https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf Models of Teaching en-us 2021-05-15 13:13:37 UTC 2021-06-17 14:36:43 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/302736719/cff0f1ab9487218ebb6e2145fdd69f3c/PNG_image_36ECEB689BBD_1.png rachellambeth https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1527112859 Educational Stereotypes
          Educational stereotypes are prevalent in our society, and I've heard them all. When I vent about not being able to take a cheap holiday with my friends, I'm told, "You only work nine months, so you shouldn't complain." When I comment on my salary, I hear, "Well if you divide that by nine, then it's a lot of money." My favorite is, "Oh, teaching is just babysitting."
          I'm the first teacher in my family, and the second person to go to college. No one understood why I chose teaching, and a lot of those stereotypical comments were made by the people closest to me. At first, I got upset and engaged in an argument to defend my profession. As I grew as a teacher and an adult, I realized that arguing wasn't helping anyone understand how myself and other teachers feel. It wasn't helping them see my profession as a real profession. Next time I heard a stereotypical comment, I asked, "Why do you think that?" The offender couldn't explain their reasoning, so I took the opportunity to counter the claim with evidence from my own experiences as a teacher.
          My response to teacher stereotypes is to teach. I don't yell or argue. I educate with facts. Now that the people in my life are more aware of teaching and hear about the struggles and triumphs, they are much more understanding and less likely to make comments that demean teaching.

New Media and Stereotypes
          New media is a double-edged sword. On one hand, it opens the eyes of people watching who may not have experiences with the teaching profession. On the other hand, it gives people the opportunity to insert themselves and their opinions into situations that they normally wouldn't. People love to debate, and they are more willing to say what they feel behind a keyboard. For example, Tik Tok has a huge teacher group, both creating content and just watching. It is a good way to share information with the world and extend their awareness of what is going on in different places around the globe. I've seen both the positive and negative sides of posting online.
          I think it is good to show what is actually happening in classrooms. Sharing some of what teachers and students experience in a day shatters misconceptions people have about teaching. The world is allowed to see the good and the bad, the tears and the laughter. It is harder to ignore what you are seeing with your own eyes, and being confronted with it makes it feel more real. Opening your small world to a bigger pool of people has its pros and cons. How teachers respond to it, is what will shape future opinions.

Students and Social Media
          One of the biggest challenges we face with children and social media deals with their social/emotional development. Children are maturing faster than ever because of the prevalence of social media. They are being exposed to so much on a daily basis, some of which they don't really understand. Is it better for children to be censored or to be exposed to everything? As teachers, we don't get to make those decisions. We have to decide how to teacher students from both sides.
          Some parents take a more active roll in controlling what their children are exposed to. Others allow their children to see the world as it is posted to the internet. The challenge for teachers is to teach without overstepping. For example, my third grade students are very interested in the Black Lives Matter Movement. Any time we have a lesson or unit on culture or people, they tie it back to George Floyd and BLM. I always start the conversation by reviewing our discussion and debate rules. Then I guide the conversation by asking questions about what they have heard or seen and how they feel. If a student is unsure, then we listen to other classmates and research to form an opinion. Throughout the lesson, we make connections to other civil rights movements and talk about the similarities and differences. 
As teachers, we have to determine if the subject of inquiry is appropriate and beneficial to their growth. The first thing I teach my students is that you can't always believe what you hear or see on the internet. Media can be beneficial to education when students are taught how to use it properly. When they are taught the difference between fat and opinions and how to determine the validity of a source, they can use media to build knowledge and form strong beliefs.

]]> 2021-05-15 14:27:18 UTC https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1527112859 rachellambeth https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1540560845           Ginny Townsend's teaching approach is well thought out, organized, and effective. Good lessons encourage students to think and investigate for themselves. From start to finish, Ms. Townsend pushed her students to think and engage with the world around them.
          Starting a lesson by identifying gaps in student knowledge will help teachers decide where to begin. Ms. Townsend's class needed to build background knowledge before moving to the actual lesson. Her idea to investigate the real world was an effective way to engage her students. Students retain more vocabulary when it is incorporated into every day life rather than just studying a list of words.
           Another great engagement strategy is incorporating a variety of media types throughout the lesson. Students learn in many different ways, so by including both digital and print for student work and responses, Ms. Townsend is giving her students the chance to absorb as much knowledge as possible. Using various media types is beneficial because it uses many learning styles, provides more resources for English Language Learners, and exposes students to things they may have never used or seen before. 
           Being able to use a variety of media types such as, Microsoft Office and Google Suite will benefit students in the long run. COVID-19 opened my eyes to the lack of technology my students were used to. Teachers have had to teach their normal lessons while also teaching students how to navigate all of the new technology to be successful during the pandemic. Having students be comfortable and well-versed in technology will cut out a lot of stress if we are ever in a situation like this again.
