## Reading Responses . . .

## Chapter 1 - Response to scenario in book.

I chose to respond to Turner because as I read the scenario there were some things done that I myself have been guilty of in my own classroom. Sally’s classroom seemed like one that I had a few years ago which created some management problems that I had to work on. I honestly had a difficult time finding positives in this scenario. What I did like is that she tried to bring Columbus’ journey to life through incorporating a video of the journey into the lesson. When she complimented student it was done in a positive manner. The students had been reading about Columbus in their texts and on the Internet prior to this activity.

I felt like she thought about what she wanted to do, but she was not prepared. By that I feel that she should have had enough maps and a couple extra for the entire class ready. I did just compliment her for incorporating a video, but she brought in another video clip on the astronauts landing on the moon, which I didn’t feel had anything to do with Columbus.

How she called on students was very inconsistent. She welcomed answers from girls when they just yelled out the answer, yet reprimanded most boys when they did the same. Then if a boy raised his hand and she would call on him and he didn’t come up with the correct answer or had trouble doing so she would get irritated with him for raising his hand or not knowing the entire answer. Her patience seemed to be shorter with the non-white students in the classroom. She would help girls especially with finishing an answer that they were partially responding with. There were students that were talking and walking around the room as the discussion was taking place.

My initial reaction when reading this was I have seen this happen or have been the one who has not had everything under control. I think we all have been there at some point in our career. Then I directly went to trying to “fix” everything in my mind that I was “wrong” with her lesson and classroom management.

I am curious about how the class was arranged? Were the kids sitting in rows or groups? It said they had read in their text and on the Internet about Columbus. Did they read as a class, in small groups, as individuals? Was the reading completed at school or home? Were appropriate sites found for the students to use when searching the Internet or were they just Google searching information? There were a lot of variables about the reading and class set up that are unknown.

When she handed out the maps at the beginning I thought it was going to be a map activity, then she started asking questions that I don’t know if they were all related to the map. I think if she had a larger copy of the map in front of the class and had students come up to show locations on the map more of the students would have been engaged, especially those who had to share maps. It seemed that some of the questions were from the map, as she would praise the girls for studying and responding with the correct answer when it was right in front of them on the map. When a boy would comment that it was on the map she would ignore or become irritated with them for calling out the answer.

I think the idea of linking Columbus’ trip across the Atlantic to something recent is a good idea, but as the book suggested possibly something more personal that the kids could relate to.

As pointed out let the students know that there will be test and they should pay attention, but don’t use it as a threat if they misbehave. In today’s society we need to make learning engaging to keep the kids involved. Discussion questions, showing places on maps, student interaction and peer feedback are some activities that will help keep students engaged. Billy may not know the answer but Brandon knows part of it, they can work together to solve the problem. Encourage students to work together to come up with answers. Create groups that include students of all levels and mixes of gender and ethnicity.

Calling on students to respond teachers can get stuck calling on only the girls, or the best behaved, or those they think will know the answer and so on. Something that I learned from a co-worker and use in my classroom is that I use poker chips. I write each students name on a poker chip (I try to use all the same color) and keep them in a basket on my desk. When we have discussions or oral readings or when I need random groups I randomly draw a name from the basket. This keeps all kids involved no matter how outgoing or shy the student may be. I think that all students need to participate in class discussions no matter what their race, gender, learning ability I think everyone has something important to share.

Spontaneity is good at the right time. Sometimes Sally across the room may blurt out something that gets everyone thinking or starts a useful discussion. Other times Sally’s blurt may be disruptive and have nothing to do with the discussion.

Preparation is important and I know I have had my times I walk in and I am not prepared, but in this reading I don’t think the teacher was prepared and seemed to have a lot that she was trying to accomplish. But not having enough maps seemed to have set the mood in her classroom and behavior problems began to snowball from her reaction to not having enough maps. I think she could of given the students a set of questions to find answers to before the discussion began that would help with the discussion. Possibly have some extensions that would incorporate those students of other cultural backgrounds.

January 27, 2013

I felt like she thought about what she wanted to do, but she was not prepared. By that I feel that she should have had enough maps and a couple extra for the entire class ready. I did just compliment her for incorporating a video, but she brought in another video clip on the astronauts landing on the moon, which I didn’t feel had anything to do with Columbus.

