conections among theorists

These several theorists agree and complement each other's work in many ways. Dewey, Montessori, and Piaget all emphasize that children learn from doing, and that education should involve "real life" experiences and materials. Dewey, Montessori, and Vygotsky emphasize careful observation as the key to the teacher's effectiveness in setting up a child-centered curriculum and environment. Piaget and Erikson gave us the idea that children's development occurs in predictable stages linked to physical growth and age (Piaget defined several stages of cognitive development, and Erikson of social-emotional development); Vygotsky built on these ideas but gave them more flexibility when he introduced the concept of the "zone of proximal development." Whereas Piaget's picture of the child's construction of knowledge appears mainly personal or internal, he and the other theorists are clear that the teacher plays a role in guiding this work via the curriculum; both Dewey and Vygtosky understood also that there are important social components to learning.

It is interesting that these theorists all came up with such groundbreaking and far-reaching work during approximately the same time period. I wonder why that was. It's really helpful to get a sense of the foundational progressive ideas behind so many preschools, parenting guides, and so on in America today. I wonder also why early childhood education, for the most part, really has embraced these progressive ideas about how kids learn but once they hit elementary school it seems like the tendency is to go back to more traditional methods. Oh, you're 6 now? No more circle time and sensory tables, kids, now it's time to sit still at your desk and do worksheets! I wonder if this has to do with the historical conflict about the purpose of schooling that we have seen in Schooled to Order, or other reasons.

One commonality I see between all five theorists is their belief that children must have the independence to DO real things in order to learn. To some degree all the the theorists reject the "banking" education system and advocate to give students opportunities to experience authentic learning activities. We can see this in Dewey's advocacy in learning through educational experiences, Montessori's belief in giving children real tools, Erickson's ideas that children need real choices and opportunities for independence, Piaget's concept of children constructing meaning by interacting with the world, and Vygotsky's belief that through a combination of doing and talking children will construct meaning. The fact that Vygotsky's ideas were separated from the other theorists in that he believed the teacher should give out some information and push students in certain directions demonstrates how ingrained this value for experiential and independent learning was in the context of these theorists.

Observation is also a common thread through the theories. Dewey, Montessori, and Vygotsky all stressed observation as one of the most important tasks of the teacher. According to these three theorists observation enables teachers to be responsive to their students needs and interests and gauge how to proceed to create the best learning environment for the group and individuals.

connections

We were just saying in our workshop group today how there is a lot that overlaps between all of these theorists. It seems that in each of the chapters it will mention another theorist that had a similar notion or that that particular theorist studied. My workshop group talked about Vygotsky a lot this afternoon and scaffolding, and now as I look back through this book at Dewey, I see an earlier version of this idea. He "believed that children learn best when they interact with other people..." (p5) This isn't the same as scaffolding, but certainly tied to it and the reason why scaffolding works. The kids aren't just being told information but are working and talking together and with adults, working through things and pushing each other along in their learning.

I think that all of these theorists were child-centered. They are why we are teaching and should steer us in what and how we teach them. They were helping people make decisions on what the child needed, not on what the adult needed in the situation. For instance Montessori created the child size furniture and implements and brought tools to the classroom when she recognized that they wanted to do real work. Piaget also recognized that children want to do things on their own instead of having the adult do them for them. This kept their curiosity up and thus their willingness to learn was stronger. Dewey believed the interests of the children need to be considered in the curriculum planning.

Montessori was a firm believer in observation. The only way to know what each child needs and how to plan the day is through careful observation. Dewey believed this as well. An example was given of a teacher who was able to turn a lesson about ice cream in to a really rich learning experience based on what questions the kids were asking. We can't just teach kids what we think they should know. We need to listen to them and watch them to see what they are interested in and what they want to know

Observe, Play, Experience

Teacher Observation: Dewey believed that a teacher should base his/her curriculum around observations of the children not only in school, but also observations about their home life. (pg. 6). He believed if a teacher did this, s/he could provide truly educational experiences for the students. Montessori also suggested that if we carefully observe children, we can have a more accurate understanding of what they need that they may not be getting (pg. 33) Vygotsky, who's theory centers on scaffolding and ZPD, believed that the only way for a teacher to know if a child could be pushed further, or needed further assistance was through "keen observation" (pg. 85).

Play: Piaget believed that children should be provided with large blocks of free play time. He believed that if they were interested and involved in their work, they should be allowed and encouraged to keep working (pg. 74). In a similar way Vygotsky believed that social interaction and providing children opportunities to work together would support learning. He believed that learning does not happen just by doing, but also by talking. In this way, I think of Vygotsky's connection to "play" as social play, not playing and exploring with material (pg.92). Montessori also believed, like Piaget, in large blocks of free time. She believed that if children are capable of concentrating for large amounts of time if they are engaged in their work and that children should not be interrupted in this kind of work (pg. 30).

Real World Experiences: Erikson believed that children in the initiative vs. guilt stage needed to explore with real life experiences and tools. If they can use real tools and participate in real life activities, their initiative and competence blossom (pg. 55). Piaget also believed that experience leads to true understanding. These real life experiences could be as simple as cooking, or taking the taxi. (pg. 75) Montessori believed that keeping real, working equipment accessible to children instilled in the children a sense of responsibility. She also believed that children should be provided with tools, furniture, and materials, that are their size but work just like adult sized materials (pg. 25)

One two three

One similarity between all the theorists we have read is that they all empower children. Before attending Lewis and Clark, I never thought of children as a marginalized group, but critically reflecting on my own education, I can see how this rings true. I find this similarity very impactful for us as educators striving towards social justice, because empowering children ultimately results in building a society that can reach out of their knowledgeable funds and achieve desirable goals.

One of the ways that all theorists empower children is by observing them closely enough to decide what goals are effective. Whether that means reaching the brink of their ZPD, or giving them the creative social space they need to learn about lessons they value, all settings are based upon observations of children in order to get a child to a new landmark in the learning landscape.

Lastly, the means that all theorists empower children is by putting them behind the wheel of learning. Montessori does this by allowing children to handle items what others might call safety hazards, while Dewey and Vygotsky allow children to solve big ideas on their own rather than being told.

