Week 5 Relection on Reflection

Erika,
At this point in your career, three quarters of the way through your first year, I think it's completely natural and entirely okay to struggle with nailing down which teaching tradition you most closely identify with. Life experiences, personality, and environment probably contribute to some people having a more natural bent toward one tradition or the other, however, for others of us; it’s more of a career-long process. As the years go by you’ll be forearmed with the ability to reflect on yourself, students, and context and as a result, you’ll be a better teacher for it. Your description of not having 25 pieces of student work that look the same made me smile and warmed my heart. Not having much experience with high school kids, I don’t feel qualified to give you any advice as far as respect and motivation. I think your heart and head are in the right place though and something tells me that you’ll figure it out.
Reflection
I have loved this book. I think it should be required reading for all teachers. I've already offered to loan my copy to my administrator. What's more, he sounded like he wanted to read it! As the authors say, teaching is a complicated business, we blend different traditions, and "...we(as teachers and adults)change over time." (p 52) For me, it was clear to see that I tend to value a progressive approach, it's just the way I am. However, I would say that it's been a growth process to reach this point where I can look back and actually see it and give it a name. Right now I am struggling to refine my blend. I'm picturing a scale with meaning on one side, and a balance of skills, social justice, and ah ha moments on the other side. As much as I strive to perfect the equation, it's always changing. I think I'm hardwired to appreciate achievement, to strive for excellence. The more I learn about this messy business though, the more I realize that my satisfaction has to come from the process, not an end product. The day I think I've got it all figured out will be the day I need to hang up my teaching smock for good! (For some reason this brings tears to my eyes...teaching is a messy business indeed!)

Beth,

I hope your district appreciates what a gem they have in you! When I read your blog posts it’s as though I am putting on a pair of reading glasses because your perspectives bring such new clarity to my understanding.

You relate that your family experienced situational poverty after your father left, and that plans for after high school were never discussed. I grew up in a fairly dysfunctional family and have no recollection of anyone, not even my high school counselor, discussing my plans for after high school. I had always earned good grades, and college was always a personal goal, it was entirely of my own volition that it became a reality. I wore out my entire Sharpie gel highlighter on pages 58-61 because I identified with the students having fewer economic resources. I don’t feel that my own public schooling presented, as Hirsh describes “… a carefully sequenced and well-delineated core knowledge curriculum.” I had teachers that I admired, but none that really mentored me. It made me question Hirsch’s theories, as I seemed to be a contradiction. You also say that you gained a lot of knowledge from books. We have that in common too. I have always been a voracious reader.  It makes me wonder what other factors contribute to a child breaking free from the “Matthew Effect?”(p 60)
Reflection
Though my parents weren't the Cleaver's there was always a strong foundation of love for my two brothers and I. We didn't visit museums, the theatre, or many places beyond the boundaries of our small rural community, however, we had the freedom to explore our world. In the summer we played with our neighborhood chums, outdoors from near sunrise, until after dark. When rain or snow kept us inside we read or played board games. Neither of my parents had a college education yet they would engage in spirited conversations on topics ranging from politics to religion and all points in between. They too, were compulsive readers.
I realize that times have changed, that children don't have as many opportunities to roam and explore on their own. That families spend less time together than in the days of my childhood. Research conducted by the National Endowment for the Arts (2007) indicated that people read less. I understand that I am venturing away from conservative traditions and art education here, but I'm interested in the big picture. What characteristics DO people who break free from the "Matthew Effect" have in common and how do art educators foster inquiry which contributes to the growth of knowledge, understanding, and self-efficacy? Sounds like a good topic for research...

Do Teachers Have Fun?

As we reflect on our teaching selves, our students, and context I thought it an appropriate time to share one of my favorite second grade student's reflections. He handed me this as he walked into class a couple of weeks ago. It is my favorite teacher gift ever.

Week 5

Marzano
In Chapter 5 Marzano maintains the use of focused feedback as a means to assess the effectiveness of instruction and development of teaching proficiency. Teacher reflection logs, video data, student survey data, and student achievement data are introduced as ways to obtain focused feedback. Specific guidelines offer suggestions for the organization and use of these methods.

Reflective Teaching Chapters 5 & 6

Reflective Teaching and Educational Traditions

Understanding educational traditions provides insight beneficial to the comprehension of teacher reflection. The authors define four traditional teaching perspectives: conservative, progressive, social justice, and spiritual. Readers are urged to view these perspectives as broad and flexible labels and stress various connotations for each tradition.

