Week 5: Initial Blog Responses (2-22-15)

LaVonna-
When I read your posts, I always think about how brave, strong, and honest you are. This week is no different. I enjoy that you share the personal experiences that you are having in your own school. You take the required readings and make them seem more tangible, real, and relevant to how they are affecting you. I agree with many of your points! Social justice is extremely important and how great of a position are you in to be able to bring these topics to the forefront!
The colleges that I have attended have been ethnically diverse, but now after coming back to teach in a rural/agricultural school, I see the limits that are placed on students culturally. Both of the high schools where I have taught are predominately filled with white/Caucasian students with little to no reference of the world around them. When I first began my teaching journey, my husband and I had roommates. One of my dear friends who we lived with was a black male and he was homosexual. Boy, did the eyebrows begin to rise when students found out about this! I tell you this story only because, I feel like outsiders who have been sheltered from the world do not always understand or connect to things that they do not understand. Oftentimes, their viewpoints have been narrowed and sculpted by their families and surrounding peers. Though tricky, as art teachers, I think we have great potential in opening up the hearts and minds of our youth in a way that maybe we can bring awareness about social injustice and all the issues that get tangled up in the mix.
Thank you for posting your intriguing, and inspirational reflection…

Jon-
So many times, I had people warn me of going into the art education field. It wasn’t because they thought I would not like it, it was b/c they thought I’d be in the “poor house.” They truly thought that the arts would be cut from schools and that I’d have no backup plan. I’ve changed my direction in careers so much that I think people really started to believe that I had no goal in mind. I worked in the restaurant business, I was a photographer, then I became an interior designer, and then lastly I decided to be an art educator. I think other people had me questioning whether or not what I was doing was really my true calling! That being said, I’m glad that I followed my heart and my passion as it has led me to where I am today. I look back on everything now and realize that every experience that I had prior was preparing me to teach a classroom from a real world perspective. That’s something that I think you will bring to the plate. You may not be in the classroom setting, yet. However, those wonderful life experiences, and any previous employment ventures will shape the way you teach. I think your future students will appreciate not only your diversity and honesty…but your humbleness and humor as well.

Where there is a will there is a way!!! (Echoing the sentiments of Ms. Ruopp and Anna Horine based on your quote…) I agree with your statement that “Many of the greatest turning points in my life have been unexpected “happy accidents”.  If I am able to utilize my natural abilities and talents on a regular basis, there is huge potential for teaching to be a vocation even more fulfilling and rewarding than I hope.” 

Week Five: Read and Reflect (2-21-15)

Chapter 5 Reflective Teaching

This chapter examines the different educational and social philosophies that an educator may adopt as they form beliefs about teaching practices. These traditions bring to light the focus of morals and ethics that often emerge from within the classroom. Liston and Zeichner explore four distinct varieties/styles of reflective teaching, but explain that many of the categories they discuss may overlap or intertwine. It should be noted that they insist that teachers understand the validity in all the traditions, so as not to assume that the categories are exclusively used by educators. They go on to add that there is negative and positive criticism attached to all of the groupings that they have investigated:

Progressive-
Pro: prioritizes a student centered approach in teaching that creates meaningful connections based on student interests
Con: may lead to varied teacher expectations or lacking skills that break the continuity of subject oriented curriculum

Conservative-

Pro: content and skill focused curriculum that promotes student understanding
Con: intrigue and vitality may be lacking due to too much “structure”

Social Justice-

Pro: classroom activities focus on democracy and improving the human condition
Con: some find it controversial to explore or teach students about social oppression (for ex. it could have the potential to lead to “reverse racism”)

Spiritual-

Pro: an educational experience that offers students the opportunity to contemplate the meaning behind life, emotions, and the human experience
Con: critics may see it as a gateway in which to illegally teach or promote religious context

Chapter 6 Reflective Teaching

In Chapter six, Liston and Zeichner discuss the ways in which the teaching self, our pupils, and context become relevant in our reflection as educators. The teaching self can be described as actions based on work, professional efforts, or vocational endeavors.  “Work” within the teaching field is simplified as our transferring of intellectual information onto students. However, our work often extends into a form of mediation as we guide students to learn information that has been pulled from our own shared understandings. Professional efforts come as a result of our research based studies of scholarly text and norms set within our subject or field of education. Vocational endeavors involve a much deeper form of teaching as it proceeds our “calling” to compassionately instruct students. The authors elaborate on the ways student outcomes have been focused on in recent years, and ask educators to contemplate the ways that they center in on “students’ academic outcomes, their cognitive processing, and/or their social and emotional learning.” The final section of this text examines the ways cultural diversity, community, and interconnectedness play a huge role in social justice in and outside of the classroom.

