Blog #8- What is the most important thing you have learned during fieldwork observation? Why?

     The most important thing I learned during fieldwork is that the life of an elementary teacher is not too unlike a parent, a very good parent. It is a profession that requires the utmost patience, understanding and multi-tasking. The teacher must wear many hats and can't simply be "ok" at some of them but instead must be very good at most of them and great at many of them. I now have a theory that the best parents make the best teachers. If you are able to deal with and ensure the success of 25 students, then dealing with your 2, 3, or 5 at home should not pose such a problem. And likewise, if a mother is successful with only a few children then those same skills are enough to be successful with a large class of kids, assuming they receive the proper formal education and skills (such as class room management). This is why I say that from what I've seen and learned, the classroom management is the most important skill to have; assuming, the teacher already has the tangibles: patience, understanding, caring, concern, multi-tasking...etc.

     My wife and I have three children together. They are 8 months, 4 years and 6 years. They stress her out after a long day of caring for them necessitating her having a long break from them when I arrive home from work. But to me.....they drive me absolutely INSANE, when I spend the same amount of time with them. I fancy myself a very good multi-tasker, thank you very much OCD but I don't have the patience I thought I once had necessary to handle them without getting upset and wanted to leave them alone to fend for themselves! So it's no wonder that most elementary school teachers are females. It makes sense now. These women have the God given ability to deal with stressful, non-stop attention seeking kids in a multi-tasking environment without wanting to jump out ht window after five minutes. Now, when I see a male elementary school teacher I know there is something very special about him. He is a different breed who has dedicated himself to the art of learning how to manage these kids at these earlier ages. And interestingly enough, you know how many male teachers I saw at the school I observed? ZERO. Besides the principal and janitor I didn't see another male teacher. Maybe there is one but i never had interaction. This tells me that 1. Kids in elementary school do need male role-models in the form of male teachers and 2. There is a market for male teachers if there are any brave education students out there really willing to sacrifice their souls!

Blog #7

     Each and every organization has it's own set of rules and/or regulations. And those catering to large numbers of individuals, especially younger aged kids, must be sure these are clearly posted and often reminded. At Westmore Elementary school I have not seen the overall school rules posted in a common area. So I can only figure that the class room rules, which are posted in each classroom, are including the overall school rules. (I have been able to find the student handbook online and I know that each child/parent is directed, or given a copy of this book upon starting school.)

     The one rules that comes to my mind which I've seen posted and having to be resolved when it was broken by a student is that of respecting other students. It's worded something like, 'I will be respectful to others.'  During a homework period where students were able to work in teams or individuals without teacher's guidance I had one of the students come up to me as I was wandering around the class looking for kids to help. The student was crying and when I asked him what was wrong, he told me the kids were making fun of him because he had bad handwriting. Before I could offer any condolences the teacher stepped in and asked to speak with him. Apparently she had witnessed and heard the entire interchange between said student and three other students which involved a blatant show of disrespect and breaking of the respect rule. This crying student did have some bad handwriting and the 4 boy group he was working with told him they couldn't read his handwriting because it was so bad. Taking offense to this critique the boy lashed out at the other 3 boys, calling them "freaking idiot jerks". Obviously this showed a blatant disrespect for others and despite him being pushed to emotional tears he was still made responsible for this disrespect. He had his own side to the story which the teacher determined did not warrant the name calling of the other kids. And so he came out the worse for wear, being emotional pushed to the edge and getting a talking-to by the teacher. In this case the teachers verbal lashing was enough to enforce the rule and discipline of her disapproval was enough to shock all involved to respecting as evidenced by all parties having to issue apologies and explain their actions. 

     I have seen another class rule which states no recess if their homework has not been completed. In this case it's black and white. If their homework did not get turned in on time, their name goes on the board. When bell rings for recess the teacher reads out loud the names of all kids who are not allowed to go to recess. The kids know who they are even before the bell rings. Instead of recess they are required to stay in the classroom and work on their homework. Of course this isn't such a bad punishment if the weather is cold outside. But either way it's a set fast rule and quite easy to enforce and in the end has a great outcome. I imagine some children don't have the home environment (privacy, quiet time, overwhelming family responsibilities) where they can get any work done outside of school. In this case, this rule works to their favor. 

• What are the procedures the teacher uses to make everything run smoothly in the class?

     The most effective procedures I've seen the teachers use to make the classroom run smoothly are 1. Posted rules (clear expectations) 2. Consistent enforcement of those rules 3. Set schedule and routine 4. Utilizing the microphone when speaking to the class as a whole. 

1. When the rules are posted around the room, the children are constantly reminded of what they can or cannot do without consequence. 

2. When those rules are enforced consistently and without favoritism the children understand no one is above the rule of law and work to stay within that framework. 

