Fall hasn't even arrived, but I am currently student teaching and taking my final class on campus. I have plans on keeping this blog active and using it to reflect on my experiences.
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Community Building
I have been co-teaching for a month now in a fourth grade classroom. The days are going past too quickly. Within five days I found myself in love with all 24 of my students! I see so much potential within each and every one of my students. That may sound cliché, but it's true.
Just after school started, I asked them to fill out a "Who Are You" paper. From their answers, I know if they could be any animal they wanted they would be: cats, dogs, lions, cheetahs, a dolphin, a dragon, horse, bald eagle, a tiger, a lynx, and a hydra. One third of the class says Math is their favorite subject, while another third listed PE or Recess as their favorite. The final third was divided between reading, art and music. When they grow up they long to be: teachers, veterinarians, dancers, artists, basketball players, hockey players, soccer players, graphic designers, singers, doctors, gymnasts, police officers, marine biologists, scientist, and inventors.
Three weeks into school and I still wanted to know more about my students. On a whim, I asked them to put their favorite songs onto little pieces of paper, then place the papers on my desk. I told my students I'd like to create a playlist for us on Spotify. WOW! They were really into this and wanting to share! NOTE TO SELF: I need to learn when it is a good time to engage in something like this. Questions, and more questions. Could they put more than one song? What if they were unsure of the title? What if they didn't know the artist? I answered all their questions but was worried I was using valuable class time for a little idea I had. Over the weekend, I listened and watched on YouTube, every song they suggested. I pre-viewed lyrics online as well. On Monday morning I told them I was working on our playlist. I shared that I was enjoying hearing all their music choices. Truly I did. Unfortunately, some of the lyrics are not appropriate for school. On Thursday morning the playlist was up and ready on Spotify. As the students came in, I had our music playing. Talk about happy students! Such ownership too!!! "Hey, this is my song!" Boys and girls were singing. I could feel the community between them growing deeper. They liked hearing what others chose. It was sad when the bell rang and our day started, and yet...they were all happy. The next morning we were able to put their songs on again. We will see how long this lasts. I now have a sign up sheet on my desk where they can add new songs. My weekend homework will include pre-viewing more songs.
While shopping this afternoon, I felt as if our playlist was at Kohl's! :)
~Lisa
Showing posts with label Building Community. Show all posts
Showing posts with label Building Community. Show all posts
Saturday, August 30, 2014
Sunday, April 6, 2014
Balancing Accelerated Reading with Readers Choices in one Classroom
In November of 2010, the journal Language Arts published the insights of Mariana Souto-Manning as she, along with her class of second graders found balance and acceptance of the AR program used in their school.
It is important to note that in the era of No Child Left Behind (NCLB) every student should read at or above grade level by the end of third grade. Hence, funding for schools is tied to students’ test performance. One way to test students regularly is to encourage school wide reading, such as the Accelerated Reading (AR) program. AR is a computer software program that makes reading assignments based on multiple-choice tests. It limits students reading choices and disregards teachers expertise. Implementing AR in kindergarten and grades one and two is meant to be a form of early intervention. The goal is to accelerate literacy in the early years in an attempt to erase perceived deficiencies that some children bring with them as they enter into school.
Schools that use the AR program assign points to students based on their rate of accuracy (test scores) in combination with the level of book read. Accumulated points can be turned in for tangible rewards.
Problems with AR are that, as noted above, it includes a lack of choice in book selection. It also disregards readers background knowledge and interests, and does not encourage collective reading and/or discussions.
Unfortunately, with the adoption of NCLB, children’s learning is constantly being monitored by their teachers. This leaves little room for a teacher to creatively teach or for students to “play” as a form of learning.
Ms. Souto-Manning was told by her administrators that she had to use AR. The year prior to this she had been with the same group of students. She looped with them as their teacher hoping to build on the previous year experience of creating a culture of inquiry in their classroom. Together, teacher and students brainstormed to engage in critical action research forming an inquiry of how they could make AR serve their needs better. The students noted that they were segregated by colors(decided by their AR scores) on their library cards. They were only allowed to check out certain books based on their AR level, and were actually discouraged by the media specialists when they wanted to check out different, more interesting books. The color coding worked to censor student choices and discouraged reading motivation. Also, even if a student read a book beyond his level, he would not be able to receive test points for it. Students started identifying themselves as the color-coded readers they were as noted on their library cards. In addition, because peers may not be labeled the same color, they weren’t necessarily able to read, then discuss, the same books. ‘Reading was reduced to a textual, cognitive process that was striped of it’s sociopolitical aspects.’ Other problems the students noted were that the AR book choices were not plentiful enough to include all their varied interests. Nor were there many children of color represented in the texts.
