Identified Problem

As a 3rd year teacher at George Washington High School, I find myself slowly learning the ropes of a teacher, a staff, a shareholder of the school. Professionally, I am confident in my abilities and my teachings. However, when it comes to being a supportive staff member, I am drowning in responsibilities. As a shareholder, I am balanced with satisfaction of the overall success of the school, yet flabbergasted at the overall results.

To make things clearer, I believe that my major area of interest that is problematic at GWHS is the lack of a cohesive support system from all shareholders & staff. It seems that everyone is fighting a different battle. Administrators are focused on multiple issues and feel that they can shift the weight of their frustrations to teachers. Example: bell schedules that will accommodate 2,800 students for next school year vs. supporting teachers request for prep periods daily. Teachers are juggling their tasks of facilitating instruction, maintaining classroom management, and for those advancing their skills & knowledge - taking classes. Staff members are wearing different hats as they conduct their daily job responsibilities and then some. Example: Gate attendant, hall monitors, acting substitutes, bathroom watchers, & maintenance to name a few.

Just like every other situation, you try to make the best of what you've got. The true hero's are those who perform their responsibilities daily and still find the time to smile. Credit needs to be given to these individuals for their hard work and their continued support of this system. The problems that arises daily need to find solutions, not just temporary fix. People need to be held accountable for their duties and consequences needed to be implemented for those who fall short of it. Too often, it is the hero's who pick up the slack for others, which causes yet another problem.

George Washington is a great school with great people, don't get me wrong. If everyone played their role and problems that are identified are solved, their will be a cohesive environment that I so strongly desire. I am tired of the faculty meeting that are more of a lashing session between teachers and administrators then a meeting of the minds for general news and update. Everyone needs to consider the other first before themselves. Thinking needs to occur before decisions are made. Support needs to be evident in order for new ideas to work. Transition of old ways to new ways need to gradually evolve. Change should occur when needed, not just to fix an unfixable problem.

Only then will ideas solve the problems at hand. With all this bickering, no wonder we never get things done!

Bridging Research & Practice

This book ends with the purpose entailed as a proposal to bride the gap between research and practice. What was emphasized greatly was the characteristic that were needed to be an effective teacher. Consistent information was provided that built on the prior chapter’s objective and that helped reinforce the point of the author. As an audience, I found myself more interested as the book progressed. I enjoyed the occasional reminders of what it takes to be a truly effective teacher. If this wasn’t motivational enough, I was able to reflect on my teaching strategies and determine how effective it was.

The chapter concludes like a thesis form and the point explains that there is much need to bridge the gap between research and practice. This book definitely proved some points on what research was conducted and how it can greatly influence the effectiveness of our teaching. Yet, the research results are not being put to practice. This is a problem that we need to address. If we are given signs on how to improve, we should adjust and make changes to ensure our success. Remember, we are still learners as well as teachers. Therefore, we need to be just as effective as a learner as we are as teachers.

Transfer what was learned

“A major goal of schooling is to prepare students for flexible adaptation to new problems and setting. Students ability to transfer what they have learned to new situations provide an important index of adaptive, flexible learning; seeing how well they do this can help educators evaluate and improve their instruction.” (235)

As a Math teacher in my 3rd year, I was surprised when my former student came back to my classroom seeking financial advice. He had joined the military right after high school and was being deployed. His question to me was, “what do I do with my enlistment bonus?” As a single man who knew the importance of investment, he came back to me seeking advice. All I could say to him was: “you should have paid more attention in class.” He agreed.

I was so honored that he remembered the importance of investing and he knew to come to me as a source of information. Even though he was confused as to what to do with the money, he had some knowledge of the concepts I taught during my first year. It shows progress! Now I can adjust my instruction to emphasize the importance of concepts I teach. I can build on their interest and teach them to transfer what they learn to how they will pursue their lives. Whether they join the military, go to college, or get jobs right after high school, I need to show them that bridge that links what they learn to actual events they will one day encounter.

Technology to support learning

Everyone pretty much agrees with the fact that technology is the oldest, newest, ever-evolving standard of life. No matter who you are or what you believe in, you have and will continue to use technology. As defined in the beginning sections of the chapters, books and blackboards are technology. Therefore, you have contributed to this standard.

Technology is always advancing. Just when you learn one thing, companies are offering you the "latest version" that has more features. How can we ever keep up? How can teachers use the resources provided by our society to help support learning in their classroom?

I've gone over these questions and questioned even more. If everyone knows that technology is a part of life, why won't the schools find the financial resources to support these requests. Why are we always late to jump on the ban wagon?

"There is no money" seems to be the best response. It's probably true. We may not have the resources to fund what is really needed to support the idea. Does that mean we give up? No, that means we just try harder. In reference to The No Child Left Behind Act, one standard defined is the fact that our students need to possess the skills and knowledge of technology within their eighth grade year. (To what I remember) This notation proves that steps are being taken to ensure that someday we will get to this "dream" point and technology will greatly be used to support learning. One day!

Lifelong Learning

"In order to teach in a manner consistent with new theories of learning, extensive learning opportunities for teachers are required." (203)

Is this the reason we are all graduate students? Is it the reason many of us go back to re-certify, obtain a master's degree, or re-class? Whatever the motive, the fact is we are all in this program to gain more knowledge, share our experiences, and learn how we can be better, more successful teachers or community members.

