Oh so many notes I made in the margins during this section as we get a real picture of Mr. Turner that will set the stage for Esme's future interactions with him. We get to live vicariously through Esme as she decorates her classroom. We get a peek into how it feels on that terrifying yet deeply profound first official day as a teacher. I also can't help but feel a bit captivated by her efforts to truly meet her students at their levels through small endeavors like:
- The Alphabet Museum
- Cassette recordings of each student reading
- The Trouble Basket
- Her Conflict Resolution Process
- Reading Aloud to this age student (this practice many times gets abandoned by 3rd grade)
So now it's your turn...
Reactions
What is one part that you found yourself reacting to in some kind of emotional way? What were the emotions and why do you feel this segment evoked these emotions within you?
Connections
Can you make any connections to any of the ideas or things that Esme has described in this segment to anything that you remember from any of your Junior year courses such as Logical Thought, Creative Expressions, Child Development, etc.
Extensions
Pick one of the things/ideas Esme describes doing or using in her class and tell me why you would or would NOT use it in your own classroom.
Next week...our reading section will be September 30th up to but not including November 5th.
You can always go back and add to a discussion at any time. Also...I REALLY do want to know which children's book you're reading so go back to week one and add that PLEASE!
Hope you're all enjoying some rest and relaxation!
Love ya!
Mean it!
Dr. VW
(Katie Allen)
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When Esme described her students struggling with reading I thought of my students from Belize. In Belize, students learn the letter sound long before they learn the letter name. There is a lot of disconnect and the students struggle to identify letters. I really like her alphabet museum idea!
Connections:I thought the trouble basket was a really cool idea and a good way to read where your students are. I was reminded about Child Development when Dr. D would ask us every morning how we were doing. She would take time to address any questions or concerns that we had before moving on. She then knew that we were more focused and ready to be present for class. She modeled the trouble basket well.
Extensions:
I loved Esme's conflict resolution process. Not only is she taking the drama out of conflicts, but the students are learning how to problem solve independently. I know hers got a rocky start with the "gay" conflict but I'm interested to see how it works!
You're right that 'gay' comment had potential to make most people abandon the entire process and idea just to avoid potential situations like this in the future...I think we've seen enough of Esme's personality to know that she will not be heading in that direction though! Can't wait to hear more about Belize and I'm thrilled you're already making connections to your experience! :-)
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ReplyDeleteI was really excited when Esme was looking at her kids on the first day of school and thought about how while the children had been working to get to fifth grade in their lives, she had been working to prepare for her own classroom and that having this particular class was her destiny, all of them had been working individually in their own ways and had arrived at that moment in time together. I actually think about this all the time in terms of my own classroom, that my students are already out there, living lives and having experiences that they will bring to the table when we end up together, and it was neat to see that someone else had thought the same way. :)
Connections:
There are a lot, really. The biggest one I saw in this section though, was that she understands that you don't have to follow the curriculum and teach from the text books. She teaches her students not the standards. Most of our classes have taught us to do this.
Extension:
I love the idea of the alphabet museum, and would like to use a kind of buddy system with pairs of younger and older students for several different activities. I'm not entirely sure I understand how the word cards work(the ones with the words the kids don't know). So, I don't think I would use that one at this point.
Reaction: I loved how the students were standing up for the student that only had nine and a half fingers. It made me feel like it is possible to promote and have a class that all gets along well and supports each other.
ReplyDeleteConnections: I thought that the Alphabet Museum was a lot like paired reading. It made me think of literacy and how we talked about using upper grades to read with lower grades so they can become more comfortable reading and not feel ashamed about having lower-level books.
Extensions: I love that she had them put away their troubles in a basket. I would use that in my classroom because it would allow the students to practice their writing skills while allowing you to gage their disposition as they enter the classroom each day.
Elise you are so right about the trouble basket also being a sneaky way to assess some writing skills...So glad to see you thinking along these lines. Emilie...how amazing a thought is it to realize that your students are preparing to have you now almost as much as your'e preparing to have them. It's such a surreal thought really but one that I'm glad to see you connecting to in such a meaningful and personal way! :-)
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ReplyDeleteReaction: I read 100 Dresses when I was young, and remember its lasting effect. When I read about the students reacting to the book by supporting their peer Ashworth and his "nine and a half" fingers, I had a bit of a lump in my throat. I absolutely agree with Esme that literature is POWER. It expresses, inspires, teaches, models, and grows us. To provide students with quality literature-that is powerful!
