A question, I've been wrestling with all year has been, "What does it mean for me to be an advocate for my students?". It's popped up at different times for different reasons.
In the fall, I watched a drug search and responded with this in my weekly email:
"My main concern this week was watching the random drug search happen today. We had the police come to school with a dog to do random sweeps of classrooms. It was so hard to watch the way the police officers spoke to the students. They were so disrespectful to the kids (yelling at them, threatening to have them suspended/expelled, etc. even as kids were trying to obey their requests) and treated them like they were criminals. It was just another time when my eyes were forced open to how vastly different our realities are. It also made me start to wonder more about what it means to be an advocate for my students. All of the teachers were talking about the situation during lunch and trying to figure out if there was a way to report what had taken place earlier that day. None of them knew, and by the end of the day, it seemed to be less of a priority than it had been previously. And yet, the police will be back again in about a month to do another search. Just lots of food for thought, I guess."
Towards the end of the semester, I wrote about a specific student who I had concerns about:
"This week, I was able to spend some time one-on-one with a student of mine who is struggling. When I look over his exit tickets or test grades, it looks like he doesn't know anything. When he and I sit down and talk out the same material over very similar questions, he knows it. Thanks to standards based grading, we can use some alternative assessments to assess his mastery of standards and still be able to give him the same grade as someone who took the exit ticket. His coach has come by several times to make sure he's getting work made up, so he doesn't fail. We learned more about his home life and that there are several teachers trying to push to get him an IEP but there is little cooperation on the home end. It works out well enough most of the time in our classroom because we have two adults with around 26 kids, so the students who need it can get quite a bit of one-on-one attention. However, by not having an IEP, this boy is forever at the mercy of teachers who may decide to try to offer some accommodations and others who may not."
At the beginning of this semester, I'm watching as instruction and content fly by regardless of whether students are understanding the material. They are lost and grappling with major misconceptions (where they understand the material enough to have misconceptions). However, many of them have just given up and try to sleep through class because they are so confused. And yet, when this is addressed, the response is that we are on a "time crunch" to get through all of the standards before the EOC.
In all of these situations, I'm left wondering, "what does it look like to be an advocate for my students?". Has anyone else been grappling with this question?
Monday, January 23, 2017
Friday, November 18, 2016
Parent Conferences and Exponent Laws
On Tuesday we had parent conferences and then Wednesday was Wednesday. Conferences on Tuesday were helpful but exhausting. There were a significant portion of parents with the message "I know my kid doesn't really put in effort outside of school, but we have tried everything and we can't motivate them. They need to find their own motivation." I agree with them, and I wasn't sure what to say. For some students, I suggested looking at college websites to get a sense of what GPA they need to work on. Other than that, I was at a loss.
Math I have been thinking about: exponent laws! whyyyyy are they so hard for students? When students learn that some value raised to an exponent divided by that same value raised to another exponent is equal to that value raised to the numerator exponent minus the denominator exponent, they suddenly mistake 7/4=3. I feel like we have taught exponent laws through an investigation, through direct instruction, and through practice problems. Is it just something that takes some time to sink in? Should we move on and circle back?
Thursday, November 17, 2016
A day in the life at the zoo school...
Throughout this semester, I feel like I have learned so much more about my inadequacies as an educator, than I have about my strengths... which I think is humbling and good at this stage of the game. It has been an uncomfortable semester, but this past week I felt concepts and ideas from class really started to show up in the classroom. Fifth grade was a great year to be alive, but it is a really tough year for me to identify with in science education.
Several weeks ago, the whole fifth grade had the opportunity to take a field trip to the zoo, which is really just the backyard of the school. Parent chaperones lead small groups of students throughout the zoo, and I had the job of keeping track of three young men as a group. The three boys I had are typically the more disengaged or disruptive students in our first hour class, so I was not sure how the day would go. We decided our team name would be the Animal Avengers and started our trek through each continent of animals. I had a great time learning more about these three students and getting to search their brains for facts they knew or questions they had about the animals. This was especially relevant coming off our unit on animal adaptations. While there were a few times we had to regroup and remind each other to not hang off the bamboo trees or not play camouflage in a dark room, we really came together as a little group and celebrated with nachos that one boy was nice enough to buy for his group members. I was reminded of how sweet curiosity is to see in a student and the field trip refocused my motivation for the rest of the semester.
