Tuesday, November 13, 2012
Gotta Love Culture Today
We're studying Robert Sternberg in my teaching practicum courses, and we've been studying him for the past two/three weeks now (he's pretty big in differentiation which is a pretty big part of teaching today). But each time, without fail, whenever my professor mentions his name the first thing in my head is:
Tuesday, November 6, 2012
Everything Went Better Than Expected!
Barack Obama got reelected and beat Mitt Romney for president!
Glenda Ritz beat Tony Bennett for the Indiana State Superintendent!
Joe Donnelley beat Richard Murdock in the Senate Race!
And Ball State won against Toledo football 34-27!
Everything went better than expected and I cannot stop smiling. Faith in humanity has been restored :)
Glenda Ritz beat Tony Bennett for the Indiana State Superintendent!
Joe Donnelley beat Richard Murdock in the Senate Race!
And Ball State won against Toledo football 34-27!
Everything went better than expected and I cannot stop smiling. Faith in humanity has been restored :)
Monday, November 5, 2012
Don't Read: Conceited Moments
I love that I have a passion for education. I know that's weird to say, but I truly enjoy being passionate about a field that is so diverse and so topical these days.
I have a professor who today told me "I love what you bring to the class; there are so many students who don't even think to ask questions like that or look at situations from that angle". We were talking about discipline in the classroom and how easy students these days have access to information literally at their fingertips without having to be near a computer.
I definitely have to say being in this participation/practicum phase of the education program has definitely opened my eyes to a lot of things that go on in the classroom. Earlier in the program I resented having to observe so much because it was so teacher-based. This semester, I observe the classrooms about once a week and participate/teach twice a week (I only go into the classrooms three times a week). The one thing I like about observing this time around is I can watch the students, and watching the students is definitely changing my outlook on discipline in the classroom and classroom management in general.
We have been listening to presentations in one of my courses where each student did a case study in a classroom that included three observations and an interview with a teacher. Each presentation I have seen I have had questions regarding discipline, classroom management, and administrative roles in the schools. I understand that there are so many outside factors that come into play with a teacher and his/her teaching styles, but some of them I just want to go up and ask "Why in the world did you decide to do that?"
Sometimes I can't believe how much I actually know about education. I was talking to a friend earlier about how people can be 20-some years old and still speak like "He don't know blah blah blah". I got all into language acquisition theory and how people learn when they're younger and I remember thinking "I seriously remember this stuff?"
I'm also reflecting on INTASC (Interstate New Teacher Assessment and Support Consortium) principles for my digital teaching portfolio review (click here for the link) and each principle has things that I actually remember learning in my content classrooms and I'm like "WHY do I remember these things? I mean, I'm glad I do, but I don't remember specifically trying to remember these concepts."
Crazy right? I mean, I shouldn't be complaining or anything, and retaining this information has been more than helpful with not only my education program but also conversations with teaching professionals, administrators, and proving points in discussions with friends.
Good golly is Ball State onto something? Are they preaching conceptual understanding and actually successful at it? Because I swear I'm not consciously trying to retain half the information I'm able to produce, yet here it is!
Of course this makes me sound like a terrible person. I love teaching. I love learning about teaching. I suppose that's why I'm able to retain all this information; it's something I am passionate about and my brain realizes that I might like to use it later in life. I'm not becoming a teacher as a fall back job, or an alternative to putting myself out there in a different field; I've wanted to become a teacher for the past 12 years. For all intents and purposes, I could have come to college, started taking education classes, and hated them. But I didn't. And that's why I'm here today.
I think I'm cut out to become a teacher. I even think I'm cut out to become an administrator (although I'm not looking forward to being in school anymore haha). I honestly think I could become a principal that the school benefits from rather than one who is just a puppet for a higher up or has very little regard for the teachers and students. If nothing else, this undergraduate experience has shown me what I'm capable of without even trying to be.
This isn't just analyzing my thought process or conversations I've had with professors or teachers. This was reflected on an assignment I turned into my practicum teacher (by far my strictest grader this semester). It was an assignment over assessment and evaluation, and in complete all honesty it was an assignment that I through together very haphazardly, to the point where I probably couldn't recreate my process if I tried. Even reflecting on the assignment, I remember starting at a very awkward place and working in and out of that place, rather than beginning to end or even end to beginning. It was sort of working in the middle and going in both directions until I reached one end point.
