Katharine Gergosian's Academic Blog

Afterward

2007-03-14T05:49:00.001-07:00

One thing I noticed: “Students are not asking for total over their education; they realize they have plenty to learn, and they crave contact with the adult world.” – Page 189

Why I found it interesting: I thought this was a really important point and I wish more educators knew this or thought about it. It’s such a simple concept. Secondary education is about the process from adolescence to adulthood. By the time kids graduate they should feel like they matter to the world. They should have the confidence to know they can be trusted by the adults around them. Students are not at a point where they can take total control over their education, and I believe that they do know they have a lot to learn, but as the author says, they need to interact with adults and learn how to function on a higher level. This growing process is a learning experience, and if kids can’t do this in high school, they where is that safe place for them to learn about the real world?

Chapter 10

2007-03-14T05:47:00.000-07:00

One thing I noticed: “Recognize and support our learning on our own.” Page 180

Why I found it interesting: I think it’s really important for teachers to be aware of what their students are doing and learning about outside of class and take that into account. There are chances to capitalize on these things that may help reach more students and involve them on a deeper level. I was involved in things outside of school and I wish my teachers had asked about these things or shown interest in our education outside of school.

Chapter 9

2007-03-14T05:46:00.000-07:00

One thing I noticed: “‘I went to the library, I would read, draw, be depressed. I knew: I should be in school, I’m alone, I’m stupid. Kids want to learn.’ – Vance” Page 166

Why I found it interesting: This passage stood out to me. It confirmed what I already believe, that kids like to learn. Students don’t skip school because they just don’t want to go. It’s deeper and more profound then just disinterest. And they know. Students know it’s not normal to skip school or turn away form it. It’s depression, it’s dysfunction at home, it’s drugs, it’s boredom and a need to be challenged – it’s anything but simply not wanting to go to school.

Chapter 8

2007-03-14T05:42:00.002-07:00

One thing I noticed: “‘When I first came to this country in middle school, I had science and the teacher give tests for everybody. He said, ‘You can write?’ Then he gave you the answers – this and this and this. I felt bad because I don’t do the test, he did my test.’ – Murilo” Page 150

Why I found it interesting: I found this really discouraging. Just to see this quote from kids, it’s just frustrating. How does this serve kids? I just don’t understand why educators think this is alright. It sort of reminds me of the handicapped kid I work with. He has severe mental retardation, autism and a few other disorders and he passed the D.A.R.E program. I can guarantee he doesn’t know what drugs are. To be honest, he doesn’t know his name half the time. Society has this way of pushing students through the education system and they are being left behind. It’s ironic because this is what we are trying to avoid, right?!

Chapter 7

2007-03-14T05:41:00.000-07:00

One thing I noticed: “‘To help us get the feeling in Romeo and Juliet, our teacher told us to write our own plays about conflicts in families.’ - Lauraliz”

Why I found it interesting: As a future English teacher, I really liked this idea. Literature doesn’t connect with kids at all, especially with the things students deal with today. Kids don’t care about Romeo and Juliet or most of the books integrated into curriculum that are considered “classics”. The trick is to connect what they are reading to their lives and make it relevant. I liked this idea because students can identify with family problems. Divorce and dysfunction are all too common nowadays, so this assignment works and meets the goals and objectives that students need to succeed.

Chapter 6

2007-03-14T05:40:00.000-07:00

One thing I noticed: The “When should we do that? A Planning Chart by Students” on page 112.

Why I found it interesting: I thought this chart was great. I know kids don’t like to do things at certain times, but it’s always hard for me to figure out, especially when planning lessons and working in my practicum classroom, what are good times to do things. For example, the school I’m in does Sustained Silent Reading (SSR) first thing in the morning, a few days a week. According to the chart, the last thing kids want to do is read to themselves in the morning. So who’s great idea is morning SSR?

Chapter 5

2007-03-14T05:37:00.000-07:00

One thing I noticed: “‘I had a friend who couldn’t read, and I don’t know how but she got through high school. She would make excuses when we read out loud in class – like, I don’t know what page we’re at, can you go to the next person?’ – Mahogany” (page 87)

Why I found it interesting: This is terrible. I don’t understand how, through 13 years of school, no one ever noticed or did something about the fact that this student couldn’t read. It just horrifies me. Our brains lose the capacity to fully learn a language past the age of 13, so imagine how hard it would be for this student to learn to read? Imagine all the limits placed upon her because she couldn’t read! Such a waste. I see students reading at as low as a 2nd grade level at the school where I’m placed for practicum and it makes me so frustrated that no one has helped them. Where are the teachers and the parents? A student, at 13, shouldn’t turn to me and ask “Ms. G, how do you spell ‘was’? ‘W-U-Z’?”. It is a clear indication of the failings of the school system and an illustration of disconnect between parent and child at home.

