Ephrata High School- Getting Started

 Before my first day out in the field my tummy was wrought with the same nervous tension I feel before every new semester at school. Would I get lost on my way there? Would my cooperating teacher be cold or disappointed when we met? Would the students take one look at me and see a person they would want nothing to do with or worse would they see a young girl playing teacher whom they would take more seriously as a peer than a person of authority I'm meant to become?

After picking out two different outfits and going over my game plan for the next day in my head several dozen times I finally forced myself to go to sleep. I arrived at the high school five minutes later than I had calculated but had found it without ending up in another state so I counted it as a victory. My clearances copied, I went out to find the teacher I'll be placed with and learning from this semester. When I walked into the room a smile met mine and as I was shaking Mrs. Eshleman's kind voice offered me some coffee. Then we went over her different classes and what they had been working on, and since all of her classes had either reading sessions or were finishing papers in the school's computer lab It created the perfect environment for me to settle in an quietly observe without feeling like a creepy lurk in the back corner during class discussions.

The students seemed curious and courteous about my being there and some of the younger students even assumed I was a Mrs. which gave me confidence that they will see me as someone older and somewhat teacher-esque already. very auspiciously, the two ninth grade classes were already working on "I remember..." poems that are meant to depict an important event in their lives and reveal a little bit about who they are. Just in the short time I had to walk around and glance at their poems I could figure out some things about them just by the way they titled and what they were choosing as subject matter and it was a really interesting range.

Although I saw a lot of chatty small groups, sports team members and  obvious friends upon my short time with them, I was unable to identify too many students who seemed to be struggling or bored so far. There was one boy in one of the tenth grade classes who stuck out to me however. They were aloud to work in pairs for their current assignment and while several students opted to work alone, most of them still had side conversation or posed questions to their peers. This one guy, though chose to sit in the back with two empty computers on either side of him and he was about three steps ahead of everybody else in the class, by the end he was almost finished his homework assignment that would be due on Monday. I really want to find out a little bit more about this particular student and I'm excited to spend more time with the classes in general as well, all in all I'd say it was a victorious first day!

Central York Middle School says "Hey, hey, hey!"

Mrs. Allen, my cooperating teacher, leaves the room to go to the restroom. Sitting from the back of the room, I already hear the loud voices of students lining up outside of the classroom door-- waiting for the bell to ring. Beep! And the students flood the room, scurrying to their seats. One student sees me and his eyes light up. "Are you in high school?!" Another chimes in. "Are you a substitute?!" "Are you a student teacher?!" When I say "No", they seem disappointed. Few minutes later, two girls approach me at my desk and introduce themselves to me. One put her hand on her hips and with the other hand waved at me in three counts. "Hey, hey, hey! I'm Makeda and"... "I'm Cameron. Are you a substitute?!"

My first impression was that the students really hoped for a substitute, rather than Mrs. Allen. Next to that, they were very curious about who I was. All throughout the day, Mrs. Allen introduced me to the class and told them that they should give me the same respect that they give her, if not more. I could see the students eyeing me up, trying to get a sense of what I was like. As I smiled at the class, they too, responded with smiles.

Mrs. Allen was very open and helpful. She often asked if I had any questions for her. She even asked if I wanted any coffee and went to make some for the both of us (even with hazelnut creamer). Perfect.

I learned from Mrs. Allen that the school strives to be on the "cutting-edge". Personally, she is a firm believer of choice in the classroom. To my surprise, her English curriculum is a "no-textbook" curriculum. So I asked how the students are to read novels or... what do they read off of instead. Granted, the students are given material by hand-outs, or resources online. Mrs. Allen also pointed out the shelves of books in the back that are used as well. I saw duplicates of books there, such as The Giver and  Lovely Bones.

As for classroom management, Mrs. Allen often had to redirect her students to the task at hand. She gave me advice on how to do this. It was to ask these questions in order: "What are you doing? "What are you supposed to be doing? What are you going to do?" Later on in the day, when Mrs. Allen was absent from the room, a student decided to throw small pieces of paper at his peers around him. I wanted so badly to practice my "authoritative voice" but kept staring at him instead, hoping he would get the point. I regret not speaking up, even if it meant him or the class thinking I was just another Mrs. Allen.

In all, I observed many many things about Central York Middle School through my first experience there. In the following weeks ahead, I hope to engage with the students more and practice teaching. I want to get the most out of every day in the school, because I realize that these weeks of field placement will fly by. This Friday, I plan to introduce myself to the class, with the same kind of curiosity and energy that I found within in the students. "Hey, hey, hey! i'm Miss Houck!"

First day at Central York Middle School

    My first day in the field was amazing!! I was placed at the Central York Middle School, which is about half an hour away. My teacher, Ms. Ilko, teaches seventh grade and actually made sure that she was there really early so that she could give me a brief orientation; practically the second I walked into the office door she was calling to have them send me to her room. She was waiting for me in the hallway when I got to her class and generally made sure that I felt welcome. While each class did quiet, individual work, she would come over to my seat and give me an idea of what each class was like, and how and why she was modifying her lesson for the class. It was really helpful, even if I couldn't understand every word (she spoke in a whisper). She also made sure to introduce me to the other members of her team and invited me along when they got lunch at a nearby mall and to their team meeting.
    Ms. Ilko's teaching style is something that I very much admire and want to emulate someday. The big activity of the day was having students being in 10 items that represent themselves and share it with small groups. The kids were so excited about the project that she actually changed her lesson so that the project took the central focus. The other big activity was a read aloud of the first few paragraphs of the short story she was assigning them for homework (Whose Face Do You See? I highly recommend it). When discussing the story initially, she got very excited when she hit upon the idea of me helping her read. The short story is told in 2 different first hand perspectives (mother and daughter) and she felt that having two separate readers would better help the kids understand. Throughout her lessons, she made sure to repeat her instructions at least twice (for the ADD kids she later told me) and generally kept a calm head. One of the things that I really liked about her lesson was that she took the time before the story to "build the background knowledge" necessary for the students to read the story. The story is about a young girl in a coma, and there were surprisingly different answers to what a coma was, so I feel that this really helped the kids.
     All in all, I think my first day went really well. I didn't interact with the kids too much (my co-op didn't introduce me until late in the period), but they all seemed friendly and respectful. The teachers were nice and made me feel welcome and included. My co-op and I discussed the possibility of me going into the other rooms in order to observe other teaching styles, so I'm not quite sure what the plan is for tomorrow. But, either way, I am excited!!!!!

