This is a short video showing part of the field experience for the Introduction to Urban Education course during the May, 2008 semester.
http://www.youtube.com/watch?v=NbkaVs92KKw
As part of this experience the TCNJ pre-service teachers developed four curriculum components. These components were dance, cooking, and arts and crafts. Students were divided into four groups and participated in a different activity each day. It was decided to have two distinct art groups instead of just one because funding for the school's art program had recently been cut and the students do not have the opportunity to engage with artistic projects. The first arts group created scrapbooks using pictures of their peers. The second art group created paper mache pinatas. The dance group learned three types of routines -- Latin, Chinese, and Middle Eastern. Finally, the cooking group made homemade salsa, desserts, smoothies and pizza.
Wednesday, July 16, 2008
Wednesday, April 9, 2008
Did I Miss Anything
Did I Miss Anything
Tom Wayman
Originally from: The Astonishing Weight of the Dead.
Vancouver: Polestar, 1994.
Did I Miss Anything
Question frequently asked bystudents after missing a class
Nothing. When we realized you weren't here
we sat with our hands folded on our desks
in silence, for the full two hours
Everything. I gave an exam worth
40 per cent of the grade for this term
and assigned some reading due today
on which I'm about to hand out a quiz
worth 50 per cent
Nothing. None of the content of this course
has value or meaning
Take as many days off as you like:
any activities we undertake as a class
I assure you will not matter either to you or me
and are without purpose
Everything. A few minutes after we began last time
a shaft of light descended and an angel
or other heavenly being appeared
and revealed to us what each woman or man must do
to attain divine wisdom in this life and
the hereafter
This is the last time the class will meet
before we disperse to bring this good news to all people
on earth
Nothing. When you are not present
how could something significant occur?
Everything. Contained in this classroom
is a microcosm of human existence
assembled for you to query and examine and ponder
This is not the only place such an opportunity has been
gathered
but it was one place
And you weren't here
Thursday, July 12, 2007
Advice for new teachers (from veteran teachers)
All of our graduate students conduct an oral history with a veteran teacher. Below are short excerpts from those interviews.
"...a first year teacher should make friends with grade level colleagues and if they offer their help, always take their advice and smile, despite if you agree with them or not. He advises a beginning teacher to get familiar with the school as well as the district as a whole. He encourages organization and to ask other teachers for advice to get classroom supplies. Most importantly, Anthony feels that whatever happens during the day, ends that day. If you have a bad day with a class, the worst thing to say to them the next day is, “We are not going to have a day like yesterday!” He advises a beginning teacher to go on from that point and don’t look back. Finally, Anthony emphasized the use of a mentor. He feels that a mentor should be one of the most important people in a beginning teacher’s career."
"...go into the classroom with a positive attitude and an open mind. The classroom can be a scary place at first. Most first time teachers are overconfident. The classroom takes a few years to get used to and it gets very frustrating at times. I remember when I first started teaching I had no idea what I was doing. I didn’t have much of a plan. I heard in college that if you try to be your students’ friend they will eat you alive. I became too strict as a result. I gave too much homework and I wasn’t lenient enough.”
"I asked Mrs. Smith to describe what I can expect from my first few years of teaching based on her experience. The first word that jumped out of her mouth was insecurity. She remembers questioning herself every day if her lessons were getting through to her students and at times, feeling helpless when there was a lack of progress. “I learned to increase my knowledge of the school’s curriculum and plan lessons that engaged students by incorporating their interests.” Mrs. Smith also described how it was initially difficult to discipline her students. She explained that she learned two things rather quickly; first, positive reinforcement will give students confidence and help their behavior and second, perhaps most important, is to remain consistent. “If you say that there will be no “fun time” if someone misbehaves, then you always have to follow through on that,” she described. “Also, if you promise that a student will be rewarded for doing something, then you must always provide that reward.” Mrs. Smith reinforced that after a short time, I will learn how rewarding it feels when I see that a struggling student starts to “get it”. “It’s one of the best feelings I’ve ever had,” she exclaimed."
