3) What if a teacher isn’t willing to address his/her own shortcomings?
There comes a time in everyone’s life when we reach a crossroad. Sometimes it is a decision of action versus inaction. Growth versus Girth. [I was trying to be creative there and actually had to look up the word “girth.” It works for what I am trying to get across. Instant smile.]
Again, the question addresses willingness. Am I willing to continue to grow professionally? Or would I rather keep all my resources and strategies that I have used for years and am comfortable with and, by golly, my kids will be better because of it? Do I use some of the same resources and strategies? Sure. Who doesn’t NEED that level of comfort in the classroom? There will always be certain things that teachers should hold on to because they are good for the academic growth and development of the students. But does that mean I will instruct in the classroom the same way for every class? Absolutely not. The material may be the same, but the students, and their abilities and learning styles, are never the same. Personalities. Moods. There are always factors that create interesting learning environments. Knowing that I am a huge factor in that environment, I must do my best to be my best. If there is something I do not do well, I should be seeking help or advice. If I am losing touch with the culture of my teens, I better spend time reading and watching and listening to what they read and watch and listen to. [Scary thought though.]
So what if an individual does not continue to grow? What happens? Isn’t it obvious? Are there kids excited to be in the classroom? Are the kids smiling? Joking around in the teacher’s presence? Coming in between classes to say “hello”? Keeping in touch in their college years? Writing letters to say “You saved my life”? Sending you messages on Facebook that say “Everytime I need advice, I hear your voice in the classroom when you taught us about . . . .”
Unwilling? Accept the consequences!
Friday, September 25, 2009
What if I'm wrong? Part 2
2) What if a teacher comes across as being “better” than another teacher, either intentionally or unintentionally?
This is a tough one. We all have our strengths and weaknesses. And to intentionally come across as being omniscient is to be unprofessional. However, some of us have had the “privilege of training.” [I write that somewhat facetiously.] That training allows us to modify, improve, change, or throw away instructional practices. In some cases, new knowledge and instructional practices causes confusion within our students who were instructed to use another technique or another style. Is it necessarily right or wrong? Most of the time, no. Sometimes, yes. It is this question that I would like to address: when there are clearly ineffective strategies at play, why continue to use them? Is it because it is new? Is it because it is unfamiliar? Is it because “that’s the way it has always been taught?” [Another post, another time]
In my case, I have met people who have written for the ACT. They have developed standardized tests. One particular person, addressing English teachers at a conference in Springfield, asked the group why we, in Illinois, are STILL teaching the five-paragraph essay. It is formulaic. It is archaic. And it is, frankly, not real writing. Nowhere do we really read an expository paper written professionally that is in the strict five-paragraph essay format. And to artificially attach a certain number of sentences to a paragraph length . . . devastating. So I come in to my classroom with this bravado that I am learning is damaging to certain students. They trusted and excelled with their previous instructor. I come in with a different paradigm and challenge the students’ trust in previous teachers and unknowingly undermine their instructional methods. Now, I did not realize I was doing this until very recently. Eye opening. Humbling. Time for me to be self-reflective and quite possibly, apologetic. At least to a point. I am not sad or upset or apologetic about opening a new world of writing possibilities for my students. But I need to realize that the five-paragraph essay format is comfortable to my writers who struggle. The formula, however, does prove to allow students to meet on their standardized tests. It is a good technique that leads to good, well organized papers. It allows students to be successful. What I need to learn is who needs what. What students can excel with fewer limitations and what students need very strict guidelines. Professionally speaking, I need to realize that we have not all had the same professional development. This fact is one of the motivations behind collaboration. Teachers need to share their best practices. In doing so, we will KNOW what each other are teaching and HOW we are teaching so that we are not being professionally counter-productive. [Again, another post, another time]
This is a tough one. We all have our strengths and weaknesses. And to intentionally come across as being omniscient is to be unprofessional. However, some of us have had the “privilege of training.” [I write that somewhat facetiously.] That training allows us to modify, improve, change, or throw away instructional practices. In some cases, new knowledge and instructional practices causes confusion within our students who were instructed to use another technique or another style. Is it necessarily right or wrong? Most of the time, no. Sometimes, yes. It is this question that I would like to address: when there are clearly ineffective strategies at play, why continue to use them? Is it because it is new? Is it because it is unfamiliar? Is it because “that’s the way it has always been taught?” [Another post, another time]
In my case, I have met people who have written for the ACT. They have developed standardized tests. One particular person, addressing English teachers at a conference in Springfield, asked the group why we, in Illinois, are STILL teaching the five-paragraph essay. It is formulaic. It is archaic. And it is, frankly, not real writing. Nowhere do we really read an expository paper written professionally that is in the strict five-paragraph essay format. And to artificially attach a certain number of sentences to a paragraph length . . . devastating. So I come in to my classroom with this bravado that I am learning is damaging to certain students. They trusted and excelled with their previous instructor. I come in with a different paradigm and challenge the students’ trust in previous teachers and unknowingly undermine their instructional methods. Now, I did not realize I was doing this until very recently. Eye opening. Humbling. Time for me to be self-reflective and quite possibly, apologetic. At least to a point. I am not sad or upset or apologetic about opening a new world of writing possibilities for my students. But I need to realize that the five-paragraph essay format is comfortable to my writers who struggle. The formula, however, does prove to allow students to meet on their standardized tests. It is a good technique that leads to good, well organized papers. It allows students to be successful. What I need to learn is who needs what. What students can excel with fewer limitations and what students need very strict guidelines. Professionally speaking, I need to realize that we have not all had the same professional development. This fact is one of the motivations behind collaboration. Teachers need to share their best practices. In doing so, we will KNOW what each other are teaching and HOW we are teaching so that we are not being professionally counter-productive. [Again, another post, another time]
What if I'm wrong? Part 1
1) What if a teacher teaches wrong information?