This week at school, we got to do a really cool lesson with Kinex cars and exploring the relationship between velocity and force. While that was great, the sweetest part of the day was during their Cougar time (technically RTI). A handful of students started talking about what languages they speak at home and they helped me learn how to say hello and how to write my name. It was cool to see that they really wanted me to know about their culture and it was a neat opportunity to shed light on the value of the diversity in Nashville.
Several weeks ago, the whole fifth grade had the opportunity to take a field trip to the zoo, which is really just the backyard of the school. Parent chaperones lead small groups of students throughout the zoo, and I had the job of keeping track of three young men as a group. The three boys I had are typically the more disengaged or disruptive students in our first hour class, so I was not sure how the day would go. We decided our team name would be the Animal Avengers and started our trek through each continent of animals. I had a great time learning more about these three students and getting to search their brains for facts they knew or questions they had about the animals. This was especially relevant coming off our unit on animal adaptations. While there were a few times we had to regroup and remind each other to not hang off the bamboo trees or not play camouflage in a dark room, we really came together as a little group and celebrated with nachos that one boy was nice enough to buy for his group members. I was reminded of how sweet curiosity is to see in a student and the field trip refocused my motivation for the rest of the semester.
This week at school, we got to do a really cool lesson with Kinex cars and exploring the relationship between velocity and force. While that was great, the sweetest part of the day was during their Cougar time (technically RTI). A handful of students started talking about what languages they speak at home and they helped me learn how to say hello and how to write my name. It was cool to see that they really wanted me to know about their culture and it was a neat opportunity to shed light on the value of the diversity in Nashville.
Tuesday, November 15, 2016
Thoughts on Reality Pedagogy and the Assumptions We Have...
I’ve spent the last couple of weeks thinking of Emdin’s idea of Reality Pedagogy, and I wanted to record some thoughts here.
Emdin makes a substantial claim with reality pedagogy that, at first, I did not realize how important and deep it goes. He claims that the reality the students experience everyday often looks nothing like their experiences in the classroom. This causes a major disconnect, and I speculate that students begin to question how the narrative of their lives can be a part of a system like education. It’s as if the system was not built for them, so why should they see it as something they should engage in?
Therefore, we ask the question: what is the reality that our students face, and how does it relate (if at all) to the classroom space? (that rhymed… better watch this hot fire).
I think the idea of reality pedagogy has overarching themes that go beyond the secondary education classroom into education more broadly, and it’s something that has been on my mind the last couple of days. Especially as I consider the philosophies that inform my own teaching.
As some other have mentioned, I agree, that sometimes what Emdin suggests doing is outside of how we prefer to approach teaching, or it doesn’t fit into our personal pedagogical toolboxes, or hey, maybe it’s just not our personality. However, I think it’s important to not lose sight of the main idea that if we truly want to engage students from historically marginalized groups, we have to pay attention to their realities and build our spaces with that in mind. Otherwise, I fear our classrooms may just become another part of a system that doesn’t appeal to the students we are teaching.
Emdin says something in the concluding chapter of his book that resonated with me. He says: “How successful the teacher is in the classroom is directly related to how successful the teacher thinks the students can be…” Therefore, the final point that I’ve come to see as important is that we have to identify the assumptions we come to the classroom with (whether conscious or unconscious). This may include identifying implicit biases we may have, but this seems to be a powerful stride in being more open about recognizing the reality that our students are experiencing every day so that we can build the classroom space with them.
I feel like I’m turning into Barb… Is this normal?
Emdin makes a substantial claim with reality pedagogy that, at first, I did not realize how important and deep it goes. He claims that the reality the students experience everyday often looks nothing like their experiences in the classroom. This causes a major disconnect, and I speculate that students begin to question how the narrative of their lives can be a part of a system like education. It’s as if the system was not built for them, so why should they see it as something they should engage in?
Therefore, we ask the question: what is the reality that our students face, and how does it relate (if at all) to the classroom space? (that rhymed… better watch this hot fire).
I think the idea of reality pedagogy has overarching themes that go beyond the secondary education classroom into education more broadly, and it’s something that has been on my mind the last couple of days. Especially as I consider the philosophies that inform my own teaching.
As some other have mentioned, I agree, that sometimes what Emdin suggests doing is outside of how we prefer to approach teaching, or it doesn’t fit into our personal pedagogical toolboxes, or hey, maybe it’s just not our personality. However, I think it’s important to not lose sight of the main idea that if we truly want to engage students from historically marginalized groups, we have to pay attention to their realities and build our spaces with that in mind. Otherwise, I fear our classrooms may just become another part of a system that doesn’t appeal to the students we are teaching.
