Week 2

R & R - Parker Palmer, Marzano 3, Teacher Scales:

·I found the Parker Palmer article to be helpful, but a bit overwhelming. He discussed typical classroom structures and the roles that teachers and students usually play. He uses the story of Abba Felix to assist his thinking.

This article reminded me of many of the classes I have had to take, where professors would usually lecture, assign readings, and give tests. These teachers did not seem enthusiastic about their subject and they made it evident that it was the student's responsibility to do the work and learn it on their own. I like how Palmer acknowledged the reasoning behind these actions, but expressed that we have the power to fight the urge to become a lazy teacher. He then discussed how student's become skittish and cynical when educators try to share the power with them. I have noticed this in my own classroom. When I give my students choice, they constantly ask me, "but what am I supposed to do?!" They are not used to making decisions and it seems to scare them. It has taken me awhile to persuade them that their thoughts and ideas are valid and should be explored. Palmer discussed another way to teach and learn. I feel that more educators should consider this approach. He mentioned that obedience means "to listen". In order to get our students to listen, we must earn their respect by also listening to them and allowing their voices to be heard. I know that I remember things better if I find the answer myself instead of having it given to me. We should encourage our students to problem solve, research, and find the answers to their own questions. Also, if we do not know the answer, we should admit that and do our own research to learn the correct response. Lastly, I really like how he said that we, as educators, need listen and follow our own truth. If we are going to persuade our students, we must be practicing what we teach.

·The Marzano reading outlined forty-one elements teachers should establish. It gave us a way to rate and reflect our own classroom, by answering questions and using scales. This chapter also, provided us with Marzano's website www.marzanoresearch.com/classroom strategies. At this website, you are able: to fill out your personal profile of the forty-one elements, create a progress chart, and find age appropriate surveys for your students to evaluate you. My personal profile was a real eye opener for me! I did not feel that I was properly innovating in any area and I said I was applying in only eleven elements. That left me with sixteen for developing, eleven beginning, and two not using at all. (I did not rate homework, because I do not give homework at the elementary art level.) Sure there are things I know I am not implementing yet, because I do not have the time, but this profile made me aware of even more aspects I should consider developing in my classroom. I know this chapter says to only focus one 2 or 3 a year, but I feel like I should be doing more than that! One BIG factor I need to focus on is more group discussion and reflection. I tried to use some Kagan at the beginning of the year, but I found it to be very difficult to facilitate. My students' would get very loud and out of control or they would become off topic. Does anyone have any advice for how I can effectively use more group time in my classroom? A few other things I am going to start working on immediately are: celebrating success, pausing videos to discuss key points, taking better action to re-engage, having students fill out response cards, and providing more physical movement. I often use brain breaks for my kindergarten and first grade classes, but I feel the older grades could use this too, especially since they've been inside for recess a lot lately. I've been having my 4th & 5th graders pose for gesture drawings. They absolutely love it; however, they become very excited and goofy. Does anyone have advice as to how I can keep them moving in a way relevant to my lessons? How do I manage movement without letting it get out of control?

·When comparing the Marzano elements to the 12 qualities great teachers share, I noticed that many of the skills assessed are based on the students. How are we engaging them? How willing are we to reflect and change for their benefit? How can we differentiate for them? Also, both of these evaluations are asking us to reflect on ourselves. They do not ask what the students should change; but instead, what can we, as teachers, change to improve learning? It sounds like reflection, reflection, reflection is the key to growing!

Objectivism:

What is objectivism? The ability to think impartially. It is based off of facts and reality; not preconceptions or emotion. On page 35, Parker & Palmer said, "The aim of objectivism is to eliminate all elements of subjectivity, all biases and preconceptions so that knowledge can become purely empirical. For the sake of objectivity, our inner realities are factored out of the knowledge equation." We should try to look at our classrooms from the perspective of an outsider. If we were to walk into our classroom with no prior knowledge or expectations, what would we see? What would we think? How would we evaluate the situation?

I find it incredibly beneficial to ask outsiders for their thoughts and suggestions. They are able to see things in a way I cannot, because I am too involved. I feed off of others constructive criticism. Hearing thoughts, queries, and suggestions from my fellow teachers is truly helping me become a more objective educator.

The readings from this week have persuaded me to ask my students for more of their input. How do they view the classroom? What are their likes and dislikes? I want to ask them, but I am afraid they will tell me what they think I want to hear. How can I persuade them to be honest and up front?

I am very passionate about teaching my students to think for themselves! I want art to be a means of self expressions and reflection. What is getting in my way? TIME, class size, and misbehavior. I spend so much time: helping every student, dealing with misbehavior/disruptions, and trying to differentiate that I never have enough time to assist every student to problem solve. It takes a great deal less time to give them the answer than it does to ask thought provoking questions and ensure understanding. I only see my students every three days for forty-five minutes. I know it will get easier after I have more classroom management experience, but right now I am very frustrated.

Who have I encountered that is an Abba Felix? The two that stick out the most in my mind, are my husband and wife professors from college. They both taught design and painting. They would never tell me what to do, but instead they made me think for myself. They were always willing to take the time to promote self reflection. I envy them for teaching at a University. They had students who loved the subject and were willing to take the time to truly learn. I allow my older students to come in during lunch recess to catch up or use the time to add the extras they want; but very few take advantage of the opportunity.