11.14.16

This past week as we sat in the Student Teacher meeting, each of you should have heard Dr. Parker mention the Growth Mindset.  The slide attached to Growth Mindset said that good student teachers "embrace challenges, keep going when things get difficult, see effort as the path to mastery, learn from criticism, and learn from and find inspiration from the success of others."  In my notes I bracketed this section and wrote a starred note *the way to survive student teaching*.

This week I have decided to dig deeper and investigate the growth mindset.  Sure I've hear the term used before and I have a basic knowledge of what it means, but I want to know more. If I need to have a growth mindset and I should encourage a growth mindset with my students, I definitely need to know all that I can about the growth mindset.

The first place I turned to was the trusty ole Twitter.  I did a search of Growth Mindset and a #growthmindset search.  This was helpful but I wanted to dig deeper, so I did a Google search and found a lot of other useful articles to give me the big picture of growth mindset in education.

The Growth Mindset is about "teach[ing] students to love challenges, to enjoy effort, to be resilient, and to value their own improvement. In other words, we can design and present learning tasks in a way that helps students develop a growth mindset, which leads to not just short-term achievement but also long-term success."  Students with a growth mindset value effort and see effort as a means of developing and sharpening abilities, while students with a fixed mindset do not like effort and see ability as something that you naturally have or do not have.  Likewise, students with a growth mindset keep moving forward when faced with challenges and obstacles by trying to strategies and staying involved, while students with fixed mindsets tend to get frustrated by obstacles and get discouraged or defensive. 

As teachers, we should strive to design challenging, meaningful learning tasks that can be used to demonstrate and encourage a growth mindset.  In order too prepare students to benefit from meaningful work, teachers need to create a growth-mindset culture in the classroom. One way to create such a culture is by providing the right kinds of praise and encouragement.  I found this to connect directly with NCTCS 1a "Teachers establish a safe, orderly environment, and create a culture that empowers students to collaborate and become lifelong learners."  

As teachers, we can also emphasize that fast learning is not always the deepest and best way to learn material and that students who take longer are sometimes able to actually understand material better than those who "fast learn."  This plays in to NCTCS 4a and knowing the ways in which students learn.  

There are steps we can take to build a growth mindset within the classroom and school.  Learning tasks should challenge all students.  This is where differentiation becomes a key player.  Even bright students at the top of the class need to be challenged.  If these students are not challenged they may settle into a fixed mindset that you are smart if you can succeed without effort.  So as we plan challenging, differentiated learning tasks for our students we need to be ready to present these tasks in ways that portray challenges as fun and exciting.  Students will be excited about something if you, the teacher, are excited.  

Twitter led to some great growth mindset images that I am going to share below:




I don't know about you, but I want to teach because I want to see students succeed and to become lifelong learners.  I think the growth mindset and lifelong learning go hand in hand.  It's time we embrace the growth mindset and begin adding it to our lesson planning.

http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx
http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html
https://www.edsurge.com/news/2016-10-27-why-growth-mindset-isn-t-working-in-schools-yet

11.7.16

This week I have been thinking a lot about the PLN.  I agree that it's important to contribute and be a part of a learning network or community in order to better yourself and those around you.  Others have more experience, different views, and unique strategies to share with us.  We can learn from what others have to offer and hopefully they can learn from us as well.

One thing I am really bad about is contributing online.  I read articles and blog posts and form ideas, learn something, or connect a new idea/view to something I have heard/read/seen/done before, but most of the time I keep those thoughts to myself rather than share them with anyone.  I know that this may not always be the best method because teaching is about sharing and learning and well...teaching.

However, I found a blog that talks about the benefit of being a "lurker."  Steven Anderson suggests that in order to add to our toolbox for learning we don't necessarily have to sign up for twitter or make a blog or contribute, but we simply have to search and read and find out what others are saying.  Sure, it helps to join in and by doing so we add to the value of the learning experience but contributing does not gauge learning and practice.

Anderson says, "So, maybe instead of encouraging (pushing) others to contribute to blogs and tweets and ideas, maybe we begin by having a conversation about the value of lurking. Show there is value in what we have here and in other social networks by encouraging others to get connected and take from the network. That just might lead to the growth of our networks."

I like this.  After reading this blog, I would have to consider myself a lurker.  Like I said, I like to read what others share and I do learn things from them, but I don't contribute a lot of the time.  

However, after reading what Anderson had to say, I am no longer comfortable with being a "lurker."  Anderson says "It is difficult to learn if no one shares."  I want to help others share.  Part of being a teacher is leading in the profession (NCTCS 1c).  We can't lead in the profession is all we do is lurk and read what others post.  Another aspect of being a teacher is functioning effectively in a complex and dynamic environment (NCTCS 5c). While lurkers can function in this environment by investigating and considering new ideas, I think the best way to function in this complex environment is to contribute and be a part.

What will you be?

A lurker? or A Contributor?

The choice is yours...

Anderson Blog

10.31.16

Happy Halloween!


I don't know if you have received calls from the North Carolina Association of Educators asking you to join in their live election debates/discussions or if you've received countless emails from them suggesting who we vote for, but I definitely have.  I have received several phone calls and emails and as much as they annoy me and drive me up a wall, the NEA and NCAE have a point.  As teachers we must become educated voters.

Keep Reading because I am not here to tell you who to vote for.  I'm not even mentioning candidate names!

As teacher leaders, it is necessary for us to be informed voters as we head to the polls early or next Tuesday.  When researching candidates, check out their stances on "the issues" (as most candidate websites call them).  While you will want to check out their stances on all issues, as an educator, take time to read through what each candidate says about education.

Make sure that your candidate choice aligns with what you believe the future of education should look like.  Remember that as educators it is our job to lead the teaching profession and to advocate for schools and students (NCTCS 1c and 1d).  In order to do this, we have to choose candidates that are going to support us as teachers and help us advocate.  A candidate who does not mention or view education as an "issue" is not someone who views our future profession as important.  We want representatives who realize our job is important and want to advocate for us so we can advocate for our schools and students.

So as you head to the polls or reflect on those you've already voted for, remember being an educated "educator" voter is key.

Choose a Leader that supports your endeavor to be a Teacher Leader!

** Told ya I wouldn't tell you who to vote for (:

10.26.16

As I have been planning LE 6, over the past two weeks, I have learned a lot more about my school and what it means to be a teacher leader.  Planning a parent night is not an easy task.  First choosing which subject to focus on was a mountain to climb.  Then deciding how to present information to parents.  Then deciding how to get parents involved and what is important for parents to know, especially when it came to math.  Each of these were little challenges that I had to overcome.

Though this was a challenging leaning experience, I feel confident that as a teacher, I can now sit down, look at data, and make instructional decisions in order to plan a parent night that benefits my students and their parents (NCTCS 1a).  

