Wilheim Reading

Chapter 1, The Theory of Teaching, addressed aspects of teaching that I have never thought really thought about during my time studying education.  I never looked at teaching as a science.  After reading further about teaching as a science versus a profession I understand more how theories and methods can make teaching a science.  I agree that looking at teaching as a profession is not entirely correct.  The vignette about the student teacher Nate and abiding by the curriculum while incorporating theory of teaching, shows the struggle between profession and science.  "A profession defines itself and its boundaries." If teachers were to teach solely the factual content of the curriculum without providing further methodology, students would not gain the ability to examine, process and interpret information, think critically and compose their own thoughts and ideas.

In the Secondary Education program were are given more content courses rather than education courses.  After performing practicum hours in school I have the fear of not being prepared to actually teach.  I will know the facts and the content I need to teach, I will know how to write a goals and objectives and write lesson plans, I will know how to write and IEP and conduct screenings for RTI, but how will I become an effective teacher? At the elementary level there are multiple "methods" courses on "how to teach" certain subjects.  "Teachers are not taught to teach, and most often they do not teach."  This line taken from the excerpt in Tharp and Gallimore's book Rousting Minds to Life is quite frightening and true. I have had teachers who were examples of this statement and I hope to not be another example. Looking back on my school years, I remember "wide awake" teachers and teachers who were not so wide awake.  With teachers who are not wide awake as Wilheim describes, I did not understand what I was doing, why I was doing it and how I could be doing it.  I simply did what I was told because that's "what we did."  However, I had teachers that were fully awake more in my upperclassmen years of high school where I fully enjoyed what I was doing.  It was with these teachers I became the most success in learning and actually appreciated their gift of teaching.  The further I pursue my career in education the deeper understanding I am receiving of what it really entails.  It is not just a profession, it truly is a science.

Another aspect of teaching that I feel as though is concentrated more on elementary years are the theories of Vygotsky and Hillocks.  The zone of proximal development tends to disappear in the secondary level of education.  As a high school student not too long ago I worked in my zone of actual development until it was recognized and I was moved into honors classes. Teachers want their students to succeed, but as Wilheim states, the most excellent projects may not have really taught students anything new. Support is still needed as not all students have mastered all steps by this point in their education. Self-teaching is one of the higher levels of teaching, however at some point the basic tools were taught and mastered along the way. 

The second chapter on reading strategies and teaching those strategies provided insight on how crucial it is to "Knowing how to teach how." Students should know how to read at the secondary level but their level of comprehension and sophistication of reading and writing at that level are not always up to par, because they were never taught how to go beyond. We must teach students to ask themselves questions when they are reading and the inquiry square is a good tool to look as an aspiring teacher. We as teachers must refer to the square ourselves when choosing passages or materials we want students to read. Creating an inquiry environment throughout the classroom will allow students to explore learning in their own realms. 

I think the Wilheim reading was an effective piece to read especially as the introduction to this class.  We now understand the importance of methods and reading strategies and can apply them to our own content areas.  

Literacy Profile: Fitness

Growing up, I always struggled with becoming literate in an activity outside of school.  School was my thing. I was a good student and received great scores and I could never really find something that peaked my interest.  My cousins were all star athletes and I was the star student.  Regardless, my parents enrolled me in an array of extracurricular activities - none of which I ever really enjoyed.  I would quit one and jump into another.  It began with figure skating, then karate, then softball, soccer, lacrosse. When we realized I had not a single athletic bone in my body at the time, (and played the bench far better than the field) I tried piano, then theatre.   I enjoyed theatre and excelled, but after high school the opportunities were scarce and I lost interest.  It was not until college however, that I found something I was truly passion about and for once, completely worth my time.

