"The Top 10 Worst Things a Teacher Can Do" by secondary teacher Melissa Kelly, offers wise advise for new teachers - advice that has pierced my heart because I myself have just committed one of those worst crimes towards a student.
My comment is candid. I share about the mistake that I made in my classroom recently, and the lesson that I learned from it. It relates painfully precisely to what Melissa Kelly writes about in her educational blog article. This comment will hopefully contribute to the experiences of other teachers to reaffirm the fact that humiliating students is a terrible way to discipline them. My personal example conveys my regret and hope for rebuilding that bridge that I feel I have torn down.
The comment has not yet been published on Kelly's blog, so I have posted it below. I would love to hear what YOU think is the worst thing that a teacher can do? Feel free to respond to the blog post below.
http://712educators.about.com/od/teachingstrategies/tp/worstactions.htm
Can I Rebuild that Bridge?
Just two days ago, I made a terrible teacher mistake that I have regretted every minute since I realized that it was the worst thing to do in that situation. My students were unusually rowdy during class, talking and fidgeting. There were marvelous moments during the lesson when they were truly engaged and asked brilliant questions that I was thrilled to explain. But I was ready to collapse after our hour and a half was up, because I was exhausted from telling students to quiet down and free their hands to eliminate distractions. So I ended class by letting them know how disappointed I was in their inattentiveness, specifically one student whom I pointed out by name. He immediately looked at me with helpless eyes, tried to explain that he was telling his peers to stop distracting him, and then sunk his head down like a dog hides his tail in shame.
Indeed, humiliating students is the WORST thing a teacher can do to discipline them. This situation was particularly harmful because the student was struggling with incredibly low self-esteem already. I rebuked myself afterward because this was the very student that I was desperately hoping to break through to, and now I feel that I have undoubtedly lost his respect. He would not even look me in the eyes after class as I personally apologized for putting him on the spot when all the other students had left. The daunting question tugs at my heart: will I ever be able to rebuild that bridge?
I pray that I would never repeat this mistake and that some good would still come out of it. I share this personal flaw because it reaffirms the fact that humiliating students is not only inappropriate and ineffective, but it hinders a child’s ability to learn in a safe environment and is harmful to their sense of self-worth. It communicates to the student, and worse, to their peers, that they in particular have ultimately failed to meet your standards – when in reality, it is I, the teacher, who have failed my student.
Indeed, humiliating students is the WORST thing a teacher can do to discipline them. This situation was particularly harmful because the student was struggling with incredibly low self-esteem already. I rebuked myself afterward because this was the very student that I was desperately hoping to break through to, and now I feel that I have undoubtedly lost his respect. He would not even look me in the eyes after class as I personally apologized for putting him on the spot when all the other students had left. The daunting question tugs at my heart: will I ever be able to rebuild that bridge?
I pray that I would never repeat this mistake and that some good would still come out of it. I share this personal flaw because it reaffirms the fact that humiliating students is not only inappropriate and ineffective, but it hinders a child’s ability to learn in a safe environment and is harmful to their sense of self-worth. It communicates to the student, and worse, to their peers, that they in particular have ultimately failed to meet your standards – when in reality, it is I, the teacher, who have failed my student.
Technology Project Plan
For a 5th grade unit studying the 13 colonies, our class will utilize:
-the SMARTBoard to study maps and watch a powerpoint presentation
-my teacher website for resources and access to the sample movie URL
-a podcast of the lesson for students who are absent or need a recap of the lesson for their project
-a self-created cartoon movie which describes the 13 colonies using xtranormal.com
The sample movie is located at: http://www.xtranormal.com/watch/6303253/.
After a class lesson or unit about the 13 colonies which illustrates an introductory sample cartoon movie, students will create a movie using http://www.xtranormal.com/. This project is fun because it allows students to express their creativity through creating cartoon characters with British accents for example, much like those who immigrated to North America while the 13 Colonies were being established. More importantly however, the movie will serve as a form of assessment that will allow students to show what they have learned about the 13 colonies in a quick 3 minute film. They would be required to design and write a script for this "movie", and each movie URL would be posted on our classroom website for peers and parents to see. The technology project would be graded based on accuracy, breadth and depth of content, and creativity.
A Podcast of this Technology Project Plan: and
-the SMARTBoard to study maps and watch a powerpoint presentation
-my teacher website for resources and access to the sample movie URL
-a podcast of the lesson for students who are absent or need a recap of the lesson for their project
-a self-created cartoon movie which describes the 13 colonies using xtranormal.com
The sample movie is located at: http://www.xtranormal.com/watch/6303253/.
After a class lesson or unit about the 13 colonies which illustrates an introductory sample cartoon movie, students will create a movie using http://www.xtranormal.com/. This project is fun because it allows students to express their creativity through creating cartoon characters with British accents for example, much like those who immigrated to North America while the 13 Colonies were being established. More importantly however, the movie will serve as a form of assessment that will allow students to show what they have learned about the 13 colonies in a quick 3 minute film. They would be required to design and write a script for this "movie", and each movie URL would be posted on our classroom website for peers and parents to see. The technology project would be graded based on accuracy, breadth and depth of content, and creativity.
