Online+Class+Feb.+25,+2012

Please print out the class map and complete all assignments and homework by the due dates. Notice that the "in class work" is very light, but homework is a bit heavier.



Online Discussion Chapter 3 Palmer

1. How does your concept and use of “space” affect communication with your __students__? ~Juli Response to Juli- My "space" and how it is used is not really under my control. //My// __opinion__ of the space of my classroom and how many student can comfortably fit in it (as well as all the equipment and supplies) is much different than the opinion of the district I work for. **They** believe we can fit 35 high school students into my room (all of whom are taller than me.) **I** feel that anything over 25 makes the room crowded, and the acoustics are such that over 25 even when people are quiet (& really, how quiet can kids //be//?) it is noisy. Guess who's opinion counts in how many students are placed in my classes.

Response to Juli - In my classroom the space is also limited because we have almost 40 children sitting on top of each other. They sit at round or __square__ tables and when the children need to work around, it is impossible. They often hit one another with chairs, but this is an opportunity to teach manners. We have them say excuse me. The coat room is also limited space, which is terrible when you have 40 little bodies hanging up coats in the morning. - Tajuanna

Response to Juli- My space in my class is rather small. Our limit is 25 students. I currently have 19 but I am always changing the room around because I feel like I can not get around in my room to all of the children. I like to walk pass all of the kids everyday so that when they are doing good i can give them a pat on the back or if they are off task i can redirect them. The students bump into each other because of the space. I am always bumping into the tables or the chairs. I don't have enough room in my room to have enough room for center time. ~Tiaa

Response to Myself - My classroom is fairly large. In the begining of the school year, I had about 30 desks in here, however the previous year I was in a class that had tables and chairs, so I requested that the desks be moved out. I dont know what it is, but tables and chairs work better for the kids. The tables are arranged in an "U" shape, I use the inner part to circulate and talk with my kids. Also this arrangement allows students to physically see each other when discussing, so it makes for good eye contact. ~Juli-1

=== I have 32 students as of today in a small classroom. I had to bring another big table and have 4 new students share it. I don't complain, I just go with the flow as I have no say in regard to my class size. I could but it would fall in deaf ears. My power is limited!--Mamadou ===

===// **In the beginning of the year it was rough because I had over 35 students in my room with not enough desks, we preserved though and our administration hired another teacher so that we were about to split the classes and we now have one 7th grade class, one 8th grade class, and a 7/8 classroom. Therefore I went from 38 students to 26 with a few that have dropped since. Currently, my classroom environment is very comfortable and I am able to be versatile in my seating arrangements. I have had my classroom arranged in a big circle, in groups of 4's, in traditional rows and even larger groups. There is enough room to maintain proximity control, I can walk around the classroom to observe and maintain classroom management with ease. Tamika** //===

===In Response to Juli: My classroom is a good size. I try to keep the least amount of furniture in m y room as possible. Sometimes a classroom can have too much in it and can over stimulate the students. I have 18 first graders. There are two carpeted areas and math and language arts centers set apart by shelves. There are also tables where students can work when doing independent work. I try to make each student feel comfortable by sometimes allowing them to chose an area in the room in which they would like to work- so that they feel they have some private times. Remember, I team teach, so I share another classroom with team partner and her second grade class. The classrooms and be one huge room by opening the wall or two smaller rooms. They both have ample space. However, if I had more than twenty students in class, I could definitely see a space problem. ~Caryn ===

2. How does your classroom look though the lens of paradox? ~Tiaa Response to Tiaa - If you were to visit my classroom, you'd see a hand full of students __LEARNING__. What I mean by that is, they are fully engaged, discussing what the topic is, or writing silently. Sometimes I have to catch myself because my group and I can get so caught up in the discussion, that no physical work is done, but hey...as long as they were on task, I'll take it. :) ~Juli-2

Juli- that sounds like a great class. I have moments in my class like yours but they are really not that often. I wish that I had them more but I have realize that I am working with 4 yr olds.~Tiaa

I have different types of students in regard to their abilities and personalities. I deal daily with the impact of motivation. Some students do well and some have a long way to go. Each student is given the opportunity to participate, learn and produce their best work. I teach through behavioral!--Mamadou

