#10: Study Effective Teachers

11/15/08 - The Freedom Writers

Alright, I just finished watching the movie "Freedom Writers" and you must watch it. It's an amazing and inspirational story about a first-time English teacher who is able to reach her students by using very effective teaching strategies. The movie, which came out in 2007, is very well done, but the story itself is so wonderful. After watching the movie and hearing about The Freedom Writers Foundation, I immediately went online to look into it more. I found the website (http://www.freedomwritersfoundation.org) and looked all over the website, reading the stories, signing up for the e-newsletter, and learning about the programs that the foundation offers for teacher training. There are many aspects to this story that I am impressed by, but in the interest of space, I'll share just a few...

First of all, I am so impressed by the determination that Erin Gruwell brought with her to the classroom. Though she was met with resistance from the majority of the school's faculty and students, she pushed through it in order to reach her students. She truly wanted to educate them, not just about English but about the world. After realizing how contained their worldly understanding was, she made a point to help the students see how much more there is in the world than just their local communities. When she started teaching, she had no idea how deep they were pulled into the dangerous world of drugs and violence in the projects. Upon realizing how deeply their lives were affected by their surroundings, she began finding way to show them how connected to the world they really are. As I said, I was in awe of her determination to reach her students. Even when she was met with resistance and personal struggles, she continued to press forward, because she truly cared about her students. She is a hero to each of her students, and she is now someone that I want to learn from.

Soon after finding the website, I found The Freedom Writers' Mission Statement. I have pulled it from the website:
"The organization's overall purpose is to:

• Create opportunities for students to reach their full academic potential and aspire to higher education.

• Publicly and systematically promote an educational philosophy that values, upholds, and honors diversity.

• Inspire students to realize their roles as vital members of their communities." (http://www.freedomwritersfoundation.org/site/c.kqIXL2PFJtH/b.2300105/k.A517/Mission_Statement.htm)
  

While reading these goals, I realized that this is the kind of environment that I want to create in my future classrooms. While reading about the various functions that the Freedom Writers put on, including presentations, speeches/lectures, and training programs, my excitement continued to increase as I read about the continued involvement of Erin Gruwell and her students. I hope that one day I can attend a lecture or participate in a training program. They seem very interesting and worthwhile, and I'm sure it would be amazing to meet Erin and talk with her. She has definitely made an impact on the world of teaching.

A third thing I was amazed by was a personal story of a teacher, Connie Heerman of Indiana who began to teach the book The Freedom Writers Diary. Because of the amount of graphic content, administrators felt that the book was inappropriate to teach in a school setting, and asked Heerman to stop teaching the book. However, Heerman saw how engaged in the reading her students were and decided to keep teaching it. She even sent home permission forms to parents and the majority felt it was okay for their child to read the material. Because of this action, Heerman was suspended for a year and a half. Being a current resident of Goshen College in Indiana, I was quite surprised to hear about this. I can understand why the school would want to be wary of the content of the material, but this is real stuff - it's real students' work, and it should be read. This kind of material is what high school students relate to most, and it makes sense that it could be used to reach them. While I was surprised by this story, I was also again impressed by the determination of teachers to reach their students. Even now, Heerman says she won't return to the school unless she is allowed to teach the book. If that's not determination, I don't know what is.

Okay, so to sum up, I loved the movie, I want to buy it, and I want to read the book. I've signed up for the e-newsletter, and I hope to one day take part in some kind of training led by Erin Gruwell. I find this story amazing and it's one that I want to hold onto and learn from. I want to teach and connect to my students the way that Erin did, and still does. It's teachers like Erin that we need to keep around. We shouldn't be punishing them by kicking them out of the classroom. They are who best know how to teach the students in a way that keeps them interested. They are the teachers who have their students' best interest at heart. They are who we need in the classrooms, not only in America, but in the world.

11/19/08 - Organizational Patterns in Classrooms

Thinking back to high school, I realized that there has always been a common setup for my math classrooms - rows of desks facing the chalk/white board. I agree that this is often a very useful setup when the teacher is explaining how to write and/or use different functions, equations, formulas, theorems, etc. However, I enjoy it when students are able to work together in groups, and often the usual row-setup gets in the way. I've thought about the rows-setup and I will talk about the pros and cons of that organization. Then, there's another setup that I like at this point, and I'll talk about that a little more.

