Here is a quick little venting session. I don't think some people realize that Music Majors know more about things other than music. Honestly, I know how wrestling and other sports work. I've seen my fair share of video games. I pay attention to politics. Why is it, that some people are under the impression that we are just music dorks and that thats what we do all day? Music isn't some "dorky" past-time. Music is another way to express feelings and emotions. It allows the audience to create their own story as they listen to the music, or; when given the story outline, can have another visual that the composer was envisioning while composing the piece. Music is a part of everyone's life in some way or another.
Also, I feel as though some people are under the impression that "us Music Majors have it easy". In high school I was the only string player. Not just high school, but k-12. I used to hear, "well getting a major in Music should be easy. You just have to play your instrument." Another thing I always heard from classmates was, "why do you always practice?" My response would be, "why do you practice everyday for football? What's the difference?"
I don't believe people really know how involved and time consuming becoming a Music Educator really is. We have an extremely heavy class/work load, rehearsals, lessons and on top of all of that, at least 2 hours of practice everyday (for instrumentalists that is). The credits for our music education k-12 minor is basically equivalent to that of a regular major. That's a lot of work. That is one of the reasons many people end up dropping their education minor and are just Music Majors. On top of that, there are the select few who are both Vocal AND Instrumental education majors. It will be a LOT of work, but I will graduate and do my student teaching in 9 semesters. Not only will I graduate from Luther with a Vocal and Instrumental Education Degree, but also a Sociology degree.
Wednesday, December 10, 2008
Michelle Rhee....."Can She Save Our Schools?"
Time Magazine: "Can She Save Our Schools?"
I guess I should consider myself lucky to have gone to a small public school in the middle of nowhere; away from gangs, violence, extreme poverty and away from the dangers and hardships of the urban city life. In Ed. Psych we were asked, "Would you be able to be a teacher in that district under her watch?" Many people would not; which is quite alright. I for one, want to be the best teacher I possibly can for students.
Quite recently I watched the movie "Lean On Me". If you haven't seen it yet, I highly recommend it. This movie reminds so much of the process that Rhee is taking. Get rid of the teachers and people who do not truly care about the students and are not helping the process. In Urban Schools, there is more disruption in classes. Some teachers have given up on the students. I think a big part of that is because they do not like the students. If you want your students you have to find something about them to like! How else are they going to respect you or even listen?! Another good movie to watch is "Freedom Writers" (or the book).
After watching these movies, and other "Inspirational Education Movies" I have been inspired even more to become an Educator. I am looking forward to what obstacles may come my way. Those obstacles may involve the situation facing the Washington D.C. public school district right now. More power to those who are trying to brighten the future of today's children.
I guess I should consider myself lucky to have gone to a small public school in the middle of nowhere; away from gangs, violence, extreme poverty and away from the dangers and hardships of the urban city life. In Ed. Psych we were asked, "Would you be able to be a teacher in that district under her watch?" Many people would not; which is quite alright. I for one, want to be the best teacher I possibly can for students.
Quite recently I watched the movie "Lean On Me". If you haven't seen it yet, I highly recommend it. This movie reminds so much of the process that Rhee is taking. Get rid of the teachers and people who do not truly care about the students and are not helping the process. In Urban Schools, there is more disruption in classes. Some teachers have given up on the students. I think a big part of that is because they do not like the students. If you want your students you have to find something about them to like! How else are they going to respect you or even listen?! Another good movie to watch is "Freedom Writers" (or the book).
After watching these movies, and other "Inspirational Education Movies" I have been inspired even more to become an Educator. I am looking forward to what obstacles may come my way. Those obstacles may involve the situation facing the Washington D.C. public school district right now. More power to those who are trying to brighten the future of today's children.
Monday, December 8, 2008
Oreos and Stickers
I went into my last Monday night seminar for Ed. Psych assuming it would be the same typical lecture over a different topic. To my surprise we did something else. The other class had us close our eyes and put stickers on our foreheads (blue, yellow and/or red). After we all opened our eyes were given instructions: 1) you cannot talk or use sign language of any sort. 2) find your group.
