Field Blog: Gearity Elementary School

       Before visiting this Elementary School, then question I wanted to address was how do teachers respond to the constant need of attention and help of their students? I understand that teachers of all grade levels spend their entire day helping and educating their students, but in the younger grades it it much more demanding. 
       Once we were all assigned our classrooms, we headed off to explore Gearity and find where we would be observing that day. I was assigned to observe in a Kindergarten classroom. When I walked in I realized that there was three different teachers in the room. I was confused about who was the main teacher, since they all seemed to be working equally hard to help their students. I later found out that one of women was a student teacher from Notre Dame College, the other was an assistant/aid, and the last was the classroom's main teacher. 
       That day the kids were working on how to write out the letter "A" and what words started with that letter. The student teacher had them color in pictures that started out with "A" and then share with the whole class, while the teacher assistant was going around the room and helping them decide. The main teacher had stepped outside in the hallway to get one on one attention with all the children one at a time. 
        I thought that this was a good system, because I could really see that every child's needs were being addressed. All the children were able to ask questions and get instant feedback from their teacher to help guide them with the lesson, rather than waiting in their seat for a long time, and eventually forgetting the question or move on. 
        I really liked that this school had such a large teacher to student ratio, because every student deserves to have the same quality attention in order to fully understand the material and feel they are valued. 

Blog Post 9: Building a School

Link to Building a School Slide Show -->

https://docs.google.com/presentation/d/12OxC8zfnB7EPu4v3JY7U9ZRLBk3j-PdPZ1nLO8bZ2IU/edit?ts=5638c13d#slide=id.p

Blog Post 10: Summarizing the Course Blog

Being immersed in various schools, reading new books about education, and discussing thoughts with my classmates I have learned a lot. When I began this course I did not expect to get as much out of it as I have. When we started reading the William Ayers and Educational Foundation books, I was always genuinely interested in the information that was being discussed.

Starting with Lisa Delpit, I learned the importance of putting our own personal beliefs to the side when understanding others. Since reading this I have tried to remind myself of this when dealing with day to day situations. I found that when I am more open-minded and optimistic, I tend to look at things in a more positive way. This lesson will definitely stay with me for the rest of my life, especially in the teaching world.

Another lesson that was extremely eye-opening to me, was when we were assigned to go observe a public place with a partner. I found it so interesting that being in the same place as someone, at the same time, and basically in the same seat, we still saw so many different things. It made me realize how diverse people’s insights and perspectives are on the world. 

Lastly, I came to the realization that the most important qualities of a teacher are being passionate, empowering students, and connecting bridges. Through personal experience and class discussion I found that possessing these qualities truly benefits the students. Not only does it create a strong bond between the students and teachers, but it also makes a comfortable classroom - two very important aspects of being a great teacher. 

Field Observation: Hathaway-Brown Elementary School

October 20th 2015:

      For my observation hours I was assigned to go to Hathaway-Brown in a 1st grade classroom. When I arrived at the school I was amazed by how giant it was. I walked up to the class room, noticing how decorated and colorful the school was. I found my room and saw there was no teacher there, but a classroom full of first grade girls all working silently. I introduced myself to them and they immediately started hugging me or asking lots of questions. The girls explained to me that they were supposed to be working silently and alone on a craft, card games, or reading a book.
     The teacher, Alaina McCourt, came back to the room and told the girls they were being too loud and had to work in complete silence - I was impressed by how quiet they were when I walked in, especially without having a teacher there, but I suppose Mrs. McCourt was not. The class continued to work in silence for a few more minutes before they headed off to dance class.
      After silent activity was over, everybody lined up to go downstairs for dance. I thought this was so cool because at any of my schools there was never a class specifically made for dancing, besides the occasional ballet lesson in Physical Education. A lot of the girls told me that this was their favorite class to go to. The teacher who taught dance was very down to earth and soft spoken. She played a type of African Tribal musical that all the girls seemed to enjoy very much. Today's dance lesson was going to be about water and movement she explained. She emphasized the idea of "shrinking and growing" or "closing and opening". After discussing this idea, every girl was told they had to come up with their own move that portrayed that idea. She went around the room asking for their dance to be shown and I was amazed how different everybody had interpreted that idea, not one person had the same move as some one else.
     When dance class was over we headed back to the room for snack and reading. Everybody got a snack from the refrigerator outside the class and then silently headed into the room, awaiting Mrs. McCourt to read their story. I was surprised how attentive all the girls were while she was reading, there was barely any side chatter.
       The next activity the class had was art. Again everyone silently lined up and we walked across the building to art. The art class room was painted with a mural of an under water environment, which a group of students had done. In art the first graders were working on making a paper doll that had a moveable head to convey three different emotions and were allowed to style it however they choose. I couldn't stay for long during art, because I had class but it seemed like something I would have enjoyed.
        I really liked this visit, because I got to see a lot of cool classes the school offered. I also felt so welcome by the students and staff there - it definitely seems like a great school and I am excited to visit again.

