
Wednesday, October 21, 2009
Fullfilling the Promise - pg 120-162
I am surprised at and appreciative for all the helpful, practical information that is packed into this book! Just when I thought we were done with the book and it couldn't get better, we had this reading/ reviewing to do which drew my attention to all the wonderful tools she put in here. (And honestly, I probably wouldn't have taken the time to know to explore the back of the book, to find these wonderful resources and examine them had it not been an assignment..and I would have missed out!)
Graphic Organizers:
I like the comparison graphic organizer and the way it it set up. I am familiar with this type of graphic organizer and think they are fun and easy to use. I also really like the Interactive notes. As we've talked in our literacy class and learned more about comprehension and such, I can see that using this type of graphic organizer would be extremely beneficial to students, and it's not one I have ever seen before.
Clarifying Learning Goals:
Something I hadn't thought about before until coming across the Developing Clarity about Learning Goals tools, was the idea of posting things on my wall, that will not only be helpful or guide the students, but myself as a teacher too. But why not? It would be "our" classroom, so it makes sense to have information posted on the walls that are both helpful to the student AND the teacher.
Learning Menus:
I love the idea of learning menus. It seems like one great way of differentiating instruction and meeting the instructional needs of several student levels. IT also gives students choice, something we've learned is important to students and gives them some control over their own learning.
Think-Tic-Tac-Toe:
Similar to the learning menus, this activity gives students choice and control over their learning. However, it is also tiered, allowing for teachers to differentiate based on readiness level. I can see myself using this type of activity to help differentiate for my students. It is easy, straight-forward and all of the activities are engaging and of equal merit.
RAFT: Role, Audience, Format, Topic
I love this activity and was first introduced to it in our Social Studies Methods class. I feel like this type of activity makes studying a particular topic more fun, more applicable to the lives of students, and more engaging. I think it helps focus students' attention as well, helping with comprehension.
Tiering:
I love that she added the graphic of the equalizer to help guide us (the reader), as we plan our lessons and aim to differentiate our lessons. It breaks it down and along with the tiered example lessons, seems to make it seem manageable and not as hard as I imagined tiering a lesson would be.
Complex Instruction:
This seems like a wonderful way to help students learn, relate their learning to real life and be in charge of their learning. The benefits of doing such lessons and having students work with and learn together are so great it makes me wonder why we don't see more of this type of instruction.
Rubrics:
Until being in this program, I don't think I had ever been exposed to a rubric before, and I know I didn't consider giving rubrics to my students. However, in my own learning rubrics have been very helpful in helping guide me as I fulfill an assignment. Rubrics clearly outline the expectations of the teacher and there is no question for the student as to what needs to be done. Seeing how helpful they've been in my own learning, I now do plan to use rubrics in my future classroom.
Learning Contracts:
I loved the idea of learning contracts. Similar to rubrics they give students an idea of what is expected of them and allows students to work on their tasks at their own pace. The ticket idea given in the book seemed like a great, fun idea that would get students motivated (just by the shape and idea of the ticket).
Think Dots:
I think this is a clever idea and can see myself using this tool in my future classroom. I love the choice it give students (in a game like way), and the versatility it gives the teacher and students, and I love the focus on the specific topic of study.
Multiple-Entry Journals:
As a student myself, I do remember having journals, but they were writing journals in 1st-3rd grade and we could journal about anything. I never remember having a journal where I wrote about concepts, strategies or ideas that came from my exploration or study of a topic in class. In our science methods class, and other classes, I can see where journals are a wonderful way to help students be involved in their learning, process their learning, grow in their learning, and express things about their learning they might not otherwise. These journals can be a great resource for the teacher in helping guide instruction and differentiate instruction.
All of these tools are so great to have learned about and to have as a future teacher in my resources. As much as I'd like to think I will remember all these wonderful ideas, I know my memory isn't that great so I am glad to have this resource.
