Leader Vs. Boss

        Last class we talked a lot about cooperative learning and what it means for the class.  Rather than just putting students in groups, cooperative learning ensures that every member of the class has an important, necessary role in the group.  The main point being; the job can not be done without participation from everyone.

        Cooperative learning changes the whole "mantra" of the classroom from individual learning to learning as a team.  This of course changes the teacher's role in the classroom from being the "boss" to being a leader.  If you take a look at the picture above, you will see the main differences between a boss and a leader.  Leaders are coaches, they give credit to the classroom and they say "we" and "let's go" rather than "I" and "Go do this".

        It is important as a teacher candidate to think about where I fall on this spectrum.  We have to go back to some of our earlier classes and remember that the students are always out top priority!  Its not about how great of a teacher you are, but how well your students learn and can apply their knowledge.  I feel like there were some teachers in my high school that cared more about their teacher image and less about the students in their classes.  The bottom line is that if you focus on students and help them understand the material in ways that matter to them, you ARE a successful teacher.   Its not about being noticed, but knowing at the end of the day that you did all that you could to lead your students to the next level (whether its the next grade, college, the job field...).  

Chapter 11 - Helping Struggling Readers

       

            In my SPED 433 class we focused a lot  on struggling readers and how we could help them within the class.  Reading this chapter was just another valuable resource and a refresher on this topic.  As an English major, I know that reading will be a serious part of the class and I will need to help my students learn how to read and write at the appropriate grade level.  With that being said, I want to reiterate a point from the reading, "I'm a physics teacher, not a reading teacher".  This is true for every teacher, including English.  In a high school English class, it is not my responsibility to teach the students how to read... I teach them what they can do with their reading skills and I help them analyze advanced texts. 

          The problem is that if every teacher says "that's not my problem/responsibility" then we are doing  a disservice to our students.  Its easy to see the problem and ignore it (because of lack of time, need to focus on more students, need to care for your family) but there is one reason to take the challenge head on... and that's the student!  We have talked a lot about how students need to be our main focus, and if there is a problem with the student we need to help and guide them... but what happens when a high school student is in your class (any content!) and they can only read at a 7th grade level?  It is our responsibility as a teacher to help every student in our class!  It is our responsibility to work with the student's other teachers, or resource teachers, or their parents to work out a plan to help that student to succeed.  I want to clarify that in this specific instance I am not talking about strictly students that have IEP's or have a documented disability that requires extra time... I am talking about any student in your class that is having trouble.  

           The wake-up call for me was when we discussed in my class that struggling readers don't see pictures in their mind as they read.  To be honest, I couldn't understand how this could not happen for some people.  From a young age I enjoyed reading and I couldn't get enough.  I got that from my mother.  I recently talked to my dad about reading (because he doesn't read very often) and he told me that he was never able to connect to the reading.  He was never able to form the movie in his mind.  This is when it clicked for me!  Imagining what you are reading is A SKILL that must be TAUGHT.  Students don't just make pictures in their mind, at some point we are taught to do it (or in many people's cases, they aren't taught how to).  

 
          Reading would be a nightmare without the movie playing out in your mind!  We need to make sure that students are understanding, relating and imagining what they are reading!  Regardless of content or form of text.  

          Follow this link to learn about ways to help a struggling HIGH SCHOOL student.  The author explains the strategy of "annotation" which truly changed the way that I read anything.  Annotation is when you write notes in the margins of the text.  Any thoughts, notes, questions that you have get put right onto the text itself for you to recall.  This is a great technique for students to use with articles and even assignment sheets.  
  











         

Classroom Observation Post

What?

          During one of my observations, I watched a co-teaching classroom where one of the students repeatedly used his phone in the classroom.  The teachers in the classroom allow the students to use their phones for music only while they write, but this student was clearly texting or fooling around with his phone.  The "leading" teacher gave the student a verbal warning, then the "secondary" teacher also gave him a warning.  (Side note: for this specific period, one of the co-teachers has taken the lead to instruct writing while the other teacher takes a secondary role and conferences with the students.) After the third warning, the teachers agreed to press the button and a member of the restoration team came up to the room.  Before the member enters the room, the teacher has to fill out a referral form and give it to the member of the restoration team.  The team member takes the student out into the hall and talks to them,  then they call the teacher into the hall for a conference with the student.  From here, the teacher and restoration specialist decide on consequences and take the proper action.  In some cases, the student will be sent back into the room and in other cases they will remove the student for the rest of the period. I also learned that this specific student was a repeat offender and constantly took advantage of the opportunity to use his phone in the classroom.     

So What?

           There are also two things to unpack from this experience: 1.) how this specific school deals with behavioral problems and 2.) how these specific teachers dealt with this case of behavior / their classroom management strategies.        

