1. How do you think teaming can address various issues of developmental responsiveness?
As with the example given about the science teacher figuring out that the "troublesome" students acted better when they were allowed to express themselves, the same could be true for any group of teachers. It is important for teachers in the same grade to get together and discuss student behavior. I know I would want a "heads up" about a student who acted terrible in another class, but fine for me. I might be able to influence the student in a positive way and work with him to teach respect for adults in general, without having to "get on to him" for treating another teacher badly. Another aspect to consider would be that teaming can help to create a predictable environment for students. In their world, friends change, their bodies change, and their emotions change, etc. To team up with the rest of the teachers and all agree on a uniform method of enforcing policies, provides the students with a sense of predictability. If all teachers agree on the rewards system, the punishment system, and the discipline system, the student doesn't have to wonder what is expected of him. Teaming can also help reinforce instruction from one class to the next. Teachers can plan to have common themes in their classrooms, and again help the student to feel comfortable in their routines. Even though young teens will have different personalities, teaming can unite them in one way - they are all in middle school, and they are all surrounded by teachers who care about them.
2. What methods can you use to create a classroom where your students want to learn and enjoy coming to class?
Think about PHYSICAL? Understanding that middle schoolers are still children, I will design and decorate my room to be fun! I have visited a few schools this summer for interviews, and the school I was MOST impressed with was the one that when I walked in the door had paintings on the walls and even on the ceiling of happy school children. It wasn't done in a babyish way, in my opinion, because the building was specifically designed for the middle school. I will try to post funny jokes (appropriate, of course), and show short clips when time allows, from shows like America's Got Talent, and America's Funniest Home Videos. I think it is important to create a light atmosphere where students can escape for just a few moments from the pressures of the day. I want them to know I appreciate a good sense of humor and that I like to laugh. There will be times we have to get busy and complete important assignments, but there is also room for fun. I will provide lots of motivation to display positive behavior. From substituting at my daughter's elementary school last year, I could see that rewards really work. The kids who had earned a certain number of bonus points throughout that last 9-weeks were allowed to get popsicles at recess. I never would have imagined that a little 10-cent frozen dessert could have been appreciated so well!
Think INTERPERSONAL? Understanding that middle schoolers may try to challenge my authority, I will establish an environment that will let them know I mean what I say, but at the same time, I care and am concerned about them. If the students don't enjoy my classroom, it's probably not going to be the subject matter. It will be my management style. We've been watching a lot of videos from the Teaching Channel in our Reading course, and I've noticed ZERO discipline problems in any of the videos. I've been asking myself how these teachers have achieved that level of behavior in their classrooms. I want an environment where children have the chance to learn. I want to portray that desire to my students. If they see I have a passion for learning, hopefully my attitude will be contagious. The least I can do is to listen to them and show I care.
3. Describe a former teacher whom you felt had great classroom management. What are some of the skills and strategies that were important to the teacher's success? I know the question is probably pointing to thinking about a elementary or high school teacher, but two of my junior college professors come to mind, when I think about a teacher with great classroom management. Both my History and English teachers led great classes because the had a whole lot of knowledge about the subject matter. They lectured with confidence and they always threw in tidbits of information we wouldn't find in our textbooks. They had thoroughly researched their course and were well prepared each time they taught. They never appeared as if they were frazzled or stressed out. Their demeanor was always calm. And if they did get upset about something, they would become silent (as if they were counting to 10 in their minds.) So, to summarize their strategies, I would say they were prepared, thorough in instruction, knowledgeable of the subject, even-tempered, and humerus, at times.
Saturday, June 30, 2012
Wednesday, June 27, 2012
Observation #3
It seems that Vacation Bible School has been the best place for me to observe a group of students who range in approximately the same ages this summer. Again, I went to a church to observe VBS on the same theme - God's Amazing Wonders. I think I know the songs by heart now.
I was at the commencement program at my little hometown country church Sunday night. I observed a small group of children in the 4th and 5th grades. This time there was a mix of boys and girls. Two of the little guys are best friends and neighbors and three of the girls are also friends and neighbors. They all knew each other well, and were not afraid to have fun singing and dancing with the music. The two topic I want to explore tonight include the chapter on nutrition and the chapter on religion.
