I decided to watch the movies Stand and Deliver and The Ron Clark Story, featuring Jaime Escalante and Ron Clark as high school math and middle school teachers, respectively. They both have very different styles, but they are both considered very effective (both are true stories). The two student bodies are vastly different as well--Clark teaches in Harlem, while Escalante teaches in intercity L.A.
Escalante holds his students to a very high standard. In fact, the big theme of the movie is his challenge for the school to carry an A.P. Calculus class. He wasn't necessarily polite, but the students knew he put his heart and soul into the class.
Ron Clark was about giving students hope. He had fun with his students and praised them a lot, contrary to Escalante who, even when his students succeeded, did not show any public support. He believed in his students and while he had high expectations, he did not push them as hard as Escalante did.
Both, however, pushed themselves to the max. Both showed scenes of having to go to the hospital because they worked too hard.
Thursday, December 6, 2012
Tech Set Backs
Technology is great when it works, and a huge devastation when it isn't. In the teaching world, this can be especially hurtful for each day's lesson when a server goes down, the smartboard pen breaks, or maybe just the calculators need batteries. Sometimes we can get more dependent on it than we need to be.
For example, in my big lesson at Finneytown (the one for which my evaluator was present), the powerpoint turned into Promethius presentation had trouble opening. I had counted on the powerpoint to help keep me on track and to have examples for the students to work on. However, because we checked before class began, I had time to improvise. I still used the Promethian board, but came up with the examples on the spot, and got the students involved. My evaluator, my cooperating teacher, and my students all thought it was part of the plan.
In this case, you can see I was not incredibly dependent on technology. It would have been helpful to have it, but I was flexible enough in the creation of my lesson for something like this to happen.
For example, in my big lesson at Finneytown (the one for which my evaluator was present), the powerpoint turned into Promethius presentation had trouble opening. I had counted on the powerpoint to help keep me on track and to have examples for the students to work on. However, because we checked before class began, I had time to improvise. I still used the Promethian board, but came up with the examples on the spot, and got the students involved. My evaluator, my cooperating teacher, and my students all thought it was part of the plan.
In this case, you can see I was not incredibly dependent on technology. It would have been helpful to have it, but I was flexible enough in the creation of my lesson for something like this to happen.
Thursday, November 29, 2012
Personally Learning about PLN Networks
I've found a numerous amount of possible Personal Learning Networks today.
This is the first one. It has many posts regarding the many different topics. I took an online test that a teacher administered to his class that dealt with general intelligence. The format was pretty formal, but I could see that it was personalized as well. There were also links to forum discussions.
The second one served as a meet up, "an extended and ongoing conference" for teachers to have topics about their content areas. However, since it is a Yahoo! group, I need to be a member to check it out. It might be interesting to see how one becomes a member--Do I have to know someone?
I was slightly surprised to see this particular website be used as a possible PLN. However, it was effective to linking social media outlets to the classroom, filled with teaching strategies and even articles for learning how to integrate technology into the classroom.
Finally, this website had numerous other links to social media outlets and other important connections for teachers, some I had heard of (Twitter, Edutopia, for example), and others I had not (Edmodo and Schoolology). I think this will be an important link to have for the future if I am trying to take a diverse approach to each of my classrooms for years to come.
This is the first one. It has many posts regarding the many different topics. I took an online test that a teacher administered to his class that dealt with general intelligence. The format was pretty formal, but I could see that it was personalized as well. There were also links to forum discussions.
The second one served as a meet up, "an extended and ongoing conference" for teachers to have topics about their content areas. However, since it is a Yahoo! group, I need to be a member to check it out. It might be interesting to see how one becomes a member--Do I have to know someone?
I was slightly surprised to see this particular website be used as a possible PLN. However, it was effective to linking social media outlets to the classroom, filled with teaching strategies and even articles for learning how to integrate technology into the classroom.
Finally, this website had numerous other links to social media outlets and other important connections for teachers, some I had heard of (Twitter, Edutopia, for example), and others I had not (Edmodo and Schoolology). I think this will be an important link to have for the future if I am trying to take a diverse approach to each of my classrooms for years to come.
Thursday, October 4, 2012
That legal issue...
A significant legal issue I am worried about is the aspect of religion in school. On one hand, my religion calls me to "proclaim the good news (about Jesus Christ) to all nations", while to do so in the literal sense would certainly get me in hot water with the school, if it were a public school. While it is not illegal to discussion religion in class as it comes up naturally, it is something that should be handled carefully. Faith is very important to me, and I will most certainly go to a school that would accept me in my faith. I believe I can still make an impact religiously without being forceful in the school setting. Just being a religious "presence" in the class (i.e. wear religious attire, use religious symbols, etc) without discussing it, or making my students uncomfortable--just enough for them to notice and see what kind of Christian I am.
