- Notes in the field: taking notes and keeping anecdotes of my own classroom experiences.
- Student questions and answers: asking my students questions about my teaching and or their learning experiences.
- Scholarly journals: places where other education professionals share their classroom experiences and findings.
- Unpublished research studies: sparks ideas for research questions and offers related materials to my own research questions. Develops a feeling of interconnectedness in the field, in spite of full conclusions or absolute findings.
- Published research studies: Same as above, but usually with more complete findings.
- Student work: artifacts to represent ideas put to use and lessons in action.
- Content-based websites for educators: NCTE, etc.
- District and state-wide data sites: Performance Tracker, RTI, etc. Gives a more holistic view for observing student achievement and or lack of progress.
October 19, 2009
Methods for Data Collection and Action Research
Throughout this course, we have been exploring a variety of ways to conduct Teacher Research. From our class readings and the time spent in the library, I have discovered the following means for collecting data:
Annotated Bib
During Session 6, Pam, Angela, and I worked on finding any sources related to motivation while researching at Reeves. From this session, we were able to narrow our search and research topic. However, we did find some sources that will help us compile our portfolio and create our presentation.
What interests me about looking into high stakes testing and motivation, is my desire to understand the true effects of NCLB. As teachers, we face the frustrations with high stakes testing on a daily basis through our curricular demands and student reactions. However, I'd like to have some research to back up my experiences- and or, research to complement my own experiential research.
Our group is working together by dividing up individual research tasks for the portfolio then comparing results as we get closer to our actual presentation date.
Here is our Annotated Bibliography, presented in APA format excluding tabs and spacing due to my blog medium.
Megan Hauser
Angela Kuehner
Pam Carstensen
MEDU 500
Annotated Bibliography
Bembenutty, H. (2009). Teaching Effectiveness, Course Evaluation, and Academic Performance:
The Role of Academic Delay of Gratification. Journal of Advanced Academics, 20(2), 326-355. http://search.ebscohost.com.
This study discussed how academic delay of gratification is a significant predictor of a student’s final course grade. It talks about how students need to learn ways to motivate themselves and develop learning strategies to achieve success in the class. This will be a good contribution to our research topic to see how those students learned ways to motivate themselves.
Birdsell, B., Ream, S., Seyller, A., & Zobott, P. (2009, May 1). Motivating Students by Increasing Student Choice. Online Submission, http://search.ebscohost.com.
This study tracked 7th grade students’ observable behavior patterns to see if motivation was affected by choice in the classroom. Student survey questions asked how they interpret choices in the classroom according to grouping, curriculum, homework, and assessments. Study showed that there was an increase in student motivation to some degree. This source will provide research on the topic of student choice, should we include this aspect into our research of extrinsic motivators. However, this source maybe problematic because it does not yield strong results.
Haywood, J., Kuespert, S., Madecky, D., & Nor, A. (2008, December 1). Increasing Elementary and High School Student Motivation through the Use of Extrinsic and Intrinsic Rewards. Online Submission, http://search.ebscohost.com.
This study provides strategies to motivate students from extrinsically rewarding behaviors to intrinsically motivating behaviors. Through the use of teacher survey, administrative interview, and an observation checklist, the teacher researchers gathered data to provide evidence of students' lack of motivation. The teacher researchers used verbal and written praise, cooperative learning groups, and tangible rewards. The teacher researchers found that most students responded well to all of the intervention strategies as long as the lessons continued to be engaging and best practices were employed. However, many students reverted to previous performance levels if the reward was not guaranteed or worth his or her effort. This source will be useful to our research if we examine teacher strategies for encouraging both extrinsic and intrinsic motivation into our study. This source may be challenging to use as definitive proof that extrinsic motivation from teachers actually improves student achievement levels.
Hootstein, E. (1994). Motivating Students to Learn. Clearing House, 67(4), 213-16. http://search.ebscohost.com.
This brief study focuses on middle school social studies teachers’ frustrations with motivating their students and the questions they face in trying to do so. The study suggests some techniques which might be used by teachers in order to create motivation. This study is useful because in addition to suggesting techniques, it also expresses constraints felt by teachers. These limitations may be something our group wants to address in order to truly decipher how motivation techniques can be applied to classroom instruction.
Kobus, T., Maxwell, L., & Provo, J. (2007, January 1). Increasing Motivation of Elementary and Middle School Students through Positive Reinforcement, Student Self-Assessment, and Creative Engagement. Online Submission, http://search.ebscohost.com.
This study focuses on selected grades (third- eighth) using student behaviors such as inadequate homework completion, lack of focus during classroom activities, and low achievement on tests to research motivation. Data collection found areas of weakness that were motivationally driven; specifically, off-task behavior, directions not followed, and poor work quality. Researchers concluded that student achievement increased with the use of creative engagement, self-assessment, and positive reinforcement. This source will provide relevant data through teacher research in preselected areas. Should we decide to research these selected topic areas, this will be a valuable source. This source offers data for both elementary and secondary grade levels which will be useful for the dynamics of our group.
