Blogging is a questionable thing for many people. Should you do it? Well, that is something you need to weigh, just like everything else. These are my pros and cons:
Pros: Great way to express feelings, keeps a record of your thoughts, allows you to explore new ideas and practices, allows for collaboration, one avenue to meet other educators, you can reflect on various activities
Cons: Parents and administration could strongly oppose my views, time consuming
Solution: I will definitely continue to blog, because I think it is personally and professionally beneficial!
Thursday, April 30, 2009
Wednesday, April 29, 2009
How long is too long?
Sometimes I question myself when assigning something and requiring a specific length. For example, I might give a five paragraph essay to my students. After giving assignments with length requirements, I ponder, "Why?" What if the assignment is filled with fluff? What if less is more? On the other hand I know that some students would take the easy way out if I didn't have a preset minimum/maximum length.
Then I think about essays that I write for graduate school. Set lengths really agitate me. I believe that as an adult as long as you fulfill the requirements of the assignment, there should be no set length. Often, less is more!!
Therefore I've come to the conclusion that for most young individuals having a set length is beneficial, but once a student reaches the college level, he/she should be permitted to be succinct.
Then I think about essays that I write for graduate school. Set lengths really agitate me. I believe that as an adult as long as you fulfill the requirements of the assignment, there should be no set length. Often, less is more!!
Therefore I've come to the conclusion that for most young individuals having a set length is beneficial, but once a student reaches the college level, he/she should be permitted to be succinct.
Thursday, April 16, 2009
Exit Card
Three things I learned: DFG's are a socieconomic grouping of schools in each district using a statistical technique called principal components analysis, the state of NJ requires curriculum to have pacing, different levels of materials, benchmark assessments, and modifications, and I learned that curriculum should not be set in stone, but always a work in progress.
Two things I found interesting: the impact of digital fingerprints and the push for 21st century skills
One question: who decide's whether a curriculum is good or not, and what qualifications does that person need to have?
Comment on Erin's question: How do you make it all work? How do you teach every subject, address all of the NJCCCS, and get it all in within a 10 month time period? With pullouts, differentiated lessons, and constant distractions to your schedule, how do you get it all in and make sure you're reaching every child?
The answer to that question is simple: Life happens, you adjust, you shift, and you modify plans. Integrate content as much as possible- and that's the way life works. In school educators typically isolate subject matter, but in actuality it is intertwined. Every subject impacts the other or plays a part. For example, in social studies I can combine reading a book about colonial life with writing a paper about the time period and talk about currency (Math) and discuss the importance of agriculture on the colonies (Science).
Two things I found interesting: the impact of digital fingerprints and the push for 21st century skills
One question: who decide's whether a curriculum is good or not, and what qualifications does that person need to have?
Comment on Erin's question: How do you make it all work? How do you teach every subject, address all of the NJCCCS, and get it all in within a 10 month time period? With pullouts, differentiated lessons, and constant distractions to your schedule, how do you get it all in and make sure you're reaching every child?
The answer to that question is simple: Life happens, you adjust, you shift, and you modify plans. Integrate content as much as possible- and that's the way life works. In school educators typically isolate subject matter, but in actuality it is intertwined. Every subject impacts the other or plays a part. For example, in social studies I can combine reading a book about colonial life with writing a paper about the time period and talk about currency (Math) and discuss the importance of agriculture on the colonies (Science).
Curriculum Model
http://ged550.wikispaces.com/Stufflebeam%27s+CIPP+Model
The above link is a site for the curriculum model known as CIPP. It has a logical and well organized framework, but is very overwhelming. I know that certain elements can be altered, and that the model can become tailored to my specific needs when evaluating curriculum. That is why I like this model and chose to research more about how to utilize the model.
However, the one huge downside to this approach is that it is very objective. The approach does not allow for "wiggle room" which to me is important. Subjectiveness is vital in school situations, because sometimes alterations are necessary when creating something for education.
The main reason I like this model is because the creator's mantra is, "the purpose of this model is not to prove, but to improve!"
The above link is a site for the curriculum model known as CIPP. It has a logical and well organized framework, but is very overwhelming. I know that certain elements can be altered, and that the model can become tailored to my specific needs when evaluating curriculum. That is why I like this model and chose to research more about how to utilize the model.
