“In your practice, you are likely to encounter students who have internalized low expectations. How will you recognize these kinds of students in your own class, and what will you do to help them?”
I really liked the teacher, Elizabeth, from the case study. She noticed early on a pervasive sense of discouragement in the classroom and took action by changing some of the methods for teaching and assessments. In my own practice, I hope to be as proactive, productive, and confident as Elizabeth in changing my methods for teaching and assessments. I had a few courses last semester where we read and discussed what “intelligence” is and how this idea affects students thinking. One thing I learned and hope to carry forth with me, is the idea of intelligence as a construct, that intelligence is learned and not something one is born with or simply “isn’t smart enough.” It will be challenging to recognize those students who truly have internalized low expectations vs having learning disability/special needs that prevents them from completing an assignment. In any case, it will be my job as the teacher, using the UDL model and Differentiated Instruction, to create a classroom environment where all learners succeed and feel confident and interested in what they are learning. I really liked Elizabeth’s approach to assessment where she offered all students the opportunity to return an assignment if they weren’t satisfied with her notes (she did not give letter grades, but instead written notes) which instilled a sense of pride in her students’ work. As a teacher, it’s important to look at the big picture and the long term goal of creating life-long learners, and if that looks a bit different in each classroom then that is OK! -April Bailey
This case illustrates ways in which mentoring programs can fail to achieve the desired outcomes of supporting new teachers. How do you think age, experience, status, and other factors affect this professional relationship?
Well written! I agree with you about both things, that new teachers entering the field have the very real possibility of having a teacher mentor who struggles or even refuses to adapt to the new curriculum, as well as the possibility of veteran teachers being open-minded and progressive in their thinking and teaching. I liked how you concluded your response: “therefore, age, status, and experience of a veteran teacher mentor should be received with an open mind, an understanding of the processes of transition, and a willingness to learn.” I feel like this really sums up the feelings I have towards the teacher mentor/teacher candidate experience, for both parties involved because I feel like in this case with the new curriculum, there will be many opportunities for learning and growth from both sides. -April Bailey
How might you maximize the benefits and minimize the limitations of journal writing for your students?
Journal writing can be an invaluable experience in anyone’s life. I have written many journals in my personal life and have often looked back on them in amazement at what I was thinking and experiencing at the time. Journal writing is an important aspect of personal growth for me, because it is so easy to forget what I am feeling and thinking about a subject or situation or person at any point in time. Journals are like a snapshot of who I was at the time of writing, which would be lost if not recorded in some way, as I often forget, or misinterpret, what I was thinking or feeling about something.
As a teacher, I hope to bring journal writing into my classroom. For young students, it is an excellent source of practice for writing and spelling. For older students, can be a source of creativity and exploration of thoughts and feelings. In order to maximize the benefits, I believe journal writing should not be graded, but instead used as a tool to see where the students are at (formative assessment). When I know an assignment is not graded, I tend to write more reflectively and less academically, and my “creative juices” tend to flow a lot easier. I would assume this would be similar to my students, so I would want to encourage their creativity and reflective thinking and feeling. To minimize the limitations of journal writing, I would have the journals as a complete/incomplete instead of letter/number grades, so students are still encouraged to complete their entries. Setting aside time during class to write in their journals would also encourage students to write, having the students decide where and how they want to write (ie. laying on the carpet, sitting at a desk, sitting by the window, going outside if possible).
Journal writing can be a transformative and valuable practice for both the teacher and the students. As a teacher, I would want to avoid over-doing the journal, or “reflecting us to death” as one student from the case study complained. If the students seem apathetic or disinterested in writing in their journal, perhaps finding an alternative or seeking to understand what about the writing the students are not liking and find a solution. Teaching is not about creating a plan and sticking with it no matter what, but being flexible and willing to adapt the lessons to accommodate all students so they can all meet the learning outcomes. -April Bailey
In the past, teacher candidates were expected primarily to demonstrate what they had learned through rote questions on examinations. In recent years, teacher educators have increasingly gauged students’ understanding through entries in reflective journals and project work. What do you think has accounted for this change?
Great response! I loved how you wrote, “When someone comes to the realization or answer through their own thoughts and reflection, the outcome will be more meaningful than through basic correction methods.” I totally agree with this, it is so important for people to come to the realization/answer themselves. Reflective based journaling is a great way for teacher candidates to reflect and think upon their learning and experiences, and I think it’s so important that B.Ed faculty have recognized this and moved away from traditional rote memorization and exams. Project work is another way to express learning and also a great opportunity to work with other students. I know project work has really helped me throughout my schooling because I had the tendency to take over projects and assignments because “I knew best,” but i have learned over many years and projects and possibly failed friendships to take a step back and allow others to express their ideas and even fulfill those ideas instead of mine. I agree with you about peer evaluations and hopefully students respond positively to feedback, especially since in the real world of teaching there will be many opportunities to respond to feedback and evaluations of ourselves. -April Bailey
A Stitch in Time
Sociology: What forms of power and powerlessness can you identify in this case?
A Stitch in Time is a case study looking at how a small physical outburst can result in a large, dramatic outcome. Looking back to the beginning, when Jayce and Kyle, 2 students, accidentally bump into each other. Kyle has the power to control his remarks and attitude in this situation. He is most likely aware of Jayce’s special needs and has the power to apologize for bumping into Jayce, or to call him an “idiot.” Kyle also has powerlessness later in the case study about his father’s overreaction and poor attitude. Jayce possibly had the power to control his action of grabbing Kyle (resulting in Kyle’s stitches), but he is identified as having special needs with impulsive behaviour and cognitive deficits, resulting in his possible powerlessness over his actions. Jayce has an IEP and a behavioural intervention plan in place, with a full time Teacher Assistant (TA) with him at all times. The TA has power with the IEP and behaviour plan, and over abiding by the plan and keeping Jayce within arm’s length at all time; however, life happens and sometimes emergencies come up (such as allergic reaction) and the TA was powerless over Jayce’s actions while they helped another child with the allergic reaction. The Principal was powerless over Kyle’s dad reaction and demands, yet he holds power over how Jayce will be “dealt” with. The principal has power to stand up to Kyle’s dad and explain the situation, and have the 2 boys sit together in counselling and talk through their problems.
Special needs in the classroom is a difficult situation when the student gets violent. In this case study, there was a plan in place but it fell apart within a minute of chaos (TA attending to another child). There are many places of power and powerlessness in this case, and many opportunities to change the outcome. -April Bailey
What are the virtues of a good mentor?
Wow, beautifully written and so inspiring to hear of your wonderfully positive mentor relationship. I completely agree with you about how a good mentor can transform someone’s life and about having their own confidence in themselves to see when they are perhaps out of line, or the mentee has indeed spread their wings further than the mentor (such as in Elizabeth’s case). I really liked how you said, “The relationship should be grounded in respect, communication, trust, and encouragement” because that is so important to have in any relationship, and especially a mentorship one. I hope to find a mentor in my own life that can guide me through my teaching practice, and I hope others as well find the opportunity that you have in your own life. Well done. -April Bailey