Week One Post - Cherie

Cherie commented:

The part of the reading that stuck in my mind the most was the comparison of students to blocks of stone. Teachers have a level of mastery for each subject and the student’s grade is based on their level of mastery. How disappointing is it to see a C or D on a paper you worked incredibly hard on? I had a professor who asked us to come up with ideas on teaching a math concept. My partner and I worked together to create a lesson that taught in a meaningful and motivating way only to have the professor say this is what I want you to teach and how. She had decided what she wanted us to do before we left the class to make plans for our lesson. Our lesson was dismissed without her even listening to what we had to say, our hard work not even acknowledged.

I work as a special education teacher and all my students are working at different levels. I want them to feel great about what they have accomplished. I try to remind myself to acknowledge what they have done and how far they have progressed even if it is just one problem more than the day before. Sometimes we as teachers lose sight of what we are truly trying to accomplish. That is to ensure our students leave our classrooms not just with knowledge of curriculum, but also the knowledge that they are someone special who can do anything they set their minds to. Students are not just a grade.

Communication:

Cherie I am right there with you about providing students with just more than knowledge. Creating a sense of self worth amongst students and their environment is something that we are continuously working on at our campus. The life that some of these students experience does not afford them with the support of feeling or finding their place in life. A sense of belonging is all some student are looking for. Providing and accommodating the needs of our student population is the goal of our learning community. Before learning can even start their needs to be a relationship of trust and belief amongst our students that their teachers are going to provide the best setting and opportunity to discover their potential and focus on what needs more attention.

Sometimes just listening to your students and discovering what they are truly like will build and environment where they are motivated and willing to meet you half way so that the learning process is achieved with relative ease and positive experiences. Not every learning community is like another, the commonality the both possess is that they are there for the need of the student and the community. Educating students is not just giving a grade it is about building long lasting relationships and setting an example of what educated people are like and the traits they posses.
I wish you continued success and hope that all students continue to take advantage of this blessing which presents itself. I too work with the same population of students and find it very satisfying when levels of achievement are reached merely due to their interest and continued need to go far and beyond those limits that have been placed upon them. Students are only limited by the amount of what lacks on the part of the teacher. Being motivating and a positive figure is what every student looks for. By the look so it your children must really enjoy attending your class.

Blog Title: Week 1 Post 4: The Art of Possibility Chapters 1-3
Blogger: Cherie Park
http://cpark-edm613.blogspot.com/2010/11/wk-1-reading-ch-1-3.html
Retrieved on November 29, 2010.

Week One Comments - Renee

Renee commented:

After reading the professor who gave everyone an “A” at the beginning of the class, it reminded me of my own experience. Being the spouse of an employee who worked at Antioch University, I had an opportunity to acquire my Bachelor’s degree at no cost. I couldn’t pass up the opportunity. When I went to orientation, one of the instructors explained the grading process, pass or fail. An outline was given for each course with the expectations/criteria for the pass and fail grade scale. I became very excited about this concept. During class, our discussions were engaging and we learned from each other. Students were not afraid to express themselves or their ideas. I looked forward to class and worked hard to find ways to contribute to the discussions as did other students. At the end of my schooling, I felt as though I had gotten so much more from my education than I would have if the school implemented the traditional grading scale.

Now I take this reading and I examine my children’s grades. My second oldest is very smart. Our conversations end with me thinking differently about a topic. However, looking at his grade card, it shows him being an A/B student. He is taking a course on exploratory technology. He was very excited the first few weeks of the course because of the hands on activities and the opportunity to take the robotics part to the next level if they could. This is something that he is interested in pursuing after high school. However, once the teacher stopped using the hands on activities and went to lecturing, my son lost interest in the class. He no longer feels challenged. His “A” in the class is now a “B”. Is he a "B" student? I don't believe so. He lost the motivation of free learning. If he, in turn, would be allowed to grade the teacher, what grade would it be? Grades are not what make us who we are; it is what we do that makes us who we are.



