Learning Activities

It was fun to mingle with the kids when we got a chance. We were mostly observers but we got a few chances to talk with the kids and teach them a few things. Although some of them taught us. Jocelyn taught Jess how to make laminate string key chains and Christopher taught me how to play "Make 7" which I stink at. We helped the younger children with learning activities they were given by Miss Nancy which included counting, vocabulary, puzzles, science, and virtually everything in between. We helped them only when they asked, or when they were making a big mess. A.J., brother to Anthony upstairs, made a mess of the worms which I wasn't really willing to clean up but helped him anyway. Along with helping the babies downstairs Jess and I helped collaborate the Easter project upstairs. We took foam pieces and created shapes on them for the children to cut out to put on their Easter bags for the hunt the YWCA was going to put on for them. We sat at the round table off the kitchen and talked with the staff member we admired so much and made the shapes big enough for the kids to cut out. We helped the littler kids with actual learning activities downstairs and did more conversing with the older children upstairs and helped them put together and play games. I think it was more about learning about the kids upstairs and talking to them than teaching them anything like we had earlier downstairs with the children who were much smaller. It was nice getting to know the children upstairs; how many siblings they had, what their favorite food was, what they like to do in their spare time and the like. I liked that they took time to share things with us and talk to us even though they had no idea who we were. We had to introduce ourselves a couple times but I think they finally caught out "Miss Jess" and "Miss Julie" after about the second or third visit.
We had a blast getting to know the kids and play with them and it was neat how they just jumped right in when we came to visit with them or watch a movie or even eat lunch. Some of them took our hands and we even got a few hugs out of  the whole deal. We helped the smaller children with learning activities and the older children we primarily talked with. It was a great time playing with and helping these children.

The Environment at the YWCA

The environment at the YWCA seemed welcoming when we first walked in...but I knew better. When we first met the director I wasn't fooled that she was fool of goodness and rainbows. She had a sharp, no nonsense attitude about her that was demeaning and I found it disgusting. That is not an environment in which children should grow and thrive. She seemed to gain delight in telling the children that she would keep them in her office for misbehaving. I did not gain a positive impression from her and I was irritated as she talked about what a great facility she ran. I understand that the kind of care her staff provides isn't stuffed animals and sunshine but being a positive, nice role model wouldn't hurt. The floors were mostly concrete and the playroom in the upstairs for the older children was covered by some thin...carpet? But I feel as if it wasn't even that sturdy because when the children walked on it it moved around.I enjoyed that the kids got along with one another. It was as if they knew that they were family once they were there and it was obvious that they leaned on one another for support. The environment that I favored the most was when we were downstairs helping the kids play dress up and do activities and play with nasty worms in nasty dirt that got absolutely everywhere. It's as if they had no inhibitions about who they were and why they were there. But how could they? They are so small...
The kids were a blast to chase and help learn. They listened to Miss Nancy and she was a treat to be in the classroom with. I thought she could be strict but she could also be sweet as candy and I thought she had a great mixture of both. She was sweet to the children but put them in their places if they were misbehaving. I thought the environment overall was harsh and could be improved but there were several staff members who truly cared for the children and seemed as though they genuinely loved them. Which is what these children need.