However, the one huge downside to this approach is that it is very objective. The approach does not allow for "wiggle room" which to me is important. Subjectiveness is vital in school situations, because sometimes alterations are necessary when creating something for education.
The main reason I like this model is because the creator's mantra is, "the purpose of this model is not to prove, but to improve!"
Wednesday, April 8, 2009
Assessing Curriculum
Assessing curriculum is not an exact science. There is no one specific clear cut way to assess curriculum and determine its effectiveness. During this week's class I learned a lot about investigating curriculum:
The state of NJ requires that curriculum includes a pacing guide, core instructional materials (different text levels), benchmark assessments, and modifications (Special ed, ELL, gifted).
I also learned that Marzano states in Classroom Instruction that Works curriculum has to be viable and guaranteed.
A few questions remain: Will we ever have a universal assessment for curriculum? How can schools create a viable and guaranteed curriculum? Who should be in charge of creating and implementing curriculum assessment?
The state of NJ requires that curriculum includes a pacing guide, core instructional materials (different text levels), benchmark assessments, and modifications (Special ed, ELL, gifted).
I also learned that Marzano states in Classroom Instruction that Works curriculum has to be viable and guaranteed.
A few questions remain: Will we ever have a universal assessment for curriculum? How can schools create a viable and guaranteed curriculum? Who should be in charge of creating and implementing curriculum assessment?
Wednesday, April 1, 2009
Peer Reflection
This is in response to Susan's blog post on March 7 "Teach to the Test??? Sure, why not?"
This post struck a chord with me, because I can understand both views to the argument of teaching to the test. On the one side, I believe like Susan stated, that teachers are already teaching to the test, we just don't call it that. On the opposing view, I think if I cover the curriculum, and teach to the best of my ability, then my students will do well on the NJASK regardless of me teaching specifically to the test.
The one thing that I definitely concur with Susan on is teaching students the vocabulary of the test. I think that it is important to teach the vocabulary, so that when the kids take the test, they will be able to comprehend the directions and complete the test to the best of their ability. For example, just this week, I introduced the word "speculate" to my class. They need to know and understand this term for the NJASK writing prompt. Hopefully, when the test date arrives they will understand the word and be able to produce a well written document.
This post struck a chord with me, because I can understand both views to the argument of teaching to the test. On the one side, I believe like Susan stated, that teachers are already teaching to the test, we just don't call it that. On the opposing view, I think if I cover the curriculum, and teach to the best of my ability, then my students will do well on the NJASK regardless of me teaching specifically to the test.
The one thing that I definitely concur with Susan on is teaching students the vocabulary of the test. I think that it is important to teach the vocabulary, so that when the kids take the test, they will be able to comprehend the directions and complete the test to the best of their ability. For example, just this week, I introduced the word "speculate" to my class. They need to know and understand this term for the NJASK writing prompt. Hopefully, when the test date arrives they will understand the word and be able to produce a well written document.
Skills My Pupils Need
In today's society and environment students need a variety of skills: multitasking, information literacy, and technological skills are three that definitely top the list. My students also need to be optimistic information seekers that can be collegial and collaborative with students, even with those that they do not get along with well.
As an educator, I'm trying my best to prepare my students for the middle school. That is my goal and one that I aggressively pursue each time I step foot into my classroom. One of the ways I do that is, I model how my students should react and interact in a variety of situations. I specifically show them that I'm not perfect, nor do I claim to be, and that I too, often have to search (look up) the answers. I believe I'm doing a good job due to my love of education, thirst for knowledge, and strong rapport with my students.
As an educator, I'm trying my best to prepare my students for the middle school. That is my goal and one that I aggressively pursue each time I step foot into my classroom. One of the ways I do that is, I model how my students should react and interact in a variety of situations. I specifically show them that I'm not perfect, nor do I claim to be, and that I too, often have to search (look up) the answers. I believe I'm doing a good job due to my love of education, thirst for knowledge, and strong rapport with my students.
