CTE Review

Clinical Teaching Experience Review
December 11, 2014

I really enjoyed this teaching experience. Our group was supportive of one another and came in well prepared for the class to discuss and teach chapters 14 and 15 on Rubrics and Grading. It was challenging at first to figure out what we were going to do for an activity but when we thought of the two chapters as playing off one another it was much easier. Everyone came in prepared to teach which was wonderful and we helped out one another during our presentation portion of the lesson, which took pressure off everyone as individuals and really helped create a sense of support and community with our group that is important especially with this kind of assignment. 

Like any experience this one had positives and negatives based on the result our discussion had on the class. To start we came up with several questions to interact with the class and came up with some that played off of the answers we heard. This was effective because we had several people participating with our questions and voicing their opinions but those answering tended to be the same five or so people. This might have been because of the earliness of the class or that others covered what they were planning on saying. Even though we didn't get the majority of the class talking, those who did participate in the discussion had some very interesting and innovative interpretations and thoughts. I think the best thing we did was the two activities that played off of one another a little. In the first activity, we had the class create their own rubric with categories and requirements they thought were important. In the second we focused on grading with a remade rubric and based on the rubric level they had to give the student feedback of some kind either a grade (level 1) a check or minus (level 2) or just plain feedback on how to improve as well as the things the student did well. This gave the class a chance to see the good parts of these different rubrics and the flaws in them. 

Everything in our teaching experience seemed to mesh well together and created an involved discussion with the class. The students felt comfortable asking questions when they weren't sure about something and as the teachers it was our job to elaborate. I think overall we did a good job and covered the information effectively and used some innovative ideas to help the students understand the double-edged sword that rubrics can be. Getting the class involved with the different activities was key to them understanding what we were teaching and they all willingly participated. This was a really great and not to stressful way (thanks to the group setting) to get us to start thinking about how to plan a class that keeps the students attention and teaches a concept effectively.    

Individual Field Requirement Hathaway-Brown High School 10

Mr. Mose’s Art History Class

December 10, 2014
Reflection

These ten hours of observation I've done in Mr. Morse's Art History classroom have really been an amazing experience. I am appreciative of the fact that he and his students invited me into their classroom with open arms. This gave me an chance to really watch a phenomenal person in a profession similar to what I plan on doing teach in a way similar to how I believe teaching should be done. Mr. Morse believes that he, as the teacher gives his students the tools and is there if they need help or support but it is their responsibility to use these tools and take the next step. He also understands the importance of talking to students and not above them because if you talk to you students, they feel that you are being attentive to their needs as individual learners.
The only thing I can say that would've improved this experience was if I'd also had the chance to observe an actual HISTORY classroom and not just an Art History class since they are similar but share some distinct and important differences.
But besides that, this experience was fantastic and this school was so welcoming (both faculty and students) and wanted to make sure I got the most out of each Individual Field Experience.  I would definitely recommend others to observe Mr. Morse's class because he really has a strong understanding of the key ideas that every good teacher should know and practice to create a good learning environment. This is clearly visible to all that watch him teach and through the respect his students show him. I am thrilled I got the opportunity to observe this Fantastic teacher for these observations. 

Individual Field Requirement Hathaway-Brown High School 9

Mr. Mose’s Art History Class

December 5, 2014

Focus: Style

Mr. Morse understands the importance of speaking to students not above them. He understands that if a student feels that you actually hear them and give them the respect they are more willing to listen and learn in the classroom. Students want to feel that their opinion is being respected and Mr. Morse had created this feeling in his classroom.

 He uses his hands throughout discussions in order to emphasize his points. I'm the same way; I can't talk without using my hands and they help me further my focus. This can be tricky as a teacher because you don't want the talking with the hands to become a distraction to your class and luckily Mr. Morse's don't, instead they emphasize his points. He uses his hands to tick of points with his fingers, to point out key parts of the paintings, and uses his hands to enhance key ideas and their importance to the lecture.

Mr. Morse clearly loves what he teaches and this helps him keep his students engaged. He creates a continuous discussion during the class that includes him offering up certain questions to get his students thinking and come up with new and different ideas than if the entire class was only lecture. Key to teaching effectively, is the important idea that Mr. Morse covers very well. He understands the balance of storytelling and teaching and he also realizes the balance between student and teacher learning. 

Individual Field Requirement Hathaway-Brown High School 8

Mr. Mose’s Art History Class

December 3, 2014

One thing that Mr. Morse has don't throughout my observations that I really admire is he makes sure to fully explain the importance of everything he teaches and why. This just helps create a feeling of understanding with his students that I think is so important in a teacher. If the students are confused but don't attempt to let the teacher know they are confused makes it very hard for them to fully grasp the material. If the teacher takes the time to elaborate this problem can easily be eliminated. 

As a double major in History and Education, I also really appreciate that Mr. Morse focuses of the historical importance of the art he is teaching. To an extent this is necessary because it is an Art  History class, but he goes further. I really believed in the concept of history being bound to repeat itself if we are ignorant of the past and I think that this is clear from certain historical events. History is created through the past and that includes culture which  art makes up hugely effected by this character. Art gives us an opportunity to see the different styles, beliefs, and ideals of a time and from their take the next steps of learning about the artist or the time period it is created in. All of this is centered around the historical aspect of art that I think is so important and Mr. Morse covers fully. 

