CTSE 205

Williams, Ed

1

Discussion

01/25/2003

Observation 1-The Accelerated School

Jan 23, 12-3 4th grade

Constructivism is a method of teaching that is opposite from traditional or objectivist. With constructivism, teachers focus less on teaching methods that involve memorization or facts. Instead, they encourage students to connect what they are learning with knowledge that they already have. In effect it is a spiral method of teaching; students continually build upon knowledge they already have. The instructor encourages the student to discover things on their own, and to hypothesize and think of many possibilities.

When I first arrived at the school, I realized that it was indeed in South Central. I was at first very intimidated by the urban atmosphere and the tall barbed wire fence surrounding the school, but my fears were quickly alleviated when one of the students ran over to show us where the gate was to get in. The principal then greeted us, and led us down the ally toward the kindergarten. As I walked down the trash-filled ally with dogs leaping at us from behind wire fences, I was surprised to hear that this school was rated one of the top elementary schools by Time magazine. And as we approached the Kindergarten, we learned that it was in fact a church that they had to clear out every weekend. Yet in the Kindergarten was a teacher who was ranked best new teacher of the year. Clearly the outward appearance of this school did not match its interior, which was full of amazing teachers and hardworking students. After we had toured the kindergarten, and walked back to the main part of campus, we were taken to see the yoga room. I thought that this was such a great and innovative idea to have every student take yoga twice a week. As the teachers described, it is a great way to teach students how to control and calm themselves down.

I was then led into the classroom I would be observing in. It was a fourth grade class of about 30 students, about 17 girls, and 12 boys. The first thing I noticed when I walked in was the setup of the classroom. The large classroom had long tables set in a u shape towards the board, with one student with his own desk in the corner. Despite the fact that the classroom was pretty spacious, the students were very packed in. The kids all had assigned seats as well. The teacher had one student seated in a chair in the center of the room, reading aloud his personal narrative. Once he had finished, she had the other students raise their hands with comments, and the student in the center would call on them. The students were not allowed to use the word “but” or say anything negative, they could only ask questions. I found this to be very advanced for a fourth grade class. I felt that it may have been too intimidating and scary for the student in the center to receive criticisms from his fellow students. One student almost began to cry, and the teacher had to remind him that everyone was just helping him. It was at this point that I began to notice how distracted the class was. Many students would get up and walk around to find a pencil or ask a friend a question, or others were drawing or talking.

The teacher then came over to us, and asked us whether we wanted to observe or interact. We wanted to work with the kids, so she told us that she now was going to have the kids separate into groups of 2 and work on their personal narratives for about 20 minutes. She was going to go around and have private conferences with some of the students during this time. She then had me work with Devante; a young boy who she warned me had ADHD, and had difficulty focusing. This was the student who I had originally noticed sitting at his own desk in the corner. At first I was worried that I would not be able to handle this responsibility, but as I sat down with the student I realized that he was a very nice kid. Although he would easily get distracted by sizors, another pencil, or wanting to draw or get up, I was able to get him fairly focused on the writing. He was writing about pickles, but couldn’t decide which story he wanted to write about, shopping for pickles, the first time he ate pickles, or when he dropped a jar of pickles. I decided to get him to try to write about when he dropped the pickles, but it was difficult for him to separate the stories from each other. But I was able to have him tell me the story, then I would shorten it, and then he would write down what I said while adding some of his own adjectives. For the time I had with him, I felt like I was able to help him separate the stories and make the one more interesting.

Once the twenty minutes were up, I noticed that most of the students were running around, talking and being unproductive while the teacher was working diligently with a few of them. The teacher then had them all go back to their seats, and she once again had a student read in the center of the room. After that was done, she had everyone take out their social sciences book. Many of the students did not have the correct book, and the teacher seemed very frustrated. Students began to get up and look around for the right book, and she then had to stop her lesson and have the student’s pair up and sit with each other. They then did some informational reading, looking at key terms and titles and using previous knowledge guessing what the reading might be about. Students once again seemed much unfocused and would often repeat each other or say irrelevant things. The teacher seemed to get extremely unnerved, and had to pause for a few seconds by putting her head in her hands. I felt very bad for her, because it seemed very difficult to control such a large class at the end of the day. I feel that she may have been giving them a little too much freedom and not enough organization which may have helped her control the class a bit more. She then had the groups split up into groups of 4-5, with one of the students as a group leader, and they had to read the 6 pages in the book aloud to each other. I thought that this may have been a bit too unstructured, and a bit too much responsibility for the group leaders who were supposed to ask discussion questions to the group. I believe that the reason the teacher lets the students have so much freedom is so that she is able to work with certain students individually, something she normally can’t do if she is leading the class.

