Well, I'm learning what it's like to be the head coach of my own team. Yes, it's middle school track, but there is so much legwork that has to take place on a daily basis. I spend my planning periods calling coaches and sports supply stores. Making new contacts and building a coaching network for a program that has been non-existent is so hard. Athletic Directors and Coaches are so hard to track down. I also have a lot more classroom distractions with deliveries, notes from the office, etc. I feel like I'm doing the athletic director's job and my job. I am pretty sure that there are some things that I shouldn't have to handle during the school day. But, I'd rather see the task done myself than to wait for someone else to get it done. The other thing is making sure I have a practice plan for everyday...just like my classroom. I am enjoying the experience thoroughly. Mostly, I love being in charge and running my own show.
After tryouts (and weedouts) we are down to a solid squad of 13. I figured that I wouldn't have many kids in this first year because they aren't used to a coach like me. Going in, I knew that if I could just get a core group that would work everyday and push themselves, we would be fine. We went to a practice meet on March 3rd at Oxford Middle School. I didn't really know what to expect because none of my kids have ever been in a track meet. We did very well at the practice meet though. We won the 3200m and the 300m hurdles. We placed 2nd and 3rd in a few events as well. I was most proud of my 4x400 relay team because we came from 4th place to 2nd place on the last leg. Our performance encouraged the kids because they knew that Oxford has one of the best middle school programs in the state. Our performance there will catapult us through the rest of the season. We have 5 meets scheduled for the rest of the season. I'm optimistic that we can definitely win some meets and perform very well. The next update will come soon!
Wednesday, March 16, 2011
Monday, March 14, 2011
What Will I Do Differently In My Class Next Year?
As a first year teacher, I know that I've operated at a level of ineffectiveness that's not fair to my students. Now, I don't think that level is necessarily high, but any level of ineffectiveness is unacceptable. There are so many things that I've learned over the course of this year that I wish I knew in August. Class structure, questioning techniques, and subtlety are probably at the top of the list of things I wish I knew. Nevertheless, I do feel like I have done a good job of conveying the merits of accountability, work ethic, and a thirst for daily acquisition of knowledge.
I don't know how many first year teachers feel as confidently about their abilities as I do, but I know that I have made a positive difference. Growing up in a family of teachers, I understand that operating with a certain heir of confidence is important. Conversely, I also know that in order for me to be the most effective teacher possible, I must remain reflective, and be open to change and adjustment. Through reflection of my classroom, I've found the thing that troubles me most. I HAVE NOT DONE A GOOD ENOUGH JOB OF FINDING ENRICHMENT ACTIVITIES FOR MY ADVANCED STUDENTS!!!
We focus so much on the kids who chronically fail, chronically get in trouble, and have a daily express of apathy for school. Oh, and I don't want to forget the "bubble students." This is one of the most ludicrous things I've ever heard. "Let's focus on the bubble students--the one's who are at the cusp of moving from minimal to basic, basic to proficient, or proficient to advanced." I know that we are driven by the state test, but the acronym QDI drives me up the wall. I could care less about a QDI, only because it's not a measure of school effectiveness...and it definitely does not give an accurate measure of intelligence! What's the point of having kids score advanced on the MCT and they still read on a 2nd to 3rd grade level. Congratulations! You figured out the Mississippi State Test! Whoo, hoo! I am sick and tired of having conferences and meetings to figure out how we can put more of our time into kids (and parents) who find the educational process to be worthless unless it caters to their unimportant wants. There are so many emails, memos, and announcements that direct teachers to figure out more interventions for these kids. I am not saying that kids who fail or get in trouble should be forgotten. I know that it is the school's responsibility to provide guidance and help to those students. I mentor a few students, I tutor, and I give multiple chances for work to be made up and behavior corrected. So, I don't want to be seen as one who only cares about the "good kids."
