Untitled

[yehcakes]

Stage Light YehCakes

[girlwithalessonplan]

ohmyword

[risarodil]

[middleschoolchamps]

I would like this as a classroom poster right now please and thank you

[probabilitiesofcircumstance]

YAAASSS. I would but this in a heartbeat!

[girlwithalessonplan]

I want to put it up by the poster I have of John Green’s “nerd” quote!

[fy-perspectives]

THEORIES OF MOTIVATION!

[src]

[dleagle02]

The Essential Conversation - Chapter 7

Author of The Vulnerable Child, Richard Weissbourd solidified the purpose of The Essential Conversation. In Chapter 7, Sarah Lightfoot- Lawrence paraphrased him by saying that we must recognize the strengths in even the most scared and delinquent child, and the vulnerabilities and weaknesses that lurk below the surface of children who appear to be strong and successful. This same idea holds true for parents and teachers. We all have multiple, multiple layers that must be peeled back in order to get to the heart of the issue. There are layers that consist of expectations, ghosts, prejudices, and much more. Parents and teachers may have more layers because of their upbringing, but it’s important for both parties to recognize each child as an individual with their own layers.

To ensure the best interest is in mind for each student, we need to peel back the layers without disregarding them. Take the opportunity to learn about students’ ethnicities, religious beliefs, and family structure so that we are able to understand and connect. Also, we must understand that parents sometimes expect the same negative experience that they had in school to happen to their child.  Without overstepping boundaries, we as teachers will at times need to show parents that their children have different feelings, thoughts, and experiences than them.

         Elizabeth Morgan is more than a principal in a top school. She is an educated minority- African American and female. Throughout her career, she has had to deal discrimination based on her race and sex. White male parents do not know how to handle the fact that Ms. Morgan is in charge. She accepts verbal assaults that are meant to keep her in her place. As a Native American and African American female I may have parents who do not want me to teach their children. As sad as it is, this is the reality. Going back to the layers that need to be lifted, I think that this is probably the thickest and most stubborn one. I hope that the parents of my children can accept me and understand that though we have differences, our best interest is the same- the child.

         This brings me to the Teacher-Parent Curriculum. Each teacher whose stories are shared throughout the book is an inspiration to me in the way they handle their parent/family relationships. These relationships are collaborative in that everyone is on the same team. Lightfoot-Lawrence believes that teachers must have training on this matter so that they can value and respect parents. Though it is not always going to be smooth sailing, parents and teachers need to understand each other in order to appreciate and accept one another’s methods.

[dleagle02]

Chapter 5- The Essential Conversation

Chapter 5 begins by discussing 6th grader Antoine’s experience at St. Anne’s grammar school. His first days in 3rd Grade were scary for him because he had been warned rather than welcomed. His teacher told Antoine and his classmates that they were no longer babies and would be treated accordingly.

               The first interesting point that stood out to me was the attitude that Antoine’s mother Fania had about her son’s treatment by his teacher. She says that had she not stepped in and intervened, her son would be given the title of victim simply because he was disorganized, forgetful, and had a tough time adjusting to change. In order for her son to be successful in the classroom, Fania urged his teachers to focus on Antoine’s strong points rather than where he might struggle. As a future teacher, I understand the importance of not stereotyping students and placing labels on them based on their strengths and weaknesses. Focusing solely on their struggles can sometimes hold them back.

               The chapter goes on to introduce Richard Weissbourd’s book, The Vulnerable Child. In her interpretation of Weissbourd’s book, Sarah Lawrence-Lightfoot states that, “we should never assume that the first few years of a child’s life are the only crucial moment for leveraging learning. The developmental journey is full of surprises, unanticipated twists and turns, ups and downs, reversals and recoveries, and we should be vigilant about identifying the most opportune moments for intervention and support.” In Antoines case, his mother recognized that the problem was how teachers viewed him that would hold her son back and not in the actual developmental differences that he was born with. Weissbourd would say that the teachers needed to discover Antoine’s gifts in order to support his developmental change and improve his overall success.