Connections

Dewey, Montessori, Piaget, and Vygotsky believed that it is important to observe children and see what they are interested in.  Dewey believed that children's interests form the basis for currculum planning.  Montessori thought it was important to, "teach little and observe much."  Teachers plan acivities according to the child's interest.  Vygotsky thought that by observing children, the teacher can come to learn about the child's development. Observing was a key piece in cirriculum planning.

Piaget believed that children learn best when they are creating and doing the work themselves.  They are creating their own understanding of what's going on in the world. Montessori  thought it was important to allow children to do things for themselves.  She believed children should be allowed to do everything they are capable of doing.

Piaget and Erikson both created stages of development.  Piaget's stages created a view of how children think in their early years, while Erikson's stages have helped us understand how children develop emotionally.  Erikson's theory is the eight stages of psychosocial development.  It's the idea that each task must be accomplished at each stage in order to move on to the next one.  Piaget's theory is that children's cognitive development passes through four stages: sensorimotor, preoperational, concrete operational, and formal operational.

Finding the connection

First off, this is kind of like playing 6 degrees of separation with theorists...

Back to more serious business, there are many striking similarities between our new friends.

First, I found it extremely interesting that all of the theorists, with the exception of Vygotsky, all lived very long lives, 80+ years old! Dewey and Erikson were both 90+. I would speculate this was at least in part due to their bond with their work. All of the theorists were obviously passionate about their professions, but they also were constantly striving to learn more, think more, and grow more.

Second, I noted all of their dedications to observation. In an assessment heavy era, I believe we all need to rely on our observations as another true marker to follow. Our lessons will become more inspiring, relevant, and productive if we constantly have not only an idea where our students are personally and academically, but data to back up our claims. It is our responsibility to be diligent, with our students needs in mind.

Third, is the umbrella of child centered education. According to Vygotsky, Montessori, and Piaget, "education should be child centered; education must be both active and interactive; and education must involve the social world of the child and the community" (Mooney, 4). Although this idea seems to be common sense to my belief system, combined with our reading Schooled to Order I can only begin to comprehend how revolutionary this style of thinking and teaching was in their time.

Brendan

Connections

The first similarity that I pick up on is between Dewey and Montessori. Montessori believed that children learn best through sensory experiences, I feel this is the same idea that Dewey had in students learning best in real life situations. They also have a similarity in the fact that Montessori believed that real tool work was best for children, Dewey in the same light believed that children learn best through lived experiences. I also saw connections between Dewey and Vygotsky through Vygotsky's thought of the zone of proximal development. The zone of proximal development between the most difficult task a child can do alone and the most difficult task a child can do with help. What the ZPD boils down to is truly challenging children in a learning environment. Dewey states something similar that I take as also challenging students. Dewey states that an experience is only educational if it helps students develop new skills, adds to their understanding of the world, and prepares them to live more fully. In my opinion you cannot have these without truly challenging the student. I found another similarity between Dewey and Montessori, both believe in observing students to really understand them. They believe that this observation assists them in figuring out who their students are and being able to cater their curriculum to their students.

Similarities

The first thing that I notice, which may seem on the obvious side, is that these theorists are focused on the child. Everything is child centered such as Montessori’s ideas about creating an environment that is suited and designed for children. The examples of having small, child sized items shows the idea of centering things around the child. Dewey also believed in teachers knowing their students in order to reach them and create deeper learners. His approach is based around the child and how they will best learn. Piaget also believed that things should be centered on the child. His research was based on how children develop and what they need in order to learn. This also goes along with the theme of observation and in order to understand children, all of the theorists observed and studied them. Then after observation, they were able to come up with ideas about how to best meet the needs of children developmentally.

Play is another important part in child development. Vygotsky, Piaget, and Montessori support this idea in some way. Montessori refers to it as open-ended blocks of time, but it can be seen as a play time where children get to explore and make choices about what they would like to do. Erikson also believed in play as a way for children to explore their autonomy. Vygotsky saw language interact with this as well because as children play, they use their imagination and they discuss with each other. Along with play is interacting with peers is also a similarity between Dewey and Vygotsky. Vygotsky believed that children will benefit from being able to discuss things with their peers and that by doing so, they will solidify their learning.

Finally a commonality between Dewey and Vygotsky again is their belief that children can be challenged and should be challenged. Vygotsky believed in the ZPD and Dewey believed that children should always be left wanting more or feeling curious to do more exploration. This also goes along with both of their beliefs of having teachers use their knowledge and being confident in their knowledge so that they can provide growth for children. They have to know their students in order to provide enough of a push that encourages learning and not push them too far out of their comfort zone.

Common threads on my theories blanket...

One of the really interesting common threads I see is not just between the theories of Montessori and Piaget but how neither of them originally planned on a career working with children. Montessori was originally trained in medicine and Piaget was originally an epistemologist with a doctorate in biology. Through observation of children both theorists were fascinated with the process of finding out how children learn best, and made it their life’s work. I find this fascinating because I also never planned on working with the education of children so I am intrigued at the connection I see in Piaget, Montessori, and myself.

Another similarity I see between Piaget and Montessori is the extreme value of environment. As someone newly entering the field of education I am recognizing how much environment plays a role in learning and in children feeling competent. It absolutely makes sense in my head but it is something I would not have thought of or placed that much value on had I not read about these theorists. Montessori and Piaget both thought the environment and the relationship that children have with their environment (being allowed to access tools or resources, being expected to return any resources or tools to their proper place when they were done) were extremely important to their development.

One of the other common threads I see between Montessori, Piaget, Vygotsky, Dewey, and Erikson is idea of careful observation of children and students. Since this is a book about child-centered theorists it is not surprising that carefully observing students is a common theme that is valued, however, some of the examples from the book were particularly helpful to me with how I want to use observation in my classroom. It seems like a no-brainer that a good teacher should carefully observe students and reflect on those observations but reading it, talking about it, reading the examples about why it is important made a much bigger impact on me than someone just telling me that observing my students is important. I particularly enjoyed the example of scaffolding in the chapter about Vygotsky. I want to empower my students to scaffold roofs and not get thrown up on during finger painting. Only through careful observation of my students will I know how to avoid finger painting vomit.

A few connections...

There are plenty of connections with these five theorists. To name just a few quick observations after reading more about them I noticed that...

Dewey, Montessori, Vygotsky all believed that it was important to observe students to decide what type of curriculum would be appropriate for them. By watching students and asking them questions, teachers can take what the students already know and set up experiences for them to discover new things.

