*By teaching our students differently (based on SES, culture, race, etc.), we are securing their position in society. Break the mold.
*Students must learn to self-advocate. They need to know how to stick up for themselves, their beliefs, interests, and passions. They need to learn to have the confidence to do this while remaining respectful.
*Overcoming a learning disorder is NOT done through motivation. Offering bribes or punishments will not help a student that simply cannot do the task.
*Comprehension has more to do with background knowledge than vocabulary. A student may understand all vocabulary but still not comprehend the question. On the other hand, a student may answer a question correctly but not understand why.
*If you want to reduct the risk of plagiarism, decrease the opportunities to plagiarize. Students cheat because it's easy. Make it hard. Alternate and personalize assignments.
*Discuss what plagiarism is. "I want to know what you know, not what your neighbor knows. You will not get in trouble for not knowing content. Just be honest!"
*Introduce Stephen Hawking during science. He is one of the smartest people alive, and he has a disability. Encouragement that anyone can succeed.
*Cute math jingle: "Dividing fractions is as easy as pie; just flip the denominator and multiply."
*If something is boring, there is a reason why. It may be too hard or a skill they've already mastered. It may just not catch their interests. Let students feel free to tell you, and make efforts to make their learning more fun!
Tuesday, November 30, 2010
Saturday, October 23, 2010
Evans-Marshall v. Board of Education of the Tipp City Exempted Village School District
Last night I came across a news article about a teacher criticized for teaching about banned books in her high school English class. I was frustrated to the point of tears upon reading it.
This morning, I came across the report of the incident from the Court of Appeals. In 2001, the subject, Evans-Marshall, taught a unit on censorship, assigning Ray Bradbury's Farenheit 451 and Herman Hesse's Siddhartha. The next assignment was for the class to break into groups and choose another book to read and discuss together. Two groups chose the children's book Heather Has Two Mommies. Around two dozen parents complained at the next school board meeting, raising the issue to the community and media. (It should be pointed out that one parent asked for an alternative assignment for their child and was given an option of three other books.) The principal and teacher fell into bad terms, he gave her a poor evaluation, and at the end of the year the school board voted unanimously to not renew her contract. Evans-Marshall appealed the non-renewal to the board, testified, and another vote was held with identical results. She then took her case to court under a First Amendment (Freedom of Speech) claim. The court reviewed three similar cases, particularly the 2006 Garcetti v. Ceballos decision that employees in the public sector are not protected by the First Amendment because their actions are to be "pursuant to" their duties. The court declared that the school board is responsible for making decisions, "legitimately giving it a say over what teachers may (or may not) teach in the classroom" (United States Court of Appeals, Evans-Marshall v. Board of Education of the Tipp City Exempted Village School District).
Law states that the school board is ultimately in control of the curriculum in any classroom. This frightens me--I am on the path to licensure because I believe in teaching students important things, things that they may or may not be learning in classrooms today. Things that parents and school boards may or may not think they should learn. Things like censureship.
When I read the news article and became practically inconsolable thinking about the all the things I would not be able to teach my future students for fear of backlash from parents and how thin the thread of having a license may be, my husband attempted to comfort me in the exact same way the last pages of the Court of Appeals case report pdf does: If one teacher can choose the curriculum for her classroom, think of all the other teachers that now want to as well. Specifically, conservative teachers--those on the other end of the spectrum as me. Those that want to teach extremist theories as the fact. If a teacher flaunts her First Amendment rights, what's stopping principals and superintendents from doing the same to support contrary opinions?
So yes, ultimately, the decision should rest with only one group of people, the school board. If one wants to teach a different curriculum than what is being taught, they have every right to apply for a position on the school board.
I feel still feel a little sick thinking about this case and the ones prior that it relates to, but I also feel somewhat relieved. It isn't a matter of not being able to teach what I want, it's a matter of the law, I suppose. As my husband tried to assure me, I can still make a difference in the classroom, and my foremost goal is to spark curiosity. What will, in fact, make more of difference than if I am able to teach a curriculum I feel covers important topics is teaching a lifelong love of learning. They can always learn the important things on their own, after all.
But that's not that I can't merely touch on the topics I feel are important...
This morning, I came across the report of the incident from the Court of Appeals. In 2001, the subject, Evans-Marshall, taught a unit on censorship, assigning Ray Bradbury's Farenheit 451 and Herman Hesse's Siddhartha. The next assignment was for the class to break into groups and choose another book to read and discuss together. Two groups chose the children's book Heather Has Two Mommies. Around two dozen parents complained at the next school board meeting, raising the issue to the community and media. (It should be pointed out that one parent asked for an alternative assignment for their child and was given an option of three other books.) The principal and teacher fell into bad terms, he gave her a poor evaluation, and at the end of the year the school board voted unanimously to not renew her contract. Evans-Marshall appealed the non-renewal to the board, testified, and another vote was held with identical results. She then took her case to court under a First Amendment (Freedom of Speech) claim. The court reviewed three similar cases, particularly the 2006 Garcetti v. Ceballos decision that employees in the public sector are not protected by the First Amendment because their actions are to be "pursuant to" their duties. The court declared that the school board is responsible for making decisions, "legitimately giving it a say over what teachers may (or may not) teach in the classroom" (United States Court of Appeals, Evans-Marshall v. Board of Education of the Tipp City Exempted Village School District).
Law states that the school board is ultimately in control of the curriculum in any classroom. This frightens me--I am on the path to licensure because I believe in teaching students important things, things that they may or may not be learning in classrooms today. Things that parents and school boards may or may not think they should learn. Things like censureship.
When I read the news article and became practically inconsolable thinking about the all the things I would not be able to teach my future students for fear of backlash from parents and how thin the thread of having a license may be, my husband attempted to comfort me in the exact same way the last pages of the Court of Appeals case report pdf does: If one teacher can choose the curriculum for her classroom, think of all the other teachers that now want to as well. Specifically, conservative teachers--those on the other end of the spectrum as me. Those that want to teach extremist theories as the fact. If a teacher flaunts her First Amendment rights, what's stopping principals and superintendents from doing the same to support contrary opinions?