"Not only are you a teacher, you are a social worker, counselor, disciplinarian. You have to provide resources to your students. You can do this by changing gears. You are constantly learning as a teacher.”
"...a first year teacher should make friends with grade level colleagues and if they offer their help, always take their advice and smile, despite if you agree with them or not. He advises a beginning teacher to get familiar with the school as well as the district as a whole. He encourages organization and to ask other teachers for advice to get classroom supplies. Most importantly, Anthony feels that whatever happens during the day, ends that day. If you have a bad day with a class, the worst thing to say to them the next day is, “We are not going to have a day like yesterday!” He advises a beginning teacher to go on from that point and don’t look back. Finally, Anthony emphasized the use of a mentor. He feels that a mentor should be one of the most important people in a beginning teacher’s career."
"...go into the classroom with a positive attitude and an open mind. The classroom can be a scary place at first. Most first time teachers are overconfident. The classroom takes a few years to get used to and it gets very frustrating at times. I remember when I first started teaching I had no idea what I was doing. I didn’t have much of a plan. I heard in college that if you try to be your students’ friend they will eat you alive. I became too strict as a result. I gave too much homework and I wasn’t lenient enough.”
"I asked Mrs. Smith to describe what I can expect from my first few years of teaching based on her experience. The first word that jumped out of her mouth was insecurity. She remembers questioning herself every day if her lessons were getting through to her students and at times, feeling helpless when there was a lack of progress. “I learned to increase my knowledge of the school’s curriculum and plan lessons that engaged students by incorporating their interests.” Mrs. Smith also described how it was initially difficult to discipline her students. She explained that she learned two things rather quickly; first, positive reinforcement will give students confidence and help their behavior and second, perhaps most important, is to remain consistent. “If you say that there will be no “fun time” if someone misbehaves, then you always have to follow through on that,” she described. “Also, if you promise that a student will be rewarded for doing something, then you must always provide that reward.” Mrs. Smith reinforced that after a short time, I will learn how rewarding it feels when I see that a struggling student starts to “get it”. “It’s one of the best feelings I’ve ever had,” she exclaimed."
"Not only are you a teacher, you are a social worker, counselor, disciplinarian. You have to provide resources to your students. You can do this by changing gears. You are constantly learning as a teacher.”
Wednesday, June 6, 2007
Perspective on the "American Dream"
by Anna Larkin
“The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called truth" ~ Dan Rather.
Dictionary.com provides two conflicting characterizations for the meaning of truth: conformity with fact or reality or agreement with a standard; a verified fact of honesty, integrity, truthfulness. Truth is a central component in understanding and advocating for urban school children, curriculums and overcoming the archaic structure of American education. Unfortunately, the truth is that most urban youth are not reaching their full potential because urban school infrastructures for various reasons provide only the basic necessities of education for this majority of minorities.
My exposure to research data, miscellaneous text and personal interaction/discussion regarding poverty and oppression in my sociology classes at TCNJ facilitated personal internalization of certain truths and social inequalities. Further theoretical data and practical experience in this urban teaching seminar placed a face on that oppressed minority: students at Gregory School and a system of equal public education that is anything but equal. What I observed through tutoring in the after school program was primarily school work defined mainly as rote and drill assignments. Students lacked most school supplies down to the simplest items like paper and pencils and I do not recall ever seeing a journal or textbook of any kind.
“Schools have radically transformed over the past century” (Howard, 2003). Tyrone Howard charges colleges with the responsibility of dispelling stereotypes of urban deficit. It is absolutely clear the current problems in education are varied and complex. There is no absolute problem or solution however, it seems fairly obvious that the problems are easily identifiable and solutions plausible. Other scholarly data presented in this class (Kozol, Berliner) points out effectively how multiple elements of run-down urban communities, gang presence and street socialization, overall teaching profession, school district funding, curriculums, segregation, socioeconomic disparities, discrimination, stereotypes, and manipulated social oppression of the poor by powerful decision makers (wealthy and government officials) all contribute to failing schools, neighborhoods and student neglect. Martin Haberman exposes the deliberate practices of direct authoritarian instruction of most urban teachers with the sole purpose and presumption that urban minority students are capable of learning only basic skills. Jean Anyon likewise presents data on five diverse curriculums from authoritative direct instruction in what she labels as working class urban schools to student directed curriculum in affluent suburban schools. The former limits students in a “hidden curriculum” of learned obedience with the projected target of labor.
