Overall

Overall this quarter I have worked more in depth with mathematics than ever before.  In hindsight, I cannot believe it has only been a couple months.  This experience would have been valuable starting in September.  It is if we have only scratched the surface of teaching children math. 
In conjunction with the third grade class I student teach in, the quick images activity was very useful.  I taught it alongside my first math lesson, which was also their first day of multiplication.  The flexibility of this activity is truly amazing.  Additionally the talk moves we learned this quarter has completely revolutionized my teaching.  I use them in every lesson I teach to deepen the responses I receive from my students.  My mentors have even noticed! 
I'm excited in the next two months, and my future profession, to continue to apply what I've learned.  I plan on using math in the TPA and I hope i'm able to adapt the curriculum handed to me to meet the needs of my students. 

Mathematical Interviews

At the end of our quarter, we spent time interviewing students about how they saw themselves as mathematicians.  Initially the two children I asked told me that in order to be good at math, you must be quick and get the right answer.  Honestly, their answers didn't surprise me.  I probably would have answered the same way in elementary or even high school.  We discussed earlier this quarter that students do not view themselves as being "good" at math unless they are fast, but I had never asked a student directly.
During the interview I explained to them that I had a list of different ways of being smart at math.  Each person has their own strengths, and something they are working on.  Being smart doesn't always mean you get the right answer, but how you use your smarts to try to solve a problem or work with others.  Both of my students were shy.  I got them to talk more and help me find examples for each point on the list.  At the end the girl wrote four or five things at the bottom she wanted to improve.  The boy didn't want to change anything.  I asked if he could think of a smart that wasn't on the list.  When he said no, we discussed strategies he used to solving a division problem his teacher left on the board.  I asked him if using multiple strategies to solve a problem would be a math smart?  Both students agreed.
Ultimately, my students were quiet but I think we had a great conversation about math.  Even if this discussion doesn't change their mind, it opens them up to the possibilities of other ways to be smart.  Math was difficult for me, so I can understand how it may be difficult to view "math smarts" in other ways.
It was a great end to our time at Woodmoor! I cannot believe there is only one more week.

Choral Count on Valentine's Day

This week I facilitated another choral count, this time counting by 6's.  For the first time I felt prepared to use all of my talk moves (revoicing, reasoning, restating, adding-on, and wait time).  I have been practicing them in each lesson I teach in my main placement to great success.  When students know you expect more from them than the "right answer", they rise to the challenge and explain their thinking. 
During this choral count, there were five students.  Three boys nearest to the white board participated with a lot of energy and input.  The two girls in the back seemed distracted near the end.  This could have been because it was hard for them to hear or because the boys occasionally spoke over them. The choral count also went on too long.  Our group discussed later that it would have been more productive to switch numbers and find new patterns. 
During the choral count we listed numbers by 6's horizontally to 30 before starting a new row.  Once we counted to 54, I asked the students to find patterns.  They caught on to the ones place staying the same, while the tens place adding three (when looking vertically).  This allowed for a long discussion on predictions for future numbers.  We then continued to count to see if our patterns continued.  Throughout the process we asked students to revoice each other's explanations, explain how they found their patterns, and apply each other's patterns to other parts of the problem.  Once my group  member noticed the girls we not participating, I made a greater effort to involve them. 

Choral Count

During our 3rd grade choral count, another student teacher and myself choose to vertically write multiples of 4, as students counted aloud. We first stopped at 28, because "ethan" noticed that we were adding by 2 each time in the tens place.  As we continued to count on, he also made a connection that the ones place repeated the digits: 4,8,2,6,0.  "Sara" say that after every three "count-bys" you added 12 overall.  This concept was difficult for her table group to understand.  When moving left to right on the table, "Sara" also noticed you add 2 to the tens column.

In a larger group, I think there may be more opportunity for a variety of patterns, explanations, and conversation to emerge.  The entire process is student generated.  In our small group we had a lot of great ideas, but it was difficult for students who didn't understand to revoice.  The value of a large group is that multiple people can revoice or explain an "abstract" idea in a way that a teacher or one peer cannot.  Students also take ownership of their learning when they explain their answer and justify their reasoning. 