So yes, ultimately, the decision should rest with only one group of people, the school board. If one wants to teach a different curriculum than what is being taught, they have every right to apply for a position on the school board.
I feel still feel a little sick thinking about this case and the ones prior that it relates to, but I also feel somewhat relieved. It isn't a matter of not being able to teach what I want, it's a matter of the law, I suppose. As my husband tried to assure me, I can still make a difference in the classroom, and my foremost goal is to spark curiosity. What will, in fact, make more of difference than if I am able to teach a curriculum I feel covers important topics is teaching a lifelong love of learning. They can always learn the important things on their own, after all.
But that's not that I can't merely touch on the topics I feel are important...
Thursday, October 7, 2010
Pledge to Guide Today's Students--draft 1
About a year ago, I realized that the content of the curriculum taught in America's schools today has been the nearly identical since the creation of the American education system. It's been quite some time since the 17th century, and the world is a very different place. I've tried the political/activist route of provoking change, and there is a lot of talk about education reform in the news these days, but still, little seems to be getting accomplished. One place I know I can evoke change is in my own (future) classroom. Students need to learn about the world as it is today, not as it was when the lessons we teach were created, and I will be the one to teach them.
As a soon-to-be teacher, I began writing a pledge to myself and to my future students a year ago. It's still in its draft stages and probably will be until my first day with my own classroom. However, while reading the news today, I came across an article that struck a chord with part of my pledge. I decided that I should put my pledge, work-in-progress it may be, out for others to see.
Teachers often complain that there is not enough time in the school day to teach everything they want as thoroughly as they want. I know some may scoff at my pledge and claim that I won't find the time to fit more lessons into an already overflowing schedule, but I am passionate about my pledge. I KNOW my students need be taught these things and that they probably won't get it from anywhere else. I WILL find a way.
Pledge to Guide Today's Students
I pledge to guide my students in learning about the world they live in.
Respecting and honoring others
-Learning about cultures and societies across the world
Respecting yourself
-Self concept, eating well, exercising
Respecting the Earth and the environment
Living in the age of technology and information
-Respect and honesty while using the internet
-Critical thinking skills when learning from any media
Seeing the big picture of life
-The universe and how we fit into it
-The Earth and its inhabitants
Respecting and honoring others is the most traditional part of my pledge. The Golden Rule has been taught since the beginning of recorded history, and it will continue into my classroom. Having respect for others is a discipline every human needs to have. Where the differences begin is in the honoring. I hope to teach my students that students in every country are the same, that every human has the same needs, and that at the same time, we share different cultures and histories that are equally as beautiful. This includes sharing stories and photographs (from the internet) of people from all around the world.
Respecting yourself is a trait that many teachers think they are teaching but very rarely have an actual discussion about it. I will teach my students, through conversation, about what it means to take care of their bodies and spirits and how to grow strong and healthy.
Respecting the Earth and environment is where my pledge really starts to deviate from a traditional classroom's curriculum. Obviously, this will include discussions of recycling, but also lessons on geology.
Living in the age of technology and information may be the most pertinent subject for today's generation of students. It's so important to me that I teach my students how to use media and the internet correctly because students today are getting bombarded with examples of how to use it the wrong way. There is a great resource I discovered today on this topic.
Critical thinking skills was my most recent addition to the pledge, and the wording doesn't quite fit yet. What I wanted to get across was that I want to teach my students to question, "Do I think this sounds true? Where can I learn more from another source?" and "Is this a reliable source?" I want them to know what credibility means and how it's determined.
The big picture of life component came from my dabble into Montessori. Cosmic education is a big part of the Montessori style of teaching, some teachers basing every lesson on part of it. As a public educator, I may face great difficulty teaching about the universe, especially in my beginning years. I plan to teach as much as I can without going into anything controversial, hopefully saying just enough to spark the curiosity the leads to further investigation in my students' free time.
As a soon-to-be teacher, I began writing a pledge to myself and to my future students a year ago. It's still in its draft stages and probably will be until my first day with my own classroom. However, while reading the news today, I came across an article that struck a chord with part of my pledge. I decided that I should put my pledge, work-in-progress it may be, out for others to see.
Teachers often complain that there is not enough time in the school day to teach everything they want as thoroughly as they want. I know some may scoff at my pledge and claim that I won't find the time to fit more lessons into an already overflowing schedule, but I am passionate about my pledge. I KNOW my students need be taught these things and that they probably won't get it from anywhere else. I WILL find a way.
Pledge to Guide Today's Students
I pledge to guide my students in learning about the world they live in.
Respecting and honoring others
-Learning about cultures and societies across the world
Respecting yourself
-Self concept, eating well, exercising
Respecting the Earth and the environment
Living in the age of technology and information
-Respect and honesty while using the internet
-Critical thinking skills when learning from any media
Seeing the big picture of life
-The universe and how we fit into it
-The Earth and its inhabitants
Respecting and honoring others is the most traditional part of my pledge. The Golden Rule has been taught since the beginning of recorded history, and it will continue into my classroom. Having respect for others is a discipline every human needs to have. Where the differences begin is in the honoring. I hope to teach my students that students in every country are the same, that every human has the same needs, and that at the same time, we share different cultures and histories that are equally as beautiful. This includes sharing stories and photographs (from the internet) of people from all around the world.
Respecting yourself is a trait that many teachers think they are teaching but very rarely have an actual discussion about it. I will teach my students, through conversation, about what it means to take care of their bodies and spirits and how to grow strong and healthy.
Respecting the Earth and environment is where my pledge really starts to deviate from a traditional classroom's curriculum. Obviously, this will include discussions of recycling, but also lessons on geology.
Living in the age of technology and information may be the most pertinent subject for today's generation of students. It's so important to me that I teach my students how to use media and the internet correctly because students today are getting bombarded with examples of how to use it the wrong way. There is a great resource I discovered today on this topic.