Individual Field Requirement Hathaway-Brown High School 7

Mr. Mose’s Art History Class

November 21, 2014

Focus: Storytelling

Teaching, especially in a class like art history is about being able to keep the students engaged and interested in class. Mr. Morse does this by telling stories about this different art and artists the students are learning about. As an art history teacher, he is unable to go ask deceased artists about their work, and instead must use historical information and different cultures that may have effected the art and creates a storyline. 
One story he used was about Stewart's (the artist) Portrait of George Washington. George Washington and his wife wanted paintings of himself and his wife to have in their house. Stewart finished Martha's but because Washington was such an important figure and loved by everyone, Stewart kept his and slowed down the process in order for him to make duplicates to sell to other clients. Stewart never finished the painting and and George never got his portrait. 
Mr. Morse used this example and story in class when talking about the Artist, because it was funny and engaging to the students. It's also of a well-know historical figure. Stewart's unfinished drawing is also well known by everyone because it's what was used as a template for the picture of the one dollar bill. 
Storytelling is key to teaching, especially in a classroom like Mr. Morse's art history class. 

Individual Field Requirement Hathaway-Brown High School 6

Mr. Mose’s Art History Class

November 17, 2014

Focus: Teaching Style

Mr. Morse has a lecture based classroom, but uses discussion to further learning and create student participation. He talks with his hands, but not in a way that distracts from the class and instead helps him emphasize key ideas. He also walks around the class which makes it easy for him to see if everyone is using the class productively or not. It also makes the students focus on the art they are learning about and less on the teacher, explaining/ describing the art. 
He makes sure to use examples of 'modern day' ideas in order to make the topics more relevant to the students. He is able to keep his class engaged by haven an open dialect or conversation throughout the class. Mr. Morse acknowledges his own bias and "humanity" because he doesn't always know the answer to a student's question. This doesn't make a bad teacher though, because it makes him more approachable because he is willing to help find answers to their questions when he doesn't know them, and doesn't feel the need to always be right. 
When a teacher doesn't know the answer to a question proposed, two personalities can be revealed. One is the teacher okay with not knowing because learning happens continuously and they acknowledge this and make sure to either help the student find the information or they get back to the student at a later date with the solution to their question. The other option is the so called "all knowing" teacher who feels the need to be always right and instead of acknowledging that they are unsure of the correct response attempt to blunder their way through a probable answer. This only leads to further questions and the student learning incorrect information that will eventually be found out as wrong. If a teacher really wants to help a student take the next step in learning, it is better to acknowledge their unsureness about the proposed question and attempt to help the student find the answers they seek. 
Mr. Morse is also aware of the line between joking and embarrassing students in front of their peers. He is able to tease his students without embarrassing them which creates a comfortableness in his classroom that can be lacking when a teacher forgets about this invisible barrier. 
Mr. Morse also understands the importance of background information and never wants his students to feel lost or confused. He tries to clarify information to the best of his ability but then relies on his students to ask further questions if they are still unsure about something he is teaching. His passion for teaching is clear and the students are able to visibly see this in how he teaches each class. His excitement is practically tangible and his students are able to feed off of this and get sucked into his interest about art history.  

Individual Field Requirement Hathaway-Brown High School 5

Mr. Mose’s Art History Class

November 12, 2014

Focus: Diversity in the Classroom

Out of 16 students, only 3 to 5 students aren't "white" but this doesn't seem to be an effect anything in the classroom. Everyone is intermingled and no one is clumped by ethnicity or other "labels". Hathaway-Brown is an all girls school and all the girls in Mr. Morse's class seem to know one another and easily chat and joke with each other. Everyone participates in discussions and they seem to feel comfortable asking questions or suggesting new ideas in the classroom. Students are welcoming to one another and are respectful of each other's education and ability to learn to their fullest. This can be directed back at both Mr. Morse's environment he created in the classroom as well as the school's mission.
According to their website, "Hathaway-Brown is a dynamic and compassionate community dedicated to excellence in the education of girls. For us, educational excellence includes, but reaches well beyond, superb preparation for college. The true mission of the school, as reflected in our motto, "Non Scholae Sed Vitae Discimus," is preparation for life. At this moment in history, there is great need for women of vision and courage who are empowered for leadership in a multicultural and globalized society. We seek to answer that need by inspiring our students to achieve their utmost potential, and to rise boldly to the challenges of our times." At Hathaway-Brown, education is of utmost importance which is key in students reaching their full potential. The school has, with the help of the teachers, built an environment where all students are able to learn to their fullest. 

Individual Field Requirement Hathaway-Brown High School 4

Mr. Mose’s Art History Class

November 7, 2014
Focus: Technology

In Mr. Morse's Art History class, technology is used every day. He uses a smart board to emphasize ideas through specific pieces of artwork that falls into the area they are studying  and to show videos of art historians so that the students are opened to other perspectives and/or more information about a particular artist. 
Students also have their own laptops that they use to formulate individualized digital textbooks. It is the students responsibility to take notes and be observant during the class to understand and participate in the discussion. Mr. Morse understands that his students are still in high school and the temptation of Facebook and other forms of social media is great. He occasionally walks around the class, but he is able to see who is paying attention or not from wherever based on students' expressions and their attitude in class. When a student is not paying attention and instead on social media, they become completely focused on their computer screen and are unable to follow the conversation in the classroom. He believes that if they miss information it is there job to get it from a fellow classmate or to ask him, but it is there responsibility.
Overall, Mr. Morse views the use of technology as a large part of our culture today and it would be a waste to not use such a useful tool in the classroom. If he didn't use computers in the classroom and the students had to take hand written notes instead, those not paying attention and on social media would be the ones still not paying attention and instead doodling in their notebooks. Technology is key in a classroom set up like this, and Mr. Morse uses it as much as possible especially since it's a relevant tool for his students generation. 