Chapter 5 Marzano

In chapter 5, Marzano explains how teachers can gather focused feedback, use video performance as a form of reflection, obtain student achievement data that is explicit to teaching strategies utilized, and manage and track various sources of feedback. One of the major advantages of videotaping a lesson is the ability to watch the recording numerous times to deeply examine practices in full detail. Self-viewing can be vital in seeing how successfully we perform as educators. It also allows us to see how specific students react to our lessons/questioning strategies, and investigate how the classroom is operating as a group. Student sections can further be examined by creating control and experimental groups in order to see what types of teaching strategies may lead to more positive results in achievement. Graphing and journaling becomes beneficial in organizing an assortment of feedback and can help to provide insight that correlates to growth.

Reading Reflection

Chapter 5 Reflective Teaching

CLASSROOM TEACHERS: Before watching any lesson you film, which tradition do you most identify with (Please explain)? Why do you think this is? How does it show up in your teaching?

I felt a connection to each tradition, and could see importance in all the different teaching philosophies. However, I felt myself resonating with the “progressive” style of teaching the most. I identify with this tradition in a significant way because my students are my main focus. I often take a student centered approach while in the classroom. The art lessons that my students are introduced to are developed in order to help them find their own voice and identity. Most of the art making that they create is a product of student self interest (despite the fact that they learn foundations/techniques first).

I deeply care about my students, and make every effort possible to make sure I have a good understanding of them on a personal level.  As an art teacher, I feel I have an ability to speak to my students in a way in which they can relate the subject matter to their own individualized lives. I believe that I positively benefit students by helping them find intrinsic value in education as they understand the purpose behind what I am teaching them.

Chapter 6 Reflective Teaching

CLASSROOM: How would you describe your teaching self? Share a teaching experience which illustrates this.

I always tell new educators that having money in your bank account and having medical benefits may be what attracts you to a stable career in teaching, but it is not what will allow you to continue passionately working within the field of education. It takes much more to be able to take on all of the responsibilities of teaching. Yes, we work and apply our professional norms while on the job, but it doesn’t end there. We are contributing to how students are developing socially and emotionally. There isn’t a question in my mind that I was meant to be at the service of guiding, teaching, and helping the youth of today. However, I don’t think I could just teach anything. I have been “called” to teach art. And…I use this vocational self to help students grow towards building a stronger identity. I assist them as they become more independent thinkers and “doers.”

Students need guidance in how to perceive and utilize essential questions that can be employed in all areas of their life. As a teacher, I help students to develop thoughtful ideas based on inquiry. I encourage them and teach them not to solely depend upon straight and narrow “factual” information. Instead, when they dig for details their analysis of information is often tied to a philosophical examination of truth that is tied to self. By providing my students with opportunities to explore and investigate, I instill within in them a quest for knowledge.

The classroom can and should become a place in which students can begin to examine their own belief systems. However, in opening dialogue with students, we as educators must be open to discussion and even more so…listening. I recently read a quote which struck a chord with me and I’d like to share it with you all:

“Most people do not listen with the intent to understand; they listen with the intent to reply.”

~Stephen Covey
*** (This is something I think everyone can continuously work on…including myself!)

Chapter 5 Marzano:

I have used some of the techniques that Marzano has discussed. Recently I have used video recordings, student surveys, and student achievement charts as part of gathering data related to student growth/learning. Also, I have kept reflection journals in the past to help me better analyze my classroom behavior management and teaching strategies. However, I haven’t recorded my own performance while teaching a lesson in front of a group, and think this will be a change for me and allow me to better observe the interconnectedness (or lack thereof) that presents itself in my classroom. Also, I think it could be interesting to create control groups to analyze student achievement. This is new to me and it sounds interesting.

Week 4: Initial Blog Responses

Ashley-
I felt myself nodding a lot when reading through your notes and blog refection. It seems we have much in common in regards to how we “rule the roost.” I don’t think leadership is a terrible thing at all. Let’s face it, some classrooms are well-managed and others are not. And…an art classroom that is not well managed can be a complete disaster and a safety hazard (seriously). I feel students should be respectful to whoever is speaking or has the floor. That said, when I ask questions, I want good feedback…not crickets. When it is time for the students to work and collaborate I hope to hear conversation and the brainstorming of ideas. I monitor the classroom and walk around (as you put it, my classroom becomes “organized chaos”). I guess I too feel like a bee buzzing around rows of students. I also like sitting down with my students’ one on one and getting to know them on a more personal level.

