Hope everyone is enjoying this weekend. Summer again!
Chapter three in Jackson's book has some honest discussion about the students we face and OUR expectations. It is easy to look at the problems and be overwhelmed. HOW can I teach these students is an honest thought most teachers have. The Try This example on page 88 is a good place to start.
The Stockdale Principle is the idea that in order to make it, "you must maintain unwavering faith that you can and will prevail in the end,regardless of the difficulties,". And at the same time have the discipline to "confront the most brutal facts of your current reality, whatever they might be."
Thoughts?
Chapter three in Prensky's book, Think people and passions rather than classes and content, also gives rise to our planning and questioning practices. Several techniques were given to use including giving out specific roles to students. Once again planning rises to the top of the list. What can you take from this chapter to weave into your units?
We all know how tough it can be in the classroom. We are faced with so many obstacles that make it hard and when we have students who are behind, or lacking in their skills it makes it even more difficult. Chapter three talks about expectations of both the students and ourselves. I think too often we have a mindset about specific flaws in our students which makes it hard to stay focused on what our jobs really are. I agree with Jackson in that we must first set expectations for ourselves in order to have a grasp on what should be expected of our students. When you set high expectyations for yourself you tend to rise to the ocassion. It helps to make you a better teacer. It also comes through in your teaching. In a way you model your emotions and it helps build that relationship with the students. A very important fact by the author was that by holding oneself in high expectation it keeps us on track to uphold our standards. It is similar to a check system.
ReplyDeleteThe idea of the stockdale principal was very intersting and at the same time very scary. It is so hard to face reality. In the book Katherine gets a first hand look at the principal and we see how we can make a difference by changing ourselves. If the students don't know how to do something TEACH THEM, that is our job. We can't expect that they know it all or that they learned it correctly in the first place. Show them how to do it guide, model, assess. All the things we were taught to do. The try this strategies are great The three questions are good toask yourself when your having a bad day or really struggling with a student. Working with other teachers who were successful is also a great strategy just so long as you can get past your own egos. The best for me is starting small, rome wasn't built in a day right? Keep it simple and to a small group or individual, build confidence and courage. I believe that you should have courage when tackling all the different obstacles in your classroom, be strong, positive, and remember to reflect upon yourself and practices in order to be successful.
In my opinion the Stockdale Principle is a very honest and up-front strategy for teaching. “Confronting the most brutal facts of your current reality” is a powerful statement and seems like it could be a challenge for anyone. Facing your obstacles head on can be a very difficult thing. Whether your challenge in the classroom is a student with emotional/behavioral issues, lack of essential classroom materials, frustration or confusion; confronting these “facts of your current reality” and making yourself aware of what lies ahead of you will cause you to become a better teacher who sets high expectations for both your students and yourself. Thinking about education in this way can prevent a teacher from “losing their faith.” Too often I see and hear teachers saying things like, “they just don’t want to learn.” Thinking about the challenges you know you are going to face ahead of time allows you to plan your teaching strategies accordingly. If you anticipate where your students are going to have difficulty, you can tailor your lessons to ease confusion and frustration.
ReplyDeletePrensky gave a lot of great techniques for planning in this chapter. I particularly found it interesting when he spoke about how teachers tend to think of their students in groups instead of individual people. This can be a very easy role for teachers to fall into. It is important to view your students as individuals with different needs, learning styles, interests, passions etc. One method of instruction might be great for one student, but not for another. It is for this reason that teachers need to ensure they are thinking of their students in this individual way. If we know more about our students, we will be able to recognize areas of study that are of interest to them. We can also assign our students roles in the classroom with the information we learn about them. This chapter has caused me to become more aware of my teaching practices and how I view my students.