Children at the YWCA

The kids at the YWCA were...so much fun. It was fun to go see them in their element and it was definitely a special treat when we got to see them eat lunch. They were rowdy and rambunctious but listened when spoken to. Well, most of the time. It was difficult to see how the daycare providers managed them; I would say that was the most difficult part of the hours we had to complete. The way that they were spoken to...almost belittled...it made me sad. There was one nice woman who worked at the facility but I never had the opportunity to catch her name. She always called the children "baby" or "sweetheart" or pet names along those lines. She was always so sweet and so kind and so loving towards these children who probably need love the most. She was the only one who didn't screech and holler at them and make them cry over a spilled salad. It broke my heart that these children may go their entire childhood without feeling the love I felt as a child from my dedicated parents. No matter where that love may come from, every child should experience that. The children tended to be rambunctious but what child isn't? They were great with schedules and always followed the directions given, with the exception of tying a shoe before going to the bathroom. The smaller children (most of them, anyway) listened better but I think that was because that was the most direction they had throughout the day and they knew better than to disobey.
 Jess and I went together every time and worked with the smaller children twice and worked with the big kids for the remainder of our hours. We mostly talked to Israel, Jaslynn, Jocelyn and Christopher. I watched Chris and Israel play "Make 7" and even played a few rounds with them. I was no good. Chris beat me every time. Israel liked to talk a lot and was best friends with Anthony. Anthony runs the fastest in their grade but Israel was a close second. It was interesting listening to them talk, they spoke perfect English to Jess and myself but then they would talk to one another and slip into their colloquial slang. "Psh mayne why you gotta go and lie on me like that" That phrase is something I caught from Israel when he was talking to Anthony. They were great children to work with and unintentionally quite hilarious.
I loved seeing those kids and wished that I could take them under my wing and nurture them myself. I wish that I could get to know them better and spend more time with them. They were so much fun and I wish I had more opportunities to be with them.

Reading Response

Servant leadership is a term that is new to me but the concept is not. I have been a leader and have volunteered for most of my life and have done something similar to this assignment in practicum and also through my volunteer work. These ten hours are something I believe will be easily accomplished through this assignment. I really like that we have three check-ins in which we reflect on our experience-I think that it is important to take a time out to sit down and really reflect on the experience had thus far. Our first visit was definitely an eye-opening one-the YWCA isn't necessarily the most comfortable childcare facility. I'm excited to work with the kids and get to know them better and hopefully teach them a few things and do some crafts. I believe that these ten hours will have a significant impact on my life and I hope I can help these babies in return. I'm so excited to start!

Tom Sawyer's Discussion Abilities

Chapter 5 made me feel lots of things. Interested, excited, hesitant, slightly bored at times. . .but I think the main idea of the students learning good conversation skills is an idea that is not only completely underused within a classroom but has been blatantly ignored by administration and faculty alike. Because I'm an English major and an Education major, my class schedule layout is different than most El. Ed. majors. I have a lot of classes that are discussion based and as soon as I started getting into those upper division classes I was shocked that all we did was talk and I learned so, so much more than just lecture from the professor. Conversation skills need to be developed at a young age so students may know that they need these skills to be a professional and to be taken seriously. I was very fortunate to grow up in a home that used professional talk so I was submerged in that 'culture' as a very small child. Well, I haven't grown much since then but still. The idea of conversation within a classroom is one that I am particularly fond of. I was astonished that professors lead these discussions within the classroom and that's the activity for the day. That's the whole day-discussion. That's it! Have a nice day! And for me, it IS a nice day. My hand isn't cramped from writing a billion miles an hour and I get to hear my peers' stance on the literature, or novel, or even an article. I think that this tool within a classroom is absolutely marvelous. The student is able to participate in a discussion and reveal what he took away from the reading and his classmates are able to do the same thing and in unpacking the topic being discussed they are able to understand it so much better because it is in terms that the students may better understand.
Page 47 outlines activities teachers may use to spark that conversation creativity. There were some that I liked and some that I wasn't too fond of. I'll go in order. Storytelling is a concept that I was fond of but would not use in a constant manner. I think the students could get really off track with this idea and lose focus of the task at hand. I like that it sparks the imagination but dislike the amount of time it would use. I like the agenda setting but would also tweak this idea. I like the notion of addressing a student's behavior with the parent but would have to use it in a more friendly manner. I consider this idea to be like an outline of a research paper. I put down really good ideas to reinforce my flowing ideas within the paragraph. I like the problem solving idea-with parents or with students. I would like to treat my students with the utmost respect and expect the same in return, that being said I think the student can handle his workload and can handle a conversation with me if we need to discuss homework or behavior situations. I would also reinforce that idea with parents. I really, really liked the idea of brainstorming within the classroom. This is a concept that one of my professors used and I really, really like it and came to respect her more because of the free reign we had within the discussion. She would toss out an idea or concept from the literature and would create this reader response type setting in which we talked amongst ourselves but also discussed it with her again. We were able to get each other's views and then she would intercede with another thought-provoking idea. I know without a doubt that I will use this method within my own classroom. I also liked the idea of decision making but would tweak it too. I think the students should want to come to my class and I sincerely hope that I am the teacher whose class they can't wait to get to within the school day. I would allow the students to pick from various methods of learning about a particular unit for the day. We could choose from discussion, an activity, a worksheet, hopefully a SMART program would be another opportunity....I would like for my students to come to a consensus on how they would want to learn that day. I feel like students should receive that opportunity.
There are infinite other ideas I liked throughout this chapter and various others that I could tweak for my own use but the other idea I liked was the poem finding activity. Personally, as a student, that would get on my nerves because I'm not a huge fan of poetry. Maybe we could do song lyrics to a song that tied into a particular unit or something else that would be related.  This chapter got my creative juices flowing and I seriously cannot wait to mold the young minds of this country.

