This week, a friend and coworker, upon detailing some of the nasty things her students have been doing behind her back, brought up the adage, "Character is who you are when no one is looking." It will be here theme for the next C.A.R.E. meeting and highly apt for her classroom, as well as (unfortunately after yesterday) some of the students in mine.
The problem came about yesterday when I was out of the classroom for bilingual testing all day. I came back in the last 30 minutes to find out that several of my students had teased each other and made each other feel bad and one of my students what just outright defiant with the substitute. While these issues aren't uncommon in any classroom around the country, they are completely unacceptable and I told my students as much. But the "punishment" as it may be can not just be a firm talking-to. Something in their training needs to actually stick with them so that they are intrinsically motivated to be good people ALL of the time, not just because they are trying to please an adult that they respect.
According to brain research, until late teens/early twenties, the part of the brain that is responsible for emotion and empathy is not yet fully formed. This is supposed to explain (excuse?) a student who walks up to you and says something like, "Eww, why would you wear THAT shirt?!" (We are to assume that they can't make a connection about how it would feel if someone would say that to them.) It is because of this, that we ask students to LEARN what IS appropriate, whether or not they understand why. To EXPECT them to be rude and uncaring is the same as having low expectations for succeeding in a content area. Just because a student may be underdeveloped in personal understanding does not account for their ability to learn proper social norms and expectations. If presented in an impactful way, I have no doubt about their abilities to comprehend the "why" (whether or not they feel it) and adhere to these expectations.
Wednesday, February 3, 2010
Monday, February 1, 2010
Learning (and Teaching) Styles
When I started teaching in a new district, I knew that there were bound to be big changes. Every school district has their own requirements and expectations which shape the way that teachers and administrators handle their business. The one thing that IS consistent in my experience (and I pray in all teachers' experience) is the consensus that all teachers need to cater to their students' varied learning styles.
Now, I'm more than happy to be in my new district and new position, but there are some changes that I didn't anticipate. In my former district, for example, I wasn't required to turn in lesson plans with the exception of during a formal observation. In my current district, a full weeks lessons are due once a month and our entire lesson plan book (or in my case, binder of lessons) is due at the end of the year.
To be honest, I fully understand the need to determine the caliber of education that is occurring within the schools. But, like in all cases of education, I believe there are multiple ways of accomplishing this.
As a student teacher, I learned something about myself. I am a creative and dynamic teacher...ONLY if I'm attending directly to my students and the direction in which their learning needs to go. I am a talented lesson planner for sure, but if I get a detailed plan in front of me, I will literally follow it to the death with blinders on as to what is actually happening in the classroom. I don't know what it is about that kind of restrictive step-by-step process that renders me incapable, but that's what happens. Instead, if I have a brief outline (and I mean brief!!!) of things that need to be accomplished, I find that I am no longer boxed in by time and exact procedure and the caliber of learning that occurs is exponentially better. I also find that writing out lessons day by day ends up being an insanely large time drain. I feel that it would be more productive to use that time creating things that would actually supplement learning (or resting so that I have the energy to be the most dynamic teacher possible.)
Either way, sometimes I feel like the requirements that we place on ourselves are directly contrary to those that we know happen to be best practice. By that I mean, if teachers are not allowed to plan in the style that best suits them, why are we asked to teach in the way that best reaches our students? I believe that it would truly be best practice to believe in the caliber of teacher hired (and their ability to follow curriculum), assess them sporadically to ensure consistency, and then trust them to do the job that they were hired to do.
Now, I'm more than happy to be in my new district and new position, but there are some changes that I didn't anticipate. In my former district, for example, I wasn't required to turn in lesson plans with the exception of during a formal observation. In my current district, a full weeks lessons are due once a month and our entire lesson plan book (or in my case, binder of lessons) is due at the end of the year.
To be honest, I fully understand the need to determine the caliber of education that is occurring within the schools. But, like in all cases of education, I believe there are multiple ways of accomplishing this.
As a student teacher, I learned something about myself. I am a creative and dynamic teacher...ONLY if I'm attending directly to my students and the direction in which their learning needs to go. I am a talented lesson planner for sure, but if I get a detailed plan in front of me, I will literally follow it to the death with blinders on as to what is actually happening in the classroom. I don't know what it is about that kind of restrictive step-by-step process that renders me incapable, but that's what happens. Instead, if I have a brief outline (and I mean brief!!!) of things that need to be accomplished, I find that I am no longer boxed in by time and exact procedure and the caliber of learning that occurs is exponentially better. I also find that writing out lessons day by day ends up being an insanely large time drain. I feel that it would be more productive to use that time creating things that would actually supplement learning (or resting so that I have the energy to be the most dynamic teacher possible.)
