Using the Rules of Engagement to Inform Better Teaching

Every successful teacher knows the importance of creating a unique and special bond with each and every student they teach. In order to aid in the developing of these relationships, teachers should utilize the seven "Engagement Factors" in order to fully understand how to connect with students, particularly those who are struggling or who come from underprivileged areas. These seven factors include: health and nutrition, vocabulary, effort and energy, mindset, cognitive capacity, relationships, and stress level. By understanding how these seven categories impact a young child, I can come closer to fulfilling my potential as a highly effective teacher and mentor. 

There are many ways in which I will incorporate the seven engagement factors into my personal classroom in order to build meaningful relationships with my students. The first factor listed is health and nutrition. This is a major factor! There are certain students that will have physical ailments that I will have to take into consideration. For example, if a student suffers from a particular disorder such as dyslexia, I will have to cater to his/her needs in terms of every day teaching as well as assessments that are fair and true. 

Another factor that I think is supremely important is mindset. There are so many different ways in which students can view the world, and those views can have major impacts on the students' academic and social growth. I will definitely do my best to demonstrate and model a positive outlook and mindset. If students are surrounded by nothing but negative attitude and behavior, it will eventually rub off. For students in low-income areas, a teacher may be the only positive role model they have. I will do everything in my power to make sure that I do not take that for granted. It can be so easy to have a negative tone or demeanor when times are rough, but I will constantly remind myself that the students are always watching. They are always looking at the teacher and thinking about what they are doing- and why! I will be a positive role model for all students, and especially for those that do not have one anywhere else. 


As I think about some of my own experiences as a young student, there is another engagement factor that definitely plays an important role in overall growth and development. Stress, when overpowering, can destroy a person. However, small amounts of stress are useful in keeping a person aware of their surroundings and/or relation to personal goals. I know from personal experience that some teachers are not great at limiting stress levels in the classroom. One of the most important aspects of my personal classroom will be maintaining a calm environment in the classroom, even for those students that tend to get rowdy at times. There are very few people that love the feeling of a lot of pressure, especially at such a young age. We are supposed to be guiding these children into the future, not forcing them to obey our every demand. I am a firm believer in the saying, "kids will be kids." Young children should not go to sleep at night wondering how mad their teacher will be if they perform poorly on a test or assignment. I, myself, hate the feeling of being stressed, so why would I impose that feeling on a classroom full of children?! By maintaining a calm, relaxing classroom, everybody will have a great opportunity to succeed. 

Overall, there are many factors to consider in terms of building healthy, quality relationships with students. As a teacher, it is my job to lead my students towards greatness. There will definitely be hardships along the way, but as long as I remember how important of a role model I can be for many different students, I will do everything in my power to make those students feel safe, confident, and successful. 

Finding Forrester

After viewing the movie, Finding Forrester, I can say that it is definitely one of the most impactful films that I've ever seen. This movie is important on so many levels, especially for a future educator such as myself. This film should absolutely be viewed by anybody that is considering pursuing a career in teaching. This story can teach so many lessons in equality, persistence, and giving every single student a chance to succeed.

It is truly frightening to witness that amount of teachers that are so quick to simply give up on certain students based on external factors. It is the responsibility for every teacher to give each and every student the best possible opportunity to succeed. In this story, William Forrester is able to serve as a mentor and role model for Jamal Wallace. Jamal is an incredible basketball player and perhaps an even better writer. However, due to societal implications, he is reluctant to fully express himself. In this scenario, some teachers would be quick to assume that Jamal was just a typical athlete that was lazy in terms of academics and did not want to apply himself.  This story shows just how important it is to make meaningful connections with all students! Students like Jamal need to be shown that there is no reason to be ashamed or embarrassed about learning.  Forrester was able to form a strong bond with Jamal and really bring out the best in him. This is what every teacher should be doing!

As I think about this story in relation to my own teaching experiences, I have absolutely encountered similar scenarios. I currently have a student that is known as the "class clown." He is always making other students laugh, and that usually means acting inappropriately in class. He is hands-down one of the most gifted students in the class, but is typically hesitant to express his knowledge. He has actually told me that he doesn't finish his work because he is too busy "entertaining" the other students... and this is a kindergarten class! If teachers continue to write this student off as lazy and unable to perform, he will be sick of school by the time he reaches middle school! This is truly one of the most tragic scenarios that I can imagine. I make sure to continually express my support for this student. I make sure to tell him that he is smart, capable, and fully able to complete his work as well as have fun with his classmates at the same time, as long as he is not be disruptive. Students should not be ashamed of succeeding! Especially once students reach an older age, performing at a high level can be viewed as "uncool." It is the responsibility of the teacher to dismiss this idea. Each and every student needs to be aware of the possibilities whenever they work hard in order to accomplish a goal.