Literacy

The two articles posted made me reflect on my personal experience of my high school era and the values I intend to hold as a future educator. I went to a racially diverse high school and experienced first hand the Shannon's of the classroom and that in some classrooms, as horrendous as this concept is, let them get out of learning. If the students protested hard enough the young middle to upper-class white teacher would not argue with the students for fear of further retaliation. This concept of allowing students to pass within a classroom and not learn a single thing is absolutely appalling. I would never think of allowing a student to govern my classroom and I would definitely not allow a student to sit within my classroom and not learn anything. As a future educator I hope to instate rules that will allow for students to learn as much as I can possibly teach them as efficiently as possible.
The second article, as soon as it began, I was infuriated. Attending a racially mixed high school, predominantly black, allowed for many stereotypical slurs to be placed upon the institution and its students. The curricula wasn't well developed, the teachers weren't as qualified as they should be, etc. It was a constant challenge to prove that we were the students that would defy the odds and make something of ourselves. I don't ever want my students to have struggle for their education and feel as though they have to continually prove themselves to the community or anyone else who places judgment upon them. The teacher's opening line of "I knew she was ignorant just as soon as she opened her mouth!" infuriates me. I cannot believe an educator would pass judgment upon a parent like that let alone to another educator. Not only is it unprofessional but it is grossly hypocritical and says a lot about the lack of character the woman possesses. I would never want my students to feel as though they were being looked down upon b their teacher in a manner that would make them feel uncomfortable and would place a learning hindrance upon them. That teacher deserves to be fired and her certification taken away.
These articles really shed light on an issue that needs to be taken into severe consideration by all future educators and administrators. Our children must be held accountable and must be placed in an environment that encourages that accountability and learning. Just as Carter created an environment that helped his stubborn students learn, every educator may take from that and should be able to create a classroom that allows for children to learn well and efficiently.

Bloggers United

Incorporating methods of effective learning for all students is a concept that is easier said than done. Chapter 14 introduces new concepts about technology that allows for instruction to be completed online or through other methods of technology. Beers states, "...valuing and seeing the ways in which kids are engaging with new technologies outside of school can teach us a great deal about possibilities engaging them as readers and writers outside our classroom" (213). I think that this concept is extremely important because knowing how our students behave outside of class is just as important as knowing how they behave within the classroom. These behaviors intertwine to create their student profiles. We now see more students texting, listening to a form of a music player with headphones and especially using a form of social media. These forms of technology not only entertain our generation but may also be used to instruct our students even more effectively. A new(er) form of this technological use is the use of classroom blogs. I was never exposed to the use of a blog until this semester. Through this class. Blogging not only allows me to be myself but allows me to not feel afraid of what others may think of me because I can't see their facial expressions. I feel as though blogs could be used effectively within the classroom as long as each student participates in a manner that makes the blog effective. Students could blog about infinite ideas: responding to the reading, creating a new topic based on the reading, a blog about topics not covered or misunderstood within the classroom...the list could virtually go on and on. I really, really like the idea of using blogs as a form of more effective learning about a topic being covered within the class. Another idea Beers presented that I think I will use within my classroom s podcasting. I didn't really understand HOW to use it but I know that I have heard about it and that it's not only super hipster, but is really effective in learning or viewing. I believe that using this would be effective for the visual or auditory learners within the classroom. Using blogs and podcasts are just two ways of using technology that I will apply within my classroom curricula. Beers finishes with, "...the English classroom is always about looking, whether it's seeing kids and the range of talents and literacies that they bring into our classrooms or it's seeing the possibilities in a new tool that allows me to amplify curricula for the better: (229). I have no doubt that I will always be continually searching for means in which I can beytter amplify my own curricula.