Individual Field Requirement Hathaway-Brown High School 3

Mr. Mose’s Art History Class

November 5, 2014

Mr. Morse has a lecture-based class and understands that he has a variety of different learners and uses different methods of teaching during his lectures. One idea in particular is he makes sure to let them know any upcoming assignments for the week. He also uses modern examples in order to explain historical events, making the curriculum more relevant to the students.
He also makes a point to repeat important information, but has found a way to subtly do this so as not to become annoying or aggressive about the material through repetition. This is an art history class so it is important to see images of the art in order for the students to learn and Mr. Morse makes an effort to give the students as many examples of an artists work as possible and therefore gives them more information about the artist through the paintings than is needed for tests, but this helps the students form a concrete understanding of each artists or piece of artwork.
Mr. Morse understands that his students are young adults so he makes their learning in his class their responsibility. He does walk around the class occasionally in order to see if the students are on task, creating their individual "textbooks" and not on Facebook or other forms of social media during class, but again he believes that it is their responsibility to take note of the information.
Through his lecture based class, Mr. Morse creates a conversation between himself and his students. He finds relevant topics to discuss such as fashion in art and the influence it has in the time period and even today. His students feel comfortable and participate in the conversation easily. This also might be because he is willing to admit if he doesn't know something or if he's lost his train of thought. If a teacher creates an environment where students feel that they are being taught by a human being and not some "all knowing" creature, it can make the students feel they can converse with their teacher without feeling that they are somehow beneath him or her, or should already know the information for some reason. Mr. Morse has created an environment of learning through open communication in his classroom that is of utmost importance in order for learning to fully take place. 

FieldBlog 3 Agnon Elementary School

Agnon Elementary School

4th Grade Classroom General Studies

The one thing that really stuck with me about the field visit at the Agnon Elementary school was that in the fourth grade class I was observing, the teacher acknowledged those of us observing in her classroom. Most of the time if there's someone different in the class the teacher will quickly acknowledge them at the beginning of class to let the students know who they are or just altogether ignore them and continue with the plan already set. This teacher brought us into the lesson as an example of how to explain the concept of the literary technique "the elephant in the room". She first asked the class if they knew what this was and what it meant. A few students suggested answers and she never shut them down but told them they were close but didn't quite have the full meaning. After a few tries she told them that it was an idiom and explained that an idiom has a figurative meaning. The term "the elephant in the room" suggests that there is something obvious that everyone is ignoring. She then used us as another example saying that in this case the college students in the back of the class (us) were "the elephant in the room" because they all noticed we were there but hadn't said anything about it.

I think it's so important that she acknowledged us because we all remember the difficulty of paying attention during school especially when there was something or someone who was different or new to our little classroom bubble. Often when something new is brought into a classroom, be it a new poster on the wall, an administrative personnel, or something out of place that becomes a distraction from the learning environment. This makes it easy for the students' focus to become centered on something other than learning and on the new distraction. 

Her teaching methods were similar to other teachers I've observed and her students seem very comfortable in their classroom environment. Overall I really liked the experience at Agnon Grade School and was surprisingly shocked and impressed by the way the teacher used us to further the learning in the classroom without distracting from the learning already taking place. 

Annotated Bibliography

Albertson, Michael. "Power to the People! Protest Music in the Classroom." Music Educators Journal 101.1 (2014): 21-22. National Association for Music Education, Sept. 2014. Web. 7 Nov. 2014. <http://journals.ohiolink.edu/ejc/pdf.cgi/Albertson_Michael.pdf?issn=00274321&issue=v101i0001&article=21_ibpttppmitc>.

Michael Albertson’s arcticle “Power to the People! Protest Music in the Classroom” talks about his experience as a music instructor teaching a class centered around music but not playing music. The ideas he has for this class don’t just apply to a music associated classroom. Music is an important tool just like technology that should be taken advantage of and used in any classroom to help further knowledge.“Most days began with a listening—a musical prompt that served as the diving board for the ensuing discussions” (21). Albertson used music as a way to create discussion in the classroom. A history teacher talking about the 1970s could play different famous songs as the kids are coming into class so that as they get their materials out, they are listening to the music and picking up on different songs that they might already know such as American Pie by Don McLean.“The majority of the activity consisted of making connections between song lyrics and the lived experiences of the students” (21). Teachers should understand that students are more likely to participate if they feel they can relate to the class discussion. One of the easiest ways to make students feel information relatable is through music. “All of a sudden, a student who rarely participated or handed in work would be sharing per- sonal experiences with the entire class and making clear arguments” (21). “To see students exploring new ideas, making connections to their lives, and taking action—what more can we ask for as educators?” (22).

“Music is a science particularly productive of a pleasure that no state of life, public or private, secular or sacred; no difference of age or season; no temper of mind or condition of health exempt from personal anguish; nor, lastly, distinction of quality, renders either improper, untimely, or unentertaining.” (22)

—Samuel Pepys, Letter to the Master of University College, Oxford (1700); quoted in Ian Crofton and Donald Fraser, A Dictionary of Musical Quotations (1985)

Garrison, Jim. "Learning Identity: The Joint Emergence of Social Identification and Academic Learning, by Stanton Wortham." Educational Studies 40.3 (2006): 327-331. Perspectives on Identity. Lawrence Erlbaum Associates, Mar. 2006. Web. 7 Nov. 2014. <http://journals.ohiolink.edu/ejc/article/egiissn=00131946&issue=v40i0003&article=327_brpoilaalbsw>

Jim Garrison has a different perspective than the others I have used for my proposal. He takes more of a philisophical approach than concreate evidence. He states, “Education is always about the formation of personal identity, or what Wortham calls “the sociological self” that emerges through “contingent” processes of “social identification” (327). Each student idetifies differently and therefore learns differently. As teachers it is our job to encourage this individualism and help them achieve academically. We must explore all opportunites for learning. Music is a vital tool and can help expand ideas and encourage answers that might not have been thought of using other methods.  “Human beings acquire their personal identity and sense of self by participating in the social practices of a culture, including its tools and linguistic patterns” (328).