November 3rd:
   
       Today at my observation hours the majority of the time was used for reading. From 12:00 to 12:40 the students came back to class from recess and lunch they each got into their labeled spot on the carpet for reading time. The topic for today's class was making connection from the book Mrs. McCourt was reading to either life, another book, or the world. While Mrs. McCourt read a lot of the kids raised their hands and were able to make connection from the story to their own life - something Bill Ayers strives for (building bridges). I thought this was a really good exercise and the kids seemed to be genuinely interested in paying attention.
      After the class reading all the kids did reading on their own. Mrs. McCourt put on soothing music that truly created a very relaxed and peaceful class environment. Once every student was done reading their own books they got into partners, to share their own connections with one another.
       Once reading time was over, it was time for quiet hour. During quiet hour every student was bale to choose coloring, making clay, reading or doing homework. A majority of the class choose coloring and sat at a table in the back of the room together. Mrs. McCourt again put on soothing music, and surprisingly all the kids were very cooperative and focused on their task.

November 10th:

     At my observation hours this week I was able to observe quiet time, sharing time, music class, and art class.
     During quiet time, the girls had just gotten back from lunch so they were still a bit riled up, but when Mrs. McCourt turned on the relaxing music, she usually does, they knew to settle down and get to work. The majority of the girls spent this time coloring, reading, or doing their homework. It lasted for about 20 or so minutes until it was sharing time.
     During sharing time, four of the students were able to present their kindness squares. The squares were sheets of paper with a patterned border that the girls drew and made themselves. They each represented an act of kindness they performed such as - washing dishes, playing with their dog, sweeping the floor, doing laundry, or taking out the trash. These pictures were going to be later added to the kindness quilt hung up in the room showing everyones random acts of kindness.
      After we went to music class where the girls were working on the upcoming play in December. They seemed to be very distracted and not attentive during this class because the teacher had to spend most of the time going over rules and behavior issues. It was not until the last five minutes of class they began to work on the play, which was about a hardworking girl who is going to be tricked into giving away her prized jewelry.
      The last class I saw was art. There was a substitute teacher there today so most of the class was spent telling the teacher the kids names and re-going over the project they were working on, which was making an animal out of different patterned and textured papers.
      As I continue to go, I feel myself liking the school more and making a better connection with the kids!

November 17th:

     During today's visit I got to see the teacher and students work in Social Studies class, which is a subject I hadn't yet seen them work on. I was never a fan of Social Studies growing up so I didn't think it was going to be that fun to observe, but I was wrong! The topic of the Social Studies's class was about Thanksgiving. Ms. McCourt had planned for the students to share what they knew about Thanksgiving, what they wondered, and what they learned after reading the book. I thought this was a good way to start off the activity, because everyone was able to see/share information that they didn't know, but would eventually know after Ms. McCourt had read the book.
     As Ms. McCourt was reading a lot of the kids seemed to be paying very close attention so that they could figure out the questions they had wondered before. There was a lot of "Ohhhhh!" and "That's what we were wondering!" whispers while she had read the story.
       Once the book was finished everyone seemed to fully understand answers to the questions they had asked before, which were like - Why do we celebrate Thanksgiving? Who decided we should celebrate it? and Why is it in Thanksgiving? I thought these were all good questions, since I didn't know the answer to some of them myself. I found out that first Abraham Lincoln declared that America should celebrate Thanksgiving on the last Thursday of November, but Franklin Delano Roosevelt switched it to the 4th Thursday of November. I thought that this was pretty interesting facts, since I had never any idea this is how what day we celebrated was decided.
       After they read and discussed, they got to play a bingo game. The bingo board involved the kids cutting on symbols of Thanksgiving and then placing them on their board. I  liked this because it also helped them learn why certain elements were important to this holiday.
        I thought that observing today was more fun than usual and I am excited, but somewhat sad to be going back for my last time this Thursday.

November 19th:

         During today's observation I was able to talk to more of the students and really get to know them better. The first class they had was reading, where they were learning about non-ficitonal books. Ms. McCourt read aloud a book about animals who are going extinct. Personally, I thought it was interesting since I am a huge animal lover and so did many of the kids in the class. When she reads aloud the kids all sit on their carpet squares together, where they sometimes are tempted to talk to each other, but today everyone was very interested in what Ms. McCourt had to tell them. After she read the short non-fictional story, everyone was told to go find a quiet place in the room and read their own non-fictional story that they would later share what they had learned with the class. While the students were reading quietly a few of them approached me asking for help on pronouncing words and if I would listen to them to make sure they were doing okay. I was so happy when they came up and talked to me! I have talked to the students before here and there but never ongoing conversations because they usually have to being doing work in silence or we are at a special. I was able to talk to about 5 students that were ecstatic to tell me about their book. It brought me so much joy to see how interested and excited they were. This made me even more set on wanting to teach early childhood, because I love how all the kids find happiness in the littlest of things.
       After the reading lesson they had snack and quiet time. During quiet time a lot of the girls worked on their letter to future students. I thought this was a fun activity Ms.McCourt came up with.. the girls all had to write a letter to a person in the future about what schools are like now and how they thought they would be in the future. One of the girls shared with me she thought there would be robots who would do your homework and take your tests for you, cause she hates doing boring work but likes doing art, music, and dance class. I took this opinion into consideration and thought about how when I become a teacher I want to organize lesson plans revolving around all the children's passions that can be connected to the outside community. A few of the other girls I were talking with were drawing and made me cards since it was my last day, which was really nice.
       After this I had to leave but I am so happy I was able to have this experience at Hathaway-Brown, and will definitely utilize all the knowledge I gained from Ms.McCourt and her students in the future.
     

Field Blog Post: Shaker Heights High School

           On October 22, 2015 I had the opportunity to visit Shaker Heights High School. As we arrived to the school, I immediately noticed how large it was. Growing up in a small town, my entire high school only had about 500 students, at Shaker Heights they had about 400 students in each grade. When we walked into the school we were warmly greeted by the staff and taken to the library for a brief meeting with the principals. The library had a very homey environment, kids were sitting on the ground in bean bag chairs whispering quietly and doing work. At my high school it was mandatory that everyone sat at a table with a maximum of four people. I liked that Shaker trusted their students enough that they are able to sit, talk, and work on projects together, because it allows everyone to collaborate and share ideas.

During the meeting, we learned that Shaker Heights was an IB school. I had never heard of IB schooling before then, but it seems like an extremely quality way of educating. We were also informed that the student has a say in whether they participate in the IB classes, AP classes, or regular classes. I really liked that because it gives kids the opportunity to do what they feel the most comfortable and interested in. Once we finished discussing any questions we had about the school prior to visiting our class rooms, we were sent off to a first room assignments. For the Shaker Heights visit I crafted the question: “Do high school teachers use the same level of enthusiasm and engaging activities as lower grade school teachers do? (banking vs. problem- posing).

       My first class was with Mr. Schmidt in room 259. I got lost but a student came up and helped me find my way, which I greatly appreciated it. As I walked into Mr. Schmidt’s room I was greeted with a room full of smiles. Mr. Schmidt introduced himself to me and everyone in the class said hello. I felt very welcome and comfortable. Mr. Schmidt was teaching a freshman honors physics class at this time. They had a test the next day so they were all reviewing and going over a review sheet Mr. Schmidt had them do the night before for homework. Mr. Schmidt was very vocal and was engaging every student in the review session. He was asking everyone questions, all the students seemed genuinely interested in the topic and wanting a good grade on the test. Every student in the room was focused and were not afraid to ask questions or speak up when they didn't fully get the problem. I really admired that, because in high school often times I felt that I couldn’t ask a question because I would look “dumb” or be made fun of for not understanding. Everyone in the classroom was very comfortable with each other and showed respect anytime someone else was speaking. Mr. Schmidt asked the class after every concept if there was any questions or concerns, most of the teachers in my high school didn't do that because they wanted to get through the topics and move on. I liked that Mr. Schmidt took into account his students’ needs more than whether or not he got through his lesson plan fast enough. Mr. Schmidt also used a lot of real world connections and analogies to his problems that the students could relate too. I definitely would say that Mr. Schmidt used the same, maybe even more enthusiasm as grade school teachers do. I think this is an important quality to possess, because I found that as I got older, my teachers’ lesson plans got more boring and less interactive, but Mr. Schmidt  did not at all. I would have loved to have him as a teacher and really enjoyed shadowing him!

The second class I visited was Mrs. Mazzie in room 222. When I met Mrs. Mazzie I got the sense that was very soft spoken and caring. Mrs. Mazzie is a Spanish teacher for all grades and at any levels. I am minoring in Spanish so I was really excited to find out that I was going to shadow a Spanish teacher! She made me feel very welcome and was interested in knowing about my interests, my high school, and how college was going for me. It was nice to see how much genuine interest she had in getting to know me. When her class came in they took their seats and were studying quietly amongst themselves - she explained to me before they came that they were taking a quiz today. Since they were taking a quiz I wasn’t able to see the regular class room environment, but Mrs. Mazzie explained to me some of the daily tasks that she has all her classes do. She showed me a paper that is called “Daily Warm-ups”, the daily warm up had a new question on it every day, dealing with something they had learned yesterday to refresh their memory, a blank line for what the student hopes to achieve that day, and then a rating scale from 1 to 10 that the students fill out once class is over, based on how well they believe they performed that day. She also explained to me some of the games they play like Spanish Battleship, which they use to help memorize vocabulary and verb tenses. I thought was a really good idea, because it was fun and helped the students learn something at the same time. I was only able to stay in Mrs. Mazzie’s room for 15 minutes but I could see that she had a very open and fun classroom environment. Although I didn’t see her actually teaching a lesson, getting to know her for those 15 minutes, gave me the impression that she was a very hands on/interactive teacher. She stressed the importance of having fun but learning, which is important for all teachers to find a balance in no matter what the age of the students are. 