Critical thinking skills was my most recent addition to the pledge, and the wording doesn't quite fit yet. What I wanted to get across was that I want to teach my students to question, "Do I think this sounds true? Where can I learn more from another source?" and "Is this a reliable source?" I want them to know what credibility means and how it's determined.
The big picture of life component came from my dabble into Montessori. Cosmic education is a big part of the Montessori style of teaching, some teachers basing every lesson on part of it. As a public educator, I may face great difficulty teaching about the universe, especially in my beginning years. I plan to teach as much as I can without going into anything controversial, hopefully saying just enough to spark the curiosity the leads to further investigation in my students' free time.
Thursday, September 30, 2010
Observation explanation and Notes
This semester at my university, I am required to take an Observation class. It seemed a bit below me at first, being in my fourth semester of working as a Para-educator through the Co-op, but now entering a classroom where I am not allowed to interact. I've grown to love it, however, because I take notes during the two hours a week I am there. The notes sometimes come from watching the teacher I am observing, but most often from little things I've been thinking about but have not had a chance to write down yet. Previously, I had just been taking notes (about things that are truly important to me, not the class itself per se) during my classes at the university and occasionally when I got home from work, but now I usually save them for writing during my observation time--unless one of my instructors say something incredibly important, then I scribble it in the margin of my paper. I need to organize my notes into categories (Classroom Organization, Instruction, Discipline, etc.), but, as I am still compiling them, I'll leave them as jumbled as when they enter my head.
Also since the beginning of this semester, I've realized the importance of observation. There's something to be said about allowing yourself to merely sit, relax, watch, and reflect. Often, the teacher I am observing makes a small comment or does a small action that normally I wouldn't think twice about, but because I am watching from an outsider's perspective, I have the time to think, "Could this have been handled differently?" In your own classroom, everything happens so fast, you have to think on your feet, and you don't have the liberty to reflect until later--later enough that you most likely have forgotten what it was you were thinking about. Besides, it's always wonderful to watch the teaching of another. Everyone has something to learn, even if it's the incorrect way of doing something. I hope to remain humble enough to observe other classrooms throughout my career.
* On the board of my observation teacher's classroom--"I am responsible!" and bullet points of chores. What a great mantra.
* Observation teacher's alphabet letters (first grade)--"My name is [letter], and I stand for [sound]." "My name is B, and I stand for buh."
* Observation teacher seems to let students sit for a long while. Let students be readers; let them keep a book in their desk for downtime when work is finished. I did as a child, but would it work for all students? Specifically, would it work for younger grades?
* Observation teacher's library is separated by subject--Fantasy, Nonfiction, Pets, Seasons, etc. Might consider organizing my library as such.
* Observation school has an extra recess! Lunch recess plus 15 minutes in the morning or afternoon, depending on when specials are. Is this unheard of in today's schools? Even the Montessori school I volunteered at only got one recess. Could I include a scheduled extra recess even if the rest of the school I teach at doesn't have one?
* What would I do with a playground as big as this one!? Just the same as I would with a smaller one, what I learned from the Montessori school--call the student that needs behavior modification over and talk with them. But I might have to blow a whistle to get their attention.
* Observation teacher to student talking with a classmate: "What was your question?" "Can you tie my shoe?" "What should be added into that question?" "Can you please tie my shoe?" "That's better!"
* Poster in the hallway of Observation school:
Be a STAR Student!
S-afety first!
T-hink before you act
A-ct responsibly
R-espect for everyone
* Observation teacher's assignment: "______ is the best sport. I like to ______." Slightly advanced for first graders because the paper doesn't begin with "I like _______." Although, I might teach my students to write more objectively.
* Bookmarks! Made from colored construction paper, with the students' names written beautifully at the top by the teacher and laminated. They're gorgeous.
* I think I prefer writing the day's schedule on the board every morning as opposed to arranging pre-made schedule cards. And each task should have a place to be checked off upon completion, not a set time. Sure, set times help students keep track of the time, but I just prefer a more fluid time table when it comes to education.
* At the beginning of the year, let students browse all the way through their textbooks, as much as they want! They're going to anyway, and if I don't give them the instruction to do so at the beginning, they'll do it at inopportune times--namely, when I'm in the middle of a lesson.
* Obviously, ask students what they want to learn. Do mini lessons on whatever topic they're interested in. Students learn better in other subjects when they can learn about a topic they're interested in.
* Voice scale used at observation school:
5 - Screaming, Emergency - Red
4 - Recess, Outside Voice - Orange
3 - Classroom voice, talking - Yellow
2 - Soft voice, whisper - Blue
1 - No talking at all, silence - Green
They don't seem to use it much. I, however, want to base a lot of my classroom off a scale similar to this. I want to find a nice decibel reader I can set to whatever decibel I want and the class can self regulate itself to. Third grade teacher at Griffith has a decibel reader shaped like a stop light that beeps when the light is red. I'm not sure how it works, but she doesn't use it often. I would use mine almost constantly.
* Criss-cross applesauce, Indian style, pretzel style--is there anything else I can call this, specifically with older students? Peaceful style? I suppose they'd say they don't need a cute name for it.
* I like observation teacher's classroom because a lot of decorations are close to the floor. It makes it seem more cozy somehow.
* I need to have awesome posters in my room: beautiful pictures from NASA and geographical wonders.
* No matter what grade I teach, I will not put up cutesy traditional school posters of cartoon students.
* No matter what grade I teach, I will not patronize my students. I will treat them with respect and speak using words worthy enough to be added to anyone's vocabulary. I will not dumb down my speech when I talk to my students.
* Remember Teacher Tom's hot glue story. Don't think, "My kids can't do this." Think, "How can I help my kids do this for themselves?"
* Remember K, Montessori teacher, "Is this your most beautiful work?"
* "What you focus on is what you get more of." Not sure where I learned that, but remember to focus on the positive.
* Third grade teacher from Griffith teaches "Social skills," getting along with your peers. I need to look more into this and learn more from him.
* Part of teaching students to be respectful to others is teaching them to speak respectfully. Use "I-statements." (e.g., "I feel angry when you cut in front of me," "I feel ignored when you don't play with me.")
