9th EDTS 523

A typical day in a high school.  So different, for so many students.  A big trend several years ago was to have block scheduling.  Students would basically have a double period of a subject and have that class every other day.  Some of the supposed benefits of this would allow for longer time to do hands on projects in school (science labs, tech., art, etc.).  Not a bad idea, but when teachers call it quits 10 -15 minutes early because they didn’t plan properly, I don’t see much benefit in that.  This trend of block scheduling seems to have faded, but in one of the schools I work in they are still “going strong” with blocks.  They have an even different take on this.  They do blocks, but have english/soc. in the 1st semester, and math/science 2nd semester.  This may resemble how college classes are run, but are high school students ready for that kind of schedule?  If they have a bad first marking period (problems at home, school, etc.) they are pretty much done for success in that class.  If they had classes all year and had a bad marking period, there would be a better chance for success because they have 3 more marking periods to raise grades.  This is just something I think about when I wonder are schools setting students up for success?  Does this benefit the student , or is it easier for administration to schedule?  I am not sure about the research behind the benefit of block schedule, but with most schools going back to a more traditional schedule I will assume the results were not great.  I wonder if the students were ever asked what kind of schedule would work best for them?  Why is it that students dont’ get to express their ideal school schedule?  It would be interesting if the student had a strong union like the teachers what would happen.  It should be our jobs as teachers to advocate and empower the students to speak up for their rights within the school about all topics (class electives, clubs, music, theater, athletics, govt., etc.)  If you are not going to, who will?

 

8th EDTS 523

I have been struggling with a change in my schedule in the classes I teach. My program is supposed to be taught everyday for a semester. Unfortunately, sometimes I have to be flexible to coordinate with the school scheduling. At one of the high school’s I work in I have to meet with the kids every other day. This day in between is frustrating because there is a lack of connection for a day and if it happens before a weekend it can be three days. If a student is absent for a day or two I may not see them for up to five days. I am also dealing with the long term suspensions of some of my students. All these kids with limited connection to myself, other teachers, friends, a regular structured routine. I wonder how some kids survive through breaks like this. I see bloging as a way to help keep that connection on those days off, or with that student who is absent or suspended. Just a couple clicks away on a computer these students can have a connection to vent, ask questions, or to check in with a friend who is struggle with home life. What a great way to incorporate technology into keeping students who might not be so connected to school, connected.

 

7th EDTS 523

I had talked about the use of technology and prevention education in my first blog entry.  I think I have figured out a way to provided continued support to the students that I work with, after our program is over.  I teach a 90 session prevention program that covers the span of one high school semester.  It is quite intense support because we meet together everyday.  The students build a peer support network over this time period which can be very powerful, but when the semester ends that everyday interaction stops.  It has always been a struggle for us to figure out how we can continue to provide services to the students after the program ends.  When you see that a student has benefited form the class tremendously you want to keep providing that support or they may get back into old habits.  I think creating a wiki page so that kids can continue to this peer support through discussion between themselves or myself would be great.   This might also allow students who have taken the classes in other school districts to share their experiences and continue to make even more connection and different level of support.  The wiki page could have multiple levels,

1.  Teacher to student

2.  Student to student (same school)

3.  Student to student (different school)

4.  Teacher to teacher (different school)

I have some monster fears though about this though,

• The monitoring and security of the page (comments, material discussed, parent permission, etc.)

I think the potential of this project could be amazing.  Does anyone have any suggestions?  Should I just try it in one school first?  Should I limit the entries so that I make sure I can monitor it?  Should the principle or school counselor assist me.  Should it be a collaborative with the school or should my agency do it alone?  Is this going to cost money? 

All these questions, and more,  need to be answered before I get started.  These questions scare me and I don’t want them to hold me back from starting this project.

  

 

6th EDTS 523

So just before break I was at one of the schools where I work, and they were having a Conference Day.  I got into a discussion with one of the teachers about the topic of the day, it was learning styles.  Right away when I heard that I said, “oh that sounds great”.  The teacher responded with “yeah that stuff doesn’t work, these ideas of teaching to students learning styles and differentiating instruction is just a waste of time”.  I first thought to myself, you gotta be kidding me right.  This is what we are instructed to be doing in classes with students, right?  I have got several question and would love to hear peoples opinions on them.

• Why does teaching to students learning styles, and differentiation seem to be a new idea to some schools?
• Who is monitoring whether teachers are doing this or not?
• What are some examples of consequences for teachers who don’t do this?
• Should teachers have tenure?

When I heard this teacher say this, I was furious.  It is baffling to me that people don’t get this, and/or want to try it.  Don’t they want to be good at there job?  I understand it is difficult to change/adapt, but you have to. 

• Is differentiation just a fad that will fade down the road?

I hope not!

Schools need to provide their employees a chance to continue to learn and the teachers should be made to participate.  I think NYS is making it mandatory for new teachers to do so much professional development per year.  That makes sense it gives you a chance to continue to grow as an educator.  Even if it is review about something you already know.  Those kinds of trainings re-energize me, and I always learn something new even when the topic is something I am familiar with.  Hopefully all teachers want to continue to grow to become better. 

