Teacher Evaluation

Evaluations are always a difficult task as the individual being evaluated. It is difficult because sometimes we don’t like to be judged, especially when it is by a stranger and not a close acquaintance. It is extremely difficult when it is for your profession, this is something teachers must go through. I looked at two different examples of teacher evaluations. One was a video on the teaching channel in East Williston, NY and I looked at the process that teachers in the state of Washington go through.

There were some similarities and differences in each approach. The one in New York had 3 processes that they must go through. They do a pre-evaluation, the evaluation, and a post evaluation. The process was to make sure the teacher and person evaluating knew what was going to be going on before the class, and evaluate that process during and review it after. I really enjoyed that because I believe it got a clear understanding of where the teacher was going for the lesson. They could also talk about what the person evaluating was expecting so you knew how to prepare.  Specifically in the video one of the examples didn’t turn out the way the teacher would have liked, however she had a backup plan and the administrator evaluating could see that she was prepared. The person evaluating knew where the teacher was going with this and was able to understand the adjustment. I also really enjoyed the post evaluation because the teacher was able to see what she was doing right and explain some of this mishaps.

The other evaluation process I looked at was Washington’s process. They have a four-tiered system with eight criteria points. The criteria is; development and implementation, frameworks and rubrics, training modules, rater agreement, student growth, professional learning, eVAL. I think that moving to a four-tier system from a two-tier system gives more opportunity to be adequately evaluated. They also tie the teacher and principal criteria together through this system. Another key aspect that seems to stick out to me that the previous did not was focusing on student growth specifically. The evaluation highlights legislation, rubrics, and resources so the educators have the knowledge of the importance in terms of student growth.

Now overall for my personal belief I believe that teachers should be judged on student development. Now when I say this I don’t mean the scores that they receive for standardized testing. I don’t think this an efficient way to judge a teachers worth. Instead I mean directly speaking to students from the class. This was something that seemed to be lacking in both evaluations. I would like the person evaluating to talk to some of my students, to ask them if they feel like they are developing from my teaching. That seems to be the most important aspect. I also think we should be judged on creativity in the classroom. Students don’t always learn from standard textbook learning, I certainly didn’t. The ability to add variation to your learning should be taking into context. Overall I understand the importance of evaluation and am excited to have them done when I start teaching. 

Standardized Testing

This specific assignment calls for a blog about standardized testing in my home which of course is Washington. We are supposed to discuss the implications that standardized testing has in my area. It was difficult to find information so I thought I would take this assignment into a different direction. Isn't that the point of this assignment? To discuss how these high stake assessments are damaging our educational system by taking away the freedom of learning. At least that is what it seems like from my personal experience.

I always seemed to feel inadequate in high school. I was terrible at math and tests sometimes stressed me out, especially when I was getting ready for the WASL. I never did very well, my test scores and attitude showed that. However the material was rarely taught to improve my knowledge so that I had received a deeper understanding, it always just felt like a chore for the teacher. As far as I know there are implications for schools who do poorly. That means funding cuts, lay off of teachers, and other implications for the institutions. For the students there is one clear implication, not graduating because of "inadequacy".

In recent years it seems that Washington state has changed its WASL format, the new term is exit exam. A shiny new term for the exact same test. The OSPI calls it the High School Proficiency Exams. I refer to it as the lacking of creativity exams for our youth. I don't know exactly what they do in other schools, however I know nation wide these tests are similar because of No Child Left Behind enacted by President Bush in order to increase the educational system in America. On the surface it was a solid idea, a standard to make America one of the leaders of the educational system once more. However it doesn't take into account students like myself who need groups discussions, projects, informal tests to succeed.

I am upset because I know it is the rambling of an upset underachiever who finally understands why he was labeled that in high school. I implore you to take this as a plea from the non conventional student that standardized testing does not work for everyone. The implications that are put on schools and students don't foster education, they instill fear. I think tests are a great way to determine knowledge, but let the students do short answer questions so they can explain what they think. Let them draw or do something creative. Standard tests are the lazy way of judging knowledge, and it is not improving our countries ability to learn.