* Respectful speaking should be taught with modeling. Para in observation teacher's room, "You need to be quiet because you are not the teacher." I believe Montessori teacher, K, would have said, "I am speaking now, so please control your voice," or something similar.
* My friend, Jana, told me about a boy that wrote bad words on the bottom of his paper. I loved her conversation with him about it. My first response would have been, "Why did you do this?" and "This is unacceptable." Her first response was, "Were you angry when you did this?" and "You could get into big trouble for this." I need to think more about what I say.
* Idea from another friend, "I was never allowed to use the word 'hate' growing up." I could disallow my students to say "hate." Is this a good idea?
*Lesson plan idea from a long time ago--teach students about future career prospects. Teach them about different occupations and then let them role play or write about what it would be like to have that job.
*First grade teacher from Griffith has a sounds chart her students go over every morning that illustrates different letter blends: "B-R, br" while shivering, "C-R, cr" while crying. It includes sounds that have different spellings, "I-R, E-R, er and ends with "...and A-E-I-O-U are the vowels."
* I watched a student in observation teacher's class lean back in his chair and balance a pencil on his face. Watching him, I realized that the work he had been given really was boring. "What's the point of this worksheet?" I asked myself. It was boring for everyone involved, wasted paper and ink, and didn't even have much for the students to write. Here's a better way: "I just want to see if we know the parts of a book." Discus first--title, illustrator, author, publisher. Then point them out on a book in the classroom. The assignment? Create your own book cover. Worksheet? Who cares.
* Keep in mind what's boring for my students. It may be more than what's boring to me. More discussion, less worksheets.
* Also, use more blank paper. Get creative.
Also since the beginning of this semester, I've realized the importance of observation. There's something to be said about allowing yourself to merely sit, relax, watch, and reflect. Often, the teacher I am observing makes a small comment or does a small action that normally I wouldn't think twice about, but because I am watching from an outsider's perspective, I have the time to think, "Could this have been handled differently?" In your own classroom, everything happens so fast, you have to think on your feet, and you don't have the liberty to reflect until later--later enough that you most likely have forgotten what it was you were thinking about. Besides, it's always wonderful to watch the teaching of another. Everyone has something to learn, even if it's the incorrect way of doing something. I hope to remain humble enough to observe other classrooms throughout my career.
* On the board of my observation teacher's classroom--"I am responsible!" and bullet points of chores. What a great mantra.
* Observation teacher's alphabet letters (first grade)--"My name is [letter], and I stand for [sound]." "My name is B, and I stand for buh."
* Observation teacher seems to let students sit for a long while. Let students be readers; let them keep a book in their desk for downtime when work is finished. I did as a child, but would it work for all students? Specifically, would it work for younger grades?
* Observation teacher's library is separated by subject--Fantasy, Nonfiction, Pets, Seasons, etc. Might consider organizing my library as such.
* Observation school has an extra recess! Lunch recess plus 15 minutes in the morning or afternoon, depending on when specials are. Is this unheard of in today's schools? Even the Montessori school I volunteered at only got one recess. Could I include a scheduled extra recess even if the rest of the school I teach at doesn't have one?
* What would I do with a playground as big as this one!? Just the same as I would with a smaller one, what I learned from the Montessori school--call the student that needs behavior modification over and talk with them. But I might have to blow a whistle to get their attention.
* Observation teacher to student talking with a classmate: "What was your question?" "Can you tie my shoe?" "What should be added into that question?" "Can you please tie my shoe?" "That's better!"
* Poster in the hallway of Observation school:
Be a STAR Student!
S-afety first!
T-hink before you act
A-ct responsibly
R-espect for everyone
* Observation teacher's assignment: "______ is the best sport. I like to ______." Slightly advanced for first graders because the paper doesn't begin with "I like _______." Although, I might teach my students to write more objectively.
* Bookmarks! Made from colored construction paper, with the students' names written beautifully at the top by the teacher and laminated. They're gorgeous.
* I think I prefer writing the day's schedule on the board every morning as opposed to arranging pre-made schedule cards. And each task should have a place to be checked off upon completion, not a set time. Sure, set times help students keep track of the time, but I just prefer a more fluid time table when it comes to education.
* At the beginning of the year, let students browse all the way through their textbooks, as much as they want! They're going to anyway, and if I don't give them the instruction to do so at the beginning, they'll do it at inopportune times--namely, when I'm in the middle of a lesson.
* Obviously, ask students what they want to learn. Do mini lessons on whatever topic they're interested in. Students learn better in other subjects when they can learn about a topic they're interested in.
* Voice scale used at observation school:
5 - Screaming, Emergency - Red
4 - Recess, Outside Voice - Orange
3 - Classroom voice, talking - Yellow
2 - Soft voice, whisper - Blue
1 - No talking at all, silence - Green
They don't seem to use it much. I, however, want to base a lot of my classroom off a scale similar to this. I want to find a nice decibel reader I can set to whatever decibel I want and the class can self regulate itself to. Third grade teacher at Griffith has a decibel reader shaped like a stop light that beeps when the light is red. I'm not sure how it works, but she doesn't use it often. I would use mine almost constantly.
* Criss-cross applesauce, Indian style, pretzel style--is there anything else I can call this, specifically with older students? Peaceful style? I suppose they'd say they don't need a cute name for it.
* I like observation teacher's classroom because a lot of decorations are close to the floor. It makes it seem more cozy somehow.
* I need to have awesome posters in my room: beautiful pictures from NASA and geographical wonders.
* No matter what grade I teach, I will not put up cutesy traditional school posters of cartoon students.
* No matter what grade I teach, I will not patronize my students. I will treat them with respect and speak using words worthy enough to be added to anyone's vocabulary. I will not dumb down my speech when I talk to my students.
* Remember Teacher Tom's hot glue story. Don't think, "My kids can't do this." Think, "How can I help my kids do this for themselves?"
* Remember K, Montessori teacher, "Is this your most beautiful work?"
* "What you focus on is what you get more of." Not sure where I learned that, but remember to focus on the positive.
