1. Consider the word “teacher”. Imagine
dropping the title “teacher”…. What lies beyond the title?
I
like how the author explained that she gave herself and everyone around her
more appropriate labels. The teacher became the healer. Vygotsky, and other
constructivist theorists, would describe
the teachers as the guide. Teachers should not necessarily "teach",
but they should provoke thought and lead by example. I've noticed, one of the
best strategies in teaching lesson objectives is to physically model the steps
to my students. Why only model academic content though? Educators should be
models for every aspect of life. It is unlikely your students will remember
everything you taught them about your content; they will remember your
character, personality, and the relationship they had with you.
2. Reflect on your classrooms and your
relationships with your students… How and where is truth speaking present?
I am a huge advocate for truth speaking. I know that I am more likely to be persuaded when someone is honest and gives me a reason; therefore, I try to always be truthful with my students. One example, with one of my third grade classes last week, was a discussion about our future plans. They had been behaving very badly. So, we all sat down and had a discussion. I explained that I was hurt, because I spent a lot of time planning their lessons and they were not even listening to my lesson. Next, I asked them what was causing them to start acting up. Then, I explained that I wanted to use chrome books to give them a chance to explore a real art museum, but I was afraid that they could not handle it. I asked them to tell me how they felt they would do and what they thought we could all do to change our current situations? They had some great remarks and they ended up doing better than the other two third grade classes when we used chrome books.
I am a huge advocate for truth speaking. I know that I am more likely to be persuaded when someone is honest and gives me a reason; therefore, I try to always be truthful with my students. One example, with one of my third grade classes last week, was a discussion about our future plans. They had been behaving very badly. So, we all sat down and had a discussion. I explained that I was hurt, because I spent a lot of time planning their lessons and they were not even listening to my lesson. Next, I asked them what was causing them to start acting up. Then, I explained that I wanted to use chrome books to give them a chance to explore a real art museum, but I was afraid that they could not handle it. I asked them to tell me how they felt they would do and what they thought we could all do to change our current situations? They had some great remarks and they ended up doing better than the other two third grade classes when we used chrome books.
3. Mission Statement:
to encourage my students to not only take pleasure in the creation of art, but to use art as a form of expression and communication. My wish is for my students to, build, investigate, and challenge their own ideas; but to demonstrate respect and tolerance towards alternative opinions.
to encourage my students to not only take pleasure in the creation of art, but to use art as a form of expression and communication. My wish is for my students to, build, investigate, and challenge their own ideas; but to demonstrate respect and tolerance towards alternative opinions.
Why
is this my mission? I believe It's important for children to learn how to
communicate through art, especially if they have difficulty writing. Also, I
want them to learn how to think, but acknowledge that their opinion is not the
only opinion. I guess this has a lot to do with my own personality and want to
be compassionate.
4. Reflect on some ways your
consciousness about teaching has expanded since the start of this course and how does
this relate to your goals?
This
week's reading has made me realize that I want to work harder on: not crippling
labeling any individual, think with a more WE mindset, provide my students'
more specific praise, make a point
not to avoid or cast aside problem students, and take more responsibility when
I feel wronged. Overall, this course has made me want to set yearly goals and
not be so hard on myself for not achieving all my teacher wants in a year.
Also, it has reminded me that I need to make a point to continue creating my
own art.
5. Anything else that moved you in
anyway.
- Page 113, talked about not avoiding problems students. The student they talked about seemed to not care but they found out that was not the case at all. My "student from hell" likes to constantly test me. He does not seem to have any desire to please me or any teacher, but wants to fight us every inch of the way. Since I look young, he challenges me more than any of the other. I am having a lot of trouble figuring out how I should approach this situation. ANY ADVICE would much greatly appreciated!!
- Page 119, talks about the labeling game. In my school, I'm on our lighthouse team. One of my jobs is to come up with things to do with the staff that remind them about using the 7 habits in their personal life. I want to do this activity and have them explore the effects of crippling labels. I would like to encourage them to do this with their own students.
