Philog #10 THE FINAL ONE!

Well, here we are.  We have made it to the final philog of the semester.  I must admit that I was not sure I would even get thru the second philog!  The end is in sight and I must admit that it looks REALLY good.

Theory of Impact.  After reading chapter 14, I have to become to the point where I need to be really honest with myself and the reason I am becoming a teacher.  I am a person that falls into the category of 'it's all about me' more specifically 'it is all about me and mine'.  My main reason for becoming a teacher is that I am married to one and have two children that are of school age and one that will soon become a student.  I believe it would make my life a lot easier if we were on a schedule that is at worst similar and at best the exact same: same days off, same vacation time frame, etc.  The next thing I must admit is that my children's education comes first and foremost in my decisions to become a teacher.  By my returning to work as a teacher (I have been a stay at home mom for a number of years now), I will be able to, hopefully, get a job at the private school I would prefer my children to attend and thus will be able to get a discount on tuition.  I must admit to having feelings of selfishness as I write this. 

Knowing myself and my tendencies where children are involved, though it began as 'all about me', I have no doubt that once I have students in front of me with faces and names it will quickly become 'all about the kids'.  I have the tendency to fall in love with children and have had that tendency since I was 12.  That is the reason I could not work in the social work field.  I tried to work at a crisis shelter for children and my heart broke daily-sometimes hourly.  I would want to take all the children that were my clients home with me.  I have no doubt that I will have a vested interest in each child as if they were my own.  Funny thing is that they will become 'mine' and thus still fall into the previous category.  I want the world for my children and the children that will momentarily be mine.  That they would love to learn, and be able to hope in the future, and will see that if they work hard and make good choices that they can have the future that is promising and perfectly designed for them and thus be successful. 

As I look at impact on society, I must admit that it is not my desire to impact society as a whole.  I would rather focus on the impact I might have on each individual child that graces my classroom.  However, I do know that by impacting my students I could and would have an impact on society.  So, from a societal view, what would I want to instill in the students that I have had the opportunity to claim for a short period of time?  That they would become productive citizens of society, and that they will take an active role in their rights as citizens in a democratic society.

I can only hope and pray that as I proceed on becoming a teacher and with each successive year in my career, I will be able to further develop the impact I want to have on each of my students and that impact will be one of positive hope for the future.

Philog #9 - 3rd Grade Blog

Hello All-
I have found a blog that not only should be useful but entertaining.  I want to teach 3rd grade and found
http://oneextradegree.blogspot.com/ as a resource.  This teacher (Amanda) is very into literacy and creating fun and interesting ways to expand her student's literacy skills.  As we all know, literacy is crucial in all levels but how to teach it and foster a love of reading with students is paramount in the early grades.  I have not read all of her blogs but anticipate reviewing them to see what I can implement and use in my classroom.  I am also looking for another blog to follow that might incorporate a more complete picture of a classroom.  I have found that many of the blogs out there give practical advice and implementation techniques and others are almost used as parental involvement.  An interesting way to use technology as a tool to keep in touch with parents.  At any rate, check One Extra Degree out, maybe it will help you out as well. Miriam

What is that ?!?

Hi All- not sure why there is a movie on my blog.  It was not intended nor do I know how it got there... Miriam

Philog #8 Low SES Students

I have found the readings on low SES students to be fascinating.  My mother was poorer than poor.  As one of 13 children, she was often living in abandoned buses in the mountains and also in condemned houses within the South Valley.  The low SES was very real for my mother and I observed things in my mother as she grew up that I can attribute to her poorness as a child.  One example is that she would make sure and have 3 and 4 deep of items in the pantry just to make sure we did not go hungry at any point.  Another example is her affinity to 'commodity' foods.  She has fond memories of the taste of these foods that supplemented her family: things that I would have snubbed my nose at.  She was not a good student and will describe herself as a kid that 'just got thru' school.  As I mentioned in previous philogs she did not want us (her children) to be like her and pushed for us to be excellent students.  I don't recall her ever attributing her success as a student to her income level.  So how would I, as her teacher, address the concerns she might have had?  How would I have overcome her self assessment of not being a 'good' student?  I am not completely sure.  I would assume I would begin by trying to encourage her and show her (thru small successes) she could be a good student and that she could have a future beyond what was presenting itself at the moment.  I am not sure if a teacher did that for her or if she even thought beyond her current circumstances to become a wife and mother. 

