Intelligence is defined as the ability to learn or understand or to deal with new or trying situations. This definition more or less brings the meaning of intelligence to a more attainable level for more people. I think I may even be considered intelligent, based on the above definition. I always thought intelligent people were just smarter people, but come to find out they are just “normal” people who have the ability to learn and understand and deal with multiple situations. Most days, I can even do that!
Teaching our students to become intelligent individuals seems to be more manageable to me now that I have come to realize the true meaning. Giving students the tools, resources and information they need to learn and to understand material that is covered within the classroom will assist them in their venture to become intelligent individuals. Teaching them, through actions and words, how to deal with new, trying and even at times, uncomfortable situations, will assist them on their trail of becoming intelligent. This includes their learning what is expected of them within the classroom in regards to academics and well as behavior.
Character is defined as one of the attributes or features that make up and distinguish an individual. Knowing that character can be good or bad, I would like to think that it is part, hopefully not a huge part, of my responsibility to help my students distinguish themselves as individuals with positive attributes. The best form of instilling character, I would imagine, would be to emanate positive characteristics. Praising students for good behaviors as well as identifying those behaviors that are not ideal within or outside the classroom, will assist the students’ growth in this area.
Treating all of my students with respect, being consistent with swift discipline, being active about preventing misbehavior, encouraging appropriate behavior and making classroom rules known in the beginning and reiterating as needed, will play a big role in my emanating the quote by Gloria Steinem “Intelligence plus character – this is the true goal of education.”
Sunday, March 30, 2008
Saturday, March 29, 2008
Intelligence without character is a waste!
In class we briefly mentioned teachers as being role models for their students and setting examples for appropriate behavior. While subbing at a high school last week, many of the students in my classes were being called to the office throughout the day because one non-athlete tattled on an athlete for drinking at a party. Managing and controlling the behavior in a classroom is hard enough as a substitute, but when students are being called to the office about a drinking party it is even harder. When the students come back to class they all want to talk about what was said and know if there is any nossip. Being respectful of the students is also difficult when I know that they do not respect me, however I am learning that being stern and unfriendly is a necessity in substitute teaching.
Once all those involved with the drinking party had been called to the office, 25 students, both athletes and non-athletes were disciplined for drinking at the party. Since there was no adult present and no pictures of the students at the party, the school could not prove that the party actually happened, but all of the students received 8 days suspension from sports(even the non-athletes). And since this week was spring break, these days were used as their suspension. To me this does not seem like much of a punishment, especially for the non-athletes that were suspended from sports. I understand that because there was no proof that the party actually occurred, the school couldn’t do a whole lot, but it still seems as if the administration is just reinforcing the student’s behavior in saying that if there isn’t proof- then it didn’t happen.
Many of the students that were suspended from school are intelligent according to other teachers, but the true goal of education is not being met when these intelligent students are getting suspended for using alcohol. Eight out of 10 of the high school coaches teach at the high school or junior high, but on more than one night per week multiple teachers/coaches can be found at the town bar drinking. These teachers are not encouraging appropriate behavior in their students and athletes. (They should at least go to a different town with a population over 1000 if they feel it necessary to get wasted multiple nights a week haha J.K.).
Intelligence without character is like cake without frosting, it’s good but it could be a whole lot better. Cake without frosting is dry and boring, basically a waste, unless of course you are on a diet. Intelligence without character is dull, unexciting and a waste.
Once all those involved with the drinking party had been called to the office, 25 students, both athletes and non-athletes were disciplined for drinking at the party. Since there was no adult present and no pictures of the students at the party, the school could not prove that the party actually happened, but all of the students received 8 days suspension from sports(even the non-athletes). And since this week was spring break, these days were used as their suspension. To me this does not seem like much of a punishment, especially for the non-athletes that were suspended from sports. I understand that because there was no proof that the party actually occurred, the school couldn’t do a whole lot, but it still seems as if the administration is just reinforcing the student’s behavior in saying that if there isn’t proof- then it didn’t happen.
Many of the students that were suspended from school are intelligent according to other teachers, but the true goal of education is not being met when these intelligent students are getting suspended for using alcohol. Eight out of 10 of the high school coaches teach at the high school or junior high, but on more than one night per week multiple teachers/coaches can be found at the town bar drinking. These teachers are not encouraging appropriate behavior in their students and athletes. (They should at least go to a different town with a population over 1000 if they feel it necessary to get wasted multiple nights a week haha J.K.).
Intelligence without character is like cake without frosting, it’s good but it could be a whole lot better. Cake without frosting is dry and boring, basically a waste, unless of course you are on a diet. Intelligence without character is dull, unexciting and a waste.
