Finish Line

Here we are coming up to the Finish Line....the last few weeks of Adult Education class.

I feel like I am in the rapids of our White-Water trip (see my previous blog entry) and I'm am being tossed around....I feel banged up.....I feel like I'm not going to make it....I am second guessing every thought, decision, assignment, grade received, feedback, and my final project.  Even though I feel like I have a life jacket, friends by my side going through it with me (classmates), and a guide (our instructor) that I don't feel like I'm going to make it to calmer waters.

I can see the Finish Line.....I just don't know if I can make it there.  I deeply want to take time to process, to think things through, to come up with a plan....but rapids don't allow me that kind of time and that kind of processing. I have to push ahead....trust those around me and especially my guide.

Three weeks feels like a lifetime......wish me luck! (feel free to send me some prayers and encouragement too)

White Water Rafting

White-Water Rafting

What do white-water rafting and teaching have in common?  Not much was my first thought but after I read through Chapter 1 of our textbook I began to see the connection. 

As Snoopy & Woodstock's eyes in the YouTube video show us we don't see everything that is in front of us, around us, or behind us and then BOOM! There is the light and the next set of rapids are dead ahead! 

Then the waterfalls.; the moments where I hold my breath and hope that I won’t crash before the raft hits the bottom of the fall.  Snoopy & Woodstock float through the falls while others scream, crash, and splash out of the waterfall. 

Finally, the moment where the finish line (end of class) are just ahead and BAM! Boredom hits!  Boredom teaching the same thing day after day to the same group that does the same thing day after day.  As Charlie Brown and his group near the finish line it should be smooth sailing but the same happens to them….BAM! Men overboard.  The girls must go back and save them.  Once again regrouped Charlie Brown and rafters return to the finish line.  

Holding on, adjusting ourselves in our rafts (chairs), faking it until we make it, and regrouping is what white water rafting and teaching have in common. 

I have a level of excitement for each new class, each new semester, and each new year.  It is similar to the adrenaline rush I get when a trauma comes into the Emergency Department (ED) that requires me to take a series of radiographs.  The thoughts that run through my mind are:  can I handle this? Am I prepared?  Will they appreciate what I am doing?  Do I have everything I need?  Can I get everything accomplished in the time allotted? What will they learn from me?  Will I prepare them for what they need? Etc.

Problems that I have faced as an x-ray technologist are similar to those I have faced as an instructor, the environments are different, but the problems, solutions, failures, and successes are all drawn from the same well:  my experiences before this current moment.  I draw on each profession to help me through the white water rapids of teaching. 

One rapid on the white-water rafting trip that I have been faced with is teaching people that I know.  I always fear if I measure up to their perceptions of me, will I fail them, what will they say about me after our time together is complete?  I have intellectually learned that I cannot control what others feel about me after our time together but it never takes away the fear or concern I have about my character after our time together is done. For example:  when I teach a student whose parents I know personally or professionally I worry that the student and my personalities will clash, there will be disciplinary problems, or that the student will get upset with me and then the parents will try to get other parents to get rid of me.  Yet, I would not want to divulge this fear to anyone, especially the students that I teach. 

Another moment is the fall from the waterfall on the white-water rafting trip called teaching I have faced is the moment of silence.  That awkward moment after I pose the question, allow ample time for reflection and then nothing but………………………..S.I.L.E.N.C.E.  My mind rushes through a series of thoughts, questions, and solutions but I feel helpless.  I feel that the students, along for the white-water raft ride, feel the same way too.  What do we do?  What do I do?  Do I step in?  Do I call on someone?  Do I allow the same student to offer and answer like she does every class at this very moment?  Do I move on to the next question or lecture point?  Each time this moment happens I feel panic.  I hate this feeling.  I feel like I should have been prepared for this because I have been on this ride before.  Yet, here I am again……falling…..down the waterfall…..into S.I.L.E.N.C.E.    I don't want anyone to know that I struggle with this as a teacher.  I want my students, parents, and colleagues to believe that I have it all handled. I fake it until I make it.

The smooth sailing portion of the white-water rafting trip is the final few weeks before the semester is over.  I am ready to be done teaching and the students are bored with the same routine that they once were grateful for two months ago.  I find this to be a teaching dilemma that will always be present in my teaching career and one that I will probably take to my grave with no solution.  How can this be?  Surely there is an answer to mix things up.  I don't want to admit that I am bored with something that I love so much such as teaching.  I wouldn't want the students to say that they are bored with me.  I would be hurt.  They would be upset to know that I was just as bored as they are in class.  How do I shake things up without throwing anyone overboard like Charlie Brown and the guys did in the YouTube video?  Is that what is needed?  Maybe I do need to throw a few people overboard?  Maybe I need to jump overboard?  This moment in teaching requires regrouping.

