Final Narrative

After working as a gift shop manager, then as an assistant manager for TJ Maxx, and finally ending up as the customer service manager of a Dave’s Marketplace I decided I really didn’t want to work nights, weekends, and holidays.  My daughters were three and five years old when I decided to follow my true passion, to become a teacher. So I went to RIC (luckily they accepted all my Bridgewater State College credits from 1992-1995) and worked nights as a waitress to help support my family.  It was a tough three years but I graduated with my bachelors degree in 2005 and spent the next nine years substitute teaching. I bounced around long term positions including two years as a building substitute in Smithfield, and countless positions in Cumberland and Lincoln none leading to a full time position.  I was about to give up when I was offered a part-time position in Central Falls. I decided to take it and I subbed the other half and was awarded a full time position the following year.

When I came to Central Falls the phrase I kept hearing was we need to “close the gap” between our ESL students and their mainstream peers.  That was also when my journey towards an ESL masters degree also began. It wasn’t until I entered the program, where my eyes were truly opened to the inequities and white privilege that is still affecting my students on a daily basis.  Four years later, I am still hearing the words and looking at data that shows this “gap” still blatantly apparent with a few tighter spaces but others where the gap expanded. The only change was more people talking about the gap and meetings to show it.  What are we really doing to close this gap? Why are we unsuccessful?

My own solution was to adopt Blended Learning as my approach to teaching.  My students were at so many different levels in their experience and understanding of the English language as well as in reading and math.  I knew I had to find a way to meet all of their different needs and also expose them to the content and curriculum of fifth grade. I was extremely lucky that Central Falls hired a Blended Learning Coach that I was able to work with throughout the year to further develop so many things to let students take control of the learning.  Breakout boxes are our new favorite, both the students and I loved and learned a lot about the process of learning and collaboration.  I finally found a place where I felt like I could make a difference.

People often hear the term Blended Learning and think it means the computer takes over as the teacher.  Instead think of the computer as providing time, practice, and feedback to the student on a given skill that was taught and allowing the teacher to retrieve that data at a later time to see if the student needs more support or is ready for a new skill.  That is only one component it also provides for small group instruction, collaboration where students learn to work together and have to solve a common goal or problem, an independent piece where the student can show what they know, and a reflective piece on both their experience and their learning which is completed digitally through a google form. The programs  used provide useful and helpful data that I readily share with the student. It gives the student the opportunity to discuss their difficulties and celebrate their successes. With Blended learning, I am becoming more of a Techno- constructivist everyday using virtual field trips and google Earth to “take them places” and playlists to differentiate my reading groups.  We this I believe that there are no “digital natives” or “digital immigrants” we are all on this sliding scale and where you are depends on the amount of time, opportunity, and the desire to master this digital world. As a teacher, it is my job to teach my students to understand how to use technology to enhance their learning.

I feel Wesch would be a proponent of blended learning with his “growth mindset”, his belief that scaffolding supports learning, collaboration playing an important role, and his focus on the process in learning is more important than the final product or grade assigned.  He understands that students have more potential than we see, just as I do.

As I continue to think about closing the gap for my students, I pondered a moment during a state assessment.  The student had his hand raised needing me to read a word to him, that word was cul-de-sac. I read the word aloud as it’s the only thing I am aloud to do.  He laughed and said “Is that a real word?” I could not answer, I just though in this whole square mile city, where this boy has spent his entire life, there is not one cul-de-sac.  

So although I know I can’t possible teach my students all of the words they could encounter, I must make a more conscious effort to build their vocabulary.  In order to build their vocabulary I also need to expose them to more text and make reading enjoyable and a tool for discovery about things that interest them and things they can connect to their own lives.

In our Making Meaning curriculum, five weekly vocabulary words from the book we read are assigned.  In order to have students make connections to these vocabulary words I am going to encourage them find them in other places like songs, on television, in a video game or another book and to share where they hear or find theses words.  To draw the students in I have titled it Jolly, Magnificent, Vocabulary, which will hang over the pocket

chart.  Each time a student shares, he or she will receive a jolly rancher candy out of my candy jar.