Erikson and Piaget had both developed their own stages for a person’s life. It was Piaget’s stages of cognitive development and Erikson’s 8 stages of man. This helped explain their understanding of traits and development at each age (except that Erikson’s goes past adolescence).

Both Montessori and Piaget believed that learning developed through actions with the environment. Through play and exploration, kids can maximize their learning.

The ties that bind, them

While I was reading through Mooney's text, I jumped around from one theorist to the next. The three that really seemed to have a lot in common were Vygotsky, Montessori and Piaget. These three held a lot of the same values as educators, each in their own style. All seemed to disregard intelligent tests as a means of assessment and valued observation as a way to see how and where each child was on their developmental path. The main difference that Piaget illustrated was that he had very specific stages of development that each child entered into and in order to move to the next one had to be completed, which the others did not. Another key element they all seemed to value was giving a child time and space to interact with peers to form their own ideas and opinions. Montessori was the most extreme in this regard, she did not believe in interferring with a child's "work," believing that if the child was given enough time they soon would work through it and construct their own ideas and meanings. Vygotsky on the other hand believed that children not only learned from other peers, but also from teachers as well, this I feel really is one of the main differences between him and Montessori. Piaget felt that asking open ended questions would help lead the child to the road of discovery and creating open environments that did not prescribe conditions was essential. For me personally I think each has their merits and limitations. For example children who thrive on both child and adult interaction may not favor a Montessori setting. I do however believe that assessment through standardized testing is in no way accurate in showing a child's potential, it shows how well they did the day they took the test. There are too many factors that affect the outcome of tests to hold them to be the final/true word. I am now stepping off my testing soapbox.

Common Threads

I’ve noticed the common threads of observation, fostering independence, and environmental relevance among the theorists. Starting with observation, it seemed to me several of the theorists believed strongly in teaching and acting on what they observed. Mooney states on p. 22 that Montessori used observation to determine the needs of the children, on p. 33 that Montessori believed careful observation was key to determining what children were interested in and needed to learn, and on p. 31 that Montessori teachers are trained to “teach little and observe much”. On p. 7 we learn Dewey felt teachers much invest in observation, planning, organization and documentation. Vygotsky believed observation was necessary if we are to scaffold well for children and - if done carefully - should be considered as valid as test scores (p. 82). He also states we should observe children carefully and plan curriculum that encourages their emerging abilities. Clearly observation plays an essential role in thoughtful, intentional teaching.

Independence: There also seemed to be a shared belief that independence should be encouraged in children. Theorists Montessori, Dewey, and Piaget believed children should work on activities of their own interest and at their own pace. Erikson, Dewey and Montessori believed children should be able to access materials and equipment they need without having to ask permission or assistance. Dewey and Montessori believed children should have a say in planning their own curriculum, and Piaget believes children learn best when doing work for themselves and constructing their own meaning (p. 61). The early theorists seemed to agree, education should encourage experimentation and independent thinking (p. 4).

And, finally, the relevance of the environment. Many theorists believed various elements of the environment effect the learning process. Montessori believed preparation of the environment to be critical for optimum learning. She believed the environment includes not only the space the children use and the furnishings and materials within that space, but also the adults and the children who share it. Mooney states on p. 24 Montessori believed children learn language and other significant life skills, without conscious effort from the environments where they spend their time. Dewey believed we shape experiences through a well-planned environment. Montessori and Erikson believe setting up an environment where children can easily access well organized materials allows choices and invites creativity. And finally, Vygotsky believed the world we inhabit is shaped by families, communities, schools and other things in our environment, and we learn from the people and things in this environment every day.

connections between theorists

All the thinkers in Theories of Childhood seem to value an education that is child-centered and meaningful...here are some more connections I have made between them.

Vygotsky, Montessori and Dewey all stress careful observation of children when determining what is appropriate to "teach" them. Vygotsky observed children to determine their ZPD. Montessori observed children to determine their needs. Dewey observed children to see "what kinds of experiences the children are interested in and ready for" (pp. 6).

Vygotsky's theory of scaffolding seems similar to Dewey's call for the need for teachers to "know the children well, to build their experiences on past learning" (pp. 7). This leads me to think of Piaget's theory of constructivism, by which "children construct their own knowledge by giving meaning to the people, places, and things in their world" (pp. 61).

Montessori and Piaget both believed children needed every opportunity to do things for themselves. Likewise, Dewey believed that education is "a process of living and not preparation for future living," and that children learned best "from doing" (pp. 4).

Montessori believed children should work with real, appropriately-sized tools and that they should "be able to reach materials when they need them, in order to help children become responsible for their own learning" (pp. 26). Dewey also believed that education should "involve real life material and experiences and should encourage experimentation and independent thinking" (pp. 4).

Icebreaker Activity 6/29

Two Truths and a Lie

Led by: Amy Dawson and Nicole Evans

Purpose: Get to know one another through a fun activity!

Instructions: One at a time, a person will share with the class three things. Two of the things must be truthful about the person while the third thing must be a lie (but a convincing one). The class can’t ask any other questions for clarification, the statements made must be accepted. The rest of the class must then guess which statement was the LIE. After the lie has been revealed, the class can ask a question about one of the truths in order to allow the speaker to expand/elaborate on their experience/fun fact. The speaker can only select one question to be answered. Then we move on to the next student!

Age level: This game could be played at a variety of levels. At younger ages, the facts might be more concrete (ie: siblings, birth place, pets) instead of experiences/unique opportunities.

Assignment 2/29

Ok, time to dive in and look for connections. Please write about at least 3 connections/similarities you are noticing between the 5 theorist we have explored so far. You decide how many theorist you will weave into your post but know that I will be looking for at least three points of connection.

See you Friday,

Zalika

Treasures

There are many treasures that happened last week. The last treasure of the week was falling asleep on Friday night. I was very tired from an exciting week of meeting cohort 1, new professors and getting used to Lewis and Clark classes. The classes are filled with information and perspectives which are very interesting. I never thought time would pass so quickly. I previously thought I knew what my classroom would look like, feel like and how my students would learn. My thoughts have changed after the first week and I am thankful. Learning how to incorporate interests of the students and link many subjects together on one topic, is a treasure! I love the idea of linking students interest in music to science and math. Or a students interest in tide pools to math, reading, writing and science, how fun. What a treasure!

