When observing classrooms at CFHS, I was pleased with the methods of assessment in the classroom. I observed two classrooms; history and english. In both classes the teacher asked general questions that could help them gauge where students were in the lesson and if they were grasping the material.
The history teacher walked around the room while the students completed their assignments. If students needed help, he went to the theirs desks and stood next to them or sat with them to understand why they were experiencing difficulty.
The english class was co-taught and both teachers aided in the assessment of students. The students were reading a story and filling out a worksheet as they went along. The teacher read aloud a few paragraphs and would stop and review the material periodically. He asked students questions about what they had just read, and asked them to make predictions. One student had their head down during this activity, and the co teacher went over to the student. He asked her what was wrong and prompted her to pay attention. Having two teachers who can assist all the students, helps the teachers assess where the students are in their class.
Wednesday, November 26, 2014
Tuesday, November 18, 2014
Professional Organization
I recently had the opportunity to attend a panel of Providence Public School students at Brown University. The event was titled "In Their Own Words" and was held by the Brown student organizations, "B.R.Y.T.E," "Generation Citizen," "Providence Student Union," and "RIUDL." Brown students are the moderators of these organizations and they collaborate with students in Providence public schools. The panel of students was asked various questions about their experiences in school, opportunities, and outside factors that may affect their academic careers.
The panel ranged from a middle school student, to high school students, and two alumni of E Cube Academy who now attend URI. As someone who has worked in Providence Public Schools before, their answers were of no surprise to me. All of the students were very bright and outgoing but two in particular really captured my attention.
The middle school student was a very small boy, with a lot to say. He spoke about how difficult school can be for students who are depressed and bullied. He said many of his friends were depressed and frequently cut themselves. When an audience member asked the students what the students expected in a teacher he responded that many of the students need their teachers to also be a parent. He said that sometimes, a teacher's smile can brighten their day because when they go home, they do not have a smile waiting for them.
The other student who stood out, was one of the alumni students. He was very passionate about education and was knowledgeable about the current issues in education. He spoke about his personal experience as a student from a low socioeconomic status. A Brown student asked him what they should expect on their first day volunteering in a Providence Public School and the student was very straight forward with them. He addressed the question head on and as eloquently as possible stated that they would not be comfortable, as Chad Brown is a very different world and different "Providence" from the East Side and Brown campus. He told them not to judge, but to embrace the students, their diversity and their cultures.
Overall, the event was very interesting because as teachers we must really listen to the needs of our students. I have to admit, at times I doubted if I could even be a good teacher, based off their demands. They need passionate teachers, excited teachers, teachers who are parents. A student requested a teacher come to their house to speak with their parents, to educate their parents, and to help their parents understand the importance of education. They want happy teachers, teachers who speak to them one and one, teachers who give them the attention they lack at home. Because "that's why you guys make the big bucks!" (That comment received quite the giggles from the audience!) In school we learn how to teach objectives on Bloom's taxonomy, how to plan a lesson, how to apply differentiated instruction and universal design of learning. But for them, school is not just a resource for academics. I haven't learned how to deal with these issues, what's the "right" and more importantly, appropriate, way to give these students what they expect from me. Not all districts have such personal demands from teachers, but if I do work in a district that is similar how do I meet these standards my students have for me? Maybe it comes with experience, but I know I will have an impact on my students and I aspire to have the most positive impact as possible, but how?
The panel ranged from a middle school student, to high school students, and two alumni of E Cube Academy who now attend URI. As someone who has worked in Providence Public Schools before, their answers were of no surprise to me. All of the students were very bright and outgoing but two in particular really captured my attention.
The middle school student was a very small boy, with a lot to say. He spoke about how difficult school can be for students who are depressed and bullied. He said many of his friends were depressed and frequently cut themselves. When an audience member asked the students what the students expected in a teacher he responded that many of the students need their teachers to also be a parent. He said that sometimes, a teacher's smile can brighten their day because when they go home, they do not have a smile waiting for them.
The other student who stood out, was one of the alumni students. He was very passionate about education and was knowledgeable about the current issues in education. He spoke about his personal experience as a student from a low socioeconomic status. A Brown student asked him what they should expect on their first day volunteering in a Providence Public School and the student was very straight forward with them. He addressed the question head on and as eloquently as possible stated that they would not be comfortable, as Chad Brown is a very different world and different "Providence" from the East Side and Brown campus. He told them not to judge, but to embrace the students, their diversity and their cultures.
Overall, the event was very interesting because as teachers we must really listen to the needs of our students. I have to admit, at times I doubted if I could even be a good teacher, based off their demands. They need passionate teachers, excited teachers, teachers who are parents. A student requested a teacher come to their house to speak with their parents, to educate their parents, and to help their parents understand the importance of education. They want happy teachers, teachers who speak to them one and one, teachers who give them the attention they lack at home. Because "that's why you guys make the big bucks!" (That comment received quite the giggles from the audience!) In school we learn how to teach objectives on Bloom's taxonomy, how to plan a lesson, how to apply differentiated instruction and universal design of learning. But for them, school is not just a resource for academics. I haven't learned how to deal with these issues, what's the "right" and more importantly, appropriate, way to give these students what they expect from me. Not all districts have such personal demands from teachers, but if I do work in a district that is similar how do I meet these standards my students have for me? Maybe it comes with experience, but I know I will have an impact on my students and I aspire to have the most positive impact as possible, but how?
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