From the Jackson book:
- The introduction makes the following statement: Any teacher can become a master teacher with the right kind of practice. Do you agree with this statement? Why or why not?
- What, in your estimation, constitutes a "good" student?
- Which of the eight noncognitive indicators of academic success is most important to you? Why?
From the Prensky book
How difficult is the concept of partnering?
How do you envision it in your teaching style? Is is foreign or something you feel you could comfortably do?
Additional comments or thoughts reflections are accepted.
From the Prensky book:
ReplyDeleteIn my opinion partnering is one of the most logical, if not THE most useful pedagogy for today’s students. Working as partners, the partnering pedagogy allows students to follow their passion, use technology, research, answer questions, create presentations etc. It is the teacher’s responsibility to ask the right questions, and guide students while at the same time making sure to ensure quality of student work.
I think the biggest difference between partnering and typical teaching methods (direct instuction) of the past is that in partnering the teacher’s goal is to do no “telling.” After all, “most of today’s students prefer to take an active role and find things out for themselves, rather than be told them by the teacher.” Because we (as both students and teachers) have become so accustomed to “telling” it may be difficult for new teachers, as well as experienced teachers to adapt to this new method. On page 13 Prensky says “The most important changes required of educators are not technological, but rather conceptual.”
Just because a teacher may not have the skills or feel comfortable using certain aspects of technology, it does not mean they cannot implement partnering into their curriculum. I consider myself pretty technology savvy person; yet over the past year I can recall numerous occasions where my students have shown me a new technology, or a new use for an already existing technology.
“We are all learners, we are all teachers” (page 18). To ease the implementation of partnering into your classroom I think this quote is essential to remember.
I am going to react to the Prensky book. I found the reading incredibly fascinating. I also found that in my student teaching, and other teaching experiences I have done many of the techniques of partnering discussed. I also think it is extremely effective style of teaching. I wonder if it’s a strategy or a technique and if, as a teacher, one must adopt all of the “rules” of partnering in order for it to it be entirely effective. Prensky says you must, but I think I would have to experiment to see. I think that mixing styles up and teaching students in ways entirely different is a great way to get objectives completed while keeping the students engaged. It also keeps the teacher and student enthusiastic about learning and teaching differently. All teachers, as well as myself, are capable of teaching using partnering. Anything is possible, we need to enter new styles openly and positively in order for experiences to be successful.
ReplyDeleteI loved the analogy of a rocket just flying, and moving so much more quickly than adults and children from the past. It is better than a clean slate just waiting to be written upon because it allows students to be responsible for their education and actions. I also loved when she said, “We should not be blown away by our students; we should be expecting even more from them.” With technology and the resources we have as teachers and students, the possibilities are endless, and because of this we need to raise the bar more than it has been raised. It also needs to be continually raised as students succeed and learn. This statement means so much to me because as an adult now, I wish that my teachers had raised the bar and their expectations for me even higher, because I know I was more than capable of stepping up and working harder and challenging myself more. Maybe this would have made me more of an independent intellectual thinker.
it was paragraphed, but I guess when I posted it the indentations deleted! Sorry for making it look like a blob of words! :-(
ReplyDeletePlease don't worry about the way the presentation looks on the blog. Emphasis is in the thinking.
ReplyDeleteThe best thing about an education is where it will take us. What ideas will I explore more intensely? It continues on and on in life.
It goes without saying that we work harder and put more effort into what we love. That could translate into a lot if different things. Love for a subject, an idea, teacher, or our own personal ethics.
YES we are all learners, we are all teachers!
A “good” student is a student who is respectful. There is a laundry list of traits of which we would all love for our students to possess… but respect is a big one in my book. If a child is respectful to his/her teacher and classmates, anything is possible.:)
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteTeaching Digital Natives intensified my interest and had me rethinking my teaching style altogether. This book’s pedagogy is truly interesting and I would love to tailor my teaching fit this approach. However, I am going to be honest… I am scared! This new way of teaching sounds so engaging and relevant, but how do I implement it in a way that I still feel comfortable?
