Block One Zombies

It was an overcast Tuesday morning, and I entered Block One of Theme Writing with my yearly fall cold stuffing up my nose.  We started to go through our review of student writing from yesterday, and what was usually a somewhat chatty first block class had entered the depths of zombie morning sickness.  Glazed eyes, catatonic limbs, and drooling lips started vacantly in my general direction.  As I continued reading aloud and asking for responses, I panicked silently about how this class would finally wake up- was I really that boring?!  As I scanned my brain for other options, I realized that the students were engaged- their bodies, anyway.  Therefore, I shifted gears as planned and kept silently hoping for a sign of life in this dead-pressed room.

I asked the students to write a list of ten abstract details, a term we had been talking about and studying for the past two days.  After a few minutes, I then asked them to make sure their names were on the papers, and to pass the paper to another student.  As if sent from Heaven above, the girl who often takes center stage replied, in her most sincere tone, "Well I wish we would have known we were going to share these- I wrote mine with my left hand to make things interesting."  An eruption of giggles and slowly curving smiles spread across my first block zombies, and their bodies began to resurrect!  I busted out laughing, letting my glee for the moment of cracked boredom run over.  "Ohhhh, student" was all I could say for a few minutes as I shook my head in amusement.  The rest of the class, truly awake now, gibed and teased her for her ways.  I silently thanked the teaching gods for this moment of genius, and continued on with the class in a much more relaxed way.

Reflecting on My Research Interests

As I mentioned last week in class, I am interested in generational differences and critical reading techniques, in conjunction with assessments.  I realize that these two topics are very different, so I am not sure where my personal research will take me first.  However, I'd like to expand on some of these ideas now.

For one, during the last three and a half years of teaching, I have heard and seen so many times that students these days are brought up very differently from ways in the past.  Based on my experiences, I do find this to be true.  I have seen that parenting strategies tend to encourage success at any level and for any level, which sometimes results in students becoming overly confident of their own rights or characteristics.  Also, I am surprised by the number of "in your face" parents that I have dealt with over the past three and a half years.  I would like to understand why parents assume the expertise of our craft, and expect us as teachers to mold to their grading standards.  Is this just the natural way of parents, or is it, as many of my colleagues agree, something that is more true to this generation of students and parents?  I think it is important to understand why people act the way they do, and although every motivation is impossible to understand, a holistic outlook on changing systems of thought that impact parents and students these days could be helpful when interacting with them.

I am also very interested in "quantifying" or "defining" what rigor and challenges look like in the classroom, particularly within my English 10 Honors classroom.  I have been called to the carpet (by parents and students) a few times for creating an assignment that is "too demanding" or "college level, not honors level."  Is there a way to research what the appropriate level of an assignment is?  Is there a way to learn how to foster critical thinking, or is it just a matter of maturity?  Maybe part of a larger question related to this would be investigating the effects of tracking, or seeing if there is a way to measure results to see if a student is actually achieving above average work when placed in a higher level course.

To be honest, brainstorming is a little overwhelming, because I don't know how to create a research question out of these interests!  I worry that I am going to have to research something that I am not passionate about, simply because the topics I am passionate about are hard to put into a tidy "research question."  However, I also know that research is a process, therefore, you have to start somewhere, and I am eager to start.

In Class: Research Interests

I would really like to look at generational differences and how this affects student learning.  I have noticed many common attitudes and belief systems that seem completely different from 20, even ten, years ago.  I'm not sure if this is an appropriate research topic, being that it would mean encompassing research from years beyond my direct experiences, but I feel it would absolutely provide me with vital information about my students and how they learn.

I am also interested in learning more about how to get students to read critically, and think holistically about a text, instead of just a summary of events.  I struggle with some of the results I've gotten on assessments that I do not think are a complete waste, yet some students may challenge that.  I guess what I'm trying to say is I'd like to study reading strategies for high achieving students, and how to help them to do better, and not just read as a means to an end. 

Possible research Qs:

• Will double entry journals increase critical reading skills?
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Key Beliefs and Reflection on "Best 3 Students"

I really enjoyed reflecting on my three best students because it not only called upon good memories, but it also showed me a lot about how I view my students. One of the most obvious observations that I noticed is that each of the students I chose were from my days teaching at Brighton High School. In many ways I view this as a more positive experience than my time at my current school, so I think that the fact that the best students I recalled were from BHS verifies this. However, it makes me also think about the enjoyable students I've had here in PA, and that I should not discredit them. I think it would be worthwhile for me to reflect on my three best students in PA as a follow-up to my first "3 Best" response.