           Presenting student work is a great way for teachers to determine mastery of the topic. Teaching is the highest level of learning. Teachers can take note of how students are demonstrating and sharing their project. Are they able to answer questions from peers, or are they just reading from the slides? Students that are listening to the presentation benefit by hearing alternative ideas. They have the chance to hear ideas that they may not have thought of.
          Overall, Ms. Townsend's lesson demonstrates a variety of methods to foster student engagement, inquiry, and learning. Her students are given many opportunities to express their creativity while completing the project. All levels of students can be successful with this lesson by using the strategies included in the lesson.
My classroom incorporates a variety of digital resources. My students have been exposed to search engines, online dictionaries, blogs, and digital classrooms. Because of COVID-19, my district adopted a lot of new technology such as, Google Suite and Canvas to assist students this year. We have been able to use them to collaborate and learn together while socially distancing and staying safe. Scaffolding learning is easier than ever with access to so many digital resources. ]]> 2021-05-19 17:08:35 UTC https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1540560845 rachellambeth https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1568335426 1.      As a student, group projects were the bane of my existence. In my younger years, teachers assigned groups and gave everyone the same grade. I am an independent, organized worker, and I enjoy being ahead. My work is done early, and I do my best to make it as close to perfect as possible. Often, my groupmates were not on the same page. Not only did I have to worry about completing the assignment, but I also had to worry about my group. The projects always went one of two ways: I fought to get the group to do their part and finally ended up doing it myself, or I just went ahead and did it myself.
          As an adult and teacher, I can see the benefits of group projects. Assigning students to groups is a great way to help struggling learners and give more advanced students an opportunity to share their knowledge. Teachers have to be careful not to allow the project to become a source of stress for students. The point of the project is to learn and work collaboratively, but students like me are focusing half of their energy on wrangling a group.
          One solution to this problem is to let students choose their own partners. Teachers can adjust groups as needed due to behavior and/or level. For example, I let my students choose one person to work with. Then I combine the pairs to make a whole group. That way they have choice, and I can make sure the learning levels are mixed. This has worked so well in my classes. Students are more comfortable and confident, and everyone is working with someone that can help them.

2.        Using the Role Play model in class can be a valuable tool. It can help build student's sense of self and awaken knowledge of social values. Students today are exposed to much more than any other generation. The inclusion of technology in society has brought all of the good, bad, and ugly into the light. My third graders are very aware of society and what is happening. There were many discussions about George Floyd and the Black Lives Matter movement in class this year. My job as the teacher is to guide students towards finding the answers to their questions. Doing that without imparting my own opinions can be difficult. Using the Role Play model would be a great way to ensure my students are forming their own opinions.
          Starting a lesson with a question puts students into a thinking/inquiry headspace. They automatically start trying to answer the question asked or looking to others to help them find the answer. As long as the expectations for debate and discussions are frontloaded, then most students will be successful with this model. I teach English Language Learners, so I would start by projecting the question on the board and reading it out loud. We decode the sentence and look at what it is really asking by using colored markers to underline and circle important bits. When students have a grasp of the question, I allow them to quietly discuss with one peer. After a few minutes, the pairs get together with another pair and forma group. Finally, we come back to a whole class and share/discuss their ideas and opinions before students complete a written exit ticket to turn in. Teaching the discussion skill was a lot of work and difficult at times, but by the end of the year, my students were able to have respectful, educational discussions.
These discussions are necessary and valuable to a student's growth, but they can become detrimental if not monitored correctly. When discussing hard topics like BLM and George Floyd, I always start the discussion with a reminder of our expectations. During the discussion, I act as the moderator and choose students to speak. Third grade is in a weird place. They are still young, but they are more aware of the world around them. They need to be able to talk about what they observe so that they can learn how to process any number of social situations. Using the Role Play model is helpful in bringing emotions and feelings to the front. Once students recognize how they feel, then the discussion on why they feel that way and what can be done to change it can begin.
          Assessment grades for discussions are taken using a checklist. What students are actively listening and/or speaking? What students are able to share and respond with others? Are they speaking in complete sentences and using correct grammar? Students receive a grade for knowledge of the topic, one for speaking and language, and one for participation. That way my ELL students have a chance to succeed even if they can't speak or write fluently yet. While students are discussing, I move around the room with my checklist, making notes and helping/redirecting when necessary. I'm needed more at the beginning of the year, but by the end, I'm mostly silent during the assignment.]]> 2021-05-28 12:54:29 UTC https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1568335426 rachellambeth https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1583417091           Distance learning has been a challenge for us all this year. My district adopted an at home learning plan to manage students and maximize their learning. Some of the important details include rules about switching from traditional to virtual learning, attendance, assignments, and technology requirements. Although there were many policies put into place to ensure student learning and success, it was largely unsuccessful. Elementary students are not responsible enough to learn at home, and our school population does not consist of parents that can stay home and help students in class.
