Blog #5 for week 13: What makes a lesson succeed?

Week 13 Blog #5: What Makes a Lesson Succeed?

There are many different components that makes a lesson succeed, and when used properly, you can have an outstanding lesson that will leave your students wanting to learn more. In order to have an outstanding lesson, I fell that it is best to get the day started or transition a lesson with a bell ringer. This will get the class engaged in a “short exercise” or a warm up that “students will complete while the instructor attends to attendance and other administrative chores” (Finley, 2013.) This will allow the students to begin thinking about the day’s lesson without interfering with the mundane tasks that teachers need to complete. This will not only get the students thinking and the teachers to complete his/her task but it will make the day run more smoothly and be affective. The teacher should use a variety of bell ringers in order for the students to not get bored with their daily warm ups.

In order to document the bell ringers and other assignments that the teacher want to use and when; they can write it down on lesson plan template. There are many different styles of lesson plans for teachers to use, the two main ones that are used today are Madeline Hunter’s and the 5E’s model. The Madeline Hunter’s lesson plans incorporates objectives, input, modeling, checking for understanding, guided/monitoring practice, and independent practice (Hunter, 1991.) Although this is a great lesson plan and makes sure that all the students are meeting the learning requirements; “it has been criticized that she focused too much on teacher directed behavior, and not enough on whether the teacher helped students become self-directed learners” (Goldstein, 2014.) It is important for teachers to be careful that they are not talking too much and that the students will be involved in the teaching and learning. The “5E model” includes engage, explore, explain, extend (or elaborate,) and evaluate (Dunbar, 2012.) This is also a great lesson plan for teachers to put ideas on what the students are going to learn and it is really student based where students are teaching and learning from each other and the teachers guides them and makes sure they are on the right track. I do not believe that there is one right lesson plan. I believe that as a teacher; you need to do what is right for your class because you may need to change your lesson plan template until it best suits your class. Teachers need to remember that what may have worked for you and your class one year, may not work for you class the next year.

In order to make sure that your lesson plan is at its ultimate best, teachers need to include some higher level thinking from Bloom’s Taxonomy into their lesson plans. The Bloom’s taxonomy includes remembering, understanding, applying, analyzing, evaluating, and creating. These steps go from low to high level of thinking. We do not want kids to simply memorize facts and pass tests, we want them to think deeper in order to better understand the material. There has been some criticism about the “Bloom’s Taxonomy has limitations when it comes to developing critical think curriculum (Paul, 1985.) He goes on to say that, “the single most useful thing a teacher can do is to take at least one well-designed college course in critical thinking, in which the teachers own thinking skills are analyzed and nurtured in a variety of ways (Paul, 1985.) I believe that it is crucial that teachers go to professional development workshops as much as they can in order to better themselves as teachers in order for students to better learn.

I also believe that teachers should know about all these different lesson plans and strategies in order to find out what works best for their class. You may use only one technique or a combination, but being knowledgeable of them is the first step in instructing a great lesson, but most importantly we need to consider the child as a whole. Nel Noddings writes in her article that, “teachers need to address moral, social, emotional, and aesthetic questions with respect and sensitivity as they arise (Noddings, 2005.) and “we must allow teachers and students to interact as whole persons, and we must develop policies that treat the school as a whole community” (Noddings, 2005.) I believe that this is the most important thing that we need to remember as we write our lesson plans and incorporate all of these aspects throughout the day. We need to meet all of the students’ needs, pick a lesson plan that is best for your classroom, involve different higher level thinking skills when possible, and remember the student as a whole. This will not only help you have a well runned classroom, but you will have great thinkers and learners who will succeed.

References

Bell Ringer Exercises. (n.d.). Retrieved November 17, 2015, from http://www.edutopia.org/blog/bell-ringer-exercises-todd-finley

Dunbar, B. (2012, February 24). 5Es Overview: “The 5E instructional model” Retrieved November 17, 2015, from http://www.nasa.gov/audience/foreducators/nasaeclips/5eteachingmodels/#backtoTop

Goldstein, D. (2014). The teacher wars: A history of America’s most embattled profession. New York, NY: Doubleday.

