Continuing our “Student Teacher Saga” we find our subjects realizing that they are”not someone who is part of the classroom.” The children knew more about the culture and one of the big challenges would be to learn that new culture. It seemed that everyone had experience being there but our student-teachers. Our Author suggests that they learn the patterns in order to learn the “norms and expectations.” What our subjects have learned is that the patterns are more obvious when interrupted. As visitor, they interviewed the host teachers, as well as students, and made a classroom map to help guide the way through the note-taking. While members “assumed the guest already knew” some of the reasons behind the actions. One such interview told the story of the importance of the clock and how it “controlled time spent.” Student teachers see that “classroom life is built overtime ….and through specific relationships.” Their first placements were easier because they were starting early in the year. The second placements, however, were more challenging due to the fact that the community members were already there and they were seen as guests. Faced with this new class, they not only had to “discover how to act and talk in order to be included,” but also had to continue to grow and “understand community practices.”

Now with all that being said, here’s my take on this chapter:

• That host teacher seemed a bit sarcastic. She had a visitor and the first little mistake, she jumped like an octopus playing goalie position (nice save).
• I like the maps. They provide visual aid when trying to recall events.
• Page 44 made me wonder if others saw the movement in my room as “disruptive”. If we are all quietly working and someone needs to get up and sharpen a pencil or get a tissue or dictionary, why on Earth should they have to raise their hand and WAIT to get my attention? Further, I have now interrupted the quiet to acknowledge, get a question and give an answer. They can quickly, and quietly get what they need and return to the task at hand. I see where they are going and what they are doing while others’ attentions are not taking from their thoughts. Not even two weeks ago a child sat, hand raised, and waited for me to notice. He then made a pencil sharpening motion and I nodded. After class that day, we had a brief talk about why he did that and he said he forgot because he had just left So and so’s class and would have been disciplined for getting up without permission. So now I wonder, is this my problem or So and so’s. Point taken in this chapter about “rules as part of a new classroom life.”
• Classroom management techniques vary from teacher to teacher. Some are seen weak because they “tolerate” more than others. Some are seen as tyrants because the smallest thing seems to be a huge disruption of the education process. And let’s face it, some just have a bad day. Regardless of our personal management techniques, we must first be accepted as the leader in the classroom community. By observing others (while in our student/teacher mode) we can learn what to do and not to do and take the experience with us to our own community. Confidence can only be felt/built by us, not what others think of us. (I can write it, but can I do it…hmm)
• The clock…sometimes we love it, sometimes we hate it. (Or we can go buy one with Goofy on it so we can tolerate to look at it) Good or bad, it does control the parts of our classroom culture. This thought goes hand in hand with student interest. It “can be the longest 53 minutes” -Jen or it could be the shortest depending in what our students are focused on…at that time of the day.
• Inquiries/Activities to ponder. Things that made me go hmm… Do I make my rules explicitly known? How do I invite new students in? How much time IS necessary for each of the two texts (academic and social)? What kind of talk is encouraged? For the answers to these and other important questions…

Tune in next time readers, as we follow our student-teachers and their life lessons as learned through art of ethnography.

EWP

The leaders of our Writing Projects never cease to amaze. They can find just the right article or book for an assignment that makes you not only want more of the material, but also question how to get more of you. Ethnographic Eyes seems to be another great example. “Studying classroom patterns without judgement” is not a concept that I would considered. Think of how much we could learn and how far we could grow if we learned to watch ourselves -without judgement. I admit that we must critic at the end in order for that growth to occur, but to just “see and describe” the moment for learning purposes is a valuable tool that we can all (according to what I have read thus far)acquire. I like to add notable quotes to my reflections so I think I will do so now.

Notable Quotes:

“Not the view…but a view of reality” meaning we all see things differently and especially if we are of different cultural backgrounds. Ethnography can help to see other’s perspectives.

“Teacher, learner, observer point of view juxtaposed to see what is real…” Not what the teacher wants us to see, not the perfect classroom in perfect rows because company is coming, and not what we hope to see. By seeing three perspectives, we can get down to what is really happening in that classroom.

“An ethnographic perspective helps them gain an awareness of the power of diversity”. Different is good because different teaches. We cannot always experience everything but someone else can share their experiences on the matter and we can hear/read the experience for our purposes.