Subversive Teacher

From Friday, students know that getting an education is important, even though they might not like the process.  Making things relevant for them and engaging, I think is a major factor in their education.  They do want to know why do I have to do this and why with these limits.  DO not have students do things just to check off a box, when they know you do not care about it, neither will they and why should they if you do not.  Ask questions and have them ask questions and never stop them, allow them to discuss, the world does not wait to be called on, we speak. 

Confirming what I knew I wanted

My coop teaches ALL 9th graders, was this bad, NO!!! I want to teach 9th graders so I was and still am very thrilled!!! She teaches 6 periods out of 7, so I am always busy, another PLUS!!!  She teaches 2 honors, 2 college prep and 2 lower level English classes!!!!!  I drew a seating chart of the students so I appeared to know their names when I went to speak with them, and I took notes on it about students trying to select the ones I will do my lesson plan for, those were the ones that need full attention.  I was able to read to the students and I absolutely fail in love with them on day one and their behaviors were not the best but they were them, loved it!!!   I gave them one rule so far, that I believe respect is mutual, I will respect them and in turn they will respect me.  I told them when I am reading they should be listening and if they are confused or have anything to add just stop me and we will figure it out together.  I read very engagingly to them full of emotion and it was beautiful to see them awed, captivated, i loved it!!  

My coop does not give them assigned seats and I do not agree with that because she is unable to control the class due to all the talking.  Friends sit together and talk the entire class and that is a big disruption.  I have not seen any rules that she has helped them generate.  On a very positive note she allowed me to jump in my first date and I loved the students.  I actually took the time to get to know some of the students, what they like to read, sports, family.....  I think that meant a lot to them honestly.  

I am a little disappointed in myself because I witnessed a mean girl incident and did not realize it to be and allowed it to happen.  One girl told another she was acting like a first grader and the girl ran off crying.  I went after her but not knowing my way around the school she made it in the bathroom before me and that was my stopping point.  I wish I knew at that moment how to recognize that action.  I felt very disappointed in myself, but it was and still is a learning experience.  

I also dealt with a boy who is the biggest class disturber and encouraged him to finish his work when he told the teachers he would not.  I ensured that for every comment I said this needs to be fixed, I gave two positive ones and I think that really helped to take away the sting.  

I cannot wait to go back on Friday, my coop even said that I can keep coming even after my time is up!!! I learned that I want the lower learning class, the students that are tough because in theory at least to me that just need a little more love and attention.  They are the challenge, they have so much personality and they light up my heart and I confirmed what  I already knew they are where I want to be.

The teacher I have been assigned to for field service teaches 10th grade Honors English. In addition, he also teaches Intro to Mass Media and Yearbook, and oversees the school newspaper.

This combination of classes provides for a mix of students from diverse backgrounds and personalities. There are only a few minority students. One ESL student in particular, who stood out to me, seemed to be following along with the lesson at the same pace as his classmates, but when he spoke he struggled with his English language. There was very little indication of boredom—no one in particular stood out.

The teacher is very natural at keeping a pace that flows well, transitioning flawlessly from one activity to another. He did a wonderful job of engaging his students. I feel very lucky to have him as a mentor. There is no doubt in my mind that I will learn much from him. My first impression of him, based upon his personality and his teaching style, is that he is one of those extraordinary teachers who students always remember.

At this point, I am not quite sure how I will engage the students; he is going to be a great example for me, yet a “tough act to follow.” I did implement a “getting to know you” exercise with the students in order to help me to learn their names. Due to varying content of the different classes and time factors I wasn’t able to do it with all the classes, but I will have the opportunity to continue this Friday … students were responsive and friendly.

Some random fun

Hi guys,
These are just some things that I found that I think work really well with what we've been discussing. You obviously don't have to look at them, but they made me smile so I thought I'd share them with you all :)

This video is really cool.It speaks very powerfully to why we need to bring technology into our classroom. (Plus the music is just plain awesome)
http://www.youtube.com/watch?v=3zKdPOHhNfY&feature=related

The other things are pins I found on Pinterest (which I confess to being obsessed with). They're just related to teaching in general.
http://pinterest.com/pin/237776055297530029/
http://pinterest.com/pin/237776055297529962/ (I thought this could be a fun way to introduce a grammar unit or mini-lesson)
http://pinterest.com/pin/237776055296325523/

Cedar Crest

I am at Cedar Crest High School which is only 20 minutes away from where I live which is nice. I am so used to the hour commute for school. It is refreshing. I carpool with Kristy so it was nice to have a familiar face with me on the first day. We were warmly greeted by the office and everything went smoothly with paperwork and signing in as a volunteer. Our cooperating teachers happened to be in the office which worked out well.

