It is hard for some people to wrap their minds about Web 2.0. The idea of the ability to communicate and talk with people around the world seems to be so immense. Without seeing the people you are collaborating with on projects may be difficult. However, Eric Whitacre has made the ability to hear, see, and produce a collaborative product available to the world. Follow this site: http://www.youtube.com/watch?v=6WhWDCw3Mng, and one will find "Eric Whitacre's Virtual Choir 2.0, 'Sleep.' " Here, over 2000 people sent in their videos from 58 countries around the world.
This can be a great metaphor for teachers. We are the conductors of our students. Our students have the abilities to produce outstanding products, and can make harmony when shared with others around the world using the abilities of Web 2.0.
I will share this video with my future classes in order for them to actually see how people can collaborate around the world. I also believe this would be a great introduction piece for teachers to share with their students if they were about to endeavor with the virtual classrooms.
Tuesday, April 12, 2011
Saturday, April 9, 2011
Observing the Empowerment of Students
The other day when I was observing one of the classrooms for a practicum, the students were to use the computer to create PowerPoint presentations. Because I recently had just created my first PowerPoint, I wanted to observe closely their techniques. I was amazed!
First, I must preface that the students in this class are considered to be challenged and have low performance levels. Some of the students are repeating the 7th grade, have 504's, and behavioral problems. If I did not know these diagnoses, I would have thought this particular class would have been considered normal to high achievers this particular day.
When the students were asked to retrieve their computers, they did so mannerly. The students pulled out their personal data keys and plugged them into the computers. There was silence and ALL students were on task. When a student had a problem, they asked their fellow classmates to help them. There was no protest about helping each other. Their was empowerment and self confidence with every student.
Watching these students who are considered to be low achievers manipulate the keyboards and mouse pads was amazing. Their little fingers quickly went through different windows as they explained what they were doing to help out their peers. When class was over, they saved their added work, safely put away their computers, and were EXCITED about the work they had completed. THAT is why I want to be a teacher!
First, I must preface that the students in this class are considered to be challenged and have low performance levels. Some of the students are repeating the 7th grade, have 504's, and behavioral problems. If I did not know these diagnoses, I would have thought this particular class would have been considered normal to high achievers this particular day.
When the students were asked to retrieve their computers, they did so mannerly. The students pulled out their personal data keys and plugged them into the computers. There was silence and ALL students were on task. When a student had a problem, they asked their fellow classmates to help them. There was no protest about helping each other. Their was empowerment and self confidence with every student.
Watching these students who are considered to be low achievers manipulate the keyboards and mouse pads was amazing. Their little fingers quickly went through different windows as they explained what they were doing to help out their peers. When class was over, they saved their added work, safely put away their computers, and were EXCITED about the work they had completed. THAT is why I want to be a teacher!
Why I Want to be a Teacher
I have a great interest in becoming a teacher because I want to provide a safe environment for students to feel free to explore and expand on their current knowledge of the dynamic world of which they are a part. I have the capability to offer students the tools to manage their future successes…both social and professional. My mother, a retired teacher, and step-father promoted my confidence with influencing me to be creative and imaginative as a child. I acquired tools to rein in these abilities during my middle school years.
Not only did my mother give me room to grow, she gave me practical experience with hands-on application to build my confidence. I remember how important I felt when my mother would ask me to help grade papers. I would sit at the dining room table with a red pen in my hand. I wanted all of her students to succeed because I loved to write, “100” at the top of the papers. Wanting to continue my fun with teaching, I would also ask my step-father to play school with me. He diligently listened and answered the questions I wrote on the two by three foot chalk board. I would grade his tests and write, “100” at the top of his papers. He was such a great student!
I needed to tap into the confidence my parents gave me when I transferred to a new school in the sixth grade. Being the new girl was quite intimidating. I wanted to answer questions and participate in class, but I was scared. My Language Arts teacher taught me the skills to apply my voice effectively on paper. Her responses to my writings let me know I had something important to share with others; I began to verbally express myself with confidence.
