I love your ponderings in your blog. I was drawn to your comments about how people all over the world are "viewing the sky in diverse formats and weather," and wondering who they are, where they are, the dynamics of oneness versus classroom diversity--I agree with Tara on this point. It definitely gave me ideas to consider. Because I lived abroad and have had the opportunity to travel, I have, in turn, made friendships with people who are from different countries and cultures. When considering Tara's initial post for us to respond to, I definitely felt a deep sense of nostalgia and a yearning to know where my friends were specifically at the time I was reflecting upon the "Worlds Apart" blog. I was comforted by the fact that our sky is a way to constantly be spiritually connected to them.
I, too, wish to engage my students in thinking about events that have happened and are currently happening all over the world simultaneously, and how we are affected by and affect these events ourselves. It makes the world indeed seem more interlaced and, in turn, makes me think of how I can positively influence and educate my students as to how they are a member in our global community, and how they can positively contribute to their community and society, as well as bridging the gap amongst themselves and others.
Wednesday, July 24, 2013
Response to: http://cossondra.blogspot.com/
I commend you not only on your candor relating your experiences as a middle school teacher, but how you've approached them as well. I am a K-8 licensed teacher in IL, and due to economic and political conditions it's been difficult to find a full-time job since I got my master's in 2010--so I've been subbing in the meantime. Subbing certainly has had it's ups and downs, but I've had the privilege of teaching all age levels and in a myriad of school environments. This past year, I realized how much I enjoyed working with middle school students! As a sub, I have the added pressures of being challenged by behavior and ensuring I execute the lessons to the best of my ability--especially in subject areas where I am less comfortable in, like math and science. Anyhow, my best experiences have been when I have engaged myself in conversation with them, learning about their interests and needs--I was surprised at how many kids were interested in talking to me! I also take pride in the classroom when facilitating and assisting students. Even though I may be in a class for 1 or a couple of days, I give attention to all students, help them the best I can, and give them a smile. I hope one day when I have my own classroom that I am able to positively influence students in the ways that you have. Thank you for letting me share my story.
Blog #2 Part A--obstacles and comparions to YAMWP
The top 5 obstacles facing middle level teachers--
A) Facing more discipline issues from students:
Classroom management is key during middle school. Students may be moving from class to class and may have difficulties with this transition. Because middle school students need more rest and food as their bodies develop, they may be more tired/cranky throughout the day--which can lead to discipline issues. Physical and emotional changes may make them more prone to bullying, being teased, and relationship issues.
Some ways I can mediate these situations--ensure students have time to settle down prior to the beginning and at the end of class. This can give them time to get focused on the lesson and be ready to move on to the next class at the end of the period. Regarding rest and needing to eat--if a student nods off--let them take a moment and then quietly have them join in after a minute or two. Have non-allergy snacks on hand for students who may need a little energy boost, and maybe bottled water. Monitor and facilitate the classroom activities and work time to ensure that conversations are on task and students are receiving the assistance they need--e.g. be ready to offer extra study time (before/after school, lunch time) if necessary.Plan to differentiate and re-address concepts which may be challenging for students. Be ready and open to talk to students that are having personal/emotional issues--create an environment where the students can trust me and come to me--have resources available for students if the issue needs to be resolved by the school nurse, psychologist/social worker, principal, or an outside professional. Be available to meet with families if need be. and Empathy!!!
B) Dealing with students going through a significant physical/emotional/psychological growth period
As students are developing very rapidly at this time, my best ways to help students is to build trusting relationships with them so they can come to me to discuss any issues regarding their feelings/emotions/pains.
I can set up times to talk to them individually and have resources--both in an outside of school--for them to utilize if further assistance is needed. I can let students have appropriate bathroom time during class and can have feminine hygiene products in my desk. If students are uncomfortable giving a presentation in front of class due to insecurities with their bodies I can be flexible and allow them to sit at their desk. Best thing to keep at the forefront of my mind is to remember I WAS THERE TOO and remain empathetic and available when needed.
