We have made it!!

Wow! I can’t believe we are at the end of the school year. These past two years of teaching have been challenging yet rewarding. I’ve learned so much about my kids, community, and myself. My celebrations over these years of teaching is that I’ve learned the value of relationship building with my kids and their families, strengthened my pedagogy and learned to facilitate my students’ learning.

As I think ahead to my third year of teaching I am really anticipating the next year (after a nice long summer break of course J . I think it will be a relief to be able to just focus on teaching, my students and their families. I will be able to take everything that I’ve learned in this program and apply it to the remainder of my teaching career. Moving forward my biggest takeaways from this program is that I want to build a strong sense of community and represent classroom culture at the beginning of the school year. I realize that most of the challenges I faced this year were behavior & classroom management b/c of the lack of community we built at the beginning of the year.  I also want to be more goal oriented for next year, I realized that my students and I never set real goals for our class, there was not a discussion about where we wanted to be by the end of the year. I believe if we had implemented this my students would have been a lot more motivated to learn. Regardless of the grade I teach next year, I’m definitely going to implement writer’s workshop J after seeing presentations of the writer’s workshop in class and reading Pathways, I realize that no matter what age, students can produce high quality writing work. Lastly, I really just want to make sure my students and I have fun next year! On the first day of our Critical Pedagogy class, our professor immediately set the tone that we were going to enjoy this class and engage with one another, that’s the sort of precedent that I want to set for my kids and our class next year.

All of the work we have done this year has been rewarding, but the most personal for me has been our evolving position statement. I think about how my position statement has changed so much over the past two years and what I value as a teacher. As I continue with teaching my goal will be to make sure I’m living up to my beliefs about teaching and learning and I’m always doing what’s best for my students.

Lastly, I have really enjoyed this program and all of you! It’s been so rewarding how well we have been able to work together and support each other over the past couple of years. I think about how we were all slowly getting to know each other on the first day of class last year, to our first awkward DRC (lol) to now representing our work and growth and completing this process together. I look forward to walking across the stage with you all and celebrating all we have accomplished these last couple of years. I know as we move on from here to take whatever path we decide after graduation we will continue to stay in touch and support one another through it all J LOVE YOU LADIES!!!

Pathways...chapters 6-11

While reading the remainder of the book, there were different topics that squared my thoughts about the common core, pointed me in new directions, and things that are still circling my mind…

Squared my thinking:

My feelings about the importance of writing workshop were confirmed in chapter seven when I read about how essential it is to give students the opportunity to write often .  In the book it states “Having crystal clear goals will not make a whit of difference if students don’t have protected time in school to work on achieving those goals and if teachers don’t have time to convey feedback and coach their writers in the act of writing” (125). This quote highlights the importance of writer’s workshop and how important it is to give students the space to write and provide them with feedback and the opportunity to revise. I love the analogy the author gives about comparing this process to observing music teachers and chorus directors and how they give their students attentive feedback and the opportunity for students to try again. Having implemented some writer’s workshop strategies this year has given my students the opportunity to develop their writing skills.

I love the strategies that are provided in chapter eight when it discusses ways to build up skills in argumentative writing. “The teacher first teaches students to write argument essays around subjects that are especially accessible to the writers. Then, once the writers have mastered the writing type, guide them in applying their skills to more remote subject matter” (138). This squared my thinking because in many of our courses we have talked about the importance of connecting student interest to  reading and writing to develop their  skills. When students have the opportunity to write or read  about what they are interested in, they learn to appreciate and sometimes grow to love reading and writing. It then becomes easier to transfer that skill to a specific subject. This year, my students have the opportunity to read and write about topics that interests them.

 Another topic that the book discusses that I have often though about  is some schools response to the common core. “Our first suggestion to school leaders, then, is to guard against responding to the Common Core with a knee-jerk reaction to add new programs, each of which bears the label of Common Core” (183). I often feel that my school adopts so many programs that are said to help students master the common core standards,  that it becomes an overwhelming task to implement all of these programs. I don’t disregard these programs as unimportant, but I feel that a school should only adopt one or two programs and utilize them for a period of time to allow students and teachers to learn and develop in using the program for them to be really effective.