In the past two years, I evolved from total ignorance that racial prejudice, discrimination and white privilege even existed to acceptance and finally to the frightening reality of what seems like a covert operation to contain social classes and status quo in America. I always knew my compassion and hard work could make a difference in other children’s lives as a teacher and advocate but I question whether I can overcome the multiple obstacles urban schools currently face and still maintain effective quality teaching? Spending three weeks in an urban school setting as we have done is a mere introduction to the reality of teaching in urban schools and student needs. I will continue my teacher preparation during student teaching this fall in the Trenton Public School District.
I believe that all children deserve the challenge of reaching their full potential and education should provide that human right with every citizen sharing responsibility. A successful system of pedagogy needs to be supported by a continuing comprehensive system of reform and unification in all public schools. I cannot predict whether my abilities are sufficient to be an effective urban teacher but I know my desire and will are. Until the dream of equality becomes a reality, dedicated teachers will continue to push students to reach their full potential, fight conformity of stereotypes and promote the truth of integrity and honesty opposed to the standard of cultural majorities that proves to be the bane of urban education. It is a social tragedy educating a majority population to conceivably be “unemployable, unable to think and make moral choices” (Haberman).
“The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called truth" ~ Dan Rather.
Dictionary.com provides two conflicting characterizations for the meaning of truth: conformity with fact or reality or agreement with a standard; a verified fact of honesty, integrity, truthfulness. Truth is a central component in understanding and advocating for urban school children, curriculums and overcoming the archaic structure of American education. Unfortunately, the truth is that most urban youth are not reaching their full potential because urban school infrastructures for various reasons provide only the basic necessities of education for this majority of minorities.
My exposure to research data, miscellaneous text and personal interaction/discussion regarding poverty and oppression in my sociology classes at TCNJ facilitated personal internalization of certain truths and social inequalities. Further theoretical data and practical experience in this urban teaching seminar placed a face on that oppressed minority: students at Gregory School and a system of equal public education that is anything but equal. What I observed through tutoring in the after school program was primarily school work defined mainly as rote and drill assignments. Students lacked most school supplies down to the simplest items like paper and pencils and I do not recall ever seeing a journal or textbook of any kind.
“Schools have radically transformed over the past century” (Howard, 2003). Tyrone Howard charges colleges with the responsibility of dispelling stereotypes of urban deficit. It is absolutely clear the current problems in education are varied and complex. There is no absolute problem or solution however, it seems fairly obvious that the problems are easily identifiable and solutions plausible. Other scholarly data presented in this class (Kozol, Berliner) points out effectively how multiple elements of run-down urban communities, gang presence and street socialization, overall teaching profession, school district funding, curriculums, segregation, socioeconomic disparities, discrimination, stereotypes, and manipulated social oppression of the poor by powerful decision makers (wealthy and government officials) all contribute to failing schools, neighborhoods and student neglect. Martin Haberman exposes the deliberate practices of direct authoritarian instruction of most urban teachers with the sole purpose and presumption that urban minority students are capable of learning only basic skills. Jean Anyon likewise presents data on five diverse curriculums from authoritative direct instruction in what she labels as working class urban schools to student directed curriculum in affluent suburban schools. The former limits students in a “hidden curriculum” of learned obedience with the projected target of labor.
In the past two years, I evolved from total ignorance that racial prejudice, discrimination and white privilege even existed to acceptance and finally to the frightening reality of what seems like a covert operation to contain social classes and status quo in America. I always knew my compassion and hard work could make a difference in other children’s lives as a teacher and advocate but I question whether I can overcome the multiple obstacles urban schools currently face and still maintain effective quality teaching? Spending three weeks in an urban school setting as we have done is a mere introduction to the reality of teaching in urban schools and student needs. I will continue my teacher preparation during student teaching this fall in the Trenton Public School District.
