Great video. I love the points about how following rules and set out plans for everything guarantees mediocrity (10:25) and the quote from Obama "We must ask, not just is it profitable, but is it right" (13:25).
Barry Schwartz "Wisdom"
Great video. I love the points about how following rules and set out plans for everything guarantees mediocrity (10:25) and the quote from Obama "We must ask, not just is it profitable, but is it right" (13:25).
When You Assume you Make an "A**" out of "U" and "Me"
As a newer teacher I want to be as honest and straightforward with my class as possible. I want to be in the moment and prepared to answer any question with integrity. That being said, allowing critical reflection to take place in my life in and out of the classroom is crucial. By recognizing and avoiding assumptions I can make my classroom a better place, as pointed out by Brookfield. By not being afraid to voice my opinion, yet educating myself enough to inform students or at least encourage them to look at different sides of a debate I can build a sense of trust in the classroom. It can also ground my emotions as a teacher and allow for greater structure. It also allows for me to act as an example to my class of how to be a functioning, educated adult in a society.
Brookfield, Stephen (1995). Becoming a Critically Reflective Teacher. Jossey Bass. San Fransisco. p. 1-27.
Brookfield, Stephen (1995). Becoming a Critically Reflective Teacher. Jossey Bass. San Fransisco. p. 1-27.
Empathy with Other Adult Learners
While working with a COP during my Education program, both first and second semester, I have noticed that adult learners have a lot more "special needs" that must be addressed and so there has to be a great level of understanding and empathy. For example, in Caffarelle and Merriam's article they point out all the different issues that adults may come across when trying to engage in adult learning from motivation, test anxiety, pressures from family members, teaching methods being appropriate, and child care problems. I know from my own experience I have dropped out of adult courses for reasons such as I didn't like the teaching methods or I just had higher priorities at that time in my life.
Caffarella, Rosemary, and Merriam, Sharan (2000). Linking the Individual Learner to the Context of Adult Learning in Wilson and Hayes' Handbook of Adult and Continuing Education. Jossey-Bass. San Francisco, CA.
Caffarella, Rosemary, and Merriam, Sharan (2000). Linking the Individual Learner to the Context of Adult Learning in Wilson and Hayes' Handbook of Adult and Continuing Education. Jossey-Bass. San Francisco, CA.
My Perfect School Climate
Stolp and Smith discuss the differences between school culture and climate. For climate they discuss all the tangible aspects of a school. If I were to walk into my new school tomorrow as a teacher, some of aspects of social climate that I would like to see would be:
-no gender confining washroom signs
-lots of common areas & non-structured classrooms
-creative classroom that is representative of my own teaching style and personality
-100% healthy food options only
-science class as a zoo (like in my junior high)
-social class rooms are unbelievably culturally inclusive and have maps and cultural events always going on
-links and programs with international schools
-evidence of hands on learning
-student and teacher input
-promoting health like workout playgrounds
-promoting all the arts
-different spaces for different needs; not all classrooms alike
-colorful, plants and plant projects
-natural light and solar panels
-technology prevalent similar to Calgary's science center
-opportunities for tons of hands on projects like a compost garden
- clubs and teams
-safe and no bullying
-open-door policy
-embrace technology
My favorite kid's movie of all time, James and the Giant Peach, perfectly suits the idea of dreaming up a futuristic school, "Well, maybe it started that way, as a dream, but doesn't everything? Somebody had to dream about it first". This quote by James in the movie is when he first sees New York City. A dream has to start somewhere and some day it can be a reality just like a classroom or school. The photo below is a hotel. Same thing, someone had to dream that up to be such a beautiful place! Dream it, do it!
Speaking of a dream becoming reality, here is one of the first to be implemented: gender neutral washrooms at the University of Alberta.
Gender Neutral Washrooms
Stolp, Stephen and Smith, Carl. (1994). School Culture and Climate: The Role of the Leader. Oregon School Study Council.
-no gender confining washroom signs
-lots of common areas & non-structured classrooms
-creative classroom that is representative of my own teaching style and personality
-100% healthy food options only
-science class as a zoo (like in my junior high)
-social class rooms are unbelievably culturally inclusive and have maps and cultural events always going on
-links and programs with international schools
-evidence of hands on learning
-student and teacher input
-promoting health like workout playgrounds
-promoting all the arts
-different spaces for different needs; not all classrooms alike
-colorful, plants and plant projects
-natural light and solar panels
-technology prevalent similar to Calgary's science center
-opportunities for tons of hands on projects like a compost garden
- clubs and teams
-safe and no bullying
-open-door policy
-embrace technology
My favorite kid's movie of all time, James and the Giant Peach, perfectly suits the idea of dreaming up a futuristic school, "Well, maybe it started that way, as a dream, but doesn't everything? Somebody had to dream about it first". This quote by James in the movie is when he first sees New York City. A dream has to start somewhere and some day it can be a reality just like a classroom or school. The photo below is a hotel. Same thing, someone had to dream that up to be such a beautiful place! Dream it, do it!
Gender Neutral Washrooms
Stolp, Stephen and Smith, Carl. (1994). School Culture and Climate: The Role of the Leader. Oregon School Study Council.
