Learning Environments

Ayers makes some interesting points when he says that teachers provide the "environment for learning and the invitation to learn" but it is the student's "choice, their action, and their courage that resulted in the thing learned." This idea is intriguing to me. This idea also supports my notion which Ayers later talks about, that learning is not passive with the teacher the one giving knowledge out like gifts at Christmas to their students. This is going to make teaching harder but in my mind more rewarding. The students learn things that are meaningful to them and not what a test designates that they need to know and how they are suppose to learn it. This idea of students learning and the teacher as a guide gives me hope that by teaching this way a student will still get the cognitive skills they need to be successful on the tests designed by some one that doesn't know them or what they are interested in learning. The biggest challenge I will have as a teacher it seems, is not necessarily teaching my students but showing other what they have learned without using a standardized test. Furthermore using a different form of assessment and helping others to see that it is just as valid if not more so than standardized tests will be the second part of the challenge in assessment.

 

When Ayers talks about the action he takes to challenge his students to pursue their work, interests and knowledge it reminded me of many of the readings I have already read about engaging students. And that the best way to engage students is to work in an area of interest to them. By doing this the students have more of an investment than if I as the teacher just stood before them and drilled facts and examples and then assigned a project to them.

 

All of these thoughts seem to be centered on the environment of the classroom. I found it interesting and inspiring yet challenging in how Ayers structures his classroom. It is different from any classroom I have ever been in except for maybe when I was in preschool. Ayers later states that the environment is like the students in that it changes throughout the year like a living thing. I couldn't agree more. In an article titled Development during Adolescence; the Impact of Stage-Environment Fit on Young Adolescents ' Experiences in School and in Families, at the end of the article the authors, state that the most difficult problem that families and schools are confronted with is providing an environment that changes in the right way and at the right pace. This article is mainly focusing on adolescence but after reading Ayers ideas on learning environment it seems that this is a challenge and true for all ages.

 

Moreover the environment must be a caring one. This idea that Ayers talks of is not the only one. In an article titled Building a Sense of Community in Middle Level Schools, the authors list many aspect of a middle school needed to create a caring culture and environment for the students. Many of which Ayers talks about wanting in his classroom; advisor-advisee programs so students feel part of a small group, educators and students work collaboratively to discuss problems and concerns, experiences for learners to explore own interests which also allow educators and students to learn from one another, interdisciplinary teams and teaming to encourage small groups of teachers and students to work together toward agreed-upon and common goals. All of these aspects Ayers also touches on and talks about. Furthermore Vivian Paley in her book You Can't Say You Can't Play, demonstrates many if not all of these aspects in the activities with her students as well.

 

These are only a few sources out of many readings from this quarter that support an active, engaging classroom and school environment for students to flourish in. Many more sources were read and discussed. Why are some schools still structured so "drill and test" and "I am the teacher with the knowledge you are the student here for that knowledge"? Bill Ferriter seems to be feeling some of this frustration in his blog. Ferriter points out that in teaching some aspects may not change in his time as a teacher but to give up is worse than not trying. There must be something though that can be done if so many people in education feel the same way about not only learning and teaching environments, but also the profession of teaching. Ferriter talks about teacher leaders and how many teachers are still trying to get support for school reform let alone lead in school reform. I am not saying that all teachers do not take action but maybe that is the point though. Teachers need to stand up and be leaders in school reform instead of passive observers. Maybe I'll start a new kind of teaching organization. Hmmm…

 

 

Knowing My Students

               There are many barriers to developing a home and school partnership for each student. From a middle level perspective this in itself is hard to do as every teacher has as many as 180 students a day. In my opinion the prevalent barrier to building this kind of relationship for the student is something called cultural repertoire. An example of this was given by my middle level learner’s professor of a student explaining to the class that in Taiwan they believe that there is a fish under the Earth and whenever this fish moves it causes an earthquake. The foremost problem with this in my mind is that some educators may see this as something negative when in my opinion it can be used to enrich the curriculum being discussed and add another perspective to the curriculum that students may not have seen otherwise.

 

                The idea that some beliefs should not be considered or discussed in the classroom is opposing to my view that the classroom should be an environment in which all beliefs and ideas can be discussed with respect and critical analysis with purposeful research. This problem with curriculum being opposing or non-supportive of other beliefs is not the only thing that can hinder the development of a home and school partnership. Some parents feel they are not competent to work or volunteer in the classrooms or schools of their children. At times literacy and language can also be a barrier if the parents do not speak the same language as the teacher and administration and/or cannot read. Other issues arise as well when parents go through divorce or back to work this sometimes at the middle level takes away support in the students’ education from a home perspective. Also in middle school parents my feel overwhelmed as instead of just one teacher to talk to and stay informed about their child’s progress in school at the middle level there can now be as many as six or seven teachers that parents need to communicate with to stay informed.

