The single most important thing that I've learned and has been confirmed for me is the old adage, "What you put into it, you'll get out of it." You see, doing some of the things that Rafe did throughout his book are sometimes going to not work well with my own personal style. Also, as much as I loved the way that he was able to squeeze in so much else outside of "traditional studies", thanks to standardized curriculum placement scores being a gauge for how well you do as a teacher, my experience will be different.
However, this guy worked and worked and worked. He put so much in, cared so much, and as you may now see it pretty much worked out. The old saying is not for teaching only. The medic that studies and trains continuously provides the best patient care, the car salesman that spends all his time on the phone and on the lot sells the most cars, and the soldier who trains and is well-prepared is fit to fight.
People always ask me if one of the huge deciding factors to teach was the schedule. I always assumed that while it has perks, you still have to be there before the students arrive and after they leave. Sometimes, you must tutor. Sometimes, you do not have a choice and have to take on other responsibilities within the school. I would imagine that those with the best attitude and willingness to succeed are the ones who reap maximum benefits. As he says in his book though, it is not easy, and many times he wondered if what he was doing was right.
Three methods I'll incorporate into my own teaching: (If allowed ;))
- Letting students call me Jordon, rather than Mr. Phelps,
-Doing my best to offer children the chance to learn things outside the "core"...(i.e. music, physical fitness, additional history, etc...)
-Getting students excited about trips outside of school, researching the areas and having all of the children well-versed in the place we will see. Also, level VI thinking in general.
Friday, May 30, 2014
Thursday, May 29, 2014
My choice? (14-17)
I have a few things to say on here after a solid class discussion today. Chapters 14-17 really summed things up, but I feel like after the discussion that maybe a few people (as well as many on the internet) took things in this book out of context.
Many on the internet (Amazon reviews, etc) chided Rafe for being unrealistic and out of touch with the average "Joe/Jane" teaching at "Anytown Elementary." Yes, for many schools, taking trips like he did is certainly out of touch. However, the trips weren't merely for fun, for pleasure. Him having his students learn the intricate details of what they'd be seeing, what they'd be doing was amazing. The little details like how they acted, how they took care of themselves in their rooms, were a direct result of his style of teaching and of his amazing influence. Sure, I am not so blind that I believe that in my first few years in the classroom that I'll be leading academic adventures at the Nation's Capital, but his guidelines and ideals are the selling point for any class on any trip.
For some, they were unsure about how someone could spend so much of their time deeply involved with every detail of teaching. They wonder, how in the world could someone possibly devote twenty-four hours a day to a mere "job?" How on earth could this man have any semblance of a normal, societal-driven life when all his time is in the classroom and with these children? This is an example of someone who loves what they do deeply. Unfortunately, most of the world "slaves" their life away at a job until they are too old to continue doing it. This guy loves it. Have you ever met someone who loved what they do? They work, love it, and then find ways to contribute even when they aren't there. When I finished this book, I was shocked that many find this idea difficult to understand. In our society, many have no choice but to endure long hours and shifts at jobs. Being deployed into a combat zone is a 24-hour a day gig, like it or not. Doctors have to be on call many night that they are "off." EMS and Fire personnel have to work long hours, holidays, and weekends away from loved ones and families. SO why chide a guy who is doing what he very simply loves? While many are starry-eyed and excited about eventually teaching, that love may fade when all alone with twenty-five sets of eyes waiting for directions every day. No, by no means am I a huge Esquith fanboy, but this is one point that boggles my mind.
I love that he uses his trips to prepare his students for life after school. To quote him directly:
"Handling money, relationships, loneliness, difficult people, and disappointment can be factors that defeat kids who are on their own for the first time."
To prepare youth, this is something that cannot be squeezed into some sort of federally-mandated curriculum. I wish that this kind of thinking was more embedded in our schools, and our culture. So many times when I first joined the Air Force, I watched my peers succumb and fail because of any one of the reasons above. Could they do Algebra? Could they write a paper? Yes. Can they keep from going broke and dealing with a sorry adult relationship and loneliness? No. You see the same with young college students as well. For those who come from a strong financial background, sometimes money can buy out. The kids that Rafe teaches, however, aren't as fortunate. If they fail, Mommy and Daddy can't fix it and make it all better.