Either way, sometimes I feel like the requirements that we place on ourselves are directly contrary to those that we know happen to be best practice. By that I mean, if teachers are not allowed to plan in the style that best suits them, why are we asked to teach in the way that best reaches our students? I believe that it would truly be best practice to believe in the caliber of teacher hired (and their ability to follow curriculum), assess them sporadically to ensure consistency, and then trust them to do the job that they were hired to do.
Wednesday, January 27, 2010
Be the Example
During my last C.A.R.E. meeting I asked my students to generate a list of problems that they have faced this year. As they are frequently shy about discussing their issues aloud, I gave each of them a notecard and told them that they would remain anonymous as I read each situation aloud and asked students to brainstorm possible solutions. This is part of my goal that I've set up for my class to take the initiative when faced with adversity instead of always telling a teacher right away or choosing a poor action that only makes the situation worse.
One of my students wrote about how other students are loud and running in the lunchroom. To be honest, I'm wasn't sure my students could brainstorm any solution for tackling a third of the school with one blow. As usual, they surprised me. One of my students talked about doing what YOU KNOW IS RIGHT regardless of what everyone else is doing. I told them that this means setting an example for others to follow (especially when they notice the positive reinforcement you will surely receive for your actions).
Now I realize that asking students to be individuals in a crowd is a giant task. Even as adults we seldom find the strength to stand alone, even when we know the majority is wrong (or have a strong inkling about it). So then we talked about surrounding yourselves with other positive examples, so that you could present a united front.
Our theory was tested just a few hours later when we were walking to lunch. The class in front of us was having a terrible time following the rules and being respectful. They kept having to "pull over" in the hallway to receive admonition and redirection. My class was patient, stopping each time and waiting for them to get their acts together. Finally, when they were directed to go around the other class, I (and more importantly THEY) could hear the other teacher explaining to her students that they looked nothing like my class and that my class was the one they should model themselves after. I noticed a few of my students straighten up and stand a little taller so I whispered to them in Spanish, "This is EXACTLY what it looks like to be the example, and you did it together!"
In truth, there is not always going to be someone there to call you out and give you a pat on the back for showing up and being who you need to be, but I can guarantee you that there will always be someone around who is noticing.
One of my students wrote about how other students are loud and running in the lunchroom. To be honest, I'm wasn't sure my students could brainstorm any solution for tackling a third of the school with one blow. As usual, they surprised me. One of my students talked about doing what YOU KNOW IS RIGHT regardless of what everyone else is doing. I told them that this means setting an example for others to follow (especially when they notice the positive reinforcement you will surely receive for your actions).
Now I realize that asking students to be individuals in a crowd is a giant task. Even as adults we seldom find the strength to stand alone, even when we know the majority is wrong (or have a strong inkling about it). So then we talked about surrounding yourselves with other positive examples, so that you could present a united front.
Our theory was tested just a few hours later when we were walking to lunch. The class in front of us was having a terrible time following the rules and being respectful. They kept having to "pull over" in the hallway to receive admonition and redirection. My class was patient, stopping each time and waiting for them to get their acts together. Finally, when they were directed to go around the other class, I (and more importantly THEY) could hear the other teacher explaining to her students that they looked nothing like my class and that my class was the one they should model themselves after. I noticed a few of my students straighten up and stand a little taller so I whispered to them in Spanish, "This is EXACTLY what it looks like to be the example, and you did it together!"
In truth, there is not always going to be someone there to call you out and give you a pat on the back for showing up and being who you need to be, but I can guarantee you that there will always be someone around who is noticing.
Tuesday, January 26, 2010
Freedom!
Being a split level teacher is not without its complications. One of these involves my inability to be in multiple places at the same time. As such, when my 4th graders go on a field trip, I am left to entrust them to another bilingual teacher while I'm teaching my remaining 5th graders. It's hard enough to create unity among the ranks without splitting the class up and drawing attention to an "us vs. them" situation.
In order to aid myself in reminding the students of their bond (regardless of time and space) I devised a plan early on that was attached to my students' system of rewards. First, I should probably state that my students do not get scheduled weekly rewards or free time (like in many of my colleagues' classes) because I don't want them to feel like they deserve something without putting in the work to get it. Instead, I have a behavior management system where one student that I choose (and they don't know about) represents the whole class. Because of this, the students are constantly accountable for their own actions as well as the actions for their peers. After working together for as long as it takes, they earn a classroom celebration (or lose points and don't get to celebrate as the case may be.)