Hunter, M. (n.d.). Hunter Lesson Design Helps Achieve the Goals of Science Instruction. Retrieved November 17, 2015.

Membership. (n.d.). Retrieved November 17, 2015, from http://www.ascd.org/publications/educational-leadership/sept05/vol63/num01/What-Does-It-Mean-to-Educate-the-Whole-Child%C2%A2.aspx

Paul, R. (1985). Bloom’s taxonomy and critical thinking instruction. Educational Leadership, 42(8), 36-39. Retrieved from http://www.ascd.com/ASCD/pdf/journals/ed_lead/el_198505_paul.pdf

Blog #4 for week 10: Whither school integration?

Blog #4 for week 10: Whither school integration?

There has been an ongoing debate about whether it is best to have schools segregated or desegregated. The first major decision about this subject was with the case of Brown vs. the Board of Education in 1954. This was about a little African American girl who wanted to go to a better, predominantly white school because she was not getting a proper education at her segregated school that was farther away. There are three main reasons that underprivileged students wanted to transfer to a predominantly white schools. Their school had little to no materials and what they did have was old or ruined. They had non-qualified or non-caring teachers and were taught in broken down buildings. These reasons along with race made the Supreme Court make an unanimous decision that racial segregation was not allowed in the public school system.

This court decision was a huge leap for the African American community, but there were still battles that the community needed to overcome. First of all, the predominantly white schools were not welcoming to the African American community which made it a difficult transition for them. Second, in 1967 the “majority-white middle-class public schools scored two years ahead on achievement tests, while students in inner-city school tended to be at least two years behind (Goldstein, 2014). Thirdly, teachers were not fond or good at educating poor non-white students that still affect students today.

We currently still encounter this problem as Nikole Hannah-Jones noted in her recent interview called “The Problem We All Live With,” she explains what has happened to two schools in Missouri. The first school, Normandy exhibited difficulty and was a low performing school which resulted in the decision/law that the students could choose to stay at their current school or they could be bused to a higher performing school that was 30 miles away to a school called Francis Howell. This was beneficial because this school was accredited by the state and had better materials, buildings, and teachers. On the other hand it was problematic because students had to wake up very early to get on the bus in order to be on school at time, but at the same time students were getting a better education with better amenities. This was a huge problem for the parents for Francis Howell just as it was for the parents in the 1960’s. Parents were concerned for the safety and educational well-being of their children. Parents from Francis Howell were afraid that if students came from Normandy it would jeopardized the school’s credentials or safety of their children (Glass & Hannah-Jones, 2015). Yet, when the two schools integrated together it ended up very beneficial for the Normandy students. For the most part, the students were integrating very well at Francis Howell, were getting a better education and their assessment test scores were improving.

So as we have learned over the years, integrating students is more valuable than desegregating students for any reason. We need to focus more on collaboration and integration with every student, not because of the law, but because it is morally right. It is helpful to have students on different levels to work together to improve their cognition. Also, I feel that it is vital for all students and schools to have the same opportunities. The local, state, and federal level needs to come up with a plan for everybody to have the same quality education in order for everybody to reach their full potential.

References

Goldstein, D. (2014). The teacher wars: A history of America’s most embattled profession. New York, NY: Doubleday.

The Problem We All Live With | This American Life. (n.d.). Retrieved October 26, 2015, from http://www.thisamericanlife.org/radio-archives/episode/562/the-problem-we-all-live-with

Blog 3 for week 7: What are the ethical responsibilities of teachers?

Blog #3 for week 7: What are the ethical responsibilities of teachers?

I think that first and foremost it is important for teachers, parents, and students to know what the teachers’ ethical responsibilities are in order to protect the students. Anybody can look up what the responsibilities are for teachers online. This is important because everybody needs to know the rules so they know their duties are. I feel that this is essential to keep teachers accountable and having easy access to their responsibilities will make sure that students are mentally, emotionally, and physical safe.