English Language Learners

English language learners are a topic that I have not come across as a future educator very often. I'd heard of these students within a classroom and my mom has had them in her classroom as well. It would be challenging to overcome this obstacle within my own classroom but Beers gives several fantastic suggestions in how best to overcome this challenge. My favorite topic was the suggestion of the echo class (Beers, 112) in which students learn the material in the second language then take the echo class in their native language to help them to better understand what was being taught in the second language (I think I have that right). I think this idea is fantastic because the students are able to hear the lesson being taught in the language they are trying to learn and in this process, although they may not be able to keep up with that language, they may hear the social cues or colloquialism that assists in teaching that lesson. I think the use of these echo classes are just a wonderful idea for those learning that second language. I also think that Beers and Danling do an excellent job n providing instruction in how to best coach these ELL students in saying that the students should converse primarily in their native language (111) so that learning the second language becomes less as of a formality over time because they are incorporating that second language in a manner that they are best able to understand. I enjoyed the suggestions Beers and Dangling provided within this chapter and feel as though I have a slightly better hold on what I would be able to do with the ELL students within my own classroom. I hope that I can make these students feel as comfortable in learning this new language as possible and hope that I can assist them through that difficult journey.

Effective Vocab

I had a teacher in high school, one of my Algebra teachers, who did a word of the day the instant we walked into the classroom. We reviewed the word, put it in a sentence and she taped the large pieces of paper filled with words and sentences to the walls of the classroom she taught in on a daily basis. We were tested over these words when it came time for any type of exam and the vocabulary questions were worth just as much as any of the math questions. Needless to say, I studied my vocabulary as often as I studied my math-which happened to be quite often. Chapter 7 in Beers speaks of the effective was of using vocabulary within the classroom and I can see that it is a struggle for students to overcome their language barriers or fears and to be able to effectively use and understand these words. I think Beers brought up an excellent idea when she talked about word charts in which the students associate a central idea to each letter of the alphabet. The example she gave for one teacher's word chart was photosynthesis. Students then had to come up with words that described photosynthesis with each letter of the vocabulary (97). I haven't seen word charts like these before and gained yet another idea for my future classroom. I think the use of these charts is simple yet brilliant-just as in my high school literature class we could apply words from The Scarlet Letter to these word charts. . .the use of these charts may seem childish but I think the idea of it is simply wonderful. It seems so easy yet so applicable and simple for the students to understand. Another fantastic idea for my future classroom that I pulled from this chapter was the use of the possible sentences worksheet. This allows for peer instruction over vocabulary. This introduces, similarly to the word chart, the use of vocabulary words in a slightly different context that allows students to gain a better understanding of the vocabulary. The worksheet provides a word bank that instructs students to work in pairs to use them within a sentence (100). This not only helps with the unit being instructed upon but also allows students to become comfortable with their classmates. Learning the vocabulary is essential to any student's advancement in their education and these varying methods may help students understand those important words and ideals we as teachers are attempting to convey.

Attention Span of a Goldfish

Chapter 4 discussed a really unique topic of student motivation. Page 30 described high school as "doing time" (30) a process by which students 'learn' based on the teacher's standards of lecture and test taking. Essentially the students said that they only learn the material to pass the test that covers it, and trash the information as soon as they regurgitate it on the test key. It's sad to come to the realization that I do the exact same thing-it was difficult for me to accept that I do that and that I need to make a serious change in my so called effective study habits. Not only do those need to change but I need to work AHEAD on my teaching and application skills. I need to make sure that my students are learning the material not only because I'm required to teach it but because the information is genuinely valuable. What I say isn't for my own physical health, because if it was I would look like Kerry Walsh. I want my students to be engaged with the material I give them on a daily basis. I want to snatch their attention from the instant they scamper in the door to the instant they march out of it again. Beers went into detail in how to best effectively use some strategies to better gain the attention of students. She talked about using share aloud sessions with her students, a tool she starts herself and then engages the students and then in turn allow the students to engage one another and leave the students to converse among themselves that new idea. I think that this strategy is brilliant in not only engaging the students but allowing for student camaraderie.  I hope that I can incorporate these hands on strategies within my future classroom to give my students the best possible education I can offer.

