ED 5921 Journal 3

This course has been a wonderful learning experience for me and also a time of great personal growth. I feel that after this semester at MSMC I have a much stronger understanding of lesson planning and deliver than I had before. At the start of the semester, I was very nervous about the planning aspect of being a teacher. I thought that there was no way I could stand in front of a room of 25 children and think of endless creative and interesting ways to educate them. The strange thing is that I have worked as a first and second grade TA since September 2007 and I know that it seems there is never enough time in the day to cover everything you wanted to or hoped to. I also know that the grade level teams I work with constantly share ideas and materials with each other. I now realize that my worries were premature and unfounded. While it is difficult to come up with creative and engaging lessons all by yourself, as a group it can be done successfully.

I have learned in this course that the only way to become a good planner is to do it. My academic coursework prior to this semester did not include much lesson planning. I had written one unit plan (at the adolescent level), one unit assessment, one literacy lesson plan and three special education lesson plans. Throughout this semester, I have written several lesson plans for my Literacy and Technology course, 3 for my special education course and three lessons and one webquest for this course. This semester has focused entirely on lesson planning and also incorporating technology into teaching. Perhaps the source of my initial worries was lack of knowledge and experience. This semester has also been extremely busy time, but I feel that it has been my best learning experience to date. I think the act of actually teaching a lesson that I planned was the most powerful and educational experience for me. I learned that no matter what you plan, there can still be a monkey wrench thrown into the mix if a student gives an unexpected answer. I learned that I definitely need to watch the clock and ask the students questions to keep them involved. I learned not to talk when I am facing the board. I also learned that I am probably not going to ever have as much time as I need, especially for struggling students. The soup-to-nuts experience of my fieldwork lesson showed me what my job will actually be like. For the remainder of that day, I was so happy because I knew I had made the right career choice. Certainly, this was a challenging task, but I learned all of these things about myself as a teacher before I even begin my student teaching. Even during the lesson I realized that I needed to project my voice more and speak to the class, not the board. Those are such simple behaviors, but you really don’t think about them until you are actually doing it.
I was nervous during my fieldwork lesson, but I was also happy and excited. It was such a wonderful feeling to be in front of the room explaining how to do something and then see them doing it. The students had wanted to learn about multiplying two 2-digit numbers for a while, so I did have an advantage in that the students wanted to learn it. I asked my cooperating teacher the week after my fieldwork lesson how the students were doing with their homework and quizzes and he said that approximately ¾ of the class can do it well, which is his usual mastery outcome (this is an inclusion class and many of his students still do not know their multiplication facts). I was so happy to hear that they were now doing word problems with the strategy I taught them. To some people it may seem funny that something so simple could bring me so much satisfaction, but the truth is that after this semester I am so excited to be a teacher. I love my job as a TA now, and I think this semester has alleviated many of my fears about planning.

I have also learned through creating my webquest, evaluating my peer’s lesson plans and our class lectures that there is so much information out there for teachers to use to make learning fun. You can find just about anything you need on the internet, or you can ask a “seasoned” teacher for materials/ideas. Our class presentations were fun and I enjoyed the lessons that let me “do stuff” or tested what I already knew. The hands-on component of learning is what attracted me to the lessons. My favorite lesson plan this semester was also my indirect lesson in which I organized centers for science experiments. I also like learning in which I get to “teach myself” and I think this is a very important aspect in education. In this course I have learned that 21st century learning skills heavily rely on these attributes, and I am going to be sure to have them in my classroom. I think it is important to let kids play an active role in their own learning; teaching the process of research and discovery is just as important as the lesson content itself.

In this course I also learned that it is difficult to do any one method of instruction in teaching; rather lessons are usually a combination of methods. Teachers should not rely on one “tried and true” way of teaching either; they should incorporate each method of instruction into the curriculum. I absolutely loved the Kay Toliver films we watched in class. I aspire to be as good of an educator as her. She is so creative and nurturing; she truly has a natural gift in the classroom. One thing I will always try to do is to give my students hands-on activities like her. I know that not every lesson can be as involved as the lessons we watched in her room, but I would like to try to do big experiments like that maybe twice a month. I want to “mix it up” so that my students do not get too bored or comfortable with any one method of instruction. Also, research supports differentiated instruction, which I will use in my classroom as well. In this class I learned that the most commonly used form of teaching is direct instruction , which I also saw was the dominant method in my observation classroom. But, my cooperating teacher also engaged the students and allowed them to explain what they knew and ask and answer questions, so this was not “pure” DI. I found it incredibly difficult to write my direct instruction lesson plan because it did not allow for much student involvement. I was fortunate enough to be observing in a room that has a mounted Smart Board in it and the teacher used it every day. He always let the students come up to the board and write on it and answer questions. The students loved doing this and it was a huge motivator for them.

My cooperating teacher also did a lot of small group instruction for reading. While he was working with groups, the remainder of the class was working on their weekly assignments. He gives his students a lot of independence, which I think is a good environment for 4th graders. Their independence also teaches them time and behavior management. Approximately half of his class has a 504 or IEP for ADD, and there are also LD and one autistic learner. He maintains a positive attitude with his students and instructs them on his expectations and responsibilities. There are no major behavior problems that I have seen in my 20+ hours of observation, and his students respond to him extremely well. He does not raise his voice, which I think is important in behavior and classroom management. I had a discussion with my cooperating teacher about classroom management and he said that some of the students have “tough” parents. For this reason, he tries to maintain an environment in which all students feel safe and respected. I believe that if a teacher models positive behaviors and maintains an open and caring environment, the students will also adopt those values. I know that there will always be discipline issues in schools, but I believe it is the teacher who sets the tone in the classroom. As a teacher, I will be sure to clearly state classroom rules and consequences and display them. I will also be sure to make a poster for rewards for good behavior for individuals and the entire class. I have learned that the most important thing for classroom discipline is to remain consistent. This may be difficult at times, but it is crucial for a positive environment. As far as classroom management goes, I will be sure to begin the school year organized and make sure that I always have materials I need in advance. I will also ask more experienced teachers for advice because I believe the best way to have good classroom management is through experience. Seeing what works and what doesn’t is the only way to learn. I also won’t be afraid to try new and different techniques in my classroom because I understand that what works for one person does not necessarily work for another.
I think that I have been very fortunate this semester. By chance I ended up taking three great planning classes together, and I was able to integrate new knowledge from all three areas with each other. It has been very enlightening to learn about methods of instruction and literacy and technology all at the same time. There is a non-exhausting supply of information and teaching tools on the internet. I think that knowing what is out there for teachers to use is the first step towards using it. Now that I know what there is and how to use it, I am not afraid of introducing technology into the classroom. It can only enhance a lesson to use a technological tool to supplement instruction. Technology teaching tools reach all different types of learners and also engage students who lack motivation. I have learned that you can find almost anything on the internet to accompany a lesson, and what you can’t find you can make. All it takes is time invested, and I think the return that is seen in the classroom is well worth it.