She then placed me with Devante again, and a female student who couldn’t read. I was initially surprised at the fact that a fourth grader had no reading skills, and how this student was able to function in class. She told me to read aloud to them while they followed along. When I tried to start, Devante began running around, and the teacher eventually sent him to his desk in the corner. So I began to read to Tiffany, the female student, and she seemed fairly receptive. She would underline key terms, and she would say the important things I read back to me. When we got to the key word Trade, she told me of how her brother stole things from her and sold them and it made her mad. In an effort to fix an awkward situation, I explained to her that indeed her brother was exchanging goods for money, a form of trade; she seemed to understand this. Then we got to the key term Legend, and she told me that her parents told her that her grandparents had died of drought, but she didn’t believe them. I once again tried to incorporate the reading by telling her that the story of her grandparent’s death was in a way a legend that she didn’t believe. Then the time was up and students returned to their seats. But this process took a very long time and the teacher had to take away many recesses in order for students to sit down. But our time was up as well and as I left, Devante ran up to me and gave me a picture he drew of a white bird and a black bird kissing and the bird saying “kiss me”. I thought this was very cute, and I was glad I was able to connect with the student. Overall, I was very glad I was able to interact with the kids, despite my nervousness, and I look forward to going back next week.

This was my first reflection based on my first observation at Foshay.  I picked this reflection because this observation truly had an impact on me.  It was my first time helping a teacher in the classroom, and was a very memorable experience.  I loved observing this classroom and making a connection to the students.

Sophomore

Core 1: Coursework

CTSE 205

Williams, Ed

12

Electronic Journal

04/11/2003

Reflection 5-Foshay

April 10, 1-3

Ms. Travis’s 11th grade History

For today’s observation we returned to the original classroom we were assigned to. The previous 2 classes we had been in Mr. Browns History class, but it was beneficial to return to Ms. Travis’s to observe this classroom for a second time. Today’s lesson was very similar to the first time we observed this class. It consisted entirely of a lecture on the reading assignment. Very similarly to the first time we observed her class, she stood up at the board and sometimes used reciprocal teaching as a way to make sure the students were paying attention, and see if they did the reading. Disappointingly we were only able to observe a small portion of this because a fire drill occurred after about 25 minutes into the class.

My experience at Foshay definitely helped me define what “good teaching” is, by showing me things not to do. First, the large and unorganized campus, and very large student population seemed to cause teachers to become overwhelmed. With a full class of thirty students, Ms. Travis and Mr. Brown seemed very focused on teaching the subject quickly and efficiently, rather than really relating to the students personally. With their lesson plans solely based on lectures, it seems unlikely that the teachers will get to know the students in the same way they would if they walked around and gave individual help, or offered interesting individual or group projects. This showed me how important it is to make your classroom like a small community. As a teacher you need to build relationships with your students, and connect with them as people in order for them to truly learn and fulfill their potential.

This also showed me how important it is to use a variety of teaching styles. Not only does limiting yourself to one method of teaching inhibit your ability to make a connection to students, but also it inhibits the student’s ability to learn. Lecturing does not foster critical thinking or get students motivated. It also may not be effective for students with ESL or with learning disabilities. Teachers must use methods of teachings that involve large and small group work, hands on projects, and assignments that relate to their daily life and things they already know. In order to be a good teacher you need to construct a lesson plan using a variety of methods that allow every student to understand the topic and practice it in different ways.

Similarly, the students at Foshay seem generally unmotivated, and the teachers do little about this expect let it frustrate them. Although in high school, students are expected to have intrinsic motivation, I believe that teachers always have an influence over their students. Because of this teachers need to stay positive, and continually encourage their students. While it may seem that the teacher is having little effect on the student, I think that they are especially in the long run.

The Accelerated School and Foshay share many similarities and differences. Because Foshay is such a largely populated school, it lacks many of the unique and helpful programs that Accelerated is able to have as a small charter school. For example, the arts/music classes, the yoga class, and even the mandatory parent involvement all help to influence the children. Also the teachers at Accelerated seem to have much more freedom with their curriculum, and use a variety of teaching methods, while at Foshay I have observed mostly lectures. This also leads to the differences between students at the schools. Students at Foshay seem generally unmotivated and uninterested, while at Accelerated they seem involved and enthusiastic. Yet students at both schools seem to be nice, smart, and have great potential.