I believe that all children deserve the challenge of reaching their full potential and education should provide that human right with every citizen sharing responsibility. A successful system of pedagogy needs to be supported by a continuing comprehensive system of reform and unification in all public schools. I cannot predict whether my abilities are sufficient to be an effective urban teacher but I know my desire and will are. Until the dream of equality becomes a reality, dedicated teachers will continue to push students to reach their full potential, fight conformity of stereotypes and promote the truth of integrity and honesty opposed to the standard of cultural majorities that proves to be the bane of urban education. It is a social tragedy educating a majority population to conceivably be “unemployable, unable to think and make moral choices” (Haberman).
Friday, May 4, 2007
Portraits and Beliefs
"I want my classroom to be a place of discovery and exploration."
"Facts are important, but students also need to be able use their knowledge in everyday life."
"When a student is happy about learning, a teacher is equally joyful."
"Understanding the diversity of learning styles and student experiences is vital in giving every student the opportunity to succeed in the classroom and become a lifelong learner."
"I like to see smiles on student’s faces because I know that they are enjoying and have fun with their work."
"I’m sure I do not remember all of the content taught to me in grade school, but I do remember teachers who have affected my life and made me always want to become more; Now that is what I want to do."
"I strongly believe that all students need a safe and secure learning environment where they can feel comfortable to express their opinions and inquire about the world around them."
"Children learn so quickly and I think it is absolutely amazing to watch them learn and make connections."
"My classroom will be a safe place where students can share ideas and become a family of learners."
"I am looking forward to meeting my future students, and I am looking fondly towards the many years I will be in the classroom."
"Loving what you do day in and day out is essential in the teaching profession. "
"Everyone makes mistakes, but I want my students to see every mistake for what it is: the chance to do better."Thursday, May 3, 2007
Classroom Management in Middle School
by Jenny Sabbagh
Before teaching at Lawrence Intermediate School, I was always afraid to teach middle school. I thought that middle school students were impossible, filled with attitude and drama. Although a lot of this is true, my biggest success at Lawrence Intermediate School has been learning how to manage a middle school classroom. When I first started at LIS, I spent a good portion of the class time just trying to organize the students and get everyone focused so that they could pay attention to me. I spent so much time on this that learning almost took a back seat. As I got to learn the students and feel more comfortable, I found different ways to implement routines into our classroom. It was important to take into consideration individual children’s behavioral style. For example, some students that talk constantly had to be given three warnings and had to be dealt with more aggressively. Seating arrangement plays a big role in this as well. When arranging my seats for my unit, I strategically placed my students. Obviously, students that will talk were not put next to each other. Although there are obvious reasons for placing students in a certain way, I had no idea how complicated something like seating arrangements can be for a teacher! Surprisingly, where the students are seating greatly contributes to the overall atmosphere and success of the classroom. One particular student that I had constantly wanted to know EVERYTHING that was going on. It could have been the color of my hair tie that day, he had to know everything. This student needed to be in the front so that he paid attention, but I also made sure that he was not by my partner and me or our cooperating teacher. Although seating arrangements helped me with classroom management, I found routines to be the biggest help. When the students entered the classroom, they had to go to their seats and work on their vocabulary. If they didn’t have their vocabulary, they automatically start to talk and move around the classroom. Students were also told that they should not go to the bathroom if I am in front of the classroom teaching (unless it is an emergency, of course). These, along with many other routines, really help to make the class time run a lot smoother. If these routines were not put into place, a lot less learning would occur and so much more time would be spent on organizing and punishing the students.