Now, when my students have to be split up, they understand that the 4th graders who leave will be responsible for representing the 5th graders (monitored by the other bilingual teacher) and that the 5th graders are responsible for representing their 4th grade counterparts. This has (as is one of my primary goals)created quite a sense of community.
The problem is when it comes to knowing how well you've prepared your students to handle life when you're not there to guide them. It is such a gamble to send them out in the world trusting that their sense of allegiance to the greater good is worth their continual positive behavior. Today, when my students returned from their trip, they were grinning from ear to ear. This, of course, just made me nervous. When I went to talk to the teacher who took them on their trip, he told me that everything went perfectly fine and that my students did a great job. It's wonderful to know that, as a group, we must be doing something right!
In order to aid myself in reminding the students of their bond (regardless of time and space) I devised a plan early on that was attached to my students' system of rewards. First, I should probably state that my students do not get scheduled weekly rewards or free time (like in many of my colleagues' classes) because I don't want them to feel like they deserve something without putting in the work to get it. Instead, I have a behavior management system where one student that I choose (and they don't know about) represents the whole class. Because of this, the students are constantly accountable for their own actions as well as the actions for their peers. After working together for as long as it takes, they earn a classroom celebration (or lose points and don't get to celebrate as the case may be.)
Now, when my students have to be split up, they understand that the 4th graders who leave will be responsible for representing the 5th graders (monitored by the other bilingual teacher) and that the 5th graders are responsible for representing their 4th grade counterparts. This has (as is one of my primary goals)created quite a sense of community.
The problem is when it comes to knowing how well you've prepared your students to handle life when you're not there to guide them. It is such a gamble to send them out in the world trusting that their sense of allegiance to the greater good is worth their continual positive behavior. Today, when my students returned from their trip, they were grinning from ear to ear. This, of course, just made me nervous. When I went to talk to the teacher who took them on their trip, he told me that everything went perfectly fine and that my students did a great job. It's wonderful to know that, as a group, we must be doing something right!
Monday, January 25, 2010
C.A.R.E.ing Students
I worked in a resource position for two years before changing districts and job descriptions. I am now a split level teacher for my own full classroom of bilingual gems. The difference between resource and and classroom teacher is stark. I knew for a fact that in my old district I was not as effective as I could have been. It has been proven to me tenfold as I watch my students grow and develop and I am there 100% of the time to track this progress and ensure continuity.
This year my school adopted the C.A.R.E. program which is an anti-bullying program. To be perfectly honest, I feel like "bullying" is an antiquated word and, while the concepts apply, the actual program is frankly...lame. The amazingly awesome thing is that it opens up the opportunity for a guaranteed half hour of "family" discussion time every week. This time has made a vast difference when building a classroom community and the ways that my students interact with each other is at times awe inspiring.
For example, when I was having trouble with my girls being cliquey and self interested, we had a classroom meeting that focused on inclusion. The next day my girl students came to me thrilled with themselves because they had decided to do a "secret Santa" that included every single girl in my class and had already drawn names during the lunch hour.
At the New Year I taught the students the meaning of the term "New Years Resolution." I then asked them each to make their own for the second half of the school year. They shared these resolutions with the rest of the class and are accountable to their classmates for keeping these resolutions.
The other wonderful byproduct of the C.A.R.E. program is that it has given the students a school-wide vocabulary and common understanding to draw from. I can't explain how important it is for students to feel like they are a part of something that is bigger than themselves and this program has given them a vehicle for that very sentiment.
Whether it be this anti-bullying program or another school-wide initiative to affect positive change...I am grateful for it's existence and would promote a similar situation in any school that is lacking a united direction.
This year my school adopted the C.A.R.E. program which is an anti-bullying program. To be perfectly honest, I feel like "bullying" is an antiquated word and, while the concepts apply, the actual program is frankly...lame. The amazingly awesome thing is that it opens up the opportunity for a guaranteed half hour of "family" discussion time every week. This time has made a vast difference when building a classroom community and the ways that my students interact with each other is at times awe inspiring.
For example, when I was having trouble with my girls being cliquey and self interested, we had a classroom meeting that focused on inclusion. The next day my girl students came to me thrilled with themselves because they had decided to do a "secret Santa" that included every single girl in my class and had already drawn names during the lunch hour.
At the New Year I taught the students the meaning of the term "New Years Resolution." I then asked them each to make their own for the second half of the school year. They shared these resolutions with the rest of the class and are accountable to their classmates for keeping these resolutions.