Hendricks, Karin K., Tawnya D. Smith, and Jennifer Stanuch. "Creating Safe Spaces for Music Learning." Music Educators Journal 101.1 (2014): 35-40. National Association for Music Education, Sept. 2014. Web. 7 Nov. 2014. <http://journals.ohiolink.edu/ejc/pdf.cgi/Hendricks_Karin_S.pdfissn=00274321&issue=v101i0001&article=35_cssfml>.

Karin K. Hendricks talks about students feeling safe in their classroom environment. This is key to students feeling that they can learn and participate in the classroom. “When students are valued for their differences, they may enjoy more personalized learning experiences and may be motivated by goals that are related to their own needs and interests” (36). Childhood and Adolecense are difficult times and feeling that your differences aren’t accepted in the classroom can just add stress to a child’s life. Music is something everyone can form a reaction to good or bad. It can help create connections in the classroom environment that can increase learning overall. “Creativity in the workplace has been found to be positively associated with joy and love, and negatively associated with anger and fear, and the detrimental effects of fear upon learning and productivity have been demonstrated through decades of brain research” (37). Music is known to help increase creativity in people’s minds. By using music in a classroom it shows that a teacher is willing to try different things. “Students can sense the genuineness of a caring teacher whose focus and mental investment is demonstrated through specific constructive feedback” (38). No matter the age students are very perceptive of their teachers and how they interact with their students. We all remember the annyoing substitutes who talked to us like we were two when we were in 5th grade. Students are always watching their teachers because they see them as role models. If a teacher is willing to try new things, often the student will be willing to try them too. “Safe spaces are created when teachers adapt the learning environment and repertoire to the students’ social, emotional, and physical needs. This includes developing individualized teaching approaches and activities that relate to a student’s age, interests, or particular abilities” (38). A teacher needs to be able to create an environment that the students can thrive in socially, emotionally, physically and academically. It doesn’t matter what the curriculum is or who the teacher is, it matters that the student feels comfortable learning. A teacher should be able to use all the resources at their exposal, including a powerful tool like music. 

Nielsen, Lance D. "Archiving Teaching Effectiveness." Music Educators Journal 101.1 (2014): 63-69. Www.nafme.org. National Association for Music Education, Sept. 2014. Web. 7 Nov. 2014. <http://journals.ohiolink.edu/ejc/pdf.cgi/Nielsen_Lance_D.pdf?issn=00274321&issue=v101i0001&article=63_teate>.

Lance D. Nielsen describes important ideas for music teachers. I believe that these characteristics of an effective teacher apply to all teachers and can help show the importance of music and their ideas in any classroom. “An effective teacher consistently uses a variety of classroom practices that foster the intellectual, social, and emotional growth of all students, resulting in measurable growth that can be documented in meaningful ways” (63). Every student learns differently and a great way to make sure a student understands the material is to present it in different ways. One way can include music. Think of the civil war documentaries shown in social studies classrooms. How many of us if we were to hear the tune of ashokan’s farewell would recognize it? Probably not by name, but we would recognize it from those documentaries and probably relate it to Abraham Lincoln or generalize it as the civil war. Another example of Music in education is School House Rock. I remember my fourth grade teacher playing different songs from the video to teach us adjectives one day, our 3 times tables the next. “Teaching is a highly complex human activity. Each discipline and classroom has unique characteristics” (69). Each student should be recognized and cherished for their individuality. Students learn in vary different ways and it’s the teachers job to come up with an aray of opportunities to learn. Music can be a valuable tool in any classroom. 

BlogPost10

Looking back at the class and what we've learned, I am happy to say that I believe I will take many of the topics we've discussed and questions that have risen from our discussions with me when I hopefully teach history. One of the most important ideas that we've talked about in ED100 is the idea of seeing each student as an individual and still be able to teach an entire group. I think this is so important because as students ourselves, we've all had teachers we couldn't stand based sometimes solely on the fact that we couldn't understand his/ her teaching methods. If a student isn't doing well and is putting in the effort, then that says something about the teacher. A good teacher should want all our his/her students to do their best and that means having more than one way to come to the same conclusion. This applies to all age groups. At younger, elementary school, ages a teacher can bring SchoolHouse Rock as a new idea. SchoolHouse Rock was used by a lot of my elementary school teachers. It used music, fun songs, and funny cartoons to help us remember what a noun or an adjective was, our 3 times tables. There was even a song about the central nervous system that I can still sing word-for-word to this day. This type of teaching made class and learning fun and gave us a different way to learn the same information. At the high school level maybe an activity such as creating a satirical cartoon would be beneficial in a history classroom that focuses on the topic being discussed. Another idea could be reenacting different scenes from a novel or play being read in an english classroom. All these are different ways of learning than the typical lecture idea. Each student is an individual with certain traits that make them unique from everyone else including the way they think. It's important that the teacher can connect with his/her students and understands how they learn to the best of their ability. This way the teacher can make sure to plan their lesson plans and create activities centered around the individual students in their classroom rather than general ideas for the entire class. Seeing each student as unique is key to being the best teacher you can be. 