Emdin says something in the concluding chapter of his book that resonated with me. He says: “How successful the teacher is in the classroom is directly related to how successful the teacher thinks the students can be…” Therefore, the final point that I’ve come to see as important is that we have to identify the assumptions we come to the classroom with (whether conscious or unconscious). This may include identifying implicit biases we may have, but this seems to be a powerful stride in being more open about recognizing the reality that our students are experiencing every day so that we can build the classroom space with them.
I feel like I’m turning into Barb… Is this normal?
Saturday, November 12, 2016
Class materials: student autonomy v. efficiency?
In the 7th grade classroom at Rose Park STEM Magnet Middle School each week, I continue to wonder about the benefits and drawbacks of my mentor teacher's protocol around distributing and collecting materials.
I wonder for those of you in the professional year, what are your practices around student materials? Fellow first-years, what have you observed in your placements about this?
My mentor Ms. P.'s routine is to have all of the materials on students' desks when they arrive - worksheets, beakers, measuring utensils, even a "bucket" of standard school supplies that lives on each desk. The only thing the students pick up for themselves is their spiral - a crucial part of the classroom in which each student keeps track of his/her progress by pasting in worksheets, reflections, and grades.
The shelf of spirals is located right next to the classroom door. I think that picking up one's spiral is an example of an intentional classroom ecology practice that Professor Barb has pointed out - having the students do something right as they enter the classroom that physically reminds them that they are entering a science learning zone.
As far as other supplies, the responsibility is entirely on the teacher(s) to distribute them. It's a lot of work, and sometimes makes me feel like she and I are waitresses! I would like to envision teaching in a classroom one day where students share responsibility of passing out papers and distributing/collecting materials and assignments. However, one thing I very much respect about Ms. P.'s practice is that she is incredibly efficient! Those students get a whole lot of work done in one hour and five minutes.
I think that it's possible to design a classroom set-up that is spatially and organizationally conducive to efficient student-lead materials management, as well as a distribution of responsibilities that is fair and inclusive. In his book, Emdin emphasizes the value of student-responsibility as building the family-like community in a classroom.
I'd love to hear some folks' ideas!
Also, have fun in class on Friday! I'll be in Louisville but am genuinely sad to miss Noyce time.
I wonder for those of you in the professional year, what are your practices around student materials? Fellow first-years, what have you observed in your placements about this?
My mentor Ms. P.'s routine is to have all of the materials on students' desks when they arrive - worksheets, beakers, measuring utensils, even a "bucket" of standard school supplies that lives on each desk. The only thing the students pick up for themselves is their spiral - a crucial part of the classroom in which each student keeps track of his/her progress by pasting in worksheets, reflections, and grades.
The shelf of spirals is located right next to the classroom door. I think that picking up one's spiral is an example of an intentional classroom ecology practice that Professor Barb has pointed out - having the students do something right as they enter the classroom that physically reminds them that they are entering a science learning zone.
As far as other supplies, the responsibility is entirely on the teacher(s) to distribute them. It's a lot of work, and sometimes makes me feel like she and I are waitresses! I would like to envision teaching in a classroom one day where students share responsibility of passing out papers and distributing/collecting materials and assignments. However, one thing I very much respect about Ms. P.'s practice is that she is incredibly efficient! Those students get a whole lot of work done in one hour and five minutes.
I think that it's possible to design a classroom set-up that is spatially and organizationally conducive to efficient student-lead materials management, as well as a distribution of responsibilities that is fair and inclusive. In his book, Emdin emphasizes the value of student-responsibility as building the family-like community in a classroom.
I'd love to hear some folks' ideas!
Also, have fun in class on Friday! I'll be in Louisville but am genuinely sad to miss Noyce time.
Sunday, October 2, 2016
An SSMV Vignette
This month as part of the Noyce program, Sam and I were able to interact with students in the School for Science and Math at Vanderbilt. The seniors were practicing communication skills in preparing to present their independent research to various audiences, and in this activity they had to communicate to oblivious persons - us! - how to build certain Lego structures they'd designed. Most of the groups had a constraint such as only being allowed to draw pictures or not using certain descriptors. I found that the groups I worked with did very well, thought their constraints weren't the most challenging in the room. I got to ask the four students in the last group about their individual research projects, and they generally explained them very well, though I had to get a few clarifications of terms.