“”even such a commonly occurring event as recess was bit a universal concept and was treated differently..in every classroom”. We may not do things like others but the end result should be the same. Observing how events are handled either by others or just in different situations, can aid in the growing process.

“Notetaking/Notemaking” Observe now and perceive later. Get the details then we can go back and use our perspective to sort for what we need. This is the tool that needs sharpening. A double-entry journal was a good way to get the two sides. I hope to use this with my observations.

“After the questions are activities to explore….”. What an ending this turned out to be. Find the questions in order to find the answers then activities can help refine the skills. This is a powerful idea in anything we do. This quote just kept coming back to me. We start the school year with many questions even so much as why we do what we do in a certain order. We work through those questions and find many answersthoughout the year. Then we act. We extend the knowledge and understanding through activities/hands on/real life experience -whatever your term insert it here. Point being that we expand to use that learning situation the way we see fit.

By observing and not judging, we “can see what is real” and learn from it.

HEADLINES: October 20 Relights the SI Fires

I have just returned from the scene and let me tell you folks, Blogging and Beyond was a great session. Some of the key podcasters were Ian, Kathy, Peggy, Jennifer, Robin and Marsha.

Recaps of the day show that Karen and Mike led a non-threatening exercise and after writing the stories and venturing to “get the words out” participants were heard discussing the different uses for today’s classrooms. For more information, go to the wordpress blogs and click to listen ( part of the assignment).

It has been rumored that Karen is taking a computer class but nothing has been confirmed and we hope to have more on that at a later day.

Kudos to Kathy and her new grandbaby. The pictures were amazing. Thanks Kathy for sharing.

This just in……

Jennifer, Kathy, and Marsha were seen at Rio Grande after Blogging and Beyond. Reports say that chapters 6-10 were discussed during this second meeting of “Wondrous Words” by Katie Wood Ray. Memorable quotes from and about the book:

“Build your own knowledge base about the craft and you will feel more confident with students and their work.”

“Different books for different structures and techniques.”

“Have the time to browse the stacks and find examples of the craft.”

“Beyond the inquiry of nuts and bolts to the making it fit in day-to day”

If people aren’t talking about this event around the water cooler on Monday, then there must be big football on the way.

This is Marsha saying keep smilin

The pool.

A place for friends, family, sisters.

A place to relax, read, gossip, communicate (with others or nature).

The pools is a place where we can be ourselves– without hairspray, without make-up, and without judgement.

Bathing suits, towels, sunscreen, sunglasses, and a beverage

are the material items.

And if you find yourself without company, no problem.

Grab a book or just enjoy the carefree scenery.

Ah, the scenery.

Blue water surrounded by loungers on concrete and then a fence.

A fence to keep the uninvited out.

Whether it be mid-priced vinyl (at home)

or expensive brick with powerful rod-iron bars (while away),

the fence provides a boundary between you and the world.

For a few hours an oasis–a paradise that belongs to you,

for your eyes, for your thoughts, for your serenity.

White puffy clouds move across the blue sky which provides back drop behind the few trees.

Trees that are swaying and swishing in the ever so gentle breeze,

just enough to create a wind orchastra for the ears– only interrupted by the occasional stray bird.

This is our time, our precious time to recline, relax and just be.

Be in that moment, that place, that is

the pool.

It was late (nearly 5 o’clock somewhere) and Molly’s friends were not there for their girls night out. Molly was raised not to go out by herself after dark, but the semester was almost over and she, like all girls, just wanna have fun. In a split second she had grabbed her ID, a few bucks and her keys. It was Saturday night and she could feel the fever to dance coming over her. She continued out the door, down the street of the city, and heading for the familiar strip of town where the night clubs stood.

As Molly approached each bar she listened intently to the DJs’ choices. She patiently waited because she knew that the rhythm was gonna get her and when it did, she would party like it’s 1999. She moved quickly but deliberately, pausing only to briefly to catch a note or two of the songs. Hank, why do you drink?… did not stop her, Nor did the words every little thing she does is magic….She actually walked faster passed the bowling alley bar from where that over-used tune from Guns and Roses blared into the streets. She had no desire to be welcomed to the jungle.

Finally she heard the song beckoning to her, drawing her closer and closer. upon entering the bar, she did not even notice the sign over the door. Ready, now more than ever, todance until the morning light, Molly showed her ID, paid her cover charge and made her way through the crowd. She approached the bar for a quick beverage and then she saw him, with his tight black shirt and little name tag which read “Pierre.” Instantly she knew that two hearts would beat as one, but for now she had to dance. Casually taking her shot, she gave it a quick gulp, gave him a quick wink, and went to bust a move.