      -------------------------------->
           Add two to the tens column

4	24	44	64	84
8	28	48	68	88
12	32	52	72	92
16	36	56	76	96
20	40	60	80	100

Classroom Differences

Classroom Set-up
Aside from my third grade placement, I observed two teachers at Medina this week.  Each classroom had a different routine for starting their day, and a creative means of using their classroom space to reflect and enhance student learning.  In the fifth grade classroom I observed, I noticed student artwork in several places.  There was also a literacy wall, science wall, and a math wall with equations they had been learning.  A standing white board in the front listed the schedule, and included a space at the bottom for students to sign up in advance for show and tell.  In the fourth grade classroom, there were literacy vocabulary cards and concept posters covering all the walls.  In the back of the room are large posters with questions paper clipped to the top and boxes drawn in below for students to attach a post it corresponding to their student number.  The literacy posters ask students to practice making predictions, address cause and effect, make inferences, connect the text to themselves, and ask questions.  This teacher has an especially large attachment to literacy because she piloted the Journeys reading curriculum for the district last year.  In the third grade there is a nice balance of science, literacy, and math on the walls.  Some posters are left blank, and there is some student work from earlier in the year. There were several table groups in each of the classrooms I visited as well as a space on the floor in the front of the room for lessons.  Recently the third grade classroom I work in has changed to table groups of 2, in rows facing the front.

Morning Routine
Morning routines were also completely different in each classroom.  For example, I observed a fifth grade teacher who expected her children to enter the classroom at 8:05, look at the smartboard for instructions, and begin morning work without directions.  At 8:15 she went over the schedule, and began a morning meeting.  Overall students are given a lot more work at this age.  For example, the teacher interrupted morning work to remind students about two independent science articles they were responsible to read at home in preparation for a lesson.  The fourth grade classroom read their schedule off the board and then attended a specialist.  In the third grade classroom where I am an intern, the morning looks different.  Children at this age need more direction, even though they have had a similar routine all year.  In the 3rd grade, students are not let into the classroom until 8:05.  Upon entering they will sometimes find directions on the board, and they are otherwise expected to silent read or work on "to-do" work until 8:15.  The teacher does not go over the schedule, although the kids usually take notice and make comments individually.  We also do not conduct morning meetings regularly. 


Morning Meetings
The fifth grade teacher I observed used The Morning Meeting Book to start her lesson.  Students sat on the floor in a large circle, and each said hello to one another according to the piece of paper and name they received.  After introductions, they discussed nuts and bolts followed by show and tell.  One student gives the class three clues, and the class asks that student questions to guess what they are sharing about.  I have not observed my MT do a class meeting in the same way, but I have implemented a couple of steps to respect lessons using greetings from this book.  I similarly did not observe the 4th grade teacher run a morning meeting, however they were a regular part of the second grade schedule during my dyad.  Second graders shook hands in a chain around the circle, sang songs, talked about news, and played a game.  I'm hoping to incorporate classroom meetings in my future classroom to build a sense of community and respect.

Quick Images and Interviews

This quarter we've had the opportunity to work closely with students and practice elicit their thinking in new ways.  I have found that in my main placement that structure my lessons around repeating, adding-on, and re-voicing, ect... in the lessons I teach.  During our first quick image teaching experience, the questions didn't come naturally to me.  I still find that I forget wait time, and to ask students to connect two ideas (reasoning).
During the math interview with one student, I think I was too eager to use my questioning techniques.  There is definitely a time and a place.  For example, my student was making some great connections without me interjecting to ask how she could expand on her ideas.  Additionally during the math cohort meeting, several teachers made the same remark.  You won't necessarily use each of the five questioning techniques each lesson, or your kids will get bored.  With that said, i'm coming to realize which times are appropriate to ask which questions when I teach.  It's very useful!
Last week I introduced weight and mass.  A student told me that you'd weight 50lbs more if you were on Jupiter.  I asked him why, and once he introduced gravitational force for me, I asked him if I could add on to his idea by comparing the moon and the earth.  Our class had an unanticipated and exciting discussion about weight versus mass in the universe.  At the end, I asked someone to revoice (retell) what he had said about Jupiter versus the moon.  It was SO cool!

Constructive Feedback

On the 26th of January I taught a science lesson on making comparisons of measurements with my class of third graders.  I spent a lot of time preparing for the lesson with my master teacher, and it ended up being the best lesson i've taught.  I planned for the kids to continue our investigation from the previous day on arm span, compare class data, make frequency tables, and draw conclusions about the investigation's original question.  I was integrating Math Expressions, and the FOSS kit.  In addition to the objectives of the lesson, my goal was to pace my time well and utilize my master teacher during the lesson.  My field instructor felt I met both my goals.  I appreciated her feedback that I use a "firm but kind voice" with my students when asking for their attention.  This is something I strive for, and I have been using the past week as well.  Yesterday, I was so impressed with their attention and response, I awarded the class ten "free time" minutes. 
I appreciated my field instructor's feedback on assessment, and knowing how each student learned the material.  Lessons go by quickly, and walking by each table group doesn't give you the whole picture.  I collected group work, asked questions during the whole group lesson and collected conclusions.  One suggestion she gave another student teacher was to write notes on index cards as you walk around which note your observations of student thinking.  I'd like to try this!

