I have been through some of the "ups and downs" of standardized testing. Some schools are intense about testing; almost bordering on putting testing above children. Other schools desire the best results, but make it known that these results will not come at the expense of the students. Interestingly, no matter at which end of the spectrum the school stands, every school I have worked in, has some form of standardized test to administer.
Comparing school to school, you find there are many factors that influence the level of anxiety felt by the teaching staff. Imagine... one school is filled with students who are struggling.The stress in that school comes as teachers agonize over how to get their students to perform well. Imagine another school filled with children who typically score well. Their problem is certainly not performance: their stress comes from a lack of "growth" as measured year-to-year.
In my state, part of our overall school rating comes from that growth measurement. As it becomes increasingly difficult to show growth, you can be sure that anxiety level is soaring to new heights. So keep in mind, every teacher and school faces unique accountability challenges.
You have a personal decision to make; how will you deal with the stress that is surely coming your way?
Imagine high stakes testing being a cauldron of boiling water. You are being thrust into that water: you're either a carrot, an egg, or coffee. Your choice!
Some teachers are like the carrot: when they are in the boiling water, thy go soft and lose much of their passion for educating young people. They allow themselves to wallow in the "agony of defeat." That is not my choice.
How about the egg? When it boils, it develops a hard exterior shell. Will you allow the pressures of your job to cause you to become hard and calloused toward the children you teach? Another poor choice.
Or, you could choose to be like coffee beans which, when boiled, change the water. They transform it into coffee: warm, inviting, and invigorating. These are our choices.
For me: let me be the teacher who is warm toward her students - even when the job is boiling hot. Let me be inviting to my colleagues and to my parents as partners. Finally, let me be invigorated by the challenges set forth by my profession.
The choice has been mine to make for over a decade. Whether you have been teaching one year or forty, you are faced daily with the choice to respond.
Perhaps you have other waters that boil for you. This issue is devoted to testing, but the theory applies to any aspect of your personal and professional life. The most important decision you will make is the decision of how to react.
I hope you will be inclined to be coffee. And if so, I hope you will be the Maxwell House of coffees: "Good to the last drop."
Tuesday, November 18, 2008
Carrot, egg, or coffee? The choice is Yours.
Wednesday, October 8, 2008
The gift of Kindergarten
My heart sank as I watched her struggle to blow out six little candles. The breath would not come easily. She inhaled and blew as best she could, but the real candles on her fake birthday cake would not relent. The fire continued to burn as she drew another breath and tried again. After multiple attempts, the candles were finally extinguished.
Moments after the celebration of one of my kindergartner's birthday, I made my way to the phone to share my observation with this child's mom. I relayed the scene which prompted the child's mother to arrange a doctor's appointment. Days later the confirmation came. Yes, she did have asthma and was given a daily inhaler and other treatments.
This is the gift of kindergarten: making a lifetime difference for one who is on the threshold of life itself.
Of course, I would never wish asthma, or any of the other problems I've encountered in the classroom, on anyone; but out of those problems have come some of my greatest opportunitites. Being able to recognize a problem and encourage a parent to take action to correct it is a true blessing in my life, as well as theirs. Sometimes, when I feel down after a lousy day, I reflect on times such as this; when I've talked straight to a parent and seen a positive change made for one of my children. It doesn't take long for my "lousy-day blues" to go away.
Sure, some of this will happen in the upper elementary grades and beyond, but my experience in kindergarten has shown me that an awful lot of gate-keeping takes place at this juncture. We weed through issues ranging from eye glasses to hearing aids, ADD to processing disorders, emotional traumas to a little insecurity; all in the midst of teaching letters, sounds, numbers, and reading.
Every teacher has a role to play in developing young people. Each one of us will make a difference in the lives of our students. Our combined efforts, over time, will determine to a great degree how these children will grow into adults. Each teacher must determine the grade or age level in which they are gifted to make the most impact. As for me, the best gift I can give as a teacher is actually the one I have received: the gift of kindergarten.
