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from the diary of a novice teacher • In the Peace Corps people talk a lot about how the most meaningful things are the little day-to-day victories. Today in one of my classes I asked for a volunteer to read a definition written on the board. I was answered by blank stares. I waited and asked 2 more times before a girl finally stood up (in Mozambique students stand to answer questions or otherwise speak in class). The next time I asked for a volunteer, after a slight pause the same girl started to stand again. I thanked her, but told her I wanted a new person, waited again and asked 2 more times before another girl finally stood. The 3rd time I asked for a volunteer a girl stood up right away. The 4th time I asked for a volunteer six students jumped up at the same time, making me laugh out loud. • Today in all of my classes, each time I asked for a volunteer there was a huge commotion as 8 different people would jump out of their seats, trying to be the first one to start reading. It was a wonderful feeling. One girl also asked a question today in class. It wasn’t subject related, but I’ll take it! (Scooter, January, 2010)
From Joe Cella, 11, CPS We have a staff of 25 to 30 teachers. We all gathered in for our weekly meeting and our Literacy Coach was not happy with us. She reads lesson plans from every teacher and confers with our principal about them. She talked to us about the importance of detailed, thoughtful lesson plans. She said the majority of lesson plans she receives are careless and clearly completed the night before. Her words: "These lesson plans are not for me; They are for your kids. The more prepared you are for the following two weeks, the more your students will learn and achieve. I don't care if you're a veteran teacher saying, ‘Oh I've done this before.' No you haven't. Not with these kids. You need to write lesson plans for the kids who are in front of you." She then recognized the 5 teachers who she and the principal believed had "excellent" lesson plans. I was one of the people she called on. I was proud, but my very first thought, seriously, was, “It's because of what I was expected to do with Daniel." She told the entire staff they should look at my lesson plans if they wanted some "inspiration." Later that day I saw a fellow teacher reading something on my hallway wall. I walked out. He was reading my lesson plan that was posted on the wall. He said he just wanted some ideas. I gave him a copy :) Anyway, I know lesson planning can sometimes feel burdensome, but when you focus on each student, the details should feel natural.
teaching in culture seeing the kids • as layers of mystification and obfuscation are peeled away, as the student becomes more fully present . . . experiences and ways of thinking and knowing that were initially obscure become the ground on which an authentic and vital teaching practice can be constructed. (To Teach, p. 25)
labels (good and bad) always limit kids • labels one-dimensional • a label (even an accurate one) emphasizes one dimension at the expense of many others • labels emphasize differences between kids • emphasizing differences limits kids • valuing similarities frees kids • the goal of good teaching is a community of children, each with many identities and indefinite possibilities
how to learn to see kids • begin to understand how kids are viewed in this culture—explore the beliefs and values we hold about kids • pay close attention to kids from as many perspectives as possible, in as many contexts as possible • strive to glimpse the possibilities, knowing that the more possibilities we see, the more we create • be humble—understand that no matter how closely we look we will only be scratching surfaces
see kids as unique and rare, • but not as completed, rather as having with many and unknowable potentials. • without defining them in terms of their differences from others
the great (American) cultural (teacher) myth • others • may prejudge kids • may bring preconceived ideas about kids • be influenced by what others say or believe about them or about kids in general, • but I see kids for who they really are
history of ECE • a stream with many currents. • at times some currents are stronger and closer to the surface than others. • some currents become weak and seem to disappear, only to reappear later. • often different currents join to form a seemingly new one. • but the currents of today can be traced to the currents of yesterday. • you are entering a stream that has been flowing for centuries
from the diary of a novice teacher • I introduced a new word for the number line in class today: “eixo” (pronounced kind of aayeejshuu), which caused a chorus of giggles every time I tried to say it during my first lesson. So I developed a new method for my following lessons. I would tell them they were learning a new word, write it on the board, and then say, “Now let’s say it together.” Problem solved.
From Stephanie Ferdinand, 10 How is the new cohort doing? Tell them they will make it through (even if it means no sleep and lots of tears.) :) Things are going well for me. After 2 years in the Evanston School District—special ed K one year as inclusion co-teacher, and regular ed 1st grade my 2nd year—I am now working in Glenview, District 34. I had a pretty interesting/grueling 2 years in Evanston and felt it was time to move on. Glenview is amazing, and I absolutely love it (let's hope for no RIFs this year!). I am teaching 1st grade again, and I am so happy. I work with Kristen Hoch who is an 06 I believe. I am currently pursuing my Type 75- Education Administration/ Leadership through National Louis University with Jessie Block! We are currently discussing your buddy Bill Ayers quite a bit. I stay in touch with a lot of our cohort, and I really miss seeing everyone. It seems most people have followed through with teaching (or something in the field) and are enjoying it!
lenses • we do not act directly on the world—no person, thing etc. is directly accessible • all our transactions with the world—people, things, relationships—are view through the lenses of • cultural beliefs, values, expectations, • experience, knowledge, and so on.
teaching some initial premises • kids have many selves, many identities, many dimensions, often depending on contexts • the more selves, dimensions etc. one sees in a kid the more possibilities for connecting with the kid • the more selves, dimensions etc. one sees in a kid the more possibilities one creates for the kid
kids spend much time sharing who they are with other kids. • they spend much energy being like each other, talking like each other, dressing like each other, and so on. • so why do we as educators spend so much time emphasizing the differences between kids. • what would it be like if we spent as much time and energy looking at what kids share, at what they have in common?
history projects • don’t plagiarize—cite sources for quotations and paraphrases—always credit • full references for books, articles, etc. • quotations—citation and page # • first person plural
Lesson Study in lesson study teachers • explore long-term goals of schooling, eg, love of learning, respect for others • explore goals of a particular subject area, unit, or lesson • plan and conduct a research lesson • carefully observe student learning, engagement and behavior during lesson • discuss and revise the lesson based on these observations
research lessons • 3 groups (5, 5, 6) • plan & teach a 40 minute lesson to the rest of the class (2/15; 2/20; 2/22) • lesson—first of a 3-lesson unit on the topic • 2 people teaching, the remaining 3 (or 4) observing and taking notes • after the lesson, a 30-minute discussion by the research lesson planning group on the lesson, revisions etc (others observe) • ending with short 5-minute recap by an outside observer