I loved the message that this story was able to convey. Academics can be intimidating or scary for many students. This does not give teachers the right to neglect these students if they are not immediately performing at a high level. Teachers are responsible for bringing out the best in every single student, regardless of situation!

Girl Rising

After viewing the movie, Girl Rising, I was honestly speechless. I was aware of the subject area before viewing the film, but I had no idea the magnitude would be so great. As each story was told, I started to feel more and more helpless as I realized all of the unspeakable things that are going on in the world at this very moment. I sat there and thought how ridiculous it is that we complain about the tiniest of details every single day when there are people going through such immense troubles just to survive. The movie really did an amazing job of capturing the unspeakable events that are happening to women all around the world each and every day.


As I reflected on the movie, however, I decided that it was silly to feel helpless. Despite the fact that there are countless women being mistreated in the most unspeakable ways, I am not helpless. I can make a difference in the lives of the 17 students that walk into my classroom each and every day. More specifically, I can be a positive male figure for my 9 female students that may not have any males to look up to.  I believe that this movie truly shaped the way I will think about all of my students from this point forward.

I want to discuss 2 of my students that I thought of throughout the playing of this movie. The first student is a little girl that absolutely loves learning. She reminds me a lot of Wadley from the film. I know that she does not come from a very financially fortunate family, but you would never know it by speaking to her. She is such a positive person and loves everything about learning. Not to mention, English is her 2nd language. I believe that from a very young age she was taught the importance of education. She knew that in order to make a good life for herself, she needed to take her education seriously. As I speak with her, she is so much more culturally and socially aware than any other 5 year-old I've ever met. She realizes the importance of a good work-ethic and is not afraid to fail. For her, education does not simply mean waking up and going to school every day. It means making a life for herself, and that is a value that can not be replaced.

The other student that I thought of during the film is a girl that has an absolutely awful at-home life. Obviously it is not to the degree of the girls highlighted in the film, but I can't help but feel so terrible when I watch her smile diminish a little bit each day when the bell rings to go home. The school has stepped in to provide a lot of support where there used to be none, but her home-life is still very rough. This girl is definitely a fighter, though (in the positive form of the word). She is not going to let her home-life change the way she works. She needs an immense amount of attention while at school, which is understandable, given the details of her home-life. However, aside from occasionally talking a little bit too much, she never causes any trouble and truly loves to learn.

When I reflect on the movie as a whole, it is interesting to make certain connections from that inhumane lifestyle to our seemingly perfect life. It is important to be aware of what is going on the world but also remember that as much as it may seem, we are not helpless. We have a voice and can be the positive change for at least one person.

Diversity Post #1

Being "poor" is defined by the United States Office of Management and Budget (OMB) as having an income less than that deemed sufficient to purchase basic needs, such as food, shelter, clothing, and other essentials. According to Eric Jensen, there are six categories of poverty, such as situational, generational, absolute, relative, urban, and rural. With the exception of absolute poverty, which is defined as the scarcity of such necessities as shelter, running water, and food, the students/families in my school suffer from all forms of poverty (Jensen, 2009). It is extremely difficult to witness these daily struggles and feel so helpless. Students should be looking forward to school, because it is a safe place where they can learn and be supported in everything they do. Although teachers are not able to "fix" most of the terrifying effects of poverty, they are able to provide a positive environment that encourages hard work and honesty. 

It is obvious that it is up to teachers to provide students with the most effective learning environment possible.  In addition, however, teachers should also be providing students with the most efficient opportunity for overall human growth. For example, if a teacher is simply giving assignments and grading tests, they are not fulfilling their duties. If students are viewing the classroom as a place solely for papers and tests, they will not be encouraged to work hard in and out of the classroom. Teachers need to take a sincere interest in each student's life. Rather than a classroom feeling like a cold box for assessment, it should feel like a safe place to grow, while learning at the same time. Students need to feel like they are cared for, because often times teachers are the only support system they have. If a teacher is genuine, sincere, and actually gets to know students on a personal level, it will provide that student with a spark and an interest in learning. Now, this is clearly a lot easier said than done, and it takes a lot of time and effort to break down some of those walls, but it is absolutely essential in areas of poverty. 

