A special week

Hey Everyone,

I don't have a lot of time tonight for the post that is really on my mind so instead I though I would share some "Hoppy Happenings" with the First Grade Froggers.

On Monday, the students in our X group got to meet the German Ambassador as he toured our school. The children were very excited about this and it was difficult in our classroom because only some of the children got to meet him. It is hard to talk with some children about the importance of the ambassador and how special it is to meet him (I mean how many of us adults have actually met an ambassador to another country?) without "rubbing it in" for the other children. In our classroom we used it as a mini- social lesson...Sometimes you get to do thing or not get to do things that other people do. It is okay to share these things with them, but it is not okay to make them feel left out or like they are not good enough (one girl in our class told the other children that their group got to meet the ambassador because they were the "smart" group). We explained that ambassadors, like a lot of community helpers are very busy and had a lot of things to see and do on his trip, and that, if he had time, he would have really liked to meet and talk with everyone.

On Wednesday we had another special visitor...Channel 5 news! Channel 5 was doing a segment on our school's ability to achieve an Excellent rating from the state and the parents' camp out to enroll their children. Who did they tape? Our Y group in German class! This was really fun for the children and it helped reinforce the idea that not everyone gets to do special things, but we should be excited for our friends when they get to do something special. Surprisingly, today when we watched the news segment in class not a single child said "Why didn't I get to be on the news?" (though I was not there yesterday so that doesn't mean no one said it...)All of the children were genuinely excited to see themselves or their friends on the news.

For me as a student teacher, this week's special events have helped me realize the quality of a building that I am in. We are not perfect by any means, but we are helping our children learn and grow, which really is the bottom line.

Monthly Projects

My mentor teacher assigns the children a monthly project as homework each month. The monthly projects are not designed to take up a lot of time. While we hope thought and effort are put into them, a quality project could be done in1-2 nights.

Our real reason for the projects is for the children to make something at home that they can present to the class. Yes, my first grade students give oral presentations. They talk about their project and then field questions. As teacher we sit back and watch (and give occasional help if needed). The children are in charge. The best thing is that the other children in the class LOVE seeing the projects and listening the presentations. It is not like high school and college in which you are dreading presentation day.

The skill that this project lays the foundation for is invaluable. Public speaking is one of the most common fears among adults. My question is, would these same adults be nearly as terrified if they had been practicing giving speeches in a safe environment since the first grade? My guess is no. As a communication major, public speaking  is talked about, critiqued, and worked on regularly. It amazed me that the skills we are working on with our first graders are the same ones being worked on in early comm classes (Effective Public Speaking and Business Communication are the first two that come to mind). In college we preach eye contact, not relying on a pre-written speech, speaking confidently, clearly, and with animation. Guess what? In first grade we focus on the same things, and even the more advanced skill of answering questions on the spot from an audience.

After a few more monthly projects, I can promise you that my first graders will be better public speakers than many people I have seen in interview and in my classes. They are getting a foundation now, that if reinforced well carry well beyond school and into their careers and daily lives.

I can't wait for the next round of projects!

A Balancing Act

Tomorrow will mark my first week back at classes at UC. It has been difficult only being in the classroom part-time. I feel like half of the time I'm at Fairview now I am playing catch up to find out what has gone on in my absence. I also feel like I have less of a focus while I am at school and with my students.

Prior to UC starting the majority of my time was focused on being a student- teacher...it carried over to all aspects of my life. My sleep, eating, social, and even workout habits revolved around my school schedule. It is difficult to go back to being a student and a student-teacher. The late night make difficult mornings and knowing when sleep trumps homework or when homework trumps lesson plans and where Relay and social activities and now work come in has not quite come yet. But it will get there. I know it will. Right now is just about repositioning, flipping, and rotating (check out all of those Geometry words!) my schedule to make it work for me. 