Another aspect of my journal entry that I found to be intriguing is the fact that I chose students of varying races, genders, and ethnic backgrounds when I recalled my three best. This is a huge part of who I am as a teacher, being that one of my key beliefs is that diversity enriches the classroom experience instead of limiting it. I value diversity, and enjoy getting to know students of backgrounds different than myself. Therefore, I am not surprised that I chose a white boy, an African American girl, and a Chinese student when reflecting on my experiences. I also think this is part of the reason why I gravitated to my experiences at BHS rather than in PA, due to the fact that BHS offered a greater range of diversity in the student population than my current district does.

I also think that truly enjoying the population you are working with is a key element to teaching effectively. I know for myself that I am truly interested in teenagers, I tend to understand them more often than not, I like hearing what unique thought or crazy thing they have to say next, and most of the time, I can laugh off something they do- or credit it to an immature moment. If a teacher does not have this sort of respect for the age group she is working with, then the students will be able to sense it and it will lead to her demise. My current mentor said it best when she described the relationships you create as a teacher in the classroom with your students as "electricity"- there needs to be a current back and forth consistently throughout the day, or the students will not want to learn from you. I have learned that the tricky part of this is the fact that you may not have a current with every student right away; just like any relationship, the relationships with my students take time to foster and grow. I have to be patient with myself, yet open to their responses, while we hopefully both move toward greater respect and understanding for each other.

Another aspect of effective teaching is being a model citizen. Relating back to the quote I pulled for this week's e-journal, our philosophy on life will directly impact our philosophy on teaching. I do believe that teachers hold greater responsibility with their actions in a community, because so many members of the community are affected by that one teacher. Therefore, I strive to live my life as honestly as possible, not only for myself, but also for my students, and career. It becomes much too difficult to hold a "new personality" in the classroom than who you are outside of the classroom. Now, I am not saying that everything you do outside of the classroom should be let into the classroom- there are some things that are not the students' business- but my values will remain the same inside and outside of the classroom.

A key belief I have about learning is that it can lead to personal growth and freedom. Learning can lead to personal growth because it demands you to think about something in a new way; whether it is through reading an autobiography or figuring out why the swine flu is spreading, my mind expands so that I can understand my world in a more applicable way. Learning also leads to freedom. I recall a time in my life when I learned about a particular health issue I was dealing with and saw that the symptoms I was experiencing were not abnormal; this freed me from the stigmatized view I had previously held of myself. I hope to pass on these values to my students, whether it is implicitly or explicitly.

Class Journal: 3 of My Best Students

Three of my best students... it seems almost wrong to admit this sort of thing, but it's also realistic.  When I think of this question, I immediately think back to my times at Brighton.  The first such student that I can recall was a sophomore when I taught him, and one of the very first students I taught as a new teacher.  He challenged me on my very first day of teaching, giving me a goofy nickname when I had asked the kids to share another name while introducing themselves if they saw fit.  The thing that makes him the best is the fact that from that first day, I decided- nearly unconsciously- that I would humor him and laugh along with his suggestion.  The name stuck for the rest of the year, and that one moment of humor set a tone of true appreciation for the "chucklehead" (I say that affectionately) teenagers I'd be teaching.  Throughout the rest of the year with this student, he had my respect and I earned his.  He struggled, but was not afraid to come to me for help, and he also worked diligently to do better.  I truly believe that this first moment was a defining moment for me in my teaching career, and that it ensured much of the success I had in the months to come with that particular antsy group of students.

A second student that I think of was also a sophomore when I taught her.  I had her a year after the boy mentioned above, and she reminds me of him in some ways.  She was somewhat loud, generally well-liked but sometimes seen as "crazy" or "weird" because she had a very unique sense of humor.  Again, whereas some teachers might come down hard on her for her kookyness, I was not afraid of it.  She cracked me up, and I let this come into my teaching.  Like Professor Lewis just mentioned in class, she was one of my clowns and I used her entertainment instead of cornering it and removing it.  She and I built a rapport that extended into the hallways, after school, and during moments when I visit my old school- she is a vibrant young girl, and I love her for it.  I would like to add, because I do think these factors are important pieces of who are students are and who we are as teachers, that she is African American.  She spoke to me in a way that others might have been put off by, but I knew to be truly respectful.  I am grateful for the encouragement and confidence she helped me gain as I taught her.

