In the June 21st entry, Esme is asked about her discipline style. In the July 23rd reflection she elaborates on what she learned about management from Ismene, her mentor teacher. While you'll all be taking classroom management in the spring-I'm sure you've all already begun to develop your own sense of classroom management techniques, ideas, and strategies. I wonder how what you've read in regard to Esme's responses to these inquiries struck you. All along this segment we also begin to get a sense of Esme's personality-her values-her frustrations and perhaps most insightful for me---her fears.
What follows are the three areas I'd like you to respond to pertaining to this section of our book:
Reaction
Tell me about one part that you found yourself reacting to in some emotional way. Specifically, what was the emotion and why do you feel this part provoked this reaction from you?
Connection
Can you make any connections to any of the ideas or things Esme is describing or talking about in this section to anything you remember from any of your Junior year courses---Logical Thought, Creative Expressions, Child Development, etc.?
Extension
How would YOU answer the interview questions if you were being interviewed today...RIGHT NOW? You may choose the questions from the principal, the interview team or both.
You have a week to respond to this...you may also respond to classmates postings if you'd like. This will be moved to the archive once the next posting is up but you can still access it and add to the flow of discussion.
For June 1st---Read July 28th up to but not including September 30th.
Each week we'll have the same three areas...Reactions...Connections...Reflections
Finally if you haven't responded to the first weeks post about which children's book you've selected to read this summer, please do so. I'm just finishing All the Lovely Bad Ones by Mary Downing Hahn as suggested by Georgia. Don't like this one as much as the Time for Andrew book by the same author but it's still very good.
Hope you're all using tons of sunscreen and enjoying every second of your break!
Love ya!
Mean it!
Dr. VW
Reaction: I would have wanted to quit too. That principal sounds ridiculous. I felt sorry for her because I have seen others and myself treated like that.
ReplyDeleteConnection: Her fairytale even sounded very imaginative. It could be modified to fit curriculum and be done in the classroom, like our units.
Extension:
How would you describe your classroom discipline style? As long as the behavior is not disturbing others, leave it be unless they have been told otherwise. one chance, and then consequences.
How would you deal with problems with students? Between me and the student. If it can be solved privately, there is no need to involve the office unless it is a safety issue.
(B)
ReplyDeleteReaction: I was annoyed with Esme's intense need to be called Ms. Esme. I am a firm believer in picking your battles, and thought that fighting with the Principal over her name was a less than worthy cause. She offered no justifications even though there were some (like that using her first name created a comfortable environment for her kids or that it built a better relationship). It just seemed like personal preference and bad attitude/control issues on Esme's part.
Connection: When Esme was asked about the type of environment she wanted to create for her classroom, she knew that the environment was multi-faceted. As a teacher, she knew that she would be creating a physical, emotional, and educational environment based on her decisions and actions. This connects to meeting the WHOLE CHILD's needs in education, which relates to development class.
Extension:
How would you describe your classroom discipline style?
-Respect Driven. If behavior is positive, trust and respect follow, freeing the learning enviroment. If behavior is consistently distracting and disruptive, respect and trust fade and the learning enviroment is more restricted (consequences) Direct dialogue with students and parents is key to my behavior style.
How would you deal with problems with students?
Direct dialogue with students and parents is key to dealing with problems with students. Through discussion and observations, I will determine the best course of action to remedy the situation, whether it be behavior interventions or accommodations.
Thanks ladies...we're off to a great start with this reflection. Can't wait to see what others are thinking.
ReplyDeleteReaction: I was really surprised at the lack of academic value in the proposal for the Fairy Tale Festival. In her interview, Esme seemed to have plenty of knowledge when it comes to pedagogy, yet the first activity she chose to share with her coworkers,her "crowning jewel", however, was completely lacking in depth. I couldn't see what the children were to gain from any of the activities.
ReplyDeleteConnections: Esme's experience in Ismene's class seems to have coincided with a lot of what we have learned in the past year. She has learned to consider social, emotional, physical, and cognitive aspects of learning, she wants to create a learning environment where her students feel comfortable and safe, and she understands that the process of learning is just as important as the final result.
Extension: "Say you're having a problem with a student, how would you deal with it?" I would begin by observing the behavior and trying to determine the underlying cause. Then, I would discuss the issue with the child, and create a plan to stop the behavior that seems fair to both me and the student. If needed, the plan could be modified as we implement it until we have effectively stopped the behavior.
I'm so glad you pointed that out Emilie...I made the very same not in the margins by the fairy tale festival. For someone who does seem so connected to what works for students her ideas were more fluff than focused on anything of substance. Keep it going ladies!
