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. 

A Positive Classroom Climate

Creating a Positive Climate for the Classroom: 

Dealing with bullying and enhancing learning

By: Christian Bousquet

5/3/2016

One important aspect of the classroom is to make sure students are comfortable when they are in school. I still remember my first day of high school like it was yesterday. I had not one clue what to expect, it was kids from two other middle schools I have never seen before. Would they like me? Would I fit in? Am I going to be an outcast? My mind was racing with hundreds of thoughts and worries. For other students they might not just have those thoughts but other factors that can cause a student to worry such as; family issues, economic status, bullying. That is why as educators it is important to create a positive classroom climate so students can feel welcome. I think there are two major factors in this process; developing positive relationships with students and addressing bullying. Throughout this post pertaining to those two factors we will discuss strategies that we must implement.

Classroom set up and structure
The way a classroom is in appearance and how it is structured can greatly affect a school. Classrooms should be a place in which students not only feel welcomed, but that the set up shows a caring environment and is student-centered. One aspect I have studied and discussed since starting this program was classrooms that are set up for student-centered learning. The best example I have seen of this is my AVID class set up. We had two big tables put together for desks in which there were eight of us and we had discussions constantly. This is the exact example they discuss in the article Critical Practices for Anti-bias Education. Another strategy that will enhance positive classroom climate is creating student jobs. These jobs can be something as minimal as passing out materials or something as important as a peacemaker to deal with bullying. They have the ability to move up with good outcomes, also teaching real world experience. It creates trust and accountability for the students and their class.

Speaking up and responding to prejudice, bias and stereotypes
We must show leadership through example as educators. To do this we must be leaders against issues of bullying, slurs, and stereotypes. This not only pertains to students and parents but also colleagues that might have these tendencies. Teachers that choose to fight against discrimination and exclusion support safe space for diverse members of the group. One strategy that I would like to implement is always being on top of intervention of bullying. In the article Anti-bias education it states that only 14 percent of teachers intervene in bullying in the class while 4 percent deal with it outside of class. However dealing with bullying should be a number one priority, it makes students feel comfortable learning. I also believe having visual symbols like "hate free zone posters" and "no one is illegal" are important to show the commitment to a safe class. A safe and positive class only helps students, the opposite hinders.

Social and emotional safety
The most important aspect of the classroom that not only creates a positive classroom climate but also addresses bullying is social and emotional safety. In the Anti-bias journal they state the research shows that students need to feel both physically and emotionally safe in order to learn. Some important components of this notion are as follow; active teaching of social-emotional skills, bullying prevention and intervention, meaningful conflict resolution. Along with other aspects similar to this we need to focus on these techniques in order to achieve success in the classroom with safety. Some very basic strategies that we see implemented already are classroom contracts. I remember signing these in high school and even college. They simply state the expectations and regulations for class upfront. They will set agreements such as respecting other classmates opinions and differences, even stating put downs are never alright. I think this is an effective method because you are being clear with students of what to expect and what not to. One other strategy that I actually participated in when I was in school was mix it up day at lunch. It is essentially a program that is voluntary by the students in which students are encouraged to share a meal with people they might not have before during lunch. I thought it was terrific way to create tolerance through example, highly recommend. However it is completely up to the students on how well they respond.

Conclusion
These are some of the most important aspects I saw in creating a positive classroom climate and to deal with bullying. I think they are the most crucial aspects because they all seem to revolve around the students. The student centered learning methods that are associated with classroom set up enhances the classrooms notion they have the right to learn in a way helpful to them. The jobs are another notion of unity between the classroom and the students, also it is helpful for dealing with bullying if you have a student that acts as a conflict manager. Making sure you fight against prejudice and bias as a teacher is very important to a positive class, it is leadership through example. By stating your points to colleagues who might not be against said beliefs it shows your students it is a honorable concept to be against bullying. Finally social and emotional safety is just important because students learn better when they are safe. Classroom contracts and mix it up day are a great way to create a positive environment and to avoid bullying. Bullying is going to be an issue in any school but trying to fight against it is key, fighting bullying not helps the students who are bullied but teaches all students respect for your peers throughout their life.