- Page 113, talked about not avoiding problems students. The student they talked about seemed to not care but they found out that was not the case at all. My "student from hell" likes to constantly test me. He does not seem to have any desire to please me or any teacher, but wants to fight us every inch of the way. Since I look young, he challenges me more than any of the other. I am having a lot of trouble figuring out how I should approach this situation. ANY ADVICE would much greatly appreciated!!
- Page 119, talks about the labeling game. In my school, I'm on our lighthouse team. One of my jobs is to come up with things to do with the staff that remind them about using the 7 habits in their personal life. I want to do this activity and have them explore the effects of crippling labels. I would like to encourage them to do this with their own students.
Hi Katie!
ReplyDeleteGreat stuff! I think its important to remember (all of us) that just because we don't feel we've met a goal, doesn't mean there has not been a lot of progress towards reaching it.... Goals to me are like art projects... Its the "process" where growth occurs, the destination is just an added bonus... further, sometimes we take paths and reach destinations far greater than first imagined (as long as were open).
Tell me a little more about your student. How old is he? What do you know about him? Siblings? Home life? With out knowing more, consistent firm boundaries with an open heart (and as little negative reactivity as possible) is a solid start. Stating what is acceptable and is not and sticking too it with kindness. Tough kids sometimes have a tough time separating themselves from their behavior. They assume if we do not accept the behavior, we do not accept them, its a fabulous self sabotaging technique and keeps them safely hidden behind it where no one can hurt them, cause its very likely, this kid has had his heart broken more than once. It can take many rounds of this, cause they will continue to act out, pushing away any kindness, but eventually, most kids come around. There are exceptions,, if there is a legitimate chemical imbalance or mental illness. If that is the case, hopefully this fellow will get the support he needs. This is all very general. If you know more about this young man, feel free to email or share. Happy to offer anything.
Home life: He's in 5th grade. He has a younger half sister at the school. Mom and dad aren't together. He lives with dad, and from what I've heard takes after dad. I've been led to believe his physical needs are met and he's somewhat spoiled.
DeleteSchool: I've never heard him say anything nice to anyone. He frequently receives referrals. One teacher told me he laughed the last time he got a minor. Other students complain about his bullying. He interrupts and yells out during instruction and it is usually just to argue or say something snarky. He is very intelligent and talented at everything he does and he knows it. He's a talented artist (I've even told him this), but he does the bare minimum and when I try to persuade him to add more and reach his full potential he will say, "but I've done everything we were expected to do." He says he doesn't want to do more. Also, he does not raise his until I've ignored his attempts to yell out my name instead.
Katie your student from hell, how old? Have you tried sitting down and talking to him causally? about anything what he likes to do at home, who his friends are, what he wants to be when he grows up. If you can try to eat lunch with him. Maybe ask him to be your helper.
ReplyDeleteI have several students from hell, my older ones I try to go out of my way to talk to them and let them know I see them as people. My #1 student from hell has high functioning Autism and is a great kid when we are in the middle of a project, but HATES change. when we start anything new he freaks out and "this is stupid, your stupid, art is dumb..." I still haven't figure out how to handle him I usually have to send him out for the first day of something new.
He is in 5th grade. He came in one time to show me a tool they can use in chrome books and he did seem to be a little less troublesome the next class. I don't think he'd want to give up lunch with his peers. It wouldn't be "cool", but I think you're right. I need to try to relate to him more outside of school. Thank you.
DeleteAs for your student, I have a kid with autism with similar problems. He has trouble thinking about new projects. I talked to our councilor about it, and she now "front loads" him. When we start a new lesson, she talks to him that morning and explains the lesson and works with him through his thought process. This has shown improvement. Does he work with any special teachers that would be willing to do this for you? Also, I've noticed that he dislikes getting his hands messy. When we use glue, I give him a paintbrush. Talk to specialized teachers about how you should differentiate for this student to help him become more comfortable. I think their anger is their defense.