How she called on students was very inconsistent. She welcomed answers from girls when they just yelled out the answer, yet reprimanded most boys when they did the same. Then if a boy raised his hand and she would call on him and he didn’t come up with the correct answer or had trouble doing so she would get irritated with him for raising his hand or not knowing the entire answer. Her patience seemed to be shorter with the non-white students in the classroom. She would help girls especially with finishing an answer that they were partially responding with. There were students that were talking and walking around the room as the discussion was taking place.

My initial reaction when reading this was I have seen this happen or have been the one who has not had everything under control. I think we all have been there at some point in our career. Then I directly went to trying to “fix” everything in my mind that I was “wrong” with her lesson and classroom management.

I am curious about how the class was arranged? Were the kids sitting in rows or groups? It said they had read in their text and on the Internet about Columbus. Did they read as a class, in small groups, as individuals? Was the reading completed at school or home? Were appropriate sites found for the students to use when searching the Internet or were they just Google searching information? There were a lot of variables about the reading and class set up that are unknown.

When she handed out the maps at the beginning I thought it was going to be a map activity, then she started asking questions that I don’t know if they were all related to the map. I think if she had a larger copy of the map in front of the class and had students come up to show locations on the map more of the students would have been engaged, especially those who had to share maps. It seemed that some of the questions were from the map, as she would praise the girls for studying and responding with the correct answer when it was right in front of them on the map. When a boy would comment that it was on the map she would ignore or become irritated with them for calling out the answer.

I think the idea of linking Columbus’ trip across the Atlantic to something recent is a good idea, but as the book suggested possibly something more personal that the kids could relate to.

As pointed out let the students know that there will be test and they should pay attention, but don’t use it as a threat if they misbehave. In today’s society we need to make learning engaging to keep the kids involved. Discussion questions, showing places on maps, student interaction and peer feedback are some activities that will help keep students engaged. Billy may not know the answer but Brandon knows part of it, they can work together to solve the problem. Encourage students to work together to come up with answers. Create groups that include students of all levels and mixes of gender and ethnicity.

Calling on students to respond teachers can get stuck calling on only the girls, or the best behaved, or those they think will know the answer and so on. Something that I learned from a co-worker and use in my classroom is that I use poker chips. I write each students name on a poker chip (I try to use all the same color) and keep them in a basket on my desk. When we have discussions or oral readings or when I need random groups I randomly draw a name from the basket. This keeps all kids involved no matter how outgoing or shy the student may be. I think that all students need to participate in class discussions no matter what their race, gender, learning ability I think everyone has something important to share.

Spontaneity is good at the right time. Sometimes Sally across the room may blurt out something that gets everyone thinking or starts a useful discussion. Other times Sally’s blurt may be disruptive and have nothing to do with the discussion.

Preparation is important and I know I have had my times I walk in and I am not prepared, but in this reading I don’t think the teacher was prepared and seemed to have a lot that she was trying to accomplish. But not having enough maps seemed to have set the mood in her classroom and behavior problems began to snowball from her reaction to not having enough maps. I think she could of given the students a set of questions to find answers to before the discussion began that would help with the discussion. Possibly have some extensions that would incorporate those students of other cultural backgrounds.

January 27, 2013

## Chapter 2 - Teacher Expectations

As I read about effectiveness in teaching and how teachers influence the outcomes I thought of many people that I have worked with presently and in the past. The text gave several examples of ways that teachers influence outcomes of their students. Early in the chapter Brophy and Good (p. 49) they talked about treating students with average ability as if they have star ability, this was called

There is a teacher in my building who expects the majority of his class to excel in the state standardized tests and he does get the results on his tests. He does it through lots of drill and practice all year long. Where another teacher in my building also has high expectations of her students but teaches them a lot of skills they would need in life through hands-on projects with her students. They do a lot of group activities, book reports, science projects. When I taught sixth grade I had students placed into my class from both of these teachers and it was interesting to note the differences in skills these students brought into my class. The students from the first class had less social and cooperative group skills than the other class did. Both teachers are successful teachers and approach the way they interact with their students very differently.

When I look at the list that starts on page 55 on teachers communicating expectations to students I see places where I am weak and have been known to get frustrated or want to “help” the person answer. I try to find ways to include everyone into class participation but have found myself slipping into some of these not so positive methods of incorporating everyone. Something that I did do in the classroom is I like tables instead of desks for my students. I would groups my students into groups of high and low mix of students, mix of different ethnic backgrounds and genders. I did this so that the students could all work together and grow together in their learning.