* Third grade teacher from Griffith teaches "Social skills," getting along with your peers. I need to look more into this and learn more from him.
* Part of teaching students to be respectful to others is teaching them to speak respectfully. Use "I-statements." (e.g., "I feel angry when you cut in front of me," "I feel ignored when you don't play with me.")
* Respectful speaking should be taught with modeling. Para in observation teacher's room, "You need to be quiet because you are not the teacher." I believe Montessori teacher, K, would have said, "I am speaking now, so please control your voice," or something similar.
* My friend, Jana, told me about a boy that wrote bad words on the bottom of his paper. I loved her conversation with him about it. My first response would have been, "Why did you do this?" and "This is unacceptable." Her first response was, "Were you angry when you did this?" and "You could get into big trouble for this." I need to think more about what I say.
* Idea from another friend, "I was never allowed to use the word 'hate' growing up." I could disallow my students to say "hate." Is this a good idea?
*Lesson plan idea from a long time ago--teach students about future career prospects. Teach them about different occupations and then let them role play or write about what it would be like to have that job.
*First grade teacher from Griffith has a sounds chart her students go over every morning that illustrates different letter blends: "B-R, br" while shivering, "C-R, cr" while crying. It includes sounds that have different spellings, "I-R, E-R, er and ends with "...and A-E-I-O-U are the vowels."
* I watched a student in observation teacher's class lean back in his chair and balance a pencil on his face. Watching him, I realized that the work he had been given really was boring. "What's the point of this worksheet?" I asked myself. It was boring for everyone involved, wasted paper and ink, and didn't even have much for the students to write. Here's a better way: "I just want to see if we know the parts of a book." Discus first--title, illustrator, author, publisher. Then point them out on a book in the classroom. The assignment? Create your own book cover. Worksheet? Who cares.
* Keep in mind what's boring for my students. It may be more than what's boring to me. More discussion, less worksheets.
* Also, use more blank paper. Get creative.
Monday, June 14, 2010
Book Review: Children of the Universe
The second book K. lent to me is one she says she tries to incorporate into her teaching as much as possible, Children of the Universe: Cosmic Education in the Montessori Elementary Classroom by Michael and D'Neil Duffy.
Some time ago, probably within a month or two of discovering Montessori education, I came across the most amazing and wonderful lesson that Montessori herself taught, The Great Lesson. Even before reading much into it, I could tell that it was one of the things that truly made Montessori education different and far more special than traditional education.
The Great Lesson begins by sitting down with the students in a darkened room. The teacher begins to tell a story, just like the storytellers of times long gone by. She starts off softly, "In the beginning, there was nothing. And then," (she presents a black balloon secretly filled with silver glitter) "there was a burst of energy," (she pops the balloon and the glitter fills the air) "and particles were set into motion."
This lesson, even merely reading it and not having the opportunity to experience it, awed me. To explain to children at that age, and with such emphasis!, something of that philosophical weight and significance, stuck me as something of great importance that had been lost to most teachers before me. Why had no teachers the courage to entrust their students with this knowledge?
Michael and D'Niel showed me that, although this was the only Great Lesson Montessori taught in her time, her son, Mario, and those that followed her work, wrote four more and expanded on her original. Collectively, they are sometimes referred to as Great Lessons, implying the significance of the content, and sometimes, Great Stories, implying the significance of the presentation. The five Great Lessons/Stories are:
-The Story of the Universe (Creation Story, The Story of the Beginning)
-The Story of Life
-The Story of Humans
-The Story of Language
-The Story of Numbers
These five stories are broken down even farther by some Montessori educators to include individual stories about Earth, Civilization, etc. Because the are not lessons set in stone, any teacher can create a story about anything she feels needs to be talked about with the greatest of importance.
Cosmic education (and the Great Lessons it includes) is, according to Micheal and D'Neil, the foundation of Montessori education. It is the basis on which every other subject is taught, and every lesson in the Montessori classroom should be constructed with the Great Lessons in mind.
The Stories are told from large scale to small scale, Universe to individual level, which is directly opposite how traditional education is taught. The student in a traditional classroom might be taught about their neighborhood in kindergarten, their state and perhaps the nation in elementary school, and the world (and possible the stars if they had the opportunity to take the elective) in middle and high school, considering all the while how they can relate their studies to themselves.
Montessori students, on the other hand, begin their studies considering the universe as a whole, before they were born, before the Earth even existed, and the unquestionable laws of physics. They reflect on how stars and plants were created, then how the Earth was formed and what it was like before it contained the conditions for life. Then they learn the life that first began to exist on Earth and how it transformed and grew stronger and into billions of different species. Only then are they ready to consider themselves and humanity as it is today. It instills in the students an incredible sense of humility and lets them see their place in the world, their place in the universe. Cosmic Education teaches students to be one with the universe and to be at peace.
Reading Children of the Universe was quite an experience for me. I loved every bit of Cosmic Education (with the small exception of the option to include a divine creator in the Story of the Beginning), and yet at the same time, I felt as though I were an outsider looking into something I could not be a part of. I realized that the whole of Montessori is based on science, definitely not my best subject. I could just picture myself trying to give these Great Lessons, stumbling myself for the correct account, being asked questions I had no idea how to answer. Of course, this road block may be smaller than I see it as, because the Great Lessons are not given to show all the answers to students. They are merely to introduce concepts and inspire the students to research, teaching themselves the answers to their questions. Still, I'm not accustomed yet to students researching things in my classroom that I don't have the ability to clarify myself.
The second hesitancy I had was, of course, reading a purely Montessori book as a public school teacher. The majority of these Stories have no place in the American public school classroom due to separation of church and state. If I started teaching my students about the Big Bang and evolution, two very important pieces in Cosmic Education, I'd have enough public outcry to take away my license in a heartbeat. I know that there are ways to tame down what I've read enough to introduce it to my classroom, but I think I would always be afraid I was saying too much. In any case, I think I might be able to at least guide my students towards the gravity of topics such as the universe and world outside their backyard without making parents upset.