Mr. Schwalm teaches 11th grade college prep. He also teaches broadcast journalism. He is the overseer of the morning announcements which is neat. His classroom is so unique. It may be hard to imagine but I will try to explain anyways. He has an instructional room with tables and chairs. The outside of the classroom is lined with computers. (Kind of like Chryst) Then you can leave that room two ways. One way is out into the hallway with other classrooms. The other way leads you into the library! Then he has another room which is for the broadcast journalism aspect. He also has a small office which is where his desk is. It's really cool. 

Mr. Schwalm is very warm and welcoming so I had no problem talking with him or feeling comfortable within the classroom. I feel that I will become more comfortable as the weeks progress. He along with other teachers gave the Millersville students a detailed tour of the whole building. It made all of us feel more comfortable. The teachers were laid back but professional at the same time. Mr. Schwalm made it a point to introduce me to all his classes which made me feel welcomed and valuable. He also graduated from Millersville which was interesting. I did not get to see him teach a whole lot because he allowed his classes to work on assigned projects during most of the class period on Friday. I am excited to be there for more than one day a week. He is starting a poetry unit this week focusing on Edgar Allan Poe. I am excited for Friday to see what they have done so far and what they will be doing. 

I left Cedar Crest knowing I have pursued the right career choice. I am so excited to get back into the classroom on Friday which I know is a good thing! I can't wait to hear about everyone else's experiences!

First Day Back In High School

My first day at Palmyra High School began with great observations in the school office.  It was homecoming week, the students only had a half day and the pep rally meant the students would only have 3 short periods of class.  I was greated by the two secretary's and "hello's" from many passing faculty and administration.  My Co-op was not answering her phone, only later we discovered she had "duty".  I enjoyed watching the students come in and out of the office.  The best observation was the cheerleaders.  They all had their uniforms on and were sent to the office because the skirts do not follow dresscode policy.  All skirts and shorts can be not more than 3 inches above the knee.  These skirts were lucky if they covered the girls behinds!  Some of the girls were crying while the Principal discussed the miscommunication with the Cheerleading coach.  I was impressed how he handled the situtation.  He was very calm, did not yell, or act superior to the girls.  He simply explained the miscommunication and said, we need to get you all pants.  Thankfully a senior cheerleader came in with a duffle bag filled with sweatpants for all the girls.  I never did understand the short skirts, and to make matters even better, the bloomers they now wear under their skirts are black sequence. 

My observations in the classroom were brief.  We only had about a half hour for each class.  My co-op explained that she has all of her "lower level" students the first half of the year and her AP students in the second half.  This was her first year teaching an emotional support class during second period.  First period the students were sharing and reading outloud their "added scene" to Poe's The Pit and the Pendulum.  The students had various options of how they could approach this assignment.  Their was lots of discussion as she walked around the room listening to what the students wrote and commented encouraging the students.  I was excited to observe her approach.  In order to encourage them to share what they wrote she offered "participation points".  Students eagerly shared their writing until the period ended. 

Second period we went to another room to join the Special Education teacher who had prepared a game for the students.  I sat in a group with three other students and my co-op sat with two others.  One student was given the option to sit with a team and play but was not made to play.  ( I will further investigate this).  The three students were excited to have me on their team.  Our game ended in a tie and we were all given tootsie pops. 

Last period were only there for 10 minutes and consisted of my introduction and discussion of the cheerleading skirts.  Then we dismissed to the pep rally.  I was introduced to a few other faculty and watched the excited students cheer their classes on in games of tug of war and an obsticle course.  Some of the football players put on a little skit and the cheerleaders did their usual routines and cheers.

Overall it was a good introduction to the school.  I was not able to have a great amount of discussion about the curriculum from my co-op but I did get a great introduction to being back in high school again!

Before I went to the school Friday morning, I had been plagued with horrible images of the future. I would start getting anxious, silently having an internal battle. You're not meant to do this. What do you think you're doing? But this is the only thing I have ever wanted to do! If I can't teach, what am I supposed to do with myself?

I really don't know how to explain it. There was something about walking into the school Friday morning that I suddenly felt anxious, but in a good way. I was jittery and giddy. The school was so welcoming, offering coffee and hot chocolate before the school day began. All of the teachers were so polite to me, shaking my hand as if I was the newest member of the faculty. And my mentor teacher. She was so sweet! She was a little frazzled because all of the class periods were shortened (Mandatory mass), but she still made sure to fill me in with all that she was doing. During the classes, I sat on the side and watched, but in between the classes, she would show me the students' projects, telling me which kids she thought she was going to have some problems with and why. When there was a very disruptive student in one of her classes, she filled me in on how she had him as a student before and that he was actually really good academically. She kept me in the loop, and it made me feel very wanted there.

The day was long and tiring, but I can't wait until next Friday.

First Impressions!!!!

The night before going into my placement at Central York High School, I had to babysit, then afterwards dance practice. I was suppose to babysit until 830pm in order to make it on time to dance practice at 9pm. Her parents did not get home until 945pm. Dance was over bib 1015pm. I was not going to make it. I was disappointed in there parents because as the 5 year old Sonia got ready for bed at 830pm, and was asleep after 10 minutes (she started kindergarden at a good private school- Lancaster county day), and was asking to go to bed at 7pm! I rocked in her rocking chair in her bedroom trying to read for my tech class a 21st century book, but kept getting distracted by my nerves and anxiousness about what Central York was going to be like. I knew I would have to wake up by 5:30am and leave my house by 610am. I was not a happy camper knowing that I would make it home by 11pm and fall asleep after getting everything done and prepared for tomorrow, so finishing up by 11:45pm. Not enough hours left to sleep right? I kept looking at Sonia sleep, and I wish I was in her shoes, but unfortunately no parents want to come home to find the babysitter asleep too. I packed my lunch right after I got home (EVEN THOUGH I DID NOT HAVE LUNCH ON FRIDAY!) Except a fruit smoothie, while my co-op had a banana. He is so busy and not relaxed. He said he lost a principle position because he is not relaxed. 