Is there any other profession that requires their employee's to seek higher education, training, etc? More specifically, any profession that replicates our standards of a school system. (Can someone really answer that question?)

When it comes to the "why" teachers go back to school, I don't care. Everyone has their reasons, and their reasons are not wrong. When you really think about it, the outcome is important. Teachers are learning to be better teachers. If we get a raise for that: great! If we re-class: great! The fact that "extensive learning opportunities are required" is just one of many reasons/motives to go back to school.

Effective Teaching

"Outstanding teaching requires teachers to have a deep understanding of the subject matter and its structure, as well as an equally thorough understanding of the kinds of teaching activities that help students understand the subject matter in order to be capable of asking probing questions." (188)

Effective teaching is teaching for understanding. Going back to previous chapters where Experts were not considered to be the "best" teachers explains just that. It's one thing to possess the traits of an expert and to know the subject matter in depth, it's another to know the types of teaching strategies that it takes to transfer that knowledge to students. This probably is the most intensive task that teachers may endure.

On a personal note, the chapter discuss some idea's that explain the strategies of Math teachers. "Teachers' goals for instruction are, to a large extent, a reflection of what they think is important in Mathematics and how they think students best learn it." (pg164) As a Math teacher myself, I agree with what is implied. I emphasize on the points that I believe my students should know. I teach, re-teach, and teach again until these concepts are understood. With so much information and so little time, I skip sections that may not be so important. I teach through reality and build on what they know or think they know. I connect lessons with my past experiences as a consumer or pre-adult to get the point across. Then, I build on what they know and help them see the link between both. This is one of my strategies because I believe they learn best through example. Is it the best? For me, considering all factors: student's learning abilities, math knowledge, and the motivation of my students - this seems to be the most successful.

learner-centered teachers

For once, a chapter that I did enjoy. As I was reading through the chapter, I started to question my abilities and my strategies as a teacher. Often nodding at the suggestions the book offers as guides for designing a learning environment, I am pleased to say that I actually do perform some of these techniques.

For me, it is a good reflection of my abilities as well as a reflection of thing I could alter to produce more out of my students. Referring back to Chapter 1 and how teachers need to consider students prior knowledge and build upon it was a great emphasis that really stuck in my head.

"If teaching is conceived as constructing a bridge between the subject matter and the student, learner-centered teachers keep a constant eye on both ends of the bridge." (136) In response, I really enjoyed this analogy and will always measure myself to it. I need to focus on helping students see the connection and value of what is being taught. Only from there can I guide them from one end to the other and hopefully let them move forward to the next step of understanding at a higher level.

Mind & Brain

After reading this chapter, I found myself, once again, bored with the scientific implications of our brain developments and all the theories. I understand the importance of these findings, but as a non-scientist, I am lost in translation. So, I will comment on things that I have a small understanding to:

Under the topic, “Does mere neural activity change the brain or is learning required?” I conclude that learning and experience are ways that condition our brain. As such, we all learn by different means and many different factors affect that ability.

Student’s are unique in their right, and thus are conditioned by different factors when it comes to learning. As teachers, we are tasked with activating these conditions in order to get the most out of our students. We may need to try different methods and approaches, but the outcome and fact of the experiments conducted is the mere fact that learning is possible, it’s up to us to ensure that it is achieved.

Zone of proximal development

The zone of proximal development is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under guidance, or in collaboration with peers (Vygotsky, 1978:86)

A week ago, during a department venting session, a colleague used this word to connect a proposed bell schedule with that of student's zone of proximal development. I was clueless to this concept and yet find myself reading upon it within this chapter. Much more aware of its meaning, I can now understand the meaning and the connection.

There are many factors that are taken into consideration when it comes to simple-controversial things like a high school bell schedule. Time, break down of time into classes & breaks, teacher contracts, etc... However, one major factor that should weigh heavily is the student's zone of proximal development. This is allocating enough time for teachers to facilitate instruction, emphasize on major objectives, demonstrate appropriate assignment steps, and then guided instructions for student assessment. From a student's view point, allowing enough time to absorb information presented and being able to apply what was taught into their assessment tools. Understanding and comprehending information is the ultimate goal and thus, time is needed to ensure this step is successful.

Who would of known? We always look at the convenience factor of our schedules and forget the rest. Hopefully our administrators and school board are aware of this term and will adjust our bell-schedule accordingly.

Experts are not necessarily good teachers

One might question the rationale behind this such topic. When questions are unsure and people are looking for evidence regarding a particular concept, they call upon "experts" to analyze, define and clarify information that the public deems factual. So why then are they not necessarily good teachers?

Reasons that I may comment upon include the following:
1. Classroom management
2. Communication skills
3. Knowledgeable about content area
4. Ability to transition with the environment
5. Open to new information

This is an informal list that I quickly came up with. As a teacher of 2 1/2 years, I found these qualities to be very important. I'm sure that you may have other qualities that are as important, if not more important than the list I provided above. We all have our own strategies used within the classroom that assist in performing our duties as teachers. We may incorporate strategies that we find very useful, we may borrow ideas from collegues that are already student-proof, and we may also try some new techniques that fail tremendously. These efforts are what distinguishes us from "experts." It may also define us as "good teachers." For we are not worried about knowing all the information, yet more worried about the success of teaching.