Two hours later, Pierre met Molly on the floor where she continued to get jiggy with it and asked if he could have this dance. She agreed and they began to shake it like a salt shaker. The night was drawing to the end when Pierre’s co-worker asked where he was going. Of course he replied, “Steppin out with my baby.” and they left that bar called Copa Cabana.

Sometime later, Pierre asked her THE question and she said yes. They have yet to set a date but hope to see you all there with your boogie shoes. Ironcially the song that pulled her in is also where they will be wed, Margaretaville.
THANK YOU AND GOOD NIGHT!!!!!!!!!!!!!
Thanks to all the great singing artists that made this blog possible, you give us the strength to carry on…..

In what ways have you changed since your first day entering the classroom as a teacher?

An extension on a Journal Entry from Jun 15, 2007

My first day was intimidating. Miss Dean, with a jumper dress over a turtleneck. Would I be any good? Would I meet expectations? Would everyone like me? Questions like this made my amateur days as a substitute very nerve racking. Eventually, I fell into the grove and began to care less (now I see where that phrase comes from) about what others thought of me and performed my duties specifically to be happy with myself. I am no longer the ‘jumper queen. I have grown to love the Alfred Dunner clothing line. It is a teacher’s wardrobe Substitutes feel as if it is not their space and therefore spend much of their time treading on the rocky waters of uncertainty.

I felt as if I had to abide by other peoples rules. Teachers do have to abide by others’ rules but when we have our own classroom we have the freedom to cover the standards in our personal style. I have learned, since that first day, what my style is. I have also learned that even if others do not agree with my style, tough. I have the degrees and certificate to prove that I am qualified. My confidence levels may not always be at their highest, but when I am in my room and with my class, I rock. I may not have all the answers but I have the know how to find them.

“You’re the boss, Applesauce.” That is what a very wise colleague tells me in those low self esteem times. And I have changed in that way too. I am still kind of a door mat, but the area to walk on is getting smaller everyday. I am the boss (at least of the room) and they need to follow the guidelines that I set forth. Funny how others have rules and I have guidelines. I have learned to set guidelines and expectations for my students. I still respect the veteran teachers but now I take their words, some good and some bad, with stride. I have learned that no matter how good my ideas are, someone will always think that theirs are better – whether they are or not.

Maturing with age comes with responsibility. I have settled down, married, obtained ownership of a home, so yes I have matured. I accept the responsibility of being a teacher. I am Mrs. Ellis and I am a teacher.

What concerns you about the furture of education or what would you like to change?

A Journal entry from June 20, 2007

Most concerns we have about education fall into the same category as those things we would like to see changed. We will begin with attitiutdes. Attitutes about our educational systems. from children and adults, have got to change. I am concerned that the “Do what you have to do to get by” attitute is trickling into our childrens’ minds. They made D’s and F’s and got through the system and their kids can too. “It’s not illegal if you don’t get caught.” is another way to look at how our students are being brainwashed into thinking the world is theirs for the taking with no real effort put into it. Continuous education is a need and a luxurythat needs our upmost attention. We cannot be dragged into the “get by” state of mind that is overcoming our pupils. We must keep our expectations high and let them know that they can.

Money is a huge concern for everyone involved in education. We need good teachers and those teachers need support and supplies. With all the budget cuts and children who can’t afford we are being put against a finacial wall that forces us to dig into our ever emptying personal pockets. Thousands (and more) are being sppent to test the test and then test the students to see that they are up to the rest of the scores. How about we figure a way to get those dollars back into the systems where the kids can benefit.

As well, we need a time frame that benefits the teachers and the students. We need to get back to the basics. Tests, tests, tests… they are state mandated and our basic education is suffering from it. We are lacking time to teach our students. We are being reduced to teaching tests. It is dragging our good teachers down and making our students feel unsuccessful. Billy can’t score like Bobby, why?. His performance is suffering because of the teachers? I think not. His performance is suffering because he needs the basics. He does not need special classes, he needs more time. Time to master the necessary skills to move on and succeed.