Student perceptions are interesting as they do see how teachers react to other students in the class. I remember one time in my first classroom I had a student ask me if this other student was my “teachers’ pet?” I didn’t realize I might have been favoring any student so it took me back a bit. I showed them a picture of my dog and said that was my “teachers’ pet.” I know I did the same thing as a kid I have my sixth grade class picture and wrote in ink next to one of the boys’ names “teacher’s pet.”

Brophy and Good on page 57 shared that students are aware of differences in treatment in the way that they are placed in the classroom, the work they are given, the ways that teachers motivate different students, the way students are taught or teach themselves, how they are evaluated, classroom relationships, the parent-classroom relationships and the classroom-school relationships. Students pick up on how we as teachers react to what they say and do, who we choose, how we choose people, groups, and everything that we do.

In reading the article by Tyler he shares that the student perceptions of teacher expectations were significant with student performance. It was interesting the differences between the teacher and student perceptions and how the Black students rated their relationships with their teachers as being positive. The teachers on the other hand felt the relationships were negative. Another interesting result of this survey was that the students didn’t feel that either gender was favored more than another when most literature says that expectations of girls was higher than that of boys.

The way that we treat minority students does effect how they view themselves in their community. We have a large Alaska Native population here as well as a large Filipino population. I have been in classrooms where the white students are the minority. There are studies that show that many of the Alaska Native students do perform lower in school and I think that this is one area that teachers need to be pro-active that the Native students can do as well as other students. There are many who do not have the family support at home which does affect what they are able to do at home. The Filipino students tend to be stronger students and they tend to have better work ethics and work harder to succeed. In the classroom we need to encourage all students regardless of gender or race to succeed. Treat them like they can do the work and give them challenges. As I am writing this I just thought about that movie “

In summary I think that from all that I read in the book and the article that teachers do have an effect on students, both positive and negative. That as teachers we need to all be aware of how we treat and react to our students, how we show our expectations and treat all students in our classrooms. Teachers need to be observant of what is taking place in their classrooms to empower students to be successful. We need to work on treating students equally, even though there are the days that it is difficult we need to remember that what we say and do makes an impression on these students.

February 3, 2013

*self-fulfilling prophecy*effect. The other was called*sustaining expectations*effects and just as it sounds these teachers expect their students to just do as they have always done.There is a teacher in my building who expects the majority of his class to excel in the state standardized tests and he does get the results on his tests. He does it through lots of drill and practice all year long. Where another teacher in my building also has high expectations of her students but teaches them a lot of skills they would need in life through hands-on projects with her students. They do a lot of group activities, book reports, science projects. When I taught sixth grade I had students placed into my class from both of these teachers and it was interesting to note the differences in skills these students brought into my class. The students from the first class had less social and cooperative group skills than the other class did. Both teachers are successful teachers and approach the way they interact with their students very differently.

When I look at the list that starts on page 55 on teachers communicating expectations to students I see places where I am weak and have been known to get frustrated or want to “help” the person answer. I try to find ways to include everyone into class participation but have found myself slipping into some of these not so positive methods of incorporating everyone. Something that I did do in the classroom is I like tables instead of desks for my students. I would groups my students into groups of high and low mix of students, mix of different ethnic backgrounds and genders. I did this so that the students could all work together and grow together in their learning.

Student perceptions are interesting as they do see how teachers react to other students in the class. I remember one time in my first classroom I had a student ask me if this other student was my “teachers’ pet?” I didn’t realize I might have been favoring any student so it took me back a bit. I showed them a picture of my dog and said that was my “teachers’ pet.” I know I did the same thing as a kid I have my sixth grade class picture and wrote in ink next to one of the boys’ names “teacher’s pet.”

Brophy and Good on page 57 shared that students are aware of differences in treatment in the way that they are placed in the classroom, the work they are given, the ways that teachers motivate different students, the way students are taught or teach themselves, how they are evaluated, classroom relationships, the parent-classroom relationships and the classroom-school relationships. Students pick up on how we as teachers react to what they say and do, who we choose, how we choose people, groups, and everything that we do.

In reading the article by Tyler he shares that the student perceptions of teacher expectations were significant with student performance. It was interesting the differences between the teacher and student perceptions and how the Black students rated their relationships with their teachers as being positive. The teachers on the other hand felt the relationships were negative. Another interesting result of this survey was that the students didn’t feel that either gender was favored more than another when most literature says that expectations of girls was higher than that of boys.