Pointed in new direction

I was really inspired by the examples of students’ capability of producing details, building tension and creating other emotions through their writing. The examples in chapters seven (p. 114, Glowing Shoes writing sample and the kindergarten writing sample in chapter six (p.108)), shows that our students are able to produce high levels of writing. Even at the kindergarten level, students can develop fluent ideas and details through words and pictures.

The ability to teach the art of conveying detail and emotion is something that I want to do a better job of for the remainder of the year and next year. I know that providing mentor text is a great way to help students develop these skills.

Still thinking about it…

In chapter eight, the book discusses the standards of argument and opinion writing. Common core writing emphasizes the ability for students to convey their opinion, refute counterarguments, and analyzing sources. This is an area where some of my students struggle. I think this standard of writing connects strongly to the environment of our schools. I believe there might be a strong disconnect for students if they are in a school environment that requires them to be silenced for the majority of the day and are policed when to speak and to have opinions, but then are asked to state opinions and convey arguments in their classrooms. I find that students have a hard time developing and justifying their arguments and opinions in the writing, b/c the majority of the time they are in school their opinions are not valued. I have to say that I’m guilty of aiding in that environment b/c there is strong pressure to have discipline over our class. However, I’m thinking of how I can balance that discipline but still allow my students to feel that they still have a voice, in and outside the context of their writing. I think chapter eleven speaks to this very by stating “…any reform effort must be deeply connected to the learning culture of the school, the collaboration of its teachers and school leaders and also assessment” (p. 181). Although this chapter focuses on aligned assessment and its connection to school reform, when I think of learning culture, I also think of the way we interact and treat our students in and outside of the classroom.

In chapter six, the authors discuss the role media plays in the writing standards for the common core. “Fourth graders are expected to produce a minimum of one typed page in a sitting, and fifth graders, a minimum of two typed pages in a sitting.” (p.106). There are many instances in the common core in which students are called to integrate technology. However, with the lack of technology resources in some schools and homes of the students we serve, I wonder how some of these standards can be achieved. At my school for example, we are limited to roughly 40 technology resources (that includes computers, laptops, and ipads) for about 300-400 students, which presents a challenge. I first think the ability to provide technology resources to our schools need to be improved and including technology based classes such as keyboarding, programming, and coding need to be a part of the daily curriculum. I don’t think the responsibility of developing technology skills in students should solely fall on the general education teacher, but someone who specializes in technology should be teaching our students how to develop their skills in technology. It should be a general subject included with: reading, ELA, science, social studies and math.

Reading Pathways to the Common Core has shaped my attitude and approach to the common core standards. Reading this text has helped me to understand the common core better and have more respect for the standards. It has been a great reference for me to help me unpack and better understand the standards. My only wish is that I had read this book sooner. 

Hello Spring!

The month of March has been a fast paced month that has flown by much quicker than expected. I've always heard that October and March are the two longest months for teachers because there are no breaks and they are usually tough transition months. October is where both kids and teachers have settled in and the "newness" of school has worn off and March is that last full month of prep before CRCT testing that is  filled with a lot of pressure. Despite the pressure, I'm really proud that I have pushed through this month.

As far as my highlights, I've really enjoyed the new teaching model that  my colleague and I have adopted through co-teaching. It has been a great experience to be able to observe a veteran teacher and co-teach with her. We've had the opportunity to both lead lessons and support one another during our instruction. With our  new model, we have been able to maximize our learning time and spend much more time teaching in small groups. I've seen this positively impact my students academically and have seen growth through the impacts of student learning this month. This year I feel I have really gained much more support through my community of teachers than I did last year. I have found myself reaching out more for support when I need it, socializing more with my co-workers, and learning from my colleagues.  It's been a rewarding experience to be able to collaborate or sometimes just vent with those who know exactly how I feel and recognize the challenges I face. For that I'm thankful for the time I've had to connect with my community of fellow teachers.

