Teaching to the low Socioeconomic

           One of the questions the girls asked during their peer taught lesson was: What rules might a child be asked to follow at school that they are not asked to follow in a low Socioeconomic Status(SES) home?

From experience working with underprivileged children, I have learned first had that the expectations in a civilized community, such as a school, can be vastly different than those at home. In working with these children, the first thing I jumped out at me was simply their ability or desire to follow explicitly stated rules in regards to respecting others and property.  Also, when asked to do something by an authority figure which they don't find beneficial, children of low SES tend to avoid the task at all costs. They are masters of coming up with excuses as to why they are unable. Appropriate language is also an issue. Often times, it seems these children don’t even notice they are using language that is inappropriate.

            I presume these characteristics exist because there is less moral pressure from parents or guardians than children of for fortunate households at home, and the children get away with ‘walking over’  rules (if there are any at all). Though my observations are of low SES children, they are not exclusive to the underprivileged.  Nor are they universal for underprivileged children.

           A teacher can learn more about the upbringing of a child by administering a survey at the beginning of the year/semester. The quote, “Poverty does not mean ignorance”, was included in the peer taught lesson on the issue of students of low SES homes. Such a quote could help remind a teacher how to handle issues as they arise and prevent future issues with students underprivileged children with behavioral management issues.  Their actions may be subconscious, but that is not to say they can’t be corrected. 

Assessment of Our Reading Strategies Lesson

http://prezi.com/xx0n6frbh2y9/presentation/

Teaching today's reading strategies lesson was a great experience. For the first time, I had the opportunity to actually teach a lesson to a class rather than simply present information from a power point. Through the delivery of the lesson and the reflections of my classmates I was able to learn a lot. Though I thought the lesson went very well, we omitted some vital aspects of a powerful lesson. Most notably, there were no models of what we expected the students to do. In planning the lesson, I had difficulties figuring out how to model the strategies without giving too much assistance.  As Dr. Edge suggested, we could/should have provided examples of our expectations to the strategy by pulling them from another text. A text that we are all familiar with would have been the most effective. Some of the suggestions made by peers to better the lesson were to allow the students to develop their thoughts more thoroughly. Whether it was Craig or myself, we had apparently been cutting off students to redirect their thoughts to better align with our expectations. We certainly learned the difficulties in regards to wait time.

But there were several things I felt we did very well. First off, we provided each group with a different article to read which they then taught to the class. This method was very well received. Also, I felt that all three strategies were suitable for the lesson. We were both told that we projected our voices well and that our visits with the students while they were working were appropriate and helped prompt topics of discussion.  I thoroughly enjoyed teaching the three reading strategies through texts of Industrial Revolution articles and am excited to try out new reading strategies in the future.

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Posts to follow are of the first portion of the Praxis Notebook.

Self-Assessment

      My Praxis notebook is worthy of an ‘A’ as the work I have provided is exemplary.  I have included 3 entries a week through the first four weeks of class of thoughtful observations and/or connections with in-class learning or assigned readings. My notebook entries are all meaningful and relevant to my success as a learner and in the progress of my education in becoming the best teacher I can be.  Several of my entries include artifacts I have compiled through the first four weeks of class and learning experiences outside of class. In my synthesis you will find the basic focus of my learning, what knowledge I have acquired thus far, my goals as a learner and responses to essential questions imperative to learners in ED319 and ED349. Below I have included the criteria for Notebooks deserving an ‘A’.

·         Notebook includes multiple (3+) entries each week.

·         Includes a thoughtful response to at least one selected reading, a brief rationale for selecting the reading, and complete bibliographic information (or copy of Notebook article/book chapter, etc.).

·         Notebook includes numerous artifacts from course work and/or field experiences as well as reflections on or writings about the artifacts collected.  Artifacts from all required assignments for current course segment are included.

·         Notebook entries and notebook artifacts are dated and clearly labeled.

·         Writings include observations, connections (between learning various courses, readings, classroom observations, personal connections, etc.), interpretations, questions, and thoughts that appear to be meaningful and relevant to the learner.

·         Synthesis of learning is 2-4 pages in length, focuses on individual’s learning, addresses the essential question(s) from current segment of the course (Reader, Context, or Text),and addresses progress toward personal learning goals or the refining of those learning goals.

·         Notebook includes a thoughtful self-assessment with clearly stated criteria for assessment and sufficient examples to support that assessment.

·         Notebook generally demonstrates that author is taking ownership of her/his notebook and learning process.

·         Notebook is handed in on time.

·        Overall quality of Notebook reflects the thoughtful, engaged work of a prospective teacher.