The only way you’re going to know…is if you ask…

Earlier this quarter I posed a question for myself on how I would “work the gap” between what I currently knew about teaching children and what I hoped to learn this quarter.  I wrote:

·         “How can I take the first step toward assessing student understanding of a lesson and accommodating for individual learning levels? How do I know where a child has learned something?”

Throughout the quarter I have posted stories about assessment and teaching strategies in my second grade dyad classroom.  I have learned several skills, especially in the area of literacy, which I can now use to assess student understanding of a concept or a lesson.  On October 8^th I wrote: “Knowing what questions to ask to illicit comprehension of vocabulary and storyline has given me some great tricks to keep in my back pocket.”  Second graders are learning about accuracy, fluency, comprehension, visualization, character change, and vocabulary when reading.  These lessons are applied to their writing as well.  When I work individually with students we often practice reading fluency in one of their personal books.  To assess their understanding of visualization, for example, I may ask:

·         When you were reading this did you get any pictures in your head?  Did those pictures help you to understand the story?

In a small group or large group, I have learned the value of “wait time” as well.  The second graders in this classroom are eager to share when a question is asked, but a raised hand does not imply a well thought out answer.  Allowing the class thirty seconds to think about their answer is helpful for the student and teacher assessment.  When teaching my read aloud lesson I did not provide enough wait time.  I also cut short the “turn and talk” partner conversations because I was eager to talk as a whole group.  In the future I can see that giving students a longer amount of time lets them think through their answers. 

When a student responds it is important to ask: “How do you know that?” or “Tell me more”.  This asks students to not only justify their answers, but allows the instructor to better understand student comprehension.  It is also clear to me that students have a language of their own, and they can explain concepts to each other sometimes better than an adult can.  Observing their partner work and asking questions can aid in assessment.  In my blog post on October 14^th I discuss my experience reading about the sun with two seven year old girls.  At several points during our lesson the girls, who had never heard about the water cycle, attempted to explain the rotation of the earth or the water cycle to each other.  Listening to their explanations and justifications provided me with enough information about their comprehension.  They were not always accurate in detail, so I would know to interject and illustrate the concept again.  However, there was value in the two girls using each other as a resource.  The teacher is not the only “giver of knowledge”!  Working in small groups, or individually, is furthermore an appropriate way to accommodate for different rates of learning and comprehension. 

My work in literacy with second graders this quarter has demonstrated that learning is not always best assessed by a paper test.  When working individually, in small groups, and whole group the instructor is better able to ask relevant questions and acquire a more meaningful assessment of learning.  Students also participate in running records, reader’s theater, and essay writing to demonstrate their growing literacy skills.  Combined with course work this quarter, I feel better prepared to assess student understanding in literacy as well as their learning in the classroom. 

Roll like Dough

This week our dyad went to the Children's Theater followed by a half day Thursday and parent conferences.  The field trip was wonderful! I have been on several field trips, but usually I am in the background.  Teachers have suggested to me that when organizing a field trip yourself, it is best to not give yourself a group in case your need to be somewhere in an emergency.  However this time I was given my own, and it was really fun.  When we were waiting for the play, one small girl in my group (who looks a lot like me when I was 8 years old) was beat box rapping.  "....Because you stink like garbage and you roll like dough!".  Across the theater, the other student teacher sat next to a student who gave her a thirty minute recap of a bugsy bunny cartoon.  When the play started he said: "Ok i'll pause, and i'll tell you the rest later- about 40 minutes are left".  During the play the villain cheated in a bad race, and the audience yelled: "Boo!"  A little girl turned to me and asked: "Why is everyone yelling and upset? He's the bad guy! Of course he is going to do that!" This is why I'm becoming a teacher.  Life is never boring around kids.  The job gets hard, but you will never be bored.

My dyad placement is a great school, and has convinced me that I want to teach second grade.  I'm excited to see my kids again at the main placement too! Both teams of teachers seem to have a steady stream of ideas bouncing around between them.  Yesterday I learned about glyphs.  At first they appear to be an art project, when in fact they are used for graphing.  For example the class may all cut out a turkey, however the colors of wings used signify different experiences.  Purple wings mean I have been to a thanksgiving parade in person, yellow means I've seen one on TV, and green means I have never seen one.  There are many parts of the turkey (glyph) to graph as a class once everyone's project is done.  Such a wonderful idea!