What does this have to do with being a teacher? Everything! Teaching is a balance. There is a balance between school and home, and a balanced routine that needs to be set in the classroom. We help children get into a balanced routine and we help them make changes as we go (visiting German Ambassadors, assemblies, birthdays, and behavior lessons to name a few in recent time). As much as we need to be flexible, the children do to.

I am also really moving away from my exceptional procrastination habits. As a teacher it brings chaos. We have enough changes that we cannot control, that I want to learn to be in control of the work and preparation I do have. 

My mentor teacher and I had a conversation about this today. We both like to be at school early. We are usually there a solid hour or more before the students arrive. Why? We need that time. We need that time to establish ourselves in the classroom and really, mentally and physically prepare for the day. Without it we rush into the chaos of the children arriving instead of helping them ease into the day. 

I realize that this was part of my frustration with last year. I was rushing everywhere all of the time. I would rush into this meeting or work or class or through homework. By the time I was settled in and prepared to begin the meeting it was almost over and I was rushing to the next thing. I don't want to be that kind of student, and I really do not want to be that kind of teacher. Prep time is invaluable. My major goal for this quarter is to use my time, really use it well. I want to stay ahead and prepare for my weeks and days appropriately. I can't promise I will not rush, but I hope to at least slow down!

"How to Raise Boys that Read"

Wall Street Journal posted an interesting article in their opinion section on helping to encourage boys to read and alternatively, what discourages them. In recent years the disparity between reading scores for boys and girls has gotten bigger. What causes that? Why does it happen? There are a few points in the article that I would like to discuss based on what I have seen in the classroom:

Everyone agrees that if boys don't read well, it's because they don't read enough. But why don't they read? A considerable number of teachers and librarians believe that boys are simply bored by the "stuffy" literature they encounter in school. According to a revealing Associated Press story in July these experts insist that we must "meet them where they are"—that is, pander to boys' untutored tastes.

For elementary- and middle-school boys, that means "books that exploit [their] love of bodily functions and gross-out humor." AP reported that one school librarian treats her pupils to "grossology" parties. "Just get 'em reading," she counsels cheerily. "Worry about what they're reading later."

I agree and disagree with this idea. I definitely agree that for all children, exposure to reading and more opportunities to read will make them better readers.

I do not agree that "stuffy" literature deters boys from reading. I think their needs to be a balance. There are many books throughout my education that I absolutely detested. This did not stop me from reading. It instead helped me determine my tastes and choices in personal reading. It is however, important to realize that I had a foundation in literacy and reading that went well beyond the school day. From the time I could walk my mom took me to the library and story hour was a favorite. We read everyday...usually multiple times. As I got older I am sure I was influenced by seeing those read around me. My mom reads daily and my dad, even though he didn't read books, read the newspaper religiously. Growing up and seeing authority figures read is important.

So what about "gross" humor. In all honesty I don't see the harm in that. It is not like all adult literature is better. With adults you might not get "gross" but I don't think anyone can deny the presence of trashy novels in bookstores. I think that we should be encouraging children to find books that tailor to their interests. If they want to read Captain Underpants or Goosebumps, let them read it. They will grow out of these books (well hopefully), but likely will not grow out of reading. 

Now letting children ONLY pick their books is a mistake in my book. I think as teachers we have the responsibility to share quality literature with the children in our class. We are essentially showing them the different types of books they too can read. I also think reader's response activities are important. Not only are they good for comprehension, they help children realize they do not have to like every story.

In my classroom, boys and girls equally enjoy when we read out loud and reading time. It is not a "boys" thing or a "girls" thing. I personally hope it stays that way. 

Here is a link to the full article: http://online.wsj.com/article/SB10001424052748704271804575405511702112290.html?KEYWORDS=spence

When I Become a Teacher

I found the following video on YouTube a few weeks ago and have watched it several times since. The video has helped me define (or begin to define) goals for myself as an educator. After all, a major way to figure out what direction to go in, is to realize what direction you don't want to go in.

http://www.youtube.com/watch?v=590PNSh6g_4&feature=related

I will admit this video scares me. It scares me because there is so much truth to it. So many teachers out their can fit their careers into this statement (my spring quarter placement is a prime example of this...).