However, I am nervous and apprehensive. I wonder about the different levels of abilities in the classroom and how it will feel student teaching in 5th grade. I now know, after the first week of class, that I will be prepared with many new ideas and valuable information. I treasure the information we learned and know it will be extremely beneficial in my student teaching .

After reading "Yardsticks" it is apparent that exercise and movement enhances the learning experience. I will incorporate music, movement and physical activities in the classroom, making sure the students are active. Incorporating movement and exercise into our schedule on a regularly basis should improve students focus.

What I have learned this week, will be invaluable in my student teaching. I am thankful for all the new knowledge. Many treasures to be thankful for in just one short week.

Treasures

The piece we read in ED550 by Parker Palmer, titled “The Heart of a Teacher,” was inspirational and comforting. In order to be successful as an educator we need to bring with us a strong sense of personal identity. In order to do this we need to make time for self reflection. “The connections made by good teachers are held not in their methods but in their hearts- meaning heart in its ancient sense, as the place where intellect and emotion and spirit and will converge in the human self.” We must hear others techniques, beliefs and theories and integrate these with our own. My cohort is offering a wealth of experience and knowledge.

In “Yardsticks” we looked at distinct developmental stages. It was refreshing to realize that there are common themes to children’s development (oftentimes). This book is an easy access point in realizing where children in my classroom may be emotionally, cognitively, physically. I will want to take these stages into account when preparing for my student teaching assignment.

Self Improvement

I am an educator who strives for self improvement in teaching and in life. I am an educator who wants to make sure that I have evolving goals as a teacher-learner-researcher. I do not want to become complacent, to get stuck in a rut. I want to strive for continual growth. One way that I will gauge my growth is by keeping a journal, a sort of monitor that shows my progress. This journal is something that I can use to reflect on. During the summer I can spend a significant amount of time looking at areas where I have grown as an educator and also looking at areas where more growth is necessary. I can keep a written record of evolving goals and questions that I may have.

X marks the spot

A pirate treasure map comes to mind...it makes me smile to think of all of us following our own trails of dotted lines to the X on the island where the treasure lies. It has been kind of a long journey getting here for me, trying to make the decision about graduate school for many reasons. I was seriously slogging through the sand last week trying to make it, getting the kids to camp in the morning and running to class, feeling overwhelmed, wondering if I had found the spot or if the alligators were going to get me. As many of you have said, there have been a lot of great moments even in one short week. I think for me the unexpected treasure was that by the middle of the week, although I still didn't know if I was going to be able to "survive," I realized that I really wanted to, because something really valuable was going on. The combination of wonderful, smart, experienced and caring people in our cohort, the inspired professors, the moving back and forth between practice (Here comes engine number 9!) and reflection, even in one week it was such a rich and thought-provoking experience. I realized I did find the right place, X marks the spot, this is just what I was looking for.

Golden lessons

With so many valuable lessons to choose from, I find it hard to only pick two! BUT, reflect I will J One valuable lesson that all of our teachers have touched on in one way or another is that all teachers at times feel unprepared, vulnerable, and even scared. Anxiety can and will occur the first day of school, or even thirty something years into our teaching career! I find this so reassuring, and possibly even proof that if these feelings exist, then you are a good teacher. The other treasure I plan to hold dear to me is allowing students space to be physically, socially, and emotionally comfortable in the classroom. Whether it is one of Dax’s organized song activities, ice-breakers, or creating activities for students to explore the big idea, I hope to always pay close attention to my students so that in return I can provide a productive learning environment.

My Treasures

Many things come to mind when I look back on the first week of class.  There are many memories I will have for a very long time.  One treasure I have is from the first day of school.  In our arts class our teacher got our attention without the use of words.  It gave me a good idea of what the class was going to be like.  It was very interactive and engaging.  I thought it was a good icebreaker and indroduction to the course.  It helped me to relax and be more at ease on the first day of school.  I enjoyed it because we were able to interact with everyone and get to know one another.  The second treasure I have is when we went outside in our child development class.  I thought it was refreshing and a great way to do the ice breaker.  I liked how we got to know one another a little better and it showed what we could do in our own classroom as a way to start the year off.

treasures

After my first week (and a half) at Lewis and Clark I'm getting the hang of it! The first treasure I feel I have taken with me in this short time is the feeling of release after the first 15 minutes of my first class. Full of anxiety and fear of what was lying ahead was quickly abolished by a goofy activity.  I soon realized that everyone in my class wants to be here. Everyone wants to be the best teacher they can be. There is no need to feel self-conscious or embarrassed! And once this was realized, my guard came down. I truly believe within those first 15 minutes all my nervousness was pushed aside and has allowed me to be myself with my cohort and instructors.  Another treasure I discovered is the feeling of knowing that I am where I am supposed to be. I question all of my decisions in life, whether it be where to eat dinner or what to do with the rest of my life. Within this last week I have realized through the course content and getting to know my cohort that I am with people that I feel can relate to. I feel I can learn so much during my program here. And that has given me a sense of security in my decision to be a part of this program.

Treasure Trove

It has taken me several years to come to the decision to start a teaching program. I wanted to make sure I was in a program that I truly believed in and I wanted to make sure I was ready to make the financial, emotional, and intellectual investment that grad school would require.

Because this was such an important decision for me, I feel like many moments in each class are a treasure. I love connecting with people who are passionate about education, equality, and the well being of our children. Some of the most invigorating conversations I've had over the past year have happened with my cohort members during class and group discussions.

The Social and Historical Perspectives class has reminded me of the fundamental reasons I wanted to go into education in the first place - reminding me of my responsibility as a teacher, and my unique voice as a teacher.

I also don't think I'll ever forget giggling during Arts and Creativity at some of the activities and songs - I felt like a kid again and was reminded about how much fun clapping, singing, and moving can be. That class also helped me realize how important music is in my life and how much I want it to be a part of my own classroom culture.

Making rockets in science was super fun too! (Even though mine almost blew up...)

I'm just really glad to be here learning so much with such wonderful people.

Treasuring it up!

Since I have had so many mind expanding moments so far, it is hard to pick just two, but I will give it my best effort. First, I think one of the treasures from the first week for me is recognizing the creativity in every subject that I will teach. Math, science, reading, writing; they are all subjects that require imagination and a creative way of problem solving. I feel like I have been wearing blinders and viewing school subjects as disconnected entities. The first week of graduate school has taught me that these subjects are enmeshed and belong together, playing off each other to maximize learning.