Graphic Organizers:
I like the comparison graphic organizer and the way it it set up. I am familiar with this type of graphic organizer and think they are fun and easy to use. I also really like the Interactive notes. As we've talked in our literacy class and learned more about comprehension and such, I can see that using this type of graphic organizer would be extremely beneficial to students, and it's not one I have ever seen before.
Clarifying Learning Goals:
Something I hadn't thought about before until coming across the Developing Clarity about Learning Goals tools, was the idea of posting things on my wall, that will not only be helpful or guide the students, but myself as a teacher too. But why not? It would be "our" classroom, so it makes sense to have information posted on the walls that are both helpful to the student AND the teacher.
Learning Menus:
I love the idea of learning menus. It seems like one great way of differentiating instruction and meeting the instructional needs of several student levels. IT also gives students choice, something we've learned is important to students and gives them some control over their own learning.
Think-Tic-Tac-Toe:
Similar to the learning menus, this activity gives students choice and control over their learning. However, it is also tiered, allowing for teachers to differentiate based on readiness level. I can see myself using this type of activity to help differentiate for my students. It is easy, straight-forward and all of the activities are engaging and of equal merit.
RAFT: Role, Audience, Format, Topic
I love this activity and was first introduced to it in our Social Studies Methods class. I feel like this type of activity makes studying a particular topic more fun, more applicable to the lives of students, and more engaging. I think it helps focus students' attention as well, helping with comprehension.
Tiering:
I love that she added the graphic of the equalizer to help guide us (the reader), as we plan our lessons and aim to differentiate our lessons. It breaks it down and along with the tiered example lessons, seems to make it seem manageable and not as hard as I imagined tiering a lesson would be.
Complex Instruction:
This seems like a wonderful way to help students learn, relate their learning to real life and be in charge of their learning. The benefits of doing such lessons and having students work with and learn together are so great it makes me wonder why we don't see more of this type of instruction.
Rubrics:
Until being in this program, I don't think I had ever been exposed to a rubric before, and I know I didn't consider giving rubrics to my students. However, in my own learning rubrics have been very helpful in helping guide me as I fulfill an assignment. Rubrics clearly outline the expectations of the teacher and there is no question for the student as to what needs to be done. Seeing how helpful they've been in my own learning, I now do plan to use rubrics in my future classroom.
Learning Contracts:
I loved the idea of learning contracts. Similar to rubrics they give students an idea of what is expected of them and allows students to work on their tasks at their own pace. The ticket idea given in the book seemed like a great, fun idea that would get students motivated (just by the shape and idea of the ticket).
Think Dots:
I think this is a clever idea and can see myself using this tool in my future classroom. I love the choice it give students (in a game like way), and the versatility it gives the teacher and students, and I love the focus on the specific topic of study.
Multiple-Entry Journals:
As a student myself, I do remember having journals, but they were writing journals in 1st-3rd grade and we could journal about anything. I never remember having a journal where I wrote about concepts, strategies or ideas that came from my exploration or study of a topic in class. In our science methods class, and other classes, I can see where journals are a wonderful way to help students be involved in their learning, process their learning, grow in their learning, and express things about their learning they might not otherwise. These journals can be a great resource for the teacher in helping guide instruction and differentiate instruction.
All of these tools are so great to have learned about and to have as a future teacher in my resources. As much as I'd like to think I will remember all these wonderful ideas, I know my memory isn't that great so I am glad to have this resource.
Wednesday, October 7, 2009
CH 7. Fulfilling the Promise
I absolutely L-O-V-E-D loved (can you tell I've been reading Clementine to my daughter?) reading this last chapter. I felt like it was worded just for me. It was the final pep talk, encouragement boost and last big HURRAH I needed to feel confident enough to get out there, and BECOME a differentiating teacher!
