Reflection 13

The focus of this course is on instructional strategies of teachers, but the concept of checking ones self, evaluating methods of instruction no matter what position is beneficial in any field whether working with students, parents, or professional team members.  Steven C. Reinharts, use of questions and explanations not only provided assessment of his students, but helped bring an awareness of his teaching methods and new techniques which benefited his students.

I completed middle school and high school answering many questions asking for only a yes or no answer.  In fact, most of my teachers were old school and students did not speak unless spoken to.  What a blessing, children now have increased opportunity to express their ability to use deeper thinking skills.  And if not skilled or yet ready to use critical analysis, children have the opportunity to practice and fine tune these skills. Not only are students given the opportunity to develop and improve thinking skills, teachers are able to use open ended questions to provide ongoing formative assessments of their students and themselves.

Letting students question, practice, and discuss answers are critical components of learning.  Part of learning also involves becoming confident in ones self and ones ability to provide answers.  I remember chosing to not answer or respond in class because I was worried my answers were wrong which lead to many unanswered questions and misunderstood steps.  It does seem advantageous to encourage students to answer in any case without drawing attention to those who are absolutely correct and those who are wrong.

I see using this technique or ideology for future classes I will teach.  Middle school is a difficult time for students. I believe it is the make them or break them point in education.  As teachers, we must desire to "catch" our students and give inspiration while teaching without discouraging thinking about thinking.  It should not be devistating to be wrong, it should be an opportunity to encourage research and review of information and material which instills learning.

Reflection 12

It seems using tools other than summative assessments and end of chapter or course test to assess student achievement is a valuable asset to any teacher. The ideas imposed by states which expect every student to perform and pass on levels and standards of equality are absurd.  Provisions to families are not distributed equally, time is not distributed equally, and disposable income is not distributed equally.  Depending on the socio economic status and class in which children are born ultimately has a significant impact on student performance.  Adding to the families focus for survival is the time involved to develop those pre literacy skills needed when entering kindergarten.  Speculating all children have equal cognitive abilities, parents and early childhood caregivers would need to teach all typically developing children at the same pace and level.  Sadly, most likely this will not happen and continues to put low income students at automatic disadvantages when compared to age equivalent peers.  Thus using alternative assessment tools such as formative assessments and portfolios give educators access to immediate feedback and knowledge of student understanding and performance hopefully helping to ensure improved outcomes for students with academic delays and or differences in learning styles.

Paul Black and Dylan Wilian discuss the negative impact current assessments have on students and the need to study more in depth the impact of these requirements on teachers and classrooms.  Systems need to take a chance on using different types of assessments for grading and comparing students to ascertain success or failure.  In a society which focuses so heavily on diversity and the individual uniqueness in personality, dress, and preferences there continues to be an unvarying idea of what is considered achievement and what is considered failure in education.  Since society allows for such diversity in individual style and choice, why does education continue to maintain a standardized formula for students?  Thus, using only summative assessments without assessing prior to and during instruction does not give teachers a good idea of individual student understanding of topics as various point during instruction. 

Furthermore, as imposed standards and achievement expectations increase with government driving reform and change, I ponder the initial intentions of those implementing state changes.  Do the intentions of lawmakers stem from wanting only to ensure all children have equal access to great teachers and great instruction?  Do, those who push the laws and rules consider or look into the micro, macro, and meso environments of those inside the classroom?  I worry lawmakers are too far removed from the group in which the standards are designed to supposedly benefit.  If you have never worried about where your child’s next meal is coming from or how the electric bill will get paid this month, the thought of families not being able to provide the early literacy skills and knowledge needed early in a child’s life would not occur thus putting additional responsibility on the classroom teacher for recognizing the home environments impact on students.  The academic burden of success is placed solely on classroom teachers.   Why not place more responsibility on student parents?  Placing some burden of success on the family for their children’s behavior, attendance, and performance in the classroom might improve our schools and overall outcomes.  It might bring awareness to government entities of the needs of families and cause some to consider how the child’s environment and socio economic status has significant impact on academic success alleviating some of the burden  and responsibility felt by teachers.