The Stockdale Principle seems pretty straightforward written on paper, or hearing it in a discussion. However, in real life situations it can much more difficult. Having faith that you can get through to your students, not mater what I think is the easy part. As a teacher you can always think to yourself, okay this did not work with John but this will. You have faith that your actions will work. What is not so easy is having the faith that you will prevail after 4 times of changing your method of teaching, and now you and Johnny are getting frustrated! The most difficult part I believe for teachers in the Stockdale Principle is confronting facts about your reality. Knowing that you have two (2) students who are failing your class, and they Regents exam is in six (6) weeks is very nerve wracking. Of course you want all your students to do well on the test, but sometimes, and I herd it while student teaching. “I’m giving up on him, he will fail no matter what”. That’s losing faith on you and your students if I don’t say so myself. I don’t know, when I was student teaching I got really upset when I heard teachers say that, it really hurt my heart. These teachers were talking about MY students, and I didn’t give up on them. Just because they were failing their class, does not mean they were failing mine, because they boy in question was a C student. Sure it’s not an A, but I knew they were trying. Sorry, I’m venting.
ReplyDeleteChapter 3 in Prensky was interesting and will become very useful in the future. There were so many ways to prepare for lessons in the chapter. Kim, I also found it funny that teacher’s group there students in small groups. When I was Student teaching I always grouped them, as “My Students” all 136 were mine. I told the teachers I was working with that I was sorry several times because even though I was with these students for seven (7) weeks, they were my first students, and they were mine, haha. We both had a good laugh and they told me they completely understood and felt they same way when they were in my shoes. (went a little bit on a rant sorry) but its true, its good to have many different ways to teach your students and learn who they are then just drilling them with content. I saw a huge difference when I showed up to a soccer game, the kids on the team were ecstatic that I showed up, and knew that I cared enough to show up for game, then, I went to at least one game for every team that my students were in, I went to concerts, showed up randomly at lunch periods just to talk, and it really made a huge difference, and being a newbie, it made me feel good too, I had my students willing to work with me, and that made teaching so much easier for me.
My hope is in the future with all of you in the classroom. I say it often, teaching is NEVER easy. Putting faith in students who struggle and fight you at every corner is a "brutal fact" to face. But it truly is one student at a time, one lesson at a time. Yes, slow is fast to kids that are challenged and hurting. "Showing up" is a great place to start. Starting the day, week, year with the thought, who needs me today and how can I help? What will make a difference to him/ her?
ReplyDeleteStick with the faculty who think like this, and continue to read,learn and explore new ideas. If it doesn't work for one, it may for another!
I really liked Chapter 3 in Prensky's book for the mere fact that it represented getting to know your students as individuals rather than as a group of for example 30 students per class. I think it is really important, even though difficult, to get to know your students as unique individuals. It can't be easy but in time the teacher can know each student's passions, strengths, weaknesses, likes, dis-likes, and so forth to allow each student to rise to their full potential. When I was a student I saw myself, as well as many other students who weren't extremely outspoken, get lost in the mist of those students who were very vocal and outgoing. Due to this, those students like myself weren't heard and in my opinion were grouped into the crowd rather than looked at as an individual. No fault to the students because of this nor the teachers. It was a mistake in the method of teaching and learning that needed a drastic update. This chapter shows how important it is to view students as individuals because of how much more you can learn from them that can even allow you (the teacher) to learn more about yourself. This will strengthen your bond with your students and allow their bonds with one another to grow. Their bond can grow by participating in activities that portray the diverse passions that each student has and allow those students to share their interests with one another, as well as with you, to compare/contrast. There is such diversity in the classroom, especially nowadays, and allowing the time to get to know each student's passions will ensure for them to all have their own identity in the classroom. This unique identity will give them empowerment and they will be given an understanding of how diverse everyone is in their passions yet how alike they may be as well. It is a great way to create a welcoming, unified, passion enriched, and respectful atmosphere in the classroom.
ReplyDeleteThe Stockdale Paradox was very interesting to me and I agree with it very much. But at the same time, I do feel it is really hard to face the brutal facts and let go of misplaced optimism. Teachers get extremely disappointed or frustrated that they put their all into their work and certain students could care less to be in their class. I do feel that there will be some students that no matter how much you follow this chapter and implement it into your classroom, you still may not be able to reach them. Some people can only be reached when they want to be and that may not happen while they are in school, that is just reality. But at the same time, students could be very frustrated/stressed for a variety of reasons going on at home or in school that prevent them from learning even though deep down they want to learn. The unwavering faith that symbolizes the core of your values as a teacher must be there along with the confrontation of the facts of each student's current reality in order to help each student achieve their goals. Your faith as a teacher will help you comprehend the reality of your students and figure out what you can do today to help each student move toward their goals despite the brutal facts in their lives. If teachers and students perceive then they can achieve.