Mobile Learning

Six years ago it was a rarity that kids I knew had an iPhone or any smart phone. This was especially true in the classroom. Well time has passed and I don’t know if it is the technological or cultural changes in this last half decade or the dilution of class norms that I experienced in college, but it seems that cellphones are becoming much more of a commodity for students. These young adults are attached by the hip, almost quite literally, to their devices. If this is the case then isn’t it time we as educators move forward with the technological revolution? Well in some practical methods we have started to initiate programs that do just that. Specifically I am talking about mobile learning devices to achieve learning objectives.

First off I am sure you are asking what are mobile learning devices? Mobile learning devices can be defined in which a student ‘”is learning by means of wireless technological devices that can be pocketed and utilized wherever the learner’s device is able to receive unbroken transmission signals” (El-Hussein & Cronje 2010). This can be an array of different technologies; cellphones, iPad’s, Laptops, and many other technological devices. This posting is meant to explain the positives of using these devices in order to achieve learning objectives. I will create a case for using these devices. First off explaining why a teacher should be prepared to use this method. Following with a list of guiding principles for my approach. Finally a few examples of mobile learning in my classroom.

We lead of with the age old question that has caused men to pull out their hair on debating topics of the world, why? As an educator with twenty years of experience you have the actual teaching knowledge that someone like myself will not. However in this ever growing technological age the generational gap must not hinder our ability to successfully teach to the fullest extent we can. So we must all put egos aside and enact these new methods. These are the following reasons. 21^st century skills are becoming more crucial the world. When you must apply for a position electronically or in order to complete basic college course work you need a laptop these skills become crucial. The ability to use mobile learning is not only setting up success for students in college but for their careers, in personal agendas, and honestly for some of the most basic situations. One study from Maine showed that kindergartners who used iPad's actually had higher scores on literacy tests then those who didn’t as reported by Ashley Wainwright. It also creates an ease of use for both the educator and the student. One program the University of Idaho used was BBLearn. It essentially was a website which connected professors to all of their students. They had assignments, syllabuses, course work, and even a little discussion board on this page. The ease of the website however was made even more valuable by the implication of a mobile app. The ability to use my phone and check my course work or turn something in anywhere created a successful college career. It also made it easy to contact my fellow classmates and professor. The ease of mobile technology in order to communicate more fluidly along with the benefits of making course work and slides more accessible is not something that can be denied.

Now you may be thinking that this is more of a realistic goal then a long shot dream, but how will you implement this? The most important aspect of the introduction of a new strategy is to have clear and concise guidelines and practice methods.

Open-minded-

A teacher must have the ability to look at this as an exciting new experience. Tom Daccord explains one of the critical mistakes in his 5 point thesis on mistakes schools make with iPads. His point is that teachers are focusing on content apps too much. Specifically subject specific apps. You must look at other apps such as a presentation app in which students can view lectures days after class. Avoid looking for an app specifically for your subject, look at alternatives that bring the most of your lesson plans.

One-to-One-

The whole reason to add mobile learning to student’s class experience is to improve their learning. Another way to do that is one on one learning, with teachers that may be impossible, with technology it can be a realistic goal. Marc Prensky discusses the importance of this notion. Creating a personal learning experience can drastically improve a student’s learning, Marc describes how technology focuses on each learner while personalizing the experience.

Usefulness-

No matter what you do as an educator with mobile learning, it should be efficient. Efficiency is a key asset to making this work. One could have a mobile website in which students can views, courses, the curriculum, lesson plans, notes, assignments. The whole point for mobile learning is to make the learner have a higher chance at success and to understand the material. Organize it in a way that will help your learner. Edutopia states that material should be “set up so they can be found and mixed and matched easily”.