Planning an Assessment

This teaching journey has been an informative process. When I first started this program I didn't think there was too much that goes in to the process of writing lessons. This school has taught me different. I will be discussing one objective and write three assessments based on said objective to show the process. 

The Objective:

Washington State Assessments Grades 9-10: World Geography 3.1.2:

"Identifies major world regions and understands their cultural roots"

3 Formative Assessments:

First Assessment: Class Discussion-

After discussing the material of major world regions I would like to engage the class in a student led discussion. I would like them to discuss information they had previously had about the major world regions we discussed and what they learned from the lesson that they did not know. I would like them to discuss anything they want related to the topic at hand. Also I would have the students feel free to ask myself questions about the material. 

I believe that this is important to understanding the material because a class discussion will get a multitude of ideas and view points to the topic. Also students with different backgrounds can discuss their experience with different cultures or what their families have said. I think class led discussion are really encouraging in getting the students involved. 

Second Assessment: Constructive Quiz-

After giving a lecture and conducting a class led discussion I would like to conduct a quiz. Something basic that deals with a map and questions about different cultures. I think a quiz where the students name all the major countries, also they could answer questions about what language is spoken in some of these countries. Maybe even a bonus question that I gave the answer to in the class led discussion. 

I believe the quiz will be important to gain an understanding of where the students are with learning this lesson. I don't think I have to go in depth on grading just a general one making sure they get a grasp on the material. I think quizzes are important so I can assess where the students are visually. However I also think they are less formal then tests so students will have lest pressure. 

Third Assessment: Group Presentation-

This may be the most important activity for the students in understanding the material learned. I would have the students get into groups where they will pick out a region to research. Each group must have a different one. They will present information on that area; they will present specifics about the culture (food, langauge, etc.,,), what significance they have to the United States, and an activity. I believe the first two portions are important for showing they understand the information and the third is important for engaging the students in a fun way. They could bring a dish from their region they have studied or do a traditional dance. 

I believe this is the most significant because it engages the students in group work and is fun. If they enjoy what they are doing and what they learn then I will have done my job correctly.  Also this is the way the can get a real life grasp on the material. Being able to cook a dish or make an art project based on the region shows real world skills. Overall I believe that learning about cultures are important since America is considered a melting pot. Especially during election years when the topic of immigrants and international affairs are such a relevant topic. 

Reviewing Module 4 and Standards

I keep seeming to get amazed by everything I learn in this program, each module has been more informative as I go on. Learning about standards, backwards mapping, and objectives has been the most enlightening portion of this program. I am excited to reflect on what I have learned and why I think this will be beneficial for me.

Unit one consisted of looking at local, county, state, and other standards. We were instructed to unpack these standards. I chose to look at the Washington State Standards because even though I may be student teaching in Mount Vernon I could be anywhere in the state. The Washington State Standards are very easy to read and in turn made very convenient to unpack. I am looking to teach secondary education in social sciences. One standard I chose was "identifies major world regions and understands their cultural regions". I thought this was a very important standard to unpack, it gives the students a deeper understanding of different cultures around the world. It is also easily put into projects, papers, presentations. Finally it relates to events such as the presidential election.

Unit two was really informative and I actually thought backwards mapping was much more helpful then I thought it was going to be.  It helped me organize my thoughts through assessments, proficiency, and learning experiments. It made me look at the standards all over again which was helpful in analyzing what I need to do to help my students understand the concept. It really helped me ponder what lessons I should use.

Finally unit three was helpful and stressful all in one. I thought the smart objectives were very intriguing and challenging but I believe I got a good first grasp on it. This is where I feel like I really got a grasp on what I need to do to get the material across. I think one of the most aggravating part of this assignment was trying to hit all aspects of the smart objectives. However I think I was able to get a better grasp on lesson plans.  

Secondary Social Studies Standards

My career path has brought me towards teaching. I will be Secondary Education, primarily grades 9^th-10^th, at my alma mater Mount Vernon High School in Mount Vernon, WA. In order to understand the requirements needed I chose to look at the Washington State Standards for teaching Secondary Social Studies. Those requirements can be found here http://www.k12.wa.us/SocialStudies/EALRs-GLEs.aspx.