Ere go, the classroom can be used as the catalyst to strengthen self-esteem, confidence, and communication through the exploration of different subjects, relationships, and cultures. I want to be the guide and advocate for the achievements of the youth. While I continue to master my skills in communication and expression, I can influence students to know how important their voices are in the world.
Accountable Students with Computer Use
When studetns have access in the classroom to use computers on special projects, how can we monitor each student's work? How can we, as teachers, make sure the students are on task, and not accessing or viewing inappropriate material?
As I walked around in one of the classrooms where I am observing students, I found one student was accessing "Lil Wayne" videos. I don't know how he was able to do this. It was my understanding that there were security loocks on these computers and search engines. I asked him to immediately erase and remove the inappropriate material from his computer. I think I was so flustered that I didn't ask him how he managed to find the material on this computer.
The 7th grade students were working on PowerPoint projects for different countries. Most of them were on task. However, I also found one student had changed the opening screen saver window of the computer and replaced the background with a new picture. The new picture was the Israeli flag. There is nothing wrong with the Star of David, however those students who aren't aware of what the symbol represents may take offense to it. Not only that, but the student could have gotten in trouble for defacing school property.
In a perfect world with perfect technology, it would be nice to have a visual on the teacher's computer screen of all the students' active computer screens. This way the teacher would have the accessibility to monitor the progress of the students' work.
As I walked around in one of the classrooms where I am observing students, I found one student was accessing "Lil Wayne" videos. I don't know how he was able to do this. It was my understanding that there were security loocks on these computers and search engines. I asked him to immediately erase and remove the inappropriate material from his computer. I think I was so flustered that I didn't ask him how he managed to find the material on this computer.
The 7th grade students were working on PowerPoint projects for different countries. Most of them were on task. However, I also found one student had changed the opening screen saver window of the computer and replaced the background with a new picture. The new picture was the Israeli flag. There is nothing wrong with the Star of David, however those students who aren't aware of what the symbol represents may take offense to it. Not only that, but the student could have gotten in trouble for defacing school property.
In a perfect world with perfect technology, it would be nice to have a visual on the teacher's computer screen of all the students' active computer screens. This way the teacher would have the accessibility to monitor the progress of the students' work.
Thursday, April 7, 2011
www.ustream.com for Teaching
My father just called me to let me know he witnessed the birth of a Bald Eagle...live! He was so excited. Instead of sitting around and watching television, he watched his computer screen to watch the live birth of our nation's bird. With the use of technology, we, as educators, can bring the world form outside the classroom into the lives of students.
Do the students know that the Bald Eagle used to be on the Endangered Species List? Do the students know that the Bald Eagle is our national bird? Have students ever witnessed a birth of a bird from an egg? Sad to say, but there are children that don't know the answers to these questions. If they could apply the viewing of this real life experience with new knowledge, they are bound to never forget the factual information. They could also share this with their brothers and sisters. The students will then notice more of their environment around them. They could ultimately become more conscious of biology, and the causes and effects within the realm of life.
Do the students know that the Bald Eagle used to be on the Endangered Species List? Do the students know that the Bald Eagle is our national bird? Have students ever witnessed a birth of a bird from an egg? Sad to say, but there are children that don't know the answers to these questions. If they could apply the viewing of this real life experience with new knowledge, they are bound to never forget the factual information. They could also share this with their brothers and sisters. The students will then notice more of their environment around them. They could ultimately become more conscious of biology, and the causes and effects within the realm of life.
Tuesday, March 22, 2011
Classroom Management
Environment:
Necessary Standards for Student Achievement
According to the North Carolina Professional Teaching Standards, in order to promote the success of students, teachers need, “to establish a respectful environment for a diverse population of students.” (Hill) This is achieved through a strong and consistent classroom management system. The responses and achievements of students are dictated form the tone the teacher sets within the classroom. (Andrew, 2008) Classrooms should be inviting, and the environment respectful and supportive of the diverse student body’s learning abilities. Classrooms are more inclusive with diverse students which promote the need for flexible environments and teaching.