Tuesday, March 17, 2009
Sparta's Curriculum
The curriculum documents for Sparta, NJ's school system is first and foremost structured around the NJCCCS. The documents contain a map of concepts to be covered throughout the year, instructional objectives, suggested lesson plans, and resources available. The documents are very easy to navigate and are definitely beneficial while planning my lessons. The best part of the Sparta school system is that the curriculum is never set in stone, because the documents are constantly reviewed and changed and reviewed and changed.
The Purpose of Education
What is the purpose of education?
This is a question that I often ponder and always come to the same conclusion. The purpose is to instill a love of education in students to establish lifelong learners. As a teacher, I would love to think that my students will be able to tell specifics of the Boston Tea Party 20 years from now, but I don't think that is a reality. It is merely an ideal. I believe that by creating a rapport with my students, showing passion for school subjects, and displaying how to be information literate using 21st century skills --my students will grow up to be active members of society and lifelong learners.
This is a question that I often ponder and always come to the same conclusion. The purpose is to instill a love of education in students to establish lifelong learners. As a teacher, I would love to think that my students will be able to tell specifics of the Boston Tea Party 20 years from now, but I don't think that is a reality. It is merely an ideal. I believe that by creating a rapport with my students, showing passion for school subjects, and displaying how to be information literate using 21st century skills --my students will grow up to be active members of society and lifelong learners.
Wednesday, February 25, 2009
NCLB
I'm very anti-NCLB, even though it is very good in theory (but then again so is Communism). I appreciate the governments attempt to improve education in America, however I believe that most congressmen are too far removed from the actual classroom.
NCLB has definitely impacted education across the country and it has trickled down into my classroom.
Many teachers are intimidated by NCLB and state testing. Too often teachers teach to the test. However, I personally do not teach to the test. I follow my curriculum set forth by my district and do the best to implement it in my class. It is my personal belief that if I teach to the best of my abilities, engage my students in lessons (by getting them excited about learning), and create a classroom mileu that is conducive to education, that my pupils will excel in a variety of testing situations.
NCLB has definitely impacted education across the country and it has trickled down into my classroom.
Many teachers are intimidated by NCLB and state testing. Too often teachers teach to the test. However, I personally do not teach to the test. I follow my curriculum set forth by my district and do the best to implement it in my class. It is my personal belief that if I teach to the best of my abilities, engage my students in lessons (by getting them excited about learning), and create a classroom mileu that is conducive to education, that my pupils will excel in a variety of testing situations.
Tuesday, February 17, 2009
Standardized Tests
Standardized tests actually serve a purpose other than funding. My school district uses the data; uses being a very important word, because data is pointless until you utilize it to benefit something. Sparta mainly uses the scores to help guide curriculum. My school district looks at all of the categories, growth within the district, growth by school, growth by grade level, and growth amongst districts in our specific group.
I personally look at test scores to help me gauge my curriculum and which concepts to focus on in order to help students meet his/her full potential. I also use the information for grouping. Sometimes I specifically group students according to his/her academic abilities.
As previously stated, it is important to analyze the data and then use it to benefit the students. (On a side note, our district's curriculum department holds meetings at each school to help faculty interpret the data and use the information to help students.)
I personally look at test scores to help me gauge my curriculum and which concepts to focus on in order to help students meet his/her full potential. I also use the information for grouping. Sometimes I specifically group students according to his/her academic abilities.
As previously stated, it is important to analyze the data and then use it to benefit the students. (On a side note, our district's curriculum department holds meetings at each school to help faculty interpret the data and use the information to help students.)
Thursday, February 12, 2009
Addressing Parent's Concerns Over Tests
If a parent ever came up to me and said that I spend too much class time "teaching to the test," I would respond in the following manner. First I would tell them that I follow the curriculum set forth by the district. Then I would inform them that testing is a part of education and that students need to become accustomed to the different types of tests they will have to take throughout their life. Next I would state that I use the tests to gauge student's progress and understanding of specific concepts. Another thing I would say is that I use the test information to help me decide what areas I need to review and concentrate on as well as helping me plan for the rest of the year. If a parent continuously questioned my teaching I would tell them (after discussing it with the administration) that they are more than welcome to come in and visit my room while I'm instructing the class.