Another issue I face, is getting student to consistently read independently to be exposed to vocabulary.  I believe students need to have access to high interest and engaging text and need to be motivated and excited to learn through reading.  Student choice is important, but so is their confidence. Sometimes my lower level readers are embarrassed or ashamed at the choices of books offered in our IRLA colored bins.  Students need to feel safe and confident in the classroom, so I will build this confidence by having students read on Kindles during independent reading. Some of my IEP, ESL, and below level readers will use the text to speech feature and have the book read to them.  Students will be taught and encouraged to use the dictionary feature on the kindle to support in learning new words. I have also found Print and laminate QR codes and I’ve already downloaded EPIC (My class account) and Raz Kids (My school district subscribes, so all students have accounts) on them.  Students will build their own personal dictionary using google slides.  Using the Kindles will make the entire experience more pleasurable for many students!

Our small group reading program, IRLA, focuses on the teacher and student conferencing every 10-15 days to discuss the student’s progress in reading.  I will use these conferences to learn about my students and their lives so I can help them find things that they are interested in and set goals together in our interactive goal sheet.  In the city of Central Falls, my students experience much less of the outside world than many other communities.  Although I can’t change this I can provide them with virtual trips, google Earth, CNN student news and other online experiences to expose them to more of the world around them.  This, I hope will encourage them to question the world around them rather than accept things how they are. I will encourage them to find their voice and make a difference in their own way.  I will keep the conversations going with my students and between them, as a way to not only teach them patiences, according to Turkle, but also to encourage self-reflection which she fears will become a lost art in this digital age.

Like Wesch, I want my students to be “active, life-long learners” with “critical thinking skills” and an ability “to think outside the box”.  He explains that it might be best to start by getting students to ask “better questions”. To instill the desire to want to know more, discover more, and never be finished learning is what I strive for as a teacher, not students getting the right answers and knowing the facts I taught.  Students exposure to vocabulary through reading, writing, connecting, and interacting will continue to grow and develop into an ability to ask better questions.  Better questions will lead to more questions and ultimately increased learning. And some day with enough of us to change education I think it can truly close the gap!

Self-Reflection

Screencastify of Pecha Kucha

Screencastify
https://drive.google.com/file/d/1oF_SPEHYT8_vho2qDDvalw7K-JQbo7AD/view


Pecha Kucha
https://docs.google.com/presentation/d/1B6c7Z6NX1XOxaQi5QOuL-9wC_g3R-LUUssvXN4zT-EA/edit#slide=id.g3d42fc75b4_0_2

Pecha Kucha Narrative
https://docs.google.com/presentation/d/1Szl7hFGZsU7jXnPmjjZAjNSaxsCXmMzKNBc2T-DE_rc/edit#slide=id.g3d56f44cff_0_85

3 Core Beliefs and Plans for Project

• I believe my students need to be actively engaged in order to learn and make connections.
• I believe students not only need to be given the tools to be successful but they must be taught how to use these tools.
• I believe  students need to feel safe and respected in the classroom in order to participate and learn.
• I believe students can support each others learning and don't always need the teacher to be involved.
• I believe all students can and will learn but it will be different amounts at different rates and at different times.
• I believe students learn from their mistakes and through trial an error, and frustration will eventually get them to think for themselves.
• I believe student learn best through experience and connections.

Independent Reading Revamped

The problem: I feel my students don’t know enough English language in order to express themselves fully.  I need to make sure that my students are actually reading and being exposed to vocabulary as well as be able to define it and make a connection to it.  Students should not be embarrassed or ashamed of the size or the title of what they are reading. They also need to have student voice with options to show what they know.

I believe:  I believe students need access to high interest, engaging text but also need to be motivated and encouraged to read.  In order to do this they must be offered a wide variety of genres and be given choice in what the choose to learn about through their reading.  I also believe that students need to be able to feel confident and safe in order for learning to take place so I build this confidence through helping them be successful in meeting their goals.  I believe students need to be part of the process of setting up their learning and being accountable to promote their success in meeting goals. I believe we need to provide students with the tools that will best help them learn.  For my ELL, IEP, and below level reading students, I believe they will benefit from the text to speech capabilities of the the kindles and audiobooks while others will just enjoy being read to or will mute it and read it themselves.  I believe the kindles will help avoid other students drawing attention to the size and level of the text.

My Project: I want use a 10 day scheduler to meet with students in one on one conferences to plan reading goals and discuss progress, difficulties, and to know each other better.  I set up a goal sheet for both student and teacher to be shared digitally and  I created a choice board for student voice in how they will demonstrate their learning.  The different Irla level checklists will be used in goal setting. (Google drive links here: 2Red, White, Black, Orange, and Purple)

Kindles:

• Plan mini-lesson to teach dictionary feature on Kindles and practice using it

• Download EPIC (My class account) and Raz Kids (My school district subscribes so all students have accounts)
• Print and laminate QR codes for books and organize them in ziploc bags by IRLA level color
• Set up vocabulary.com and quizlet to be used on chromebooks or Kindles.