A Podcast of this Technology Project Plan: and
Panel Questions: March 23, 2010
I would like to ask the following questions during the Panel Discussion:
1. What has been the most challenging aspect of being a teacher throughout your experience?
2. How does your career (positively/negatively) affect family life?
3. How far in advance do you typically create or review your lesson plans? (During the summer?The previous week? Day by day?)
4. Do you go by a shared school/district curriculum?
5. I've often heard it said that new teachers should "beg, borrow, and steal" lessons, resources, and ideas from experienced teachers because it is close to impossible to create everything on your own. What is the best way to go about getting help from other teachers? (i.e. Find 1 or 2 mentors, use the internet, ask all teachers in my subject area, etc.)
6. What is a classroom management procedure/strategy that really works in your classroom?
7. For Private School teachers: Do you have substantial opportunity to inspire your students spiritually, or are classes still mostly academically-focused like in public schools?
8. What other obligations outside of the classroom are required of you (i.e. coaching, meetings, conferences, educational requirements, etc.)?
1. What has been the most challenging aspect of being a teacher throughout your experience?
2. How does your career (positively/negatively) affect family life?
3. How far in advance do you typically create or review your lesson plans? (During the summer?The previous week? Day by day?)
4. Do you go by a shared school/district curriculum?
5. I've often heard it said that new teachers should "beg, borrow, and steal" lessons, resources, and ideas from experienced teachers because it is close to impossible to create everything on your own. What is the best way to go about getting help from other teachers? (i.e. Find 1 or 2 mentors, use the internet, ask all teachers in my subject area, etc.)
6. What is a classroom management procedure/strategy that really works in your classroom?
7. For Private School teachers: Do you have substantial opportunity to inspire your students spiritually, or are classes still mostly academically-focused like in public schools?
8. What other obligations outside of the classroom are required of you (i.e. coaching, meetings, conferences, educational requirements, etc.)?
Video
This is a video I created using PhotoStory3. Guess what the riddle is!
https://docs.google.com/leaf?id=0B1W0bh0TyKaNMTBlNzNhNTctMDhhZS00M2FmLTkzMzktNjM4N2Y2ODg0NDQy&hl=en
https://docs.google.com/leaf?id=0B1W0bh0TyKaNMTBlNzNhNTctMDhhZS00M2FmLTkzMzktNjM4N2Y2ODg0NDQy&hl=en
Assignment #3: Inna's Teacher Tool Box
Much to my surprise, putting together my own Teacher Tool Box was quite an arduous task! I explored different strategies and sites including Google Docs and Page Flakes to see what would work best for me, my students, their parents, and other people in the field of Education. Ultimately, I have come to the conclusion that incorporating a designated page on my website would be the most accessible and practical way to go for all of us. This way, assignments, newsletters, expectations, and the sort will all be located in one simple place (http://innasem.weebly.com/resources.html).
Organization of My Tool Box
This Tool Box is neat and orderly, arranged in the format of lists. It is subdivided into categories that are applicable to my own classrooms: Sunday school Sites, Social Studies Sources, Teacher Tabs, and Family Favorites. In the introduction to the Resource page, I have written that the listed Resources "are carefully chosen based on their practicality and credibility", meaning that I have explored and/or use the website and ensure that it is and would be helpful and educational.
This Tool Box would truly provide tools that would be useful beyond measure. I would use it to:
1. Find lesson plans for myself
2. Share lessons with others
3. Check State Standards
4. Work off of existing templates
5. Access my favorite websites from my own website to use during class lessons
This Tool Box can be shared with others, such as parents and staff through:
1. Our Class Website
2. Email of the specific link
3. A physical hand-out that has been copied and pasted from the Tool Box and distributed to parents
4. The categories that pertain to students and would particularly benefit them, could be provided at the beginning of the school year so they have the resources ready for future assignments and projects.
Three websites that I find particularly useful and/or unique to Middle School Social Studies are:
I have sincerely enjoyed putting together this Tool Box and reviewing each resource that I have included. I will continue to use them as tools to build my classroom and hope that they would also be useful to my students and their parents as they build their families and futures!
Organization of My Tool Box
This Tool Box is neat and orderly, arranged in the format of lists. It is subdivided into categories that are applicable to my own classrooms: Sunday school Sites, Social Studies Sources, Teacher Tabs, and Family Favorites. In the introduction to the Resource page, I have written that the listed Resources "are carefully chosen based on their practicality and credibility", meaning that I have explored and/or use the website and ensure that it is and would be helpful and educational.
This Tool Box would truly provide tools that would be useful beyond measure. I would use it to:
1. Find lesson plans for myself
2. Share lessons with others
3. Check State Standards
4. Work off of existing templates
5. Access my favorite websites from my own website to use during class lessons
This Tool Box can be shared with others, such as parents and staff through:
1. Our Class Website
2. Email of the specific link
3. A physical hand-out that has been copied and pasted from the Tool Box and distributed to parents
4. The categories that pertain to students and would particularly benefit them, could be provided at the beginning of the school year so they have the resources ready for future assignments and projects.