               Weissbourd found that while poverty and prejudice contribute greatly, to the disadvantage of millions of children, most of the children at risk are in fact not poor, and there is much evidence to suggest that factors such as parental stress and depression have a more powerful influence on a child’s fate that whether or not there are two parents in the home of whether or not the family lives below the poverty line. I think we sometimes blame social economic issues on our children’s difficulties because they are a lot easier to identify. Sometime the toughest struggles are hard to identify from the outside, such as depression in a parent.This is more proof that we cannot place labels on our students because often times we are making incorrect assumptions. Making assumptions may cause us to misdiagnose a concern and overlook the bigger problem.

               The next aspect of the chapter that was important to me was Audrey Peirce’s views on the parent-teacher encounter. Peirce, a 25 year veteran of teaching, says that a successful conference includes positive updates on a student’s performance as well as goal-setting, teamwork, problem-solving, and identifying skills that need work. Like Peirce, I plan on involving my students in conferences. I think it is beneficial for the student to be involved in the entire process. Setting goals and identifying social and emotional skills that need work will be more rewarding for students because more responsibility is placed on them and with accountability comes empowerment.

               The final and most valuable aspect of the chapter is the dialogue that takes place at an actual conference between the Tompkins family, Carol Peirce, Bill from Safe Haven, and the head of the special education department. from Carol Steele’s Pilot Program. Like many ‘mainstream’ schools, The Pilot Program has some students who are battered and disaffected. The Program helps students ‘develop a desire to be better’. Words like alliance, optimism, and perseverance are used. This is the prime example of what a successful collaboration looks like. Though Tony Tompkins is not a ‘traditional’ student, all interested parties put forth their best to ensure the resources and support are in place for him to succeed. In my class, I will have students who will require more brain-storming to develop strategies for implementing the best plan for them. It’s important for me to develop strong and comfortable relationships with each party that will be involved in the process.

[dleagle02]

Chapter 4 - The Essential Conversation

Chapter 4 of The Essential Conversation is titled Inequalities and Entitlements. It discusses the different cultures that each school possesses. Factors like average income, family structure, and location shape a schools culture drastically. I think it is important for us a teachers to acknowledge the culture of the communities that our students come from but not let this determine whether or not a child can learn. It is a teacher’s job to juggle individual, family, social, and cultural aspects of each and every student’s life. Horace Mann said, “It may be safely affirmed that the common school, improved and energized as it most certainly can be, may be the most effective and benign of all the forces of civilization.” Why then, do we allow things like family finances to determine the success of a student? Schools are supposed to improve society but are sometimes expected to do this without the proper tools. Even today, schools are without the basics. Teachers are expected to move mountains and a lot of them do make huge sacrifices to ensure that each one of their students are successful. Family involvement and the guardian-teacher relationship plays a big part in the success of a student. Sometimes there is no support system at home for the child to complete homework assignments or participate in extra-curricular activities.   As a teacher, I will make adjustments as needed. I do not want things that are out of my students’ control to impact their grades and views of school. I will maintain a positive relationship with the community and families. I know that my families will hold high standards for their students’ achievements in my class. Always keeping the best interest of my students will help me remain positive even if I am ever accused of not providing the tools that my students need.

[theteachinglife]

This is a motto i habe in every area of my life! Whether it’s teaching or working my own business, or my personal life! #teachinglife #autism #plato #progress #otom #positive #thoughts #livewell #lovemyjob #lovemyteam #changinglives #leapoffaith #howiwork #debtfree #happy #keepswimming

[pbstv]

They are poets, playwrights, novelists and scholars who left their mark on the literary world forever –– 10 black authors everyone should read.

Who would make your list?

