Now that you have finished the book,How can you begin to apply the principles?
Look at the chart 7-1. How can you plan to carry all of this out? How does differentiating the curriculum and technology come into play?
There were so many useful principles that we read about throughout this book. For me, as soon as I read about a new principle or method of instruction that I liked or was new to me, the first thing that went through my mind was “how can I use this in the classroom?” After reading I would think about the topics I just read about and brainstorm how I could use them in a classroom. It was a little difficult because as a substitute I do not have my own classroom or the same group of students every day, but these principles can still be used effectively during lessons. I think it is important to begin to use the teaching strategies discussed in this book in a gradual manner. Everybody has their own particular style of teaching and it would not be wise to try and change everything about your strategies overnight. For instance, try to introduce one thing that you read in this book every few weeks, or even every month. Don’t be afraid to try something new. However when you do try something new, ask for student feedback. Find out if what the students thought about the lesson and ask them how it can be improved. Students often times have the most beneficial and useful feedback for teachers.
Table 7.1 provides great tips about the responsibilities of the teacher and the students. An effective teacher would use this list prior to the start of the school year and ensure that their curriculum meets these guidelines. A great way to introduce student responsibilities is through classroom goal chart or social contract. If students are made aware of their responsibilities we can ensure an environment of mutual respect and hard work.
In order to meet the needs of all learners in your class, it is essential to differentiate your instruction. This can be done in limitless ways. We have been taught to no end that differentiation is a key component of any curriculum. But ensuring differentiation can be tricky. Before you give any lesson, look through your objectives and procedure. Can you clearly identify where differentiation in instruction is evident? If not, you should go back and modify your lesson.
Be reflective. As a sub, I am given little history about the students, their learning styles, abilities, and passions. Many would see this as a bad thing, but I try to embrace it. I have no preconceptions of students and their abilities which means to me that they are all A students. I begin my day by doing a morning meeting and asking students to tell us all one positive thing about themselves that they don't think anyone in the class knows. I begin by modeling, then we go around the classroom. From that one encounter, I am already beginning to see how I can differentiate the material provided to me by the teacher. I have taken a lot from all of the texts, and a lot more from classroom experience on Tuesday nights. It is very helpful to see it in action rather that just reading about it. it also makes it "yours" when you see it. Like Kim, I take everything I have read and seen in class, brainstorm, and figure out ways that I can use it in the classroom. It has made me a better student and a better teacher. I have also recommended these texts to all of the teachers I sit with during lunch at the school where I sub. I tell them how amazing it it and most of them are actually intrigued. When you are in any type of classroom, you have any type of learner. Students are no longer broken up into letter grades but mixed together. To differentiate your instruction, every lesson needs to be tiered in one way or another. To not hinder the higher level learner and to not baffle the lower level learner. It is a difficult task, and many teachers feel that it is unnatural. But a skilled, novice teacher will disagree and make it appear seamless.
It rings loud and clear that you are "getting it". It takes time, practice, patience, acceptance, forgiveness, respect and interest to really make a difference and become a "master teacher". No small list of requirements. And that's just some of the "nouns". Great stuff.
The book was wonderful. It was refreshing. I found it valuable and like Alicia have shared it with several of my colleagues. Setting goals and having an open mind when you teach is a great way to start the year with your students. I have been teaching children for quite some time and always find myself reflecting about my teaching style. Learn them first, and their passions. Everyday I ask my students questions, for example, "How can I help you understand this better?" and "What do you think is working for you?" and more. I encourage them to answer and really think about it. It is important that we reach our students through their different learning styles. We need to reach them through different mediums and figure out what works best for them. By using technology we can enhance student learning. I believe in starting where your students are...and build upon it. To differentiate instruction will help students meet their goals because they are reaching their individual learning needs. It is not easy to do however, it is great when you see a child's face light up because they understand.
All students are different. As a new teacher I go into different classrooms constantly. I always need to keep an open, positive attitude with students who may be rebellious or challenge me as a substitute. When I am a full time classroom teacher I will absolutely without a doubt use many of the strategies and tips I have read it Never Work Harder Than Your Students. As I sub, I talk to many other teachers and we always discuss different strategies and techniques that are helpful and positive. So many of my ideas and thoughts have come from this book. Many times I think to myself, what did I do before this book? I now think more deeply, and ask the students to delve deeper into their minds and tell me more details, because now we must constantly have higher expectations and always ask for more.