Overall Foshay had a lasting impression on me. My entire life I attended private school, and it was very beneficial for me to observe an inner-city school. Foshay showed me how important the role of the teacher is in the lives of the students. Even when the school itself is unable to provide things like ample resources or classroom space, and the students arrive to you already negative and unmotivated, as the teacher you must remain positive and encouraging. By observing these truly frustrated and unmotivated teachers, I have learned that as the teacher, your role is to be positive and encouraging no matter what. I truly feel that even when teachers think they have no impact on students that they actually do. Because of this, teachers must do everything in their power to help students realize their potential, no matter what the exterior limitations and challenges may be.

I picked this reflection because it shows my overall feelings about my experience at Foshay.  As a later refletion, it also demonstrates my increased knowledge, and the principles I value as a future teacher.

Sophomore

Core 1: Coursework

CTSE 205

Williams, Ed

7

Electronic Journal

02/27/2003

Reflection 3 Feb 27-02

Ms. Smith 4th grade

During my time at the Accelerated School I had an experience that I will never forget. Last week during my observation, I allowed one of the students to hold my bag. I proceeded to observe the class, and during the class I retrieved my bag and placed in under the desk. After the class was over I returned home to open my bag and find that my wallet was missing. I didn’t want to assume that one of the kids had taken my wallet, but it was difficult not to since I have never lost my wallet and it has never just fallen out of my bag. I returned to the school the next day and checked where I had laid my bag to find no wallet. I then announced to the class that I had misplaced my wallet, and if people could please look for it. Directly after this announcement the kids told me that they had had many issues with theft in this classroom, and they wouldn’t be surprised if someone stole it. So after leaving the classroom, I left a message for Ms. Smith to announce to the class that I would throw a pizza party if someone found my wallet. I returned to class today to all the students running up to me to tell me that the wallet had been found in a students desk, apparently the same area where many other things that had been stolen during the year had also been found. The kids all told me that the only reason the wallet came back was because of the pizza party, and that I shouldn’t have one. Then as I walked into the classroom, the teacher and another teacher were standing at the doorway and told me that they were very angered by the situation. They had had many things stolen, including the own teachers purse, and they were mad that my wallet had clearly been stolen (especially since it was covered in dirt as if it had been thrown somewhere and all cash was gone). She also felt that it was wrong to have a pizza party since it would be like rewarding stealing. During the class time she was much more strict about letting the kids walk around because she “felt that this was the time that my wallet may have been stolen” and she wanted to prevent more theft from occurring. Overall, the entire situation was very disappointing to me. I was disappointed by how the teachers and administrators handled the situation. When I first told them of my problem they were all very cold to me, and seemed unconcerned about my wallet, despite the fact I would have to replace my driver’s license, all credit cards, and other IDs. And they made me feel like a horrible person for thinking theft was an option, when the whole time they didn’t even mention to me that theft had occurred five times before just in that classroom. But most importantly, I was very saddened that a student would steal from me. I had really respected these kids, and I worked hard to help them every Thursday, and I thought they cared for and respected me as well. So when a student would steal from his/her own teacher it made me very sad. It also was a reality check to me that these kids are not like the other children I have worked with. The reality is that they go to an inner-city school, and they have lives that are far different from my own. And it may be very natural for some of them to simply see an opportunity to steal, and take it. And I don’t see these kids as victims, and I don’t think all children in poverty steal; I just think that these kids are taught very different values and live very different lives than children like me. And in the end I am still going to have a pizza party for them because I made a promise, and I want to show them how important integrity is to me.

Besides this situation I really learned a lot about being a good teacher. Watching a teacher with a certain learning style allowed me to see certain things I would and wouldn’t do. Ms. Smith showed me how important it is to get a student to think. It doesn’t matter if they get the right answer through memorization; it’s the learning process that’s important. Groups and peer interaction are also very important. It is important not to simply stand up at the board and lecture; you need to get students active and involved and relating things to what they already understand. In order to be a good teacher I think you always have to stay positive, and you have to continually encourage students. In these young years students need self-esteem in order to stay positive and feel good about themselves. Otherwise they will feel inferior and have learned helplessness and failure. I also feel that I wouldn’t punish my students so much. I think it is very ineffective, and it may be better to praise and reward students who are behaving well. Punishing students only wastes class time, distracts other students, and encourages the unruly students who crave attention.

This experience at Accelerated was something that I will never forget.  It has had a lasting impact on me, and I truly believe that it will make me a better teacher.

Sophomore

Core 1: Coursework