I have to admit that the pressure of CRCT is getting to me a little. I felt fine about it until our most recent data presentations at school when our principal asked the whole third grade team if we felt that we were projected to do a lot better on the CRCT then the previous year. He was really impressed by our presentation and with the effort that we have been putting in with the kids therefore, the expectation is high. I worry that because of the behavior problems third grade has faced this year (my class in particular),  that we have wasted much instructional time. Although things are getting better I wonder is it too little to late? But I'm trying to put those thoughts out of my mind and push through these last few weeks. I pray that these next few weeks my students and I can really use the time we have left and really do some intensive learning. I want them to succeed so much and excel not only on the test but in life like I know they can. I hope and pray we can do this! :)

Pedagogy of the Oppressed: chapters 3 & 4

After reading chapters three and four of Pedagogy of the Oppressed, what stood out for me was the importance of dialogue and empowering our students  by developing their critical thinking. Freire states that “love is at the same time the foundation of dialogue and dialogue itself” (Freire, 1970, p.89). When  my students and I have open dialogue during a lesson or through personal discussion, learning takes place with both students and the educators because both sides are contributing to the conversation.  It is not a transfer of information in which one person holds more knowledge than others, but rather it’s an opportunity in which we are all learning from each other. Freire states  “…this dialogue cannot be reduced to the act of one person’s ‘depositing’ ideas in another, nor can it become a simple exchange of ideas to be ‘consumed’ by the discussants” (Freire, 1970, p.89). When we attentively listen and respect one another’s opinions, we are ultimately showing how much we value and love one another. When we talk together I realize that my students are filled with a lot of prior knowledge and experiences. We draw on these experiences and knowledge in all areas of our learning. Having these experiences helps me to understand  how my students view and see the world.  

Freire also talks about the importance of leadership. As teachers we are called to be leaders in the classroom. Freire states that “leaders do bear the responsibility for coordination and, at times direction—but leaders who deny praxis to the oppressed thereby invalidate their own praxis” (Freire, 1970, 126) . If we do not serve our students by exchanging in meaningful dialogue we deserve our students and ourselves.  The earlier  we can enforce a dialogical practice within in our classrooms and with our students, the more empowered our students will become. Through dialogical learning, students develop their critical thinking skills.  Freire states: “If revolutionary leaders deny [higher level thinking] to the people, they impair their own capacity to think without the people, nor for the people, but only with the people (Freire, 1970, 131)

As educators I realize that we are placed in a unique position to utilize our classroom as an equalizer for our students. We have amazing opportunities everyday to highlight our students’ voices and to empower them.  We can prepare our students not only to liberate themselves but to also become great leaders. 

March already?

Wow! February has flown by! with February being a short month and extra snow days, I can't believe we are already in March. As we approach Spring, I think about the progress that I have made with my students so far and where I hope to take them in our last few months together.

I have to celebrate the growing interests I see my students  in math as we talk about geometry and measurement. Also their interests in Social Studies as they begin to make personal connections with historical figures. It's rewarding to see my students' interest increase. One thing in particular that I have changed is creating a smoother transition from my whole group to small group/independent instruction. From reading my coach's feedback, I realized I was releasing students too soon to work independently that they would often become lost or confused during the assignment. Since I've increased the "gradual release" model , I have prepared my students for greater success in the classroom. In Social Studies, I have taken lessons a little deeper by allowing students to make personal connections with historical figures and allowing them time for discussion. It was wonderful to hear my students talk about what they had learned about the civil rights efforts of previous leaders and connecting them to their personal civil rights.

 Our work with our action research project has increased opportunity for my students to create social change. When my students realized that we were going to do a fundraiser to raise supplies for our classroom they were very excited! My students instantly wanted to take on leadership roles to lead the effort of fundraising and they eagerly begin discussing the ways having supplies in our classroom could improve their classroom atmosphere. After being worried about the direction my action research project was going, my students and myself have become very interested in the possibilities of changing our class.