Your metaphors are excellent and relatable! Whenever I was beginning this project, I started a listing of things/icons just as you did. However, my ideas shifted all over the place as I worked and I ended up starting my artwork over and over again. One last thing, I love your execution in design. The fluidity, transparency, and variety of color in your painting are marvelous. The conceptual ideas and symbolism make your artwork even more intriguing. Thanks for sharing your project and the progressive stages. Nice job!

Emily-
I can’t wait to discover more about the visual that you have created! It’s beautiful, and tranquil. It echoes some of the sentiments that I touched upon as I relate to the classroom as the sea as well. I wonder where you place yourself with this “school” of fish that you project. I’m curious as to the metaphorical message within specific imagery that you chose to illuminate. I’d also like to read more about how you developed your work. Looks like digital pictures of fish have been layered onto a watercolor background?
I appreciate the postcard that you posted. It is rich with meaning and I can see why it grabbed your attention. It touches upon many of the aspects that we have been discussing throughout our reflective class. Sounds very much like you want to “create a home” for your students as Liston and Zeichner wrote about in Chapter three. I love the following lines: “I want them to know that they matter” and “I want to use art to transform lives.” This is relevant in describing how empathy has a role in teaching. I really do understand how feelings and instruction can overlap within the classroom. Do you have a personal experience that has shaped how you view this concept?

Week 4: Read and Reflect (2-14-15)

1. The Impulse to Teach

Chapter Three: Teachers’ Practical Theories

Reading Summary: 

In chapter three, Zeichner and Liston expand upon the practical theories devised by Gunner Handal and Per Lauvas. The authors describe how successful teacher reflection is largely based on an understanding of experience, knowledge, and values and how this transforms us as educators. They claim that teachers are heavily affected by their own personal, direct, past educational encounters and teacher program placements. However, they say we are also greatly influenced by others and adopt transmitted information from various sources as well (books, movies, theorists, other teachers, etc.). Moral and ethical aspects of teaching are examined, too, as social conditions can shape classroom practices.

Reading Reflection:

What teachers stay with you and what aspects of their teaching affect you today?

One of my favorite art teachers of all time (in undergraduate school) was able to create unique, spontaneous, meaningful, activities. There was never a dull moment! I remember the fall of 99’ like it was yesterday. The whole month of September was amazing! Ms. Crain-Jager went out of her way to collect and haul huge corn stalks out of a field so that we could sketch from life within the classroom. Then one day, she even surprised us by organizing a field trip in which we traveled out to a farm. We were greeted by an elderly man in overalls who gave us a tour of his pumpkin/gourd patches, and then he later showed us the cellar where he kept homemade canned goods that he collected from his harvest. We sat and drew in the pumpkin patch that day, the wind blowing in our hair...the sound of crisp, autumn leaves scattering across the ground, breathing in the intoxicating smell of apples that had been gathered earlier that day. I remember days like these, and they were some of my most memorable moments. I learned so much, and had the best time. When I design lesson plans, I try to make them as invigorating as I can.  Sometimes, I even take my students outside so that they, too, can explore nature in a more tangible, and sensory connected way…

Chapter Four: The Stuff of Reflection

Reading Summary:

This chapter is filled with information pertaining to emotions and how they intertwine with teaching. The authors examine the ways teachers use metaphors and images to uncover our professional identity. A segment on literacy and its connection to reflection is further inspected as Liston and Zeichner explain how it can become a powerful tool in exploring life’s essential questions. The work of Mark Edmundson is promoted as he investigates how feelings, narratives, and learning are interconnected.

Reading Reflection: 

What student emotions do you find particularly engaging?

I can’t help, but be drawn to the students who are sometimes considered by some as “eager beavers.”  Though it can be distracting when students continuously keep their hands raised up in the air because they are “chomping at the bit” to answer or respond to a question, I absolutely love the excitement! Even the occasional interruption that occurs when a student has an epiphany can enlighten me and encourage me to keep the momentum of the lesson at a high. Perhaps, I can relate as that is the kind of art student I have been in the past.  I understand what it is like to always strive to be the best, to be frightened by disappointment, and to seek reassurance.  So it’s likely that being overly passionate about art can  result in conversations that turn into digressions, constant questions and needs to ask “why”, and maybe even a touch of self criticism. All that said, these actions are also reflective of a student who is deeply connected and enthusiastic about learning.