Three websites that I find particularly useful and/or unique to Middle School Social Studies are:
1. OSPI: http://www.k12.wa.us/
This website is absolutely essential and foundational for all teachers, whether they be public, private, homeschool, elementary, or secondary. It defines different categories of education, their purposes, and provides specific learning standards of the state for specific grade levels. The OSPI website should always be referred to because State standards are mandatory, but also because the website provides helpful information and resources to fulfill these standards. For instance, it was through OSPI that I discovered additional resources for Home School parents/teachers such as the website also listed in General resources, http://www.watchhome.org/.
2. Federal Resources for Educational Excellence: http://www.free.ed.gov/
Any website that ends in ".gov" is a credible and promising resource, including this one! It has valuable primary documents and photographs that would tremendously enhance any Social Studies class. Many of these resources are from the Library of Congress, which is also a deep well of essential information for classrooms. The Library of Congress has a website which also includes wonderful resources for teachers, librarians, researchers, families, and more (http://www.loc.gov/). I would highly recommend these two sites for History teachers in particular. However, they would be nonetheless valuable to Language Arts teachers who are studying a historical novel for instance, or Science teachers who are studying historical inventions, or even Music teachers who are introducing significant songs to their students. Why not use resources that have been opened up to the public from our very own government?
3. Ministry to Children: http://www.ministry-to-children.com/
About a month ago, I discovered this online resource for Sunday school teachers. Among the thousands of religious sites out there, it is difficult to find user-friendly and biblically-based sites that you would actually use on a regular basis. This is one of those rare resources that is updated regularly, applicable to modern classes, vast, and yet detailed. The founder of the site is devoted to his ministry and sends out weekly emails with advice, ideas, and encouragement for Sunday school teachers. Obviously, this resource is not geared toward public education; but some of the ideas can still be tweeked for public schools or used in private Christian schools. For instance, the games he suggests for "dead time" can also be used in any class. His videos, though perhaps cheesy to some, are insightful and personally inspire me to put more effort into my own ministry to children.
I have sincerely enjoyed putting together this Tool Box and reviewing each resource that I have included. I will continue to use them as tools to build my classroom and hope that they would also be useful to my students and their parents as they build their families and futures!
Caught on Video
Bob Sprankle, a technology integrator, has written a marvelous article encouraging teachers to incorporate videos into their classrooms. "Caught on Video" not only encourages teachers, but provides over a dozen ideas on how videos can enhance the curriculum, make communication with parents easier and more appealing, leave lasting memories for students when they leave the class, and keep progress of their learning during the class.
A few ideas that particularly intrigued me are the following: (I have mixed and matched ideas for how I personally would like to use them)
A few ideas that particularly intrigued me are the following: (I have mixed and matched ideas for how I personally would like to use them)
- Videotaping each student at the very beginning of the school year and then videotaping them again at the end and providing them with their DVD so they can see how they had changed over the span of a year (or even perhaps throughout middle school, etc.). This would be humorous to look back upon, as they continue their developmental stages in life.
- Creating a DVD for each student at the end of the year that highlights meaningful moments with their classmates, teacher, school, and curriculum. I would strive to capture every student throughout the year and include them in the video to leave memories for them that they would otherwise likely forget.
- Sharing videos with parents, whether they be teacher-created or student/child-created. These can serve as weekly newsletters or simple tokens of appreciation for their particular child's social, academic, physical, moral achievements.
Reflection #6: Marzano Research
What? The Marzano Research Report that I analyzed for our last blog assignment was truly intriguing.
So What? It taught me not only how to maximize classroom benefits with Promethean Activboards, but perhaps more importantly, it taught me to take heed of these studies that are being done in tens and hundreds of classrooms around the nation. Their evidence can be my greatest turning point as a teacher, if I apply it well.
Now What? I plan to keep myself updated with new studies that are released so that I may continually enhance my instructional technique, resources, personal outlook, class curriculum, and so forth. For instance, because I would like to teach 7th Grade Social Studies, it behooves me to find out why 7th Grade classes experienced absolutely NO gain (0%) from using Promethean technology. The Marzano Report indicated that future inquiry would be done in this area. That is something I should keep track of myself. Likewise, Social Studies classes did not gain as significantly as Science and Math classes. I should be aware of this so I would not be discouraged when my students too, do not seem to benefit so greatly from the technology; but also, so I can do my best to make the most appropriate use of the technology so it would still benefit my students and subject area as much as possible.
So What? It taught me not only how to maximize classroom benefits with Promethean Activboards, but perhaps more importantly, it taught me to take heed of these studies that are being done in tens and hundreds of classrooms around the nation. Their evidence can be my greatest turning point as a teacher, if I apply it well.