Blog Post 8: Building Bridges

For my lesson plan I decided to do a drawing activity, because I’m a big fan of art and letting kids express themselves freely. For the activity, all the students get into pairs. One student is assigned as “A” and the other is “B”. The two students are each handed a folder of two pictures labeled one and two, along with two blank papers. Student “A” will be instructed to be the describer first and student “B” will be the drawer. Student “A” then has two minutes to describe the picture, while student “B” draws it. After the two minutes is over student “B” becomes the describer, and “A” the drawer. The process is then repeated a second time. 

As William Ayers describes the idea of building bridges in his book, “To Teach the journey, in comics” this drawing lesson can relate very well to his metaphor. Ayers’ metaphor of building bridges can be interpreted as the ability for students to make connections from in class work or discussions to real world situations/problems/issues. The task of building bridges is important because, it pushes the student to apply the knowledge they have gained in the classroom and put it to real use. Many students, including myself at times, often forget to use what we have learned in class when dealing with real life situations - whether it be math, psychology, or science. An example of how the drawing lesson plan can be qualified as building bridges is because it emphasizes the importance of communication skills. For the activity to go smoothly, the students must clearly, descriptively, and effectively speak to one another, especially because they are under a time restraint. This tool to communicate is key to society, because we are often faced with challenges that cause us to get our point across well and quickly - such as interviews, presentations, or speed dating. Another lesson that relates to building bridges from this drawing activity is effective listening. The lesson requires effective listening, because in order to successfully draw the pictures both partners must listen closely to each other’s advice and questions. This connects to the outside world, because listening plays a key role in how well you can understand others emotions and input. Many people engage in passive listening, but not critical. Critical listening focuses on people actively engaging in the conversation, and hearing out what each other has to say (an important quality to possess).

If I wanted this activity to go successfully, I definitely would take into consideration the advice from Freire, Ohanian, DiGuilia, and Ayers. From Freie, he stresses the importance for students’ goal to be becoming “beings” for themselves. (106) This means that he wants students to express themselves how they truly feel and not to be afraid to think out of the box. The drawing lesson allows the students to describe and draw however they please too. With a lack of strict rules on what you can/cannot say or draw, students are able to choose how they approach the task. This is important because students will then hopefully apply their own creative thinking to approach real world discussions. 

Ohanian on the other hand discusses the idea of that what counts is endeavor and attitude (108). I agree with Ohanian on this notion, because when a kid considers themselves to be bad at something they do not find joy in participating. I think that reassuring kids as long as they are trying their best is all that matters. As a teacher it is obligatory we remind our students of that. Ohanian’s advice is important for teachers to take note on, because I think that sometimes teachers forget not all students can do everything the best, but as long as they are pushing themselves to do the best is what truly counts! The drawing activity encourages students to perform  to their best ability without pressure.

Ayers’ emphasizes the message that: “Learning is active, and we’re all in this together” (41). I think this message is incorporated well with the drawing activity, because everyone is working together for a common goal - to draw and describe successfully. This can be connected to the real world, because everyone is trying to reach a common goal of being successful and finding happiness. 

Lastly, DiGuilio’s advice that stood out to me the most was “Empowering means actively teaching students to help themselves” (129). This is specifically important, because kids need to be reminded they can do things on their own. Because students are always being told by their parents, teachers, and others around them what to do, they forget they can do things their own way. Although it is teachers’ jobs to instruct students on how to do their homework, classwork, and other activities, I believe it is important we find a balance that also allows them to express their ideas/problem solving solutions in their own way. Empowering students forces them to become their own people and promotes their creativity, which is key to the drawing and describing aspect of the drawing activity. 