In the fall I will begin my student teaching. My first placement is with my cooperating teacher and I am very excited to get started. Now that I have completed this course, I feel that I am prepared to begin student teaching. As I mentioned before, the fieldwork lesson was a fantastic “trial run” of what it will be like to student teach. I am still nervous about beginning my experience, but I am also assured. My cooperating teacher has been an educator for over 35 years, and I know he will be a fantastic mentor. I also feel fortunate that he loves using technology in the classroom and is open to trying new things. My attitudes and values about teaching match his, which will help me learn to be a successful educator. Above all else, I have learned in this class that you really need to be in the job for the students. All of the lesson preparation and activities need to be for them- what interests them and what will give them the best understanding of the content. I cannot wait to take all of the invaluable information and lessons I have learned this semester and put them to work.

Journal Entry 2- Objectives and Assessment

These past two weeks of class have gone by so fast! I feel like I am traveling in the fast lane. Well, I guess three classes, a part time job, homework and the rest of life can make you busy! I have no idea how the students who are teaching and have families do it! It’s all part of the job, huh? Albeit a busy two weeks, I have learned a tremendous amount of information that will certainly help me in my future career. Our week three class focused on the learning cycle, Bloom’s taxonomy and writing performance objectives. All of these topics were evident in our class readings, especially Bloom’s taxonomy.

The one quote from our reading that I truly loved was “real learning occurs when a student can transform his/her understanding in a different form of content interpretation: visual, verbal, tactile, etc.” That couldn’t be more true. The reading then goes on to say that learning is active and interactive. I think that this is also important to remember when teaching- if your kids aren’t interested, there will be no learning. But this is somewhat of a catch 22- If the kids aren’t interested, then they won’t learn. But, if they are not paying attention, they won’t know when (or if) the lesson does get good! Dr. Hall said the trick is to plan, plan, plan and make sure you have everything prepared in advance. Indeed, transition is a time when you can loose the kids and possibly waste more time getting them back; I have seen it time and time again as a Teaching Assistant. These are the lessons they really need to teach in school, and I am so glad Dr. Hall gives us those little tidbits of information. She is saving us a lot of aggravation by preventing us learning these things the hard way!

Our February 7th class began with microteaching on performance objectives. Marcia had made a “Jingle” that gave an example objective. I think the clapping rhythm definitely helped everyone remember the objective because we were repeating the phrase while we were clapping. I also absolutely loved the witch and frog example! The microteaching team definitely did a good job engaging the whole class, and I also thought that students would love how she made it “more fun” with speeding up the rhythm. That is another excellent teaching tool! Their anticipatory set definitely did get the class started. Their presentation explained Bloom’s, which I believe goes hand in hand with objectives, and also gave us a great working model to work on improving an objective. Our class also worked on an objectives worksheet that contained several objectives that needed tweaking. Many of these objectives were written in the special education format, which I think I am prone to writing because I just took Teaching Students w/Disabilities I last semester and I am in II now. I have written lesson plans for other classes before, and I do feel somewhat comfortable writing goals and objectives, but I think I can always use more practice. I need to get into the habit of writing objectives differently based on the needs and abilities of my students so I know this activity definitely helped me start to distinguish between a special ed and a general ed objective. In class we also did some exercises identifying standards- which are directly related to goals and objectives. I think the key to a good lesson is incorporating content from other areas in an interesting way because it helps kids make connections. As I quoted above, learning is when a student can take information and make it their own, Only when they can relate information from one source to another do they really understand it. Using multiple content areas in a lesson definitely sets up the ground work for doing that. Also, another reason I was happy to discuss standards in class is that I had to find out the hard way in Methods for Adolescence (ED5251) how to properly write standards in a unit plan. I did not know that you had to write national and state standards, and also include performance indicators, and I lost major points because of it. This was one of my first classes at the Mount, and I did a lot of learning as I went. Ooops. But, I was glad that we went over it now for the students who were in m shoes that day in class and also for the review. Our class also reviewed the MSMC lesson plan format, which is long but thorough. I always appreciate the recaps of what goes where, mainly because I still have my special ed lesson plan hat on. Switching gears keeps me on my toes! Our final class activity for the evening was determining how much of any given information someone remembers the next day. As a class we guessed percentages for discussing, reading, seeing, hearing, doing, and teaching information and we were surprised at how low the actual numbers were! The best way for someone to remember information is to have them teach or do it, which is incredibly important to remember for the classroom.

In our February 14th class the class discussed assessment and evaluation, and we also reviewed the different between the two. Assessment involves collecting information, and evaluation involves interpreting it. In order to tailor our instruction to the students’ needs, we need to do both of these. Our microteacher, Kristina, also mentioned the three types of assessment (diagnostic, formative, and summative), and when and how to do each. This was great information to know before our direct instruction lesson plans are due! Her anticipatory set included an extremely difficult test and a student who was upset that it was so unfair. This does happen in classrooms, and it was a great example of what not to do. The skit was funny and it actually relaxed the class as well. There are also two types of assessment, traditional and authentic, I think both are valid in their own way, and we should offer both to our students. There are so many learning styles in any one classroom that we absolutely must offer more than one means of testing to see what kids know. I like that we also discussed rubrics, because I think I can definitely use some practice on how to do them., In class we also discussed resources that have pre-made rubrics online, which is excellent to know. I have learned from experience with other classes that it can be very time consuming to make a rubric! I also had a lot of trouble deciding what number scale to use, what aspects to evaluate, how many aspects, etc. The list goes on. Being able to get a pre-made rubric (or even just using one to give you a basic frame to construct your own) is extremely helpful. By giving us these resources, it is also more likely that we will use them as teachers. I absolutely love the idea of rubrics- this way, the student knows what it expected of them before the project begins, and they also know how they can go above and beyond. Teachers can easily award points for areas where the student performed well and also make comments on areas that need improvement. I prefer this opposed to assigning one flat grade on an overall job. Rubrics give kids more feedback, and also a chance to improve (or supplement) areas of weakness. Another activity we did in class was watch videos on direct instruction. Our first video was on a second grade math teacher. Her lesson was a fabulous example of direct instruction, but the lesson itself was incredibly long. Our class also discussed transitioning during a lesson and what could have been done differently to make the lesson more “student friendly”. It was good to see some examples of DI before we prepared our rough draft of our lesson plans. The second video we watched was a definite non-example. This teacher cramped her kindergarten students in one corner of the room and was not engaging to say the least. I was happy that Dr. Hall gave us a good example of DI and also a bad example because it set the bar on both ends. It kind of created a high and low point in my head where I should fall between. That in itself was a good lesson for teachers- the power of providing non-examples as well as examples. Kids need to know both in order to do well.

These past two weeks in class have gone by incredibly fast, and have been saturated with information on writing goals and objectives and assessing students. I think it is great that we are learning these two skills at the beginning of the semester because I think they will have a tremendous impact on how we construct our lesson plans and also our webquests. So much of teaching depends on what we expect from our students, and we also need to make sure that our assessments are designed to measure our objectives accurately. We have actually covered almost every single component of our MSMC lesson plan in just these two weeks! All in all, I think our class is going well and I feel like I am definitely getting the tools I need to effectively and creatively teach my students.