I found an article about planning a math family night.  The article stressed the importance of deciding on two or three main goals of the night and tackling them rather than trying to handle more than you can in the short period of time given for a parent night.  The article also suggested posting these goals during the planning process so you don't lose sight of the goals.  The author of the article suggested that while the night should be fun and interesting, to keep in mind that it is also short and brief.  Remembering that the night is brief is key in making sure that the night is informational as well as fun and engaging.  

Tomorrow I present my Action Plan to one of the Assistant Principals of my school.  I am excited to get his input and ideas.  I am also excited to demonstrate my teacher leader qualities.  I hope we will be able to host our 4th grade math parent night next semester.  I will definitely use these article tips in working with admin and teachers as we move forward with the planning process.

http://cmc-math.org/family/PDF%20Documents/HostaFamilyMathNightPart3.pdf

http://cmc-math.org/family/PDF%20Documents/HostaFamilyMathNightPart1.pdf

10.19.16

Where do you stand on the classic homework debate?

The Homework and Practice module we watched on Teachscape last week made me take a minute and reflect on my thoughts, future practices, and my CE's practices when it comes to homework (NCTCS 5a).  

I have always seen the importance of homework.  Sure, I may not have wanted to do my homework sometimes but my parents always explained that homework was a way to practice what I was learning at school.  However, not all students and teachers see homework this way.  

There will always be a debate over homework and as teachers we will, more often than not, end up in the middle of this debate because we are the givers of homework.

The Homework and Practice Teachscape module states, "assigning students homework and having them practice skills provides them with opportunities to deepen their understanding of and proficiency with content and skills."  The module also shares a list of "Teaching Tips" when assigning and planning for homework.  

Teaching Tips

Dean et al. (2011, p. 115) developed the following six specific teaching tips for assigning homework and providing practice in the classroom:   

1. Always ask, "What learning will result from this homework assignment?" The goal of your instruction should be to design homework that results in meaningful learning.
2. Assign homework to help students deepen their understanding of content, practice skills in order to become faster or more proficient, or learn new content on a surface level.
3. Check that students are able to perform required skills and tasks independently before asking them to complete homework assignments.
4. Consider parents and guardians to be your allies when it comes to homework. Understand their constraints, and, when home circumstances present challenges, consider alternative approaches to support students as they complete homework assignments (e.g., before- or after-school programs, additional parent outreach).
5. When planning a unit, think carefully about how you will space practice sessions. Practice sessions need to be close together when students first learn a skill or process but more spread out later in the learning process to ensure students learn the skill to the proficient level.
6. Ask students to record practice sessions outside of class, particularly for music or performing arts classes. Teachers can provide feedback to students or ask students to provide their own feedback on these sessions.

Most studies share the standard time students should spend on homework is no more than 10 minutes times their grade level per night.  For instance a fourth grader should spend no more than 40 minutes on homework each night.  

If asked about homework before being in the classroom this semester, I would definitely agree that 40 minutes of homework each night, Monday-Thursday, makes sense.  However, after being in my Clinical Placement and doing a little research, I think that time is not the biggest factor in homework. Instead, quality of homework assigned should be our focus.

My CE asks that students read and fill out an interactive reading log each week.  The students are also given a math sheet on Monday and are asked to turn it in on Thursday.  The math sheet only has 10 to 12 problems to be completed.  At first I thought, "That's all?" but when my CE explained the reasoning and I have spent more and more time in the classroom, this policy makes sense and works best for the students (NCTCS 1d).  

Like I said, I thought this was way too little at first, so I asked, "Why?" and I listened to the response. My CE explained that the 4th grade team tries to pack as much instruction as possible in the school day.  She said that the goal is to give students instruction, time to practice, and time to ask questions so that they feel confident with the material and do not have to spend countless hours doing homework at home.  The 4th grade team sat down and evaluated the homework they had assigned in years past and realized the majority of it was busy work and not well planned practice.  The team then asked themselves what they could do to cut out busy work, cut down on the frustration of not understanding a task and parents not being able to help, and assign meaningful practice for homework.  The teachers decided that reading each night is important and created a reading log that allows students to read what they'd like and apply skills learned in class, such as main idea, summary, and supporting details, to what they have read.  They also decided that math skills must be reinforced outside of the school day and choose to assign 10 to 12 problems that require students to practice math skills learned in class.  There are 3-4 problems that align with each lesson and the idea is that students complete a few problems each night.  

This made sense when I sat down and listened to what my CE shared.  Often students are involved in community sports and have practices or games on school nights, not to mention after school care, parents who work late, they've also got to squeeze dinner in there somewhere, take a bath and get ready for bed.  Students have a lot going on in those after school hours.  While it is important for them to get extra educational practice outside of the normal school day, it is necessary to remember that at the elementary, middle, and early high school levels a lot of student "free time" revolves around parent schedules and extra curricular activities.  We should take this into consideration when assigning homework and other "at-home" assignments.

While grades are important, colleges look for well-rounded students who are involved in other activities besides school.  I believe that a little meaningful practice is necessary for homework, but I also believe we have to give students time to develop skills outside of school that contribute to making them a well-rounded individual.  

I found an article posted by TIME Magazine states that research suggests homework is not really beneficial until 4th or 5th grade, but that starting homework at an early age "is thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills."  

So now the real question is...What do you think???

Before you answer, do your own research, reflect on your future practice ideas, and your CE's practices, and consider this quote...

“A good way to think about homework is the way you think about medications or dietary supplements, if you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

- Harris Cooper, Duke University Psychology Professor

http://time.com/4466390/homework-debate-research/

  

10.12.16

The flooding in Eastern NC is weighing on my heart and mind as some of the main counties affected and impacted by the aftermath flooding of Hurricane Matthew are within minutes of my hometown.  I grew up in Scotland County.  My home is 40 miles from Cumberland County, 25 miles from UNC Pembroke in Robeson County and 40 miles from Lumberton (where a good deal of the flooding is occurring).  It breaks my heart knowing the devastation that friends I have in those areas and those community members are facing.

My first thought has been what can I do to help?  Robeson County is one of the poorer communities within our state and Lumberton was named one of the poorest towns in the U.S. in 2013.

How can a town with that stigma recover from something like this?  I keep being reminded by a quote from a man in a local paper at home about the importance of donating and helping those in need right now.  He said, "It could have been us."  It very well could have been Scotland County and that is a scary thought for me.

To connect this all to teaching...
- How do schools handle situations like this?
- How do you make up for the instruction missed?
- How do you meet the needs of students who are affected by a natural disaster?

• Robeson, Hoke, Moore, and Cumberland counties have not been to school since Thursday last week.  Scotland county schools were closed Monday and Tuesday and operated on a two hour delay Wednesday.
• Many schools are being used as shelters. 
• Many homes are still without power.
• Many communities are being told not to drink the water because of contamination.