C) Possible resistance from team members when planning lessons which are "outside of the box"/teacher relations
As a new teacher, I may be more energetic in creating lessons that may not be as traditional as more seasoned teachers, especially since I am testing the waters and seeing what works and what doesn't. During team time, I can certainly present my ideas, but need to ensure that I am listening to team members and heeding their advice or taking it with a grain of salt. I need to ensure that I am present when possible at social staff events and build positive rapport with my peers. I also need to avoid becoming part of the gossip mill--if I have issues with another staff member or teacher, I can certainly air my grievances outside of the school environment.
D) Apathy from middle school students
My job here is to make the classroom an active, stimulating place. Lessons should be planned around sharing and discussing to build critical thinking skills and make learning enjoyable. When I plan, I need keep my lesson objectives and outcomes at the forefront of my mind and make sure the students can reach these outcomes in various ways--e.g. differentiating lessons and giving a wide variety of topics to approach (e.g.essays, inquiry projects) as appropriate. I need to be interacting with students to ensure that students are on the right path to meeting the objectives of the lessons. I need to ensure the classroom environment is a safe, stable environment where students can take risks and explore new ides while building problem solving skills.
E) Professional growth for middle school teachers
Now there seems to be more opportunities for professional development for middle school teachers.
I need to ensure that I take advantage of these opportunities both within the district, attending conferences, and keeping abreast of trends, strategies, and best practices.
_________________________________________________________________________
Obstacles facing middle school students:
A) physical and emotional growth and changes
Yikes! What a critical time for students socially, emotionally, and physically. SEL standards--obviously--need to be integrated into lessons and units. Creating a trusting environment where students can approach me or be approached is critical. Having same sex gender-related health/development conversations and discussions with same gender staff member, teacher, nurse, or outside health professional can certainly ease some of their anxieties and questions. I can also provide inquiry stems to help answer questions or concerns, as well as provide resources--books, websites, magazines--that can help further their knowledge. Also educating parents and guardians is key--through programs and resources to guide them in talking with their children and finding mental health/doctors to help them through these transitions.
B) bullying, ostracizing, being picked on
This is one critical issue facing middle schools students that needs to be addressed. Advisory, enrichment, and exploratory programs regarding internet safety, positive conflict resolution, mediation by teachers and staff also needs to be addressed. Furthermore, in the classroom I can plan activities that not only encourage positive relationships (conversation and discussions), but also be available--along with appropriate staff--to talk to students. Empathy and trust between me and my students is key, so they feel comfortable to come talk to me about any negative situation facing them.
C) parent involvement and support
I can provide--while working with staff and the community--opportunities to have parents concerns and questions addressed. This can come in the forms of homework support strategies, tutoring programs, how they can become involved with school-based activities, ensure parents are up-to-date on student performance, and collaboration/participation with school-based projects. Also, I need to ensure that any program can be made available in regards to parent-work schedules--scheduling any activities and programs for before/after work hours and possibly weekends.
D) academic preparation for high school and beyond
I need to ensure that the classroom activities are engaging and that the students are receiving the necessary support in and outside of the classroom. As mentioned above, I can make myself available for more tutoring for struggling students, and also ensure that higher level students are receiving materials that are challenging and appropriate for their academic levels (this needs to be available for all students). I need to also be engaged in school activities, supporting and encouraging student to belong to clubs and sports to develop positive relationships among staff and peers.
E) Feeling safe at school
As aforementioned, bullying can certainly be an issue. Isolation is also an important situation to identify. Not only is it my job to ensure that the classroom is an environment where these topics can be addressed, but also to provide and encouraging learning and exploration about these topics. Working with advisory teachers, staff, principals, parents, and community members/leaders is key. This can occur not only during in--school programs, but having students attend interactive assemblies, providing student-led activities, giving parents the information and support they need to work with the school and community resources available if they need additional help.
________________________________________________________________________________
5 things I believe young adolescent students do know:
A) It's okay to take risks and try new things
Get involved at school! Middle schools provide clubs, exploratory, enrichment, and sports activities that you can participate in. There are free programs in your communities to take advantages of--libraries, community centers, museums, and service opportunities are available for you to explore and enjoy that meet your interests.
