And In Conclusion......

And in conclusion.........

      I have decided that I will continue on the path towards becoming a teacher. The service learning placement I was able to participate in certainly helped make this decision. Although I saw many mundane realities in the world of teaching, I also saw many things to be excited about. I found that I truly love children of all ages and that I enjoy spending time with them. I get excited thinking about the possibility of passing on things that I love and influenced my life. I also know that teaching can be a very practical career choice in an uncertain world. 

       For all my life I have enjoyed children. I had 6 of my own, I have taught classes at church for many years, and I am currently teaching preschool. All these things have been very fulfilling to me as I have been involved in teaching and guiding all the kids in my life. I can't pick a favorite age group either- to me, each stage is so exciting! I love the preschoolers with their open honesty and hilarious quotes. I love the 2nd and 3rd graders with their new loves- whether it be reading, or sports, or anything at all. I enjoy the 6th graders as they suffer through puberty trying to decide where they fit in this world.  Its very gratifying to see each child unfold and blossom into who they were always meant to be- each with their own strengths and gifts to share with the world.

      I  enjoyed my years as a student.  For me, the best part of school was the wide world of reading. Diving into a book meant an adventure into another place and time. I learned many lessons from great characters, and felt validated by others.  I remember all the teachers who made a difference in my life and who sparked something inside me. I remember the teachers who believed in me. I would so love to light a love of learning in students. I hope I can help each student who comes through my class know that  I believed in them, and I truly cared. Regardless of how much they learn, I hope they will feel safe and cherished.

     On the practical side, teaching is a profession that is always needed. If we have another recession, we will still need teachers. The pay isn't amazing, but its enough for me. After many years of working an hourly rate, the idea of having a benefit plan and the option of being paid through the summer is really something to look forward to! I also still cherish my roles in life as a mother and soon to be grandmother. Having flexible time in the summer to nuture those relationships, and renew myself is very important to me.

      In conclusion, I look forward to the day when I can complete my degree and get into the classroom. I want to make a difference in kids lives. I want to be a part of educating our future. There is no greater resource in any nation of the world, than the children who are growing up to be the next parents, the next teachers, the next leaders.  If I can somehow contribute to helping some young person grow up to be successful and contributing, I will be content. 

 

     

The Real World Connection?

     I didn't think I would learn too much from this Service Learning opportunity because I have spent the last 5 years working in schools. However, I soon came to discover differently. The time I had spent in the classroom before had been entirely within Severe Special Education classes. What they have going on is similar in many ways, but also quite different. It was actually the most interesting to me to see how basic things look different in these two areas. For instance, both types of classrooms have testing, but it looks very different in each. A regular classroom has regular testing directed to the whole ( or majority) or the class. Special Ed students are only tested against themselves on their individual IEP goals.  The Special Ed classrooms are far more differentiated and have more obvious accommodations. On the other hand, it was wonderful to able to interact with students who have verbal ability, and be able to witness more frequent milestones. Both kinds of classes are amazing in their own right.

     The process of blogging has been very helpful. It has been great as a "mind dump"- a time at the end of each module to think back and make connections between what I've learned in theory, and what I've seen in real life. It encourages me to further process the events of the day and consider them through a more thorough lens. In reading through my blog posts I can see that I have begun to understand the process of educating students more deeply. I know that it is more complex and interesting than I had thought. True education goes so much deeper than a well designed and colorful bulletin board. Its connections with students, creative and varied techniques, its assessing as you go. I'm excited to continue on my path to becoming a teacher!

     

Standardized Testing

Standardized Testing

     

     Mrs O. obviously takes the time and effort to make sure that her teaching helps students meet the standards set. Last time I was there, they were working on reading two different versions of the same fable - "The Boy Who Cried Wolf"- which happens to be a Literacy standard I read about during this lesson. The standard asks students to compare and contrast different versions of the same story. Math standards are clearly addressed as well each time I have visited.

     I have always visited the classroom on Fridays, due to my work schedule. This has been somewhat of a hindrance in that I cannot observe what goes on during other days of the week. Science is not addressed on Fridays, but I do know it is taught on other days. The same can be said for the other subjects excluding Math and various literacy skills. The class works really hard on M-Th, then uses Friday for catching up, rewards, and some new skills in Literacy and Math.

    The cooperating teacher did not have a lot to say about standardized testing. My impression is, she is not a big fan, but didn't want to potentially offend someone by being brutally honest. She did say, that NCLB was first coming into effect in her first year of teaching, so its hard for her to say what the differences are between before, and now. She mentioned that each President has "their program" that you must learn to work within. She seemed frustrated with some aspects of standardized testing- namely that sometimes teachers feel like they are teaching to the test, and also that the testing - in her opinion- does not give an accurate representation of student skills. She feels that many, if not most, children perform far better in real life than they do on the tests. This can be due to various factors - boredom, lack of understanding why it matters, stress at home, tired, cranky.. etc etc..