Lumsden, L., & ERIC Clearinghouse on Educational Management, E. (1999). Student
Motivation: Cultivating a Love of Learning. http://search.ebscohost.com.
This article discusses how motivation is a product of a variety of needs from the school setting. A few of the examples were teacher-student relationships, a meaningful well taught curriculum, and teachers who look for ways to help students connect to the curriculum. This source will be useful to our research study to examine what sources help develop student motivation.
Murayama, K., & Elliot, A. (2009). The Joint Influence of Personal Achievement Goals and
Classroom Goal Structures on Achievement-Relevant Outcomes. Journal of Educational Psychology, 101(2), 432-447. http://search.ebscohost.com.
This study examines junior high and high school students in Japan; it is used to examine three models of goal structures identified in the classroom. Direct and indirect goal structures are studied in order to find relationships between intrinsic motivation and academic self-concept. These goal structures are useful for understanding motivation since they may reveal patterns in student learning that is related to achievement, and thus, increased motivation.
Nichols, S., & Berliner, D. (2008). Testing the Joy out of Learning. Educational Leadership, 65(6), 14-18. http://search.ebscohost.com.
The authors suggest that all standardized testing related with NCLB decreased student achievement and motivation among other unintended negative consequences. The authors argue that standardized tests undermine teacher-student relationships, narrows curriculum, and ultimately bores both low-achieving and high-achieving students. This source may be useful if we decide to include current legislative topics and their effects on classroom motivation. This source would be a viable document to use to strengthen our extrinsic motivators case.
Phillips, S. (2008). Are We Holding Back Our Students that Possess the Potential to Excel?. Education, 129(1), 50-55. http://search.ebscohost.com.
This study focuses on high achieving students who are characterized as being intrinsically motivated. The main question being addressed is whether or not these students’ needs are being met within various schools’ current curriculum standards. Although this article does not directly study motivation, it does seem to address the effects of motivation in a population of students that is oftentimes overlooked. This study may apply to our research in that it may spark conversation about what creates motivation and how it is lost and kept.
Walker, C., & Greene, B. (2009). The Relations between Student Motivational Beliefs and
Cognitive Engagement in High School. Journal of Educational Research, 102(6), 463-472. http://search.ebscohost.com.
This was a study involving high school students to see the relations among student perceptions of classroom achievement goals, self efficacy, and a sense of belonging in the classroom. The authors found that a classroom promoting a mastery orientation was predictive of a student's sense of belonging. This study showed the importance of having students be motivated to create and attain their own goals.
What interests me about looking into high stakes testing and motivation, is my desire to understand the true effects of NCLB. As teachers, we face the frustrations with high stakes testing on a daily basis through our curricular demands and student reactions. However, I'd like to have some research to back up my experiences- and or, research to complement my own experiential research.
Our group is working together by dividing up individual research tasks for the portfolio then comparing results as we get closer to our actual presentation date.
Here is our Annotated Bibliography, presented in APA format excluding tabs and spacing due to my blog medium.
Megan Hauser
Angela Kuehner
Pam Carstensen
MEDU 500
Annotated Bibliography
Bembenutty, H. (2009). Teaching Effectiveness, Course Evaluation, and Academic Performance:
The Role of Academic Delay of Gratification. Journal of Advanced Academics, 20(2), 326-355. http://search.ebscohost.com.
This study discussed how academic delay of gratification is a significant predictor of a student’s final course grade. It talks about how students need to learn ways to motivate themselves and develop learning strategies to achieve success in the class. This will be a good contribution to our research topic to see how those students learned ways to motivate themselves.
Birdsell, B., Ream, S., Seyller, A., & Zobott, P. (2009, May 1). Motivating Students by Increasing Student Choice. Online Submission, http://search.ebscohost.com.
This study tracked 7th grade students’ observable behavior patterns to see if motivation was affected by choice in the classroom. Student survey questions asked how they interpret choices in the classroom according to grouping, curriculum, homework, and assessments. Study showed that there was an increase in student motivation to some degree. This source will provide research on the topic of student choice, should we include this aspect into our research of extrinsic motivators. However, this source maybe problematic because it does not yield strong results.
Haywood, J., Kuespert, S., Madecky, D., & Nor, A. (2008, December 1). Increasing Elementary and High School Student Motivation through the Use of Extrinsic and Intrinsic Rewards. Online Submission, http://search.ebscohost.com.