B) It's okay to feel uncomfortable in your body
Everyone is going through changes, and it's okay to have feelings about this. Trusted adults at school, in your family, and community members are available to talk to regarding questions and concerns. Don't feel afraid to approach them and have private conversations about what you're going through. A good friend is also someone to rely on. There are resources--books, magazines, and websites to help you answer your questions.
C) There are ways to be healthy
You need lots of sleep, healthy foods, healthy lifestyles, and positive activities to engage in. Make sure you're going to bed at a reasonable hour, even if it means putting sleep before finishing homework--you can work with teachers to accommodate this if need be. Choose healthy foods at school to eat and at restaurants. Drink plenty of water. Make sure you are aware of personal hygiene. Get engaged in activities in your school and activities to build positive relationships with others. There are resources available to give you advice on these issues.
D) You can talk to your teachers
A good middle school teacher is there to help you with your schoolwork and any other concerns you may have. Find a time to talk to a teacher if you need help with your schoolwork and ask for resources. Don't be afraid to do so--that's why they are there. They want to make sure you are safe, successful, and healthy.
E) Enjoy these years
There is no reason to rush through your days at middle school. It's still okay to play games and have play dates with friends. There are activities available at school and the community that are age appropriate and free. Again, there are plenty of resources to give you ideas for fun, safe activities if you are feeling stuck or bored. Spend time with your friends and family. It's okay to want to do things you did in elementary school that you enjoyed, and to take on new challenges.
Advice/views from YAMWBP:
Chris Stevenson, the 15th recipient of the John Lounsbury award, offers some good advice. He advocates going the extra distance to get to know students as best as I can on an individual basis--which can be done through casual conversation and discussion, and through inquiry stems--like their interests, priorities, curiosities, and important issues. Creating a trusting relationship where a bond can be cultivated between the teacher and student is what he has seen to be the most effective in keeping young adolescents engaged in learning.
Another middle school teacher's advice is that middle school teachers be organized, have a good sense of humor, love their craft, flexible and go with the flow, have thick skin with both students and parents and not take things seriously. It is critical to respect students, so in turn, they can respect the teacher
Middle school teachers be role models for positive behavior--greeting people, polite interactions, and respecting each other and adults.
A) Facing more discipline issues from students:
Classroom management is key during middle school. Students may be moving from class to class and may have difficulties with this transition. Because middle school students need more rest and food as their bodies develop, they may be more tired/cranky throughout the day--which can lead to discipline issues. Physical and emotional changes may make them more prone to bullying, being teased, and relationship issues.
Some ways I can mediate these situations--ensure students have time to settle down prior to the beginning and at the end of class. This can give them time to get focused on the lesson and be ready to move on to the next class at the end of the period. Regarding rest and needing to eat--if a student nods off--let them take a moment and then quietly have them join in after a minute or two. Have non-allergy snacks on hand for students who may need a little energy boost, and maybe bottled water. Monitor and facilitate the classroom activities and work time to ensure that conversations are on task and students are receiving the assistance they need--e.g. be ready to offer extra study time (before/after school, lunch time) if necessary.Plan to differentiate and re-address concepts which may be challenging for students. Be ready and open to talk to students that are having personal/emotional issues--create an environment where the students can trust me and come to me--have resources available for students if the issue needs to be resolved by the school nurse, psychologist/social worker, principal, or an outside professional. Be available to meet with families if need be. and Empathy!!!
B) Dealing with students going through a significant physical/emotional/psychological growth period
As students are developing very rapidly at this time, my best ways to help students is to build trusting relationships with them so they can come to me to discuss any issues regarding their feelings/emotions/pains.
I can set up times to talk to them individually and have resources--both in an outside of school--for them to utilize if further assistance is needed. I can let students have appropriate bathroom time during class and can have feminine hygiene products in my desk. If students are uncomfortable giving a presentation in front of class due to insecurities with their bodies I can be flexible and allow them to sit at their desk. Best thing to keep at the forefront of my mind is to remember I WAS THERE TOO and remain empathetic and available when needed.