Ultimately I think that having a teacher that believes and fights for her students can cause a student to think beyond today and begin to dream regardless if it is low SES, race, gender, culture, etc. that might hold them back.  And one that encourages her students to take advantage of each opportunity that comes along is a start.  I don't believe that addressing the differences is a good choice since lower SES students notice that anyway (unless a student approaches the teacher for help).  Why call attention to something the student lives and breathes?  I have spoken in depth to my sister-in-law who worked at Polk Middle School for several years.  Polk is a school that is Title I but also had periods of time being 100% reduced/free lunch.  During her time at Polk she was the ESL teacher (at least 2 years) and also taught mainstream math classes.  When I asked her how she 'bridged the gap' she said she didn't focus on it.  She taught each student to the best of her ability.  If she noticed that a student was missing supplies, she privately pulled the student aside and asked what the problem might be or if she could help in any way.  She often gave supplies away or found other ways for her students to get supplies needed.  Food was not an issue since the students got free breakfast and lunch.  She did caution, however, about homework and technology requirements and did have a flexible policy on make up work since she knew many of her students were required to look after siblings once they were at home while parents worked double shifts or more than one job.  I believe her tactics might change if she were in Elementary school since students at that level might not verbalize needs as one in middle school might.  By the way, my sister-in-law was also raised in the lower SES and believes any student can overcome being poor as a child.

Overall, I believe that awareness is the key to low SES as with many of the other topics we have discussed in class.  Once you have awareness, being willing to assist when needed is where you can begin to impact your students.  Though I did found myself agreeing with Payne and then agreeing with Gorski as I read each of their works it is understanding the individual student and his/her needs that I feel needs the focus.   That being said, I think I might try to avoid a lot of homework, if I had assignments that involved technology, I will allot class time for completion of those assignments and have a flexible make up policy with work or be available for additional instruction time to accommodate students who have to remain at home to take care of siblings.  I also think I need to become an expert (if you will) on programs that are available for students of low SES background.  I am sure there are many more ways I can help and I assume, once I am in a classroom, I will discover them. 

Philosophy of Education 1st Draft

Hello Ladies!
I am thankful to have each of you look at my POE.  I was writing and am feeling uncertain about my 1st draft.  I am struggling with having to include references to something that is supposed to be personal and a living, breathing document that will assist me in my career.  Please give me as much feedback as you feel necessary.  THANKS!!!! Miriam

Philosophy of Education

Miriam Copeland

July 5, 2011

EDUC 2250 – Foundations in Learning

Education was always priority in my home growing up.  We were expected to learn and do well in school.  My parents were always there to push, prod and help whenever needed; even when the information being taught was beyond their abilities.  I was taught to value an individual based on their merits and decisions they chose to make and not by their skin color or ethnicity.  I believe that every person has value and therefore has something to offer.  Every student has the right to receive a good quality education regardless of race, color, gender, ethnicity, location, and socioeconomic status.  A good education is one that prepares them for their future, regardless of what that future might be.  Based on the way I was socialized, I believe that students in my classroom will be impacted in a positive way that is conducive to learning.  Though I have high expectations and values, due to believing in the worth of each individual, my students will benefit.  My desire is to be a teacher that positively impacts all the children in my classroom, ones that are similar to me personally and those that are not, and to challenge every student academically, both those who struggle and for those to whom learning comes easy.

            Teaching is a very important role in society.  Teachers are adults that have direct connection and impact on the next generation.  Though teachers enter the education field to focus on the learning of students, the nature of the job requires a teacher to take on different roles: role models, instructors, friends, authority figures, counselors, and coaches, to only name a few.  A teacher needs to be someone the students can look up to and respect not someone who distracts, leads a student in a negative direction, or potentially harms a child.  A teacher must realize that the life they lead will be one similar to a fishbowl.  Parents, students, and society will all be looking in to not only ensure proper education but also the well being of children.  My desire is to be an individual to look up to.  One that portrays herself well and causes children to want to be like her: That the way I portray myself to my students causes them to want to learn.  My job is to be my best and give my best to every student I have contact with.  I have high expectations for my students and thus will have high expectations for myself- both personally and professionally.  Ultimately, I want to impart to each student that we all have choices in life; what decisions we make with those choices and how we implement them will determine our personal future and our academic future. 