Connection: The conflict resolution class reminds me of the emotional/social development needs of a child. Students need to have the freedom to work through their personal needs and problems or else those unresolved issues interfere with learning! Also, I feel that the conflict resolution being led by students gives those students ownership over their problems/solutions, which I love. I hope that in our behavior management class, we are taught conflict management.
Extension: I love the idea of a thinking cap. I don't think it has to be a physical hat, though I like that it could be. To me, it is a physical or even symbolic example of "wait time," where students are given the chance to process information and actually THINK instead of simply shouting out whatever rote "correct" answer they can think of instantly. I want to use this simple thinking cap idea for wait time in my class.
Nice connections there Megan...The half finger part is a powerful message in many ways but the unity that is promoted in that classroom is the key here and the fact that as a team, group, family, cohort they can support each other and grow stronger individually from that connection is something I know you all can relate to as well! :-)
ReplyDeleteReaction: I loved how the class decided they would kick ass for Ashworth. In today's society differences are normally frowned upon and those that are different are treated as such, but this time the class came together as a group for Ashworth. It was so nice to read how protective they were of their classmate, and it shows that Esme's students consider themselves to be more of a family than a group of children in the same room.
ReplyDeleteConnections: The lack of textbook use reminded me of how our own classes are usually taught. Veering from the textbook allows Esme to create a more engaging and developmentally appropriate curriculum than what the book gives; especially since it seems most of her students are not reading at the fifth grade level.
Extension: I would use the conflict resolution in my own classroom. Even now in my placement settings, I've been very big on teaching my students to solve problems on their own without relying on an adult to fix every situation. Esme's approach to conflict resolution seems to be working so far and is helping her students become more independent while relying on their own abilities instead of running to an adult. All of which I want my students to be able to do.
Reaction: I really loved how Esme strived to get to know her students, more than just how they did in school. She tried to get to know them on a personal level. The trouble basket was a way of letting her know what the student might be going through at home, which can better help her reach the students.
ReplyDeleteConnection: I saw several connections to our classes in this section. One of them was how she named her classes. This connects to our creativity class because she was creative in naming her classes in a way that her students were not familiar with, meaning they may not have preconceived notions about them. She also used songs and projects to teach the alphabet, which was a more creative approach.
Extension: In my classroom, I would like to use something similar to the trouble basket. I thought it was a great way for the teacher to learn what was going on in the child's home, and also it helped the child forget about it for a little bit so they could better focus on their school work.
(Watson)
ReplyDeleteReaction: I’m definitely gaining respect for Esme. She seems to have really good ideas. I like that the room has so much to offer her students. My favorite part is her welcoming routine. I LOVE the “Trouble Basket.” I think I might adopt this, along with Dr. D’s “Tattle Box.” I also like the dismissal routine. It gave me nostalgia. My sixth grade teacher used something similar. “If you’re riding a bike, wear a (helmet). If you’re riding in a car wear a (seat belt). I love (you). See you (tomorrow).” My last favorite part is the use of French to welcome the new Haitian student. It makes me wish I knew more languages! English just won’t cut it.
Connection: Um… everything! The way she uses her space, the insane amount of centers and activities, the environment of her classroom, the encouragement to think before speaking, the conflict resolution (a huge factor of fifth grade changes!), literally everything from this section applies to all the various classes we have taken.
Extension: There were a lot of things I would do, but I really liked two things. The first being the “Trouble Basket” as a way to help students let go and help us as teachers determine how their morning began (or how the previous evening ended). It helps us know where to go from and helps the students refocus their attention on school. The second thing I liked was the conflict resolution activity. At first, I disliked this idea because I thought it would lead to a lot of tattling. But when I thought about it, it is a phenomenal tool to use with fifth graders! Their bodies are changing; their relationships are changing; they have tons of emotional roller coasters thanks to puberty. It makes a lot of sense to teach them how to successfully resolve their own conflicts in a meaningful and respectful way. I will definitely be keeping this in mind for this coming year and for the years to come.
Reactions: The part I seemed to react to the most was after Ms. Esme read The Hundred Dresses when Ashworth wanted to tell the class something personal about himself. Once the class said they would stand up for him it cam me a sense of happiness and comfort knowing that students would do this for each other. It is very important for your class to have one another's back and be there for each other. I love the class unity.
ReplyDeleteConnections: One thing we used to talk about in Child Development is getting to know your students and greeting them every morning to get a feel for their mood. Ms. Esme started a routine where she would greet every child individually in the morning. We learned that this was something that was very important because it would give you a glimpse into the child's day. If they are tired you need to do something to wake them up, If they are sad you have to do something that will cheer them up; so whatever the child's mood you have to act accordingly.