ReplyDeleteCurrently, teachers expect their students sit and listen as they lecture, and in the job market they will be expected to socialize, THINK, and solve problems (all on their own). Our framework for education currently doesn’t match what we are expecting within years. We need this change just as much as the students do. Instead of changing our teaching, we are blaming the children for changing.
I still consider students being like a blank slate, but not to be written on. They should devise their own plan for their lives. How do they want to learn? This new approach to teaching and learning is unique but also necessary. Students are yearning for something more, and now that schools have the resources: technology, polyvision boards/smart boards, innovative teachers, and the “can’t sit still” kind of students; we need a revolution in education.
The answer to the question is slowly. A great expresssion for change is, "slow is fast". I think that a lot. The reality is, we are losing kids through chalk and talk, so we must find ways to engage. Try something new, a proven strategy and mold it to your particular set of students.
ReplyDeleteIn response to the Jackson book:
ReplyDeleteI love how this book points out that simply having all the answers and content knowledge does not make you a master teacher. In my opinion the qualities and talents of a master teacher include; creating innovate, engaging, and interactive lessons and tailoring your lessons and instruction to the needs of all of your students. I could go on and list infinite other qualities, but I’m sure you all can think of many on your own.
Just because you may have the knowledge about principles and strategies of teaching does not mean that you are automatically a master teacher; you need to learn to use these principles effectively in the classroom. It is how you use what you have learned that is important. I feel that this is done through practice and experience in the classroom setting.
However, having many years of experience teaching does not automatically make you a master teacher either. I’m sure we all can recall a middle school, high school, or college class (but definitely not this class!) where the instructor may not have been a very effective teacher.
I wish every teacher could read books such as the ones we are reading in class and reflect on their teaching strategies. Reflecting on your day is a very important step on the journey to become a master teacher. So to answer the first question, yes I think that any teacher can become a master teacher with the right practice, guidance and self reflection.
Another topic I liked in these first few chapters was when Jackson spoke about “currencies” and how if students don’t see what they are learning as valuable, some teachers view them as defective. This reminds me of Teaching Digital Natives when Prensky made the argument that it is not that students today have ADD, it is that we need to tailor our methods of instruction for these digital natives. I would consider any student that values what they are learning a “good” student.
Have you ever had a required text in a class that you just couldn't put down? One that no matter what was happening around you couldn't distract you? That is how I felt about the text Never Work Harder than your Students. The entire time I was reading it, I just kept thinking about how useful this book would have been to me 2 years ago in my curriculum planning class, when UbD was first being introduced and I had no idea what they were talking about. I loved both of these texts because it reinforced and expanded upon the knowledge I have gained from the undergrad program at LIU. Great choice I must say! Now onto answering your questions..
ReplyDelete1. The introduction makes the following statement: Any teacher can become a master teacher with the right kind of practice. Do you agree with this statement? Why or why not?
I both agree and disagree with this statement. I agree with it in terms that the teacher must also be passionate and dedicated to teaching, learning, and to their students. There are some teachers that are out there for all the wrong reasons and I feel that those select few will not ever become master teachers because they are lacking those attributes.
2. What, in your estimation, constitutes a "good" student?
I feel that every student is a good student and I have said this to many teachers. I often enjoy their responses when they say "oh, you're still new, wait til you get your own classroom."
3. Which of the eight noncognitive indicators of academic success is most important to you? Why?
The most important of the eight noncognitive indicators to me is Preference for long term goals. That is my main objective in life and it seems to me that not many people nowadays consider it. I come in contact with many people who are looking for the reward before the task is complete, or even started and often give up at the first obstacle. To me however, I feel that it is one of the most important goals. It allows me to be passionate about something and go for it.
How difficult is the concept of partnering?
How do you envision it in your teaching style? Is is foreign or something you feel you could comfortably do?
In practice, I have found that partnering can be very effective and rewarding in that classroom, but it takes a lot of practice and when you are student teaching, sometimes the principal will not ask you to come back to be a sub because he thought that it was more like chaos in the classroom. But after introduction and integration into the classroom, I feel that partnering is one of the most useful tools in teaching.