Thursday, February 5, 2009
"Irate Customer"
As a future administrator I realize I am going to have to deal with a plethora of phone calls. Some will be positive, however, some will be negative. It is imperative that I stay cool, calm, and collected during those phone conversations. Here is an example of how one of those phone conversations could play out:
Scenerio:
R: Subject Area Supervisor
A: Angered parent about student placement
F: Phone Conversation
T: School's decision for student's placement in CP vs. Honors
AP: Angry Parent
M: Me
AP, "Hello Mr. J. How are you today? Well, let me tell you how I am. I am annoyed. I would like to know why my daughter Samantha is not in the honors program?"
M, "Well, Mrs. Smith I am sorry that you feel annoyed, but I stand behind the decision of where your daughter is being placed. After reviewing the qualifications for the honors programs, your daughter does not meet the requirements."
AP, "That is ridiculous Mr. J. My daughter is extremely gifted. She scores high on all of her exams and got straight A's last year."
M, "I realize that Sam is a bright young lady. However, in order to get into the honors program you need to be recommended by a teacher, maintain straight A's for the past 2 years, and score advanced proficient on the state tests."
AP, "I still think Sam should be in the honors program. She is talented and I want her to be challenged."
M, "Well, Mrs. Smith, the teacher for the college prep class is excellent and will be able to challenge Sam. The teacher will be able to meet Sam's needs."
AP, "Well, I don't know. I haven't heard any positive things from my friends about the teacher for the college prep class."
M, "Mrs. Smith, I believe you have to form your own opinion of that instructor. If the teacher was not adequate, we would not have given him tenure. Also, in the middle of the year we can see Sam's progress and reevaluate her for the honor's program."
AP, "Thank you Mr. J for your time. I guess that will work. Have a good day."
M, "Have a good day too."
Scenerio:
R: Subject Area Supervisor
A: Angered parent about student placement
F: Phone Conversation
T: School's decision for student's placement in CP vs. Honors
AP: Angry Parent
M: Me
AP, "Hello Mr. J. How are you today? Well, let me tell you how I am. I am annoyed. I would like to know why my daughter Samantha is not in the honors program?"
M, "Well, Mrs. Smith I am sorry that you feel annoyed, but I stand behind the decision of where your daughter is being placed. After reviewing the qualifications for the honors programs, your daughter does not meet the requirements."
AP, "That is ridiculous Mr. J. My daughter is extremely gifted. She scores high on all of her exams and got straight A's last year."
M, "I realize that Sam is a bright young lady. However, in order to get into the honors program you need to be recommended by a teacher, maintain straight A's for the past 2 years, and score advanced proficient on the state tests."
AP, "I still think Sam should be in the honors program. She is talented and I want her to be challenged."
M, "Well, Mrs. Smith, the teacher for the college prep class is excellent and will be able to challenge Sam. The teacher will be able to meet Sam's needs."
AP, "Well, I don't know. I haven't heard any positive things from my friends about the teacher for the college prep class."
M, "Mrs. Smith, I believe you have to form your own opinion of that instructor. If the teacher was not adequate, we would not have given him tenure. Also, in the middle of the year we can see Sam's progress and reevaluate her for the honor's program."
AP, "Thank you Mr. J for your time. I guess that will work. Have a good day."
M, "Have a good day too."
Friday, January 30, 2009
State Testing
I just wanted to say that I truly dislike state testing. While I fully understand the merits behind the Iowa tests, Cats, or any other state test I believe that one test should not be weighed so heavily by education.
What if the student has a bad day?
What if the student can't concentrate?
What if something else is on their mind (i.e. a death in the family)?
What if the student "mentally shuts down" on tests?
There are TOO MANY what ifs. I understand that it is important to use the data to help guide curriculum, but I think it is more of a disservice to the students. Not to mention the overwhelming burden on the teachers' shoulders. Sometimes administration puts way to much pressure on his or her faculty to do well on standardized tests.
Guess why they put so much pressure on the teachers for the students to perform well?
Answer: MONEY (so that the school district can get more funding)
A few final thoughts:
I will continue to do my best as an educator and teach my students to the best of my ability. I will continue to develop professionally to help benefit my students. I will continue to strive for excellence--even on the state testing.
