The last blog...

Whew....

That is all I can say. I feel like a balloon that finally can deflate. This is the last blog for Social Studies Methods! And we all shout: HALLELUJAH!!!~

This week has been super busy with trying to complete the final assignments that wrap of the semester. I have been confined to my living room at my desk or to my kitchen table with doing projects, test, discussions, and of course a UNIT. I wish I was able to enjoy the blog experience, a little bit more, actually talk about thinks when they were more meaningful. But because I was overloaded with four classes, projects, home life, a full time job, extra-curricular activities, and more... this was just another assignment that HAD to be completed. I understand that Dr. Parker wanted us to become familiar with another avenue of technology-- but maybe for future DCP
students, maybe make it like a months worth of blogs (to get them familiar) and then let it go. This class alone comes with so many components that dragging out these types of assignments can make them become a nuisance.

But this class is now over. I appreciate the many ways that Dr. Parker has tried to bring different ways of teaching to his students.

Believe me when I say I take full responsibility in agreeing to take 3 other classes with this class. I think I got caught up in just wanting to finish my degree within a certain time period that I was making unrealistic commitments that aren't conducive with my life style. I have learned my lesson and plan to continue my DCP program according to the flow of my life.

As  future teacher, we all will have to learn how to not live in the OVERLOAD! But rest in the  OVERFLOW. This means we have to understand we are not superheroes. We cannot tackle everything at one time. That causes stress and eventually we become wore out and unproductive. We need to find time to rest in the overflow of Gods love and trust that He will provide and take care of you.

I relate my blog to standard 4: Teachers facilitate learning for their students- however, this time I am the student. I know the way that I learn best and know what I need to be successful in my future DCP classes. I am a consumer of my education and have to make sure that I am  doing whats best for me.

I did it!!!

So, do you remember when I said I was going to the fifth grade class to do a teaching lesson? Well I did it and it was a success. I was completely nervous, having being in front of a age group that I was not use too, but once I got in the flow of things-- I was off!

The teacher, Ms. Unferth, was very supportive in helping me to prepare my lesson. She wanted me to do a lesson on the American Revolutionist Patrick Henry. Of course, I had to refresh my memory on the events that lead up to the war and the role Patrick Henry played with in it. I had to seriously, "know the content (standard 3)" I was going to teach so I would not make a fool of myself. Most importantly, I did not want to confuse the students from what their teacher had already told them.
During my observation, Ms. Unferth provided me with handouts and her teacher resource website (password and login). She told me the suggested learning targets of the lesson.  From there, I conducted my own research, lesson plan, notes, and formulated a mini presentation introducing Patrick Henry on Google Slides.

Yes. You heard me right. I used GOOGLE SLIDES!!!  (Standard 4- teachers facilitate learning for their students; B and C)

When it was time to teach, I didnt believe I that I did as wonderful as I know I can do. My lesson plan was full of things that I could say to make the subject relate-able, different approaches-- basically I over planned (the words of Ms. Unferth), which I learned later was common for most teachers. Most important;y, the students were wonderful listeners. They were engaged during my lesson. They gave me deep, meaningful conversation. They enjoyed their learning tasks within the lesson. They had fun reciting part of the famous speech "Give me liberty, or Give me Death!"-- this was hilarious.
When I was finished, Ms. Unferth was amazed at how energetic I was. She said me being excited about social studies made them excited about learning it.
She also liked that I connect Patrick Henry to being a politician-- something the students can relate to with the upcoming election coming up. She found many highlights within my lesson that made me feel much better than what I had thought took place.


All in all, it went wonderfully. I enjoyed experiencing teaching through a different perspective and a completely different age group. But now it is time to get back to my preschool age babies and prepare for my future LOWER elementary students!!!

I think I Can, I think I Can, I think I Can...

Its Almost Over, and I am feeling like the little engine that could. Spring break was a good mind relief for me and I hope it was for everyone else.


Todays blog will be, once again, coming from personal experience. I was talking to a parent who was expressing her feelings about the way she felt things were going for her kindergartener child. She was worried that the teacher was not doing her best to make sure that she reached the needs of every student in her class- especially hers. Because of this, the parent begin to blame the school for experience that she was having from her child's teacher.

While I am a member of this particular student body, I had to handle this in a professional manner by NOT undermining the parents feelings and perception. I also did not want to throw my co-worker under the bus. So I proceeded to handle it the best I knew how. I redirected the situation with a question... "have you talk to you administration and addressed your concerns and perception to them?" The conversation continued, concluding with the parent realizing that she needed to speak to the teacher and/or her administration. I reassured her that often, a "teaching problem" is not always a "school problem".

Here's my point....
A lot of times we may think that what we teach and how we teach are the only factors that count in the classroom. But it is not. The parents matter just as much as the students. It is important, just like we have been taught in our professional teaching standards, to know your parents. Ask them what they need, what they want, what are their goals for their student, what is their perception of their childs learning experience. Make your face known to them. While I will probably never know why the parent is just now expressing these feelings with two months of school left, I do not want to have that issue ever in my own classroom.