Chapter 4

2007-03-14T05:36:00.000-07:00

One thing I noticed: The push-pull , love-hate attitude students have about doing well in school.

Why I found it interesting: I think, because I did my own thing in high school, I temporarily forgot about all the pressures related to grades. I always felt I had to do well. I was always very upset if I received a bad grade or began to flounder in a class. At the same time, being a “good student” was an uncomfortable fit, like that of a tight, woolen sweater at times. It wasn’t cool to be smart in certain crowds of peers. You were cooler if you didn’t care or if you made it like you thought school was a waste of time. I have always loved learning and being in school, so this attitude wasn’t a reflection of my true self. I did want to be in school and I did want to be a “good student” but I had to make social sacrifices because of that. I guess, before reading this chapter, I had forgotten what that was like.

Chapter 3

2007-03-14T05:35:00.000-07:00

One thing I noticed: On page 45 students talked about being punished for something they didn't do. Talking in class, being disrespectful to the teacher, etc. and they had to take the consequences of others actions.

Why I found it interesting: I think this happens all too often. The other day I was in my practicum classroom and two students ended up in an altercation. The student that was not responsible for the fighting ended up getting sent to the office because the teacher only saw part of the argument. Afterwards, I pulled her aside and mentioned what I saw and she proceeded to go get the kid she sent out of her class and apologize to him and the matter was resolved. It really made me think, what if I hadn’t said something in this kid’s defense? He would have served detention for something he didn’t deserve. How is that fair? I realize teachers don’t have eyes in the back of their heads, but I believe it’s important that they not be too hasty in their judgment.

Which strategies are most effective for teaching and learning with technology?

2007-02-16T06:21:00.000-08:00

This question is hard for me as it is quite similar to the last one. I think that what I connect with as most effective is simply consistent use and getting students involved. The more students can use technology and take control over their learning, the better. It students are motivated to learn, they will continue to learn outside of the classroom, and truly, what more could we ask for?!
I think this class has helped me to get in touch with the fact that, with every class and every lesson, there is a way to use technology in an effective way. Technology in the classroom, for me, has always proven to be difficult for most of my teachers. Often times they were lucky if they had a working VCR, let alone even know what iMovie is and how to use a camera.
Some of the strategies I like are the software we looked at in class that lets kids make webs and outlines for their notes and papers. I can see that being extremely helpful to use in the classroom, especially if all students have laptops. I also really like the interactive whiteboards. Of course I would love to use them, but that depends on where I end up working and the budget available. I also really like the idea of students making movies. Some of my best memories of my first two years of high school were the movies we made. We made short films for Spanish a lot and we actually had to work to make them! We didn't have much for editing software, so we did what we could, but it was great. We had to memorize our scripts and remember what everything meant in Spanish, plus we had to work effectively in groups.
Technology presents new struggles and difficulties for students (and teachers!) and I think that's great, in a way because it gets everyone working together.

How can you effectively integrate technology into your teaching and learning?

2007-02-16T06:12:00.000-08:00

I think I'll be able to integrate technology into my teaching and learning all the time as a teacher. It's becoming much more accessible and easier, as well. I think the demon I will have to struggle with the most is being "brave" enough to use it. I learned in very traditional ways. I am a technological immigrant and it's much easier, for me, to rely on what I know. Still, I recognize the fact that, by reach outside the box of what I am comfortable with, I will help my students and myself. As I've said before, technology offers opportunities and chances that are hard to find elsewhere.

One thing I've really gotten in touch with is that technology offers me a way to connect to all of my students and their multiple intellegences. Technology, in essence, can help me reach every student in every lesson. For example, the PodCasts we learned about. That gets my kinisthetic learners up and moving around. It gets my linguistic, music and verbal kids involved. It lets my naturalists add nature sound effects to their work. It lets my mathamatical minds work with segments and numbers for recording times. It lets my spacial minded students add background images to their work. It works for both inter and intrapersonal students. It helps my students with learning disabilites because now they have a way to study and remember things from the lessons without having to write them down or remember everything because they can listen to information as much as they want.