ED5921 General Methods of Instruction Journal Entry 1

Two weeks ago a new semester started at MSMC and I have begun three new classes. I am excited about that, because it means I am well on my way to finally student teaching and finishing my degree. The first night of my Methods class was a nice, relaxing overview. My class is using WebCT again, which I know how to use but find can be a pain to deal with at times. I could tell that there were a lot of people in the class who have not had much internet or WebCT experience before, which I understand can be scary. I always try to remember how hard it is to try new things, especially since I am going to one day be a teacher myself. I always want to have that empathetic element for my students so that I can create an ideal learning environment. There does seem to be a lot of work involved in this course, but I have heard from many people who have taken the course that you learn a tremendous amount of information on preparing lessons, which is definitely what I need. I feel that I do not have the creative mind to make interesting and engaging lessons that will make kids want to learn. I do think it’s silly for me to feel this way- every teacher I know never has enough time, yet I am scared that I will have nothing for my kids to do!

I thought that the questionnaires in the week 1 readings were both informative and interesting. I think that a lot of people don’t think about what and how they are, and how it differs from who and what they want to be. Maybe that’s the secret to being a good teacher- constant metacognition and evaluating personal performance. I found that the age groups I prefer most (almost equally) were the 5-6 and 7-8 year olds. Both were approximately 70%. I work with first and second graders in my teaching assistant job and I have found that I really like second grade; first grade is a little too low in the beginning months for me. But, now that the year is half-way over, first graders are not too bad either. I would take any teaching job for any grade level. I like the academics of the older grades and I just like kids in general. So, any job would be nice. As far as educational philosophies go, I am a cognitvism/constructivism and information processing educator. I have always thought that any individual will only retain information he or she finds relevant to themselves, and have always been a huge advocate of authentic learning. I also believe that the human mind is a sieve for information ; our minds have countless capabilities and if a person understands the underlying concepts in any given situation, he or she will be able to remember it. I scored lowest in the behavioral philosophy, and I am actually happy about that. I studied behaviorism in undergrad (I was a psych minor) and I also did some research on behavioral theories in ED5210 in January. I think that a behaviorist theory is results-driven and is all about shaping individuals to conform to a pre-determined outcome. I cannot teach or learn like that. I also am somewhat reassured that my test scores are accurate because I knew I did not like that teaching style from the get-go, and I was happy to see my scores reflect my true feelings. I think that the study skills survey also helped me evaluate how I am doing in the schoolwork area. I think that study habits are definitely something that changes over time- and it should be evaluated periodically. I am happy that I took this survey and thought about how I am performing academically; this semester is going to be a busy one and I need to stay focused! I definitely cannot work unless I am organized- and this survey allowed me to “re-center” my thinking cap.

I enjoyed our second class meeting as well. I like learning about the basics of teaching- basically the “what” of the job- before I learn the “how”. It helps form an organized mental picture of what is expected of me and helps me to strategize the best way to do it. I also liked that there were visual diagrams along with the reading materials for the class- I am a very visual learner and I think that the pictures help my “mental scaffold”. I liked the lesson plan project very much as well. I liked that we god to brainstorm with a partner- I think the best ideas are generated this way . My partner, Kristen, and I came up with a lesson plan for measuring ingredients that would be used for making a casserole. She came up with the idea, and I thought it was fantastic. What is funny is that I also was glad we got to remain in our seats to present our lesson plans. I know it sounds funny, but I think all graduate students get nervous when they need to present to the class. And we are all going to school to be teachers- I think it is so weird! But, perhaps it is just being amongst peers, its more of public speaking than teaching- I guess. I am not a teacher yet, and speaking in front of the class does not bother me. But, I did think that the assignment was more relaxed and comfortable for the class because Dr. Hall kept it “low key”. It was a great opening assignment that got creative and collaborative juices flowing. I also think the class’s attitude towards WebCT changed a little bit- I think once people begin using technology it helps them to realize that it isn’t so bad. All in all, it has been a great first two weeks in class, and I am excited to begin doing more!

Farewell ED5210

Last night was the last night of ED5210. Looking back on these last three weeks, I cannot believe how much I have learned about teaching! The readings and discussions really made me develop a stronger sense of what school is to children. I suppose the most important thing I learned is that it will be my responsibility as a teacher to help each student make the most out of his or her education. Every student comes in with something to offer to the rest of the students, and every student also has something that interests them. I just need to be able to discover it. I am really going to miss this class. I enjoy being busy, and this class kept me busier than most! I enjoyed the group work- it is nice to have shared responsibility, and two (or more) heads is definately greater than one! Like I said in a past entry, working with others helps everyone use their "untapped" gifts; it brings out the strengths of everyone in the group. This is also important in today's schools. I think this class was the most hands-on and practical class I have taken to date. That alone was a good lesson, considering I was able to learn a TON of new information in a short amount of time! After this class, I am even more excited to soon become a teacher!

The nature of schools in the education of children is to provide them with what they need, be it clothes, a computer, a place to feel safe, a fun lesson about learning to add double digit numbers, acceptance, anything. Our job is not to just give kids stuff they need to know. We need to prepare them for the world beyond school. These kids really are our future, and they will only be as successful as we teach them to be. The nature of a school is to encourage kids, and help them develop their own strengths. School is where kids learn to tie it all together- learning, fun, compassion, respect, curiosity...Everything they will need to be a member of society. So, the nature of school is simple- provide and encourage. And it all starts with me, the teacher. So, it is with a bittersweet heart that I say farewell to ED5210 and my group and my professor...But I think that the skills and experiences they have all given me will certainly last a lifetime.

Thank You All!

Journal Entry 3

As I look back on all of the assignments and research I have completed during these last three weeks, I am truly amazed with how much I have learned from this course. Truthfully, I did not expect to do or learn as much as I did, and I am really glad I chose to take Ed 5210. I have developed as a learner and as a teacher. In this short time I have made my own webpage, my own blog, my own wiki, learned how to do a podcast, and have even become a better typist! I also learned about a lot of new websites like letterpop that can help me when I have a classroom of my own.

I think the most important thing I learned from this class is how crucial it is to implement technology in the classroom, and I also learned several ways in which to do it. I am very excited about developing projects such as my webpage- I think I am now addicted! What surprised me the most is how quick and easy these things actually are. Many technological tools just take a few clicks of the mouse and some creative thought. I could not believe how many great tools there are out there that are completely free- all you need is a computer and the internet! The most beautiful thing that technology adds to the classroom is that it gives you boundary-less information. You can go virtually anywhere in the world, and you can even have classes taught anywhere in the world! There is no limit to the information you can find, and the connections you can make. The way people are learning and communicating has evolved into such a fast-paced whirlwind of knowledge, it blows your mind to think that teachers are not using it to its fullest potential! As a teacher, I am going to make an effort to have my kids on the computer every day if I can.

In this class, I learned how the roles of the teacher are shifting from a “lecturer” to a caregiver to their students. Many students have special needs and different learning styles, and I feel that it is the teacher’s responsibility to try everything in his/her power to make a connection to the students. Moreover, I think it is the “new school” of teachers who are going to have to assume primary responsibility in changing the way kids are taught. Much of these new educational reforms must begin in the classroom, and in order for these changes to work, there must be willing and dedicated educators at the forefront. I have mentioned before that I think it takes a special kind of person to be a teacher. There must be an underlying intelligence with the desire to do good in the life of someone else. I think this is also what separates us from other nations and shows us just how far we’ve come. We have gone from a traditional pencil-and-paper unit to caring about the individual student’s needs. This change is not completely finished, however. But I think it is a huge start knowing the initiative is there. We as a nation have begun to see education in terms of the individual, much like the laws of our society are meant to protect the individual. We live in a country where people are free to express themselves- why not let it into the schools?

