Hi everyone! For my final reflection I have used a prezi to combine visual artwork with my own reflections as well as text drawn from readings in this course and a variety of other sources.
http://prezi.com/ornkcsji8vhi/?utm_campaign=share&utm_medium=copy&rc=ex0share
I have genuinely enjoyed this class so much and I have sincerely appreciated all of your input. I feel so honored to be a part of this intellectual community. I hope everyone has a restful and rejuvenating summer!
Showing posts with label LTC 7085 Studio Thinking. Show all posts
Showing posts with label LTC 7085 Studio Thinking. Show all posts
Saturday, May 10, 2014
Saturday, April 26, 2014
Summative Project Pre-Thinking
I've been mining my data (i.e. reflections for this class), circling words and phrases like rich silence, presence, natural, comfortable, confident, etc. These themes come as no surprise to me. My journey in this class has been a mission to "locate and understand the self" (Palmer) in relationship to my teaching. Whether or not I've done that is much more difficult to discern. I continue seeking and reflecting even as we speak.
For my summative project I would like to return to the concentric circle imagery I created for my visual metaphor during week 4. I think this was one of my most powerful moments over the course of this class and I'm beginning to see ways in which it encompasses the whole. Very much in the nebulous stages right now, I'm envisioning this merging with my educational lineage "tree" somehow, which originally took the form of chakras emerging from a lotus. I see the two metaphors merging together like rings of a tree, which makes more sense to me than placing my influences and revelations on branches. In my mind, I am the tree and they are part of my core, adding layers, radiating outward with the passage of time. After reflecting on the lineage I created at the beginning of the semester, I don't think I will make many changes to it except to include my students and myself as notable teachers and reorganize it according to this new visualization.
As for the ultimate product, I plan to embed visual work created by hand into a prezi which will add more content and commentary. We'll see how this works out. Wish me luck!
As for the ultimate product, I plan to embed visual work created by hand into a prezi which will add more content and commentary. We'll see how this works out. Wish me luck!
Addressing the Week 11 assignment
So, I never quite completed the week 11 assignment as planned. I was really struggling to figure out how to fit the experience I designed into the few days of classes I have left with my students. It just wasn't really working out, so I decided to reflect instead on the Lectio Divina I led with peers in Kathy's research class this past Wednesday.
Sunday, April 20, 2014
Week 12 Peer Responses
To Adair:
You know, your students probably do know you better than you think. One of my goals for this class was to figure out how to be more like "myself" when teaching rather than feeling like I'm getting into character. It really feels wrong to me to do the "teacher-talk" as I call it. You hear these little catch phrases and patterns of speech in so many classrooms and sometimes I pick up on them just from observing teachers I admire. But it's really important for me to find a way to be natural with my students. When I reflect on the educational lineage I made at the beginning of the semester, the one thing all the teachers on it had in common was that their distinct and authentic personalities were evident and present. Their teaching styles were VASTLY different. I don't know if this is right or not, but I would say, reflect on how and when and with whom you use sarcasm. Ask yourself if you know when and how to be sincere as well. And don't be a two dimensional cut-out of yourself because your students DO know you, or at least, I think they want to. To me - and this is just me - teachers with distinct personalities have been more important than those who do everything "right".
To SLamme:
I love this lesson! Would you mind if I adapted it? This Fall I will be designing an arts program for Rainbow House, a shelter for abused/homeless children. (It's intense, I know) One of the challenges is that the population is constantly fluctuating. Some kids are there for a few days, others a few months, so we will never know if we will have the same kids from one week to the next. Also, the age range is REALLY broad, so I need to prepare experiences that can be adapted for early childhood through teens. I want to make these experiences meaningful...not just craft night. I know this is a touch challenge, but I feel like this idea could really work. Plus, who wouldn't love the song! If you have any suggestions for how to condense this unit into chunks that can stand alone, I would be very interested. Just a fabulous lesson!
You know, your students probably do know you better than you think. One of my goals for this class was to figure out how to be more like "myself" when teaching rather than feeling like I'm getting into character. It really feels wrong to me to do the "teacher-talk" as I call it. You hear these little catch phrases and patterns of speech in so many classrooms and sometimes I pick up on them just from observing teachers I admire. But it's really important for me to find a way to be natural with my students. When I reflect on the educational lineage I made at the beginning of the semester, the one thing all the teachers on it had in common was that their distinct and authentic personalities were evident and present. Their teaching styles were VASTLY different. I don't know if this is right or not, but I would say, reflect on how and when and with whom you use sarcasm. Ask yourself if you know when and how to be sincere as well. And don't be a two dimensional cut-out of yourself because your students DO know you, or at least, I think they want to. To me - and this is just me - teachers with distinct personalities have been more important than those who do everything "right".
To SLamme:
I love this lesson! Would you mind if I adapted it? This Fall I will be designing an arts program for Rainbow House, a shelter for abused/homeless children. (It's intense, I know) One of the challenges is that the population is constantly fluctuating. Some kids are there for a few days, others a few months, so we will never know if we will have the same kids from one week to the next. Also, the age range is REALLY broad, so I need to prepare experiences that can be adapted for early childhood through teens. I want to make these experiences meaningful...not just craft night. I know this is a touch challenge, but I feel like this idea could really work. Plus, who wouldn't love the song! If you have any suggestions for how to condense this unit into chunks that can stand alone, I would be very interested. Just a fabulous lesson!
Saturday, April 19, 2014
Week 12: Marzano and Video 2
Marzano Chapter 6:
This chapter is short and to the point. There are a number of ways that teachers can observe and learn from each other's teaching and doing so has been proven to improve student achievement and teacher satisfaction. We can, and should, learn from each other. Seems self-evident to me. I learn almost as much from watching other teachers as I do from teaching myself. If I didn't have any strategies or goals for self reflection, I think learning by watching others would be the most important learning opportunity available.
Prethinking:
I'm hoping to find myself more comfortable in my own skin this time. Last time I think I was a little nervous and the lesson itself did not go that well.
Since then, I feel more comfortable with the group of students I'm teaching. I feel like we have started to develop a rhythm and way of being. It has taken a while. Homeschooled children are not all that used to the routine of a classroom. It takes a while to simply establish a basic understanding and group culture; much longer than I expected or have ever experienced. I also seem to have finally gotten a better sense of what interests them. Before, I was just grasping at straws and I think my lack of confidence in some of the lessons showed.
My goals for this class were to be more inside myself and in the moment when teaching and to speak with an authentic voice. In the last few weeks, I have certainly felt more like myself, but we will see if it comes through when I watch the video.
Video Review:
For the video, I used a different group of students because the timing just worked out that way. I wanted to capture my introduction to a lesson on Nick Cave and wearable art with my 3rd-5th grade group.
As I showed them some videos and guided them through a presentation, I sat with them around a big table, which made me feel more comfortable, and the whole thing, more conversational. I hadn't really thought about that ahead of time, but looking back, it just felt right. Immediately, the students were excited by Nick Cave's work as we watched a video of people dancing around in sounds suits. There was lots of laughter and "whoa, cools". So we were off to a good start. Then I asked them to think about the word "fashion". What comes to mind? I knew this would be an interesting discussion because this group of kids is very "earthy" and not very into pop culture and trends. They said things like, "expensive", ridiculous", "wasteful", and "shallow".
The discussion was going pretty much how I wanted it to go, but here I noticed something about my questioning strategies. I think I ask too many leading questions like "Do you think what you wear can say something about who you are, what you like, or what you do?" The nature of this question automatically implies the answer I want. A better way to ask it might have been "How do you think what we wear reveals information about who we are, what we like, or what we do, if, indeed, it does at all?" Followed by "why do you think we use clothing in this way" and "is this a good thing or a bad thing?" We ended up getting there anyway because this group has a lot of opinions and they feel pretty comfortable expressing them, but in a more reluctant group, the way I posed the question could have led to a dead end.