DAY 1:

"Whose going to be the first contestant,"said a teacher joking around. THere were five MU bloc students sitting anxiously, nervously in the front office. I had arrived first with a S.S ed girl who I gave a ride there to. We were the first to arrive, but last to be picked up. My co-op looked serious, like he was down to business when it came to teaching. We walked around a lot the first day, and he personally took me to the administrators offices to INTRODUCE me to the v-principal (theres four of them, and a new one is starting next week). Their principle is on ACTIVE DUTY in the military, interesting, I know (for two years now). The superintendent is taking over for now, got introduced to him too. I was shocked because I didn't think my new mentor co-op would go out of his way to do so. 

First period, like my first high school, there is student run t.v news broadcast everyone gets to see on the white board. My co-op was helping out another English teacher (who won the John-Hopkins award for teaching last year). He was going to administer a test: it was a pre-keystone test. The other ENglish teacher took out the class set of computers; all MAC's. All teachers (except the art teacher who I didn't notice, all had their own MAC same as the student one, except with their own name on it. 

I also met later on, the ex superintendent of Springdale (I believe this is misspelled). He is now a professor at Ship, and is my co-op's advisor for his doctorate program that he is in. There were four of us in the meeting. This was my favorite part of the day because the superintendent spoke about how disappointed education has gotten with so many test. He said, "I asked once a board of education administrator to take the 8th grade PSSA test, not the !! 11th because he wouldn't pass it, but the 8th grade PSSA, and he refused!" He said that there are so many people in politics, school board, the secretary of Education who he seen the night before at a meeting, that spend so much money on all these test, yet they won't take it themselves even though they believe strongly in them. He was a real spokesperson, who believed in education but was highly disappointed at where we are today. He was impressed with the school design and its advanced usage of technology. I was too! He told my co-op that he needs to take a day off and go to York city and visit three schools there and reflect on that. 

His last comments were: "my daughter told me she wants to be a teacher,I told her don't do it." 

Overall it was a good day, busy, but very informative. He teachers 2 AP classes everyday, even when they rotate. They are on block scheduling, 90 minutes a class. I have the number 1 senior class student ranked, in my class and he was asked by Google science to work for them in the summer, he did. Some students will graduate in January, new thing they are doing, just because some students did not take so many electives, so they are able to. THey have a senior student as an "intern" in the class. This intern, was the one wearing a mini short skirt, walked out of the class like three times, sat in the front room, overall very distracting. Overall, good day, interesting, informative, eye opener and shocking a bit. 

Metaphor

I hope you all find this as inspiring as I do!

Bringing School out of the 20th Century

I definitely agree that the focus in schools needs to be less about making sure every kid knows the same facts and equations at the same time and more about finding way to teach students practical skills in relevant ways. Interdisciplinary teaching will better prepare students for a world in which the pathways to success are becoming more and more reliant on ingenuity, collaboration and creativity.

The importance of revealing to kids how to thoughtfully make use of the many new technologies available to them is another skill that simply cannot be looked over any more. We exist in a global economy now a American students of the 21st century certainly need to be more aware of their little piece of the big picture in this world in a much more immediate way than their parents ever had to consider back in grade school.

With all the new technological breakthroughs happening constantly and being made publicly available almost instantaneously, students need to be aware of how they use these and what troubles might arise from them. We must start showing students that not only are new devices and websites cool and fun, they can also be informative, dangerous, bogus, illegal, and so many other things. We need  to adjust our ideas about what school is and start working towards what has really always been an essential goal in education: to prepare our children to be successful in the world once they grow up.

 

Invitation to Reflection 1-1

This focuses on the first two questions: One of the positive memories was being introduced to the poetry of Robert Frost. Poetry was frustrating for me, because I could never “seem to get it.” Therefore, I didn’t enjoy it—went into ‘shut down” mode when the subject was brought up. But there was something about the poems Dessert Places, and Stopping By the Woods On a Snowy Evening that hit me like a ton of bricks one day in a class. We didn’t just read them, we listened to them, we talked about them. Listening to a teacher read them in a way that evoked emotion and induced us to envision the moments described by the words. It was a classroom moment that was filled with deep meaning and inspiration.

I have to direct this to a professor rather than a high school teacher; this professor in specific taught literature classes. He had a way of introducing to the authors and the text that “drew me in.” He taught us a way of analyzing that made me forget that I was analyzing text and left me hungering for more. He was interested in the interpretations of the students and not just his own interpretation. He showed how a subject and study of a subject that can seem so cumbersome can be broken down into manageable pieces and understood. I want to be able to lead my students through text as a means of discovery and not just for the sake of completing an assignment as did he. He was more of a guide directing us on our own way.

An unpleasant memory was of a junior high teacher who made it quite clear the first day of class that she was not happy “having” to teach the class. She wanted to be teaching another type of English class. It was a reading class where we were introduced to different books and authors. We basically sat in the class and read (we needed to remain in our seats and quiet). She didn’t discuss the reading. She gave the books told us to read and then tested us on the text. There was next to no interaction with her students. What interaction that did take place was negative. She gave the class the distinct impression that she did not like junior high students.

The act of teaching is the center of my interest. I love working with young people and seeing them grow as individuals. I am also swayed by literature and speech.