Rows:
Pros:
I've always been a person who enjoys working alone at times, even though I do like working with other people. Having an individual desk is often nice because you give the students their own space to work in, and sometimes this is better for students to concentrate. If you give them the opportunity to mess around with other students, they can become distracted and not follow along with the lesson. Having students at their own desk in rows also gives the teacher a little better view of each student and makes it easier to watch out for distractions that may come up. They also appear to work better during tests when each student only has their test to focus on, and can't look at other students' tests quite as easily.

Cons:
I guess to me, rows always seem a little less personal. Each student is set up in their area, and they can't interact with other students in quite the same way. In a few classes in high school, after instruction, we would get into groups and work on problems together. However, in order to better work together, we would have to shift the room around and push desks out of the way. It just creates a little more disruption, as you can't quickly and easily move into a group formation; the flow of the class period is broken, even just a little, and that can cause more distractions.

In several classes that I've been in, more in college now, we've had rows of tables instead of rows of individual desks. When working at a table, we're able to have our own space, but if we need to work in groups, we can easily converse with the people sitting next to us. One flaw with this setup, however, is that you're still confined to a row, and it still feels too much like a lecture room.

Setup I Like:
A few of my classrooms in college have had have a setup that I like. Instead of desks there are tables that seat about 3 or 4 per side, and the few tables are set up in a "U" shape, with the opened end facing the front of the room. If the room were (much) wider, it could be a semi-circle. With this setup, the students can see each other and also watch the professor as they move around in the front of the room. By having the empty space in the middle of the "U", if we need to work in groups, some people can go to the middle and sit on the other sides of the tables. Because we're not moving the tables around, only moving chairs to the other side of the table, there isn't as much distraction when getting into groups. To me, it's a more casual and open room that is set up for both group and class discussions as well as lectures.

When I eventually have to decide how to set up my classroom, I'll want to make sure that it's easy to move around when changing activities. I'll want to make sure that during these shifts, there isn't too much distraction so that the lesson continues to flow well into the next section. I'll be sure to make it a comfortable environment where students get the sense that they are part of the classroom discussion - that it's not just me teaching to them. It's important to me that the students realize that this is their classroom - I'm there to teach them - and that I want them to feel comfortable and able to learn the material.

11/27/08 – Characteristics of teachers I like and how they compare to me

Publically confident:

Most teachers that impress me are confident in themselves and are aware of how they relate to others around them. They know that they are not perfect and they are truly okay with this fact. When they fail, they pick up the pieces, though it may take time, and they keep going. They do not hide who they are while in a public setting, because they like themselves and are happy with the person that they have become.

Over the past few years, I know that my confidence has definitely increased and I am now more okay with the person that I am. While I can still be shy in new situations, I am more apt to be myself and be open to the new situation instead of hiding away from it all. I do realize that I am not perfect, though sometimes I still strive for perfection in the work that I do. I am becoming better at accepting my mistakes and learning from them. So far, I have not given up completely when I fail, seeing as I am still living and forging ahead in my life. And best of all, I can confidently say that I like the person that I am.

Humorous:

One of my favorite characteristics of any person is the ability to laugh and have fun. I love teachers who make learning fun and find ways to add humor to their subject area. Humor allows people to view life in a positive and accepting way, and it says something about a person when they are able to add humor to all aspects of their life. Whether throwing a joke in during a class discussion or playing some kind of game to get a concept solidified in the students’ minds, humor is something that my favorite teachers informally add to their lesson plans.

I absolutely love to laugh and have fun. I really love humor, whether it’s dry or stupid, which is shown by the way that I laugh pretty much at anything, but it’s because I can see humor in many different situations. I find it fun to switch a situation around so that it’s funny or interesting. I like to think that I can be funny and I hope that one day I am able to prove this funny side of me to my students. I hope that I can think about how I would find a lesson enjoyable, and then be able to present it to my students. I want them to enjoy learning in my classrooms, and I plan to add humor and fun in order to make this possible.

Balanced:

While my favorite teachers like to add fun and games to their classrooms, they also understand the importance of discipline and boundaries. They have rules that the students need to follow in order to do well in the class, and when the students don’t follow the rules or misbehave in some way, they do use punishments and discipline to deal with a situation. They are understanding of their students, but they want to make sure that the students are respectful and responsible in the classroom. They want their classrooms to be an enjoyable space and if a student is having an issue, they will work with that student in order to restore the comfortable atmosphere.

As I said above, I enjoy being in fun settings. However, I can also be a very serious person and understands the importance of maintaining a solid foundation. I know that I will have to practice disciplining students, as that is where I tend to step back. When enforcing rules, I like to let other people deal with those situations. I think with time I will improve in this area and will be better at enforcing my rules for the classroom while also maintaining a comfortable atmosphere in the classroom.