Next, we started talking about costumes. I asked them if any of them had ever worn a costume. Of course, they all had, for Halloween, in theatrical productions, and just for fun. I asked them "What was that like, to wear a costume? How did it feel?" This was a better questioning strategy. It opened up the floor for them to tell personal stories about costumes they really liked and why.
All in all, the discussion was really rich and led us right up to the activity in a nice seamless way. Win! Comparing my own "performance" to last time in terms of my goals to be more authentic and in the moment, I so see growth. I appeared (and in truth, felt) much more comfortable this time. This could be because I felt more confident in the lesson I had planned. It could have something to do with the fact that this group is just a little easier to handle and engage. I'm sure the fact that I am now several months into the program and have bonded more with the students factors in as well. But I definitely noticed that I put more emphasis on their ideas and experiences than on information or instructions this time. I think that becomes easier to do as you get to know your students, but I think it's also easier (for me at least) with a slightly older crowd. Perhaps the younger students are just my weak area. Through reflection, I've come to realize, I don't enjoy the minutia of behaviour management and I also have a much harder time figuring out what will interests and excites them. I still haven't found a way to be my authentic self with the little ones. It feels very much like a performance or an affectation that I adopt with them. I'm not sure if this is something that will ever change. I think some people are just better suited to different age groups and I get the least amount of satisfaction out of working with very young children. My enjoyment and satisfaction increases exponentially the more independent and self actualizing my students become, as does my ability to "be myself". But this is an entirely different tangent. Even though the little ones may never be my strongest area, I still have to work on finding the part of myself that can connect with them. It helps me to observe others and I'm fortunate to have some very talented peers in my midst.
I can honestly say that this class has helped me shift my focus away from extraneous circumstances and the behaviour of my students and on to myself, the one element in the mix over which I actually have control. I've realized how unproductive and draining it is to lay blame on all these outside factors, knowing there is probably little we can do to change it. Our students' home lives, limited budgets, constricting curriculum and assessment expectations, etc, etc,...I'm not saying we can't make any difference in these areas or that we should ignore them, but the one area where we can make immediate changes and the most profound impact is within ourselves.
This chapter is short and to the point. There are a number of ways that teachers can observe and learn from each other's teaching and doing so has been proven to improve student achievement and teacher satisfaction. We can, and should, learn from each other. Seems self-evident to me. I learn almost as much from watching other teachers as I do from teaching myself. If I didn't have any strategies or goals for self reflection, I think learning by watching others would be the most important learning opportunity available.
Prethinking:
I'm hoping to find myself more comfortable in my own skin this time. Last time I think I was a little nervous and the lesson itself did not go that well.
Since then, I feel more comfortable with the group of students I'm teaching. I feel like we have started to develop a rhythm and way of being. It has taken a while. Homeschooled children are not all that used to the routine of a classroom. It takes a while to simply establish a basic understanding and group culture; much longer than I expected or have ever experienced. I also seem to have finally gotten a better sense of what interests them. Before, I was just grasping at straws and I think my lack of confidence in some of the lessons showed.
My goals for this class were to be more inside myself and in the moment when teaching and to speak with an authentic voice. In the last few weeks, I have certainly felt more like myself, but we will see if it comes through when I watch the video.
Video Review:
For the video, I used a different group of students because the timing just worked out that way. I wanted to capture my introduction to a lesson on Nick Cave and wearable art with my 3rd-5th grade group.
As I showed them some videos and guided them through a presentation, I sat with them around a big table, which made me feel more comfortable, and the whole thing, more conversational. I hadn't really thought about that ahead of time, but looking back, it just felt right. Immediately, the students were excited by Nick Cave's work as we watched a video of people dancing around in sounds suits. There was lots of laughter and "whoa, cools". So we were off to a good start. Then I asked them to think about the word "fashion". What comes to mind? I knew this would be an interesting discussion because this group of kids is very "earthy" and not very into pop culture and trends. They said things like, "expensive", ridiculous", "wasteful", and "shallow".
The discussion was going pretty much how I wanted it to go, but here I noticed something about my questioning strategies. I think I ask too many leading questions like "Do you think what you wear can say something about who you are, what you like, or what you do?" The nature of this question automatically implies the answer I want. A better way to ask it might have been "How do you think what we wear reveals information about who we are, what we like, or what we do, if, indeed, it does at all?" Followed by "why do you think we use clothing in this way" and "is this a good thing or a bad thing?" We ended up getting there anyway because this group has a lot of opinions and they feel pretty comfortable expressing them, but in a more reluctant group, the way I posed the question could have led to a dead end.
Next, we started talking about costumes. I asked them if any of them had ever worn a costume. Of course, they all had, for Halloween, in theatrical productions, and just for fun. I asked them "What was that like, to wear a costume? How did it feel?" This was a better questioning strategy. It opened up the floor for them to tell personal stories about costumes they really liked and why.
All in all, the discussion was really rich and led us right up to the activity in a nice seamless way. Win! Comparing my own "performance" to last time in terms of my goals to be more authentic and in the moment, I so see growth. I appeared (and in truth, felt) much more comfortable this time. This could be because I felt more confident in the lesson I had planned. It could have something to do with the fact that this group is just a little easier to handle and engage. I'm sure the fact that I am now several months into the program and have bonded more with the students factors in as well. But I definitely noticed that I put more emphasis on their ideas and experiences than on information or instructions this time. I think that becomes easier to do as you get to know your students, but I think it's also easier (for me at least) with a slightly older crowd. Perhaps the younger students are just my weak area. Through reflection, I've come to realize, I don't enjoy the minutia of behaviour management and I also have a much harder time figuring out what will interests and excites them. I still haven't found a way to be my authentic self with the little ones. It feels very much like a performance or an affectation that I adopt with them. I'm not sure if this is something that will ever change. I think some people are just better suited to different age groups and I get the least amount of satisfaction out of working with very young children. My enjoyment and satisfaction increases exponentially the more independent and self actualizing my students become, as does my ability to "be myself". But this is an entirely different tangent. Even though the little ones may never be my strongest area, I still have to work on finding the part of myself that can connect with them. It helps me to observe others and I'm fortunate to have some very talented peers in my midst.
I can honestly say that this class has helped me shift my focus away from extraneous circumstances and the behaviour of my students and on to myself, the one element in the mix over which I actually have control. I've realized how unproductive and draining it is to lay blame on all these outside factors, knowing there is probably little we can do to change it. Our students' home lives, limited budgets, constricting curriculum and assessment expectations, etc, etc,...I'm not saying we can't make any difference in these areas or that we should ignore them, but the one area where we can make immediate changes and the most profound impact is within ourselves.
Saturday, April 12, 2014
Week 9 Peer Responses
To Kelly:
Hey Kelly, in response to your question "what exactly has to be done to create an environment where all our students feel comfortable enough to speak their truth?", I think the first step is that we have to model courage and speak truth ourselves. Like the author said, we have to make ourselves vulnerable. This is a really scary thought, especially in our most challenging classroom situations. I think, when things start to go baldy with a lesson or in terms of classroom behavior, our instinct is to exercise MORE control and authority. When things aren't going as we want them to, that's when we feel the most vulnerable already. So it takes a lot of courage to speak honestly in times like that. But maybe, if we do, students will respond to our open-heartedness with understanding.
Congrats on your award, by the way! So interesting, though, how even positive labels can limit and burden us. I know how you feel. But you're right...just keep doing what you do. Obviously, somebody noticed.
To Slamme:
Firstly, I will definitely be checking out those resources for dealing with underachievers. I have one who has been wreaking havoc on my flow all semester and I have got to figure out what to do about it.
I also found this week's reading to be a little "out there" at times, which is saying quite a bit because I hang around some pretty "out there" people. Maybe I'm even a little "out there" myself, but there were a few points I had trouble with. However, I realized several days later that other parts were still lingering with me, especially as I people watched. Looking around in crowded restaurants, I found myself thinking about everyone's need to feel understood and accepted somewhere. I felt more aware of the knowledge that every individual is an ocean of experience...that their reality is just as vast as mine. I felt more connected and empathetic for people than I usually do in the moment to moment. So, corny as the reading was at times, I feel grateful that it reminded me of some truths that I had been neglecting.