          Luckily, my district was able to purchase Chromebooks for every student in the district and hot spots for those in need. The platform used for online classrooms differed depending on the grade level. Pre-K-2nd grade used a hybrid of Canvas and SeeSaw to have students turn in assignments and complete tests, and grades three through 12 used Canvas exclusively. Students logged in to Google Meet to have live lessons with the teacher daily. We also utilized Brainpop, Discovery Ed, Khan Academy, Education Galaxy, and many more educational programs. The variety of online learning tools was beneficial to my students in particular. The bright colors, videos, song, pictures, and simplified language helped my ELL and SPED students learn and make growth this year. Higher level learners also had an opportunity to complete more difficult tasks of the same lessons so that they were not bored. Technology can be a great help for students, but it can also be detrimental when used exclusively.
          The strict attendance policy and assignments were supposed to insure that virtual students were learning at the same rate as traditional students, but it was largely unsuccessful. Children today are trained in technology from a young age, so they are fully aware of how to cheat the system. Despite all of the attendance policies, students were still able to attain attendance credit without being present in class. Teachers were struggling just to get students to sit and listen to the lesson and not log out of class early, that there was not as much teaching going on. For example, my teaching partner taught online only students. She spent most of her year emailing parents and working with students to get work turned in. When she was teaching, students were logging out of class or muting their computers to watch TV and play video games. Other students were tasked with taking care of siblings while parents were at work. Virtual learning might work at the high school and college levels, but it is not effective in elementary and middle school. Some students were successful with distance learning. There were a couple of students in my grade level that were traditional and switched to virtual. They were much more successful as virtual learners. Virtual learning requires a lot of responsibility on the student's and parents's part. 
          My traditional students showed a lot of growth and performed the highest on district tests. We used a mix of online and traditional tools of learning and collaboration. Students collaborated with partners from a safe distance or went outside. Small groups were conducted using Google Meet instead of small group tables. Students turned in assignments on Canvas to limit the paper used and germs spread. We practiced using both paper and Kami to solve problems and show work in math, and used paper for writing.
           In my opinion, the methods and programs put into place should have been successful and would have if there was more at home support. Most elementary school students are not responsible enough to learn online. It's easy to get yourself dressed and go to school where you sit in the building and do what your teacher tells you to. It is much different when you are at home alone or just with siblings with no one telling you it is time for class. 
          Distance learning was useful in a pinch when we were stuck in quarantine. It is not something that should be used all the time. There is such a push to use more and more technology, but when it is too much? Parents talk about screen time and limiting how much time children spend on tablets and phones, but no one was worried about that when it was time to go back to school. Children need more than a screen and the internet. They need to be up, moving around, and interacting with the world around them. I worry that districts will try to keep distance learning in schools, and I worry about the long term affects on the students whose parents choose that path.]]> 2021-06-03 18:38:50 UTC https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1583417091 rachellambeth https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1601894355           Explicit and direct instruction can both have an impact on student achievement when utilized properly. While explicit instruction is recommended by researchers, I've found that direct instruction is extremely effective for ELLs, SPED, and other struggling learners. My district formats all curriculum using an explicit model with room to adjust to a direct model when necessary.
          Explicit instruction has three steps of teaching: modeling, explaining, and application and practice. When learning new skills and teaching reading strategies, explicit instruction is the place to start. Reading is best taught using a holistic approach, where students practice using different texts over a longer period of time. Texts can be adjusted based on individual student reading level, and teachers can choose from a variety of genres. Comparing and contrasting the skill across genres is an effective way of reinforcing learned skills. Meta-cognition is a natural consequence of explicit instruction. Because explicit instruction relies heavily on students taking an active role in learning, meta-cognition comes along naturally. When utilized correctly, students will begin to ask questions and inquire on their own about a topic. My students learned to research before asking me for help. We practiced how to research responsibly using various digital resources. By the end of the year, students were finding answers to their questions and sharing with peers without being reminded. My job is done well when the classroom being to run itself and I am able to take a more facilitative role. While explicit instruction is effective for the most part, there are times when students respond better using a more direct approach.
