For the past several years I've been feverishly progressing toward my graduate degree in Childhood Education grades 1-6 with an additional certification in Special Education. I thought the schoolwork would never end. However, this September I began the final leg of my journey by working in two different elementary schools as a student teacher. Some of my fellow graduate students have complained about the overwhelming student teaching workload so, to tell you the truth, I was a bit apprehensive.
My mother always said that 90 percent of what we worry about does not occur. In this case she was (once again) right! Although I have a lot of work I have also enjoyed the students and my fellow educators immensely. I feel that I have finally come home and found my people! I am comfortable, energized and challenged in a supportive, creative environment.I can hardly wait until I have my own classroom and will smile each time I think of the teachers and students I have worked with during my student teaching tenure.
Thank you to all teachers who have taken the time to support a nascent educator. Your support and kindness are very much appreciated.
Saturday, November 27, 2010
Sunday, April 25, 2010
What do I get?
A coworker recently complained because she did not GET any thanks for doing her job. She then complained the supervisors "fell all over" another worker who was going through some very difficult times. This complainer lamented that it just wasn't fair because the supervisors did not THANK HER FOR DOING HER JOB. (I must add that I have heard the supervisors thank the complainer for some of her ideas and efforts.) She moped around, vilified the troubled worker and supervisors creating a hostile work environment for all. The poison has spread and everyone is complaining and miserable.
I cannot approach this bitter, jealous woman but wish I could repeat the wisdom of Winston Churchill:
"We make a living by what we get, we make a life by what we give."
I cannot approach this bitter, jealous woman but wish I could repeat the wisdom of Winston Churchill:
"We make a living by what we get, we make a life by what we give."
Sunday, December 13, 2009
Saturday, October 24, 2009
Are Teacher Colleges Producing Mediocre Teachers?
I just read an article with the above title on Time.com, by Gilbert Cruz dated Friday, Oct. 23, 2009. (See the article at: http://www.time.com/time/nation/article/0,8599,1931810,00.html ) His article stipulated that the reason students are not performing as well as expected is due to poor teacher preparation and education. The author also reports too much time is spent on theory and not enough in-classroom experience. The author writes that some ways to improve teacher education in the United States include less theory instruction and a longer period of classroom experience under the guidance of a knowledgable in-service teacher.
I am currently a graduate education student at Mount Saint Mary College in New York. I have attended several other institutions and can honestly say that MSMC has one of the most comprehensive, well-managed, meticulously designed programs I have been lucky enough to learn from. We are taught to plan our lesson from the state standards, performance indicators and school curriculum. We learn to observe students during at least 10 hours of fieldwork (classroom experience) in most courses. We are taught to attend to a student's prior learning, home life, affective behaviors and attitudes, developmental readiness, individual talents and learning preferences while teaching the content. We are expected to keep our lessons relevant to our student's lives and above all keep the students engaged and actively learning. Understanding and using learning theories is vital for good instuction. You cann not tell me that the MSMC educaiton program is to blame for mediocre teachers.
In my present job I have the opportunity to observe student teachers from several institutions, including Mount Saint Mary College . Some are able to discuss theory and how it was used to plan their lessons and some are not. Some plan engaging lessons that incorporate technology for the "digital generation" and many do not. I even met a MSMC grad who could not tell me the goal and objective of his lesson. I can say I almost fell over since the Mount Saint Mary goals and objectives are so detailed and present for every single student lesson plan. The problem can't be the quality of instruction at the higher education institutions since I know the one MSMC student I encountered came from an outstanding program.
I do agree that although we are required to have fieldwork observations throughout our education, we do not have enough of the practical experience. A carefully planned lesson is often a different animal infromt of "real" students. Student teaching (I haven't done it yet.) is a valuable experience but it is cost prohibitive when, as a student, you can't work and must pay tuition at he same time. I personally like the idea of mentor programs in which an experienced teacher guides new educators for at least a year.