ReplyDeleteReaction: I was very irked by the way the principal treated Esme. His late night phone calls and ridiculous requests showed how little he respected her as a new member of his team. I felt his way because I believe the principal should try to create a friendly and respect driven relationship between himself and the staff, but the principal in the book did not seem to make that a priority. Instead he was more concerned with himself looking good and being right in everything.
ReplyDeleteConnection: The way Ismene ran her classroom and how she taught Esme to run a classroom seems very similar to what we have been taught. Positive reinforcement, knowing the whole child, and learning how to differentiate for each child so the learner grows are all aspects of our own learning.
Extension: How would you describe your classroom discipline style? I believe in a noisy, yet productive classroom. As long as there is active learning taking place, I don't mind the noise or organized chaos. However, when it comes to a point where the student(s) are not following the classroom rules or need to be reprimanded, I give one chance and stick to what I say. They know the rules and it is up to them to remember to follow them.
How would you deal with a child that is having a problem? Find out more about what the child is doing and what an underlying cause may be. Are there family issues? Does he or she not feel safe or understood in the classroom environment? Then sit down with the child and have a talk discussing the behavior and what could be done, on both mine and the child's end, to stop whatever is disrupting the class.
Reaction:
ReplyDeleteI was happy to see how much Ismene meant to Esme. Even this early in the book, it seemed as though Esme learned a lot from Ismene. This was really encouraging to read since we are about to enter our senior placements and will spend a lot of time with our host teachers.
Connection:
When I read Esme's answer to the the interview question, "What kind of classroom environment will you create?", I really thought of our developmental learning class. Her answer was,"Do you mean the physical, emotional, or educational environment?" This showed me that Esme understood that as teachers, we have to appeal to all aspects of development, not just cognitive development.
Extension:
"How would you describe your classroom discipline style?"
I would say tolerate until distracting. I would not want to waste my time disciplining students for petty things, unless they are distracting students from learning. I also will enforce respect in my classroom. I will have students respect me, as well as each other, and I in turn, will respect them.
If I was having a problem with a student, I would first give them a couple of chances to straighten out and if that didn't work, I would talk to the student one on one to see if I could figure out what the problem was, I would then send them to the principal or someone else to talk to, and as a last resort, I would meet with their parents to discuss the problem.
You guys are bringing up some amazing points. Glad you mentioned the principal Jamie...he is a huge factor in this book and one that she butts heads with frequently...I know many of her battles are petty in pointless but I think you hit upon the catalyst for her future stances pretty well here.
ReplyDelete(Katie Allen)
ReplyDeleteReaction: When Esme was detailing how surprised she was about being hired, I found myself agreeing with her. i know we'll have to start looking for jobs next semester and we'll be the teachers with no experience. I'll probably be just as nervous, if not more nervous, than she was!
Connection: During the interview, Esme is asked about the classroom environment she is looking to create. When she begins to provide examples of the social, emotional, physical and cognitive aspects I thought of developmental learning! Also, when Mr. Turner asks her what he should say at his principal's meeting, she remembers a theorist's ideas and gives him those. This also reminded me of developmental learning.
Extension:
"How would you describe your classroom discipline style?"
I would say that it is continuous. An entire day of learning shouldn't be interrupted or destroyed because of a behavioral issue. Students need discipline, but provide a way for them to earn their way back to the top or, "make it back to the green light". This allows them to have something to work towards and makes use of positive reinforcements.
Katie...I knew you'd relate to her nerves in that area and the realization that someone thinks she's responsible enough to put her actually in charge by herself. While that seems so far away to you at this pont...it'll be here before you know it and my money is on the fact that you'll be as ready or more so than Esme! :-)
ReplyDeleteReactions: I found myself having an emotional reaction to the situation described by Esme when her co-worker was asking for compensation for all of the extra work she was putting in for Mr. Turner. I realized as I was reading this section that I was annoyed with Mr. Turner. I understand that being a teacher entails dealing with uncompensated work, unpaid overtime, and unappreciative co-workers, but this woman was going above and beyond her job description in order to complete assignments for a boss that had no intention of paying her for her efforts. This teacher was sacrificing her personal time with family to do the work that was asked of her. I was proud of her for asking for compensation, especially since she had just left her children while cooking dinner. I was annoyed and frustrated with Mr. Turner because he portrayed her to be the ungrateful character in this story. She was not working overtime on her own accord. She was working overtime because her boss gave her extra assignments, something for which she should be compensated.
