Technology in Schools

Educational Technology Isn’t Leveling the Playing Field
http://www.slate.com/articles/technology/future_tense/2014/06/neuman_celano_library_study_educational_technology_worsens_achievement_gaps.html

I read the above article and I immediately thought I am a genius and should be conducting research! Why you ask?

The idea that technology is actually hurting at risk students has been rumbling around in my head all year. So, when I read the article, I thought I am a genius, but I was then faced with the reality that in my school we might be hurting our at risk students instead of closing the gap.

I witness daily that technology is a novelty to at-risk students. Instead of being used to close the gap, students use it to play games, listen to music, tweet, and message each other. It is not a tool, it is a novel new toy.

I am not sure what the answer is to closing the gap, but I think that if we sent parents home with a bag of books from the hospital, and students home with books every summer, we might close the gap. If high-risk students were writing and reading everyday, we might close the gap.

It is just an idea and I wonder is anyone would ever invest in this new novel concept? Probably not, it is to new and way to expensive of an idea.

Workshop at Work

This past week, I attend a writer's workshop celebration for students who were attending summer remediation for EOC test. It was fantastic! The most reluctant students that you can imagine were writing and participating in a community.

Students were not working for a grade, they were not there because it was required, they were there working, and taking ownership because they wanted to be. Several of my students were in attendance and wanted me to read their writings, so many that I suggested that we do a read around. We pulled our chairs into a circle and I asked, " Who would like the author's chair?"

I heard a quite voice say, "I'll go."

It was one of my reluctant writers from the previous school year, who wanted to share her piece first.While she was reading the others paid attention, and as she finished I heard, "Thank you for sharing."

What? Are you kidding me? They said thank you for sharing, I must be dreaming. But I wasn't and it was absolutely precious to witness.

I am officially sold on using writer's workshop!  If this kind of community and student buy in can be built in two weeks, imagine what can happen in my classroom.

Should I be worried?

This might come as a surprise to some, but I am a worrier. Others might say I am a control freak, but I prefer worrier. 

My latest concern/worry/control freak mindset,  comes from the fact that several teachers at my school went to a professional development over writer's notebooks. I know you are asking yourself why is she possibly worried about this? I have several reasons and please do not judge me for them . 

To begin with, my inquiry question for the Summer Institute is Poverty and Writing Instruction in Today's High Stakes Assessment Environment. My inquiry has lead me to read several research articles and books over the best pedagogy for high-risk students. I am only in the beginning of my research, (questions are leading to more questions) but a consistent theme is developing, that high-risk students need real world reading and writing that is connected to the student's socio-cultural identity, along with strategies to teach students how to become better readers and writers.

Reader's and Writer's notebooks are a great place for student's to have choice and voice, but with high risk student's this had to be strategically implemented. A workshop style classroom, is going to look different in classroom where a vast majority of students are high-risk versus a classroom in Highland Park. 

My anxiety started with a comment that was made "this will be easy, students will just be writing what they want." I just want to say yes, but..... it is so much more. 

I want teachers to understand the benefits of a writer's notebook, that is is flexible yet comprehensive in it's instruction. I want them to understand it is more than just a journal. It is a place to store ideas and memories. A place that can lead to great conversations, and topics for more complex papers. It is a place where you can showcase mentor text writing, and that you can even teach grammar within the writer's workshop. That you don't have to grade everything, thinking maps are not the answer to writing instruction and the difference between "pre- writing and quick writes" and  most importantly, I want them to understand modeling the text is a crucial element in the instruction.

There I said it.....

I completely by into the writing workshop approach and I am a complete novice, but I am trying to educate myself in research sound instruction so that it won't be an epic failure in my class. So my fear is that other teacher's won't and the approach will get dropped the pendulum will swing and we will be teaching only test prep again! AHHH! This has kept me up at night since Friday, after receiving the notes from the professional development that I missed.

Donald Graves suggests, “Unlimited choice is no choice at all.”  If students have absolute freedom over what to write, we are often likely to receive poorly conceived and poorly written essays.  

 At the same time, we’re also expected to teach specific content, such as literary analysis essays, informational and persuasive compositions, research reports, and many other discourses.   

How do we balance student choice with curriculum and standards? I don't know, questions are leading to more questions.