I found an article posted by the National Association of School Psychologists (NASP).  The article shared different types of natural disaster that students may encounter.  It also stated reactions of children at different ages.  Preschoolers may cope with the event or react by thumb sucking, bed wetting, slinging to parents, loss of appetite, sleep disturbances, fear of the dark, regression of behavior, and withdrawal from friends or routine.  Elementary aged children's behaviors may be marked by irritability, aggressiveness, clinginess, nightmares, school avoidance, poor concentration, and withdrawal from activities and friends.  Adolescents may present eating and sleeping disturbances, agitation, increase in conflicts, physical complaints, delinquent behavior, and poor concentration. 

These little people are going to be in our classrooms.  Not only have they gone through a natural disaster, but you have as well.  How are you going to come into the classroom and teach with the possibility of these behaviors presenting themselves?

The NASP suggests remaining calm and reassuring to your students as well as giving students the opportunity to share about disaster related events.  The students need a place to voice their concerns and fear.  They may feel that the classroom is a safe place to do so.  Some students may choose not to voice these concerns because they may think that it will add to their parents stress.  Acknowledge children's fear and let them know that their feelings are normal after this type of event. 

As a school, it is necessary to identify high-risk students who may need counseling in order to better cope with their feelings and behavior after the event.  Schools should also "determine the status of every child in the school, particularly those who have not returned after the disaster incident. Develop an outreach strategy for children who are displaced and living in shelters or temporary housing."  The article also shared that schools should  "help connect families to community resources, and maintain current contacts with disaster-related support services. Provide information to parents about available physical and behavioral healthcare services" and "anticipate the need for increased before- and after-school child care."

As future teachers, unsure of where we may teach one day, it is important for us to consider how we may handle a natural disaster within our school community.  When returning to school, though instruction is important and you may be behind, remember that you are dealing with real people.  These little people will have been through a lot and will need time to verbalize the events that have occurred.  It is necessary that you remember that emotion can play a huge role when learning and that students who are emotionally hurting may not learn best or may act out as ways of coping with what they have experienced (NCTCS 4a).  This will impact the way you teach and the instruction that you deliver upon returning to school.  It is also important that you have set up a safe classroom that students feel comfortable in returning to and sharing their concerns and fears regarding the disaster (NCTCS 1a).  It is also important to remember that your classroom environment should be positive and nurturing.  While you have a lot going on and may have experienced the same things as your students remember that in the classroom they need you to be the nurturing, loving, adult and not the upset and worried adult that you may feel like in the moment (NCTCS 2a). 

I hope none of you ever face a natural disaster, but if you ever do, I hope that this information helps you.

NASP Article

10.3.16

What's your take on grades?

I've done a lot of looking at grades while in my placement.  My CE has me grade papers on Monday  mornings while the students are working on morning work and then record them in the grade book.  I spend a lot of time in the classroom throughout the school week and I have seen students demonstrate the skills that they are tested on.  Sometimes when I am grading I don't think that the grade a student receives accurately matches the understanding that they demonstrate during the week on practice problems.  This led me to do a little research on other ways to grade student work.  

The first thought that came to my mind was performance based assessment.  We learned about this last semester in Social Studies Methods.  I think that this form of assessment gives a better picture to teachers of what their students understand and can do rather than if they can pick the right answer out of a group of answers.

I then did a google search to see what else I could find.
Apparently everyone has ideas about the grading system and scale.
There are two main "sides" of the debate.
Traditional vs. Standards Based

What is traditional grading?
Traditional grading is the type of grading that we are accustomed to.  With traditional grading, students are given a numerical percent which translates into a letter grade A, B, C, or D.

This type of grading scale is what we are used to, but is it effective?
Does this type of grading scale show us what students know?
Does this type of work show students what they really know and what areas they need improvement?

What is standards-based grading?
Standards-based grading uses objectives and measures if a student has met those objectives yet.  A student is graded with Advanced, Proficient, Partially Proficient, etc.  This type of grading allows students to see that there are specific areas of content that they have not mastered yet, while there are some areas that they have mastered.

This type of scale is unfamiliar, but is it a good idea?
Could this type of grading scale work in the classroom?
How would you determine at which level of mastery a student is classified?
Could this type of scale be translated into a letter grade if those are required?



What do I think?
I liked the idea of the standards-based grading where grades are based off of demonstration of proficiency rather than a numerical value.  I found a youtube video that describes Standards-Based Grading (SBG) as allowing teachers and students to "focus more on skills rather than [numerical] points."  I like the idea that students work towards being successful in a particular content area or skill rather than working toward getting a 100 on a test.  However,  I think that the traditional way can be beneficial as well.  I found an article about two high schools in Kentucky that are switching to a new grading system that I think blends these two ideas together.  

The goal of the new grading scale is to ditch the traditional grading system in favor of a system that provides more fair and meaningful grades.  At these schools students will not be allowed to raise their grades by completing extra credit or getting a participation grade.  Teachers will not be allowed to take away points for late work or to give zeroes for cheating.  According to the school's principal, "Learning takes time" and teachers need to teach their students this concept.  The principal also stresses that students should be graded based on their "individual achievement."  Switching from a "GPA based system to an emphasis on knowledge acquisition is monumental."

While there are some things that I like about the ideas from the Kentucky schools, there are some points that I disagree with.  Students are allowed to retake tests that they fail in order to replace their low grade.  They are only allowed to retake the test when they have completed homework assignments and shown that they have practiced the material and are ready for a second try.  I do not believe that this is fair to the students who studied and got a high score the first go round.  I like that the students get another chance to prove themselves but I do not think that the original grade should be wiped away.  I think that this could promote a lack of motivation and effort because students would know that they get a second shot.  I also think that there has to be some penalty for late work.  Again it goes back to the fairness side of the situation.  It is not fair to the student who turns their work in on time if another student's work is late.  It also does not prepare students for the real world.  In the real world, if a boss asks for something on Monday at 9 and you bring it to them on Tuesday there would be negative repercussions.  The same has to be true in the classroom.



The truth is there is no answer to the grade delima, at least not right now.  However, sharing our ideas and thoughts in a professional manner and working in our schools to find a grading system that works best for out students helps us lead the profession (NCTCS 1d).  Trying different grading practices within our own classroom in order to benefit our students and school as a whole show that we are advocates for out students (NCTCS 1e) and taking the time to reflect on how we grade and what we could change in order to help our students be the most successful (NCTCS 5) definitely show teacher leader skills.

So...What do you think???