New Vocabulary Incentive:

My making meaning curriculum has a 5 word weekly vocabulary that my students work with and are tested on weekly.  In order to build this vocabulary component and maintain it throughout the year I am going to set up a contest of sorts.  I’m going to call it Jolly, Magnificent, Vocabulary!  Each time a student finds the word or hears the word they can come and tell the class earning themself a jolly rancher from my seasonal candy jar!  Once the candy is gone we will earn a class reward voted on through mentimeter.

My Why: As a school district we constantly talk about “closing the gap” between ESL students and their mainstream counterparts.  This buzz word comes up over and over but in my 5 years we continue to look at the data that continues to show this gap and although strides have been made in grade 5 and 6 it’s not closing and in our 7th and 8th graders it is widening. I believe the gap exists because we keep making excuses about their language interfering with their learning rather than changing the way we are teaching.  We need to give each student whatever it is they need to learn, achieve, and be successful but instead we focus on delivering content and following pacing guides.

I know I need to get my students excited and motivated to read.  I need them to want to read instead of it being something forced.  Choice in what they will read will encourage them to read and I think the kindles will be advantageous once the students are taught how to use the features of it.  They will provide confidence and support to even my most reluctant readers.

Student voice is another belief I have and would incorporate this through use of a choice boards which gives students choices in showing what they know.  

Turkle and Wesch in Memes

     This first meme is for Wesch and his idea that students struggle to find significance in their education.  He understood the goals of teaching, to produce "life-long learners" with "critical thinking skills" and an ability to "think outside the box" but he also gives us the tool.  We need to teach our students to not only keep asking questions but we need to teach them how to ask better questions.  Better questions that lead to more questions and continued, endless learning.  The teacher needs to focus less on conveying information and more on developing these questioning skills and strategies.  I also think his statement "When students recognize their own importance in helping to shape the future of this increasingly global interconnected society the problem of significance fades away".  Our students need to be part of the difference in order to truly succeed at learning.  Service learning  and our Cornerstone projects in Central Falls are a step toward this but we have long strides in getting our students to question things themselves critically and to react to such ideas with more questions and focus for learning.

     These next two memes were my interpretation of Turkle's ideas that as a society we are avoiding conversation by making excuses and instead trying to get by with a text, an email, or a post instead of a conversation. One of my biggest pet peeves today is the constant wearing of headphones even in places where it's inappropriate.  So we are always communicating but have sacrificed conversation for connectedness according to Turkle.  Her term "alone together" is how I view society.  I was a waitress a while back and I would watch my tables and experience the deterioration of communication.  Families would come in and a parent would set up a portable dvd player as the menus were being passed out.  The kids watch the screen and parents were in their own world.  Table of two, sitting facing each other but both oblivious to the fact the other exists as the tap and swipe away, looking not at each other but only at their phones.  Now, I witness babies and toddlers given electronic device upon entering a store, a restaurant, at an appointment, or even in the car.  We are teaching our society at a very young age a dependence on a device instead of on people.  Kids don't ask their parents anything anymore, they google it.  People even try to replace doctors and veterinarians by googling symptoms instead of seeking medical attention and advice.  In school, I even see it with the relationship between some of my colleagues and their students where they only know their students by data or behavior but not on a personal level, their interests, their hobbies, their story.  I meet with my students in 12-14 day cycles which gives me constant chances to connect, reconnect, and talk to them about their lives and their learning.  As Turkle also pointed out face to face conversation is slow and teaches patience.  It allows us to see facial expression, read body language, make eye contact, and even understand tone and it's the only way to get to know another person.  She also has a valid fear that without learning the art of conversation we will also loose the skill of self- reflection.  Her point that even facebook ask's what's on your mind but what people post is what they want others to perceive about their life not something self reflective because that requires trust.  I make my students fill out a variety of self reflections after different kinds of activities.  After collaborative activities they reflect on their own participation as well as the other members with online google forms. When doing projects they reflect on the difficulties, enjoyment, problems encountered, and give suggestions usually on a reflection sheet and at the end of each quarter they reflect on their growth in reading and math through online journaling.