We have to make sure that we put just as much effort into parent "building" as we do preparing our students for the future. Its like customer service-- its okay to ask them, "how may I help you?'

Now, you may have some parents that are not involved and don't seemed to interested in their child's academics. Its still okay to offer the same amount of availability to them as you would with an very active parent. You might even get some parents that want to be involved but don't know how. Its all about how you present yourself.

Remember...
Perception is greater than truth. If someone perceives something (good or bad) about you, its because you might have presented something that gave them a reason to believe that. Is that perception the truth about you? Sometimes not. But its up to us to change that perception into something positive.

Make the connections:
This blog is in connection to standard 2e. Teachers work collaboratively with the families and significant adults in the lives of their students. 

Out of My Element...

This week I had the privilege of going to the school where I will do my clinical observation and teaching at for this class. Surprisingly Dr. Parker put me in a 5th grade class. This is completely different than any other classroom that I had been sent to because I usually get a low elementary class. I had already been briefed about the excellence of the school, so I was a little anxious to see what lied in store for me.

Unfortunately, I was able to find the fifth grade help center that Dr. Parker was bragging about prior to me coming. I noticed where the station might have been because there was an "ask me" sign still out. However, there were no fifth graders out.  I assumed because they were in class already. None the less, I check in and make my way down to the assigned classroom. The first thing I had noticed was that this was not a "traditional" classroom setting.

There were a bunch of desk. The chairs were all different: some rolled, some were bar stools, others were in regular chairs. It seemed like a lot of differentiation just from the first impression perspective. Then I begin to notice the way she had her students grouped. I could tell who the stronger students were compared to the others. I could tell who required more attention and which peers were specifically placed to be peer leaders. After speaking with the teacher, I confirmed my assumption. She strategically placed her students where they were. The classroom flowed form strongest to weakest, with peer leaders in between. The student that had a table (not a desk) to herself said that she would rather work at a table and need some space to herself.

I also learned from the teacher that the school I was in was an individualized learning school- which means that they focus on keeping things student centered.She explained that the reason there were different types of chairs is because each student chose the chair that they are most comfortable in, The rolly, twisty chairs are for the students that just can not be still and have to move as they work. Each type of chair met the need of her students and they actually learned best that way.

I almost forgot the main reason I visited in the first place because I was so impressed from how the class was set up and the way her class flowed. My fear of fifth grade has been suppressed and now I am excited to interact with such a variety of learners.
***Disclaimer: I still want to teach lower elementary, but for the sake of this class-- exposure is beneficial.***
I can connect my experience with standard 2c. Teachers treat students as individuals. It was evident that the teacher was doing what she needed to do for the benefit of her students academic needs as well as social needs.She listened to what they said would help them learn and she made it happen. It is benefiting not only her students but her as the facilitator as well.

Parental Control...

Ok so who's ready for some real life classroom talk?

I have plenty to share with you all this week. If you do not already know, I work at a private Christian preschool as a K3/K4 teacher. We are different than your average preschool because we prepare our students for regular grade school. We plan real lessons for them- ranging from kindergarten/ first grade content, they learn Science and  Social Social studies, Sign language, and Spanish.


You can also imagine how much differentiation we have to put into play to make sure content is taught and learning takes place. Our lessons are very visual, exaggerated and hands on. In addition, students have homework assignments Monday, Tuesday, Thursday and possibly Friday. Not Wednesday due to church (chapel day is Wednesday).


Days, as you can imagine, can be very long, especially when you add the typical behavior of a 3-5 year old (sometimes two going on three) into factor. The students emotional development can sometimes seem like a learning disability and have to be treated sensitively. The accidents, runny noses, cries for mommy, or even power struggles can make you want to run and hide. But nothing-- I repeat, NOTHING-- is worse than the parents.

I wish there was a GWU class that helped you interact with parents. I mean, some of the ones that I have this year, I never knew existed.

Dont get me wrong, I understand that preschool age can make you "touchy" , but we are raising up the next generation. What happened to accountability? Teaching children to respect adults? Or parents that are involved in their students learning and school activities? 

Nowadays, it just seems like parents want teachers to do everything-- raise them and teach them," but don't tell me anything is wrong with them".

I just dont get it.

Specifically in my work situation, I play the role as the "teacher leader". This usually means, I handle the parent-teacher interaction (major conferences, parents concerns, questions, behavior concerns,etc.) that does not require my director to be present. Thankfully my director has trained me enough to tactfully handle these parent (sometimes irrational) concerns. For example:
 Me: Hello parent of Susie. Susie is doing a great job in Spanish. I can tell she enjoys it because she always remains engaged and attentive during the lesson. However, I have noticed that when Spanish is over and Susie has to transition back to her original classroom, she behaves a totally different way for her lead teacher. There is a lot of  back talk, loud interruptions, redirecting from her teacher, and sometimes she has to leave the classroom.
Parent of Susie:  Why is always my child. I just don't think her and this teacher mesh well. Is there any way she can stay with you during the day or you come down and check on her Mrs. Durham?

