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-3rd with one
teacher, followed by 4th-6th 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-3rd, 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-3rd or switching to 4th-6th. 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-6th 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-6th
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-6th
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- 12th 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.