College is not for everyone, but our children need to learn to be productive. They are not broken tools which we either duct [tape] or chuck. We need time to give them the attention they so desperately desire. Books smarts is not the only smarts a child can have. They need time to figure out what they are good at and hone that skill. Be it further education or hands on training.

We all need to keep our eyes on the prize. We can’t “stop thinking of tomorrow.” Live for today is another concern of mine with education. yes, we can live for now and plan for later. We do not have to spend every opportunity we have now. As long as we can teach our children to save, spend wisely and never waste those oppportunities, we can begin to put some of our concerns to bed. Teachers cannot do it alone. We need parents, administration, and other educators to help facilitate winning attitudes with our children. If we think we can…then we can do anything.

Journal entry from June 13, 2007

Teachers are educators, facilitators, parents (or guardians), planners, accomodators, disciplinarians, monitors, and mentors. We are always being watched (or seen out of school) by administrators, parents, and students. Topics of many conversations -good and bad-teachers are sometimes not seen as people with lives out side the classroom. We are expected to know everything about everything and shock people when we do not immideately know the answers. Teachers constantly strive for something, whether it be that unknown answer, a better lesson, a break or retirement- for those that have been in the business long enough and are no longer finding the joy.

Teachers do what they do to help their students grow. Hopefully, the students become better students and in turn better members of society. They may not like us, and they will express that loudly, but they will survive us and our classes and live to tell the tell about us. We need to make certain that the children that pass through our classrooms have a positive experience. We may be the only influential person they come in contact with in a given day. The question is, “Will that future conversation praise us or drag our names in through the mud?”

To be a teacher is to be a helping hand. A light that guides students, through times of smooth sailing or rough waters. How we handle the situation is what the students see as the acceptable way. It does not have to be easy to be right. On the other hand, we do not always have to take the “road less traveled.” Educators just have to remember the reasons for their choices and keep those reasons in mind when making new choices. As teachers, our choices no longer just affect our lives, but also the lives of people that are watching at the time.

June 28, 2007

Dear SI 07 Fellows:

I am writing to thank you for your cooperation and participation during my demonstration on Wednesday, June 27, 2007. I thoroughly enjoyed sharing my ideas with you.

I am pleased that your letters revealed content understanding as well as questions in the areas that were not totally clear to you.. This has already made me think of ways to improve my demonstration.

I did not give thought to the visually impaired students, because I have never had to deal with that issue and I thank you for bringing that concern to the forefront of my revision. I will be researching how to stimulate the visually impaired.

Also, I noticed that some did not understand parallelism. I did not realize that I had mentioned it without explaining it in the needed detail. As defined by Wikipedia, “Parallelism means to give two or more parts of the sentences a similar form so as to give the whole a definite pattern.” Harry Noden called it, “Repeating with a purpose.”

Further inquiries arose for some activities that may incorporate story boarding would be. Off the top of my head, I would say,

1. Breaking down text chapters to better understand them.

2. Students could story board to show their interpretation of the text.

3. Students could story board what they think may happen next (predict).

If there are any other suggestions out there I would like for them to be shared, too.

Lastly, you made me think of the extensions of the demonstration. I may go into the drafting/revision steps or discuss some of the conferencing that is used.

Your letters were delightfully insightful in that they showed me that which was not clear. Any further suggestions are greatly appreciated.

Thank you for your time and keep smiling,

Marsha

My happiest moment with technology was when I figured out that I could figure it out. I was a long time substitute, at a local school in which no one would help me with the “grade machine” program. I found a manual and began to ‘play’ with the different aspects of the program. I realized quickly that nothing was permanent until I clicked save, or save all (I can’t remember which it was because we have moved to a new program since then). I could figure it out. I breezed through the grades for each of seven classes and when “the tech guy” came to make sure everything was in the right place to print, he was surprised to see it actually was. He could verify the print without any further hassles. I believe that he was a bit shocked that it could be done without his ‘all knowing powers’. What he does not realize is that if the manual had not have been so user-friendly, I may still be afraid.
It does not shock me when others approach the keyboard with trembling hands. I remember that feeling. I was just determined not to let them beat me-them refers to those people that would not help me, initially. To all the tech savvy people who are willing to take that few moments and help, without judgment, THANK YOU! Sharing what you know makes others less apprehensive and change becomes something that can be handled. Like the video said, ’shift’ happens and now we can’enter’ that ‘alt’ world while ‘control’ling our fears.