I have good news and I have bad news.
The bad news…I will be dropping GRAD 6100 Monday or Tuesday. (I have jury duty tomorrow, if I get out early enough…it will be Monday.) I have learned so very much in this course, thank you for all your participation. I will truly miss the camaraderie we have worked so hard to establish!
The good news…when I registered for this experience, I was not sure which direction I was headed. As a participant in the UTEP ATCP (Alternative Teacher Certification Program), I thought I was planning to become a high school or middle school English teacher. But since I have been working on my Masters in Education/Bilingual Instructional Specialist, for two years now...no job had been forthcoming. Therefore, when offered the opportunity to participate in this endeavor, I jumped at it while asking “Why not?” Perhaps I was to teach an older student…
As of last Thursday, I am now a 7th and 8th grade English and 6th grade Math teacher. My school day begins at 7:10 a.m. and ends after 4:15 p.m. I am now responsible for a portion of the education of 100 students. I am delighted! However, this means I am no longer available to attend the remaining class meetings, teaching observations, CETaL workshops, etcetera, this course requires.
So, this is my final blog.
Again, thanks to all of you for working to invent yourselves as teachers with powerful teaching skills. I know I am better prepared for my new students as a result of my hours in this course.
Oh, yeah, if any of you have been the least bit wondering...Buttercup is my two-year-old Chihuahua. Anyone who shares their home with a Chihuahua understands when I say, "She owns the house and allows my husband and me to live there!"
Sunday, October 4, 2009
Sunday, September 13, 2009
GRAD 6100 Blog #6
Since I am not yet in a classroom, I will share a couple of writing strategies I used in the long-term substitute position I held last year as a high school English teacher. Early on, I noticed a few of the students had very shaky writing skills. I found out that each of them hated to read even though every school day gifted them with a half-hour for free-choice reading. With a little bit of guidance and encouragement, we eventually found a genre that each enjoyed. As the next five months passed, their writing really improved.
Another tool I used with them was free writing. Our text describes this type of exercise on pages 141-142. I used free writes quite often as “bell-ringers”…quick starts to the day so that the students could get right back into the subject we had been working on in the previous session.
I always used an announced, and discussed, rubric to guide grading. The rubric method was not yet in use when I was a student. I really appreciate how using a rubric allows grading to be much more just.
I realize I neglected to reflect on the CETaL workshop I attended September 3. It was quite informative and speedy. Dr. Rudy Rincones presented a comprehensive and effective discussion of “Designing Valid Assessments of Student Learning” in only 90 minutes. It was well worth attending.
I came away with several ideas and one question…why do teachers (when they are the students) think it is appropriate for them to arrive late to class -or- to leave a class early? I’m pretty sure they frown on their own students doing that sort of thing. I also noticed several attendees doing only partial work; they left without completing their feedback form. My bad attitude thinks professionals should be and/or act professional. The actions of this few made me wonder how they are in their own classrooms.
Another tool I used with them was free writing. Our text describes this type of exercise on pages 141-142. I used free writes quite often as “bell-ringers”…quick starts to the day so that the students could get right back into the subject we had been working on in the previous session.
I always used an announced, and discussed, rubric to guide grading. The rubric method was not yet in use when I was a student. I really appreciate how using a rubric allows grading to be much more just.
I realize I neglected to reflect on the CETaL workshop I attended September 3. It was quite informative and speedy. Dr. Rudy Rincones presented a comprehensive and effective discussion of “Designing Valid Assessments of Student Learning” in only 90 minutes. It was well worth attending.
I came away with several ideas and one question…why do teachers (when they are the students) think it is appropriate for them to arrive late to class -or- to leave a class early? I’m pretty sure they frown on their own students doing that sort of thing. I also noticed several attendees doing only partial work; they left without completing their feedback form. My bad attitude thinks professionals should be and/or act professional. The actions of this few made me wonder how they are in their own classrooms.
Friday, September 4, 2009
GRAD 6100 Blog #5
According to Felder & Soloman’s Learning Styles Inventory, my learning styles are not well balanced. I have strong (9 on a scale of 1 through 11) preferences for both the intuitive and the global dimensions, with moderate (5) preferences for both the active and the visual dimensions.