2. Visual Metaphor

Title: “Sea of Discovery” Tunnel Book
Medium: Paper, markers, and backdrop cloth
Size dimensions (WxHxD): 10” x 8.5” x 6”

"Below the surface stream, shallow and light,

Of what we say and feel — below the stream,

As light, of what we think we feel, there flows

With noiseless current, strong, obscure and deep,

The central stream of what we feel indeed."

~Matthew Arnold

The search for self, for identity… it is an endless journey! Much like the sea, there are so many mysteries and unanswered questions. Educators, who urge the quest for individuality, help students to unlock the truth that is tied to this discovery. The classroom is ever-changing and similar to the ocean, it can present challenges. Waves crashing feverishly, storms that disturb the waters, and yet unceasingly a stillness and steadiness consistently calms the current.

My tunnel book holds several metaphors. I’m comparing the classroom to the sea and the fisherman symbolizes the educator. Constantly, teachers cast out lines and nets of communication to create a “hook” for our students. By reeling them in, we seek to gain their attention and focus. The waves form layers, which is relative to how reflection works. Questioning strategies lead students into more complex ways of thinking. There are different levels and stages of inquiry that turn ideas into living, breathing organisms.

The sea is filled with the unknown, and is comparable to life itself. We “sail on” in our journey to find new opportunities, new communities….new things. There is always something different to learn. And the sea (the classroom), so deep, also becomes a place where contemplation extends into the apprehension of truths that are beyond the intellect.

(Progressive stages of development...)

Week Three: Initial Blog Responses (2-8-15)

Anna-
While in the Master’s program at UF, I completed a capstone project/thesis in which my students became my study. I used Mertler’s cyclic model as I reflected on my own practices. Every day, I documented my students and how they reacted/responded to my teaching. The four steps I used during my action research included: 1. Planning; 2. Acting; 3. Developing; and 4. Reflecting. These steps started out being executed in an orderly fashion, but then later I often went back and forth between stages of the model. When you wrote “Just because I did reflect on something and made a change based on it doesn’t necessarily mean I did it right, or that it was the best way to approach the problem. The book mentioned reflection being a spiral process, and that’s how I feel about this question.” it automatically struck a chord with me. I think you are absolutely on the right track! Reflections are not linear; they are radial-like spirals that allow us to see trends and patterns. Through the process, we form a hypothesis, collect data from different resources, we form conclusions, and then we accept or reject our initial theories. Great post!

Clayton-
I enjoyed reading your beginning “pushing buttons” paragraph. I can relate to the following comment that you wrote: “The fact that my confidence and beginning both lie in the “high ground” world may be what give me a desperate need for them to hold legitimacy.” I don’t think you are alone in this and I do think there is validity in much of the research that has been published. For instance, many educators leave the teaching field and go on to write about their own professional experiences in the classroom. Some theories are solely developed in universities in which no practice has been applied making them seem less relevant. However, I think there are also many books filled with theories that go on to be tested within the classroom and they are filled with wonderful informational text. The great thing about being reflective is that we can explore the different theories and research out there, and then test it out to see how it works for us. On the other hand, textbooks/research about methodology, theories, and educational practices cannot be our one and only source for developing curriculum or shaping our classroom philosophies. A lot of wisdom is gained from trial and error learning, experience, and time working in the field. I often compare teaching to a newborn child being born. When preparing for a baby, there are all kinds of manuals and books about how to prepare. However, once the child arrives no one is ever really ready. And with every baby, comes different scenarios (kind of like different classes present new challenges).  Overall, because teaching is unpredictable and ever-changing, we have to constantly make time for reflectivity.

Week 3: Read and Reflect (2-7-15)

Part one:

Inspiring…
When you think about a classroom problem, do you try to see it from different “angles” (p.4)?

Yes, I feel that I do try to solve problems by looking at them from different angles. I am very reflective in how I sink into contemplation when issues are occurring in the classroom. I cringe at the thought of teachers attempting to use textbooks as the one and only source for handling classroom management, curriculum construction, learning outcomes, etc. I remember when the Harry Wong books were my “go to” for just about everything and how disappointed I was when many of his suggested techniques backfired on me.  If an educator stays in technician mode how will they ever resolve educational problems? There is no “one size fits all” when handling the everyday occurrences that present themselves in the classroom. There is also very little time to think about the way we will react in an “on the spot” situation. That being said, there is time to think about how you reacted later on and assess whether or not the issue was handled properly or efficiently.