Hey Kelly, in response to your question "what exactly has to be done to create an environment where all our students feel comfortable enough to speak their truth?", I think the first step is that we have to model courage and speak truth ourselves. Like the author said, we have to make ourselves vulnerable. This is a really scary thought, especially in our most challenging classroom situations. I think, when things start to go baldy with a lesson or in terms of classroom behavior, our instinct is to exercise MORE control and authority. When things aren't going as we want them to, that's when we feel the most vulnerable already. So it takes a lot of courage to speak honestly in times like that. But maybe, if we do, students will respond to our open-heartedness with understanding.
Congrats on your award, by the way! So interesting, though, how even positive labels can limit and burden us. I know how you feel. But you're right...just keep doing what you do. Obviously, somebody noticed.
To Slamme:
Firstly, I will definitely be checking out those resources for dealing with underachievers. I have one who has been wreaking havoc on my flow all semester and I have got to figure out what to do about it.
I also found this week's reading to be a little "out there" at times, which is saying quite a bit because I hang around some pretty "out there" people. Maybe I'm even a little "out there" myself, but there were a few points I had trouble with. However, I realized several days later that other parts were still lingering with me, especially as I people watched. Looking around in crowded restaurants, I found myself thinking about everyone's need to feel understood and accepted somewhere. I felt more aware of the knowledge that every individual is an ocean of experience...that their reality is just as vast as mine. I felt more connected and empathetic for people than I usually do in the moment to moment. So, corny as the reading was at times, I feel grateful that it reminded me of some truths that I had been neglecting.
Week 8 Peer Responses
Firstly, I have really loved looking at everyone's portraits. Such a talented group of artists! I gave my compliments to several people, but here are the more significant comments.
Secondly, sorry I'm so far behind in my responses. I really am inspired by all of you. Little by little, I'm clawing my way out of the trenches. I plan to be caught up soon!
To Katie:
The eyes! Your facial expression is so inviting, and just as you were going for, a little amused. I absolutely love this piece and envy your painting style. It is such a delightful contrast to my own methodical, neutral- obsessed subtlety. It's so lively, just as I imagine you are as a teacher!
To Michelle R. :
Secondly, sorry I'm so far behind in my responses. I really am inspired by all of you. Little by little, I'm clawing my way out of the trenches. I plan to be caught up soon!
To Katie:
The eyes! Your facial expression is so inviting, and just as you were going for, a little amused. I absolutely love this piece and envy your painting style. It is such a delightful contrast to my own methodical, neutral- obsessed subtlety. It's so lively, just as I imagine you are as a teacher!
To Michelle R. :
Week 10: Loving the Questions
Right away I felt much more connected to this chapter than the last. Perhaps I was just feeling more open minded, but this time, the author articulated many of my own thoughts and theories throughout the chapter and offered some better, more practical (I think) exercises on how to introduce inquiry based learning in the classroom. In the first few pages, Uhl talks about our negative associations with questions - the fear, anxiety, and even humiliation that the idea of questioning can evoke. These are feelings I think I've mostly overcome since the days of my "because I said so", Catholic school childhood. However, I did have to stop and ask myself, do I use questions as weapons? Have I used questions to disadvantage, discredit, or disengage people? Not my students so much, because I don't often find myself locked in a heated debate with 3rd graders, but I do feel like I have used questions this way in my other relationships. Questions are powerful tools, but every tool can be a weapon depending on how you wield it.
When I reached the section on what makes a good questions, I felt like Uhl was reading my mind. Just before reading this section I stopped to follow a line of thinking and reflect in my journal. I had just written/drawn a pyramid describing my own hierarchy of questioning, placing the "who, what, when , where, and which" questions at the bottom, given that these are all concrete questions with "factual" answers. They are not interpretive, but simply help us to gather the data. I placed "how" above these, and consider it the question of cause and effect. In my view "how" is about relationships that exist in the data collected by the concrete questions. Finally, at the top is "why". And just like Uhl, I defined "why" as the question of meaning. I have long had a theory that the ability to contemplate "why" is what makes human beings distinct as a species. It was reassuring to read that I am not the only one who has contemplated this and that perhaps my musings aren't just nuts. The enigmatic thing about "why" is that it holds more ambiguity than clarity. It leads to more questions than answers. It sheds light on those things which are decidedly subjective, and yet, it is the most powerful tool we have in the quest for truth. I love "why". It is my reason for being who I am.
In my fantasy middle/high school, I think "inquiry" would be a core course unto itself. In it, students would learn what good questions look like, how to ask them, how to listen, and how to follow a line of questioning to a satisfying conclusion. Perhaps by their junior or senior year of high school "inquiry" would start to look more like "research". By then, students would be thinking metacognitively about their own questions, searching for patterns and relationships in/between their thinking and the thinking of other thinkers; looking for what really excites and intrigues them and pinpointing the questions that remain persistently unanswered. Every class would have a "wonder wall" and every student, a "what-if" journal. I could go on and on, but just image what that could do to prepare students for college, a satisfying career, and/or a future as a life-long learner.
I think there's no doubt, I always have, still do, and always will, love the questions!
Question Based Lesson
I was really intrigued by several of the explorations. I can imagine using any one of them in the classroom. It would be simple enough to try the 50 questions method for generating questions through observation, utilizing the gallery as our setting. Since we have a brand new show opening this week, this might be a perfectly timed opportunity. I would probably scale it back to 20 questions for my students. Why? Because I think the idea of the number 50 would freak them out a bit, even though I'm pretty sure they could do it. I just don't want them to freeze up right at the start. Obviously, they can write more than 20 questions if they can think of them. After a brief discussion about what makes a "juicy" question, I might ask each of them to choose their 3 juiciest. Then, as a group, we would visit each piece and entertain the 3 questions chosen by the observer. With a typical class size, this would take forever, but because I only have 3-5 students in each of my classes, I think this would be totally doable.
Entertaining "why". Like VTS, this kind of viewing experience sends the message that there isn't just one right answer when it comes to art. In fact, the viewers interpretation and experience is just as, maybe more important than the artist's original intention. Why? Meaning is not fixed. It is not a dead thing trapped within a frame. The meaning is in us, the viewer. I believe that is valid and is real. Allowing them to generate the questions as well as entertain them as a group underscores this message all the more. What I'm not sure about is how or if I would spin that experience directly into an art-making activity. Thoughts?
When I reached the section on what makes a good questions, I felt like Uhl was reading my mind. Just before reading this section I stopped to follow a line of thinking and reflect in my journal. I had just written/drawn a pyramid describing my own hierarchy of questioning, placing the "who, what, when , where, and which" questions at the bottom, given that these are all concrete questions with "factual" answers. They are not interpretive, but simply help us to gather the data. I placed "how" above these, and consider it the question of cause and effect. In my view "how" is about relationships that exist in the data collected by the concrete questions. Finally, at the top is "why". And just like Uhl, I defined "why" as the question of meaning. I have long had a theory that the ability to contemplate "why" is what makes human beings distinct as a species. It was reassuring to read that I am not the only one who has contemplated this and that perhaps my musings aren't just nuts. The enigmatic thing about "why" is that it holds more ambiguity than clarity. It leads to more questions than answers. It sheds light on those things which are decidedly subjective, and yet, it is the most powerful tool we have in the quest for truth. I love "why". It is my reason for being who I am.
In my fantasy middle/high school, I think "inquiry" would be a core course unto itself. In it, students would learn what good questions look like, how to ask them, how to listen, and how to follow a line of questioning to a satisfying conclusion. Perhaps by their junior or senior year of high school "inquiry" would start to look more like "research". By then, students would be thinking metacognitively about their own questions, searching for patterns and relationships in/between their thinking and the thinking of other thinkers; looking for what really excites and intrigues them and pinpointing the questions that remain persistently unanswered. Every class would have a "wonder wall" and every student, a "what-if" journal. I could go on and on, but just image what that could do to prepare students for college, a satisfying career, and/or a future as a life-long learner.