I think that this class has given me the tools to use technology and to know a lot about what is avaliable for me to use. Now, it's up to me to use it and not be intimidated by it.

Why might it be important for students to learn with technology?

2007-02-16T05:29:00.000-08:00

I think that technology is something that is just going to keep getting bigger. It's not going to simply run it's course and fade out like fashion or pop culture fads. We are searching for ways to make technology work for us and classrooms are no exception to that. Technology can provide experiences and knowledge that many kids of my generation and before have only been able to dream and wonder about. For example: Google Earth. I'm from Maine. Most Mainers don't tend to have a whole lot of extra money to travel or anything like that. We live and work with what we've got and do what we can to get by. The fact that resources are lacking doesn't take away that curiosity to see other places and learn about new things. When I learned about Google Earth it gave me the opportunity to take a look at some of the places I've always wanted to go. It let me see things that I quite possibly won't get to see in my lifetime. I think the one thing I fear with technology is the old ways will be forgotten. I'm a romantic in the way I love writing. I love script and the smell of worn notebooks. I remember very clearly learning cursive and practicing my letters over and over. Over the years my handwriting isn't a neat and perfect as it used to be, but I know how to write and type with ease. I just fear, that if we rely more and more on technology that the next generations will write less and less until it's simply forgotten and looked at as "outdated".

Wiki

2007-02-16T05:10:00.000-08:00

After exploring the site, I contributed to the discussion board of the wiki. I think it's great! The procrastination tips keep things light and remind us that sometimes you need to chill out and take a break. I thought this was a really great idea to make for the presentation and it's even cooler because it's something that can be useful. I'm sure other practicum classes that follow us would benefit from a wiki like this.
I would like to use wikis in my classroom. I think it's the perfect opportunity for students to share their work and work with others on projects and have something neat to show from all their work. I also like the idea of placing the class information on a wiki. This way, students always have a way of finding out what they missed if they were absent or have a habit of forgetting things. It would also be a good idea to place resources that relate to units we're working on in the classroom on a wiki. That would cut down on the amount of sketchy sites students could end up on if I just give them URLs to resources.

NYT Middle School Article

2007-02-01T18:58:00.000-08:00

This was an interesting article. One side says that by removing middle schools we can avoid the typical troublesome years of early adolescents. There will be less adolescent crime (typical of the middle-school age) and increase academic performance. In addition, eliminating middle schools will protect children, who are emotionally fragile and easily traumatized but the transition. The other side says that the fault lies more heavily in the structure of the middle schools and not in the concept of middle schools themselves. Some students mentioned feeling belittled by being in the same school as kindergarten aged students.
It seemed, that as the article continued, the argument steered away from a debate about whether middles schools should exist and refocused on how schools should be ordered. k-6, 6-12, 7-12, 9-12, k-8, etc. So many combinations and not a clear idea of which one works best for educators and students alike.

After reading this article, I'm still not sure where I stand on the issue of middle schools. I never attended a middle school. I was homeschooled during these years, but I have spent quite a few years of my life mentoring children of the middle school age after school. I have also been to middle schools to volunteer time to talk to the students in classes and once again, be a sort of mentor figure there, too. I have looked at all sides of this argument and it's really very hard for me to make a call one way or the other. I have grave concerns about combining 6-12 because I feel that could raise potential problems with such a diverse age group of students who are all in a very important transitional time in their development. It seems as if it is a recipe for problems. I also don't know if a k-8 environment is best for students. I don't know how I would feel about going to school with kindergartners until age 14 or so. Ideally, I still believe in the middle school system as a transitional period. Perhaps I am a romanticist, but I believe that it is possible for this setting to be successful, but it requires many changes at an administrative level. Like the article mentioned, I believe the problem is more embedded in the system of the school itself and not the age level it serves.

Podcasting Part 2

2007-01-26T06:08:00.000-08:00

I never realized how many podcasts there were, and for free, too! It's pretty cool, I must admit. I found a few to listen to, including music mixes to take to the gym, NBC's news briefs, and iPod's new music Tuesday releases. I actually subscribed to one podcast and I am pretty excited about the fact that I can take this stuff to the gym with me! This was a pretty cool thing to learn about and I'll be using it again, I'm sure!

Podcasting

2007-01-25T18:17:00.000-08:00

First, define what a podcast is and compare/contrast it to one other technology (she compares it to several, so pick one).

