It is report card weekend! These documents are the most formal summative assessment that we give to our students. Progress reports should have a past and future orientation. They are tools to measure progress in various subjects and set goals for further study.

Since school is more than just academics, we also evaluate character issues. Students receive a score for items like cooperation, respect, punctuality, time management, and many other qualities that we want to see in our students. Through this assessment students are able to see the academic ramifications for poor choices in behavior.

Connections

Report cards are feedback for both the teacher and the student. By taking an in-depth look at each student, I can determine areas in my instruction that I can improve for the benefit of the students. Students receive affirmation for performance that is satisfactory and then consider ways to improve in problem areas. This could include increased homework time, closer supervision, or tutoring.

Impact on students and student learning

Perhaps the first report card is the most important of all. After having several weeks to assess new students, I meet with each set of parents to discuss the student’s performance. We are able to pinpoint strengths and weaknesses and determine ways to work together to help the boy or girl succeed. The second card is much later in the year but is valuable a means of making midcourse corrections. The last card is the final assessment. Sometimes I make recommendations for summer study if I think that it could be beneficial for the student.

As an elementary teacher, I have always understood the importance of maintaining strong relationships with parents. Through our reading this week, I am learning that there are a series of challenges that teachers face when attempting to connect with parents of ELLs. Aside from the language barrier, there may be issues related to transportation, work schedules, supervision of younger siblings, and the attitudes (positive and negative) of families toward educators.

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Perhaps the thought that struck a chord with me most was Curtain’s (2009) assertion that, “Communication between home and school should be preemptive rather than reactive” (p. 234). Teachers must make the effort to reach out to parents assuming that there are obstacles to overcome. If at all possible, teachers should make a positive contact early to make it easier should troublesome issues arise later.

What are some practical steps that teachers can take to include parents in the school community? Teachers can send home newsletters and various notifications in as many languages as possible. They can invite parents onto the campus with a “Back to School” night with interpreters and childcare provided. Educators can also be willing to conference personally when necessary knowing that internet and telephone communication may not be suitable for parents of ELLs.

Positive impact on students and student learning

In some respects, the learning experience of ELLs is no different than that of a native speaker of our language. ELLs, like any other children,  perform better if a parent takes an active interest in their education. Our efforts to draw the parents into the process can pay rich dividends for the student facing the daunting task of learning a new language and figuring out how to function in an unfamiliar society.

Nolan, the elementary teacher in the introduction, demonstrated a strong desire to make a positive impact on both students and parents when he shared that, “I feel like my job is as much about cultural relations as it is about teaching” (Curtain, 2009, p. 230). Like Nolan, teachers realize that that have their limits but simply having the correct attitude can make a profound difference. Even if some of our communication is lost in translation, families can see that we are making an effort. It is this encouragement that can motivate students to continue with the slow process of integrating into another culture.

Reference

Curtin, Ellen. (2009). Practical strategies for teaching english language learners. Upper Saddle River, New Jersey: Pearson.

As my certification process draws to a close, it is time to start thinking about long term growth. My Professional Development Plan is my strategy for moving toward that end. Instructional strategies, assessment, curriculum design, personal reflection, and integrating technology are just a few areas that I am targeting. I also am interested in making a conscientious effort to grow through relationships with other educators.

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As an individual educator, professional growth has always been a priority for me. Since I was not in a position to seek state certification earlier in my career, I became certified with the Association of Christian Schools International. This certification required a significant investment of time and effort. For example, I took classes from Fresno Pacific University to maintain the certificate. These included Sci-902 (Classroom Science), LRD-902 (Developmental Reading Methods), and Int-901 (Curriculum Games). The demanding Bible related requirements were waived in light of my seminary training. A philosophy of education was also a part of the certification process.

In addition to formal certification, I have attended ACSI conventions each year with the Brooklake staff. These two-day events featured a selection of classes and workshops designed to promote professional growth. Frequent in-services and staff meeting have also been helpful.