            In fear of the freshmen 15 and in embarrassment of my couch potato tendencies, I decided I would start exercising. Everyone laughed.  When I first started I had no idea what I was doing, and did almost all of the exercises entirely incorrect.  I would go on the elliptical machine for an hour and just observe everyone else’s routines.  I researched exercises online and joined a gym with my Dad.  He demonstrated things I could do and really taught me how to work out effectively, without getting injured-a tendency of mine.  Within a year I was exercising regularly and maintained my weight.  I became bored and decided that I needed a new goal for myself. I wanted to take this daily routine further.  

            I changed my eating habits and learned the correct way to diet with the intentions of fat loss and gaining muscle. I subscribed to fitness magazines, followed multiple instagram accounts and spent hours on www.bodybuilding.com.  I read articles and watched videos and even “practiced” the exercises at home in my mirror before performing them in the gym.  I was extremely self conscious and nervous about stepping outside of my comfort zone.  In a few months time I was on my way to total transformation.  I lost 10 pounds and began to tone my body.  I was approached by a personal trainer and was asked if I ever thought about training in a bodybuilding competition. He had seen my progress and wanted to take it to the next level. 

            We spoke about competing and I agreed that it was something I would try.  Although I did not end up competing, we trained together for months.  He taught me exercises that my former self would never dare to do, how to manipulate my body, what to eat, when to eat, and the nutrition my body needed.  He told me in the beginning, “This is the hardest thing you will ever do in your life.”  And he was correct! Prepping for the show was rigorous, tiresome and at times truly miserable. However, seeing my body transform by my own doing and my discipline was incredibly rewarding.  As a client of his I joined his team and being a part of his team was a wonderful experience.  I was no longer playing the bench and watching my teammates succeed.  We helped each other on the floor and motivated each other.  We cheered for each other when we were successful and encourage each other on the bad days. The gym became my second home.

            For financial reasons I started to train on my own, taking what he taught with me in all of my workouts and meals. I do not train as rigorously as before but I take my workouts seriously.  I never thought I would be someone giving advice to others about dieting and the importance of protein and various supplements.   My friends often ask me to train them after seeing my transformation and dedication in the gym.  I have inspired them to make a change for the better, and to help rid their couch potato tendencies as well!  I have encouraged friends to run 5k’s together and I have acted as their teammate, which I learned from training.

            When I am training in the gym each workout is a new task and I strive to make each workout better than my last. By doing so I not only make my body stronger, but my mind grows as well.  I increase my motivation and determination and feel as though the sky is the limit.  I can grow to a point where I can conquer any weight (within reason, obviously I am not the Hulk).  In order to do so I have had to prioritize my life and meticulously manage my two jobs and a full time academic schedule.  I look at my training as a journey.  There are days when I walk out feeling defeated.  My body is sore and I am exhausted.  Yet there are days when I walk out feeling triumphant.  No matter the emotion I am still progressing and accomplishing my goal. 

            As a teacher candidate I am always nervous entering a new school for practicum and although I will be prepared I am extremely nervous for my first day in my own classroom. It will be outside of my comfort zone but I know I will accomplish my goal of success in that environment as I have in the gym. I know I will have days when my body will probably be sore and I will be drained and exhausted.  But I know I will also have days when I feel triumphant.   I may not get it right every time but I will bepersistent and remain consistent even if it is the hardest thing I will ever do in my life, I won’t give up on my students.  I want to be able to inspire my students to step outside of their comfort zone and pursue their goals regardless of who may be laughing.  I have learned what it means to be a teammate and truly care for the success and well being of others from example.  I do not want to be the teacher that only cares about academics and dismisses my students when the bell rings.  I want to teach my students more than the history, but how to find within themselves the courage to pursue whatever is next for them after high school. 

I hope to pass on the notion of being a team leader and teammate to my students, something I may have never learned if I were still a couch potato!

Friends and I at an outdoor 2 hour Kickboxing event to benefit Meeting Street School!

