Where to start...where to start...where to start? You KNOW I love the Time Machine. I love the build up to turning it on...I love what it represents...I love that the kids bought into it hook, line, and sinker...I love that it took even just one girl to a higher level in her thinking, word choice and reading skills in just one visit.
I also found myself totally relating to the Slick Boys rap assembly. I've been that teacher that tries to get her class up and involved and ends up getting pulled up on stage myself. I've seen the way this energizes kids and have actually made connections with kids that were standoffish and hard to relate to because of my choice to try to learn the dance, the move, the technique being demonstrated. It takes me back to the whole idea of respecting cultural differences rather than pretending you're too good to 'stoop to that level.' What a tremendous jump she made in the eyes of not only her students but the entire school that day.
The quiet reading time that she's worked so hard to accomplish, the special ed teacher yearning to be liked, the sweet girl who'd had her birthday forgotten, and insulting faggots all drew me in as well. She has a gift in her prose and style no doubt. We're about to get into one of my favorite parts with Billy coming next but I'll stop here for now.
Your turn...
Reaction:
What is one part within this section you found yourself reacting to in some emotional way. What was the part and what were the emotions it evoked? Why do you think it brought out these feelings in you?
Connection:
Can you make any connections to anything in particular in this section and any of your junior year EDU courses? Think specifically about logical thought, creative expressions, child development, children's literature, etc.
Extensions:
"It's not our job to be liked," I remind her. "It's our job to help them be smart." Secretly, I thought, Who gives a rat's ass if they like us? Sometimes I can hardly stand them! (page 87)
Early in my EDU courses at Wesleyan I had a professor ask each person in the class to tell him why we all got into education. The way the chairs were arranged I would be the last to respond as he went around the room. I worried like crazy the whole time about what I would say as I heard the following responses...
The majority of the class said something along the lines of...
"Oh, I just love kids and everything they do."
I remember thinking...well...no...I really don't like kids that much
I recall at least 2 girls saying...
"I came from a whole family of teachers and I just feel called to follow in their footsteps."
I remember thinking...nope...I'm the ONLY one in my family to even graduate from high school
The girl right next to me said...
"My grandfather instilled in me a lifelong love of learning and books and I want to do the same."
Me...negative...no books in my house...no grandfather...no father...oh wait...we did have a TV Guide, a phone book and a Bible
You guys get the point...Right?
So what did I say when it was my turn?
"I want to be a teacher because I hated almost every teacher I ever had. I remember sitting in class as early as third grade and thinking...there has GOT to be a better way for this lady to teach me this stuff...So...I want to be a teacher to find out if I'm right."
At the end of this process the professor said..."I'm going to make a prediction that Virginia will be the ONLY one of you in 15 years still pursuing this as a career path because if you guys are counting on 'loving' kids to get you through the tough times then you're in for a world of hurt. You can't love every kid and you can't possibly love them enough to fix all their problems and make them learn."
I don't know mathematically how correct he was in his prediction but it made an impact on me just the way this section did.
If you get asked this SAME question in your interview for a job this time next year...how will YOU respond?
I love seeing what you're all doing on Facebook. I can tell you're all doing something you enjoy. I am envious of the trips to the beach, and vacations but know that will return you to me rested, relaxed, and focused!
For next week we'll be reading January 13th up to but not including February 21st.
Keep reading!
Love ya!
Mean it!
Dr. VW
(Katie Allen)
ReplyDeleteReaction:
I reacted most to the special ed teacher attempting to lead a class lesson. I can see parts of myself in both her and Esme. Yes, I'd like for my students to like me and enjoy being in my classroom. I'm not always the greatest at classroom management, and I think thats the majority of the reason. But, I don't think I'll ever be as "walked all over" as she was. I'm with Esme... you you're here to get an education, not treats from me!
Connection:
When she challenged Billy Williams to teach the class I thought a lot about Child Development. Billy is going to learn a lot by teaching the class and he'll also be able to exercise his learning style with the rest of the class. I'm interested to see how this goes. Specifically, how will Mr. Turner react to this??
Extension:
I was actually thinking about this question last night. I was thinking how different, but similar, camp and school are and the positives and negatives to both of them. My worst fear is becoming one of those burnt out teachers that is miserable and makes her students learning experiences a terrible one. But then I began to think how I literally can't imagine myself doing anything else. My first 2 years at GCSU I searched through all of my options and majors but kept coming back to education. I find so much joy in leading children and learning along with them. This may sound a lot like the other answers in the Wesleyan class but its the truth! Hopefully it'll serve me well and I'll love my profession!