All of the concepts in this book should be introduced gradually and modified according to students and classroom structure.It is imperative that we differentiate, scaffold and modify for each student to achieve success with the utmost and highest expectations.
This was just a terrific book - each chapter gave so many "eureka!" moments. Overall, I've learned that i need to check my ego at the door. I saw myself in so many of the "what not to do" examples and i can't wait to be in a classroom situation where i can implement these strategies. I want to get to know my students and their passions and determine what currency will help them learn. I want to hold my students accountable and make them responsible for their learning. It is so tempting to just give the students the answers because it's easier. But it's so much more meaningful to them if they find it out for themselves. The title of the book "Never Work Harder Than Your Students" doesn't mean that we aren't going to work hard. In fact we'll work harder at first when we try figuring out what techniques work for us. But we won't be doing all the work - we will be sharing the learning process with our students and that is how we begin to be master teachers. Table 7.1 is a great example for how to model our classrooms. It puts the students in the front seat and gives them accountability for their performance in the classroom. And by checking in with our students and getting feedback from them, we are more likely to succeed in our teaching strategies. Regarding technology, I think is it imperative that we keep abreast of new technological venues as they emerge. Technology is advancing so rapidly and our students are on top of the latest crazes. If we tap into technology while it is relevant, we are more apt to keep our students attention. We just need to make sure that the technology we use actually enhances the lesson at hand. We can’t use technology for the sake of it. And, the older we get, the more difficult it will be to keep up with the trends. At that point, we need to tap into our students’ knowledge of technology and see what is fresh. Then we need to explore and see if that venue can be applied in our classrooms. I plan to reference these books often throughout my teaching career. The ideas and insights they have provided are truly invaluable.
I feel that to put these principles into practice you need to build community in your classroom. Morning meetings, class meetings, social contracts are all a part of that. I think that to carry out the rest of the principles you as a teacher need to design your lessons to have authentic tasks for your students to stay engaged. I feel that an open door policy of communicating about topics, problems, and ideas from the students is a must. Our society is a democratic one, so model your class in the same light. Let the students have choice to ensure that their talents and values are allowed to shine. Another idea that this class has brought to my attention and I want to use in my future teaching career is the blog to create communication. Or having the students create a website that can allow others to view their work, thoughts, ideas, and progress. SUBMITTED BY MEGHAN
Before I had the book, I thought that I would be learning how to minimize the amount of work I do. I found that there is no easy way to teach; in fact Jackson was showing how the planning ahead of time will help to alleviate some of the direct instruction that will be done during the lesson since the students will be doing the learning.
My teaching is continuously changing, after each chapter I read; I tried to implement different strategies or ideas into my teaching. Questioning is an area where I am still trying to work on to get my higher and lower level students to think. Like Michele, I too feel it is so important to get to know our kids and meet their individual needs and learning styles. Recently, when I give a higher level thinking question and need the kids to think, I will say, “5 second think time”… and without talking I will show one finger at a time until I get to 5 (by going slow) and it is so neat to see all the hands that go up by the time I get to 5. The chapter that discussed quality over quantity also had me questioning some of the activities I give and how much I am asking my students to do at a time. Breaking an activity into a skill, and having the student’s practice the skill until mastery and then building upon that new knowledge is where I am trying to work right now. Figure 7.1 was a useful chart for teachers to see where they stand with instruction and where students should be in the learning process. This chart would be very helpful in the beginning of the year when you are doing the social contract. In the older grades, some of the bullets that are necessary can be posted. In the younger grades, teachers can discuss what our expectation is for all students in the classroom.
I rely on technology in my life, so why am I not using technology as much with my students? I really wish my district had student computers so that they can dabble in it every day. I try my hardest to bring the kids down to the computer lab every day but sometimes it is not possible due to scheduling issues. These kids need it, they are growing up in an age where we do our rough copy on the computer and edit on the computer. Why can’t students do the same thing? (Probably because 2nd graders type incredibly slow)! Technology is a great tool to use to differentiate the curriculum. It is beneficial when you understand why you are using the technology, and how it will meet the needs of all students. Just showing a video is not enough to meet the needs of all learners. Differentiating is going to take time and it will not happen overnight. Getting every learner to think each day is a goal of mine. Getting the higher level learner to think tends to be an obstacle and I feel that they are one of the most important students to reach. After reading this book and doing a lot of self-reflection, I know they are the students who need to be challenged and pushed to their full potential. Each learner needs to be reached and differentiating our curriculum and using technology is where we need to begin.