          Direct instruction is similar to explicit instruction, but direct instruction has more steps and allows for extra practice to help struggling learners. The steps of direct instruction are orientation, presentation, structured practice, guided practice, and independent practice. This method is heavily guided by the teacher in the beginning to catch and correct misconceptions and mistakes. My ELLs and struggling learners have responded well to direct instruction. Everyone is taught using explicit instruction to begin. Direct instruction is used for small groups and reteaching. Having a heavily structured approach has proven effective by showing students have grown and/or achieved expectations on district and state tests.
          Media has its place in instruction and education, but it cannot take the place of traditional school. Students learn much more than just reading and math skills in school. They are taught social skills such as, collaboration, interpersonal relationships, responsibility, and other such skills. Students cannot master a skill on his or her own. True mastery is demonstrated by the ability to teach others. Students in traditional school are afforded the opportunity to work and collaborate with peers. This helps correct mistakes and reinforce mastered skills. Even having live lessons via Google Meets did not help students achieve their highest potential. While students can still follow teacher modeling and practice, teachers are unable to see every step of student work. They are not able to catch mistakes as they happen, which causes students to ingratiate said mistakes into their brains. Then it takes longer to unlearn the misconception and learn the correct skill.
          Digital classrooms and online only learning is becoming more prevalent, because of the increased use and availability of technology. Many students, my cousins and sister included, have transferred to online learning programs. Often, this is because of struggles in traditional classrooms. My sister was successful in online school, but my cousins have not been. Online school requires a level of responsibility that many students do not have until later high school or college. Digital classrooms look to completion of tasks as success without really knowing whether students understand the skill. Teachers in traditional classrooms are easily able to see mistakes and correct them before they become a problem. Digital classrooms would not be so sought out if students had not been let down by the traditional structure.
Teaching and learning are so developmental, and teachers must constantly adjust methods and expectations to help all students. The way one group of students is taught can change from year to year and month to month. Migratory populations can create challenges for teachers by requiring them to change teaching methods at the drop of a hat. Effective teachers are able and willing to change and stay flexible so that no student is left behind. This does not mean that all students will show achievement, but it will ensure growth and progress that can be continued the next year. 
          ]]> 2021-06-11 20:34:54 UTC https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1601894355 rachellambeth https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1612323030 1.       Vygotsky's Zone of Proximal Development teaches us a student's current learning level, what is too easy, and what is too difficult. We are taught that teaching students a little above what they can do on their own but before they reach their frustration level is the sweet spot of learning. Students learning in this zone will absorb more information and show more growth. The ZPD is still relevant today, despite how learners and education has changed.
          Scaffolding learning for all learners is so important, even when they are learning from home. The basic meaning of scaffolding is to take learning step by step and go as slow and fast as students need, but this looks very different than it did even five years ago. When I first started teaching, I taught small groups and stretched lessons out longer for struggling learners and gave research projects to higher learners. It was much easier to keep track of each student's level and progress, because they were in class every day. This year, students were in and out of class for various periods of time. Some were virtual for weeks before coming back to class, and I was quarantined at home for a week. Adjusting my teaching in response to this was difficult but not impossible.
          As stated in a previous post, my district provided a wide variety of resources to help distance learning go smoothly. I started the year by using my normal resources for teaching and began adjusting for each student as needed. The internet was my best friend this year. I was able to let my higher learners have more freedom to explore and research while helping the struggling learners. Resources like computer games, Discovery Ed, and Kami enabled me to support all of my learners. There was a lot of juggling, and I sometimes felt like my classroom was a circus, but we made it, and almost all of my students passed our state test and met grade level standards.

2.        Teaching is a profession where you have to evolve and grow constantly. Being flexible and open to learning is the basis of being a good teacher. Growing up, I had a lot of teachers that pulled lessons out of a file folder that they made 20 years ago. Sometimes these lessons work in the classroom, but more often than not, they have little to no relevance in the classroom today. Yes, teachers should be comfortable in their position, but when we become too comfortable, we lose sight of the ultimate goal: helping all students reach their full potential. Teaching and students change every year. Small adjustments are normal from year to year, and bigger changes happen every few years. 
          We are used to schools and districts throwing new curriculums and programs at us. The best way to ensure you don't get too comfortable and stop learning is to keep an open mind and try the new things. The best teachers are life long learners. I enjoy going to professional development for new programs to glean information and take what I can to help my students. Because the population of students and their needs change so quickly, my teaching methods change quickly as well. Having an arsenal of tools at my fingertips is so helpful. Humans typically don't like change, teachers even less. We are often perfectionists, so we want to stick to the methods that we know and are good at. Jumping into something new can be scary and uncomfortable. Teachers are also very quick to bounce back and assimilate to new things.]]> 2021-06-17 14:06:14 UTC https://padlet.com/rachellambeth/pqhx1u8h8n7ev7pf/wish/1612323030