Two examples of implementations.

1. Use a tablet create an interactive learning game, one in which the students can compete with each other through the devices. Possibly a math based game in which students interact, compete, and communicate through the tablet. The students would get to not only use mobile learning but also the incorporation of a game would create an interest.

2. Have students use camera applications to record videos for projects. Students can either record a full length video one shot, snap shots of moments and compile them or a scripted film. They could personalize their own project with which ever application they may want to use.

References

Daccord, T. (2012). 5 Critical Mistakes Schools Make With iPads. Edudemic.com. Retrieved 25 April 2016.

El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining Mobile Learning in the Higher Education Landscape. Educational Technology & Society, 13 (3), 12–21.  

Prensky, M. (2005). Shaping Tech for the Classroom. Edutopia. Retrieved 25 April 2016.

Wainwright, A. (2016). 8 Studies Show iPads in the Classroom Improve Education. Securedgenetworks.com. 

ESSL stage of language acquisition

Hopefully for next semester I will be teaching a high school course in American Government, world politics, etc…

Pre-production:

Often this is referred to as the silent period. They have a very limited vocabulary, usually about 500 words in the receptive portion. They are more than likely not speaking, but have a tendency to repeat things you say. This is about a six month period.

Teaching Strategies Pre-Production ELLS Learners:

There are a few different techniques used at this stage. Visuals are highly emphasized. For my specific subject I might use pictures of the white house, President Obama, etc… Let’s say my student is from Mexico and his Name is Juan, I might show him pictures of Mexico’s president and then show him pictures of President Obama to show correlation. This is known as
survival”.

Early Production:

Students tend to develop a receptive and active vocabulary of 1000 words. Students can speak in one or two word phases. Usually can use short language chunks that have been memorized although they might not be used correctly.

Teaching Strategies Early Production ELLS Learners:

Repeat the already listed strategies. Trying asking the students to point at picture with word association. Students should work in pairs to discuss problems. Model a phrase and have student repeat it with one word modifications. For example maybe I have a male student named Zelig from Germany, I say United States government is an interesting topic and he says United States government is a boring topic.

Speech Emergence:

 Students develop a vocabulary of about 3,000 words and can communicate with simple phrases and sentences. Tend to ask simple questions which might not always be grammatically correct. Usually have short conversations with fellow students. They will understand easy stories read in class with support of pictures. Be able to do some content work with teacher support.

Teaching Strategies Speech Emergence:

Begin to use more academic vocabulary, while also using same techniques previously described. While introducing the new vocabulary try modeling how to use it in a sentence. Ask more questions that require a short answer and are fairly literal. Introduce charts and graphs with easily understood information such as a class survey of their favorite color. In writing activities, provide the student with a fill-in-the-blank version of the assignment with the necessary vocabulary listed on the page. An example from my class could be; a new female student named Amira from Saudi Arabia. I would use a vocab list of terms in American Government associated with pictures on one writing assignment.

Intermediate Fluency:

Vocabulary has increased to 6000 active words. Speaking and writing abilities have developed into more complex structures for them, able to share opinions and thoughts. Tend to ask questions to clarify what they are learning. These English language learners will be able to work in grade level math and science courses with teacher support. Comprehension of English literature and social studies content is increasing.

Teaching Strategies Intermediate fluency:

Identify key academic vocabulary and phrases and model them. Use thinking maps and check to make sure student is filling them in with detail, challenge them to add more. more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast. Introduce idioms and give examples of how to use them appropriately. Student’s need more correction/feedback, even on errors that do not directly affect meaning. From my class setting maybe we have another female student at this stage, her name is Anele from Africa. I would try to have her brainstorm and categorize topics in class. 