First, everything in the Brighton book is completely accurate, when it comes to children making poor food choices. When given pizza vs. a sandwich on wheat bread,the students chose pizza every time. I noticed this after commencement when we all went to the fellowship hall for refreshments. The entire table was filled with junk food. Church folks mean well and were very kind to provide refreshments, but this was the kids' diet all week long. They were serve chips, brownies, cookies, rice krispy treats, and sugar-packed Kool Aid. I understand this was supposed to be a fun environment for the kids, but we didn't do well in modeling healthy eating habits with all the junk food we (adult helper) brought to the table for the children to eat. If this were just one isolated week out of the summer when students were given the freedom to chow down on all the delicious goodies, it would be one thing. But I'm pretty sure some kids see cookies and chips on their plate every day this summer. After all, what mom wants to work all day and come inside the house to COOK, when there's lots of fun things to do outside in the sun-shiney weather. I'm probably not alone when I say a lot of families eat more junk in the summertime. Think about all the ice cream we consume in a summertime. It's cold, refreshing, and yummy! But is it healthy? No way. Adults should be better role models for children in their pre-teen years so they can develop healthy habits, but we're all to often overweight ourselves. (me included, so look who's talking!)
The other aspect from the Brighton book that I wanted to discuss is the impact religion has made on these children's lives. I can't believe I've been to three Bible schools, and this is the first time I've written on the topic of moral development. I know every one of the kids who attended this particular VBS have supportive families who view religion as a necessary and essential part of their families' lives. All of these children displayed manners as they sat down to eat refreshments, and they basically are all good kids. I'm not sure any of them have reached the stage in development where they have started questioning their parents' motives for going to church. Adults can have a tremendous impact on their children, but there will come a day when they aren't going to want to hear your opinion. They will be developing their own opinions.
I hope all those VBS'ers have a great July and enjoy the rest of their time off this summer. Perhaps I will see some of them around a campus this fall. I sure am hoping for good news soon.
I was at the commencement program at my little hometown country church Sunday night. I observed a small group of children in the 4th and 5th grades. This time there was a mix of boys and girls. Two of the little guys are best friends and neighbors and three of the girls are also friends and neighbors. They all knew each other well, and were not afraid to have fun singing and dancing with the music. The two topic I want to explore tonight include the chapter on nutrition and the chapter on religion.
First, everything in the Brighton book is completely accurate, when it comes to children making poor food choices. When given pizza vs. a sandwich on wheat bread,the students chose pizza every time. I noticed this after commencement when we all went to the fellowship hall for refreshments. The entire table was filled with junk food. Church folks mean well and were very kind to provide refreshments, but this was the kids' diet all week long. They were serve chips, brownies, cookies, rice krispy treats, and sugar-packed Kool Aid. I understand this was supposed to be a fun environment for the kids, but we didn't do well in modeling healthy eating habits with all the junk food we (adult helper) brought to the table for the children to eat. If this were just one isolated week out of the summer when students were given the freedom to chow down on all the delicious goodies, it would be one thing. But I'm pretty sure some kids see cookies and chips on their plate every day this summer. After all, what mom wants to work all day and come inside the house to COOK, when there's lots of fun things to do outside in the sun-shiney weather. I'm probably not alone when I say a lot of families eat more junk in the summertime. Think about all the ice cream we consume in a summertime. It's cold, refreshing, and yummy! But is it healthy? No way. Adults should be better role models for children in their pre-teen years so they can develop healthy habits, but we're all to often overweight ourselves. (me included, so look who's talking!)
The other aspect from the Brighton book that I wanted to discuss is the impact religion has made on these children's lives. I can't believe I've been to three Bible schools, and this is the first time I've written on the topic of moral development. I know every one of the kids who attended this particular VBS have supportive families who view religion as a necessary and essential part of their families' lives. All of these children displayed manners as they sat down to eat refreshments, and they basically are all good kids. I'm not sure any of them have reached the stage in development where they have started questioning their parents' motives for going to church. Adults can have a tremendous impact on their children, but there will come a day when they aren't going to want to hear your opinion. They will be developing their own opinions.
I hope all those VBS'ers have a great July and enjoy the rest of their time off this summer. Perhaps I will see some of them around a campus this fall. I sure am hoping for good news soon.