Blog Post 6: The Banking Concept of Education - Paulo Freire

In Paulo Freire’s reading, “The Banking Concept of Education” a few main points of his really stood out to me. In the beginning of the reading Freire said, “The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of  “capital” in the affirmation “the capital of Para is Belem” (103). I found this statement to be very relatable. At the beginning of my childhood I thought school was fun, we engaged in activities, were able to express ourselves however we wished, and had more time to play games. Although I understand as we grow older we need to learn harder topics which means we need more time focusing on school work, I think that it is important to keep a balance between work and play. As I moved from middle to high school I felt myself losing less interest in school. Not because I was in that moody teenage stage, but because it seemed that all that was important was getting high grades. Transitioning from middle to high school, at least to me, it seemed that to teachers it was more important that kids got high scores on our tests, rather than us actually understanding the concept and being able to apply it to real life. Connecting this experience back to Freire’s statement, it just further proves how so many kids, including myself, memorize a topic for a test, take the test, get a good score (hopefully), then forget the topic, and move on. I don't think that this is an effective way of learning at all. I think that teacher’s need to realize that it is not all about getting high test scores, and stress the importance of legitimately understanding the topic more. When I become a teacher, I’d rather take more time on a lesson if need be so the students truly understand what is going on and will be able to connect it to real life, rather than rushing through the topic, cramming the idea into their head for a short period of time, and then forgetting the whole point. I also think that it I will take the time to organize activities that involve learning but in a fun way and give my students time to reflect, practice, and collaborate with one another about issues.

Another statement that really stood out to me was when Freire said, “Education as the practice of freedom - as opposed to education as the practice of domination” (111). This was one of my favorite post it notes I commented on because, it stresses the importance of freedom. When I think of school I think of a place where students are dictated by teachers, principals, and other staff to do as they say. There is little room for students to voice their own views, wishes, and needs. As a future educator, I want to be able to give my kids as much freedom as possible. With freedom comes self-expression and creativity which is key in today’s world! When people are able to think outside of the box and think of new/innovative ways to conquer challenges it is extremely rewarding. Teachers today should be encouraging their students to express themselves and give them space to do their own thing. If I was to interview a person, one of the most important aspects I would look for in them is creativity. Creativity embraces students to make unique connections and see life in different way. Possessing this quality is so important and I firmly believe schools need to be more centered around letting their students be creative! Especially with Common Core, there is very little room for kids to solve problems their own ways and I think that needs to be changed. When I see my younger brother who is 10, doing his Common Core homework, he is often times able to solve the problems in his own ways, but they are considered “unacceptable”. I hope that teachers these days will soon start to realize that they need to let their students explore the world, create their own views, and let their children express themselves. 

Blog Post 5: Liberal & Radical Distinctions of Addressing Homophobia & Heterosexism

Throughout my past 13 years of education, I have attended three different schools. The first school I went was Immaculate Conception. It was a small, private catholic school in my hometown. There was about 15 to 20 kids in each grade. Since everyone in my grade had every class with each other, we mostly knew everything about everyone. It can be assumed that because everyone knew so much about one another we would all be open and nonjudgemental, but that was not the case. Students at my school were quick to judge when it came to others being “different”. Spending nine years at Immaculate made me realize how cruel some children are when exposed to others who do not share the same beliefs or values as them. It made me sad to see how some kids were treated, but I was always an open and care free person. My school had no type of GSA or clubs at all actually. I think this was hard for some students, because it didn't always seem that they were welcomed or cared for. 

Switching to a public school for high school, I found the high school’s environment to be much more open. Everyone at my high school was encouraged to be themselves, everyone wore what they felt happy and comfortable in, acted how they wanted, and did extra curricular that they were truly interested in. Mostly everyone was care-free and happy when others expressed who they were. My high school did have a GSA and a lot of people participated in it. It was run by a very well-liked english teacher, who brought in speakers that experienced LBGTQ issues growing up, as well as counselors and advocates for LGBTQ organizations. I only attended a few GSA meetings, but everyone i talked to said that they enjoyed the speakers, because it made them feel more comfortable knowing they are not alone and that they are accepted. 

Now that I am at John Carroll I feel the same sense, sometimes even better school atmosphere for acceptance and openness. Everyone here is encouraged to be who they are and it seems that no one is judgmental of one another - an aspect I truly admire about JCU. 

In Rofes’s reading, he describes childhood as a time where kids feel pressured to conform to society’s norms and values rather than what they feel happy or comfortable with. Rofes wants to recognize that LGBT youth are experiencing suffering, and that needs to be put to an end. Rofes aspires to create a society where differences are vanished and youth feel comfortable being who they are. 

Throughout the reading, Rofes pointed out differences between liberal and radical views of homophobia and heterosexism. An example of a liberal view he stated is that cultural assimilation requires us to strip away our differences and eliminate any attribute that would conflict with the status quo. This example has to do with the contemporary understanding of childhood, because it proves how children in today, previous, but hopefully not future societies feel pressured to maintain the same beliefs others have. Due to some people’s ignorance it causes others to feel un-welcome, which is a problem that needs to be addressed. A radical view that Rofes shared is how, in a democracy people should have the right to organize their relationship, sex, fidelity, and gender how ever they choose. On June 26th, 2015 the bill was passed legalizing gay marriage all throughout the United States. This was a historical day, and coincidentally my aunt who is gay, had planned her wedding to be that day. But anyway, I think that the radical view of addressing homophobia and heterosexism is more active about what they want to achieve in how to make childhood a more open and comfortable experience. 