The Special Educator and Coach

I was asked to interview teachers and administrators of special education. I was thrilled because I had already set up an appointment with my old football coach who is now a special education teacher at the high school. I was asking him about student teaching at my old high school, I thought this was perfect because I could also knock out an assignment. What I did not know was the level of passion and determination my old coach had for the special education program. I was thrown back about how much information he could give me and how much admiration he has for these kids.

I started off by asking coach Silver about how student's are identified for a special education referral. He went into detail about the Individualized Education Program (IEP). He stated that it goes back to the teacher. You must look at different things that the student has done in class, he emphasizes that we must look for personal issues. If a student loses their house to a fire, that obviously would impact their education but not be a special education issue. The process is as follows. The teacher who identifies an issue and makes a referral to the schools psychologists. They tend to run assessments on baseline studies such as; reading, math, sometimes emotional factors. The psychologists get parents involved if there is a determined disability to try and figure out a plan. Even when he was talking about a simple referral process Mr. Silver really seemed passionate about making sure these students were put in the right place. He added that parents are incorporated throughout the whole process and it is important for them to be apart of it.

Accountability was brought up, I asked the coach who is responsible for the students after the referral. He explained the team decision under IEP which consists of the; teacher, parents, school input, kids input (at least in high school students). He heavily focused on a check and balance system. Obviously if there is continual improvement in students scores then they will review the IEP and determine if the student is still well suited for special education or not. Usually its a minimum of a year of the student being in the program before they can review, and every 3 years they must review.

When asked about his specific teaching style with such a diverse class setting. He says that he tries to incorporate a multitude of teaching styles in every lesson from lessons plans that use; hearing, visuals, and interaction. This seemed to hit on a topic that was discussed in one my first assignment in the special education section. I believe Finland's model of early intervention also touched on differentiation teaching practices for all students. That is something Mr. Silver was saying with his style, he doesn't focus on one specific area, he tries a multiple array for all different students. He also told me he suffers from a disability, and he uses this to encourage students. His approach is you are not allowed to use this disability as a crutch, you still have the power to succeed. Even though it may take you more time to comprehend something or complete an assignment you at least tried. New York School of One's classroom basis follows a similar model. They have an algorithm which determines where a student struggles and then has them try different methods in order to be successful in education. That is essentially was Coach Silver was saying, he focuses on trying to understand the material but at your own pace and what will work for you.

I asked him some personal questions. I asked how he tried to get special needs students more involved with extracurricular's. He said that he encourages it because the more clubs they are involved the better it is for them. He see's how some of these kids may struggle, being involved in clubs and sports broadens their social interactions in terms of people who might have similar struggles in these groups. It also allows the struggles to be put into something positive at the same time. I asked him how he manages coaching and teaching in such a time orientated field. He says that you must be organized. You can't jump around, he has done that and it becomes stressful. He really emphasized prioritizing time.

What stuck with me was what he said about his personal experience. He said "There is a tendency for people to be scared, however its very rewarding. Sometimes people have wrong and negative outlooks for special education. Its rewarding to see them succeed in life. I enjoy the profession and the kids. Don't be afraid to see what kids can do. I wouldn't trade it for anything in the world." His passion was exemplified through his words and the look of happiness he has for this profession. I was optimistic about my own pathway to teaching by seeing how much Coach Silver cared about his special education students. If every teacher could be like this the world of education would be a successful one.

The Monopoly on Education

Thursday February 25th, 2016

Recently I visited my high school Avid teacher to discuss her career in education, something that I am trying to obtain at the moment. I told her my exciting and rewarding experiences at the University of Idaho for the last five years. She was so proud to hear that I graduated with a double major in Sociology with an emphasis in Criminology and Political Science. I told her I had joined a fraternity and been a member of the multicultural club. Even that I had been on the deans list while at the school. I did not tell her that I had looked for a job for five months with no luck. I did not tell her that I felt lost after college. Most importantly I did not tell her that everyday I feared my increasing student debt, especially how it might dictate my life for the next ten to twenty years.