The way that we treat minority students does effect how they view themselves in their community. We have a large Alaska Native population here as well as a large Filipino population. I have been in classrooms where the white students are the minority. There are studies that show that many of the Alaska Native students do perform lower in school and I think that this is one area that teachers need to be pro-active that the Native students can do as well as other students. There are many who do not have the family support at home which does affect what they are able to do at home. The Filipino students tend to be stronger students and they tend to have better work ethics and work harder to succeed. In the classroom we need to encourage all students regardless of gender or race to succeed. Treat them like they can do the work and give them challenges. As I am writing this I just thought about that movie “

*Stand and Deliver*” which was about Jaime Escalante who worked with these students in LA Unified School District who were labeled as failures and made them a success. He believed in them.In summary I think that from all that I read in the book and the article that teachers do have an effect on students, both positive and negative. That as teachers we need to all be aware of how we treat and react to our students, how we show our expectations and treat all students in our classrooms. Teachers need to be observant of what is taking place in their classrooms to empower students to be successful. We need to work on treating students equally, even though there are the days that it is difficult we need to remember that what we say and do makes an impression on these students.

February 3, 2013

## Chapters 3-6 - Classroom Management & Motivation

Part 1 –

I chose the Elementary School Example.

If I were Mr. Bandon what I would do is pull up a chair and join the group. I would let them know that I just overheard part of the conversation that they were having. I would ask if there was anything that any of them would like to say about the conversation. I would give them time to respond. Usually in a situation like this they will realize they were not being very nice to Kristen and will apologize to her. Then (if it were at my school) I would remind them that a couple of our B’s are to be kind and be respectful and ask them if being kind and respectful toward Kirsten by saying she hadn’t matured?

This would have been done through monitoring the room as I was observing all groups and reminding students of rules and expectations in our classroom and the school. I would be putting the correction of attitude back onto the shoulders of the students by having them share what the problem was and I would listen to them as they worked through it.

I feel that the only punishment needed in this situation is their response to what just happened and I would also ask for an apology to Kirsten. The group would need to work on not repeating this behavior in the future. I would also ask Kirsten and Carly in the group to get their sides of the situation that just took place since I did not hear what Carly had said to start this exchange.

Part 2 –

How does a teacher address motivation for a class where the learning needs of the students are vastly different?

What I have done in a classroom of students with vastly different needs is I have created assignments at different levels to meet the needs of each student in my class. I have students work in table groups of various abilities to help each other. Sometimes it is a learning ability where the student does not have strong reading comprehension where the stronger reader can come alongside and work with their peer to help. Then I have students meet in reading groups where they are reading materials at their level and with peers of the same level.

Math is an area that there is usually a vast difference in learning. In this case students on the high-end of learning need to be challenged while those on the low-end need the remedial work to help them. Many times there are paras available to come in and help with the small groups of students.

Something that I use a lot of is interaction with peers. Project-based learning activities were talked about in the book and something that I like to use with my students. I find that when they are completing a project together or individually they put a lot of effort into completing a final project that is positive for them.

How does differentiation in instruction play a role in motivation?

Differentiation of instruction plays a big role in student self-esteem. When a student can complete an assignment or project at his skill level with success he is more motivated to take on the next task. Students tend to stay on task more when they are working on something at their ability level. Varying what is due for students who have varying abilities will help motivate the student and build a chance for success. I had a student a few years ago that struggled in writing and reading, we were writing short stories. He and I sat down and worked on his story which was nothing like my other sixth graders, but the fact he completed a story he was so excited he could hardly wait to take it to show to his mom. If I would of left him to complete the assignment without differentiating it his story would never have been completed. By differentiating the instruction there was success for all.

How does the diversity of the classroom affect the teacher’s attempts at motivation?

The teacher needs to be aware of the abilities of each student in his/her classroom. Aware of the students who are on IEPs, Tier 3 and Tier 2 students who need extra help, the student who just moved to town from another country and has limited English skills, the gifted student. The student who had breakfast that morning and the student whose family is not able to feed him before school. And the list goes on. Taking into considerations all that goes into a classroom bundled into each child the teacher needs to look at each one individually and know what is best for the child. Many activities in the classroom need to be individualized for the students in the classroom to meet the different needs these students bring in.

