I would like to say that I am really enjoying reading this book. Chapter 2 is about defining beliefs about teaching and learning and matching beliefs with practices. Chapter 3 talks about environment.I got several ideas from chapter 3.Reading about Katy's classroom before she started cleaning and organizing really stressed me out!I do not like clutter.I am trying to figure out a way to have a little meeting area in my room too!I have started using charts more since reading this book and watching the video.I am trying to use charts, especially with math, and leave them up so that the students can refer back to them.
I have to admit that I have been guilty about working for weeks and "getting my room ready" before school begins. I love the idea that you can still organize for yourself, but leave some things for the students to help you organize. I know the age of students plays a deciding role, but there's something that children in every grade level can help organize. It helps them take ownership of the room and teaches them organizational skills - something most of them desperately lack! I was also guilty of only giving them what they needed when they needed it. Anyone else like that? I also liked the idea of almost bare walls when school begins. I know I would have trouble with that, but I see the value in my students contributing to what is on the walls in OUR classroom.
I agree with Mrs. Johns. I am thoroughly enjoying reading (Teaching with Intention). This book is really making me think about my beliefs as an educator and how my teaching validates / invalidates those beliefs. It has made me stop and analyze my beliefs.
I was relieved to read in the beginning of Chapter 2 that the classroom observation in Chapter 1 was done in April. Someone in the Chapter 1 blog questioned when the observation was done. I was inspired in Ch 2 to think about the beliefs that guide my work. We know where we want our kids in May and start working in August toward that goal. Do my beliefs match my daily classroom practices? It just so happened that my daily devotion this morning was titled “Investing in the Future”. Well, that is what we do every day here at KES…isn’t it? The devotion challenged me to think of my resources: talent, time, knowledge. Do I invest them in my future? I know the devotion is referring to my heavenly future. But I couldn’t help but to also think of the talent, time, and knowledge I invest in the future lives of the children I teach here at KES each day. My favorite belief of Debbie Miller was: “We cannot underestimate the power of our influence—what we choose to say and do in the classroom profoundly affects the ways children view their teacher, themselves, and each other.”
A statement in the reading that really stood out to me was the one referring to the difficulty that exists when the environment doesn't support what you believe about teaching and learning. If it doesn't support your beliefs then it is more than likely providing interferences for not only the students but also the teacher. Keeping an organized classroom is very important and even though I have never waited until after school starts to put out/up things, I can see the benefit of letting the students be a part of that process. Another important statement that Debbie Miller made was that there is no right or wrong way to organize (ex. books by title, author, genre, or subject). Sometimes the worry of whether what we are doing is right can keep us from trying something. Therefore nothing gets done. I think it is important to remember that in some situations there is not a right or wrong but a what is best suited to an individual allowing them to be effective at what they are doing, whether it is teaching or learning.
A point I got out of Chapter 1 is that sometimes we forget the impact our actions in the classroom has on our students. They are affected by what we say and act while we are teaching them. If we act as tho we do not want come to work they can perceive that we do not want to be with them. It can lower their self-esteem and their view of us as teacher. Chapter 2 made me think of what I had been doing before school started, clearing out things I don't really need. We get in the habit of keeping everything because one day we may need it. In reality we will never use most of it, but most teachers are packrats. A disorganized classroom is chaotic for teacher and students. Kids do like structure and places for everything where they can get it. Still got a long way to go but one day I am determined to have a great, well-organized classroom.
OK, I'm not sure if I can begin the year with bare walls everyone!! ha ha I have made it a point to make my walls useful, but after reading about the charts made in the classrooms in the book, I realize, I may need to back off a little and allow more room for student work and helpful charts that show skills we are working on at the present time.
The point that has really stood out to me was the daily reflection Debbie Miller talked about as she did her self assessment. DAILY REFLECTION!! I really believe that is an important key that I totally miss very very often. Our job changes each year and honestly each day, so we need that quiet time to think about our students and plan. Well, I am busy taking my own kids here and there and rushing home to take care of the family, so that doesn't leave much time for reflection. That is my new goal; work in some quiet time to think about my students and their individual needs...even if it is just one afternoon a week at this time!
