Morgan Spurlock's "Chalk"

In one of our Ed Psych lectures we got to watch the documentary "Chalk". It was quite an entertaining and hilarious perspective of new teachers in a high school. It documented the teaching careers of four new teachers, and highlighted the mishaps as well as the blunders that new teachers encounter. It showed that teaching is not necessarily for everyone, and that some people may or may not be cut out for the teaching profession. It raises questions about the theory that you can teach anyone to be a teacher.
Although the documentary had some quite funny clips, it sometimes seemed like the film was mocking the teaching profession with the questionable methods of teaching, and the crazy characters that the teachers documented were. Despite sometimes giving teachers a bad rapport, I think that Morgan Spurlock's intent was to highlight the fact that teaching is not in any way easy. In my opinion, it was a way to emphasize the role and powerful effect of a great and positive teacher.

If you are interested in seeing the film, or you're in a good mood for a laugh, check out the trailer for "Chalk": http://www.youtube.com/watch?v=bpmc_NBLbNM

Decorah Administration Lecture

In one of our many lectures for Ed Psych this semester, we were able to hear the thoughts of two administrators from the Decorah Public Schools. We heard from the Decorah Middle School principal, as well as the Activities Director from Decorah High School. It was definitely interesting to hear their perspectives on a variety of things in education.
One of the most interesting things that struck me from their lecture was the fact that neither of them had planned to be in the administrative position that they currently held. Both had started out as teachers, and somewhat "fell" into the position of principal or Activities Director. Both administrators shared their real love of teaching in the classroom, and also the benefits of being in their current position. They both wished that they could have spent more time in the classroom, or coaching, but could not given the responsibilities of their new position. It was great to hear that they both loved teaching so much.
They also spoke about how the administrative position is much different work than teaching in the classroom. They have different responsibilities, like communicating with the entire student body or all the teachers, as well as more disciplinary responsibilities.
Both the administrators were also very much in favor of "No Child Left Behind", which somewhat differed from other perspectives in the education system. They thought that with research based instruction, teachers and students were better educated, and students could be taught what they really need to know, in a way that is proven to work. My thoughts were that as leaders in their respective schools, they had to lead by example, and embrace the hand of testing that was given to them.
Again, as I look at different people's perspectives, one thing that pops out to me as a future teacher is the vital role of communication.

Here is an article that talks about the administrtion's role in support of NCLB. It proves that the high stakes testing issue has many sides, components, and topics to have discussed: http://p8.hostingprod.com/@www.principalspolicyblog.org/blog/2007/07/despite_negative_feelings_admi.html

i-movie Book Reviews

For our small study groups for Ed Psych, we were assigned to read a book from a list of books written for teachers, to discuss these books, and finally create an i-movie to demonstrate what concepts and ideas we had learned from the book. Not only was it beneficial to learn from our own books relevance to future teachers, but the final i-movie project was an opportunity to learn more technology, hopefully something that we can incorporate into our own classrooms. In our lecture the other night, we were able to view all the groups' final projects, and see little glimpses of what their books were about. Seeing these various i-movies definitely has made my interest in education increase. I am very interested in reading some of these novels in my free time, after the rush of the end of the semester calms down.

The book that my small group chose to read and discuss was titled Last Child in the Woods, by Richard Louv. It talked about the "nature-deficit-disorder" that has come to plague the current generation of children. Louv explains how there are countless ways to learn, to heal, and to play, from the outdoors and nature, and that the current generation is not encouraged to do so. It is a cry for teachers and parents to encourage outdoor education for the youth, before the "last frontier" of nature is destroyed and not valued anymore. I think that as a future teacher, it will be very important to keep these things in mind. nature is a very powerful thing, and it must not be taken for granted. With many of the author's suggestions, my classroom can benefit from the "Great Outdoors".

Here is a link to my group's i-movie: http://www.youtube.com/watch?v=N0PvvPCUk2w

Conversations Across Differences Forum

At this forum, “Conversations Across Difference”, I had the opportunity to speak openly with many of my peers, many that I would not necessarily come in contact with on an everyday basis. It was not only enlightening, but provided me with a much needed “shock” to get my head in the right moment. Just because many of these events or confrontations concerning difference do not directly affect me at certain times, it is definitely an issue that I should be involved in and of great importance to me as a Luther student. Stepping aside and not dealing with the issue is not acceptable, and after attending this forum, I realize that these thoughtful reflections must turn to action.
I think that throughout our conversation, our group came to a few heavy conclusions about looking at difference. We realized that a lot of these misconceptions and subconscious fears of difference, whatever that difference may be are due to complete ignorance, or a lack of experience with those that are different. We talked about how we are afraid to branch out and leave our comfort zone. Many people are drawn to others that have similar traits, looks and interests. People have a struggle to feel accepted, and don’t want to be the one that stands out. We talked about how it is hard for all of us to come together, but once it happens, it seems as though it was never a real issue in the first place.
I think that these conversations at Luther are vital to the goals of a liberal arts education. In order to be well rounded, and truly understand each other, we must branch out, and really get to know each other. We sat down together as equal parties, and talked about how we feel about race, gender, culture, sexual orientation, and what we can do to bring about action. After talking to each other, it makes these events more personal, and gives you a stronger bond to help bring about change and understanding. I think it is important for all Luther students to not only understand each other, but to have the desire to understand each other, and try to embrace and learn from our differences.
I think that as a furture teacher, understanding difference is key to better reaching and teaching your students. In order to help them succeed, you must be able to understand their backgrounds, homes, cultures, and traditions, not just your own.
Here you can check out your own knowledge of diversity with this online quiz. it may put some things about diversity anequality into perspective for white teachers: http://www.edchange.org/multicultural/quiz/quiz1.htm