The second treasure I will be plucking from the first week of school is learning the history of the public school system. I feel like I am now able to reflect on my own educational experiences with a new lens. I feel that with this knowledge and understanding of the history of public education, I will bring a critical eye to my own classroom and curriculum. I know that I have had several experiences in my first week of graduate school that will aid me in becoming a well-rounded educator, but these two “ah ha” moments are two I hope to never forget.

My Treasures

The treasures I have discovered at Lewis & Clark lie within my Cohort Group. The broad spectrum of viewpoints generated during our discussions not only provide interesting new material for me to wrestle with, but it also provides me with inspiration. New thoughts are constantly flowing into my mind listening to my colleagues speak. This group also provides a great sounding board for me to send my idea into space and to see what types of reactions, or revisions it might encounter. With or without saying it out loud, knowing that other people in my cohort are experiencing the same emotions, concerns, and the inevitable stress allows me to feel better about my own standing. As we move forward in the program, I feel confident I will be able to rely on my cohort, the same as they can rely on me. As the cliché goes, 'it isn't what you know, it's who you know' provides me with a strong sense of success in our future being a part of Cohort 1.

Brendan

My Treasures

One of the things I am finding that I really treasure is all of our unique experiences we all bring with us. They are like our fingerprints, all completely different. I have found that even though we all share different backgrounds and experiences, there is a cohesion amongst us. It seems like this would be obvious, as we are all in the same program with ultimately the same goals of course we are all going to get along well. But this is not exactly the experiences I have found working with and amongst other teachers. In my own personal experience working with other like minded teachers I felt a deep polarity that did not help to improve the school atmosphere, it rather hindered progression and made for a very (emphasis on very) long day. I also take with me the notion that we are all humans, and we as humans will continue to make mistakes and that it is O.K to not operate at 100% all of the time. I was relieved to hear that some of our professors face the same anxieties that we hold, even after many years of teaching. It lessens my own personal anxieties and fears. At the end of the day we all want the very best for ourselves and our students, but there will be times when you have given all there is to give and sometimes it may not seem or feel like enough. And breathe...........

My Treasures

As I sit trying to remember two treasures from the first week, I'm having a hard time sifting through all the things we have learned to pick two experiences. I feel like so much happened in the first week, that I'm having a hard time deciphering what I have learned. One of my biggest treasures of the first week is the design of the courses so far at school. I anticipated coming into school, reading my life away, and struggling through class. Though I do find myself reading a lot more than I used to, the structure of the classes is so much fun! There are so many hands on activities were doing, accompanied with moving around, it is nothing like what I expected. Classes are fun and engaging, it seems like the work isn't really work. Though I know when we reach the fall things will change, I'm enjoying the "laid back" style of the classes. Not to sound like a broken record, but my second treasure would have to be the cohort. I wasn't quite sure what to expect coming into a group I would be in for a year, but I can confidently say that I would not have either of the other cohorts for the year. Everyone supports everyone, we have fun in class, and everyone is friendly. I was amazed in our math class when we came up with class norms and there were so many similar norms, similar things we valued in our classes. We have so many different viewpoints shared and yet also we share so many at the same time. I am looking forward to sharing the highs and lows of this year with this group.

Treasures

I found one of my treasures this morning in Amy DLC's reflective narrative for Ed 550. Amy said something along the lines of "This is where I belong. These are my people." I am so pleased to be surrounded by people who take the learning of children as seriously as I do, and who see the job of an educator as the best work despite its difficulties and complexities. Being able to turn to the person sitting next to me in every one of our classes and to have my excitement and motivation mirrored in all of your eyes is such a gift. As I tell my friends and family about the first week of school they inevitably say, "wow you are in the right place."

Another one of my treasures was getting to learn the Douglas Fir song from Elisabeth yesterday. Not only was it a great song but it reminded how much we have to teach each other and what great resources all of my classmates are for knowledge about so many aspects of education.

Treasures

Wow, what a whirlwind of a week! I think one of the biggest things that struck me this week was from the Parker Palmer article we read. I don't have it with me at the moment and don't remember if there was something specific, but basically what I took away from reading it was that it was that I do not have to be something I am not. I had worried that I would not fit in or be 'smart' enough for this program. But really I just need to be true to who I am and not try to be like any of my professors or people that we are reading about. I have a lot to learn from them and take a ton away, but if I am not being myself then I am doing a disservice to my kids.

I also appreciated what someone else said about the cohort being a treasure. I am so thankful to each and every one of you. I feel like our group has been so welcoming to one another from the start and so supportive. We're all going to need that more and more as the year goes on and it's good to know that we have good shoulders to lean on when we need it.

My treasures...

The treasures that I took away from our first week were when we freely called out the phrase “I’m an educator who…” and the creation of my water rocket with Olivia. They were special moments for me because in different ways they made me realize I was in the right place and that what I was going to be doing in my future was going to make a difference.

Firstly, the moment in class when we discussed what kind of educator we were meant a lot to me because I was able to think about what mattered to me the most and what mattered to my peers. It confirmed the passion for teaching that I knew we all had and knowing how much it is going to improve the way the classrooms will be in the future. There is something empowering about knowing you have the support of a group of people that will help you become a better person.

Secondly, the water rockets were really cool because it was such a great hands on learning experience. It got me excited for when I have my own classroom and we can do fun science experiments that feel like play time when really there is learning behind it.

My Treasures

The first week of Graduate school has given me so many 'golden nuggets' as my mother would say. First and foremost the biggest treasure has been my cohort. I really feel like my inspiration and my determination as a teacher is greatly influenced by those around me. Being in such a small cohort I have had the opportunity to get to know many different people and their experiences - my eyes have opened, some of my perspectives have changed, and I am excited about the collaboration and the creativity that is to come. Thanks Cohort 1!!!

I also have had the opportunity to start becoming a teacher - we have had the opportunity to experiment with mini lesson plans or informal lesson plans, using what we've learned about in class and through the readings to guide us in the exploration of curriculum. I appreciate the active learning we've been doing and the opportunity we've had for trail and error.