C) Possible resistance from team members when planning lessons which are "outside of the box"/teacher relations
As a new teacher, I may be more energetic in creating lessons that may not be as traditional as more seasoned teachers, especially since I am testing the waters and seeing what works and what doesn't. During team time, I can certainly present my ideas, but need to ensure that I am listening to team members and heeding their advice or taking it with a grain of salt. I need to ensure that I am present when possible at social staff events and build positive rapport with my peers. I also need to avoid becoming part of the gossip mill--if I have issues with another staff member or teacher, I can certainly air my grievances outside of the school environment.
D) Apathy from middle school students
My job here is to make the classroom an active, stimulating place. Lessons should be planned around sharing and discussing to build critical thinking skills and make learning enjoyable. When I plan, I need keep my lesson objectives and outcomes at the forefront of my mind and make sure the students can reach these outcomes in various ways--e.g. differentiating lessons and giving a wide variety of topics to approach (e.g.essays, inquiry projects) as appropriate. I need to be interacting with students to ensure that students are on the right path to meeting the objectives of the lessons. I need to ensure the classroom environment is a safe, stable environment where students can take risks and explore new ides while building problem solving skills.
E) Professional growth for middle school teachers
Now there seems to be more opportunities for professional development for middle school teachers.
I need to ensure that I take advantage of these opportunities both within the district, attending conferences, and keeping abreast of trends, strategies, and best practices.
_________________________________________________________________________
Obstacles facing middle school students:
A) physical and emotional growth and changes
Yikes! What a critical time for students socially, emotionally, and physically. SEL standards--obviously--need to be integrated into lessons and units. Creating a trusting environment where students can approach me or be approached is critical. Having same sex gender-related health/development conversations and discussions with same gender staff member, teacher, nurse, or outside health professional can certainly ease some of their anxieties and questions. I can also provide inquiry stems to help answer questions or concerns, as well as provide resources--books, websites, magazines--that can help further their knowledge. Also educating parents and guardians is key--through programs and resources to guide them in talking with their children and finding mental health/doctors to help them through these transitions.
B) bullying, ostracizing, being picked on
This is one critical issue facing middle schools students that needs to be addressed. Advisory, enrichment, and exploratory programs regarding internet safety, positive conflict resolution, mediation by teachers and staff also needs to be addressed. Furthermore, in the classroom I can plan activities that not only encourage positive relationships (conversation and discussions), but also be available--along with appropriate staff--to talk to students. Empathy and trust between me and my students is key, so they feel comfortable to come talk to me about any negative situation facing them.
C) parent involvement and support
I can provide--while working with staff and the community--opportunities to have parents concerns and questions addressed. This can come in the forms of homework support strategies, tutoring programs, how they can become involved with school-based activities, ensure parents are up-to-date on student performance, and collaboration/participation with school-based projects. Also, I need to ensure that any program can be made available in regards to parent-work schedules--scheduling any activities and programs for before/after work hours and possibly weekends.
D) academic preparation for high school and beyond
I need to ensure that the classroom activities are engaging and that the students are receiving the necessary support in and outside of the classroom. As mentioned above, I can make myself available for more tutoring for struggling students, and also ensure that higher level students are receiving materials that are challenging and appropriate for their academic levels (this needs to be available for all students). I need to also be engaged in school activities, supporting and encouraging student to belong to clubs and sports to develop positive relationships among staff and peers.
E) Feeling safe at school
As aforementioned, bullying can certainly be an issue. Isolation is also an important situation to identify. Not only is it my job to ensure that the classroom is an environment where these topics can be addressed, but also to provide and encouraging learning and exploration about these topics. Working with advisory teachers, staff, principals, parents, and community members/leaders is key. This can occur not only during in--school programs, but having students attend interactive assemblies, providing student-led activities, giving parents the information and support they need to work with the school and community resources available if they need additional help.