Without any doubt I have adopted an unwavering faith base when it comes to what I believe not only as a professional but very much in my personal life as well. As teachers this is a paradigm well worth adopting. When you believe in something you stand by it even in the most brutal circumstances; you hold on because you are sure that what you believe is what it will be. Applying such ideals when managing our expectations for the students we have been charged to educate, in my opinion is a paradox I simply cannot ignore. I have a deep rooted passion for the students under my tutelage. This passion drives me to believe that regardless of their brutal realities they can and will learn. I don’t expect them to believe it; I demand that they believe it. I maintain an unwavering faith base that because I believe they will achieve.
ReplyDeleteThroughout my years as a teacher I have expected students with the most dismal realities to excel. As I read chapter three I was forced to reflect on some of those realities. I asked myself, “how did we get through, what did I do to accomplish such rewarding results for both me and my students?” Looking back I realized because of my own personal experiences anything is possible even getting very low achieving high school students to not only excel on state exams but go on to be positive and productive contributors to themselves and their communities.
Anytime I am exposed to new ways to get my students to learn is exciting. Prensky in chapter three gave an array of fantastic ideas for planning. I found them to be very practical especially when planning to differentiate instruction. Grouping in my opinion allows teachers to facilitate as students learn from each other. Assigning roles is a great way to capitalize on students strengths and allows them to exceed in areas where they might not when working independently.
POSTED BY SHARION
Co-teaching is a wonderful way to help with the success of your students. You may think you know the ins and outs of your students but, may overlook attributes or deficits that a fellow co educator may not have.
ReplyDeleteThe Stockdale Paradox was upsetting to me. I never heard of this before. I feel I will always be optimistic for my students. That’s the way I was raised. Look for the positive. Strive for the best. Yes, I understand students come from several different walks of life. But as teachers, We should always be there for them. Be their rock. Be optimistic for them to be successful in life., even when they themselves are not.
I appreciated all the tips of Chapter 3. The example on page 57 stands out for me. Finding out what your students are passionate about and knowing when to use that information to help “save” a lesson… Wow! The teacher found students fading during a lesson, instead of reprimanding them.. The teacher asked for the students thoughts on the lesson ..by having that student(s) Think of possible similarities’ between their passionate topics.. and the current one the teacher was teaching in order to “reclaim” the lesson!! Genius!
Great thinking! It's certainly challenging! We need to change education....I'm not completely sure how, but there are great thoughts to contemplate and discuss .
ReplyDeleteThe Stockdale Principle was a very interesting read and their is truth to it. However, I am challenged by this paradox because I am an optimistic person. I know that I have encouraged my students to be positive and stay focused. We do our best as Educators to reach out to all of our students. And the reality is that we may not be it for some of our students. It is important that we try to be there for them and get to know students because it will allow them to find their way with support regardless of a situation that they may be going through in their life. It can be quite challenging but we can try our best and hopefully our students will do the same.
ReplyDeleteI really enjoyed chapter 3 in the Prensky book. So many wonderful ideas were shared throughout, especially setting expectations and recognizing our students passion which is awesome. We can do so much with that. I know that small groups can work well and we are able to see what is going on with our students such as their behavior and understanding of the topic. I also liked how we can make our students' passions teachable moments in our lessons.
“No matter what.”
ReplyDeleteWe need to do whatever it takes to reach every student no matter what! Dealing with the brutal realities is truly what changes our perspective of the situation. Recently, I had to progress monitor my students and it WAS brutal. I knew quite a few of my kids had trouble with fluency but after the testing, the brutal fact was that more than half my class was starting at below benchmark (well below). Now, I faced my reality but now Jackson is right, I need to say that we will prevail because we are going to do everything we need to do in order for them to prevail. Every year the class is different and they come with different positives, and negatives. No matter what, we still need to reach every single one of them. Each child has something that they are really good at, we need to find out what it is and not look only at the things they aren't good at. This chapter was interesting, in that it spoke a lot about values. I actually did the “Try This” activity and it made me consider my teaching and what I need to work on when times get tough. These kids (no matter their age) sometimes don’t think they can do it and without that positive influence, they never will. We can’t give up on them, because if we do, they will surely give up on themselves.