1.) School Behavior Management
          I honestly respect and appreciate the idea of a restoration team that comes in as a third party to settle any problems in the classroom.  It is great that they listen to the student's side of the story and then bring the teacher and have a conference between both parties.  This is a model of how to successfully solve problems in a professional and mature manner and it is very important for students to see this model.  It also takes some pressure away from the teacher and allows both the teacher and student to look back at the situation and explain their sides of the story.  The teacher in this case explained that she had given him numerous warnings but he didn't listen.  At the same time, the counter is that this method takes ALOT of valuable class time, especially if there is only one teacher in the room.

2.) Teacher's Classroom Management and Situation
          Thinking back to our classroom management panel, I remember that one of the teachers explained that you must have clear and concrete rules for the students to follow, otherwise they  will push you around or try to test your limits and take advantage of you.  The teachers have a no-phone policy (as does the school), but by offering the use of phones as a music device, I can see how students would be willing to test the waters.      

Now What?

          I have seen the gray area that occurs in classroom rules, and I will not allow students to use their phone under certain circumstances and not in others (this applies to every rule not just the cell phone rule).  The gray area makes sense to me and I will make sure that my students are clear about what the rules are, and what the consequences are for breaking them.  With that being said, I will take some of the CF behavioral procedure into my own classroom.  Regardless of what the school's behavioral policy is, I want to be able to conference with the students (and a neutral third party if possible) to discuss the situation and come up with appropriate consequences.  Our students are maturing adults and they need to see how real people should deal with rules.  In the workplace the students will have to consult their boss when things are done incorrectly, so in the classroom they should talk to the teacher.  We owe it to our students to tell them what the rules are, what the reasons are behind the rules and how the student broke the rules.  If we treat them with respect and explain the situation to them, there is a better chance that they will not break the rule again.   

Classroom Management Panel

        

        As a future educator it really hit home when one of the teachers explained that you can't teach unless you have a well-managed classroom.  So many times in our education program we are simply being told that classroom management is important, but not receiving any instruction or tips to having good classroom management.  This is why I was very grateful for the panel this week!  

        At the same time, I found it interesting that some of the most important management techniques are things that we were already taught like proximity control, eye contact and putting a hand on the student's shoulder.  I know that I am contradicting my first paragraph, but I am seriously wondering why so many education candidates feel that they are not prepared for classroom management (myself included)? 

        I think it starts with a few important points from the panel.  First off, we have to know our students.  Unfortunately, we don't currently have relationships with the students we teach and for myself specifically, I have to observe different classrooms at different times of the day due to my busy schedule.  It would be extremely beneficial for me to watch the same class throughout the week and see what their strengths and weaknesses are.  Another teacher on the panel explained that classroom behavior depends on each individual student as well as the time of day and what has happened throughout the day.  I have a feeling that the classroom management pieces won't click for us until we are able to fully integrate into a class and interact with the students on a constant basis.  

          The most important advice that I took away from the panel was to ask for help!  It is better to ask a veteran teacher for advice and help than to have a small problem turn into a huge issue.  I can totally understand the feeling of wanting to do everything right on your own (I often feel that in my personal life), but I can see how important it is to get through to the student(s) before their behavior escalates.  We need to always have our students' best interest at our core, even if it means admitting that you need help.  

          If you are still stressing about classroom management, I found this great link to 6 Classroom Management Tips for every teacher.  The first one "take charge of your class" really made sense to me.  The author explains that this doesn't meant telling everyone to be quiet, but simply engage the students so they are focused on you.  A statement like "how many of you saw The Hunger Games this weekend?" will get the students to be quiet and engaged in what you are saying.  From here, simply transition to the lesson and you should be in a good position.   

Questioning!

        This week we talked a lot about questions.  One of the most important things that I took from the lesson was that in order to ask a question (as a teacher) you need to know the answer that you are looking for.  If you are asking a lower lever question, you are going to get a lower level answer.  It just depends on what you want the students to tell you.
      
        I also realized that after doing the questioning activity, that it is easy to look at the questions you want to ask and convert them to a higher or lower level question.  This is something that helped me a lot this week as I prepared my SPED 433 lesson plan.  At first I found myself asking mostly lower level questions... until I thought back to this lesson and remembered to just change the way the question is asked.  Rather than asking "what does this word mean", I started to shift to "compare the use of this word and this word". 

        This week, my goal is to try and reflect on the questions that I ask every day.  I want to become aware of the questions I ask and also think about the answer I am looking for.  I am hoping that if I practice asking and answering questions now, I will be more comfortable when I am put in front of a class.

      I have also included yet another chart of different questions based on their respective levels of Bloom's Taxonomy. 

Are you "all questioned out" yet?
If you find any other exciting resources leave a comment so I can check them out :)