With that being said, I got an A on the assignment, was in the highest category on the rubric, and was told that it was a "strong response to the assessment and evaluation assignment. It looks aligned in terms of difficulty and scope of what’s being measured."
...I'm sorry what? I mean, I'm not complaining but...are you sure?
I'm sure my mother is going to have a cow when she reads this. See, if I had put more time and effort into it, I could probably get a higher A or at least think that I deserved the grade that I got.
Or maybe this is my key actually. Looking back at the previous two stages of the education program, I had always gotten "basic" or "proficient" on my reflections, philosophy, and artifacts. Maybe being haphazard and letting my unconscious knowledge take over is what I need to finally reach the distinguished level. I mean, I'm only halfway done with my reflections, but they look a lot different than my first two sets, and those I made with the standards right in front of me. I've looked at the standard maybe once and have just been going with it.
I wonder if my mother will have a cow with that, too.
What was I talking about? I have no idea what this blog post is about. Sorry for the stream of consciousness!
But yeah...teaching...gotta love it. I do, at least! Oh and mom don't kill me :P
I have a professor who today told me "I love what you bring to the class; there are so many students who don't even think to ask questions like that or look at situations from that angle". We were talking about discipline in the classroom and how easy students these days have access to information literally at their fingertips without having to be near a computer.
I definitely have to say being in this participation/practicum phase of the education program has definitely opened my eyes to a lot of things that go on in the classroom. Earlier in the program I resented having to observe so much because it was so teacher-based. This semester, I observe the classrooms about once a week and participate/teach twice a week (I only go into the classrooms three times a week). The one thing I like about observing this time around is I can watch the students, and watching the students is definitely changing my outlook on discipline in the classroom and classroom management in general.
We have been listening to presentations in one of my courses where each student did a case study in a classroom that included three observations and an interview with a teacher. Each presentation I have seen I have had questions regarding discipline, classroom management, and administrative roles in the schools. I understand that there are so many outside factors that come into play with a teacher and his/her teaching styles, but some of them I just want to go up and ask "Why in the world did you decide to do that?"
Sometimes I can't believe how much I actually know about education. I was talking to a friend earlier about how people can be 20-some years old and still speak like "He don't know blah blah blah". I got all into language acquisition theory and how people learn when they're younger and I remember thinking "I seriously remember this stuff?"
I'm also reflecting on INTASC (Interstate New Teacher Assessment and Support Consortium) principles for my digital teaching portfolio review (click here for the link) and each principle has things that I actually remember learning in my content classrooms and I'm like "WHY do I remember these things? I mean, I'm glad I do, but I don't remember specifically trying to remember these concepts."
Crazy right? I mean, I shouldn't be complaining or anything, and retaining this information has been more than helpful with not only my education program but also conversations with teaching professionals, administrators, and proving points in discussions with friends.
Good golly is Ball State onto something? Are they preaching conceptual understanding and actually successful at it? Because I swear I'm not consciously trying to retain half the information I'm able to produce, yet here it is!
Of course this makes me sound like a terrible person. I love teaching. I love learning about teaching. I suppose that's why I'm able to retain all this information; it's something I am passionate about and my brain realizes that I might like to use it later in life. I'm not becoming a teacher as a fall back job, or an alternative to putting myself out there in a different field; I've wanted to become a teacher for the past 12 years. For all intents and purposes, I could have come to college, started taking education classes, and hated them. But I didn't. And that's why I'm here today.
I think I'm cut out to become a teacher. I even think I'm cut out to become an administrator (although I'm not looking forward to being in school anymore haha). I honestly think I could become a principal that the school benefits from rather than one who is just a puppet for a higher up or has very little regard for the teachers and students. If nothing else, this undergraduate experience has shown me what I'm capable of without even trying to be.
This isn't just analyzing my thought process or conversations I've had with professors or teachers. This was reflected on an assignment I turned into my practicum teacher (by far my strictest grader this semester). It was an assignment over assessment and evaluation, and in complete all honesty it was an assignment that I through together very haphazardly, to the point where I probably couldn't recreate my process if I tried. Even reflecting on the assignment, I remember starting at a very awkward place and working in and out of that place, rather than beginning to end or even end to beginning. It was sort of working in the middle and going in both directions until I reached one end point.