ReplyDeleteConnections: Esme's Fairy Tale Festival reminded me of our Creativity course last year. I thought that the many different activities and events presented multiple opportunities for the students to show their creativity. I especially thought that the Fairy Tale Fashion Show was a great idea. It would give the students a chance to interpret different fairy tales in their own way, and then they would be given a chance to show-off and explain their interpretations through a runway show. The students and classes could come up with ways to incorporate their favorite fairy tales into the day. There are many different ways standards, curriculum, and grade-appropriate lessons can be incorporated into the fairy tale theme.
Extension: "How would you describe your classroom discipline style?"
I would describe my discipline style as firm, but not overbearing. I believe that actions should have consequences, whether they be good or bad. In my last placement, there was a behavioral code in place. Strikes, represented by codes, were given in accordance to which rule was broken. It did not matter which student did what, if a strike was deserved, a strike was given. This prevented "favorites" in the classroom. I would have this sort of discipline plan in my classroom to make it a fair environment that reinforced positive behavior.
Reaction: I am enjoying the book thus far, I really get the feeling like you are behind the scenes. I think that thus far in my journey to being a teacher, I feel like I've only seen small aspects of teaching. Through reading this book, I can see more aspects that I hadn't previously though about when thinking about teaching. Like how Esme deals with his principal, and how she asks him to call her Ms. Esme, I personally don't think that I would be that forward with my new boss. I think that there is a fine line between employee and employer and I don't think that I would test it out right away.
ReplyDeleteConnection: I really liked Esmes ideas for the Carnival games adn Bake Sale/Book Sale, I can see myself trying to come up with ideas like that esspecially during my first year as a teacher. She is using her knowledge of what she believes will attract the students attention. When Esme describes to us the beginning days of school and what she has established you can see that she is trying to establish what the needs of the students are and the most effective ways to reachs these needs. Such as the "Trouble Basket" I think that the majority of our classes that we have had this junior year has had a theme of ultimately meeting your students needs in the most effective fashion.
Extension: "Well, say you're having a problem with a student how would you deal with it?" First and before jumping a quick conclusion I would first need to look at the student as a whole, I would need to address each individual piece of this particular students puzzle. After gathering more background information on my student I believe that knowledge will lead me in the direction that I need to take in order to solve the problem with the student.
(Watson)
ReplyDeleteReaction: I’m not really sure how I feel about either Esme or her principal. I feel like the principal is a clueless baby and that Esme might actually be a little full of herself. I do, however, really like the very end of July 7. Esme discusses the importance of simply putting effort toward something. She says, “Even if I fail, I have to try and try and try. It may be exhausting, but that is beside the point. The goal is not necessarily to succeed but to keep trying, to be the kind of person who has ideas and see them through.” This really hit me hard because it’s something I feel like I overlook and it speaks to my current experiences with my four-year-olds. Sometimes, it’s not the effect of your choices that is important. It’s the fact that you chose to do something. In a sense, this soothed me. Some days I can’t stand some of my kids. They behave badly, and I can only ignore so much. When they become physical, I can’t help but get irritated. This reminded me that it’s not about what I did to solve it, but how I go about it. Finding the root of the problem and working toward a better solution.
Connection: I don’t like the smarty-pants attitude she has while doing it, but I loved the way Esme responded to the panel interview. She pointed out that there are more than one aspect that goes into a classroom environment, which literally connects to every class we have taken thus far. I also like that she is willing to b “be flexible,” an understood motto of our program. While I actually dislike the Fairy Tale Festival idea, there are several aspects that do connect. For starters, each of the activities can be related to literature (children’s lit.). In a way, it makes the characters come alive. The second thing that connects is that each of the activities is either creative or promotes creativity (creative expressions). Plus, it is a way to get the community involved (dev. learning).
Extension: Panel Interview questions: What would you do if a child were to say ‘fuck’ in your classroom. Ignore it. Most of the time, students say things like that to get attention. While I don’t agree with or encourage the usage of it, I do understand that sometimes, the less of a deal you make it, the less likely it should be said again. However, if it does persist, we would have a discussion about using appropriate language at school. What kind of classroom environment will you create? (I actually probably would have answered very similarly.) It depends on which aspect you are discussing. Briefly, it would be one where the child feels safe and can grow intellectually, physically, emotionally, and socially. I want my students to be emotionally invested in what we are discussing. I want them to be socially active during the year. I want them to accept the changes in themselves and others during the year. Finally, I want them to gain a plethora of new knowledge to take with them forever.
Katie...you couldn't be more right...she is a smarty pants and quite honestly at times is quite full of herself. I can't wait to see how your opinions shifts or stays the same as you get to know her better.
ReplyDelete