I loved this book so much. I have to say, I loved it a whole lot more than Prensky's book! I agree with everything above and highly enjoyed reading everyone's thoughts, opinions, and ideas. I thought the book was not too heavy with information and rather was made up of extremely useful strategies and techniques. The methods Jackson spoke of in the book, to implement into the classroom, all contribute in how to have a better learning environment and how to truly get to know your students and their needs. The biggest thing I will take from Jackson is how a "Master Teacher" is not a teacher who is the most knowledgeable, but rather the teacher who knows their students the best and knows how to meet their diverse needs the best. A master teacher does everything in their power to really relate to their students, know who they are, know their needs, assess their learning, and strive to guide them to achieve their goals in their education and prepare them for their goals beyond school.
The chart 7.1 is awesome and it really breaks down the teamwork between teachers and their students working in the classroom. It would be great to put in the classroom itself or break down into lesser words and less description for younger kids. It is a very extended version of a social contract and it is great!
Differentiation in instruction should always be something a teacher incorporates into their units and lesson plans. Differentiation is essential because in order to meet the diverse needs of every student, who is unique in their own way as well as their learning, differentiation must take place. Differentiation can be met in a number of ways, whether by whole class, independent, or groups. Even even if you cannot always change the content of what you are teaching, you can definitely re-evaluate how you can teach it to meet everyone's individual learning levels.
Prior to picking up this book I found myself struggling with adapting to the new waves in education. As a veteran teacher of 28 years I knew that I had wonderful success throughout my tenure but understood that I needed to come of age if I was to end my career on the same high note it began. The very title of the book sparked a flame that had begun to dim. Chapter after chapter I found myself talking to me about how I could implement this or how I could implement that when I return to the classroom. Much of what this book has done for me is reminded of things I knew, I do, and helped me to re-frame them to address the ever evolving digital native. It has always been my practice to start with where my students are. From the early years of my tenure I often debated with other colleagues about teaching to the child and not to the test. This book has given me fascinating ideas and ways to continue with this practice.
In planning I create a road map to be followed. This book has given me ways to equip myself and my students with the right navigation tools to get where we have to go. As a student I was turned off to test. While students have to be successful on state exams, test are not our final destinations. Jackson has provided me with ways to assess my students without the norm paper and pencil assessment.
The expectations that I set for my students are set with an unconditional commitment to excellence. I, no we set out on a mission to achieve the best we can with what we have been given. Students under my tutelage are motivated to first believe in themselves and believe that there is nothing they cannot achieve with hard work. If we set goals and our attempts fall short we explore other ways to reach the goal.
Without support all foundations crumble. Looking at ways to be innovative to support student success has been an enjoyable part of Jackson’s work. Overall I have found this book to be very helpful as I look to end my professional career as a teacher. In retrospect I have probably work a lot harder than my students over the years. As for now, I still am fueled by my passion to teach. I understand that the students coming to me today need be to be better equipped with things that address their needs. Jackson’s book is a tool I plan to keep close by.