Finally, this last meme is my interpretation of what both Wesch and Turkle have in common- our societies deterioration of verbal communication and the denial that conversations are necessary and meaningful in any type of learning.  The answer they both have is to explore, teach, and model the art of conversation before it goes extinct.  We as adults, educators, and people need to engage in conversation and make it become important again.  I think both would believe in service learning projects, more hands on collaborative opportunities to get these conversations started.  Wesch would say that put the kids in groups and give them a focus and let them figure it out, which is exactly what I did this year in my first experience with a breakout box.  Gone are the days when we had news to share and called or visited to tell others now we share it with the hold world in seconds.  The most ironic part is that people think being connected will make us less lonely but the opposite is true.  An electronic device offers companionship without the demands of a relationship, and relationships are developed through conversations so will less conversation lead to fewer strong relationships?

Need Formative Data quick and easy....Try Plickers

     Positives of using Plickers

1. Collect and save real time formative assessment data without the need for student devices

2. Highly engaging!

3. Create questions and check answers by scanning the class

4. Allows students to answer without feeling self-conscious

5. Free app available for iPhone and Android devices

6. Free website to track student data through reports and print plickers cards

Step by step what to do:

1. Download plickers to your smartphone

(Free app for iphone or android)

2. Go to Plickers website and set up account

3. Set up class(es)- multiple classes are color coded

(Allows up to 40 students per class- which corresponds to the student's card number)

4. Print and laminate cards ahead of time (Cards can be used by multiple classes or you can make multiple copies)

5. Once your class is set up go to Library to make your questions and answers (Multiple Choice or True/ False)

6. Schedule by clicking on the calendar and choosing class

7. Students must be given the correct card that lines up to their class number

8. On the computer, go to Live view to be ready to project question

9. From your smartphone- choose class then choose question

10. Question is displayed and students hold card so their answer is facing up

11. Teacher scans with phone by touching camera

12. Data is collected and overall results are on your phone and computer

Challenges:

1. Takes time to set-up

2. Cards sometimes get lost

3. Students may not use card correctly or not care but you can address this in other ways

Reaction to TV Bullies:Glee and the Perpetuation of Bullying

     I decided to read Gerald Walton's article TV Bullies: Glee and the Perpetuation of Bullying because I feel very strongly about supporting the LGBTQ students as I understand and see homophobia as a problem in our schools.  I am also concerned with the fact that often times attacks on these youth are instead considered bullying rather than sexual harassment and/or physical violence.  As the librarian in a middle school, I had my first experience of hearing harassment of an accused gay male student by a group of students.  The experience lead me to research, plan several lessons, and continue the conversation about bullying, sexual harassment, and physical and verbal assault.  It took homicides and suicides of gay boys like Tyler Clementi to really get the problem brought to the forefront and supported by prominent people like Ellen DeGeneres, Cyndi Lauper, Kathy Griffin, Daniel Raddcliff, Barack Obama, and Hilary Clinton to discuss the issue and also support LGBTQ youth.

   Chris Colfer who played "openly gay and highly flamboyant Kurt Hummel" in Glee was a spokesperson for the It Gets Better campaign in support of the LGBTQ community.  When the show aired (2009-2015) I had watched for a few seasons.  My take of the show was it draws awareness to the problem but then made it seem like no big deal.  Many forms of bullying were portrayed as wrong but acceptable because they are part of the societal norms.  According to Walton, "The show seems to suggest that bullying is a usual and normal part of growing up- that it builds character".  

 

     This video clip was one that I used because it really sent a strong message and showed how people sometimes learn over time about something right there in their face.  (Kind of like me being oblivious to so many stereotypical features and sexual innuendos in the Disney movies!)  I don't accept or allow these type of comments and taunts to be said and then not  discussed, remediated, and referred for follow-up.  I have witnessed colleagues of mine ignore racial slurs, sexual innuendos, homophobic comments, and cruel comments about looks and weight.  I have even heard colleagues sometimes use them in describing a student in our building.  Many of the scenes of Glee "demonstrate the claim that "boys will be boys"-which is used to legitimize boys' behaviors such as sexual harassment of girls and homophobic assaults on other boys- has harmful if not devastating consequences".  This is why I find myself addressing year after year phrases like "it's so gay", "that's queer", and "fag" or "faggot" to a class of students.  I feel that more teachers, councilors, adults, parents, and community members all need to step up their efforts about speaking to youth about the negative implications and devastating effects this kind of language can cause on so many people.