Moments after the celebration of one of my kindergartner's birthday, I made my way to the phone to share my observation with this child's mom. I relayed the scene which prompted the child's mother to arrange a doctor's appointment. Days later the confirmation came. Yes, she did have asthma and was given a daily inhaler and other treatments.
This is the gift of kindergarten: making a lifetime difference for one who is on the threshold of life itself.
Of course, I would never wish asthma, or any of the other problems I've encountered in the classroom, on anyone; but out of those problems have come some of my greatest opportunitites. Being able to recognize a problem and encourage a parent to take action to correct it is a true blessing in my life, as well as theirs. Sometimes, when I feel down after a lousy day, I reflect on times such as this; when I've talked straight to a parent and seen a positive change made for one of my children. It doesn't take long for my "lousy-day blues" to go away.
Sure, some of this will happen in the upper elementary grades and beyond, but my experience in kindergarten has shown me that an awful lot of gate-keeping takes place at this juncture. We weed through issues ranging from eye glasses to hearing aids, ADD to processing disorders, emotional traumas to a little insecurity; all in the midst of teaching letters, sounds, numbers, and reading.
Every teacher has a role to play in developing young people. Each one of us will make a difference in the lives of our students. Our combined efforts, over time, will determine to a great degree how these children will grow into adults. Each teacher must determine the grade or age level in which they are gifted to make the most impact. As for me, the best gift I can give as a teacher is actually the one I have received: the gift of kindergarten.
Saturday, August 30, 2008
"I miss my mommy"
Tears streamed silently down his face and mucous darted in and out of his nose as he sniffed. I motioned to him to come to me. He did. When I asked him what was wrong he tearfully told me, "I miss my mommy." I told him I missed my mommy too and asked if he would give me a mommy hug. He threw his arms around my waist and I hugged him back tightly.
Kindergarten can be a scary place on the first day. Sure the room is bright and interesting, but it can also be overwhelming. No amount of crayons, blocks, computers, books etc. can take the place of a mommy's love. Leaving home for the first time- or maybe any time - can be sad and scary.
After a moment's embrace, I told this little fellow his mommy would be sad if she knew he were crying. He agreed that he did not want his mommy to be sad. He dried up his tears. I gently took his face in my hands, looked him deep in his eyes and told him we would both be okay. He cracked a slight smile and made his way back to his table spot.
We made it through the day. Not completely tear free, but each time a tear came I responded the way I felt deep inside. I understand missing your mommy. I'm almost 40 years old, but I understand. I miss my mommy because she suffers from Alzheimer's disease.
It is a terrible disease that only those with loved ones suffering from it can truly understand. Others may be sympathetic, but until you experience the disease up close you can not imagine it. It is what makes me empathize with those children who cry for their mommies on the first, second, and even third day of kindergarten.
The children in my class will not know why I relate to them. The reason is not important to them. The only thing that matters is that when I hug them they sense my sincerity and understanding of their fears. The difference between us is that at the end of the day they will fall into the arms of the mothers they love. I will go home to the stark reminder that the passing day takes with it another piece of my mother. I know this difference, they don't need to. They only need to know that when tears shed for mothers stream down their faces I will give the hug that says without words, "I understand."
Kindergarten can be a scary place on the first day. Sure the room is bright and interesting, but it can also be overwhelming. No amount of crayons, blocks, computers, books etc. can take the place of a mommy's love. Leaving home for the first time- or maybe any time - can be sad and scary.
After a moment's embrace, I told this little fellow his mommy would be sad if she knew he were crying. He agreed that he did not want his mommy to be sad. He dried up his tears. I gently took his face in my hands, looked him deep in his eyes and told him we would both be okay. He cracked a slight smile and made his way back to his table spot.
We made it through the day. Not completely tear free, but each time a tear came I responded the way I felt deep inside. I understand missing your mommy. I'm almost 40 years old, but I understand. I miss my mommy because she suffers from Alzheimer's disease.