                                                   

     

            

Diversity and Differentiation

     Mrs O's classroom is a fun place full of students with unique attributes. There are at least two bilingual students, as well as  a student with autism. Another student struggles with fine motor skills. Some students seem unable to remain seated, while others appear to have an unlimited attention span and the ability to sit as long as needed. Still another student struggles greatly with reading and writing, to the point of being probably 2 years behind where he should be.

     No accommodations appear to be needed for the bilingual students. Their grasp of English is excellent and effortless. The student who has autism receives extra services at certain points during the week.  For some assignments, the teacher has helpers who can sit next to him to help point him in the right direction and keep him on task. He is given extra consideration for time limits on assignments, and extra help explaining tasks. The student who struggles with his motor skills has different standards that he is working on during handwriting practice. He is given extra praise and high fives for his successes and hard work. He works extra hard to develop his handwriting and is really a dedicated student with a great attitude! The student struggling with reading receives outside services. He also gets help choosing books that are right for his current level. Reading with a reading buddy is an option he also really enjoys. 

Let them all learn!

In my service learning placement, I have not observed any children who are not English speaking. However, I am employed by Headstart. This is a Federal preschool program. In our classroom, we have several students who are learning English as as second language. One way that we support them is to have dual labels on everything in the class. The restroom is labelled "bathroom" as well as "Bano". We have books in both Spanish and English, employees who are bilingual, and the classroom environment is inclusive and friendly to all cultures. This is supported by Lau vs. Nicholls.

The halls of the school I am observing, the school in which I work, and the schools my children attend are filled with students of all races and abilities. This is directly due to Brown vs. The Board of Education. I worked for 5 years for the Utah School for the Deaf and Blind. I have seen first hand, and been able to participate in students thriving in the Least Restrictive Environment. Its great to attend an IEP meeting and be able to observe a team come together to decide which will be the very best placement and plan for an individual child. As a mother, I have had the opportunity to help my child through a 504 plan. I'm very grateful for  Section 504, and for IDEA.

Engaging Learners

Mrs. O is fantastic at engaging the students in her class! Here are three great examples I have seen so far.

1. Instead of sitting at desks doing worksheets, the students got to spend Math time doing fun and  interesting rotations. The first rotation was "Bee Bots". These are robotic math toys that teach the children coding skills. They got to chase each other around a map and have a great time learning as they went. They loved it! The second rotation was a math race. Each child had a timer and a math "racecourse". They had the opportunity to practice their math facts while also having fun and beating their personal best.  The last rotation was working on an online math program.  The children of course enjoyed this, and it was another way to solidify their math facts. I was impressed at how smoothly the classroom ran while this happened. In just a short time, they were able to work on math without ever touching a worksheet, while having fun, and while getting the information through more than one sensory means.

2. On Friday afternoons, the students get to have reading buddies come in from an upper grade. They can spend their reading time working with an older student whom they admire. They concentrated remarkably well and were visibly excited to be working with these older  students. I think it benefited the older children as well. The kids look forward to this reading time, and its certainly more interesting than the silent reading time I remember as a kid.

3. During transitions, the teacher sometimes uses Brain Breaks or Go Noodle. These online resources make it fun for the kids to get some gross motor movement to get some wiggles outs, and prepare themselves for the next activity. She also uses this to "reset" the class, when they seem to be getting a little out of hand. I have seen it work beautifully. The kids are very motivated and engaged.

Choices, routines, and students!

Student Choice

     The cooperative teacher uses many opportunities to provide students with choices. One example that is very popular with students is her coupon system. The students have chances to earn tickets throughout the week. On Friday, if they have earned 10 tickets they can thumb through her "coupon catalog" and choose a reward that they are interested in. She has a large array of fun choices for them and they absolutely love it! 

Students feel Safe and Loved!

    The teacher has created a very positive classroom environment with emphasis on teamwork and stamina. I was very impressed when the students were working on a computer based skills program. One student achieved a comparatively low level compared to his classmates, but he felt secure to announce his success and received a round of applause. No disparaging remarks were made, his classmates were all happy for him. Mrs. O always uses a very kind, encouraging tone.  If she gets exasperated or tired, it doesn't show. She phrases correction in very positive ways.  Her classroom is a very pleasant place to be, and the students line up to hug her at the end of the day.

Consistency and Routine lead to success

     Mrs. O has very clear routines and expectations of her class. She reinforces them with consistency, but also kindness.  Its the beginning of the year, and she teaches 2nd grade, so the students are still in training, but they do a great job. There are clear routines for lining up, walking in the hallway, coming in from recess, using the bathroom, and transitioning from one activity to another. The students know what is expected of them and live up to those expectations. If they start to slip a bit, she encourages them and has them practice, praising them all along the way. The classroom runs smoothly and the children are content and engaged.