3. Children are creatures of habit and work best when they memorize and stick to a schedule. Routines, including classroom work and functions/procedures are followed and memorized thereby allowing students to stay "in-line" during the day. 

Finally, the utilization of the microphone has allowed the teachers to create a culture of command presence with their voice, often previously only reserved for large male teachers. The booming microphone projects to teach students. Thus, not only the ones who are hard of hearing can hear and react but those who might otherwise be distracted by other students, can hear and remain guided by the higher volume of the speaker instructions. 

Blog #6 (Best Teaching Practices)

     The best strategies for actively engaging with the students I've witnessed during observation hours comes from  the most well behaved and organized 5th grade class. I'll call them Mrs. T's class. I've written before about how she uses physical and vocabulary cues to get and maintain attention or focus of her class. Her techniques are used in the other two 5th grade classes but they are done so sparingly, and I've watched how in the less organized class of Mrs D, they are nearly non-existent. 

     The first of these techniques is what is often known as the Call and Response. This is a term popularized or used to describe the impromptu solicited responses often heard in southern Baptist church meetings. For example, you'd hear the preacher deliver a strong verse or make a point; and then out of the blue you'll see and hear people from the congregation raising their hands and/or shouting out "hallelujah" to show their understanding and support for that verse or point that they feel might be directed right at them. Mrs. T uses this by giving a direction to the class. Then she asks the class, "..if you are agreement with the directions I gave you, touch your nose and stand on one foot." Because it involves movement and coordination it becomes a game and the kids want to engage in it. Without knowing it they are becoming engaged, improving their physical coordination and completing the directions of their teacher. I've watched over and over as she uses this technique with a very high degree of success. The kids are quick to jump to the directions she asks not necessarily because they want to do it quickly but because they want to engage in the physical activity of her call and response. 

     The second strategy to engage the students I've seen to be very effective is the morning huddle. This is the huddle at the front of the classroom immediately after some warm up PT exercises. After PT she has the class come to the front of the class and sit down around her as she reviews with them verbally what they studied the day before. She then draws the problems or concepts she reviewed with them on the dry erase board. Even more than this, whenever possible she will ask for participation from the seated group of anyone willing and able to draw the steps of the process. If they get stuck she asks for volunteers from the group to help give the student writing on the board a little nudge to complete the step. Once the review is complete the students are prepared to receive the lesson for the day. Mrs. T completes her discussion and teaching of the day's lesson and concepts on the Smart Board. Afterward they are allowed to pair up in order to assist each other in completing the problems. By working in these paired teams the students are often able to help each other through and learn without the teacher's direct assistance. If there are students who have additional help, they are allowed to come to the back table where Mrs. T, fellow students or myself helps review and coach them through the problems. 

     I do not think it a coincidence that the best strategies for engagement and learning I've seen (and also happen to be the most effective in my observation) come from the classroom of the most organized and perhaps most freshly out of college 5th grade teacher. The ability to relate to these kids, engage them on their level with activities that hold their attention and promote learning are what make this teacher so effective. The strategies didn't come from years and years of teaching experience as I can attest that Mrs. T is a very young teacher. These strategies for involvement and engagement came from recent curriculum at the university level and it just so happens that she is actively applying them. Knowing your target audience (class) is necessary in order to tailor your strategies to engage them for learning. If a teacher lectures, gives homework, grades, lectures and tests, they are not doing what is most effective for their class because they are simply going through the motions and not looking to engage their learners. 

Blog #5 (Roles of Teachers)

     The roles teachers play from day to day are as varied as the topics taught throughout elementary, middle and high schools each day. Long gone are the teaching methods where the teacher gets up in the front of the room and reads all day out of a pre-planned text or lesson book prepared by the state or district, and then gives you quizzes to evaluate how much you've absorbed.  At the pace at which society and technology are moving our children would not be able to keep up if the old style of lecture teaching was to remain the norm. 

    From my experience as an instructor at the university level teaching Army ROTC leadership and physical fitness at UVU and first hand observations over the last month in a 5th grade classroom, the most important role that teachers play in the lives of our young students is that of role model. Everything that is taught or established would not be possible if the students did not see that teacher as a role model first and foremost. For without showing them that they themselves as teachers are proficient in the task or subject to be taught, the student cannot fully accept with confidence the teachers abilities and in turn their own ability to learn from said teacher.