Ms. Souto-Manning’s class worked together and fund raised, earning $800. They surveyed their families and came up with a list of books they believed would more authentically represent their class make up. Books were purchased and then the Media Specialist was consulted and these new books were added to the AR lists…with parent volunteers using websites with details on how to write appropriate AR quizzes. The Media Specialist was able to add these new books to the schools pool of resources.
The class decided to stop the AR reward system and instead work as a class towards points and then reward the whole rather than individuals for efforts. To overcome the “you can only check out your color coded AR books in the library”, Ms. Souto-Manning had her students generate a weekly list and she would personally check out books from the school library to have in her classroom.
Ms. Souto-Manning was resourceful with her students. The lesson she taught them, in my opinion, empowered her students to make take a system they had to use and make it better for all. The community of learners she started to grow as first graders blossomed into capable second graders who made a difference in their school community.
Reading needs to make meaning to students. Students who have more book choice options to choose from, book choices that reflect their interests and book choices in which they can see themselves, they make connections that will propel them even farther in their learning.
~ltk
Souto-Manning, M. (2010) . Accelerating Reading Inequalities in the Early Years . Language Arts, 88 (2), 104-113.
4 of 5
Monday, March 17, 2014
The Importance of Play in the Classroom...
In today's classrooms, especially from grades one on up, there is a lot of 'business' that MUST get done. Besides teaching, teachers are required to pre-test, and post test students over lessons. The testing results are expected to show a mastery of the lesson taught. Students are expected to sit in their desks, following the rules: quietly sitting, not bothering their neighbors and staying on task. Time for students to create seems to have vanished with the extra recess part of the day at most schools.
In an article from Reading Research Quarterly, Dr. Karen E. Wohlwend (2008) documented the importance of play in learning within a kindergarten classroom. Specifically, Dr. Wohlwend goes on to say that playing school at school is an important tool for students. In playing school the students pair up reading and playing as reading-to-play, and playing-to-read. Students showed these disciplines connected by reading books, reading charts, pretending to be the teacher, and by teaching pretend students. In these ways, students made sense of books and multimedia, as well as produced social spaces where they indicated how kindergarteners should acts as readers and writers, leaders and followers, or boys and girls.
If these practices in a kindergarten room reinforce peer learning and set the stage for norms expected within the classroom, why is it that school districts feel teachers should act more as disciplinarians and less like facilitators of knowledge bearers? Why are students expected to sit and be spoken at all day long? How drab.
I understand the importance of being able to account for what our students are learning, and agree that tests are a quick and easy way to test knowledge. But I feel there are also other ways our students can show what they learn. I feel deeper learning happens when students are allowed to learn through inquiry, and study topics that matter to them. Upper elementary students still need play in their lives. I hope to be able to facilitate playing-to-learning within my classroom through role playing. To learn about different cultures and groups who shaped our history, and to grasp the important lessons to be learned, my classroom will transform into those different cultures. As an example, when studying Indiana history, we shall become members of tribes or explorers from the early days of Indiana. We will write about our experiences in authentic ways, keeping journals, writing letters, reading recipes. We will read stories that connect us, our classroom, to our community of long ago.
I believe no child benefits from being seated at their desk the entire school day. Truly, most adults in the real world function by interacting with others. Most adults are not in stationary positioned all day long either. Why then do we expect that of our students? In order for our students to become active learners, they need to be inspired by teachers who are willing to interact with them.
~ltk
“Tell me and I forget, teach me and I may remember, involve me and I learn.”
― Benjamin Franklin
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reference:
In an article from Reading Research Quarterly, Dr. Karen E. Wohlwend (2008) documented the importance of play in learning within a kindergarten classroom. Specifically, Dr. Wohlwend goes on to say that playing school at school is an important tool for students. In playing school the students pair up reading and playing as reading-to-play, and playing-to-read. Students showed these disciplines connected by reading books, reading charts, pretending to be the teacher, and by teaching pretend students. In these ways, students made sense of books and multimedia, as well as produced social spaces where they indicated how kindergarteners should acts as readers and writers, leaders and followers, or boys and girls.