They are good to themselves:

Each of my favorite teachers knows themselves pretty well and knows when they need breaks. They know what can set them off and try to stay away from those situations. They know what helps them when they are stressed, angry, sad, or frustrated in a certain situation. They are able to say what is bothering them in a situation and if something isn’t going the way they would like, they either accept it and move on, or they share their opinions and hope something will change. In either situation, they do their best to make themselves and others comfortable, and if that doesn’t happen, they forge ahead and take care of themselves along the way.

In the past year I have been much better at knowing what works for me and what I need to do when I get into a difficult situation. I know what helps me calm down and I’m doing better at realizing when I need to use those strategies. I’m also doing better at understanding that every situation I will be in won’t accommodate to my needs, and I’ll have to find ways to work through those situations that don’t. I’m really trying to be good to myself and take care of myself when I’m in difficult situations and even when things are going well.


Overall, there are many areas where I want to improve myself and my outlook on life. But so far, I’m pretty happy with the person I’m becoming. I want to continue to work on areas that will help me be a successful teacher, and I know I have a lot of work to do, but I’m up for the challenge.

#9: Learning to Identify Allies

11/2/08 - Get Involved with a Professional Group Related to Your Content Area

Earlier this fall, I joined the National Council of Teachers of Mathematics (NCTM). I'll admit that the only reason I joined, at this point in my education, was because I was required to in order to be part of the Education department at my school. I didn't think I would use it all that often, although I hoped it would prove useful since I had to pay for a membership and subscription to a journal. I have become aware of it's usefulness as a solid resource that I have already used when doing research. It has proven to be a good source where I can read up on and learn more about my content area, which is obviously math. It has offered good materials that have made me consider several areas in the teaching of mathematics, and I can say that I am thankful that this was a mandatory assignment.

In one of my classes, we (the students) are required to write two papers this semester (one we have already done). For the first paper, we were to find different teaching strategies that were (hopefully) specific to our content area. While I first looked at our library's online database, I soon realized that I could use the NCTM's website and journals. I was quite impressed by the information that I found and how well I was able to connect it to the rest of the sources that I found. The articles gave me quite a bit of insight into different strategies that I could use when teaching math. I was very pleased when I was ready to write my paper because I felt that I had a solid base that I could build my paper on.

Several times I've looked through their journals to see what other kinds of articles they have to read and again, I've been impressed. There are lots of articles about activies that are just there for teachers to use in their class; there are articles that are meant to help teachers better understand special needs students, or students who are coming from different backgrounds; and there are personal stories submitted from different teachers who are ready to offer insight into their practice. Each issue is filled with a varity of new topics that are explored by many education professionals and local math teachers who have something to share about their profession. I've really enjoyed reading the articles and thinking about how I will be able to apply the information to my future classrooms.

As I begin researching for my next paper, I know that I will use the NCTM's journals again. Each time I read something from their journals I become a little more excited about becoming a math teacher. It gives me something to think about for the future, when I will one day use these techniques and skills that current teachers are offering up. I really have enjoyed using the NCTM as a resource and I can honestly say that I'm glad I became a member, even if it wasn't my choice at first!

12/3/08 - Support systems

Throughout high school and my first year and a half of college, I have made a number of friends who I feel will be good supports in the years ahead. Many of these are teachers (a couple math) who I've had in the past while others are family or adult friends I've made. Here is a list of those contacts, why I feel they are good supports, and what I enjoy about them.

Heather - While Heather wasn't actually my teacher in high school, she was my softball coach and was a chaperone on a large school trip. I've been able to get to know Heather fairly well, and enjoy calling her my friend. We've had lunch and had good talks about whatever was going on in our lives at that time. I think I was in 9th or 10th grade when Heather came to my high school and was fresh out of college, so she isn't too much older than I am, which allowed me and my peers to connect with her easily. I also just love her personality - she's outgoing, confident, smart, talented, and loves life. As it turns out, she is a math teacher, so we've been able to talk about math and teaching and how that career is. She has given me a lot of insight into this profession and let me know about the struggles and enjoying parts of it. I really love being able to connect with Heather on both a personal level as well as on the concepts of teaching and math. I think this friendship with Heather will be a positive one for me for a while.

Susan - Susan was a teacher of mine during three different years of middle and high school, and I've gotten to know her fairly well. She was always someone I was able to communicate easily with. Whether it was during lunch in her room, during class, or outside of school around town, we could talk about a whole variety of subjects. She's always been very supportive of me as a student and learner and knows quite a bit about my goals and dreams for life. Like Heather, Susan is very full of life and loves to experience new situations, whether traveling around the world or taking part in some new activity. I know that I can always ask Susan for advice, whether about school or life in general, and she will always be ready to answer and help me. Whenever I go back home, I always look forward to meeting up with her.