Saturday, June 23, 2012
Closure/Reflection on the Wiki Experience
If I had to decide which pages of the Brighton book were the most valuable to me, I would say it was the very first chapter we read. I'm glad we didn't start out reading chapter one. Although it was very informative, chapter three explored the most complex topic concerning young teens, in my opinion. Reading about the hormonal changes that come with puberty wasn't "new" news, but it was something I needed to be reminded of. I have looooooooooooooong since passed that stage of growth and development and it was an eye-opener to recall my own past (horrible) experiences as a young teenage girl. I would never, ever, ever want to repeat those years of my life. I feel this chapter has equipped me with enough "ammo" to discuss with my students, if they ask, about how puberty doesn't last forever, and they WILL get through it. Like me, they may not have many fond memories of those days, but at least they will feel as if they survived. What I can't figure out about my reaction to that chapter is why I felt like I'd been refreshed on the topic, when I have a fifteen year old son in my house! It's probably because my son and I never had very many conversations about the changes that were taking place in his life. When it came to the physical part, my husband did all the talking, and not in my presence either, thank goodness! Don't get me wrong, I've dealt with attitude problems and his desire to be with other peers, instead of his family, but for the most part, things haven't been all that bad. My daughter, on the other hand.......she's only 7, but she's going on 17! I better keep Brighton's book in the cabinet for reference in a few years. I feel like I am going to need it.
Back to the assignment, as far as what pages of the Wiki I felt were the least valuable, I tend to think it was the section I was assigned on Piaget and Vygotsky (pg 4 and 5). The Intellectual chapter started out by discussing their theories of cognitive development. Although it was informative and well written, my mind just couldn't grasp some of the psychological terms and thought processes that explained how we learn. I had a hard time writing my summary on the wiki concerning those two theories. I was ok with the beginning explanation about how a dog is hairy and has four legs. But by the time we got to the duck-billed platypus, my head was spinning! I reread that section about three times before I felt like I could even put it into words. In my mind, it's enough to say we are introduced to new things, we learn more new things, and then we become smarter. That sounds a bit too elementary, I know.
One of the biggest obstacles I faced while working on this project was figuring out what in the world a wiki was in the first place, getting signed on, and learning how to navigate and format. Although it works like a word document, I had a hard time figuring out where I was when someone else was on the same page at the same time making changes and putting their entries in. The worst part was when my computer froze up and I lost about thirty minutes of work. The wiki said it saved the last draft, but tonight when I went back into my page, half of my work was gone. That was very frustrating.
I can gladly say that I've been able to overcome my "uncomfortableness" with the wiki assignment because I can maneuver through the pages just fine now.
I definitely agree that the wiki contributed to my understanding of the Brighton book. It's been great to read through the entries and see a summation of what I remember reading in the chapters. I also really enjoy editing text. (Don't look for any errors on this page. Ha!Ha!) It's just something that I've always felt like I had a knack for. With one job I had years ago, one of our vendors showed me a magazine ad they'd created to promote one of their skincare products. It was going to go to print soon. The ad had a typo! I'm a fanatic about errors on papers sent home from my daughter's school. Don't you think the educators who are communicating with the parents should proofread before sending something out? Anyway, the wiki assignment is a great idea. I would like to incorporate a project like this into my classroom,provided the school has a computer lab.
Back to the assignment, as far as what pages of the Wiki I felt were the least valuable, I tend to think it was the section I was assigned on Piaget and Vygotsky (pg 4 and 5). The Intellectual chapter started out by discussing their theories of cognitive development. Although it was informative and well written, my mind just couldn't grasp some of the psychological terms and thought processes that explained how we learn. I had a hard time writing my summary on the wiki concerning those two theories. I was ok with the beginning explanation about how a dog is hairy and has four legs. But by the time we got to the duck-billed platypus, my head was spinning! I reread that section about three times before I felt like I could even put it into words. In my mind, it's enough to say we are introduced to new things, we learn more new things, and then we become smarter. That sounds a bit too elementary, I know.
One of the biggest obstacles I faced while working on this project was figuring out what in the world a wiki was in the first place, getting signed on, and learning how to navigate and format. Although it works like a word document, I had a hard time figuring out where I was when someone else was on the same page at the same time making changes and putting their entries in. The worst part was when my computer froze up and I lost about thirty minutes of work. The wiki said it saved the last draft, but tonight when I went back into my page, half of my work was gone. That was very frustrating.
I can gladly say that I've been able to overcome my "uncomfortableness" with the wiki assignment because I can maneuver through the pages just fine now.
I definitely agree that the wiki contributed to my understanding of the Brighton book. It's been great to read through the entries and see a summation of what I remember reading in the chapters. I also really enjoy editing text. (Don't look for any errors on this page. Ha!Ha!) It's just something that I've always felt like I had a knack for. With one job I had years ago, one of our vendors showed me a magazine ad they'd created to promote one of their skincare products. It was going to go to print soon. The ad had a typo! I'm a fanatic about errors on papers sent home from my daughter's school. Don't you think the educators who are communicating with the parents should proofread before sending something out? Anyway, the wiki assignment is a great idea. I would like to incorporate a project like this into my classroom,provided the school has a computer lab.