One part that I loved about this last chapter (although there are so many things I loved), was that she addressed one of the biggest questions that probably has run through all of our heads since we first began learning about differentiation; "Why is it so hard?" I love the understanding that comes through when she says, "It's hard because people at home need so much of us too, and there seems never to be enough of us to go around, even for those people who are at ground zero in our lives, let alone those who inhabit the perimeters of our lives" (p.90). THAT describes perfectly a fear I have had. I WANT so badly to be a differentiating teacher, but I don't want to sacrafice the well-being of my own family and child. I want to nuture, teach and help all of my students, especially those that are suffering from deep scars, but not at the expense of creating deep scars in my own child. It almost seems dismal as she describes why it is so hard, (although you appreciate that she understands and "gets" what her readers are feeling).
However, she doesn't leave you feeling hopeless and unable. She gives you the following beautiful guarantees that make me want to try! She says, "The more promising for students our decision is, the more complex it will be to live out. The more full professional we want to become, the greater the risks we take. The more artful we want our work to be, the clumsier we will look along the way...BUT there is one more guarantee. The more willing we are to take the risks, the better the lives of our students are likely to become, and the greater the fulfillment we are likely to feel at the end of the day"(p.91).
She says that, "if we allow ourselves to fall in love with what we do, we will be reborn countless times, almost always in a form stronger and more fully human than the one that preceded it. Thus it may be that to teach more responsively, more effectively, we ultimately need to accept two challenges:
1) We need to cultivate passion for what we do
2) We need to remove our protective armor and allow our students to shape us, reflecting on and learning from what we see (p. 92)
If we sincerely and truly love the calling of a teacher and immerse ourselves in it, and give of ourselves, becoming vulnerable, then we will become differentiating teachers. Not overnight. Not in a week. But it will be a progressive development that will refine us as we emerge from each year spent with a group of new students. What a wonderful opportunity!! The picture she paints makes me sad for those teachers who teach their whole lives, and never get it. Never have this wonderous change and refining occur.
Another part of this chapter I really connected with was the metaphor examples. I throroughly enjoyed these. The metaphor of gravy reminded me of my grandmother. Ever since I can remember, at Christmastime, she would bake all kinds of Christmas cookies, treats and candies. She would spend hours upon hours in the kitchen. Days upon days leading up to Christmas. I remember one year she even had us help her use different colored chocolate to paint the decoration on top of the chocolate candies she had made (instead of just letting them be plain old chocolate colored). I am sure it was laborous for her to stand on her feet all those hours, bent over the kitchen stove, cleaning up messes. But, rather than seeing it as a chore or tradition she had to do, she began to enjoy it and love it. Although I have tried to make Grandma's Christmas treats, I can't quite do them the way she did them and get them to turn out the way hers did. I have kept on the tradition of Christmas baking and treat making, but I have learned to adapt the recipes she has given me, adding some of my own, and taking out others that didn't quite fit, so that I have the perfect Christmas goodie fit for myself and my family.
These metaphors helped me to realize that become a differentiating teacher is exactly the same idea. I have had awesome examples of differentiating teachers throughout this program and have come out of their classes with a great respect and admiration for them. At times, I have wished that I could teach like them. HOWEVER, I have come to see that I can't teach like them. I can't differentiate like them. I can only differentiate like me - what fits me. AND because I haven't yet taught and had experience differentiating, it is going to be a work in progress - something that develops. Differentiation for each person is as different as comparing their fingerprints. Each persons' is unique to them.
The last part of this chapter I was moved by(and I am not over-exaggerating - I was really getting emotional reading this last chapter and felt like she was right there, cheering me on and encouraging me forward), and it was the BIG HURRAH for me so I am going to quote it here to end my post:
"We learned to ride a bike not by studying about it until we were confident, but by getting on, falling off, and climbing on again...We learn by beginning and by keeping on. Our young, our schools, our country, and our world are better for each teacher who musters up all the courage he or she can find and says to the fox, "Can you show me how to tame you?"