As I compare teaching to white-water rafting I agree that there are similarities between the two.  I have to accept that there will be teaching dilemmas that I may never have the answer to and that I will take to my grave.  The rapids, waterfalls, and smooth-sailing moments present opportunities to hold on, adjust ourselves in our rafts (chairs), fake it until we make it, and regroup is what white water rafting and teaching have in common. 

Below I have included a letter that an Anonymous Teacher shared about teaching dilemmas……Enjoy!

A TEACHER'S DILEMMA

Let me see if I've got this straight.

You want me to go into a schoolroom full of kids, and fill their every waking moment with a sense of being nurtured, and a love for learning.

Not only that...I'm to instill a sense of pride in their ethnicity, modify their disruptive behavior and observe them for signs of abuse, drugs, and T-shirt messages, all while television is teaching them that sexual perversion is okay, and killing people is cool.

I am to fight the war on drugs and sexually transmitted diseases, check their backpacks for weapons, and raise their self-esteem, without damaging their fragile egos by telling them that such behavior is wrong.

I'm to teach them patriotism, good citizenship, sportsmanship and fair play, while answering their snickering questions about how it is okay for politicians to subvert the Constitution, take illegal campaign contributions, molest women and bomb innocent people to death, just to divert the media's attention from certain unlawful political behavior.

I'm supposed to tell them how and where to register to vote, how to balance a checkbook and how to apply for a job, even if I know they are in this country illegally.

I am supposed to check their heads occasionally for lice, maintain a safe environment, recognize signs of potential antisocial behavior, and provide them the sound advice and guidance that used to come from their parents and pastor. I am to be held responsible for deciding who might be potentially dangerous and/or liable to commit crimes in school, and I can be sent to jail for not mentioning these suspicions to those in authority.

I'm supposed to instill the idea in them that respect for cultural diversity means being a clone in dress, achievement and political philosophy, and that it is wrong to excel over others or be different by working harder or being innovative. In short, that individuality and personal liberty are bad things. I'm to write letters of recommendation for student employment and scholarships, and, oh yes, to teach them the three R's, in two languages, always making sure to equally distribute my attention according to sex, race and ethnicity.

I'm to demonstrate my school spirit by sponsoring the cheerleaders or some other collateral class activity, and after school I am to attend committee and faculty meetings and participate in staff development training in order to maintain my current certification and employment status.

I'm required by my contract to be working on my own time, at my own expense, summers and evenings, towards advanced certification and a master's degree, so that the school I work for can maintain its accreditation and reputation, and continue to receive federal dollars.

I am to collect personal data on students and their families, and maintain all records to support and document our progress in the state-mandated program to "assess and upgrade educational excellence in the public schools."

I am to be a paragon of morality, larger than life, such that my very presence will awe my students into being obedient and respectful of authority. I am to pledge allegiance to supporting family values, a return to the basics, and loyalty to the National Teachers Union and the current political administration, even though they and their "progressive" entertainment and media friends demonstrate none of these virtues.

I am to take time away from teaching the basics to incorporate Internet technology into their learning, but I'm to monitor all Web sites for appropriate content, while at the same time providing a personal one-on-one relationship with each student.

I am to make sure ALL students pass all classes, and state- and federally mandated tests, whether or not they attend school on a regular basis, cooperate with me, or complete any of the work I assign them. I am to communicate frequently with each student's parents by letter, phone, newsletter and grade card.

I'm to accomplish all these duties with just a piece of chalk, a computer, a few books and a bulletin board, in a 50 minute class, while exuding a friendly, nonthreatening smile, on a starting salary that qualifies my family for food stamps in many states.

I'm to remain loyal in all ways, never breaking ranks or disparaging anyone's agenda , even though I have to sign this lament as "anonymous" in order to protect my job and my future.

Is that all?

And you expect me to do all of this without praying, or without being able to seek help and guidance from my Bible?

Anonymous

Tough Decisions

Tough Decisions Sign

Tough Decision

The Decision Making Process

We are all faced with making decisions in our lives.  We make decisions that are immediately necessary:  driving, emergencies, and work.  We make decisions that require more thought than instinct:  school, lifestyle, and career choices. 

The contemplation or impulsive responses we chose come from experiences, beliefs, and knowing oneself.  The later being the most important because if we do not know our likes and dislikes then we will be prone to making poor decisions for ourselves. 