I think there's no doubt, I always have, still do, and always will, love the questions!
Question Based Lesson
I was really intrigued by several of the explorations. I can imagine using any one of them in the classroom. It would be simple enough to try the 50 questions method for generating questions through observation, utilizing the gallery as our setting. Since we have a brand new show opening this week, this might be a perfectly timed opportunity. I would probably scale it back to 20 questions for my students. Why? Because I think the idea of the number 50 would freak them out a bit, even though I'm pretty sure they could do it. I just don't want them to freeze up right at the start. Obviously, they can write more than 20 questions if they can think of them. After a brief discussion about what makes a "juicy" question, I might ask each of them to choose their 3 juiciest. Then, as a group, we would visit each piece and entertain the 3 questions chosen by the observer. With a typical class size, this would take forever, but because I only have 3-5 students in each of my classes, I think this would be totally doable.
Entertaining "why". Like VTS, this kind of viewing experience sends the message that there isn't just one right answer when it comes to art. In fact, the viewers interpretation and experience is just as, maybe more important than the artist's original intention. Why? Meaning is not fixed. It is not a dead thing trapped within a frame. The meaning is in us, the viewer. I believe that is valid and is real. Allowing them to generate the questions as well as entertain them as a group underscores this message all the more. What I'm not sure about is how or if I would spin that experience directly into an art-making activity. Thoughts?
Saturday, April 5, 2014
Week 9: On Teaching as if Life Matters
I must admit, my initial response to this reading was not 100% full buy-in to the author's point of view. That being said, I do recognize that there is a great deal of truth and value presented here as well. This is not my first introduction to the theory of non-violent communication and over the years I have tried to incorporate certain aspects of it into my own ways of being and communicating. Using "I" statements rather than accusatory "you" statements can be very effective in disarming conflict, and just generally practicing empathy and trying to understand the other person with a genuine heart is invaluable to the self and to relationships. However, I do start to take issue at the point where the theory almost seems to insinuate that we should have no expectations of one another. At least, it seems like some might interpret it that way and have known those who have. The author offers the example of the student who continually dozes off in his classes. Now, I can agree that as reflective teachers, as reflective humans, it is worthwhile to ask ourselves what role we play in this scenario. Is there anything we can learn from this? None of us wants to be a boring lecturer. However, I cannot agree that falling asleep in class is an admirable (or even acceptable for a college student) behavior. Someday, when this student's boss is delivering a "boring" report and he's tired because his sick kid was keeping him up all night, it may be understandable that he is tempted to doze off, but it will not likely be considered acceptable. This is an inconsiderate and disrespectful behavior for an adult and is not likely to be well received in a professional environment or any other relational situation he may find himself in. If his physical condition of fatigue had reached such severity, the mature and respectful thing to do would simply be to politely excuse oneself from the situation. The compassionate and empathetic response on the part of the teacher or boss would be to relate to this person and grant them the excuse. It seems to me that when it comes to what students get out of school, the curriculum content is just the tip of the iceberg. Just as important are the life-skills one acquires such as how to cooperate with others, how to manage your time and personal materials responsibly, and, not least of all, how to persevere when something becomes challenging, tedious, or even boring. To lend another example, no one likes standing in line at the license bureau. It's boring. Yet, that will not hold up as an excuse for not getting your vehicle registered. And don't expect the clerk behind the counter to take responsibility for making your experience more entertaining. That being said, I would ABSOLUTELY and ALWAYS encourage my students, or anyone else for that matter, to ask why we do things this way and might there be a better way of obtaining our driver's license renewals and vehicle registrations. By no means do I suggest that we have to accept the status quo, but in life, in fact, we will have to do things that are hard, tedious, and/or uninteresting. While I believe that giving students some autonomy and the power of choice in their education can help them to feel ownership and investment in the learning process, if we don't create any boundaries and behave as if any choice is acceptable, we risk enabling our students to simply choose the path of least resistance. I'm sure I'm kind-of ranting by now, and I think I feel more strongly about this at the moment because I currently have a group of homeschool students who haven't been exposed to the structure of a more traditional school environment (or have experienced something like it to varying degrees). I'm beginning to develop strong opinions around the concept of home schooling, in general, and frankly, I'm not convinced it's the best option for most families. One of my students, in particular, has real issues with self efficacy and discipline. He told me last week, in the course of casual conversation, that he basically spent an entire year sleeping and playing video games. I was rather taken aback by this statement and I think I replied by asking, "Well aren't your parents teaching you? What kinds of things do you do?" To which he replied, "No. Not really. If something is too hard and I just don't want to do it I just become really annoying until eventually they give up." I mean, wow. Now I realize this is not really his fault. But what am I supposed to do with a kid who is intentionally disruptive in class, frequently rude to me and the other students, and shows very little enthusiasm or interest in anything we attempt to do (despite the fact that I've tried to tailor my plans according to his interests in an attempt to engage him), who has learned that any time something feels remotely challenging to him he can just get away with not trying. As a reflective teacher, how do I enter into this scenario? What is my role?
Getting back to the reading...some of the the author's strategies felt a little hokey to me and I just think I wouldn't feel authentic using some of them, thought I can identify the value at their core. The "declaring presence" exercise, for example, wouldn't really feel natural or comfortable for me, but I do like the idea of some kind of ritual which calls the group to presence, perhaps in not such a literal or direct way. For example, in the Waldorf classroom the teacher will often light a candle to signify an important moment. I could see something like this working for me. I also really latched on to the idea of "council" and the Bohmian Dialogue. I will definitely be researching these a little more thoroughly.
To entertain the question of what lies beyond teacher...what might I call myself instead? Seeker? Provocateur? Ringleader? Sparkplug? Really, we're just people. People who get excited about things and hope others will too.
I love the mission statement, "Namaste", that was mentioned in the text for two reasons....one, it encompasses so much in just one word, and two, most of the students would have to ask about it in order to understand what it means. Lately my mantra has been "learning through, not about". I'm not sure if this is a mission statement, but it pretty well sums up my teaching philosophy.
I know that in order for there to me more truth speaking in my classroom I have to make myself more vulnerable. I think this is perhaps harder for a young teacher. You are just trying to get things right, hoping everything will go smoothly. You already feel vulnerable as it is. I suppose this is something you do in little windows. You see an opening and you take it rather than blowing the doors wide open.
Getting back to the reading...some of the the author's strategies felt a little hokey to me and I just think I wouldn't feel authentic using some of them, thought I can identify the value at their core. The "declaring presence" exercise, for example, wouldn't really feel natural or comfortable for me, but I do like the idea of some kind of ritual which calls the group to presence, perhaps in not such a literal or direct way. For example, in the Waldorf classroom the teacher will often light a candle to signify an important moment. I could see something like this working for me. I also really latched on to the idea of "council" and the Bohmian Dialogue. I will definitely be researching these a little more thoroughly.
To entertain the question of what lies beyond teacher...what might I call myself instead? Seeker? Provocateur? Ringleader? Sparkplug? Really, we're just people. People who get excited about things and hope others will too.
I love the mission statement, "Namaste", that was mentioned in the text for two reasons....one, it encompasses so much in just one word, and two, most of the students would have to ask about it in order to understand what it means. Lately my mantra has been "learning through, not about". I'm not sure if this is a mission statement, but it pretty well sums up my teaching philosophy.
I know that in order for there to me more truth speaking in my classroom I have to make myself more vulnerable. I think this is perhaps harder for a young teacher. You are just trying to get things right, hoping everything will go smoothly. You already feel vulnerable as it is. I suppose this is something you do in little windows. You see an opening and you take it rather than blowing the doors wide open.
Wednesday, March 19, 2014
Week 8 - Self Portrait
I apologize to everyone that I am a little behind this week. I had to think for a long time about this and I'm still not sure if my thinking is fully formed. I got bogged down in researching symbols and stuck in a pattern of indecision, which often happens to me before, at last, I succumb to intuition.