After reading Jackson’s book, I recognize that there are many ways for me to begin implementing these techniques within the classroom. STEP 1: Get a job (just kidding…not really) There are many techniques in this book that can be very useful; however, one aspect of the book that I feel is the most important is the overlapping nature of the techniques. For example, each technique or philosophy for teaching interacts or overlaps with other ideas in the book, making any one technique useless without the other. For instance, without proper assessments, a teacher cannot determine what his or her students know, and what they need to know. If the teacher doesn’t know this, they cannot structure their units and instructional strategies appropriately. This in turn, prevents teachers from collecting useful feedback, and without useful feedback adjustments cannot be made and student needs are not addressed. Inevitably, students fall through the cracks and fail. I believe that the techniques in the book are formulated around a system, which needs to be implemented in full. Some classmates disagree with this idea and believe that the implementation needs to be gradual, but I feel that because these techniques are so interconnected, teachers must implement the system as a whole over any singular technique. This does not mean you have to utilize every technique in the book, but rather one technique from each stage of this system. For example, utilizing a pre-assessment technique will tell you what you students need to learn. Effective informal assessments allow you to track progress and effectiveness of the lessons, as well as identify red flags within your student population. Make changes based on this valuable feedback and start the process again. As Jackson mentions, this transformation to a “master teacher” will not occur in one fell swoop, but I feel that this statement reflects the on-going process that characterizes Jackson’s system. Table 7.1 provides excellent criteria for the roles and responsibilities of the Teacher and Student. This list would be good to keep in mind when developing any unit or plan of study because it clearly defines the roles of the participants. If I had to sum up the Teacher section of table 7.1 in one word, it would be guidance. The role of the teacher is to set up the environment, provide materials (and info), motivate students, and make sure that these elements are continuously apportioned to their needs and progress. As teachers, we must show them the door and give them the keys; however, it is up to the students to use that key, and walk through the door. Differentiation and technology definitely come into play when teaching in the modern classroom. If we follow Jackson’s approach, and know the different learning styles of our students, we can differentiate or tier the lessons to meet the needs/learning styles of the students that we have. Technology represents an integral part of differentiation because it allows for so many modes of information to be accessed quickly. To differentiate, we can use technology to offer a plethora of different learning sources that will appeal to every student in the class in one way or another. Take it one step further, we can allow students to use differentiation to research or present material that they have learned. SUBMITTED BY CHRIS FOSTER
There are a lot of principles that are noted on the chart but all hold a tremendous importance to a learning, productive, active, engaging classroom. Teachers need to incorporate all of these principles as best they can. Perhaps the hardest one could be relating material to every day life. This is easier in some subject areas then it is in others. Students always want to know "why do I need to know this? where will I use this in life" and we need to be able to answer just that. We need to provide feedback for students and they need to provide feedback for us teachers and their fellow students. Allow students to give feedback and ask questions freely. Never shut down a student when they are reaching for better understanding. We need to accomplish a successful classroom with these principles.
Differentiated instruction and technology are so important now-a-days. We live in a digital world and teachers need to find ways to reach out to this generation that is so very much computerized. Play to the advantage of having technology available but be prepared for it to fail. There are so many different learners out there and teachers need to find that connection for each student. Visual learners and hands on learners love being able to see things for themselves and discover and teachers need to allow for that to happen. Technology keeps students involved and engaged. Use it!!
There were so many useful principles that we read about throughout this book. For me, as soon as I read about a new principle or method of instruction that I liked or was new to me, the first thing that went through my mind was “how can I use this in the classroom?” After reading I would think about the topics I just read about and brainstorm how I could use them in a classroom. It was a little difficult because as a substitute I do not have my own classroom or the same group of students every day, but these principles can still be used effectively during lessons. I think it is important to begin to use the teaching strategies discussed in this book in a gradual manner. Everybody has their own particular style of teaching and it would not be wise to try and change everything about your strategies overnight. For instance, try to introduce one thing that you read in this book every few weeks, or even every month. Don’t be afraid to try something new. However when you do try something new, ask for student feedback. Find out if what the students thought about the lesson and ask them how it can be improved. Students often times have the most beneficial and useful feedback for teachers.
ReplyDeleteTable 7.1 provides great tips about the responsibilities of the teacher and the students. An effective teacher would use this list prior to the start of the school year and ensure that their curriculum meets these guidelines. A great way to introduce student responsibilities is through classroom goal chart or social contract. If students are made aware of their responsibilities we can ensure an environment of mutual respect and hard work.
In order to meet the needs of all learners in your class, it is essential to differentiate your instruction. This can be done in limitless ways. We have been taught to no end that differentiation is a key component of any curriculum. But ensuring differentiation can be tricky. Before you give any lesson, look through your objectives and procedure. Can you clearly identify where differentiation in instruction is evident? If not, you should go back and modify your lesson.
Be reflective. As a sub, I am given little history about the students, their learning styles, abilities, and passions. Many would see this as a bad thing, but I try to embrace it. I have no preconceptions of students and their abilities which means to me that they are all A students. I begin my day by doing a morning meeting and asking students to tell us all one positive thing about themselves that they don't think anyone in the class knows. I begin by modeling, then we go around the classroom. From that one encounter, I am already beginning to see how I can differentiate the material provided to me by the teacher.
ReplyDeleteI have taken a lot from all of the texts, and a lot more from classroom experience on Tuesday nights. It is very helpful to see it in action rather that just reading about it. it also makes it "yours" when you see it. Like Kim, I take everything I have read and seen in class, brainstorm, and figure out ways that I can use it in the classroom. It has made me a better student and a better teacher. I have also recommended these texts to all of the teachers I sit with during lunch at the school where I sub. I tell them how amazing it it and most of them are actually intrigued.