After a few minutes, everyone was in their color-coated group. Knick had the people with the blue stickers sit in the way back, the people with the red stickers sat in the middle (which included me), and the 3 people with yellow stickers sat in the front. About 60% of the people in the class were labeled with the blue stickers and 5 of us were in the middle. So as we all just sat there, Knick's students gave a presentation on the book "The Last Lecture" by Randy Pausch. At the end of their presentation, the people in back were criticized for talking throughout and were then asked to recall what was said in the presentation. Let me just say that the response was not that great.
Now, think of all of this again. How does this relate to the classroom? How do you give assigned seats? Are the students in the back of your classroom achieving as high of grades of those in the front? Are students disturbing the learning process for others around them? Do you just put students you don't really want to deal with all together? I thought this Monday night was a the best lecture yet. It really made me think and keep in mind that everything you do as a teacher really matters and will have some sort of outcome with the students.
Then, all of a sudden, Knick asked, "so how did you choose or know which groups to go into?" Someone stated, "well, we all went with the people who the same color of stickers." His reply was, "who ever said that you had to be in groups like that? Why not your regular discussion groups?" ~Good point!~ Have you realized that we all just assume something, usually because it is the "norm" for things.
Now think about how you or your teachers do or have done grading. What do you notice?....
(to be continued...)
After a few minutes, everyone was in their color-coated group. Knick had the people with the blue stickers sit in the way back, the people with the red stickers sat in the middle (which included me), and the 3 people with yellow stickers sat in the front. About 60% of the people in the class were labeled with the blue stickers and 5 of us were in the middle. So as we all just sat there, Knick's students gave a presentation on the book "The Last Lecture" by Randy Pausch. At the end of their presentation, the people in back were criticized for talking throughout and were then asked to recall what was said in the presentation. Let me just say that the response was not that great.
Now, think of all of this again. How does this relate to the classroom? How do you give assigned seats? Are the students in the back of your classroom achieving as high of grades of those in the front? Are students disturbing the learning process for others around them? Do you just put students you don't really want to deal with all together? I thought this Monday night was a the best lecture yet. It really made me think and keep in mind that everything you do as a teacher really matters and will have some sort of outcome with the students.
Then, all of a sudden, Knick asked, "so how did you choose or know which groups to go into?" Someone stated, "well, we all went with the people who the same color of stickers." His reply was, "who ever said that you had to be in groups like that? Why not your regular discussion groups?" ~Good point!~ Have you realized that we all just assume something, usually because it is the "norm" for things.
Now think about how you or your teachers do or have done grading. What do you notice?....
(to be continued...)
Thursday, December 4, 2008
Cooperative Learning...the hard way
Just recently in Ed. Psych we were assigned group projects. As a group we had to create an I-Movie book presentation. I have to say, this was one of the most stressful group projects I have had to create. Not only was there a lot involved in order to get all of the necessary requirements accomplished, but me and my fellow group members had extremely busy schedules.
During class we had been discussing "Cooperative learning". This project was a good example of the problems with this process. When you are working in a group on one large project, someone is almost always going to end up doing a larger portion of the work. I am not saying that it happens intentionally, but when you have several people with different ideas or ways of doing things, sometimes it is difficult to find that true compromise. The idea of cooperative learning is good, but I feel it is not always the best way to go about things. In the school setting; students need to be able to work together with other students, it helps building social skills and problem solving. It also helps students realize that it is okay to be both a leader and a follower.
During class we had been discussing "Cooperative learning". This project was a good example of the problems with this process. When you are working in a group on one large project, someone is almost always going to end up doing a larger portion of the work. I am not saying that it happens intentionally, but when you have several people with different ideas or ways of doing things, sometimes it is difficult to find that true compromise. The idea of cooperative learning is good, but I feel it is not always the best way to go about things. In the school setting; students need to be able to work together with other students, it helps building social skills and problem solving. It also helps students realize that it is okay to be both a leader and a follower.
My answer
So here's the thing. Every time my father and I start talking about school he always ends up asking the same questions and saying the same things. Through all of the questions that he asks, there is one in particular that frustrates me; "Why don't you just go to Grad. school right and get your masters? You're talented and smart enough." My response everytime, "that's just not what I want to do with my life right now". Why is it that he doesn't seem to accept that? I have a goal set up in my mind for my future. I will become a music teacher and I want to work in the public school system. K-12 is the most crucial time in a child's life. I want to be an influential person that a student can trust, respect and remember down the road. I'm not looking for fame or wealth, I'm just looking to make a positive difference in someone's life. Yes, down the road I plan on getting my master's and hopefully teaching at the Collegiate level, but until that time comes I am going to be wherever my heart tells me to be.