I wasn't sure how to convey this feeling of uncertainty. Eventually I decided to create a puppet because I don't yet feel like I'm fully in control of my teaching self. Often I feel like I am just reacting with stiff, jerky motions to whatever is happening in front of me, struggling to keep up with
the pace of the tune. And yet, because I have hope that like Pinocchio, someday I'll be a "real teacher", I wanted to embody that spirit of renewal. That's why I'm giving her the wings and tail of a phoenix, that perhaps someday will really fly on her own. However, after starting this process, I realized that creating the thing I really want to make is going to take about 40 hours of work, and I just don't have that kind of time right now. I'm posting images of what I started, just so you can see where I was going. I do hope to finish her because I really love this so far, but alas, it will have to wait.
Instead, I tried to embody the same spirit in a digital collage, which is a little new for me. I had to have a lot of tech support from my darling husband, but we got through it.
I wasn't sure how to convey this feeling of uncertainty. Eventually I decided to create a puppet because I don't yet feel like I'm fully in control of my teaching self. Often I feel like I am just reacting with stiff, jerky motions to whatever is happening in front of me, struggling to keep up with the pace of the tune. And yet, because I have hope that like Pinocchio, someday I'll be a "real teacher", I wanted to embody that spirit of renewal. That's why I'm giving her the wings and tail of a phoenix, that perhaps someday will really fly on her own. However, after starting this process, I realized that creating the thing I really want to make is going to take about 40 hours of work, and I just don't have that kind of time right now. I'm posting images of what I started, just so you can see where I was going. I do hope to finish her because I really love this so far, but alas, it will have to wait.
Instead, I tried to embody the same spirit in a digital collage, which is a little new for me. I had to have a lot of tech support from my darling husband, but we got through it.
Saturday, March 8, 2014
Week 7 Peer Responses
To Slamme/Amy's comment:
I love working alongside my students too and I do so whenever I can, but I have MUCH smaller groups of students than most teachers, and even then, it just depends on what we're working on. Sometimes it's just not feasible. But when it works, it really works. The other day my students were working independently with clay on sculptural elements for their totem poles. None of them really needed me at the moment, so I just started making a nose out of clay for some reason. The next thing I knew, some eyeballs and a pair of lips showed up in front of me. It was almost time to clean up, but we decided everyone would contribute a different facial feature and we would assemble it next class. Looking forward to seeing the absolutely whack-a-doodle thing we come up with. I guess the point of my story is that what transpired was organic, impulse-based, authentic, and in the moment. I don't know if it was super deep and meaningful, but I felt more connected to my students in that moment when we were just having fun together.
To Beth/Erika's comment:
I too need solitude during the ideation phase and especially during the early stages of the actual creating process. I have to have time to experiment with material in private, without anyone watching. It really doesn't matter how comfortable I am with that person. I don't even like my husband around when I first start working on a piece. I'm much more open to peer feedback once I have my general trajectory established and at times, I have found it crucial to helping me work through a technical or creative problem. Occasionally, I'm able to "play" in the presence of others, but usually only if I think the work is a throwaway. There have been times, though, when I've started a "throwaway" piece that ended up evolving into some of my best work. I just can't go into it thinking that that's what's going to happen. If I do, I'll choke every time. I REALLY relate to students who have anxiety about creating on command. I have a hard time in studio classes because of it. I just really prefer to work in private. I wonder how many students give up on art simply because the classroom/studio environment just isn't comfortable or conducive to their best work?
I love working alongside my students too and I do so whenever I can, but I have MUCH smaller groups of students than most teachers, and even then, it just depends on what we're working on. Sometimes it's just not feasible. But when it works, it really works. The other day my students were working independently with clay on sculptural elements for their totem poles. None of them really needed me at the moment, so I just started making a nose out of clay for some reason. The next thing I knew, some eyeballs and a pair of lips showed up in front of me. It was almost time to clean up, but we decided everyone would contribute a different facial feature and we would assemble it next class. Looking forward to seeing the absolutely whack-a-doodle thing we come up with. I guess the point of my story is that what transpired was organic, impulse-based, authentic, and in the moment. I don't know if it was super deep and meaningful, but I felt more connected to my students in that moment when we were just having fun together.
To Beth/Erika's comment:
I too need solitude during the ideation phase and especially during the early stages of the actual creating process. I have to have time to experiment with material in private, without anyone watching. It really doesn't matter how comfortable I am with that person. I don't even like my husband around when I first start working on a piece. I'm much more open to peer feedback once I have my general trajectory established and at times, I have found it crucial to helping me work through a technical or creative problem. Occasionally, I'm able to "play" in the presence of others, but usually only if I think the work is a throwaway. There have been times, though, when I've started a "throwaway" piece that ended up evolving into some of my best work. I just can't go into it thinking that that's what's going to happen. If I do, I'll choke every time. I REALLY relate to students who have anxiety about creating on command. I have a hard time in studio classes because of it. I just really prefer to work in private. I wonder how many students give up on art simply because the classroom/studio environment just isn't comfortable or conducive to their best work?
Week 7 Reading Reflection
Over the course of my last few years of education, I have encountered Gude's Postmodern Principles a number of times. I've looked extensively at them through the lens of curriculum and pedagogy as these are foundational concepts in the philosophy of our program. However, this encounter was different. Gazing through the looking glass of reflective teaching, I was looking for evidence of these principles in my classroom, my teaching, and my student's work. What I find is that, although postmodern principles such as these so present themselves in my classroom, I'm not utilizing them to their full potential.
Through both of these articles, in one way or another, Gude is challenging us to really consider how we are cultivating creativity in our classrooms. It's not the first time I've been asked or have asked that question of myself, and it remains a surprisingly difficult question to answer. We show up, we present the students with questions, ideas, and materials, and we assume that creativity is being exercised, that growth is happening, that meaning is being made. Surely, sometimes it is so, but like the dispirited teacher and student described in the playing, creativity, and possibility article, it may not be happening for everyone all the time, or at least not to the degree that may be possible. Anxiety and Resistance are ever-present daemons for both teachers and students. How do we master them and take away their power? If the root of these evils is self-consciousness and fear, only trust can defeat them. It's not easy to establish trust in the one hour per week you may have with students and once you get it, it remains a delicate, sometimes ephemeral entity.
"Conditions of psychological safety and freedom that make creativity possible are produced, not merely by the teacher's wishes, but rather by how his or her attitude manifests itself in the range of choices the affect course content, work styles, class discussions, peer interactions, opportunities for playful engagement with materials and ideas, and assessment or the lack thereof."
Every decision we make has to be in the service of trust; building it and strengthening it. Only then can authenticity and creativity come out to play, both for the students and the teacher.
Through both of these articles, in one way or another, Gude is challenging us to really consider how we are cultivating creativity in our classrooms. It's not the first time I've been asked or have asked that question of myself, and it remains a surprisingly difficult question to answer. We show up, we present the students with questions, ideas, and materials, and we assume that creativity is being exercised, that growth is happening, that meaning is being made. Surely, sometimes it is so, but like the dispirited teacher and student described in the playing, creativity, and possibility article, it may not be happening for everyone all the time, or at least not to the degree that may be possible. Anxiety and Resistance are ever-present daemons for both teachers and students. How do we master them and take away their power? If the root of these evils is self-consciousness and fear, only trust can defeat them. It's not easy to establish trust in the one hour per week you may have with students and once you get it, it remains a delicate, sometimes ephemeral entity.
"Conditions of psychological safety and freedom that make creativity possible are produced, not merely by the teacher's wishes, but rather by how his or her attitude manifests itself in the range of choices the affect course content, work styles, class discussions, peer interactions, opportunities for playful engagement with materials and ideas, and assessment or the lack thereof."
Every decision we make has to be in the service of trust; building it and strengthening it. Only then can authenticity and creativity come out to play, both for the students and the teacher.