Lastly, I have to celebrate a young girl in my class named Asia. I haven't talked about her much in my blogs but she is someone that I come home thinking about almost everyday lately. Asia is a fun- loving, sweet and smart girl who is very thoughtful. One day she bought me an Oats and Honey breakfast bar from a fundraiser because she noticed that I eat one almost every morning. She is also the child that stops by my classroom every morning to see if she can help to sharpen pencils for me or prep work for the day. Overall, Asia is a great student with a caring spirit. Like many of us, Asia also struggles with her own personal issues. She was heavily bullied at one of her previous schools and has issues of anger and trust. Asia has had outburst against students, stormed out of the classroom and has even threatened another student. She expressed to me at her previous school that she was bullied by a sibling pair and in one of her previous classrooms, she lost control of herself and knocked over chairs and desks in her class. Needless to say if we were still doing the DRC, Asia would be the student I'd highlight. Last week, she and I had a private conversation before class started and I told her to let me know when she feels those rages of anger and to tell me if someone bothers her before she takes matters into her own hands. A few days after our conversation my class was out on the playground. One of my boys mistakenly threw a ball that hit Asia. Asia stormed towards me infuriated assuming that he had singled her out and attacked her on purpose. After she told me what happened,  I did something that I think threw her a little off guard....I thanked her. I told Asia that although she was angry she made the choice to come to me and talk to me about rather than impulsively react. I told her she made the right choice. Afterwards I told her to take a few deep breaths and explain to me what happened. Long story short...the boy was able to explain to Asia that he was aiming the ball at another boy to catch it and he mistakenly hit her, he apologized and Asia accepted. This was a HUGE step for Asia. She has been carrying around the emotions from being bullied with her all year. She has often found it difficult to trust her other classmates and control her anger. For her to make the conscious decision not to give in to her emotions when she was feeling angry was something to celebrate.

 Looking back I wished I had began to understand what Asia was struggling with earlier in the year. I realized it was because a lack of developing close relationships with my students and understanding who they are is people before rushing to teach them. One quote that has resonated with me in our course reading is from William Ayers "The first and fundamental challenge for teachers is to embrace students as three-dimensional creatures, as distinct human beings with hearts and minds and skills and reams and capacities of their own, as people much like ourselves" (Kridel, 2009). For the rest of the year I want to focus on understanding my students more not just as students, but what lives they have outside of the classroom, their past and their dreams for the future.  As I think ahead, I know next year when I return for a third year of teaching, I want to make sure I take more time to understand who my students are as young people, what they heart, what scares them and what they hope for. I believe if I establish those type of relationships earlier it will be amazing year.

Pathways...

I remember last year when I realized that I would be transitioning from Pre-K to an elementary classroom one of my biggest worries was being faced with the Common Core Standards. Prior to changing grade levels, I often heard colleagues at my school express their un-satisfaction with the standards. Many of them felt that the standards were too unrealistic and rigorous for students to achieve.  Others felt they were too tedious to achieve all by the end of the year. Needless to say when I realized I would be leaving the world of the pre-k standards that allowed kids the freedom to learn through play learning and learn social and emotional skills, I was not thrilled. My vision was that I would begin teaching students in a way that emphasized the mastery of standards rather than learning for the sake of learning.

Now that I have had almost a year of experience with the common core, my main challenge that I have faced this year has been teaching the standards as I learn them.  I’ve felt that I have not had the opportunity to spend time reading all of the social studies and math  standards, understand what they mean, figure out how teach them and what it would look like in my classroom for students to master these standards.  It wasn’t until reading the first five chapters of Pathways to the Common Core, that I felt that I had begun to understand the common core standards.