She had pushed me to go to a four year university for so long, I couldn't be more grateful that she did. However what I am upset about is that America has essentially turned undergraduate schooling into a monopoly. There are tons of students every year that leave school, like myself, with thousands upon thousands dollars of debt and no idea of how they will pay them back. A few quick facts that I found interesting are, student debt has surpassed credit card debt and is only behind home mortgages in terms of the most debt owned in America. During the last ten years full time undergraduate students who are borrowing money has increased by 50 percent. 1.3 million undergraduates in the U.S. have graduated from college with debt in 2012. Finally student debt is estimated to be around 1 trillion dollars (Eisler, D.L., 2014). These are truly terrifying statistics, however is anyone surprised?

I believe that there is a monopoly on the education system in the United States. It's not hidden, we can see how many people come out of college with debt. How? Aren't we supposed to be a country that focuses on the improvement of our people, with hard work and determination. I was always told that going to college was the epitome of that belief. It seems that it is just a business that doesn't care if you succeed or not. Not only do we pay for tuition, room and board, food, utilities, but we even have to pay for books after spending all of that money. The only viable option to afford all of that is student loans. That is how they hook us, and I don't know about you but like a fish to bait I was drawn in. However after looking at the National Education Association (NEA). I received information on plans to reduce student loans and some programs that are in place now.

The NEA was very helpful when looking at student loans. Future educator Brittany Jones states

"Student loan debt has been the driving force of my decisions for the last eight years of my life, and according to my current repayment plan, it is projected to be for the next 25 years of my life, well into the years when I should be planning a retirement. It should not be that way." (NEA, 2016)

Like I previously stated my student debt has become a reality and I didn't think I would be planning the next decade around it, however I find myself doing just that. The NEA seemed to really be involved  in the issue. They had some suggestions on how the reduce the damage student loans are causing on the public such as; increasing grant aid, decreasing the cost of student loans, and a few other viable options. (NEA, 2016) They also gave me some information that I had previously not known which was there are programs orientated towards helping student debt. The first program is income driven repayment. This makes payments more manageable determined by income and family size. Also there is public service loan forgiveness for professionals such as teachers or firefighters. If you make every payment for 10 years (120) on time you qualify to have your loans forgiven, even if you have reduced payments.(NEA, 2016) I have attached the video below that was on their website. I never knew this and was pleased at how informative the NEA was in loan resolutions. They really seem to take pride in making our education a better experience for all of us.

I believe that either there needs to be a reform in the college loan system or we will see a decrease in the amount of people going to four year universities. My theory is in five years once we really see how bad loans can get it will deter students from wanting to pursue their education after high school. This is due to the ball and chain you acquire with your degree, which is your student loans. If people are less inclined to attend schools as an undergraduate, then won't high school not matter? I just feel like we could see a decline in grades because of a lack of motivation when all you are going to do is dig yourself in a mountain of debt. Especially if the statistics keep increasing like; the amount of people borrowing or how much collectively people are borrowing in student loans.

Overall it causes much remorse within me that there are so many graduates with large student loans and we don't seem to do anything to protect these people. It feels like a crime is being committed by these loan companies, however if we don't pay then we are the ones facing consequences. We are the one getting calls about the loans or taken to court for outstanding debt. I am thrilled that the NEA takes so much time and effort to keep us informed on not only theories on how to fix the loan issues but also some real world applications to help in the present. It is an ongoing fight that we as educators must continue to pursue and stay informed on. Not only for the well being of ourselves but to assist future students. To be able to inform them on the reality of loans gives them more tools to attack them head on, and make decisions on how they go about their schooling. There needs to be a reform or our public schooling will suffer. A better tomorrow starts today.

Citations
Eisler, D. L., & Garrison, S. (2014). Addressing college student loan debt Strategies for success. College & Research Libraries News, 75(7), 374-391.

NEA,. (2016). College Affordability. Retrieved 26 February 2016, from http://www.nea.org/home/degreesnotdebt.html