After studying the indicative descriptors of these preferences, I realize my scores do illustrate a great deal about me.
Since this inventory unconcealed so much about my predispositions, I am looking forward to using it in my classroom. Given that I am still an aspiring teacher, I feel fortunate to be adding these tools to my toolbox now -- to becoming that much better prepared for the day I have my own classroom.
Our text examines, compares, and contrasts the work of Kolb, Fleming and Mills, and Krause. As a result, Chapter 12 proposes teaching with a mix of multiple sensory elements as well as varied teaching methodology. I found their assertion interesting that teachers who take the time and go through the trouble to put these components into their practice can enhance their own experience of teaching while also offering the most for their students’ education.
I can see how having a sense of my students’ learning styles can allow me the opportunity to better prepare class work that can be engaging for the entire class, not for just a few of them...those few that may have learning styles that are similar to mine. Being aware of, and present to, my students’ strengths allows me the opening to do right by all of them. After all, that’s a huge part of why I want to be a teacher, to make a difference.
After studying the indicative descriptors of these preferences, I realize my scores do illustrate a great deal about me.
Since this inventory unconcealed so much about my predispositions, I am looking forward to using it in my classroom. Given that I am still an aspiring teacher, I feel fortunate to be adding these tools to my toolbox now -- to becoming that much better prepared for the day I have my own classroom.
Our text examines, compares, and contrasts the work of Kolb, Fleming and Mills, and Krause. As a result, Chapter 12 proposes teaching with a mix of multiple sensory elements as well as varied teaching methodology. I found their assertion interesting that teachers who take the time and go through the trouble to put these components into their practice can enhance their own experience of teaching while also offering the most for their students’ education.
I can see how having a sense of my students’ learning styles can allow me the opportunity to better prepare class work that can be engaging for the entire class, not for just a few of them...those few that may have learning styles that are similar to mine. Being aware of, and present to, my students’ strengths allows me the opening to do right by all of them. After all, that’s a huge part of why I want to be a teacher, to make a difference.
Sunday, August 30, 2009
GRAD 6100 Blog #4
What is that interesting feel of the first day of class? My friend who has taught elementary school for many years says it has a lot to do with the smell of fresh crayons. While my friends who teach high school say it is whatever new fashion trend will have the kids looking their nuttiest. Yet my husband, a middle school music teacher, looks forward to sorting out the beginning, intermediate and advanced students who all wind up in the same classroom.
This year my first day of class started off without a teacher! Class was scheduled to begin at 5, but at 5:19 all of my classmates and I were still standing out in the hallway. I was hearing all sorts of self-doubting whispers (“Has our room been changed with no note?,” “Has our meeting time or day been changed?,” “Did our professor forget about us?”)…lots of suffering. Then, to our relief, at 5:20, our professor arrived (a bit winded) and apologized for having been caught in traffic (sad, however, we all seemed to relate to that).
He recovered quickly and delivered a summary of what the evening would be like. After that, he began with roll call, and then we had an icebreaker that entailed five minutes to learn about a classmate and introduce them to the class. We completed the exercise in pairs, yet several twosomes did not do a complete introduction, for he did not tell us when to switch. I thought this was a good exercise, however, I will announce at 2 ½ minutes “it is time for the one who is asking to become the one who is telling.” After we completed our introductions, he told us about himself and did a speedy run through of the syllabus. He shared what he wanted us to do for the next class session and dismissed us one hour early.
This year my first day of class started off without a teacher! Class was scheduled to begin at 5, but at 5:19 all of my classmates and I were still standing out in the hallway. I was hearing all sorts of self-doubting whispers (“Has our room been changed with no note?,” “Has our meeting time or day been changed?,” “Did our professor forget about us?”)…lots of suffering. Then, to our relief, at 5:20, our professor arrived (a bit winded) and apologized for having been caught in traffic (sad, however, we all seemed to relate to that).