I believe that growing up all children should be encouraged to be who they are. If society did this right off the bat, kids would be able to grow up feeling free to express themselves. It is unfair that society creates social norms that boys should like blue and play with cars, and girls should like pink and play with dolls. If society got rid of these assumed values, kids would have the ability to grow up so much more care free and open. Personally, I think that all schools should encourage talking about LGBT issues. I feel that so many schools try to avoid discussing these issues, which makes it extremely uncomfortable when the topic does arise. Forming groups like GSA or just monthly discussion where students can come and freely voice their opinions on personal sexual or gender conflicts they are experiencing. 

Envisioning how I will to be teaching in 4 years, I aim to create an open, accepting learning environment. I want all children to feel that they can trust me and the other students, when sharing their beliefs and problems. Although this is easier said than done, ideas of achieving this could be like: making  a GSA club, having open class room discussions, and verbally telling my class that they can confide in me. 

Field Blog Post 1: Mayfield Middle School

         On Thursday September 24th, my classmates and I visited Mayfield Middle School. When we walked into the building we were greeted by the principal and his assistant. Walking into the school, I observed it to have a very homey environment. It had bright lights, welcoming posters, and children's art hung up on the wall. We were taken to the cafeteria for a brief information session about the school. The principal shared with us the school's three main objectives to have a successful learning environment: promote learning, monitor progress, and evaluate/reassess to improve. I think that those three objectives are extremely important for a school, so the teachers and students are constantly evolving and growing to their fullest potential. After the meeting we were all allowed to adventure around the school on our and explore different classrooms. I hoped on seeing how well the three main objectives were enforced and to see how they worked.

        The first classroom I visited was a 7th grade Social Studies classroom. The classroom was set up in a group work setting, there were six groups of tables on the exterior of the room, with five kids at each table. All the desks were facing the smart board and there was a huge space in the middle of the room, maybe a space for all of them to sit together during a presentation or sharing of something. I observed that the teacher was routinely walking around the room, helping/checking every group. It seemed as if every group was focused and mostly on task. I was surprised by this because, at the 7th grade level, most kids would be tempted to talk to others in the group about non-topic things or mess around - something I have observed from visiting previous schools and own personal experience.To me, this set up of group desks, exemplified one of the three main objectives: promote learning. Having desks at groups allows others to discuss topics, build off each others' ideas, and then create one's own viewpoints. It really stood out to me that the teacher set up the room in this manner, because it showed that he trusts and believes his students will stay on task and collaborate properly with one another.

      The next room I went in was a 7th grade Science lab. I noticed that the students were all over the place. Some kids were standing at the sink, others were sitting on top of tables, some were working on a worksheet possibly for the lab, and four kids were all at the teacher's desk talking about science I believe. The teacher was calm, helpful, and patient with his students who were struggling with the task. He possessed three vital skills all teachers should have. He exhibited the second objective the principal had mentioned, which was monitoring progress. The science teacher went around the room checking all the students' notebooks, asking them questions about previous topics, and helping those who were having a difficult time with the lab.

      The third and last class room I visited was a 7th grade English room. When I walked in the noise level was pretty loud and the teacher seemed a little overwhelmed, I later found out he was a substitute. The substitute was attempting to keep the kids on track, but was very soft spoken. Three out of the five groups seemed to be off topic. Their normal teacher was in a meeting, but was called to come back to the room, to help the substitute and get the kids back on track. When the teacher came back on, she immediately addressed the noise level and even yelled at one of the kids saying, "You're on my list." (seemed to not be a good list to be on) The kids realized that they needed to focus up and get their work done, before it was assigned as homework. This situation reminded me of the third objective: evaluate and reassess. It seemed that the teacher should re-think what type of work to leave with her students, when there is a sub, because group work was not working out very well. The teacher handled the situation well though, and got them back on track, but for the future might have different lesson plans or ask the kids to behave better.

       After observing all three classrooms, I realized how different each teacher is. Everyone had their own style that worked well and best for them/their students. This is significant, because it shows how all classrooms are different in their own ways, but all have the same objective. The same objective being, that teachers want their students to grow, improve, and learn.

Blog Post 4: "What Should Teachers Do?"

         Ebonics can be defined as an American black English regarded as a language in its own right rather than as a dialect of standard English. This language, has become a well-talked about topic, especially in the lives of teachers and schools. People have many views about this language and its effects on education, but specifically Lisa Delpit's view is that, "Teachers should recognize that the linguistic form a student brings to school is intimately connected with loved one’s community, and personal identity. To suggest that this form is “wrong” or, even worse, ignorant, is to suggest that something is wrong with the student and his or her family (33)." I found myself agreeing with Delpit's outlook the most, since it seems to be the most respectful way of approaching Ebonics. 