"They place so much emphasis on getting in to college that they lose sight of the larger issue of finishing college."
For many, it couldn't be any more true. To push and push these kids, driving them hard and forcing them to know at the tune of tens of thousands of dollars of debt what they want to spend their lives doing at the high-school level is insane. "Oh, you're eighteen and don't have at least three colleges picked out? You didn't take all AP courses and join fifteen extra-curriculars? How will you ever get into College and be a successful, independent adult?" The way that many in schools push kids is sick. "We'll push you to go, but you better hope it works, and if it doesn't, hopefully you'll get successful overnight or marry into money." For many, it still works for them, and that is amazing. Others could have used the "life-lessons" earlier on.
I'll never ever be like Esquith, nor will I strive for that style. However, ideally, if I can prepare kids with an arsenal of academics coupled with a strong sense of responsibility, then I will have done my job.
Long rant, but after the readings it was totally worth it. :)
Many on the internet (Amazon reviews, etc) chided Rafe for being unrealistic and out of touch with the average "Joe/Jane" teaching at "Anytown Elementary." Yes, for many schools, taking trips like he did is certainly out of touch. However, the trips weren't merely for fun, for pleasure. Him having his students learn the intricate details of what they'd be seeing, what they'd be doing was amazing. The little details like how they acted, how they took care of themselves in their rooms, were a direct result of his style of teaching and of his amazing influence. Sure, I am not so blind that I believe that in my first few years in the classroom that I'll be leading academic adventures at the Nation's Capital, but his guidelines and ideals are the selling point for any class on any trip.
For some, they were unsure about how someone could spend so much of their time deeply involved with every detail of teaching. They wonder, how in the world could someone possibly devote twenty-four hours a day to a mere "job?" How on earth could this man have any semblance of a normal, societal-driven life when all his time is in the classroom and with these children? This is an example of someone who loves what they do deeply. Unfortunately, most of the world "slaves" their life away at a job until they are too old to continue doing it. This guy loves it. Have you ever met someone who loved what they do? They work, love it, and then find ways to contribute even when they aren't there. When I finished this book, I was shocked that many find this idea difficult to understand. In our society, many have no choice but to endure long hours and shifts at jobs. Being deployed into a combat zone is a 24-hour a day gig, like it or not. Doctors have to be on call many night that they are "off." EMS and Fire personnel have to work long hours, holidays, and weekends away from loved ones and families. SO why chide a guy who is doing what he very simply loves? While many are starry-eyed and excited about eventually teaching, that love may fade when all alone with twenty-five sets of eyes waiting for directions every day. No, by no means am I a huge Esquith fanboy, but this is one point that boggles my mind.
I love that he uses his trips to prepare his students for life after school. To quote him directly:
"Handling money, relationships, loneliness, difficult people, and disappointment can be factors that defeat kids who are on their own for the first time."
To prepare youth, this is something that cannot be squeezed into some sort of federally-mandated curriculum. I wish that this kind of thinking was more embedded in our schools, and our culture. So many times when I first joined the Air Force, I watched my peers succumb and fail because of any one of the reasons above. Could they do Algebra? Could they write a paper? Yes. Can they keep from going broke and dealing with a sorry adult relationship and loneliness? No. You see the same with young college students as well. For those who come from a strong financial background, sometimes money can buy out. The kids that Rafe teaches, however, aren't as fortunate. If they fail, Mommy and Daddy can't fix it and make it all better.
"They place so much emphasis on getting in to college that they lose sight of the larger issue of finishing college."
For many, it couldn't be any more true. To push and push these kids, driving them hard and forcing them to know at the tune of tens of thousands of dollars of debt what they want to spend their lives doing at the high-school level is insane. "Oh, you're eighteen and don't have at least three colleges picked out? You didn't take all AP courses and join fifteen extra-curriculars? How will you ever get into College and be a successful, independent adult?" The way that many in schools push kids is sick. "We'll push you to go, but you better hope it works, and if it doesn't, hopefully you'll get successful overnight or marry into money." For many, it still works for them, and that is amazing. Others could have used the "life-lessons" earlier on.