Each year, teachers come into the classroom ready, with open minds and a willingness to try it again! In my eyes, it is the most fulfilling career. Now, does every teacher have the potential to become a master teacher? With the motivation, the time, the patience, and the support; any teacher has the ability to become a master teacher. If we are now considering: the teachers who come back from summer with nothing ready, and “flying by the seat of their pants”, then no. To become and practice being a master teacher, you need to have a true passion and time to put into planning well organized and meaningful lessons, which are tailored to what each student needs. Any teacher, who has the passion, truly does have the capability of becoming a master teacher.
ReplyDeleteA “good” student in my eyes is a student who is respectful and TRIES their best each day. Being respectful is different for every child. It can be as easy as saying hi with your eyes to me in the morning, saying please and thank you, or helping another student in class or outside of school. Every student in every classroom has the potential; it has to be shown to most before they can actually show it back. The respect is essential the further you go from direct teaching to activity based, or the partnering approach as stated in the Prensky book.
Out of the eight noncognitive indicators of academic success, Positive Self Concept is most to me. I cannot express how important it is to have confidence in ourselves. When someone feels good about themselves, and what they are doing, they will go the extra mile. When students feel confident in themselves during math and feel like nothing can stop them, they will soar! Confidence is important in every aspect of our lives but especially when it comes to succeeding academically. Students need to know they have the capacity to succeed. This Positive Self Concept will carry over into their motivation, and motivation can move mountains!
From the Jackson Book:
ReplyDeleteThere are many qualities that make up a master teacher. And yes with practice, I believe a master teacher is one who connects with students, has strong communication skills,promotes a love of learning, engages students,and develops character traits through effective teaching. If this is practiced in the classroom, students will value themselves and their learning.
From the Prensky Book:
Moving away from direct instruction and keeping the students actively engaged is the first step towards partnering. Partnering is a fantastic way to keep a real approach with teaching. It makes complete sense to have a working partnership with students. I think it is important that teacher students roles are defined. I agree with Prensky that we need to see our students differently, and in a positive manner.
I decided to do the questions on the “Never work harder then your students” book, why, I'm not sure, but I did.
ReplyDelete1.I think the first question can be a loaded question, and can easily backfire. I think anyone can become a better teacher as they progress with their career. They can learn how to master lesson plans and handle their students. However, I personally believe to become a master teacher there has to be something inside you. You have to have that certain spark that makes you love your job, students and teaching as a whole or one can never become a master teacher. I always love the saying in the movie Sister Act II, if you wake up in the morning and all you can think about is singing, then your a singer. If someone wakes up in the morning and all they can think about is there students then they are a teacher, they have that extra spunk needed to become a master teacher.
2.A good student, psh everyone can have a completely different view what a good student is or not. While student teaching, the teacher I was working with disliked very strongly our 8th period class. They were loud and talkative. The teacher I was working with was kinda old and quite frankly she did not love her job, she just did it. She just yelled at them, when she had the class. They were my favorite class, I looked forward to them daily, and I still miss them today. I was one of those students who was always talking, and tapping my pen or something, I couldn't sit still in school, and to this day I still find it hard, except when I'm teaching. Being that way in school made me realize, what did I like in school. I liked class discussions, I needed to talk, I needed to move around. And thats why I did, I had my students focus there energy into my lessons, which had them moving around the class, had them interacting with one another, but in a good way. Since these students were talkative and spunky, we had the best discussions in that class then any other.