Don't Smile 'til Christmas!
I have had teachers tell me that thank goodness, they don't follow the Christmas rule anymore but after some of my substitute days...hmmm....
Seriously though, most of my days are just fine with no problems at all. However; I hope I'm not alone in saying that classroom management is one of my biggest concerns. As a substitue teacher, I have used some of the preventative techniques that are discussed in Chapter 9.
I have:
clear expectations
anticipated negative behavior
approached the classroom in a positive manner
used nonverbal communication such as physical bearing, gestures, physical
proximity and withitness
So, my question is, why do these methods work on some days and not others? Taking into account factors such as age of class and such, I do think the time frame plays a part as well. In the days preceding Spring Break, my classes were unusually restless and even disruptive. I finally attributed it all to the anticipation of the upcoming vacation. I was preoccupied with Spring Break so of course the students were as well.
But looking at this chapter I realize other elements are missing from a substitute's classroom behavior portfolio. As a teacher, not a substitue we will have the additional pieces to the proactive puzzle. These pieces are curriculum, not just a one day assignment, motivation and development of the students for the long term and finally, authority. As a teacher we will have authority of a long term nature; ideally the expert and referent type of authority. As our quote tells us this week, "intelligence plus character that is the true goal of education." (Gloria Steinem) We WILL have the character and the tools needed to achieve appropriate behavior which WILL go hand in hand with our positive classroom community.
Thursday, March 27, 2008
There is more to the goal of education than the eye sees.....
After reading chapter 9 and reflecting on our class last week, I came to realize that developing my personal stance on education will help me address everything else pertaining to my classroom and the education I provide to my students in the future. When I decided I wanted to be a teacher, I thought of the obvious as my goal and desire: to be the best possible teacher in teaching students life long skills and subject matter that will beneft them. As this course as unraveled, I have realized that there is much more to this statement than meets the eye. I've noticed that when I tell friends and family that I am going back to school, they look at me with excitement because they think its a great job and good fit for me. What people don't see who aren't in the education systems of our country is that teachers truly are the only profession that have not only the obligation of teaching intelligence, but in my eyes the opportunity to teach character as well. What other proffession can have this impact on our youth? NONE! To some teachers this may be a bigger responsibility than one could possibly imagine, therefore they stick to just the intelligence aspect. These are probably the "good" teachers in our system, but the "great" teachers take the opportunity with open arms to teach intelligence and character as a package deal in their classrooms. Not only do these teachers impact students lives, but they do what most people want to accomplish in their lifetime, leave the world a little bit better than how they found it. As teachers, we truly have the opportunity to perform this wordly task!
The point I am trying to make above is that I don't feel I can lay out my discipline plan right here and now, it is something that is going to grow with me as I continue on in my education and experiences, but I do realize the importance of prepping and thinking about my strategies so I am prepared in my classroom. I woudl like to touch upon a few of the points from our chapter and lecure in the ideas and theories that grabbed my attention as strategies I gravitate towards. I plan on teaching high school students therefore my choices are outlined below and why I would practice them:
Establishing Dignity and Respect
1- Active Listening (I feel this is important for my age group. I want my students to see this about me right away. I want them to feel I'm approachable and that my listening will be consistent at all times.)
2- Model and Teach/ Peer Listening (This will be extremely important in my classroom. High school can be a tough time with students picking on each other etc. I want students to learn the value that each and every student can bring to the table and respect that.)
Responding to Behavior
1- Hints (This will be my way of starting off with slight behavior issues. I feel with direct and confident tones from my voice, students will respond)
2- Strength Refreshers (I really like this tactic. I have never seen it done with older students, but I think it would be beneficial and work well in my classroom. I like that it accentuates positives that the student has done before)
Preventing Behavior
1- Meaningful curriculum (My curriculum will be different than any other class with business type projects. My students are going to have unique projects with freedoms tied to them. They will understand the expectations and if they do misbehave, they won't have the privileges that every other student has)
2- Clear Expectations (This goes hand in hand with the above technique)
3- Positive approach (Praise will be given in my classroom because creativity and freedom will be encouraged in the curriculum)
You can see from above some of my choices that I think I will implement in my classroom. Now, the most important question, how will I view discipline as an opportunity to help students gain character, independence and responsibility? As I have mentioned in previus reflections from my classroom ambience and set up, my classroom will reflect real world business functions and offices! Choices my students make in the classroom through their work and how they move about in the ofifice (classroom), they will see the natural consequences of being in a real world environment. I will build that ambience starting from day one with rules (code of conduct). My students and I will create office (classroom) rules (code of conduct) and a mission statement as well to be displayed at all times. These early acts will set up my opportunities to teach students responsibilit through seeing their actions and how they would play out in the real world. Like the book mentions, my students will see the aftermath of their choices within a safe environment.