Wednesday, June 20, 2012
Field Observation #2
Field Observation #2
I observed a small group of three young males who had just completed the fifth and sixth grades. They were attending a Vacation Bible School. One of them was a fifth grader, while the other two were sixth graders. I sat with the boys during the opening worship rally and observed them while the director lead them in singing and learning the hand/dance motions that went along with the songs. One boy participated fully in the songs and hand motions. He didn't seem to care what anyone thought about him. The second boy was hesistant to join in, but decided to half-heartedly participate. The third boy, on the other hand, would not join in at all. I suspect he had come to the conclusion that he was too old for that sort of thing, and that it wasn't cool. The fact that the other two boys were involved in the music obviously didn't have an affect on him. There was no influence of peer pressure at all going on. This class was the oldest class among all the groups of children at the church that night. I feel like the non-participating child was being a bit of a nonconformist. He knew that he was expected to sing and wave his hands in the air like everyone else, but decided against participating. He probably wasn't being disrespectful, but just didn't feel comfortable in the situation. The first child who sang and danced his heart out was a bit amusing. He was having fun, no matter what anyone else thought about him. Perhaps he was still at the stage of development where he was happy to go wherever his parents sent him. If his mom and dad felt like it was acceptable to be at VBS, then that was fine with him. What was really interesting to me was the second child. He seemed to really struggle with the decision to participate, or not to participate. I found out later that the first and second boys were cousins. The second child had grown up around the first one, I assume. In fact, I'm sure they did because of the way they laughed and joked around with each other. Maybe the second boy was at the stage where he wanted to seek out acquaintances from new people, those outside of his close circle of family and friends. I'm making a lot of conjectures in my observation, but my guesses seem to fit the readings from Chapter 2 of Brighton's book. Even though Boy #1 and Boy #2 were very close in age, they seemed to be at slightly different levels in their social development. Boy #3 might have passed them both quite some time earlier.
Moving on towards the classroom, the boys laughed and talked all the way down the hall. Once inside the classroom, the boys quietened down and found seats around the table. They might have seemed a little shy at first because when the teacher asked them questions, they nodded their heads, instead of verbally communicating. Maybe they were on their "p's" and "q's" because they knew to behave differently around the one who was in authority over them, at the time. This behavior is referred to as differential self. The boys acted one way around each other, and a different way around their VBS teacher.
One other observation I made about their concentration level proves true to what I'm learning about adolescents. Lessons/lectures should be presented in about 15 minute increments, and no longer. Students tend to be unable to focus for longer periods of time than that. Here is what I saw: (which is in no way a judgement on the teacher. She did an excellent job and was very knowledgeable of the subject material)
The beginning of the lesson was very engaging. The boys were asked to read story facts printed out onto little strips of paper. The instructions said to YELL the facts out loud. The boys enjoyed raising their voices and laughed about the assignment. One boy smiled, in satisfaction, when the teacher praised him for reading two hard words correctly. The boys wanted to shout their answers to the second activity also, but that was not part of the directions. The teacher began reading the story from a book and they were responding to the pictures she was showing them. They had just a few questions, but they were respectfully silent as she continued on with the lesson. After 10 minutes, they seemed to be losing concentration. They began darting their eyes over at each other, as if to say, "How much longer?" One boy began stretching his arms out and touching the wall behind him. One began pulling on his knuckles and making them pop. The other one sat quietly with his head facing down toward the table. The teacher realized what time it was and brought her lesson to a close. Shouts and hurray's came when they were told it was time to rotate to their recreation class!
I had not communicated with them at all during the lesson, but stopped them from bounding out the door long enough to get a quick picture of the interesting adolescent trio.
From what I observed, I would do well to keep in mind that little attention spans only last for so long. The subject matter was interesting. The teacher read from the book with a voice and tone that showed a range of emotion. She asked questions during the reading, but overall, the boys just started fading out at the end of the lesson. Also, being able to watch the three different ways each boy reacted to the song service made me realize that, although I may be teaching ONE grade of students, they are not all at ONE developmental level. Some will react to peer pressure, while others won't be overly concerned about what others think. There'll be a few who still want to display their individuality and not attempt to conform, just yet.
I've observed an all-girl group the first time, and now an all-boy group. Let's see if I can get a good mix on this next observation. See you next time.