Culturally Responsive in a Small World
After reading an article by Cochran-Smith Bank's about teaching diverse learnings, I took this to mean that teachers must build a large base of knowledge surrounding cultural awareness and must be sensitive of differences in learning due to this, especially in student evaluation.
My interest was sparked in this field when I was in the elevator of my apartment building the day I graduated from my Bachelor of Arts in English. A Korean women who spoke very little English asked me if I went to the university and if I knew anyone who could tutor her daughter in English. I was reluctant but being the little bit of a hippie I am, I took it as a major sign from the universe and became her daughter's tutor. Never before did I think I would be specifically interested in English-language-learners until that summer. I was fascinated with language differences and learning patterns of a student that is ELL.
This spark of interest really got bigger when I was in Southeast Asia, and now it is a fire!
This spark of interest really got bigger when I was in Southeast Asia, and now it is a fire!
Being culturally aware, especially in our modern, globalized society is the only option for a teacher.
I believe that cultural diversity in the classroom is a untapped resource for so much learning for all the students and me as a teacher. Learning how different languages and cultures work in every possible way is so intriguing and crucial for everyone to learn. I think a huge overlooked aspect of cultural diversity in the classroom is how much ethnic minorities will add to the born and raised Caucasian children in the classroom- there is so much to learn from other cultures.
The artifacts below are two photos from my trip to Asia. The one is from a morning in Vietnam, when I woke up at 5am to spend the morning the way the Vietnamese do, which is to engage in activities such as dance, running, aerobics, laughing yoga and every way to sweat imaginable. Something so simple and everyday to them, but if we adapted in Canada it would make the world of difference. It would reduce obesity, stress, heart-disease, and the list goes on! The second photo is me with an Thai orphan boy that I met "off the beaten path" in Bangkok. The influence my travel had on me was unimaginable and will without a doubt effect me as a teacher.
That's me with the pink bag!
What are my perceptions of schools?
Since my mom works at the high school that I went to, I often run into my old teachers. When they found out that I was in Education and starting my practicum this semester, each of them got a smile on their face and said "What comes around goes around!".
That nightmare kid you always hear about in classes? Well, that was me. I could never pay attention in class and always found it boring. If my teacher split me and my friends up for talking, we would scream to each other across the classroom until he would kick us out. If I got assigned detention homework of writing an essay about 'why not to talk in class', I would start why students typically should not talk in class and then argue why I am an exception and should be able to.
As opinionated and disruptive as I was in my classes, I secretly valued learning so much and put in 110% in assignments that I thought were worth my time and for teachers that I really felt like cared. Teachers were very influential in my life and I saw them as leaders.
As I grew up, I realized that I am a strong leader and role model to my peers of all ages. I can be very influential and have a strong ability to persuade behaviors, opinions, and others in all ways. I began using this talent to teach. I started as a camp councillor, I was in a supervisor position at my first job, rugby captain, president of the yearbook club, and later became an English-learner tutor and a yoga instructor.
When I think back to schools, I can still remember being that rebellious teen and I still can remember exactly what I felt like then in grade 6/7, even thought it has been over ten years. I remember hating lectures, hating boring social classes and absolutely turning my brain off in most classes. The exception being those influential teachers and lessons they taught us.
I want to be that teacher. I want to grab kid's attention and change their vision. I want to harness that built up energy and potential into passion and inquiry based learning so that my students can go out and change the world.
The artifact attached to this post is from a song of how I perceive schools. I do not want to be a condescending ageist teacher. I want to inspire and lead through example and give kids the tools to become unstoppable with their dreams.
That nightmare kid you always hear about in classes? Well, that was me. I could never pay attention in class and always found it boring. If my teacher split me and my friends up for talking, we would scream to each other across the classroom until he would kick us out. If I got assigned detention homework of writing an essay about 'why not to talk in class', I would start why students typically should not talk in class and then argue why I am an exception and should be able to.
As opinionated and disruptive as I was in my classes, I secretly valued learning so much and put in 110% in assignments that I thought were worth my time and for teachers that I really felt like cared. Teachers were very influential in my life and I saw them as leaders.
As I grew up, I realized that I am a strong leader and role model to my peers of all ages. I can be very influential and have a strong ability to persuade behaviors, opinions, and others in all ways. I began using this talent to teach. I started as a camp councillor, I was in a supervisor position at my first job, rugby captain, president of the yearbook club, and later became an English-learner tutor and a yoga instructor.
When I think back to schools, I can still remember being that rebellious teen and I still can remember exactly what I felt like then in grade 6/7, even thought it has been over ten years. I remember hating lectures, hating boring social classes and absolutely turning my brain off in most classes. The exception being those influential teachers and lessons they taught us.
I want to be that teacher. I want to grab kid's attention and change their vision. I want to harness that built up energy and potential into passion and inquiry based learning so that my students can go out and change the world.
The artifact attached to this post is from a song of how I perceive schools. I do not want to be a condescending ageist teacher. I want to inspire and lead through example and give kids the tools to become unstoppable with their dreams.
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