It is a terrible disease that only those with loved ones suffering from it can truly understand. Others may be sympathetic, but until you experience the disease up close you can not imagine it. It is what makes me empathize with those children who cry for their mommies on the first, second, and even third day of kindergarten.
The children in my class will not know why I relate to them. The reason is not important to them. The only thing that matters is that when I hug them they sense my sincerity and understanding of their fears. The difference between us is that at the end of the day they will fall into the arms of the mothers they love. I will go home to the stark reminder that the passing day takes with it another piece of my mother. I know this difference, they don't need to. They only need to know that when tears shed for mothers stream down their faces I will give the hug that says without words, "I understand."
Sunday, August 17, 2008
Lazy, hazy days of summer
The typical 180 days of school weren't always so typical. In the early days of American education children either went to school on the rural or urban calendar. If you were a rural school child you might attend school in the summer and in the winter. That way you were able to help out on the farm during spring planting and fall harvest. If you were an urban school child you may have endured as many as 48 weeks of school. Phew! I am glad this was not my schedule.
Thanks however to reformers like Horace Mann, the two calendars were meshed together and voila, our current school calendar (or a version thereof) emerged. It appeared obvious that summer was a great time for a break. According to an article in Time magazine by Alex Altman, summer break was the choice because, "it offered a respite for teachers, meshed with the agrarian calendar and alleviated physicians' concerns that packing students into sweltering classrooms would promote the spread of disease."
Now, whether or not summer break does all of this I can not be the judge. What I do know is that I enjoy summer break and the opportunity it affords me as a teacher to rejuvenate. I also enjoy the time it allows me to spend with my children. I love that it allows my kids to spend some time being kids.
There is a season for everything. In the summer it is our season to enjoy each other, the weather, the beach, the bugs. We stay up late, sleep in- when we can, watch a movie, draw on the sidewalk with chalk...
Mr. Altman's article makes me aware that our South Korean and Japanese counterparts are in school 220 and 243 days respectively. How do I feel about that? I am not sure. Do I want to fall behind? No. But can I say change our schedule based on that knowledge alone? No.
I only have more questions. How long has it been that way? Are their children happier? Are they smarter? Whose measuring and how? It is almost too much for my brain to consider- after all, I am on SUMMER BREAK!
Thanks however to reformers like Horace Mann, the two calendars were meshed together and voila, our current school calendar (or a version thereof) emerged. It appeared obvious that summer was a great time for a break. According to an article in Time magazine by Alex Altman, summer break was the choice because, "it offered a respite for teachers, meshed with the agrarian calendar and alleviated physicians' concerns that packing students into sweltering classrooms would promote the spread of disease."
Now, whether or not summer break does all of this I can not be the judge. What I do know is that I enjoy summer break and the opportunity it affords me as a teacher to rejuvenate. I also enjoy the time it allows me to spend with my children. I love that it allows my kids to spend some time being kids.
There is a season for everything. In the summer it is our season to enjoy each other, the weather, the beach, the bugs. We stay up late, sleep in- when we can, watch a movie, draw on the sidewalk with chalk...
Mr. Altman's article makes me aware that our South Korean and Japanese counterparts are in school 220 and 243 days respectively. How do I feel about that? I am not sure. Do I want to fall behind? No. But can I say change our schedule based on that knowledge alone? No.
I only have more questions. How long has it been that way? Are their children happier? Are they smarter? Whose measuring and how? It is almost too much for my brain to consider- after all, I am on SUMMER BREAK!
Wednesday, July 9, 2008
Teachers need the same skills as students
I recently read an article which outlined four essential skills students need in order to be successful in the 21st century. These four skills were:
1. knowing more about the world
2. thinking outside the box
3. being smarter about the sources of information
4. developing good people skills.
The article declared our children need to have an education that delivers opportunities for learners to develop each of these skills. It backed up this declaration with quotes from a variety of business and education leaders.