What is fascinating is that school is a mini of society. I had never viewed a school like that before I took this class. I don’t think I thought about it much at all, to tell you the truth. I think that I am at a big disadvantage not being a teacher yet. I feel like I have so much to learn still that I may never be ready for my own class. It is important to constantly incorporate different cultures into the classroom, simply to appeal to all learners and to teach students tolerance. I feel that much of the disagreements in the world today across cultures are due to lack of education and understanding. That is something that can only benefit from learning about these things starting at a young age. I learned the most about political influence in education through my group’s presentation on political issues in educational reform. I never knew that so much of America’s money went to education (almost half!), and this bill runs to over $500 billion! That is a lot of moolah! But still, I find it ironic that this is seldom enough for schools. I think it is sad that funding has been (and it seems like it always will be) an issue. I also think that it definitely isn’t going into the teachers’ pockets! (But, as I have discussed in previous blogs, good teachers are in it for the kids, not the money).

One thing I am glad I learned in this class is the differences in education that students receive. I think public schools are a great “melting pot” in the sense that there is a diverse student population in most schools, including students with special needs. However, I think that one downfall to the public school system is that we cannot guarantee that students of different racial or economic backgrounds is receiving the same education. I think that our school system still favors families of higher economic status, which is also usually a white family. In order to improve on this, I would like to use as much differentiated instruction as possible. I want to make sure that I am able to reach every child in my classroom, and that each of them gains knowledge and understanding from the curriculum. I also want to make sure that all ethnic groups are represented and celebrated in my room. This can be done through thematic units, parent/guest speakers, and research presentations.

It is crucial to involve kids in their own learning. I think that allowing a student to have some sense of control over their education creates a feeling of autonomy and relevance to learning new things. Kids need to know that it is their responsibility to learn and use new knowledge; otherwise, they will not be ready to succeed in the real world. One of the greatest gifts a teacher can give to their students is the ability to be inquisitive and ask “Why”. It is this mentality that allows for changes to happen, and for our society to intellectually advance itself. Without these gifted minds, there is no progress. After taking this course, I have realized that our world is changing how we communicate and how we learn, and we as teachers need to adapt to that. As a teacher, I must be flexible. I must be okay with trying new things and be patient with them. I must always think about my students, and the world they will be living in. I am happy to say, this class has both taught me these requirements, and helped me develop professionally so that I may one day rise to these challenges.

Types of Schools- variety IS the spice of life

With so many choices out there, I wonder how people choose what type of a teacher to be and what’s more- how to choose where to send your kids! I would have to say that out of all of the school choices out there, I most want to work in a public school. Aside from the great insurance benefits and union, there is a certain aura about a public school: it is the miniature of society. I think it is the diversity of a public school that gives it its flair. It is a place for everyone; all students “belong” there. I do think that if parents can afford a private school that may be a better choice, but then kids are only learning with a specific group of other students. Many times, it is the financially well-off families that send their children to a private school. Granted, more money usually means better education. But, if you take away the invaluable lessons students learn about acceptance, tolerance, and working with people who are different from you, you are taking away the whole core of a student’s education. School is the means by which children become assimilated into American society. Other countries have rights-of-passage and religious ceremonies, and we are still brought up by our parents, but much of our preparation for the real world comes from what we learn in school. We learn about laws, rules, personal space, respect, authority, rewards and consequences, how to share, and most importantly, how to get along with others. I feel that private schools are more willing to let discipline issues go and if a child comes from a well-off family, they most likely don’t need to share anything because all of the kids have it.

I do think that magnet schools are an excellent alternative to a mainstream public school. Even though I am an advocate for the public school system, I do feel that there are large areas that need improvement. As I mentioned earlier, all kids to “belong” to public school, but that doesn’t mean public school works for everyone. I think it is terrible that public schools simply don’t work for some kids, and I see this as a failure on the schools part. Some kids need more to succeed, and this can get expensive. I know that this becomes a wild tug-of-war between schools, families, and the tax-paying public. But, I do feel that the teacher’s attitude towards kids can go a long way, and it is definitely free. However, I see the emergence of magnet schools as a light at the end of the tunnel for many students. There are plenty of students out there that are simply not interested in literature or home economics. These kids need the hands on that a magnet school can offer. Or children from broken or impoverished homes can get an education that will give them a chance to be something. The specialized training that kids get from magnet schools makes them more marketable to big Universities or gives them vocational training to get a career job right out of high school.

Now that I think about it, teaching in a magnet school would probably be a good job for me as well. I have a B.S. in Biology, and I love the sciences. Teaching a higher-level biology class and having a lab section would be something I would love to do- and the thing with magnet schools is that the students WANT to be there and learn. I feel that in a public middle or high school, many kids aren’t interested, or they don’t understand. So, they don’t do their work or they cut class. In a magnet school, teachers probably wouldn’t have to deal with that too often because none of the students have that attitude. Also, the selectivity of the programs would probably have some consequence or expulsion with behavior like that.

Charter schools are also a good saving grace for the public school system. In our readings, I read about the “ripple effect” that charter schools have on the community. I think this phenomenon is both amazing and wonderful. Not only does it improve the education and test scores of the students that attend it. But the school also raises the bar for the neighboring public schools as well. This is almost a “shame on the public schools” situation, though. It shows that many urban schools only do just enough for the kids- they don’t improve unless they have to. On the more positive side, I guess it prevents more schools from “crossing over” to charter. It gives these other schools a second chance to save themselves before the public steps in. I think that in order to work in a charter school, the teacher needs to be a specific type of person though. There definitely cannot be a “summers off” teacher working there. I think it is probably those teachers that made it turn charter in the first place. I think that the teachers need to be there for the kids, and want to give them everything they can to make their education the best it can be. Charter schools are almost like putting a pot of boiling water under the teachers that have a cushy tenure. It wakes them up, and reminds them of why they actually have a job- to help kids! I think I would love to work in a charter school, but I would just be a little concerned about health insurance and union stuff.

I saved home schooling for last on purpose. I think that home schooling can be a good thing for some families, but I would never, ever home school my children. I think that I could be a good teacher for them, mainly because my mom is a very smart woman and she gave me a good example of motherhood. But, I think that parents are teachers for their children in much a different way than a teacher in the classroom. Children need to develop autonomy from their parents, and I think that home schooling prevents a lot of that development. I also mentioned earlier that public schools teach students many things besides a curriculum. They get so much out of school, and I think that home schooling cannot provide this same education. I do respect people’s choices to home school, but I know it is definitely not for me.

So, all of that being said, I think that it is a great thing that there are so many different choices for parents in choosing what is right for their children. We all don’t learn exactly the same, so it wouldn’t make sense to send everyone to the same types of schools. I think it is the freedom of choice that also makes our school systems better- it creates a sort of “competition” between schools, and gives them a system of “checks and balances” to meet. Having a choice keeps any one school from forming a “monopoly” in which they do not strive for the best and push the students to succeed. It is this choice that keeps the government, school administration, teachers, students and the public all on their toes.

