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.....
Thursday, February 10, 2011
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!
Tuesday, December 14, 2010
Hanging Out With College Teammates
One of the things I miss most from college is my 3 best friends that I played football with. We were known as the "Smashbrothers," and we practically did everything together. It was good for us to all be back in town for a Rhodes game. We hung out at the game, did a little partying, and chilled like we used to back in college. It was great to be at Rhodes homecoming with all of our old teammates. We all had the energy and enthusiasm as if we were going on the field to play ourselves. We also went bowling and to play pool. We laughed an joked--acting crazier than ever. Two of us are in graduate school, and the other two are still playing football. We were all sharing stories about how things are going with our lives and how we've all taken different paths since college.
More than anything, it was just good to feel like a college kid again. Although I'm not far removed from college, being a teacher quickly makes me feel old sometimes. I tend to forget that I was just in college 6 months ago! Nevertheless, we had a blast. And just like old times, the highlight of the weekend was just gaming out on the Xbox 360 and PS3. We played Madden and NCAA like we were freshman in Glassell Hall, haha. We would still argue, almost fight, and laugh over every play. This was a great way to get my mind off of teaching sound devices, tier groups, responses to interventions, or make-up work. This was probably the longest I'd gone without talking about teaching since the first of June. Not that I don't enjoy my job, but it was definitely therapeutic to not think about it and just chill with my boys. It was well needed. But before this, I always made sure to take at least one day a week and devote it to myself. I'm not inundated with grading or planning. I'm well-rested and excited about the new challenges my 7th graders will present me with. All of that said, I can't wait until we can all get back to Memphis and do it again though. We have to catch up on some gaming, partying, etc.....
More than anything, it was just good to feel like a college kid again. Although I'm not far removed from college, being a teacher quickly makes me feel old sometimes. I tend to forget that I was just in college 6 months ago! Nevertheless, we had a blast. And just like old times, the highlight of the weekend was just gaming out on the Xbox 360 and PS3. We played Madden and NCAA like we were freshman in Glassell Hall, haha. We would still argue, almost fight, and laugh over every play. This was a great way to get my mind off of teaching sound devices, tier groups, responses to interventions, or make-up work. This was probably the longest I'd gone without talking about teaching since the first of June. Not that I don't enjoy my job, but it was definitely therapeutic to not think about it and just chill with my boys. It was well needed. But before this, I always made sure to take at least one day a week and devote it to myself. I'm not inundated with grading or planning. I'm well-rested and excited about the new challenges my 7th graders will present me with. All of that said, I can't wait until we can all get back to Memphis and do it again though. We have to catch up on some gaming, partying, etc.....
A Day In The Life
Ok, so here's a day in the life of Coach King.....
I wake up at 5:30 a.m. Then, I lie there for a while and contemplate how much more time I could actually spend in the bed. After I debate with myself, I quickly realize that I've wasted that time with that internal conflict. Once I'm out of bed, I begin to get ready. I never have to iron or anything because that's my number one priority at night. Some people read, meditate, do yoga, or something else--I like to just sit and look at my closet for therapeutic time. Ok, back from the tangent.....Once I get ready I grab some tea, yogurt, a pop tart or banana nut bread. It helps me get started in the mornings. I try to get to school between 6:30-6:45. That way, I can still have some alone time in my classroom before I have to go to morning duty. I get my best thinking done in my classroom. I have morning duty in the main hallway, so I'm the guy who gets to remind the kids that they are back at school by checking uniforms and making them walk on the blue lines. They don't particularly like seeing me welcome them this way at 7:10 in the morning.
Homeroom starts at 7:30. We have silent sustained reading, so I spend that time working with the librarian on Accelerated Reader matters. 1st period starts at 8am and the day really gets started. I like that class, they work hard and I'm glad I can start the day with them. My 2nd period class is my honors class. They are actually one of my least favorite at times, but we get a lot of challenging work done. We have break/recess after 2nd period, and that's just a time for the kids to hang out and be themselves. 3rd period is the longest because it's the lunch period. The worst part about 3rd period is the fact that we go to LUNCH at 10:55am. Yes, that's too early for lunch...4th period seems like its the fastest period of the day. It literally zips by. Our kids go to activity period during 5th period. That's my planning period, where much planning doesn't get done. There's always a grade-level meeting, parent meeting, or a class to cover. When I actually have time to plan, I am trying to get things set in place for Track because I'm the head coach. 6th period finally rolls around at 2pm. It goes by rather slowly. Once 6th period is over, I have to hold a bus load group until 3:15. I'm finally done with duty at 3:30. So, I've now been at school for nine hours already. Then I stay until 4:30 or 5 doing work, grading, planning, or meeting. My day would extend until almost 7pm during football season. It's a long day, but I love the job. The only thing I'd rather be doing than teaching during that time is playing football...haha.