3.I think the most important noncognitave characteristic for my students would be the first one listed by Dr. Sedlacek. Positive self-concept, the ability to have confidence which leads to the determination to succeed. I personally think a lot of students are afraid to make mistakes. Just like Sir Ken was talking about, in our educational system we are shunned when we make a mistake. Which leads to our lack of creativity. In other words our lack of trying something new, like answering a question that we may not be 100% sure about. I think our students need to have better confidence, and realize that its ok to make mistakes, sometimes I think its better to make a mistake, you learn better, because you realize, you will never do that ever again. I do this all the time at work when I'm training someone. I tell them don't do this or this will happen, and of course down the line they will make the mistake and I will watch them. Unless they will get hurt in anyway or burn the building down, I let them make the mistake, I watch there face and they I say “ will you ever do that again” and they always say “NO” and they don't and they learn forever not to do that. That is a concept our students can learn in school and I believe by doing so we are helping them in the future.
Lindsey Campbell
ReplyDeleteIn reply to Prensky's book ...
The concept of partnering is not difficult. I believe it is what truly needs to be done in schools today. Everything the book talked about with students being bored and just being told what to do is exactly what I’ve seen in classrooms as an observer and a student. There is no room for students to explore and figure things out on their own. Teachers and students need to work as a team to make the education atmosphere more appealing and exciting for both parties. Teaching by telling is what leads to students’ lack of interest in school. Teachers need to give students more room to breathe, discover on their own and teach their peers. I do agree that this could be hard to do mainly because of what Prensky says in the book about having a slightly out of control classroom. I for one do not like a loud classroom, however if partnering is done correctly, learning is being accomplished.
I am definitely in agreement to partnering. Throughout my student teaching, I did a lot of activities where students needed to figure things out for themselves then share it with another student and then explain it to the whole class. I noticed it gets all the students involved more in the lesson and you have a very receptive, learning atmosphere. I like giving students the free will to explore and expand their minds to where I do not have to give the step-by-step instructions, but rather guide them to their findings. We need to find ways to get students more involved, because it is very true, they are bored!
From the Jackson Book:
ReplyDelete1. I do agree that with enough practice anyone can be a Master Teacher if they put their mind to it, which goes for any job. To be a master at teaching does not mean you are better than everyone else at teaching but rather that you have mastered the art of knowing exactly what each of your student's individual needs are to succeed and how to meet them in an array of different avenues. It means that you are able to bring your student's mindsets to a higher level of critical thinking and enable them with the skills needed to continue their path in education to their fullest potential. It also means that you are realistic and can understand that it is okay to make mistakes and realize that perfection is not realistic. Being a Master Teacher means being able to decipher situations and problems that arise in the classroom from every angle and see the positive in outcomes, not the negative. Master Teachers "see reflection as a necessary part of their day." Too often teachers as well as people in general do not reflect on their day and decipher how things have occurred in order to fix them. It is not about "why" something has occurred but rather "how" and Master Teacher's practice this every day. It does not take 30 years experience to be a Master Teacher. It truly is quality over quantity for Master Teachers and they have the care and concern needed to help their students achieve success. Not only do the students learn from Master Teachers but Master Teachers learn from their students as well. They know that nothing in life is too rigid that cannot allow room for improvement to ensure for a better future for themselves and more importantly their students.
From the Pensky Book:
1. The partnering pedagogy is very interesting and I feel should be highly effective in the classroom. Just like any relationship in life, in order for that relationship to grow it must be nourished with respect, understanding, independence, and teamwork. When a teacher-student relationship practices the partnering pedagogy it means that they are each allowing each other the independence of doing what needs to be done but being there to lend help one another out if it is needed. Students want to know that their opinions matter and feel smart enough to be given the opportunity to map out questions and figure out problems for themselves rather than answer after a lecture. Say the teacher gives the option to give a lecture, ask the class questions, and have the class takes notes. Now say the teacher has the class break into pairs or groups and have them take 20 minutes to figure out how to answer his/her questions themselves, it is proven that nowadays students will chose this route because they get to play an active role in their education rather than take the backseat. There needs to be that little bit of freedom given so that students can play an active role and get done what needs to be done while the teacher plays their active role in the partnering as well. If students and teachers do not understand one another or coincide and work together, then there will be little to no success achieved. Respect, teamwork, dedication, empathy, concern, participation, being treated as equal, and the opportunity to have a little freedom are all key to a healthy partnering relationship.