Technology- Friend, not Foe

I have been doing work for my ED5210 class for two whole weeks now and I have to say that I am not only very comfortable using different internet resources, but I am also excited to brainstorm ways I can use them while teaching. The funny thing is, I am getting more used to doing my classwork online and meeting with my group, but my class is over in less than one week! Isn’t it funny how those things work out? I love to be busy, and this course has definitely done that for me. The time I spend with my group and researching materials for our projects seems to fly by; I can literally get lost in time on the internet! But, I also think about all of the topics we have discussed and realize that it is not just the podcasts and the blogging and my wiki. I have really developed as a professional. I have asked myself what type of teacher I think I am going to become, and also what type of teacher I want to be. When I look back on these two weeks I can’t help but say, “Wow, you’ve come a long way, baby!”

Technology- It's only as good as the people running it

In my class tonight, a fellow student told me that it is not important whether or not a classroom teaching tool is considered a technology. I was very taken aback by this statement. I DO believe it is important, namely for one big reason. The profession of teaching is a somewhat individual one; teachers do work on grade-level teams and do give each other ideas and lesson plans. But, in teaching there is also a lot of opportunity to "do your own thing". Your classroom is yours, and you decide what the day's activities are. Therefore, I think that how a person classifies technology is extremely significant. How well (or poorly) a teacher utilizes technology is directly related to what he or she perceives technology to be. Furthermore, if a teacher feels he or she is implementing technology in the classroom successfully, he or she will not make a huge effort to up the ante. For example, if a teacher (who is not too tech savy) considers technology in the classroom to be an overhead projector or using math software to allow students to play an adding/subtracting game on a computer, simply using these devices throughout the day will satisfy "implementing technology in the classroom" for that teacher. Teachers need to understand that using anything in addition to standing up and talking is a form of technology, but how in depth and complex the tools are also matters. I think that marker boards are great to have in a classroom, as are overheads. Kids love to write on the overhead. But, these technologies are much less complex than a computer with internet access. The extent that a teacher uses the most current and innovative technology depends on how that teacher defines such technology. We need to know what is out there so we can compare what we ARE doing to what we COULD BE doing. My colleague telling me it is not important is wrong. Because teaching relies largely on one's ability to self assess, we must take into consideration what our personal beliefs, comforts and biases are. I also think that public standards, such as LoTI, are wonderful because they create a "par" to achieve and surpass. As a technological society we need to remember where we have been and how far we have come, and also need to recognize that our society is coming up with new used for technology every day. Before we can decide what technologies we want to use in our classrooms, we need to decide what technologies there are available. Marker boards and overheads may seem like fossils, but what happens when our glitzy computers don't work?? We also need to embrace the older stuff, the stuff that got us to where we are now. We should also make our students familiar with these older technologies, and realize that all technologies, be it a chalk board, an overhead, a doc-cam, or a computer projection screen, help make our job of teaching easier and more interesting.

Each member of my group, myself included, feels that technology will definately not go away. My predictions for the future of technology and education is that is that it will get more complex and beginning at a younger grade level. And I think it should. Kids are all using the technology at home, and they are teaching themselves at age seven how to make their pwn webpage, so why not just let them do it all at school, too? Many people I know that are a wiz on the computer are self taught. I think that the kids who don't have access at home, those kids on the lean side of the Digital Divide, are going to be at a major disadvantage. They need to be caught up at school on the 50% of computer time they statistically miss out on. Letting kids explore on the computer at school, for no matter how much time a day/week, can only help them, not hurt them. I am completely in favor of school filters and monitoring just because of the nature of what is out there lurking on the net, but every kid needs the exposure. I think that it is the teacher's job to make sure that all kids get the same great opportunities at school, no matter what home is like. I think as teachers we tend to overlook a lot, and also assume that school is a suppliment for all of the things kids have and do at home. As teachers, we should always try to make the materials and lessons at school a memorable and exciting thing filled with authentic learning- which DEFINATELY incudes the computer/internet, if nothing else!

Current changes in the school system are gravitating towards a more technology savy future, be it as slow as it is. In my group discussion, we talked about the different between change and reform. I do think that all reform is change, but not the other way around. I think as professionals that facilitate change, we need to accept that not all changes work. We may need to tweak them a little bit before we consider them a reform, a success. Sadly, I do not think a lot of people stick around long enough for that to happen. I think that the new, innovative things scare them. Some reforms may be just that- an amendment or a minor adjustment. I do not think people always view these things as full on changes, they see them as doing something a little different, but they are still doing essentially the same thing. For example, I don't think people minded the overhead projector because it was a reform of the blackboard- and it was easy and more convenient. But the Smartboard is an innovation, one that people do not all like because it is completely diferent than writing on a chalk or marker board. Things can go mechanically wrong, or just be too confusing to even successfully use. Or, people just don't want to excite their students too much (I have seen teachers like that, too *shudder*). All change is inevitable, but I think older teachers prefer the reforms to the innovations. I think that newer teachers are so accustomed to the technology and the changing environments of education (that they themselves are currently learning in) so they are not opposed to them. I also think that there are a lot of younger teachers out there that are purposely trying to instill innovative change in schools. I also think we need this in terms of technology. I tend to revamp my whole classroom dynamics through the use of technology. The way schools are run is changing, just like the students' learning styles. We need to embrace technology, and not try to run from it. If we do not get on the band wagon now, we will be totally lost when technology is no longer an "option" or a "supplement"- it may just one day become the "whole shebang". We need to get ourselves- and our students- ready for the changes.

Journal Entry 2

When examining teachers as change agents, it is important to think about the roles and responsibilities a teacher has. There is a multitude of titles a teacher assumes throughout the course of a day: caretaker, mom, nurse, instructor, guide, nurturer, encourager, and so on. In our class discussion on Thursday January 10th, our class discussed as a group how these roles are different from teachers 30, 50, or 100 years ago. What a teacher is to a student largely depends on the students needs. But, in order for a teacher to serve as an agent of change, he or she needs to first be able to recognize the specific needs of each individual student. It is for this reason that teachers must form authentic relationships with students. It is important to know what students are interested in and what the cool toys and movies are. Letting the students know that you like what they like and that you "speak their language" helps foster an authentic relationship. This also helps teachers in tailoring class instruction and projects to interest and motivate your students, and also makes it more likely that your students will be receptive to your teaching.


One way teachers can "generically" make lessons and instruction more "kid friendly" is through the use of technology. Using technology in the classroom is an innovative and motivating way of catching kids' interest. Furthermore, the internet provides current and easily accessible information on just about anything you can think of. It is great for those "teachable moments" where a random subject is brought up and can lead to the most extensive of tangents, and also for online exploring. Authentic global issues can be researched and students can work in teams to propose solutions to these problems. One major issue of using technology in classrooms is how well teachers can understand and use technology. From what I have observed, the five most common uses of technology in the classroom are: 1) doing math and ELA games, 2) learning to type, 3) accelerated reader tests, 4) watching educational videos (e.g. how tofu is made, electromagnets…), and 5) doing small research on a topic in class (Askforkids.com). All of these applications do made learning more interesting for kids, but I have never seen teachers use classroom technology to create a project or do a webquest. These are two simple applications of technology that can be awesome learning experiences for children. They get technological experience and also get the satisfaction of exploring and being in control of their own learning. Authentic learning from a global issue or a webquest can also be a great source for practice in critical thinking as well. As I mentioned in a previous blog, critical thinking is not something you can specifically teach. You can train a mind to look at an issue for more than one angle, but critical thinking is a very independent activity. You cannot specifically teach a person how to think critically because we all learn in a different way. However, as a teacher you can give your students topics to think critically about and have them work in groups to problem solve. Allowing different minds to work together will give them the “practice” at looking at problems differently, and also give them experience in working together.