Decorah Parents Lecture

Like last week's lecture, I thought that this week's speakers brought some of the most vital tips and information to us future teachers. As a teacher, we decided that one of the biggest fears is the wrath of the parents. By talking with these three mothers and fathers, we were able to understand the frustrations and expectations that they have, and hear about what they feel works best.
Some key ideas that made them happy about their child's education were when there was a lot of communication between the parent, student, and teacher. I don't think that this idea can be made much more loud and clear. Communication can really be the big determining factor t make or break a new teacher. Along with this concept, the parents were pleased with teachers who were engaged with their students, brought current practice and research into the classroom, as well as creative new ideas.
Another thing that the parents stressed was to have high expectations for all students, regardless of their disabilities or special needs. It was hard to hear that some teachers had not given goals, or had given up on a students.
One thing that interested me was the comments made on the NCLB act. The main thing that they were concerned about was the fact that at conferences, all they were shown was graphs and numbers, which mean absolutely nothing to them. As a result, the parents noted lower turn out at parent teacher conferences. These measurable outcomes are not really at the individual level, and as parents, that is what they are concerned with. Even if a child is "at the top" of the charts, does it really give them any benefits in school? Tests do not show tools or ways to be equipped on how to meet the needs of the student.
One other aspect that was difficult to hear was the frustrations of the parents about how often they had to intervene and advocate for their child. These parents were not pushy, but very well educated, and it scares me to think about what fate a child might have if they did not have parents that fit this description, or parents with the time to help them out.
I think the most important idea that this lecture brought about is that as a teacher, we are responsible for someone else's child, their well being, education, and their future.
Around the country, the role of parents in education is gaining notice and support. In Maryland, parents who provide great support to their children for education can recieve bonuses, somewhat similar to the "Teacher of the Year" award. It goes to show how important the relationship of teacher and parent is in the education of a child.

Check out the article:http://www.edweek.org/login.html?source=http://www.edweek.org/ew/articles/2008/04/30/35parent.h27.html&destination=http://www.edweek.org/ew/articles/2008/04/30/35parent.h27.html&levelId=2100

Decorah Teachers Lecture

Yesterday in class, we were visited by three different teachers in the Decorah Public Schools. Remarkably, all three were fairly young teachers, and had all graduated from Luther. I think that this question and answer lecture was by far the most beneficial and applicable to us as not only education students, but most importantly as future teachers. We were able to ask them questions about how prepared they felt by the education program, things that they learned, aspects of the career that they did not expect, or wish they knew before. I took away some very interesting ideas from this experience.

One of the most vital pieces of advice that the three teachers had given was he idea of being a lifelong learner. They emphasized the aspect of always learning new things, ways of teaching, and new materials, and knowing that by doing this, you are not always going to change the world. In lifelong learning, and as a teacher, you will be making baby steps sometimes, and they are just as substantial as those giant leaps.

Another idea that they really pushed was the need for communication. They told about how you need to work well with all of your colleagues, even if you do not agree with them, or if you think that you won't ever need to work with them, in the future you probably will, and the students that you teach will have contact with them. They also said how it is important to eat and socialize in the teacher's lounge. it is important to have good relationships with other teachers and co-workers, and equally important to take time away from the stresses of teaching.

Another interesting thought that the three teachers toughed upon was their thoughts about No Child Left Behind. It seems like every lecture has to bring up this program, no matter what. The teachers told about how with NCLB a lot of time is taken for tests. They said that some things about NCLB were appropriate, like measuring students, but again, had some discrepancies. They were upset that children in kindergarten, first, and second grade now had to be taking standardized tests, and that time taken for testing was not necessarily "time well spent". In addition, they wondered weather these tests were an accurate demonstration of student's knowledge and learning.

The Board of Education Lecture

This past week our ED Psychology class was visited by two members of the Board of Education. It was very interesting to hear about the jobs and responsibilities of a board member, about their feelings concerning their roles, and especially their thoughts about the education system in Decorah. One major point that I took from the "question and answer" lecture was the fact that the school board has very little contact with the schools themselves, with the teachers, and with the students. The main responsibility of the school board is hiring the Superintendent, rather than defining goals for the curriculum, or certain standards for the schools to achieve. Our class asked many questions concerning the No Child Left Behind Act, and were given a different answer about the program than the Decorah principals had offered the week before. They explained that they felt that the laws were beneficial in a place like Decorah where there was little diversity and little poverty, and small amounts of students on free and reduced lunch. The school board member explained that he felt that the NCLB program somewhat helped the schools by putting goals and achievements in writing, but the system is somewhat flawed. He also explained that he thought test scores do not test everything about a student's current levels or knowledge, and that test scores are not the only defining factor of a highly qualified teacher. As a future teacher, I really appreciate hearing all viewpoints, and getting to look at all sides of the spectrum concerning the education system, especially NCLB.