Pushed my buttons (In regards to the discouraging reflectivity part)…

In what ways might the structure of classrooms and schools contribute to and/or discourage teacher reflectivity (p.13)?

I think most schools are structured in a way that supports teacher reflectivity. Most will provide mentoring during the first years of teaching which allows the educator to get feedback from professionals based on their reflective inquiries. Administrators periodically evaluate teachers and encourage self evaluation afterwards that urges teachers to be more in tune with their teaching practices. Also, professional development and training is oftentimes provided or encouraged by school leaders. Workshops, seminars, and conferences can aid teachers as they become more consciously and systematically reflective in the educational field.
On the other hand, I think teacher reflectivity is sometimes discouraged because it involves transformation. Not all schools are open to change. Some schools are traditionally set in their ways. And other times factors such as low funding or politics halt reflective action.  Reflective teachers may find themselves in a situation where they want or need their voice to be heard and yet no one is willing to collaborate.

Challenging…

If a student comes to you angry with another student or crying and upset, what is your first reaction? What other reactions might you have? Do you ever react differently to students (or to their parents) depending on their gender, race, or social class background (p.16)?

My first reaction is to get this student in a more private setting so that other students do not flock to the scene and create chaos. By removing the student from a more public setting you are better able to talk one on one with that student and better assess the situation. You are also more likely to get honest or more truthful answers that aren’t created as a means to “fit in” with or appease peers. Next, I would see if the situation was dependent on a guidance counselor as I may send them directly to the guidance office. In a situation where a fight has occurred, the result may be to have a student seek disciplinary assistance.  Administrators may want the student to file an incident report.  If the situation is beyond a school leader’s control then I would make contact with the SRO (school resource officer).

In the past, I have reacted differently to students depending upon gender and social class. Because I am female, I can oftentimes help a female student in a more relatable way. The issues arising can involve menstrual cycles, sexual harassment, bulling, etc. In my experience, girls have sought me out for more assistance than male students. I do find myself having more “personal” talks with females rather than guys as they are often more open in discussing the problems that they are having.
I have a tendency to handle situations with the underprivileged in a specialized way. There is a direct correlation between social economic status and academic success. Therefore, I try to make sure there is as much equity in the classroom as possible.  However, sometimes that means I may provide a sketchpad or other art materials to someone who can’t afford it. Other times, it could mean that I am providing extra time/tutoring to a student who maybe didn’t have a “good night” at home the night before.

Part Two

Openmindedness:

I loved the way the critical believer was described as being “willing to enter sympathetically into opposing points of view because they realize that all belief systems have weaknesses and can be strengthened by the confrontations with different beliefs.” Let’s face it; we are all prone to having our own distinct ideas in relation to the classroom. Maybe we have goals/objectives that we find most important for our students to learn. Perhaps, we have our own vision of what a teacher-student relationship looks like. Or…it could be that we have become firmly attached to certain pedagogical strategies. Sometimes I think we expect our students to be open-minded and accepting of new practices, and yet we never question our own role in this concept! What I enjoy so much about being in teacher education programs is the fact that we get to share and investigate new ideas. My goal is to become more of a “critical believer” as I think that transformation in the classroom is vital to growth. We have to change with the times and create relevant and meaningful learning experiences for the students of today!

Responsibility:

Our teaching can make or break a student’s journey into learning. How fragile and delicate the mind and soul can be! We are responsible for how a student’s self-concept, intellectual development, and social/life experiences are shaped. And yet our viewpoints on how to develop our curriculum are in direct relation to what WE find important to learn. As a reflective teacher, it is important to step back and acknowledge that we sometimes have isolated perspectives. We must, as educators, continue to examine the consequences and outcomes of our teaching.

Wholeheartedness:

The statement that resonated with me the most in this section explained how teachers who are wholehearted “regularly examine their own assumptions and beliefs and the results of their actions and approach all situations with the attitude that they can learn something new.” When I read this I kept thinking about teachers with a resistance to change that never think twice about trying something fresh or foreign to them. And to tie this back to the Washington Post article, I would say it reminded me of the section that reads:
“11) Enough humility to remember it’s not about you. It’s about the kids. If your ego rules your classroom, if the class turns into “me vs. them” or if you can’t understand that a sixteen year old might be able to tell you something you don’t know, then don’t teach. Or at least, don’t teach high school.”