I don‘t know how or when it struck me, but somehow wanting to be an English teacher just blossomed on its own. Some of it comes natural. I guess you could say it’s “second nature to a certain degree. Plus, it is such a big part of life and everything we do. I can’t explain it…I just feel driven to do it.

 

21^st Century Curriculum Notes

Collaboration of community and students, using combined contents resulting in an end goal, news media tv and print

Tying the past to the future—thougts/ideas of writers from the past and their visions of the future, connecting them to how they came to fruition, creating future ideas, print and media

Instilling hope and inspiring change through media—technology used to connect students with authors or advocates who have inspired changed through the basis of hope

 

 

Invitation to Reflection

Imitation to Reflection 1-7
 I think that some of the learning tasks were apart of my school, but not necessarily in my core classes.  I took a writing class that was huge on tools of technology and is what helped me gain computer knowledge at a young middle school level.  The other tasks were not taught to me, but this just shows how our educational world is changing around us, technology was just breaking out when I was younger.  Saying and realizing that makes me feel old and outdated, but I do not have to be that way, I can learn technology as and with my students. 
I believe the essential ones are proficiency in the tools of technology, building relationships to pose and solve problems, synthesizing multiple streams of information, evaluation of multimedia texts and attend to ethical responsibilities of these texts.  I am also ready to teach all of these tasks because I believe to develop a 21st century learner these things are needed for success.  Designing to share information for a global community, I feel that it can be taught but not as influential as the other tasks, 

How will I handle
The growing number of struggling readers 
     Encourage them to read any books such as YA, I will show a liking and interest in student books, I will ask them what books they like and try to obtain them for their reading.
The growing number of ELL
     I would try to group them with a work buddy that spoke both english and their shared language proficiently.
The pressures put on the teacher by standards
     I will not buckle in regards to what my students need to learn, if I teach them properly, the standards will not be in the way because they will be prepared.
The pressure put on the classroom by stat
     I will ensure not to teach to the test, and still make learning engaging and fun.
The integration of technology in the classroom
     I will ensure that I learn new technology by staying in contact with other teachers and seeing what my students use on their own time and integrate it into class.
Effects of printed texts
    I would always offer my students both, which ever they felt more comfortable with, ensuring they knew how to find both versions.
Expansion of literacy
   I will allow my students to have a say in reading that relates to our material
Practical English
   I will teach my students what they need and want to learn and all the rest will fall into place, I will teach them things meaningful to them, real life.
Censorship
   I will make my students, teachers, and admin aware prior to starting the class the books that we will read and handle in any objections in the beginning as a defense.
Objective vs. Subjective tests
   I will conduct mini-lessons when I encounter grammar lessons, and they will come up during teaching but that is not my main focus for every single lesson.  I will give my students meaningful test not multiple choice to actually get an understanding of their understanding and not just their memorization skills.
Schools are failing young
     I know that if I teach meaningful, relatable, fun things, I am reaching and teach towards the role of a 21st century student, I am helping them more than society knows.
Motivation
   I will find things that are meaningful, and fun to me, I will be excited to teach because it is what I love.


21St Century Student

Students need to learn how to find information, when things change.  We can not simply always hold their hands and tell them, when they leave our class they need to know how to find information on their own and most importantly how to decipher between good and bad information.  Students need to be updated on technology and how and why to use it to adapt into this technological world.

 I think what was not taught or modeled for me that I believe to be so important would be not teaching to the lesson, allowing the topic to flow and engage learning that way.  I think that is the best and most engaging way to learn, then questions are answered, brains are engaged, versus tasks being checked off.
I think being on the other side is a bit scary this article made me aware of that.  I was once the one who knew ALL technology, now I am the one learning it and my students will be very tech savvy.

Out of the 21st Century Article Response

The statements in this article ring true to me, as the overall message reflects what I've been repeatedly taught about schools today. As Sir Ken Robinson puts it, (not verbatim) we need talk of an evolution... but we need a revolution. The article bullets the skills necessary for the 21st century-- such as knowing more about the world, thinking outside the box, and developing good people skills. I agree in that these are the the kinds of skills educators must now teach in schools to accommodate for the shift in education. Students must be equipped with these "21st century skills" to keep pace and thrive within the dynamic changes of our world.

I learned in Trilling and Fadel's book, 21st Century Skills, how these new skills are based upon the new purposes and goals we have as a society. Education has evolved from contributing to local and basic needs in the Agrarian Age, to learning factory and trade skills for the larger community in the Industrial Age, to contributing information and knowledge through social networks for both local and global causes in the Knowledge Age today.

And so, what would be essential to a 21st century curriculum?

• group thinking, coordinating ideas, team work
• hands-on activities
• connecting themes to larger, world issues
• integration of technology
• digital literacy skills
• creativity 
• connecting of disciplines
• a safe space for thinking for self/formulating own opinions

In order to facilitate the concepts and skills above, the setting of the class itself must be in sync with the curriculum. In my "Invitation to Reflection", I answered questions about how I would arrange my classroom. From my experience, I have usually sat in the traditional row and column arrangement. The nerdy A-students in the front, and the rest of us somewhere behind them. I find this kind of seating inconvenient to student-centered teaching/learning. Teachers in this seating arrangement certainly don't make effective use of the room-- how can they with 28 book bags blocking the isles? So naturally, students assume that if they sit in the back, the teacher won't see them cheating, texting, or sleeping. And that leaves only the teacher and the first two rows of students engaged... and the rest of the class? Well, they just aren't really all there. Can you believe we still follow this seating arrangement?

In my future classroom, I plan to position my desks in groups of four, or in a big circle with students facing each other. This will enable me to monitor the class and create a class community, while enabling the students to effectively work in groups and to connect with their classmates. No more awkward situations between students and teachers like, "you don't remember me? I was in your class last semester."

