So, apparently Chicago and Pennsylvania (specifically Philadelphia are closing down dozens and dozens of public schools. Having gone to high school in Philly, this hits close to home. I have a few friends whose younger siblings are now being pushed into even more overcrowded classrooms in schools that are in dangerous neighborhoods. Thankfully Philadelphia has a public transit system, albeit a slightly unreliable one, but they still have quite a journey on their hands.
According to past studies, students in this situation rarely, if ever go to a better school. A lucky few will go to a comparable one, but the rest are herded into a school in worse condition.
I can't imagine that. See, I spent K-8th grade in different schools around Louisiana and Texas. In those schools, it felt like the teachers truly cared about the students in an almost parental way. I felt about just as bad in disappointing a teacher as I did my parents.
Then, I moved up to Philadelphia. I remember my first day in public school up in the good ole' northeast. The teachers were lackluster and didn't seem to care whether students did well or not. None of them seemed interested in unlocking any potential in students, just moving them along to the next grade. Also, when I went to lunch that day, I got a slice of pizza. Now, at least at the schools I went to, the lunch ladies came in every morning and began cooking what we were going to be having for lunch that day, usually some sort of well balanced meal. The piece of cardboard with expired spaghetti sauce on it was more disappointing than the teachers.
I feel like I got off topic. The point of all this was supposed to be that public schools can be a valuable place of learning and growth, even if they're in less than desirable locales, it simply starts with what the teachers make of it. (Though, good food never hurts anything, either.)
Friday, March 22, 2013
Graphic Novels
I admit, when I first started reading the articles by McTaggart and Carter, I initially felt that attempting to find a place for comics and graphic novels in a classroom setting was a bit of a stretch. Not that I don't like graphic novels or comics, but I wan't sure there was an educational application for them. This may be because the first graphic novels that came to my mind were 300 and Sin City, both of which are probably a little too, uhm, graphic for schools. I've never read this Maus both authors brought up, and while that particular graphic novel may work in a classroom setting, I feel it's in the minority there.
I do agree, however, with he idea that allowing students to read comics and graphic novels could help in getting them actually interested in reading. I would have taken Maus over almost any of the books that I had to read for school, especially in high school, and I'm sure many of my peers would have as well, given the choice. Using these and comics as a sort of gateway reading tool could very well enhance not only the interest in reading, but the level of it as well.
Aside from that, I thought the idea of having students use the panels or storyboards to make their own comic/graphic novels was a smart way to teach them about the different parts of stories. Because the set-up of comics are different, what with word bubbles, panels, and illustrations, students will have to look at stories from a different standpoint. This could also allow some students who aren't that great at writing papers a chance to try something different, while pushing those who are good at writing outside of their comfort zones.
I do agree, however, with he idea that allowing students to read comics and graphic novels could help in getting them actually interested in reading. I would have taken Maus over almost any of the books that I had to read for school, especially in high school, and I'm sure many of my peers would have as well, given the choice. Using these and comics as a sort of gateway reading tool could very well enhance not only the interest in reading, but the level of it as well.
Aside from that, I thought the idea of having students use the panels or storyboards to make their own comic/graphic novels was a smart way to teach them about the different parts of stories. Because the set-up of comics are different, what with word bubbles, panels, and illustrations, students will have to look at stories from a different standpoint. This could also allow some students who aren't that great at writing papers a chance to try something different, while pushing those who are good at writing outside of their comfort zones.
Sunday, March 10, 2013
Wilber
So, these Wilber readings were a nice change of pace. I mean, I was already aware of what blogs, wikis, and digital stories were, but not necessarily all about them, and I have no problem admitting that. If I'm going to be able to learn more about them, I can't pretend I already know everything. I'm hoping to bring this same attitude in to the classroom, and, instead of standing on a high horse in front of the class, being prepared to act somewhat humble. Though I'll definitely accept advice from my students, I also don't want to be totally inept at the same time. So, I'll consider it just as much my job to be aware of the new tech coming out left and right, while being ready to learn from my students as well.
Switching it up
Right from the beginning, the reading from Lund caught my attention. Obviously, students nowadays are used to modern technologies, even if they aren't aware of how they work or what else they can be used for.
I'm a huge fan of hands on, and this can be very successful in not just having the student learn the material better, but for them to also be interested in actually doing so. I find it amusing that this Maureen Smith was so shocked at how the technology broke the humdrum of typical classrooms. There isn't exactly too much innovation in the teaching field, so anything straying from the norm has the potential to really light a spark in students, who, for so long, have been used to learning by being talked at.