Glyphs by Susan R. O'Connell

Honoring Veteran's Day

Peter Loos 

My Maternal Grandfather- Served WWII on the U.S.S Taney

Yesterday my dyad placement celebrated Veteran's day in the classroom and in a school wide assembly.  This day is especially significant to me because both my grandfathers were WWII veterans, I have several family members who were in the military over the years, and my boyfriend is a Iraq veteran.  I'm proud of their service, and in my own classroom i'll have the opportunity to share about their lives as well as the vets from the families of my students
The second grade classroom I was in chose to highlight a paragraph on Veteran's day for their classroom activity.  Honestly, after the first sentence, it had little to do with the men and women who serve our country.  I've been therefore thinking of other ways to meaningful incorporate lessons on Veteran's day into my future classroom.  For example, a reading on the American flag, when veteran's day began, how veteran's serve our country, and a class discussion of who we know who are veteran's.  Skype would be a powerful tool to bridge the generations.  For Veterans too old to visit our classroom, I feel kids would be excited to talk with them via a computer.  It's also important to represent veteran's in service today as much as veteran's from the past.  Essentially reading, writing, and social studies would be easily incorporated when studying this holiday.
The assembly went well, although it was too long for the second grade to sit still.  I had to opportunity to practice monitoring the class by myself, which I really appreciated.  The school showed videos of veterans, and the drama club performed a skit on POWS.  At the end Veterans were brought to the front and introduced.  It would have been great to shorten the assembly and invite our guests of honor into the classrooms!

The Highlight of My Week

Running Records

Some how the work we have accomplished in 409 keeps connecting to my dyad! For example, I mentioned in class last week that my dyad teacher was teaching VC, CVC, CV patterns to her students. This was especially helpful to me, of course, since I have never learned phonics. Now this week I was excited to observe my teacher using running records to assess student reading levels. The Benchmark literacy program provides running record assessments according to reading level. The teacher times the student as they read, and then follows along on a separate page marking errors, repeats and self corrections. After a few pages the student finishes the book silently. Then the teacher reads from preselected questions to prompt the student for comprehension: "Within the Text", "Beyond the Text", and "About the Text". Overall accuracy, self corrections, fluency, reading rate, and comprehension are taken into consideration before a child is "moved up" to a new level reader. A second student was assessed on Thursday and I was able to follow along. It was difficult to keep up and remember all the symbols! Overall I find the assessment more helpful than the DIBELS assessment I completed in my main placement. There appears to be more information specific to their attributes as a reader in this assessment.

Success!

On Wednesday I completed my read aloud to the second graders, and it was wonderful. I've read aloud to classrooms before in both 4th and 3rd grade, but never in conjunction with a lesson plan. I decided to put post its on the book just as our instructor modeled, which was very helpful in keeping my students on target with my objectives. Practicing also helped, although it felt silly talking to myself. The clear learning targets kept my students engaged because they had purpose in listening. I read with a lot of animation and I loved seeing their faces as I showed them each picture. My dyad teacher believed them to be engaged not only because most of the class was listening quietly during the story, or volunteering an answer during discussion, but simply from body language. One little boy had a scowl on his face and leaned forward when I described Lilly calling her brother names. I had not anticipated the level of excitement in the classroom during my lesson. Nearly the entire class raised their hand at each opportunity to join in our conversation about character traits and change. When we transitioned to the next part of the story, I asked students who did not get called on to “hold on to their ideas”. A chorus of “aw” signaled disappointment that they didn’t get to share. Honestly I was impressed and proud of their engagement for thirty minutes. That is a long time for second grader to sit and they had already been sitting in a previous lesson that morning. I was able to hold their attention, stay on topic, and facilitate a group discussion without chaos. It was a very meaningful experience. Sometimes a student would take me off guard by claiming that Lilly’s parents don’t understand her. This is not blatant in the text; however I can see where the student would make this interpretation. I asked the class to think about this comment and see if they agreed. Ironically her comment reminded to give the class wait time! After all I needed some wait time to think this over too! This is an important concept my dyad teacher explained in order to get them thinking fully about the question. Essentially I know not to call on the first students who raise their hands. Second graders are eager to volunteer, even if they haven’t thought about the answer. After the read aloud my dyad teacher also suggested giving them more time to talk in pairs during “turn and talk”. It is a fine line between giving them talk time, and letting them procrastinate. I can see now that I was cutting it too short. In the end I was able to improvise a new ending to my lesson in order to wrap up the lesson targets and better summarize the experience. I cannot wait to get in front of the class again!

Can I also add that these "compliment" pumpkins made my week: (especially the reference to my small group lesson on space)

Lesson Planning

I think this week has been a turning point in teacher preparation. Although our assignments are still, more or less, removed from the classroom we are working in, I am acquiring more experience in flushing out objectives, lesson plans, and assessments. Today alone I worked all day to complete the math lesson plan, my read aloud lesson plan, and the follow up literacy lesson plan for my kindergarten buddy. The repetitive work developing lesson plans through all three assignments has given me a bigger picture of teaching. I've discussed with my dyad teacher that sticking to a lesson plan can only benefit the learning of your students. You will be more focused and so will they. I am excited to present my read aloud lesson on "Julius the Baby of the World" by Kevin Henkes, next week. I've done read alouds before at my main placement, but without purpose. This time I am tying my objectives on character development into the Benchmark Literacy lessons my teacher has already established. My teacher showed me a selection of books, and honestly it was an easy choice. Henkes is a great author, and this book is special to me. I hope the kids enjoy it!