What I care about is finding more enrichment activities for the kids who have a thirst for learning. The ones who are as sick of hearing about the state test as I am. The ones who actually have internalized the idea that they are competing against every other 12 or 13-year old in the world. When I have intervention days in my class, I don't want to just give the advanced kids questions that are deemed as advanced on the MCT2. I need to pull ACT materials into the classroom, challenging books, mind games--things of that nature. I must guide more intellectual conversation, keep them abreast of national and international developments, and invite more original and organic thought. This has been my biggest failure. I've let the students down that who are overcoming the letdowns of the educational system they're in already. I have one grading period left to make sure that I am a part of molding the minds of great thinkers. They will be able to get "advanced" on the state test because they know how to think. That'll be the easy part. But I want them to be able to get 30s on the ACT. Or get 1300s on the SAT. When I can be the teacher who does more to help my students reach that end, then I will be able to take away that level of ineffectiveness that I've been operating at this year.
I don't know how many first year teachers feel as confidently about their abilities as I do, but I know that I have made a positive difference. Growing up in a family of teachers, I understand that operating with a certain heir of confidence is important. Conversely, I also know that in order for me to be the most effective teacher possible, I must remain reflective, and be open to change and adjustment. Through reflection of my classroom, I've found the thing that troubles me most. I HAVE NOT DONE A GOOD ENOUGH JOB OF FINDING ENRICHMENT ACTIVITIES FOR MY ADVANCED STUDENTS!!!
We focus so much on the kids who chronically fail, chronically get in trouble, and have a daily express of apathy for school. Oh, and I don't want to forget the "bubble students." This is one of the most ludicrous things I've ever heard. "Let's focus on the bubble students--the one's who are at the cusp of moving from minimal to basic, basic to proficient, or proficient to advanced." I know that we are driven by the state test, but the acronym QDI drives me up the wall. I could care less about a QDI, only because it's not a measure of school effectiveness...and it definitely does not give an accurate measure of intelligence! What's the point of having kids score advanced on the MCT and they still read on a 2nd to 3rd grade level. Congratulations! You figured out the Mississippi State Test! Whoo, hoo! I am sick and tired of having conferences and meetings to figure out how we can put more of our time into kids (and parents) who find the educational process to be worthless unless it caters to their unimportant wants. There are so many emails, memos, and announcements that direct teachers to figure out more interventions for these kids. I am not saying that kids who fail or get in trouble should be forgotten. I know that it is the school's responsibility to provide guidance and help to those students. I mentor a few students, I tutor, and I give multiple chances for work to be made up and behavior corrected. So, I don't want to be seen as one who only cares about the "good kids."
What I care about is finding more enrichment activities for the kids who have a thirst for learning. The ones who are as sick of hearing about the state test as I am. The ones who actually have internalized the idea that they are competing against every other 12 or 13-year old in the world. When I have intervention days in my class, I don't want to just give the advanced kids questions that are deemed as advanced on the MCT2. I need to pull ACT materials into the classroom, challenging books, mind games--things of that nature. I must guide more intellectual conversation, keep them abreast of national and international developments, and invite more original and organic thought. This has been my biggest failure. I've let the students down that who are overcoming the letdowns of the educational system they're in already. I have one grading period left to make sure that I am a part of molding the minds of great thinkers. They will be able to get "advanced" on the state test because they know how to think. That'll be the easy part. But I want them to be able to get 30s on the ACT. Or get 1300s on the SAT. When I can be the teacher who does more to help my students reach that end, then I will be able to take away that level of ineffectiveness that I've been operating at this year.
Freewrite: The Battle I'm Fighting in the Reading War
“Mr. King, I don’t know that word!” I hear this so much during the day. My response is always the same…”Sound it out!” I always get blank stares because my students aren’t used to having to recognize the sounds that make up words. I was drilled on phonics from pre-school until second grade. It was definitely an integral part in my development as a reader, and speaker of English. The whole-language phenomenon was absolutely foreign to me until I was in college. While in college, I taught at a high school in Memphis. It was there that I found out that students had been taught to recognize familiar words and word groupings. It was absolutely appalling because there were so many “familiar” words that they did not know.
Now that I teach seventh grade, I am really seeing how stifling the whole-language teaching techniques are. I am basically retroactively teaching phonics on a daily basis. Reading this article has given me more insight into the debate, and it has affirmed my stance on the importance of phonics.