Now What? I plan to keep myself updated with new studies that are released so that I may continually enhance my instructional technique, resources, personal outlook, class curriculum, and so forth. For instance, because I would like to teach 7th Grade Social Studies, it behooves me to find out why 7th Grade classes experienced absolutely NO gain (0%) from using Promethean technology. The Marzano Report indicated that future inquiry would be done in this area. That is something I should keep track of myself. Likewise, Social Studies classes did not gain as significantly as Science and Math classes. I should be aware of this so I would not be discouraged when my students too, do not seem to benefit so greatly from the technology; but also, so I can do my best to make the most appropriate use of the technology so it would still benefit my students and subject area as much as possible.
Marzano Research on Promethean ActivBoards
http://www.prometheanworld.com/upload/pdf/Preliminary_Report_on_ActivClassroom_20090417112310.pdf
I recently discovered from Professor Daley in Classroom Management that Dr. Robert Marzano's Research is one of the most thorough and credible studies done in the field of Education. Many districts require teachers to implement what this research says into their classrooms. When I found the Marzano Preliminary Report that was done on the Promethean ActivBoards, I signed up to recieve it and skimmed through this 54 page document. The following points provide a very brief summary of what I learned through this research on how ActivBoards impact classroom learning. Much of the assertions I have made are based on charts, which have been referenced for ease of access. Some of the statements seem like common sense, but the important point here is that they are grounded on tested evidence.
What I learned:
Questions I Have for a Teacher who Uses ActivBoards in Class:
What I learned:
- The longer experience a teacher has had with Promethean technology, the greater its impact will be in the classroom (pg. 33).
- The more confidence a teacher has in their use of technology (which was rated on a Likert scale), the more students gain from the technology (pg. 34).
- Surprisingly, Elementary and High Schools had a significantly larger gain in the ActivBoard use compared to Middle Schools (23% and 21% versus 6%). First grade classes experienced the highest benefit in using ActivBoards (pg. 31).
- Science classes appeared to benefit the most from ActivBoard use (pg. 32).
- Teachers with 26-32 years experience in Education had the best results (20% gain) in using ActivBoards (pg. 40).
- In general, the more Promethean technology is used in the classroom, the greater the benefit. However, when it is used far too frequently, the gain suddenly decreases (pg. 41).
Questions I Have for a Teacher who Uses ActivBoards in Class:
- About what percent of your instruction time integrates the ActivBoard?
- How long have you been using it?
- How long did it take you to truly get a hang of it?
- On a Likert Scale of 1-5, how would you rate your confidence level?
- Do students respect the technology?
- Which features are your favorite?
- Which features are the most practical for you as a teacher?
- What advice would you give to a new teacher who will be using Promethean ActivBoards?
Reflection #5: Imagination
What? The other day several of my classmates presented their lesson plans using the SMART Board in Instructional Design class. So what? I was once again blown away by the different opportunities that are available using this system. One presentor invited students to come up and share their conclusions with the rest of the class. One used it as a formative assessment. Another used it to illustrate pictures of the concept they were teaching.
Now What? I learned that which Professor Garret always says, "You are limited only by your own imagination!"
Now What? I learned that which Professor Garret always says, "You are limited only by your own imagination!"
Reflection #4: Not Always the Best Way
What?
I observed two High School classes today: US History and AP Politics & Government. Both of them integrated technology into their class lessons through video and a document viewer (I'm not even sure what it's called - when the computer monitor is reflected onto a large screen for the whole class to see). After US History, I asked the teacher how students have changed over the 13 years that she's been teaching. She responded immediately, "There's an element of apathy now. Lessons must be quick and flashy, or they'll check out." Even incorporating seemingly interesting Historical documentaries don't cut it for students. One of her students' comments illustrates this, "Historical documentaries bore me to death." I learned (or rather it was re-affirmed to me once again) that what worked yesterday will not necessarily work tomorrow - or even today. Technology is rapidly changing: key word here, is rapidly. Sure, teachers may try to engage students through films and powerpoint, but they're still nothing compared to concise and captivating YouTube videos and self-serve ipods.
So What?
Although this reflection seems discouraging, I was encouraged that the old-fashioned teacher-student interaction can still work marvelously even when technology doesn't. The US History and Psychology teacher that I observed has such an incredible presence in her classroom. First of all, the seats are arranged in a U shape that revolves around an empty space in the classroom where she paces back and forth constantly. Students know who is in charge in the class (not them!) and they realize that Mrs. Moyd takes her subject and more importantly, her students very seriously. It is evident that she is above their realm – socially and intellectually. She knows her content and teaches the lesson by heart. But she also connects with them through witty humor and acknowledgments of their personal lives. The point of this commentary, is that although technology is a very very helpful tool in teaching, it is not always the best way to engage students, or at least not the only way.
Now What?
For the future, I will remember to spice up my instructional styles and keep in mind that sometimes what matters more than teaching to students’ learning styles, is teaching relevant, significant, and practical things.
I observed two High School classes today: US History and AP Politics & Government. Both of them integrated technology into their class lessons through video and a document viewer (I'm not even sure what it's called - when the computer monitor is reflected onto a large screen for the whole class to see). After US History, I asked the teacher how students have changed over the 13 years that she's been teaching. She responded immediately, "There's an element of apathy now. Lessons must be quick and flashy, or they'll check out." Even incorporating seemingly interesting Historical documentaries don't cut it for students. One of her students' comments illustrates this, "Historical documentaries bore me to death." I learned (or rather it was re-affirmed to me once again) that what worked yesterday will not necessarily work tomorrow - or even today. Technology is rapidly changing: key word here, is rapidly. Sure, teachers may try to engage students through films and powerpoint, but they're still nothing compared to concise and captivating YouTube videos and self-serve ipods.