...I really like the books so far and I loved what everyone wrote, love love love reading everyone's posts!
SUBMITTED BY KACEY SCHICK
Great thoughts. I think the overall theme of the first chapters of these books and your feedback is that we must get to know our students in order to be successful. There really are no substitutes or shortcuts to accomplish this. Every class provides opportunities for this. Even as I get to know this class, I find the "currencies " are very different from other classes and I have to consistently evaluate the needs and lessons for each week.
ReplyDeleteTeaching is a living document adjusted for every student and class.
Thanks for a great learning platform.
Will post questions later. Hope you are enjoying the day.
I am not sure that I agree with the author’s view that any teacher can become a master teacher. My definition of a master teacher is the teacher who can masterfully get her students achieve against any odd, condition, or situation simply because they believe in their heart that the student will and can achieve. A teacher can spend years working on the skills and techniques to perfect her teaching and at the end of that time still not have mastered the art because the heart was not present. Without heart the teacher though present daily, will be absent from the lesson. Teachers who I consider master teachers have a passion for what they do. That passion drives them to look for ways to ensure that their students are successful. Without that heart, no teacher will ever reach a master teacher potential in my opinion and experience.
ReplyDeleteInvolving students in the teaching and learning process can be an explosion in today’s classrooms. In the past students have set in classrooms where their voice were seldom heard. Partnering teachers and students in the learning process finally gives the idling, bored student a voice. Whenever we can promote agendas relating to student voice we should jump at the opportunity. As teachers of digital natives student voice is crucial as it allows both student and teacher to explore other avenues for learning. “Meaningful student involvement is the process of engaging students as partners in every facet of school change for the purpose of strengthening their commitment to education” as quoted from one Adam Fletcher with whom I whole heartedly agree.
needs of our society today. I could not agree more with Prensky on the fact that
ReplyDeletewe have drifted into and era where the importance of technology has become
overwhelming. Almost every bit of information we receive comes from an electronic
modality and this is no different for our students.
I really appreciate the analogy suggested by Prensky, which described
students as rockets rather than trains on a track. In the “oldschool” methodology
of teaching, the track is laid for the student to follow and without the specifically
enumerated path to follow, the student will not reach his or her goal. In contrast,
Prensky identifies the modern student as a rocket because of the different ways
that students today can learn, just as a rocket may swirl and make changes to its
trajectory in order to reach its destination. The driving point of this metaphor being
the fact that students may learn and utilize the various tools (technology) differently
to reach a similar outcome.
Another major aspect of partnering that I’d like to discuss is the role of
the educator, within the technology-consumed world that students now inhabit.
Prensky explains how technology merely represents a tool for students to utilize.
However, in the end, “it is the job of the students, and not the teacher, to use it”.
Subsequently, it is the teacher’s job to make sure that these tools are being used
Chris Foster
Blog Responses
properly. Based on what Prensky explains and my own opinion, I feel that this job of
regulating the technological usage and guiding the student is all the more important.
It’s no secret that most students are already technological fluent. Where
these students lack is in their ability to utilize these tools for a greater educational
purpose or goal. Their fluency often only goes as far as Facebook, twitter and other
seemingly non-important programs. That is why I feel the guidance of someone
who can disseminate fact from fiction, and important from trivial in the vast world
of technological interaction is so important. It is also important for educators to
help students navigate their own passions which may be hard to identify, or draw
out of all the electronic stimuli that students are presented with today. It seems
like students have much technical fluency, but often can be found only browsing
Facebook or something of the sort.
In order for the ideas of partnering to truly successful, educators must
hone the technological focus of students by harnessing the curiosity and fluency of
modern students. I like to think of it like this: Without teachers, students may be
caught wandering the vast technological desert in search of knowledge, but only
finding the mindlessness of Facebook and dancing kitty cats. We must show them
how to use these great tools, which they have grown accustomed and develop their
intellectual desire for learning through the technological means that have already
greatly established themselves in the lives of students everywhere.
SUBMITTED BY CHRIS FOSTER