            My goals as a teacher will be to expand student knowledge and assist them in achieving their greatest potential and to prepare the next generation for a future that can be applicable on a local, national and global scale, regardless of what that future the student may choose.   To achieve success I first need to look at my students and then look at teaching methods, parental involvement, and professional collaboration. 

In New Mexico the needs and cultures of each student will be very broad.  The state of New Mexico is extremely diverse and is overall considered poor.  My students will be impacted by their culture, race and socioeconomic status.  New Mexico incorporates Native American populations, Hispanic and Latino populations, Asian, African American, and Anglo populations.  This diversity requires a teacher to be willing to understand and work with each of these groups without causing the others to feel neglected.   By understanding different cultures (making the effort to know basic information and differences that are important to each culture -such as eye contact, focusing on self achievement, etc.) and culturally responsive teaching a teacher can ensure the classroom is a place where the conduits of cultural characteristics, experiences, and perspectives of ethnically diverse students allow for teaching more effectively (Gay, 2002).  Along with understanding students’ culture, a teacher needs to understand the child’s home life.  If a student is from a family where basic necessities are not always provided (food, clothing, shelter) their focus on education will not always be the priority.  Understanding a student’s beginnings can be challenging to overcome and will ultimately assist a teacher in meeting the overall learning needs of the classroom.  It is also important to gaining the cooperation of parents.  I believe that most parents want what is best for their child and to see their child succeed.  I plan on having portfolios of my students and will strive for parent contact of all children not just those that are in trouble or in need of extra assistance.  This will allow parents to be more involved in their child’s school process and allow them to see their child’s progress.   

            It seems that today many students have been passed to the next grade even though they are missing the essential building blocks of learning.  In order for a student to have a successful academic career, these building blocks must be learned so they can be built upon in subsequent grades.  As an elementary school teacher, that responsibility belongs to me.  A classroom atmosphere is to be inviting and not distracting so a student has the best opportunity to learn.  Students need to feel comfortable, respected and appreciated in the classroom.  I intend to focus on each child, meet them where they are at (personally and academically), and understand their personal background.  These factors will assist me in understanding the way a student will learn and what might be affecting that learning process.  At that point, teaching the basic tenets of learning and keeping the information interesting is the challenge and will be addressed in methods used in the classroom.

            The methods I will use in my classroom will be a blend of traditional and constructivist methods with an integrated curriculum.  By beginning with high (but realistic) expectations, the stage for success will be set.  Snowman et al. (2009) indicates that a teacher’s expectations can propel a student to success but the effects can have both a negative and positive outcome (page 154).  In New Mexico, state standards are given and will guide what information is presented and taught at each grade level.  On way I intend to give the students the expectations is by presenting the actual standard(s) to the student.  Once a student knows the standard the focus will then shift from peer comparison to student-standard evaluation.  In order to teach these standards, I intend to provide students with different activities that will capture many different learning styles (worksheets, small group instruction, individual practice, group response practice, guided practice, etc.) and also integrating technology through the use of computers.  In order to provide students with small successes and build up their knowledge and self-esteem, I will present information in a variety of ways and thus target different learning styles and allow the students to succeed scholastically and personally and ultimately propel them to success.  I find it to be important to have students experience what they are learning and incorporate real life examples of the information thus incorporating constructivist methods.  Providing hands-on activities and experiments that supplement the information allows a student to have a greater chance of grasping the concept being taught through the textbooks and lectures.  Integrating curriculum is an effective way to keep learning interesting and incorporate standards across subject areas.  It also enables students to see the big picture, to understand the topic’s relevance and real-life context, and to engage in higher-order thinking skills (Drake, 2001).

            A final way for my goals to be reached will be through professional collaboration.  I feel that in order to succeed, I need to rely and draw from the experiences of those who have gone before me.  By noting the successful methods, the teaching styles and classroom set up, I can try many different ways to see what will work for me and my students.  Along the same lines, through critically reflective practice, I will asses what works best for me and my students.  Teaching is both a science and an art.  Though I will have the knowledge to teach to my students, the art portion can be tested and tried by observing other teachers and being flexible in my own classroom. 