Microteaching 2

Well, my microteaching lesson unfortunately not entirely captured on camera, went rather well considering.  I was glad to see students analyze the primary documents they were reading and discuss their opinion on violent and nonviolent protest. When I began I was calm and confident and finally used appropriate wait time! And guess what, it works! The students were active and engaged and seemed to really think about the prompts and questions they were given.  The beginning portion was
"filmed" twice and the second time was not nearly as affective as the first.  I was extremely uncomfortable and nervous.  The whole thing seemed contrived and not authentic at all.  Which was extremely disappointing because I felt that I had been taught my best lesson yet. I finally was able ot take what we are learning and apply it.  The majority of the "indirect" portion of indirect instruction was not captured. Students were not as nearly engaged because at that point, we were running late and the information was no longer new to them. They did not need to analyze the pieces and discuss, but merely try to recall what they previously said. It felt very staged and my performance as a teacher lacked. 
What I did learn after feeling very agitated and nervous about the whole thing, was that when we teach we have to overcome our emotions and continue on with the lesson regardless of what we are feeling at that particular moment.

What is school for?!

Today's lecture really got me thinking about the question "What is school for?" Many have their own opinions and philosophies about the purpose of school and how the school system should be operated. While observing a history class, I gathered that Central Falls high school is for fostering good citizens, encouraging students to graduate and go to college, and to prepare students to be a part of the their community and society.  Students were exposed to the news and issues involving citizens' rights and the importance of defending those rights.  Students worked in groups and pairs while researching information for their assignments. Giving students opportunities to work together prepares them to work with others in whatever career they pursue. Students are taught problem solving skills and the correct way to research certain topics, which is a skill they will need in college.   Tomorrow, students will present their findings. Presenting is another important skill for college and career readiness and for being an active outgoing member of society.
Overall, I was impressed with the lesson and how well the students engaged and remained on task. As a class we agreed the goals of CFHS are to get students to graduate high school, become part of the society, give students exposure to choices, encourage students to go to college and to promote self-reliance. 
While the goals of CFHS are not exactly aligned with the theories of Dewey and Illich,  I feel as though CFHS is doing an adequate job of incorporating student interest and choice in decision making.  Although it is institutionalized, the school still provides options for students with different interests and allows them to empower themselves to certain degree.

Assessment at CFHS

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.

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?

Microteaching Reflection

     Overall, I was very impressed with my classmates' lessons, especially for being everyone's first time teaching a lesson. Everyone had a lesson that commanded the student's participation. Everyone displayed the four parts of direct instruction and asked questions that rose on Bloom's levels of taxonomy. Most of teachers accomadated their lessons well for time, as 15- 20 minutes is much shorter than the average class time.  It is difficult to reach objectives intended and practice direct instruction in a short time frame.  Everyone modified their lessons well and most came within the time limit.
      A notable strength that I saw in two of my classmates was their presentation skills. All of us spoke loud and clearly however, two classmates looked as though they were seasoned professionals in how they spoke!   They incorporated proper intonation when it was necessary and captured the students' attention with their tone of voice.
Something to work on for next time would be making sure the board and the teacher are visible for all students.  I was blocked a few times by the computer monitor that was not being used. I could not see the examples on the slideshow and could hardly see the teacher's face.  This could be an issue when trying to show students examples on the board.  The teacher should always make sure they are visible to every student, and every student to them for both engagement and behavior reasons.
     Another area of improvement would be getting over the fear of being in front of the room.  We were all nervous, however we were in a comfortable environment with peers who are our classmates.  When we are in front of 20+ adolescences we cannot show nerves or fear.  When we are professionals we do not have the advantage to request hitting the stop button and starting over because we are not feeling the first 5 minutes of our lesson and want to start off differently. I was surprised when this occurred. An important technique to have as a teacher is to improvise. It is like a play where the show must go on, no matter what may be going on in your head.  We will have to teach lessons on days when a million things from the outside are running through our minds.  We have to learn how to turn all of that off and just focus on the now, what is happening and what you want to happen during the lesson.  We have to make the best of our situations even if that means we come up with things off the cuff.  We have to be ready to improvise and move on.