It's only been a week and already I am able to use information from each class in the other classes, I am able to better articulate who I am as an educator and who I want to be as an educator. While my definition will continue to change I will always remember that I am an educator who is imperfect - may that humble me (thanks Olivia). Imperfection means there is always room for growth and change - as I move forward I hope to keep that in mind. 

Treasures To Cherish

My treasure chest is overflowing! The treasures I have compiled this week seem innumerable. I have learned so much ... not necessarily in regards to the content I will need to teach (although I did learn some of that too!), but more about how I want to teach and how to teach more effectively.

One of the things I rediscovered is what it feels like to be humbled and to think like a student. Botching the ice breaker activity for Child Development made me feel embarrassed and less than competent. Remembering Zalika's words in our first class that we could ask to redo any assignment we weren't happy with, Jeri & I both agreed we wanted a chance for a "do-over"; we were granted this opportunity. And yet, I continued to fret. I worried about it longer than I probably should have, and then - as I've been learning to do this week - started asking myself - how would I feel if one of my students worried this much over something so trivial? Or really over any assignment? By asking for the chance to try the assignment again we had wiped the slate clean - or had we? I realized my students would need a clean slate over and over again, and all must truly be forgiven and forgotten to move forward. I hope I find the ability to do this. And I hope they - and their parents, and my peers - will all find the grace to offer this chance to me when I need it as well. For as I realized, I will need it.

Another treasure I collected was a glimpse into how to teach in a more critical, thoughtful way, enabling students to discover answers and explanations for themselves instead of spoon feeding data they are supposed to memorize. Although I already believed this theory, it was reinforced many times throughout the week. One specific lesson that stands out for me is last Friday's math class, when we were asked to do the activities presented on each table with manipulatives. My table's first inclination was to simply "do" the activity. But then Linda wondered over and - seeing the 1st grade math task hadn't stumped us and we were virtually done - asked why we did it the way we did. And if we did it a different way, would the answer be the same. And were both answers correct, if they were derived and/or represented in slightly different ways. And what if this? And what if that? And let's not just acknowledge a "correct" answer or offer praise to someone who may be on the right track, but look deeper for verification so as not to cut anyone's learning or exploration short. I was absolutely intrigued by her open ended means of questioning and teaching.

I also appreciated the classroom exercise Jodi executed in the video we watched ... everyone was included in an activity that was secretly tailored to each child's learning level - although you wouldn't have known just by observation. Everyone participated, everyone understood the concept, and the exercise felt very practical and important to the class. I hope these jewels, along with the host of others I've picked up and those I excavate in the future, will stay in my treasure chest for ever.

yarrrr, treasure!

It has been an incredible first week of the program. I'm really pleasantly surprised by how much everyone has opened up and been willing to share themselves with everyone else..it's really nice how comfortable I feel already with all of you.

One treasure I think of is on the first day of class. We all filtered into SCCC 107, not knowing exactly what to expect. Once it was time to begin class, Dax finally approached us and signaled for us to stand up, make a circle, and copy his movements. He did this all without uttering a single word, and we did this for the next 5-7 minutes. It definitely relieved some of the anxiety that I (and maybe some others) were feeling, and it got us laughing. It was a good "icebreaker." I treasure this moment because in the first 5 minutes of grad school we were shedding our hesitation to really put ourselves out there, which made it easier for us to have meaningful discussion and feel connected on the first day.

Another treasure I think of is a few stories Joe told us during our first science class. He told us how it took him so long to get to the vocation of teaching, but that once he got there, his family members kept pointing out to him all the evidence of his affinity for teaching over the years. It hadn't been obvious to him, but it was easy to see when pointed out. I kind of feel the same way about how I arrived at this point. Teaching was always an option in the back of my head, and maybe I should have known that since it was the one profession that has always been "always an option" that it was the option. When I explain to people that "education chose me," I am referring to the fact that the first job I found after graduating college was in schools...but perhaps education chose me a long time ago.

My Treasures

Two treasures that I have taken from this week include the moment my water rocket exploded in our science class and the moment when I had to sing “Love Shack” during our first icebreaker in the Child Development class. These two moments are extremely memorable for me and both gave me a sense of what I might need to be prepared for as a teacher. Having my rocket explode (and be the only rocket to explode) was mortifying for me. It was also kind of sad not being able to watch in awe as it could have spiraled toward the sky like so many others did. I’m actually kind of happy that it did explode because I think this kind of situation is common in classrooms. Through the week, we’ve learned a lot of GREAT ideas for lessons, activities, and ways to be in the classroom. However, it is inevitable that things won’t always go off without a hitch or sometimes an activity might literally “blow up” in your face. It was an experience that helped relax me and realize that I have to roll with the punches and go with the flow. At the end of the day, it was really fun and I’ll always remember it. The second treasure would be stepping out of my comfort zone and singing a brief bit of a song that I love. There’s something about singing that makes me feel like I would almost rather do anything else than sing in front of people. Somehow I toughened up and sang my part, shared my story, and survived. It wasn’t as bad as I thought. In my future classroom, I’m going to have to step out of my comfort zone a lot more so it’s time I start getting used to it. Sometimes I’ll have to be goofy, sometimes I’ll have to venture out of my comfort zone, but it will all be worth it.

I am an educator who will serve all communities with equal respect and equity. I am an educator who is still learning and will always learn more each day. I will strive to keep in mind that we are all human and making mistakes is what makes us human, I will learn, reflect and admit when I am wrong. I will not always do everything at 100%, but I will try my hardest. In my academic journey I hope to connect with each child/student as a unique and worthy individual, and keep in mind that what's great about each individual is a culmination of experience and potential. I am an educator who knows what it's like to not have an idealized school experience, and will maintain high standards not to repeat history. I believe that all experiences bad or good serve as a tool for learning. Most importantly I am an educator that knows I have made the right decision to become an educator.

I am an educator who.....

I am an educator who wants to inspire children to reach for the stars. I am an educator who wants every child to reach their full potential and feel good about their accomplishments. I am an educator who wants children to have fun learning whether it is history, math or science. I am an educator that will teach with hands on lesson plans. I feel all children then will have the opportunity to learn. I am an educator who will provide a safe and comfortable environment where every child can ask a question. I am an educator who will have a positive classroom. I am an educator that loves learning and sharing that knowledge.

I'm an Educator Who...

