A major theme of this week's reading assignments is "Who am I?" and "What do I believe about education?"
With regard to the question of who I am, I found my own idea of myself to be in line with the questionnaires in the reading. For example, my instinct is to want to teach children in the lower grades and the supplied questionnaire supported that assumption. However, I found myself to be unsure of my own educational beliefs.
While reading about the different educational philosophies, I noted that I aligned myself with elements of each belief. For example, I agree with Essentialism's focus on the classics, yet not with its inflexible methods. On the opposite end of the spectrum, I believe in Existentialism's belief that students have the power to shape their futures, but I have serious concerns about the power young children have to direct their own education. In order to examine my own beliefs about educations, I accepted the High Achiever Challenge and took the Educational Philosophies Test, which classified my beliefs as Progressive. I thought the issue was settled - I am a Progressivist. However, Dr. Lewis raised a valid point in class on Wednesday: one's espoused theory is not necessarily one's theory in practice. Which makes me wonder, "Does theory influence practice, or does practice influence theory?" My inclination is that for many teachers, practice influences their beliefs about education, when ideally, theory should influence practice.
Thus, it is important that I fully examine my own beliefs about education and form a personal philosophy so that I may tailor my educational methods to my own well-defined beliefs. Otherwise, my classroom will fail to have purpose and meaning which will result in the diminished learning of my students.
Thursday, May 29, 2008
Teacher Requirement: Flexibility - Tuesday, May 27, 2008
What happens when a carefully planned lesson is disrupted by an unexpected event?
Today’s lesson on WiZiQ failed to go smoothly due to some technical difficulties. As a student, the situation was slightly frustrating. However, I could not imagine the exasperation that Dr. Smirnova must have been feeling. I’m certain that she spent a significant amount of time planning the lesson and preparing the associated materials, only to have her plan disrupted by circumstances beyond her control. I was surprised at how calm she remained in light of the situation. If it had been me in her shoes, I suspect that I would have ended the session. But, Dr. Smirnova did not give up. She made the best out of the situation and continued in a professional manner. Equally remarkable was the fact that the students remained patient and also made the best of the situation by working together to discuss course assignments.
So, what could have been wasted time was in fact, a teachable moment. Leading by example, Dr. Smirnova taught us the value of staying calm and remaining flexible in light of a frustrating disruption of a planned lesson. If a teacher demonstrates flexibility and perseverance in the midst of an unanticipated interference, the students will be more apt to follow suit and adapt accordingly.
Today’s lesson on WiZiQ failed to go smoothly due to some technical difficulties. As a student, the situation was slightly frustrating. However, I could not imagine the exasperation that Dr. Smirnova must have been feeling. I’m certain that she spent a significant amount of time planning the lesson and preparing the associated materials, only to have her plan disrupted by circumstances beyond her control. I was surprised at how calm she remained in light of the situation. If it had been me in her shoes, I suspect that I would have ended the session. But, Dr. Smirnova did not give up. She made the best out of the situation and continued in a professional manner. Equally remarkable was the fact that the students remained patient and also made the best of the situation by working together to discuss course assignments.
So, what could have been wasted time was in fact, a teachable moment. Leading by example, Dr. Smirnova taught us the value of staying calm and remaining flexible in light of a frustrating disruption of a planned lesson. If a teacher demonstrates flexibility and perseverance in the midst of an unanticipated interference, the students will be more apt to follow suit and adapt accordingly.
What Assessment Means to Me - Thursday, May 22, 2008
In this day of one standardized test after another, I am led to wonder: What is assessment and what is its purpose?
Today in class, we explored this topic. Is assessment simply a written exam at the end of an instructional unit?
Through our assigned readings and class activities, I have learned that assessment is not merely a tool to judge if a student has learned the content of a course, but a process which allows the teacher to monitor student learning and adjust instruction accordingly. In class, I have noticed that Dr. Smirnova continually asks questions to check for understanding and guides the student toward understanding. For example, I was speaking within my group and said, “Assessment is a tool…” Dr. Smirnova gently asked me , “Mary, is it a tool?” Which led me rethink my definition. She could have simply corrected me and told me the correct answer, but by redirecting my thought process, she was able to stimulate my higher levels of learning. Thus, I was able to truly understand what assessment is and not just memorize a definition.
To my future classroom, I will take the idea that assessment is more than a test at the end of a unit. It is a process to be incorporated in my unit plans to monitor student learning throughout the unit. If I have executed the process correctly, the unit test should be an opportunity for the student to demonstrate what they have learned, rather than a anxiety-inducing exercise. This is an important attitude for teachers to have, particularly in this era of high-stakes testing.
Through our assigned readings and class activities, I have learned that assessment is not merely a tool to judge if a student has learned the content of a course, but a process which allows the teacher to monitor student learning and adjust instruction accordingly. In class, I have noticed that Dr. Smirnova continually asks questions to check for understanding and guides the student toward understanding. For example, I was speaking within my group and said, “Assessment is a tool…” Dr. Smirnova gently asked me , “Mary, is it a tool?” Which led me rethink my definition. She could have simply corrected me and told me the correct answer, but by redirecting my thought process, she was able to stimulate my higher levels of learning. Thus, I was able to truly understand what assessment is and not just memorize a definition.