Individual Field Requirement Hathaway-Brown High School 2

Mr. Morse’s Art History Class

October 24, 2014
FOCUS: Teaching Method

Mr. Morse understands how to keep his students involved during the class through learning. One thing I observed was he creates a light atmosphere at the beginning of each class, during this observation, she showed the girls a humorous link with funny titles for famous paintings. He incorporates art into everything. He understands that he is teaching high school students. Side conversations and little comments to one another don't mind him as long as it doesn't interrupt the class as a whole. He's not going to take up time to reprimand everyone, if they aren't paying attention. If they miss information, it might not make it into their "textbook" since each student creates an individual textbook from the art and lectures or discussions in class. It gives Mr. Morse the opportunity to form the curriculum around the students and their interests. If the class dived deeper into a topic it was easy to do that because he was creating the specifics of the class a they go along. Mr. Morse understands that a teacher doesn't need to always know the answer and it's important that he is able to acknowledge that. We are all human so we cannot know everything the important thing is that we are able to understand that and take the next step in learning by finding the answer through learning. 

BlogPost 9

Based on your reflections on this week’s readings, the in-class school design project, and your thoughtful consideration of your lived experiences, what do good schools look like?  

To me, a good school at its core is where all the students feel confident being themselves and are able to reach their full potential of learning. For the in-class school design project we agreed that having a mission statement was key to forming this ideal. The mission statement for WinterValley stated, "Our goal is to enrich our students lives through emphasizing hard work, improving their minds, and instilling a drive in the students to achieve academic excellence."

We also wanted to put the importance of integrity and responsibility on the students as well as the faculty. By having the students know the expectation but letting the responsibility of obtaining these standards be in their hands, it can help create a sense of the importance of learning no matter what age level the school. Our five ideas a WinterValley Student should obtain were, A hard work ethic, Respecting themselves, faculty, and their peers, Students should be involved at WinterValley through academic and extracurricular activities, PMA (Positive Mental Attitude), and Students should be motivated to achieve their full potential.

The importance of good teachers is key to any school. Our teachers should be welcoming of all students, should understand that each student has individual talents(and utilize them), should create a safe and open environment, and encourage their students to achieve academic excellence. This applies to all schools because if a teacher is not welcoming, students can easily become defensive and closed off and even loose interest in the class if he or she begins to feel that the teacher doesn't care about them. A teacher should have the opportunity to plan their own lessons that include the students learning abilities and add supplemental material to the lesson plan. This can help the teacher create a more individual student based curriculum and help the students form individual connections with their teachers. Teachers are an important part of a students life. Children spend a large portion of their childhood in classrooms learning both academically and socially. Teachers play a large role in both aspects and if a student feels comfortable around these adult role models, it can help them feel they have someone outside of their family they can confide in if needed throughout the difficulties of child and young adulthood.

A good school, at is core is centered around the students and the teachers. without these two basic components of a school there is no reason to have a school. The teacher-student relationship is one of upmost importance and one that needs to be acknowledged in all schools and at every age group.

Individual Field Requirement Hathaway-Brown High School 1

Mr. Mose’s Art History Class

October 24, 2014

My first observation in Mr. Mose's art history class happened to fall on a day when they were reviewing for their upcoming test. He started the class by saying "When I review, I review" which I found funny that he felt the need to say yet at the same time, I felt it was important because there are teachers who believe that even the information they don't go over in class could be on the test. Review should be REVIEW if a teacher wants to take class time to go over material for the test, if they don't cover it I don't believe it should be on the test. 

When I walked into the classroom I immediately noticed that there weren't any desks, just a giant table surrounded by chairs. It was actually rather odd because the room looked a lot like a living room. There was a fireplace, and a cupboard with china plates in it. To me it was relaxing but distracting at the same time because nothing in it screamed or even whispered classroom besides the smart board Mr. Morse used to show pictures of the different pieces of artwork they were talking about. 

On the other side, the large table instead of individual desks seems like a more relaxed environment which leads to "discussion based learning" and more of an open communication in the classroom itself. I was also informed by him that they had no text book. This was really innovative to me because it created an environment where they could create their own curriculum based on what they wanted to focus on. Each girl took notes on her laptop and added pictures the create an individual text book. Theses girls were all seniors which could have been a part of the comfortable atmosphere I was observing, but I believe it's also due to Mr. Morse's technique as a teacher. He praised the girls for their good work and answers instead of pointing out the moments when they struggled or were confused. He never talked down to students. He even made a point to say this to me personally after class. He says that one of the biggest "pet peeves" of his when he was in high school was that he felt his teachers talked down to him and didn't show him the respect he felt he needed to feel that it was worthwhile to care about the teacher's class if the teacher didn't care about his or her students. He sees students as people and respects their opinions as such. Everyone remember both the good teachers and what they did to make the class memorable, and the bad and why we hated every moment. It's how we move forward and become teachers ourselves that determines whether we took anything away from the experience. Mr. Morse remembered this about his high school experience and as an observer, I could see the importance he put in making sure his students felt that their opinions were being heard and respected. The students felt comfortable and because they were in an environment where they felt safe; they were able to thrive and learn to their full potential.

FieldBlog 2 Cleveland Heights High School

Cleveland Heights High School
Ms. Washington -- AVID Classroom

When I first walked into Ms. Washington's classroom, I was slightly concerned because I couldn't tell if it was controlled chaos or just plain chaos. She was laughing and goofing off with the students but seemed a little flustered. It probably didn't help that she hadn't been aware that I was going to be observing so that might have had something to do with that. I was also confused because I really had no idea what AVID really was since there hadn't been anything like that at my public high school.