Katie...I don't see you ever becoming one of 'those' teachers. I'm also glad to see you say you're here to get an education not treats. Way to go girl!
ReplyDeleteReaction and Connection:
ReplyDeleteThis week, I was most interested by the section about the Holocaust. Esme explained that she kept some information back from the students because of their age so that they wouldn't become desensitized and I started thinking about how I had been taught and how other students were taught.I remembered an encounter I had with another student last semester (she was also a college student, not elementary). She shared with our theater class that when she was in school, they had acted out the Holocaust almost as if it were a play. I was horrified to hear this, and by the way she discussed the topic so lightly and nonchalantly, it was clear that she really did not understand the depth of the whole thing. It truly made me sad. I started thinking about creative expressions and all the activities and games we played that can easily be applied to tons of subject areas and seem like good "go to" lesson plans. I think this was a bad example though of having the students act out the topic. There is a time and a place for all of these games, and in my opinion, a different activity should have been used. I think the poem activity we did where we all performed the poem together but didn't act it out, would be more appropriate, or even some sort of art project.
Extension:
I agree that it isn't our job to be liked. It would be nice if that were always the case, but it doesn't work that way. I've always liked school because I love learning. I would like for my students to develop this love as well. They don't have to love school or teachers to do this though. There is information to learn almost everywhere, and if I can get my students to understand that and be interested enough in learning, to do it even when they're on their own, I'll be happy.
Emilie...you make a very powerful point about the very purposeful and meaningful choices we make regarding the creative expression activities we use and the content we intend to convey with these choices. I'm so glad you made this connection and are thinking in such a deep way.
ReplyDeleteReaction: When I was in mid Elementary school, I explored Dachau with my family. I can vividly remember walking through the camp, peering up at the fences and watch towers, imagining what it would be like to be herded, caged, and possibly slaughtered like an animal. I shivered. I stared at pictures of what happened at the camp with an uncomfortable feeling in my stomach. Bodies lay in piles in the photos. When we finally made it to where the gas chambers and cremation took place, I stood outside why my parents and siblings looked in. I made the decision I didn't want to see that. I think that history, especially the darker, and closer times like slavery, racism, and of course the holocaust are difficult for us to stomach. We assume we are a part of a civilized society and are reminded of heinous uncivilized events. Teaching children about such events is delicate. While I do not think history should be watered down, I think it is important to give students self exploration opportunities like Esme did, and like I did when I decided not to go in the the cremation rooms.
ReplyDeleteConnection: Esme's problem with rewarding students when education should be their reward directly connects to the ideas of behavorism. To me, behavorism treats students like dogs who learn for a treat. In the end, it does not respect that they are fully human and fully curious people who will learn if something is interesting. I don't think treats are always a bad thing, but I do think that if they are the only motivation for learning or for "positive behavior," something is seriously wrong in the classroom. I remember in my last placement, a little boy who acted out a lot would always ask me if I saw him doing something good and if I would give him a treat for it. I would tell him that it was wonderful that he did something good, but I missed it. He should still do good things, because I love rewarding good behavior....when its done not to get a reward but because it is supposed to be done.
Extension: Our job is not to be liked, but I think most teachers have to remind themselves of that. I know I do. Teachers are often people pleasers, and with that comes an intense desire for approval. I think that for me, teaching has been an unexpected but inevitable journey. For a while, I declared that I would NEVER do education for younger kids. Of course I loved younger grades, but I didn't think I'd be able to "dumb myself down" enough to teach them. How wrong I was. When I came to college, I considered doing English and teaching higher levels when I suddenly have an epiphany moment. Why would I want to teach older students at the end of their education when I could instill passion for knowledge right at the foundation! There's a joy to to learning which gets drained from students with bad teachers, bad curriculum, and bad schools. I know I had my share of bad (and some excellent) teachers. Why not go back to the war zone of elementary school, and fights to help students make the choice to learn, and become learners for life?
Reaction: I really loved what Esme did for Melanie. She read in her journal that her birthday passed and no one did anything for her and so she created her own party for her. As teachers, I think we have to be more than just their educator and that is exactly what Esme did. Buying a cupcake and singing was not in Esme's job description, but she did it anyways and look what a difference it made to the little girl.
ReplyDeleteConnection: In our literature class, we talked about how important it is for children to practice reading. Esme set aside a time every day for silent reading and also a time where she read aloud to them. We also learned that using your imagination is key when reading and I think the time machine was the perfect way for the students to use their imagination.