So What?
Although this reflection seems discouraging, I was encouraged that the old-fashioned teacher-student interaction can still work marvelously even when technology doesn't. The US History and Psychology teacher that I observed has such an incredible presence in her classroom. First of all, the seats are arranged in a U shape that revolves around an empty space in the classroom where she paces back and forth constantly. Students know who is in charge in the class (not them!) and they realize that Mrs. Moyd takes her subject and more importantly, her students very seriously. It is evident that she is above their realm – socially and intellectually. She knows her content and teaches the lesson by heart. But she also connects with them through witty humor and acknowledgments of their personal lives. The point of this commentary, is that although technology is a very very helpful tool in teaching, it is not always the best way to engage students, or at least not the only way.
Now What?
For the future, I will remember to spice up my instructional styles and keep in mind that sometimes what matters more than teaching to students’ learning styles, is teaching relevant, significant, and practical things.
Week #7: School Website
Mt. Baker was the Middle School that I attended for 3 years. When you enter their website, you are able to access various helpful pieces of information. If you want to contact your child's teacher, you can find their email. If you want to see the school calendar to plan a vacation with your family, you can see all events and breaks for the year. If you want to be informed as to what has been going on in the past month, you can read a personal Newsletter from the principal. The website is simple and practical. It has the basic necessary information for students, parents, and visitors to use.
There is not much to be confused about because the website is as simple as can be. I am curious what "Skyward Family Access" is, because the website offers a link to this in which members must log in. I presume it may be for parents to check their childrens' grades, but it is not clear. However, lack of confusion in this case is not necessarily a good thing because it means that the website is meager and doesn't go beyond the basic rules and contact information that a school website should provide.
I would love to see the following on this website:
There is not much to be confused about because the website is as simple as can be. I am curious what "Skyward Family Access" is, because the website offers a link to this in which members must log in. I presume it may be for parents to check their childrens' grades, but it is not clear. However, lack of confusion in this case is not necessarily a good thing because it means that the website is meager and doesn't go beyond the basic rules and contact information that a school website should provide.
I would love to see the following on this website:
- what kinds of activities each grade level is partaking in
- what resources are available to special needs students
- helpful websites for parents to help their kids with homework
- formal information about the district superintendent
- enrollment statistics
- photographs of students (athletics, concerts, schoolwork, awards, etc.)
- more detailed pictures of the school
- pictures of staff (principal, teachers, etc.) so parents and guests can put a face to the personal webpages and people that they are in contact with.
Reflection #3
What? What is the turning point age range when kids become technologically fluent? Is it during infancy, when one-year-olds like playing with the light switch and radio buttons? Or is it when kids are toddlers and begin to understand that Dad is talking to them through the phone? Or perhaps is it during early childhood, when they start to watch Veggie Tales on TV, master the remote control, and even learn how to draw pictures on Bitmap Images with the mouse? I feel like it's none of those. I think kids don't become truly technologically literate until they're in their pre-teens.
So What? I've been thinking about this lately because I plan to work with middle-schoolers and I want to understand where they are at in this subject area. It seems like kids start to understand and use more complex and essential technologies at and past ten years old. This is important for me to understand because if I don't know where my own students are at, how can I build off of what they already know (or don't know)?
What Now? I hope to figure this question out through observation and research so I can do my best to help my future students use tools that they're already fluent in and learn tools that would spur growth in other areas of their lives. Right now, I have my uneducated guesses - but hopefully as I continue to observe students in the school environment and learn from teachers who have been in this for much longer than I have, I will be better equipped to teach technology and use it in teaching.
So What? I've been thinking about this lately because I plan to work with middle-schoolers and I want to understand where they are at in this subject area. It seems like kids start to understand and use more complex and essential technologies at and past ten years old. This is important for me to understand because if I don't know where my own students are at, how can I build off of what they already know (or don't know)?
What Now? I hope to figure this question out through observation and research so I can do my best to help my future students use tools that they're already fluent in and learn tools that would spur growth in other areas of their lives. Right now, I have my uneducated guesses - but hopefully as I continue to observe students in the school environment and learn from teachers who have been in this for much longer than I have, I will be better equipped to teach technology and use it in teaching.
Reflection #2: Technology in Church
What?
About three months ago, I brought my laptop to Sunday School class to show the students a video clip titled, "The Father's Love Letter". The kids were very curious why I had a computer at church. "Are we going to watch a movie?!" they asked in awe. It seemed a very strange and amazing phenomenon that there was technology that we were actually going to use in Sunday School. I realized that this was the very first time that these kids were about to be taught a lesson in church with the supplement of technology. No other teachers before me had, and no other teachers in other classes were either. Simply having technology grabbed their attention and they were eager to find out what the lesson would be about that day.