He recovered quickly and delivered a summary of what the evening would be like. After that, he began with roll call, and then we had an icebreaker that entailed five minutes to learn about a classmate and introduce them to the class. We completed the exercise in pairs, yet several twosomes did not do a complete introduction, for he did not tell us when to switch. I thought this was a good exercise, however, I will announce at 2 ½ minutes “it is time for the one who is asking to become the one who is telling.” After we completed our introductions, he told us about himself and did a speedy run through of the syllabus. He shared what he wanted us to do for the next class session and dismissed us one hour early.
Thursday, August 20, 2009
GRAD 6100 Blog #3
What an amazing adventure this course has been. Here we are at the completion of the three days of incredibly intense instruction. I’m delighted to sit back and take a look at the wide array of new tools this last 60 hours has left in its wake.
Today began with a fascinating, in depth discussion of the Second Life website. Our first adventure was an amazing virtual tour of the UTEP Galapagos Island Lab. Then Mary Cuadrado shared her personal experiences with Second Life. These accounts made me wish for better time management -- so that I could have the time to really explore this intriguing alternate reality. It certainly appeared captivating.
The process which placed us in our permanent groups for the remainder of the semester was also very surprising. It began with a short questionnaire regarding our perceptions about doing work in groups and ended with the five of us sitting together as our team, The Aztecs. After quite a bit of house-keeping type/ground-rule setting exercises, we conducted a really interesting comparison of our teaching and learning styles.
During our questions regarding the observations we will be doing this fall, Dr. Meeuwsen shared fabulous news about UTEP's recipients of the Regents' Awards. It really was thrilling to hear how well UTEP fared, as opposed to the rest of the UT System.
Although today's session was complete about 45 minutes before the time we had planned to leave, it felt as though no one was in a great rush to depart. Actually, it seemed many of my classmates were, in fact, lingering. I don't recall witnessing this hesitancy before...normally it feels like there is a prize for the lucky one to be first out the door. I attribute this slow motion to the strong sense of community Dr. Meeuwsen led us to build in these three powerful days.
Today began with a fascinating, in depth discussion of the Second Life website. Our first adventure was an amazing virtual tour of the UTEP Galapagos Island Lab. Then Mary Cuadrado shared her personal experiences with Second Life. These accounts made me wish for better time management -- so that I could have the time to really explore this intriguing alternate reality. It certainly appeared captivating.
The process which placed us in our permanent groups for the remainder of the semester was also very surprising. It began with a short questionnaire regarding our perceptions about doing work in groups and ended with the five of us sitting together as our team, The Aztecs. After quite a bit of house-keeping type/ground-rule setting exercises, we conducted a really interesting comparison of our teaching and learning styles.
During our questions regarding the observations we will be doing this fall, Dr. Meeuwsen shared fabulous news about UTEP's recipients of the Regents' Awards. It really was thrilling to hear how well UTEP fared, as opposed to the rest of the UT System.
Although today's session was complete about 45 minutes before the time we had planned to leave, it felt as though no one was in a great rush to depart. Actually, it seemed many of my classmates were, in fact, lingering. I don't recall witnessing this hesitancy before...normally it feels like there is a prize for the lucky one to be first out the door. I attribute this slow motion to the strong sense of community Dr. Meeuwsen led us to build in these three powerful days.
Wednesday, August 19, 2009
GRAD 6100 Blog #2
Oh, my goodness, I think today moved so much faster than yesterday. (I really didn't believe that was possible.) So very many important aspects of teaching have not only been covered but also well-examined.
I've known all along that assignment design is exceptionally important to the delivery of an effective lesson. But today's inquiry really illustrated a new magnitude to that responsibility. Developing a course beginning with the Learning Outcomes only makes sense to me...especially after today's exercises. Why would I start out on a trip -- to a place I've never been -- without a road map? How would I know when I had arrived at my destination...if I didn't know what my destination was? So, why would I attempt to teach a course without specifically being present to the objectives, as well as the actions (or activities), that are required to deliver that content.