Extension: I have never wanted to be a teacher just to be liked by the students. I know there will be plenty of students that do not like me. When I was younger, I tutored students and I loved them feeling of helping them understand something. I told myself that I would love making a career out of that feeling. I also learned through tutoring that just like Esme, I will not like every student. But I will like the feeling that we will share when they finally understand something.
Megan your profound connection to the Holocaust segment sent shivers down my spine. The fact that you remember this so vividly and that you consciously made the choice to NOT see the chambers is huge as far as personal direction of education goes and speaks also highly that you were not forced to view them against your will. You always bring such a high level of thought to your responses but this one was just off the charts wow!
ReplyDeleteCaylin---I too loved the Melanie birthday segment. It's such a small thing in the scheme of things really as far as monumental moments with kids in this book goes but boy doesn't it truly send a message and let these kids know that in their lives there is someone who does truly care for them. What a wonderful moment.
Reaction: I reacted to a lot in this section. Most of it was good, but then I started to become annoyed with Esme's attitude toward Mr. Turner and her blatant lack of respect toward her superiors and that was all I could think of for the rest of the selection. I love what Esme's doing with/for her class, but I'm getting a little tired of her attitude.
ReplyDeleteConnection: The time machine reminds me of our creativity class and literature class. It's a great way for children to read about time periods and gather new information while getting them to enjoy reading and the literature they're given.
Extensions: If I wanted to be liked by everyone, then teaching is definitely not the profession I would have chosen for myself. Children are fickle; they'll love you one day and hate your guts the next. But if I know that what I'm doing will help them love learning, reading, logical thinking, using their imagination, etc and prepare them for the future that will one day be theirs, then I can go to sleep at night knowing that I don't need to be liked.
Jamie...she is indeed quite cocky, overly confident at times, and brazen. I think what you consider her attitude is about to take a serious turn in our next section and I'll be quite curious how you react to some of the things she does and experiences. I think we're hearing a journalistic perspective and much of what we're reading is internal dialogue that never makes it out loud...then again...I've certainly been wrong before! :-)
ReplyDeleteReaction: The part of the book that touched me most during this section of reading was the time machine. It reminded me of how I fell in love with reading. In my Kindergarten and first grade classroom we had a reading loft in which we could have free reading time. i loved that I could get away from everyone and go in my own world to read , imagine and enjoy all that books had to offer.I just loved that Esme was making reading this exciting as well.
ReplyDeleteConnection: I saw a lot of real world connections as Esme taught her students about the holocaust. By relating it to the KKK Esme was able to engage her students by putting it into a context that they could relate to. This deeper connection not only caused the students to see the bigger picture it also put them into the shoes of those effected by the holocaust. I also thought it was great that she shied away from the gory details. I find that when people learn about the holocaust, including myself, they get so caught up in the gruesomeness of it that they fail to see the grandness of an event such as this.
Extension: While it would definitely be a plus to be liked by all my students I must face reality and know that this is unlikely. By being a camp counselor I have this experience every day. What always surprises me is that no matter how much they say they don't like me one day they come back with a clean slate the next, sometimes even with a hug. So i have learned that while sometimes you dont want to be the bad guy you have to. Also Ive never had anyone in my family go into teaching and yes I am doing it because I love children but I feel that Im doing it even more because I want to make a difference, to be not only an educator but a role model and example to those around me. Hopefully I will accomplish this one day =)
Reaction: One part of this section that truly touched my hear was when Esme had a cake for Melanie's birthday. So many children go through life without their families acknowledging things such as birthdays. It make me happy to see a teacher invest her hear in a student in such a simple yet impacting way. I'm sure all that child wanted was a little bit of attention something that people like me take for granted. i have never doubted that my family would remember my birthday. I always knew that I was going to have some sort of celebration with my choice of food and dessert, and of course presents (even though my birthday is just two weeks before Christmas). She was probably so sad that hers was forgotten, but Esme made sure she had a celebration, no matter how small. How wonderful this must have made Melanie feel!
ReplyDeleteConnections: I was reminded of our Development class from first semester when Esme took her students outside to decipher which trees were deciduous, which were coniferous, etc. This reminded me of learning about the theorists, especially Dewey. His whole philosophy was based on the thought that children learn best from past experiences. This mini-field trip would give the students tangible evidence of what they were learning, not just something they read about in a book. This experience is a great tool for teaching.