As you can see developing my stance and preparing my views for action will allow me to tackle the biggest opporutnity ahead of me as an educator: building intelligence along with character and responsibility in my students!
The point I am trying to make above is that I don't feel I can lay out my discipline plan right here and now, it is something that is going to grow with me as I continue on in my education and experiences, but I do realize the importance of prepping and thinking about my strategies so I am prepared in my classroom. I woudl like to touch upon a few of the points from our chapter and lecure in the ideas and theories that grabbed my attention as strategies I gravitate towards. I plan on teaching high school students therefore my choices are outlined below and why I would practice them:
Establishing Dignity and Respect
1- Active Listening (I feel this is important for my age group. I want my students to see this about me right away. I want them to feel I'm approachable and that my listening will be consistent at all times.)
2- Model and Teach/ Peer Listening (This will be extremely important in my classroom. High school can be a tough time with students picking on each other etc. I want students to learn the value that each and every student can bring to the table and respect that.)
Responding to Behavior
1- Hints (This will be my way of starting off with slight behavior issues. I feel with direct and confident tones from my voice, students will respond)
2- Strength Refreshers (I really like this tactic. I have never seen it done with older students, but I think it would be beneficial and work well in my classroom. I like that it accentuates positives that the student has done before)
Preventing Behavior
1- Meaningful curriculum (My curriculum will be different than any other class with business type projects. My students are going to have unique projects with freedoms tied to them. They will understand the expectations and if they do misbehave, they won't have the privileges that every other student has)
2- Clear Expectations (This goes hand in hand with the above technique)
3- Positive approach (Praise will be given in my classroom because creativity and freedom will be encouraged in the curriculum)
You can see from above some of my choices that I think I will implement in my classroom. Now, the most important question, how will I view discipline as an opportunity to help students gain character, independence and responsibility? As I have mentioned in previus reflections from my classroom ambience and set up, my classroom will reflect real world business functions and offices! Choices my students make in the classroom through their work and how they move about in the ofifice (classroom), they will see the natural consequences of being in a real world environment. I will build that ambience starting from day one with rules (code of conduct). My students and I will create office (classroom) rules (code of conduct) and a mission statement as well to be displayed at all times. These early acts will set up my opportunities to teach students responsibilit through seeing their actions and how they would play out in the real world. Like the book mentions, my students will see the aftermath of their choices within a safe environment.
As you can see developing my stance and preparing my views for action will allow me to tackle the biggest opporutnity ahead of me as an educator: building intelligence along with character and responsibility in my students!
Wednesday, March 26, 2008
The holes in the paddle gives extra speed
Topic: "Intelligence plus character is the true goal of education"
The Northwest Ordinance is one of the great documents not just of American history but also of human history. The document took care of some simple housekeeping, like spelling out how land would be surveyed and the minimum and maximum number of states that could be carved out of this Northwest Territory, etc. But the real story is how it prohibited the institution of slavery from the states to be formed but also how and why it spelled out the need for public education. ***Art. 3. Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.*** To me this is a part of a great enlightenment or understanding of where knowledge and experience intersect to become intelligence. It also helped to create the national character for the citizens of a new nation. Character is something, which needs to be honed through mentor/mentee relationships with trusted caring adults providing leadership. Character is taught from the elders and entrusted to the young people. Many traditional cultures pass their shared mores and values though stories with the next generations. Teachers reinforce our societies rules of behavior in children who have been taught them at home. Teachers also have to be the sole/lone supplier of the same to children of people who are unfamiliar with these same values. Character development is part of the implicit curriculum taught in schools
An explicit curriculum "book of expected knowledge' could be produced and teachers could focus on memorization by the students of all these certain facts. At the end of the mandatory education period all students should be able to recite the knowledge. But knowledge is not intelligence; students need to learn the skills that allow them to take the knowledge they have learned and apply it to new situations presented to them. I say regularly joke that the smartest people in the world are reference librarians, they don't know everything they just know how to find the answers. That statement assumes that when presented with the definition of "Pi" they would be able to apply the knowledge for appropriate outcomes. Questioning assumptions is another example of intelligence. If you assume you know everything that you need to know, you cannot be properly prepared for life's obstacles.