Friday, November 7, 2008
Parents Lecture
For another Monday night lecture, 3 guest parents came in for our panel. I went into lecture with the notion that all of their answers were going to be the same as all of the other guest panels. To my surprise they weren't.
There have been a couple of reoccuring questions. 1) What do you think makes a good teacher. 2) How do you feel about NCLB (no child left behind)?
As any parent, they overall felt that a good teacher is someone who is willing to help strategize on how to help a student succeed or learn something. As a parent, you just want whats best for your child. After discussing NCLB with fellow class members, many of us have had a rather negative view on the Act. I was a little shocked to hear other teachers, board members and other administrators supporting NCLB. Finally, the group of parents were the ones who opposed the Act. They went on to explain how they could see "all of the data" being beneficial to the teachers and schools, but what did it show about their own children?? Keep in mind, two of these parents happen to be teachers (or were). How is NCLB and the data really beneficial to their children? I had been wondering whether the other panels were just defending NCLB to try justifying it. But in all honesty I could see how several years of data could prove to be worthwhile for them, but then again; it does nothing for the students during the time those tests are taken.
There have been a couple of reoccuring questions. 1) What do you think makes a good teacher. 2) How do you feel about NCLB (no child left behind)?
As any parent, they overall felt that a good teacher is someone who is willing to help strategize on how to help a student succeed or learn something. As a parent, you just want whats best for your child. After discussing NCLB with fellow class members, many of us have had a rather negative view on the Act. I was a little shocked to hear other teachers, board members and other administrators supporting NCLB. Finally, the group of parents were the ones who opposed the Act. They went on to explain how they could see "all of the data" being beneficial to the teachers and schools, but what did it show about their own children?? Keep in mind, two of these parents happen to be teachers (or were). How is NCLB and the data really beneficial to their children? I had been wondering whether the other panels were just defending NCLB to try justifying it. But in all honesty I could see how several years of data could prove to be worthwhile for them, but then again; it does nothing for the students during the time those tests are taken.
Three Cups of Tea
Our Book: Three Cups of Tea
This is a truly inspiring book about one man's mission. This man is Greg Mortenson. His original goal was to climb to the top of the K2 mountain in Pakistan to honor his dead sister, Christa, by planting her necklace at the top. Because he was so physically and emotionally drained from this treacherous expedition, he was unable to complete this goal. On his way down he came across the village of Korphe, thinking it was a different village. It was there that his mission and goal changed. After being treated with nothing but kindness and hospitality, Greg went outside one morning to see the shocking sight of the village's school; if you could even call it that. Imagining stepping outside to see children sitting in the cold and drawing in the dirt. This was their school. This was the education they had. Greg was in awe at the sight of how determined these children were to learn. It was then that he decided he would find a way to fundraise enough money to build a school for the village. After several long and trying years him and the CAI (Central Asia Institute; funded initially by Jean Hoerni), have built more than 60 schools in the Middle East. Through his efforts and the efforts of hundreds of supporters, over 24,000 boys and girls have been given an education.
KIPP Academy
60 Minutes - KIPP Academy
I find this program amazing! It really shows that there really are kids out there who want to learn and succeed and will do anything for that privilege. There are too many students into the United States (and elsewhere) who take education for granted. I think the KIPP Academy is an excellent idea. In fact, I wish there were more schools and programs in the United States that operated the way they do. I feel that the best way to keep peace and lower poverty rates, is if you have an more educated society. Seeing the teachers in the Academy working how they do, with the strict policies and structure, I am inspired to try reaching out even more to the underprivileged students. I fully support the KIPP Academy's efforts.
I find this program amazing! It really shows that there really are kids out there who want to learn and succeed and will do anything for that privilege. There are too many students into the United States (and elsewhere) who take education for granted. I think the KIPP Academy is an excellent idea. In fact, I wish there were more schools and programs in the United States that operated the way they do. I feel that the best way to keep peace and lower poverty rates, is if you have an more educated society. Seeing the teachers in the Academy working how they do, with the strict policies and structure, I am inspired to try reaching out even more to the underprivileged students. I fully support the KIPP Academy's efforts.