            Through the methods mentioned, soliciting parental involvement by keeping them informed, recognizing the need for diversity and implementing culturally responsive teaching, teaching the standards through an integrated curriculum, students’ knowledge will be expanded, they will reach their greatest potential personally, and will be prepared for their future.

References

Drake, S. M. (2001). Castles, Kings...and Standards. Educational Leadership, 59(1), 38. Retrieved from EBSCOhost.

Guskey, T. R. (2001).  Helping Standards Make the GRADE. Educational Leadership, 59(1), 20. Retrieved from EBSCOhost.

Jung, L., & Guskey, T. R. (2007). Standards-Based Grading and Reporting. Teaching Exceptional Children, 40(2), 48-53. Retrieved from EBSCOhost.

Snowman, J., & McCown, R., & Biehler, R. (2009). Psychology Applied to Teaching. Boston, MA:  Houghton Mifflin Company.

Philog #5

This week seemed to be a lot of work but now that I have done all the tasks, it seemed to bring together what I have been thinking and writing about.

Regarding this weeks readings… I am kind of frustrated.  My first thought is:Why does everything have to be a color issue?  Then I can step back and recognize that though color has not been an issue for me, it is for many people of color.  My physical appearance has allowed me to move into both sides of my color.  In Oklahoma, I did not advertise my Hispanic side and it was not questionable because my coloring could go either way and my last name was German.  In Albuquerque, I claimed being a Hispanic. I had a harder time here because my last name was German. hahaha.  This ability to choose happened mainly because we moved around most of my life and finally came back to Albuquerque when I was a sophomore in high school.  So I guess, in actuality, I too have reacted to what the dominant culture wanted or thought.  I still truly believe that it is a person’s decisions that decide who you are; it should not be your color or your background.  However, I also know that personal background and your color helps to shape what decisions you make and knowledge of that background in a student will bring awareness and understanding to who they are.  Ideally, I will be a teacher that can embrace every student who comes into my classroom and meet them where they are.  I don’t think that multiculturalism should discount the dominant culture in order to uplift the other.  Everyone has worth.  As a teacher, regardless of where I am at, I want to assist students discover and reach their dreams and educate them in a fashion that achieves that goal.  I also want to teach equally and to my best ability every student I have the opportunity to have in my classroom regardless of their beginnings. 

Here is the outline for my POE.  Two of my references will be my textbooks from 2250 and 2252 and an article I found.  They are School and Society and Psychology Applied to Teaching and the article is Kings and Castles.

I.                   Intro

II.                Beliefs – EEO & right of student

III.             Purpose

a.       Positive impact

b.      Challenge

c.       Reach all students

d.      Student success

IV.             Personal Expectations

a.       Role Model

b.      Highest effort

c.       High expectations

d.      Students as people

V.                Involvement         

a.       Parental

b.      Fellow teachers

c.       Administration

VI.             Goals

a.       Future preparation @ local, national and international

b.      Expand student knowledge

c.       Achieve greatest potential

VII.          How

a.       Basic Facts – Building Blocks

b.      Maintain interest

c.       Acceptance, respect and appreciation

VIII.       Methods

a.       Traditional and Constructivist

b.      integrated curriculum

c.       high expectations

d.      application to real world

e.       technology

f.       grading methods

IX.             Why?

a.       Reach multiple learning styles

b.      Propel students to success

X.                Conclusion

Philog #4 History of Education Impact My P.O.E.