One of the important ethical responsibilities of the teacher is to make sure students are not being bullied and to stop harassment. According to the teachers’ administrative code, “Standards 3.2: the Educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the students or minor.” (http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2) This means teachers have to take action if they know, or have been told that they are being bullied and in danger. This has become a very taboo subject for teachers and I think that teachers do not think that they have the right to make those disciplinary actions and think that it is the parents’ decision to decide on the punishment for the children involved.

We are a community and have to work together. If there is a problem with a student at school or at home; parents, students, and teachers need to work together to come up with a proper solution to make sure that everybody is emotionally and physically safe so they have a proper learning environment and to make sure that the misbehavior stops.

Even if we misunderstand what the student says, I believe that it is better to be safe than sorry. As in the poem, “To this day,” (http://www.tothisdayproject.com/the_poem.html) where Shane was misunderstood and his teachers thought that he was physically abused by his grandmother, the teachers took the proper precautions and questioned him about the bruises they saw on his body. However, the teachers should have been more proactive when students started rumors and name calling Shane. This is part of the teachers’ responsibility to protect the student and stop any source of bullying and harassment toward other students whether it happens at school or home. This is important because teachers may be the only adults that they trust and students deserve our trust.

It is also our duty to teach students ethics and morals teaching them what is right and wrong. When there is an ethical or moral matter at school or in the community, I believe that it is imperative to discuss the issues in class and when there is a problem and what could have been done differently. It is also the teachers’ responsibility to make sure that parent and students know what bulling is so they know what not to do. Also, so students can keep an eye out if somebody else is being bullied and know what to do if somebody is being bullied so we can stop this horrible act of harassment.

Teachers are technically government employees and we need to be good role models for our students and community and exhibit good moral character. (http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=1) Students will not display good moral character if they are not shown what it looks like. This will also assist with their learning as well because you cannot properly teach if they have poor behavior and bully problems in the classroom. Students will not do their best in their academic work if they do not feel safe.

It is also the teachers’ duty to make sure that the learning environment is not only set up for conducive learning, but that the students are mentally, emotionally, and physically safe to learn. Teachers need to make sure that everybody is getting along and respecting each other and their differences. We need to teach them how to embrace everybody’s differences and celebrate them, not to ignore them.

If teachers properly display good moral character, makes sure that the students are mentally and physically safe at home and at school, and to take care of any bullying and harassment in the classroom; students will have an extremely productive academic career.

References

http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=1

http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2

http://www.tothisdayproject.com/the_poem.html

Make up blog for 09/22/15: How to use infographics in the classroom?

Make up blog for 09/22/15

How to use infographics in the classroom?

In a technological advanced society and trying to keep your students’ attention; how can teachers incorporate the two to better teach your students? Piktochart (Infographics) is one way to do both while saving money on materials to make projects. One way you can use Piktochart is in math class, students can collect data on a certain topic and make graphs using Piktochart to make sure that they fully understand how to take data and make a graphs with the information they collected. They can then display their information to the class and share their results. (Natalija, S., 2014.)

Teachers can also use Piktochart to display rules as a constant reminder to the students of their expected behavior in class and what they supposed to do in class while there are working. (Gonzalo, 2015). This can be helpful to teachers so they can show the infographic and teach the expected behaviors and once the behavior are taught, the teacher does not need to constantly remind the students of what they are supposed to do, they just point to the infographic and they should get back to work. After what, the students can start self-correct themselves because they have a reference to look at.

Compare and contrast strategy is another way to use infographics. They can take the information that they learned and make compare and contrast charts to they can learn about data gathering and to find what is similar and different with various topics. (Gonzalo, 2015.) This is a fun and creative way to make a Venn diagrams and to display their information instead of on paper.

Timelines are another way to use infographics by collecting a vase amount of information and having the information in one confined space where it is easy to read and a great resource. This will help students to remember a large amount of information in one area that is very easy to read and is visually appealing. This is great for visual learners because they visualize the events in order and have a better understanding of how all these events happen and when they happened, which will help them understand why they took place.