With that being said, I got an A on the assignment, was in the highest category on the rubric, and was told that it was a "strong response to the assessment and evaluation assignment. It looks aligned in terms of difficulty and scope of what’s being measured."
...I'm sorry what? I mean, I'm not complaining but...are you sure?
I'm sure my mother is going to have a cow when she reads this. See, if I had put more time and effort into it, I could probably get a higher A or at least think that I deserved the grade that I got.
Or maybe this is my key actually. Looking back at the previous two stages of the education program, I had always gotten "basic" or "proficient" on my reflections, philosophy, and artifacts. Maybe being haphazard and letting my unconscious knowledge take over is what I need to finally reach the distinguished level. I mean, I'm only halfway done with my reflections, but they look a lot different than my first two sets, and those I made with the standards right in front of me. I've looked at the standard maybe once and have just been going with it.
I wonder if my mother will have a cow with that, too.
What was I talking about? I have no idea what this blog post is about. Sorry for the stream of consciousness!
But yeah...teaching...gotta love it. I do, at least! Oh and mom don't kill me :P
Sunday, November 4, 2012
I Have to Say
I am friends with a lot of educators, education administrators, and preservice educators. These educators teach very different age groups, subject matters, standards, lessons, and of course, students. These educators have very differing opinions on the Teacher's Union, tenure, philosophies of teaching, "best" practices in the classroom, importance on physical education, political alliances, religious affiliations, and a number of other things.
What I'm trying to get across is that there is very little linking each and every one of educators together, besides the fact that they are educators.
With elections coming up in two days, I have seen one thing that does link these educators together: None of them support Dr. Tony Bennett in his reelection as the Indiana State Superintendent.
Which gets me thinking: The general public get to vote for the State Superintendent, but the vast majority of them are not affected by his term. Since that is the case, I feel it would make more sense to look at my local educators who WILL be DIRECTLY affected by the person in this position. This position is more than just Tony Bennett being a republican and Glenda Ritz being a democrat. Looking at this diverse pool of educators and not one support for the Republican candidate, even when some of them do not associate with the Democratic Party, I'm starting to wonder what kind of support Dr. Bennett does have to keep him in the running.
Of course, Dr. Bennett's support is almost 100% business and politics. Now, I understand why someone in this position would have to play nice with the business owner and politicians because this position is truly a liaison between them and the educators. But if your bridge is completely severed on one side, what hope do you have to be a successful liaison?
Yes, I'm an education major so I am more aware and opinionated than the average citizen. Yes, I am a democrat so I am more likely to have issues with the republican government that has controlled Indiana for the past several years. My point? IT'S NOT JUST ME WHO THINKS TONY BENNETT SHOULD BE OUT OF OFFICE. Get informed. Talk to a friend you have in the education system. Do your own research. Think about what kind of education you want your kids to get and see which candidate's platform aligns with that. DON'T JUST GO WITH WHAT PARTY YOU ASSOCIATE WITH.
And if you ask me and/or anyone else I know, you'll see that Glenda Ritz is the right candidate for this position.
I'm just hoping ignorance does not get the best of this race and our education system will have a chance to turn around again.
What I'm trying to get across is that there is very little linking each and every one of educators together, besides the fact that they are educators.
With elections coming up in two days, I have seen one thing that does link these educators together: None of them support Dr. Tony Bennett in his reelection as the Indiana State Superintendent.
Which gets me thinking: The general public get to vote for the State Superintendent, but the vast majority of them are not affected by his term. Since that is the case, I feel it would make more sense to look at my local educators who WILL be DIRECTLY affected by the person in this position. This position is more than just Tony Bennett being a republican and Glenda Ritz being a democrat. Looking at this diverse pool of educators and not one support for the Republican candidate, even when some of them do not associate with the Democratic Party, I'm starting to wonder what kind of support Dr. Bennett does have to keep him in the running.
Of course, Dr. Bennett's support is almost 100% business and politics. Now, I understand why someone in this position would have to play nice with the business owner and politicians because this position is truly a liaison between them and the educators. But if your bridge is completely severed on one side, what hope do you have to be a successful liaison?