One of the biggest hardships for any teachers, but specifically those at my school, includes dealing with managing behavior. Poor behavior isn't a direct form of poverty, but it is certainly a result of poor guidance and home environment. It is extremely common for teachers to quickly write-off a student by saying "this kid is trouble" or "he doesn't care about school."  In addition, teachers will usually talk to the other teachers above and below grade level to discuss certain "problem children". This is one of the most heart-breaking occurrences in the schooling system. In areas of poverty, it is very common for students to experience some form of emotional and/or social challenges. By teachers sticking these students in the back corner of the room and yelling at every chance they get, they are digging that student into a deeper and deeper hole every day. In order to grow up emotionally healthy, children under the age of 3 should receive the following: 

• A strong, reliable primary caregiver who provides consistent and unconditional love, guidance, and support
• Safe, predictable, stable environments.
• Ten to 20 hours each week of harmonious, reciprocal interactions.
• Enrichment through personalized, increasingly complex activities (Gunnar, Frenn, Wewerka, & Van Ryzin, 2009). 

In areas of poverty, these factors are not always implemented. By reviewing student cumulative folders, it is evident that students with 1 or more parents in jail, several divorces, arrests, etc. are likely to contain some form of behavior or academic performance difficulties. These are the students that require the most loving care in order to stay (or get) on track. Being "at-risk" is certainly something to look out for. Teachers are responsible for knowing children well enough to recognize warning signs for at-risk students. Genuine relationships are crucial in order to gain as much information as possible (Leroy & Symes, 2001). As teachers, it is crucial to implement plans that promote quality work. For example, if it is clear that a student does not have a great support system at home, don't send out homework for that student, at least not at first! It's not going to get completed, and then the student will end up feeling ashamed and/or embarrassed. Work with the student as much as possible during school hours so that he/she realizes the true potential of hard work. In addition, provide opportunities for students to choose their own topics within reason. If a student is really struggling and doesn't enjoy school, what is the point of making him/her read a story that has absolutely no connection to his/her life? Allow the students to pick a book and/or research topic that will get them thinking. This is a way to promote learning and work ethic without forcing the issue (Jensen, 2009). 

Teachers are not simply educators of the curriculum, rather educators of life as a whole. By taking the time to learn about each and every student on a personal, individual level, great things can be accomplished. A school is a judgment-free zone, and that includes judgment from teachers. Each and every student should walk into a classroom with a clean slate, ready to make progress as a student as well as a contributing member to society. 




Works Cited

CityYear Los Angeles (2010, May 27). Making A Difference In High-Poverty Schools. 
http://www.youtube.com/watch?v=pdDTk5WQzm0

Dueck, M. (2012, July 20). Poverty and the Grading of Homework. http://myrondueck.wordpress.com/2012/07/20/poverty-and-the-grading-of-homework/

Jensen, E. (2009). Teaching With Poverty In Mind. 

Leroy, C, Symes, B. (2001). The Effects of Poverty on Teaching and Learning. http://www.teach-nology.com/tutorials/teaching/poverty/

O'Brien, N. (2011, September 2). Why are poor white boys doing so badly at school? It's about culture, and we've got to change it. http://blogs.telegraph.co.uk/news/neilobrien1/100102225/why-are-poor-white-boys-doing-so-badly-at-school-its-about-culture-and-weve-got-to-change-it/

Montlieu iPad Project

9/25/13 - This was the first visit to Montlieu Academy of Technology for our iPad project. This project involves working with a group of 4 3rd Grade students in order to develop a full story, script, and recording for a stop-motion video.  We will be using myCreate, an iPad app, to create professional-level stop-motion videos.  This first visit was basically an introduction to the project. The 4 of us met with our students individually in order to develop a bit of a relationship, rather than meeting as a group from the very beginning. I think this was definitely a good decision, because my buddy was somewhat shy at first. I spoke with her about general likes and dislikes and eventually she opened up and shared a lot of really neat information about what she likes to do! It is completely understandable that a 3rd grader would be timid at first, so I did my best to make her feel as comfortable as possible.  She seemed to really like the idea of this project and was looking forward to using myCreate and other resources!

