A few weeks back I tried an idea that I had tried a few years back, Social Studies stations; the upper elementary version of "centers." Each station would have a different activity that either reinforces what we had already taught or would introduce them to something that will be forthcoming. The activities vary from the traditional worksheet or some game/activity.
The students loved the idea! They would even to come class and ask if we were going to do "stations" today. So, if they are learning and it's different, why not give it a shot?!
Some call me "Flem"
- Dr. Stephen R. Flemming
- I'm an elementary school teacher turned high school English teacher, School-Based Teacher Leader (SBTL), and adjunct professor here in Philly. These posts are the views, as I see them, from room 105, my first classroom number. Enjoy, engage, and share!
Monday, April 21, 2014
Arts and Content Areas
Today one of my classes got upset because we skipped our daily singing of several American patriotic songs (including all of the verses of the Negro national anthem) as a part of our Social Studies routine. This only goes to reinforce the facts that the arts need to be included in a school's program and that they can be successfully infused in content area subjects. I am an ardent believer in Dr. Howard Gardner's multiple intelligences concept. This idea drives my planning and teaching.
Camden
From my lost files...
Last night I read a blog post about our sister city, Camden, just over the bridge in New Jersey. As an urban center, deeply entrenched in poverty, drugs, and violence, their public schools face many of the same struggles that urban public schools face across the nation, including Philadelphia.
There is a lot that saddens me when it comes to our government's treatment of the one establishment that can be everyone's ticket to some sense of normalcy and stability as they mature into adulthood.
This establishment, public schools, could give every child hope, help every kid realize a dream, aid every youth in achieving a goal, and put every young person on a path toward active democracy and a productive life!
But, in America, where money does more talking than one's lips, it's a lopsided system. Big money and the politicians it buys, want the destruction of public schools and the organizations that bring together teachers who have dedicated their lives in service of teaching and helping young people.
In America, where in areas that have the least, big money becomes bigger money as money-hungry hippos see opportunities to feed their fat faces with the sale of magical curricula and tests and where publicly funded, philanthropically-backed, privately managed, politically connected, media loved charter schools are the panacea of the day.
No conversation needs to be had or agreed upon about working conditions, salaries, benefits, or anything. They know what's best. No agreement needs to be discussed about what they will do and what the teachers will do. They tell the teachers what they'll do, how they'll do, when they'll do and when that happens and the results they want aren't realized, they very obedient underpaid teacher gets shown the door. End of "conversation."
Camden, you fight! You fight with all the power and strength that is in you to fight. Your state education superintendent's mind may already be made up. He already has the blessing of the governor. But you don't go down without a fight!!! Band together and let the world know that the goings-on in Camden are undemocratic and against the will of those who know kids best!!!
Last night I read a blog post about our sister city, Camden, just over the bridge in New Jersey. As an urban center, deeply entrenched in poverty, drugs, and violence, their public schools face many of the same struggles that urban public schools face across the nation, including Philadelphia.
There is a lot that saddens me when it comes to our government's treatment of the one establishment that can be everyone's ticket to some sense of normalcy and stability as they mature into adulthood.
This establishment, public schools, could give every child hope, help every kid realize a dream, aid every youth in achieving a goal, and put every young person on a path toward active democracy and a productive life!
But, in America, where money does more talking than one's lips, it's a lopsided system. Big money and the politicians it buys, want the destruction of public schools and the organizations that bring together teachers who have dedicated their lives in service of teaching and helping young people.
In America, where in areas that have the least, big money becomes bigger money as money-hungry hippos see opportunities to feed their fat faces with the sale of magical curricula and tests and where publicly funded, philanthropically-backed, privately managed, politically connected, media loved charter schools are the panacea of the day.
No conversation needs to be had or agreed upon about working conditions, salaries, benefits, or anything. They know what's best. No agreement needs to be discussed about what they will do and what the teachers will do. They tell the teachers what they'll do, how they'll do, when they'll do and when that happens and the results they want aren't realized, they very obedient underpaid teacher gets shown the door. End of "conversation."
Camden, you fight! You fight with all the power and strength that is in you to fight. Your state education superintendent's mind may already be made up. He already has the blessing of the governor. But you don't go down without a fight!!! Band together and let the world know that the goings-on in Camden are undemocratic and against the will of those who know kids best!!!
Thursday, April 3, 2014
How It Should Be Done
This is how real professional development and teacher evaluation works!
For a second time, one of the professors of the college where I'm pursuing my M.Ed with Reading Specialist cert, came to observe and collaborate with me.
After her observation and our debriefing, I felt empowered! She has taught in the K-12 setting and continues to teach at the graduate level! She came to observe specific teaching strategies employed when working with a small group of learners.
Based on past experiences and the latest reading research, she commended me on what I had done well and offered unabrasive, nonintrusive, very practical suggestions for how I can enhance a particular pedagogical approach and writing model!
The relationship was professional and collegial and felt very right. There was a sense of mutual respect, my respect of her years of experience and her respect of my classroom. I wish all district PD's and meager attempts at professional collaboration and observations were like this and not just about "domain 2", whatever the heck that is!
When she left, I still had a 3rd block to teach. With that class, I immediately employed her suggestions and I'm pleased with the initial outcome.
I look forward to trying this again and again and emailing her the results of my attempts.
That is how real professional development and teacher coaching and enhancement takes place! It's not a "I'm out for your job" situation! It's all about improving upon the noblest of professions, teaching!
Vygotsky speaks of that "more knowledgeable" other! Professional development, observations, and collaborations ought to be done by and with those who've "been there, done that" and have the t-shirt and key chain to prove it!
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