As a student enters their classroom, the invitation needs to be warm and enticing for the promotion of education. Not only does the teacher’s attitude need to be focused on welcoming each student individually, so does the actual classroom. On the first day of class, expectations need to be vocalized. This includes telling the students about designated areas which are to be considered, “the teachers zone.” (Wang) The other areas are for the students. The floor plan and desks should be arranged so the teacher can always have eye-contact with the students. Studies show desks lined in rows promote possible disruption of students the farther back they sit in the rows. Also, group seating can promote disruptive behavior. A large U shaped seating plan allows for all students to sit on the front row of the classroom. (FairBuryJeffs.com) Cooperative learning with groups can be established with simply turning desks.
Also on the first few days of class, the teacher can incorporate the ideas of the students. They need to feel the classroom is theirs. The students can get in groups, draw floor plans, discuss ideas for wall art, and submit their plans. Their roles will progress from students to classroom designers. The pride of their room will promote initiative in its maintenance. With this trust the teacher shows the students with incorporating their ideas, respect is being established. (Hill, pp. 67-70) Teachers need to know and that their pupils, “need to be seen as capable, creative human beings. (Association, p. 15)
Classroom management consequently builds respect amongst the students and the teachers. Establishing expectations and their consequences on the first days of school is imperative for a respectful classroom. Having the students involved in making classroom rules and consequences will give the students a sense of accountability in their roles within the classroom. The teacher must be consistent in the enforcement of the expectations. When the enforcement of rules slackens, the positive attitude of the room begins to slack. There will be a negative impact on the climate of the room. (Andrew, 2008)
Other ways to establish a respectful environment in the classroom is for the teacher to learn who the students are as individuals: their hobbies, interests, “what movie would they make if they had unlimited money and time.” (Hill, p. 17) Also, establishing respectful rules for the class to follow when special topics of conversation are addressed are vital for students to feel safe in order to express their answers and opinions on subject material. Teachers should try to avoid singling out students with alternating calling on students with taking volunteers. (Hill, pp. 17-23)
It is the responsibility of educators to be accountable and support the achievements of students. They must show awareness of others with fairness to the whole unit. This must be done with encouragement verses being critical. Teachers need to focus on the individual. “Kids don’t care what you know until they know you care.” (Association, p. 15) Teachers need to show genuine interest in the whole class and expect rigorous outcomes of the individual. Expectations should be impressive, while simultaneously supporting the endeavors of the children’s success. Consistent communication of expectations, accompanied with maintaining daily routines, help support the achievement of students. Also the teacher’s communication with parents is imperative. Compacts should be sent home at the beginning of the school year that include the promises and expectations of the students, teacher, and parents and guardians. This holds all parties accountable. (Association)
Supporting the achievements of all students is essential. More schools are incorporating inclusive classrooms. This is to help guarantee the social justice of all children. If a child has a special physical or mental challenge, they are not to be discriminated against. The practice of inclusion helps to mainstream all students in order to achieve the highest level of education and achievement. The integration of students with special needs into regular classrooms may only be for a part of the school day. More intensive schooling and special aid will be supplied in more specialized settings in the school. “A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights.” (Wikipedia) Inclusion accomplishes social justice within safe environments. Along with providing this education for those with special needs, more mainstreamed students are exposed to diverse situations. The “regular” students will be empowered to help and assist the students who may different from their “norm.” (Wikipedia)
It is important for cooperative learning to address the different developmental ranges of students. With the use of action research, educators can assess their techniques in relation to the learning strategies and abilities of their students. The flexibility of switching teaching strategies when the research shows a student, or group of students, is not grasping the material is imperative. Within the classroom, there may be the need for multiple different teaching plans. The amount of time needed to be spent with individuals will fluctuate. The times to meet with parents and guardians may be different from the teacher’s working hours. (Learning & http://www.txwes.edu/cetl/research/classroom_next.html#)
A teacher has the responsibility of being flexible with time, teaching, and also the physical climate of their classroom. The classroom has a function unto itself. Tools, such as computers, desks, chairs, and whiteboards are the physical materials needed to teach and make an environment conducive to learning. Issues with technology can occur quickly. The teacher must be able to access additional tools to complete the lesson plan. As mentioned before, students with special needs may need to different arrangements. “Educational practices should be appropriate for young adolescents,” and the ability to be flexible supports these needs. (Association, p. 34)
Having the ability to manage a classroom is imperative in providing an environment in which every child can benefit. The ultimate goal of a teacher is the achievement of each student. With an inviting environment that is supportive of the students, and the inclusion of students with many exceptional and special abilities, respect is the definitive goal that will be attained.