I think that teachers fail to use technology more often in the classroom because they are not sure how, or they are not comfortable enough to use it. Many “veteran” teachers can feel squeamish when it comes to using the big, scary computers that their students can run circles around them on. But, this can be solved in two ways: teach the teachers to get familiar and comfortable with simple computer applications or let the kids teach them. The teacher and students could learn together, and nothing would empower a student more than teaching their grown-up teacher something. When I am a teacher, I will be sure to use technology in my classroom to the fullest extent possible. I am glad I learned about the LoTI framework. I feel it is much easier to rate and improve yourself is you have a standard to compare to. Some teachers may independently think that they are effectively using technology in the classroom, but when they compare themselves to the LoTI framework, they may only be on a level 2 or 3. I do not think I would be able to achieve a level 6 at the elementary level, but the framework at least provides me with guidelines that I can follow for using technology in the classroom, as well as provide ideas for new ways to use technology. To date, I have created my own web page, a blog, a wiki, and a podcast for this class, all things I have never done before. Before this class, I suppose I had an “average” skill level- I could email, shop, chat, I had MySpace and Facebook, I can effectively and properly use search engines (Boolean operators, etc.), and can find research materials (scholarly articles, references for papers). I do understand computer applications, and could upload and download files. At the start of this class, I was a little confused about how to do some things but once I learned how to do them, I was experimenting with my pages and was immediately thinking of how I can use these things when I have a class of my own: webquests, a class website to post information about upcoming events and assignments, post fieldtrip pictures, send out notices to parents. I do believe that education and training prior to teaching with technology is the best way to ensure that these advantages will make their way into the classroom, and I believe that this course is helping me get on my way.

Teamwork

In our class this evening, my group was very confused about what our assignments were for tonight's chat. None of us seemed to know what projects were due tonight during class, and we were not sure what the requirements were for our project due on Monday. One of my group members took the initiative to email Dr. S, and so we will figure out what needs to be done. But, after this four hour online session with my Ed5210 group, I have been doing a lot of thinking about teamwork. More specifically, the benefits of teamwork. What do we all get out of working with others? We get shared responsibility, and sometimes we get a different perspective on things. We get another head to do the thinking. We get a hand to hold when we are stressed or confused or just stuck on a project. After all I have thought, I believe the last advantage to be the most important one: a hand to hold. Trying new things, like a completely online class, can be scary and discouraging when we do not feel we know what we are doing. Sometimes, doing these things gives us the feeling of inadequacy, or just a loss of control. Knowing that you have other people feeling the same way you do is perhaps more settling than knowing exactly what to do. It tells us that it’s okay to be confused, and that we can all help each other, even if it is just allowing each other to vent that we are confused! Having experienced people on a team can help novice members, too. For one thing, it allows the people who have experience to teach others, and reaffirm what they already know. It is also reassuring to those who may not feel they are capable of doing what is expected of them. Having the support of those who have been there and gotten through it provides a real-life testimony that I can do it, too.

These are the feelings I sometimes get about teaching as well. I tell myself I am not sure if I can, but I also tell myself that there will be many teachers on my grade level that have the experience and materials to get me through it. I just hope I get a really good mentor. And I also hope there are some relatively new teachers on my GL as well to share my frustrations with and to let me know that I am not alone and that it is okay to be nervous about doing my job well. Perhaps all walks of life involve a team in some way. Whether we like to admit to it or not, we all need to have someone there with us, to measure ourselves against and to let us know how we are doing. If all we have to check ourselves against is us, then how do we know how we are really doing? I think that without the closeness of others, we lose our sense of self. Teamwork, be it a positive and productive relationship or a negative and competitive one, teaches us about ourselves. We learn about how we think, how we express ourselves, how we value different points of view. These are all things that I hope to take into the classroom with me. Working with others, and being able to share my experiences with my peers gives me something I can not get on my own: reassurance. I think it is important for students to work together and foster relationships on all levels. We need to let young children learn how to help one another and relate to one another. And, once in a while, we all need someone to hold our hand.

Critical Thinking

The article I read on critical thinking, Critical Thinking- Why is it so hard to teach?- provided some interesting insight into how the mind works. I actually thought the idea of teaching critical thinking to students is a little bit of an oxy moron: How can we teach students to think, when research has shown countless times that everyone learns differently? As I read more of the article, I began to think that the best way to show a student how to critically think would be to let them think for themselves. The main component of critical thinking is that it is self-directed; otherwise, it is not critical thinking. But is it possible to teach students how to think? It is not our job as teachers to think for our students, or even tell them what the most important factors are in problem solving. These can all be subjective things. It is our job as teachers to give students the opportunities to think critically for themselves. We must incorporate the higher levels of Bloom’s taxonomy into our teachings. We must present our students with authentic instructions. We must ask kids questions to get them thinking, the “what if?” and “why do you think?” questions that will allow them to sit and think about what they think. About how they feel. Also, we must interest them in what they are learning. This will give them a reason to think about the material. J+Kids always ask, “Why do we need to know this?” Without an answer, they have no reason to consider the information relevant, and will not see a reason to think about it.

I think the best way to foster thinking is to assign group projects, such as webquests or group debates. This gives students the ability to solve a problem, and also work as a team to solve it. The saying, two heads are better… Well, I believe that to be entirely true. But, the teacher is just one person. How can a student learn to think from different angles when they are only guided by the teacher’s train of thought? I do believe the teacher should participate and facilitate the students’ thinking, but the bulk of the work should be done by the kids. Everyone has a different perspective to offer. Why not let the kids teach each other how to think critically? Teachers should foster higher levels of thinking in all subject areas. But, I believe the best way to do it is to plant the seeds and give them water, then watch the flower grow.

Teachers as Change Agents

I believe that everyone has at least one teacher in their lives that has inspired them in one way or another. As we grow, we are inspired by many different individuals, but there is always that one teacher whose voice stuck with you. After I read the course material on teachers as agents of change, I began to think about how the role of a teacher in a child's life has changed. Years ago, the primary concern of the public was the moral character of the teacher, but in today's standards what the teacher is capable of in the classroom is at the forefront of what is important. I believe both are of equal importance. The best teachers practice what they preach, and set a good example for their students. The moral character of a teacher is especially important nowadays because teachers are beginning to take on the role similar to that of a parent while the child is in school. Teachers tie shoes, blow noses, teach girls to cross their legs when wearing a dress, correct bad language, teach students right from wrong, promote good hygiene, instill the Golden Rule, instruct students to be tolerant of/accept one another, etc. For these reasons, a teacher should develop authentic relationships with their students. A teacher’s pedagogical character defines how effective they will be at teaching their students. Our readings mentioned that teachers today are expected to aid students in constructing their own knowledge, which I think helps students become better learners. They feel in control of their learning and are able to make stronger connections between old and new materials. The pride from “figuring it out for themselves” also gives them the encouragement and motivation they need to continue learning.