//** Tiaa, my classroom is like a kaleidoscope. I can remember teaching kindergarten and having to change up my activities every 15 minutes to meet the attention spans of my learners, well middle school is no different!!! The concepts are more complex is the only contrast, but I have to give various activities for all my subjects because I have such a diverse learning group. Some of my students would rather write a paper than to do a project, some students do better with a jeopardy review of history, while others would rather draw me a picture to show what they have learned. The discussion that Juli speaks of is also something I have a hard time doing with my students as well. We do engage in these at times and if the discussion is interesting enough, I can get some of the students to help their classmates remain quiet. However, in my opinion I don't get as much productivity out of discussions. I make sure that I keep my students as busy as possible to ensure productivity and as a way to manage classroom behaviors and to keep students busy who might otherwise be engaged in off task behaviors. Tamika **//

In Response to Tiaa: Through the lens of paradox, you will observe students in my classroom who are encouraged to try to complete all challenges knowing that some challenges they can overtake and some may need more time to understand and master. I discuss with my students about how everything that we try will not turn out the way we planned, but to keep pressing on. The successes will be even the more sweeter. You will also notice through a paradox lens students who are in heterogeneous groups. I believe that children learn from each other. Higher level students can help lower functioning students. If there is a skill or concept that I have taught and students are having a hard time applying the information taught, I often ask students who understand to reteach in kid language.~Caryn

3. What have you done to encourage your students to develop a "both/and" attitude? Could //**you**// model this attitude in such a way that they would perceive it?~ Cheryl.

I show my concern and they know I care. I care because I motivate, treat them with respect and dignity. I do home visits to show support and encourage my students who are discouraged to do better. --Mamadou

Response to Mamadou- We have to train discipline in while encouraging the spirit of creativity, we have to instill factual knowledge while at the same time teach them how to question "facts" and authority. We have to teach them to be highly ethical and accepting while not stepping on the religious beliefs (and possible prejudices) they are being raised with.
 * 4. What are the paradoxes we face in the art of teaching?--Mamadou **

Your answer deepened my thinking! Thanks--Mamadou


 * 5. Can you describe a moment in your teaching when things went so well that you knew you were "born to teach"? - Geri **

Response to Geri - Last year I taught a consumer math class and I wanted to teach the students the concept of writing checks and filling out a check registry and the overhead wasn't cutting it. I went online and found blank checks and check registries and bought those in. I had an activity were the kids had to write other students checks and fill it out properly. The kids looooved this activity and didn't take much planning, and they also got the concept.~ Juli-3

Response to Geri- I've had numerous occasions over the years at the various schools I've taught at where students from other teachers have come to me for help because their learning style wasn't meshing with their teacher's teaching style. I've also had many students tell me at the beginning of the year that they hate history, then as the year goes on they tell me that they now LOVE history- I've had 2 former students BECOME history teachers (man the thought makes me feel so old!) ~Cheryl

Response to Geri - Today was a moment when things went well for me and I felt like I was born to teach. I explained rhyming words to my class in a manner so unique, even the children who have a difficult time could tell me words that rhyme. This was the best feeling in the world for me. It made me so confident and I went to tell the Lead Teacher. two of my rambuncious children even participated and got their answers correct. - Tajuanna

Response to Geri- I think back about a couple of weeks ago when one of my students who could not tell me the first letter in his name nor could he write it. I worked and worked and worked with him over the last few weeks and finally he told me on this pass Monday he ran into class and said "Mrs. Taylor......my name begins with a J and let me show you have to make a "J". He made a "J" on the board and I was so proud of him. ~Tiaa I had a great teaching moment during math time that I had it last more that 2 and a half hour. It was exciting and was like a religious revelation. I was teaching equations with 2 unknown variables. I took my students beyond what the curriculum and the instructional manual wanted us to do. I taught them how to use the discriminant delta, which I learned when I was in the 10th grade. It was very exciting to me (because I recalled the concept which I memorized, while not knowing what it was and did not have a clear grasp at that time) when I noticed my students did not complain about time and repetition.--Mamadou

**In Response to Geri: My “Born to Teach” moment happened in 2005 when I felt that my students were making beyond normal-great gains in reading. I felt that my centers really supported the skills and concepts that were being taught at the time and parents of younger students were requesting my room for their next-year first grade child. I really felt I was being rewarded for my hard work when my principal came into my room one day and asked me if I wouldn’t mind being taped teaching reading. This tape would be seen by students at UWM who were in the education field and wanted to see reading being actively taught. They also interviewed me about my strategies and how I set up my reading block. ~Caryn **