Monday, March 3, 2014
Week 6 Peer Responses
To Katie
I agree with Amy completely! You don't sound like a crazy conspiracy theorist because it's not so much a conspiracy as a cold hard truth that creative, independent thought is a threat to the status quo. It has always been so, which is why brilliant thinkers have been persecuted throughout history, particularly in times of struggle and change. What's amazing is that the creative spirit endures despite all attempts to stifle it. In fact, it only gets stronger when faced with adversity.
To Erika
What a cool lesson! I love this idea and I hope you don't mind if I utilize it in the future. It's interesting that you chose to do this exercise with surrealist art because the writing activity you created is basically the "exquisite corpse" game, which was invented by surrealist artists. For the second year in row at the Art League, we are doing a show called "interpretations" which pairs artists with writers and asks them to respond to one another's work. The way it works is, 40 writers and 40 artists submit an original piece of work. We then pair them up, and each artist and writer has several months to create a second piece responding to their partner's work. Your lesson would be a really cool way to translate that concept into the classroom and teach about surrealism at the same time. Is it a coincidence, intuition, or just great minds thinking alike, that I went a very similar route with our visiting student groups from Lee elementary as well as the art teachers I had in for a PD day during that show. They loved it!
Also, I think the way you handled your upset student and didn't let that derail the entire class is impressive. As a young teacher, I would have been totally thrown off by a student crying. I think you did the right thing by taking a moment to talk with her, giving her the time and space she needed, and getting back in the game, because you have 20 (or how ever many) other students to think about as well. And Katie's right in saying that it's difficult to see everything as it's happening. Watching the video, in hindsight, you were LOOKING for signs of where things went wrong for this student because you already know that a problem occurred. In the moment, without that prior knowledge, it would have been very difficult to anticipate and we often don't want to draw too much attention to a situation that might be working itself out. Making a big scene about some minor little conflict can sometimes just make it worse or more embarrassing for the student.
I agree with Amy completely! You don't sound like a crazy conspiracy theorist because it's not so much a conspiracy as a cold hard truth that creative, independent thought is a threat to the status quo. It has always been so, which is why brilliant thinkers have been persecuted throughout history, particularly in times of struggle and change. What's amazing is that the creative spirit endures despite all attempts to stifle it. In fact, it only gets stronger when faced with adversity.
To Erika
What a cool lesson! I love this idea and I hope you don't mind if I utilize it in the future. It's interesting that you chose to do this exercise with surrealist art because the writing activity you created is basically the "exquisite corpse" game, which was invented by surrealist artists. For the second year in row at the Art League, we are doing a show called "interpretations" which pairs artists with writers and asks them to respond to one another's work. The way it works is, 40 writers and 40 artists submit an original piece of work. We then pair them up, and each artist and writer has several months to create a second piece responding to their partner's work. Your lesson would be a really cool way to translate that concept into the classroom and teach about surrealism at the same time. Is it a coincidence, intuition, or just great minds thinking alike, that I went a very similar route with our visiting student groups from Lee elementary as well as the art teachers I had in for a PD day during that show. They loved it!
Also, I think the way you handled your upset student and didn't let that derail the entire class is impressive. As a young teacher, I would have been totally thrown off by a student crying. I think you did the right thing by taking a moment to talk with her, giving her the time and space she needed, and getting back in the game, because you have 20 (or how ever many) other students to think about as well. And Katie's right in saying that it's difficult to see everything as it's happening. Watching the video, in hindsight, you were LOOKING for signs of where things went wrong for this student because you already know that a problem occurred. In the moment, without that prior knowledge, it would have been very difficult to anticipate and we often don't want to draw too much attention to a situation that might be working itself out. Making a big scene about some minor little conflict can sometimes just make it worse or more embarrassing for the student.
Week 6 Video Reflection
Watching oneself on video is always a somewhat cringe-worthy endeavor. However, I really appreciate the value of this experience. I watched myself with my k-2 group of homeschool students as we read a story, talked about maps, and got ready to go for a walk downtown, plotting our course. This was kind-of a last minute plan because I wanted to take advantage of the spring-like weather we were having last week. Overall, I think things went fine, but I noticed several things about my mannerisms and speech that I'd like to change. For example, I caught myself calling them "guys" pretty often, as in "listen up guys, this is really important". Upon reflection, I just don't like the sound of that. I'm not sure what the alternative is. I need to find a moniker that seems natural and comfortable for me, but is more inclusive, empowering, and at the same time, nurturing. I also feel like I need to establish more routine with this group. With the older two groups I can feel a little more community forming. They seem to know what to do and what to expect when they come into the room. Partly, I think this has to do with the fact that this group got off to a rough start. Several of the students weren't there the first day, then we had some people drop and some new people added, so it's only been a couple of weeks with this consistent group. That said, I also feel like I'm dabbling, not really sure what is going to grab them and get them excited. It's challenging for me to put myself in the mindset of kindergarteners. I have a hard time conceiving of what they don't know and what is developmentally appropriate and interesting to them.
One of the goals I set in the beginning of this class was to be more authentic, comfortable, and inside myself when I'm teaching and I think this age group is tripping me up the most. I find myself acting "different" with them. Some people I know have such a natural comfortable way with this age group. They don't mind being silly and that's just not really me. So I'm still struggling to find an authentic voice that works with this group. I'm realizing this may be something I need to practice and that I may need to spend more time planning and anticipating challenges with this group than I do with the older kids who are more independent.
Ted Videos
The Sir Ken Robinson video is one which I have seen many times, but it never fails to amaze me. He tackles so much in just a few short minutes and makes it all seem so clear, so simple, so obvious. One of the things that hit home during this viewing was the way he discussed aesthetic experiences as a "waking up" of our senses. It's the feeling of being fully alive and engaged. I wrote in my journal that I feel a little sad and disappointed in myself because I don't think I'm doing a very good job of this with my kindergarten group, when it would seem that they should be the easiest. Everything is new and exciting to children at this age, but I don't think I'm taking full advantage of that. I feel like my lessons are kind-of boring and aren't coming from an authentic place in me. So I need to change that. I've talked with some colleagues and I have a few ideas. We'll see how it goes.
The second video I watched was Diana Laufenberg: How to Learn? From mistakes. I chose this title because I was feeling a little down about watching myself teach and I thought it might offer me some encouragement. I was hoping this video would help me re-frame my experience right away. Ultimately, it wasn't what I was expecting, but she definitely made some great points. For example, posing the question "why do students come to school if it's no longer to get the information? (the information is all around them)is a great way to frame and explain the paradigm shift we're experiencing in 21st century education. Her teaching philosophy appears to be student centered and progressive which resonates with me as well. What I'm still wondering is, how? It's one thing to say that if you get students excited and invested in something and let them take responsibility, they will show up and do great things. I believe this to be true. But how? How do you get them excited in the first place? I found myself wishing that this talk were a little longer and that it contained more personal anecdotes and stories about the day to day classroom experience. I think that's what teachers want to know. This kind of talk is great for convincing the general public that we need to think differently about education, but teachers need to know how. We want to know how. I realize that Ted might not be the right forum for that. Showing teachers how can take years of dialogue, experience, and reflection. But I guess that's where I am now. I'm convinced. I'm on board. Show me how.
One of the goals I set in the beginning of this class was to be more authentic, comfortable, and inside myself when I'm teaching and I think this age group is tripping me up the most. I find myself acting "different" with them. Some people I know have such a natural comfortable way with this age group. They don't mind being silly and that's just not really me. So I'm still struggling to find an authentic voice that works with this group. I'm realizing this may be something I need to practice and that I may need to spend more time planning and anticipating challenges with this group than I do with the older kids who are more independent.