About two months ago, I brought the laptop to listen to a chapter out of the Bible on CD. There was hushed silence as the story was told through the speaker. Quietness means something when you have a group of twelve year-olds. The integration of technology was working.
A few weeks ago, we listened to a song via an MP3 recording and then when we practiced the song ourselves, I recorded the students on my phone. We listened to ourselves to hear what still needed improvement.
So What?
Yesterday, I brought a poster collage of photographs from their recent Valentine's Day Outreach. As they looked at the photos and signed their comments on the poster, I realized how important it is to be creative as a teacher and use whatever tools are available. Bringing technology into the classroom and using it for practical and engaging reasons, draws a sense of respect out of students.
Now What?
Realizing how CDs, MP3s, recorders, and cameras have impacted the class environment, I plan to continually use such resources to enrich the students' experiences in class. However, I hope that this sense of respect will not fade away as the integration of technology becomes more routine. I think that spicing it up regularly by mixing the different resources every week will help, yet part of me worries and wonders how long that technology that works for the classroom today will work in the future.
About three months ago, I brought my laptop to Sunday School class to show the students a video clip titled, "The Father's Love Letter". The kids were very curious why I had a computer at church. "Are we going to watch a movie?!" they asked in awe. It seemed a very strange and amazing phenomenon that there was technology that we were actually going to use in Sunday School. I realized that this was the very first time that these kids were about to be taught a lesson in church with the supplement of technology. No other teachers before me had, and no other teachers in other classes were either. Simply having technology grabbed their attention and they were eager to find out what the lesson would be about that day.
About two months ago, I brought the laptop to listen to a chapter out of the Bible on CD. There was hushed silence as the story was told through the speaker. Quietness means something when you have a group of twelve year-olds. The integration of technology was working.
A few weeks ago, we listened to a song via an MP3 recording and then when we practiced the song ourselves, I recorded the students on my phone. We listened to ourselves to hear what still needed improvement.
So What?
Yesterday, I brought a poster collage of photographs from their recent Valentine's Day Outreach. As they looked at the photos and signed their comments on the poster, I realized how important it is to be creative as a teacher and use whatever tools are available. Bringing technology into the classroom and using it for practical and engaging reasons, draws a sense of respect out of students.
Now What?
Realizing how CDs, MP3s, recorders, and cameras have impacted the class environment, I plan to continually use such resources to enrich the students' experiences in class. However, I hope that this sense of respect will not fade away as the integration of technology becomes more routine. I think that spicing it up regularly by mixing the different resources every week will help, yet part of me worries and wonders how long that technology that works for the classroom today will work in the future.
What I learned about SMART Boards
One of the most valuable things that I learned about SMART Boards during our class presentations, was the page recording feature. Indeed, this seems like a terrific tool to use for students who are absent or struggling to keep up with the teacher and rest of the class. In addition to helping such students by emailing the class session to parents, I think this establishes a strong sense of respect in parents. They would see that a teacher is truly commited to their child and will utilize whatever tools available in order to help their child succeed in school.
The questions that I have are not so much from lack of knowledge, but of experience. I am at a point where I am asking myself, "Okay Inna, you have this excellent set of tools in your belt. Now, how do you use them again??" For instance, I am eager to incorporate the SMART Response clickers in a lesson, but it seems that everytime some one has used them thus far, there has always been a key step missing that caused a delay in the class session. Some other questions I have are: Do many classes in local districts really have SMART Boards? Can old-fashioned whiteboards still be as useful in class as these new handy-dandy technological boards? I feel like in some ways they can. For instance, with the SMART Boards, you can't have four students up at one time drawing on the board like you could with simple white boards. I suppose I am a believer in the power of SMART Boards, but I still want to hold onto the old-fashioned way that seemed to work just fine.
The questions that I have are not so much from lack of knowledge, but of experience. I am at a point where I am asking myself, "Okay Inna, you have this excellent set of tools in your belt. Now, how do you use them again??" For instance, I am eager to incorporate the SMART Response clickers in a lesson, but it seems that everytime some one has used them thus far, there has always been a key step missing that caused a delay in the class session. Some other questions I have are: Do many classes in local districts really have SMART Boards? Can old-fashioned whiteboards still be as useful in class as these new handy-dandy technological boards? I feel like in some ways they can. For instance, with the SMART Boards, you can't have four students up at one time drawing on the board like you could with simple white boards. I suppose I am a believer in the power of SMART Boards, but I still want to hold onto the old-fashioned way that seemed to work just fine.
Assignment #2: SMART Board Presentation
Titanic Interactive PowerPoint Presentation: http://exchange.smarttech.com/search.html?sbj=history
During this presentation, I will use:
During this presentation, I will use:
- SMART Board Pens to fill in a chart with student discussion responses.
- True/False Drag and Drop into the Maze Quiz to assess students' knowledge of the lesson.
- Digital Citizenship (#5): Part B: "Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity." -The students will share as a class what they already know and what they look forward to learning during the upcoming lesson about the Titanic.