Bibliography
Andrew, T. (2008, 10 24). Respectful Classroom Environment: Create a Positive Learning Environment that Promotes Respect . Retrieved 3 13, 2011, from Suite 101: http://www.suite101.com/content/respectful-classroom-environment-a74857#ixzz1GguYYki2
Association, N. M. (n.d.). Fundamentals for Student Success in the Middle Grades. Retrieved from National Middle School Association: www.nmsa.org/portals/0/pdf/advocacy/fundamentals/NMSA_final.pdf
Central, I. (n.d.). Respectful Classroom. Retrieved 3 15, 2011, from Intervention Central: http://www.interventioncentral.org/images/docs/respectful%20classroom_%20class.pdf
Hill, U.-C. (n.d.). North Carolina Professional Teaching Standards. Retrieved 3 13, 2011, from LearnNC: http://www.learnnc.org
Learning, T. W., & http://www.txwes.edu/cetl/research/classroom_next.html#, S. D. (n.d.). Selected Design: A "Radically Flexible" Design for Classroom. Retrieved 3 14, 2011, from Texas Wesleyan University, Center for Excellence in Teaching and Learning: http://www.txwes.edu/cetl/research/classroom_next.html#
Wagaman, J. (2008, 12 04). Creative Discipline for Teachers: Classroom Discipline Methods that Work. Retrieved March 13, 2011, from Suite101.com: http://www.suite101.com/content/creative-discipline-ideas-a82086#ixzz1GgxGC28C
Wikipedia. (n.d.). Inclusion (Education). Retrieved 3 14, 2011, from Wikipedia: http://en.wikipedia.org/wiki/Inclusive_classroom
Wednesday, February 16, 2011
Needed: Digital Educators for a Digital Generation
Am I ready to teach in the digital age? At this moment, I must be honest in saying I have quite a bit to learn. Do I know more now than I did a month ago? Absolutely! According to the ISTE NETS and Performance Indicators for Teachers (NETS-T), found at http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx, there are five standards and performance indicators that are essential for , "effective teachers to model and apply."
I am eager to, "facilitate and inspire student learning and creativity," in the classroom. This is partly why I decided to be a teacher. There is no place else I have been where a group of people can get together, focus on the same topic, and discuss the issues within the forum. The teachers I have had were such great facilitators and leaders of great discussions. They were inspiring and allowed us, the students, to be creative in our responses. The self-confidence that results from this cooperation in the classroom is long-lasting and can result in great future success for students.
Resources, technologies, and related programs give teachers the abilities to, "design and develop digital-age learning experiences and assessments." The resources shared in the Education Technology course (5010) at East Carolina University offer such a great spring-board for developing effective plans for students. With these tools, I will be able to focus more accurately on the individual needs of the students. The software that is available caters to the range of students and facilitates what they need at their specific level of learning. The varieties of methods of teaching and learning through the advancements of technology, will keep students excited and motivated to continue their education.
