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.