Kelly Gallagher advocates that we “…work students into the required discourses slowly by designing writing assignments that allow for partial student choice”

I guess really I want to say to my fellow educators, "This is not an easy approach to instruction. The pedagogy is complex and choice is woven into the instruction. And please, please, please, do not forget the modeling component." 

But as I said, I am a novice and I do not think my voice will be heard, so I will just write about it.... 

The Assessment

All right everyone, this is my attempt at writing a "Where I am From" poem from the point of view of a standardized test. It is a work in progress, so needless to say, any and all help would be greatly appreciated!

I am from good intentions and bad executions 

From wanting a quality education for all children

I am from accountability in schools

Multiple choice questions, timed essays, and 26 blank lines 

I am from wanting to fix the system 

But instead I took over 

Strategies, reading levels, and interventions

From we must improve education, to we must improve our schools scores

I have turned teachers against teachers
 teachers against students
parents against teachers
teachers against me 

All to justify my existence 

I am from wanting to improve learning but on second thought,

I sucked the life out of it 

Form the mortal blow to education,
The end all, be all

The coup de grace

I am the ASSESSMENT

We all have memories,

Warm memories....

Memories from long ago...

Memories that make us cry...

Memories that make us laugh...

Memories that are more precious than gold....

         Entering into motherhood many of my memories revolve around my sugar plum fairy, the beautiful three year old that is my daughter Cadence-Nicole Charlise.  When I think of the hat she wore to keep her head warm in the hospital, my heart is warmed. Her middle name reminds me of my precious grandfather and the promise I made long ago to name my first child after him. I cry when I think about her sitting in the drive way waiting for her father to return home. The memory of the first time she said "Mama" is more precious than gold. But, what makes me laugh is her determination. 

          At only three years old Cadence is 44 inches tall. She is the average height of a first grader. I feel as though I need to wear a sign that says, "she is only three, please don't judge me," every time we are out in public. So, I just have to laugh at the judging eyes when she throws a fit in Target. Her height has caused many people to question my parenting skills, but it also leads to scandal in our home.

          Just the other day, my smart, clever daughter spied something on top of the refrigerator that she need to commandeer, a jar full of M&Ms. What three year old wouldn't want M&M's? The difference between most three year old  children and my daughter is, other children ask their parents to help them. But no, not my daughter she is not only tall, but also determined. I caught her in perfect time, (so I thought) trying to retrieve the treasure of M&M's that she needed, pushing a chair over to the cabinet. As any good mother would do, I lifted her off of the chair and turned to put it back in its rightful place at the table. As I was putting the chair away I made sure to explain that we do not use chairs to climb onto the cabinet. For the first time ever, Cadence followed my instructions, perfectly. 

           Removing the chair did not deter Cadence from the coveted M&M's, it only created another step that needed to be solved. My daughter's solution, throw your leg onto the counter and hoist yourself up. Victory was hers! She conquered the cabinets and ceased her treasure. 

          This will always make me laugh, because I have a tall three year old and people judge, they might even say I am mother of the year. There deduction of my parenting skills is quite all right by me, because I have a little problem solver and treasure seeker, even if she climbs on cabinets.

 Or you could say I have a little Curious George, and they just have a Caillou.

Judge on!

I love, love, love, LOVE "Where I Am From" poems They are a great way for anyone to feel successful with poetry. There are so many ways to use this in the classroom. To begin with, they truly build community. Your students learn about each other, you learn about your students, and if you praticpate (hint, hint) your students learn something about you too. You can use this poem to teach figurative language, poetry, or as a starting point for a memoir/personal narrative! I have written several different "Where I am From" poems and each time I remember another memory from my past. My latest attempt was written with my Nana Fern in mind.

From a Strong Heart 

I am from, front porches

From rocking chairs and Sunday lunches

I am from mind your manners, please and thank you very much

From amazing grace, that old rugged cross, and Amen

I am from grace and forgiveness will cleanse your soul

 From my grandmother’s pearls, delicate and round

I am from, strong women with blue eyes

From a gracious heart and faith you could stand on

From act like a lady, powder your nose, and hold your head high,

Even when it falls apart

I am from heart ache will make you stronger

Everyone has a story, why not share it!