When you are in any type of classroom, you have any type of learner. Students are no longer broken up into letter grades but mixed together. To differentiate your instruction, every lesson needs to be tiered in one way or another. To not hinder the higher level learner and to not baffle the lower level learner. It is a difficult task, and many teachers feel that it is unnatural. But a skilled, novice teacher will disagree and make it appear seamless.
It rings loud and clear that you are "getting it". It takes time, practice, patience, acceptance, forgiveness, respect and interest to really make a difference and become a "master teacher". No small list of requirements. And that's just some of the "nouns". Great stuff.
ReplyDeleteThe book was wonderful. It was refreshing. I found it valuable and like Alicia have shared it with several of my colleagues. Setting goals and having an open mind when you teach is a great way to start the year with your students. I have been teaching children for quite some time and always find myself reflecting about my teaching style. Learn them first, and their passions. Everyday I ask my students questions, for example, "How can I help you understand this better?" and "What do you think is working for you?" and more. I encourage them to answer and really think about it. It is important that we reach our students through their different learning styles. We need to reach them through different mediums and figure out what works best for them. By using technology we can enhance student learning. I believe in starting where your students are...and build upon it. To differentiate instruction will help students meet their goals because they are reaching their individual learning needs. It is not easy to do however, it is great when you see a child's face light up because they understand.
ReplyDeleteAll students are different. As a new teacher I go into different classrooms constantly. I always need to keep an open, positive attitude with students who may be rebellious or challenge me as a substitute. When I am a full time classroom teacher I will absolutely without a doubt use many of the strategies and tips I have read it Never Work Harder Than Your Students. As I sub, I talk to many other teachers and we always discuss different strategies and techniques that are helpful and positive. So many of my ideas and thoughts have come from this book. Many times I think to myself, what did I do before this book? I now think more deeply, and ask the students to delve deeper into their minds and tell me more details, because now we must constantly have higher expectations and always ask for more.
ReplyDeleteAll of the concepts in this book should be introduced gradually and modified according to students and classroom structure.It is imperative that we differentiate, scaffold and modify for each student to achieve success with the utmost and highest expectations.
This was just a terrific book - each chapter gave so many "eureka!" moments. Overall, I've learned that i need to check my ego at the door. I saw myself in so many of the "what not to do" examples and i can't wait to be in a classroom situation where i can implement these strategies.
ReplyDeleteI want to get to know my students and their passions and determine what currency will help them learn. I want to hold my students accountable and make them responsible for their learning. It is so tempting to just give the students the answers because it's easier. But it's so much more meaningful to them if they find it out for themselves.
The title of the book "Never Work Harder Than Your Students" doesn't mean that we aren't going to work hard. In fact we'll work harder at first when we try figuring out what techniques work for us. But we won't be doing all the work - we will be sharing the learning process with our students and that is how we begin to be master teachers.
Table 7.1 is a great example for how to model our classrooms. It puts the students in the front seat and gives them accountability for their performance in the classroom. And by checking in with our students and getting feedback from them, we are more likely to succeed in our teaching strategies.
Regarding technology, I think is it imperative that we keep abreast of new technological venues as they emerge. Technology is advancing so rapidly and our students are on top of the latest crazes. If we tap into technology while it is relevant, we are more apt to keep our students attention. We just need to make sure that the technology we use actually enhances the lesson at hand. We can’t use technology for the sake of it. And, the older we get, the more difficult it will be to keep up with the trends. At that point, we need to tap into our students’ knowledge of technology and see what is fresh. Then we need to explore and see if that venue can be applied in our classrooms.
I plan to reference these books often throughout my teaching career. The ideas and insights they have provided are truly invaluable.
Meghan Conlon
ReplyDeleteBlog
November 15, 2011
I feel that to put these principles into practice you need to build community in your classroom. Morning meetings, class meetings, social contracts are all a part of that. I think that to carry out the rest of the principles you as a teacher need to design your lessons to have authentic tasks for your students to stay engaged. I feel that an open door policy of communicating about topics, problems, and ideas from the students is a must. Our society is a democratic one, so model your class in the same light. Let the students have choice to ensure that their talents and values are allowed to shine.
Another idea that this class has brought to my attention and I want to use in my future teaching career is the blog to create communication. Or having the students create a website that can allow others to view their work, thoughts, ideas, and progress.