After reading Prensky’s chapter, I started thinking about what my passion is. After all these years, I still don’t know what it is (that will be my homework for the next few weeks). Once you know what a student’s passion is, it is a great way to reach them no matter the content your teaching. What the teacher (in the chapter) did with the student was so neat. She looked at a student who was not paying attention to the lesson and related the lesson directly to the student’s passion. The teacher sparked an interest and she regained her interest. That was a huge indicator for me of the role passions play in the classroom. In a younger classroom it might be as simple as saying Star Wars during a lesson, saying Justin Bieber, or relating the lesson to Pokémon cards. It may not have to be a passion but something that is interesting to the child and something they can relate to. It is vital to look at each child and find that “thing” that makes them light up and talk to them individually so that they know you care. It changes their behavior and makes them think that someone (other than their family) truly cares about them. Sometimes, all a student (or teacher) needs is a little praise and acknowledgement!
Without any doubt I have adopted an unwavering faith base when it comes to what I believe not only as a professional but very much in my personal life as well. As teachers this is a paradigm well worth adopting. When you believe in something you stand by it even in the most brutal circumstances; you hold on because you are sure that what you believe is what it will be. Applying such ideals when managing our expectations for the students we have been charged to educate, in my opinion is a paradox I simply cannot ignore. I have a deep rooted passion for the students under my tutelage. This passion drives me to believe that regardless of their brutal realities they can and will learn. I don’t expect them to believe it; I demand that they believe it. I maintain an unwavering faith base that because I believe they will achieve.
ReplyDeleteThroughout my years as a teacher I have expected students with the most dismal realities to excel. As I read chapter three I was forced to reflect on some of those realities. I asked myself, “how did we get through, what did I do to accomplish such rewarding results for both me and my students?” Looking back I realized because of my own personal experiences anything is possible even getting very low achieving high school students to not only excel on state exams but go on to be positive and productive contributors to themselves and their communities.
Anytime I am exposed to new ways to get my students to learn is exciting. Prensky in chapter three gave an array of fantastic ideas for planning. I found them to be very practical especially when planning to differentiate instruction. Grouping in my opinion allows teachers to facilitate as students learn from each other. Assigning roles is a great way to capitalize on students strengths and allows them to exceed in areas where they might not when working independently.
I agree with Jackson about holding a student in high regards in order to help that student learn. A teacher should have expectations, but the question is where do you set the bar and how far away should your expectations lie. This needs to be based on the individual student. Every student has ability, but every student is not blessed with the backing for success, whether it be an economic, social, or mental hardship we as teachers need to remember we may be the only one in that student’s life that can show them that someone has investment for achievement. I keep on thinking about the self-fulfilling prophecy, if you or your students don’t think that achievement is possible, will it ever happen? Kindness and community go a long way in the classroom, and faith can allow for achievement if the environment is right.
ReplyDeleteA great way to find out your student’s passions is through morning meeting (if you’ve never heard of it look it up, it builds community and is a way to figure out each individuals passions in conjunction to the class as a whole). Just as an adult can go through a work day and be miserable a student can go through the school day just as miserable. The common element here is that they are both not doing something they want to be doing; they are not passionate about their job, whether it being a secretary or a student, you have to enjoy doing something in order to get the most out of it. A unit I was designing for student teaching really focused on the idea of handing out roles to a student. I was using a Socratic seminar approach to understanding the constitution based on the rights of an individual and if they should ban happy meal toys from unhealthy food. The students got to research, got to question, and all of this was student lead. The only part the teacher plays is guide. We come up with the essential question, and then each student has to participate in an orderly debate. They check themselves for not monopolizing the floor and helping the other quieter students have a say. The students loved it, they were in charge and they actually understood individual rights, rather than me harassing them about articles and amendments.