My own issues aside, there are a few notes I took from the book to share:
*"Montessori saw no contradiction between her acceptance of evolution and her religious beliefs as a Roman Catholic. In fact ... she considered human beings as collaborators with the deity in the work of continuing creation," p.21
*"'If the idea of the universe is presented to th child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest, and more satisfying,'" p.31 (Montessori, To Educate, p.9)
*"The job of the Montessori teacher/directress is not to teach information so much as to guide or direct the children to an area of study by stimulating their imagination and interest, and then letting them go on their own as far as they wish using both the classroom materials and outside resources. The story part is the principle job of the teacher, the study part is primarily the job of the students, although some presentations involve an introduction of information by the teacher as well," p.34
*History is taught first with story, then with the making of a clock or timeline (such as the Clock of Eons, Timeline of Life, and Timeline of Humans), p.36
*When materials are used during a lesson or story, cover them with a black cloth to provoke mystery and suspense, p.44
*"It was only because of these billions of years of star life and death that the fragile conditions for life were created on this speck of rock we call home. We are the children of the universe," p.62
*Although the works with scientific names and classifications of life seem complex and daunting, they are not meant o be in depth studies like that they will receive in high school, merely a glance at what they will study in the future, and more importantly, a foundation for the appreciation of evolution. (It is important that while students are learning, teachers don't force regurgitation of facts), p. 91
*Students learn about early humans and evolution to current humans to learn that humans are animals, but also to consider real, physical differences between humans and other animals, p.106
*"The recognition that people in very different places in the world and in very ancient times all had the same needs that we have today is a deeply spiritual insight for children on the fundamental unity of all human beings," p.117
*Teach history not through the use of national boundaries. Humans are ll related--the world itself should be the only boundary, p.122
*"To attain true peace, she [Montessori] wrote, "We must create a different sort of man in order to have a different sort of society,'" p.127 (Montessori, Education and Peace)
*"Montessori students are taught to see themselves as citizens of the world, a species within the family of living species on Earth and, ultimately, as descendants of the universe," p.128
*"In a 1936 address to the European Congress for Peace meeting in Brussels, Montessori summed up her position: 'Preventing conflicts is the work of politics, establishing peace is the work of education,'" p.130
*"So why teach Cosmic Education? Montessori would answer that we must teach in this way so the children of today can understand more fully who they are and grow up to create a new kind of society, one in which peace is based on an understandin of the fundamental unity of humanity," p.130
Read more about the Great Lessons from Montessori for Everyone or Miss Barbara's website.
Read more about Cosmic Education from The North American Montessori Teacher Training blog or the Rose Hill Montessori school in Boise, Idaho website.
Buy Children of the Universe on Amazon.
Some time ago, probably within a month or two of discovering Montessori education, I came across the most amazing and wonderful lesson that Montessori herself taught, The Great Lesson. Even before reading much into it, I could tell that it was one of the things that truly made Montessori education different and far more special than traditional education.
The Great Lesson begins by sitting down with the students in a darkened room. The teacher begins to tell a story, just like the storytellers of times long gone by. She starts off softly, "In the beginning, there was nothing. And then," (she presents a black balloon secretly filled with silver glitter) "there was a burst of energy," (she pops the balloon and the glitter fills the air) "and particles were set into motion."
This lesson, even merely reading it and not having the opportunity to experience it, awed me. To explain to children at that age, and with such emphasis!, something of that philosophical weight and significance, stuck me as something of great importance that had been lost to most teachers before me. Why had no teachers the courage to entrust their students with this knowledge?
Michael and D'Niel showed me that, although this was the only Great Lesson Montessori taught in her time, her son, Mario, and those that followed her work, wrote four more and expanded on her original. Collectively, they are sometimes referred to as Great Lessons, implying the significance of the content, and sometimes, Great Stories, implying the significance of the presentation. The five Great Lessons/Stories are:
-The Story of the Universe (Creation Story, The Story of the Beginning)
-The Story of Life
-The Story of Humans
-The Story of Language
-The Story of Numbers
These five stories are broken down even farther by some Montessori educators to include individual stories about Earth, Civilization, etc. Because the are not lessons set in stone, any teacher can create a story about anything she feels needs to be talked about with the greatest of importance.
Cosmic education (and the Great Lessons it includes) is, according to Micheal and D'Neil, the foundation of Montessori education. It is the basis on which every other subject is taught, and every lesson in the Montessori classroom should be constructed with the Great Lessons in mind.
The Stories are told from large scale to small scale, Universe to individual level, which is directly opposite how traditional education is taught. The student in a traditional classroom might be taught about their neighborhood in kindergarten, their state and perhaps the nation in elementary school, and the world (and possible the stars if they had the opportunity to take the elective) in middle and high school, considering all the while how they can relate their studies to themselves.
Montessori students, on the other hand, begin their studies considering the universe as a whole, before they were born, before the Earth even existed, and the unquestionable laws of physics. They reflect on how stars and plants were created, then how the Earth was formed and what it was like before it contained the conditions for life. Then they learn the life that first began to exist on Earth and how it transformed and grew stronger and into billions of different species. Only then are they ready to consider themselves and humanity as it is today. It instills in the students an incredible sense of humility and lets them see their place in the world, their place in the universe. Cosmic Education teaches students to be one with the universe and to be at peace.
Reading Children of the Universe was quite an experience for me. I loved every bit of Cosmic Education (with the small exception of the option to include a divine creator in the Story of the Beginning), and yet at the same time, I felt as though I were an outsider looking into something I could not be a part of. I realized that the whole of Montessori is based on science, definitely not my best subject. I could just picture myself trying to give these Great Lessons, stumbling myself for the correct account, being asked questions I had no idea how to answer. Of course, this road block may be smaller than I see it as, because the Great Lessons are not given to show all the answers to students. They are merely to introduce concepts and inspire the students to research, teaching themselves the answers to their questions. Still, I'm not accustomed yet to students researching things in my classroom that I don't have the ability to clarify myself.