Defining English

"Learning is not waiting for the revelation but making it, not absorbing knowledge but creating it." (Milner, p.9)

I couldn't help but reflect on Milner's quote realizing this is why we teach.  Our students have the tools and the ability to be creative in our classrooms with all the technology they have available to them and our English classrooms gives them many opportunities to accomplish this! When I look at the terms in 1-2: communication arts, language arts, and English I made these conclusions:  English is the term we used in the Industrial Age when it was taught that English had a set of rules that must be followed; proper grammar, format, and limited interpretations of literature.  I would have to say today English would be the least comprehensive term of the three when referring to English education today.  Communications arts is a much more comprehensive term in today's technologically developed world.  We are able to communicate through so many different genre's and devices that students have very little limitations to express themselves to their peers, teachers and the world.  We are communicating and creating knowledge everyday with and extraordinary amount of tools.  Language arts can often be interpreted as merely reading literature and writing a story, but communication arts opens a variety of tools and genre's our students can use in their writing.  We have the ability to use film, media, music, and all of our social networking tools to communicate to a larger audience. Communication arts gives our students the ability to think more creatively and expand our writing beyond writing a paper or giving a speech.

Language arts is probably more appropriate for elementary and middle school students who are learning basic writing and language development.  This is more introductory to the tools that will be come available to them as they get older.  It is probably even too basic for middle school students because many of them are already using social media and other forms of technology to express themselves.  Our responsibility as educators is to teach them to use these tools to be more objective and develop their critical thinking.  While they are learning to express themselves, we need to show them how they can do it creatively and thoughtfully. 

English, according to the Free Dictionary, is "A course or individual class in the study of English language, literature, or composition." This presents a formal and proper assessment and does not present the idea that we can use English to create or analyze but merely to understand.  It does not implicate that we can use this class to expand our thinking beyond what the scholars have written and the rules they have set.  The term itself is confining. 

Communication Arts would definitely define English in today's classroom.  We need to teach our students how to use what they learn about literature, language, and writing with the growing forms of communication available to them.  We should not limit our students thinking.  I hope that I can present this idea to my students and allow them to think past the text and relate great literature to their lives.  I don't want them to stop after an exam using the old idea of the 3 R's, but instead embrace the challenge of the 3I's discussed in Milner that were developed by Moffet and Wagner.  Their suggestion of Individualization, Interaction and Integration.  These ideas allow our students to be more powerful in their interpretation and writing instead of limiting their ideas and creativity. 

Imitation to Reflection: 1-1 Questions 1-6

1-4)My senior year high school teacher, had a unit on memoir, what better than war books and veterans right? Especially to catch an 18 year olds attention; it caught mine. I was amazed of all that I learned about the topic of war and the different types that occurred that I had no idea of. We read so many memoirs, and nonfiction books about war that by the time the semester ended I was even more curious, intrigued by these memoirs and excited to have learned so much through literature. What made my senior year was this unit. I remember it as if it was yesterday. The last major thing we did with that unit was a field trip. A field trip to the Holocaust Museum in Washington D.C. It was amazing. What made it amazing now that I think back was that I was in that stage of mind; I had hit the stage of "flow". We got to hear some survivors that volunteer their time at this museum and ask questions, live. It was great. It wasn't over though, right after the field trip, my teacher also worked so hard to get a guest speaker to come to my high school to speak to everyone and to FnM college in the evening. The guest speaker was an author, surveyor, inspirational and motivational speaker; Immaculee Ilibagiza. She wrote "Left to tell." A quick summer of Left to Tell is a story of how Immaculee survived the Rwanda genocide and build a stronger relationship with God who strengthened her, even though she lost her relatives, and most of her family during the genocide. For three months she's was stuck in the attic of someone that was not of her kind, and who at any minute could have told on her, but that person who kept her a secret never turned his back on her. It is an incredible story, especially because she told us her story in person. 

I remember coming home on the tour bus from D.C after the field trip and the movie "Hotel Rwanda," playing, and thinking to myself, where I was going to be the following year, and if I was going to be strong enough to follow through and make it through college. It was a long bus ride, but good because all these speakers, novels and stories made me realize and reflect on my own life and future. If they been through so much, and having maybe one family member alive in most cases, and here I have all of mine at home, safe and sound, I think I can make it. Those text that we read throughout the memoir/war really hit home for me and allowed me to open up, give hope, be hopeful and keep moving on with a purpose in mind. I want to imitate her strategies, her methods of teaching in a secondary classroom. Some of the prints/nonprints text were:

Left to tell by Immaculee Ilibagiza

Night by Elie Wiesel

A long way gone: a memoir of a boy soldier by Ishmael Beah

4) Some memories of unpleasant classroom events that I hope to avoid is being teacher centered instead of student centered. I also do not want to lecture for 45 minutes. I want to work FOR students. I had a lot of teacher centered and no creativity in too many of my classes. 

5) a-print/nonprint literature

     b-adolescent students

     c-the act of teaching

     d-langauge(writing or speaking)

     e-other- coaching/dance instructor/drama 

     f-the life of schools

6) Why do you want to become an English teacher? -To inspire, mentor, motivate and help others through writing-ways of expressing their selves, creativity and courage to share that with others. Being an English teacher is like traveling through many lives, attitudes (especially in an urban setting), fixing whats been hurt or damage, and giving hope to the hopeless. 