________________________________________________________________________________
5 things I believe young adolescent students do know:
A) It's okay to take risks and try new things
Get involved at school! Middle schools provide clubs, exploratory, enrichment, and sports activities that you can participate in. There are free programs in your communities to take advantages of--libraries, community centers, museums, and service opportunities are available for you to explore and enjoy that meet your interests.
B) It's okay to feel uncomfortable in your body
Everyone is going through changes, and it's okay to have feelings about this. Trusted adults at school, in your family, and community members are available to talk to regarding questions and concerns. Don't feel afraid to approach them and have private conversations about what you're going through. A good friend is also someone to rely on. There are resources--books, magazines, and websites to help you answer your questions.
C) There are ways to be healthy
You need lots of sleep, healthy foods, healthy lifestyles, and positive activities to engage in. Make sure you're going to bed at a reasonable hour, even if it means putting sleep before finishing homework--you can work with teachers to accommodate this if need be. Choose healthy foods at school to eat and at restaurants. Drink plenty of water. Make sure you are aware of personal hygiene. Get engaged in activities in your school and activities to build positive relationships with others. There are resources available to give you advice on these issues.
D) You can talk to your teachers
A good middle school teacher is there to help you with your schoolwork and any other concerns you may have. Find a time to talk to a teacher if you need help with your schoolwork and ask for resources. Don't be afraid to do so--that's why they are there. They want to make sure you are safe, successful, and healthy.
E) Enjoy these years
There is no reason to rush through your days at middle school. It's still okay to play games and have play dates with friends. There are activities available at school and the community that are age appropriate and free. Again, there are plenty of resources to give you ideas for fun, safe activities if you are feeling stuck or bored. Spend time with your friends and family. It's okay to want to do things you did in elementary school that you enjoyed, and to take on new challenges.
Advice/views from YAMWBP:
Chris Stevenson, the 15th recipient of the John Lounsbury award, offers some good advice. He advocates going the extra distance to get to know students as best as I can on an individual basis--which can be done through casual conversation and discussion, and through inquiry stems--like their interests, priorities, curiosities, and important issues. Creating a trusting relationship where a bond can be cultivated between the teacher and student is what he has seen to be the most effective in keeping young adolescents engaged in learning.
Another middle school teacher's advice is that middle school teachers be organized, have a good sense of humor, love their craft, flexible and go with the flow, have thick skin with both students and parents and not take things seriously. It is critical to respect students, so in turn, they can respect the teacher
Middle school teachers be role models for positive behavior--greeting people, polite interactions, and respecting each other and adults.
Teacher characteristics and goals
Teaching characteristic I would like to develop/strengthen:
1) Collaborating with peers and other middle school professionals
what: ensuring I am current in professional development, curriculum, best practices, and technology.
why: This will help my professional growth and make me a more efficient educator.
how: I can attend meetings, conferences, team-meetings, and social events to ensure I am current on the aforementioned topics. I need to make sure I am collecting materials/taking notes/establishing relationships that will encourage and support my professional development. I need to take advantage of resources available--courses, books, magazines, websites--that will help me grow and increase my knowledge base.
2) Communicating with parents
what: Keeping parents abreast of academic growth/support, participation, and behavior.
why: It is important that parents/guardians are involved in their student's school life. They need to know how they are meeting criteria, milestones, and developing their strengths as well as how any weaknesses need to be addressed. They need to know what kind of activities their children are involved in, not only to know that their students are safe, but how they can be participate in school events. Parents/guardians also need to know how their child is behaving in school--ensuring positive behavior is praised and encouraged, and any modifications/interventions for negative behaviors.
how: Emailing, calling, weekly updates on class activities on a regular basis. Providing parents with resources they may not know about/have access to. Being available at their availability to discuss progress/issues at hand. Creating a safe environment at school where parents feel welcomed and encouraged to participate in school activities. Having supplementary professional support which they can access and how to go about finding this support/setting up meetings with necessary staff that will address any issues at the parents'/guardians' availability.