Website for Kevin Henkes Image

Math Confusion

After writing my lesson plan on long division for math, I thought I would locate a funny video to show my hypothetical fifth grade class.  I came across this gem by mistake.  Now I know how easily kids get confused!

New Experiences Every Week

10/14/2011

New experiences every week

This week I enjoyed working individually with students on literacy skills, in particular.  The two girls I worked with were so excited; they literally were jumping out of their chair.  I was handed a non-fiction book titled The Sun, and taught them using a lesson plan produced specifically for the book.  I have no prior experience using a script.  It was odd asking them questions from a paper, and soon adapted them to the questions they were asking me.

The students first looked through the book at the pictures and made predictions about what the text would talk about.  I then showed them the title, the authors, and the table of contents.  We discussed each one, and then I asked them to take turns reading aloud.  They were both very excited to read aloud.  The objective was to practice reading fluency and comprehension.  We soon started to examine “abstract” ideas from the book such as: the tilt of the earth, whether the sun moves in a circle, the importance of the sun, the water cycle, plants, and seasons.  One girl knew about the water cycle and attempted to explain it to the other.  I encouraged her to teach her peer; however, when it didn’t work I grabbed a white board and drew pictures.  Science and astronomy are exciting to me, it was a wonderful feeling explaining such a complicated process as the water cycle to a seven year old.  As we read, I also tried to ask comprehension questions from previous pages which connected each of the mini-chapters. 

I’ve been volunteering in elementary schools since 2008.  Teaching one-on-one in depth was new for me, I was happy for the responsibility.  The following day we reviewed what we learned and reread the book.  Both students begged me to read another book with them.  I was very excited by their enthusiasm!  I find working one on one with students is warming them up to me as a teacher; after all I’ve only been there four days!

Another couple of new experiences I had this week involved one student cheating, and another challenging me.  When the student challenged me during class, I was following up on a direction the teacher made during student presentations.  Ultimately in the end I stood my ground and explained the appropriate way to speak to teachers in the future.  I spoke with the teacher afterwards who claimed I was right to stand my ground, otherwise he would be challenging me the rest of the seven weeks I am there.  The student had had a bad day, the following day was back to normal between us.

The student who cheated was a new experience as well.  I honestly had not expected to see it as this grade level and he was mortified to be caught.  The teacher met with him, and told him why he should not cheat.  He claims he won’t try it again, so the teacher stated she would not involve parents this time.  It comes down to knowing your kids.  Everyone needs a second chance!

Below is the behavior chart used in the classroom.  Clothespins with the children’s name on it move up and down throughout the day depending on behavior.  It should be vertical, I don't know what is wrong.

Working the Gap Question

How can I take the first step toward assessing student understanding of a lesson and accomodating for individual learning levels? How do I know where a child has learned something?

Beginning of Quarter- Video Reactions

10/8/2011

Video Reactions

Web 2.0 The Machine is Us/Using Us was quick paced; the video literally was hard for me to keep up with! While I don’t understand the underpinnings of technology or website creation, I am comfortable with the internet.  The pace of the video provided a little discomfort.  There is more out there than I realize.  Who is looking at my information on the internet?

The internet is a creation all users need to take responsibility for.  As a shared space, we are responsible for the information we share.  The video did not introduced a new concept, per say, but presented it in a new artistic way.  I’m left thinking: “What was the motivation of the author?”

The second video Ted ideas worth spreading, children are working together in learning groups via technology.  In rural areas of India, children have access to the internet for the first time through Sugata Mitra’s work and teaching each other how to use it.  Mitra’s discussed students learning to change their accent and translate languages in order to teach themselves.  The learning which occurred in groups was important to their retention.  We have similarly discussed this concept in our cohort’s math class.  I was impressed by all the different pathways to learning that do not involve a formal learning system.  “Granny cloud” skyping, S.O.L.E.s, google translator, and sharing computers while working in groups were all new examples of utilizing technology.  The questions becomes: “Do these pathways remove the teacher, or does he/she have value?”  Mitra seemed to imply that assessment presented similar results between self taught and formally taught students.  However, I do not think this exempts the important role of a teacher.  Essentially the lack of teachers in areas where they are most needed fueled this research.  Our focus now should be on the power of learning in groups and with technology.

Literacy and Telling Time

10/8/2011

Hi Blogging Circle!