Metaphors:

I consider myself as of right now, (as a perspective teacher) as an artist’s kit. I carry inside my kit, glue, different color paint, tape, paper, pen/color pencils/ samples of my art. Inside of me I have all these tools that students are to use to paint their own painting. I can only provide them with the tools, not the art. With the tools, they create, innovate, and choose what to draw/paint/illustrate what their masterpiece will look like in the end in order to show and share with others in the public. The students are the artists; I’m the kit and my classroom a studio.

“ Beginning is not only a kind of action; it is also a frame of mind, a kind of work, an attitude, a consciousness” –Edward. 

How to Bring our Schools Out of the 20th Century

"Becoming smarter about new sources of information." Our students are living in a world of technology and need to know the appropriate usage before they begin abusing it. Developing good people skills such as forming essential questions, thinking critically, for success in todays workplace. The students of today's generation do have quite an advantage with fast media and easy access on the tips of their fingers, but what google does not do for them is teach them how to do research properly and search for deeper thinking. 

21st Century

Invitation to Reflection 1-4

After looking at figure 1-1, I tried to think which arrangement I would use or envision for myself. I honestly think I could use all of them at some point in my classroom. Who says the classroom arrangement needs to stay the same all the time? I like the standard even rows for tests (a), exams, or individual work where students need to individually focus. I also like where students make up 3 sides of a square and the teacher's desk makes up the rest. (b) I think that is useful for perhaps a debate where students can face each other while talking. Also, a student could stand in the open space to present if they felt comfortable enough. I like the circle arrangement (c) a lot. College is the first time I have used this arrangement and I love it. I feel that I get to know my classmates better when they speak. I feel more comfortable to share my own thoughts and ideas as well. I think this arrangement creates a sense of belonging and comfort within a classroom. I think the groups of 4 (d) would work perfect for group work because students can face each other and have privacy within their groups. For the last arrangement (e) I think this could be a time when students choose how they work on an assignment or task. There are small and large groups, along with individual desks. I think I will be an active teacher and I don't really see myself sitting behind a desk during class. I am a perky person to begin with and I am always used to moving and doing stuff. I have never had a job or activity where I am expected to sit. I always enjoyed teachers who changed their classroom to enhance their lesson or activity. That extra thoughtfulness was noticed by me and I am sure other students as well.

How to Bring Our Schools Out of the 20th Century

I do agree that education has been the same for a number of years. When I was little I never thought about how I was taught or the ideas behind what the teacher was doing. I went to school, did what I was told, and then left. I never thought of school as a chore. It was just what I did. It was a clear article but I am confused as a future teacher. There needs to be a balance between core knowledge and portable skills. I worry how I will find the balance. I want students to receive core knowledge in my classroom, but I also want them to develop life skills they will use when they leave my classroom. I want to be an effective teacher in today's world. Teachers are a big part of children's lives. I want to make a positive impact. I want to help students succeed in both school and today's world.

Invitation to Reflection: Defining English

Common descriptors of the discipline of English:

• language arts
• communication arts
• English

Although they all describe the same school subject, of these three, English seems to the least comprehensive title. Whereas communication arts feels more accurately encompassing of what we strive to teach as "English" teachers. While language arts covers the aspects to the subject that are interpretative and creative within explicit use of the language (reading, writing, speaking and listening), communication arts covers more of the personal skills we try to discuss and develop in our students as they mature. Things like critical thinking, reflection, interpretation, empathy, evaluation, individuality, collaboration and identity which are not necessarily listed in our curriculum but are certainly touched upon and sought towards in our classrooms. Language arts does seem more suited to the lower grades as the development of their linguistic abilities is more of a central focus and students' character traits are more addressable with students who are approaching adulthood.

English as a term does embrace literature and language in my mind, but I am going to be an English teacher, I have found joy and depth in the subject. However, I think it is important to remind ourselves that the average student, and many parents/guardians for that matter, is very likely to think of English as vocabulary and grammatical rules that have little context or realistic use in their lives. And, subconsciously I feel like a lot of teachers start to buy into that perception and start to teach more rigidly those rules and words without making them matter to the students and all because that is expected of them. Really it is a pretty tragic cycle of self-fulfilling prophecies that stems mainly from negative attitudes.

I cannot really think of a better term than communication arts to describe the subject matter that wish to cover in my classroom. I feel that something as simple as having a title that reminds you and your students of the depth and beauty and meaningfulness in the in what it is that we teach can make all the difference in the way we deliver, our students receive and we all interact with our expansive and miraculous course materials!

Out of the 20th Century

At first, I felt like this article was too board and made everything sound too simple. After reading through the entire article, I realized this was a good thing. It was allowing people who do not have the prior knowledge (those studying education) to really understand what problems students are facing today and why change is needed. I agree with the article for the most part. There does need to be some sort of change to the education programs in America. However, I have to say it is hard to agree completely, mostly because of how I was raised. It is hard to want to change something I grew up with, but I know that it is necessary. I guess what I'm trying to say is that I had had teaching modeled to me by my teachers, and now I have to go against what many of them did in order to help my own students progress in life. It's something that's really difficult for me. I looked up and respected those teachers. Not to say they were bad teachers, but some of their teachers were old dated.

Okay, I feel like I'm getting off topic now. What would be essential in an English class in the 21st century? Good question. The number one thing, in my opinion, is a sense of voice. Allowing the students to feel like what they said mattered. And not just that it mattered but that they should be proud in what they believed in. Also, along with that, they need to understand that everyone has their own voice and, therefore, should respect the voices of others, even if they don't agree with them. In a world with so much turmoil and violence, there needs to be some lessons in tolerance. They also need to learn how to think for themselves. Don't just regurgitate what Sparknotes says the text represents. Come up with your own ideas. Your own proof. Read the text your own way.