Making syllabuses with infographics is a wonderful for teachers to make class information eye catching to students and giving them information using “words short and to the point.” (Gonzalo, 2015) This is important because nobody wants to read a lengthy document that has a lot of unnecessary information. Using an infographic as a syllabus is great idea because it will “help generate excitement about the course and inform students of what they expect both visually and verbally.” (Gonzalo, 2015.)

I believe that infographics will not only grab the attention of students but parents as well. We live in a busy society and in order to keep parents involved with their kids and what is going on in the classroom, we need to give them just the facts in a confined space that is eye appealing and also can be sent and saved electronically so they are easily accessible and hard to lose. Teachers can make infographics flyers with upcoming important events and messages presentable and make the information more exciting so the families will want to participate and want to contribute to the class and be more involved in their child’s educational career. I believe having information presentation in a user friendly way, parents will be more willing to assistant their children with their school work. Having parents working with their children on their school work will not only improve their child’s grades, but the families will increase the families’ relationships as well.

References

Gonzalo, (2015, August 27). #BackToSchool: How Teachers Create Infographic Syllabuses With

Piktochart. Retrieved from http://piktochart.com/backtoschool-how-teachers-create-

infographic-syllabuses-with-piktochart/

Gonzalo, (2015, March 16). Using Infographics Effectively In The Classroom: 5 Simple Ideas.

Retrieved from http://piktochart.com/using-infographics-effectively-in-the-classroom-5-simple-ideas/

Natalija, S., (2014, September 11). Back to school: Teacher Talks about Using Infographics in

the Classroom

. Retrieved from http://piktochart.com/teacher-talks-infographics-in-classroom/

Blog #2 for week 5: How can teachers educate multicultural citizens?

Blog #2 for week 5: How can teachers educate multicultural citizens?

Today in schools, children lack the knowledge and importance of multicultural and diversity. I believe that this involves teachers as well. I think that people only know their own about their own culture and what they do know could be very limited. I believe that it is very important for teachers to educate themselves about their cultural and their students’ culture so we can all educate each other about all cultures and to respect other cultures.

Chimamanda Ngozi Adichie demonstrates the importance of this in her TED talk speech called, “The Danger of a Single Story.” She states that when she grew up in Nigeria, she only had British and American books to read. As a result of her non diverse readings, her writings and art were about white children with blonde hair and blue eyes and they drank ginger beer even though she had no idea what it was. This is all because of a single story that she had growing up and preconceived notions about Caucasian people. This was not only a problem for her, but for her American college roommate. She did not know that the official language of Nigeria was English and that Chimamanda listened to other music besides tribal music, like Mariah Carey (Adichie, 2009.) This is all because of a single story and our preconceived notions about different cultures. This is all because of lack of proper reading materials and student involvement and proper teaching in the class about all the different cultures that they have in the classroom.

This is a problem that teachers need to be aware of when teaching. We need to be aware of different cultures in the classroom and to make sure that students help teach others about other cultures so we do not have a single story but everybody else’s story. We also need to make sure that we do not bring our single stories to the classroom. In order to make sure to not only teach students about other cultures but we need, “to engage students from diverse cultural and linguistic backgrounds, we must see them as capable learners.” (Villegas & Lucas, 2007.) We need to know the students backgrounds. We need to make sure that they feel valued and that they know that they offer so much to the class. I feel that this is very true and I wish that I experienced this when I lived in Switzerland for a year and attended a French public school. It was very hard for me because I did not know the language. There was no communication between my classmates and I, and I felt very alone. Nobody knew my talents and I did not feel that I learned anything that year because of the language barrier. They only knew me as the American who did not know French. Students should not feel this way. Everyone should feel valued and commended for their skills and talents.

