My Personal Approach

I know that there is no best practice for teaching. It is personal, and unique to each teacher. I feel that for me, the best way to teach is by allowing my students to see that I am a learner much like they are. I am only a little further along in the process.

I am all about putting myself in my student's shoes and investigating along with them. The students will benefit from this because I will be setting an example for them, giving them something to model rather than standing at the front of the room spitting facts at them. Scaffolding is important. If I assist the students, they will be able to do more than they could have done on their own. They will be challenged and will gain more from the learning experience.

If I come alongside them, they will know that I have not asked them to do something that I am not willing to do myself. It makes the material seem more important and worth learning if the teacher is involved. I did not appreciate it when my teacher would just sit at her desk, drinking diet coke, flipping through the latest issue of Cosmo while I sat and did pointless worksheets. It seemed like a waste of time.

Lastly, working alongside my students will allow them to relate to me. Hopefully, it will break down the student/teacher barriers. It will help them to see that we are ALWAYS learning.

I am the type of person who appreciates when a teacher not only gives me instructions but comes alongside me and helps me figure things out. How much more will my students appreciate it?

World Image found at: <http://thumbs.dreamstime.com/thumb_285/1215021545N7x6ZT.jpg>

Academic Coach

In my classroom management class, we often discuss Harry Wong. His approach is very intriguing to me, so I read an article written by he and his wife. It is entitled Academic Coaching Produces More Effective Teachers. I would say that this title very effectively reflects the text of the article. In brief, the article discusses how novice teachers need more than just a mentor. They need a coach; someone to work with them, model for them, and monitor their progress.

This article begins with a picture of a baseball team and how there are many coaches and each coach has a different responsibility. They are supposed to bring out the best in each player within their area of specialty. The players were not given mentors who merely gave them advice and then left them. Their coaches remain with them, work with them, and help them. The rest of the article then goes into great detail explaining how a school is much like a team and it is necessary to have coaches for the school to be effective. Mentors are good, but there is no evidence that supports they help new teachers become more effective. Beyond mentoring, is where coaching comes in. Academic coaches monitor new teachers with the goal of constructive feedback. They are there to model for new teachers effective practices, as well as monitor their progress. They are the teacher’s advocate, helping them to become successful by ensuring that they understand the school’s curriculum, know how to implement programs effectively, and also aid with intervention for struggling students. These “coaches” help new teachers with everything from instruction preparation, classroom set up, to assessment. This has proved to be very useful for very effective teaching.

The main issue discussed in this article is effective teaching practices. This is not a standard per say, but it is crucial. The entire purpose for teaching is student learning. If learning does not occur, then the teaching strategy or approach is ineffective. This is an issue that concerns every classroom teacher. In this article, the Wongs discuss an effective teaching strategy for novice teachers. They discuss the importance of having an academic coach. They talk about the concept of comprehensive induction, and how in other professions novices are not thrown into the field and told to solely rely on mentors when they have questions. They have something like an apprenticeship where they work side by side with someone to ensure their efficacy. Then and only then are they allowed to work on their own. This idea behind academic coaching is to ensure the efficacy of teachers.

In all of the courses I have taken and from every classroom teacher I have talked with, I have repeatedly heard the importance of a mentor. They say to find the best teacher in the school and steal from their ideas. This relates to classroom management, especially for a novice teacher like me, because in all reality I have no idea what I am doing. Forming my classroom management routine by modeling others is the only option I have. I have no experience of my own to learn from and build off of. The idea of having an academic coach is essentially the foundation of classroom management in this article. The novice teacher uses the coach as an outside resource to come in and make sure her classroom is running effectively. As I stated before, the entire purpose for teaching is to ensure student learning and classroom management is the tool for making that happen. Thus the academic coach is the classroom management tool.

Whistle Image found at: <http://www.lasoutdoors.com/images/Referee-type-whistle-CS19.JPG>

Effective Teaching

What is effective teaching? In a general since, there is no one right or wrong answer to what is the most effective method. A number of factors must be taken into account before a conclusion can be made. Before we can ask “How am I going to teach?” We must ask, “What am I teaching?” and “Who am I teaching?” The information you wish to convey and the intended audience are the first things to consider.

The information you want your students to learn is the very first thing to take into account. No matter what level your students, you will teach Reading differently than you teach Science; you will teach Math differently than you teach History. Different subjects require different methods in and of themselves. Some content requires that you tell facts, while it is effective to invoke critical thinking with other content. In some instances, it is more effective to use group activities while in other instances, working individually is best.