Young Adults. How Do they Prefer their Literature?

Beers spoke of different ways in which our adolescent's literature as evolved in the years sine its introduction. It began with titles such as The Outsiders, The Pigman, and The Chocolate War (79). And has since moved to titles that include The Book Thief, Looking for Alaska, ttyl, etc. Teachers have been reconstructing their reading curriculum according to their students' reading interests and have attempted to peak their interest with classroom novels with each change made. Something I found very interesting within the chapter was the discussion of multi view novels in which there is more than one key narrator, but it is also not considered omniscient view (70). The use of these narrators helps the reader better identify not only with them but with the story as well. I think, as a teacher, that it is important for me to stress the material but to also help the students understand the reading to the best of their ability. Another aspect I found very interesting was the "Blended-Genre Books" (69) section within the chapter that spoke of books that carry historical value but are written in a sci fi manner that has the ability to draw the reader in, primarily an adolescent, and to keep his attention in the writing style but to also provide significant historical information within the text. There are countless other examples of these blended genres, and I feel as though these would be of very good use within my own classroom. It was interesting to learn that children can be learning two different subject matters as they divulge within one novel. I liked the idea of being able to discuss with the students, or within literature circles, the differences between the historical significance of the events or the made up events also within the novel by the author. This chapter really shed light on different areas I would like to reach within my own curriculum.
I also feel as though Burke supplies excellent ideas for the future educator with strategies 5, 6, 8, and 9. 5 says "Create the Conditions for Effective Learning" (Burke, 15) this is an idea I have thought about since attending a racially diverse, practically dirt poor high school. Our teachers scraped by with grossly worn texts handed out to each student, expecting it returned in that condition. In providing these materials for my students I can better help them achieve the understanding of the reading better. Hopefully. 6 says "Be a Model Reader" (18) a theory that I think every student should always impress upon their students. Teachers should have an understanding of knowing what to read when, not only in order to suggest good material for their students but to have a general knowledge of the subject matter of those novels. I also like the idea of impressing good reading habits with a fun bulletin board and even reading out loud to the students. 8 greatly accompanied 6 with "Talk About Reading" a skill in which I think most educators do not do justice. I like the peer mentor notion of having students discuss the reading with fellow classmates, it allows for the 'nerd' side to talk about the reading in a manner in which no student should feel judged. 8 also agrees with 9 in "Make Room for Essential Conversations" (25). These conversations should be taking place among or between students in gaining a better understanding of the reading. These skills have definitely helped me to better visualize the classroom I once may call my own.

Design for Effective Learning

Chapters 3 and 16 discussed the learning needs of students and how they aren't effectively being met. Chapter three shed light on an important issue I hadn't put much thought towards-the mass media world in which our generation lives in and the design of the current curriculum that does virtually nothing to meet the world in which our students have come to live in. I hadn't thought about the challenge our students face as they enter the classroom and virtually lose all connection to a world they live in as soon as they leave the classroom. . .our education has taken the 'boring' route in which we force our students to learn in methods that may not necessarily meet their learning standards. Their constant connection with technology fades as soon as they enter the classroom to review from a cut and dry textbook. This doesn't necessarily mean that the textbook is deficient in teaching our students, but it does instill a sort of restlessness among our students that may lead to the students not wanting to learn. We evoke a boring standard that our students are not interested in, we often do not incorporate the type of learning experiences needed in order for our children to succeed within the classroom. When Beers spoke of the seven thousand students that drop out daily in the United States I was appalled at not only the number, but that we as educators are not working hard enough to keep that seven thousand in the classroom. I feel as though we should become more flexible in allowing our children to learn in a manner that allows them to comprehend the material more easily, or in the most beneficial manner possible. Beers goes on to talk about the type of learning standards each teacher has within a classroom and an organized community that believes in the underprivileged students that helps them to better succeed at whatever they so choose to do. The organization is there to help those students who may not have that support system at home, or may not have those who believe in them-this organization better helps with these students and pushing them to believe not only in themselves as students now but also in their future, in whatever career they decide to pursue. Every student should have an opportunity to succeed, no matter their color or gender, and should have that support system that helps them along the way. That should be a goal of each and every educator's career path, to touch the lives of those within the classroom and to inspire each student to do their best, no matter wat it takes.