In order for students to feel valued and willing to be more engaged and participate with the class students you need to build a relationship and rapport with your students in order to have trust with them and that you are the teacher and you are there to help them learn and exceed at everything. Herbert Kohl gives a great example of a student who was perceived to not be able to read at all and got upset every time he was asked to read. The next year his teacher learned that this was a learned behavior and that he was more than capable of reading and because the teacher took the time to figure out what was going on and spend time working with him; he was able to read and more importantly, enjoy it. (Kohl.) I feel that it very important for students. I want them to know that school is not just a place to learn a bunch of things that they do not feel is important, but that learning all these things can be fun and enjoyable.

C Adichie. (2009, Oct). The danger of a single story. Retrieved from

Kohl, H. (1992). I won’t learn from you!: Thoughts on the role of assent in learning. Rethinking

schools7(1), 16-19.

Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher.Educational Leadership, 64(6), 28-33.

Blog #1 for week 3: How does gender affect the teaching profession?

How does gender affect the teaching profession?

How does the gender roll affect the teaching profession? Horace Mann played a huge role in this area, along with Catherine Beecher. During this time, education was not a priority for women. Women had to learn domestic trades so they could become good house wives. Mann and Beecher did not agree with this and they would define “public education as America’s new more gentle church and female teachers as the ministers of American morality. (Goldstein, 2014) She also believed that the “home and school were intertwined and could nurture the next generation.” (Goldstein, 2014) I believe that this is true as well, but I also feel it is important to have a strong male figure in your life because not everybody has a father figure in their life. She states in her “Essay on the Education of Female Teachers” “It is her hand that first stamps impressions on the immortal spirit that must remain forever.” Historian Redding Sugg dibbed this the “mother-teaching ideal”, “the notion that teaching and mothering were the same job done in different settings.” (Goldstein, 2014) It may seem old fashion, but I agree with this too, however, a male figure is just as important in a child’s life and can make a positive impact on a child’s life. Since women could not enroll in colleges or study the same subjects, she believed that teaching was the one profession in which a woman could gain, “influence, respectability and independence.” (Goldstein, 2014) Since women did not have the same educational opportunities as men, she established the Hartford Female Seminary and gave girls the opportunity to learn subjects that they normally would not have received (i.e. Latin, Greek, chemistry, modern languages, and moral and political philosophy.) (Goldstein, 2014) I believe that without Beecher fighting to make sure that women had equal learning opportunities, women would not have the proper education to be the best educator that they can be. Not only did they believe that women were best suited for the job, but they also believed that women should be hired because they were cheaper to pay than men and to save the state money. (Goldstein, 2014)

This was a huge problem for feminist teacher Susan B. Anthony. She disagreed with Beecher and Mann completely, and thought that women should be paid equally to men. This became worse when her former principle, who she worked for and respected, left the school and a 19 year old male (who was younger than her at the time) was replaced and known for his fondness of corporal punishment. (Goldstein, 2014) This was the last straw for Susan and she became involved in the women’s rights movement. (Goldstein, 2014) As a result of lack of equal pay and rights as men, there were many great teachers who left and there was/is a teacher shortage of wonderful teachers. Susan took her concerns to the NY State Teachers’ Association and spoke in front of a room full of men addressing the issues about how women were not treated as equals and they should be paid the same as men. I had many coworkers who were teachers in the past who left because there was something or someone that they did not agree with. They either retired, quit, or relocated to another school because they did not agree with what was happening. This is incredibly sad to me because we lost so many good teachers because they did not want to speak up and explain what was wrong so they could try to fix the problem so it would not continue. (Goldstein, 2014) I believe that without Susan’s bravery and determination to make sure that women were paid the same way, women would not have the same rights and financial opportunities as men as we do now.

Due to all the help of these people, the education system has come a long way, but still needs work. I believe that if we all work together, speak up, and address our concerns, we can make a better learning environment for the kids and working environment for teachers. Yes, we still have gender equality issues in the work force, but I believe that no matter what gender you are, it is how well the person performs their job that matters. I also believe that it is extremely important for everybody to have equal pay. If you are not qualified, then you should not have that job.

Goldstein, D. (2014). The Teacher Wars: A History of America’s Most Embattled Profession. New York, NY: Doubleday.

Hannah Jones