After we had gone around to different groups and tried to build their structures, Heather debriefed the activity with the students, and then Sam and I each took half the class to another location and got to talk to them, free-form, about Math and Science. With my half, I first asked them to tell me their name, where they were in school, and what their Spirit Vegetable was, if they could be any vegetable in the world, or just a favorite. I got a variety of responses, my favorite perhaps being "anything steamed." Then I asked if anyone could share a memorable experience that helped them realize that they liked Science or Math. I found that many of the answers given were from middle school. Some were from experiences at home when they were just starting school (i.e., being given a telescope). The conversation occasionally veered into rants about poor Math and Science teachers.
I've now interacted with the SSMV students on four occasions, through this and other classes, and I'm generally impressed with the program and encouraged by the thoughtfulness and kindness I've seen in the students. Not only are they smart, they seem polite and engaged with the world. Also, it's encouraging to see racial diversity there. From the conversation last week, it seems to me that the students really value their experiences at SSMV. I am so glad that they have this outlet for their smarts. Of course no program is perfect - It's hard to know what effect the experience may have on their lives in school and the dynamics of their classrooms on the other four days of the week - but I am more and more convinced that this is an overall positive experience for Nashville public school students, and it's encouraging.
This is just one example of the many ways in which prospective teachers at Peabody are able to interact with real-live students and be in real-live classrooms (or sometimes realistic simulations) - This is the primary of many reasons that I'm glad to be here.
After we had gone around to different groups and tried to build their structures, Heather debriefed the activity with the students, and then Sam and I each took half the class to another location and got to talk to them, free-form, about Math and Science. With my half, I first asked them to tell me their name, where they were in school, and what their Spirit Vegetable was, if they could be any vegetable in the world, or just a favorite. I got a variety of responses, my favorite perhaps being "anything steamed." Then I asked if anyone could share a memorable experience that helped them realize that they liked Science or Math. I found that many of the answers given were from middle school. Some were from experiences at home when they were just starting school (i.e., being given a telescope). The conversation occasionally veered into rants about poor Math and Science teachers.
I've now interacted with the SSMV students on four occasions, through this and other classes, and I'm generally impressed with the program and encouraged by the thoughtfulness and kindness I've seen in the students. Not only are they smart, they seem polite and engaged with the world. Also, it's encouraging to see racial diversity there. From the conversation last week, it seems to me that the students really value their experiences at SSMV. I am so glad that they have this outlet for their smarts. Of course no program is perfect - It's hard to know what effect the experience may have on their lives in school and the dynamics of their classrooms on the other four days of the week - but I am more and more convinced that this is an overall positive experience for Nashville public school students, and it's encouraging.
This is just one example of the many ways in which prospective teachers at Peabody are able to interact with real-live students and be in real-live classrooms (or sometimes realistic simulations) - This is the primary of many reasons that I'm glad to be here.
The final week before Fall Break
This week has been great overall. We had two days of review on polynomial graphs, inverses, and square/cube root graphs. Students took an assessment on Wednesday on this section, and did relatively well! It's really nice to see some students "get hooked." From what I've observed this year and last, most students will put in effort if they feel like their effort is being noticed and recognized. I wonder how I can make that happen for all students. The students I have see turn things around in this class have been students that we single out and support individually. How can I do that in the future when I am a solo teacher with 150 students?
On Thursday we designed a heads up style game including material from the entire quarter. We wanted to have students review some material and engage in math, but we knew they would be way too burnt out to do serious work. We made the game competitive and included candy as a prize. I honestly expected it to be a hot mess and for students to be disengaged and over it. To my surprise (as Ms. Herron saw during her visit) students were really excited about it! The game went way better than expected. It was a good reminder to me that my students are happy and enthusiastic to have fun with math... if the math is fun.
One student I have been focused on this week is an 8th grader in our first period class. I am not worried about his academic success but I am concerned with his socio emotional success. He performs very well in math and likes to tell his peers about how well he does. He also makes fun of students around him that don't do as well. When we tell him this is inappropriate he often plays it off saying "oh you guys hate me hahaha." I am unsure of how to approach this student. He seems to have a "I am better than you attitude" and I don't know how to approach this as a teacher. Especially in our classroom where we do a lot of group work, I hate sitting him near any students because I know they will likely feel uncomfortable working with him. I also don't want to give him extra attention because I am worried that will feed into his attitude. I want to encourage him to engage with more difficult math because he seems bored in class but I also want to encourage him to work with his peers to improve his collaborative skills. I used to think teaching math and teaching good people skills lay in two separate spheres. I am realizing more and more how teaching math depends on teaching student and professional skills.
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