This week didn't feel like a full week. We had Monday off and then the students had a half day on Wednesday. I feel like it was a week of craziness, the right things weren't being covered and there was a lot of last minute ideas that needed to be done. I'll tell you, it was quite a week!
Tuesday was our Monday, but I really didn't want to dig in too deep in some topics because I knew we would need two consecutive days. Then to top it off, my teacher had taken a half day due to some family things and when the substitute came in, she offered a lot of "fun" ideas. I told her that she was free to do what she wanted. Our sub's name was Mrs. S. She is a retired teacher from the school. She had been working there for quite some time and I knew she had wonderful things under her belt. So we spent our morning doing Math, Science, Social Studies, then I touched Reading and the rest were Halloween activities. I didn't mind. For me, it was good to see someone not stick to the schedule for a change; it was a long awaited breath of fresh air.
Wednesday was a half day and during most half days we need to cover the schools rules and regulations with the kids. My school is very big on PBiS so we did a few activities that had to do with having a "Peaceful Playground." It was fun because we had the opportunity to go outside and what person doesn't like going outside. (I found that I was super happy to go outside.)
Thursday was semi-normal; Thursday is like a typical Friday for me. It's all the concepts and ideas you start gelling together and putting to practice. The reason it's set-up like this is because we have an officer come into our classroom on Friday and he gives a class on gang, and drug resistance. The kids love having him over, not because they get out of History, but because they really value what he has to say. It's a G.R.E.A.T program, literally.
Schmidt
Something Schmidt points out is the good use of multiple intelligences in both chapters. I've noticed that she is a big guru for that type of learning! I couldn't agree more. Since I'm teaching almost the whole day now, I can see the boredom in some of the student's faces.
A great perspective I got from Chapter 8 was that Students hate the way we teach history. I was chatting with my brother who is now a sophomore in high school and I asked him if he liked History, he gave me this disgusted look and said, "No, that's boring." Who's to blame him, taking AP history courses during high school, I know that all it consists of is searching the book for the answers on the worksheet. One great piece of advice I received was to use the textbook as a resource--that means I have to go out there and look for additional things for my students. Luckily, our text is called "History Alive!" and it's a very interactive book, it comes with an "Interactive Student Notebook" and the students fill in and complete different activities. It's so much better than what I remember having.
"Most of us spend too much time on the last twenty-four hours and too little time on the last six thousand years." --Will Durant
One of the big ideas Schmidt gives about art is, "The arts are a way of knowing." It is so true. I think even though most teachers are aware of the multiple intelligences, they limit a student's ability to express themselves through an art just one period a week. I think as a teacher it is so easy to forget about the students who learn through art. Personally speaking, it's easy to find myself looking at what assessments need to be completed. It's not that, that is my preferred method of teaching, but it's what the district requires of me.
Another idea I find myself struggling with is the incorporation of the arts. The book gives me many great ideas but how do I do it? It's something I read on paper, but to put into practice is a whole other mile! For me it's hard to do something that makes the most of all worlds meet. I think it's something that will come with practice; I just need the model.
Standard 1 of the Professional Teaching Standards states, "The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement." I think that this standard encompasses a big idea of multiple intelligences without mentioning it. It's not only about the instruction, but also how the assessment is used. In the book, Schmidt talks about authentic assessment. She really challenges me when she says, how can you make learning interactive then turn around and give a 100 multiple choice question test? It's so true, and knowing how my students are some times I need to modify the things I do. For example, I know some of my students are intimidated by words, sounds funny, but it's true. So I have him draw or tell me about how he understands, my students create posters and write stories. This past week I gave a History test, and part of my test was to draw out a comic strip showing me how two different tribes would trade. It's interesting to see soooo many different answers.
WOW! What a great reflection! Both in your experiences and in your reading!
ReplyDeleteFirst I will comment on your experience:
I was glad you used the sub as you did. Substitutes come in with a wide range of experiences and ideas. Some substitutes do nothing (Talk to Anneke) while others come in with a bag of activities. Whenever anyone offers you activities and then does it with you, go for it! It's like a gift! If it turns out poorly, you have learned something. If it turns out great, you also have learned something. It's a win-win situation.
Many districts use the PBIS program. Where I taught, they had just started it. The activities were great and helped with behavior.
Seeing policemen in a positive role on Fridays is a wonderful program. This way they know that policemen are there to help and support you.
Now for the reading of Schmidt:
Multi-intelligences have been around for years even when I was teaching.
Because we are teachers, language is our main intelligences so it is difficult for us to think in artistic ways to assess. If we give it a try, however, we can come up with creative ways for students to show their knowledge. As a teacher, we need to have a firm grasp of what objectives need to be met and then write a rubric on how the art needs to reflect the objectives. It's more product oriented rather than process. Does that make sense?
Another great week. I can hardly wait to read what happens next.
You've certainly had to be flexible last week. I'm thinking you might have learned something from the sub last week. Have you thought about what you might have done differently or the same given this week and this opportunity?
ReplyDeleteI'm glad you are experiencing PBIS. That's something you might put in your cover letter or talk about in an interview. It also speaks volumes that your students appreciate hearing from the police officer. They sound like a great group.
You gleaned many important concepts from Schmidt this week. I think you have a good challenge for yourself. I'd like you to make it a goal to incorporate the arts at least once a week. I think that was what was talked about in the assessment chapter as well.
I hope this week is a bit more 'normal' for you.