AVID stands for Advancement Via Individual Determination. It is a college-readiness system designed to increase the number of students who enroll in and complete a degree at four-year colleges, focusing on students in the academic middle. The formula is to raise expectations of students. Students are given the resources to help them apply for scholarships and grants and to colleges and universities of their interest. AVID is not a "remedial education" program; instead it is a program designed to provide whatever support may be lacking for at-risk students who possess academic potential, but who may not be working to the best of their abilities. This is a phenomenal opportunity offered at this high school that I wish would have been offered at mine. As I was observing these students, I could see that they were personally driven which is key to educational success. If the student is not driven at an individual level then they often lack the motivation to reach their full potential. 

The class itself has a pattern they follow depending on the day. Monday and Wednesday they have the traditional classroom environment where they practice different forms of SAT and ACT prep. Tuesday and Thursday tutors come in to tutor the students if needed, others have time to go to their classes and make up tests or work on either hw or other study material. Fridays are dedicated to character building which is highly important for adolescents because if they don't believe in themselves it really doesn't matter how much everyone around them believes. At Heights, this class is offered to both freshmen and seniors; as a freshmen students take this class if they want to take classes at a college, like John Carroll, and as a senior they take this class to prepare them for college and take AP classes instead of going to a college campus during parts of the school day. I observed one of the senior classes.

I really liked the core concept of this class because it gave students the opportunity to talk to their teachers about tests or material they are struggling with and even get help during the school day from a tutor or a fellow classmate. I also really appreciated the student-teacher dynamic I observed. The Teacher went around to see how the students were doing and what they were working on. This gave her an idea of whether or not they were actually taking advantage of this time or not, but she never talked down to the students, you could tell that the students felt comfortable to be themselves and that this was an open environment. She got students to help one another with work so that those who understand can help those confused by their similar classes. She also made a point to talk to her students about their classes. As an observer you could see that she knew the students as individuals; the students feel comfortable enough that they are able to open up to their teacher and it helped them reach goals that students who feel that everyone around them is constantly competing with them.

One event stuck out to me over everything else I experienced while observing this high school. One student was working on her government hw. She asked Ms. Washington and since she was in the midst of helping another student with his physics homework she gave me the opportunity to help her find the answer. I was surprised that she was giving me this opportunity since so far all I've done is observe. It put me, even for just a moment, in the role of teacher. It's harder than one thinks to help someone find the correct answer without just giving them the answer right away. But it made me realize how much I want to do this. It's something a lot of people think they want to do, but not everyone is really supposed to be a teacher. It's a lot like why I'm not supposed to be a doctor, I'm not cut out for it and I wouldn't be happy in that environment. Thanks to this AVID class, I had a taste of what I would do as a teacher and left knowing I wanted to do. This AVID environment creates a different type of student relationship and learning environment than most schools. It prepares students for college in advance and gives them the opportunity to reach a possibly higher potential than those not given this opportunity and I wish this could have been offered at my high school. The student-teacher relationship that I observed is one where both the student and the teacher are learning and growing from one another.

BlogPost 8

Important ideas when forming lesson plans

COMMUNITY

making changes through yourself/ others ideas— finding a common goal to increase the end result

this can include study habits, conversation, student involvement

FORMING ALLIES

its important for teachers to form connections with the students parents and other teachers/colleagues

ASKING A COLLEAGUE

if you have the support from former teachers it gives you resources otherwise unavailable and people that will be there for support and you can trust

can help you expand your lesson ideas to find a whole new level of learning within your classroom

COMMON INTEREST

every student has an individual relationship with the teacher

it lets the teacher also learn about what has shaped each individual student

what is that appropriate student teacher relationship?

GROWING

as your experiencing different things you grow and learn whether you’re a student or a teacher

you learn from one another

learning adventure/quest

NO MAN LEFT BEHIND

each student learns differently

a student will learn at their own pace but you need to be there to help them achieve the same level of learning before moving on

These are some of the topics we touched in class that I felt were important in forming BlogPost 7.

Bill Ayers wasn't actually talking about creating a true lesson plan but what is important to keep in mind about the students and classroom environment. In a class the students are being taught much more than just math or grammar, they are being taught how to communicate with others and how to grow from children into young adults. Their peers in a classroom are the same types of people they will be surrounded by their entire lives and school helps kids learn to develop techniques outside of the typical classroom lessons. As a teacher it is impossible to really reach your students and help them reach their full potential if you don't understand this core idea.

BlogPost 7

FieldBlog 1 Beachwood Middle School

Beachwood Middle School

Language Arts and Math Classrooms

When I walked in, I immediately saw the schedule on the board and that the desks were arranged in rows. As the students filed into the room they all picked seats but it looked like they were able to sit wherever they wanted as long as they were able to pay attention to the class. The teacher walked in and let the students calm down and finish their train of thought before bringing the class to session by asking a question about the story they had read yesterday. The teacher gave us a copy of the War of the Wall and Hearts of Hands so that we could understand the points the students were making. They had been asked yesterday to pick five people that they would put on their own wall. The teacher made a point to ask several of them who they chose and why. This helped the students feel that their choices were important. 

The teacher transitioned into talking about the story Hearts of Hands and the vocabulary they needed to know from the book. Instead of writing the answers she had one of the students who had had more trouble with the homework do it in order to make sure that she had the right answers and she has other students give the answers they though were correct and why in order for the class to understand why the answer was what it was. I could tell that as a teacher she really understood the importance of student involvement and student participation in a classroom and for students to learn. For each vocabulary word they had, besides the definition, the teacher gave a funny short story the students could reference to remind them of the word. 