I have included links to the articles I used and the youtube video that I found in case you want to read more about SBG.  I hope this made you think and question why we grade the way we grade and how you want to grade your students work one day.

http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Seven_Reasons_for_Standards-Based_Grading.aspx

https://www.youtube.com/watch?v=E7m4762pjH8

https://www.ocps.net/lc/southwest/mso/parents/Documents/The%20Case%20Against%20Grades.pdf

http://www.kentucky.com/news/local/education/article103712872.html

9.27.16

This week as I unpacked NCTCS 2b and 2c, using Olivia's blog, I decided to check out some of her resources.  I found a link that I really enjoyed entitled "10 Ways Teachers Can Communicate Expectations to Students." 

The 10 ways the article suggests to show/communicate your expectations are:
1. Post your expectations around the room for kids to see
2. Have students sign an "Achievement Contract"
3. Allow students space to learn on their own
4. Create a written dialogue with students
5. Have a positive attitude toward student achievement
6. Get to know your students
7. Remain in charge as you teach
8. Be clear about objectives for assignments and tests
9. Cheer your students on
10. Promote mastery learning through revisions

While these all relate to high expectations (NCTCS 2c), I found that they also relate to several other standards.  They also include a lot of ideas that I want to incorporate into my future classroom.

If we want students to know what we expect, we need to post it somewhere that they are sure to see and be reminded.  The achievement contract lets students know what you expect.  Requiring them to sign this contract is a way to ensure that students know what you expect and when they do not meet or follow your expectations, you have a way to prove that they were aware and that they have now broken your contract.  The article also suggests having parents sign the contract as well so that they are informed and know what you are expecting of their child.

Allowing students space to learn on their own, pushes teachers toward facilitating learning (NCTCS 4).  This encourages teachers to pull back as the school year progresses and allow students more responsibility in their own learning.  In order for students to develop critical thinking and problem solving skills (NCTCS 4e), we have to remember that we cannot jump in and immediately help the struggling student by providing them answers.  Instead we should guide them in finding the answers themselves so that they realize we expect them to become independent, problem-solving, critical-thinkers.

To me having a positive attitude toward student achievement, remaining in charge as you teach, cheering your students on, and getting to know your students are all ways that a teacher can lead in the classroom (NCTCS 1a).  These qualities show your students that you care about them and their learning, but they also are key in establishing a safe, orderly learning environment.  When students know that you want them to succeed and that you are cheering them on they feel comfortable in your classroom and with you as their teacher.  Students who feel safe and comfortable in the classroom are more likely to be successful.  When we take the time to get to know our students and let them see us as a real person we make connections that also make them feel safe in our classroom.  Remaining in charge as we teach and having classroom rules keeps the safe classroom running orderly and smoothly.

Soo... Thank you Olivia for sharing with us about NCTCS 2b and 2c.  Thanks for the resources you shared that allowed me to make connections to the big picture!

I included the link (below) to the article Olivia shared on her resource page.

http://712educators.about.com/od/motivation/tp/10-Ways-Teachers-Can-Communicate-Expectations-To-Students.htm

9.19.16

Last Friday, I got the opportunity to observe DIBELS and mCLASS testing.  Oh boy was this a cool experience!

I got to observe a 4th grade class taking the ORF (Oral Reading Fluency) portion of the DIBELS test.  In this portion, students read a passage aloud to the test administrator.  The administrator follows along, marking words the student mispronounces, omits, or self-corrects on.  If a student pauses on a word for 3 seconds, the administrator is allowed to tell the student the word and the student can move on.  The total time aloud for reading is 1 minute.  At the 1 minute mark, the student is instructed to stop reading and the passage is removed.  Fluency is scored by how many words the student was able to read correctly in 1 minute.  The student is then asked to retell the story using as many details as they can.  The administrator records how many words the student uses to retell the story and then scores the student a 1-4 on comprehension.  1 being the student could recall 2 or less details, 2 being they recalled 3 or more details, 3 being they recalled 3 or more facts in sequential order, and 4 being the student recalled 3 or more facts and explained the main idea.  This process is then repeated for two more passages.  To get a total score for the assessment, the median score for WPM (words per minute), median words missed, and median retell words are recorded. 

I also got to observe 2nd graders taking the ORF portion, but they did not read passages.  Instead they were given a minute to read as many 2nd grade sight words as they could.  The administrator listens and marks words that are mispronounced or skipped.  The score is the total number of words pronounced correctly in 1 minute.  The administrator shared with me that the benchmark score for the beginning of the year in 2nd grade is 44 words correct per minute.  I was really impressed, because no student that I observed her test scored below a 55. 

The coolest part of the DIBELS experience was the administrator let me give it a try!  I got to administer the test to two 4th graders and four 2nd graders.

After spending an hour and a half with the DIBELS test, I moved down the hall to observe the TRC portion of mCLASS being administered.  The DIBELS test was much more laid back, but the TRC test (as the Assistant Principal described it) is "hard core."  Here students are required to do an oral reading, answer 5 oral comprehension questions, and complete a written comprehension portion.  After all that is completed, if the student has proven themselves proficient on the level they began with they have to repeat the process all over again until they reach a level that they are not considered proficient in.  That level is considered "frustrational" and will be the level the student begins with the next time the mCLASS assessment is given.

I have heard the terms mCLASS and DIBELS used over and over again throughout my School of Ed experience, but seeing the assessment given first hand and even having the opportunity to administer the test gave me a much clearer picture of what the assessments are.

I was able to see how the data collected from these scores can be used to evaluate student progress and make instructional decisions (1a).  The scores from these assessments will dictate which WIN (What I Need) Group each student is placed in and their progress will be monitored.  The data collected can also help teachers assess what level their students are currently reading at or how well they comprehend and when tested again in middle or end of year can serve as a reference point for how much a student has progressed (4h).  The whole goal of mCLASS is to know where students are and to determine ways to make students readers, therefore trying to eliminate the achievement gap (4h).  These assessments are necessary tools for leading in the classroom and facilitating student learning.

9.14.16

On Friday afternoon I had the opportunity to be a part of the "opening festivities" for the Education 250 Orientation.  I went thinking I would be signing students in, maybe introducing myself, and watching them play Hungry Hippos (as Dr. Parker called it) or Hungry Hungry Hippos (as Dr. Clark called it).  I definitely did not expect to stretch my own brain or to learn something, but what do you know, I did.

For those of you who did not get to attend the orientation, Hungry Hungry Hippos was played by rolling a teammate on a rollie-board across the room to grab items and bring them back to a designated spot (a hula hoop).  Each item successfully deposited in the hula hoop was worth 1 or 2 points.  Some items contained a piece of paper with a scenario or situation that if categorized under the correct NCTCS could score the team 5 extra points.

After the game was played, Dr. Parker had all of the upperclassman education majors determine if the scenarios were classified correctly.  This activity really challenged me to think about each standard and the meaning of the standards.  It put us on the spot to demonstrate our knowledge and understanding, but it also showed the 250 students that there is always something to be learned.