This study provides strategies to motivate students from extrinsically rewarding behaviors to intrinsically motivating behaviors. Through the use of teacher survey, administrative interview, and an observation checklist, the teacher researchers gathered data to provide evidence of students' lack of motivation. The teacher researchers used verbal and written praise, cooperative learning groups, and tangible rewards. The teacher researchers found that most students responded well to all of the intervention strategies as long as the lessons continued to be engaging and best practices were employed. However, many students reverted to previous performance levels if the reward was not guaranteed or worth his or her effort. This source will be useful to our research if we examine teacher strategies for encouraging both extrinsic and intrinsic motivation into our study. This source may be challenging to use as definitive proof that extrinsic motivation from teachers actually improves student achievement levels.
Hootstein, E. (1994). Motivating Students to Learn. Clearing House, 67(4), 213-16. http://search.ebscohost.com.
This brief study focuses on middle school social studies teachers’ frustrations with motivating their students and the questions they face in trying to do so. The study suggests some techniques which might be used by teachers in order to create motivation. This study is useful because in addition to suggesting techniques, it also expresses constraints felt by teachers. These limitations may be something our group wants to address in order to truly decipher how motivation techniques can be applied to classroom instruction.
Kobus, T., Maxwell, L., & Provo, J. (2007, January 1). Increasing Motivation of Elementary and Middle School Students through Positive Reinforcement, Student Self-Assessment, and Creative Engagement. Online Submission, http://search.ebscohost.com.
This study focuses on selected grades (third- eighth) using student behaviors such as inadequate homework completion, lack of focus during classroom activities, and low achievement on tests to research motivation. Data collection found areas of weakness that were motivationally driven; specifically, off-task behavior, directions not followed, and poor work quality. Researchers concluded that student achievement increased with the use of creative engagement, self-assessment, and positive reinforcement. This source will provide relevant data through teacher research in preselected areas. Should we decide to research these selected topic areas, this will be a valuable source. This source offers data for both elementary and secondary grade levels which will be useful for the dynamics of our group.
Lumsden, L., & ERIC Clearinghouse on Educational Management, E. (1999). Student
Motivation: Cultivating a Love of Learning. http://search.ebscohost.com.
This article discusses how motivation is a product of a variety of needs from the school setting. A few of the examples were teacher-student relationships, a meaningful well taught curriculum, and teachers who look for ways to help students connect to the curriculum. This source will be useful to our research study to examine what sources help develop student motivation.
Murayama, K., & Elliot, A. (2009). The Joint Influence of Personal Achievement Goals and
Classroom Goal Structures on Achievement-Relevant Outcomes. Journal of Educational Psychology, 101(2), 432-447. http://search.ebscohost.com.
This study examines junior high and high school students in Japan; it is used to examine three models of goal structures identified in the classroom. Direct and indirect goal structures are studied in order to find relationships between intrinsic motivation and academic self-concept. These goal structures are useful for understanding motivation since they may reveal patterns in student learning that is related to achievement, and thus, increased motivation.
Nichols, S., & Berliner, D. (2008). Testing the Joy out of Learning. Educational Leadership, 65(6), 14-18. http://search.ebscohost.com.
The authors suggest that all standardized testing related with NCLB decreased student achievement and motivation among other unintended negative consequences. The authors argue that standardized tests undermine teacher-student relationships, narrows curriculum, and ultimately bores both low-achieving and high-achieving students. This source may be useful if we decide to include current legislative topics and their effects on classroom motivation. This source would be a viable document to use to strengthen our extrinsic motivators case.
Phillips, S. (2008). Are We Holding Back Our Students that Possess the Potential to Excel?. Education, 129(1), 50-55. http://search.ebscohost.com.
This study focuses on high achieving students who are characterized as being intrinsically motivated. The main question being addressed is whether or not these students’ needs are being met within various schools’ current curriculum standards. Although this article does not directly study motivation, it does seem to address the effects of motivation in a population of students that is oftentimes overlooked. This study may apply to our research in that it may spark conversation about what creates motivation and how it is lost and kept.
Walker, C., & Greene, B. (2009). The Relations between Student Motivational Beliefs and
Cognitive Engagement in High School. Journal of Educational Research, 102(6), 463-472. http://search.ebscohost.com.
This was a study involving high school students to see the relations among student perceptions of classroom achievement goals, self efficacy, and a sense of belonging in the classroom. The authors found that a classroom promoting a mastery orientation was predictive of a student's sense of belonging. This study showed the importance of having students be motivated to create and attain their own goals.
Reflection on Group Roles
Although many jokes were made about some of the dysfunctional roles listed, the overall list of role descriptions was a good way to introspectively consider the strengths and weaknesses that I bring to a group. While working with Pam and Angela on high stakes testing and student motivation, I am trying to be mindful of the ways that I give or take in the group. As I describe each role that I associate with myself, be it positively or negatively, I will add in any comments related to this specific group task in MEDU 500.