Though I have always thought that all have the right to an education and that it should not matter who you are or where you came from, after all the readings we have had to read it just strengthens my desire.  I don’t believe a person should be excluded in education unless it benefits the student as it did with the schizophrenia student on the video we saw last class.  Though I agree with CNM’s core values, I think that my core values would include that regardless of our differences and unique qualities, we are all people and have rights that are affiliated with that.  I would add that I believe in life, humanity and faith.  Rules are put in place to avoid chaos and I try my best to accept and value all because we are all people.  These values, especially that we are all human, will affect my teaching practice in positive ways, it will not matter who you are, I will give each student my best.  I will attempt to teach each student in a way that they can learn the information and be able to succeed.  These values are intrinsic to who I am and what choices I make in life.  Obviously I am interested in society and people because I would not be trying to become a teacher if I didn’t. How do race, ethnicity, background, life experience, and identity influence my philosophy of education?  Well, before applying for this program, I did not focus on any of those things.  I saw people as individuals that all have choices to make in life.  I am from technically an interracial family, my mother is white (so many different races she calls herself a Heinz 57 sauce), was one of 13 children and was very poor.  My father is of Hispanic/German decent but is very dark in complexion and was raised in South Valley.  I was raised that it isn’t the color we are or how much money we had but what choices we made in life.  I have family that has decided to take welfare assistance to the limit, and others who work hard and make a life for their family.  I also have family who have gone to college and received a degree.  All this variety was the norm in my family.  I never thought of things in these (race, ethnicity) ways before this program.  Ultimately, I think I will retain my original thoughts:  It isn’t the color we are or how much money we had but what choices we make in life and we all have choices that will be presented.  I will accept students and respect students based on who they are and the decisions they make.  If they make a decision I do not agree with, I will have compassion and try to understand but it will not change the way I treat them.  I will however take with me that a student's background, ethnicity, SES, etc., affects the learning experience and I will attempt to help my students to learn to the best of their ability and to achieve all they can be. 

Philogging #3 - Equal Educational Opportunity

The term ‘equal educational opportunity’ as defined in our text on pg. 159 as “students would receive different kinds of education, but all students would have ‘equal opportunity’ to receive the education appropriate to them”.  My definition however is very different.  I think I would be more along the lines of Aristotle and Mann.  When I hear the term ‘equal educational opportunity’ I think of non discriminatory practices.  All students have the opportunity to receive an education regardless of race, color, gender, ethnicity, location, socio-economic status, etc.  Similarly to the current definition is today of ‘equal opportunity’ in the workplace. Quite a difference don’t you think?

My goal in teaching is to assist each student to achieve their potential in all aspects… to be the best student and person they can be specifically in the educational arena.  So to put it concisely, my educational goals would be to educate children in the basic tenents of learning, to present the material in interesting ways, and to come alongside each child and help them perform to their personal best.  How will I attain those goals?  I would implement traditional and constructivist methods.  I think that if you present information in a variety of ways (traditional ways) that target the learning styles of students, the student will learn the subject matter, for instance, lecture followed by worksheets, having them explain it to each other, and using manipulatives.  Constructivist (or hands-on/project learning) approaches will serve to cement the information in a real way while remaining interesting to the student.  By blending methods and using multiple ways to present the material, I will hopefully catch all the students preferred learning styles as well as give the students an understanding of how the material applies to their life.  Why keep traditional methods?  If we just use constructivist methods and never show the children the traditional way of presenting the information, when they get to a standardized test (as we know they will) the student will not know how to answer the problem.  Until we move away from testing as we know it, we need to make sure our students are knowledgeable in the testing practices that will be used.   I think that by presenting the information in class in different ways (essentially modifying instruction for different learning styles) differences in the students’ backgrounds and skill levels will become a non-issue.

When it comes to using strategies and methods that ‘ensure’ students’ performing in an advanced level, I am not sure.  I personally do not believe you can ‘ensure’ a student performing at an advanced level.  No matter how well a teacher presents information, it is a student’s choice whether they will perform at an advanced level.  Teachers cannot be responsible for everything.  Now, that being said, I do feel if a teacher has high expectations, and has the support of the parents and administration, a student will end up achieving at a higher academic level without even realizing it.  My son was in an inclusion kindergarten class.  His teacher had previously taught the inclusion 1^st and the inclusion 2^nd grade classes.  She knew what was expected at higher levels and thus told us parents she would ‘push’ our students as far as she could.  My son was learning things in kindergarten that would not even be introduced until 1^st or 2^nd grade.  I appreciated her high expectations of herself and her class.

Overall, I believe each child has a right to a good education, regardless of who they are and where they live.  How well they do, in part, is in the hands of the teachers.  They way you present the material and what you expect of a child (with the support of parents and administration) can be the determining factor to their success. 