I worked in customer service for many years and during my educator's training I've seen more than a few similarities in that type of work to teaching. Just like today...I never would have sold someone an item they did not want to purchase, I was committed to delivering exactly their desire. As a teacher, I am committed to delivering the learning outcomes, at the end of the course, that were promised to the student on the first day of that class. That's what they paid for, that's what I am here to provide.
I really enjoyed the morning panel. Ryan Holmes did a terrific job sharing about the services available through the Office of Student Life.
Today also provided useful information regarding assessments and grading strategies. I was relieved to find several ways to save time in grading...without compromising accuracy.
So far as my plans for the semester...I will continue working on my MEd, Instructional Specialist/Bilingual Education. I will also persist in my search for a teaching contract in order to complete my agreement with UTEP's Alternative Teacher Certification Program while serving as a Substitute Teacher for the E.P.I.S.D.
I've known all along that assignment design is exceptionally important to the delivery of an effective lesson. But today's inquiry really illustrated a new magnitude to that responsibility. Developing a course beginning with the Learning Outcomes only makes sense to me...especially after today's exercises. Why would I start out on a trip -- to a place I've never been -- without a road map? How would I know when I had arrived at my destination...if I didn't know what my destination was? So, why would I attempt to teach a course without specifically being present to the objectives, as well as the actions (or activities), that are required to deliver that content.
I worked in customer service for many years and during my educator's training I've seen more than a few similarities in that type of work to teaching. Just like today...I never would have sold someone an item they did not want to purchase, I was committed to delivering exactly their desire. As a teacher, I am committed to delivering the learning outcomes, at the end of the course, that were promised to the student on the first day of that class. That's what they paid for, that's what I am here to provide.
I really enjoyed the morning panel. Ryan Holmes did a terrific job sharing about the services available through the Office of Student Life.
Today also provided useful information regarding assessments and grading strategies. I was relieved to find several ways to save time in grading...without compromising accuracy.
So far as my plans for the semester...I will continue working on my MEd, Instructional Specialist/Bilingual Education. I will also persist in my search for a teaching contract in order to complete my agreement with UTEP's Alternative Teacher Certification Program while serving as a Substitute Teacher for the E.P.I.S.D.
Tuesday, August 18, 2009
Grad 6100 Blog #1
Today, we accomplished so much in our Graduate Teaching Assistant Training Seminar...the time literally flew! Also, as with any intensive course, the volume of material covered was quite staggering. Several of today's early experiences really had an impact on me. Among those were the Scavenger Hunt icebreaker and the different ways we split up into groups. I will certainly put versions of those activities to use during a first day of class, as well as on many additional occasions.
The guest speakers, as well as the panel presentation, not only provided a change of scenery but also shared information along with their seasoned individual perspectives. The generous gift of time that was provided for networking was invaluable. The opportunity to get to know several of my peers means a great deal to me.
This Seminar, only on its first day, has already given me many new tools. I already have a sense of accomplishment that will enable me to be more effective as an educator. Another result of today is the manner in which I am looking forward to building professional relationships with my colleagues, as well as my students. I am also anticipating the continuation of this Seminar. I learned so much in today's session, I just know that tomorrow and Thursday will be even more enlightening and educational. I am excited about the prospects of this semester's activities in this Seminar.
Only seven days ago, if you had told me that in a week I would be writing a blog, I would have had to honestly tell you "Never!" Now, look at this...my very first post! Never say "never."
The guest speakers, as well as the panel presentation, not only provided a change of scenery but also shared information along with their seasoned individual perspectives. The generous gift of time that was provided for networking was invaluable. The opportunity to get to know several of my peers means a great deal to me.
This Seminar, only on its first day, has already given me many new tools. I already have a sense of accomplishment that will enable me to be more effective as an educator. Another result of today is the manner in which I am looking forward to building professional relationships with my colleagues, as well as my students. I am also anticipating the continuation of this Seminar. I learned so much in today's session, I just know that tomorrow and Thursday will be even more enlightening and educational. I am excited about the prospects of this semester's activities in this Seminar.
Only seven days ago, if you had told me that in a week I would be writing a blog, I would have had to honestly tell you "Never!" Now, look at this...my very first post! Never say "never."
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