Positive impact on students and student learning

When I grow as a professional, I positively impact my students. My professional growth began nine years ago when I started teaching. My shift in philosophy and practice has been significant over that period of time. I am not the same teacher that I was in 2001 but have been steadily improving for the benefit of my students. I expect to continue to change as I grow as an educator. As long as I am in this vocation gaining experience and pursuing professional development, I will be evolving as teacher. My students in years to come can expect the latest in teaching methodology which will enhance their learning experience.

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As the year comes to a close, I always try to have reasonable expectations from students. The challenge is to maintain productivity when students are fatigued and yearning for the freedom of the summer months. I begin almost every day by encouraging students that the end is in sight. Our day-to-day workload remains about the same but I don’t assign any large new projects. Special events during the last week of school including roller skating, a pool party, and field day help students maintain enthusiasm for school life.

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I think that the key to successfully bringing the school to a close depends a great deal on classroom management. Although I make an effort to adhere to my core management style, I recognize the need to “loosen things up” a bit. The upshot of it is that I need to be more gracious and patient with students than in September.

Part of the art of classroom management is being able to “read” your students. My desire is always to accomplish as much as can with students but I need to be aware of their limitations. A “full court press” to get through a curriculum can be a miserable experience for everyone including the teacher. Sometimes the best thing a teacher can do at the end of the year is cut an assignment here and there to relieve some of the pressure that students are feeling.

Positive impact on students and student learning

 After functioning as a tight knit unit for several months, we all feel the separation of the end looming. Late May and June are the final days when we can enjoy each other. I have always appreciated the sentiment that school is life not preparation for life. At this time of year, I am reminded that the school culture is not just about academics. It is proper, perhaps, to move some of the emphasis to the relational side of the educational experience. Students are learning valuable life skills just by being in the small community that makes up a classroom. Rather than becoming frustrated as our academic progress slows, I am excited about positive memories that students will make with some of our nonacademic activities.

The Sound Ideas Conference featured panel members who shared valuable experiences from both the perspective of a teacher and a student. As a candidate in the ARC program, I was able to glean several valuable insights from the discussion.

Perhaps the most meaningful testimony was that of Max Strong. He presented a perspective as an African American student that was thought provoking. He challenged us to reject stereotypes of minorities in favor of maintaining an impartial mindset. Although a former NFL player because of athletic talent, Mack always wanted to be viewed as a serious student first as he went through school.

Connections

I have enjoyed students from many different ethnic backgrounds in my class over the years. I agree wholeheartedly with Mack. I always want to see my children as students first. Matters relating to ethnicity, religion, and language should enhance the learning experience not hinder it. I think that I possess the correct spirit when comes to relating to students coming from diverse backgrounds. When I look out on my class, I just see twenty students that need to be treated the same. Each one has the potential to make meaningful contributions to society. My task is to help every individual student achieve those ends.

Positive impact on students and student learning

Students can only feel comfortable in a classroom with an understanding and caring teacher. Perhaps some students who come from different cultures may have some anxiety upon walking into a new classroom. They may be wondering if they will receive the same treatment as other students. Teachers have an incredible opportunity to offer themselves as advocates for these young people. Mack, for example, shared how a few teachers inspired him and his friends to reject negative racial preconceptions and pursue academic excellence. The advocacy of these teachers bore fruit as these gentlemen when on to excel in many different arenas.

I was out for the week meeting with the administrative team for planning purposes. In light of that, it seems that it would be an opportune time to discuss issues relating to preparations for a substitute teacher.  I am rarely absent, but when I am, there are four things that I can do to ensure that my class has a positive learning experience in my absence. First, a substitute needs detailed plans. Second, a substitute needs easy access to all materials necessary for teaching. Third, a substitute needs more material to occupy a class for a day rather than less. Finally, a substitute needs the names of a few reliable students for counsel when questions of protocol arise.

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I served as a substitute teacher for the Washoe County School District in Reno, Nevada for two years. I recall the sinking feeling of stepping into a situation with cryptic “plans” and twenty five new faces. Other times, I had to waste valuable prep time hunting for materials that I needed rather than familiarizing myself with lessons that I was expected to teach. Worst of all were the situations when I had two hours worth of planning for a six hour day.

Positive impact on students and student leaning

Having walked through some harrowing situations as a substitute, I determined to do my utmost for the substitutes that would be taking my place some day. I want not only to make sure that my replacement has an agreeable experience but also to make certain that my students have a positive learning experience especially in my absence.