I’m excited for a new quarter, and a new school placement.  I was sad to see my third graders go so soon, but my dyad teacher has made me feel right at home.  Although I have only been in my new placement two days, I can already anticipate the immense growth I will make in teaching literacy in the next seven weeks.  Northshore uses Benchmark literacy, versus Journeys curriculum in Bellevue.  Both are foreign to me, and it’s interesting to compare the similarities and differences. 

I have worked one on one with several kids listening for fluency, asking questions for comprehension, and reading aloud to them a little.  I working with my first ELL student and really enjoyed his attitude and energy! I have no experience teaching phonics but my placement teacher gave me good feedback on how I sounded out words to him. 

I was not here in September when my dyad teacher assessed her student’s reading levels, however I’ve been working with each of them individually.  The real world experience has really been invaluable to me.  Knowing what questions to ask to illicit comprehension of vocabulary and storyline has given me some great tricks to keep in my back pocket.

I anticipate I’ll have several areas of growth in both placement, and continue to blog about what I learn.  I am getting lots of ideas for classroom set up.  For example, the photo below is a time telling strategy one of the Northshore teachers has in her room.  I have copies if anyone would like the original print to make your own!  

402 Term Paper- "Effective Elementary Education"

Effective Elementary Education

After studying numerous theories of teaching over the past five months, it is apparent that developing the ideal school in which to optimize student learning is no easy task.  Although I am limited by my lack of personal experience in teaching children, I have started to develop a foundation for what I value in teaching.  Ideally I want each child to understand the connection between what they are learning, and their future options for colleges as well as careers.  In order to achieve this goal, teachers, parents, and students need to be held accountable for creating a school community of support and caring.  Support for my school ideals this quarter has come from readings by Jerome Bruner, Steven A. Stahl, Leslie R. Herrenkohl, and George W. Noblit.  My definition of the ideal elementary school will promote a school-wide theme of building academic mastery toward college and career goals, teach math and science curriculum hands-on rigorously both in the classroom and alongside numerous afterschool programs, as well as develop a curriculum to support classroom community building as well as academic mastery.

Academic mastery refers to setting quarterly individual academic goals in each subject and meeting them.  On a wider scale, the students know they have achieved mastery when they graduate high school.  In order to promote a school-wide theme of: “Building Mastery Toward Our Futures”, I intend for every classroom to display banners from different types of Universities, Community and Technical Colleges, and trade schools.  All teachers will also be asked to place photos of their students next to their future high school graduation year.  Harlem Success Academy Charter School similarly displays college graduation years for their students: “How do we teach kindergartners to set college as a goal for themselves? We begin by referring to their class by the year they will graduate from college.” (“Harlem Success Academy,” 2011).  These visual reminders serve to hold the student accountable for a future goal of high school and college graduation.  In my ideal school, as their years in elementary school near the end, a sixth grade graduation ceremony will additionally remind them of this ultimate goal.  Field trips to nearby colleges will take place, as well as a required sixth grade Saturday class which introduces the college application process and scholarship possibilities.  By high school, students will have a better idea of their academic strengths and career prospects.  Ideally class size will be limited to twenty students and divided into blocks of K-3^rd with one teacher, followed by 4^th-6^th with another.  However students will stay together within one class from Kindergarten through sixth grade, despite the change in instructor part way through.  I believe the benefit of blocking their time with one teacher for several years provides a stronger sense of growth, academic mastery and community in the classroom.  Short term academic goal setting within the time frame of K-3^rd, for example, will take place with one teacher.  A “spiral curriculum” of all subjects will aid in academic mastery goal setting as well.  Students in need of a challenge are similarly not confined to the curriculum of one grade level since their teacher will be prepared with material from multiple grades.  Finally parents will be encouraged to submit a teacher choice for children entering K-3^rd or switching to 4^th-6^th.  By giving parents a voice and preference, teachers will be motivated to maintain a standard of excellence in their teaching.

When setting up the attributes of my ideal classrooms in regards to academic mastery, it is important to take into consideration the expected relationships between teacher and student.  What does effective teaching looking like? How will it support my student’s academic mastery in all subjects? George W. Noblit’s article on Power and Caring describes a teacher named “Pam Knight” who embodies some qualities I will look for when hiring teachers for my elementary.  Pam uses her power as a teacher to establish routine, create a community of support, and to take responsibility for their education (Noblit, 27).  The benefit of Pam’s strong personality and ownership for her student’s education created a classroom community of caring and unity.  Students were “protected” within their bubble from the principal, parents, and other outsiders.  Her students were also encouraged to help one another reach the answer, complete classroom responsibilities, and never violate a classroom rule.  “Pam’s fundamental strategy with all the children…was to lead the children to the right answers, to smile and praise their efforts” (Nobit, 30).  I applaud Pam’s strong sense of self, her confidence in her students, and leadership in creating a classroom community (Noblit, 27).  I believe all three are essential elements when encouraging student academic mastery and goal setting.  As teachers, we establish the framework and viewpoint from which our students encounter learning.  Teachers should be strong leaders who use their power to excite passion for learning.  The drawback of Pam’s power, in my opinion, created a bubble of negativity directed towards the outside world.  My students will need access to parents, for example, for career guidance as well as community support.  I do not doubt that Pam’s intention was to create an environment of caring and learning.  My goal is to frame classrooms in a manner which encourage students to use their community resources in order to take control of their learning, discovery their strengths first hand, and take the next step toward academic mastery.