Page 129 referenced psychology research. I was a psychology major in college, and when I did research in Cognitive Psychology, I learned that we gather information in a very systematic way. We learn phonemes (sounds) as bits—then we put those bits together to make chunks (words). Eventually, we develop cognitive schemas that help us synthesize all of the information. That is exactly how phonics instruction works. Whole-language theory sounds good when it argues for “unstructured immersion.” Nevertheless, it skips essential developmental stepping-stones and jumps directly to developing broad schemas. It is like having the roof for the house without having the foundation. Whole-language learning is supposed to be humanistic, but there’s nothing humanistic about not a theory that doesn’t take human development into consideration. Even with large classes, it is important for the students to wrestle with the material. I always tell my students that the best learning happens when you struggle with the material first. That initial struggle helps the student figure out what’s wrong, and then teach themselves the steps to solving the problem (i.e. sounding the word out!).
It is very sad that politics and business are still the driving forces of education. Textbook sales, educational consultations, and professional development have crippled children all over America, and specifically in California. I was surprised to learn about how personal agendas (political and social) have such a large effect on how school systems are run. I now wonder how much these same things have hurt the children of Mississippi. What are the political, social, and economic agendas that have only hurt the children in the end? I’m not one who delves into the political arena, but I would be interested to see the legislation that has shaped the educational system in Mississippi. How many of the current policies were constructed to benefit the children and not to appease the powerful? How much insight was taken from the people who work at the grassroots level of education? These are the pertinent questions--questions that need to be answered in order to fix the pervading education problems.
The study referenced on Page 133 that talks about the reading comprehension test was refreshing. It gave us empirical evidence that phonics instruction works! In the age of “data-driven schools,” it presents a strong argument for teaching phonics. As the article concluded, I was happy to read that no one in the wider public seems to be actively promoting whole-language instruction. The next step is to develop a curriculum that fully integrates phonics instruction into the elementary schools. The very basis of reading must be taught, correctly, when the children are at the very early stages. Explicit phonics instruction is the key to reading. If students can master the sounds of the language, then they will not have to worry about struggling with them when it is time to move up to more advanced words. They can then focus on comprehension, analysis, and synthesis of information. Even then, there were no developmental steps skipped. Build a strong foundation, and your house will be beautiful!
Thursday, February 10, 2011
Why Should Someone Join, or Not Join, MTC???
It seems like members of MTC are asked this question all the time. We are asked by interested applicants, colleagues at our respective schools, and even by other members of MTC as we go through the program. I must say that I haven't really thought about my answer to this question. When presented with this question, I don't respond with my life philosophy. My answer to this question is probably a little more simplistic than I think it should be. That has probably served me well, because I don't allow myself to be inundated with the stresses of living up to my initial reasons for joining MTC.
Why Should Someone Join?
Someone should join MTC because they feel like they absolutely have something special to offer a child. I'm not talking about coming to Mississippi to be a savior. Nor, am I talking about treating the kids like they are charity cases. Joining MTC should be about offering a new perspective to your students. A perspective that gives them a sense of education, work ethic, and genuine care. I did not join to be known as the teacher/coach who saved some kids from throwing their lives away. I dare not ever patronize my students or players in that way. If anything, someone should join to impart that which was imparted to them in their middle school and high school years. The masters coursework is also a reason someone should join. The challenge of being a strong teacher and a strong student at the same time is one that should be respected. MTC is a continual process of teaching and learning. A great MTCer is one who is very reflective. One who can manage relationships, stress, and transition. Someone should join MTC because they are a cut above the rest, and they can operate at the highest level consistently.
Why Should Someone Not Join?
Don't join MTC to say that you took a bunch of poor, lazy kids and made them scholars. If anyone thinks that they are above reproach on any level, then they shouldn't join either. If you are someone who compartmentalizes every success and failure, then MTC may not be the program for you. No failure can get you too low, and no success can get you too high. Even kilned and level-headed people seem to do the best in this program. Someone should not join if they cannot take criticism--constructive and destructive. I don't want to deter anyone from applying. If anyone feels like they are qualified, then please apply. Just know that MTC is not a cake walk; but MTC also isn't the hardest thing in the world.