I'll never ever be like Esquith, nor will I strive for that style. However, ideally, if I can prepare kids with an arsenal of academics coupled with a strong sense of responsibility, then I will have done my job.
Long rant, but after the readings it was totally worth it. :)
Similarities and Differences
There are some similar ideals between my own and Rafe's philosophy. Like him, I feel like there is a need for the basics to be stressed (grammar and the like) and have a strong desire to teach outside of the standard curriculum. I feel like we share the idea that teaching should be a very personal experience, and that the connection between teacher and student should be strong. After all, you are one of the most influential people in a kid's life for almost an entire year of their childhood.
I think the four most important opportunities in his classroom are:
- The ability to be yourself
- The ability to be pushed by someone who believes that you are ass good as you think you can be
- The ability to learn things that other children are not as lucky to study
- The ability to be involved in a classroom that has evolved into a true community
The four questions that I would want to ask him are:
- What did you do when the ideas you had weren't coming along the way you wished?
- How did you deal with parents in what many could consider a very unconventional classroom setting?
- What would you say to critics of your own now that you have become successful, well-respected in your community, and a published author?
- What is the most simple piece of advice that you refused to "buy" into until you were much further in your career?
I think the four most important opportunities in his classroom are:
- The ability to be yourself
- The ability to be pushed by someone who believes that you are ass good as you think you can be
- The ability to learn things that other children are not as lucky to study
- The ability to be involved in a classroom that has evolved into a true community
The four questions that I would want to ask him are:
- What did you do when the ideas you had weren't coming along the way you wished?
- How did you deal with parents in what many could consider a very unconventional classroom setting?
- What would you say to critics of your own now that you have become successful, well-respected in your community, and a published author?
- What is the most simple piece of advice that you refused to "buy" into until you were much further in your career?
Wednesday, May 28, 2014
Building "Bridges"
From May 27, 2014
Thinking about the "bridges" between Room 56 and the families, my first thought was of the obvious one. The fact that there is a physical product for families to see. His students that perform the sold out plays bring an amazing and concrete example of what they do right to the families. For others, the fact that many learn instruments and learn other amazing things is something that the family can see and hear and get instant gratification. It is a contrast to standardized tests, because the amount of work and the grade achieved is sometimes not known until the following year.
Since the families can get relative instant gratification and see the amazing things their kids are doing, hopefully it'll promote a good attitude at home. Even though he teaches in a district that would scare others off, what he provides those kids is something that the families see first-hand. Talk about building a bridge!
My experiences were limited to what I could actually come home and show my family. When I was in the band, they could hear me making progress when I was at home practicing. When I played sports, they could come and see the result of what I had learned. Anything else I had picked up I only hoped that I could work into conversation.
Coming from such a small school, the only other bridge between the schools and the families was usually one that was unhealthy. Everyone knew everyone and most examples were about what was going on at a political level rather than the excitement of watching their children progress and succeed.
Thinking about the "bridges" between Room 56 and the families, my first thought was of the obvious one. The fact that there is a physical product for families to see. His students that perform the sold out plays bring an amazing and concrete example of what they do right to the families. For others, the fact that many learn instruments and learn other amazing things is something that the family can see and hear and get instant gratification. It is a contrast to standardized tests, because the amount of work and the grade achieved is sometimes not known until the following year.
Since the families can get relative instant gratification and see the amazing things their kids are doing, hopefully it'll promote a good attitude at home. Even though he teaches in a district that would scare others off, what he provides those kids is something that the families see first-hand. Talk about building a bridge!
My experiences were limited to what I could actually come home and show my family. When I was in the band, they could hear me making progress when I was at home practicing. When I played sports, they could come and see the result of what I had learned. Anything else I had picked up I only hoped that I could work into conversation.
Coming from such a small school, the only other bridge between the schools and the families was usually one that was unhealthy. Everyone knew everyone and most examples were about what was going on at a political level rather than the excitement of watching their children progress and succeed.
Chapters 4,5,6 (2)
From May 21, 2014
Out of his class, the general demographic is mostly Latino, and mostly ESL learners. What i noticed and thought was sharp was that he focuses so much on grammar. I hear the older generations complain about "kids today" about just that. You want a fine example? Look at any form of social media. In fact, in my first couple English classes in college every teacher deducted points for "text talk" and said that it was a huge problem.