Phlogging Assignment # 2

I believe that the role of education in our society should be to teach the basic facts of learning: Expand students' knowledge through the subject matter, and to prepare the next generation for a future in our society in a local, national, and international scale.  I believe that we, as a nation, have moved away from teaching the basics of education toward including so many areas to broaden the horizons of students that our core areas are being sacrificed.  Our system seems to be moving to a more philosophical system rather than a factual system.  We need to get back to the basic mechanics of reading, writing, mathematics, and science. Teachers are feeling the need to teach to the tests rather than teaching to the subject matter.  They are also so caught up in the paperwork required, that they have little time to do any actual teaching.  I have heard a teacher say that with testing and test preparation, she has lost an entire quarter (16 weeks) of instruction time. 

I believe my personal values and beliefs conflict with today’s overall societal function of education due to agendas being pushed through education.  I feel that today’s system is being used to plant the seeds of ideas into our youth.  Learning is based on the philosophies and agendas of those who write the textbooks rather than actual fact.

My role as a teacher in this system is to make sure that my students are learning the basic mechanics of the subject matter.  I want to nurture each student, make sure that I am a role model to look up to, encourage students to expand their knowledge, keep the subject interesting, and make sure that each student feels appreciated and respected in my classroom. Though these thoughts seem to be simple, I believe they are fundamental in my teaching career.

My Student Themes

As I look back on my personal educational experiences, I see a few themes emerge.  The first theme were my parents.   My parents came from families that did not encourage higher education and even thought that to pursue higher education was an affront to where they came from.  My father did not agree with this and kind of brought my mom along with him.  Though he did not go to college, my attending college was an expectation that was set before me early in life.  My mother had a much more personal role.  She did not do well in school but made sure her children knew we were expected to not be like her.  She helped us with homework as much as she possibly could and would lament when she could not help us because she was not a good student.  She went as  far as requiring us to write book reports, work on our penmenship and work on math during our summers.  Of course, her excuse was that she was 'trying to keep us busy'.  My parents were, and still are, a driving force in my life.

A second theme that I have seen goes along with parental expectations.  I was expected to make good grades in school by my parents but I think I took that to the extreme.  I became a sort of perfectionist with my grades.  Learning came easy for me and so this was not such a difficult task.  I did not have to put forth a lot of effort to get the grade I wanted.  However, in those instances where I did not make a good grade (mind you good grades were A's or B+'s only), I was a wreck.  I became emotionally upset, would berate myself and dwell on that grade for quite a while. Oftentimes, I would see if there was any way I could redo the assignment or get extra credit to make up the grade.  It seems rather pathetic now that I look back now.  A facet of my perfectionism is that I looked to my teachers for affirmation and acceptance.  I wanted them to consider me a good student and be proud of me.  This proved to be a challenge when I went to college.  The professors did not have the time to give me the affirmation I needed.  This transition was difficult and I ended up losing my scholarship.

A third theme was one realized quite early on... I was painfully shy.  My older brother was the outgoing, boisterous,kid who always pushed limits and got into trouble.  Therefore, I became the child that flew 'under the radar'.  I sought out the good grades, behaved well,  was a high achiever but most certainly was not the highest achiever in the class.  I made sure of that.  I never wanted (and still have this tendency) to be the focus in a class setting.  I struggled with anxiety when I had to get up and read or present anything in class.  In a group setting, I will allow another to take the lead role.  I wanted to be the 2nd but never the 1st.  I have been able to overcome this theme due to work experience but I can see these tendencies in my daughter (7 yrs) already.  I hope I can combat these themes in her life and in the lives of my students.


Though I have discovered some themes in my educational experiences, I do not think I have discovered them all.  I look forward to continuing this process and seeing what I can do to impact kids that were like me and ones that were totally different.

My Role as a Teacher

As I am reading over the syllabus, I am trying to wrap my mind around what it means to develop a Personal Philosophy of Education.  What does that mean to me?  Where do I begin?  I have decided to dig in to what I feel my role as a teacher will be.  I believe that a teacher is to be someone that desires to teach kids.  About subjects, about themselves about others, and about life.  That being said, I think that teachers need to be good role models and need to realize that we live our lives in a fishbowl.  That we must always think about what a kid might think of our reactions, comments, behaviors and how that might impact each student.  We need to recognize that we do have an impact on each student (be it positive or negative) and that will affect our classroom. In our 2252 class we discussed how we as teachers are 'famous' and cannot go anywhere without being recognized.  What a sobering thought, now I not only have my own children watching my every move but now I will have another person's child watching... with or without my knowledge.

Did I do it right?

Well this is my first test blog to see if it works.