Podcast – it's a "phenomenal" tool. It is basically an iPod + broadcasting. You don’t need an iPod to use it. Like TVo for the radio. "Podcast" was Oxford's word of the year in 2005.

Podcasting versus radio: You can listen to it whenever you want. You don’t have to worry about tuning and static. You have control over when this plays. Radio has no pausing and iPods do. You need a lot of money to produce a radio show. It’s very cheap to make a Podcast. You can subscribe to them like a magazine rather then having to "catch" them on the radio.

Second, tell three examples of usage in the classroom.

Make a Mother’s Day Present by recording kids and making CD’s.
A “sound scene tour”.
Flash cards

Third, tell why a teacher would want to use podcasting in the classroom.

It’s cheap.
It’s easy.
It’s exciting for students.

Fourth, tell why a teacher would not want to use podcasting in the classroom.

Teachers need to be trained to use iPods or perhaps they are unwilling to learn depending on their personalitys or age? I don’t know. I didn't hear this covered in the podcast.

Lastly, tell what you really think about podcasting now that you know more about it.

I think podcasting is pretty cool. I’d like to try it in a classroom. I’m sure it’s a really neat thing to do if you have the resources and the knowledge to teach students how to use them.

Copyright and Fair Use LR

2007-01-24T04:40:00.000-08:00

____________________________________________________________________
6. A middle school science class studying ocean ecosystems must gather material for multimedia projects. The teacher downloads pictures and information on marine life from various commercial and noncommercial sites to store in a folder for students to access. This is fair use.

True. The Web may be mined for resources. Download away (of course, don't hack into subscription sites)! But remember: you can't put these projects back up on the Web without permission from the copyright holders.
_____________________________________________________________________

When I read this question and it's corresponding answer, it made sense. If you use material, you shouldn't re-publish it online and call it your own. It still belongs to someone else and they should be able to decide if they want it used in your project. I read on to the rest of the quiz and then I discovered this question and answer:
_____________________________________________________________________
7. An elementary school designs a password-protected Web site for families and faculty only. It's OK for teachers to post student work there, even when it uses copyright material without permission.

True. If the site really is protected, then this is considered OK. The school should monitor its Web hits, though, and make sure the outside world isn't sneaking in.
_____________________________________________________________________

So what's the difference between a protected site and a regualar site for the owner of the copyright material? That doesn't seem fair to them. If they don't want their material used the fact that it's only accesable by certain people makes that ok? Something's not right about that. It's rather deceptive if you ask me. So the parents and the teachers can acess this work and it doesn't have to adhere to the law? Just because it's behind a password-protected website? Why is that? Plus, we all know that there are ways to get around passwords, including really simple things like Google's cache, depending on what information you're trying to access.

This just struck me as inconsistant. Either everyone can publish things online with copyright content or no one can. That seems more ethical.

Copyright and Fair Use QR

2007-01-24T04:05:00.000-08:00

4.) This one made me mad because, especially in Maine, there is little funding available for technological advances in schools. I understand that companies that produce software need to make money, but there must be something that can be done to help places who can't afford software.

7.) So wait. It's OK for only a select group of people to see copyright material online but not the general public? Isn't that small group part of the general public?

11.) I didn't know this was allowed. It seems really odd that it is.

12.) That's kind of cool that this sort of technology is allowed, but I'm a little surprised that manufacturers are making this so difficult for educator so use in the first place.

14.) I hate this rule. I think, if you aren't charging admission, that public viewing should be OK. Buying the rights to show movies is wicked expensive, and although the Disney rights aren't that bad to purchase, other companies are much more expensive.

15.) I just don't understand why this isn't allowed. You can do so many other things but you can't create a compilation for classroom use?

17.) I understand streets, but pictures of businesses seems a little borderline. I wonder why permission isn't needed for this?

19.) So you can use clips and not entire songs? I just don't understand that point of that.

QR Blogging

2007-01-22T10:17:00.000-08:00

Blogging is something fairly familiar to me. I like this project because it's something I know how to do and that I enjoy. It is a simple but effective way for me to express my thoughts about the class and my assignments, and best of all, I don't have to print anything! So far, I've had no problems with it and do not anticipate struggling with this form of class participation.