[dleagle02]

Truths the Hand Can Touch

Chapter 3 begins by discussing parent-teacher conferences. Any meeting with a parent is very important and can be stressful for both parties. Teachers and parents put the student first, but it can be difficult to understand one another’s motives.  Sarah Lightfoot-Lawrence states that when it comes to meeting with parents, “Most teachers feel as if the ritual conferences are a kind of ‘proving ground’ where their professionalism  and competence are being judged by people whose judgments are inevitably biased and who do not have the experience to make sound judgments. “ I believe that parents can also feel as though parent—teacher conferences are a time where they are easily judged based on their child’s behavior and academic performance. Just like parents don’t have the experience of teaching; teachers don’t have the experience of parenting a particular student.

Jane Cross, the master teacher Lightfoot-Lawrence introduced us to in Chapter 2, Natural Enemies, makes it a point to always include evidence when meeting to discuss a student. For example, if you show a parent their child’s low test scores parents are able to see exactly what you are referring to when you say that it would be beneficial for the student if the family schedules more time for homework. On the other hand, if the parent has proof that the student has been doing their homework, both parties may be able to conclude that the student is not a proficient test taker. I hope to also practice this in my classroom in order to better my relationship with parents and families. I feel that this will help to avoid misunderstanding and communication barriers.

Jane Cross uses her students as a bridge in the parent-teacher relationship. Upon her first conferences with parents and their child, she is more interested in listening than telling. She prefers to hear information that will allow her to understand the child on a more personal level. While data and test scores can tell us about a student’s academic performance, it cannot tell us who they are as individuals.  It is important to me as a teacher to understand how valuable a resource I have when parents come into conferences. They know my student better than anyone and I will urge them to share details about their child’s weekend, how homework is going, and much more.

[aryalia]

[coolcatteacher]

Jackie Gerstein’s 21st century self assessment for educators. A fantastic graphic.

[dleagle02]

Chapter 2- Natural Enemies

Chapter Two of The Essential Conversation begins by discussing the parent-teacher relationship. Willlard Waller defined this relationship as “Natural Enemies” because although parents and teachers have the same goal, their opinions and methods may differ. This may be a challenging relationship to maintain, but it is extremely important in order for the child to succeed in and out of the classroom.

            Sara Lawrence-Lightfoot goes onto discuss the importance of keeping the line of communication open. She says that a decent relationship allows parents and teachers to work together and communicate important information to each other. I agree with Lawrence-Lightfoot when she says how a breakdown in communication can be caused by a “lack of empathy, a disrespect for the other’s role and perspective, and an imbalance of knowledge, authority, and power.”

            “Both parents and teachers have a sense of territoriality that shape their encounters, a map in their minds whose lines define their appropriate roles and the range of their authority,” says Lawrence-Lightfoot. This phrase reminded me of her idea of ‘ghosts in the classroom’. Just like teachers, parents have past experiences that shape who they are and how they react to different situations. It is important for me as a teacher to learn about students’ families so that I understand their reasoning. Just like master teacher Jane Cross, I plan to greet parents with a warm welcome so they understand that I value their presence.

           Molly Rose is a first grade teacher whose parent-teacher philosophy really resonates with me. Rose understands that parents know their children “better and more importantly” than anyone else. Molly’s system is structured and highly developed. She uses words like transparency, accessibility, and fairness. She has developed a method that receives 100% parent attendance at parent-teacher conferences. I would like to implement her theory of using the child as a bridge to help get parent involvement.

           As a parent and a teacher, I plan to maintain good relationships with my students’ parents and my child’s teachers. I will use what I learned in chapter two of The Essential Conversation to help me maintain these relationships. Molly Rose’s system can help me as a teacher and parent because she learned that “once the child has created the “bridge,” it is much easier for the parents to follow in his or her footsteps to school.” I also like the idea of allowing the child or student lead by example.

[humansofnewyork]

“Sometimes the gaps are so large, you don’t even know where to start. The lesson plan says that you’re supposed to be teaching about tectonic plates. But if they’re going to understand tectonic plates, they need to understand density. And if they’re going to understand density, they need to understand mass and volume. And if they’re going to understand mass and volume, they need to know how to multiply. And some of the scholars don’t know how to multiply. The gaps can be so large you don’t even know where to start. How do you fill the gaps created by years of miseducation? Sometimes it feels so hopeless you want to give up. But I was up at 2 AM the other night, reading all the comments people were writing on the posts about Ms. Lopez, and I just kept scrolling and scrolling and scrolling, and it reminded me that I have a purpose and I need to keep going.”