Before teaching at Lawrence Intermediate School, I was always afraid to teach middle school. I thought that middle school students were impossible, filled with attitude and drama. Although a lot of this is true, my biggest success at Lawrence Intermediate School has been learning how to manage a middle school classroom. When I first started at LIS, I spent a good portion of the class time just trying to organize the students and get everyone focused so that they could pay attention to me. I spent so much time on this that learning almost took a back seat. As I got to learn the students and feel more comfortable, I found different ways to implement routines into our classroom. It was important to take into consideration individual children’s behavioral style. For example, some students that talk constantly had to be given three warnings and had to be dealt with more aggressively. Seating arrangement plays a big role in this as well. When arranging my seats for my unit, I strategically placed my students. Obviously, students that will talk were not put next to each other. Although there are obvious reasons for placing students in a certain way, I had no idea how complicated something like seating arrangements can be for a teacher! Surprisingly, where the students are seating greatly contributes to the overall atmosphere and success of the classroom. One particular student that I had constantly wanted to know EVERYTHING that was going on. It could have been the color of my hair tie that day, he had to know everything. This student needed to be in the front so that he paid attention, but I also made sure that he was not by my partner and me or our cooperating teacher. Although seating arrangements helped me with classroom management, I found routines to be the biggest help. When the students entered the classroom, they had to go to their seats and work on their vocabulary. If they didn’t have their vocabulary, they automatically start to talk and move around the classroom. Students were also told that they should not go to the bathroom if I am in front of the classroom teaching (unless it is an emergency, of course). These, along with many other routines, really help to make the class time run a lot smoother. If these routines were not put into place, a lot less learning would occur and so much more time would be spent on organizing and punishing the students.
Tuesday, May 1, 2007
ACB Reflection
The night before our first ACB class I got no sleep, I was nervous, anxious, and totally scared. That morning I looked and felt like a train wreck, my stomach hurt so badly, that my professor actually asked me if I was going to be alright, needless to say I do not handle stress well. I found out that my placement was going to be in a sixth grade social studies classroom in Lawrence. I was so excited when I was told my placement and who my partner was. I love history, and I plan on taking the Praxis test for grade 6-8 certifications for middle school Social Studies and Language Arts endorsement.
This semester had its highs and lows. There were days when my cooperating teacher frustrated me (and I’m sure I did the same to him), times were my students were not prepared with this homework, but defiantly remembered to bring their attitudes, and days when I just felt that I did not have what it took to be a teacher. Despite the lows, there were definite highs that outweigh any negative experience I may have had. My students surprised me more than once with this eagerness to learn new units, and their questions/connections lead to so many insightful class discussions. My cooperating teacher was extremely patient with both my partner and I, and he would “debrief” after each lesson we taught while giving us lists of things to work on. He answered every question we asked him not only about teaching in the classroom but also things like “how do you deal with the administration, what type of organization do you use, and how do you handle a problem student?”
When it all comes down to it, ACB was an amazing preparation for student teaching. I struggled a lot this semester, and doubted myself more than necessary. I would not have been as successful as I was if it were not for my professor’s constant support, my AMAZING partner Val, my insightful coop, and of course my wonderful students. Never in my life has a semester made such an impact on me before as this one has.
This semester had its highs and lows. There were days when my cooperating teacher frustrated me (and I’m sure I did the same to him), times were my students were not prepared with this homework, but defiantly remembered to bring their attitudes, and days when I just felt that I did not have what it took to be a teacher. Despite the lows, there were definite highs that outweigh any negative experience I may have had. My students surprised me more than once with this eagerness to learn new units, and their questions/connections lead to so many insightful class discussions. My cooperating teacher was extremely patient with both my partner and I, and he would “debrief” after each lesson we taught while giving us lists of things to work on. He answered every question we asked him not only about teaching in the classroom but also things like “how do you deal with the administration, what type of organization do you use, and how do you handle a problem student?”
When it all comes down to it, ACB was an amazing preparation for student teaching. I struggled a lot this semester, and doubted myself more than necessary. I would not have been as successful as I was if it were not for my professor’s constant support, my AMAZING partner Val, my insightful coop, and of course my wonderful students. Never in my life has a semester made such an impact on me before as this one has.
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