Classroom management is indeed part of character development of students. Classroom rules should not be used as a function for coercion. Rebellion is also part of our national character as it is how we define ourselves and our form of government. We rebelled against a distant king and instituted self-rule. Push students to obey for the sake of submission and you may find your students subverting your authority out of spite. Classroom rules and rules of conduct should be used to encourage appropriate behavior. A primary goal of a teachers classroom discipline program should be to model character development by helping students to become considerate citizens who exhibit self-control and take responsibility for their own actions. Treat others as you would like to be treated is the called the Golden Rule. As a substitute teacher, I will give a disruptive student a privilege such as taking the attendance sheet to the office. But in doing so I take a minute and tell them of the responsibility to be sure the task is done completely and timely. I give the student the opportunity to redeem themselves from past misdeeds and get a positive experience. I treat them with dignity and respect and I then am in possession of a trump card to play, privately, if and when I need it. I am convinced that this type of maneuver allows students to see me as a caring adult. They may therefore consider me trustworthy enough to confide in me when they are going through something personal. Understanding what is going on in a students life may allow me to address a discipline problem in a way that may have a positive outcome when it could go down hill fast otherwise.
Many students from lower income homes and at-risk students in general view kindness as weakness and may try to manipulate your kindness if you are unwilling to actively prevent misbehavior. After all, they are children and children learn from an early age; cry and Mom will pick you up, throw a fit in the store and Mom will buy you a lolly to shut you up, when they don't get their way, they blame others or say things like, " you like sister better than me" or they might tell the parent "I hate you." I related this in a previous Reflection, when children respond to me in a manner as I just described, I say to them, "Unfortunately for you, this never works on Mr. Gates because I am not related to you, therefore I don't love you because I have. I love everyone and want what is best for you whether you want it or not." Students K-12 are children; children need to learn appropriate behaviors so they may make good decisions in life. Good decision-making shows forethought. When students use knowledge, experience and the understanding of consequences of bad outcomes to make a decision they are on the road to maturity. Thinking outcomes through before acting or reacting results in good character and shows development.
The Northwest Ordinance is one of the great documents not just of American history but also of human history. The document took care of some simple housekeeping, like spelling out how land would be surveyed and the minimum and maximum number of states that could be carved out of this Northwest Territory, etc. But the real story is how it prohibited the institution of slavery from the states to be formed but also how and why it spelled out the need for public education. ***Art. 3. Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.*** To me this is a part of a great enlightenment or understanding of where knowledge and experience intersect to become intelligence. It also helped to create the national character for the citizens of a new nation. Character is something, which needs to be honed through mentor/mentee relationships with trusted caring adults providing leadership. Character is taught from the elders and entrusted to the young people. Many traditional cultures pass their shared mores and values though stories with the next generations. Teachers reinforce our societies rules of behavior in children who have been taught them at home. Teachers also have to be the sole/lone supplier of the same to children of people who are unfamiliar with these same values. Character development is part of the implicit curriculum taught in schools
An explicit curriculum "book of expected knowledge' could be produced and teachers could focus on memorization by the students of all these certain facts. At the end of the mandatory education period all students should be able to recite the knowledge. But knowledge is not intelligence; students need to learn the skills that allow them to take the knowledge they have learned and apply it to new situations presented to them. I say regularly joke that the smartest people in the world are reference librarians, they don't know everything they just know how to find the answers. That statement assumes that when presented with the definition of "Pi" they would be able to apply the knowledge for appropriate outcomes. Questioning assumptions is another example of intelligence. If you assume you know everything that you need to know, you cannot be properly prepared for life's obstacles.
Classroom management is indeed part of character development of students. Classroom rules should not be used as a function for coercion. Rebellion is also part of our national character as it is how we define ourselves and our form of government. We rebelled against a distant king and instituted self-rule. Push students to obey for the sake of submission and you may find your students subverting your authority out of spite. Classroom rules and rules of conduct should be used to encourage appropriate behavior. A primary goal of a teachers classroom discipline program should be to model character development by helping students to become considerate citizens who exhibit self-control and take responsibility for their own actions. Treat others as you would like to be treated is the called the Golden Rule. As a substitute teacher, I will give a disruptive student a privilege such as taking the attendance sheet to the office. But in doing so I take a minute and tell them of the responsibility to be sure the task is done completely and timely. I give the student the opportunity to redeem themselves from past misdeeds and get a positive experience. I treat them with dignity and respect and I then am in possession of a trump card to play, privately, if and when I need it. I am convinced that this type of maneuver allows students to see me as a caring adult. They may therefore consider me trustworthy enough to confide in me when they are going through something personal. Understanding what is going on in a students life may allow me to address a discipline problem in a way that may have a positive outcome when it could go down hill fast otherwise.
