Weekly Reflections
Reflection 1
Both courses this semester are both interesting in their own right; however, the educational data class is much easier to understand. Perhaps it's the "law" language which I've not studied until now in my own educational endeavors, but the data course is really connecting to a lot of our studies for the Specialist programs. The Flat World and Education is reiterating much of the information I have been finding regarding comparative education and US classrooms. For most of us, we are finding more reasons why our public schools are lagging behind or test so much lower than many countries. Another reason this data class is a little more comprehensible to me is this overall idea that we (teacher leaders) are bringing about change in our classrooms and schools. In order to bring about necessary change, we must first examine our own classrooms and determine what it is that we need to change to bring about success.
Reflection 2
Education faces an abysmal number of issues, yet racially charged issues are the worst (in my opinion). As a teacher in the 21st Century, one would think that students and schools dealing with unequal rights based on race would be far gone and that even though a faint memory, those issues would be long gone and considered unfounded today. Unfortunately, race-related problems in our schools affect funding, students' learning, and success of education as a whole. I would love to believe we live in society where race doesn't matter, but the sad fact of it is that where you live, where you go to school, your socio-economic status, and who you are can negatively affect the outcome of learning and success in life. This is the reason teachers and schools must step it up and make sure ALL students receive a solid education. We spend more time with students than even their own parents; Gittel states, "Poor children are even more dependent on teachers than are middle-class pupils" (42). Last year, I began teaching a career pathway "Examining the Teaching Profession" through our school’s CTAE department. These classes have probably taught me more than my own teaching experience thus far. This class is filled with students who want to be teachers or are thinking about being teachers. These young people have shed so much light on teachers, teaching experiences, and experiences as students. They see firsthand inequality in their classes. Teachers who say things about negative race and insinuate things about certain students are incapable of fostering true relationships with students and won’t allow real learning to take place. These kids know and understand what is going on in their classrooms. Of course, I tell them to see administration first and try to enact change. Students are more aware than teachers either realize or want to realize. Perhaps teachers feel like they lose a little control when kids stand up for themselves, but inviting race to a negative aspect in a classroom will only bring a negative outcome. Sometimes, teachers have to teach students to celebrate themselves and take pride in who they are. We can’t mirror what society seems to tell them.
Reflection 3
Teachers say over and over again "we teach to the test." Unfortunately, it seems like all we have time for is teaching what students need for whatever test they will be taking at particular times from EOCT to GHSGT. I understand the frustration. Last year, I taught American Lit for the first time. I found myself rushing through segments that I normally would enjoy spending more time teaching. For instance, I enjoy the Native American literature and time period. I really enjoy teaching new information to students--information they have probably never heard before. However, with time restraints and requirements to meet certain standards, teachers really can't just close their doors and teach. I would love for that day to come...when I didn't worry about which hoop I had to jump through next.
Reflection 4
In The Flat World and Education, we read about three states’, North Carolina , Connecticut , and California California , like many states in the US Connecticut and North Carolina PISA , the US falls drastically short when compared to other nations like Finland or Singapore North Carolina and Connecticut
Reflection 5
Budget crises are every where. Unfortunately, anyone in the education arena knows this all too well. I've experienced budget issues in the past. My first year of teaching was a great one; however, at the end of the year, my principal and asst. principal informed me that I would be riffed (RIF ). I didn't know the term or understand what it meant. The RIF came at the end of the year when a few new hires would "probably not" get hired for the following year. I was with a group of about 10 teachers from my school alone. I didn't understand and I was certainly heart-broken. Thankfully, I was rehired a month later and that was nine years ago. I definitely understand the emotions the parents, students, teachers, and staff are experiencing at Canon Street Elementary. I would also feel deracinated from what I know and I love to be placed somewhere that wasn't home anymore. Honestly, I hope the closing of the school doesn't take place now or even in the future, but I do understand the reasoning to combine the schools. Perhaps officials need to consider more than the few options laid out for us all to commiserate over or grow even more frustrated. This is a tough time in education for all of us---sometimes we must roll with the punches and be thankful we have the jobs that we do and continue to focus on the most important aspect of our jobs---the students. I know I am beyond thankful to have my job.
Reflection 6
Within the past four years or so, my school has become more focused on data and its relationship with student achievement and improvement within professional development and school goals. I don't remember any data-driven analysis or information that was met about and discussed during my first few years of teaching. I remember unpacking the standards and collaborating with other schools creating new lessons with performance tasks. However, after experiencing a major drop in graduation test scores and AYP level placements, our school system and especially my school evolved into data-driven compiling machine. We now have a data room that we call our war room! As we learn more about why this data is important, not in only showing trends and details conducive to our success rate, but also in determining how we teach and the influence on students--good and bad. Teachers are getting better at understanding what strands mean what and how it applies to their classrooms. When we have detailed score reports, we can place specific emphasis on areas that need improvement, and help those students in those areas in which they need the most help. I think we are all seeing the benefit of being a data-driven school even though it is sometimes a bit overwhelming.
Reflection 7
FINO-Failure is not an option. Most commonly referred to as FNO, failure is not an option is the newest achievement strategy/policy adopted by Troup County Schools. This is one thing we didn't adopt from another school system or learn from an educational guru. FNO began when a number of students, especially seniors, were failing more than one class, maybe all of them! Many teachers are not a fan of FNO because of the students' apathetic attitudes and selfish expectations. First, students don't attempt to study for the test in the first place because they know they have a second chance. I've heard other teachers mention that students will get the test, put their name on it, and turn it back in! This attitude was reflected toward the beginning of FNO policy and now we have changed some things about the policy where students don't have the upper hand. To many, giving "second chances" is a not real-world applicable. However, with some tweaking here and there, we really have made it where students are working harder to succeed in their classes. We want students to take responsibility for their grades and do whatever it takes to pass their classes. As FNO is under fire, our school data shows an increase in graduation rate and fewer failures; however, it depends on the students and their attitudes towards their own achievement and it definitely depends on teachers' attitudes and how they assume their roles using FNO policy. Attitudes toward FNO are still mixed, but at least we are all on the same page as far as doing what needs to be done in order for students to succeed in school.
Reflection 8
"Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young." (Henry Ford, BrainyQuote.com)
Thanks for keeping me young! I really have enjoyed both data and law classes this semester. Perhaps I was more susceptible to learning this semester with a little less on my plate, but the content definitely helped. I learned so much from our class discussions and your class lectures. I truly appreciate your way of handling the class and using differentiation techniques. It's a good reminder and example to follow in our classes even though time is a biggest enemy! I've learned to do it in parts; one day we will do the first leg of a scavenger hunt or discussion in a Socratic seminar and then another aspect of the lesson the next day and carry on through a few days instead of trying to fit everything into one day's lesson. I tried to participate as much as possible and thought I did well in group assignments. Hopefully you will see the evidence in my culminating project. With that said, I deserve at least an A in your class.