Going Green!

Last week, I was able to attend the Paideia Texts and Issues Lecture Series. The theme is "Going Green: Sustaining a Just and Healthy Society". The lecture was given by professor Claude Mertzenich, and was entitled "Green Chemistry". The lecture focused mostly on the green initiative, about how "going green" has become a popular plan, with a range of social, economic, as well as political goals. On the chemistry side, Professor Mertzenich explained various technologies that chemists have been working on in order to help protect our environment, like learning to disinfect water with hydrogen peroxide instead of chlorine, or finding ways to help plants absorb nutrients in a healthy way.
The main concept that I took from this lecture, as a future teacher, is that life on Earth is precious. We are constantly gaining knowledge, and even though I will be out of school, I can still be learning everyday. As a teacher, I have an opportunity to promote awareness of "going green", and can effectively encourage students to take that initiative as well. I can incorporate many of these worthwhile environmental concepts into my classroom, and effectively help build a "green community" for future generations.

"High Stakes Community Schools" Debate

During this week for our Monday night lecture, our classes performed a mock debate. each of our discussion groups posed as a different viewpoint concerning the plans of the bipartisan act entitled No Child Left Behind (NCLB). In this certain case, our groups were presented with the various laws and new requirements that would be implemented into the education system and into the curriculum at the "High stakes Community Schools". After reflecting upon this debate, I noted a few key concepts concerning NCLB. This program affects many different subjects: teachers, a wide array of students, parents, community members, and business owners, just to name a few. The laws can have many idealistic outcomes, but can put a damper on many of these groups of people, especially low achieving students. NCLB is also a program that has many considerable outcomes, but also is far from perfect, one example being the requirement to keep students' grades in reflection of a bell shaped curve. Honestly, I think that our education system needs some serious attention and help, especially to be competitive, but I also find high value in many other social learning aspects that are not necessarily testable, but nonetheless important. As a future teacher, I must be aware of the future of NCLB, and learn to try and work with the system, but also voice my concern in order to make the program more efficient as well as applicable to my students.

Here's a link to more information on NCLB!
http://www.ed.gov/nclb/landing.jhtml

Lecture 9/22/08

In our lecture this week, our class was immersed with all the tests, requirements, paperwork, deadlines, and worst of all fees for the teacher education program at Luther. It was an incredible amount of information to listen to, and worst of all it just made my stress level go into overload. It was definitely a good lecture, as it informed our class about all the requirements and the official protocol that we must follow in order to become highly qualified teachers. It just seemed like quite a bit of unnecessary tests, and especially unnecessary fees for the program. Teachers are not the highest paid professionals, and it seems like a lot of money to ask of a college student who is working to better society with their gifts and abilities. Now, I am not educated about what the costs or if there even are fees for other programs or majors, but I would like to see comparatively what they are. I hope that the education programs nation wide can take a closer look at how they train their teachers, and look to see if teachers really need to pay $100 for a test they could take as a high school student.

Lions for Lambs

This week our class finished the video "Lions for Lambs". The film had a few different plot lines going on, but in the end, their stories finally intertwined. The plot line that I, as a future teacher, was most interested in was the one that involved a college professor and his young, bright, but unmotivated student. Throughout the student and teacher's conversation, many big ideas about what it really means to be a teacher came about. The student made a comment about the career of a teacher and stated, "Those who can't, teach." In defense, the professor explained to him that was definitely not the case, and offered an alternative answer. He explained that his life didn't lead him to teaching, that is just came to be that way. In any case, he explained that teaching was about recognizing someone else's potential, and pushing them in the right direction, and helping them to become the most successful. Although his answer is very valid and very true, there are many questions to be asked. Who decides what is successful? Doesn't everyone have potential? Who gets to be the ultimate judge over who gets a nudge to succeed? The teacher realizes in their conversation that even his ideas about teaching are not concrete. He talks about how his political science class inspired two students to join the army and fight in the War in Iraq. He was outraged and upset, but they thought that it was the right thing to do, and in their eyes, success. How far do you push a student? In order to challenge them and to work for true understanding, must you push students into the danger zone, or just let them coast through? Teaching is a process that continues to have its challenges everyday, and not everyone has the answers, the knowledge, or the reasons as to why the education system works the way it does. I can only hope that I can be able to push my students and provide them the opportunities that they deserve.

Here, you can check out a trailer for the movie: http://www.youtube.com/watch?v=n_V6ulwA0KE

My Blog

My name is Sarah Lundine and this is my blog. I am enrolled in the clas ED 220, Educational Psychology. I am interested in becoming a high school social studies and history teacher in the near future. I really value teaching and love working with teenagers. I know right know that teaching is the path I want to follow. I come from a family of teachers and both my parents happen to be teachers, so I know that it is an environment that I feel especially comfortable in. I cannot wait for the process to begin.