Good and Brophy (p.151) talked about goal setting with students. If the teacher has a student who is struggling in math class and is given a worksheet with problems of varying degree of difficulty, have him work on seriously trying to solve the problems. Have a goal of getting fifteen of the problems correct. Then as I thought about this, on the other end of the spectrum is the student who the math comes very easily to and is able to complete the assignment at a faster pace there should be activities available for the student that will reinforce the skills they are working on. Have some activity available to keep them from disrupting those around them who are still working on their worksheet.

The teacher needs to be sure to get around the room and give feedback to all students. The feedback needs to be positive and as soon as possible on the activity they are working on. If the student is struggling encourage them on their persistence and patience they have as they work on their activity.

February 17, 2013

I chose the Elementary School Example.

If I were Mr. Bandon what I would do is pull up a chair and join the group. I would let them know that I just overheard part of the conversation that they were having. I would ask if there was anything that any of them would like to say about the conversation. I would give them time to respond. Usually in a situation like this they will realize they were not being very nice to Kristen and will apologize to her. Then (if it were at my school) I would remind them that a couple of our B’s are to be kind and be respectful and ask them if being kind and respectful toward Kirsten by saying she hadn’t matured?

This would have been done through monitoring the room as I was observing all groups and reminding students of rules and expectations in our classroom and the school. I would be putting the correction of attitude back onto the shoulders of the students by having them share what the problem was and I would listen to them as they worked through it.

I feel that the only punishment needed in this situation is their response to what just happened and I would also ask for an apology to Kirsten. The group would need to work on not repeating this behavior in the future. I would also ask Kirsten and Carly in the group to get their sides of the situation that just took place since I did not hear what Carly had said to start this exchange.

Part 2 –

How does a teacher address motivation for a class where the learning needs of the students are vastly different?

What I have done in a classroom of students with vastly different needs is I have created assignments at different levels to meet the needs of each student in my class. I have students work in table groups of various abilities to help each other. Sometimes it is a learning ability where the student does not have strong reading comprehension where the stronger reader can come alongside and work with their peer to help. Then I have students meet in reading groups where they are reading materials at their level and with peers of the same level.

Math is an area that there is usually a vast difference in learning. In this case students on the high-end of learning need to be challenged while those on the low-end need the remedial work to help them. Many times there are paras available to come in and help with the small groups of students.

Something that I use a lot of is interaction with peers. Project-based learning activities were talked about in the book and something that I like to use with my students. I find that when they are completing a project together or individually they put a lot of effort into completing a final project that is positive for them.

How does differentiation in instruction play a role in motivation?

Differentiation of instruction plays a big role in student self-esteem. When a student can complete an assignment or project at his skill level with success he is more motivated to take on the next task. Students tend to stay on task more when they are working on something at their ability level. Varying what is due for students who have varying abilities will help motivate the student and build a chance for success. I had a student a few years ago that struggled in writing and reading, we were writing short stories. He and I sat down and worked on his story which was nothing like my other sixth graders, but the fact he completed a story he was so excited he could hardly wait to take it to show to his mom. If I would of left him to complete the assignment without differentiating it his story would never have been completed. By differentiating the instruction there was success for all.

How does the diversity of the classroom affect the teacher’s attempts at motivation?

The teacher needs to be aware of the abilities of each student in his/her classroom. Aware of the students who are on IEPs, Tier 3 and Tier 2 students who need extra help, the student who just moved to town from another country and has limited English skills, the gifted student. The student who had breakfast that morning and the student whose family is not able to feed him before school. And the list goes on. Taking into considerations all that goes into a classroom bundled into each child the teacher needs to look at each one individually and know what is best for the child. Many activities in the classroom need to be individualized for the students in the classroom to meet the different needs these students bring in.

Good and Brophy (p.151) talked about goal setting with students. If the teacher has a student who is struggling in math class and is given a worksheet with problems of varying degree of difficulty, have him work on seriously trying to solve the problems. Have a goal of getting fifteen of the problems correct. Then as I thought about this, on the other end of the spectrum is the student who the math comes very easily to and is able to complete the assignment at a faster pace there should be activities available for the student that will reinforce the skills they are working on. Have some activity available to keep them from disrupting those around them who are still working on their worksheet.

The teacher needs to be sure to get around the room and give feedback to all students. The feedback needs to be positive and as soon as possible on the activity they are working on. If the student is struggling encourage them on their persistence and patience they have as they work on their activity.

February 17, 2013