Thursday, September 20, 2012
Portfolio
Still need to catch up. Chcck back in a bit to see an amazing blog post regarding the importance of an up to date portfolio. :)
Thursday, September 13, 2012
What kind of presenter do I want to be?
When I present, usually I allow others to speak and have input in the topic in which I am discussing. Yes, it is important to be a guide to the goal I want to give to my observers, but I also want to be able to have an engaged audience so that I am energized to continued. Motivation, for me, comes from input. I want to be able to ask very open ended questions to a topic and let my audience sit back and reflect on a topic. I will lead a discussion so that the topic stays on track, but it is important to keep the audience involved. The type of presenter I DON'T want to be is a pure lecturer. I would be content in telling stories (if I have one to tell), but ultimately, a passive audience is a bored audience. Perhaps these features truly point to the obvious fact that I want to be a teacher.
Thursday, September 6, 2012
Potential
There are a number of ways evaulating a textbook could be helpful in the classroom. First, we want to use sources in the classroom that match up to the grade level. Using techniques such as syllable counting could show whether or not the students' reading level matches up with the text would be beneficial. Second, we have to make sure the content is grade-level appropriate. For mathematics, it is a bit harder to evaluate objectively, and might require a "pick-and-choose" method anyway. Finally, text evaulation reveals to the teacher what content should be taught in the classroom. If the teacher does not understand aspects or the language used in the book, it is better to skip the text.
Thursday, August 30, 2012
Journal Article for 8/30
http://mashable.com/2012/03/22/tech-traditional-education/
Mashable Tech
"How Tech Will Transform the Traditional Classroom"
Benjamin Jackson March 22, 2012
In summary:
The author outlines how items such as the Apple products and social media outlets have transformed the culture, and how it can revolutionize the classroom as we know it. The author admits that for struggling schools, such technology is hard to integrate into the classroom, but does offer some helpful alternatives. He gives numerous examples as to how Ipads can be utilized, and that the recent results of using them in the classroom have been positive ("75%...enhanced learning experience). The author states that one of the biggest obstacles to the integration of technology is the political curriculum that moves slower than the rate of technological growth. Overall, the author paints a picture of a school system very much different than the one our generation is used to.
I believe the author has a point to make regarding how helpful these tools would be. More than that, the ignoring of technological growth is a disservice to the students who might need to be comfortable with these things in the real world (i.e. occupation might demand a familiarity with such tools). The accessibility of many more resources would be my main reason for wanting to have such things as Ipads in my classroom. However, I don't think the entire system needs to be revamped with new technology; after all, mathematics can and should still be done with a pencil and paper.
Mashable Tech
"How Tech Will Transform the Traditional Classroom"
Benjamin Jackson March 22, 2012
In summary:
The author outlines how items such as the Apple products and social media outlets have transformed the culture, and how it can revolutionize the classroom as we know it. The author admits that for struggling schools, such technology is hard to integrate into the classroom, but does offer some helpful alternatives. He gives numerous examples as to how Ipads can be utilized, and that the recent results of using them in the classroom have been positive ("75%...enhanced learning experience). The author states that one of the biggest obstacles to the integration of technology is the political curriculum that moves slower than the rate of technological growth. Overall, the author paints a picture of a school system very much different than the one our generation is used to.
I believe the author has a point to make regarding how helpful these tools would be. More than that, the ignoring of technological growth is a disservice to the students who might need to be comfortable with these things in the real world (i.e. occupation might demand a familiarity with such tools). The accessibility of many more resources would be my main reason for wanting to have such things as Ipads in my classroom. However, I don't think the entire system needs to be revamped with new technology; after all, mathematics can and should still be done with a pencil and paper.
Thursday, August 23, 2012
Hello World!
Why do I want to be a high school mathematics teacher?
I have a unique passion for the field of mathematics. In high school, I found my self helping a lot of my fellow students in Precalculus and calculus. I learned that not many people understand mathematics to the extent that they can teach it to their peers. It was then that I figured, "If I have this specific talent, why not use it?" I also believe lack of education is the root of many of our world's problems. If I am going to try to help the world, it should start at the root.
I have a unique passion for the field of mathematics. In high school, I found my self helping a lot of my fellow students in Precalculus and calculus. I learned that not many people understand mathematics to the extent that they can teach it to their peers. It was then that I figured, "If I have this specific talent, why not use it?" I also believe lack of education is the root of many of our world's problems. If I am going to try to help the world, it should start at the root.
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