A Split Blog

I found the article very interesting. A lot of what was discussed I agree with. It's obvious to me, and anyone else who's currently in training to become a teacher, that education is changing. We are becoming increasingly focused on what we define "21st Century skills" which largely involve technological and interdisciplinary skills. I think the article does a good job of defining and explaining these new skills as well as what each specific skill entails in terms of importance in future careers.

I also like the ideas represented by the John Stanford International School, though I disagree with the workload that they are giving young children. You do not need to give them more work for them to learn; instead, give them meaningful work that they can draw personal connections and lessons from. In addition, I find fault with how the article reports on I.B. schools. They describe what is needed for a diploma, but do not define the grade level which this applies to.

Overall, though, I do like some of the aspects of the I.B. school (as long as they're aimed towards older students). I think all students should learn a second language; it certainly can't hurt at any rate. I also love the idea of bringing in material from other countries and cultures as a way to study a particular event or phenomenon. Students do need to gain a better world view, and this is the perfect place to start. In addition, I love the sound of European textbooks, which are "...extremely small...[but] focus on the most powerful and generative ideas" (54). US textbooks are stuffed full of as many tiny and inconsequential details as they can manage, but this is not true learning. We need to give our students bigger ideas and thoughts rather than force them to memorize useless facts.

A 21st Century English curriculum needs:
open minds
empathy/respect
revision of terms
safe environment in which to fail
relevant topics


Reflection (1-4)
1. For my classroom, I would most likely alternate between c and d depending on the situation. I like the idea of a circle for discussion, but small group discussion seems to be more easily facilitated by small desk clusters.
2. Neither of the room arrangements were typical in my experience. The most common set-up was a grid like set-up where chairs were in evenly spaced rows and columns. I think that my choices will place focus on interaction and discussion rather than individual work. It also shows that students are expected to contribute and become an important member of the class. I think that in both of my chosen arrangements allow the teacher (me) and the students to be equally engaged.
3. I think any of the arrangements would be comfortable for me. But it's not about me; it's about my students and their comfort. If my students are comfortable and engaged, then I know I am doing my job.
4. I am a mover. I like to walk around and listen to my students' conversation. I want to make sure that they are getting it, and if not, that I am available to help them. I imagine that there will be times that I need to be at the front of the room and I'm ok with that. I also want to try standing at the back of the room and talking; this ensures that students are devoting their full attention to the board.
5. I think that no matter what I would utilize either c or d. I just feel that these arrangements are best for my students.
6. I see a lot of discussion and debate, at the small group and whole group level. These arrangements lend themselves to a universality that transcends specific topics; that is, they work well with any topic and practically any assignment.
7. D C E B A

Bridging English Chapter One Post

I chose to answer the questions from Invitation to Relflection 1-4 found on page seven.

1) I really like the setup of D. Each of the setups have their own purposes, but D I feel would work for me. Putting the students in groups makes it easier for them to work together.

2) Actually, no. I usually had either A or B. I did have rooms like D, but they were usually math and science classes. I feel like with D, the students get to work together. Also, the teachers's desk is thrown in there with the students. It's like the teacher is part of the class.

3) I don't know which one would make me most comfortable. I know I definitely hate A though. Too much attention on me at all times (Well, sort of.) As a student, I would probably prefer E so I could sit off on my own or near the teacher. E gives the students options (unless the teacher is assigning the seats).

4) I usually imagine myself standing in the front of the room. I have trouble walking and talking at the same time. I tend to lose focus. Though I am trying to work on it.

5) I love what I call "meet in the middle" classrooms where one half of the class is on one side and the other half is on the opposite side. It is great for splitting work (This side reads A and this group reads B and we'll talk about it in 5 minutes). It's also cool for group debates. One side will defend a stand and the other side will oppose it.

6) Lot's of debate and discussion. But not always with the entire class. I would like to give them time to talk about it in groups, maybe come to a consensus about something, and then share with the entire class. Also, group work. Even though I hated it in school, I'm starting to see why it is such a good tool.

7) C E D B A

New York Times Article Response

Randolph wants his students to succeed, of course — it’s just that he believes that in order to do so, they first need to learn how to fail.

From reading this article, I am more aware in how schools are lacking-

• In preparing students for life outside of school, where they will need to know more than    how to earn a passing grade

• In finding the best way to incorporate "character" in the classroom

• In accurately and fairly assessing students

I enjoyed reading the careful observations that were made, and the steps each of these educators took to try and solve problems. I am curious to see how Riverdale is progressing by this method, and what is working or not working.

One problem that stood out to me was the parents who think their kids are A-students, when actually they are C-students...The parents who are "overindulging kids, with the intention of giving them everything and being loving, but at the expense of their character". I was surprised that parents went so far as to calling in and asking to extend due dates for their child. I can understand a parent's concern for their child's grades, but I believe that children must learn for themselves how to cope within the boundaries/limits that they are given. The "real-world" isn't going to listen to desperate parent phone calls. I am guessing that these kinds of parents aren't exactly aware of how they are in reality, still coddling their middle schoolers. 

Levin's idea of a C.P.A. is really neat. However, I wonder at if all the hassle of measuring character this way is worth it. Sure, we can have a better sense of how prepared a student is for college, but is it that necessary to be making predictions? What happens to students who are seniors and never reach a high C.P.A.? It would be discouraging for sure. My only fear with this is that people will make direct correlations between one's C.P.A. and preparedness for college. Other than that, I agree fully with immersing character (moral and performance) in the classroom.

How would I build a 21st century student in an English classroom?

I will go off of this article and the idea of incorporating character values in the class. In an English class, character could be emphasized through the analysis of the characters in texts. Students can identify the deeper character traits for the actions of characters.