            In order to truly reach academic mastery, more emphasis in science and math needs to take place at the earliest opportunity.  Therefore my second aim for effective education at my elementary school will provide rigorous science and math education beginning in Kindergarten in addition to after school programs.   The secondary long term goal of exposing children to more science and math, in addition to mastery, would encourage more college graduates in both of these fields.  The Process of Education by Jerome Bruner speaks to the importance not only of teaching more science and math, but encouraging professionals from the field to aid in developing curriculum.  Bruner states the “general objective of education” to be “schooling the better student but also helping each student achieve his optimum intellectual development” (Bruner, 9).  Effective education in my mind supports the academic talents of children in all subjects, especially math and science. 

It is plain that, in general, scientific and mathematical aptitudes can be discovered earlier than other intellectual talents.  Ideally schools should allow students to go ahead in different subjects as rapidly as they can (Bruner, 11).

Whereas I discuss the availability of other supplement school programs to support academic mastery of other subjects and skills later in my paper, I feel these two subjects need special attention.  A “spiral education” approach to all subjects will occur in my school, as previously mentioned.  However, math and science will be taught five days a week K-6^th grade.  Each grade level will offer an optional quarterly math or science class after school by teachers at the school, parents within the field, or other professionals. I plan on setting up a mentoring system between my school and the local university as a basis for training my teachers better in science and/or math.  Possible science topics offered after school include geology, biology, physics, chemistry, anatomy, and astronomy.  Mathematics courses may be integrated into science or include geometry, algebra, probability, multiplication, and division.  Bruner states: …the foundations of any subject may be taught to anybody at any age in some form” (Bruner, 12).  Regardless of a student’s academic interest or aptitude in science, they will be required to participate in at least one afterschool science program during their K-6^th years at the elementary school.  Teachers additionally will be required to take yearly training in the after school subject(s) they intend to teach the coming year. 

            It is apparent that requiring rigorous science and math classes throughout the K-6^th elementary school years will not guarantee an overall increased interest or aptitude in the respective fields.  How can I help my students engage with the subject(s), increase excitement over discovery and learning, and motivate them to reach academic mastery? Bruner writes: “Mastery of the fundamental ideas of a field involves not only the grasping of general principles, but also the development of an attitude toward learning and inquiry…” (Bruner, 20).  To develop these attitudes, Bruner goes on to suggest students behave and “organize their learning” in the same manner as the professional they are emulating (Bruner, 20).  In short, to be a scientist you must act like a scientist.  The key to effective education and engagement with a subject is for each student to be encouraged to adopt the attitudes from the field as well as have access to hands-on learning.  An article by Amber M. Bigler and Nikki L. Hanegan titled Student Content Knowledge Increases After Participation in a Hands-on Biotechnology Intervention discusses the benefit of hands-on learning.  In short, the classroom which provided hands-on instruction on biotechnology increased engagement, motivation and confidence in students.  “When students are able to see what they are learning about and really interact with the subject matter, the material becomes less abstract and students will begin to ask more open ended questions allowing for deeper understanding” (Bigler, 248).  Bigler similarly spoke to the benefit of hands-on instruction as a basis for preparing students with skills for the field (Bigler, 248).  Science “came alive” for the students; one student asked that future hands-on lessons provide him with the tools and allow him to discover the answers himself (Bigler, 252).  Given this evidence, I would like to adapt my after school science and math programs so that they offer both hands-on learning opportunities and field trips to professional research centers.  By providing a global understanding and awareness of where their academic mastery can lead them, I hope students will take seriously their future learning and career goals. The topic of hands-on instruction will not be limited to science and math.  I believe effective education provides an in-depth engagement with each subject, and therefore I will be providing a variety of after school academic classes for students to choose from.  Every quarter, students will be required to take a half hour after school class at my elementary school.  I feel a combination of both extending the school day while giving students a choice in their learning will encourage academic mastery and the foundations for developing specified skills.  Additionally each class offered will be integrated.  For example, students interested in learning to cook will also learn the mathematics and chemistry involved when cooking.  A variety of subject offer, for example, in Shakespeare, gardening, karate, flight, computer sciences, veterinary care, marine biology, language, and body conditioning will hopefully capture each student’s interest.  Quarterly assemblies will showcase student learning and encourage participation for the following quarter.