- Research & Information Fluency (#3): Part D: "Process data and report results." -With the knowledge they have gained about the Titanic, students must distinguish and understand which fact on the screen is true and which is false.
- Facilitate & Inspire Student Learning & Creativity (#1): Part D: "Model collaborative knowledge construction by engaging in learning with students..." There are two ways that I would model collaboration in learning with the students. Having them come to the board to write what they would like to learn and what they already know, would engage them in the topic of the Titanic. Also, having students come up to the board to drag true/false statements into the maze and correcting their answers would model collaboration because we're working together as a class to learn the history of the Titanic.
- Assessment would be quicker, easier, reliable, and more efficient.
- Student Participation would likely increase.
- Students would more likely be engaged in the lesson (if technology is used properly).
- Students would be actively learning (versus passive) because of Response clickers and periodic assessments that require their participation and critical thinking.
- Students would simultaneously learn about technology by observing the teacher's model and practicing using the SMART Board themselves.
The Tech Savvy Educator
What?
Just three months ago, Ben Rimes posted a blog about SchoolTube on his website http://www.techsavvyed.net/ . I was fascinated by this posting because I was just recently introduced to SchoolTube through our Middle School Culture and Instruction class with Dr. Jacobsen. He shares five reasons why he is satisfied with the website. First, it is not bombarded with ads like many other websites are. Second, uploading time is fairly rapid. Third, its videos can be added to personal homepages. Fourth, the quality of videos are presentable. Finally, SchoolTube has quality content.
So What?
Rimes' rating of SchoolTube matters because it is challenging to find worthwhile websites to plug students into for class projects. Seemingly insignificant things like advertisements and broad ranges of content could make the difference between distracting, inappropriate information and practical, significant information. Sure, a teacher could have his/her students post a video on YouTube, but using SchoolTube would probably be a safer way to go because it is geared towards educational audiences.
What Now?
This inspires me to incorporate SchoolTube into my own classroom someday, and perhaps even into my current Sunday School classroom. In addition to the five reasons that Rimes favors SchoolTube, I'd like to add my own five reasons why SchoolTube is a good resource for teachers.
1. Posting students' progress could motivate them to continue working hard (example: a choir concert).
2. Allowing students to post their own projects inspires creativity.
3. Other teachers and students can draw from one anothers' examples and ideas.
4. This is an effective way to connect students from across the street or across the globe.
5. Posting videos that relate to school empowers students and gives them a healthy place to receive the attention they crave.
Just three months ago, Ben Rimes posted a blog about SchoolTube on his website http://www.techsavvyed.net/ . I was fascinated by this posting because I was just recently introduced to SchoolTube through our Middle School Culture and Instruction class with Dr. Jacobsen. He shares five reasons why he is satisfied with the website. First, it is not bombarded with ads like many other websites are. Second, uploading time is fairly rapid. Third, its videos can be added to personal homepages. Fourth, the quality of videos are presentable. Finally, SchoolTube has quality content.
So What?
Rimes' rating of SchoolTube matters because it is challenging to find worthwhile websites to plug students into for class projects. Seemingly insignificant things like advertisements and broad ranges of content could make the difference between distracting, inappropriate information and practical, significant information. Sure, a teacher could have his/her students post a video on YouTube, but using SchoolTube would probably be a safer way to go because it is geared towards educational audiences.
What Now?
This inspires me to incorporate SchoolTube into my own classroom someday, and perhaps even into my current Sunday School classroom. In addition to the five reasons that Rimes favors SchoolTube, I'd like to add my own five reasons why SchoolTube is a good resource for teachers.
1. Posting students' progress could motivate them to continue working hard (example: a choir concert).
2. Allowing students to post their own projects inspires creativity.
3. Other teachers and students can draw from one anothers' examples and ideas.
4. This is an effective way to connect students from across the street or across the globe.
5. Posting videos that relate to school empowers students and gives them a healthy place to receive the attention they crave.
Generation IM
This article is both inspiring and intimidating! The practical ideas suggested for incorporating technology into classrooms are extremely insightful. They will undoubtedly enrich class curriculums by keeping students both engaged and challenged. Resources like Google Earth give kids an opportunity to see how enormous this world is and realize that they can access places across the globe with the touch of a finger! Inspiring as "Generation IM" is, it is also intimidating because it challenges teachers as well to test the waters of technology. Teachers must know what is available and how to integrate certain resources into their lesson plans in a way that will help students. I am blown away by the realization that our generation is expanding in knowledge of/and resources so rapidly! Children who have not yet entered kindergarten are learning things that Seniors in America have never heard of in their lifetime! It is amazing.
My prayer is that all of these techno-gadgets would truly be used to enrich students and teachers rather than demolish them. Indeed, many of these resources can be used for marvelous purposes, but they can also be used with negative motives that may only hinder moral/academic/psychological/social growth. Perhaps the greatest lesson that this article has taught me, is the fact that teachers have such a powerful influence in whether technology is used in their students' lives for the better or for the worse.