 

5th EDTS 523

I was in agreement with Dr. Ransom’s comment that teachers need to begin to explore, and teach themselves rather than waiting to be taught about this new technology (hope that’s close enough to the actual comment).  But then I began to think, I would have no clue about this stuff if I were not taking EDTS 523.  How do/can teachers get this information?  Is it through conference days?  Additional education?  Everyday discussion with peers?  I feel, for someone who is not familiar with the new technology until now, needs to be told they have to do it.  If it is made optional then people will avoid  it because it is uncomfortable, they don’t want to work outside of their comfort zone, or they just dont know where to start.  Making it mandatory and providing the right guidance it will only make you a better teacher.  You may even enjoy something you never thought you would.  I still agree with the comment but there needs to be a structured starting point.  I have had discussions with teachers and some want to do as little work as possible to get by.  That is why I think the use of different forms of technology needs to be mandatory.  Each district can pick what they want to do.  Or, each district can give the teachers several options of what can be done.  Either way it needs to be pushed, and followed through with by our educational leaders.   

 

4th EDTS 523

In reading 21st Century Skills, something I am really worried about is, am I getting the correct information for myself or my students?  With actual text, it just seems more legitimate.  Like there are more safeguards or the authenticity of the information has been checked.  It would be great if there could be a stamp of approval on sites to let you know they are legitimate, have been reviewed, and are authentic.  Maybe there are checks for this that I don’t know about.  Are there?  I don’t know if this topic would need a whole class about it, but I feel it would be beneficial to create a 2 or 3 session workshop for teachers, and/or students to practice these skills.  I look forward to touching on this later in our class.

 

3rd EDTS 523

2/1/08

 After getting through half of the FRONTLINE special “Growing up Online”, I continue to think that we can’t embrace technology quick enough. The gap between the people that use tech. and the people that don’t is going to grow and put an even wider wedge in our cultural interaction.  Just as teachers we will need to embrace students “short cuts” in how they can do their work.  I had a nice discussion after class with Dr. Ransom and another classmate.  We had discussed that you always have to be thinking ahead of your students.  Think what short cuts they may take and use it to your advantage.  You can still hold them accountable by having them compare and contrast the short cuts with the real material.  I think it takes creativity and an optimistic attitude to create these kinds of assignments.  You can say to yourself, “there they go again trying to cheat through an assignment (pessimistic)”. Or you can say, “man they are good at working smart, how can I have them apply that to this class/subject (optimistic)”.  I believe it is a teachers job to catch the kids doing things right, and point that out rather than focus on the negative.  Along the way you will surly have to give feedback but make it helpful not hurtful.  Bring up ethics and values to see where the kids stand on issues.  Bring in local employers to have those same discussions, what they look for in employee’s.  These are great opportunities to make that verbal connection that might not happen as much in this technology driven society.  

 

2nd EDTS 523

1/25/07

I was very interested in Dr. Ransom’s response to having a keyboarding lesson in class. After hearing his take, it makes total sense that you can/should integrate the teaching of skills, such as keyboarding, with other subjects such as English (I believe his example was type verbs on the computer). Why is it that teachers don’t think of integrating skills, lessons, etc. together, it seems quite easy to do? What are the barriers that hold some teachers back from thinking this way? Is it the leadership within the school? The training of teachers, either academic or mentoring? My belief is that the leadership (administration) within the schools, really set a tone for how they want teachers to think. When pushed, or allowed to think outside the box, growth happens for teachers, and that growth will extend to students. Sure you may come up with ideas that don’t work out, but the ones that do are great, and if you don’t create them and explore them you will miss out on that great learning experience, and son will the kids. To succeed you need to fail. Growth only happens when you push yourself outside of your comfort zone to try different things or to work on things that you are not good at.

 

1st EDTS 523

1/17/08

I am excited to be tackling the topic of technology within the classroom. My first thought was how I can apply some of our assignments to my current job, specifically creating a web page. In the elementary school’s I work in I primarily teach 4th grade. I facilitate a 10 session prevention program focusing on life skills, such as decision making, friendship, feelings, saying no, and bullying. We meet once a week for ten weeks to discuss the above mentioned topics and ask the students to complete a homework assignment with their parents to hopefully bring about conversation about the topic for that class. I began to imagine how an interactive website would be great for the students and parents in a couple of different ways. First with the students, this would be a great way to boost some of the lessons for the remainder of the week until we meet again. For example the kids might be able to leave each other compliments in an electronic mailbox. Second, since this is only a 10 week program it would be a great opportunity for students to follow up and review the material after our time together is up. Perhaps there could be an “ask the prevention teacher” section where the kids could post questions, with a response from myself within the week. That could be going on during the program and after. In regards to the parents interaction with the website, it could allow them to see what lessons we are working on, as well as, interact with their children at home with some of the activities. Parents could also participate in the “ask the prevention teacher”. There is often not enough communication between the teacher and parent in these short term programs, so that would perhaps assist in that. Just some ideas that came to me after the first night of class.