     A role model is someone who provides an example and models what right and/or wrong looks like. Here's an example of what I'm speaking about; every Tuesday morning I visit a 5th grade class and observe the teacher tell everyone to get out of their seats and being morning warm-up exercises to get their physical bodies ready to learn. She is the first to stand up and as she gives commands of what exercise is to begin, she is actively showing them how it is to be completed. All the kids' eyes are on her! If she moves, they move. When she stops, they stop. And so she purposely moves through modeling what correct warm-ups are to be.  When they are complete with the physical modeling exercise she has them all actively move to a huddle on the floor at the front of the room, gathering around her as she sits in a chair next to a small dry erase board. There, once again all eyes are trained on her as she re-states what they worked on math-wise the day before. Intently, they raise hands and answer her review questions. And as she talks them through these reviews she writes out the problem she is reviewing with them. This is not only for their mental edification but also for modeling of herself as that active role-model. She is giving them confidence in her abilities as a teacher of math by her showing them she is efficient and knows how to complete what she is going to teach them. She is role-modeling technical proficiency. 

     There are three 5th grade classrooms where I have spent time observing role modeling. The teacher from the above example models an organized, tidy and efficient experience for the kids in her classroom. Thus, her room is neatly kept, boxes with supplies are neatly labeled and stacked. Books are on shelves in order. And the students have seen this example by the teacher and do their best to keep their own desks and work areas the same. The second teacher of the three is similar to the first teacher. Her room is relatively tidy, though not as neat as the first's and the kids are spoken to in a respectful yet firm manner. Their own desk are well put together, though not neatly kept. Third teacher in my opinion is not the best role model when it comes to tidiness or communication. Compared to teacher number one her room is a shamble and cluttered. Boxes of supplies are stack half hazardly on shelves wherever they can be made to fit. There are stacks and stacks of graded and ungraded sheets of paper/homework everywhere around the room. The floors are littered with various bits of debris and paper bits. When this teacher speaks to her students she nearly has to yell to gain their attention and get them to do what she wants them to do. In kind, the students do not as quickly respond to her as the previous two teachers' students do. She is constantly raising her voice and repeating herself. So, what do you think the students do when they speak to one another or are dealing with other teachers or teacher aides? Yep, you guessed it-they speak loudly, they don't immediately listen or give respect. Their desks are cluttered receptacles where papers and books get shoved, modeling the overall lack of upkeep of the teacher's classroom. 

     If a leader, which is really what a teacher is, cannot properly model the role she wants the students to lead and play as students, how can she expect them to actively contribute and be successful as students? Most of these children do not get the in-depth education in their lies that teachers give them. These teachers are like parents to them. They spend more quality time with them each week then any of their family will during the formative schooling years. They are indeed role-models for them, giving them the foundation of what a proper student and human being should be, know and do throughout their schooling. 

Blog Entry #4 (Clerical and Managing Assessment in the classroom)

     The clerical and preparation responsibilities i have participated in have been minimal so far. As I am doing my volunteer learning hours on Friday morning, it feels like the week is winding down and the teachers are utilizing the week complete spelling tests, homework packets and learning experiences as well as library visits.

      Last week I did however complete a task of putting together homework packets for social studies and putting up a bulletin board. For assembly of the packets, I was given four stacks of papers and a stabler and asked to assemble the packets. It was easy work which entailed me putting together papers and stapling them. It took all of ten minutes. My second task was assembling a bulletin board to encourage the kids to read. Given a plainly papered bulletin board and a file folder with cutout letters and snowflakes, my task was to assemble them into a eye-catching mural involving books. I took to the task with a stapler, and a yard stick in order to get the distance correct.  

     In regards to the management of assessments by the teachers I've been working with; I have seen instructors handle assessments primarily by the standard of testing. With only 4 visits in the class I can't say that I've been privy to view or involve myself in the assessment portion of teaching. I have had the opportunity to administer a spelling test to the students verbally. And I've proctored quizzes and homework packets. It seems to me that they are all assessed by the same standard. I have not seen  a sliding scale of grading for any of the students. I do however know for a fact that they use placement assessments, as most schools would. This can be observed by certain students who are a little slower in subject areas being allowed extra time to complete homework and being allowed release time to work with other groups outside of the classroom itself. Speaking of the spelling test, the fact that they are sometimes quizzed during studying for spelling (homework packets) on how to utilize the words in a proper sentence, have shown me that they are in fact being assessed on incidental learning and not just the proper spelling of a word. And I think this type of learning and subsequent assessment is happening more often than not. It's just that we're not used to calling it an assessment. 

     One other key point of assessment is that of them being more than just a standard RIGHT-WRONG test, but that they should also be cognitive based, testing: knowledge, skills, reasoning and disposition. This cognitive assessment area has not been seen by me in my time in the classroom but I should hope a Utah school would integrate this manner into their assessment. .

     Authentic assessments are also an integral part of the student's work week. These are observed by the homework of various journals kept by students and mini projects they are to complete as groups. My time has been spent helping the kids formulate the proper journal format in order to write a proper entry directed towards a certain person, their parents. Even with only a sliver of time spent with three different fifth grade classes, one thing is for certain. Today's teachers understand the need to utilize various teaching techniques to reach each of their students' varied needs. And in order to do this in a manner efficient to their learning and absorbing knowledge, the assessment is necessary. If they were not using assessments properly to begin with, they would not know where to start or where to focus time and energy in their instruction. So though it may not be self-evident to a volunteer learner such as myself, the overall results of Utah's schools when compared to the nation speak to the proper use of assessments in the education of these students.