Once we understand what we like and what we do not then we can move forward toward the decision making process as I have outlined below.

Step 1:  Define the Decision Clearly

Going back to college to complete Masters Degree while working, being married, and raising teenagers

Step 2:  Consider All the Possible Choices

Online Degree

Accelerated Online Degree

Wait and complete Masters Degree

Step 3:  Gather All Relevant Information and Evaluate the Pros and Cons of Each Possible Choice

Possible Choices	Pros	Cons
Online Degree	No in-class time Complete assignments when I have time More flexibility with schedule	Limited class interaction (through posts, group assignments, etc) Timeframe too long Cost
Accelerated Online Degree	Complete my degree quickly No in-classroom time, allows schedule flexibility	Commitment to assignments Must have time & organization Cost
Wait to complete Masters Degree	Kids will be grown up and gone, more time to focus on degree Cost is less now	Prevents me achieving academic goals as soon as possible Cost will keep going up

Step 4:  Select the Choice That Seems to Best Meet the Needs of the Situation

I will chose to wait & complete my Masters Degree once my children are grown up and gone because:  both are teenagers now & it will allow me the time I need to focus on my Masters Degree.

Step 5:  Implement a Plan of Action and Then Monitor the Results, Making Necessary Adjustments

I will continue to monitor colleges for the Masters Degree program that interests me; once the kids are grown up and gone I will begin my Masters Degree; I will start saving money now to help pay for my Masters Degree.

Personal Development Journal

Learning Styles

Strength:  The strongest learning experience I have had so far is found in the entire book, Learning Style Perspectives 2nd Edition, along with the researched articles:  Adult Learning Theory, Teaching with the Constructivist Learning Theory, and Creating Learning Centered Classrooms. 

I am amazed at how many learning styles, theories, and methods are out there for teachers and educators to use to reach all students with any learning style preference.  The unfortunate information that I learned while studying and researching this subject matter is that very few instructors and educators know their own learning style.  If we do not understand our own learning style how can we educate others and reach them through their preferred learning style? 

I now recognize that my main learning style is visual.  I do have tendencies toward tactical or kinetic learning but this is minimal.  When I am putting together my lesson plans I find that I want to connect with all the students in my class and this is a hidden strength that I now understand and I will be certain to accentuate as I continue to teach in the future.

Improvement:  I can improve my learning and teaching in the future by being open to suggestions and more learning. 

As an educator my learning will not cease when my classes end.  I have signed on for a lifelong of learning as a teacher because "The only source of knowledge is experience."  Albert Einstein.  As I become a student along with the pupils in my class we will all gain knowledge through our time together.

I will provide opportunities that create experiences for the students to add to their own educational toolboxes.  My hope is that they will reflect back on these experiences and understand how deep their knowledge is because of the newly learned skills.  

Insight: I find that the information I gleaned regarding learning styles in the book, Learning Style Perspectives 2nd Edition, along with the research I found in Adult Learning Theory, Teaching with the Constructivist Learning Theory, and Creating Learning Centered Classrooms, to be powerful educational experiences and ones that can add depth and strength to my lesson plans and classroom to help educate the students who participate in my class.

I will be able to provide a variety of methods to meet the needs of all students, yet use one lesson plan.  How?  The lesson plan will be about how to put on a sterile gown properly.  I will incorporate a PowerPoint for the visual learner.  I will lecture and provide an outline for the audible learners.  I will break the students into groups to experiment with the newly learned material and have a chance to put on a sterile gown while I am there to assist the students. 

And this all begins with me learning what my ideal learning style is and stretching my learning to encompass all learning styles for all of the students that pass through the doors of my classroom. 

Education

Albert Einstein

"The only thing that interferes with my learning is my education." ~Albert Einstein

Is it possible that Einstein meant that the way he was educated interfered with his education?  I believe it does.  If we consider another quote from Albert, "It is a miracle that curiosity survives formal education" I believe it reveals that education that prepares students for learning information only to test is on its way to being phased out and becoming replaced with the "curiosity" of Einstein and the critical thinking and life skills for the 21st century classroom. 

How many of us learned in an educational environment that promoted curiosity but stifled it because the teacher had a certain way that they taught the lesson?