SUBMITTED BY MEGHAN
I thoroughly enjoyed reading this book!
ReplyDeleteBefore I had the book, I thought that I would be learning how to minimize the amount of work I do. I found that there is no easy way to teach; in fact Jackson was showing how the planning ahead of time will help to alleviate some of the direct instruction that will be done during the lesson since the students will be doing the learning.
My teaching is continuously changing, after each chapter I read; I tried to implement different strategies or ideas into my teaching. Questioning is an area where I am still trying to work on to get my higher and lower level students to think. Like Michele, I too feel it is so important to get to know our kids and meet their individual needs and learning styles. Recently, when I give a higher level thinking question and need the kids to think, I will say, “5 second think time”… and without talking I will show one finger at a time until I get to 5 (by going slow) and it is so neat to see all the hands that go up by the time I get to 5. The chapter that discussed quality over quantity also had me questioning some of the activities I give and how much I am asking my students to do at a time. Breaking an activity into a skill, and having the student’s practice the skill until mastery and then building upon that new knowledge is where I am trying to work right now.
Figure 7.1 was a useful chart for teachers to see where they stand with instruction and where students should be in the learning process. This chart would be very helpful in the beginning of the year when you are doing the social contract. In the older grades, some of the bullets that are necessary can be posted. In the younger grades, teachers can discuss what our expectation is for all students in the classroom.
I rely on technology in my life, so why am I not using technology as much with my students? I really wish my district had student computers so that they can dabble in it every day. I try my hardest to bring the kids down to the computer lab every day but sometimes it is not possible due to scheduling issues. These kids need it, they are growing up in an age where we do our rough copy on the computer and edit on the computer. Why can’t students do the same thing? (Probably because 2nd graders type incredibly slow)! Technology is a great tool to use to differentiate the curriculum. It is beneficial when you understand why you are using the technology, and how it will meet the needs of all students. Just showing a video is not enough to meet the needs of all learners. Differentiating is going to take time and it will not happen overnight. Getting every learner to think each day is a goal of mine. Getting the higher level learner to think tends to be an obstacle and I feel that they are one of the most important students to reach. After reading this book and doing a lot of self-reflection, I know they are the students who need to be challenged and pushed to their full potential. Each learner needs to be reached and differentiating our curriculum and using technology is where we need to begin.
I loved this book so much. I have to say, I loved it a whole lot more than Prensky's book! I agree with everything above and highly enjoyed reading everyone's thoughts, opinions, and ideas. I thought the book was not too heavy with information and rather was made up of extremely useful strategies and techniques. The methods Jackson spoke of in the book, to implement into the classroom, all contribute in how to have a better learning environment and how to truly get to know your students and their needs. The biggest thing I will take from Jackson is how a "Master Teacher" is not a teacher who is the most knowledgeable, but rather the teacher who knows their students the best and knows how to meet their diverse needs the best. A master teacher does everything in their power to really relate to their students, know who they are, know their needs, assess their learning, and strive to guide them to achieve their goals in their education and prepare them for their goals beyond school.
ReplyDeleteThe chart 7.1 is awesome and it really breaks down the teamwork between teachers and their students working in the classroom. It would be great to put in the classroom itself or break down into lesser words and less description for younger kids. It is a very extended version of a social contract and it is great!
Differentiation in instruction should always be something a teacher incorporates into their units and lesson plans. Differentiation is essential because in order to meet the diverse needs of every student, who is unique in their own way as well as their learning, differentiation must take place. Differentiation can be met in a number of ways, whether by whole class, independent, or groups. Even even if you cannot always change the content of what you are teaching, you can definitely re-evaluate how you can teach it to meet everyone's individual learning levels.
Prior to picking up this book I found myself struggling with adapting to the new waves in education. As a veteran teacher of 28 years I knew that I had wonderful success throughout my tenure but understood that I needed to come of age if I was to end my career on the same high note it began. The very title of the book sparked a flame that had begun to dim. Chapter after chapter I found myself talking to me about how I could implement this or how I could implement that when I return to the classroom. Much of what this book has done for me is reminded of things I knew, I do, and helped me to re-frame them to address the ever evolving digital native. It has always been my practice to start with where my students are. From the early years of my tenure I often debated with other colleagues about teaching to the child and not to the test. This book has given me fascinating ideas and ways to continue with this practice.