As I read the article, I thought, "Yes, these are the skills our students need." Then I thought, "So do teachers."
Knowing that I must first possess each skill before I can teach it, I looked at each one individually and came up with ideas on how to jump start my own 21st century education. Here's what I came up with.
I started with the first skill, knowing more about the world. The world has shrunk as much for teachers as it has for our students. No matter where you live, small town America, the inner city, suburbs, farms, major metropolitan areas, the entire world is available to you via the internet. We are all global citizens. We must teach children how to live in the global society by first living in that society successfully ourselves. Where to start? Investigate foreign cultures, learn a new language. Take a small and deliberate step to enlarge your world.
Skill number two was thinking outside the box. The article expressed that interdisciplinary combinations such as design and technology, or mathematics and art are the type of thinking outside the box which has provided us with the many advances of our age. Google and You Tube were given as examples of such creative thinking. How do we make sure we are challenging our students to think across the disciplines? We start with ourselves. First, our personal approach to challenges should reflect a conscience effort to think outside of our norm. A realization that we must "live it" to "give it" should guide our own problem solving efforts and encourage us to be broad thinkers. Second, we should commit to thinking outside the box during our lesson planning. We must purposefully provide learning opportunities that require interdisciplinary combinations. This conscience planning must take place consistently. Third and most importantly, we must celebrate this kind of thinking when it occurs.
Skill number three as outlined in the article was being smarter about the sources of information. We have more information available to us now than ever before. But, all information is not created equal. We have to teach our students how to decide what information is credible and what information is not. This is a tricky skill. A skill that must be practiced personally before you can naturally pass it to others. Are you in the habit of checking sources? Or do you assume that if it's on the internet it must be true? The next time you're surfing the net, look around at the source of what you find. Develop for yourself a short set of questions you can ask when sorting and sifting information. Then help your students develop their own litmus test for information.
The fourth skill the article spoke of was developing good people skills. The emphasis was put on collaborative learning- problem solving in teams. This was one area in which I felt fairly confident. I have used collaborative learning for quite some time. But as I continued to read, I came across a statement that made me pause. The article said, "...the ability to work in teams and with people from different cultures." The moment I read the end to that statement, I realized I had more work to do. How do I create the opportunity for my children to work with people of different cultures? It is possible, it will take planning. I bet if you're still reading, you have many ideas in your head already about how to make this happen. Just as I experienced a flood of ideas when I read it. The amazing thing is I had not thought about that aspect of team work until I read the article. So, as a beginning step in working with people of other cultures, I recommend that you read from a variety of sources. Take your head out of the education journals and read a magazine out of your comfort zone. Start building some schema for other cultures. Then build on that schema and branch out further. Remember from skill one, we are all part of a global society.
In conclusion, the skills outlined in the article are important for our students, but I believe they are equally important for our teachers. We must make a deliberate effort to grow ourselves if we are truly going to teach our children how to live successfully in the 21st century. Start with small steps. Be consistent in your personal growth. Celebrate successes along the way- no matter how tiny.
1. knowing more about the world
2. thinking outside the box
3. being smarter about the sources of information
4. developing good people skills.
The article declared our children need to have an education that delivers opportunities for learners to develop each of these skills. It backed up this declaration with quotes from a variety of business and education leaders.
As I read the article, I thought, "Yes, these are the skills our students need." Then I thought, "So do teachers."
Knowing that I must first possess each skill before I can teach it, I looked at each one individually and came up with ideas on how to jump start my own 21st century education. Here's what I came up with.
I started with the first skill, knowing more about the world. The world has shrunk as much for teachers as it has for our students. No matter where you live, small town America, the inner city, suburbs, farms, major metropolitan areas, the entire world is available to you via the internet. We are all global citizens. We must teach children how to live in the global society by first living in that society successfully ourselves. Where to start? Investigate foreign cultures, learn a new language. Take a small and deliberate step to enlarge your world.