One idea mentioned in our readings that made me think was the predictable stages that teachers go through: concern about survival, concern about their teaching situation, and concern about the social and academic needs of their pupils. This immediately made me think of Maslow’s Hierarchy of Needs, that you cannot go on to the next stage unless your current stage is satisfied. The stages of learning to teach really made sense to me, primarily because I know I am at stage one right now. I am very happy with my decision to become an elementary teacher, but I sometimes worry that my ability to creatively and effectively teach 25 young minds is weak. I am not entirely familiar with every grade level’s curriculum, and I feel that I would heavily rely on my veteran colleagues for help with thinking of lesson plans and course materials. As a TA, I see this interaction among other teachers all the time, so I am no longer deathly afraid of not “making the cut”, but I do still worry some because I am anxious and eager to prove myself as an educator. Some of the teachers I work with have told me that it is because of these concerns that I will be a good teacher. I suppose I do agree with them, although this stance may be partially self-serving. No one wants to be “just okay” at their work, especially something they are passionate about doing. They want to be good at it, and are afraid to fail. But is passion enough to spark the rest of the professional development? Sometimes I say yes, we can do anything we put our mind to, anything we want to do. But then I really think, not in a job like teaching. I think that teaching is so much more than a skill one has. It is a talent. It is a lifelong learning process. It is not something to be taken lightly by any means.

So, what then separates the great teachers from the not-so-great ones? I believe that it is simply why they do it. Why they go to work everyday. I seriously doubt that there are people who become a teacher just “for the money”. Sadly, the public is very far indeed from overpaying its teachers. But what about those “summers off” teachers that are not in it for the money per-se, but the little perks that come along with the job? The ones who start the count down to June 30th on September 1st? First of all, I do not even consider that actually living. Who wants to go to a job that they dislike for ten months just for the ten weeks they have off? I know there are more days off then the summer throughout the year, but these ‘vacation days’ are not easily traded. A teacher must grade papers and plan. This cannot happen while they are teaching; it must happen outside of those responsibilities, and sometimes this follows them home. Probably most of the time. And I think the great teachers are okay with this. Great teachers are willing to accept the job with their arms wide open. They want to make a difference in the life of a child, and get enjoyment from watching young minds learn and grow. I feel a great sense of pride and accomplishment when I realize that I taught a student something. That I actually made a difference to one child. Great teachers are just as interested in educating themselves on how to do their job better as they are interested in educating their students. I also think that great teachers take charge of their own professional development and really strive to improve, no matter how well they appear to be doing.

I believe that it is these truly great teachers who have what it takes to be a change agent. Learning can never be “one size fits all” and therefore, teaching cannot be that way. We need teachers who get their students thinking about why things are the way they are and what else they could be. The teachers of today are indirectly responsible for the future, and we need to develop minds that are capable of doing great things. We need to teach children to experiment, to ask, what if? And in order to so this, teachers must also be capable of reaching out to children. In my job as a TA, I feel I have seen both great teachers and not-so-great teachers. But what I have also seen is that kids learn in spite of us. Children never stop asking questions and imagining things. But, ultimately, it is the truly great teachers that will inspire their students into adulthood and throughout life.

Politics, Society and Culture in Education

After doing my research for the group power point presentation, I was surprised to find out that the government currently spends almost half of our tax dollars (41%) on education. There is an incredible amount of money being exchanged in the name of education. This fact alone creates a political issue out of schools across America. I consider much of politics and society to go hand in hand, and I see it as a chicken-egg routine. America wants to see its tax dollars being spent wisely, and the whole NCLB act wants every student in America to take a standardized test and shine. I can't say that the implementation of standardized tests is a complete travesty, though. In my research, the issues of improved technologies and globalization flooded the net. Our children will be in a world much farther than we are in now. They will NEED to be capable of competing on a global level, and technology skills are a must have, not a bragging right. I do believe that NCLB has reared its head with unnecessary force; the conditions under which some students are tested needs to be changed, namely students with special needs and students who are ESL. One issue that was discussed in our class was the increase in ESL students in recent years, and how school systems do not make any special accommodations for these students. The best way for someone to learn a language is to immerse oneself in it, but what about the parents and families of that student? How can that child’s parents help them with their homework if they cannot speak English? What’s more, how likely is it that a child will perform to their full academic potential on a standardized test if they are having trouble reading the questions? This particular situation is one of the oxy-morons of education that I do not have a suggestion for on how to fix. Me and the entire general public, I guess. Not that more money would not fix the situation (bilingual textbooks, translators, tutors, language lessons for teachers, etc), but the American people do not want to spend MORE money on teaching students English, they just want better schools. And by better schools, they want higher test scores. This part I do not agree with. The academic performance of one student on one day of school (under stress, no less) cannot validate an entire year of school. Education is such an individual experience; it is difficult to quantify what is quality education. Who is to say that a child did not learn anything valuable just because they did not master what was on one test? The thing I constantly heard in high school was, “It’s not on the regents, so I won’t teach it”. So it is not worth knowing?

The increase in ESL students also demonstrates the social impacts on education. Typically, non-English speaking families live in inner-cities and have a lower socio-economic status. Students in this situation do not receive an education equal to an economically privileged student. Aside from financials, students also learn at different rates and with different instructional methods. Boys and girls learn differently from one another. Students also have broken homes, divorced parents, and cultural familial roles to deal with as well. The world is not what it once was, and students are pressured as much as the rest of us. It is difficult to know one’s place in society when there are so man expectations to live up to. Many times, teachers think about how their jobs are changing and how they have to live up standards and appeal to diverse learners, but how often do they think about being a kid? I try to keep myself in perspective reminding myself that I am a student as well. I try to keep in mind how I manage school into the rest of my life, and the stress I find myself under at times. Managing three classes, a full time job, and a social life can be very challenging. I cannot imagine if I had children on top of everything else. I know that students do not have the same complexities as an adult, but the students’ emotional development is also on a small scale as well. Small things to us are the big things to them. I feel that the prerequisites mentioned in the Nature of Education and Schooling reading (vision, character, and competence) are especially important in today’s society. How else can a child develop the mentality he or she needs to survive emotionally in this world?

Schools are a mini-model of the society in which they exist. The school community needs to be one of tolerance, safety and understanding. I feel that in order to effectively teach students to be an active and successful part of our society, we must embrace our differences and mold our educational system to guide change, not respond to it. Our classrooms should be student-centered places for authentic learning. Teachers should teach scaffolded instruction and also lead by example. Classroom environments should be welcoming and full of encouragement. I have seen some teachers criticize students’ art work and creative writing, which I am completely opposed to. Children should not go to school to be judged; they should come to a place that empowers them to be as creative and subjective as they want. Our society is no longer one size fits all; we all wear different clothes, celebrate different holidays, speak different languages, have different family structures, learn in different ways, and have different values and beliefs. There is no way we can shape all of our children into one mold. Though our students are small, we must not lose sight of them as individuals. They must become independent thinkers at a young age, so they are prepared for the world to come.