Now, because my degree is in Elementary Education, I am assuming my students will be somewhere between kindergarten and 6th grade. That is a broad spectrum; however, my audience can vary on many different levels. My students may be below average and struggling, they may be above average and in need of a challenge, or they may be somewhere in between. They may have prior knowledge of the content or no knowledge at all. They may have special needs. They may come from a low socioeconomic background. They may speak a different language. This list could go on forever.

Once I have considered all of these things, and decided the “what” and “who” I can begin to think about the “how.” I think no matter what the case, taking a variety of approaches is good. Each class is different, and each child within the class is different. Using a variety of methods will ensure that the class as a whole is exposed to the information several times. And on the individual level, using variety will allow each student a chance to experience the information in a way that makes since to him or her in particular.

To answer this question more specifically, it may be easier to say what does not work. Worksheets should not be used for teaching, ever. Worksheets can be used for assessment or reinforcing, but not teaching. Reading straight from the teacher’s manual is not effective. The teacher’s manual is a guideline, something to use as a base or a reference. It is hard to be anything but boring if the only time you speak to your students is with your nose in a book. That is a sure fire way to lose the student’s attention, and it is only possible to teach them if you maintain their attention. Only having one approach is not effective for teaching all material, much like one tool is not effective for fixing everything that breaks.

Teacher image found at: <http://school.discoveryeducation.com/clipart/images/teecher.gif>

Elementary School

The further along I get in the education program, the more excited I become about teaching. Elementary students are great because generally, they are still excited about learning. Many concepts are still brand new and exciting. They are not completely dependent on their teacher however they still need them and like having them around. They think their teacher is the smartest person in the world.

They are excited about something if you are excited about it; which is what I look forward to the most I think. I have been to Africa and want to incorporate all the neat things I saw and learned. I plan to base my entire classroom theme around Africa. It can be as broad or narrowly interwoven as the curriculum allows. In Elementary school, you have the leeway to do that; and the students will appreciate that sort of thing where as the older students may feel babied.
Another special thing about Elementary aged students is you are just beginning to see their potential. You can watch them as they figure out the things they are good at, whether it be a particular subject or sports. As their teacher, I get to be a part of encouraging them in the directions they decide to go. The older students usually already know what they will do; they will most likely already have a good idea of what their strengths and weaknesses are.

My very first memories are from Elementary school. I remember figuring out that my first grade teacher lived in my neighborhood. I remember loving to read because I was so proud to tell her I could do it. As a teacher, I get to be a part of that… first memories, instilling the love of learning, and teaching them how to read. I will be setting the very base of their life for the next 15 or so years. That is pretty special.

School image found at: <http://powayusd.sdcoe.k12.ca.us/PUSDMIES/school.gif>

Temperament Inventory

I am in a classroom managment class. Today, we spent an entire day discussing a temperament inventory that categorizes people into 4 categories. Blue is the compassionate type; green is the intellectual type; orange is the adventurous type; and gold is the very organized type. The point of knowing students' temperament styles is to help the teacher be more aware of what makes the students tick. In other words, this was created in hopes of knowing how to teach each student and what temperament styles conflict. I had a hard time buying this approach, and I was frustrated that we spent an entire class period on this topic.

In short, this temperament inventory revealed that people are different and different people require different approaches. I think it is true that people have strong tendencies and specific personalities. My personal belief though, is that people are too complex and too wavering to be placed into one or even four categories. People are as unique as their fingerprint. What works for one student will not always work for another, even if they have similar “temperaments.” This attempt at defining and understanding people is only useful up to a certain point. I have lived twenty two years. It has taken my entire life to make up who I am. I am much different than I was 5 years ago. My personality has changed, my desires have changed, and my tendencies have changed. How can I be defined in 30 minutes? The same for my students; they cannot be defined by a color. However, they can be looked at as a person with a unique story. They are different from me and they are different from each other. Therefore, it will take much consideration and thought as I interact with them. I will use this temperament inventory as a reminder of those things, however I do not think I will incorporate this into my classroom.

Color Spectrum Image found at: <http://image.orientaltrading.com/otcimg/65_60084.jpg>

Frogs and Motorcycles

As silly as the image appears, it relates I promise.