I chose the standard History 4.4.1 where students will: Analyze how an understanding of world history can help us prevent problems today. I chose this standard because I believe it is crucial in understanding history so that we do not repeat the same mistakes. I also believe it is important because it helps the students understand different issues that people have faced around the world. I finally chose this lesson because it gives the students a ton of material and projects to work with due to the vast extensive material.

There are three proficiencies that my students will learn from this and they are as follows:

1. Identifying major world history events (WWII, The French Revolution, The Trial of Socrates)
2.  Analyzing what events occurred that lead to these events
3. Relating these historical moments to current events and analyze how we can prevent past events from reoccurring

Next I will discuss three assessments my students will complete so I know they have met the standard.

1. Students will pick a topic of predetermined events where they will write a research paper on said topic. They will write about how either as a state, country, or world can prevent the problem today.
2.  Students will get into groups and research major wars. Then they will present these wars and why they occurred to the class.
3.  I will have students act as major world leaders in past disasters or major events and deliver a speech.

I will finally describe three learning experiments/activities I will use to help students meet the standard.

1. I will set up a field trip where we visit a local museum to see if there are any historical events in our own city that may give us lessons on what to prevent.
2.  Have them create a poster or big board of pictures and points on historical events.
3. Watch a movie about a historical event. After we as a class watch the film, they will write a paper on the major differences from the actual event. Finally discuss why changing the film adaption is necessary or useless. An example would be watching Pocahontas and pointing out the differences such as her real age.  

I believe that this standard is crucial and understanding it can really benefit the students. I think that it is one of the more difficult ones and I as an educator must be able to set up amazing proficiencies, assessments, and learning experiments. In order to not repeat our mistakes we must learn from our history. 

Applying Classroom Rules and Procedures

Applying classroom rules and procedures

By: Christian Bousquet

Handling classroom behavior can be difficult because we must decide when to reward students who are following the rules and procedures and when to deal with students who aren't. We must also decide how to handle both kind of students. As an educator we want our students to enjoy learning however they must also follow rules and procedures. I believe it is the constant struggle between being an enjoyable teacher but maintaining the respect the students have for your rules. This post will review recommendations and examples of how to handle students who are following the rules and those who aren't. 

Students who are following the rules and procedures should be rewarded for such. I don't believe that punishment is the only effective tool to keep a class well behaved. Positive reinforcement is a crucial part of enforcing class rules and procedures. Positive reinforcement really encourages students to be respectful of the rules and procedures. I believe it is important to try and acknowledge them constantly, even if it is just a simple comment like "nice job". Most importantly it is important to acknowledge students who are following the rules and encouraging others to do the same or are doing it in a way that enhances the lesson. Also I am a firm believer in awarding the whole class for participating in following the rules. I think a beneficial way I would implement this strategy is doing an end of the semester party. If the class a whole is able to get 80 percent of the good behavior points I would keep track off the whole year then they should get rewarded with a fun activity. I would possibly implement a pizza and movie party. Another recommendation I have for students who exhibit positive qualities are informing the parents. I think having the parents involved in their children's education is a important stimulant for positive reinforcement, that of course depends on the parents choice to compliment the student. I would like to make a phone call and let the parents know how well their children are doing, if calling is not a good choice for the parents I would send an email or note home. 

Of course it is a much more enjoyable aspect to handle students who are following the rules but as professionals we must also deal with students who are not following expected guidelines. I think most importantly we must establish that these are our classrooms and students must respect that. If all the students are misbehaving I would implement interacting with the whole class. I would personally stop class to explain that it is a mutual respect between us, I don't interrupt their presentations or class discussions so they should not interrupt my lessons. I really think that is the only appropriate way to handle students misbehaving publicly, as a group. For individuals I believe that an effective management technique is discussing the problems with the students first before doing disciplinary actions. One video I watched last week about teaching showed a teacher who discussed how hard school can be and how he remembers it with a student he had in detention. Then he proceeded to play board games with him and interact with the student. This is the ideal approach before making the student fix books and meet with counselors. Finally involving parent would be my final approach. I think just like positive reinforcement it is important that parents are involved, the collaboration of students, teacher, and parents to fix the problem can help. I would again call or email the parents about the issues, I might even call them in if the problems are so extreme. 