I wake up at 5:30 a.m. Then, I lie there for a while and contemplate how much more time I could actually spend in the bed. After I debate with myself, I quickly realize that I've wasted that time with that internal conflict. Once I'm out of bed, I begin to get ready. I never have to iron or anything because that's my number one priority at night. Some people read, meditate, do yoga, or something else--I like to just sit and look at my closet for therapeutic time. Ok, back from the tangent.....Once I get ready I grab some tea, yogurt, a pop tart or banana nut bread. It helps me get started in the mornings. I try to get to school between 6:30-6:45. That way, I can still have some alone time in my classroom before I have to go to morning duty. I get my best thinking done in my classroom. I have morning duty in the main hallway, so I'm the guy who gets to remind the kids that they are back at school by checking uniforms and making them walk on the blue lines. They don't particularly like seeing me welcome them this way at 7:10 in the morning.
Homeroom starts at 7:30. We have silent sustained reading, so I spend that time working with the librarian on Accelerated Reader matters. 1st period starts at 8am and the day really gets started. I like that class, they work hard and I'm glad I can start the day with them. My 2nd period class is my honors class. They are actually one of my least favorite at times, but we get a lot of challenging work done. We have break/recess after 2nd period, and that's just a time for the kids to hang out and be themselves. 3rd period is the longest because it's the lunch period. The worst part about 3rd period is the fact that we go to LUNCH at 10:55am. Yes, that's too early for lunch...4th period seems like its the fastest period of the day. It literally zips by. Our kids go to activity period during 5th period. That's my planning period, where much planning doesn't get done. There's always a grade-level meeting, parent meeting, or a class to cover. When I actually have time to plan, I am trying to get things set in place for Track because I'm the head coach. 6th period finally rolls around at 2pm. It goes by rather slowly. Once 6th period is over, I have to hold a bus load group until 3:15. I'm finally done with duty at 3:30. So, I've now been at school for nine hours already. Then I stay until 4:30 or 5 doing work, grading, planning, or meeting. My day would extend until almost 7pm during football season. It's a long day, but I love the job. The only thing I'd rather be doing than teaching during that time is playing football...haha.
Thursday, November 4, 2010
Chapter 3: Thoughts and Reflections
Every time there is a blog assignment dealing with Content Area Literacy, I always try to figure out a way to approach my classroom differently. Since I only teach reading, Literacy is the content area in my classroom. I know that all teachers might say this, but I think I have the hardest task--only because comprehension is so contextual. Reading comprehension is the foundation to success in all subject areas. The discussion in this chapter about how contextually dependent comprehension is made me reevaluate how things are going in my classroom. How do I scaffold my students’ acts of making meaning? How do I mold their thought processes? Can I actually do a mass overhaul that requires completely reprogramming them? This seems like a daunting, maybe impossible, task. I do think that I am slowly learning how to help my students though. I just wish time could slow down at this point.
When reading Chapter 3, I immediately thought about Question and Answer Relationship (QAR). I think it is essential when a reader has a learning experience with a text. We spent a couple weeks on QAR in my class, but I think only a small number of my students understood the purpose of it. They did understand that the “Right There” questions are lower level, and are the ones they usually have no problems with. The “Think and Search,” “Author and You,” and “On Your Own” questions are the ones that we are still having big issues with. We did guided practices where I showed them how to identify these questions. Then, we went through question packets where they identified what type of question it was before they answered it. The main issue with QAR is the importance of prior knowledge. Most of my students have minimal prior knowledge. It’s so hard for them to make connections to the text because they don’t pick up on idiomatic language, cultural references, and functions of words. So, we aren’t really at the point where we can even say that we’re “Making Meaning” through the text. The author states on page 45 that, “Youth who can comprehend complex prose are better students in all the subject areas as compared with their peers who struggle to understand what they read.”
I completely agree, and that statement makes perfect sense. Nevertheless, that is what’s holding my students back. This also has direct implications on the state test. 7th Grade Language Arts is a state-tested subject. This means that my students will be exposed so Expository and Prose texts. They will do fine with expository texts, because they are straightforward and don’t require much inference. The prose narratives are the speed bumps. Students have to be “active” readers to be able to follow those texts. I’ve read some of the texts on the state practice exams—they are terse. I’ve been trying very hard to model active reading for my students, but I don’t think I’ve been very effective with it. We also read texts, then go back and talk through them, but that hasn’t been very effective either. Since I’m not modeling this well enough, I don’t know if my kids will be ready for the novels I want to teach next semester.
I know that Chapter 3 discussed a lot more information, but the QAR really stuck out because it is something that I’ve taught and implemented in my classroom. Hopefully, we’ll find a way to expand their knowledge so that prose texts don’t seem so foreign and overwhelming. This is my task. This is my duty.
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