I am an educator who values diversity in the clssroom.  I understand that each child comes from a unique background  It's important for me to embrace the differences children have and let them know that each one of them is valuable.  We can learn from each other and teach each other as well.  I want to teach my students how we can learn new knowledge from other people's background, culture, and experiences.

Assignment 6/24

Hi all,

I decided that rather than pushing forward toward next week's reading, I would rather that you take a minute to slow down and reflect. One of my favorite strategies for tracking my own learning is to intentionally collect "treasures" or pieces of my experience I want to articulate and cherish. You all are finishing up your first week of the proverbial "rest of your life." What are your treasures this week? What words, images, moments, aha's, connections, mistakes, understandings, etc. do you want to intentionally pluck from the swirl of your experiences to keep and remember? Certainly, these treasures could be from our class conversations but they could also be from any other classes and/or conversations you have experienced this week. Don't worry, there are no wrong answers. Please write about at least two treasures from your week that you are intending to carry forward with you and why they were important to you.

Enjoy your weekend,

Zalika

I am an educator who...

I am an educator who wonders how he can teach a group when each individual in the group may need something unique. What's good for one may be bad for another. Many times I feel like I just want to have fun connecting with people, but I also feel like there has to be a greater purpose.

I am an educator who is evolving.

I am an educator who believes that every child can learn. I am an educator who believes that all children want to learn. By whole-heartedly believing in these statements I feel I will approach hiccups and speed bumps with patience and respect. By living these statements I will stop at nothing to ensure that each of my students receives the conditions that promote learning for them.

I am an educator who intends to teach social and behavioral skills in conjunction with the curriculum. I feel strongly that a powerful teacher goes way beyond content and curriculum. I believe that a great teacher provides their students with the education they need. Sometimes that education is learning to add or learning the alphabet, but sometimes that education means learning how to talk to peers. I intend to be an educator that appropriately assesses what my students need and provides it.

I am an educator who intends to meet students where they are at and not judge them based on educational standards. I feel it is my job to value and educate each student regardless of where they are starting from when they enter my classroom.

I am an educator who hopes to inspire students so that they are as excited to be in school as much as I am. I love school. I loved elementary school when I was a child and I love it even more now as an adult. I want to excite my students so that they too can share in the wonderment that exists in the world we live in. I do not particularly care what excites them as long as they feel passionate about something in this world.

I am an educator who values structure, nurturance, and fun equally. From my experience working in foster care I have been a witness of the extreme power of a high structure, high nurturance environment. I intend to be predictable but never boring. I intend to surprise my students but never pull the rug out from under them. I hope to bring fun into the classroom in a way that benefits the class and myself.

I am an educator who is still learning. I am an educator who values making mistakes and will not allow pride to get in the way of my students’ learning. Through trial, error, and determination I hope to evolve into a great teacher.

Comment about "needing to listen" from Anna

Thank you for this. It is a great reminder about the value of being in that vulnerable place. It reminds me to be present with that feeling and let it sit in the room with me. --Elisabeth

PS: I tried to post this as a comment but the computer wouldn't let me, couldn't identify me somehow. I'm new at this--any tips? Sorry not to be in the proper format this time.

A humbling silence

I am an educator who needs to listen. The anxiety and excitement that goes with starting a new program in a new place with new people has left me in a vulnerable place that I hope to never forget; because the only option I feel I have is to stop and listen to who and what is around me. May I never forget this lesson throughout my career in education, as even in my most confident moments, the unknown will always exist.

I am an educator who . . .

I am an educator who wants to be excellent at my craft. I've been thinking about this question a lot over the past week. I've actually found it quite difficult to synchronize all my thoughts into one statement. There are a lot of things I want to be as an educator. There are many things I already am. I desperately want equity in our schools. I want fun and connectedness. I want high expectations for my students. I want excitement and true learning to happen in my classroom.

The reason I'm here is because I have a passion for all of these elements yet I don't have a solid grasp on best practices, appropriate curriculum, differentiating instruction, etc. I need to be here so that when I'm finished and I have my own classroom, my classroom will be at least moving toward being an excellent place to learn. I am an educator who believes children deserve the best from me and I hope someday to be able to deliver.

Linda

I am an educator who...

I am an educator who believes that through mistakes and passion a great leader can come forth. It is easy to become discouraged within any aspect of your life from making mistakes. Rather I hope to look at my mistakes as tools to better myself as an educator. Passion for anything is easy when you are inspired but as with anything in life, things can start to weigh you down and make you lose steam. Remembering how we feel right now about teaching and education in years to come could reignite that passion and inspiration. We emit energy that others pick up on. If we let others see our passion it is sure to rub off on at least one student.

I am an educator who...

I am an educator who hopes to instill a love of learning in my students and help them thrive in the classroom (and outside of it too). Maybe this is a lofty goal, but I really loved being in school when I was younger and I had some really great teachers who I think helped me feel this way. I hope I can have my students feel excited every day about coming to school and finding out what we’ll do or learn. So far this week there have been so many different ideas, techniques and strategies about how to be a great teacher and it can all seem so daunting. No one (at least I don’t think anyone) wants to go into a classroom and think, “I’d like to be a mediocre teacher.” For me, there is so much to explore, discover, and learn at this age and I’d like to be able to be there for my students to help provide them with the tools to discover it all! I also understand that I will probably face different challenges and it’s not always easy, but I’ll grow from it. I hope through my journey as an educator I’ll continue to love learning and my passion and excitement will spread to my students. J

I am an Educator Who...

I am an educator who cares what kids think. Often children are told, explicitly or implicitly, that their thoughts and ideas have less value than those of adults and I strive to be an educator who doesn’t make my students believe that. I strive to keep my memories of childhood fresh in my mind and wish that more adults would do so. I hope to be able to relate to the challenges of growing up and discovering new things but also be able to respect the differences between my own life experience and those of my students. I believe that by respecting the thoughts and opinions of my students I can foster a more positive and engaged classroom community where students feel empowered, important, and responsible.