To my future classroom, I will take the idea that assessment is more than a test at the end of a unit. It is a process to be incorporated in my unit plans to monitor student learning throughout the unit. If I have executed the process correctly, the unit test should be an opportunity for the student to demonstrate what they have learned, rather than a anxiety-inducing exercise. This is an important attitude for teachers to have, particularly in this era of high-stakes testing.
*Click here to read an article on interventions to reduce test-taking anxiety: http://findarticles.com/p/articles/mi_m0KOC/is_2_6/ai_96194767/pg_1
Creating a Learning Community - 5/21/08
Today in class we presented our Name Presentations. What was the purpose of this assignment?
Certainly, the name presentation allows us to become more familiar with our classmates. But, by assigning a topic which is fully familiar to the speaker, Dr. Smirnova gave us the opportunity to exhibit our teaching skills while not having to concern ourselves with content. It was wonderful to see the different methods used to introduce oneself to the class. I especially liked the creativity displayed by Maureen, who used works of art to describe herself. By using a creative and unusual manner, she was able to stimulate the audience’s interest and hold its attention.
Why Three Pluses and A Wish? By asking each student to give three compliments on each presentation, along with one area which could be improved, Dr. Smirnova set the framework for a learning community. She could have simply given only instructor feedback, but by inviting the whole class to give their comments, the presenter has many different points of view to consider in order to improve on that performance. While some students may be uncomfortable with offering suggestion on the performance of another, we must remember that it is in the spirit of encouragement and growth.
In my future teaching, I will include this lesson of allowing the class to provide their feedback on the performance of others in my lesson plans. If I am careful to foster a culture of supportive encouragement in the classroom, the feedback of others is sure to result in the improved performance of the student.
*Please scroll to the bottom of the blog page to read some interesting quotes on planning and education*
Certainly, the name presentation allows us to become more familiar with our classmates. But, by assigning a topic which is fully familiar to the speaker, Dr. Smirnova gave us the opportunity to exhibit our teaching skills while not having to concern ourselves with content. It was wonderful to see the different methods used to introduce oneself to the class. I especially liked the creativity displayed by Maureen, who used works of art to describe herself. By using a creative and unusual manner, she was able to stimulate the audience’s interest and hold its attention.
Why Three Pluses and A Wish? By asking each student to give three compliments on each presentation, along with one area which could be improved, Dr. Smirnova set the framework for a learning community. She could have simply given only instructor feedback, but by inviting the whole class to give their comments, the presenter has many different points of view to consider in order to improve on that performance. While some students may be uncomfortable with offering suggestion on the performance of another, we must remember that it is in the spirit of encouragement and growth.
In my future teaching, I will include this lesson of allowing the class to provide their feedback on the performance of others in my lesson plans. If I am careful to foster a culture of supportive encouragement in the classroom, the feedback of others is sure to result in the improved performance of the student.
*Please scroll to the bottom of the blog page to read some interesting quotes on planning and education*
Wednesday, May 28, 2008
Starting Off on the Right Foot - May 20, 2008
The first day of any class is filled with many different emotions. Typically, I feel a combination of excited anticipation, nervous energy, and curiosity about my new instructor. These first-day jitters apply not only to graduate students like myself, but to students of all ages, including those I hope to teach in the near future.
How does a teacher get her class off to a good start? The reading assignment, "Teaching Tips: The First Day of Class" provides many useful strategies for approaching the first day in a manner which benefits both the teacher and the student. After reading the article, I reflected that many of these suggestions had been utilized by Dr. Smirnova in this first class during the initial activity.
The "Icebreaker Activity" served many purposes. First, Dr. Smirnova asked us to answer four questions and share them with a partner. This initial sharing allowed us to get to know a fellow classmate. By asking us to then introduce our partner to two other partners, we then became familiar with others in the class, thus forming a foundation of familiarity on which a collaborative learning group can be built in future classes. Furthermore, the act of introducing our partner to the others provided our first teaching experience within this class. Also, the questions asked served a greater purpose than just an icebreaker. By asking us who our favorite teacher was and why, Dr. Smirnova was slyly determining what we are looking for in a teacher and to what standard we will hold her as our current instructor. By asking the questions, "What is learning?" and "What is teaching?" Dr. Smirnova was performing a pre-assessment to determine our level of knowledge in the content of the course to be taught so that she will know at what pace and level to proceed. Finally, the activity introduced to the class to Dr. Smirnova's method of teaching, which is facilitative and collaborative in nature, just like the activity.
What this first day activity taught me was that the first activity of the first day of school does not need to be a monotonous soliloquy on the rules, regulations, and plans for the class. Instead, with informed and thoughtful planning and a dash of creativity, the first activity of the first day can be an engaging and dynamic example which sets the tone for the entire school year.
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