"To help my students become effective collaborators and orchestrators, I can. . ."

I really enjoyed what Beers had to say in speaking about Tom Freidman's "flat" world. Here Beers comments on Freidman's interpretation on the skills a student will need in order to become successful in a world that is ever changing. I can relate to her first interpretation of his foundations on page 153 when she bullet points five key essentials she wants to incorporate within her classroom to cover his foundations. My two favorites were the second and fourth bullets, both which allow for great group collaboration. The second bullet speaks of student collaboration to get together and discuss different opinions and ideas on a particular subject. The fourth bullet speaks of seat rotation. These two bullets strike me as a future educator because the second allows for a lot of classroom interaction and that makes me think of excitement. Conversations are loud and bustle-y and allow for the students to engage and really be themselves in discussing an issue. These discussions help to better  shape their forms of communication they will be needing not only within the classroom but more importantly outside of it. The fourth bullet that also struck me was the seating arrangement-something dreaded by almost every student since the third or fourth grade. Each student wants to sit by his friend so they can whisper comments about the subject taught or to ask what plans are for the weekend. This seat rotation will allow for a students to be uncomfortable but when getting to know their 'seat sidekicks' they may not only have a new friend but a new homework partner, new confidante, etc. That may be the romantic in me speaking but it is truly my desire to allow for my students to receive the absolute best education in the most comfortable environment I can provide. Another part of my dream for these seating arrangements are bean bag chairs. I feel as though students would be able to release a little bit of their childhood in sitting in the beans and would feel not only more comfortable with me, but more comfortable with themselves as students-which is in my opinion by far the most important aspect when it comes to any student's learning.

Response to Angry Floridian

As a future educator I sat with my mouth open, appalled, as a read through the first chapter. It brought on a flood of memories and disbelieving notions of current educators and their stance on not only No Child Left Behind but also on how they view their students as purely test scores. My younger brother was seen as such and was placed in the lower division of junior high and struggled to come to terms with the fact that he was not a failure and was not any less smart than his other classmates placed in the upper division of the junior high. He was picked on for being ‘dumb’ and ‘stupid’ and ‘wouldn’t ever amount to anything.’ It was difficult to watch him struggle through those two years of his life and decidedly attended another high school in which he would no longer be with the students who teased, humiliated and virtually destroyed his educational career within junior high. It was difficult to read about the principle in Florida who viewed his students as test scores and didn’t care what it took to raise them as long as they were making AYP. Derek, the student in the beginning of the chapter, was humiliated by being placed in a remedial reading course that focused on his low scores in attempt to raise them to meet the AYP standard. It was painstaking to read that his improvement after the past year wasn’t seen as good enough, that despite his poverty-stricken family he was defying the odds and improving in his educational career but the improvement he had made within the year was not enough to let him be placed outside of the remedial class and he in turn had to drop en elective course he had originally signed up for. It was heartbreaking to read that his significant improvement was still not enough by AYP standards and was not acknowledged by any teachers and was not congratulated in this improvement. He had improved and his placement within the remedial program made him feel as though no effort he would make would ever be good enough.

                If I was in the remedial teacher’s shoes it would be a difficult position, no doubt about it, but I would have to acknowledge each student’s improvement, no matter how large or small, and would make the student feel as though he was worth something. Each student should feel as though school should be a time in which he is able to benefit himself and the life he has planned accordingly. I would then have to set each student’s learning pattern according to those scores and his participation within the classroom, and would adjust those standards accordingly. Each student should always know that he is worth educating and worth spending the seven or eight hours at school. He should always know that he is worth spending the time with.