Critical Thinking Skills

I know I did.  As I think back to the education I received in public schools and early college experiences.  The 20 to 30 years ago public school classroom was set up to for the teacher to instruct by lecturing, the students did paperwork and then were tested over the material for a final grade and an analysis of knowledge gained.  The early college classrooms and teachers that stick out in my mind seemed to have the teacher in mind that had their own agenda and used lecture time to present their take on the subject matter.  The rest of the work was done by me, the student, as a self study to answer the questions over the material presented in class and retrieved through self study the way the instructor wanted it answered.  It is amazing to me to think that I retained any information at all although I know I did because of teachers who dared to be different.

The teachers that stand out to me were the teachers, who in their time, thought outside the box by incorporating more than just lecturing, more than just studying to take a test, and more than just telling me their version of what they thought I should know.  I remember my 3rd grade teachers:  One who took a T.V. show called PM Magazine and used it to teach us life skills such as team work, research, and communication skills.  We re-enacted and created our own version of the show called AM Magazine.  One of my classmates grew up and is a director of KM3TV news in Omaha.  I dare to say that this teacher's environment created life-long learning! 


My other 3rd grade teacher played Around the World-State Capitols and to this day when I recall what the state capital of a certain state is I remember how we learned the state capitols.  She made memorization fun and presented the state capitol lesson several ways so all the students in her class would learn and remember each and every one! We were a fortunate group of 3rd grade students because we were taught and allowed to be curious about learning.  Our 3rd grade education did not get in the way of our curiosity…..wouldn't Albert Einstein be proud!

As I study learning and teaching styles I find myself curious; curious to know how I will teach my students.  What kind of educational environment will I create?  I struggled a great deal with this blog post because I know what I want for my classroom and students but it is difficult to put into words.  I believe this final Chinese Proverb quote sums up my feelings, "Tell me and I'll forget, show me and I may remember, involve me and I will understand."

Welcome

Welcome to Little Lucy's Lecture.

"Too bad about learning styles, if a student doesn't learn what is being taught, it is their own fault." 

This is a strong statement and certainly on one side of the fence when it comes to evaluating the student's learning.  I would like to discuss and debate both sides with my blog.

If the student doesn't learn....It's the student's fault.....

I believe it would be safe to argue that this statement appears to be coming from an educator point of view.  The teacher has prepared and presented the lesson and the rest is up to the student....period. In a class of 20+ students it is impossible for anyone to expect the teacher to prepare and present 20+ individual lesson plans. Students should know what they need and know how to adapt the teacher's presentation.  Really? A kindergartner is going to know that the reason he can't sit in his seat long enough to work on his reading is because he is a kinesthetic learner.  An elementary student is going to know that she needs to take notes in class while the teacher is lecturing because she is a visual learner.  And a middle school student is going to feel comfortable reading to herself because she knows she is an audible learner.  There may be a few students who can adapt their learning preferences but many will and do need the assistance of an adult to understand their learning style.  It takes time to adapt the learning process and apply for further understanding.

If the student doesn't learn....It's the teacher's fault....

Whoa....did I just write this? Yes.  I put it out there.  So how can this be the teacher's fault?  We just discussed how it would be impossible for a teacher to create 20+ individual lesson plans and present in a 55 minute class period.  Teachers are unique people and to blame the teacher for a student's non-learning is perceived as a personal attack.  Realistically we cannot expect a teacher to meet the needs of every student in on class each way they need to be taught....or can we?  Is it possible for a teacher to create one lesson plan for presentation and one lesson plan for application?  Is it possible that through the application phase of the class time that student's learning styles will be offered, chosen, and further the learning process for each student?  I dare to say yes!

One lesson plan for presentation.....One lesson plan for application.....

I believe it is possible for the teacher to present the lesson to all students at one time to meet the needs of all learners.  How?

           1)  PowerPoints:  visual and audible (visual and audible learners)
           2)  Small activities peppered in the presentation (kinesthetic learners)
           3)  Handouts:  for note takers (visual and kinesthetic learners)

Then for the application phase the students will be offered multiple ways to complete the lesson by the teacher preparing a lesson plan that incorporates different learning styles with the same result:  completion of the homework assignment.  How?  Students are given the following options to complete their assignment: 

           1)  Microphone and tape recorder to dictate and store their answers (audible learners)
           2)  Large paper to draw a picture or construction paper, glue, magazine photos to create and use images to answer their homework assignments (kinesthetic and visual learners)
           3)  Computers to type and/or use narrative PowerPoints (audible, kinesthetic, visual learners)

These are just a few samples that allow students to find their way with applying the teacher's instruction and will enhance the student's learning process.

I dare to say that educators and students can work together to promote learning by presenting and applying multiple learning style options throughout the lesson, even in a 55 minute class.