The other wonderful byproduct of the C.A.R.E. program is that it has given the students a school-wide vocabulary and common understanding to draw from. I can't explain how important it is for students to feel like they are a part of something that is bigger than themselves and this program has given them a vehicle for that very sentiment.
Whether it be this anti-bullying program or another school-wide initiative to affect positive change...I am grateful for it's existence and would promote a similar situation in any school that is lacking a united direction.
My Story
All educators have been taught the value of background information. It is the job of a bilingual educator, especially, to recognize that the background information that their students have received during their lifetime may be drastically different than the background knowledge necessary to understand the curriculum of the United States. It is with this mind frame that I feel compelled to providers readers with my humble beginnings and background as a teacher. Through that, people may begin to see this blog as I see it, as a tool to continue to grow as a person and educator, and hopefully to help others grow through describing my experiences (both successes and failures) to date.
It can truly be said that educators do not set about on their paths for money and glory. I was called to teach after a series of events shaped my life. From the very beginning I was a natural teacher (though some of my nearest and dearest may just call me bossy). As a child I would set up a small standing chalkboard, gather books and coloring materials, and line up two seats (sometimes three if my older brother was REALLY bored) and force my younger siblings to endure hours of "school" well before their time. Through this they learned the pattern of expectations involved in a schooling situation and may well have been better prepared to enter into a classroom years later. One day (later in life) my mom found a cassette tape with two voices on it, one being that of my younger brother trying to read a story aloud, the second being mine, guiding and encouraging him along. To know that some of his later successes may be aided by my persistence is a rather heady accomplishment.
In high school I was asked by a friend to go on a mission trip to build houses in Mexico with him and his youth group. I went on the trip knowing no one but my friend and having no carpentry skills to speak of. More importantly, I went to a country where I didn't even speak the language (having studied 4 years of French at that point.) What I found was a language and culture so rich and beautiful that I immediately fell in love with it. In my first year of college I enrolled in a basic Spanish class and never looked back. Since then I have studied and traveled to Mexico on as many occasions as my wallet has allowed and am hoping to branch out to all Spanish-speaking countries that my students represent.
Also around high school time, my mother graduated with her masters and became a bilingual teacher. As often as I could, I would go with her to help in her classroom. Sadly, what I realized is that, with our growing and changing climate in the US, bilingual education was not only completely necessary, but it had been neglected as a priority for too long. While bilingualism is considered an asset in almost every job in the world, there is a tendency for school systems to ask newcomers to neglect this essential attribute, and I began to realize on which side of the "English Only" debate I stood. After one year in college I switched majors AND schools in order to attend a teaching college with a major in Elementary Bilingual Education.
Throughout my schooling, I was offered internship experiences in varying grade levels and schools of varying socioeconomic status. I have worked in 1st, 2nd, 3rd, 4th, 5th, and 6th grades at one point or another over the past 5 years. I have seen many aspects of teaching and have learned SO much from the educators that I have met on my travels. It is with this background and because of the support that I have received that I feel it is time to share my story with others who are pursuing or wish to pursue a similar fate.
It can truly be said that educators do not set about on their paths for money and glory. I was called to teach after a series of events shaped my life. From the very beginning I was a natural teacher (though some of my nearest and dearest may just call me bossy). As a child I would set up a small standing chalkboard, gather books and coloring materials, and line up two seats (sometimes three if my older brother was REALLY bored) and force my younger siblings to endure hours of "school" well before their time. Through this they learned the pattern of expectations involved in a schooling situation and may well have been better prepared to enter into a classroom years later. One day (later in life) my mom found a cassette tape with two voices on it, one being that of my younger brother trying to read a story aloud, the second being mine, guiding and encouraging him along. To know that some of his later successes may be aided by my persistence is a rather heady accomplishment.
In high school I was asked by a friend to go on a mission trip to build houses in Mexico with him and his youth group. I went on the trip knowing no one but my friend and having no carpentry skills to speak of. More importantly, I went to a country where I didn't even speak the language (having studied 4 years of French at that point.) What I found was a language and culture so rich and beautiful that I immediately fell in love with it. In my first year of college I enrolled in a basic Spanish class and never looked back. Since then I have studied and traveled to Mexico on as many occasions as my wallet has allowed and am hoping to branch out to all Spanish-speaking countries that my students represent.