Monday I had the opportunity to sit in on the School Improvement Team (SIT) Meeting at my school.  Again with standard 1b, I got to experience teachers from each grade level, different disciplines and specifications work together to begin the process of planning this years School Improvement Plan.  In this meeting they discussed the subject area in which their grade level needs the most improvement based on last years data.  At their next meeting they will have BOG scores to base their goals and decisions on.  They also shared areas where they would like to receive Professional Development, options for how to meet each PD need, and budget for PD.  A member of the PTO is on the team and she informed us that the PTO has set aside money this school year to specifically target Professional Development.  The team also went over the school Mission and Vision.  I felt like I understood Mission and Vision statements much better than I would have last week because of the research that I did for my unpacking standards assignment.  The current vision statement was weak and did not really meet the definition or characteristics of a vision statement so the team modified the vision to accurately portray the true vision of the teachers, staff, and administration at Springmore. 

Overall this was a neat experience to take a closer look at how teacher leaders work together to plan a "school improvement plan that enhances student learning and teacher working conditions" (1b).

9.8.16

Teachers demonstrate leadership in the school.  WOW!  My CE has shown great leadership throughout this whole experience so far.  I know that we have only known each other for 3 weeks but she has already set a great example of teacher leadership and how I want to lead in the classroom one day.  When I asked questions about PBIS, she immediately pointed me to the correct person to talk to.  When I asked about the School Improvement Plan, she got a copy from the assistant principal and got approval for me to sit in on the School Improvement Team's first meeting of the school year.  When I interviewed her about DIBELS within her classroom and the 4th grade as a whole, she answered my questions and signed me up for two, in-school, DIBELS training sessions that are taking place in the next two weeks.  She also shared this with the assistant principal, who is making arrangements for me to observe DIBELS testing next week! (NCTCS 1b)

My calendar is quickly filling up with meetings and I could not be more excited (or stressed...I'm not sure yet!).  My CE has been the true definition of a mentor.  Instead of just giving me answers to my questions she has pointed me to the places where I can gain the information for myself and get so much more from the process than if she were to give be a brief overview.  Also in allowing me/inviting me to join these meetings she is helping me to observe teachers working collaboratively in order to create professional learning communities (NCTCS 1b).  

I know these are not Professional Development workshops, conferences, or modules but for me they are a first taste of PD because I will be learning so much that will better me as an educator (NCTCS 1b). 

I cannot wait to share with you all what I learn!

8.31.16

#ObserveMe

Today we learned about a really cool Twitter trend, #ObserveMe, started by Robert Kaplinsky.  

The idea is to post a sign on your classroom door inviting other educators, school administration,  and school visitors to visit your classroom, observe your lesson, and give feedback on specific areas of the lesson and classroom environment.  

Kaplinsky shares on his website that the idea is to collaborate with those around you, learn from their perspective, and improve our own practices.  One quote that really stood out to me that Kaplinsky introduced the idea by saying, "A teacher who doesn't collaborate works on an isolated island."  What a mental image.  Without collaborating and sharing ideas with other educators we are essentially working alone.  

Dr. Parker has challenged us to introduce #ObserveMe to our CE as well as our principal and asking to use this for our student teaching experience.  By using this tool and introducing it to our school administration we are being leaders within the school as well as leading the profession (NCTCS 1b and 1c).  We would be leaders in the school by working "with school personnel to create a professional  learning community."  How cool would it be to present this idea to your school principal and CE, implement it, and then start a something that is used for school-wide professional development?  #ObserveMe is also a way to improve the teaching profession by encouraging "positive working relationships within the school."  Working together to provide critical feedback in order to help those around you succeed is a great way for teachers to build positive relationships with one another and to make their school the best that it can be.  I also found that implementing #ObserveMe in the classroom relates to NCTCS 5b.  The goal of #ObserveMe is to learn from the advice of others and to improve your skill by working on specific areas of your teaching.  The areas that you list and ask others to observe could tie in with your professional goals for the year and what better way to track your growth than to record others thoughts and suggestions for improvement and then to act on them.

I am so excited to try this idea with my CE and school administration and hopefully implement it some this semester and a lot next semester!!!

http://robertkaplinsky.com/observeme/

8.25.16

Wow!  It's that time of year again.  I can't believe that summer is over and we have already completed our first day of class.  As all of my friends were posting that it was their "last FDOC" (First Day of Class) yesterday, I had the realization that for us there really is not a Last First Day of Class.  As teachers we will continue to have first day's of class year after year until we retire.  To my friends that sounded crazy, but to me it was exciting because this time next year I will be a teacher with my very own students and my very own classroom with my name on the door. 

Yesterday was a whirlwind of a day!  Not only was it my first day of my senior year but I also met my CE for the first time and even got to meet some of our students.

Right off the bat my CE demonstrated what a teacher leader looks like.  She took me on a tour of the school and introduced me other teachers, the librarian, the custodial staff, the cafeteria manager, as well as the Principal and Assistant Principals.  She also let me know that she is here to support me with this experience, with any questions that I may have, with navigating the school, and working with other teachers.  I can tell that she is willing and excited to help me grow this semester and step into my role as a teacher in her classroom next semester.

I had a really neat experience last night at Orientation/Meet the Teacher with one of my students.  His mother informed us that he was ADD and I noticed that he was distracted by all that was going on in the classroom and unable to focus on talking with my CE and his mom.  My CE has a picture of the Wright Brother's plane hanging in her room and I heard him talking about it so I struck up a conversation with him about how in 4th grade we will be learning about NC state history and how the Wright Brothers and their plane are a part of that history.  His face lit up and he then told me how he had seen a replica of the Wright Flyer at the Aviation Museum in Charlotte.  I did my virtual museum last semester in SSED on the Aviation Museum so we talked about all the planes there.  When he left he gave me a hug and told me he was "so excited for Social Studies and to be in [my] class" because I "know cool things about planes."

To me teaching is about way more than passing a test or a grade it is about shaping lives and building relationships.  Last night I was able to see first hand how making instruction relevant to a student (NCTCS 3d) and by taking time to speak with that student, I made a relationship and now have a connection and respect from him before I have even stepped foot in the classroom as the true teacher.

I look forward to working with my CE and our students to make this a great school year!

4.12.16

I have spent a lot of time in my Clinical Classroom at North Elementary in Kings Mountain.  At first I wasn't very thrilled because the school was a 30 minute drive and I was placed in a kindergarten classroom, but I have come to love my placement.  I love the school.  It is a small school with a close knit faculty. The teachers have all been welcoming and friendly.  My CE knows her stuff and runs a tight ship.  She always welcomes me to the classroom and makes me feel like I belong.  Her students are wonderful and I look forward to seeing them each time I visit.  I have learned all of their names and had a chance to work one on one with each of them.  I receive hugs from students when I leave, they are truly a cute and loving bunch.  I even sent my CE pictures of our trip to DC last week to share with hers students and when I walked in yesterday they could not wait to tell me that they saw pictures of me "at the place where George Washington lives."