I also agree that the admission standards for entering a teaching program may be too easy. What type of standards should be considered? Should they be mandated by the state? We see how well that is working for students now - not well. Perhaps we should see if our future teachers have the innate qualities that make good teachers. Perhaps an assessment of tenacity, a sound work ethic, dedication and the knowledge that the teacher's prime purpose is to build independent, competent adults who base their opinions on fact, not opinion is necessary. However, how do we assess such qualities?
I am currently a graduate education student at Mount Saint Mary College in New York. I have attended several other institutions and can honestly say that MSMC has one of the most comprehensive, well-managed, meticulously designed programs I have been lucky enough to learn from. We are taught to plan our lesson from the state standards, performance indicators and school curriculum. We learn to observe students during at least 10 hours of fieldwork (classroom experience) in most courses. We are taught to attend to a student's prior learning, home life, affective behaviors and attitudes, developmental readiness, individual talents and learning preferences while teaching the content. We are expected to keep our lessons relevant to our student's lives and above all keep the students engaged and actively learning. Understanding and using learning theories is vital for good instuction. You cann not tell me that the MSMC educaiton program is to blame for mediocre teachers.
In my present job I have the opportunity to observe student teachers from several institutions, including Mount Saint Mary College . Some are able to discuss theory and how it was used to plan their lessons and some are not. Some plan engaging lessons that incorporate technology for the "digital generation" and many do not. I even met a MSMC grad who could not tell me the goal and objective of his lesson. I can say I almost fell over since the Mount Saint Mary goals and objectives are so detailed and present for every single student lesson plan. The problem can't be the quality of instruction at the higher education institutions since I know the one MSMC student I encountered came from an outstanding program.
I do agree that although we are required to have fieldwork observations throughout our education, we do not have enough of the practical experience. A carefully planned lesson is often a different animal infromt of "real" students. Student teaching (I haven't done it yet.) is a valuable experience but it is cost prohibitive when, as a student, you can't work and must pay tuition at he same time. I personally like the idea of mentor programs in which an experienced teacher guides new educators for at least a year.
I also agree that the admission standards for entering a teaching program may be too easy. What type of standards should be considered? Should they be mandated by the state? We see how well that is working for students now - not well. Perhaps we should see if our future teachers have the innate qualities that make good teachers. Perhaps an assessment of tenacity, a sound work ethic, dedication and the knowledge that the teacher's prime purpose is to build independent, competent adults who base their opinions on fact, not opinion is necessary. However, how do we assess such qualities?
Teachers are responsible for creating the next generation of Americans. I find it strange that a lawyer has a more rigorous education that an educator. Although I am certain many institutions do not meet the grade as good teaching schools, I can say that I can recommend Mount Saint Mry College in Newburgh, NY for educating future teachers and nurses. Perhaps other institutions should take a look at their program and follow their lead.
See the Mount Saint Mary Website at: http://www.msmc.edu/home/
Thursday, September 17, 2009
Why Doesn't it Work?
If someone complains about some facet of work, play or another matter that I control, I always try to do something to fix the problem. I recently presented a new idea at my job to alleviate the high cost of some student rewards that we offered for our Word of the Day Contest. I bought (with my own money but for a very fair price at a thrift store) a covered ceramic dish to hold unwrapped candy. The unwrapped gummy worms were much less expensive and I placed a spoon to serve 1 or 2 worms to each child.
The first reaction from two of my co-workers was a harsh, "This will never work". I've noticed in many situations both in and out of work that this is often the first reaction to many novel or unconventional ideas. Why is it so many automatically choose to focus on what MAY go WRONG rather than what may work right. I must also ask the question, "Why would this fail? Is it because there is a problem with the solution or will it fail because you are unwilling to persevere and find ways to tweak the solution to perfection? Is it too much work?"
I see this happening with many of our national problems. Americans want immediate sweeping solutions to the recession, health care problem and, the war overseas. We need to be practical and more scientific. We should make small changes, observe the results and either go ahead with further plans or change the plans to find a solution that will work.
Solutions to problems are not always perfect on the first try. It also takes authentic use before one can see the pros and cons of a solution. I only ask that we try and to make a solution work before we authomatically throw it in the waste can.