Synthesis 1

     Upon enrollment in a class titled “Teaching for Reading”, I admittedly scoffed at the idea of a future Industrial Technology (IT) teacher required to learn skills to teach children to read. It did not take long however for me to realize that this course is not designed merely for English Education students, rather is vital for all. I had never considered teacher reading to be my responsibility until committing myself to Tovani’s ‘Do I Really Have to Teach Reading”.  Tovani tells a story of asking an Industrial Tech teacher how students are to learn to read schematics and blue prints without the guidance of an IT teacher. Certainly that role is not the responsibility of the English teacher. She later explains that we are masters of reading within our content area and often take that skill for granted. In tandem these concepts are what fully made me realize that this class was intended for all Secondary Education students for good purpose, and I became engaged.      
      With purpose as a motivating factor, I began to wonder: what is it that I do when I read a basic text to form understanding? Often times when I am reading, as an assignment for a class or throughout my daily life, I continue to ask myself this burning question. I have come to realize comprehension is an inherent result of active reading. Sometimes active reading entails following the words in a text with the tip of a pen and other times highlighting significant details. Some people choose to use sticky notes or simply jot notes in the margins. But for me, more often than not, active reading is merely keeping my conversation voice busy and my reciting voice in submission.  Like active listening, my internal conversation voice helps me attend to the text. I paraphrase sentences, paragraphs and pages to test my comprehension when necessary, I reread. I have never been a fast reader, but have learned to accept and actually appreciate my leisurely pace for what it is. Not worried about speed as an underlying determinant of ability, I am awarded time to engage in deeper thought about the text which allows ample opportunity to commit what I deem necessary to long-term memory.    
      As I previously mentioned, there are several forms of texts that an IT student will encounter exclusively in such courses. Like reading a map, there are skills necessary to understand technical drawings. I have been exposed to and interpreting these drawings for nearly ten years, to the point where I have difficulty realizing the skills involved as they have become second nature. I cannot assume children will have acquired these reading skills from other sources; it is my responsibility to enlighten my students. From the more basic concepts such as visualization based on a ratio scale, to interpreting finer assembly or finish details, my students are novice readers, and I am their coach. By modeling the processes I use to form comprehension, I will be able to impress skills that I formerly took for granted.    
      Teaching with regards to diversity can also be a challenge, but nevertheless is imperative to assure as teachers, we are teachers of ALL students. Also, approaching the issue promotes inter-student acceptance. I have learned the best method to approaching cultural diversity is to embrace uniqueness rather than kick it under the rug. In digging deep enough, we can find something commendably unique about each student. Prompting students to discuss their diverse backgrounds and experiences in a classroom and opening discussion or developing lessons in specific regard to that student/culture is a great way to display importance of such differences. Acceptance of cultural diversity, in such a diverse country and in an exponentially globalizing economy, is vital for all students’ success. In IT classes, this can be achieved quite easily. In a woodworking class for example, I will promote indulgence in culturally significant projects such as a totem pole. Such a project not only teaches a student the skills of the content area but also promotes a deeper understanding of a culture more worldly than they were familiar. Several other cultural projects would contribute similarly to the overall development of students.     
      My main goal in this course is to arouse personal excitement in reading a text I am asked to read that I would not otherwise choose. If not excitement, I would like to at least be able to establish purpose when I am otherwise struggling to find some. Finding purpose within a text makes reading with an active voice much more plausible. When I am asked to read a dry text with no personal motivator, I try to establish purpose by asking several questions in the beginning with the intent of answering those questions by the end. Usually within the first few paragraphs of a chapter or an article, I can determine what is most important that the author is intending to impress on me as the reader. With that in mind, I have found I have to literally write down questions to continually revisit while reading. This process is helpful, but certainly there are other ways to establish purpose in order to better comprehend a boring read. If I can conquer this goal, I will be able to extend my skills to future students, making me a better teacher overall.  

KWLQ Guide

What I know I can do:
I know I can read a difficult text and comprehend a significant amount of it. (01-30-2012)
I know I can take encode a difficult text and internalize the concept(s)/plot in order to
later engage in intelligent conversation. (02-14-2012)

What I want to know or Learn to do:
I want to be able to find purpose for reading a text that I am not personally interested in
to help engage my 'conversation voice' as described in Chapter 5 of Tovani's "Do I
Really Have to Teach Reading?" (01-30-2012)
As a result of preparing our peer-led 'Intro to Race and Ethnicity', I want work better
with others and consider opinions/contributions that conflict with my own. This will
value my daily life and in reflections from readings. (02-06-2012)

What I have Learned or Become Aware of:
Though I am a slower reader than many of my peers, speed is not the underlying factor that
determines ones ability to read well. I see the advantages of reading at a slower pace
and how it enhances my comprehension. (01-30-2012)
I have learned that text based inferences and world based inferences guide our internal
text. (02-06-2012)
I know now that I am responsible to propel students ability to read within my content area.
(02-06-2012)

Questions or Ideas I now have; Actions I'm taking:
When I was in high school and even my beginning years of college, I did everything within
my realm to avoid reading. How can I stimulate the interest of students like myself
before giving an assignment? (02-02-2012)
Recently I started reading a long book to an 11 year old girl with whom I work. I read the
first chapter to her and put the book down. She picked it up and continued reading. She
is not a strong reader, but it certainly helped her to have me start the book to engage
her into the story. (02-14-2012)

What metaphor, symbol or image describe how my Industrial Tech students learn.

            The learning processes of students of Industrial Technology classes are unlike those in other classes. First and foremost, in IT, only a small percentage of learning occurs while seated at a desk. Another small percentage of their learning i as result of instruction from a teacher. The rest, and vast majority, of learning for students in IT classes is based on experiences, particularly failure. I will expect failure from students again and again. But the failure comes in the form of trial and error. They learn how to and how not to go about processes by making mistakes, then having to backtrack and use more care or a different approach in attempt to counter those mistakes.

             The process of attaining knowledge in courses such as metals,welding, woodworking, or any other manual craft brings to mind the classic american children's story, "The Little Engine that Could". For those of you unfamiliar, the story is of a long train in need of an engine to pull it over a high mountain. After several refusals from larger engines, the little engine accepts the challenge. While repeating the mantra, "I think I can, I think I can," the little engine succeeds in a seemingly impossible task. 

             I suppose the metaphoric correlations between the learning curve for tech ed students and the little blue engine is loose. Nevertheless, the story reminds the reader that we can accomplish great things  if we put our minds to them. Learning a new craft is surely a difficult task which may seem overwhelming in its vast intricacy. But with self motivation, the reward from completing a project that may exceed the learners comfort zone is powerful enough to spark the interest in a world of education that was never previously considered.