Blog Entry #3

     In my third visit to Westmore elementary I spent time in Mrs. Topham's 5th grade class. She is a young, very patient and soft spoken teacher. If I had an exceptional learner I would want him/her to be taught by this teacher. 

     Though soft spoken her techniques to  gain the attention and the respect of ALL of her students is impressive. She uses many physical and visual cues to get them to focus. They work equally well for both the normal and exceptional learners. For example, as she was getting ready to transition from one lesson to another the kids began to get a slightly more loud. Immediately without any other warning she directed them to, "touch your nose....". When she saw all of the kids had done this, she immediately transitioned to the command of, "...show me a pencil.", to which they quickly responded. She gave a final order that when completed, showed that they were ready, and she began her instructions for the next lesson. 

     She does however utilize other modifications to help some of the more exceptional students. For students who are behind in their penmanship, they are allowed to utilize computers to type their reports if they are not able to write them clearly enough yet with handwriting. 

I witnessed Mrs. Topham allow students to pair up with other students to assist in homework packets while in class. She was quick to monitor and correct them when she saw them simply copying each others' answers, directing them back towards the focus on learning from each other instead of copying answers. 

     As mentioned in my previous observation of her using physical and visual cues for self control, I see more and more of these accommodations being used throughout the entire student body in order to assist the exceptional student. The oral exam, such as the spelling test is one of them. This last visit I was allowed to administer the spelling test to the students orally-which has been a long tradition. But not only does this include the exceptional student in the learning experience but it also gives the non exceptional student a basis for learning in different modalities. So in my eyes, it's a win-win for all students. 

     The final observation I would mention is that practiced by all the 5th grade teachers I was involved with; they all allow their rooms to stay open during recess. As a 5th grader in rural Idaho I recall our school not allowing any kids to stay inside during recess unless they were sick or had a doctor's note. All kids were encouraged to go outside and play. In today's 5th grade class kids are allowed to stay indoors to work on homework of their choosing, reading a book or playing education games on the computer. This most certainly allows a beneficial outlet for all children, especially those who are exceptional learners. They (students with ADHD) can focus on either exercise to give their mind a break or others with learning disabilities can work at their own pace, with extra time during recess time. 

Blog entry #2:

     During my second visit to Westmore Elementary I was assigned to a different teacher, her name is Mrs. Draper. Mrs. Draper is an short disciplinarian, not quite as patient as Mrs. Hone or Mrs. Topham. Her room is quite cluttered and not as organized as the other instructors' rooms. Regardless, I could tell right away that she too holds true to the tried and true method of keeping the kids who have trouble concentrating or doing their work, right at the front row of the classroom. However, unlike the other two instructors, Mrs. Draper does not use the amplified microphone. She seemed to be able to keep the kids in line with her stern voice just the same.
     There was something a bit different from this class vs the other 5th grade classes. This class seemed to have a few more slower learners and attention deficit type kids. And because of this I was able to be put to work much more than the other classes. She gave them much more free time to work on various school projects and instead of taken the time to focus and get to work, most of the slow learners used it as a time to take advantage of Mrs. Draper not being at the front of the class to socialize. Several times from the back of the room as Mrs. Draper was checking and working with individual students on writing assignments, she would have to sternly admonish the kids on the front row to get to work. 

     And so because of this difficulty in concentrating I focused my time and attention on those in the front row. My presence, even though I was not in my Army uniform, seemed to quiet them, or at least focus them more on their writing assignments. Most were engaged in finishing an outline that they would be using for their essays. Thus, I quickly refreshed my writing skills involving topic sentences, catching readers' attention and thesis statements. Many a time I would have to refresh the kids on what each of these were and how their body of essay work would relate to both the introduction and closing paragraph. They were quick learners to remember what I'm sure Mrs. Draper had taught them previously. But they had much difficulty grasping the concept of how the body of each paragraph had to refer back to the topic sentence. I would take time to ask them reflective questions to help them answer their own questions. Trying to find ways to have them understand why essays were formatted certain ways. 

     It was quite difficult to gain the attention of several of the kids who I could tell suffered from attention deficit. I would ask them questions about what they wanted to write about in an effort to get them focused on their introduction paragraph and thesis and thy would answer me, only to lose focus by the movements or voice of their neighbor, who inevitably was someone with similar learning deficiencies. In my opinion putting all the hard learners in one row up front did more harm than good. I would have suggested putting one of them with a brighter, more focused student so each of them were paired. I firmly believe that we rise to the expectations and standards of those around us. And who better to give us those motivating standards than our classmates?