  I enjoyed the authors’ initial discussion in the book about viewpoint.  Before discussing the standards, the authors recognize that it important to address our attitude about the standards first.  “If we are going to play a role in shaping the future, then we need to take the Queen Mother’s advice to heart. We need to see hope and opportunity” (p. 8). Paralleling our attitude towards the common core with the story of Queen Mother and Cory Booker helped shaped my attitude about the standards before continuing to read the book. Before finishing chapter one , I had more of an optimistic attitude that I could find the positive in the common core standards and use it as an opportunity to push my students to be successful.

Throughout the first five chapters, the authors unpack the reading standards of the common core which really helped me to understand exactly what my students are expected to know, demonstrate,  and the reasons why these standards exist. The book also provides examples of how to teach these standards.  A few excerpts from the book confirmed what we have already discussed in our courses and have learned from each other. For example, the authors place emphasis on book clubs, text sets, and incorporating books based on student interest. “You might watch videos of students engaged in high-level partnership or book club conversations…” (p. 29). “Certainly, when teachers select texts to read aloud to the whole class, it is usual to think of those selections as creating a text set that readers can later thing across…” (p. 64). “Readers should have the opportunities to choose from a wide range of high interest texts” (p. 70). Some areas that I realize that I need to implement more of in my classroom is the increase of cross-curricular, analytical nonfiction reading. The authors suggest that in order to analyze nonfiction text we must move away from reading for information and move towards comparing authors perspectives and point of views. I love the example that is given about how fifth graders would understand the American Revolution. “Fifth graders in a CCSS-aligned classroom will read speeches made by Patriots, look at propaganda on the part of Loyalists and Patriots, weigh the reasons people took sides in the war, and imagine themselves in the shoes of people who hold different views on this topic” (p. 20). As a social studies teacher this really helps me to learn how I can tie in reading standards to social studies by teaching them analyze and compare text. I also appreciated the tips that were provided on how to put more high interest and right nonfiction books into kids hands (pgs. 91-92). One area of the book that I’m still questioning is the commentary on leveling books. “If someone has told you that the Common Core requires that you level books by this or that system, the truth is that the standards recognize the limitations of all existing leveling systems…” (p. 35). I’m wondering what are the limitations of leveling? Most of what I’ve heard about leveling is that it is a positive way to help students continue to practice reading on their level and progress them to the next level. I’m interesting in learning more about the research about the limitations of leveling books.

Overall, I’m really excited about Pathways. This is a book that I can foresee will be a helpful reference for me to use throughout my teaching career. It not only helps to explain the standards but teaches me how to teach them in a meaningful and personal way for my students. I’m looking forward to reading more!

Pedagogy of the Oppressed Intro to Chapter 2

After reading Pedagogy of the Oppressed for the second time I have a better understanding of Paulo Freire's work and what it means for me and my students.

When I consider Freire beyond my TFA commitment, I think about how my practice will change moving forward. I know I want to stay in the classroom for a few more years and I want to apply some things that I have learned throughout our courses, especially our work with Freire. Looking forward I want to do a better job of incorporating my students’ culture and experiences. I want to move away from the banking style of education and give my students the opportunity to contribute their knowledge on a daily basis. I want my students shared experiences to be a norm in the classroom. Freire states that with the banking notion of consciousness “the educator’s role is to regulate the way the world ‘enters into’ students” (76). I’m less interested in implementing the way I see the world to my students but more interested in knowing how my students view the world, what they value, and their opinions.   

Taking our Critical Pedagogy course has brought light to how the educational system is structured. Our educational system is often compared to the social structures of our society in which our students are often oppressed and have very little opportunity for choice or freedom of expression. I realize that within my classroom I am able to break down these barriers.  As I think about the action research project my students are crafting, the ultimate goal is to give my students the opportunity to be empowered to create change. I also want them to have a sense of security in their classroom where they have the freedom to express themselves. In the classroom my students are thinking of ways they can create projects in their class to improve their class environment. I realize the empowering my students to create change in their class can help empower them to create change outside of the classroom as well. Freire states that “in order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit, but as limiting situation which they can transform” (49). I want my students to realize that they can transform their world and become change agents not only for their classroom but beyond their class as well.