If these practices in a kindergarten room reinforce peer learning and set the stage for norms expected within the classroom, why is it that school districts feel teachers should act more as disciplinarians and less like facilitators of knowledge bearers? Why are students expected to sit and be spoken at all day long? How drab.
I understand the importance of being able to account for what our students are learning, and agree that tests are a quick and easy way to test knowledge. But I feel there are also other ways our students can show what they learn. I feel deeper learning happens when students are allowed to learn through inquiry, and study topics that matter to them. Upper elementary students still need play in their lives. I hope to be able to facilitate playing-to-learning within my classroom through role playing. To learn about different cultures and groups who shaped our history, and to grasp the important lessons to be learned, my classroom will transform into those different cultures. As an example, when studying Indiana history, we shall become members of tribes or explorers from the early days of Indiana. We will write about our experiences in authentic ways, keeping journals, writing letters, reading recipes. We will read stories that connect us, our classroom, to our community of long ago.
I believe no child benefits from being seated at their desk the entire school day. Truly, most adults in the real world function by interacting with others. Most adults are not in stationary positioned all day long either. Why then do we expect that of our students? In order for our students to become active learners, they need to be inspired by teachers who are willing to interact with them.
~ltk
“Tell me and I forget, teach me and I may remember, involve me and I learn.”
― Benjamin Franklin
-----
reference:
Wohlwend, K. E. (2008) . Kindergarten as Nexus of Practice: A Mediated Discourse Analysis of Reading, Writing, Play and Design in an Early Literacy . Reading Research Quarterly, 43(3) , pp. 332-334 . Retrieved from: http://www.jstor.org/discover/10.2307/20068350?uid=3739664&uid=2&uid=4&uid=3739256&sid=21103781288033
2 of 5
Sunday, January 26, 2014
Research: Literacy Dig...Rollerskating
In a group of five, we met on a cold and snowy weeknight evening to explore a rollerskating rink. We were to pay attention through the eyes of a child being exposed to literacy. Specifically we were thinking about a school-aged child, maybe 6-9 years old, knowing that most children learn to read around the age of 5 or 6 years old. By literacy, we interpreted that to mean every word a child may see or hear. So both visual and oratory signs a child needs to understand.
The basics of the "dig" were that we met at our chosen location for about an hour. We would each decide on an area/item to focus our attention. We would observe for 30 minutes. After we finished observing, we would come together and discuss our field notes.
I was to record bits of talk. I observed that parents spoke to children about food they were eating. Children interacted with other children, mostly off the rink. The DJ gave instructions over the loud speaker. The staff, who were both on the floor skating, and were behind the counters interacted with young and old patrons. And cell phones were in the hands of those I judged to be over the age of 10.
Particular words that were needed to be known by skaters were "Normal Direction" and "Everybody Skates." The DJ announced races (Men/Women races), games (The Dice Game), and special skating/dancing (the Cha Cha Slide). During the dice game, participants would need to understand how the game was played and know the meaning of "corner number four (one, two or three) comes off, please." During the dance, skaters or participants would need to be able to follow the directions in the song. Left, right, side, forward, back, stomp, jump, one, two, cha cha, etc. Paying attention to the song choice, it was noted that the bleeped out versions of the popular songs were being played.
After our observations, our team met to discuss what we experienced. We noted numerous signs on the walls and doors. There were restroom signs, menus to read and arcade games with many words on them. T-shirt's had words too. Many patrons had their cellphones out and were texting or connecting to friends who were not at the rink.
In the real world, we are exposed to more literacy than what is written on the pages of a book. At the rollerskating rink I felt it was important to be able to use your eyes to interpret your needs. Reading the menu is a plus if you are hungry, but one can simply look at what is available and ask how much it costs. The staff was so helpful and pleasant, when they saw someone needing something they would simply step in, and help. No one would struggle being unable to read here. There were plenty of visual cues to watch showing how something may or should be done. Written literacy here merely supports what is happening visually. Cautions signs are in place, but mostly as a form of legal, business protection for the owners of the rink.
What surprised us most at this location was the diversity of ages. We visited the rink on a weeknight, when school was in session. We saw an age range from 3 or 4 years old up to retirement age. The largest population represented being the 20-30 year old age group. We were also surprised that the staff consisted of all men, mostly all being retirement aged.