Also around high school time, my mother graduated with her masters and became a bilingual teacher. As often as I could, I would go with her to help in her classroom. Sadly, what I realized is that, with our growing and changing climate in the US, bilingual education was not only completely necessary, but it had been neglected as a priority for too long. While bilingualism is considered an asset in almost every job in the world, there is a tendency for school systems to ask newcomers to neglect this essential attribute, and I began to realize on which side of the "English Only" debate I stood. After one year in college I switched majors AND schools in order to attend a teaching college with a major in Elementary Bilingual Education.
Throughout my schooling, I was offered internship experiences in varying grade levels and schools of varying socioeconomic status. I have worked in 1st, 2nd, 3rd, 4th, 5th, and 6th grades at one point or another over the past 5 years. I have seen many aspects of teaching and have learned SO much from the educators that I have met on my travels. It is with this background and because of the support that I have received that I feel it is time to share my story with others who are pursuing or wish to pursue a similar fate.
Monday, November 2, 2009
It's a Boy!
Last week my little bilingual class got a special treat, a fifth grade newcomer from Mexico! I was told two days ahead of time by the office that a new student would be arriving and I proceeded to mentally rehearse my Spanish and verbally prepare my students. Before all that, I was sitting at my desk when the students walked in on the morning I found out, creating name tags for my newcomer's desk and locker. I was greeted to a chorus of, "We have a new student? Who is it? Is it is boy or a girl?"
When I informed my darlings of his gender there were mixed reactions, some thrilled, some disappointed (mostly the girls who wanted another friend to gossip with), but one very entertained 5th grade girl giggled and exclaimed, "It sounds like we're having a BABY...It's a boy! CONGRATULATIONS!" For the rest of the day whenever we talked about the new students we made plans for our "new baby" discussing how we could take take of him, what we could do to support his language skills and how we could make his transition comfortable. My students shared great ideas, often from their own experiences about how their English acquisition.
My students have great hearts and the best of intentions. When the new baby showed up, they treated him wonderfully. What they didn't account for, was how much would change when he would get there. As much as I talked to them about him and tried to prepare them, two days wasn't enough. I spent the past two months building a classroom community built on trust, structure and continuity. Now we're using two languages, accommodating for another person, and they're getting a lot less individual attention.
On the first day with the "new baby" as soon as he went to the bathroom my classroom erupted. It was like my students had been waiting to jam every single ounce of English conversation and normalcy they could think of into the 2 minutes they had of freedom before he came back and they had to be on their "best behavior" again. My theory is that is comes from spending so much time creating classroom community. My class is comfortable and safe together. Change has come to their little tight knit community and they don't know what to do with it. I made sure to explain to them that they needed to wait to have those conversations when EVERYONE that was a part of their class was present. They'll accept that in time as they've accepted each other...but babies, like all new family members take time to get used to. The thing that impresses me the most is that while they have to grow into each other, they also decided to love him and care for him before they even knew him...just as if they were actually parents caring for a new baby. Maybe there really is something about being bilingual in a new and scary place that binds you unlike anything else...or maybe its just the magic of the unyielding acceptance of a child.
When I informed my darlings of his gender there were mixed reactions, some thrilled, some disappointed (mostly the girls who wanted another friend to gossip with), but one very entertained 5th grade girl giggled and exclaimed, "It sounds like we're having a BABY...It's a boy! CONGRATULATIONS!" For the rest of the day whenever we talked about the new students we made plans for our "new baby" discussing how we could take take of him, what we could do to support his language skills and how we could make his transition comfortable. My students shared great ideas, often from their own experiences about how their English acquisition.
My students have great hearts and the best of intentions. When the new baby showed up, they treated him wonderfully. What they didn't account for, was how much would change when he would get there. As much as I talked to them about him and tried to prepare them, two days wasn't enough. I spent the past two months building a classroom community built on trust, structure and continuity. Now we're using two languages, accommodating for another person, and they're getting a lot less individual attention.
On the first day with the "new baby" as soon as he went to the bathroom my classroom erupted. It was like my students had been waiting to jam every single ounce of English conversation and normalcy they could think of into the 2 minutes they had of freedom before he came back and they had to be on their "best behavior" again. My theory is that is comes from spending so much time creating classroom community. My class is comfortable and safe together. Change has come to their little tight knit community and they don't know what to do with it. I made sure to explain to them that they needed to wait to have those conversations when EVERYONE that was a part of their class was present. They'll accept that in time as they've accepted each other...but babies, like all new family members take time to get used to. The thing that impresses me the most is that while they have to grow into each other, they also decided to love him and care for him before they even knew him...just as if they were actually parents caring for a new baby. Maybe there really is something about being bilingual in a new and scary place that binds you unlike anything else...or maybe its just the magic of the unyielding acceptance of a child.
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