Change

One of the many themes in life is that generally, people to not like change. There are some people who embrace it, and even facilitate it. In history, the innovative thinkers have been the ones to spark major changes- people like Ghandi and Martin Luther King, Jr. From a psychology stance, these are the people who reach stage six of Kohlberg's stages of moral development. Most people operate on a stage two: self-interest orientation. Basically, you scratch my back and I'll scratch yours. Stage sixes are the people who are interested in universal ethical principles; they are the self actualized members of society who act on the greater good of society as a whole. The reason I remember this theory is that I always strived to be a level six. There is also the stages in between, and people cal vary among the stages at any given time in life.

The main question I asked myself after reading Education and Change on our course materials reading list, I thought about why most people do not like change. Since most people are operating on a level two, I believe they are asking themselves, "Am I going to even get anything out of this? Is it going to be extra work for me?" I have found that people are typically more open to chnge when it is favorable for them. But I think there are actually twoe main reasons that people do not like change, no matter what stage of moral development they are at. People are afraid of being unhappy and of failure. Unhappiness can be brought on by failure, thus complicating the emotions associated with change. People need to be reassure that they can always go backl or make things better. I myself need these comforts. No one wants to not be good at something. I think that with education, there is also another emotonal component for "veteran" teachers. The teachers that have been teaching for 25 or 30 years may feel personally attacked at the suggestion of change. Perhaps they are intimidated by the new age of teaching. If they have a nice cushy tenure to blanket themselves with, there is little chance that there will be no opposition to a proposed change.

But I find the nice thing about teaching is that it is, for the most part, an individualistic career. You do work on grade level teams, and with several other professionals, but and collaboration still deligates respponsibility and accountability to the individual. We decide our own lesson plans, and how we are going to instruct. If there are some people opposed to a change, then the majority can still practice it with little interruption. You can always hope that the opposing few will see a successful outcome of a change down the road and eventually hop on board, which is okay too. Some people need to see how something could or would be before accepting it, and find out how different or invasive the change is. When changes are made on the administrative level, there is little room for choosing yes or no. But even then, there are still people who slip back to their old ways or outright refuse. I think this is the fear of failure coupled with the "I am not going to let other people tell me how to do my job" stance. The truth of the matter is, I believe that people who are stage sixes make the best leaders and the best educators. How can someone be in it for the kids if they are not concerned about them? If they do not think about how the world will affect the individual, then what good is it to try to prepare them for the world? One of the biggest changes in education today is the need for teachers to be able to think outside of themselves, and look at the bigger pictures. They need to be astute to a child's needs and the demands of society. They need to be able to lead by example. And, most importantly, they need to want to give others more than they give to themselves.

Journal Entry 1

Well, I am still working on my website, although I have submitted it as assignment HA1 already. I have to say, I never thought I would get as much enjoyment out of making a webpage as I have. I think knowing that you are making something public for other people to see makes you invest that much more into it. I am also a perfectionist at times, and that can be quite a nuisance. So, in order ti accomodate my personality, I am considering my webpage a "work in progress" still.

As far as my first week of class goes, I am very pleased with my group and how we work together. We do still need to iron out when we are meeting so we can make sure we will have the full 15 hours, but we can take things one at a time. Our group has designated ourselves as the Cyber Students, which I feel is an appropriate name. I have always thought of myself as mediocre at technological things, but this course is definately upping my confidence in using the internet as a communication tool and a method of sharing and displaying information. I also plan on using the internet when I am a teacher to possibly post assignments and messages for parents. This way, the information is there for everyone who needs it, and everyone can look at it at their own convenience. I do understand that not everyone has internet access, so I also plan to "back up" my messages with a hard copy sent home with the student. Now that I think of it, I can use my webpage that I created to do it! I would just have to make some minor adjustments to the name of my page, etc. Oh, I just LOVE technology!!!!

Even though our class has only been in session officially for a few days, I feel I have done a lot of professional exploration and development. The html page under course materials titled "Is teaching for YOU?" really made me think about whether I have made the career right decision or not. As I mentioned on my personal web page on WebCT, I changed my major in college several times. I even ended up with two minors, business and psychology, because of it. I figured since I had so many credits in those areas, why waste them on just electives? I have always been that way, ever since I can remember. It's like I have so many choices that I cannot make up my mind. And even when I do finally make a choice, I second guess myself. Then, like someone switches on the light, I know when I have made a right decision. Onc I have made up my mind, I become very focused and set on the one goal. Isn't that weird? But, I would almost rather be the way I am (wishy washy until my gut feels its right) than the opposite way- just picking something I may become unhappy with later on. I try to be very thorough with my decision making process. And, I usually need to know if I can change my mind later on down the road. It's a security thing, I guess.

The decision to switch from Adolescent to Elementary education was actually one of the most difficult things I had to do. I had physical stomach aches from it. Sometimes I still wonder if I made the right decision, and I do worry. Some people said to me, "Well, elementary is easier", which I definatey don't agree with. It isn't easier by any means. It's just...different. Ultimately, I decided to change because with elementary school, there is more time spent with your students, and I feel that I would have more opportunities to do multidisciplinary projects and lessons. The students are more needy at this age, but luckily for me I have tons of patience.

So, with the question "Is teaching for me?"-Yes, I absolutely think it is. One of the reasons I changed my major so many times is that I love learning, and I would be a student for the rest of my life if I could. But, I have to pay bills somehow. My sister is a kindergarten teacher, and she showed me that teachers ARE life-long learners- always learning from colleages, students and themselves. I love my future career, and I lov the teaching assistant job I have now. I never have a bad day at my job, I love working with students and watching them learn. The one thing I do get nervous about is coming up with new and interesting projects for them, but I suppose that's where the infinite information and knowledge of the internet comes in. I try to tell myself the only way I can fail as a teacher is by not being in it for the kids. And I do not think my heart would let me do that.

My personal webpage is born

Well, I have been working on my HA1 webpage for a few days now, and it is finally coming into fruitation. I have been putting off starting my blog so I could isolate one thing at a time. Too much on one plate makes me lose my appetite, you know? But ED 5210 does not seem too bad- just quick. I have never taken an entirely online course before, let alone at the graduate level and for onyl a three week span. Well, to be fair it was like 5 weeks, but I decided to be lazy and take some time before the new year to veg.
But now I am back in the swing of things and doing okay. I am one of those people who cannot work well if I am not organized, so these past few days have been a little hectic for me. It is nice to take a minute and look at the blank blog screen where I can write whatever I want. Just to relax for a minute. I have enjoyed making my webpage; I probably should have created one logn ago. But the problem I have is I am a technology deserter. I have a MySpace account that I have not logged onto in over a year, and a facebook account that hasn't seen a new post in about two years. I try, but sometimes I feel that technology has us everywhere, and keeping up with all of this stuff either takes enough time to be a second job or a lot of money for access via cell phone. I have been meaning to update my MySpace account, but I know that means getting new pictures, new quotes, new questionaires, and probably 100,000 emails to respond to. The truth is, it is convienient to keep in touch with people, but I wonder how much easier it is to mail a letter or call someone on the phone. But I hate playing phone tag too. Ahhh, all this thinking. I do need to get back to me website, though.

So, that's all for now!
Cheers to my first blog ever!