            A final aim of effective education at my ideal school is to take curriculum development to the next level.  I want to create a safe classroom community that frames their academic mastery around the external community.  During the school year parents and teachers will work in partnerships to develop a curriculum around each parent’s career.  Rather than setting aside a ‘professional day’ for all parents, each parent will be incorporated throughout the year’s lessons.  Their experiences, choices, and education which led them to their current career will be shared alongside a hands-on demonstration of one of their tasks.  The purpose of this activity is not to persuade students necessarily to follow a certain career path, but to be aware of their options.  School is preparing them to become a member of society, and they have the ability to choose their life’s course.  Ideally students will also be given the opportunity to co-develop lesson plans with their instructor.  Before school once a week, students will be encouraged to present any ideas, including lessons from their afterschool programs, which may work in conjunction with their teacher’s prepared lesson.  The advantage of fielding new ideas encourages teacher creativity, student confidence, and classroom community.  The lessons then become more relevant to the student’s lives as well.  In Because We Can Change the World Mara Sapon-Shevin writes:

Community is important not just as a place where we feel connected and supported, but as a solid base from which we move out into the world.  Being a member of a community can help us to understand that together we are better, together we are stronger (Sapon-Shevin, 17)

Sapon-Shevin’s book additionally provides a variety of games, songs, books, and activities to support the building community within a classroom, and therefore demonstrate the importance of being a: “…productive member of other communities” (Sapon-Shevin, 17).  By valuing communication, equal participation, and shared goals students learn to respect one another and their individualized goals for academic mastery.  For example, in my school the teacher will have the power of the classroom, but encourages student participation in curriculum planning as part of community building.  The benefit of a strong classroom community will serve to combat any competitive feelings in academic mastery goal setting.  It will become important to maintain a sense of community by discussing with students that everyone learns at different rates.  Additionally the afterschool programs will provide avenues for students to discover their own niche and passion for learning.  Differences need to be celebrated and respected for effective learning to take place.    

            In order to encourage equal participation and respect in their classroom community, teachers will assign roles in group work.  In The Emergent Nation of Student Role-Taking Leslie Rupert Herrenkohl writes: “In using these roles, students had to learn to be gracious in accepting constructive criticism and present questions and deliver critiques in a manner that supported rather than attacked other students” (Herrenkohl, 4).  Student roles, used in a science lesson during this research, additionally supported student’s thinking as scientists.  As a class, students interact with their peers respectfully while asking questions to deepen each other’s thinking.  Herrenkohl offers the example of “Rich” who is labeled a class clown; however in the context of the lesson his role of the “challenger” during class discussion is respected.  “In some cases he was no less annoying to students because of his mode of engagement but the responses he received valued and clearly responded to the perspective he offered” (Herrenkohl, 8).  It is important for effective education that students not be confined to their role, but encouraged to eventually develop their own voice in the classroom.  In my ideal school, each class will contain the same class of students for seven years.  Beginning in Kindergarten, students will become accustomed to building community and equality.  Year after year, community building “maintenance” will take place by each teacher to maintain a sense of togetherness.  Students may then take these lifeskills of respect and effective communication with them to afterschool programs, middle school, and beyond.

            The values I hold in developing a school’s ‘effective education’ are rooted in my volunteering experience, personal K- 12^th experience, values adopted from the teaching program, and the documentaries I have seen on charter schools.  It is evident that my impressions of what an ideal school looks like will undoubtedly change as I enter student teaching, and take control of my own classroom.  I appreciate the opportunity to reflect upon the expectations I hold for myself and future students, as well as the ultimate goals schooling should present for the next generation.  The benefit of encouraging academic mastery, increasing proficiency in science and math, as well as to developing curriculum with community building goals is to reduce surprise and confusion in high school graduates deciding on a college.  Beginning at an early age, students will have a clear picture of their strengths, and what subjects they will set learning mastery goals in.  My ideal school will encourage learning confidence to carry them through future decisions such as college, career and beyond.

References

Bigler, A.M. & Hanegan, N.L. (2010). Student content knowledge increases after participation in a hands-on biotechnology intervention. Springer Science+Business Media, pp. 246-257.

Bruner, J. (1960/1977). The Process of Education. Cambridge, MA: Harvard University Press.

Herrenkohl, L. R. (2001). The emergent nature of student role taking. Paper presented for the National Academy of Education.

Noblit, G.W. (1993). Power and caring. American Educational Research Journal, 30(1), 23-38.

Sapon-Shevin, M. (1999).  Because We Can Change the World.  Boston: Allyn and Bacon.

School Culture (2011).  Harlem Success Academy.  Retrieved from:  http://www.harlemsuccess.org/about/school-culture