I observed a small group of three young males who had just completed the fifth and sixth grades. They were attending a Vacation Bible School. One of them was a fifth grader, while the other two were sixth graders. I sat with the boys during the opening worship rally and observed them while the director lead them in singing and learning the hand/dance motions that went along with the songs. One boy participated fully in the songs and hand motions. He didn't seem to care what anyone thought about him. The second boy was hesistant to join in, but decided to half-heartedly participate. The third boy, on the other hand, would not join in at all. I suspect he had come to the conclusion that he was too old for that sort of thing, and that it wasn't cool. The fact that the other two boys were involved in the music obviously didn't have an affect on him. There was no influence of peer pressure at all going on. This class was the oldest class among all the groups of children at the church that night. I feel like the non-participating child was being a bit of a nonconformist. He knew that he was expected to sing and wave his hands in the air like everyone else, but decided against participating. He probably wasn't being disrespectful, but just didn't feel comfortable in the situation. The first child who sang and danced his heart out was a bit amusing. He was having fun, no matter what anyone else thought about him. Perhaps he was still at the stage of development where he was happy to go wherever his parents sent him. If his mom and dad felt like it was acceptable to be at VBS, then that was fine with him. What was really interesting to me was the second child. He seemed to really struggle with the decision to participate, or not to participate. I found out later that the first and second boys were cousins. The second child had grown up around the first one, I assume. In fact, I'm sure they did because of the way they laughed and joked around with each other. Maybe the second boy was at the stage where he wanted to seek out acquaintances from new people, those outside of his close circle of family and friends. I'm making a lot of conjectures in my observation, but my guesses seem to fit the readings from Chapter 2 of Brighton's book. Even though Boy #1 and Boy #2 were very close in age, they seemed to be at slightly different levels in their social development. Boy #3 might have passed them both quite some time earlier.
Moving on towards the classroom, the boys laughed and talked all the way down the hall. Once inside the classroom, the boys quietened down and found seats around the table. They might have seemed a little shy at first because when the teacher asked them questions, they nodded their heads, instead of verbally communicating. Maybe they were on their "p's" and "q's" because they knew to behave differently around the one who was in authority over them, at the time. This behavior is referred to as differential self. The boys acted one way around each other, and a different way around their VBS teacher.
One other observation I made about their concentration level proves true to what I'm learning about adolescents. Lessons/lectures should be presented in about 15 minute increments, and no longer. Students tend to be unable to focus for longer periods of time than that. Here is what I saw: (which is in no way a judgement on the teacher. She did an excellent job and was very knowledgeable of the subject material)
The beginning of the lesson was very engaging. The boys were asked to read story facts printed out onto little strips of paper. The instructions said to YELL the facts out loud. The boys enjoyed raising their voices and laughed about the assignment. One boy smiled, in satisfaction, when the teacher praised him for reading two hard words correctly. The boys wanted to shout their answers to the second activity also, but that was not part of the directions. The teacher began reading the story from a book and they were responding to the pictures she was showing them. They had just a few questions, but they were respectfully silent as she continued on with the lesson. After 10 minutes, they seemed to be losing concentration. They began darting their eyes over at each other, as if to say, "How much longer?" One boy began stretching his arms out and touching the wall behind him. One began pulling on his knuckles and making them pop. The other one sat quietly with his head facing down toward the table. The teacher realized what time it was and brought her lesson to a close. Shouts and hurray's came when they were told it was time to rotate to their recreation class!
I had not communicated with them at all during the lesson, but stopped them from bounding out the door long enough to get a quick picture of the interesting adolescent trio.
From what I observed, I would do well to keep in mind that little attention spans only last for so long. The subject matter was interesting. The teacher read from the book with a voice and tone that showed a range of emotion. She asked questions during the reading, but overall, the boys just started fading out at the end of the lesson. Also, being able to watch the three different ways each boy reacted to the song service made me realize that, although I may be teaching ONE grade of students, they are not all at ONE developmental level. Some will react to peer pressure, while others won't be overly concerned about what others think. There'll be a few who still want to display their individuality and not attempt to conform, just yet.
I've observed an all-girl group the first time, and now an all-boy group. Let's see if I can get a good mix on this next observation. See you next time.