So far, Jackson's book has to be one of the best texts that I have ever read. She first hooks you with a though, gives a real life example of it, then explains how you can use it. If only every students textbook was so fascinating to read. It would also help if many teachers didn't look so much at the "problem" or "lack" in their students but more the solution and ways in which they could captivate their audience. And the Stockdale Principal I feel is something that every human being should follow in everything that they do. So many people give up before it is even possible to succeed; sometimes they quit completely, other times they just give up internally and try to just make it by externally. Things are not as appreciated if they are just handed over, rewards need to be earner which in turn makes them rewarding. Challenges are a good thing and make people better humans. Its how we find our passions.
ReplyDeleteAs I read through chapter 3 in Prensky's text, I though of the classroom I was recently in to sub for. The teacher had assigned a test for the students to take and while they were taking the test, several of the students said that they were afraid to answer the questions becuase they didn't want to get a bad grade. They had given up before they even tried. But it was a "test" and I couldn't give them the answers that they were so afraid to look into themselves to find. I tried to explain to the students that it wasn't testing how "smart" they were, but how well they had learned the information. That it was a tool for the teacher to know who needs more help in an area and who doesn't. It was a foreign concept to them. All they cared about was what that big number would be on the front of their paper. How did this happen? So after the test, I decided to change a bit the way the next lesson was laid out. I made sure to uncover the information and meet the set goals of the teacher, but I wanted to implement it in my way. They had to read a story in their textbook in small group circles and then later in the day they would be tested on it. So to make it more interesting, I went around to one person in each group that had finished reading and was waiting for school to end and I asked them to look back through the story and come up with questions that they could ask the rest of the class. And you know what? They loved it! They were so engaged that they wanted to continue it after lunch. Soon every student in the class wanted to know if they could find questions for their classmates in the story during recess. I couldn't believe it. I had made them feel special. Individual, important, and gave them a sense of meaning and purpose as well as the assignment. They weren't just reading to read or reading to take a test, but reading to create.
Partnering is such a wonderful idea and really gives students a sense of being. No one wants to talk for six straight hours a day five days a week, and no one wants to listen to it either. By creating partnering and being a guide rather than a presenter, students learn to be responsible and gain self reliance. Every day that I sub, I try and take one or two things from the texts in this class and try them out, then reflect. I also like to get the students input as well to see if there was something better or different I could have done to make it better. They love it because they feel a sense of worth and I love it because I am learning how to become a more effective teacher.
A positive attitude means everything. When teachers have positive attitudes, and high expectations for themselves, there is no reason why students should not do the same. Everyday we enter the classroom as students’ role models. If it takes 100 different ways of teaching one concept to one student in order for them to understand the material, then we as teachers should be willing. Sometimes it can be extremely frustrating when a student constantly challenges your knowledge, I try my hardest to take this frustration and channel it into a positive attitude, and think to myself, I will try every day all year to get through to this child, and in the end it will benefit somehow and some way.
ReplyDeleteI agree with Prensky, when he says what truly matters is each student as an individual, not curriculum and content. There are so many helpful tips in chapter three that I flagged with a post-it and highlighted. My first year teaching, I will definitely go back and use these at the beginning of the year to reach a deeper sense of family in the classroom. My favorite partnering tip is the student criticism one on page 59. Student criticism is a sensitive topic because many students have not been taught how to give warm and cool feedback in a respectful way. I loved the concept of telling the students that I will be doing the exact same thing next year and what I could do differently to make it a better lesson, or unit. I am posting this blog late, and have already taught my lesson with Kim, however I can still relate it. My classmates followed the social contract when they provided feedback. I definitely internalized that feedback and will make my lesson so much better next time.
The best way to get good at anything is to practice. Your lesson provided the opportunity for both of you to teach, and an opportunity for the class to critique and evaluate. We need each other in the journey to education. It's how we sharpen our craft.