This has been the best clinical experience that I have had in my two years of clinical placements.  I have learned so much and I feel that along with my classes here on campus I have grown because of the placement.  It will be hard to leave these students because I care so much about them.  

I found an article on the NEA website called "A Quality Teacher is a Caring Teacher."  The article quotes Leo Buscaglia, "Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around."  I think this just became my favorite quote.  Some of the children that we will serve will have hard little lives.  They may have parents who are separated or divorced, they may have lost a parent or a sibling,  they may be sick...the point is we don't know what goes on at home in many of our student's lives.  For some students school may be the only place that they feel safe and our love and care may be the only time they ever experience those feelings.  It is important that we remember this and are mindful to show that we care.  School should be a positive environment and as teachers it is our job to make it that way.

The article suggests 5 ways to show that you care:

1. Listen to your students and help them express who they are and how they want to be treated.

2. Help students show others what they want them to know about themselves.

3. Teach students to show that they about another person who serves the community or the country.

4. Work with parents to show interest and concern for their children.

5. Improve your practice by learning something new, including getting feedback from students.

Most teachers care about teaching their students but the best teachers care about the relationships that they form with their students while teaching them at the same time.

I found that this relates to working with families and significant adults in students lives (2e) and reflecting on practice (5) to make sure that their methods of demonstrating care and concern are working and creating a positive classroom environment.

http://www.nea.org/tools/15751.htm 

4.9.16

This past week, as many of you know, some of us took a trip to Washington, DC.  Though it was a memorable trip filled with growing closer with classmates, creating inside jokes, and #NeverAgain eating at Taco Bell, it was an educational trip that engaged us and taught us so much.

"The capitol of the United States, Washington DC is where history comes alive."  This is so true!  I had never been to DC before.  I mean I knew that it is our nations capitol and that it is historical, but there's just something about being in these places and seeing the history first hand that pulls you in and makes you want to learn everything you can.

Walking through the capitol building, seeing the White House, standing at the feet of Abraham Lincoln, visiting the Holocaust Museum, and seeing the Washington monument are experiences like none other.  There is so much History or Social Studies to be learned from visiting DC, but there are other content areas woven throughout the threads of the DC tapestry.

Science can be found in the Smithsonian Museum of Natural History, the Smithsonian Air and Space Museum, and the Udvar Hazy Center.  Art can be found in the Smithsonian American Art Museum as well as in the Capitol Building and the Library of Congress.  Literacy can be intertwined through reading in the museums, listening to our guides, and sharing learned information.  Math is a bit more challenging to incorporate but could probably be included with the Air and Space/Udvar Hazy Museums as well as with calculating how old buildings are and how many items the Library of Congress holds.  Health and Physical Exercise can also be factored in as we walked about 60,000 steps in just four days.

We were able to see so much in just four long days.  In addition to exploring the history of the city we were able to see many field trip do's and don'ts as well.  It seemed like the city was filled with middle school groups.  Some were well behaved and others were not.  We learned that bad behavior needs to be handled otherwise it affects the experience of people not on the trip.  We also learned that keeping the students busy (i.e walking everywhere) often keeps them out of trouble.

This was a wonderful experience that taught me so much.  I learned that in order to be a teacher leader on a trip like this, you need to know the area and have been before in order to plan the best trip for students (1a).  Trips like this cost a lot of money and teachers must work with families to fundraise and make the trip possible for all students (2e).  With this trip as well as any trip, teachers must make sure there are connections to the content as well as find ways in which other content areas are connected (3b and 3c).  On a trip this big teachers must make sure they are communicating clearly and effectively so that all students know where they need to be, what the rules are, and where to meet the group if they are allowed to roam on their own (4g).

http://www.classtrips.com/region-landing/1856/school-field-trips-in-washington-dc-metro

I'm also going to include some photos in case you want to see our trip.

3.29.16

Making learning relevant to students (NCTCS 3d) has always been necessary but for students in the 21st century it is extremely important.  21st century learners are connected to the world around them, so we should make their learning connect to the world.

This time of year, as the weather warms up, it can be hard to draw students in and keep them focused on schoolwork.  One thing that really grabs my attention, and has always grabbed my attention, at this time of year is March Madness.  March Madness is kind of like a month-long holiday in my house and something that I remember discussing with friends and teachers every year from about the time I was in 5th grade.  I know some students may not be interested in basketball or in March Madness, but David Lamers, a 6th grade teacher from Wisconsin, has created a basketball-themed unit that I think would draw any student in and possibly even make students a fan of March Madness.  If learning had of been associated with March Madness when I was in 5th or 6th grade I would have been so excited to go to school each day and to find out what we would learn or do next!

Lamers says that he uses "the NCAA March Madness basketball tournament to liven up the cold stretch between the winter and spring breaks.  It's simply amazing what a plastic basketball hoop and a little creativity can do to spark interest in learning."  After Selection Sunday (when the teams are picked and divided into regions of the bracket) Lamers has his students randomly draw a team to follow throughout the tournament.  Students may end up with a big name team that is predicted to make it to one of the final rounds of the tournament or a team that is expected to fall in the first round.  Either way they will stick with this team for the duration of the unit.

Mr. Lamers manages to tie in ELA (with researching, writing letters to the team, writing poetry, and reading sports biographies and autobiographies), Math (with statistics, graphs, spreadsheets, and charts), and Social Studies (with map skills).

The results?  Mr. Lamers says that "During a part of the school year in which it's typically difficult to get students to focus, [he] got some of the year's best work from [his] class.  The excitement generated from a topic for which they had a true passion was translated into outstanding classroom results."

Please check out Mr. Lamers article (the link below).  His ideas are truly outstanding and I hope to be able to use them in my future classroom one day.

https://www.essentiallearningproducts.com/hooping-it-david-lamers

3.21.16

This weekend I had the opportunity to present at the LOTS Conference on campus.  LOTS stands for the Life Of The Scholar.  This is an annual, multidisciplinary conference designed to showcase  the research and work of GWU undergraduate and graduate students.

My team and I represented the School of Education by presenting on integrating technology and literacy into 21st Century classrooms.  Sound kind of familiar?  Without this class we would have been stumped with how to tackle this subject.  We probably would have deferred back to YouTube and the SmartBoard, but with so many technology tools being used and discussed in Social Studies, we had a strong foundation to take this topic and run with it when preparing our presentation.

Our professor/mentor for this presentation suggested discussing the importance of literacy integration, but with so much knowledge of the importance of technology we felt that must be included as well.  "How can we tie these two together?" we asked ourselves.  And then we realized some of the tools that we have discussed in Social Studies this semester tie in with literacy and can be used to strengthen content taught in another subject area.