Saturday, June 16, 2012
Divserity
Even as a child, I recognized other children who had more than me, as well as those who had less. From a personal standpoint, my socioeconomic status set me apart from the other groups, in part, because we naturally tend to pair up with those we feel are like us. The phrase "birds of a feather flock together" has so much more meaning behind just that simple statement. The information listed on the chart on page 64 of the Parks book is proof of that. What seems complicated to me is how a teacher can motivate students who don't want to be motivated. Or, does everyone, regardless of economic background, desire to do better in life? Aren't there some people who are just satisfied with what they have? Children belonging to those types of parents are trapped, in my opinion. Surely, they don't want to be in that situation. They can see other peers who have more and better things than them.
I didn't realize how hard it might be to relate to those in extreme poverty. Their main focus is just to survive from day to day. It's obvious that a lot of kids come to school only because they are forced to. Having to be in a social setting among people who are not like you can be horrifying, especially when those students feel rejected.
As educators, we have to find ways to help them see the value in learning. We have a chance to make an impact on their lives, in hopes that they won't repeat the same cycle. Knowing that some of the negative behavior that comes from the lower class has to do with the experiences they have at home, we must be understanding and patient. It's hard not to be judgmental, but we have to rise above thinking like our students. We can understand that life is not fair, but that there are those out there who are less fortunate, for whatever reason. Students who are not taught at home about acceptable behavior must be taught at school. Where else with they learn? We may have to spend extra time, or give extra encouragement and rewards to those who honestly struggle with making the right choices for reasons they can't help. On the other hand, we have to hold them accountable for their actions and teach that bad choices will result in bad consequences. That's a lesson that can be taught to all students, not just the lower class. Students from wealthier families must learn how to regard everyone as having worth. They should not be treated any differently than anyone else. I guess it relates back to the chapter on professionalism. We must always remember we are trained to be positive role models and to encourage a love for learning. We must not only be fair with all students, we must be consistent. Stability is the key to mentoring those who don't have it so well at home. We must keep in mind that no matter what happened in the classroom yesterday, today is a chance to start over and be positive.
I didn't realize how hard it might be to relate to those in extreme poverty. Their main focus is just to survive from day to day. It's obvious that a lot of kids come to school only because they are forced to. Having to be in a social setting among people who are not like you can be horrifying, especially when those students feel rejected.
As educators, we have to find ways to help them see the value in learning. We have a chance to make an impact on their lives, in hopes that they won't repeat the same cycle. Knowing that some of the negative behavior that comes from the lower class has to do with the experiences they have at home, we must be understanding and patient. It's hard not to be judgmental, but we have to rise above thinking like our students. We can understand that life is not fair, but that there are those out there who are less fortunate, for whatever reason. Students who are not taught at home about acceptable behavior must be taught at school. Where else with they learn? We may have to spend extra time, or give extra encouragement and rewards to those who honestly struggle with making the right choices for reasons they can't help. On the other hand, we have to hold them accountable for their actions and teach that bad choices will result in bad consequences. That's a lesson that can be taught to all students, not just the lower class. Students from wealthier families must learn how to regard everyone as having worth. They should not be treated any differently than anyone else. I guess it relates back to the chapter on professionalism. We must always remember we are trained to be positive role models and to encourage a love for learning. We must not only be fair with all students, we must be consistent. Stability is the key to mentoring those who don't have it so well at home. We must keep in mind that no matter what happened in the classroom yesterday, today is a chance to start over and be positive.
Wednesday, June 13, 2012
Field Experience #1
OBSERVATION:
On Friday, June 8, 2012, I observed a Vacation Bible School class in Decatur, MS, consisting of 17 5th grade girls. Almost all of the girls were Caucasian, except for two. One was African American and the other was Native Indian. Most of them were between 11 and 12 years old. When I arrived, the students were leaving the open assembly where they had been participating in singing activities with hand motions. I followed the excited, loud, and cheerful students to their classroom. The students clamored to grab some powdered and chocolate covered donuts the teacher handed out before beginning a lesson focusing on God's amazing power. Some students never spoke unless called on to answer a question, while others sought to be the center of attention. They were all polite and respectful and followed instructions well. Most of them sat in the floor and listened to the teacher's lesson. Some were looking directly at her. Some were fidgeting with their flip flops, pens, Bibles, and bracelets while listening to the lesson. Only a few had notepads and were taking notes. While I stated that most of them stayed in place, there were a few girls who jumped up several times and began talking. I laughed a little inside myself when the teacher presented the topic of discussion at the beginning of class and one student informed her that she was not on the correct lesson. I could tell she wanted to follow a predicted plan, and that she felt uncomfortable at the thought of the teacher varying from it. A lot of the girls wanted to inflect their life experiences into things the teacher said. One particular girl raised her hand throughout the whole hour. Finally the teacher told her to put her hand down and listen. In summary of my observation, I would like to say I enjoyed the assignment. The girls were full of laughter and were having a good time at Vacation Bible School. They commented about how glad they were that they made the choice to be there that day.