ReplyDeleteLike Michelle, I have some difficulty with this because I am also an optimistic person. However, I do realize that optimism alone cannot get your students to where they need to be. It really can seem daunting when you are faced with various ability levels among your students. Coupled with behavioral problems, it can seem downright impossible to teach anything. If you don’t have a plan and don’t address the reality of your classroom situation, optimism can turn to despair. I like the idea of the “quick win” in the “Try This” section on page 88. Instead of concentrating on the big picture, put your energy into the here and now and reach for small victories. In time, the small victories will add up and get you and your students to your collective goals. I also like the idea on page 89 of reflecting on previous successes in teaching. Jackson asks, “Are there times when we have prevailed with a student and seen the results? Can you remember how it felt? Focus on that feeling and ask yourself what you did in that situation to produce that feeling.” We don’t always have to reinvent the wheel. We can tap into our own past successful techniques, tweak them, and apply them when appropriate.
ReplyDeleteThere are so many things I gleaned from Chapter 3 in the Prensky book. I was particularly struck by the “Iteration is key” section (see page 57). Even when you find a successful technique, it’s not going to work if you keep using that technique over and over. We need to constantly try new techniques, see what works and immediately change what doesn’t. We also need to tap into our students’ passions and try to find ways to tie those passions into the lesson at hand. We are in business with our students and our product (the lesson) has to be of some interest to them or they won’t buy it.
The Stockdale Principle proposed in Jackson’s book is essential to meeting the needs of students in contemporary classrooms. We all know that because students are at varying levels, we need to differentiate our instruction to meet the needs of every level. I think the most important element of the Stockdale Principle is the fact that it focuses on the ability of the teacher to identify the needs, wherever they are. It seems that educators can often become overwhelmed by the needs of their students. Often times, teachers give up hope on students because it may be difficult to bring your teaching down to where the student actually is functioning.
ReplyDeleteI also like the idea that we need to get our own teaching mindsets to a place where we can truly believe that we will meet the needs of our students. As teachers, I feel that we are often confronted with obstacles that may seem impossible and this positive and optimistic mindset that we can achieve the goals that we set out to accomplish is imperative. I believe that students can tell whether or not you believe in what your doing. This rings out in your passion, and the energy you bring into the classroom. If in the back of your head you’re thinking, “oh, they’ll never learn this, I don’t know why I’m trying this”, your students pick up on it and this could translate to a lack of effort, motivation and performance on behalf of your students.
From my own experience teaching summer school, I know that I did not meet the students where they were at. I felt this overbearing need to get through all this content when in reality, half the students in my class were ELL and SPED students, and were not gaining much from my lessons. Many times, they couldn’t even draw main ideas from textual information solely because of language barriers. However, I still felt like I had to put all this information into my lessons because that’s what I HAD to teach. It would have definitely been better if I had structured my lessons around my students, rather than the curriculum. The whole reason these students were in summer school was because they had failed the first time around and I did not address their specific needs as well as I could have.
Kasey and Kim brought attention to an interesting aspect of Jackson’s book, which dealt with the ability to view students as individuals, opposed to groups. This statement resonated well with me because it connects to the idea of developing relational capacity. The foundation of any good instructional/teaching system is first, knowing your students. It is the basis for classroom management as well as instructional strategy and by viewing students as individuals you include every learner into the process, rather than lumping students together whereby, restricting their educational experience.
SUBMITTED BY CHRIS FOSTER
Your honesty about summer school is appreciated.
ReplyDeleteThe question is, what would you differently if you had to do it again this summer?
The stockdale principal is powerful! I take it is a strive to always push forward with your best effort and never give up. Even when times get hard you have to keep your head up and act like nothing can get you down. Students need this motivation and us teachers need to give them that motivation. Students need to not quit so easily and strive harder to achieve their goals. We have to meet the needs of our students and never back down no matter how difficult it could get.
ReplyDeleteTeachers need to have a "plan" when entering their classroom. THere needs to be a plan for each individual student as well as the entire class so things do get done. Passions are so important and teachers need to reach out to find those in their students. Playing to student's interest is so important because it keeps them active and involved and motivates the students to do better. Teachers need to take more time out in learning their students and learning what they are all about and there could be a huge difference in the classroom and between the student-teacher relationship.