ReplyDeleteIn planning I create a road map to be followed. This book has given me ways to equip myself and my students with the right navigation tools to get where we have to go. As a student I was turned off to test. While students have to be successful on state exams, test are not our final destinations. Jackson has provided me with ways to assess my students without the norm paper and pencil assessment.
The expectations that I set for my students are set with an unconditional commitment to excellence. I, no we set out on a mission to achieve the best we can with what we have been given. Students under my tutelage are motivated to first believe in themselves and believe that there is nothing they cannot achieve with hard work. If we set goals and our attempts fall short we explore other ways to reach the goal.
Without support all foundations crumble. Looking at ways to be innovative to support student success has been an enjoyable part of Jackson’s work. Overall I have found this book to be very helpful as I look to end my professional career as a teacher. In retrospect I have probably work a lot harder than my students over the years. As for now, I still am fueled by my passion to teach. I understand that the students coming to me today need be to be better equipped with things that address their needs. Jackson’s book is a tool I plan to keep close by.
After reading Jackson’s book, I recognize that there are many ways for me to begin implementing these techniques within the classroom.
ReplyDeleteSTEP 1: Get a job (just kidding…not really)
There are many techniques in this book that can be very useful; however, one aspect of the book that I feel is the most important is the overlapping nature of the techniques. For example, each technique or philosophy for teaching interacts or overlaps with other ideas in the book, making any one technique useless without the other. For instance, without proper assessments, a teacher cannot determine what his or her students know, and what they need to know. If the teacher doesn’t know this, they cannot structure their units and instructional strategies appropriately. This in turn, prevents teachers from collecting useful feedback, and without useful feedback adjustments cannot be made and student needs are not addressed. Inevitably, students fall through the cracks and fail. I believe that the techniques in the book are formulated around a system, which needs to be implemented in full. Some classmates disagree with this idea and believe that the implementation needs to be gradual, but I feel that because these techniques are so interconnected, teachers must implement the system as a whole over any singular technique. This does not mean you have to utilize every technique in the book, but rather one technique from each stage of this system. For example, utilizing a pre-assessment technique will tell you what you students need to learn. Effective informal assessments allow you to track progress and effectiveness of the lessons, as well as identify red flags within your student population. Make changes based on this valuable feedback and start the process again. As Jackson mentions, this transformation to a “master teacher” will not occur in one fell swoop, but I feel that this statement reflects the on-going process that characterizes Jackson’s system.
Table 7.1 provides excellent criteria for the roles and responsibilities of the Teacher and Student. This list would be good to keep in mind when developing any unit or plan of study because it clearly defines the roles of the participants. If I had to sum up the Teacher section of table 7.1 in one word, it would be guidance. The role of the teacher is to set up the environment, provide materials (and info), motivate students, and make sure that these elements are continuously apportioned to their needs and progress. As teachers, we must show them the door and give them the keys; however, it is up to the students to use that key, and walk through the door.
Differentiation and technology definitely come into play when teaching in the modern classroom. If we follow Jackson’s approach, and know the different learning styles of our students, we can differentiate or tier the lessons to meet the needs/learning styles of the students that we have. Technology represents an integral part of differentiation because it allows for so many modes of information to be accessed quickly. To differentiate, we can use technology to offer a plethora of different learning sources that will appeal to every student in the class in one way or another. Take it one step further, we can allow students to use differentiation to research or present material that they have learned.
SUBMITTED BY CHRIS FOSTER
There are a lot of principles that are noted on the chart but all hold a tremendous importance to a learning, productive, active, engaging classroom. Teachers need to incorporate all of these principles as best they can. Perhaps the hardest one could be relating material to every day life. This is easier in some subject areas then it is in others. Students always want to know "why do I need to know this? where will I use this in life" and we need to be able to answer just that. We need to provide feedback for students and they need to provide feedback for us teachers and their fellow students. Allow students to give feedback and ask questions freely. Never shut down a student when they are reaching for better understanding. We need to accomplish a successful classroom with these principles.
ReplyDeleteDifferentiated instruction and technology are so important now-a-days. We live in a digital world and teachers need to find ways to reach out to this generation that is so very much computerized. Play to the advantage of having technology available but be prepared for it to fail. There are so many different learners out there and teachers need to find that connection for each student. Visual learners and hands on learners love being able to see things for themselves and discover and teachers need to allow for that to happen. Technology keeps students involved and engaged. Use it!!