REFLECTION:
The Brighton book mentioned children going through puberty are more prone to weight problems, acne and injuries. I did not notice any of these issues in the classroom Friday. One of the observations that followed closely with information in the book is that students will most likely not make the best food choices. The girls acted like the donuts the teacher gave them were diamond rings! They started screaming in delight when she dumped them out of the box onto the floor. (They were individually wrapped, of course.) Most of the girls were satisfied with one package, but a few of them wanted two packages. One girl even wanted three packages of those little high-calorie packaged bundle of sugary snacks. Another observation that followed the readings from Chapter 3 of the Brighton book was that students at that age are becoming well aware of the opposite sex. I have an idea that the class I observed was all girls for that very reason. I'm sure the church wanted that week to be a time where the students could focus on getting to know God and learning more about Him. They didn't want the students that age to be preoccupied with the other gender and lose sight of why there were there.
FUTURE:
When I decided to enroll in this program, it was because teaching this age group was the next best choice, in my mind. I initially wanted to work with younger ones. I have been influenced by the chapter readings, so far, to realize students this age are preoccupied, stressed out and extremely self conscious of their body images. This information will influence my teaching in several positive ways. I hope to be more understanding about children who can't sit down, be still, and be quiet. I never realized there was a real physical reason why some children have a hard time doing that. I just thought they didn't know how to follow the rules. I will also be more aware that even though these students will look like they are big enough to begin making some of their own decisions in life, they still need guidance, guidance, and more guidance! They are emotionally fragile, yet wonderful at the same time.
On Friday, June 8, 2012, I observed a Vacation Bible School class in Decatur, MS, consisting of 17 5th grade girls. Almost all of the girls were Caucasian, except for two. One was African American and the other was Native Indian. Most of them were between 11 and 12 years old. When I arrived, the students were leaving the open assembly where they had been participating in singing activities with hand motions. I followed the excited, loud, and cheerful students to their classroom. The students clamored to grab some powdered and chocolate covered donuts the teacher handed out before beginning a lesson focusing on God's amazing power. Some students never spoke unless called on to answer a question, while others sought to be the center of attention. They were all polite and respectful and followed instructions well. Most of them sat in the floor and listened to the teacher's lesson. Some were looking directly at her. Some were fidgeting with their flip flops, pens, Bibles, and bracelets while listening to the lesson. Only a few had notepads and were taking notes. While I stated that most of them stayed in place, there were a few girls who jumped up several times and began talking. I laughed a little inside myself when the teacher presented the topic of discussion at the beginning of class and one student informed her that she was not on the correct lesson. I could tell she wanted to follow a predicted plan, and that she felt uncomfortable at the thought of the teacher varying from it. A lot of the girls wanted to inflect their life experiences into things the teacher said. One particular girl raised her hand throughout the whole hour. Finally the teacher told her to put her hand down and listen. In summary of my observation, I would like to say I enjoyed the assignment. The girls were full of laughter and were having a good time at Vacation Bible School. They commented about how glad they were that they made the choice to be there that day.
REFLECTION:
The Brighton book mentioned children going through puberty are more prone to weight problems, acne and injuries. I did not notice any of these issues in the classroom Friday. One of the observations that followed closely with information in the book is that students will most likely not make the best food choices. The girls acted like the donuts the teacher gave them were diamond rings! They started screaming in delight when she dumped them out of the box onto the floor. (They were individually wrapped, of course.) Most of the girls were satisfied with one package, but a few of them wanted two packages. One girl even wanted three packages of those little high-calorie packaged bundle of sugary snacks. Another observation that followed the readings from Chapter 3 of the Brighton book was that students at that age are becoming well aware of the opposite sex. I have an idea that the class I observed was all girls for that very reason. I'm sure the church wanted that week to be a time where the students could focus on getting to know God and learning more about Him. They didn't want the students that age to be preoccupied with the other gender and lose sight of why there were there.
FUTURE:
When I decided to enroll in this program, it was because teaching this age group was the next best choice, in my mind. I initially wanted to work with younger ones. I have been influenced by the chapter readings, so far, to realize students this age are preoccupied, stressed out and extremely self conscious of their body images. This information will influence my teaching in several positive ways. I hope to be more understanding about children who can't sit down, be still, and be quiet. I never realized there was a real physical reason why some children have a hard time doing that. I just thought they didn't know how to follow the rules. I will also be more aware that even though these students will look like they are big enough to begin making some of their own decisions in life, they still need guidance, guidance, and more guidance! They are emotionally fragile, yet wonderful at the same time.