Yes, I'm an education major so I am more aware and opinionated than the average citizen. Yes, I am a democrat so I am more likely to have issues with the republican government that has controlled Indiana for the past several years. My point? IT'S NOT JUST ME WHO THINKS TONY BENNETT SHOULD BE OUT OF OFFICE. Get informed. Talk to a friend you have in the education system. Do your own research. Think about what kind of education you want your kids to get and see which candidate's platform aligns with that. DON'T JUST GO WITH WHAT PARTY YOU ASSOCIATE WITH.
And if you ask me and/or anyone else I know, you'll see that Glenda Ritz is the right candidate for this position.
I'm just hoping ignorance does not get the best of this race and our education system will have a chance to turn around again.
Saturday, November 3, 2012
A Break from Politics,
But something that I find equally as annoying.
On Twitter the other day I posted a tweet about how embarrassed I was with myself for questioning my own usage of "then" vs "than". There are some times where I literally have to stop and think about which rule applies. Of course it is even more annoying when I read something and I can tell that someone has made the error, why is it so hard for me to not see it so obviously in myself?
One thing that I have always prided myself in is the ability to trust my ear when I'm not sure which form to use. I remember taking AP Literature my senior year of high school and being told that it's becoming harder and harder to do so because of the atrocious butchering of what most consider "standard" English. Even though I have taken a more descriptive approach at our grammar system, as a future educator I want to be able to model what kind of language I want to see from my students in the classroom.
I understand that I have studied more language than the average American ever will in his or her life, but I don't attribute my ability to remember which forms of "there/they're/their" to my extensive studies. My extensive studies have just provided me with an answer as to WHY I don't struggle making the distinction.
I pronounce each of the forms slightly different. In the case of "there/they're/their", it's a matter of how much of a diphthong I put on the vowel sounds. "There" has essentially no diphthong, "their" has more of one, and "they're" almost is like making the word two syllables with "they-re". It's these tiny distinctions that I am able to know which one I am wanting to use in my sentences.
With that being said, this explains why I struggle with my "then/than"s. When I say the sentence either in my head or out loud, I find I have the most trouble knowing which form to use when I can't distinguish what vowel sound I just made. They are starting to sound very similar in my head and to my ear, and it's messing with my written language.
And that pisses me off! haha
I know if I look at vowel sound shift, I can see that in today's accepted pronunciations, the two sounds are becoming more and more alike, and part of me wouldn't be surprised if in 50 years the two words become more or less synonymous. Which would be sad, but not too surprising. I also know that the -en and -an sounds in French are extremely similar, where they are often given the same symbol in IPA.
So I can rationalize why I do what I do, but it doesn't make me feel any better for doing it :P
On Twitter the other day I posted a tweet about how embarrassed I was with myself for questioning my own usage of "then" vs "than". There are some times where I literally have to stop and think about which rule applies. Of course it is even more annoying when I read something and I can tell that someone has made the error, why is it so hard for me to not see it so obviously in myself?
One thing that I have always prided myself in is the ability to trust my ear when I'm not sure which form to use. I remember taking AP Literature my senior year of high school and being told that it's becoming harder and harder to do so because of the atrocious butchering of what most consider "standard" English. Even though I have taken a more descriptive approach at our grammar system, as a future educator I want to be able to model what kind of language I want to see from my students in the classroom.
I understand that I have studied more language than the average American ever will in his or her life, but I don't attribute my ability to remember which forms of "there/they're/their" to my extensive studies. My extensive studies have just provided me with an answer as to WHY I don't struggle making the distinction.
I pronounce each of the forms slightly different. In the case of "there/they're/their", it's a matter of how much of a diphthong I put on the vowel sounds. "There" has essentially no diphthong, "their" has more of one, and "they're" almost is like making the word two syllables with "they-re". It's these tiny distinctions that I am able to know which one I am wanting to use in my sentences.
With that being said, this explains why I struggle with my "then/than"s. When I say the sentence either in my head or out loud, I find I have the most trouble knowing which form to use when I can't distinguish what vowel sound I just made. They are starting to sound very similar in my head and to my ear, and it's messing with my written language.
And that pisses me off! haha
I know if I look at vowel sound shift, I can see that in today's accepted pronunciations, the two sounds are becoming more and more alike, and part of me wouldn't be surprised if in 50 years the two words become more or less synonymous. Which would be sad, but not too surprising. I also know that the -en and -an sounds in French are extremely similar, where they are often given the same symbol in IPA.
So I can rationalize why I do what I do, but it doesn't make me feel any better for doing it :P
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