I am an educator who...

has a picture in my mind's eye of something that looks beautiful to me, a picture about children and learning that keeps coming back to me and won't let itself be put away, and I don't really know if it's possible but I want to find out. I discovered that I wanted to teach not from being in the classroom originally but from being in the woods, where I used to lead children on field trips from their schools. There is an idea among some naturalists and hunters (and probably other people), that the birds have a special language of their own, and that if we listen carefully we can begin to grasp some of its meaning, which is of an emotional quality. Birds respond instantly to danger. It's humbling because they can show us how we can be stuck in our own heads a lot. The birds in effect taught me to listen better to the children. The more I listened to the children, the more I loved them and wanted to know how they thought and how they feel and know and learn things. So I'm an educator who is coming at this from a belief in the power of relationships and connection and community as a basis for children to become who they are. I'm afraid, too. Being a teacher seems like huge work, getting all the pieces. My fears about whether or not I will really be able to be the teacher I want to be and learn all that I need to learn...my own scarcity issues...run up against my idealism and desire for the world to be safe and abundant for children. I am going to try to trust, listen and be open to the challenges of scraping up against reality. I'm glad I'm in such good company.

I am an educator who...

...wants to challenge my students. To challenge them in all aspects - emotionally, physically, mentally, spiritually, etc to help them become the person they want to be in their lives, in their community, and in the world. I want my students to look at me not as their favorite teacher but as a teacher that challenged them, that made them really think - about what it means to be a student, a part of a community, an active citizen. I am an educator who wants to give my students the tools to navigate their lives outside of school. I am an educator who wants to open the doors of my classroom because I understand that I can only teach what I know. There are perople (parents, students, and community members) available to me that are experts in their culture, religion, trade, that can add more impact into my classroom than I can alone. I am an educator who knows I can't do it on my own. I am an educator is excited about the change, the growth, and the impact I can have and make on the younger generation.

Im am an educator who...

I am an educator who cares about the well-being of my students. For me, this entails being inclusive and always continuing to integrate more positive multi-cultural elements in the classroom to make sure that no students feel left out. I want to show the students that I truly care about them, how they do in the classroom, and how they are doing outside of the classroom. I hope that my students know that I believe in them and in the fact that they can learn, and I hope to never show anything but that to them.

I am an educator who...

I am an educator who aspires to create a safe environment in which to grow with my students, developing each individual both academically and emotionally. I want to remember that striving to reach this destination will require learning, practice, time, and constant reflection. The infinite path to becoming a “successful” educator evokes a strong sense of both excitement and intimidation inside of me. I find it comforting to know that every day will offer me a new opportunity to be a great teacher. Expecting to make mistakes downplays the anxiety of making them in the first place. At the same time, I am intimidated by the magnitude “what if’s” and “how will I…” I embrace these feelings, and sorting them out will help me learn more about myself. I hope to encourage my students to follow my example, embrace their emotions, and constantly explore themselves.

Brendan Clark

I'm an educator who...

I’m an educator who wants to learn with my students through the variety of perspectives in the classroom and community. I think that it’s important for me to get to know all of my students on a personal level (know their home life situation and their interests inside and outside of the classroom) so that I can make learning adaptive to them. I want to be a teacher that can let students go off on little tangents so they can express themselves and what is going on in their lives. I want to have the community involved so students can get a more authentic feel for the way other people are and create a sense of trust and respect in the classroom. When students ask me a question I don’t know, I want to look up the answer together so we both can learn from it. It’s also important to keep parents and guardians in the loop with weekly newsletters and updates through email. A teacher is only one person and therefore only has their style of teaching, by bringing in people of the community in to discuss their cultures or careers, etc. the students’ gain all these different perspectives that will improve and diversify their views on the world. It’s important to be humble enough as a teacher to ask for assistance and help from others. I can’t offer everything to my students but by working together as a community, everyone can nurture one another’s learning.

Mistakes

I am an educator who will make mistakes. I'm afraid to make mistakes and hate for others to see them, but I hope to lose that fear an instead embrace and learn from my mistakes so that my students can do the same.

Connections!

Olivia Rush
ED 561 - 6.22.11

I am an educator who...

I am an educator who sees the connections in all things and hopes to help my students see these connections as well. When I was in college, I was struggling to find my path. I felt simultaneously a strong conviction to do something truly awesome that would make a difference (I call it the save-the-world mentality) and a sense of overwhelming at how many “things” there were that I thought needed “fixing.” After a few years of trying to figure out how to do something meaningful with my life without going insane with frustration, after many conversations and dialogues, and much reflecting, I felt even more confused...human rights? Human rights in my own country or another? Reproductive freedom or freedom to marry? The environment...wind energy or solar? Or environmental justice? Conservation? The rainforest or the spotted owl? Ahh!! You get the picture. The difficulty for me lay in that I cared about it ALL, and I saw all of it as connected. To put it more clearly, I saw that the things that I perceived as problems stemmed from common sources. People have written entire books on tiny aspects of what I am talking about, so I won’t (and can’t) go into crazy detail. What I will say is that I really do believe that so many problems of the world come down to the way people are. I know, so vague. But this is the best way I can summarize it. Anyway, I know that “who people are” is a collection of their life’s experiences, and I know that childhood experiences (good and bad) can have huge impacts on individuals’ decisions later in life. So, slowly, it began to dawn on me...don’t try to save the world, at least not all at once. Start with 24 kids over the course of 9 months. See what kind of positive impact you can have on them...see if you can set a positive example that they won’t be able to ignore. See if you can show them the connections between their lives and the lives of every other creature in the world. I want my students to truly feel connected to their immediate and broader communities, to see themselves as citizens of a city, a country, a world, and stewards of a planet. It sounds contrived and cliche, but really, that is my goal as an educator, in the broadest sense. Seeing, finding, recognizing, honoring, and making connections.

I am an educator who ...

I am an educator who hopes children will look forward to coming into my class/our class. I hope to accomplish this by making the environment and culture safe, forgiving, exciting, accepting, and of course, fun. How I will do this remains to be determined, but I am hoping to learn the techniques all our professors thus far have modeled. Ice breakers, interactive lessons, private think time, opportunities to share, moments of silence, establishing class rules, allowing students to teach and me (as the teacher) to learn, and providing circumstances for feedback and reflection are a few of the ideas I am planning to implement in some form. My opportunities to learn and teach will evolve every day, and (hopefully) I will look forward to going into the classroom as well.

Welcome to ED 561! My hope is that this forum can be a place that not only allows for a variety of voices to chime in but also provides a written record of our thinking for when you inevitably find yourself saturated with all of the information to come. The honesty, thoughtfulness and courage of this cohort determines the power of this portion of our time together. More power to you...

With anticipation,

Zalika