In a Democratic Society
Living democratically is important not only in our classrooms, but in our schools, state, and country as a whole. Students thrive with some choice in what will happen to them, yet there are a lot of things altering our ability to connect as well with our students. We are caught up in the technology gap where students are at a much higher level than we are. The importance of one-on-one talks, whether it be during tutoring, through a webpage, or a conversation during class, always remains. Students need to constantly try to set a good example for their students of what it looks like to be a contributing member of society.
Video - Legal Issues Related to EducationLiving in an Era of Evolution
Computers have always been a part of my life. I remember having a large monitored computer in our basement when I was young that had very simple, bad pixel images, and was very stationary. I used to play a game where shapes would slowly drop down the screen and I would have to click on the one it resembled on the bottom. This was a floppy disk game and got me first acquainted with using computers. Aside from simple games, we also had the basic Microsoft office software that my parents used. I remember the computer being more of a novelty to have rather than it being a necessity.
As I grew older, we began to use computers more and more. In sixth grade we had an actual “computers class” where we learned to type, the different parts of the computer, and basic programs. Typing was not something I had done much of at home, so it was very beneficial to have the course and learn there. At this time, papers were beginning to be typed instead of handwritten, so being able to type was increasing in importance. In seventh grade we had another computers class where we learned to use more programs on the computer and how to operate these programs for various things such as brochures, papers, power points, etc. The usefulness of the computer had grown. We were now able to manage the computer and consequently other classes also began to require computer use. In English, we were required to type up our essays and papers on the computer. In Science, the homework assigned was on-line and required a computer to complete. In History, projects were created using the computer so they were neat and organized. Research slowly evolved from using books, to useful resources on the internet. Classes made fewer and fewer trips to the library and more to the computer labs instead. At home computers slowly infiltrated their way into my everyday life. When I was a child our old Macintosh computer had limited abilities and we used it only when we wanted to. As technology advanced, we got nicer and nicer computers that now were not just wanted, but now needed. I still remember when we moved to Michigan and got internet. It was so exciting! Sitting at the big monitor, I stared in anticipation, intrigued by what the internet was. Connecting to the internet was a very slow process as it was all dial-up at that time, but I waited with anticipation for it was something I had never experienced before. When the web page finally loaded I was amazed at the abilities it had. I could now search for anything I wanted to know and the computer would find the answer for me. It was such an amazing idea. At the time, Yahoo was the web-site of choice and AOL Instant Messenger, (AIM), had just made it big. It was really special to be able to give out your AIM name to others and chat with them afterschool. My dad was the first to show me a different search engine other than Yahoo – called Google – that he said was much better and reliable for solid information. Now Google is the search engine of choice all over the world. Originally, the ability to be “on-line” itself was a miracle; however, looking back now I realize just how long it took for me to get to the web-page I desired. Dialing up itself took about ten to fifteen minutes, then the search took another five, and finally there was the actual reading of what was found. For these reasons, it was not common for me to use the computer. My family was also very encouraging of researching using books at the library, so that is where I did most of my work while younger. As time went on I began to use computers more and more. Libraries filled with technology and became known as “Media Centers” instead, beepers became cell phones and these evolved to be pocket sized, and teachers began to require work to be typed, not handwritten. Today, computers are the center of my life as a student. I do readings on it, type up responses to the readings, post these thoughts on-line, and contact others on it if I run into complications. The changes in technology in the last ten years are remarkable to me; yet, I know that this is only the beginning. I still have a lot to learn about technology and that most of my students will me much more versed in everything than I will be involving computer abilities. In general, I believe that because I was raised without computers as a central point of my life I will be much more eager to have students learn through hands-on, real-life activities as opposed to on-line learning tools. Yet, since my students are coming from an era different from mine I need to remember that they will want to use computers for their projects, activities, etc. I have done a bit of work with Geogebra and other mathematical programs that help students learn, but look forward to learning even more things. I think a lot of homework assignments I give to them will involve exploration on the computer, whether it be on-line, or a program, it will allow them to enjoy math and practice their skills. In providing a learning tool students will readily use, I hope to make learning fun and something the students look forward to. The best part? It is completely possible because who can honestly say they have not gone on-line at all today? Observations of Classroom Management
Below are observations of the classroom management used in three different classrooms. These observations focus around the teacher and their method of teaching in the first file and on a particular student in two of the classrooms in the second file.