I was very interested as a visual learner myself by what was on the walls and around of the classroom. Teachers need to understand that students learn in different ways and from someone who is a visual learner if there is to much clutter on the walls I cannot pay attention as much but if there is nothing on the walls I have the same problem for the opposite reason. Teachers need to find a balance. Desks can also effect the feel of the room. For a language arts classroom maybe having the desks in rows isn’t the best option. The teacher countered this by letting the students sit wherever they wanted but maybe the desks could have been set up in a U-shaped instead so that everyone can see everyone at all times and no one is in the front or back of the room. 

Since we were in a language arts classroom the teacher had created a comprehension check list for the students which discussed main characters, setting and important dates from the story. She would ask a question but never called on a student if they hadn’t raised their hand. If no one raised their hand she’d add some information from the story to peak their memory and then let them finish the thought. By not putting any of her students on the spot she took away that sense of fear some students can get when they know there’s the possibility of them having to answer a question even if they have no idea how to answer it. By pushing them towards the right answer by adding information she let the students come to the conclusion without any added pressure. She also made sure to praise students for their different ideas that they brought up. This is key to their learning because if a student doesn't feel they will have the “correct” answer they will be less likely to suggest answers or solutions in the future. You learn from your mistakes but that includes how you are responded to with your answers that are always completely on point. 

There was a section of the class dedicated to something the teacher called, “Paired Response” which was a magazine comparison, book, and or a short video combination. While I was observing they read an article titled “Call of Duty” and they watched a video on Dogs in the Military. It created a comparison for the students that they could relate to. The majority of the students had a dog or some other pet so they could relate to the soldiers creating connections with these animals and forming bonds that lasted forever. 

The teacher Finished the class by giving them time to go online to their root-word games. The school “rents” laptops to the students for the school year in order to create activities that interact technology with learning. Each grade has a website set up for the entire “team” for the seventh grade they are split into 7A, 7B, 7C, and 7D. These teacher then include all their contact information on the website as well as the homework and any helpful activities the students can use to practice or study for the class. In this class the teacher gave specific time at the end of class in order to end on a relaxed note, and to let them study for their root-test in a fun way. 

I could immediately tell the difference between math and a language arts classroom. They completely different classes which you have to take into account. But even though the structure of the classes are different, these are still middle school aged students so some of the ideas can be transferred from one class to another. 

One thing i picked up right away on was that the teacher felt the need to repeat herself five times and then continue to say the same thing again and again as if the more she said it the faster it would sink into the students brains. She also struggled with finding a happy medium between keeping a fun but at the same time focused atmosphere. She would make a silly face or say something that would make the kids laugh but if they started to giggle about something five minutes later she would get mad because they weren't paying attention. She even told two girls that if they weren't going to pay attention they could just leave and it was almost immediately after she had made a joke so they were still laughing at it. As a teacher you need to make a decision on what the atmosphere of your room is going to be and you need to understand that your students aren’t robots so they can’t turn off their reactions and emotions at the drop of a hat.

In this math class they were reviewing for a test next week. Thy had learned GCF, LCM, Square Numbers, Equivalent Fractions, and Prime Factors. The students were expected to be quiet and take notes, which was a little confusing because the teacher was trying to create a comfortable environment but she was struggling with how to create it. The desks were actually long tables that were shaped in a giant upside-down ‘’U’’ facing the whiteboard and then a smaller square inside that. The students had assigned seats which made it easier for the teacher to take role quickly and begin the review. 

As the class progressed the teacher kept emphasizing the importance of good notes and how this was their guide to the test next week. She would walk around the classroom and ask student for the definition of each topic. This made sure that the students were actively involved in the lesson and each important topic was defined in a way that they could easily understand. She also went through at least three examples and let the students find the solutions. If the student didn't get the correct answer she wouldn't embarrass them, but she would patiently guide them toward the right answer. 

She also created clues for each topic. She would present all the possible ways the students could get the answer and never moved on if someone was still struggling. She also only called on those who were confident enough in themselves that they would raise their hand to solve the problem and expected everyone else to do it in their notes so that if they were struggling she was there to help them find the answer. 

I know I sometimes struggled with understanding how solving some math applied to real life and therefore wasn't motivated to really put the effort in. The teacher seemed to understand this and made an effort to give “real-life” examples of why a math problem was the answer it was and why it was important to learn and understand. I know personally if I understand the importance of something I’m more likely to put solid time and effort into it. 
As a teacher you need to understand that each student is an individual and everyone learns in their own way. I’m happy that she seemed to understand this because she made sure that the students knew that there were many ways to do the same equation. As a teacher it is so important to know that students are unique. If you look at students as objects or as a whole and not individually then you take away a huge part of what makes each student unique. Each person brings themselves to the table. This means they’re bringing all of their past experience, their thoughts, their ideas, and their creativity to the situation if you take away what makes them an individual you take away the possibility for them to reach their full potential and thrive to their fullest. At the basis of all teaching, it is fundamental that teachers see each student individually and not as a whole. 

This was a wonderful experience, even though neither times was I in a classroom in the subject of my focus, social studies. I knew I wasn't equipped to be a middle school teacher because I don’t have the patience and I commend these men and women who have taken on this difficult stage of child development. I got to observe two very different teachers who, by observing them say that, at their core understood the importance of the individuality of a student. 

BlogPost 6

"Because banking education begins with a false understanding of men and women as objects, it cannot promote the development of what Fromm calls "biophily," but instead produces its
 opposite "necrophily"(Educational Foundations, 108)

This quote meant a lot to me because it came back to the topic in class we’d discussed early on about seeing each student as an individual. If you view students as objects how can they reach there full potential. I had to look up the definitions of biophily and necrophily to fully understand this quote. Biophily means life and necrophily means death. Fromm is literally stating that if you view students as objects you are creating an atmosphere in which there creative ideas will die. Every student is different and unique. If we refuse to see the differences in a person as special and important we erase what makes them really them. 

