Why do I Teach?
I envision my classroom being a place where students learn meaningful and important work that is fun. I want my students to study what is intimately connected to their lives. I imagine my classroom as a place where people work and learn side by side in collaboration on real world scenarios. I want to hold my students to the highest of standards without standardization. I want to create curriculum that is structured around tools for thinking, not just bits of information. I want to promote empathy and skepticism at the same time. I will devote myself to help my students become thoughtful citizens that become the leaders of the 21st century.
When I realize that each one of my students is the future of humanity and that it is my chosen profession to positively impact the future through student learning, what better way can I invest my life?
When I realize that each one of my students is the future of humanity and that it is my chosen profession to positively impact the future through student learning, what better way can I invest my life?
Reaction to Levy’s “Ideal Classroom”
The thought of students coming into an empty classroom and designing it to meet their learning needs reminds me of what’s missing in so much of our curriculum today. A teacher’s willingness for spontaneity and desire to involve students in the planning is founded in many teaching models that nurture and build upon the genius of students; including constructivist, authentic and democratic approaches.
Beginning each year with a large theme, gives context for an interdisciplinary approach to learning. Coherence in the classroom was a large theme throughout Levy’s curriculum. The project was truly supradisciplinary and spanned across all subjects.
Involving the community can play a beneficial role in curriculum. Real magic happens when the classroom setting blends into real-life and when students are given the responsibility of involving and/or making change in their community. Having stakeholders maintains a high expectation of students and is inherently (or intrinsically) motivating. These are all lessons I hope to bring into my classroom.
At the end of the article Steven Levy proclaims that he would not do this project again. I was shocked to hear that after a seemingly successful year he would discontinue all of the work he had put into designing and thinking about curriculum for the ideal classroom. It seemed like such a success. It wasn’t until after I did some additional research that I found out that all of his classes are rooted in constructivist theory and could probably be considered “ideal.”
Each year, Levy starts his class with a different theme. One group of his students surveyed the bike path, gathered data and community input and then gave recommendations. It wasn’t until I knew that he taught all of his classes under this theory that his closing statement made more sense. He was saying that to do the same project again, would be inauthentic and take the fun out of teaching. Although he chose not to recreate the same project he has gone on to recognize, nurture and build upon the genius of his students. It is this outlook that continues to inspire his students year after year.
Beginning each year with a large theme, gives context for an interdisciplinary approach to learning. Coherence in the classroom was a large theme throughout Levy’s curriculum. The project was truly supradisciplinary and spanned across all subjects.
Involving the community can play a beneficial role in curriculum. Real magic happens when the classroom setting blends into real-life and when students are given the responsibility of involving and/or making change in their community. Having stakeholders maintains a high expectation of students and is inherently (or intrinsically) motivating. These are all lessons I hope to bring into my classroom.
At the end of the article Steven Levy proclaims that he would not do this project again. I was shocked to hear that after a seemingly successful year he would discontinue all of the work he had put into designing and thinking about curriculum for the ideal classroom. It seemed like such a success. It wasn’t until after I did some additional research that I found out that all of his classes are rooted in constructivist theory and could probably be considered “ideal.”
Each year, Levy starts his class with a different theme. One group of his students surveyed the bike path, gathered data and community input and then gave recommendations. It wasn’t until I knew that he taught all of his classes under this theory that his closing statement made more sense. He was saying that to do the same project again, would be inauthentic and take the fun out of teaching. Although he chose not to recreate the same project he has gone on to recognize, nurture and build upon the genius of his students. It is this outlook that continues to inspire his students year after year.
Journal: Design and Delivery of Teach One
Before my lesson on enzymes I felt relatively confident. I knew the material and had put many hours into my lesson plan. I thought that I could have improved the design of my lesson, especially the layout of my PowerPoint (less words).
Having gone through the experience I would have changed my design in many ways. First, I would have made it shorter and with less content. I only covered ½ the content I would have liked…okay maybe a little more, but you get the point. I would have planned more time for the Cold Milk Challenge.
Having time while teaching allows one to assess more frequently. As students asked questions I was able to assess their understanding of individual concepts. I had embedded assessments that I did not get a chance to use due to lack of time.
I struggled to find a way that enzymes are fun and hands-on. After my teaching experience I’m not convinced I made it fun. I can’t help but wonder what I would have come up with if I had a different subject.
I thought that the lesson would go smoothly; and, being my first, it went well. After all, it is a learning experience for me, too!
I found myself challenged.
Having gone through the experience I would have changed my design in many ways. First, I would have made it shorter and with less content. I only covered ½ the content I would have liked…okay maybe a little more, but you get the point. I would have planned more time for the Cold Milk Challenge.
Having time while teaching allows one to assess more frequently. As students asked questions I was able to assess their understanding of individual concepts. I had embedded assessments that I did not get a chance to use due to lack of time.
I struggled to find a way that enzymes are fun and hands-on. After my teaching experience I’m not convinced I made it fun. I can’t help but wonder what I would have come up with if I had a different subject.
I thought that the lesson would go smoothly; and, being my first, it went well. After all, it is a learning experience for me, too!
I found myself challenged.
Journal: Teach Two
I enjoy learning from teachers. They have all been so accepting of my ideas and lessons, it is nice to think about. Michele’s class is a great example of student-centered learning. How can I observe more science teachers?! I sometimes wish I lived closer to Brattleboro.
Here is a list of questions that are running through my head:
Had I prepared for this lesson like I could have?
Why is it so hard to make a lesson hands on?!!
Am I still being too teacher-centered?
When is it good to front-load something?
Are the topics I’ve been given difficult to teach?
How can I design better lessons that help students discover the essence for themselves, rather than be told about it?
Looking toward the future, I’d like to gauge my time better. Running out of time, besides being stressful, makes me less effective as a teacher. My first two lessons I have been pressed for time and I’d like to change that for my third. Setting better time limits for activities and sticking to them will hopefully help.
How can I make my students discover what is at the heart of my lesson, rather than teaching or telling them? I know it’s possible, so why is it so hard? I think I should delve further into the core of my lessons to discover what the main point is… Then maybe I can better relay the information and make it more engaging and hands-on.
I’d like to e-mail Michele a list of my thoughts and thank her for her kindness.
Many things went right during this lesson and it’s important to highlight these for future reference. They include; evaluation of climate change, the use of a challenge board and the in-class projects, understanding of concept goals and the creation of an engaging lesson. I created a lesson that was definitely more student-centered than before.
Here is a list of questions that are running through my head:
Had I prepared for this lesson like I could have?
Why is it so hard to make a lesson hands on?!!
Am I still being too teacher-centered?
When is it good to front-load something?
Are the topics I’ve been given difficult to teach?
How can I design better lessons that help students discover the essence for themselves, rather than be told about it?
Looking toward the future, I’d like to gauge my time better. Running out of time, besides being stressful, makes me less effective as a teacher. My first two lessons I have been pressed for time and I’d like to change that for my third. Setting better time limits for activities and sticking to them will hopefully help.
How can I make my students discover what is at the heart of my lesson, rather than teaching or telling them? I know it’s possible, so why is it so hard? I think I should delve further into the core of my lessons to discover what the main point is… Then maybe I can better relay the information and make it more engaging and hands-on.
I’d like to e-mail Michele a list of my thoughts and thank her for her kindness.
Many things went right during this lesson and it’s important to highlight these for future reference. They include; evaluation of climate change, the use of a challenge board and the in-class projects, understanding of concept goals and the creation of an engaging lesson. I created a lesson that was definitely more student-centered than before.