Each and everyone of us have come from different families, communities, and childhoods that have sculpted us into the people we are today. Despite where we come from and what our life experiences are it is important/necessary for all of us to recognize and respect the way others are. Although many teachers find it necessary to correct their students when they speak Ebonics, I personally would not. I understand that sometimes it is not easily understood, from past experiences, but that is who they are. In terms of teaching I think that as long as the students understand the material and are capable of expressing their thoughts/ideas in a civil way that is all that is important. Like Delpit stated in the excerpt many students do not respond well when teacher are constantly correcting their Ebonics-speaking. Not only does it push the students further away, but it causes frustration for both the students and teachers. 

If teachers feel the need to correct their students, I think they need to carefully go about it and use the techniques Delpit talked about, such as performing plays, morning announcements, or interpreting famous people. I believe that using these techniques make it more fun for the students, since they do not feel forced or pressured to correct their speaking. Using these ways is more beneficial for both the teachers and students.

Reading this excerpt made become more aware of others’ characteristics and how important it is to be respectful, especially as a future teacher. Like Delpit said, correcting others based on the way they speak, “will not make any of them more intelligent. It will not teach them math or science or geography- or for that matter, compassion, courage, or responsibility” (39). The overall message is that we need to start focusing on things that truly impact our students’ understanding and well-being. 

Blog Post 3: More Exploration of Mental Filters and Their Influences on Perception

      OBSERVATIONS:          INTERPRETATIONS:                            

1. Five girls sitting together, eating breakfast,                   They are most likely friends, grabbing 
       looking at their phones, and making small                    food before they go to class. Might be 
       conversation.                                                                  tired, because there isn't much talking.                  

2.    Large group of people waiting outside the door,            Doesn't seem that any of them are friends.
       because the line is so long. No one is saying                 Mainly just waiting in line to get food and
       much to each other. Mostly looking at their                   using their phones to pass the time.
       phones. 

3.   A guy student, sitting at a table with an older                  The student could be talking to one of 
      man. They appear to be having a deep                             his professors about something he is 
      conversation.                                                                    struggling in class with.

4.    Workers are yelling orders. Constantly                          The workers are overwhelmed by the long
       making new orders and cashing people                          line and trying not to get behind on the 
       out.                                                                                  orders.

5.    Guy standing by the drink counter, checking                  He is in a hurry and needs to get to class.
       his phone and foot taping. 

6.    Guy standing in line, holding motorcycle helmet           He is a commuter student, just got to
       and has headphone in.                                                     campus, and is getting some breakfast.

7.    Girl and guy eating breakfast together. They are            The two are boyfriend and girlfriend. 
       conversing, smiling, and laughing a lot. 

8.    Guy sitting at a table by himself. He has his                    He is trying to focus so he is sitting 
       notebook out and is reading over his notes.                     alone. He is studying for an upcoming
       Saying things out loud to himself every once                  test, by reciting his notes.
       in awhile.

9.    Girl sitting far away from everyone in the cafe,              She has a presentation today, so she is
       she is looking at her laptop and is very                            dressed nicely, looking over her slides.
       dressed up.

10.   Guy wearing all camo, eating breakfast by                     He is apart of ROTC.
        himself. 

11.   Two workers standing outside Einstein's                         The two women are taking a break from
        having a causal conversation with one and                      work and having a good laugh to release
        other. The women are laughing and patting                     stress.
        each other on the back. 

Reflection: 

        This assignment was pretty interesting. I went to Einstein's with Annie and we both sat at the counter closest to the entrance. When we first got there I wasn't sure where to start or who to observe. The first people I observed were five girls that were sitting all together, eating bagels and drinking coffee. The five of them were hardly talking. They all sat on their phones barely making conversation to one and other. It made me wonder what the point of them going to breakfast together was if they weren't even talking to each other? I also realized that this is something me and my friends do all the time too. When you see it happening from an outside perspective it just seems silly that you go out with people and then sit in silence on your phones. This is something I definitely want to work on in the future.  

        Another thing this assignment made me realize is how quick people, including myself judge people and make assumptions. I try to keep as much as an open-mind about people before I get to know them but it is a pretty hard task to do. People watching also made me realize, is how different everyone acts in the same surroundings. In Einstein’s the atmosphere was pretty loud, but there were people studying, working on projects, and just hanging out. Personally, I find it hard to work in an environment that has that many distractions and high noise level.

       What also surprised me was how different Annie and I’s observations were. We both sat right next to each other and saw many things one and other did not also see. It just goes to show how different people’s perspectives and insights are. 