Me: I am with K3, and I don't want to start a habit of her coming into my class as her way of escape. Eventually, she will have to obey the rules of her teachers class.

Parent of Susie: Also, she stayed up late-- until one o'clock-- so that can be why she is misbehaving as well. 

Me : (in my head: are you kidding me!!) Outloud (with a smile): I can understand where that may effect her behavior today....
 
You would be amazed by the excuses parents make up for their students. If its like this in preschool, I can only imagine how it is in the upper grade levels. This is the fine print that goes along with being a teacher that I believe school cannot prepare you for. Luckily, I am blessed with experience now that will help me in my future.
 ALL I can say is get you best smiles in order. Hopefully one day one of us will be nominated a teacher award for best performance!

NCTCS number 1: Teachers demonstrate leadership, 1C: Teachers lead the teaching profession, and 2E: Teachers work collaboratively with families and significant adults in the lives of their students.

**please feel free to share any parent interactions that you might have experienced that you thought was unique**

It's like a box of chocolates...

To began this weeks blog, I just want to point out the differentiation discussion. I know that Melissa works with hearing impaired students and interprets for them in a first grade classroom and probably was the inspiration for this discussion this week. I never really put much though in how much consideration goes into having a hearing impaired student in my classroom. I could only imagine the type of planning that is involved, as well as instruction-- giving the interpreter enough time to transfer the information and the student enough time to comprehend it.
Teachers already have their plates full with just basic everyday instruction, but having a student that evidently needs assistance (yet still trying to keep them equal) can be challenging. I pray that I have the tools and strategies to conquer this challenge if this should be my story.


Secondly, I find the TPACK and the SAMR are great benchmarks for making sure that teachers are teaching through a pedagogical, technological and conceptual lenses-- along with being able to measure the level of technology use. I remember being introducesd to these two frameworks in a class with Dr. Clark , so its nice to not be totally oblivious to what they are. I found TPACK to be interesting because it is a combination of everything that I have learned separately (pedagogy, technology, and concepts) wrapped into one framework. SAMR gets a little bit tricky as you have to measure the the level of technology within the content. These infographs were easy for me to follow as I trully begin to undersatnd what both of these frameworks mean and how I use them within my own classroom. I really liked the SAMR inforgraph because it correlates with Bloom's taxonomy, which I am more familiar and comfortable with.

Outside of being reintroduced to TPACK and SAMR and a refreshing differentiation discussion, it has been work as usual. We are learning so much in this class. It's been like a box of chocolates, you just never know what you are going to get! But I hope everyone is continuing to give it all they've got and push through the semester. We are half way there!!

Connection to the standards: 4c. Teachers use a variety of instructional methods. 4d.Teachers integrate and utilize technology in their instruction.

Celebrating Black History Month

So my experience from this week comes from my own preschool classrooms. Like almost every classroom, we have been talking about Black History Month : why it is important and acknowledging some achievements of certain individuals. February is almost over and I wanted to make sure that the students were grasping what MLK, Rosa Parks, Harriet Tubman, etc.., helped do for our community as well as our country. I had remembered a lesson that I had watched in our diversity class. It was of the teacher that separated her students-- giving one group hats and the others a white collar. She picked one group and told the class that the groups she picked, whether collared or hats, was the better, smarter, prettier group. However, the other group was mean, stupid, smelly (negative things).

So I tried this approach with my preschoolers. Since we wear  uniform shirts that the students choose from to wear daily, I chose the color I was wearing (blue) as the "better" group. The other students not wearing my color was a bunch of negative things (preschool lingo: bed wetters, booger eaters, do not color in the lines). The blue group was deemed smarter, prettier, never had accidents, not cry babies, colors in the lines, etc. and I began to reward them with treats and goodies fir their "awesomeness". Eventually everyone began to react to the things I was telling them.

To my surprise, majority of the non-blue shirts denied everything I told them they was not. They said, "yes we are smart!" "Yes, we are pretty, or handsome!" Some of the younger ones revoked their friendship of the blue shirts, others cried. The blues shirt students began to tease the other shirt students. They began to call them "pee-pee" kids and saying "na na na na na, we are smarter!" Even when I asked the blue shirt students if they were friends with the other students, they replied "NO!"

I did not allow the example to go as long as the other teacher but I just long enough to be able to get my point across to them.I showed them that just from one person saying something can divide or unify people. MLK fought for unity along with many others. I elaborated from here asking them if it was fair for the blue shirts to turn on them the way they did. I asked both side how it made them feel. You would be amazed how three and four years old respond to prejudice and discrimination.

I enjoyed doing this example with my preschool students. It opened up for a bunch of discussion and they were make a connection in their own lives. I even learned from them as well. I can  connect this experience to Standard 2:Teachers establish a respectful environment for a diverse population of students, with a focus on standard 2b. Teachers embrace diversity in the school community and in the world. I can also related to standard 3d. Teachers make instruction relevant to students.