NetDay Results

2007-01-21T19:04:00.000-08:00

I would call myself a digital immigrant. I use technology much more then my parents do, but the latest generation is already way ahead of me. My first real technological advance as a child was getting our tiny Macintosh PC. It was the most complicated thing my family had ever encountered. So many things to plug in, put together and figure out! Then there came AOL and modems and a fax machine. I remember when my grandfather first got the Internet. It was a huge deal and I used to go to his house just to go online because it was such new invention to me and my family didn't have Internet access yet. Obviously, things have changed and being the youngest in my family, I have had the most interaction with technology when compared to my parents. Still, I am not as savy as the next generation.

In knowing this about myself, I will have to work harder to integrate technology into the classroom because, while it's interesting to me, I do not know enough about it to be comfortable with using it as a central part of a lesson or unit. I don't think I'm proficient enough for that. I am not sure of all the possibilites that technology can add to the classroom. Perhaps, after this course, I will have a better, more extensive knowledge of technology and how it can be used in school to better the educational experience of my students.

To be honest, I didn't find any of the results all that surprising. I talk about technology and have seen how it's used by interacting with children I babysit. It amazes me the amount that they know and the things they can use technology for. One thing that stuck out to me were the answers to the question about how technology should be used to better the world. The students were very insightful and I found their answers quite impressive.

QR Chapter 2

2007-01-19T10:28:00.001-08:00

Chapter 2

One thing I noticed: “In the very beginning of the class, our teacher had us write for homework one night about how we would teach a history class if we were teachers.” (33).

Why I found it interesting: I thought this was an excellent idea! I think it really sets up an environment where students and teachers are both actively involved in education. In doing this assignment, students realize how difficult teaching is and how it’s not as simple as it may look. This also is an excellent way for teachers to get ideas from students about the sort of teaching practices they are interested in and the student’s responses can elicit ideas for the teacher to try in the classroom. Student involvement and input is obviously very important and this activity seems like it would be useful for the student’s and the teacher and would provide real tangible feedback. It goes deeper then just asking “how am I doing as a teacher?” and it puts the power in the student’s hands without making the teacher seem insecure.

QR Chapter 1

2007-01-19T10:27:00.000-08:00

Chapter 1

One thing I noticed: “Get to know their neighborhoods.” (6).

Why I found it interesting: I think that the importance of this is often underestimated. I have seen it in my own personal experiences. My highschool was a combined highschool, as many others across Maine . The student body included students from eight different towns. We had students from very different socio-economic environments and very different parts of the state. There were students from the coast and nearby islands, students from the local Navy base, students from high-class, middle-class, and students from low-class and poverty ridden areas. I always felt that teachers didn’t pay enough attention to where we all came from. I remember a lot of fighting in school. Kids would physically and verbally fight with each other in the hallways or in class and much of this related back to the differences in the way we were all individually raised and where we lived. I felt that this point was very important and I was glad that it was included in the book.

QR Introduction

2007-01-19T10:23:00.000-08:00

Introduction

One thing I noticed: “I asked them to write down their specific complaints. I told them I

would take their written concerns to the principal and discuss them with her…” (xviii)

Why I found it interesting: The whole narrative of the Lisa Delpit’s experience with Camilla and the math class was fascinating to me. At first, when I read that the class had essentially gone on strike, I couldn’t imagine what to do in that situation. I thought “How would you really be able to reach all of those frustrated students and actually reach a positive solution?” Delpit’s solution, while essentially simplistic, was complicated in the sense that, if she didn’t address the student’s right the first time, they wouldn’t listen or trust her. I loved the way she validated the student’s feelings, yet still got them back in the classroom. I remember from my personal experience in highschool, the times when other students and I would strike and refuse to go to class. It never really accomplished anything on its own. Like Delpit suggests, if we were calm, rational, and well-behaved we were taken much more seriously and that is when change actually took place.

QR Preface

2007-01-19T10:17:00.000-08:00

Fires in the Bathroom – Kathleen Cushman

Preface

One thing I noticed: “… 60 million teachers quitting the profession within their first five years…” (X).

Why I found it interesting: Wow. That is a lot of teachers. When I decided that I wanted to become an educator this was something I didn’t think about. These kinds of numbers scare me a little. After years of training and education and the money spent to get to a level where one can be certified as a teacher, it is astonishing that over fifty percent of teachers just don’t make it. It really made me think about what I’m coming up against. It makes me wonder what causes these huge numbers. I got into this field because I want to reach students and positively impact their lives. I wonder what sort of things would truly keep me from doing that. I suppose, after reading this book I’ll have a better idea, but right now, that statistic just seems rather daunting.