A third student, my final "best" student, is a young girl who I look back on fondly for her dedication and willingness to learn.  This student had just moved from China about three months prior to starting her school year as a freshman.  I remember thinking to myself, "Oh my gosh, she doesn't know how to speak English... what am I going to do?!"  I taught class with her as an integrated part of it, mostly going about things as I normally would, but often reconsidering things with a critical eye of, "What can I add to this situation to make sure she's on board?"  She truly taught me that I could differentiate and that my students could learn!  We spent many afternoons together during the year, talking- through gestures, digital dictionary phrases, and notes- about how her thought process was on the right track, but she just needed to change a few things along the way.  She is one of the sweetest students I've ever met, and she really touched my heart.  She wrote me a card at Thanksgiving, when given the option of creating one for any teacher she is thankful for, and it told me how much she appreciated my help.  I will never forget her, not only for her thanks, but for the type of student she was- driven, optimistic, and bright-eyed.

Autobiography Reflection no. 1

In addition to writing posts that are designed based on each week's class questions, I also want to start my autobiography as a teacher and student.  Therefore, for every class appointed post that I write, I will try to write an entry that addresses a more personal aspect, or story, of my life as a student and teacher.  Eventually, these posts should compliment each other and fuel my growth in the journaling process.


* Describe myself as a teacher.  What would an average student describe me as? *


I believe I am...
Funny
Energetic
Strict
Tough
Challenging
Passionate
Friendly
Approachable


I think students see me as...
Quirky
Super strict
Difficult
Hard grader
Nice
Passionate
Helpful


My reflections: 
I worry that I may not come across as approachable as I'd like students to view me as due to my high standards.  I have heard some students mutter things like, "She wants me to fail," after a particularly challenging class.  Although this may be her way of coping with a challenge, it concerns me that this thought would truly cross a student's mind.  I hope that students see from the way that I conduct myself in class that I truly do care about them as individuals, and therefore naturally want to see them succeed.  I think I need to tell them this more, in order to balance my obviously high standards of excellence. 

My Inquiry Stance and The Value of Classroom Research

Although I'm still a little fuzzy on the true meaning of an "inquiry stance," I am beginning to understand it as synonymous to a "critical eye" in the classroom.  In other words, complimenting what we read for the first chapter of Teachers Doing Research, teachers must teach with an active and reflective mind, constantly shifting between self-awareness and the critical awareness of others.  Now, to be honest, when putting these ideas into practice, and or considering if I do practice these ideas already, the whole concept becomes a bit more challenging.

 

For one, I think I absolutely bring a critical eye into the classroom; I am constantly wondering if something sounded exactly the way I wanted it to when speaking to students through my tone, wording, and body language.  However, I also think I might do much more than just this without realizing it, and I also believe I can do much more.  I feel like in order to have a fully developed "inquiry stance," I must have some sort of greater vision driving why I am being critical of myself and my students in the first place.  I am hoping that this journaling process will help me to realize, or maybe review and recreate, my vision for my professional role as an educator.

 

Classroom research is valuable because it originates within the "front line" of education.  In other words, classrooms are where theories are tested out, new ideas are developed, and things either work or they do not work.  Without classroom research, the most valuable pieces of evidence about effective education are lost.  I think that the trickiest part of classroom research is convincing others of the importance of the information that is acquired and produced in the classroom.  Many people have trouble viewing teaching as a profession, much less valuing the specific results that are found and the research that teachers gain.  In many ways, professionals outside of education have conditioned me to believe that "I am just a teacher."  With this sort of shameful attitude, despite my sincere joy and pride in my work, it will be very difficult for me to produce meaningful research.  Even though I do think classroom research is valuable, I need to work hard to train myself to understand what this research is and how it can have a large impact on my professional field.

Here are some of the ideas I gathered from the chapter about how to find and use classroom research:

• Create a lesson plan, follow through with it, change something, then use it again on a different group.  Compare results.
• Notes from student and parent conferences or conversations.
• Student reflections about a course or lesson plan.
• Teacher anecdotes of a particular day or moment in the classroom.
• Journals!

As I was teaching after reading this chapter, I thought to myself after class, "What was my inquiry stance?  How self-aware was I during that class?"  It's difficult, because like I mentioned before, I think we probably do more than we realize as teachers.  So much of our day is built on split-second decisions, things that we may subtly change that will have great impacts, such as choosing to have the students get up and write something on the board instead of sitting and listening to me talk for twenty minutes.  I do worry, though, that sometimes I'm not thinking enough about the impact of my each and every movement.  Again, I hope that this journal will help me to do so.