Everyone at the rink on the particular night we visited to do our research clearly could see we were not normal patrons. I believe our note taking and clipboards may have tipped them off! Even so, we were asked what we were doing. Many opinions/information being offered up when we asked questions. We were able to ask specific questions to a third grade girl, Emma (not her real name).
Through our conversation with Emma, it was clear to see how engaged she was with this particular activity. She was very willing to explain the How's and Why's of this place to us. After reading "The Donut House" article by Powell and Davidson, clearly the skills Emma had learned while at the skating rink had much more meaning to her, especially as she enthusiastically, in turn, explained things to us! We learned from her that she also ice skates, so we were able to confirm that skills learned here were being used there as well. Again, more meaning for her in terms of literacy skills being built!
From "The Donut House" article, "Tapping into students' "funds of knowledge" is inherently motivating, and hence children are more engaged in learning when they perceive authentic purpose for their efforts." We certain affirmed a "good job" in Emma as we sincerely thanked her for her help in answering our questions.
On a side note, our group was able to deepen our own sense of community by participating in this project. We stayed much longer than the required time constraints, rented skates, and then enjoyed dinner out to decompress while we compared our field notes.
~ltk
The basics of the "dig" were that we met at our chosen location for about an hour. We would each decide on an area/item to focus our attention. We would observe for 30 minutes. After we finished observing, we would come together and discuss our field notes.
I was to record bits of talk. I observed that parents spoke to children about food they were eating. Children interacted with other children, mostly off the rink. The DJ gave instructions over the loud speaker. The staff, who were both on the floor skating, and were behind the counters interacted with young and old patrons. And cell phones were in the hands of those I judged to be over the age of 10.
Particular words that were needed to be known by skaters were "Normal Direction" and "Everybody Skates." The DJ announced races (Men/Women races), games (The Dice Game), and special skating/dancing (the Cha Cha Slide). During the dice game, participants would need to understand how the game was played and know the meaning of "corner number four (one, two or three) comes off, please." During the dance, skaters or participants would need to be able to follow the directions in the song. Left, right, side, forward, back, stomp, jump, one, two, cha cha, etc. Paying attention to the song choice, it was noted that the bleeped out versions of the popular songs were being played.
After our observations, our team met to discuss what we experienced. We noted numerous signs on the walls and doors. There were restroom signs, menus to read and arcade games with many words on them. T-shirt's had words too. Many patrons had their cellphones out and were texting or connecting to friends who were not at the rink.
In the real world, we are exposed to more literacy than what is written on the pages of a book. At the rollerskating rink I felt it was important to be able to use your eyes to interpret your needs. Reading the menu is a plus if you are hungry, but one can simply look at what is available and ask how much it costs. The staff was so helpful and pleasant, when they saw someone needing something they would simply step in, and help. No one would struggle being unable to read here. There were plenty of visual cues to watch showing how something may or should be done. Written literacy here merely supports what is happening visually. Cautions signs are in place, but mostly as a form of legal, business protection for the owners of the rink.
What surprised us most at this location was the diversity of ages. We visited the rink on a weeknight, when school was in session. We saw an age range from 3 or 4 years old up to retirement age. The largest population represented being the 20-30 year old age group. We were also surprised that the staff consisted of all men, mostly all being retirement aged.
Everyone at the rink on the particular night we visited to do our research clearly could see we were not normal patrons. I believe our note taking and clipboards may have tipped them off! Even so, we were asked what we were doing. Many opinions/information being offered up when we asked questions. We were able to ask specific questions to a third grade girl, Emma (not her real name).
Through our conversation with Emma, it was clear to see how engaged she was with this particular activity. She was very willing to explain the How's and Why's of this place to us. After reading "The Donut House" article by Powell and Davidson, clearly the skills Emma had learned while at the skating rink had much more meaning to her, especially as she enthusiastically, in turn, explained things to us! We learned from her that she also ice skates, so we were able to confirm that skills learned here were being used there as well. Again, more meaning for her in terms of literacy skills being built!
From "The Donut House" article, "Tapping into students' "funds of knowledge" is inherently motivating, and hence children are more engaged in learning when they perceive authentic purpose for their efforts." We certain affirmed a "good job" in Emma as we sincerely thanked her for her help in answering our questions.
On a side note, our group was able to deepen our own sense of community by participating in this project. We stayed much longer than the required time constraints, rented skates, and then enjoyed dinner out to decompress while we compared our field notes.
~ltk
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