3) Organization
what: create a classroom environment that is both organized for me and my students.
why: To ensure I don't get overwhelmed with any kind of messes in the classroom. Being organized is really important to make sure I am up-to-date on school events, current with grading and homework, and having resources available to students.
how: Firstly, it is critical that I read emails, flyers, and communicate with staff members. This is so I can identify which items are most important and make sure I am responding to, attending, and staying in touch with peers. I can have a calendar citing these events, set up meetings, and keeping files in my computer and in a filing system in my classroom with notes and any handouts from events and meetings. I also need to weekly stay on top of my grading and homework and have a spreadsheet on my computer/planner to track assessments, work habits of students, and their grades. I need to have a homework system in place for students to turn in assignments--in and out boxes/mailboxes/and folders to show academic progress.
Keeping my desk and classroom is critical. I need to make sure I have binders, folders, bins, and other supplies at the ready for organizing materials. I need to allow some classroom time weekly for students to help me organize books, resources, and materials.
My Views of Teaching and Learning
Meaningful connections and experiences in learning happen when...
Students are challenged, supported, and are in a positive learning environment. They need to know their teacher is interested in their academic and personal growth within and outside the classroom. I know from my own experiences that the best teachers maintained their professionalism and didn't get too buddy-buddy with their students, nor favor students. Teachers that create interesting, exploratory, student-directed lessons and opportunities to learning will encourage positive perspectives on learning and education. Teachers that create a safe learning environment and build trust and confidence with their students will help them feel comfortable in the classroom and know the teacher is approachable for extra assistance, to discuss concerns, and answer questions. Also, making sure that their academic learning is connected to real-life experiences is critical, so students, in turn, develop positive attitudes towards their academic careers and their role in society.
A constructive learning environment occurs when...
The teacher respects the students, is structured, creative, and empathetic. Ensure that students are comfortable in the classroom and have opportunities to work with peers is critical. Being a positive role model and demonstrating appropriate behavior with staff and students will help them feel safe and respected. The teacher needs to demonstrate good classroom management skills by monitoring and facilitating activities and dealing with discipline issues in a timely and appropriate manner, requesting staff support when necessary. The teacher needs to be flexible and understanding of students social-emotional needs, allowing students to come to them with questions and concerns--this can occur by creating a trusting environment at the onset of the school year. My best teachers were aware of social relations and quick to mediate when appropriate and necessary--and I can certainly tap into personal experiences and relate them to students in an age/developmentally appropriate manner.
Media literacy as part of MS curriculum can be a core component for creating informed citizens in the 21st century...
Media literacy can be used to pique students' interests while building critical thinking and problem solving skills. Because media is ever more available online, students have an advantage to utilize them for research, generating new ideas, becoming more linked into both national and international society and issues, as well as see what other middle school students are up to. Skype, blogging, social media and resources allow them to connect with young adolescents from around the nation and world. Teachers can utilize media for providing more interesting and creative lessons--graphic organizers, developing writing, reading and math skills, and have more available ways to approach assignments (blogs, essays, videos, podcasts, graphic novels, power point presentations, interactive learning with other students). By developing media literacy, students can tune into their own learning styles and interests and, in turn, have opportunities to build critical skills that reflect their academic progress in ways that represent them individually. They can also develop skills to critically reflect on the diversity of opinions, perspectives and cultural attitudes which they will have to face in real-world situations, as well as becoming more selective with what they want to read and learn about. The more students have opportunities to engage in meaningful and productive learning opportunities, the greater chances they will have for becoming informed, active citizens both within and outside of their communities.
Students are challenged, supported, and are in a positive learning environment. They need to know their teacher is interested in their academic and personal growth within and outside the classroom. I know from my own experiences that the best teachers maintained their professionalism and didn't get too buddy-buddy with their students, nor favor students. Teachers that create interesting, exploratory, student-directed lessons and opportunities to learning will encourage positive perspectives on learning and education. Teachers that create a safe learning environment and build trust and confidence with their students will help them feel comfortable in the classroom and know the teacher is approachable for extra assistance, to discuss concerns, and answer questions. Also, making sure that their academic learning is connected to real-life experiences is critical, so students, in turn, develop positive attitudes towards their academic careers and their role in society.