Skill number two was thinking outside the box. The article expressed that interdisciplinary combinations such as design and technology, or mathematics and art are the type of thinking outside the box which has provided us with the many advances of our age. Google and You Tube were given as examples of such creative thinking. How do we make sure we are challenging our students to think across the disciplines? We start with ourselves. First, our personal approach to challenges should reflect a conscience effort to think outside of our norm. A realization that we must "live it" to "give it" should guide our own problem solving efforts and encourage us to be broad thinkers. Second, we should commit to thinking outside the box during our lesson planning. We must purposefully provide learning opportunities that require interdisciplinary combinations. This conscience planning must take place consistently. Third and most importantly, we must celebrate this kind of thinking when it occurs.
Skill number three as outlined in the article was being smarter about the sources of information. We have more information available to us now than ever before. But, all information is not created equal. We have to teach our students how to decide what information is credible and what information is not. This is a tricky skill. A skill that must be practiced personally before you can naturally pass it to others. Are you in the habit of checking sources? Or do you assume that if it's on the internet it must be true? The next time you're surfing the net, look around at the source of what you find. Develop for yourself a short set of questions you can ask when sorting and sifting information. Then help your students develop their own litmus test for information.
The fourth skill the article spoke of was developing good people skills. The emphasis was put on collaborative learning- problem solving in teams. This was one area in which I felt fairly confident. I have used collaborative learning for quite some time. But as I continued to read, I came across a statement that made me pause. The article said, "...the ability to work in teams and with people from different cultures." The moment I read the end to that statement, I realized I had more work to do. How do I create the opportunity for my children to work with people of different cultures? It is possible, it will take planning. I bet if you're still reading, you have many ideas in your head already about how to make this happen. Just as I experienced a flood of ideas when I read it. The amazing thing is I had not thought about that aspect of team work until I read the article. So, as a beginning step in working with people of other cultures, I recommend that you read from a variety of sources. Take your head out of the education journals and read a magazine out of your comfort zone. Start building some schema for other cultures. Then build on that schema and branch out further. Remember from skill one, we are all part of a global society.
In conclusion, the skills outlined in the article are important for our students, but I believe they are equally important for our teachers. We must make a deliberate effort to grow ourselves if we are truly going to teach our children how to live successfully in the 21st century. Start with small steps. Be consistent in your personal growth. Celebrate successes along the way- no matter how tiny.
Sunday, March 16, 2008
personal growth
I am currently undergoing the "studying" phase of personal growth and development. I am reading the book Eat, Pray, Love by Elizabeth Gilbert and participating in Oprah's 10 week class on Eckhart Tolle's book A New Earth. I have just finished reading the book, The Secret.
I am taking it all in and wondering when will the growth occur? When will the inner peace come? I wake up every day thinking, "Today will surely be the day. The big event will happen today for sure, right?"
I know I'm ready for the new challenge. After all, I am steadily juggling my husband, two children, mother, traveling and major home renovations... What is the world waiting on? Shouldn't the next big move happen during all this?
Maybe that's the key to personal growth and development. I don't get to decide when it happens. You know, give up the control and then viola. Maybe that's the whole lesson...Well, being the educator that I am, all that I can do is keep studying and hope to be completely prepared when the opportunity to shine arrives.
In light of that, I'm off to read more. You never know, tomorrow might be the big day of development and opportunity.
I am taking it all in and wondering when will the growth occur? When will the inner peace come? I wake up every day thinking, "Today will surely be the day. The big event will happen today for sure, right?"
I know I'm ready for the new challenge. After all, I am steadily juggling my husband, two children, mother, traveling and major home renovations... What is the world waiting on? Shouldn't the next big move happen during all this?
Maybe that's the key to personal growth and development. I don't get to decide when it happens. You know, give up the control and then viola. Maybe that's the whole lesson...Well, being the educator that I am, all that I can do is keep studying and hope to be completely prepared when the opportunity to shine arrives.
In light of that, I'm off to read more. You never know, tomorrow might be the big day of development and opportunity.
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