My prayer is that all of these techno-gadgets would truly be used to enrich students and teachers rather than demolish them. Indeed, many of these resources can be used for marvelous purposes, but they can also be used with negative motives that may only hinder moral/academic/psychological/social growth. Perhaps the greatest lesson that this article has taught me, is the fact that teachers have such a powerful influence in whether technology is used in their students' lives for the better or for the worse.
Reflection #1: LINGRO.com : A Fabulous Resource for Every Teacher with Immigrant Students!!
How to Use This Incredible Resource:
1. Choose a language to translate.
2. Type in a website.
2. When the site opens, click a word and it will be translated into the language you selected!
-Weakness: Although Lingro.com is a fabulous way to learn English (or another language) and to help keep immigrant students involved in class assignments, it can also be distracting and time-consuming. If English is completely foreign to an ELL student, this resource will not necessarily guarantee their complete integration into class. One reason that Lingro is time-consuming is because each word must be clicked individually for a translation rather than translating an entire webpage.
-Opportunity: Lingro.com could provide a tremendous opportunity for foreign language teachers. They can provide students with German, Spanish, or French websites that the students must translate using this resource tool. This would help familiarize students with that foreign language. They can also add new words from a website to their own word list and even listen to the audio pronunciation of certain words!
-Threat: Like Wikepedia which may offer unreliable information because anyone can post their own interpretations, Lingro.com allows people to add their own translations. I am not certain what the process of publication is (whether those additions are filtered or edited by a professional), but this may hinder students’ accurate language learning experience.
In general, Lingro.com is an incredible tool that would particularly find practical use in classrooms with English Language Learners. Regardless of the subject and task at hand, this tool may serve as a personal translator and tutor to students and teachers swho could use the extra help!
1. Choose a language to translate.
2. Type in a website.
2. When the site opens, click a word and it will be translated into the language you selected!
SWOT Analysis
-Strength: This resource would be absolutely invaluable for new immigrant students. When the entire class is doing research, they don’t have to be left behind because of language barriers. They can even follow along on the same websites that their teachers and classmates use. This is also a terrific way for them to learn terminology quickly and accurately. I checked how precise the Russian translation feature is and it usually offers not just one word, but several that match the English word which is clicked on!-Weakness: Although Lingro.com is a fabulous way to learn English (or another language) and to help keep immigrant students involved in class assignments, it can also be distracting and time-consuming. If English is completely foreign to an ELL student, this resource will not necessarily guarantee their complete integration into class. One reason that Lingro is time-consuming is because each word must be clicked individually for a translation rather than translating an entire webpage.
-Opportunity: Lingro.com could provide a tremendous opportunity for foreign language teachers. They can provide students with German, Spanish, or French websites that the students must translate using this resource tool. This would help familiarize students with that foreign language. They can also add new words from a website to their own word list and even listen to the audio pronunciation of certain words!
-Threat: Like Wikepedia which may offer unreliable information because anyone can post their own interpretations, Lingro.com allows people to add their own translations. I am not certain what the process of publication is (whether those additions are filtered or edited by a professional), but this may hinder students’ accurate language learning experience.
In general, Lingro.com is an incredible tool that would particularly find practical use in classrooms with English Language Learners. Regardless of the subject and task at hand, this tool may serve as a personal translator and tutor to students and teachers swho could use the extra help!
Teacher NETS #3
"Model Digital-Age Work and Learning"
Collaboration and Communication: these are two specific things that fall under this category and that I will strive to improve on this Semester! Collaboration is absolutely crucial within and without the classroom because it is the best way to constantly innovate grading standards, curriculum ideas, and the list could go on. It is invaluable to draw ideas from both students who are directly impacted by decisions that are made and from parents, administrators, and teachers who make decisions. Communication is important for the same reason. It also builds trust and connection between all of the different categories of people who are involved in this process called Education.
I plan to work on this NET Standard by:
1. Practicing them in my Sunday school classroom through emailing students and parents, designing calendars, letters, slideshows, and other resources to not only enhance my kids' learning experience, but to establish a sense of commitment in the entire community of the church.
2. Familiarizing myself with different tools that are available. These may include media tools, organizational tools, and information resources.
3. Finding out what successful teachers do. The best place to learn how to achieve these "National Educational Technology Standards" is by getting mentorship from a teacher who has aced them!
Collaboration and Communication: these are two specific things that fall under this category and that I will strive to improve on this Semester! Collaboration is absolutely crucial within and without the classroom because it is the best way to constantly innovate grading standards, curriculum ideas, and the list could go on. It is invaluable to draw ideas from both students who are directly impacted by decisions that are made and from parents, administrators, and teachers who make decisions. Communication is important for the same reason. It also builds trust and connection between all of the different categories of people who are involved in this process called Education.
I plan to work on this NET Standard by:
1. Practicing them in my Sunday school classroom through emailing students and parents, designing calendars, letters, slideshows, and other resources to not only enhance my kids' learning experience, but to establish a sense of commitment in the entire community of the church.
2. Familiarizing myself with different tools that are available. These may include media tools, organizational tools, and information resources.
3. Finding out what successful teachers do. The best place to learn how to achieve these "National Educational Technology Standards" is by getting mentorship from a teacher who has aced them!
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