The statement I found the most profound was this: "I am going to teach one year, twenty-five times." Now I am not saying that teacher's should reinvent the wheel, but it amazes me how many teachers do the exact same thing EVERY SINGLE YEAR! I mean really, we teach our children to learn from their mistakes, to work harder and continue to move beyond what they previously could do. Shouldn't that apply to teachers at well. Further more, wouldn't you get bored teaching the same thing over and over again. Do you not realize that every class is unique? Do you care? Or are you just too lazy (aka "busy") to change?

To me making changes and modifications is part of the fun. Why do the same thing when you can improve upon it. Beyond that, we are learning more and more about education and children every day. Isn't that the point of a research-based educational program?

Now, I really don't believe that there are teachers that go into teaching to be mediocre. I don't believe there are teachers who go into teachers wanting to teach to a test or through millions and millions of worksheets. But the fact is, way too many of these teachers exist. What happens? Is the system to blame? The teachers?

My mentor teacher and I had a short conversation about how few teachers seem willing to keep learning once they are in the classroom. I guess I just don't understand how a teacher---one who is supposed to inspire children to learn---does not keep learning himself or herself, and hopefully I never will understand this. Hopefully, when I have lost my desire to learn and improve as an educator and a person, I will be smart enough to stop teaching--an educator who no longer wants to learn, in my opinion, should be no where near a classroom.

Dinosaur Bones

Sometimes when we are transitioning or waiting for X and Y groups to come back together, I will talk with the children about their days, and usually about recess. The other day the children were sharing about what they did outside. One child went on and on about how he and some of the other children in the class were digging for dinosaur bones.

"Yeah, we were digging and found dinosaur bones! They were so cool. We found a T-Rex bone AND dinosaur feathers...we wanted to keep digging, but we had to go inside."

Me: "Wow, it sounds like you had a lot of fun outside. Isn't it fun to use our imagination"

3 or 4 students at once: "We weren't using our imagination! THEY WERE REAL!!!"

"Parents"

It is amazing how many times a day we use the word "parents" or "moms and dads" in our classroom. I would estimate at least 5 times a day. We use it in examples all of the time, when we are talking about dismissal, behavior, and when there are upcoming events...

My question is, are we being sensitive to the children in our classroom with non-traditional family circumstances. My classroom is very diverse from a familial standpoint. Several of the children in my class live with single-parents because of varying circumstances, one has two dads, two are adopted, and one lives with relatives from time to time because her mother is too ill to care for her. When we say "mom and dad" or "parents" do these children in these situations understand that we really mean guardians, or whoever is at home with them? 

Even if they do understand, how does this affect them. I know I get thrown off when people ask about my parents or use the term "moms and dad" (though this one happens a lot less being a grown-up and all now). I know that they mean no harm, but it is amazing how a simple statement can throw you into your own thoughts. Do my students have the same response that I do. When we say "moms and dads" does a child who has not had contact with his or her dad or mom in years (or even ever) think about what they are missing? Does it upset them? Do we lose their attention? 

Children at this age are very accepting of differing family situations. On occasion a child will mention something about his or her family situation---something you and I might only tell our closest friends-- and the other children may ask questions, but the questions are from curiosity, not from hate and it does not create a feeling of bitterness for them. 

When they do talk, however, we know that it is on their minds. My question is do we alienate them, purely on accident? Should we even take that chance? I know when we talk to children individually, we speak in a way that is mindful of their own unique family. Why do we revert back to the traditional family structure when we are talking with them in groups? Is it a majority rules type of situation? Does it have to be that way?

Clearly, I have been thinking about this a lot. I think that maybe a better alternative is to substitute "families" whenever possible, or even throw in a qualifier such as "moms, dads, or whoever is at home".

Will a simple change make any difference? I am not sure, but I do not think it can hurt.