It was a neat experience to be able to share and almost brag on how much we have learned this semester.  I definitely would not consider myself an expert on technology in the classroom, but I can tell that I have grown a great deal in that area this semester.  If you had of told me last semester that I would give a presentation on integrating technology and literacy in the 21st Century classroom I probably would have laughed in your face or said "Not me!"

This makes me feel confident that I am setting myself up to be a teacher leader in the area of tech integration and also that I can integrate and utilize technology in my instruction. (NCTCS 1b and 4d).

3.14.16

Teachers have long been criticized for "teaching to the test."  I'd like to say that this isn't true, but in a society concerned with being the best, statistics, and status quo's, it has become more and more of a norm to teach to the test.  Though with backwards design we learned that the assessment should be created first and then the learning planned around that assessment, teaching to the test is different.  Teaching to the test is teaching specific information so that students can bubble in the correct answer and backwards design ensures that students are equipped with the information to create, perform a task or assignment.

This week, I found an article Phys.org.  The article it titled "Teaching, Not Testing Makes Better Students."  This article stressed that teaching should not be defined as a series of practices that lead to perfect standardized test scores. Teachers need to realize that we are lifelong learners and that we should inspire students to think critically about the world in which they live.  I really liked that the article suggests "focusing learning on critical thinking, curiosity, sharing ideas, and igniting emotions."  This type of teaching and learning is based on demonstrating understanding rather than memorizing and bubbling or reciting.

The article asks:

"What kind of adults will we produce if we're churning out children like they are cogs in a machine?"

This is a question that I think we really need to think critically about and use to shape our practices as teachers.  We have to remember our students are not robots who we can program to spout out answers.  These are human children who must learn to think for themselves and share their opinions in a safe environment.  Our future students are going to need a "learning environment where [they] can have more opportunities for reflection, inquiry, and self-directed learning that inspires creativity."

When thinking about and preparing for 21st Century learners, teaching to the test is not going to cut it.  Authentic assessment is a must in order to push these students toward success.

I related this article to NCTCS 2c "Teachers treat students as individuals" because students are not robots and we must take into account their individuality.  I also related this to NCTCS 4e "Teachers help students develop critical thinking and problem solving skills" because we are tasked with pushing students toward critical thinking rather than teaching them exactly what will be on the test.

http://phys.org/news/2016-03-students.html

3.1.16

We all need a break sometimes. Tiffany Vedova, blogger and virtual school teacher, shared on this in a post on TeachHUB.com.  Her article is titled "The Underrated Full Stop: Why Students Need a Real Break" and oh how true it is friends.  Spring break is so close yet several assignments still stand between me and a break in which I will still have to work on school work.  Vedova says there are two versions of school breaks: the Comma Version or the Full Stop Version.  The Comma Version is a version in which teachers think that their students are receiving a break from getting up early and sitting in the classroom each day, but still assign projects, homework, or studying for a test right after the break ends.  In the Full Stop Version, teachers assign no homework because students work hard throughout the year or semester and simply need a break as a chance to relax and unplug from responsibilities and expectations of school.  "When we fail to respect our students’ need to rest and their right to vacation the way they want to with their families, we align ourselves with the chaos instead of being what we should be, their partners in facing [the need to rest]."  When I think about assigning work, I want my students to turn in top notch work.  However, when I reflect on assignments that I have had to complete over breaks in high school and middle school, I realized that I did not put forth my best effort and I often rushed through the assignment in order to be finished and able to have fun. 

Though I will still have homework over the break, I am thankful that Dr. Parker sees our need for a chance to unplug from school work and relax in preparation for the second half of the semester.  I think as a future teacher it is important that we recognize the importance of a full stop break in order to spend time with family and just take a break from the day in and day out of school.  We cannot expect students to hand in their best work if they are just trying to get the assignment done in order to leave for family vacation, spend time with friends, or just enjoy their time off. 

I related this idea to NCTCS 1 and 5.  As a teacher leader, we can advocate for the Full Stop Version of breaks so that our students can recuperate and come back ready and willing to work for the rest of the semester or year.  I also think that this relates to teachers reflecting on their practice, because we must think about the way we will run our classroom and how we will meet the needs of our students.  We will reflect and see that our students have worked hard and need a break without the stress of school work.  This will lead us to choosing the version of school break that works best for our students. 

http://www.teachhub.com/students-break-homework 

2.24.16

SAMR...What's that???

This week we have been discussing and learning about TPACK and SAMR.  I hope I'm not the only one that still finds SAMR fuzzy and not very clear even after watching the videos.  Sure, I now know that SAMR stands for Substitution, Augmentation, Modification, and Redefinition but what does that really mean when thinking about technology in the classroom.   Since I was still a little confused I decided to go to Google to find out more.  I was able to find an article on EdSurge News called "A Guide for Bringing the SAMR Model to iPads."  The title is not the part of the article that caught my eye though.  This article compares the SAMR Model to a Starbucks drink, and who doesn't love a good Starbucks drink.  This article made SAMR real to me and connected with the way that I think.  This is something that we must do in our future classrooms.  We have to find ways to make the material relate to things that our students enjoy or are passionate about.  If we can do that then our students are already that much more engaged, which makes our jobs a little easier.

So back to the Starbucks comparison...

Substitution is when you substitute a cup of coffee that you could make at home with a cup of coffee from Starbucks.  It's still coffee and there is no real change.  Augmentation is when you take a regular coffee and make it better by adding ice or cinnamon on top.  You didn't change the coffee, but you made it taste better by adding other ingredients.  Modification in Starbucks terms is when we add whipped cream, caramel, and some special flavoring to create salted caramel mocha.  Now we have modified the augmented coffee and made it more of its own personal flavor.  At the Redefinition level of the Starbucks line, we have the Pumpkin Spice Latte, which is something that you can only get at Starbucks.  

When you take these comparisons and apply them to the SAMR method, suddenly the method makes a little more sense to me.  I was then able to understand the suggestions the article lists for bringing the SAMR method to iPads.  

So with the iPad (or computer) at the substitution level we can now have students take notes or type an essay using Google Drive or Evernote instead of writing with a pencil.  Essentially the students are doing the same task but they are just using technology to accomplish the task now.  At the augmentation level students can use apps such as Skitch or PicCollage to find objects in the classroom, take pictures, and then label their work.  This doesn't change the task of labeling, but it uses a different tool to make the final product look "better" or different from a printed worksheet requiring labels.  Technology used to modify could be having students create soundtracks with GarageBand or create an Book Trailer using iMovie.  This changes the task some by making it more personal.  By finding ways to use technology to take the learning outside of the classroom's four walls you are redefining a task.  This can be done by using Google Hangouts for Virtual Book Clubs, taking Virtual Field Trips, or connecting to the world through Twitter.