The second hesitancy I had was, of course, reading a purely Montessori book as a public school teacher. The majority of these Stories have no place in the American public school classroom due to separation of church and state. If I started teaching my students about the Big Bang and evolution, two very important pieces in Cosmic Education, I'd have enough public outcry to take away my license in a heartbeat. I know that there are ways to tame down what I've read enough to introduce it to my classroom, but I think I would always be afraid I was saying too much. In any case, I think I might be able to at least guide my students towards the gravity of topics such as the universe and world outside their backyard without making parents upset.
My own issues aside, there are a few notes I took from the book to share:
*"Montessori saw no contradiction between her acceptance of evolution and her religious beliefs as a Roman Catholic. In fact ... she considered human beings as collaborators with the deity in the work of continuing creation," p.21
*"'If the idea of the universe is presented to th child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest, and more satisfying,'" p.31 (Montessori, To Educate, p.9)
*"The job of the Montessori teacher/directress is not to teach information so much as to guide or direct the children to an area of study by stimulating their imagination and interest, and then letting them go on their own as far as they wish using both the classroom materials and outside resources. The story part is the principle job of the teacher, the study part is primarily the job of the students, although some presentations involve an introduction of information by the teacher as well," p.34
*History is taught first with story, then with the making of a clock or timeline (such as the Clock of Eons, Timeline of Life, and Timeline of Humans), p.36
*When materials are used during a lesson or story, cover them with a black cloth to provoke mystery and suspense, p.44
*"It was only because of these billions of years of star life and death that the fragile conditions for life were created on this speck of rock we call home. We are the children of the universe," p.62
*Although the works with scientific names and classifications of life seem complex and daunting, they are not meant o be in depth studies like that they will receive in high school, merely a glance at what they will study in the future, and more importantly, a foundation for the appreciation of evolution. (It is important that while students are learning, teachers don't force regurgitation of facts), p. 91
*Students learn about early humans and evolution to current humans to learn that humans are animals, but also to consider real, physical differences between humans and other animals, p.106
*"The recognition that people in very different places in the world and in very ancient times all had the same needs that we have today is a deeply spiritual insight for children on the fundamental unity of all human beings," p.117
*Teach history not through the use of national boundaries. Humans are ll related--the world itself should be the only boundary, p.122
*"To attain true peace, she [Montessori] wrote, "We must create a different sort of man in order to have a different sort of society,'" p.127 (Montessori, Education and Peace)
*"Montessori students are taught to see themselves as citizens of the world, a species within the family of living species on Earth and, ultimately, as descendants of the universe," p.128
*"In a 1936 address to the European Congress for Peace meeting in Brussels, Montessori summed up her position: 'Preventing conflicts is the work of politics, establishing peace is the work of education,'" p.130
*"So why teach Cosmic Education? Montessori would answer that we must teach in this way so the children of today can understand more fully who they are and grow up to create a new kind of society, one in which peace is based on an understandin of the fundamental unity of humanity," p.130
Read more about the Great Lessons from Montessori for Everyone or Miss Barbara's website.
Read more about Cosmic Education from The North American Montessori Teacher Training blog or the Rose Hill Montessori school in Boise, Idaho website.
Buy Children of the Universe on Amazon.
Tuesday, May 11, 2010
Book Review: Children Who Are Not Yet Peaceful
K recommended Children Who Are Not Yet Peaceful to me when I first started volunteering at her school, and I must say, I am incredibly thankful she did. Donna Bryant Goertz shares 19 stories from her Austin, Texas Montessori school in her 2001-released book. Each chapter describes a student that could have been (and in many cases were) not properly cared for in a traditional school, but through interventions, time, and love, Donna, almost miraculously, turns every situation around. It was my first glance into what makes the Montessori method so very wonderful, and I found it more inspiring than any other education book I have read.
Donna's classroom, like Montessori classrooms across the globe, is made up of six- to nine-year olds that have learned to help and rely on each other with little assistance from the adults in the room. They solve problems on their own, speak politely and respectfully to one another, and only involve an adult if there is a problem that they can't resolve together. They are learning to become independent, self-functioning children.
Donna also helps her students before they even enter the door by explaining to parents what is most beneficial to them while they are at home: little tv and video game time, ample encouragement and love, healthy food, and reading together every night. She insists that none of her students, despite circumstances, are on medication, as it interferes with their growing minds and bodies.
Having established these two important prerequisites, a classroom where students can thrive and a caring home life, Donna welcomes, throughout the chapters, children with many different complicated situations into her classroom. She describes with great illustration the struggles of each child, and then details how, with what seems to be ease but may merely be patience, she leads them to overcome. A child that purposely destroyed is guided to make creative and artistic messes, a child that lied is guided to tell the truth, and children with aggression are guided into a calm.
When I read Children Who Are Not Yet Peaceful, I was reminded in every chapter how little public school teachers actually help their students to overcome problems. They have so little time and so much to do (testing and paperwork and whole-class lessons that only half the class understands) that solving every students struggles is an impossible task. We build a temporary fix for the school year, caulk the growing hole in a dam, until we can send them off to the next teacher, to the next grade level, and let them fix things.
A few of the chapters even reminded me of children I work with now as a para. When I realized that I was seeing my students in the characters, my heart began to break. My students could benefit so much from the Montessori method, but I realized then that it was impossible to hope that for them. Donna lives states away, and Montessori schools are far more expensive than these Title I students' parents can afford. Even then, it is probably too late to reach the students I fear for, some of which will be graduating 5th grade in just weeks.
I knew, after reading about Donna's successes, that it was up to me. I may not be able to do much as a para, but when I enter the classroom with my degree, I pledge to be different. I pledge not to let any solvable struggles pass me by. Using the Montessori method as a beginning to my guide, I will use love and patience to reach all of my students. I will guide my students to become self-reliant and respectful. And for those children who are not yet peaceful, I will find the time to somehow lead them to calm.
Read a few chapters from Donna's book on Google Books
and then buy it on Amazon.