Researching Teachers' Salaries Across AmericaWhen researching where to teach, it is important to analyze the salaries across the country. The link below gives the salaries of teachers over the entire USA for 2011-2012.
Average Salary of Teacher in each of the 50 states Article in Paper of Teachers' Salaries in Michigan |
The Pros and Cons of Standardized TestingStandardized testing constantly springs to the minds of educators. As education is being reformed, schools are slowly changing their teaching style to that of the new, common core standards. Aside from nationwide exams, there are many state and local ones as well. This paper examines the positive and negative effects of these tests on students and myself.
The Pros and Cons to Large-Scale Testing
Colleen Condra Throughout my years in the public school system I have taken multiple large-scale tests. Each one expressed my abilities in comparison to all of the other students in my grade nationwide. In each I stood at a very good level, which is how I was able to get into all the institutions I applied to, as well as earn scholarship money to pay for this additional education. Tests I have taken include the MEAP, SAT, ACT, PLAN, and the MME. Each of these are made up primarily of multiple choice questions and cover all the core subjects including reading, writing, math, and sometimes science. Each tends to use a bubbled-in answer sheet and a space for any written answers to be recorded. I thought maybe other tests would try a different approach to this one, and possibly test based more on true understanding through written responses and short answer. However, I came to the conclusion that written response questions are very difficult to grade and compare to other students. Instead, a standard one letter answer seems to be the best way to measure up students across the board. Other tests I explored included the CBEST, the MCAs, the Washington Assessment Program, the HSPE, and the ELPT. All of these tests had a lot of similarities. Besides the multitude of multiple choice questions, these tests also had time limits for the sections and required students not only to know the material, but process and work through it in a very timely fashion. Each provided feedback to the student in a very graphical representation in that they each compare the student who took the examination to other students in the same grade level. Most of these examinations are very important for entrance into a secondary school, and in fact are one of the most crucial tests to succeed at in order to further the student’s education. With this importance comes the stress the student feels regarding the test. Since success of these tests, such as the ACT and SAT, are so important to the student in order to get into an upper-level institution the student is unable to take the test in a relaxed setting; thus, not performing completely up to their potential. Additionally, teachers use these tests to measure their teaching abilities; therefore, many teach to the test instead of for the students’ true understanding. Questions on these large-scale tests assess the student beyond understanding, since a lot of the questions tend to merit whether or not a student knows how to take a test, or eliminate answers which are not correct. In reviewing the CBEST and HSPE I noticed the multiple choice tests are designed to see whether the student knows basic content related to their grade level, as well as their ability to eliminate incorrect answers that are irrelevant to what they have been studying. I believe large-scale testing is beneficial in that it is a way to compare the success of students nationwide. I feel, to a certain extent, that it does show what the student has learned and demonstrates their true understanding of the material and it must work, for all of these tests are set up in a very similar manner. However, I also feel students’ success should be based off of other things rather than their pure ability to bubble in the correct answers on a multiple choice exam. Conversations with StudentsOne of my students in my first hour is someone teachers classify as the "class clown." He is outgoing, happy, and always ready to make people laugh. His personality is contagious and the students who sit around him feed off his actions like leeches. At times his enthusiasm can be just what I need as a teacher, but more often than not he is a disruption that negatively impacts the way class runs. Today was one of those days. He was off task and bugging the girl to his right. During this time, my Cooperating Teacher approached me to tell me that he has not been completing his homework assignments lately. She indicated that his lack of focus and carelessness meant he must not care about school. I decided to talk to him in person and see what was going on.