This article gave me a clearer mental image of what SAMR is and gave me some unique ideas for how to reach these levels in my future classroom.  I related this article and the learning that I gained with NCTCS 3d and 4d.  I found that making information relevant to the student (in this case myself) really does help students learn and retain information better because they have made lasting connections.  I also found new ways to utilize technology and the levels at which I can apply technology in the classroom.  It is not possible to reach the Redefinition level everyday, but I think that it is important that 21st century learners have the opportunity to be taught at the M and R levels as much as possible. 

https://www.edsurge.com/news/2015-02-06-a-guide-for-bringing-the-samr-model-to-ipads

2.15.16

What is STEM and why is it important?

I'm sure that we have all heard about STEM in the past year or two.  You may even know that it stands for Science, Technology, Engineering, and Mathematics.  But did you know that it also relates to Social Studies?  Did you think about the fact that we already lived in a STEM world before the term STEM even existed?  "STEM is everywhere; it shapes our everyday experiences."  Science can be found in the daily weather, technology in your phone or computer, engineering in the building you live or work in, and mathematics at the grocery store or the bank.  If the world around us is the very definition of STEM why wouldn't we teach these concepts to our students?  STEM schools and programs are popping up everywhere, but shouldn't every classroom already be a "STEM classroom?"  After all, we should be teaching Today's Learners using the curriculum as well as 21st Century skills.  We must constantly connect learning to real-world experiences and examples.

Now you're probably thinking, "How does STEM connect to Social Studies?"  The article I found stressed that "We only have to look around to see what improvements to our lives and homes have been engineered in the last decade alone" and "that STEM careers are truly 'helping' professions that build communities and transform nations."  I know that in fourth grade there are Social Studies standards that say, "Explain the impact of technology (communication, transportation, and inventions) on NC's citizens, past and present" (4.G.1.4) and "Summarize changes that have occurred in NC since statehood (population growth, transportation, communication, and land use)" (4.G.1.1).  To me, these standards illustrate that Social Studies can be used to study changes in the world around us caused by STEM.  

I Related what I learned about STEM to NCTCS #3 (and all of it's points).  By knowing what STEM is and the content you are required to teach you will be able to seamlessly integrate STEM with any subject area.  Also, STEM is the new move for the workforce and by fostering an interest and respect for STEM in the elementary school and beyond prepares students to live and work in the 21st Century world.  

In my future classroom, I would like to become STEM certified, but be able to intertwine STEM within all other subject areas.  I want my students to be well versed in Science, Tech, Engineering, and Math, but I also want them to know that these subjects relate to real life and how they relate.  I am interested in finding out what it takes to become STEM certified.

https://www.sciencepioneers.org/parents/why-stem-is-important-to-everyone

2.8.16

Keeping Learning Alive was an awesome experience for me. This weekend I attended a session hosted by Dr. Parker and Dr. Clark.  The session was all about Building Your Teacher Brand.  This session opened my eyes to the fact that as teachers we have our own brand and how we market it is completely up to us.

In the session, Clarker shared that no teachers are alike and we should identify what makes us different than other teachers.  They also shared that their are two views when it comes to your classroom and how you are perceived as a teacher.  Those views are an "Inside Out" view and an "Outside In" view.  The inside out view is how you view your classroom and the outside in view is how other people (teachers, parents, students, administrators) view your classroom.  It is ideal for these two views to be very similar but that is not always the case.  Creating and maintaining a teacher brand is a good way to help shape the outside view of you as a teacher and your classroom. 

"If you don't claim your brand and market it, others will market their own brand about you."  To me, this was a very powerful quote and fueled me to research more about what a teacher brand looks like and steps that I can take now as a future teacher to create a brand for myself before I step foot in the door. 

I found an article on EdSurge titled "How to Build Your Teacher Brand."  I actually discovered that creating your own teacher brand is a way to reflect on your practice and to work hard to constantly improve your practices (NCTCS 5).  EdSurge suggested starting with a blog or vlog and share what you are learning or doing in your classroom.  Guys, we are already creating our brand (Thanks Dr. Parker!).  We blog each week, sharing information that we have been learning and have researched in order to make us better future teachers.  We create a sort or vlog when we find out Top Tweets of the Week and share how they impacted us.  We also have a somewhat collaborative "blog" within the Google Community where we share and challenge each other to discover what differentiation is. 

This is awesome stuff and I am so excited to continue branding and marketing myself this semester and on into my teaching career!  My creating my brand now and continually reflecting on what I am doing right and what I need to reevaluate and modify, I am ensuring that my future students have the best learning environment that I can provide them and I am making myself known in the light that I want to be seen in, not in the light of others.

What will your #teacherbrand look like?  What sets you apart from me and others as a future educator? 

https://www.edsurge.com/news/2015-12-23-how-to-build-your-teacher-brand

2.1.16

"Need for better ways to teach social studies"

This is the title of an article from a Singapore newspaper.  Singapore...the nation leading the world in global education rankings.  If the number one nation thinks we need to change the way we teach social studies, shouldn't we take note?  Don't worry!  I've got us covered.

The article that I found states that the Singaporean Education System is characterized by the pressure to produce good grades at all costs.  Because of this, teachers often teach solely for student achievement rather than understanding and critical thinking, meaning they teach memorization of the content used for tests.  This is not how education is supposed to be.  We have spent time discussing this in class.  That is the purpose of the concept-based unit, to move away from fact memorization and move towards connecting topics and facts together in order to create a deeper understanding of the material and how it affects the world around us.  (Maybe we should teach this to the Singaporean teachers)  Teachers in Singapore say that their students are not given the time to formulate their own ideas, let alone, discuss these ideas with their classmates.  Instead, students refer to study guides and teacher notes to master the right answer for the right test to get the right grade.

This is not what education is about.  We have moved into an age where teachers must move away from simply telling students.  We are facilitators of learning.  We must foster and guide students to think critically and deeper than just a factual level.  We must create and find problems or issues for students to work through on their own.  We have to scaffold their learning to provide the support students need without being the megaphone blaring the answers and facts on repeat.

I know that global education ranking is important to some people, but I would rather be ranked 28th (like we actually are) and be teaching students how to think at a deeper level.  In my future classroom, I want to model how to teach powerful and purposeful social studies that moves away from memorization and teaching to the test.  I also think that it is interesting that often times we strive to be more like others, in this case Singapore, when we don't even know what they are doing.  American's constantly compare our education ranking to those of the eastern world without reading articles like this and saying, "Hmmm, What are we doing that they aren't?" and "Is what they are doing preparing students for the real world?"  We've got to know what's going on in the world (current events!!!), how it affects us, and what we will do with what we find out.  I'm going to remember this article and move forward by making sure that I do not follow Singapore's example when it pertains to social studies education.

http://www.straitstimes.com/forum/letters-in-print/need-for-better-ways-to-teach-social-studies

http://www.bbc.com/news/business-32608772