     Bullying is a huge problem especially in our schools and through social media and the internet it is at epidemic levels!  Walton goes on to explain his theory of why the bullying epidemic continues.  The anxiousness among parents caused a marketplace for products from dvds, to books, or actual programs to address the problem of bullying.  He feel "Corporate interests keep the public concerned and worried about bullies in schools so that anti-bullying products will fly off the shelves".  The reason these products then seem unsuccessful is because they focus on management of behavior.  As stated by Walton "Anti-bullying strategies then are typically punitive or regulatory, such as zero tolerance policies or codes of conduct".

   In conclusion Walton feels that because educating about differences in sexuality and gender performance can be controversial and difficult it gets avoided.  Teaching these things with acceptance, tolerance, and respect could change the outlook.  One such effective and widespread strategy used by the LGBTQ community to gain support are student-led Gay-Straight Alliance (GSA).  With strong teacher, staff, and administrative support these groups have made huge impacts in schools.  More open support of LGBTQ students needs to continue to be highlighted in media and community.

RESOURCES

GSA Network- site of LGBTQ youth

Gay, Lesbian, and Straight Network

Disney Animated Culture vs. Reality

     The reaction of many to say that Disney movies are wrecked is important in making a change.  Perhaps it will encourage Disney to hire people who can ensure they change their movies to challenge ideas and even challenge these norms which may have been created by this same company. I feel guilty about my relationship with Disney animated movies.  My sister and I grew up watching the princess movies as well as many other Disney classics and the stereotypical cartoons and without ever giving it a thought.  I can look back and see how many decisions and choices these beliefs that I was so unaware of were really happening.  Picking out boys at school to be our prince charmings and dressing up with heals and accessories. Another thing I recall is my brother didn't really watch these type of movies except sometimes to tease and make fun of his two younger sisters.  Fast forward then I had two daughters who also grew up watching Disney movies which I still have dozens of on vhs tape!  The idea that Christensen points out stating "Our society's culture industry colonizes their minds and teaches them how to act, live, and dream" is what resonates most with me.  How did I not think more about what I was exposing my own kids to, because I didn't know any different.  I learned these same ideologies as my parents had also learned and accepted the earlier versions of more stereotypical Disney classics.

     A second point of Christensen that also stood out to me is that "most of the early information we receive about "others"-people racially, religiously, or socioeconomically different from ourselves- does not come as a result of firsthand experience. The secondhand information we receive has often been distorted, shaped by cultural stereotypes, and left incomplete.  I grew up with a father who I joke but truly use very stereotypical comments and accusations of "others" who were different from us.  One such ongoing "joke" was if we did anything stupid or careless it was blamed on my mother's "French side".  A funny story, as a kid my sister once refused to eat French toast at her first sleepover because it might make her "stupid!" 

Christensen also challenges us to go deeper than just the race of the character otherwise injustices and inequities will still exist.  We need to challenge ideas, motives, movies, and advertisement among so many more of these forced ideas and underlying stereotypes.  I used the following video clip in my library class lesson on gender stereotyping showing that a preschooler can pick out gender bias!

I really did enjoy the movie Frozen, even with the many stereotypical ideas that were once again included in a Disney movie.  Father as the protector, mother as caregiver, men do dangerous, physical labor, men train boys, damsel in distress, arrogant and self centered villain, and an implied happily ever after to name a few but the inclusion of new perspectives was positive and inspiring.  Elsa didn't need a man and Anna found out "the hard way" that love can't be found in a day but happens over time and experiences.  I liked how the trolls point out his faults but cover it with the fact he's sensitive and sweet characteristics more thought of as feminine.  Calling him a "fixer upper" and encouraging they everyone has a way they can be fixed up.  The message in the end is love may turn up when you least expect it.  I think the thing that stood out most to me was the ending.  I was expecting Christof to make it to his beloved Princess Anna just in time to save her but the twist to have Elsa's sisterly love and family bond be the way to save Anna was a greater message than the marriage and happily ever after expectation.

I think that we as adults, parents, educators, or youth workers need to let kids explore this and challenge the norms.  If more of this is done I feel acceptance of differences will also become accepted.  Reflecting on my own children, they weren't much into Disney past the age of 10.  The were more into sports, playing soccer, basketball, softball, and competing in track.  They do both wear makeup and do their hair and dress nicely but do not have body types like the typical princess characters.  I hope for a world where we can respect each others differences and encourage people to follow their own dreams and not the drams that have been forced on them.  Question yourself, your values, and the influences on your choices, look at things through this new lens even when it isn't the fairytale you expected or even ever heard before.