6. Christen's Question: Palmer explained as teachers, we need to embrace the paradoxical thinking. We need to accept and allow the idea that opposites should be joined. I related and found his analogy of two batteries (opposites attract) theory to be very validating. "When we separate any of the profound paired truths of our lives, both poles become lifeless spectators of themselves-and we become lifeless as well." Can you think of a time where you had an AH Ha moment in your professional life where you accepted a new way of thinking or a new idea that really made you a better teacher and or colleague? ~Christen

Response to Christen- One time that I had a Ah Ha moment was went someone told me and taught me how to do the whole group and small group learning. (not sure of the correct name) When I first heard about it I was like what??????? I said to myself how are the kids learning and who has time to do this. When I observed a class doing this I was like Ah Ha that's how it works. I then went back to my class and started doing it right away and I notice that the children loved it and the children who were struggling started to pick up what they needed to pick up to be on or close to the level of the other children in class.~Tiaa

Response to Chrisen- An Ah Ha moment I discovered in my past months of teaching would be the introduction of "stations" to my kids. The idea of getting up and moving around to me made them learn better. Eache station had various tasks/mini lessons that the kids would need to complete. I love the concept of stations and it seems, some students do to. ~Juli-4

I was raised in a strict environment. I thought about changing that way with my own children and then with my students. I am less conservative and believe in live and let live kind of approach, while caring. There are time when i relinquish power to my students and wait for them to create their own learning environment. My Ah Ha moment is when I see leadership immerges from the groups.--Mamadou

In Response to Christen: I was very frustrated 2 years ago when I checked over center work (which is done independently) and noticed that higher level students did very well on independent work, on- level students did well too, but below level students were doing horribly. I would take extra time to explain what I expected from center work and would still receive unacceptable work. Then one day during a banking day, a presenter came from central office to explain how to differentiate center work for students. AH HA!!! There should different levels of work of a particular skill for each center. When a student goes to the writing, ABC, or Buddy Reading Center, they choose the work at their level to complete. It takes a lot of planning and work but it makes a lot of sense. Students working at any level can show what they understand. ~Caryn

**7. What happens when your inherent teaching techniques are not effective for the group of students? Do you believe that what works and seems natural with one group of students doesn't work for another group? How do you find a medium between what feels natural for you as a teacher and what is necessary for the dynamic of the group to which you are assigned? Tamika**

Response to Tamika- When I feel that my inherited teaching techniqes are not effective for a group of students I go back and see what exactly wasn't effective and seek ways to better my teaching techniques. Yes I notice from year to year I have to change my teaching style because I get different students who learn differently. I continue to teach from my techniques but either add or take away what is not useful. ~Tiaa

As an educator i always question my way of doing things through interactions with trusted colleagues. On many occasions I did notice that I had to stop what I was doing and change strategies. I allow my students to question what I do, the way I teach and take into account their suggestions. I want them to become critical thinkers and question authority --Mamadou

8. How do you recover from the blow of teaching your students and complete silence feels the classroom? Or you have gone over the information you need to teach and when it is time to review, nobody knows what you are refering to? Do you explain to newer teachers not to take it personal or beat up on themselves? Tajuanna

Response to Tajuanna- When I go over something in class and then ask the children about it and they all sit and look at me like they do not have a clue to what I am talking about, I will reteach it and reteach it until they get it. I only do this several times then we move on. I have a lot of children in my class that do not focus on their work so it is not surprising to me when they can not tell me what I was talking about. It's very sad but what can I do. I would explain to the new teacher to not take it personal because some people just don't get it the first time. ~Tiaa

//** Tajuanna **// //** I have definitely had these moments in my years of teaching. I have learned that heavy information has to be presented in some type of creative way in order for students to retain the information. In subjects like math and reading my students generally are across the board with their levels of retention, however history and science is a different story. Tamika **//