10/2/13 - The second visit to Montlieu was definitely a success. During this lesson, I went over a thorough introduction to myCreate with my buddy. We watched the introduction video that myCreate provides in the app, and then talked about what exactly this app entails.  My buddy instantly fell in love with the app! It was obvious from the very start that she is a creative thinker, so this app is right up her alley. She loved taking stuffed animals and making them move across the table. She was very technology savvy, which isn't surprising, given the fact that Montlieu provides iPads for every student (while at school). She was thoroughly excited to continue with this project!

10/9/13 - During my third visit to Montlieu Academy of Technology, we still worked individually due to some school logistic issues. This was still a really great session in which my buddy and I practiced the myCreate skills, as well as worked on information for a story. I spoke with her a lot about what she likes to write/draw about and she seemed extremely excited to be able to work with Lego's. It was somewhat difficult for her to express her ideas about inventions because she was so excited about things that already existed. However, I quickly uncovered a turning point. She is incredibly intrigued by China and would love to visit the country someday. When I asked about making an invention that would help her see the land easier, she drew 2 or 3 different machines that enabled her to travel across the globe in mere seconds. When I told her it was time to clean up, she was reluctant to leave. She can be unbelievably energetic, but her passion for learning is clearly evident!

10/23/13 - For our 4th visit to the school, we finally got to work as a group. We all gathered in the library and huddled around a table to discuss the semester's project further. We started off with some ice-breaker activities, but wanted to give the students as much time as possible to work on their ideas.  We explained how they would be coming up with ideas for new inventions and then filming their story using stop-motion video. The students were absolutely thrilled when we brought out some Lego material to explore. They were probably more hyper than any students I've ever worked with, which was somewhat difficult, but also very rewarding at the same time. Knowing that I was able to bring so much joy to these students was truly unbelievable. They brainstormed about different inventions and really collaborated about different ideas. Next week will be great to let them start writing a rough draft for their story. 

10/30/13 - The 5th visit to Montlieu Academy of Science and Technology was another very successful trip. Once again, we worked as a group in order to start brainstorming ideas for our video. The children were extremely excited and really got the ball rolling. They thought of several awesome ideas, such as a one-button candy machine, a talking building, a cotton candy house, etc. After the students were given time to brainstorm, we held a vote to determine which idea we would focus in on for the video. The group came to a general consensus to use the talking building idea for the final project. Then, we talked about beginning, middle, and end ideas for the story. The whole group collaborated very efficiently in order to set the scene for the actual writing/filming. The students could not have been more excited for our next visit, in which we would work with Legos to prepare for the video. Overall, it was a very productive meeting. 

11/6/13 - This visit was definitely one of the most enjoyable for everybody involved! We brought the StoryStarter Lego Kits for the students to use in order to come up with ideas for how the story would be laid out. First, each student worked with his/her own base plate to come up with his/her own representation of the story. They were extremely excited to work with the Legos, so we had to make sure that they stayed on task at times, but overall they were very well behaved! As the students worked, they were definitely checking in with each other to collaborate and bounce ideas around. Also, they would occasionally take breaks from building in order to practice using the MyCreate app with the Legos. It was clear that the students were coming up with some great scenery and having fun doing it! The students all developed really interesting models and were excited to come to High Point University to finally film the stop-motion video!

11/15/13 - This was the date in which the students came to HPU to build the video scenery, record their voices, and film the video. Unfortunately, I had a cross country meet and was unable to attend this final day. Although I wasn't able to see the students making the video, I am lucky to be able to see the final product! I cannot believe how well the students were able to make their vision become a reality. They definitely worked extremely well as a group in order to plan the story, and then put their ideas on film. Throughout the semester there were some very minor bumps in the road, but overall it was an incredible experience for everybody involved!

iPad Application

Education is currently going through major changes in regards to how learning occurs and is evaluated. No longer is it acceptable to stand at the front of the classroom and lecture the entire group while they take notes quietly. Students need to be physically and intellectually engaged in order to experience optimal learning. The use of iPads in the classroom has the potential to be a huge step forward in the educational system. However, it is crucial that teachers are aware of the proper uses of these apps. They need to remain engaging, and cannot do the teaching! The teacher is still responsible for the guiding the students, the iPad apps are simply used as a facilitator.   

One app that has the potential to be extremely effective, is Agnitus - Games For Learning. This is an incredibly engaging app that deals with all different subjects. The age range is a bit younger for this app, as it caters to students ranging from ages 1 to 7 years old. Basically, this is an app that is filled with different games and activities that are designed based on the current Common Core Standards. If used with preschool or Kindergarten students, it contains activities with color recognition, 2D shape recognition, shape building, and more. For school-aged children, it contains great activities centered around mathematics and phonics/language arts skills. 