This week was a rather unique situation in that I was on-site but just in a different room. I had the chance to “pop in” several times as the week progressed. I was pleased to note that both my substitute and students were progressing through my plans beautifully. As a matter of fact, they completed everything that I would have planned for myself in that week. My substitute accounted for all work and even managed to correct the vast majority of it. With a little foresight and the four items that I mentioned above, teachers can spend time away from their students with confidence.

The reading required for the week was a study called, “How Teachers Establish Psychological Environments During the First Days of School: Associations With Avoidance in Mathematics” by Helen Patrick, Julianne Turner, Debra K. Meyer & Carol Midgley. The premise was that the first days of school are critical because they set the tone of the class for the entire year. Instructors may foster supportive, ambiguous, or non-supportive environments.

 I naturally create a supportive environment that perhaps leans toward the ambiguous. I am very friendly and try to make connections by way of personal anecdotes, humor, and a liberal amount of encouragement. I strive to be approachable yet still maintain authority knowing that familiarity breeds contempt. In my opinion, teachers are always walking a fine line in this area.

The article resonated with me and inspired some soul searching. According to Meyer, Midgley, Patrick, and Turner (2003), teachers in an ambiguous setting establish rules but are “not consistent with following through and enforcing them” (p.18). This is problematic for me at times. I get so caught up in my teaching that I sometimes don’t follow the protocol that we have carefully established for the class.

Connections

Taking a step back I can see how my ambiguity creates problems. Students have a strong sense of justice and notice inconsistencies. When I reprimand one student for misbehavior and let another get away with the same offense ten minutes later, it is confusing for them. I would imagine that the injustice of it upsets some while perhaps emboldening others to misbehave when consequences may or may not be forthcoming.

It is interesting to note that I have actually noticed myself behaving this way but have yet to formulate a strategy for overcoming it. I have observed the tension that it can create. I don’t like when that kind of negativity creeps into our day because of my shortcomings in classroom management. I’m grateful for this study because it is bringing the issue to the surface for me so that I can address it.

Positive impact on students and student learning

My heart is “to show concern for students’ feelings, to emphasize respect, to offer help when needed, and to use humor to alleviate anxiety, support positive emotions, and to make learning enjoyable”( Meyer, Midgley, Patrick, and Turner, 2003, p. 21). Most of the time my demeanor fosters these things.

 Now that I have a greater awareness of some of the pitfalls of sliding into an ambiguous environment, I want to be vigilant to follow through with the protocol necessary for a supportive classroom environment. I recognize that ambiguous management can short circuit good intentioned instructors.

Reference

Teachers College Record Volume 105 Number 8, 2003, p. 1521-1558 http://www.tcrecord.org ID Number: 11555, Date Accessed: 5/10/2005 7:38:45 PM

This week I have been considering the value of a Critical Friends Group. CFGs exist to foster professional growth among educators. In these decentralized groups, teachers can work together on matters relating to the curriculum, classroom management, methodology, or a host of others topics relating to the profession of teaching. 

Recently, we have working in CFGs for our internship to determine the validity of evidence that we are collecting for our electronic portfolios. By closely following our protocol, we were able to perform an in-depth analysis of our material and gain a deeper understanding of how CFGs work. I think that were unanimous in recognizing the value of continuing this activity with faculty members at our respective schools.

 Connections  

I am thinking about my new position as an administrator next year. This will be a wonderful opportunity for me to promote CFG’s amongst the staff. It makes sense to group lower elementary, upper elementary, and middle school teachers together. Perhaps I could begin the year by sharing a general protocol for everyone to use. Later, lead teachers could develop protocols according to grade levels and/or specific subjects.

 Positive impact on students and student learning 

CFGs will have a direct impact on students as teachers work together to sharpen their teaching skills. I especially appreciated the idea on the handout stating that CFGs promote curricular coherence and help educators to acquire a common language of practice. Children benefit from a unified faculty as they progress from grade to grade.  Although the curriculum is more challenging, there can be a continuity of pedagogy that makes the transition smoother.