I liked how he went over the transitions of the importance of grammar education. From early on a big push, to it being kind of forgotten about. Even now, in some of the classes we have had and in some of the information I read, I see many educators with the idea that if the grammar is poor the work is fine if it makes sense. Personally, every time I see or hear that I want to vomit. I don't care how nice your idea is, if it has the grammar of a hyperactive five-year old, I cannot take it seriously.
To this point, I find his ideas and his approaches refreshing. I like that even though it is not mandated, he pushes grammar. For him to get fantastic results out of English writers who learned it as a second language is quite amazing.
I know as I read further, that I will eventually read his ideas and think "oh no way." To this point, it has been one good idea after another.
Out of his class, the general demographic is mostly Latino, and mostly ESL learners. What i noticed and thought was sharp was that he focuses so much on grammar. I hear the older generations complain about "kids today" about just that. You want a fine example? Look at any form of social media. In fact, in my first couple English classes in college every teacher deducted points for "text talk" and said that it was a huge problem.
I liked how he went over the transitions of the importance of grammar education. From early on a big push, to it being kind of forgotten about. Even now, in some of the classes we have had and in some of the information I read, I see many educators with the idea that if the grammar is poor the work is fine if it makes sense. Personally, every time I see or hear that I want to vomit. I don't care how nice your idea is, if it has the grammar of a hyperactive five-year old, I cannot take it seriously.
To this point, I find his ideas and his approaches refreshing. I like that even though it is not mandated, he pushes grammar. For him to get fantastic results out of English writers who learned it as a second language is quite amazing.
I know as I read further, that I will eventually read his ideas and think "oh no way." To this point, it has been one good idea after another.
EDN 300 Blogging (2)
From May 20, 2014
I sat and read the first three chapters of Rafe's book. Although I enjoy reading and frequently do so, if I were to say that I generally enjoy the selections picked out for class reading, i'd be lying. Fortunately, I really enjoyed reading this book so far. Unfortunately, my own copy hasn't shown up at my door yet...and if it was I would probably be going to bed VERY late tonight.
I enjoyed his approach to his own style-that he always can get better. I found the situations interesting, and often would stop and think about what i'd do in my own classroom. I enjoyed his slight jabs at the ridiculousness of standardized testing, and really found insight in his opinions on the "reward" system. Looking at my own journey from K-12 it made a significant amount of sense.
Overall, I am excited to continue reading and see a different take on education. I especially enjoy his style, his voice, when it comes to how he writes.
The situation at the very beginning of the book, the Teacher who dumped the kid's backpack, I cannot imagine who would think that was any kind of good idea. I had teachers who "spanked" until I was near the end of elementary school, and as much as I dislike that, the sheer humiliation and "finger pointing" of that kind of punishment was disgusting. All I could think about was how people were punished like that in the Air Force, and what it did to the minds and wills of ADULTS, and how it could really mess a kid up.
I sat and read the first three chapters of Rafe's book. Although I enjoy reading and frequently do so, if I were to say that I generally enjoy the selections picked out for class reading, i'd be lying. Fortunately, I really enjoyed reading this book so far. Unfortunately, my own copy hasn't shown up at my door yet...and if it was I would probably be going to bed VERY late tonight.
I enjoyed his approach to his own style-that he always can get better. I found the situations interesting, and often would stop and think about what i'd do in my own classroom. I enjoyed his slight jabs at the ridiculousness of standardized testing, and really found insight in his opinions on the "reward" system. Looking at my own journey from K-12 it made a significant amount of sense.
Overall, I am excited to continue reading and see a different take on education. I especially enjoy his style, his voice, when it comes to how he writes.
The situation at the very beginning of the book, the Teacher who dumped the kid's backpack, I cannot imagine who would think that was any kind of good idea. I had teachers who "spanked" until I was near the end of elementary school, and as much as I dislike that, the sheer humiliation and "finger pointing" of that kind of punishment was disgusting. All I could think about was how people were punished like that in the Air Force, and what it did to the minds and wills of ADULTS, and how it could really mess a kid up.
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