I joined MTC because I knew that I had something to offer. I come from a family of educators, so I've always understood the value of education (from the standpoint of a teacher). Moreover, I knew that I could offer even more through coaching. I knew that through this program, I could get closer to the educational attainment that I seek, and have a chance to affect lots of amazing kids. Every MTCer will give a different answer, but we all probably have some of the same core values. I'm so glad that I'm in MTC. I appreciate the opportunity, and as a future applicant, someone should go into the application process with that same appreciation. The opportunity is priceless.....
Why Should Someone Join?
Someone should join MTC because they feel like they absolutely have something special to offer a child. I'm not talking about coming to Mississippi to be a savior. Nor, am I talking about treating the kids like they are charity cases. Joining MTC should be about offering a new perspective to your students. A perspective that gives them a sense of education, work ethic, and genuine care. I did not join to be known as the teacher/coach who saved some kids from throwing their lives away. I dare not ever patronize my students or players in that way. If anything, someone should join to impart that which was imparted to them in their middle school and high school years. The masters coursework is also a reason someone should join. The challenge of being a strong teacher and a strong student at the same time is one that should be respected. MTC is a continual process of teaching and learning. A great MTCer is one who is very reflective. One who can manage relationships, stress, and transition. Someone should join MTC because they are a cut above the rest, and they can operate at the highest level consistently.
Why Should Someone Not Join?
Don't join MTC to say that you took a bunch of poor, lazy kids and made them scholars. If anyone thinks that they are above reproach on any level, then they shouldn't join either. If you are someone who compartmentalizes every success and failure, then MTC may not be the program for you. No failure can get you too low, and no success can get you too high. Even kilned and level-headed people seem to do the best in this program. Someone should not join if they cannot take criticism--constructive and destructive. I don't want to deter anyone from applying. If anyone feels like they are qualified, then please apply. Just know that MTC is not a cake walk; but MTC also isn't the hardest thing in the world.
I joined MTC because I knew that I had something to offer. I come from a family of educators, so I've always understood the value of education (from the standpoint of a teacher). Moreover, I knew that I could offer even more through coaching. I knew that through this program, I could get closer to the educational attainment that I seek, and have a chance to affect lots of amazing kids. Every MTCer will give a different answer, but we all probably have some of the same core values. I'm so glad that I'm in MTC. I appreciate the opportunity, and as a future applicant, someone should go into the application process with that same appreciation. The opportunity is priceless.....
Responsibility...
As I've navigated through this school year, I've tried to figure out what the most difficult part of my job is. Throughout the school year, there is one thing that has continually come up with my students. This thing affects the exceptional students and the students who don't do so well. This mystical thing is RESPONSIBILITY.
Since August, the factor that has ensured success in my class has been responsibility. I've tried to structure my class so that the strongest--and the weakest--readers can excel. I always tell my students that we can work on skill mastery and the intricacies of certain topics. All they have to do is come to class, put in a reasonable effort, and the rest will be taken care of. I had quite a few students fail my class because they just neglected to turn in any work. Although I absolutely hate giving zeros, I feel that the kids need to see that number to let them know that this is not their normal cake walk. We have had talks about developing life skills. I've constantly said that even if they don't leave my class as strong readers, they will at least value the importance of responsibility, accountability, and work ethic.
For too long, it seems like the majority of my students have been coddled to the point where they are able to just coast through school without any of the blame being put on them. Now, I'm not calling my students lazy--not at all. What I am saying is that they are not used to having to consistently work to achieve the grades and results they want. This is more of an indictment of the system they've been growing up in for the past 7 or 8 years. More than anything, I want them to value hard work. I want them to respect the value of responsibility. If I can at least get my students to the point where they feel like they are accountable for their grades, and their behavior, then I will feel like I've done my job. The issues regarding mastering text structures, main idea, or situational irony will all be taken care of when the students feel like they are the main determinants of their grades.