Self, Student, and Content in Reflective Teaching
In this final chapter, we are asked to consider the questions: “What is the role of the teacher’s self in teaching?” (p 77), “How do you, as a teacher, attend to students?” (p 78) and “How do my students’ contexts restrict and / or enable their opportunities, and what is my role within these contexts?” (p 78) Zeicher and Liston affirm thoughtful reflection on the perception of practice, the kinds of attention offered to students, and the role of context as means to better understand ones relationship to teaching.

My Reflection

Marzano brought me no real surprises, as previously stated, I am well versed in the ways of Dr. Marzano. Reflective Teaching however, provided some real epiphany moments! As I read through the different traditions I could identify with most of them, though most closely with the Progressive Tradition. I believe this is partly because of my own teacher education which was closely based on the theories of Viktor Lowenfeld. Lowenfeld valued art as a means of self-expression, essential to the well-being of the child. (Bear in mind, classmates, this was a long time ago, prior to most of you even being alive!) It seems to me that to express ones thoughts requires at least some consideration of meaning and relationship. Respecting a child’s self-expression teaches them that they are interesting and valuable, the same as Paley’s observation that in listening to a child, we are validating that child, and laying the foundation for the child to “listen to themselves, and…they may one day become their own critics.” (p 55, as cited in Paley p. 127) I also think that my own high school years contributed to me being more progressive in tradition. Not being familiar with the terminology, I have always reflected on my high school education as ‘touchy-feely’. As the authors described (p 56) instead of learning the basic mechanics of writing and in lieu of critically examining classic literature in Communication arts  I learned to interpret The Who song ‘My Generation’ and considered the Roger Price Theory of Nomenclature. I experienced producing a segment on the in-school radio station.  I may have headed off to college lacking some essential skills, but I learned that my views were worthy and I learned to seek meaning. How does this show up in my own teaching? Cue epiphany music ♫♫♫ For the past several years I have been increasingly unhappy with my skill based curriculum and the standards that I am required to assess. I seek to make my lessons meaningful with real world connections, but sometimes I just teach the skill so I can assess it and move on to the good stuff. Thinking about this question made me realize that (ta-da!!) the curriculum is entirely conservative, and my co-workers are largely conservative, and I am progressive. It may sound silly, but understanding the connotations of these traditions encourages me to believe that I CAN reframe my curriculum dilemma. Does that make any sense to anyone besides me?

How would I describe my teaching self? I have contemplated this question all week. It was a humdinger of a week too, perhaps not one to best reflect on that “mirror to the soul” (p 81, as cited in Palmer p 15). As I deliberated the combination of the intellectual, emotional, and spiritual I was reminded of a self-portrait I created for the Visual Literacy class a few years ago. I think I did an accurate job of depicting my perception of self / teaching self. I'm equal parts student, artist, professional. The fact that I'm a wife and a mom affect the feelings I have in regard to students and the relationships that I have with them, their families, and my co-workers. I am a spiritual person, jester, and more than a little bit smart-ass.

 

A teaching experience that illustrates this:

Like I said, this was a tough week. One of the building 5^th grade teachers has been out for the past couple of months on maternity leave. Directly before her students came to art, she popped to visit them, bringing the baby along for the very first time. To say they were excited when I got them would be a serious understatement. They were literally bouncing into my room. I gave them a little bit of time to settle down, then proceeded to attempt with my plans for the day. These plans just happened to include an assessment. As I proceeded around the room, notebook in hand, jotting info about their work, one girl began to call my name, “Mrs. Lamme! Mrs. Lamme! Mrs. Lamme!” I responded the first couple of times, but she didn’t really want anything other than to disrupt the class. I attempted to tune her out, and the more I ignored, the more she persisted. “Mrs. Lamme! Mrs. Lamme! Mrs. Lamme!” ( think of that annoying Family Guy episode with Stewie calling “Lois! Lois! Lois! Lois! Lois! Mom! Mom! Mom! Mommy! Mommy! Mommy! Mama! Mama! Mama! Ma! Ma! Ma! Ma! Mum! Mum! Mum! Mum! Mummy! Mummy! Mumma! Mumma! Mumma!” ) By the time I reached her table I came completely unglued. I pointed out, in no uncertain terms, that my failure to acknowledge her was in no way indicative of my inability to hear her. She turned white, then red, and then tears filled her eyes. Did I stop? Noooooooo, I continued, pointing out that it would be obvious to anyone, anyone, anyone that I was ignoring her because I was TRYING to complete an assessment!!! A hush fell over the room. It was time for the class to go and she filed out with her classmates, tears in her eyes, hurt and angry. I stewed about it for the rest of the afternoon, the evening, and into the next day. I nabbed her in the hallway the first opportunity I had and pulled her aside. I asked if she knew why I had lost my temper in class. Yes, she held up her hand, “I understand!” I went on to tell her that I was not proud of my actions, that I don’t believe in embarrassing and humiliating my students, that it’s not right for anyone to do, and that I was sorry. She looked right at me, big brown eyes focused on my own, and said,”Mrs. Lamme, if someone had been treating me the way that I treated you, I would have reacted the exact same way that you did.” We hugged and she went off on her merry way.