Extension: I loved her idea for the Alphabet Museum! It is much like having the students read to younger students because it helps boost their confidence in their reading abilities, but her idea would help with the students phonics. Allowing the students to do things like this is very important because you do not want to lower their self esteem by making them think they are not on the level they are supposed to be on, so making the students think that they are only going to be teaching the kindergartners gives them the thoughts that they have the upper hand. This gave the students a very good review and enough confidence to excel in phonics.
Great comments guys! Jamie...I had a feeling you'd be drawn to the 'ass kicking' section! When I re-read this you immediately came to mind. Katie W. I also really thought you'd be drawn in to the conflict resolution and trouble basket knowing how much you connected with Mr. Owens and are focusing in on this grade level. I'm glad you picked up on it as well. Krista-I agree the alphabet museum is one of my favorite 'let's do something to help others' disguised as really helping ourselves ideas I've run across in a very long time. Quite powerful, appropriate, empowering and oh so necessary! Caylin...I hadn't thought about the renaming of classes from this angle and am thrilled to see that you did! Way to go ladies!
ReplyDeleteReaction: The part that I read that struck me the most emotionally was Mr. Turner's hiring process. I was thrilled that he was willing to give each applicant a chance until I realized later on that he only wanted to interview everyone so that he could pick the "best looking" applicants per say. I would have to say that I would probably have much of the same reaction as did the one teacher. While I know a person cant help their looks I did find it very superficial that most of the applicants hired were young and good looking. I feel that it spoke volumes about how Mr. Turner was. I was most emotional because it showed how little he cared about the actual students and how much he cared about himself and only himself. I feel that its people like this that often create a school environment that is not beneficial to the students in it.
ReplyDeleteConnection: One creative idea that Esme did when decorating her classroom was the clothesline idea. I liked it simply for the creativity of it. While it touched on the idea of centers it gave a nice creative spin that sometimes isn't seen through centers. I also liked how it wasn't a set thing that penciled into the daily schedule but was something that was used to occupy the extra time that needed to be filled for those students who finished early. Ideas like this one help expand students minds cognitively and emotionally without them even knowing that its happening!
Extension: Being the emotional person that I am, I loved Esme's idea of a trouble basket. Giving the students an opportunity to literally leave their worries at the door was a phenomenal idea for keeping students from being distracted. I am all about striving to make my classroom a place where the students know that I care and this small idea helped to show that but did not overwhelm the class and still allowed lots of learning to happen. The students were able to express themselves through writing as well which is always a great thing to relieve any stress. I would love to do something similar in my classroom one day because it definitely keeps distraction low in a classroom and learning high, and it provides an outlet for some children who may not have anyone to express their feelings or troubles to at all.
Reaction: I was really touched by the September 27th entry. The way they responded to the book was great. It was even better how they took this knowledge and compassion over to real life. The class was willing to defend Ashworth to a fault really moved me. As the teacher, I would be so proud despite their inappropriate language. This also made me laugh a little.
ReplyDeleteConnections: Esme doesn't use textbooks but her classroom library. This truly reminds me of logical thought. We were taught many ways to teach math without the textbooks. For example, the math/ literature lessons, and family math games.
Extensions: Esme read to her students every day despite their age. It is more than a read-aloud time but a bonding time because the students get out of their desks and sit in the less abrasive light. I loved this! No matter what grade I end up teaching, I will read to them. I will use it as a time to sit with my students. In the older grades, reading aloud becomes sort of a calming experienced. When I read to my fifth graders this year, they fell silent and became completely engrossed. It was one of my favorite times with them.
Reaction: One part that I felt myself reacting to the most was when the children were coming in for their first day of school, Esme's first day as a teacher. Though she said that the moment they all were in front of her felt "holy," I felt afraid for my first day as a teacher. I began to worry about whether or not I would be ready for "the real world" and whether or not I would be able to handle it. I felt more unsettled than excited at this thought.
ReplyDeleteConnections: I liked the spelling center that she set up in her classroom. This reminded me of our Literacy class and how centers were recommended as a good way to teach literacy skills. The many items one could use to practice spelling words made learning possible for students of all intelligences.
Extensions: I would use the clothesline idea in my classroom. I like the idea of having extra work for the students just in case they have some free time from their work. Also I would read to the students. i don't like the fact that so many fifth grade classrooms abandon reading aloud to their students.