So, through meetings with administration, parent conferences, team meetings, and students conversations, I've continued to harp on this point. I cannot have a part in the perpetual handicapping of my students. I know that this is a transition from what they're used to, but I know that developing the life skill of responsibility will benefit them well after 7th grade. If that makes me a "hard" teacher, then I'll wear that hat proudly. I hope it makes them see me as the teacher who cares about their development as teenagers, and future members of the larger society.
Since August, the factor that has ensured success in my class has been responsibility. I've tried to structure my class so that the strongest--and the weakest--readers can excel. I always tell my students that we can work on skill mastery and the intricacies of certain topics. All they have to do is come to class, put in a reasonable effort, and the rest will be taken care of. I had quite a few students fail my class because they just neglected to turn in any work. Although I absolutely hate giving zeros, I feel that the kids need to see that number to let them know that this is not their normal cake walk. We have had talks about developing life skills. I've constantly said that even if they don't leave my class as strong readers, they will at least value the importance of responsibility, accountability, and work ethic.
For too long, it seems like the majority of my students have been coddled to the point where they are able to just coast through school without any of the blame being put on them. Now, I'm not calling my students lazy--not at all. What I am saying is that they are not used to having to consistently work to achieve the grades and results they want. This is more of an indictment of the system they've been growing up in for the past 7 or 8 years. More than anything, I want them to value hard work. I want them to respect the value of responsibility. If I can at least get my students to the point where they feel like they are accountable for their grades, and their behavior, then I will feel like I've done my job. The issues regarding mastering text structures, main idea, or situational irony will all be taken care of when the students feel like they are the main determinants of their grades.
So, through meetings with administration, parent conferences, team meetings, and students conversations, I've continued to harp on this point. I cannot have a part in the perpetual handicapping of my students. I know that this is a transition from what they're used to, but I know that developing the life skill of responsibility will benefit them well after 7th grade. If that makes me a "hard" teacher, then I'll wear that hat proudly. I hope it makes them see me as the teacher who cares about their development as teenagers, and future members of the larger society.
Wednesday, January 12, 2011
Finland: The World Education Leader?
Wow, who would've thought that Finland is one of the world leaders in education? I had no idea, but I can see why they are being heralded. Americans have to appreciate the structures they have set in place. I think that these themes were the most important from the article: equity, standardized tests/data, competition, and how teachers are revered.
Equity
I love how they've found a way to achieve educational equity. Ever since I was old enough to understand how affluence affects academic achievement, I've noticed that schools with more money do better. When I actually had the opportunity to work at both ends of the spectrum in college, I became even more aware of how much money, or the lack thereof, makes a difference in schools. I admire how Finland has set up structures to ensure achievement in all communities.
Standardized Tests/Data
FINNISH STUDENTS DO NOT TAKE STANDARDIZED TESTS!!! Enough said. I'm not saying that standardized tests are completely unnecessary, but there is way too much stock put into them. Finland has figured out that standardizing towards a perceived norm doesn't accurately gauge learning. Nor, does it accurately gauge teaching and instruction. All it gauges is one's ability to navigate through the state's "annual academic labyrinth." The use of data should be used to improve the structures that run the school--not to steer more resources in the direction of what's hurting the students the most.
Competition
Now, I am a huge proponent of competition. I think that competition is one of the most effective ways to pull the most out of anyone. But I do understand the concept of cooperation. It seems that the Finns have figured out how to establish an educational cooperative. I'm not exactly sure how, but it seems that through the cultivation of a culture of teamwork, educational cameraderie can be achieved.
Reverence of Teachers
The most interesting aspect of the article was definitely the part about teachers' place in Finnish society. Teachers are regarded as highly as medical doctors! Again, teachers are regarded as highly as medical doctors! One more time, teachers are regarded as highly as medical doctors!!! The fact that they are respected for their professionalism and highly regarded for their abilities is a refreshing thought. I love how they work with parents to adjust the curriculum, how they are independently responsible for planning, and how they are trusted without reservations.
Hopefully, Americans will take heed to the example set by Finland. I am a fan of what's going on over there. Moreover, I hope there can be some implementation of Finland's educational plan in my own school.....