Donna's classroom, like Montessori classrooms across the globe, is made up of six- to nine-year olds that have learned to help and rely on each other with little assistance from the adults in the room. They solve problems on their own, speak politely and respectfully to one another, and only involve an adult if there is a problem that they can't resolve together. They are learning to become independent, self-functioning children.
Donna also helps her students before they even enter the door by explaining to parents what is most beneficial to them while they are at home: little tv and video game time, ample encouragement and love, healthy food, and reading together every night. She insists that none of her students, despite circumstances, are on medication, as it interferes with their growing minds and bodies.
Having established these two important prerequisites, a classroom where students can thrive and a caring home life, Donna welcomes, throughout the chapters, children with many different complicated situations into her classroom. She describes with great illustration the struggles of each child, and then details how, with what seems to be ease but may merely be patience, she leads them to overcome. A child that purposely destroyed is guided to make creative and artistic messes, a child that lied is guided to tell the truth, and children with aggression are guided into a calm.
When I read Children Who Are Not Yet Peaceful, I was reminded in every chapter how little public school teachers actually help their students to overcome problems. They have so little time and so much to do (testing and paperwork and whole-class lessons that only half the class understands) that solving every students struggles is an impossible task. We build a temporary fix for the school year, caulk the growing hole in a dam, until we can send them off to the next teacher, to the next grade level, and let them fix things.
A few of the chapters even reminded me of children I work with now as a para. When I realized that I was seeing my students in the characters, my heart began to break. My students could benefit so much from the Montessori method, but I realized then that it was impossible to hope that for them. Donna lives states away, and Montessori schools are far more expensive than these Title I students' parents can afford. Even then, it is probably too late to reach the students I fear for, some of which will be graduating 5th grade in just weeks.
I knew, after reading about Donna's successes, that it was up to me. I may not be able to do much as a para, but when I enter the classroom with my degree, I pledge to be different. I pledge not to let any solvable struggles pass me by. Using the Montessori method as a beginning to my guide, I will use love and patience to reach all of my students. I will guide my students to become self-reliant and respectful. And for those children who are not yet peaceful, I will find the time to somehow lead them to calm.
Read a few chapters from Donna's book on Google Books
and then buy it on Amazon.
Friday, April 16, 2010
A Missed Opportunity in The Montessori Language
Today was the first day of gardening at my Montessori school, and everyone was very excited. A had stepped out to buy a few more things we needed before we began, but some of us were a bit too excited to wait. "Andrew," K's son (it's so weird to make up names! Haha!), a first year, asked several times to get his shovel from the shed, and when the answer was still, "No," he began to get frustrated. K was sitting in a chair helping a student organize her work, and Andrew, in anger, pushed with all his might on the K's chair, perhaps it was to knock her out of it, but at least he wasn't pushing her, I suppose. "Andrew, please go the the peace pillow right now," was the response he got from her, and he obediently stormed to the corner where the pillow was waiting for him.
A returned soon with all of the supplies, and Andrew was able to join his classmates in bringing them in from the car. He was clearly still not at his best, but I could tell he was working hard on keeping his emotions under control. The first thing that needed to be done was assembling the wheel barrow from the box. There were two bolts that screwed the handles to the body, four students this day, but only one wrench to get the nuts onto the bolts. Two students took turns screwing the nut onto one side, and then K began to work on the other.
"Can I have a turn with the wrench?" Andrew asked K.
"Yes, in a moment."
She had been working on it for a moment already, and kept working as she spoke. The bolt wasn't very long, and Andrew wouldn't get a very long turn if she kept going. "Shelly," K's daughter, the oldest of the class, a third year, must have noticed this at the same time I did, for she giggled and said something to the effect of, "You'll get one turn, Andrew. You only asked for a turn!"
Just then, a thought came into my mind: Shelly, Andrew is feeling frustrated right now, so we need to be especially gentle towards him.
But I didn't speak. I did not say these kind words that had formed in my mind, and the moment quickly passed.
At first, I was frustrated at myself for not speaking. This was a time to step up and say something helpful towards people that needed guidance, and I did not provide the guidance, though I had the guidance to give. How terrible of me to keep peaceful thoughts towards others to myself when others would have benefited more from them.
In hindsight, however, I might have been too hard on myself. I have only been in this environment for a short while, and I can't be expected to master the kind way of the Montessori language immediately. At this time, it is enough to merely have these words in my mind. Next time, I will speak them.
Andrew, thankfully, did not respond to his sister's remark. He gave her a short, angry stare, kept his mouth closed, and let it pass.
A returned soon with all of the supplies, and Andrew was able to join his classmates in bringing them in from the car. He was clearly still not at his best, but I could tell he was working hard on keeping his emotions under control. The first thing that needed to be done was assembling the wheel barrow from the box. There were two bolts that screwed the handles to the body, four students this day, but only one wrench to get the nuts onto the bolts. Two students took turns screwing the nut onto one side, and then K began to work on the other.
"Can I have a turn with the wrench?" Andrew asked K.
"Yes, in a moment."
She had been working on it for a moment already, and kept working as she spoke. The bolt wasn't very long, and Andrew wouldn't get a very long turn if she kept going. "Shelly," K's daughter, the oldest of the class, a third year, must have noticed this at the same time I did, for she giggled and said something to the effect of, "You'll get one turn, Andrew. You only asked for a turn!"
Just then, a thought came into my mind: Shelly, Andrew is feeling frustrated right now, so we need to be especially gentle towards him.
But I didn't speak. I did not say these kind words that had formed in my mind, and the moment quickly passed.
At first, I was frustrated at myself for not speaking. This was a time to step up and say something helpful towards people that needed guidance, and I did not provide the guidance, though I had the guidance to give. How terrible of me to keep peaceful thoughts towards others to myself when others would have benefited more from them.
In hindsight, however, I might have been too hard on myself. I have only been in this environment for a short while, and I can't be expected to master the kind way of the Montessori language immediately. At this time, it is enough to merely have these words in my mind. Next time, I will speak them.
Andrew, thankfully, did not respond to his sister's remark. He gave her a short, angry stare, kept his mouth closed, and let it pass.
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