I pulled him aside right before the allotted time for homework and asked him about the homework situation. I mentioned that he was missing about 50% of his assignments and that it was really impacting his grade. I made sure to clarify that he was one of our smartest students so I knew he had the potential to turn them in, but could not figure out why he didn't. I asked him if there was anything else we could do to help him remember about the homework, or if there was a strategy he had in mind that could help solve this problem. When I turned the conversation over to him to speak his eyes began to well up with tears and I began to feel terrible that I had made him upset. I did not think I had said anything offensive, but clearly it had upset him. He looked at me for a second before saying that he was really sorry about the homework and that his grandmother had just had a stroke last week and it had been really hard on him and his family. He went on to say that just yesterday she had passed away. It all began to click into place. Of course he did not have his work done, he was busy preparing himself for the worse and now morning her loss. I told him that I was very sorry to hear about the death and then related his situation to my own life by talking about my grandmother who had passed away two years ago. I explained how upset it had made me at that time and that death was never an easy thing. I let him know that I was there if he needed to talk about it or needed anything. He thanked me and went on to talk a little more about the death. It was very clear that he had not had the chance to talk about it with many people yet, but really wanted to. I was so glad I was able to be that listening ear for him. After giving him some time I brought the conversation back to school work and mentioned again that the homework, as unfortunate as it was, did need to get done. I asked how he wanted to go about completing it. He shrugged and stated that he wasn't sure, but just had a tough time remembering what homework he had. I suggested that he write it down in his agenda book each day. I went on to ask if he knew what homework he was missing. He shook his head no, so I went and looked it all up in the grade book, wrote it on a sticky note and walked back over to his desk. I asked him if he had any of the worksheets listed. He responded that he probably did at home, but was not sure where they were. I found copies of them, paper clipped them together, and stuck the sticky note on the top. I walked back over to where he was sitting, noticing that he had turned off his "class clown" role and was hard at work on the assignment. I gave the packet of work to him and encouraged him by telling him that the worksheets would not take too long since he was a smart student. I reminded him about the tutoring we offer before school and suggested that he stop in each morning to make sure he had the homework for that day complete. He said he would. Before he left that day, he walked up to me and told me some more details about his grandma and her death. As he remembered her and continued to share memories he smiled and his eyes lit up. It was clear that she had been a very important person in his life. Later that day, he stopped into the classroom and asked for a lunch pass so he could work on his missing assignments. I was so happy to see that he genuinely cared about his grades and did want to succeed. He thanked us on his way out of the room. I feel that these little conversations really have an impact on students. Talks about things such as this will last much longer than the area equation for a triangle. These are talks students will never forget. As a teacher, I work to capitalize on moments such as these when I can personally connect with students and show them that I do care about them. Too often we get wrapped up in the curriculum and forget that the people we are teaching are still kids, kids with feelings. As a teacher I hope to be someone they feel comfortable coming to when they need to talk, providing support and understanding when they need it most. |
Reflection
We have been raised in a technological society that relies on digital communication to succeed. In this section, I took some time to analyze the technology and how the new and current technology is helpful and harmful to the current and future generations. I feel that digital devices are becoming way too prominent among children and believe that they are hindering the students from true learning occurring. Face to face contact is the best way to understand the material.
In Grandville Middle School I helped students each morning by tutoring them in seventh grade mathematics. Students were able to bring in homework, quizzes, notes, handouts, and tests they were struggling with and improve the worksheet based on their progress during the hour. All seemed very comfortable working with us teachers on a one-on-one basis and learned at least one thing from the interaction.
Interacting does not always need to be person to person. I have been a member of NCTM for the past three years and have really enjoyed all the site has to answer. There are many ways to improve myself as a future educator and expand my knowledge not only on mathematics, but on teaching as well. It has helped me many times, including the time one of my students and I had a very meaningful conversation regarding his low grades in the course because of missing homework. Discussions like this are rare to see and in my observation notes a student was never personally taken aside and given choices in how to deal with their misbehavior. Providing the student a choice allows them to retain their democratic values.
In Grandville Middle School I helped students each morning by tutoring them in seventh grade mathematics. Students were able to bring in homework, quizzes, notes, handouts, and tests they were struggling with and improve the worksheet based on their progress during the hour. All seemed very comfortable working with us teachers on a one-on-one basis and learned at least one thing from the interaction.
Interacting does not always need to be person to person. I have been a member of NCTM for the past three years and have really enjoyed all the site has to answer. There are many ways to improve myself as a future educator and expand my knowledge not only on mathematics, but on teaching as well. It has helped me many times, including the time one of my students and I had a very meaningful conversation regarding his low grades in the course because of missing homework. Discussions like this are rare to see and in my observation notes a student was never personally taken aside and given choices in how to deal with their misbehavior. Providing the student a choice allows them to retain their democratic values.