I like several can see the benefit of having bare walls when school starts and putting things up with my students to let them feel they have a part and are a part of our classroom. On the other hand it is hard not to put up things before school starts. I have realized and I am trying to make it a goal to put up charts and webs that we make and as we make them in our classroom for my students to refer back to. I totally agree with Jolene that it is helpful for my students to refer back to them.
I also agree with Robbie, I know that I need to reflect daily. I feel the same way Robbie. I am too busy to take the time I need to sit and really think about what we just did and did it really help that child or not, and what I should do different.
Okay. My favorite lines from Ch. 2 are on page 17. (Don't shoot me)....."We're the ones in the unique and wonderful position to know where our kids have been, where they are now, and where it makes the most sense to take them next. (OK, really don't shoot me...) Real life isn't scripted. Neither is real teaching."
With that said, many of you know that I really love the Voyager Program. I think we have all learned so much! Now though, we seem to be to the point where we can bring even more to our students. I'm wondering if we can bring even deeper meaning and more direct purpose to our lessons/students....??? Hopefully some of the new technology we are integrating will help with that.
I love the thinking that what's displayed in a classroom should be a more direct reflection of student learning and work. Not just purchased posters, etc. I plan to work on that!
Also, as darkangel (who are you???) said, I have a ways to go on classroom organization. I'll work on that too. BUT....time is a big issue. I do believe that an organized space helps everyone feel better and work better.
Donna, Darkangel is Gail Heard. I agree with everyone. You all make excellent points. I think my OCD would overtake me to start the year with bare walls. I may have to try that and just see what happens. The kids to need input and a part in what is displayed. The information is there for them anyway, why not let them be a part of it. Robbie, when you find the time for the reflection, please pass along the key. I agree that is one thing that I am lacking in. I am too guilty of leaving and trying to leave it all inside the walls of my classroom. I need to step back and reflect a little more on the kids and what their needs are, as well as mine, and where I need to go next to get them where they need to be.
I would like to say that I am really enjoying reading this book.
ReplyDeleteChapter 2 is about defining beliefs about teaching and learning and matching beliefs with practices.
Chapter 3 talks about environment.I got several ideas from chapter 3.Reading about Katy's classroom before she started cleaning and organizing really stressed me out!I do not like clutter.I am trying to figure out a way to have a little meeting area in my room too!I have started using charts more since reading this book and watching the video.I am trying to use charts, especially with math, and leave them up so that the students can refer back to them.
I have to admit that I have been guilty about working for weeks and "getting my room ready" before school begins. I love the idea that you can still organize for yourself, but leave some things for the students to help you organize. I know the age of students plays a deciding role, but there's something that children in every grade level can help organize. It helps them take ownership of the room and teaches them organizational skills - something most of them desperately lack! I was also guilty of only giving them what they needed when they needed it. Anyone else like that? I also liked the idea of almost bare walls when school begins. I know I would have trouble with that, but I see the value in my students contributing to what is on the walls in OUR classroom.
ReplyDeleteI agree with Mrs. Johns. I am thoroughly enjoying reading (Teaching with Intention). This book is really making me think about my beliefs as an educator and how my teaching validates / invalidates those beliefs. It has made me stop and analyze my beliefs.
ReplyDeleteI was relieved to read in the beginning of Chapter 2 that the classroom observation in Chapter 1 was done in April. Someone in the Chapter 1 blog questioned when the observation was done. I was inspired in Ch 2 to think about the beliefs that guide my work. We know where we want our kids in May and start working in August toward that goal. Do my beliefs match my daily classroom practices? It just so happened that my daily devotion this morning was titled “Investing in the Future”. Well, that is what we do every day here at KES…isn’t it? The devotion challenged me to think of my resources: talent, time, knowledge. Do I invest them in my future? I know the devotion is referring to my heavenly future. But I couldn’t help but to also think of the talent, time, and knowledge I invest in the future lives of the children I teach here at KES each day. My favorite belief of Debbie Miller was: “We cannot underestimate the power of our influence—what we choose to say and do in the classroom profoundly affects the ways children view their teacher, themselves, and each other.”