One part that I loved about this last chapter (although there are so many things I loved), was that she addressed one of the biggest questions that probably has run through all of our heads since we first began learning about differentiation; "Why is it so hard?" I love the understanding that comes through when she says, "It's hard because people at home need so much of us too, and there seems never to be enough of us to go around, even for those people who are at ground zero in our lives, let alone those who inhabit the perimeters of our lives" (p.90). THAT describes perfectly a fear I have had. I WANT so badly to be a differentiating teacher, but I don't want to sacrafice the well-being of my own family and child. I want to nuture, teach and help all of my students, especially those that are suffering from deep scars, but not at the expense of creating deep scars in my own child. It almost seems dismal as she describes why it is so hard, (although you appreciate that she understands and "gets" what her readers are feeling).
However, she doesn't leave you feeling hopeless and unable. She gives you the following beautiful guarantees that make me want to try! She says, "The more promising for students our decision is, the more complex it will be to live out. The more full professional we want to become, the greater the risks we take. The more artful we want our work to be, the clumsier we will look along the way...BUT there is one more guarantee. The more willing we are to take the risks, the better the lives of our students are likely to become, and the greater the fulfillment we are likely to feel at the end of the day"(p.91).
She says that, "if we allow ourselves to fall in love with what we do, we will be reborn countless times, almost always in a form stronger and more fully human than the one that preceded it. Thus it may be that to teach more responsively, more effectively, we ultimately need to accept two challenges:
1) We need to cultivate passion for what we do
2) We need to remove our protective armor and allow our students to shape us, reflecting on and learning from what we see (p. 92)
If we sincerely and truly love the calling of a teacher and immerse ourselves in it, and give of ourselves, becoming vulnerable, then we will become differentiating teachers. Not overnight. Not in a week. But it will be a progressive development that will refine us as we emerge from each year spent with a group of new students. What a wonderful opportunity!! The picture she paints makes me sad for those teachers who teach their whole lives, and never get it. Never have this wonderous change and refining occur.
Another part of this chapter I really connected with was the metaphor examples. I throroughly enjoyed these. The metaphor of gravy reminded me of my grandmother. Ever since I can remember, at Christmastime, she would bake all kinds of Christmas cookies, treats and candies. She would spend hours upon hours in the kitchen. Days upon days leading up to Christmas. I remember one year she even had us help her use different colored chocolate to paint the decoration on top of the chocolate candies she had made (instead of just letting them be plain old chocolate colored). I am sure it was laborous for her to stand on her feet all those hours, bent over the kitchen stove, cleaning up messes. But, rather than seeing it as a chore or tradition she had to do, she began to enjoy it and love it. Although I have tried to make Grandma's Christmas treats, I can't quite do them the way she did them and get them to turn out the way hers did. I have kept on the tradition of Christmas baking and treat making, but I have learned to adapt the recipes she has given me, adding some of my own, and taking out others that didn't quite fit, so that I have the perfect Christmas goodie fit for myself and my family.
These metaphors helped me to realize that become a differentiating teacher is exactly the same idea. I have had awesome examples of differentiating teachers throughout this program and have come out of their classes with a great respect and admiration for them. At times, I have wished that I could teach like them. HOWEVER, I have come to see that I can't teach like them. I can't differentiate like them. I can only differentiate like me - what fits me. AND because I haven't yet taught and had experience differentiating, it is going to be a work in progress - something that develops. Differentiation for each person is as different as comparing their fingerprints. Each persons' is unique to them.
The last part of this chapter I was moved by(and I am not over-exaggerating - I was really getting emotional reading this last chapter and felt like she was right there, cheering me on and encouraging me forward), and it was the BIG HURRAH for me so I am going to quote it here to end my post:
"We learned to ride a bike not by studying about it until we were confident, but by getting on, falling off, and climbing on again...We learn by beginning and by keeping on. Our young, our schools, our country, and our world are better for each teacher who musters up all the courage he or she can find and says to the fox, "Can you show me how to tame you?"
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