Ted Videos
The Sir Ken Robinson video is one which I have seen many times, but it never fails to amaze me. He tackles so much in just a few short minutes and makes it all seem so clear, so simple, so obvious. One of the things that hit home during this viewing was the way he discussed aesthetic experiences as a "waking up" of our senses. It's the feeling of being fully alive and engaged. I wrote in my journal that I feel a little sad and disappointed in myself because I don't think I'm doing a very good job of this with my kindergarten group, when it would seem that they should be the easiest. Everything is new and exciting to children at this age, but I don't think I'm taking full advantage of that. I feel like my lessons are kind-of boring and aren't coming from an authentic place in me. So I need to change that. I've talked with some colleagues and I have a few ideas. We'll see how it goes.
The second video I watched was Diana Laufenberg: How to Learn? From mistakes. I chose this title because I was feeling a little down about watching myself teach and I thought it might offer me some encouragement. I was hoping this video would help me re-frame my experience right away. Ultimately, it wasn't what I was expecting, but she definitely made some great points. For example, posing the question "why do students come to school if it's no longer to get the information? (the information is all around them)is a great way to frame and explain the paradigm shift we're experiencing in 21st century education. Her teaching philosophy appears to be student centered and progressive which resonates with me as well. What I'm still wondering is, how? It's one thing to say that if you get students excited and invested in something and let them take responsibility, they will show up and do great things. I believe this to be true. But how? How do you get them excited in the first place? I found myself wishing that this talk were a little longer and that it contained more personal anecdotes and stories about the day to day classroom experience. I think that's what teachers want to know. This kind of talk is great for convincing the general public that we need to think differently about education, but teachers need to know how. We want to know how. I realize that Ted might not be the right forum for that. Showing teachers how can take years of dialogue, experience, and reflection. But I guess that's where I am now. I'm convinced. I'm on board. Show me how.
Sunday, February 23, 2014
Week 5 Peer Responses
To Erika:
I agree with Amy that when it comes to the teaching traditions, it's not about either/or, but rather a matter of nuance. And as with most things in life, a well rounded approach is probably not a bad thing at all! I wonder, though, have you considered your underlying motivations for teaching? What made you want to do this with your life in the first place? Perhaps that would reveal a little more to you about which traditions have a stronger impact on you.
To Adair:
I too am looking to reviewing my video. I made one last week, but I haven't watched it yet. I think I may try to video a few other lessons as well in order to compare them. I also think that I may tend to exaggerate some things in my mind and overlook others. I'm a little nervous about it, but overall, I think it will be a really enlightening experience.
I agree with Amy that when it comes to the teaching traditions, it's not about either/or, but rather a matter of nuance. And as with most things in life, a well rounded approach is probably not a bad thing at all! I wonder, though, have you considered your underlying motivations for teaching? What made you want to do this with your life in the first place? Perhaps that would reveal a little more to you about which traditions have a stronger impact on you.
To Adair:
I too am looking to reviewing my video. I made one last week, but I haven't watched it yet. I think I may try to video a few other lessons as well in order to compare them. I also think that I may tend to exaggerate some things in my mind and overlook others. I'm a little nervous about it, but overall, I think it will be a really enlightening experience.
Week 5 Reflections on Reflective Teaching
After reading chapter 5 on educational traditions, I certainly see a little of each of them seeping into my philosophy. Certainly, they are not mutually exclusive, oppositional forces, but instead a reflection of values, priorities, and approaches that should be able to interact with fluidity in all of our classrooms. Overall, though, I think I'm mostly a progressive spiritualist and as I see it, the two go indelibly hand in hand.
On page 55, the authors quote Vivian Gussin Paley as saying "The key is curiosity, and it is curiosity, not answers, that we model. As we seek to learn more about a child, we demonstrate the acts of observation, listening, questioning, and wondering." They go on to quote Eleanor Duckworth to say "Certainly the material world is too diverse and too complex for a child to become familiar with all of it in the course of an elementary school career. The best one can do is to make such knowledge, such familiarity, seem interesting and accessible to the child." Taken together, these two quotes summarize my intellectual perspective on my role as a teacher rather succinctly. In this information intense, conceptual age, if we view our job as simply filling vessels, we are surely doomed to failure. But if we understand ourselves as stewards of wonder, curiosity, self-confidence, and the unquenchable thirst for knowledge, we must speak directly to the human hearts of each individual student. And it is here that, for me, the spiritual comes into play.
On page 71 the authors ask "What makes an educational experience sacred - what gives it spiritual dimensions?" What an amazing question! And one which I will be pondering for a long time to come. I think, ultimately though, a sacred learning experience has to contain personal meaning and transformation. The question is, how do we facilitate transformation? How do we know that it's occurring? To bring my thinking around full circle, I think it begins by placing the student and their humanity at the center of the process; by regarding them as a credible and valuable source of knowledge of and for themselves and the whole learning community.
On page 55, the authors quote Vivian Gussin Paley as saying "The key is curiosity, and it is curiosity, not answers, that we model. As we seek to learn more about a child, we demonstrate the acts of observation, listening, questioning, and wondering." They go on to quote Eleanor Duckworth to say "Certainly the material world is too diverse and too complex for a child to become familiar with all of it in the course of an elementary school career. The best one can do is to make such knowledge, such familiarity, seem interesting and accessible to the child." Taken together, these two quotes summarize my intellectual perspective on my role as a teacher rather succinctly. In this information intense, conceptual age, if we view our job as simply filling vessels, we are surely doomed to failure. But if we understand ourselves as stewards of wonder, curiosity, self-confidence, and the unquenchable thirst for knowledge, we must speak directly to the human hearts of each individual student. And it is here that, for me, the spiritual comes into play.
On page 71 the authors ask "What makes an educational experience sacred - what gives it spiritual dimensions?" What an amazing question! And one which I will be pondering for a long time to come. I think, ultimately though, a sacred learning experience has to contain personal meaning and transformation. The question is, how do we facilitate transformation? How do we know that it's occurring? To bring my thinking around full circle, I think it begins by placing the student and their humanity at the center of the process; by regarding them as a credible and valuable source of knowledge of and for themselves and the whole learning community.
Sunday, February 16, 2014
Week Four Peer Responses
To Katie:
Firstly, I love this image. The water is so beautifully rendered and there's something so tender and serene about it. It's interesting that both you and I immediately thought of a ripple effect, of starting something that carries on into the future. I think this is why many of us teach. I noticed that several people referenced a journey or an exploration. I too think this is an apt metaphor, but for me it's more of a journey inward, continually reflecting and refining myself, growing stronger and more solid at my core. In any case, there's no doubt that teaching is a journey, destination unknown.
To Livey:
Love the mermaid! I'm seeing her as you, gently releasing little bubbles that bounce and waft and rise to the surface. Just lovely!
To Erika:
I love the blurry haziness of the piece and the mesmerizing luminosity, I agree with the others that its more enticing than ominous, but then again, nothing entices me more than a little mystery. I know that several people, especially us newbies, alluded to the idea of a journey or an exploration. It certainly feels like that. There's excitement, trepidation, hope, ambition...you hope you packed everything you will need. I love this metaphor though, because if you did take off without something essential, the rich, fertile jungle will surely provide.
Firstly, I love this image. The water is so beautifully rendered and there's something so tender and serene about it. It's interesting that both you and I immediately thought of a ripple effect, of starting something that carries on into the future. I think this is why many of us teach. I noticed that several people referenced a journey or an exploration. I too think this is an apt metaphor, but for me it's more of a journey inward, continually reflecting and refining myself, growing stronger and more solid at my core. In any case, there's no doubt that teaching is a journey, destination unknown.
To Livey:
Love the mermaid! I'm seeing her as you, gently releasing little bubbles that bounce and waft and rise to the surface. Just lovely!
To Erika:
I love the blurry haziness of the piece and the mesmerizing luminosity, I agree with the others that its more enticing than ominous, but then again, nothing entices me more than a little mystery. I know that several people, especially us newbies, alluded to the idea of a journey or an exploration. It certainly feels like that. There's excitement, trepidation, hope, ambition...you hope you packed everything you will need. I love this metaphor though, because if you did take off without something essential, the rich, fertile jungle will surely provide.