[allisonunsupervised]

Isn’t that the truth. 

[impatienteacher-deactivated2022]

Lord KNOWS I needed this. I’m supposed to be teaching adding and subtraction fractions with unlike denominators and most of my kids can’t multiply. So, I guess I back up and meet ‘em where they are.

[dleagle02]

Ch 1: Ghosts in the Classroom

One of the first Philosophers mentioned in Lawrence-Litefoot’s book, The Essential Conversation, is Maxine Greene. According to Lawrence-Litefoot, Maxine Greene urged others to remove the stereotypes that sometimes surround teachers. Greene challenges others to consider the teacher’s “personal biography” rather than keep him or her “bound up in their professional, rationalistic, and objective straitjackets.” I have never heard of community members asking about a teacher’s life as a child or how things were when they were in school. Others are quick to criticize a teacher’s method, but rarely think about their reason.

The author says that teachers are expected to take into consideration each parent’s upbringing and the circumstances that got them to where they are. On the other hand, it is just as important for teachers to recognize the history that helped to mold their own school lives. I believe it’s important to remember what school life was like for me as a child. This will help me to adopt the positive practices that my teachers used when I was a student and either adjust or avoid the negatives.

Another key aspect that stood out to me was the belief system at Bank Street College in New York.  Bank Street College’s graduate training preaches the idea that parents are “primary educators” in a child’s life. In my experiences in a small town, reservation school, I do not believe this is always the case. When a child makes poor grades, is disciplined for behavior issues, or has problems with another student, a lot of the blame falls upon the teacher. Some parents jump to the conclusion that the teacher doesn’t like their child and pulls them out of the school district. I am not sure that regarding the parent as the “primary educator” is always best for the child.

Andrea Brown is the founder and head teacher of a tiny Montessori school in Beach Head.  In The Essential Conversation, Brown shared some of the feeling that she experienced as a student. Instead of being held on the teacher pedestal, she becomes a real person with feelings of isolation and under appreciation. She says that teachers always put her race first. As an African American female, she was never seen as smart and never fully recognized for her academic efforts. After reading of the hardships she faced, I can understand why teachers don’t often open up about the obstacles faced in their younger years.

Another story that stood out to me was that of Jennifer Austin, a second grade teacher in a working-class neighborhood. Jennifer is doing her “life’s work” and very emotional involved in her student’s lives. She wants her students to excel and seeing them struggle truly hurts her. When Austin drew a sad face on a student’s worksheet, she hadn’t realized the deeper meaning of it. Again, Jennifer had to face her school life history. Growing up, she was considered the odd one out because of her family’s financial status. This left scars that Jennifer didn’t want her own students to experience. She wanted to give them everything they needed to succeed. Again, this made me understand why teacher don’t reveal their history to the community.  On the other hand, it’s important for Austin to remember her history because without her struggles, she might not understand her students’.

After reading Chapter 1 of The Essential Conversation, I will take different aspects into consideration when applying my professional pedagogical practice. I believe it is extremely important that as teachers, we understand our students’ family dynamic. We need to learn about our families, community members, and colleagues in order to fully understand their methods and reasons. It is also important for us as teachers to open up and embrace the people in our districts and communities in order for them to understand that no matter the circumstance, our methods are in place and formed with the best interest of the children in mind. 

[neutral]

[teachorg]

Thank you, Dr. Martin Luther King Jr., for teaching us to change the world through intelligence and character.

[andimtheteacher]

Working on lesson plans today over break and struck again by how invested I still get every year with my new groups of students. How much I care that they learn, how much I try to make sure they’re all taken care of- both in school and at home, how much energy goes into making it look easy and...