I would be a flat out liar if I tried to say that I have never been wrong about material. I will never forget one of my first times teaching Charles Dickens’ Great Expectations. I had this really good – at least I thought it was good – lesson about one of the scenes in the novel. It was not until the following YEAR that I realized I had made a very big mistake. My details were obviously WRONG. I had read a certain passage, thinking I understood it, and realized that I had not read it correctly the first time. It was too late to go back and correct my mistake. But I was able to use that experience to create a new connection with the current class. I showed them what I had read, how I interpreted it, and how I realized I was incorrect. In short, it became a classroom discussion that encouraged the students to challenge me, as an instructor, to be sure my information is accurate. Just because I am a professional does not equate me with some god-like quality that you should take what I say as hard fact. So what if a teacher, especially THIS one, teaches wrong information? Bring it to his/her attention. Do it in a respectful way, but by all means, bring it up.
I would be a flat out liar if I tried to say that I have never been wrong about material. I will never forget one of my first times teaching Charles Dickens’ Great Expectations. I had this really good – at least I thought it was good – lesson about one of the scenes in the novel. It was not until the following YEAR that I realized I had made a very big mistake. My details were obviously WRONG. I had read a certain passage, thinking I understood it, and realized that I had not read it correctly the first time. It was too late to go back and correct my mistake. But I was able to use that experience to create a new connection with the current class. I showed them what I had read, how I interpreted it, and how I realized I was incorrect. In short, it became a classroom discussion that encouraged the students to challenge me, as an instructor, to be sure my information is accurate. Just because I am a professional does not equate me with some god-like quality that you should take what I say as hard fact. So what if a teacher, especially THIS one, teaches wrong information? Bring it to his/her attention. Do it in a respectful way, but by all means, bring it up.
Wednesday, September 9, 2009
Classroom Observation
Today I offered quite a bit of time for my sophomore students to work. You know, that typical, "Hey, you guys have an assignment to do and I am giving you classtime to do it," scenerio. The problem is -- few people take advantage of the time. I don't know, maybe some students live under a rock, or maybe your parents force you to live in a locked basement, but it is obvious that some haven't been paying attention to the news lately because our very own President just addressed the students of our nation and challenged them NOT to offer excuses for their bad performances in school, but to take advantage of every opportunity available. Do a search and check out the speech. Whether you agree with the man or not, the content of the speech needs to be shouted from the rooftops: "you are responsible for you!"
So, to bring it back to the class, the activities of today were a little disappointing. I've mentioned once or twice that I am somewhat of a reacctive teacher -- meaning that I adjust according to the personality of the class. If a class cannot handle down time to do work, down time will become extremely limited. The assignments will not change, though. Meaning, homework becomes a reality. If a class CAN handle the down time and work effectively, then my instructional strategies become simple: small doses of instruction and large doses of classtime to do work. This also allows me the opportunity to work with individual students who need my assistance.
This brings me to my last point: classroom management. I will be moving the class into more of the learning center format. I will decide the groups. This will also allow me to meet with small groups more frequently. The format will be quite simple: 5-7 minutes of introduction, 3 10-minute groups, and then about 5 minutes of followup.
Now, your turn. Let me know what you think.
So, to bring it back to the class, the activities of today were a little disappointing. I've mentioned once or twice that I am somewhat of a reacctive teacher -- meaning that I adjust according to the personality of the class. If a class cannot handle down time to do work, down time will become extremely limited. The assignments will not change, though. Meaning, homework becomes a reality. If a class CAN handle the down time and work effectively, then my instructional strategies become simple: small doses of instruction and large doses of classtime to do work. This also allows me the opportunity to work with individual students who need my assistance.
This brings me to my last point: classroom management. I will be moving the class into more of the learning center format. I will decide the groups. This will also allow me to meet with small groups more frequently. The format will be quite simple: 5-7 minutes of introduction, 3 10-minute groups, and then about 5 minutes of followup.
Now, your turn. Let me know what you think.
Tuesday, September 8, 2009
Welcome to my blog.
Hello. My name is Mr. Kimble and I am teaching English at Jersey Community High School. Welcome to my blog. This is a new experience for me and I hope it will be a valuable use of not only my time, but your time as well.
I'd like to set a couple of ground rules. First of all, this is an academic blog. Any posts, attachments, comments, or discussions must remain academic in nature. Chalk it up to the crazy world we live in, but I do not want there to be any confusion as to the nature of the content of this blog at any time. Secondly, I encourage a high level of confidentiality. There MAY be discussions regarding classroom activities which MAY involve individuals in the class. Knowing the reality of blogs, I would prefer that you refrain from using any other individual's name in your comments. Keep comments about individuals as general as possible -- using the terms "male student" or "female student" or even "student 1" are preferred. Although the nature of the conversation may be familiar to those involved, it is not necessary to let the whole world know more than they need to.
For now, I cannot think of anything else to write for an introduction.
See you in class!
Mr. Kimble
I'd like to set a couple of ground rules. First of all, this is an academic blog. Any posts, attachments, comments, or discussions must remain academic in nature. Chalk it up to the crazy world we live in, but I do not want there to be any confusion as to the nature of the content of this blog at any time. Secondly, I encourage a high level of confidentiality. There MAY be discussions regarding classroom activities which MAY involve individuals in the class. Knowing the reality of blogs, I would prefer that you refrain from using any other individual's name in your comments. Keep comments about individuals as general as possible -- using the terms "male student" or "female student" or even "student 1" are preferred. Although the nature of the conversation may be familiar to those involved, it is not necessary to let the whole world know more than they need to.
For now, I cannot think of anything else to write for an introduction.
See you in class!
Mr. Kimble
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