ED 531

Journal #1

Reflecting on your CPI teaching, respond to the
following questions: What is it like to be a student in my
class? What is it like for a student to move through
classes in a day at our school? (Use your CPI school as
reference)

From My Point of View:

My CP1 experience was very eye-opening. I taught CP Chemistry at Canyon Crest Academy, 3rd period (right after lunch), and the students were energetic. The school runs on a Quarter-Block format, which I have never experienced (My HS followed a traditional format).  I didn’t realized was how fast the curriculum moves in this format. Students take Chemistry 5 days a week, 90 minutes each day, for two quarters, or roughly one college semester. I found this interesting because roughly the same amount of material is covered during a college-level Chemistry course in two semesters. The pace was fast, and it seemed as soon as we finished one unit we were assessing and on to the next topic, sometimes in the same day. With the amount of material covered and the number of  labs performed, I felt there was very little room to experiment with teaching techniques (group activities, think-pair-share) and the game was simply to survive CP1 standing.

I entered CP1 with lots of enthusiasm and passion. I wanted to inspire students by relating chemistry topics with real world applications, such as in Geology or Earth Science. I think I had a “romantic” vision of what teaching would be like, but I quickly learned that having passion was only a small part of the job. I had great “soft” skills, but I need to have better “hard” skills (lesson planning, organization, better activities...). The realities of being a teacher became apparent to me. I still have the passion, but my classroom management and lesson preparation still need a lot of work.

One thing that went well was getting to know my students. I chose to use note cards for students to fill out. I gave them a few questions prompting them to write their names, interests, favorite colors and favorite foods. I had a great time reading their responses and also used these cards to randomly call on students.

Another strategy that worked well was having a seating chart and changing it every so often. As I got to know the class, I would consider my observations when making the new seating chart and place talkative students up front. This

Things that did not go well with my teaching  became apparent very quickly. The first thing I needed to learn was classroom management. I was unprepared and I didn’t understand the importance of establishing rules, procedures and consequences from day one.  It was tough dealing with students rushing to the front of the room to ask questions, keeping students from talking, keeping some in their seats, and directing them during lab procedures. I also did not have procedures in place to deal with late assignments, absent students, make-up quizzes and tests, and a consistent grading scheme.

I also felt the pressure was immense because of the parents. I received a few emails from concerned parents because they felt I was not covering the material in depth (one parent specifically requested that I spend more time lecturing, which left me stumped).  I also felt pressure in knowing my content material, which is expected, but students’ questions would sometimes catch me off guard. I now realize that I need to know my content, inside and out, and I need to anticipate the questions surrounding that topic. It was a humbling experience.

From the Student’s Point of View:

If I were a student in my class, I would think it was fast, fun and educational. There are many labs and demonstrations that we do in class, and learning hands on would be the most engaging to me. The pace of the class is rather quick and the content is sometimes difficult, but the classroom environment was welcoming, open and inclusive. Using the “Get to Know You” cards to call on students was fun and kept them on their toes. Allowing students to share personal stories and ideas relating to class helped make students feel comfortable sharing during lectures/discussions.     

Students in my class were not bored, but I think they became confused and overwhelmed with the material during certain sections (Thermochemistry). The ones who were struggling seemed very reluctant to read the textbook, and some students believed that if they just went to class and not do the homework, then they should still be able to get good grades.  

I was very forgiving with homework, and I felt the students appreciated it in the beginning, but towards the end, students were abusing the privilege. I did not set good boundaries regarding homework and I think the students felt that I was “loose” and could relax with being on time. I think it was difficult for the students to switch from my CT to me and then back to my CT again. There were different expectations between the two teachers, and as a student, some routines and procedures changed. In the future, I will remember to use the first week to establish my rules, procedures and expectations for my students.

Journal #2

Quote from text or video	What it means	Deeper thinking
“All too often adults get caught up in the quest for the right diagnosis, assuming that a diagnosis will help them know what to do next.”	Adults want to fix a child’s problems by trying to classify and diagnose their “thinking”, when in reality the child may just struggle with a specific learning technique.	Adults want instant gratification from their kid’s diagnosis and treatment. Give them a pill and he/she will behave properly and do well.
“Kids do well if they want to” verses “Kids do well if they can” (First paragraph from Kids do well if they can)	Often, parents believe that kids who are struggling have motivation problems, when they may simply be lacking a skill.	Skills frequently found lagging in struggling children: Handling Transitions Following logical sequences Maintaining Focus Recognizing their own behaviors and how they might affect others around them........
Peter Gibbons from “Office Space” --------------------------------------- Employers demand workers who can think critically and solve problems. As a result, future prosperity will require greater worker investment in post-secondary education and training. The current U.S. education and training system offers a variety of ways in which workers can obtain the skills valued by employers. Many of the existing programs, particularly those in fields related to high-growth industries and occupations, have been shown to lead to improved employment and earnings outcomes.	We don't have a lot of time on this earth. We weren't meant to spend it this way. Human beings were not meant to sit in little cubicles staring at computer screens all day, filling out useless forms and listening to eight different bosses drone on about mission statements. -------------------- Critical thinking skills are going to be in demand in tomorrow’s workforce. Higher order questioning and thinking are needed in curriculums throughout our schools.	I REALLY believe technology is good, but not unlimitedly good. We need more balance. Go Outside. Buy only what you NEED. I feel kids today need to get back in touch with nature, in some manner. ------------------------- Manufacturing jobs have gone overseas. The job market is changing rapidly in the US and the skills required to fill them are demanding problem-solving people. In order to develop critical thinking, education may need to steer away from standardized testing by itself and offer other assessments to invoke higher order thinking.
The very triumph of L-Directional thinking has lessened its significance. The prosperity it has unleashed has placed a premium on less rational, more R-Directional sensibilities-beauty, spirituality and emotion.	Purely logical thinking (Left-brain) has seen it’s day. We are moving towards a world where Right Brain thinking will dominate in the market.	Humans are not machines. Logical thinking and memorization are valuable skills, but creativity, emotion and passion are equally valuable skills too. I feel a balance between Left and Right Brain thinking is richest in education. In science, certain “hard” skills are necessary, but creativity can be used to learn these ‘hard” skills.