This year was quite the work-filled year--not only was it my first year of teaching, but the English department took on the immense task of completely revamping the curriculum. We spent countless hours discussing, working, revising, and often just shaking our heads in overwhelmed frustration as we attempted to create a brand new curriculum that aligned with the newly adopted Common Core Standards. We moved towards a more skills-based curriculum, first starting with student objectives derived from the standards, then discussing what pieces could be used to meet those objectives. We wanted to add in new literature to engage students; however, we had to walk the fine line of a slim budget. It's been an intense, year-long process that will hopefully result in more learning for our students.
The reason this is currently on my mind is two-fold. One, I just finished with a task force meeting during which we finally finished the senior writing/communication course. Two, I started my C&I Curriculum course yesterday. The class discussions have already started me thinking about our revision work--what curriculum approach it is founded in and its underlying motivations. I look forward to learning more about the history and theory of curriculum and being able to apply that knowledge to my current curriculum work.
Tuesday, June 14, 2011
Wednesday, June 8, 2011
Removing the "selectivity"
I always knew kids were selectively observant. I'm only 23, so it hasn't been long since my teenage years. I would still qualify myself as selectively observant, though I'm much better than my high school days. I remember going through the motions of eight 50 minute class periods, paying attention to what interested me and tuning out to most of it.
It's easy to forget the selective part and lump students into the "unobservant" category. However, it's dangerous to assume that some students are not paying attention to anything. They may not be paying attention to what I think is important, but that does not mean they aren't making observations.
Take for instance one of my sophomores. Every day I began class with the same routine--agenda up on the board, goals on the SMARTboard, going over everything in the first 5 minutes to make sure everyone was clear on the day's tasks. I usually quickly ran through the agenda, talked about what those things were going to help us learn, and then pass out any assignments (with the same directions and goals at the top). Even though I originally thought this was overkill, beating the kids over the head with the same directions multiple times, without fail one student waited till I was finished to raise her hand and politely ask, "I'm sorry, Ms. U, but what are we doing today?"
I struggled not to let my frustration show. I spent most of the class period frustrated, until the student made another comment that brings me back to my original statement about being selectively observant. At the end of the period, she told me how she liked the dress I was wearing better with the shoes I had on, instead of the boots I wore it with last time. I was floored. This incident occured in April. I wore the dress previously in January. This student pays attention--to things that interest her. I was quick to judge her alleged lack of attention. However, I failed to remember the role that interest plays.
It makes me think back to my undergrad years and the study of Gardner's theory of Multiple Intelligences. While the curriculum may not always interest students, I need to be more intentional about teaching to various intelligences. If all learners' strengths--linguistic, spatial, intrapersonal, etc--are engaged, my students will be more likely to apply that attention to detail to lessons instead of my apparel.
It's easy to forget the selective part and lump students into the "unobservant" category. However, it's dangerous to assume that some students are not paying attention to anything. They may not be paying attention to what I think is important, but that does not mean they aren't making observations.
Take for instance one of my sophomores. Every day I began class with the same routine--agenda up on the board, goals on the SMARTboard, going over everything in the first 5 minutes to make sure everyone was clear on the day's tasks. I usually quickly ran through the agenda, talked about what those things were going to help us learn, and then pass out any assignments (with the same directions and goals at the top). Even though I originally thought this was overkill, beating the kids over the head with the same directions multiple times, without fail one student waited till I was finished to raise her hand and politely ask, "I'm sorry, Ms. U, but what are we doing today?"
I struggled not to let my frustration show. I spent most of the class period frustrated, until the student made another comment that brings me back to my original statement about being selectively observant. At the end of the period, she told me how she liked the dress I was wearing better with the shoes I had on, instead of the boots I wore it with last time. I was floored. This incident occured in April. I wore the dress previously in January. This student pays attention--to things that interest her. I was quick to judge her alleged lack of attention. However, I failed to remember the role that interest plays.
It makes me think back to my undergrad years and the study of Gardner's theory of Multiple Intelligences. While the curriculum may not always interest students, I need to be more intentional about teaching to various intelligences. If all learners' strengths--linguistic, spatial, intrapersonal, etc--are engaged, my students will be more likely to apply that attention to detail to lessons instead of my apparel.
Monday, June 6, 2011
More than a buzz word
Reflection. It was a word I heard over and over again throughout my undergrad. It seemed as though every education professor was hooked on the concept of reflection. I began to hear the sales pitch on how reflection is essential to improve teaching so many times that I stopped hearing it. I tuned it out. I HATED journaling as a kid. I was never consistent in my entries, and my hand cramped after trying to write neatly in a small book. Immediately, that's what I thought of when I heard the word reflection.
So here I am, just finished with my first year of teaching, and attempting to make reflection more than a buzz word. I am proud to say that I kept a (fairly) consistent journal this past year, recording all of the ups and downs I experienced as I tried to do more than just survive my first year. My goal for this blog is to go back through that journal and my plan book and do a little more intentional reflection. This summer will be time for me to relax and recharge, but also reevaluate this past year--what worked, what failed miserably, what I learned about my students, what I learned about myself, what I learned about education, what I knew already but was reminded of in some unsuspecting way. And hopefully by August, I'll be ready to do it all over again, maybe with a few more tricks up my sleeve.
So here I am, just finished with my first year of teaching, and attempting to make reflection more than a buzz word. I am proud to say that I kept a (fairly) consistent journal this past year, recording all of the ups and downs I experienced as I tried to do more than just survive my first year. My goal for this blog is to go back through that journal and my plan book and do a little more intentional reflection. This summer will be time for me to relax and recharge, but also reevaluate this past year--what worked, what failed miserably, what I learned about my students, what I learned about myself, what I learned about education, what I knew already but was reminded of in some unsuspecting way. And hopefully by August, I'll be ready to do it all over again, maybe with a few more tricks up my sleeve.
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