ReplyDeleteA statement in the reading that really stood out to me was the one referring to the difficulty that exists when the environment doesn't support what you believe about teaching and learning. If it doesn't support your beliefs then it is more than likely providing interferences for not only the students but also the teacher. Keeping an organized classroom is very important and even though I have never waited until after school starts to put out/up things, I can see the benefit of letting the students be a part of that process. Another important statement that Debbie Miller made was that there is no right or wrong way to organize (ex. books by title, author, genre, or subject). Sometimes the worry of whether what we are doing is right can keep us from trying something. Therefore nothing gets done. I think it is important to remember that in some situations there is not a right or wrong but a what is best suited to an individual allowing them to be effective at what they are doing, whether it is teaching or learning.
ReplyDeleteA point I got out of Chapter 1 is that sometimes we forget the impact our actions in the classroom has on our students. They are affected by what we say and act while we are teaching them. If we act as tho we do not want come to work they can perceive that we do not want to be with them. It can lower their self-esteem and their view of us as teacher. Chapter 2 made me think of what I had been doing before school started, clearing out things I don't really need. We get in the habit of keeping everything because one day we may need it. In reality we will never use most of it, but most teachers are packrats. A disorganized classroom is chaotic for teacher and students. Kids do like structure and places for everything where they can get it. Still got a long way to go but one day I am determined to have a great, well-organized classroom.
ReplyDeleteOK, I'm not sure if I can begin the year with bare walls everyone!! ha ha I have made it a point to make my walls useful, but after reading about the charts made in the classrooms in the book, I realize, I may need to back off a little and allow more room for student work and helpful charts that show skills we are working on at the present time.
ReplyDeleteThe point that has really stood out to me was the daily reflection Debbie Miller talked about as she did her self assessment. DAILY REFLECTION!! I really believe that is an important key that I totally miss very very often. Our job changes each year and honestly each day, so we need that quiet time to think about our students and plan. Well, I am busy taking my own kids here and there and rushing home to take care of the family, so that doesn't leave much time for reflection. That is my new goal; work in some quiet time to think about my students and their individual needs...even if it is just one afternoon a week at this time!
I like several can see the benefit of having bare walls when school starts and putting things up with my students to let them feel they have a part and are a part of our classroom. On the other hand it is hard not to put up things before school starts. I have realized and I am trying to make it a goal to put up charts and webs that we make and as we make them in our classroom for my students to refer back to. I totally agree with Jolene that it is helpful for my students to refer back to them.
ReplyDeleteI also agree with Robbie, I know that I need to reflect daily. I feel the same way Robbie. I am too busy to take the time I need to sit and really think about what we just did and did it really help that child or not, and what I should do different.
Okay. My favorite lines from Ch. 2 are on page 17. (Don't shoot me)....."We're the ones in the unique and wonderful position to know where our kids have been, where they are now, and where it makes the most sense to take them next. (OK, really don't shoot me...) Real life isn't scripted. Neither is real teaching."
ReplyDeleteWith that said, many of you know that I really love the Voyager Program. I think we have all learned so much! Now though, we seem to be to the point where we can bring even more to our students. I'm wondering if we can bring even deeper meaning and more direct purpose to our lessons/students....??? Hopefully some of the new technology we are integrating will help with that.
I love the thinking that what's displayed in a classroom should be a more direct reflection of student learning and work. Not just purchased posters, etc. I plan to work on that!
Also, as darkangel (who are you???) said, I have a ways to go on classroom organization. I'll work on that too. BUT....time is a big issue. I do believe that an organized space helps everyone feel better and work better.
Donna, Darkangel is Gail Heard. I agree with everyone. You all make excellent points. I think my OCD would overtake me to start the year with bare walls. I may have to try that and just see what happens. The kids to need input and a part in what is displayed. The information is there for them anyway, why not let them be a part of it. Robbie, when you find the time for the reflection, please pass along the key. I agree that is one thing that I am lacking in. I am too guilty of leaving and trying to leave it all inside the walls of my classroom. I need to step back and reflect a little more on the kids and what their needs are, as well as mine, and where I need to go next to get them where they need to be.
ReplyDelete