Communication:

In response to your view on the teachers classroom grading procedures I am reminded of a meeting that I had with a parent not to long ago. It is an interesting topic and one that I continue to examine. As an educator myself the idea and the thought about what grades are given to my students and the manner in which I grade my students has raised a reflective critique as to whether I am being fair and applying the correct rubric for my learners and the manner in which they will all be graded. In keeping with Gardner's Multiple Intelligences we must keep in mind our population and accommodate their style of learning and develop a most clear and precise grading policy that will allow for everyone to succeed with their own strengths and weaknesses.


Blog Title: Week 1 Post 4: The Art of Possibility Chapters 1-3
Blogger: Renee Barber
URL http://reneesfsoinablog.blogspot.com/
Retrieved on November 29, 2010.

Week One Reading Fiddle-itis: The Habit of Thinking You Make No Difference

Upon reflecting on our reading I must say that they section that stands out the most to me is where the concept of Fiddler-itis is discussed. Quickly the relationship between what was read and my real world environment connected. The connection or what I can apply this concept to is the ever-changing rate of teachers coming to our learning environment.

As the concept suggests and conveys there are instances where individuals entering the workforce of educational institutions arrive with much enthusiasm and energy. Just like the string player incoming teachers find themselves in the exact situation. They find themselves questioning whether or not they are making a difference when all efforts and devotion go unnoticed or perhaps not acknowledged. It has been my experience that at times levels of administration become like the conductor mentioned in the book. Management of a school setting is a grand task and can become overwhelming. There may be times when individuals in those positions become misdirected or misguided and leave the direction of the campus improvement plan. Currently we are fortunate to not have those types of individuals in those positions. As a campus we are attempting to establish our learning environment as an accelerated school.

The interesting thing about this topic is that the school setting can quickly become out of control and loose its focus and goal. Mismanagement mixed with a dose of not caring about the state of existence of a school setting can lead to an unavoidable disaster. Teachers must feel that their every effort is worth every instance of giving and devotion. Those teachers that find themselves devoting and sacrificing the well being of their own lives so as to provide for others are the types of teachers we need in our school setting. It is not my point of view to seem opinionated about this subject merely it is a reflection and connection to the reality that faces many school settings and institutions. What do we do when individuals acquire "Fiddle-itis" and conform to the idea that there presence and input are not worth the time because not everyone else carries the same torch?

Being a motivated and inspiring person can take you much further in life. No matter what the odds are you must continue on that journey and decide for yourself what you would like to accomplish and discover. Creating a sense of self worth amongst the entire school setting is a component of the climate committee. Having a leader to instill positive and engaging opportunities for the learning community may potentially lessen the amount of Fiddel-itits formed and spread throughout the school setting. Granted we are to accommodate all learners and levels of learning within our classrooms. But, the non existence of this contagious state of being makes it much easier to reach and educate students. As educators we must attempt to keep ourselves from being contaminated with the degradation of our environment. Challenging ourselves and reinventing ourselves from time to time can be beneficial and crucial to our continued success.


Sources: Zander, B., & Zander-Stone, R. (2000). The art of possibility. Boston, Massachusettes: Harvard Business School Press.

Week One - Free Choice: Where am I headed and how far have I traveled?

I never in my dreams would have envisioned myself reaching a level of technological literacy as experienced with my studies. Reflection is the best way to consistently evaluate yourself and decide what changes need to be made to continue on this path of advancement and revolution. As an artist and educator the idea of pushing the envelope to the extreme is a constant challenge. Individuals who are in the production realm may relate to this. Ideas and concepts continuously make up daily tasks and objectives, the growth experienced during these stages of artistry is what sets us apart.
As educators we are consistently trying to develop ideas for our classrooms. We consistently work towards creating something that will enable us to communicate ideas and theories. The age of technology has made this task much easier and efficient to create. As I look back on the past 10 months of study I can say that this journey has definitely been worth every effort. The friends that I have made, the networks that have been built, and most importantly the knowledge that I have acquired are all important to my character and personal make-up.
Because of every individual that I have come in contact with I have reached steps in my learning process. As a team we have all contributed to each other and the learning process. Our professionalism and willingness to work together for a common goal is something precious.
The only regret is that all this beautiful learning and engagement will all come to an end as classmates will prove to be the gears to this technological revolution that is set before us.