A constructive learning environment occurs when...
The teacher respects the students, is structured, creative, and empathetic. Ensure that students are comfortable in the classroom and have opportunities to work with peers is critical. Being a positive role model and demonstrating appropriate behavior with staff and students will help them feel safe and respected. The teacher needs to demonstrate good classroom management skills by monitoring and facilitating activities and dealing with discipline issues in a timely and appropriate manner, requesting staff support when necessary. The teacher needs to be flexible and understanding of students social-emotional needs, allowing students to come to them with questions and concerns--this can occur by creating a trusting environment at the onset of the school year. My best teachers were aware of social relations and quick to mediate when appropriate and necessary--and I can certainly tap into personal experiences and relate them to students in an age/developmentally appropriate manner.
Media literacy as part of MS curriculum can be a core component for creating informed citizens in the 21st century...
Media literacy can be used to pique students' interests while building critical thinking and problem solving skills. Because media is ever more available online, students have an advantage to utilize them for research, generating new ideas, becoming more linked into both national and international society and issues, as well as see what other middle school students are up to. Skype, blogging, social media and resources allow them to connect with young adolescents from around the nation and world. Teachers can utilize media for providing more interesting and creative lessons--graphic organizers, developing writing, reading and math skills, and have more available ways to approach assignments (blogs, essays, videos, podcasts, graphic novels, power point presentations, interactive learning with other students). By developing media literacy, students can tune into their own learning styles and interests and, in turn, have opportunities to build critical skills that reflect their academic progress in ways that represent them individually. They can also develop skills to critically reflect on the diversity of opinions, perspectives and cultural attitudes which they will have to face in real-world situations, as well as becoming more selective with what they want to read and learn about. The more students have opportunities to engage in meaningful and productive learning opportunities, the greater chances they will have for becoming informed, active citizens both within and outside of their communities.
Monday, July 8, 2013
Worlds Apart
When I was about 5 or 6, I remember one night being driven over to one of my best friend's house (who is STILL one of my best friends!)who lived on the opposite side of Evanston from me. When you're little, the other side of time seems like another part of the world. I remember staring outside of the car on this particular night and said to my dad something to the effect of "Hey, Dad, the moon is following us to Jessica's house!" My Dad simply responded that because we were in the car and moving quickly, that it appeared to be following us. Truth is of course, the moon isn't following me around, that it isn't MY moon, that it is for everyone to see and share. It's mystic qualities can be interpreted in many ways, just as it can be scientifically defined. In many ways, the moon is similar to education--there are pedagogies, methodologies,philosophies, psychological/physical benchmarks of learners--many "ologys" can fit under the umbrella of EDUCATION. Most often, however, the beauty, power, and magic of education don't have space under that umbrella.
When I think about the lyrics, it leaves all the "ologies" at the doorstep. I'm not minimalizing their importance, but giving credence to the importance of the student-teacher relationship. I, as a teacher, certainly don't have the same viewpoint of the world as my students, and vice-versa. They, too, don't necessarily have the same perspectives as their peers, because each true viewpoint is individual. However, we are all part of the educational experience. We may be "worlds apart" in our world views, ideologies, goals, race, religion, etc., but in a classroom where the teacher--me--respects and appreciates all students for what they can bring to the table, what I can take away from it, and how I can be an instrument in their educational process, then we all have the potential for learning and growth.
When I think about the lyrics, it leaves all the "ologies" at the doorstep. I'm not minimalizing their importance, but giving credence to the importance of the student-teacher relationship. I, as a teacher, certainly don't have the same viewpoint of the world as my students, and vice-versa. They, too, don't necessarily have the same perspectives as their peers, because each true viewpoint is individual. However, we are all part of the educational experience. We may be "worlds apart" in our world views, ideologies, goals, race, religion, etc., but in a classroom where the teacher--me--respects and appreciates all students for what they can bring to the table, what I can take away from it, and how I can be an instrument in their educational process, then we all have the potential for learning and growth.
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