When a student first uses the app, he/she creates a profile that is completely suited for their needs. They go through some preliminary activities in order to provide the app with some baseline information on what sorts of skills the current user possesses. Then, as the student works through different activities and games, the app is able to automatically raise the level to keep the student engaged. Rather than getting flying through the activities and becoming bored, the app knows when to bump the student to the next (challenging) level. Also, throughout the entire session, it keeps track of all the results and compiles them in a "report card" format for the teacher to access at any time.  

As far as using this app in a lesson, I would use it in one of two ways. First, I could use it as an enrichment piece. For example, if a student has finished their current assignment, I could have them work on some activities that correspond with the same topic. This keeps them engaged, all the while focused on the topic at hand. Another use would be for a stations lesson. I would include one station as an iPad station, and assuming there were at least 4 or 5 iPad available, each student could access their own account and be able to work at their own pace, on their own level.  

There are multiple ways to assess whether or not this app has been used to its full potential. As I mentioned previously, the built-in report card feature is a huge plus. Teachers can observe the use of the app, but it is not necessary to catch every single activity or game. They can go back at a later time and analyze which problems or activities the student struggled with, and which ones came easier.  Using these results, the teacher will have another form of evaluation to develop activities catered to that student. It will take a couple of uses with this app to determine whether or not it is effective for every student. Some children might really thrive with this format, while others prefer a different approach. The teacher will be able to observe the students in order to determine if they are engaged, or simply going through the motions. If used properly, this app can facilitate learning in an exciting, valuable way.  


Sources

"Agnitus, We Build Fun Learning Games." Agnitus. N.p., 2013. Web. 20 Apr. 2013.

Technology in Science

Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event. -Heidi Hayes Jacobs. It is no secret that integration is a crucial part of any efficient classroom. We are in a critical point in time where students need to be prepared for the real-world. A truly effective classroom in today's society is one where the students can not completely distinguish which subject is being taught at a given point. Obviously they should know what's going on, but they shouldn't be able to say, "Math is from 9:00 to 10:00, then Language Arts is from 10:00 to 11:00."  Classrooms should contain enough integration that almost every subject is being included.  This is especially important for the STEM areas.  Science, Technology, Engineering, and Math should all be intertwined in a seamless manner.

The United States Department of Labor has reported that by the year 2014, 15 of the 20 fastest growing occupations require significant science training to successfully compete for a job.  Right now, students are getting maybe 30 minutes of Science class per day. How are we expected to compete whenever we aren't learning the subject? The practical, efficient use of technology makes this much easier.  With all of the technological advances, there is no excuse for not including technology in our classrooms.

Research suggests that the best way for students to experience science and technology is through the use of hands-on materials and manipulatives. According to the National Science Teachers Association, or NSTA, students experience the best learning through the investigation and exploration of inquiry-based questioning and process skills. Although the students play a large role in the integration of technology within science, it is also up to the administrators to build instructional leadership. This is achieved through building a consensus for an elementary science program that reflects state and national standards (NSTA, 2002).  

A great way to integrate technology into the science curriculum is through the use of Logger Pro software. This is a very easy to use program that is used in the collection and analysis of data. Logger Pro can be used with any type of computer, and involves many different ways to get the students involved and interested in science.  Science does not mean listening to a PowerPoint presentation on rocks and minerals. It involves moving around and actually touching/feeling the topics of the lesson.  This is how students will truly learn science concepts.  

Logger Pro can be used with countless experiments, one of which being ways to make the temperature of water colder.  Students can be asked in the beginning of class which would make the water the coldest: ice, sugar, or salt. Then the students can experiment putting ice, salt, and sugar into separate cups of water and then using the Logger Pro software and probe to analyze the results. This is just one of many ways to incorporate hands-on, effective technology into the science curriculum.  

As stated previously, students truly learn the best whenever they are able to work in a hands-on environment. Science is the type of subject that needs to be experienced, not taught. Through the use of manipulating different materials and working with an inquiry-based approach, students will benefit from and enjoy science much more.


Sources
National science teachers association. (2002, July).
     http://www.nsta.org/about/positions/elementary.aspx

United States Department of Labor. (2013). http://www.dol.gov