In conclusion I do believe we must be firm in the rules and procedures to show the students that these are our classrooms. However positive reinforcement and positive interactions for misbehaving students should always be the deterrents to students following the rules. I do want my students to respect me but also to enjoy what they are learning and how they learn it. 

3 Teaching Styles

I recently watched 3 different videos that focused on 3 different teaching styles. Video 1 was a video about roller coasters and physics. Video 2 showed a brief insight into 3rd grade math in China. And Video 3 focuses on Whole Brain Teaching. Below I critique all 3 on how effective they are both academically and behaviorally along with discussing the norms and procedures. Then I proceed to give a very brief overall thought process on them. Finally after all 3 video analysis I will discuss which method I would try to use for secondary students in social science courses. 

Video 1:

Academic: I believe that the lesson on physics, science. Math, and social sciences are incorporated in a very relatable and student-centered project. I thought the project can appear to be very difficult, however the teacher set up this project for the students to succeed. I think that this shows the high academic expectations that she had for her students. Incorporating all of these subjects, groups, and different stages exhibit this theory. 

Behavioral: I think trusting these students to collaborate their own work into the group section shows a high standard for behavioral expectations. These students must find a way to all contribute to their project and do it in a proper and polite manner. Also the fact that they must look at and modify their work when it fails shows strong behavioral expectations. To be able to look at your own work and try to fix it without getting upset is not only a great life trait but takes mental toughness at that age. 

Norms and Procedures: One procedure I noticed was the use of a fake monetary system in order to purchase materials for the roller coaster. I thought this was an interesting and helpful technique. Nice to see a teacher incorporate real life experiences. The norms were having different jobs for the students in the group which showed good teamwork. Also the use of each group having a representative discuss the how the project went.

Overall I think it was a very good lesson and an interesting one to see. 

Video 2:

Academic: After watching the video and reading the article on Chinese math curriculum's I believe they exemplify a high academic standard. One for the fact that they start at such a young age. The use of math in such early years is putting a lot of pressure on these students to succeed from such a young age. Also the fact that they on average dedicate 15 hours to math alone shows a high academic standard.

Behavioral: Again I think that the implementation of math in such a early stage of school contributes to the ability to be held to a higher standard behaviorally. I believe having such a high standard academically from both the parents and the teachers enhances the behavioral standards for these students.

Norms and Procedures: In the video we can see the teacher saying something and the students either repeating it or something that I assume follows what she says. They know they have to follow what the teacher is doing and I am guessing it’s a norm well established.

Overall I thought it was much more difficult to understand what was going on in this video. I also think the article didn’t do the class structure justice.

Video 3:

Academic: I believe the video, though it might be short, shows the expectations set academically for the students. How they were almost trained to respond to phrases and hand movements showed that the teacher wants them to pay attention to detail. Also I got the vibe of student-centered learning while they were pairing up and reading together.

Behavioral: Again I believe the use of hand signals and phrases shows a strive for behavioral excellence. These students seems to understand that they must show great behavior within the class. You can clearly tell that the teacher has high expectations and is very encouraging to hers students, she reaffirmed her belief in their abilities.

Procedures and Norms: Obviously the procedures and norms are the fact that students are expected to follow teachers orders and communicate accordingly. The procedures have already been described with hand and vocal gestures to get students to pay attention. I believe these are helpful for the norms because they get the students involved in a fun and relatable manner.

Overall I thought that this was a very interesting video and the teacher and student cohesiveness was very apparent. This clear strategy contributes to the academic and behavioral excellence shown in the video.

Final Thoughts:
I think personally for my student-centered learning ideals I would try to incorporate aspects of video 1 and video 3. I really enjoyed how each student had to rely on each other for the project. I also enjoyed how the teacher incorporated multiple subjects in her lesson along with life lessons. I would try to expand my students mind they way she did. I also liked how video 3 showed how well behaved the students were because she used hand signals along with her lessons. Also how they paired up and read together, a very student-centered approach. I think that a combination of incorporating different subjects into my material along with student interaction and learning would be beneficial for high school students. Especially considering the fact that part of a social science curriculum deals with human interaction, using these traits in the classroom theoretically makes sense.