So, how does that experience illustrate the perception of my teaching self? I think it demonstrates the relationship that I have with my kids. I'm human, I have emotions, and my teaching self is part of who I am all of the time, not some neat and tidy persona that I take off and hang in the storage cupboard as I exit my room each day. My teaching self is myself and like the caption says, "It's not always easy but, I'm happy with the way it fits."

 

Visual Metaphor

My Classroom

This piece is 10" by 10", mixed media on canvas, not quite finished.

The striped canvas background represents the room itself. The space is ridiculously well organized and tidy, I have fine art exemplars, student art, and my own work displayed. I have one wall of delightfully large windows, and many green and leafy plants. Earlier this year a second grader gave me a hand written note proclaiming the art room as her "home away from home." That's exactly the feeling that I strive for, it's my home away from home too.

The large burlap circle represents the world. Burlap is made from natural fiber, it is rough in texture, but strong. It is attached to the canvas by a thin copper thread around the edge. This thread represents the meaningful stuff of my lessons - the lens through which I ask my students to explore their relationship to the world. The thread isn't very easy to see, it sparkles with potential, but I don't want my structure to be more important than the lessons learned.

The hands, of course, represent my students. They are young, culturally diverse, different and yet have many similarities. They are open to possibility, and seeking whatever I offer. (There was no way I could portray what a massive and vital responsibility I find this to be!) Their hands aren't stitched to the piece, they are a transient bunch, I rarely have them more than a couple of years at the most. More importantly though, I want them to move on, taking the knowledge and connections gleaned in my room, represented by the threads and the scraps stitched to the burlap, with them as they continue their education and eventually assume their roles in society. The stitches attaching the fabric scraps are all different, some sturdy, others invisible. I wanted this as a representation of personal interpretation - no two students are exactly the same - experiences, memories, and desires dictate that their understandings will be as unique as they are.

The fabric yo-yos represent my content - some is basic, some is a bit meatier. There is continuity, overlap, and overflow. Yo-yos are simple quilt pieces constructed by stitching a running stitch around the edge of a circle. They also emphasize the climate of my room, a safe and comfortable place to create, explore, and wonder.

Last of all, is my hand. The thick blanket stitch represents my commitment, dedication, and belief in what I do. There's not a lot of detail, because what I do should not stand out as being about me. I'm the one in control, but I see myself more as the holder of the tools and the facilitator of experiences.

Week 4

Summary Chapters 3 & 4

Who and how an educator perceives them self has a direct correlation to their practice as an educator. For the reflective educator, this relationship is malleable. Viewing one’s practical theories through the framework of Handal and Lauvas (“… the intermingling of personal experiences, transmitted knowledge, and core values” (p 26) in association to one’s work environment provides insight into the motivation behind theory.

While cut and dried theory fosters understanding for reflective practice, this understanding must be viewed through the disordered lens of emotion. The practice of considering feelings, memories, experiences and the images through which they are viewed has the potential to uncover “our deepest values”. (p 47) Bringing these values to light facilitates their inspection and opens the door for growth and change.

Reflection
What motivates the impulse to teach?

First of all, how can I possibly stop thinking about my experiences, knowledge, and values long enough to even begin considering this question? Furthermore, my best friends have described me as a “detail oriented story teller”. How can I possibly articulate a concise answer to that question in less than a million words?! It’s truly mind-boggling and more than a little messy to ponder. I’ll attempt brevity, and I suspect I’ll need to let this introspection simmer for a while.

