I do like the idea of posting goals so that all the students
can see what and where they are. First, is this something that each student
would have on his or her desk, or this could be on the wall so that each
student could interact with it. The process of having students involved in
their own learning development. Would I sit down with the class on the first
day and have the students be part of the lesson preparation? Would they help with the rubric? What
strategies would we keep or what new strategies would we add?
With all of these thoughts about engaging students, I think
that each of my students wants their own learning process. Adding the managing
response rates to what I already use and like, I think these stages would help
me in my own learning process. We can always have help in forming new ways to
successfully address the performances in the classroom and that each student
will not fail.
I see using managing response as a way to find avenues to
help change behaviors within the classroom. I love the thumbs up and thumb down
signals to indicate if they understood what was going on in the classroom. The
chaining response reminds me of using VTS, as away to take out what is
happening in the lesson. Third, using how do you know that to be true is a
great way to have the students find evidence within their own means. I know
that as a teacher, we need to find ways to examine our own errors that happen
inside the classroom and find ways for our own growth processes to occur and
then growth within myself. My goals
this year, that I want to establish for my self this year, are to find ways to
help students become engaged, if they are not already engaged with the class.
The way we teach, if we start teaching the foundations, so
that our students can learn for long term and not just for the test (tough to
know). The conventional education is not always the way to teach. We need to see beyond what is on the surface.
We need to dig down into the minds of our students and how they learn. I can
tell you when a student has a passion to learn anything. Teachers must be able to build up the
confidence of their students and not put any limits on any student’s abilities.
I can tell you this from firsthand
experience. My daughter was told that she would not go to college and that graduating
from high school would be the pinnacle of her lifetime education. She did not
come from a family with money and influence. She took this person words and
showed them that they were wrong. Today she has her Masters degree in Educational
Leadership and is a middle school teacher. This shows us that we need to watch
what we, as teachers, tell our students.
We, as teachers, need to create a community that encourages
student growth and extending out to reach the highest goals that are within
their capabilities. If we just
helped each of our students to their fullest ability, then we are guiding them
on the path so they can find their place in the world. By doing this, we can
find a place that can create an inner peace within our own teaching. By giving
back to our students, we are giving ourselves the power to release their minds. We need to teach from a place inside of
each of us, you can call it love or even passion.
Hi Shirley,
ReplyDeleteYou point out some very powerful ideas in your reflection this week, I was particularly saddened by your daughters experience but happy to know she did not allow her identity to be defined by the thoughtless words of her teacher.
You are spot on in remembering that teachers words hold tremendous “power”. Words are a great responsibility and being mindful of language choices can make the difference between a positive experience and a negative one. A reflective pause/breath before responding to a struggling student is useful in grounding ourselves to create an empowering sensitive exchange . Reflecting on the meaning behind words is a worthwhile exercise. Asking yourself, “What do I mean by that?” “Why do I think this is important to my student?” Often, what we think we are saying and what is heard by others can be interpreted as two different things (as moms, this is also something we are familiar with…) Language is powerful, we must be mindful of this as we compose lessons and offer feedback.
Share a little bit about "creating community" How does this happen? Much of your final paragraph speaks to relationships. (well, that is what I am “hearing” as I read.) Forging authentic connections with students. It is within authenticity that we can come to understand who our students are and what they need, however, critical to that, is the balance of your own authenticity. Allowing yourself to be known (some might say vulnerable) by your students completes that circle. It is in this space where true learning can manifest. A safe place to explore ideas and allow curiosity and wonder to unfold. This requires trust :)
What were your feelings about the Parker Palmer reading?
Student goals are the "thing" right now. Each of my students have a data notebook in which they keep data and develop goals based on areas in which they want to improve. It is our first year trying it and all teachers must do it. It is a struggle all around. I know that in time, the process will become more manageable. Right now, it is a hot mess. However it is important, setting goals provides students with an opportunity to have some say in their learning. Creating rubrics is an awesome strategy for students. I use this with our classroom expectations. For example, one expectation is effort. Well, what it means to me and what it means to my students are two different things. We work on this together determining what it looks from high to low. I hang these up for a while until it is automatic. So that when I say, I need a level 4 in effort, students know what it looks and sound likes. Or when I ask them, what was your effort like today, they can speak in terms that everyone is clear on. Nope, these are not my expectations, these are ours. I use it for myself as well. I have no problem saying, you know I had a meeting today and I was at a level 1. OMG, they loooove to tell me about myself, asking me those same questions that I would ask them especially, "what are you going to do next time"? I think this helps build community. I am human, I will mess up and I need you to help me be better just like I am going to help you be better.
ReplyDeleteHave you ever tried "fist to five" as a management tool? I especially like this one because I can look out and see who I may need to spend some more time with. It delineates from 5 (I got this and can help someone else get it too) to fist (I have no idea what just happened). This helps me with grouping, partnering and reteaching.
Yes Amy, creating collaborating is a way to celebrate with all students. The collaborating artist in an open form helps artists to find new ways to see artwork or just a sounding board to play ideas off of. It is also a way to grow within the classroom, and to share each student’s way of seeing or understanding what their art can be. I have loved the times that I came together with other artists and able to talk about the ideas that I was working on and all about the different possibilities that are inside of each collaboration effort. The sharing of ideas, with love and within a support atmosphere is a place that art can become something else.
ReplyDeleteYou stated that “If we just helped each of our students to their fullest ability, then we are guiding them on the path so they can find their place in the world” and I think this is something worth contemplating. In the U.S. many educators are teaching students how to cram for tests and memorize rote information. Instruction time is dedicated to “teaching to the test.” However, when looking at actual international achievement rankings in the subject areas of reading, science, and math, students in Finland rank near the top. The amazing thing about this is that the Finns focus on individualized student learning and creative problem solving (incorporating required music, visual arts, and crafts education until the age of 16). Finland schools are not focused on standardized testing and robotic drill tactics that seem to suck the motivation right out of students. I think what we can learn from this is that it is possible to obtain a high quality education by making the focus cooperation instead of competition. This of course was something that Parker Palmer centered in on as well. What are your thoughts on creating more collaborative connections in the classroom? Do you think this makes an impact on student learning?
ReplyDelete