STRENGTHS:
* I see myself as an Information/Opinion Seeker because I am always concerned with everyone's feelings. Therefore, I think it's important that each person is understood within a group, and that everyone feels she has a voice that is heard. Due to its description, I think this also makes me a good Orienter. One way that I can bring this strength to my group is by making sure that we have all expressed our ideas before making a big decision. I think we have already done a good job of this by clarifying what our expectations and specific interests were before committing to our clearly defined research question.
* In the same breath, I am not afraid to give my opinion when I feel it is relevant; I enjoy sharing personal stories or ideas. Therefore, I think I am also an Information/Opinion Giver. I know that I learn best by asking questions and talking about things, which makes me more willing to share information and opinions- through doing so, I clarify my own learning while hopefully serving the greater goals of the group.
* Many colleagues have commented on my passion and energy for my work, therefore I would be happy to believe that I can be an Energizer for my group. I do my best to keep a positive outlook, even when things are most stressful in a group setting. Everyone has bad days, though, so I don't want to sound my own horn too much! However, I do feel that my upbeat nature is an asset for most group situations.
* I love writing things down and staying organized, so I think I make a good Recorder. This will be useful as my group works to individually gather a variety of information for later use; my sense of organization and keeping things written down in a way that makes sense will help us to move forward in the short amounts of time we have together. I think simple things like color coding highlights and typed up note sheets before sessions will also help us to be efficient.
* Lastly, in conjunction with some of the roles I've already described, I think I make a good Encourager and Harmonizer. While checking in with other people's opinions and keeping the group moving, I am working to maintain harmony and offering encouragement. I am non-confrontational to a fault, therefore I tend to gravitate toward the opposite direction- encouragement and harmony.
WEAKNESSES:
* Now, Pam was mostly joking when she called me an Aggressor, however it is a concern of mine! While offering information and sharing opinions, there is a fine line to be had between knowing when to open up and when to back down. I do sometimes fear that I believe in my opinion so much that it may come out too forceful. This doesn't match up with the exact description on our sheets, nor do I think the description on the sheet is something Pam believes about me, but I do think that the related ideas I've addressed are things I need to work on about myself.
* It seems like my description of the Aggressor is borderline Dominator. As I start to mention above, I think it's important for me not to get too excited about having things "done a certain way" or to flaunt my personal opinions.
STRENGTHS:
* I see myself as an Information/Opinion Seeker because I am always concerned with everyone's feelings. Therefore, I think it's important that each person is understood within a group, and that everyone feels she has a voice that is heard. Due to its description, I think this also makes me a good Orienter. One way that I can bring this strength to my group is by making sure that we have all expressed our ideas before making a big decision. I think we have already done a good job of this by clarifying what our expectations and specific interests were before committing to our clearly defined research question.
* In the same breath, I am not afraid to give my opinion when I feel it is relevant; I enjoy sharing personal stories or ideas. Therefore, I think I am also an Information/Opinion Giver. I know that I learn best by asking questions and talking about things, which makes me more willing to share information and opinions- through doing so, I clarify my own learning while hopefully serving the greater goals of the group.
* Many colleagues have commented on my passion and energy for my work, therefore I would be happy to believe that I can be an Energizer for my group. I do my best to keep a positive outlook, even when things are most stressful in a group setting. Everyone has bad days, though, so I don't want to sound my own horn too much! However, I do feel that my upbeat nature is an asset for most group situations.
* I love writing things down and staying organized, so I think I make a good Recorder. This will be useful as my group works to individually gather a variety of information for later use; my sense of organization and keeping things written down in a way that makes sense will help us to move forward in the short amounts of time we have together. I think simple things like color coding highlights and typed up note sheets before sessions will also help us to be efficient.
* Lastly, in conjunction with some of the roles I've already described, I think I make a good Encourager and Harmonizer. While checking in with other people's opinions and keeping the group moving, I am working to maintain harmony and offering encouragement. I am non-confrontational to a fault, therefore I tend to gravitate toward the opposite direction- encouragement and harmony.
WEAKNESSES:
* Now, Pam was mostly joking when she called me an Aggressor, however it is a concern of mine! While offering information and sharing opinions, there is a fine line to be had between knowing when to open up and when to back down. I do sometimes fear that I believe in my opinion so much that it may come out too forceful. This doesn't match up with the exact description on our sheets, nor do I think the description on the sheet is something Pam believes about me, but I do think that the related ideas I've addressed are things I need to work on about myself.
* It seems like my description of the Aggressor is borderline Dominator. As I start to mention above, I think it's important for me not to get too excited about having things "done a certain way" or to flaunt my personal opinions.
September 22, 2009
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.
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.
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.
September 15, 2009
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?
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.
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.
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