Earlier this year I was reviewing the standard required emergency procedures with all of my students, I think I had third grade at the time. I had finished the review and, as always, to stave off the “But what if an earthquake, fire, and tornado all happened at the same time AND there was an intruder in the building?” questions. (It’s an elementary school, someone ALWAYS asks!) I stressed that if an emergency happens that we aren’t prepared for that students should remain calm and quiet and trust the adult that is with them to make the best decisions for their safety. As I went on to add, “When you are at school, you are like my own kids to me” my voice cracked with the realization that what I said was TRUE.  I’ve always known that I love my students, but this was a new revelation to me. My kids are a big chaotic family to me. Seeing them as such changes everything! I’m motivated to give them the best that I can, to send them out into the world to be strong and prepared to encounter life’s challenges. I want to give them the tools they need to resolve differences and to be flexible. I’m not sure what a deep-rooted psychoanalysis of this, seeing my kids as my family would reveal, and, what is more, I don’t really care!

The text brings up “… appreciation for wonder in a child’s eye” (p 49). I think this is also a great motivator behind my desire to teach. It’s that sense of wonder that continually refreshes my own way of seeing the world. Picasso said “Art washes away from the soul the dust of everyday life.” To me, it’s a child’s wonder that washes the dust away. I’ve mentioned before that I’ve toyed with the notion of moving to a different grade level of teaching, but, I strongly suspect that I’d miss the wonder.

Not really last, but last for now, and it’s ever-so-hard for me to wrap these thoughts into words - more than anything, anything, anything else, I’m motivated by the need to plant the seeds for my kids to be resilient. I want to give them a shield against anyone and anything that would erode away or steal their right to their own uniqueness, not matter how quirky. The world can be a big, mean place, but only if YOU let it be. It’s another reason I have to stay with the little ones, in these days of testing, and data, and endless programs, I’m afraid that individuality is tossed to the wayside. I’m on a one woman mission to preserve and nurture it!

Week 3 ~ Reflecting on Reflection to Ashley

From "we are educators first, realists second, and dreamers third" to the end of your post I noted that we highlighted the exact same passages this week. Reading through I kept saying, me too, me too. That initial passage made me consider the way I would rate myself.  I think I'm a dreamer first, an educator second, and a realist last. I read these chapters while soaking in a bubble bath, and actually pondered how this difference in perception of self-shaped my teaching and my life. I thought about it until the water turned cold and the realist in me had to crank on the hot water again.

You are definitely NOT the only teacher who gets bogged down by the staff lounge or in my case, the hallway conversations. The one benefit of six back-to-back classes a day and no passing time is the fact that I’m rarely privy to these discussions. (When you don’t even have time to run to the bathroom, you gotta look hard for the positives!) The elementary art teachers in my district meet four - five times throughout the school year for PLC. At first I was really excited for a chance to collaborate, but they’re mostly bitch and moan sessions addressing "this is the way we do things at our school.". Reading through this book made me wonder if I could interest any of them in a book study on this book. 

Reflection

With every meaningful unit we teach we are essentially asking our students to demonstrate how they perceive themselves, but what if we did it in an overt and profound way? How could that look? Sometimes people tell me that I’m really pushing elementary kids to visualize abstract concepts. I wonder if they’d see beyond the literal and, more importantly, would it really matter? Dreamer first, educator second, realist last…sometimes that realist last part trips me up, but yup, that’s me.

The other elementary art teachers are really a great group of people, I like them a lot. Despite our many differences, the common thread of what we do ties us together. We’re all crunched for time, have to deal with the same issues as far as grading, and lunch duties. We’re frustrated that we don’t have time for our own art-making. Our fine art’s coordinator facilitates the PLC meetings, but how can I reframe the undercurrent of bitching and moaning so that these meetings can be more than a waste of time? I think it’s a case of not seeing the forest for the trees. Any suggestions my fine classmates?

 PS. YOU are my real collaborative group!

 

 

 

Week 3 ~ Reflecting on Reflection to Beth

A few years ago our district tried to mandate that all seven elementary art teachers teach the exact same projects at the exact same time. You can just imagine the furor! In the past I have danced around the curriculum guide, but now that the district has gone to standards based report cards, I feel more responsible for spending more time on the skill I am assessing. Most of the other teachers prefer one day projects which pretty much all end up looking the same. Mine, on the other hand, sometimes take all quarter.

Reflection
Here's a peek at the Standards for fourth grade. I am required to assess them two per quarter, in the order they are listed. It doesn't look as though they should seem all that daunting to teach, and prior to having to assess them, it was not.  If I can, I try to create a meaningful unit that encompasses both standards. I like to have time to work in some VTS, more time for experimentation and play, and plenty of time for the execution of a project. I find that if I spend a long time on the skill, there's no time for meaty investigation. Or, maybe that's just a mindset that I'm comfortable with. I have a great unit for third quarter. Sculpture just happens to be my favorite. Maybe I just need to reframe the dilemma and inspect my assumptions.