However, the digital age is such a new concept to me. I listened to my grandmother complain about touch-tone phones and VCRs in the early 1980's. She still uses her rotary phone today, in the year 2011. I found myself griping five years ago about why people couldn't just talk on the phone... now I can't imagine life without texting or my Blackberry. I tried not to comply with reality, but the world is just not letting me be substandard anymore. As teachers, we have to be on top of the new technologies. It is up to us to not only educate the students and share with them these new tools we need to be successful in our digital lives, but we must also share with their parents in order for them to understand that technology is the future of our students and children. Just like learning a new language, the fluency of the digital language takes constant practice and application. I am not fluent, but I am learning bits and pieces. I also am enjoying practicing these new ways of learning, hoping to one day be able to share and practice them with the students, as well.
Just like driving a car, there are rules we must follow to protect ourselves and others when working with the Internet and other technologies. Even though we don't see a face when we use our computers, we should always assume thousands, if not millions, of people are "sitting and talking" with us. We are taught to be polite and respectful of others; that does not stop just because we can't see the people reading and observing our thoughts and actions via the computer. Digital Space has laws that protect our rights and creativities. As teachers, we must be up to date and advocate for these rights...they belong to us all.
Finally, this growth I am currently participating in through my EDTC 5010 class at ECU, is just the beginning. I am demonstrating what I have learned thus far by using an actual blog spot communicating my thoughts for the world, literally, to view. It is up to me to progress and take advantage of all the education in technology in order to share with my future students. Just like any education, it is there for the taking...it is just up to the taker to do so... I would be doing a disservice to all of our futures if I didn't.
I am eager to, "facilitate and inspire student learning and creativity," in the classroom. This is partly why I decided to be a teacher. There is no place else I have been where a group of people can get together, focus on the same topic, and discuss the issues within the forum. The teachers I have had were such great facilitators and leaders of great discussions. They were inspiring and allowed us, the students, to be creative in our responses. The self-confidence that results from this cooperation in the classroom is long-lasting and can result in great future success for students.
Resources, technologies, and related programs give teachers the abilities to, "design and develop digital-age learning experiences and assessments." The resources shared in the Education Technology course (5010) at East Carolina University offer such a great spring-board for developing effective plans for students. With these tools, I will be able to focus more accurately on the individual needs of the students. The software that is available caters to the range of students and facilitates what they need at their specific level of learning. The varieties of methods of teaching and learning through the advancements of technology, will keep students excited and motivated to continue their education.
However, the digital age is such a new concept to me. I listened to my grandmother complain about touch-tone phones and VCRs in the early 1980's. She still uses her rotary phone today, in the year 2011. I found myself griping five years ago about why people couldn't just talk on the phone... now I can't imagine life without texting or my Blackberry. I tried not to comply with reality, but the world is just not letting me be substandard anymore. As teachers, we have to be on top of the new technologies. It is up to us to not only educate the students and share with them these new tools we need to be successful in our digital lives, but we must also share with their parents in order for them to understand that technology is the future of our students and children. Just like learning a new language, the fluency of the digital language takes constant practice and application. I am not fluent, but I am learning bits and pieces. I also am enjoying practicing these new ways of learning, hoping to one day be able to share and practice them with the students, as well.
Just like driving a car, there are rules we must follow to protect ourselves and others when working with the Internet and other technologies. Even though we don't see a face when we use our computers, we should always assume thousands, if not millions, of people are "sitting and talking" with us. We are taught to be polite and respectful of others; that does not stop just because we can't see the people reading and observing our thoughts and actions via the computer. Digital Space has laws that protect our rights and creativities. As teachers, we must be up to date and advocate for these rights...they belong to us all.
Finally, this growth I am currently participating in through my EDTC 5010 class at ECU, is just the beginning. I am demonstrating what I have learned thus far by using an actual blog spot communicating my thoughts for the world, literally, to view. It is up to me to progress and take advantage of all the education in technology in order to share with my future students. Just like any education, it is there for the taking...it is just up to the taker to do so... I would be doing a disservice to all of our futures if I didn't.
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