 

                An example of when some of these events or circumstances in the students’ life is not understood by the teacher or communicated by the parent or caregiver is written about in a case study titled Patrice. Patrice is about a student named Patrice who at the beginning of the school year was very interested and engaged without behavior problems at school. But later on in the year Patrice became disengaged, disrespectful and had multiple behavioral issues and problems arise. The teachers in this case study did two things severely wrong. First they were only reactive in dealing with Patrice’s actions and not proactive; talking to her to really ask what has changed or what is bothering her to create such a drastic change in behavior, communicating with parents better about concerns, with a possible home visit. Secondly the teachers and administration took Patrice’s actions to personally and ended up in this power struggle with the student.

 

                Patrice is an example of how as a teacher and administrator it is important to know our students and where they are coming from. In Vivian Paley’s book, You Can’t Say You Can’t Play a little boy named Raymond is seen as a trouble maker and a mean boy by the other students at first because he steals and is disrespectful to other students. What the other characters in the book come to realize is that Raymond is actually on a journey to find his father, and living without his mother because she is sick. Raymond is homeless. More importantly the whole book highlights the idea that a kind deed towards someone who is “mean” or having a hard time in life socially, emotionally, and developmentally can help that person change their behavior and perspective. In other words kindness creates more kindness. In Patrice if the teachers and administrators had been more informed by talking to her parents more constructively they may have realized that Patrice does not have a father and has a mother who works nights and may not be home when Patrice comes home from school possibly leaving Patrice to take care of her younger sister on her own.

 

                In the end to create a partnership and strong relationship with home and school as teachers and administrators, we must get to know our students; culturally and developmentally.  In doing so we will better understand cultural repertoire and how to integrate them into our curriculum as well as helping our students to become lifelong learners and the healthiest, most productive and engaging way possible. Finding out where students come from and what they can bring to the classroom could make teaching and the curriculum more powerful. 

Our Curriculum

Ayers talks about questions he asks of himself, in chapter 5 titled "Liberating the Curriculum" in his book To Teach, to help him develop curriculum. I like this idea immensely; asking myself questions weekly or even daily to make sure the curriculum I have for my students is reaching the goals I have for them. With the ultimate goal of becoming lifelong learners with an active role in the community, I have come up with the following questions to ask myself when I am planning curriculum for my students.

Are my expectations and the students' expectations high? Studies have shown that if teachers have high expectations for their students the students in turn progress more than if teachers did not have high expectations. I want to take this a step further and have my students hold themselves accountable with high expectations. This does not mean not making mistakes but when a mistake is made to understand that it is part of learning and use that mistake to better ourselves and our learning.

Are multiple different learning styles being utilized? I want to have hands on materials used for discovery, as well as movement, group work and independent reflection so to help all different learning styles benefit from the curriculum. Group work is especially important as to supporting a community and many students will need to be able to work with a wide variety of individuals in the work place later on in life.

Is the work productive? Is the work my students are doing engaging but also getting us to our goals? I remember on many occasions when in middle school or high school the teacher would give us "busy work", work to fill the time and keep on busy on the topic that was being discussed. But this work was not engaging or of much interest to me. And even more importantly I am not sure how much it really helped me learn or think critically. I want the curriculum I have to engage my student s but still help them reach their goals in learning.

Is the work engaging and of interest to the students? I keep thinking engaging, engaging, engaging, but what does this mean? I do not want my students to sit passively through their education. To have the opposite occur I need to be on topics that are of interest to them, to create an environment of engagement and not one of idle learning. I want my students to be able to pick topics of learning and discussion and not as Ayers says, "take-this-pill-because-I-know-its good-for-you," type of learning.

Are students aware of problems within the school, classroom, and community? To be an active member in a community I would want my students to be aware of issues and problems that arise in communities. To start this kind of class discussion I need to create a welcoming, respectful and diverse environment. Does my curriculum reflect this diversity? Will all students feel welcomed in my classroom? Moreover because of this I need to know my students and develop a relationship not just with the group as a whole but each individual. I am also not suggesting that we solve all the world's problems overnight but have a "revolving door" on discussion. Also the issues discussed may range from war and the moral ethical ramifications to what it means to be a friend.