Week Four: Visual Metaphor
When I read this assignment,
immediately I knew I wanted to create something with a center point
that radiates outward to symbolize my desire to be a center of peace
and calm in the chaotic sea of the classroom and the educational
environment at large. The metaphor I chose is a combination of
symbols I keep returning to for one reason or another. In this case,
it has to do with a goal of mine, which is to be more inside myself
and in the moment when I'm teaching. The piece I created, a set of
egg-shaped nesting vessels, is metaphoric on multiple levels. It
represents the infinite journey inward, a path that I am on as well
as one I hope to lead my students down. The egg is significant
because, contained within is an infinity of successive generations,
yet it is so beautifully singular. It opens and what's inside takes
on a life of its own, combines with new experiences, and the cycle
starts over again. In part, I think this is why I teach; to carry
something forward into the future. Perhaps it sounds trite, but I
recently realized that ultimately, the real reason to teach is love.
Without it, all my theories are meaningless – knowledge without
wisdom, work without joy. The radiating eggs symbolizes faith,
renewal, and the love that nurtures all things. As I wrote in my
journal...“The journey inward expands ever outward. If what's
inside is nurtured it grows, breaks open, and another inward journey
begins. It's cyclical and the egg is the vertex, an infinite turning
point. All of the future is contained within the now, the moment.
And that's what I want. To be in the moment. To gaze into it and
see the possibilities.”This piece is made of hand built, air dry clay. Outer egg is approximately 6" x 4".
Thursday, February 13, 2014
Week 3 Reflective Teaching: Better Late than Never
Last week I shared a struggle I was having with one particular student in my homeschool group. A big thank you to Amy and Livvy for helping me "reframe" this problem; something I knew I needed to do, but just wasn't sure how. They helped me to step back from my own expectations and assumptions and let go of my own ego a little in order to relate to this kid where he is. I am happy to report that the situation seems to be improving already and all it took was a change of heart on my part. I was feeling so frustrated by the situation, I was finding it hard to have "love" for this kid. I felt like he was sabotaging all the things I worked so hard on and ruining things for the other students in the process. Feeling this way toward a student felt awful and I knew there must be more to the story. Stepping back, I was able to see his insecurities and how they were effecting his behavior. I was also able to admit that my own preconceptions about how I wanted him to approach his work were preventing me from allowing him to work from where he is right now.
"Reflective action is also a process that involves more than logical and rational problem-solving processes. Reflection involves intuition, emotion, and passion and is not something that can be neatly packaged as a set of techniques for teachers to use" (p. 10)
Essentially, reflection helped my to have a heart for this kid. And I can honestly say my feelings about him and the situation have transformed. Over the weekend, I was out and about browsing around a bookstore when I saw this Minecraft sticker in a dollar bin. Something stirred in my heart and I bought the sticker. Despite the fact that I hate what Minecraft has done to some children's creativity, I knew it was more important to show him I supported the things that he cares about and by proxy, that I think about and care about him. Worked like a charm. Who knew that stickers could be so powerful?
"We need to utilize both our heads and our hearts, our reasoning capacities and our emotional insights." (p. 10)
An important part of this equation involved me taking responsibility for the fact that I wasn't grasping and delivering what this student needs, rather than placing the blame all on him, his parents, society, etc. Despite the problems he may bring to the classroom with him, it's my job to ensure that he gets something out of this experience, so I had to step back, let go, and find a way.
I think my testimonial here provides a perfect answer to the question posed in chapter 2, "In your own experience as a teacher or prospective teacher, how important has the group context been on helping you to clarify and develop your beliefs?" Very important, obviously. I am so appreciative of this learning community. I just wish every teacher, everywhere could have this experience. What if?
"Reflective action is also a process that involves more than logical and rational problem-solving processes. Reflection involves intuition, emotion, and passion and is not something that can be neatly packaged as a set of techniques for teachers to use" (p. 10)
Essentially, reflection helped my to have a heart for this kid. And I can honestly say my feelings about him and the situation have transformed. Over the weekend, I was out and about browsing around a bookstore when I saw this Minecraft sticker in a dollar bin. Something stirred in my heart and I bought the sticker. Despite the fact that I hate what Minecraft has done to some children's creativity, I knew it was more important to show him I supported the things that he cares about and by proxy, that I think about and care about him. Worked like a charm. Who knew that stickers could be so powerful?
"We need to utilize both our heads and our hearts, our reasoning capacities and our emotional insights." (p. 10)
An important part of this equation involved me taking responsibility for the fact that I wasn't grasping and delivering what this student needs, rather than placing the blame all on him, his parents, society, etc. Despite the problems he may bring to the classroom with him, it's my job to ensure that he gets something out of this experience, so I had to step back, let go, and find a way.
I think my testimonial here provides a perfect answer to the question posed in chapter 2, "In your own experience as a teacher or prospective teacher, how important has the group context been on helping you to clarify and develop your beliefs?" Very important, obviously. I am so appreciative of this learning community. I just wish every teacher, everywhere could have this experience. What if?
Thursday, February 6, 2014
Week 2 Peer Responses
To Livey:
This whole article was so powerful for me too. "How can you rubric-ify their meanings that were created?" I mean, ideally students are creating meanings so authentic and original to them that we couldn't have predicted them anyway. Can our predictions and expectations of student learning actually limit what students learn by placing boundaries and confines around it? I think if we aren't cognizant of it, it can.
In response to what Amy was saying, I'm really on a quest to be my whole, authentic self with my students, but I think this takes a lot of courage and grace, especially as a young teacher. You're still just trying to figure out the nuts and bolts of classroom management and curriculum design. I often find myself feeling outside myself when I'm teacher, and this is something I'd like to change. Maybe I need some mindfulness training or a quick little meditation at the beginning of each class. I think if I could feel more grounded and inside myself, I would also feel more connected with the students.
To Adair:
I think it's all about reflection, trusting your intuition, and response. I think it's important that you are recognizing that this particular class of eight graders may need something different right now than some of your other classes. You can't be too prescriptive about your approach. You always have to be willing to flex and respond to the situation at hand. What works? How will these particular students at this particular moment get the most meaningful experience out of this class? If they show you that they need more structure, then give them structure, but I would also say, don't let that structure limit students who want to explore deeper depths or greater heights. Can you provide structure and still allow for individual exploration, choice, and personal investment? I don't know, but I believe in you!
This whole article was so powerful for me too. "How can you rubric-ify their meanings that were created?" I mean, ideally students are creating meanings so authentic and original to them that we couldn't have predicted them anyway. Can our predictions and expectations of student learning actually limit what students learn by placing boundaries and confines around it? I think if we aren't cognizant of it, it can.
In response to what Amy was saying, I'm really on a quest to be my whole, authentic self with my students, but I think this takes a lot of courage and grace, especially as a young teacher. You're still just trying to figure out the nuts and bolts of classroom management and curriculum design. I often find myself feeling outside myself when I'm teacher, and this is something I'd like to change. Maybe I need some mindfulness training or a quick little meditation at the beginning of each class. I think if I could feel more grounded and inside myself, I would also feel more connected with the students.
To Adair:
I think it's all about reflection, trusting your intuition, and response. I think it's important that you are recognizing that this particular class of eight graders may need something different right now than some of your other classes. You can't be too prescriptive about your approach. You always have to be willing to flex and respond to the situation at hand. What works? How will these particular students at this particular moment get the most meaningful experience out of this class? If they show you that they need more structure, then give them structure, but I would also say, don't let that structure limit students who want to explore deeper depths or greater heights. Can you provide structure and still allow for individual exploration, choice, and personal investment? I don't know, but I believe in you!
Subscribe to:
Posts (Atom)
On another note, I totally identify with the feeling of running into a wall because my 2D skills don't live up to my ambition. It would all be so much easier if I could just draw or paint what's in my head, all quick-like, you know how some people do. Instead, I have to do all this problem solving to try to figure it out and work within the parameters of my skills. Way to stay with the process. The result is really lovely.