Many students from lower income homes and at-risk students in general view kindness as weakness and may try to manipulate your kindness if you are unwilling to actively prevent misbehavior. After all, they are children and children learn from an early age; cry and Mom will pick you up, throw a fit in the store and Mom will buy you a lolly to shut you up, when they don't get their way, they blame others or say things like, " you like sister better than me" or they might tell the parent "I hate you." I related this in a previous Reflection, when children respond to me in a manner as I just described, I say to them, "Unfortunately for you, this never works on Mr. Gates because I am not related to you, therefore I don't love you because I have. I love everyone and want what is best for you whether you want it or not." Students K-12 are children; children need to learn appropriate behaviors so they may make good decisions in life. Good decision-making shows forethought. When students use knowledge, experience and the understanding of consequences of bad outcomes to make a decision they are on the road to maturity. Thinking outcomes through before acting or reacting results in good character and shows development.
Saturday, March 22, 2008
Accentuate the Positive
"Intelligence plus character-
that is the true goal of education." Gloria Steinem
A person is educated not only when they absorb the knowledge the schools and the people around them have to offer, but also when they know how to exhibit themselves in a respectful manner to the outside world. When children come into our classrooms, we are legally their guardians for those hours of the day. We make the decisions about their behavior, we provide the discipline and encouragement, and we comfort them if they are hurt in any way. We have to provide love as well as correction.
We are there to teach them so many things. This is actually a huge responsibility and it kind of scares me. I am trying to persevere though. I suppose it is one step below having my own children. You are responsible for every little thing in this person's life. What they eat, how they act, what they think... When you are a teacher, you get them after they have had a few years with someone else. You have to learn things about them that their parents may have missed. Perhaps they have had almost no parental involvement whatsoever!
Sometimes I get really frazzled in the classroom. I wonder what their regular teacher does differently that I am missing. I hope that I can learn some better techniques when I do my student teaching. I think that I do a good job most of the time though. I take a lot of notes on the class to give to the regular teacher. I hope that they appreciate it. I know that it is hard for them and for the kids to have to deal with a new person. I think that if I choose to have fun and be excited about the day, that it makes a difference in the way that I treat the students and the way the students treat me. When someone knows that you want to be there and that you want to help them, they will react to you in a positive way.
A positive plus a positive has to equal a positive, right?
Classroom Management
The quote for this week is “Intelligence plus character- that is the true goal of education.” This quote is very true because it signifies two important traits that are great assets in education. Education is not just about being intelligent, but having good moral character as well. If a Teacher can help their students gain knowledge and help them to understand how important it is to follow the rules and treat others how you want to be treated, these two qualities will help the students not only succeed in school but also in life.
As a teacher I want to manage my classroom the same way I manage my household "without the yelling". I want the enviornment to be one that is most conducive to maximize the students learning, creativity, and experiences. I want to provide a enviornment the produces motivation, pride, and self esteem. I want to have a relaxing atmosphere to help my students be comfortable with very little distractions. There is a substantial amount of research in support of relaxation being an important ingredient in improving and/or accelerating learning. Such research further supports the idea that instrumental music by such composers as Mozart and Bach are calming and actually help to raise student test scores.
Creating an environment conducive to concentration, study, and learning is more than having attractive, stimulating sights, relaxing sounds, and good ventilation. It is creating a place where all feel comfortable and at ease, a place where the surroundings are neat and orderly. It is a place where there is mutual respect in a friendly, non-threatening atmosphere, a place where everyone can bloom and do their best.
As a teacher I want to manage my classroom the same way I manage my household "without the yelling". I want the enviornment to be one that is most conducive to maximize the students learning, creativity, and experiences. I want to provide a enviornment the produces motivation, pride, and self esteem. I want to have a relaxing atmosphere to help my students be comfortable with very little distractions. There is a substantial amount of research in support of relaxation being an important ingredient in improving and/or accelerating learning. Such research further supports the idea that instrumental music by such composers as Mozart and Bach are calming and actually help to raise student test scores.
Creating an environment conducive to concentration, study, and learning is more than having attractive, stimulating sights, relaxing sounds, and good ventilation. It is creating a place where all feel comfortable and at ease, a place where the surroundings are neat and orderly. It is a place where there is mutual respect in a friendly, non-threatening atmosphere, a place where everyone can bloom and do their best.
Subscribe to:
Posts (Atom)