Equity
I love how they've found a way to achieve educational equity. Ever since I was old enough to understand how affluence affects academic achievement, I've noticed that schools with more money do better. When I actually had the opportunity to work at both ends of the spectrum in college, I became even more aware of how much money, or the lack thereof, makes a difference in schools. I admire how Finland has set up structures to ensure achievement in all communities.
Standardized Tests/Data
FINNISH STUDENTS DO NOT TAKE STANDARDIZED TESTS!!! Enough said. I'm not saying that standardized tests are completely unnecessary, but there is way too much stock put into them. Finland has figured out that standardizing towards a perceived norm doesn't accurately gauge learning. Nor, does it accurately gauge teaching and instruction. All it gauges is one's ability to navigate through the state's "annual academic labyrinth." The use of data should be used to improve the structures that run the school--not to steer more resources in the direction of what's hurting the students the most.
Competition
Now, I am a huge proponent of competition. I think that competition is one of the most effective ways to pull the most out of anyone. But I do understand the concept of cooperation. It seems that the Finns have figured out how to establish an educational cooperative. I'm not exactly sure how, but it seems that through the cultivation of a culture of teamwork, educational cameraderie can be achieved.
Reverence of Teachers
The most interesting aspect of the article was definitely the part about teachers' place in Finnish society. Teachers are regarded as highly as medical doctors! Again, teachers are regarded as highly as medical doctors! One more time, teachers are regarded as highly as medical doctors!!! The fact that they are respected for their professionalism and highly regarded for their abilities is a refreshing thought. I love how they work with parents to adjust the curriculum, how they are independently responsible for planning, and how they are trusted without reservations.
Hopefully, Americans will take heed to the example set by Finland. I am a fan of what's going on over there. Moreover, I hope there can be some implementation of Finland's educational plan in my own school.....
Freewrite: How I Feel At The Halfway Point...
Honestly, I feel great about teaching. I am confident in my abilities, and I think that my effectiveness is gradually increasing. Now, there is a multitudinous amount of things that I have to work on, but I remain excited and inspired. I have formed relationships with students, other teachers, and parents. This has allowed me to feel very comfortable in Byhalia. I think that we will make a lot of breakthroughs in my classroom this semester. The kids are excited about the new books and technology we had donated. The new materials, along with the new content, will keep my class environment fresh. We are going to start reading novels this semester, and hopefully I can have some people come in and speak to my classes this semester. I want to make my classroom more of a student/teacher cooperative than it was last semester.
The other exciting development for the spring semester is TRACK! I am the head coach of the track team at BMS. This is going to be particularly challenging, yet formative for me. I will learn a lot about myself, I'm sure. Balancing the responsibilities of my job as a classroom teacher, track, and class will be good for me. It'll remind me of the balancing act I had to do while I was at Rhodes. Once challenging thing is that the school did not have a track team last year. That means that we're basically starting from scratch. Also, trying to build rapport with coaches from around the area has been a little difficult. They're hard to track down, at it seems that most things are done at the last minute. I'm sure things will work themselves out. The experience I gain as the track coach this year will make me a better football coach for the spring, and eventually next fall. I am going to take advantage of the opportunity. We will have a competitive team. Updates will come throughout the semester.....we are going to develop a strong program!
The other exciting development for the spring semester is TRACK! I am the head coach of the track team at BMS. This is going to be particularly challenging, yet formative for me. I will learn a lot about myself, I'm sure. Balancing the responsibilities of my job as a classroom teacher, track, and class will be good for me. It'll remind me of the balancing act I had to do while I was at Rhodes. Once challenging thing is that the school did not have a track team last year. That means that we're basically starting from scratch. Also, trying to build rapport with coaches from around the area has been a little difficult. They're hard to track down, at it seems that most things are done at the last minute. I'm sure things will work themselves out. The experience I gain as the track coach this year will make me a better football coach for the spring, and eventually next fall. I am going to take advantage of the opportunity. We will have a competitive team. Updates will come throughout the semester.....we are going to develop a strong program!
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