But--if a teacher is truly a good teacher, he or she should simply continuing doing what they are doing and STOP WORRYING about "teaching to the test."
What if the student has a bad day?
What if the student can't concentrate?
What if something else is on their mind (i.e. a death in the family)?
What if the student "mentally shuts down" on tests?
There are TOO MANY what ifs. I understand that it is important to use the data to help guide curriculum, but I think it is more of a disservice to the students. Not to mention the overwhelming burden on the teachers' shoulders. Sometimes administration puts way to much pressure on his or her faculty to do well on standardized tests.
Guess why they put so much pressure on the teachers for the students to perform well?
Answer: MONEY (so that the school district can get more funding)
A few final thoughts:
I will continue to do my best as an educator and teach my students to the best of my ability. I will continue to develop professionally to help benefit my students. I will continue to strive for excellence--even on the state testing.
But--if a teacher is truly a good teacher, he or she should simply continuing doing what they are doing and STOP WORRYING about "teaching to the test."
Thursday, January 29, 2009
Deciphering Data
Does data drive educational decisions? If so, does it drive decisions on a daily, weekly, or monthly basis? How should I use data in my classroom to be a more effective teacher?
While pondering these questions and others about data, I've come to the conclusion that data is an important facet in education. Most importantly is how I collect and utilize data to improve my classroom instruction.
There are a variety of methods I use to collect my data- observation, discussions, and tests are the most prevalent for me. At the start of the school year, I do not look at students files (unless there is a specific IEP, 504, or something urgent) to investigate. I like to formulate my own ideas about the capabilities and learning styles of my students. Obviously, after a few weeks I do a thorough investigation of the student files.
One of the new methods that I utilize is Learnia. Learnia is an online formative test from Harcourt that is aligned with the NJCCCS. The online test is designed to inform teachers which areas students excel and which areas need more focus. I find that the program is easy to use and the results help guide my future lesson plans. For example, recent results indicate that my students are weak in inferencing. Therefore, I've made multiple lesson plans focusing on that concept, and hopefully the next Learnia test will show improvement in that area.
One final thought: the debate over data will continue, and I fully plan on utilizing it to make my classroom more conducive to learning.
While pondering these questions and others about data, I've come to the conclusion that data is an important facet in education. Most importantly is how I collect and utilize data to improve my classroom instruction.
There are a variety of methods I use to collect my data- observation, discussions, and tests are the most prevalent for me. At the start of the school year, I do not look at students files (unless there is a specific IEP, 504, or something urgent) to investigate. I like to formulate my own ideas about the capabilities and learning styles of my students. Obviously, after a few weeks I do a thorough investigation of the student files.
One of the new methods that I utilize is Learnia. Learnia is an online formative test from Harcourt that is aligned with the NJCCCS. The online test is designed to inform teachers which areas students excel and which areas need more focus. I find that the program is easy to use and the results help guide my future lesson plans. For example, recent results indicate that my students are weak in inferencing. Therefore, I've made multiple lesson plans focusing on that concept, and hopefully the next Learnia test will show improvement in that area.
One final thought: the debate over data will continue, and I fully plan on utilizing it to make my classroom more conducive to learning.
Wednesday, January 21, 2009
Tests: How They Influenced My Life
Most individuals cringe when they hear the word "test." I'm no different. However, throughout my life I've learned to try my best regardless of the test. Some tests are academic, some are social, some are life, etc..
When I was in fifth grade I took a test that changed my life. It was an ordinary social studies test, but I remember studying my butt off for the test. Finally I received my test back and written across the top was "A++++". I was ecstatic. It was from that day forward that I wanted to enter the world of education. I'll never forget that day or that test.
Here I am today, as a teacher, writing in this blog and continuing my quest for knowledge. So, the next time you take a test, don't cringe, it might be a positive life altering event :)
When I was in fifth grade I took a test that changed my life. It was an ordinary social studies test, but I remember studying my butt off for the test. Finally I received my test back and written across the top was "A++++". I was ecstatic. It was from that day forward that I wanted to enter the world of education. I'll never forget that day or that test.
Here I am today, as a teacher, writing in this blog and continuing my quest for knowledge. So, the next time you take a test, don't cringe, it might be a positive life altering event :)
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