In Response to TaJuanna: I try to remember that about 60% of my students will grab the information by the end of the lesson. During the closing of a lesson, I try to give a quick quiz: this could be by completing two math problems, writing or drawing a picture of a vocabulary word to show meaning, or asking students “what did you learn in math/reading today?”. If I notice that most of them have no clue, then I wait to reteach the next day when their minds are fresh. I just look at reteaching as part of the job. However, I don’t stay on a concept for very long. I continue on and pick up that concept or skill when I find a connection with and another skill. Sometimes having one of their peers explain the skill/concept to a struggling student helps. I also ask a colleague about their experience with teaching that skill/concept and if the have any ideas to share. Never beat up on yourself when there’s always room for change, reteaching, and success. ~Caryn


 * 9. What are some techniques you use to guide your inner teacher when you feel like your flame is beginning to die? Tamika**
 * Response to Tamika - Lately my flame has began to die. Personally, what I have been doing to get the passion back for teaching is looking at the smiles on my students faces who may have not been catching on to the work. Also, I have been hugging my students more. I know you have older students, so I do not think this will fly. However, it has been working for me. When I look into the eyes of these children who need me, it makes me realize I am here for them. It does not matter what things are happening with the adults in the school. The children are the reason I have a job.**
 * Also, I have been relaxing lately. I find things I want to do on the weekends and during the week I feel so rejuvenated. - Tajuanna**
 * Once school is opened, I have no life until the next break(Christmas, spring break and summer). Teachers in a non-traditional Middle schools have too much on their plate. They are being asked to teach all 10 subjects(from Math to Gym) with little support. It's easy to get depressed when you live in a climate of fear with little support. You feel like a soldier in a battle field taking fire and not being able to return it. You're told not to trust anyone and to mind your own business. You face a hostile environment inside and outside the classroom, yet you find courage to face adversity and look for way to teach with all your strenght. I spend most of my weekend trying to get my sanity and much needed sleep. I need to learn how to relax while in the classroom and avoid the extra load of work I have to do after my working hours. I will not play safety anymore. I will take my lunch hour and go for a walk everyday to deal with stress. --Mamadou**

**10. What happens when your inherent teaching techniques are not effective for the group of students? Do you believe that what works and seems natural with one group of students doesn't work for another group? How do you find a medium between what feels natural for you as a teacher and what is necessary for the dynamic of the group to which you are assigned? Tamika**

When teaching from one year to the next, ideally its okay to "think" your new group would be the same as your previous year's group, however that's just not correct. I mean to know what and who your students are, we constantly have to ask questions and observe. As a teacher, although I can get quite comfortable with how lessons are taught, with kids nowadays, I have to think outside the box and get outside my comfort zone. I'm here for the kids, not for me, so I have to do what's good for them. ~ Juli-5

I see such situation daily. I have students with disabilities in my classroom. Their parents refuses to have their children diagnosed and serviced properly. I am left with the mission to educate them. I took classes on differenciation and address their learning with lower level tasks, to make sure they master comprehension and hope to raise their test scores. I give more challenging tasks to my high performing students and use them often to assist with those who struggle the most.--Mamadou

//** Response to myself: Mamadou, I totally understand what you are going through, I too have a wide range of learning abilities in my classroom. Differentiated instruction is definitely a wonderful tool to use for these such classrooms. Currently my students are seated in groups where there are different learning abilities so that the students can work together and help one another. **//

10. Have you ever experienced a year the felt like the "YEAR FROM HELL?" How did you prepare yourself differently for the next school year? ~Caryn

//**Response to Caryn: I have experienced intermittent moments where I've felt like the year was going horribly. I have also had moments in those same school years where things seemed to be going really well. Reflecting on year to year, I seem to find ways to make the following year better than the next. I have come to realize that not every day is going to be a great day, and not every day is going to be a horrible day. I accept the bad along with the good. To answer your second question, preparing differently could include a myriad of things. Getting to know the families before school starts by home visits or letters. Spending the first couple weeks of the school year engaged in team building activities, exploring rules and procedures, and allowing your students to get to know you helps to break down barriers and give the students an opportunity to feel welcome. This creates a positive classroom culture that can last all school year. Also being aware of whats going on around the world and community and incorporating these things in the classroom can help as well. When students feel that you are connected, they "buy-in" to the classroom objectives. I remember during Hurricane Katrina, I began my class around a series of events that were happening due to the disaster. I remember this creating a very close knit classroom that year, and I am still close with some of those students who are now adults. Consequently, this was also the same group that I experienced some really tough hardships with, including a student having to be held back from trying to fight me as well as having money stole from me by students. Tamika **//