I know a lot of people question how technology can be integrated into the classroom or express doubts about how it can be beneficial. I remember an assignment in a high school class of mine where we were supposed to record a video about volcanoes. This was a geology class, so, needless to say, we were talked at a lot and it wasn't hard to see the words bouncing off of the heads of students numb of learning in such a monotonous way. So, when the teacher told us to get a hold of a video camera and shoot a video, it was a radical change from the norm, and it definitely caught the attention of everyone in the class. It was easy to see that other groups had as much fun as mine did while shooting their videos, and we all had our fair share of laughs when watching them all. That lesson stuck in my head more than any other topic or chapter we went over the entire year, and that means something.
I'm a huge fan of hands on, and this can be very successful in not just having the student learn the material better, but for them to also be interested in actually doing so. I find it amusing that this Maureen Smith was so shocked at how the technology broke the humdrum of typical classrooms. There isn't exactly too much innovation in the teaching field, so anything straying from the norm has the potential to really light a spark in students, who, for so long, have been used to learning by being talked at.
I know a lot of people question how technology can be integrated into the classroom or express doubts about how it can be beneficial. I remember an assignment in a high school class of mine where we were supposed to record a video about volcanoes. This was a geology class, so, needless to say, we were talked at a lot and it wasn't hard to see the words bouncing off of the heads of students numb of learning in such a monotonous way. So, when the teacher told us to get a hold of a video camera and shoot a video, it was a radical change from the norm, and it definitely caught the attention of everyone in the class. It was easy to see that other groups had as much fun as mine did while shooting their videos, and we all had our fair share of laughs when watching them all. That lesson stuck in my head more than any other topic or chapter we went over the entire year, and that means something.
Sunday, March 3, 2013
No Child Left Behind
Wow, high school feels so long ago. As the NCLB act awaits is fate, I remember when it had a huge impact on my schooling. I went to high school northeastern Philadelphia, and, to put it nicely, the school was very poorly ran. Most of the teachers were prone to missing several days out of the week, and left substitutes to vainly attempt to teach a lesson plan to a class who either ignored them completely or responded with threats or vulgar language. The other half of the teachers didn't seem overly concerned with teaching, or, if they did, fared no better than the substitutes. Yet, whenever the PSSAs would come around, all the sudden the faculty seemed to care, and we were taught to be as ready for this test as humanly possible. Everything from bribes to threats from the principle would come over the intercom every week before the dreaded test, and AYP, or "adequate yearly progress", was the center of the lesson plans we all had to learn.
Planning on becoming a teacher someday, I often wonder just how much I'll have to deal with "teaching to the test". I'd really like to avoid a school or district that enforces this sort of teaching, as, at least in my experience, I don't feel like much is retained in the long run with this style. It felt like we were told to hold a box in our hands, then another box was stacked on that one, then another, and so on and so forth, until we had a tower of material that we only had to hold until a certain time. Once that time passed, it seemed like all the students just opened up their arms and let all the boxes fall, no longer being coerced into holding them.
I understand the ups and downs of standardized testing, but I don't feel like curriculum should force it into the front seat, then kick it out of the car when it's no longer needed.
Planning on becoming a teacher someday, I often wonder just how much I'll have to deal with "teaching to the test". I'd really like to avoid a school or district that enforces this sort of teaching, as, at least in my experience, I don't feel like much is retained in the long run with this style. It felt like we were told to hold a box in our hands, then another box was stacked on that one, then another, and so on and so forth, until we had a tower of material that we only had to hold until a certain time. Once that time passed, it seemed like all the students just opened up their arms and let all the boxes fall, no longer being coerced into holding them.
I understand the ups and downs of standardized testing, but I don't feel like curriculum should force it into the front seat, then kick it out of the car when it's no longer needed.
Wilber 3&4
This was a really down to earth chapter, and, while I haven't really seen many articles in the class in opposition to tech in the classroom, these two seemed very nonchalant about the matter. The descriptions of blogs and wikis were very helpful, especially for anyone, like myself, who isn't exactly the most tech savvy person in the room.
Also, the different uses of these medias are an interesting facet as well. I've thought of teachers using blogs in order to help students, though most students may not be too interested in the read. However, I never thought about teachers with experience posting blogs in order to help young, up and coming teachers along the way. The ability to not only post information or experiences on the blog, but to also field and answer any questions is also an excellent give and take that would be hard to find anywhere else. I feel like that's a fantastic way to transmute that sort of knowledge in this day and age. It just goes to show that there's always some sort of help on the internet, not including that shady Craigslist I hear so much about.
Also, the different uses of these medias are an interesting facet as well. I've thought of teachers using blogs in order to help students, though most students may not be too interested in the read. However, I never thought about teachers with experience posting blogs in order to help young, up and coming teachers along the way. The ability to not only post information or experiences on the blog, but to also field and answer any questions is also an excellent give and take that would be hard to find anywhere else. I feel like that's a fantastic way to transmute that sort of knowledge in this day and age. It just goes to show that there's always some sort of help on the internet, not including that shady Craigslist I hear so much about.
Subscribe to:
Comments (Atom)