The use of portfolios is seen more often in classrooms with students receiving special education receiving special education services.   Vicki L. Maxwell and Marshall B. Lassak believe standard assessments are not the only way to assess student performance in classrooms.  I imagine portfolios being used across the curriculum in all classes with all students allowing teachers to see student weaknesses and strengths allowing for student differences.  Also, the authors shared the portfolios helped assess instruction allowing for changes and teacher improvement such as recognizing the need for more open ended questions used with activities in the portfolios giving students opportunities to think critically and involve the use of writing across the curriculum.  It is always beneficial to check instruction style and methods when it pertains to student learning.  It is essential to understand if the success or failure of an individual student is related to the way instruction is provided.  Not only is the use of portfolios beneficial for students and teachers but also for families. Portfolios give parents immediate, easily understood records of student performance.  For example, regarding norms imposed and levels of achievement given based on standardized test, families may or may not see an increase in their child’s academic understanding of specific concepts when reviewing summative test scores.  Portfolios seem to show where a student was at the beginning of the class and throughout the semester providing families a way to view growth in which summative test may not be able to show.   

Reflection 11

There is an element of collaboration needed when providing the most advantageous avenues for students to be academically successful to their fullest potential.  This element is dependent on parent engagement and involvement. Unfortunately, in my opinion and experiences, parents and teachers do not always respect each other.  But, parent involvement is a crucial piece of student success.  It seems, in the past, parents did not question teachers or school administration.  Parents, mothers in particular, allowed educators to decide the direction of students without question.  In recent years there has been a push for parent involvement and collaboration.  No longer does the teacher have all the knowledge.  Middle class mothers are taking charge of their children’s education ensuring every opportunity is available.  Those equipped with the right resources usually get what is desired.  In contrast, there continue to be parents struggling to understand the importance of their role in student success often taking a back seat, giving in and being labeled the parent who does not care.

In fact, some parents labeled as not caring and uninvolved had awful experiences in school.  Others are doing the best they can with the resources they have.  Parents, when focused on providing the basic physiological needs for their children may not have the internal drive or physical ability to add one more element of stress to their lives.  These families are doing just fine with life and adding any other elements is going to cause the dynamics of the family to significantly shift.   These are the parents to be reached.  Children of typical, middle class, duel income families are not going to fall between the cracks and go unnoticed.  It is the student whose family lacks adequate resources and support who will fail and give up. Struggling parents need teachers and teachers need these parents too.   It is my belief, family learning nights provide opportunities for teachers and parents to come together in a nonthreatening, fun, learning environment giving parents opportunity to be involved as well as provide teachers a chance to see parents in a different setting.

NCTM’s tips provide good quality information regarding contact and collaboration with parents.  Considering I believe parents are a key component in the academic success of students.  Essentially, teachers and parents have a duel role in working to keep students on task and on target.  And for this to be successful, teachers must be willing to build relationships and collaborate with their student’s parents and caregivers.  Most every suggestion given was appropriate with building relationships and helping students.  Although, I do not agree with giving an extra credit point to students whose parents email a response to the teacher.  There are many families who do not have adequate or consistent internet or email access and this is not a fair distribution of bonus points.   Additionally when looking at the dynamics of a student’s family, it is vital to know who is providing care or has custody.   For example, if the caregiver is a grandparent or great grandparent, the use of text and or email may not be their main method or mode of communicating with the outside world.  Believe it or not, there are families who chose to go without cable in order to provide better quality of care for their children. This is something to consider as the number of grandparents gaining custody of their grandchildren continues to rise.  Not only is the ability to stay up to date on frequently changing technology a disadvantage for older parents, but the lack of disposable income also contributes to involvement and resource support.

Working with students who are language delayed, my focus has always been on improving their limited vocabulary.  Family activities or events have always been designed with literacy and reading as the main focus. Yet, this article has given new insight to other important areas related and connected to literacy.  Andrea Lachance is right on target with her Family Math Nights.  Families are an integral part of student success and there must be a way to reach those who are not currently, actively working with their children at home.  Realizing the importance of not only reading literacy, but also math literacy is becoming quite apparent.  Families need to understand what to do to provide homework, after school, and summer activities for their children which are fun yet focusing on building and increasing the student’s knowledge and confidence in literacy and math.  Family math nights and event nights are great assets for families.

 In contrast, these kinds of activities take money, resources, and time.  Without the support of teachers, colleges, and other organizations, it can be difficult to pull these events off successfully.  Teachers and parents are overworked and underpaid often not wanting to give up precious time with their families to be involved.  For example, part of my job is to establish parent support meetings and family activity nights.  I am struggling with getting families to attend and become actively involved in their child’s education.  Furthermore, I do not have adequate funding to pay for large scale events.  In the past, events were scheduled monthly in 6 different locations across the state without childcare being provided.  Following this model is proving ineffective in the purpose of these meetings.  It is evident a change is needed and I am considering following a model very similar to the one provided in this article.  It is my hope to provide family learning opportunities which involve parents, children, and teachers.