Today, I have been reflecting on my service learning experience from a few semesters ago. One of my students taught me so much. Even though it has been a few semesters since I spent time with him, I still think about him often. I will never forget the first time I met Anthony. I asked him his favorite color. He said, "Green." I asked him, "Do you like frogs? Frogs are green." He said, "No. Sick." Another student piped in, "I like to eat pickled frogs legs." Then Anthony said, "Uh. You've got frogs jumping down your throat."

Anthony is a fun student because he makes people laugh. However, he definitely has some cognitive problems and probably should have an IEP and special help. Due to his unfortunate circumstances though, he just doesn't have the support he needs. I am afraid he will pass right through the cracks and will just be another statistic. He is an African American, born into a low socioeconomic family, and in the second grade he is already talking about robbing stores and selling drugs. I truly enjoyed the time I spent with him. He was a lot of fun and made me laugh. It breaks my heart to think about where he is probably headed. I hope that someone will intervene.

One thing Anthony taught me, was the value of reward and positive reinforcement. He never paid attention, but got away with it. He completed his homework, but generally filled in the blanks with answers that meant nothing or he copied someone else’s work.

One day, I decided to do a little experiment. I wanted to see if it was possible for him to become motivated enough to sit and pay attention. So, I told him if he would sit and complete his work, I would bring him a little toy motorcycle. He was beyond excited! To my surprise, he completed his work.

The next week, when I walked in the very first thing he said was, “You lied!” I asked him what I lied about. He said, “You said you would bring me a motorcycle.” I told him, “I did not lie! I have it with me today.” He was beside himself. I said, “If you get all your work done and you behave, it’s yours.” He was a different kid! He sat down and did his work. If I noticed him getting distracted I would just give him a look, and he would get back to work. I gave him the motorcycle, and he very carefully put it in his book bag like it was the most valuable thing in the world.

I thought I was brilliant! However, the next week, when he did something good he said, “You gonna give me something?” I said, “Not this time.” And he was back to his old self. I was at a loss. It just is not feasible to give him a little car every day. That is expensive first of all, and second of all it does not help him to become motivated on his own. I know that rewards work best when they are given sporadically. I think something less expensive might be a better option. I was talking to a friend and she said she used gummy bears, skittles, or stickers.

How much is too much though? Rewards diminish self-motivation. I suppose time and practice will help me to find the balance.

Frog Motorcyle image found at: <http://www.ananova.com/images/web/1214876.jpg>

Meeting Potential

Every child has certain needs that must be met before learning can happen. Maslow’s Hierarchy of needs states as much. Before children can learn, they must have food in their bellies, they must feel cared for, and they must feel safe. These needs are essential; they are vital to living much less learning. Once these prerequisites are met, there is potential for learning to occur.

I say potential because there is more to teaching than simply presenting the information you want the child to know. For a child to successfully learn, they should not only be ready to hear the information, but they must be given motivation to learn it. Motivation relates to relevance as well as the probability of success. If a child sees no use in knowing the material, they will not care to learn it. If they do not see themselves being successful at learning the material, they will not care to learn it.

Once the child is motivated and begins the road to learning, it is important for them to know that much is expected of them. If they are in an environment where it does not matter what they do or how much effort they put in, they will most likely do the minimum. Perhaps some learning will happen, but they will not meet their capacity. They will not be learning as “best” as they can.

As a teacher, this means it is my responsibility to create conditions that are conducive to learning. I imagine that the learning process is much like the growth process of a flower or plant. There are very specific conditions that must be met in order for the plant to thrive. It begins with a seed, which is the child before it is exposed to anything. Then, the seed is placed in nutrient rich soil so that it can be in a position to grow; here it is kept safe and is nurtured. Much like the child’s essential needs must be met so that he or she can be in a position to learn. Then the seed requires water to nurture it and give it what it needs to grow. This is like presenting the child with information and the opportunity to grow in knowledge. Then, the sun is a necessary part in the life of a plant. The sun is what makes photosynthesis happen; giving direction to the plant and giving the plant purpose. The sun, in the life of a plant, is what the teacher is in the life of a student. The teacher is what creates a purpose and direction for her students. She gives the motivation that is necessary for learning.

“You reap what you sow” If the teacher puts in little effort, she will reap a little harvest; the student will learn the bare minimum. However, if she puts in great effort and expects much of her students, she will reap a great harvest. The student will not only grow, but he or she will flourish and will learn as best as they can. This entails the conditions that must be met for learning to happen.

Maslow's Pyramid image found at: http://deptorg.knox.edu/engdept/commonroom/Volume_Eleven/number_two/Wedel/maslow.gif