The first reaction from two of my co-workers was a harsh, "This will never work". I've noticed in many situations both in and out of work that this is often the first reaction to many novel or unconventional ideas. Why is it so many automatically choose to focus on what MAY go WRONG rather than what may work right. I must also ask the question, "Why would this fail? Is it because there is a problem with the solution or will it fail because you are unwilling to persevere and find ways to tweak the solution to perfection? Is it too much work?"
I see this happening with many of our national problems. Americans want immediate sweeping solutions to the recession, health care problem and, the war overseas. We need to be practical and more scientific. We should make small changes, observe the results and either go ahead with further plans or change the plans to find a solution that will work.
Solutions to problems are not always perfect on the first try. It also takes authentic use before one can see the pros and cons of a solution. I only ask that we try and to make a solution work before we authomatically throw it in the waste can.
Saturday, August 29, 2009
The Lost City of Z
I just finished a wonderful non-fiction book entitled The lost City of Z by David Grann (Doubleday, 2005). It is a tale of the long-time search for the lost city of Z and exploration in the Brazilian Amazon forest. The well-written story is replete with archaeological, historical, personal as well as psychological concepts and reads like an exciting fictionalized adventure tale. Like most truly good stories, it left me thirsting for more.
Did you know that the Amazon may have given birth to a large, advanced civilization that rivals ancient Egypt? I am wondering if the Amazonian civilaization is connected to African civilizations that were one when the two continents were connected during the pangaea.
Tuesday, August 25, 2009
Model Blogger
Hooray! Finally there is someone who has the money and gumption to fight on-line meanies! According to CNN (8/25/09), Rosemary Port wrote nasty comments about model, Liskula Cohen, in her blog entitled, "Skanks in NY". Yuck. A court ruled that Liskula had the right to find the name of her attacker because the comments were libelous. Google was served an order to identify Rosemary.
Now, Rosemary is suing Google for releasing her name on the grounds that on-line blogging is a private forum and not meant for public viewing. Get real girlie, the Internet is nothing but public. It is designed to meet the informational needs of people across the globe.
IN MY OPINION, anyone who purposely slams another on-line, or posts a potentially damaging visual image is guilty of libel. Just because you "invite" friends to view a blog does not mean one can truly expect privacy. Furthermore, I was wondering what Rosemary's intentions were for this negatively named blog? For some reason I don't think it was meant to be complimentary.
We Americans have been trying to qualify this issue since we made freedom of speech an American right. Various court cases have deemed that a person cannot purposely publicize false and defamatory comments, cannot report tidbits not backed up by evidence or yell "fire" in a crowded theater. I believe posting "skank" in a blog is comparable to screaming fire in a crowded theater. Furthermore, One can expect privacy on-line if they are composing an e-mail that is addressed to only one or two people. However, one can never expect blogs, websites, face book, twitter and other web 2.0 tools to be fully private.
The cyber bullying has to stop! It is damaging to reputations and emotional states and is counterproductive. There is no practical reason for it, so why do it?
Now, Rosemary is suing Google for releasing her name on the grounds that on-line blogging is a private forum and not meant for public viewing. Get real girlie, the Internet is nothing but public. It is designed to meet the informational needs of people across the globe.
IN MY OPINION, anyone who purposely slams another on-line, or posts a potentially damaging visual image is guilty of libel. Just because you "invite" friends to view a blog does not mean one can truly expect privacy. Furthermore, I was wondering what Rosemary's intentions were for this negatively named blog? For some reason I don't think it was meant to be complimentary.
We Americans have been trying to qualify this issue since we made freedom of speech an American right. Various court cases have deemed that a person cannot purposely publicize false and defamatory comments, cannot report tidbits not backed up by evidence or yell "fire" in a crowded theater. I believe posting "skank" in a blog is comparable to screaming fire in a crowded theater. Furthermore, One can expect privacy on-line if they are composing an e-mail that is addressed to only one or two people. However, one can never expect blogs, websites, face book, twitter and other web 2.0 tools to be fully private.
The cyber bullying has to stop! It is damaging to reputations and emotional states and is counterproductive. There is no practical reason for it, so why do it?
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