Also, I think that if you are wholehearted in Art, then you are inquisitive and excited about your content area. You are enthusiastic enough to break out of your regular routine! This involves constructing a curriculum that allows for flexibility. There are great outcomes in designing lessons that help to create engagement between you and your students. In the end, they learn from you, and you gain knowledge from them.

Part Three

I’m in my sixth year of teaching, and just took on a new job position close to home. I am now teaching in the same high school that I attended and graduated from in 1998. Times have changed! When I was the Visual Arts I student in this room, the curriculum was written so that it focused more on the foundations and history of art. The textbook was the staple that tied all of the learning together. There were probably five art making projects during the 18 weeks of study. The mentality was that you speak when spoken to; otherwise… you don’t speak at all.

After I graduated, another teacher came to the school and seemed to broaden the curriculum a bit to include more student-centered projects and art making experiences.  However, the textbook was still used for most of the instructional time (esp. for the first year art students). Years have passed, and here I am again! I am now the teacher and I would say that I have taken drastic measures in re-shaping the curriculum.  I like to mix pedagogical methods, and play with both traditional and contemporary strategies. I have constructed separate curriculum maps for Art I, II, III, and have also added two more. My two brand new designs are used in my College Board Studio AP Art (advanced art) classes. And my very latest one is titled: “Artcology (a combination of Art and Ecology that is used to further learning in Eco-Art Education).

Part Four

During week two, I completed the Marzano’s self-score and have decided to highlight two areas that I would like to work through throughout the semester. My focus will be on the creation of game-like strategies and the inclusion of more physical activity.

As I discussed in week two, I’ve been hoping to include more game-like strategies in my classroom, but wasn’t sure how I could make it work for my classroom. I do invite my students to engage in some activities such as “art style category” games, but feel I could definitely tie in more ideas.  I have struggled to do this because it seems there is often a power struggle. At times I feel some students try to answer all of the questions while many of the others hide from the spotlight.
That being said, studies show that you can strengthen and promote learning skills through the use of game-like activities. I feel that if executed properly, these activities could be tied to real-world themes or topics and help keep students more engaged and make learning more relevant.  

My students are active whenever we work with paint, printmaking, gesture drawings and other activities where movement is necessary. However, I feel as though my students refrain from a lot of physical activity. It is sometimes difficult to motivate them to be more mobile when I need them to be.

I do feel many of my students are less active due to technological advancements, and poor diet. Movement/exercise is important in improving both body and mind. Research does show that physical activity can help students with cognition, attention span, and can also help improve classroom behavior as well. I also think it can invigorate creative response. For these many reasons, I will be looking for new ways to include more bodily-kinesthetic approaches during my lessons.

Week 2: Initial Blog Responses (2-1-15)

My response to Jon Sheltmire:

Teachers can no longer produce lessons that heavily rely on basic rote memory practices, long lectures filled with regurgitated textbook information and “one answer only” questions if they expect to make education significant to the student. We must teach the youth of today not to solely depend upon straight and narrow “factual” information. Parker Palmer brought to light some great points about conventional education. I think there are definitely issues (even in modern day classrooms) as we strive to create meaningful connections with students. I am working on this in my own practice as I want my students to develop thoughtful ideas based on inquiry. I want my students to think deeper and often use “big ideas” to help spark great conversation in class. Perhaps a good starting point is thinking about the issues that our students face today and ways that we could approach these topics thorough art. What strategies are you thinking about as you aim to foster “cooperation and discovery?”

My response to Shirley Boudreaux:

You stated that “If we just helped each of our students to their fullest ability, then we are guiding them on the path so they can find their place in the world” and I think this is something worth contemplating. In the U.S. many educators are teaching students how to cram for tests and memorize rote information. Instruction time is dedicated to “teaching to the test.” However, when looking at actual international achievement rankings in the subject areas of reading, science, and math, students in Finland rank near the top. The amazing thing about this is that the Finns focus on individualized student learning and creative problem solving (incorporating required music, visual arts, and crafts education until the age of 16). Finland schools are not focused on standardized testing and robotic drill tactics that seem to suck the motivation right out of students. I think what we can learn from this is that it is possible to obtain a high quality education by making the focus cooperation instead of competition. This of course was something that Parker Palmer centered in on as well. What are your thoughts on creating more collaborative connections in the classroom? Do you think this makes an impact on student learning?

Reflections on my reflections: (Stay tuned!)