Blog 2: Significance of Lisa Delpit Quote

         Lisa Delpit once said, “We do not really see through our eyes or hear through our ears, but through our beliefs. To put our beliefs on hold is to cease to exist as ourselves for a moment.” Based on past experiences and readings I found that this quote holds much truth and significance to it. 
         Growing up I was always told to look at people and situations with an open-mind, a task that is easier said then done. Until a few years ago when I began volunteering at a refugee center, I never fully understood the importance of being nonjudgemental and open to new people/opportunities. At the center, Vive la Casa, I set aside all my pre-conceived notions and completely immersed myself into this opportunity. I met families from Ghana, Nicaragua, and Honduras. Despite our language barrier we made a real connection through playing games, making crafts, and organizing their rooms. Looking back on this experience, I am so happy that I let go of my beliefs for once and saw/heard the people for who they truly are. 

In Bill Ayer’s book, To Teach, Delpit’s quote further exemplifies Ayer’s underlying message, that in order to create a successful and happy learning environment teachers need to keep open-minds, stay optimistic, and see the potential in their students. One of Ayer’s quotes that stood out to me said, “The student grows and changes, the teacher learns, the situation shifts, and seeing becomes an evolving challenge. As the student becomes more fully present to the teacher, experiences and ways of thinking and knowing that were initially obscure become the ground on which an authentic and vital teaching practice can be constructed” (13). After breaking down this quote, one can see that Ayer is saying how influential getting to know your students and teachers is. Making deeper connections and listening to one another without judgements makes a huge difference in having a good relationship with each other. 

Seeing people with our eyes and hearing them with our ears instead of our beliefs is great advice everyone should listen to. Not only has it helped me immerse myself into new situations, but it has also taught me to improve my relationships by becoming more understanding and open-minded. 

Blog 1: Survey Response

1. I liked to be called Maggie. 

2. I am from a small town outside of Buffalo called East Aurora. 

3. I am not 100% if I want to be a teacher or Speech Pathologist. If I do become a teacher, I would like to teach kids who have special needs, from Kindergarten to 5th grade.

4. I love going hiking, kayaking, and doing anything outdoors. This semester I want to learn how to do yoga, to help me be less stressed out about school. I also would like to join campus ministry and potentially sign up for an immersion trip.

5. After reading through many essays I finally found one that stood out to me a lot. The article was about two things that matter most to me, family and helping others. The reading was about a family of eight, who spent their summer vacation taking a road trip across America, helping families who have children with genetic disorders and illnesses. I gravitated to this article most because my family means a lot to me and I enjoy spending time volunteering at a refugee center in downtown Buffalo. http://www.people.com/article/family-road-trip-helps-others

6. In order to feel comfortable about taking risks in class, I like to feel that my classmates won't judge me about my opinions and if I don't get a question right in class. I also always feel more comfortable too, when the teacher goes at a pace the whole class is comfortable with and not a pace he/she thinks we should be going at. 

7.  A formative memory I have had as a student is when I was failing a science class but was too afraid to ask questions or speak up during class about my confusion, since my teacher would make a student feel bad about themselves if they didn't get everything right away.  I continued failing for another month or so, until I was put into AIS (academic intervention services class). At my school AIS had a reputation for being known as the class for "dumb" kids. I was embarrassed to be in it, but more embarrassed I had let my grade get so low, from being scared to ask for help. The class gave you one on one attention with a teacher and ended up improving my grade immensely. Looking back on the experience it was a great learning lesson. I came to the realization that I should never feel "dumb" for needing help, everyone needs help at some points, and most likely another person is confused as well. This situation has become one of the main reasons I want to become a teacher. I don't want other kids to feel "dumb" or not be comfortable coming to their teachers in times of need. Being a teacher you are given the opportunity to make learning a positive experience and I hope to be able to do that someday. 

8. A significant issue in education right now, is the Common Core. Having a younger brother, who is using Common Core, has enabled me to be exposed to the flaws of this system. My main issue with the Common Core is that it is hindering children from being creative. Children need to be able to solve problems/issues in their own ways. The Common Core is taking away from the early developmental years of how to be innovative and see things from different point of views. These early developmental years are key to their future and problems that may arise, without developing their own creativity abilities, they are going to struggle thinking outside of the box. Another main concern I have is technology. In today's society technology is everywhere and everyone has it. Although it does have its advantages, there are many disadvantages. Kids today rely to look everything up online, especially when it comes to school. There is a major increase in cheating and taking the easy way out of school work. Technology has also become a huge distraction in the classroom. Specifically cellphones cause students to be less focused about what is being taught. In addition to these disadvantages, technology is taken away from time being active in clubs or sports. With the immense amount of time people are spending on their devices, it means less time playing sports or joining clubs. This is problematic both physically and emotionally. Physically, students are getting little to no exercise, which could lead to obesity. Emotionally, kids are not developing quality relationships with fellow classmates and teachers. To improve this problem I think rules on when the appropriate time for technology use should be more heavily enforced. 

9. What made you want to become a college professor?
     If you had the chance to go back in time, knowing what you know now, would you choose a different profession?