Saturday, June 9, 2012
Answering Three Questions
I am definitely going to have to become more familiar with blogging, skyping, and Live Binder. I feel like I've just scratched the surface in learning about these ways to communicate in this on-line course. However, I've always enjoyed writing. From time to time in my life, I've written things down in a personal journal. I'm a very private person, so this will be a new experience for me. To tell you the truth, I have never understood why people write such personal things on Facebook. But these writing activities will be a way to express my thoughts and understanding, so I'm looking forward to participating.
I agree with everything Parks wrote about in Chapter One. Professionalism is the key to presenting oneself to others in a way to gain respect from peers and students. One idea that I had not thought of before was the comment he made about how we've been in a student's shoes before, but they've never been in ours. That put things in perspective for me. It means I should be able to sympathize with most of the things kids are going through at this stage in their lives. Another thing I had not considered was the idea of joining the state and national associations. That's a great way to get support. Keeping a portfolio is something I wouldn't have thought of either. Keeping documents and even things from students is a great way to have documentation handy if it is ever needed in the future.
From Brighton's book I learned that the teacher will be faced with more challenges than just presenting a lesson plan to the students in the time she has with them. Students will be present in body, but not necessarily in mind while in the classroom. I understand that children are going through a lot of changes during that stage in life. I have a 15 year old. But I didn't quite grasp through my son's developing stages that he might be fearful or confused about those changes. Since he has been more open to asking my husband about things, I feel like I've been a little on the "clueless" side of his stage of puberty. Now I realize the importance of my husband being there. I'm so glad he could be. I realize now that as a teacher I have to be aware of all these changes and understand they will have more anxiety going on in their lives than just worrying about passing a test.
One of the questions I have about this course has to do with finding the video on "Various Ways to Close." I signed up on Live Binder and after that, I could not figure out how to locate the article. Can you help me with that? A question I have related to Chapter 8 of Brighton's book has to do with a school's or teacher's responsibility to the student to step in if there is some concern about deep depression. He made a comment that because of liability reasons a teacher might find it difficult to play a proper role. Can you elaborate on that topic?
One thing I am interested in learning about working with middle school students how to influence them to make good decisions in their lives without trying to be their mother, so to speak. I want to be a good role model, but will not be their guidance counselor. I've always been a good listener. I guess that's why in high school, friends would always come to me just to talk about their problems. How can I listen and not give advice?
I agree with everything Parks wrote about in Chapter One. Professionalism is the key to presenting oneself to others in a way to gain respect from peers and students. One idea that I had not thought of before was the comment he made about how we've been in a student's shoes before, but they've never been in ours. That put things in perspective for me. It means I should be able to sympathize with most of the things kids are going through at this stage in their lives. Another thing I had not considered was the idea of joining the state and national associations. That's a great way to get support. Keeping a portfolio is something I wouldn't have thought of either. Keeping documents and even things from students is a great way to have documentation handy if it is ever needed in the future.
From Brighton's book I learned that the teacher will be faced with more challenges than just presenting a lesson plan to the students in the time she has with them. Students will be present in body, but not necessarily in mind while in the classroom. I understand that children are going through a lot of changes during that stage in life. I have a 15 year old. But I didn't quite grasp through my son's developing stages that he might be fearful or confused about those changes. Since he has been more open to asking my husband about things, I feel like I've been a little on the "clueless" side of his stage of puberty. Now I realize the importance of my husband being there. I'm so glad he could be. I realize now that as a teacher I have to be aware of all these changes and understand they will have more anxiety going on in their lives than just worrying about passing a test.
One of the questions I have about this course has to do with finding the video on "Various Ways to Close." I signed up on Live Binder and after that, I could not figure out how to locate the article. Can you help me with that? A question I have related to Chapter 8 of Brighton's book has to do with a school's or teacher's responsibility to the student to step in if there is some concern about deep depression. He made a comment that because of liability reasons a teacher might find it difficult to play a proper role. Can you elaborate on that topic?
One thing I am interested in learning about working with middle school students how to influence them to make good decisions in their lives without trying to be their mother, so to speak. I want to be a good role model, but will not be their guidance counselor. I've always been a good listener. I guess that's why in high school, friends would always come to me just to talk about their problems. How can I listen and not give advice?
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