Monday, April 1, 2013

Today was the first day back to school after a week of spring break. Students have new seating assignments. One student asked Ms. Bard what they were learning today and she responded, “You will see!” The second bell did not ring yet, but many of the students already settled in and began on working on the do-now assignment. I noticed that many of the students finished before the five minute timer and that they just sat in their seats looking at the screen waiting for their classmates to finish. I think that those students should be working on other necessary material; perhaps, Ms. Bard could give them extra material to work on. She might give some extra problems from textbook to those students.

Some students did not know how to do a challenge problem, they just gave up. I was amazed at the speed of abandoning their effort to solve those problems. They would immediately call out “I don’t know” without even trying to attempt it or just sat there and waited to see if their other classmates will do it. On many of students’ whiteboards, they read, “IDK” or “I don’t know where to begin.”

I need a goat,

to eat the gifts,

of the first year of my relationship,

I thought.   

toffees,

knee socks,

green and pink lemons,

a solar powered butterfly,

et cetera …

Once, I was green. 

Now,

I know better

of our growth together,

the second year of our relationship

is

the goat.

I will leave

the real baby goat at Bartlett’s Farm,

April Fools,

love. 

Is it our culture?

Microsoft Word Thesaurus connects the word forceful

with the word persuasive

(and powerful).

This thesaurus is a great dinosaur.

Today I was in Mr. Takeler's Looking At Wind Instruments 4th/5th grade classes, in which a professional flutist and a professional trumpeter (both have played in the Opera Company of Philadelphia among other ensembles) gave students their first lesson in flute and trumpet. Students split and half and either stayed in the Band room with Ms. Rock to play trumpet or went upstairs with Mr. Terrible to play flute, then switched. I saw two sections of each.

4/2/13

In my meeting with Alice yesterday, I brought up my hope to have a clearer understanding of how to incorporate critical literacy into the curriculum, especially when there are significant structural limitations. I also wonder how one approaches this realm with differing types of students (socioeconomically, racially, gender). In recalling Marsha Pincus’s presentation, I wonder about how she described her experience with a student telling her that her material was “white man’s bullshit.” If I were the teacher in that circumstance I would be extremely intimidated and probably paralyzed (at least temporarily). It seems like a huge challenge to consider each diverse attribute in the classroom without spending too much time on the material or overemphasizing differences; because as teachers we hope to build a united classroom community, I think that stressing our differences too much can create unwanted divisions. However I still do believe that students’ and teachers’ dissimilarities should be acknowledged and celebrated. 

Field Notes: Spring Break

So these are unofficial field notes – just wanted to share some thoughts. Last week was a great week at my placement and very informative (see recently posted field notes) but this week is Spring Break for my placement so I haven’t been there at all. And two weeks ago I was on Spring Break so I missed going to my placement then. I guess I am saying, I feel anxiety being away from my placement so often in the past three weeks especially when my students are younger and may not remember me in addition to my role in the classroom being different from their regular teachers. I hope this week when I go back things fall in place and I have not been forgotten. (Or that I have forgotten their names – given that I have a terrible memory.)

Bringing this back to education related talk – rather than just feelings – I wonder if this type of break is good for students and teachers? Yes, I think everyone is burnt out and needs a break sometimes, but if I am worried about forgetting things over these two week breaks, couldn’t students also be forgetting things that are relevant to course material? While the break is needed for the body – does the rest also help or hurt the mind? I would argue that the rest/break helps everything but that might just be my own personal experience and maybe the break can be helpful or hurtful depending on age and learning style.

Field Notes:

This past week, a classmate of ours came to visit my placement with me. It was great. I was really stressed about this experience at first, mainly because I felt like I had to ask my placement advisor about this even though I didn’t know her that well, but it turned out very well. It was great to have a fresh and different perspective. Additionally, it helped me feel more confident in my role in the classroom as I was able to talk through he various day-to-day activities as well as introduce students to my guest.

            Beyond the visit, I was able to continue my conversation with my host teacher about the student who has autism (or suspected autism). Her parents found out that she is indeed on the autism spectrum. The teachers asked the parents how the testing went and they responded well. Apparently, they are not being communicative with the teachers about the student’s needs, especially now that they know that she needs specific care in the classroom. The teachers believe this is still due the parents not being able to admit that their child has autism.