An object is a form of labeling. The more you label something, the less it can be used in a creative way. An example of this is a chair. The definition of a chair is a separate seat for one person, typically with a back and four legs. From this definition we can determine that it’s something we use to sit in. So what if I decide to sit on the ground and want to use a chair as a table? I can do this but according to the definition it’s not the proper use of a chair. We live in a world that loves to put labels on everything. If we step back and refrain from labeling even a little bit, maybe someone or something will find purpose in a completely abstract and new way. If we view students as nothing other than objects, they loose some of their potential to become a unique individual with ideas no one except them could have come up with. 

BlogPost5

Rofes (2005) makes clear distinctions between liberal and radical conceptualizations of addressing homophobia and heterosexism in k-12 schools. Discuss these distinctions with examples from schools you attended. How does Rofes (2005) discuss childhood? What do the liberal and radical distinctions of addressing homophobia and heterosexism have to do with contemporary understandings of childhood? What do you believe and what is your vision for the school where you hope to be teaching in the next four years?

At my public high school the idea of bullying was one of the worst crimes you could commit. As students we were required to attend several anti-bullying assemblies and were advised to report any signs of bullying we saw. Even though it was looked down upon, doesn't  mean it never happened. Everyone had their group of friends, if you stuck with them it was less likely you would end up in a situation where you could be bullied. There were not many openly gay students at my school, but off the top of my head I can think of three openly gay boys and possibly three lesbian girls. The boys were all in choir in an environment where they felt welcome and safe. They stayed with their niche because they knew that it was a safe place. I do have a friend who came out this summer after he graduated. He confided in me that he’d known he was gay for a while, his family had known, but he hadn't wanted to share it with his peers for fear of being shunned. He felt that even though Fox Chapel was a friendly environment he still had that nagging fear of rejection in the back of his mind. Fox Chapel had a room dedicated to LGBT students. It was right near the offices and everyone knew where it was, the teaching faculty always emphasized being there if anyone needed someone to talk to but I feel that that was one of those things that for the students kind of ‘went in one ear and out the other’ and that was the extent of the school showing LGBT pride. I believe if the administration faculty had been more outspoken about supporting the LGBT students those who were to afraid to come out until after they had graduated might have felt safe and more willing to be open in their school community. 

Rofes states, “Suppose that we were to guarantee all children over the age of, say, ten years not only shelter, schooling, and proper nutrition but the right to determine where and with whom they lived, the freedom of self-expression and self-determination, and the right to full participation in the institutions of our democracy. If we were to do so, we might find that we had created the circumstances that would deliver to our culture an adult populace more capable of managing their day-to-day lives, less likely to engage in abusive power relations with others, and ultimately more capable of participating responsibly in the processes of democratic citizenship”(Rofes 5). I think he brings up a great point. Children are taught that they have no voice. They have to listen to their parents and other adults because these people are older and therefore wiser than them but is that really true? I often find myself in awe of some of the stuff I hear children say. They have no filter so they say whatever comes to their minds. It’s refreshing. Too many people are concerned with what everyone around them is doing so they follow the status quo instead of being themselves. I’m not saying that we don’t need authority, in order for something to function properly their has to be someone in position as the authority. I would only like to point out that maybe children may begin to feel more open and willing to achieve their full potential if they are in an environment where everything about them as an individual is celebrated. 

BlogPost 4

[Teachers] should recognize that the linguistic form a student brings to school is intimately connected with loved one’s community, and personal identity. To suggest that this form is “wrong” or, even worse, ignorant, is to suggest that somehing is wrong with the student and his or her family. (p.33)

Every student is individually unique. People create their own sense of style, they love different books and movies, and they learn in different ways. The differences between two individuals is endless. So why do schools often see differences as problems? Maybe because if its different for every student how can they come up with a universal way of teaching. Maybe because it's easier to try and mold people to a certain idea of perfection rather than seeing how the uniqueness is already perfect. If a student speaks three languages at home, yes it's important for he or she to understand what is going on in school, so he or she should know how to speak that language, but if the pronunciation a text is all they are learning are they really learning to comprehend or are they learning to be afraid to speak up and give their opinions? Because each person is uniquely themselves, each student needs to be approached, when being taught, in a way that will help them tackle their own specific challenges.

BlogPost 3

How does a teacher represent themselves and what they teach, and at the same time create an environment where all students can learn at their full potential?

I think creating an environment for all students to reach their full potential is a lot harder than it seems. Everyone learns in their own way so I think a classroom has to be set up to fit many different types of teaching styles. The difficulty is in how the teacher goes about this without creating an environment that does the exact opposite. I'm all for making a classroom 'yours' but if the stuff on the walls clutters the space, it can become a distraction and stop the students from being able to really absorb information and learn. A perfect example in my mind of how to create differences in a positive way was in my Junior year history class. The teacher had about six or seven yoga balls, if you got to class early enough you could sometimes grab a yoga ball and sit on it for the class instead of your usual chair. It made it possible for some of the students in my class who usually need to move around a lot, to move without bothering their piers. Another example was you could tell it was her room and that she was a history teacher because she had her students artwork from projects on the walls. Projects such as comics about the cold war that she had graded. It gave people an idea of what she taught and it also helped her student with examples of what previous students had done for different history projects she had assigned. I believe a good teacher uses their own experiences to create an environment that will give each and every student the best opportunity to learn in his or her classroom.