Tim - Tim was yet another teacher of mine during my senior year in high school. He was my physics teacher and always found creative ways to make the class enjoyable. I was a huge fan of his humor and uplifting attitude that he brought to the class each day. He is also a teacher who I look forward to catching up with when I go home. Tim was very supportive of me and each of my classmates and always tried to give us as much help as he could. He pushed us to do well and truly wanted us to learn about whatever topic he was teaching. I felt that he was someone I could talk to if I was having difficulty in some area, even if it was outside of the class. Each time I visit and tell him how I'm doing, I can tell that he is truly interested, as he always invites me in to sit down and we chat for a good while.

Marcia - Marcia is my mom's cousin and lives pretty close to my home. We attend the same church, so I see her a good amount and I've grown up around her so I know her pretty well. I also took piano lessons from her for about seven years, so I've just been around her enough to know that I can easily talk to her. As long as I've known her, Marcia has always been a very real person. She enjoys her life but accepts that there are tough times that we will all face. With this acceptance, she faces her life with a positive view of things and is a good model for me. I've had lots of good talks with her, especially in the past few years as I've gotten older, and I know she's available if I need to talk about something in particular, or even nothing at all. I feel that she's someone I could just be around if I needed company. She always has some way of making the situation better, or even just a little less hard to deal with. Having her also be a member of the same church, I know I could talk with her about spiritual struggles that I am going through at any time. It's this kind of connection that I am very grateful for.

Obviously, I know so many wonderful people, and these are just four who I can think of off the top of my head. I've made so many great connections with people over my lifetime and I am thankful for each one of them. I know that so many people in my life support me and want good things for me. Even while writing about these four individuals, I continue to think about more and more people like them who I could turn to if I need help or even just want to be with someone. They will always try to offer good advice or insight and be there to help me continue in my life journey. As I've said, I am so thankful for each of these connections as I continue on my college career and journey ahead.

12/3/08 - The importance of collaboration

During one of my field placements this semester, I was able to view some good collaboration and this led me to thinking about how I will be sure to have collaboration with other teachers in the schools that I (will) work in. In this field placement, I was in a special education classroom and the collaboration that was present was between the three different special education teachers in that classroom as well as with the general classroom teachers.

First, I saw very good collaboration between the special ed. teachers. The three of them seemed to have good relationships with each other and were able to communicate instructions or details about specific students in order to give each student the proper type and amount of support. Whether during lunch or working with a student, the special ed. teachers were able to carry on conversations that were constructive and supportive of each other as teachers, but also as people. It was from this interaction that I saw the importance of collaboration between teachers of the same content area. I thought about my future placement in a middle/high school and how I will need to work with other math teachers in order to keep the students working on projects, passing tests, learning information, and preparing the students for life after school. I saw that these interactions with teachers of the same content area will allow me to bounce ideas off of them (to see what they think) and gather ideas about what I could do to improve my teaching. I realized how important this communication will be for me and my future math teaching peers.

Another kind of collaboration I saw was between the special ed. teachers and the general classroom teachers. Several times, general teachers would come to the special ed. room and see how their students were doing and what they could do to help the student. I also asked my cooperating teacher about the collaboration and she said it generally works pretty well. They sometimes fall behind when the general classroom teachers don't give the special ed. teachers material from the classrooms that the students need. Being on the general classroom teacher side, I realized that I'll have to be sure to give the special ed. teachers the right material, and on time, for students who need to be taken out of my class at some point (though I hope this doesn't happen too often - I would like for the special needs students to be in my class as much as possible). I realized that not only will I have to take care of each of my general students, but I'll have to make accommodations for the special needs students and make sure I give all the information about the units I'm covering, projects/assignments I'm assigning, and anything else that the special ed. teachers need. I realize that this will be an extra feature of being a general classroom teacher, but I'm ready to accommodate!

I learned so much from this field placement in a special education room, even though I'm a general classroom education major. It gave me so much insight into the world of special education, as I should have, since I will surely have special needs students at some point (probably many points) in my teaching career. I was able to see the areas where my involvement with the special education department will come into play and how I'll have to be ready to make accommodations, both for my students and in my schedules, in order to give the best support to the students. This field placement really gave me a good view into the importance of collaboration and making creating allies in the world of teaching.