"Being student centered also means connecting learning to students' lives, using the student's own culture, strengths (intelligences), interests, goals and dreams as the beginning point for learning."
~Bonnie Benard
Chapter 3:
There are two defined value systems: Collectivist and Individualist. These value system are directly correlated to how we, as instructors, often award and extend consequences. How does this information apply to your practice as an educator? How does this change your thinking? Which instructional practice from Chapter 4 (planning to Differentiate) will you try to bridge the connection that may exist?
I think the practices that our teachers implement at Rogers Garden is guided by both philosophies. The gradual release model supports both the collectivist and Individualist values. Although the ultimate goal is to get them to wok independently. My classroom management is definetly grounded in the collectivist belief. I value the community before self. I have grown up with the belief that you are only as strong as your weakest link. I teach my students that what you are doing doesn't matter as much as what you are doing to help your learning community.
ReplyDeleteAfter reading this text, I have noticed that I have had a slight disregard for the students in my class who may not have the same beliefs as I do. The my value personal achievements to a higher regard than class achievements. My culture background has made it easier for me to build relationship with most of my parents because we share similar philosophies. I have realized that it may have also been the hindering factor to the poor relationships I w have with a few of my parents. Approach each relationship from the perspective of the student and parents, will help me build stronger relationships with my parents.
I know my students lack vocabulary but it seems I often neglect addressing this issue head-on. The strategy that I will take from Chapter 4 is the preteaching of Vocabulary. This is a strategy that I use, but could use MORE often. I find myself stopping mid-instruction to clarify essential vocabulary. Giving students that vocabulary that is essential to the learning objective will allow students to focus more on the strategies being taught rather than vocabulary being used. This will save time, increasing more time on task and also give students that confidence they need to be fully engaged in the lesson.
I know that I grew up and went to schools that definitely valued that individualist style of teaching and learning. The whole concept of Kagan and collectivism is rather new to education. I realize that my background influences the way that I teach and the way that I expect my students to learn. I am trying to build a collective work experience in my room but I do catch myself saying, "Shh, we're not talking" if I see students whispering over work; I should just let it go. I know that I am also hesitant sometimes to have the students work collectively, because it can lead to bickering and complaining. We have so little time for anything off-task, that I usually just go for the students working by themselves so I don't need to deal with the drama. Lastly, I feel like I need to respect my student's learning styles, and I know that many can't concentrate if there is talking or moving about that happens with collective work groups. I guess I need to find the right balance of collective and individualistic work in my room.
ReplyDeleteFrom Chapter 4, again, I need to work on getting the right collective balance in the classroom. I am making a good effort, I feel on pre-teaching the vocabulary, I definitely use graphic organizers, and I live and breathe modifying instructional strategies. I am good at collective grouping during science, because it's so hands on, but I don't do much during reading, writing, and math. I will try.
-Stephanie
Eunika, I agree with your statement about pre-teaching vocabulary. In kindergarten we have Amazing Words that we teach prior to reading the story of the week and it helps a lot to expose the children to different vocabulary than they are used to hearing. Over the past years I have been amazed at the lack of background knowledge that our kids have. Even though I grew up in the same neighborhood they are from and lived under the same circumstances, through many of my friends from school and through school itself, I got to experience a lot of different things I wouldn't have normally experienced through my parents or home life.
ReplyDeleteStephanie, I am the same way and I often get on myself for the "shhh" moments and always assuming their NOT working if they are talking. I also get a lot of the bickering and complaining in my room also. It drives me crazy! I like to have them work together and I teach them that we are a family in our classroom and we should work together but most times they just do not get it! A lot of them have the "I am for self and self only" attitude because it's what they are taught at home. Trying to break that cycle of mind frame can be difficult and tiring.
I agree with Eunika-I also need to be more consistent with pre-teaching vocabulary. Not only with Pe but with my DIGS groups as well. Our students have such a thirst to learn new words that sometimes we spend the entire DIGS session just talking about the words they don't know,but really want to understand them and use them correctly.
ReplyDelete