Extensions: I would tell my interviewer the exact same think I told you as I was interviewing to be accepted into the cohort my sophomore year at GCSU. I would tell them that I originally did not want to be a teacher. It is not something that I even thought about doing until my senior year of high school. Yes, I come from a family of teachers. Yes, I like kids, but I can name quite a few that get under my skin. And quite frankly, I'm not too worried about whether or not they like me. I can recall the moment I realized that I wanted to be a teacher. I was working as a camp, and the class I was helping with was shooting off the rockets they had spent the week building. As we watched the rockets explode into the sky a child asked me if I would be his teacher next year at his elementary school. I just laughed at him. At first I brushed it off as something I wouldn't even consider, then i realized that it was exactly what I wanted to do with my life. I've always wanted to help people, and I realized that there was no better way to help someone than to teach them. I know that I will not be able to reach every student I come in contact with, but if I can make a difference in just one child's life, all of my hard work will be worth it. I can think of no better way to spend my time.
P.S. I'm reading Percy Jackson. (Sorry, I just noticed that I hadn't told you this :-/)
Reaction: I am OBSESSED with the time machine! It is a brilliant idea. I may have to steal that for a future classroom. I love how the students are able to think outside of the box and experience it for themselves. I was so glad that the students took it as it was meant to be instead of complaining that it was not real or something like that. It has obviously taken A LOT of effort to get the class to the point where they trust Esme like that and take things as the value she has placed on them.
ReplyDeleteConnections: I think that using the time machine is a great method of differentiated instruction. By going into the time machine, the students are introduced to a wide variety of books. Each book will offer varied and extended vocabulary. The more the students read, the more their vocabulary will expand. After reading, they can share their comprehension with the class and then journal about it. There are so many ways to differentiate with various subjects because you can find books on their level and use different writing pieces or types based on their level.
Extension: I wanted to be a teacher because my second grade teacher made school the most fun place to be. I never had any other teachers that made it that fun and entertaining. I wanted to be a teacher so I could inspire children to WANT to learn and do it in a way that didn't seem like learning at all. I do love kids, but I know that that alone will not get me through the tough days. I want to make a difference, not do it only for enjoyment. I know that it is not always enjoyment, it is a hard job that takes effort. I am willing to give that effort in order to ensure that other children get to experience what I did for a time.
Jessica...I think your desire to make a difference puts you in a different category from those that just 'love' kids and the fact that you realize you can't/won't be liked by all is another key for you.
ReplyDeleteMichal...I remember that rocket story well from your interview and after a year of watching you grow I'm even more proud that you made the choice to pursue this as a career path!
Elise...I LOVE that you are obsessed with the Time Machine! I know you'll take this simple idea and expand it in even more ways than Esme ever envisioned. :-)
ReplyDeleteReaction: BEST quote of the book so far: “It’s not our job to be liked. It’s our job to make them smart… Who gives a rats ass if they like us?” That is exactly what we as teachers should think. It is our job to teach, cognitively, socially, and emotionally. If we want to be liked by students, we will get trampled all over. I’ve seen this time and time again in the day care where I work. The teachers who are too nice get ignored. The women who respect their students and expect them to respect her get a lot farther in educating and controlling their classrooms.
ReplyDeleteConnection: I loved the time machine. I think it’s a great way to connect students with literature on multiple dimensions. It definitely hits that social, emotional, cognitive, and physical development. I also liked her insistence on getting the class out of the classroom on a pretty day linked their learning to something tangible and enjoyable. I also think it was a good experience for the student who wanted to slander her job to have an opportunity to see just how difficult it can be to prepare lessons and earn the respect and control of the class. It also connected the students to the emotions of the teacher.
Extension: Why do I want to be a teacher? This is a question I have often thought about. I can honestly say that I no longer have an answer for that. Before starting this program I would have agreed with your Weslyan peers. I love kids. Always have, always will. I wanted it as a child, then found other things to amuse me, but still reverted back to it. Now that I have started, all my initial feeling about teaching have been thrown out the window. While I still enjoy it, most of the time, I actually find myself wondering if this is truly what I want to do the rest of my life. I’m not really sure. Part of my thinking probably is influenced by my work at the day care (not my favorite job in the world). But I still wonder if this is the only thing I can be passionate about or if there is something else I’m missing out on. I still have dreams of medicine. I think I’m just upset that I “failed” at it. I think I want this. But I just don’t know why or how much at this point. I’m looking forward to starting back in August just to find the spark again.