Observing in Galena
During spring break of '08 I went into Galena to observe the Elementary General Music classes. The teacher there is a Luther Alum. and also my old babysitter. :-) I was so excited to see her and ask her about her Luther experience and talk about some of the professors we both had, etc. The first thing that I noticed when I got there was the design and setup of the school. It was built during the 70's, if that gives you any clues to this unique building. Not really? Okay, so this school is built in the round. Meaning...there really aren't any hallways or walls in the school. The only cement blocked walls are the outside structure and the gymnasium and music room. The music room is right off of the gym, which is also the lunch room. The classrooms are all seperated by those office cubical walls. In order to get to another classroom you basically go through another class. I believe the idea was to help create more of a unified school. Instead, you hear what is going on in the other classes. The students and teachers are used to, but I think you can see where a problem can occasionally occur.
As classes began, I realized that there was quite a high minority rate. Not only that, but several of the younger hispanic students didn't even speak English. Some families sent their children to school with no English, figuring they would pick it up on their own, which they did. It was interesting, however; to see my old babysitter doing the lessons and some of the songs in both English and occasionally some Spanish. She was able to incorporate so many hidden musical concepts in her competencies. I learned so much from her in that one day. I am reassured in the Luther Ed. department because I can see how much she has learned and what she is able to do with her students. It's more reassuring knowing that her and I are so much alike, I know what to look forward to in my future.
As classes began, I realized that there was quite a high minority rate. Not only that, but several of the younger hispanic students didn't even speak English. Some families sent their children to school with no English, figuring they would pick it up on their own, which they did. It was interesting, however; to see my old babysitter doing the lessons and some of the songs in both English and occasionally some Spanish. She was able to incorporate so many hidden musical concepts in her competencies. I learned so much from her in that one day. I am reassured in the Luther Ed. department because I can see how much she has learned and what she is able to do with her students. It's more reassuring knowing that her and I are so much alike, I know what to look forward to in my future.
Faster Reader Lecture
Usually my weekday evenings are pretty booked. But in order to fulfill and "lecture" requirement for my Ed. Psych class, I skipped out on one of my many evening music commitments (don't tell anyone). ;-) I'm glad I did.
A guest speaker came in to help all of us learn how to read faster. It was quite interesting and a really easy process. All you have to do is read for a minute, stop, and then mark your ending spot. Count how many lines you read. Go back to the beginning and skim/read through the stuff you just read as fast as you can. While you are doing this part of the reading make sure to use your finger to follow. You don't have to worry about retaining anything, just keep your eyes moving. Do this for a minute. Mark that spot as well. Usually you are now twice as far as you were the first time. Count how many lines you read again. Now skip to the next paragraph and, using your finger to follow, read as fast as you can. The whole time he kept reminding us to keep our eyes moving forward. A lot of times your eyes pause while reading. Think about it when you are reading next (or during this blog) and pay attention to your eyes. Are they moving continuously? Needless to say, my reading speed nearly doubled. This is something that you have to practice in order for it to become habitual and natural.
A guest speaker came in to help all of us learn how to read faster. It was quite interesting and a really easy process. All you have to do is read for a minute, stop, and then mark your ending spot. Count how many lines you read. Go back to the beginning and skim/read through the stuff you just read as fast as you can. While you are doing this part of the reading make sure to use your finger to follow. You don't have to worry about retaining anything, just keep your eyes moving. Do this for a minute. Mark that spot as well. Usually you are now twice as far as you were the first time. Count how many lines you read again. Now skip to the next paragraph and, using your finger to follow, read as fast as you can. The whole time he kept reminding us to keep our eyes moving forward. A lot of times your eyes pause while reading. Think about it when you are reading next (or during this blog) and pay attention to your eyes. Are they moving continuously? Needless to say, my reading speed nearly doubled. This is something that you have to practice in order for it to become habitual and natural.
Wednesday, September 10, 2008
What Frustrates Me...
It's frustrating to observe a teacher who gets mad at students for getting "out of hand" and goofing off. It's only frustrating when the teacher first allows the students to become off subject. The teacher then joins in on the conversation that has nothing to do with school or the subject. What becomes frustrating about this is when the teacher realizes it and yells at the students for talking or not paying attention.
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