Realistically these questions are challenging and may not always be answered in a positive way every day. But by having these questions I hope to not only challenge my students but myself as a teacher daily to do the best teaching and provide the best learning I can to my students. I would also want my students to be aware of what I am trying to do for them with the curriculum. Communicating to them my goals may help them reach their own as well. Overall I want my students to be able to take an active role in their education and learning. I want to be the facilitator but not always the leader. This kind of a classroom would be very energetic, messy, challenging, and engaging from the students having an active role in their education. I like to think that the students and I are a team trying to ask more questions and learn more together.

Interdisciplinary Learning

                Why is there not more interdisciplinary learning and lessons in schools? Why if as educators we worry that one subject will be taught more than the other or not taught at all, but we do not try to teach two subjects or multiply subjects together? Maybe because as teachers we tend to isolate ourselves and then when we ourselves do not have the knowledge we are afraid to ask for help from a fellow teacher that does. Or is it that we lack the skills or support to even structure our classroom and learning in this way due to standardize testing requirements and measures? From my readings and thinking, interdisciplinary teaching and learning helps not only students become more engaged in the classroom to real life scenarios but teachers as well as students are more creative in their thinking while learning about their own strengths and weaknesses.

               

                I am taking a class called Middle Level Learners, in which my group and I just finished a lesson plan to present to the class next week involving art and writing. Many of us had to go out of our comfort zones to complete this project and depend on each other. The learning that I experienced from a teaching perspective was great. My group was comprised of two experienced teachers and two less experienced teachers. Because of this mixture the experience teachers brought a lot of knowledge and structure to the lesson while the less experienced teachers brought new ideas and perhaps a more creative way of thinking. In doing this lesson together the students are not the only ones to benefit but the teachers as well. We were able to be critical of each other but in a helpful non-intrusive way to improve our teaching skills as a whole.

               

                As a teacher I want my students to be able to think creatively and solve problems as most of the time in life problem solving is not black and white with one straight answer but sticky, and foggy with lots of gray areas.  As a teacher one of my goals is to help prepare students for decision making in their future through critical thinking. If I as a teacher do not provide them with opportunities that involve questions with more than one plausible answer how well am I really preparing them for the future; not very well.

               

                Greene says in her article Imagination, Community, and the School, “As teachers, we cannot predict the common world that may be in the making; nor can we finally justify one kind of community more than another. We can bring warmth into places where young person come together, however; we can bring in dialogues and laughter that threaten monologues and rigidity.”  For me Greene is telling me that as a teacher I need to help students think creatively and in doing so it will create a sense of community more so than with structure and rigidness.  I see from her article that in education as a society we drill students about facts and answers to questions without possibly preparing them for the times when the answers are not factual or when there isn’t even a right or wrong answer to a problem.

               

                Can I create this kind of a community in my classroom while still keeping on track with standardize testing measures? I feel that I would be waging a war for my students day after day. The saying, “all’s fair in love and war” comes immediately to mind. Is this what teaching will be like; having to balance what I want to teach and what the students are interested in to be engaged, with what is expected I teach and they learn? An article titled Integrating Technology, Art, and Writing: Creating Comic Books as an Interdisciplinary learning Experience written from a study on a student summer program, by Edwin S. Vega and Heidi L. Schnackenberg from Plattsburgh State University, makes some important points about engaging students in their learning. First they notice from a survey on how students felt about the summer program that when students design or create things that are meaningful to them some of the “most powerful learning” occurs and say later on that the students were having so much fun that they do not notice all these new skills they are learning to complete their projects. Also from the students survey, when asked if “the course information will help me in the coming year”, the students who were older and closer to applying or going to college gave a lower rating. The authors thought this interesting in perhaps that the students see college as an institution in which creative and unique interests cannot be explored. Where in education did we imply this to those students that later on in life creativity and unique interests are unimportant? In the conclusion of this article/study the authors say that perhaps it is from the growing initiatives such as No Child Let Behind, which impacts a more strict curricula which then indirectly or directly has teachers impressing upon students to “stick to the program” to be successful in school. This idea then may carry on into college as well.

               

                This to me is very depressing; that a student’s perspective, from how we as teachers are teaching and the standards and expectations we set, is that creativity and the unique interests they have are unimportant. As educators this subject just exemplifies why it is important to let the public know what we as educators and students are doing in the classroom; to let the community see that by doing these interdisciplinary lessons and projects with students they are growing more and expanding their critical thinking and problem solving skills more then by worksheets, quizzes, and exams as a way of assessment.