It is worth reading the article named The Teaching Behind the Teaching. I strongly agree with the author’s idea that the conventional classroom is not a place of collaboration, or a place of inquiry, but a place of competition. According to my previous study experience in China, it was, unfortunately, a competition since middle school and it never ended until graduation from college. Every semester, teachers would rank student based on their scores of all subjects, and they would reward publicly the TOP 10 students in each grade by making a poster. In particular, I wanted to share a fun story which happened during my senior year in high school. As you may know, the College Entrance Examination in China is very rigorous and strict, since we do have a lot of students (population is big). And there are not quite many great colleges that can be chosen, so students in China should compete in this battle. What a fun story is that some of my classmates, who were apparently better than me in taking test, do not want to help me when I asked their help for preparing exams. Obviously, they were reluctant to answer, because they thought I was one of their rivals and were afraid of my progress from their help. I am curious about whether the similar story would happen in America? Or is the classroom a battle field in America? I have thought about the idea of OBJECTIVISM in high school when I took the subject Political Science. At first time, I though objectivism is the idea of people thinking about the world independently. In Palmer’s paper, I noticed a notion of objectivism in classroom which it did not happen in my life of study at schools. He describes four feature of conventional classroom, and some of them I agree with, but some of them I do not. First, He mentions that teachers try to kill off students’ passions because they want to keep students under control. As far as I know, I did not have such experience that teachers killed students’ passions through elementary school to college. I tend to think that teachers in modern society are taught to encourage students, instead of to kill student’s passion. So I do not agree with the idea that the author claims in the paper. This book, however, was published in 1993 and that is why I think the idea may a good reflection at that time, but not present. Second, I believe that “objective knowledge involves a one-one-one encounter with the known; no other relationships are required.” However, I think it depends on different situation. When researchers want to pursue some new ideas, usually, it is a group of people studying together to brainstorm. Third, the author asserts that “in many classroom ‘cooperation’ among students goes by the name of ‘cheating’”. I think it talks about the test in the classroom, if it is a project or a research, however, I believe that it is allowed to share and talk about ideas and collaborate with each other. I am surprised that Abba Felix’s reaction to his students, and I am so confused about the conversation between them. Students asked Abba Felix questions and he was silent. How embarrassing it was. It should be very awkward that I am silent when students ask me questions. It seems like I do not know the answer or students would think of me who is not qualified to be a teacher because I am not knowledgeable. But I agree with the author’s interpretation about Abba Felix’s reaction, he “leads his students into a wordless world, and he wants to humble their language, to break down the illusion that we can create reality with our words”. It reminds me of a math teacher named Mr. Jee in my high school. I was not good at math and I totally did not like math. It was a disaster when I got 29/100 scores in the first math test of high school. Every time, when I came to Mr. Jee’s office to seek out the answer of the math homework. It was odd that he did not answer me quickly, while he gave me a blank sheet. He let me write down the pressure of answering the question no matter how much I knew. Mr. Jee was mute and I felt very embarrassed. Actually I could have solved the first question, but the following questions I had no idea. He then gave a hint and let me finish by myself again. Once I finished the part of the question and I could not be able to continue, he came to give me next hint. He continuously pushed me to think about the questions by myself. As I practice more in math, I got better scores in the schooling years. I think Mr. Jee’s teaching style and Abba’s style are in a similar way. They enlighten students in many ways but they do not give them the answer first which gives me an excellent example about enlightening students and lead them to an independent thinking world. It is meaningful to read Dr. Marzano’s paper, and I am familiar with his previous research about assessment. In chapter 3, he presents teacher’s self-ratings scales and strategies that teachers could implement at schools. Well, I am happy to conduct a self-audit because I want to know how much I am good at and how much I need improve, importantly, I want to be familiar with the strategies so that I could use them when I teach in the future. I went to Dr. Mazarno’s research website and downloaded the teacher personal profile for set-audit. The finished the form can be seen in the below. My Chinese language teaching experience at SMS is referred as I conducted this self-audit. ![]()
My overall self-ratings:
3 Applying: 23 2 Developing: 9 1 Beginning: 1 0 Not Using: 8 1. What do I typically do to provide clear learning goals and scales? (2 Developing) When I taught Chinese at SMS, we had learning goal and objectives, and repeated every lesson. However, we just simply paid attention to the learning goals but we repeated in a mechanistic way. 2. What do I typically do to track student progress? (3 Applying) Actually, we did have a system to track every student progress. Moreover, I designed a performance and learning sheet for each student and they would fill out the form every lesson after class. The is the evidence that I could track for each student’s learning status. 3. What do I typically do to celebrate success? (3 Applying) In Chinese class, when students finished the 1 session, they would get the certification/document from MU Confucius Institute. What’s more, they would get the reward if they complete the learning goal which can be seen in the below. 4. What do I typically do to establish and maintain classroom rules and procedures. (3 Applying) One of the most useful way is repeating the classroom rules in the first day of the semester. We did have gestures to remind students that his or her behaviors are not allowed in the classroom. 5. What do I typically do to organize the physical layout of the classroom? (3 Applying) Thanks to my co-teacher, she designed and decorated the language classroom very well and students felt belonging in the class. All the bulletin boards were different languages, including Chinese, French, and Spanish. 6. What do I typically do to identify critical information? (3 Applying) Usually in Chinese class, we handed out several sheets which were significant for learning in every lesson. 7. What do I typically do to organize students to interact with new knowledge? (2 Developing) In Chinese class, we had group study language, while we seldom led them to think about an issue which is related to the topic. 8. What do I typically do to preview new content? (3 Applying) Every lesson, in the beginning of the class, we previewed the content. 9. What do I typically do to chunk content into digestible bites? (3 Applying) Every time, when we watched a video, we would pause the tape if it is key information. 10. What do I typically do to help students process new information? (2 Developing) We provided some games for students processing new information but we did it in a mechanistic way. 11. What do I typically do to help students elaborate on new information? (3 Applying) We usually asked really good questions for students to think about them. Students would share and talk them in the classroom. 12. What do I typically do to help students record and represent knowledge? (3 Applying) We did have the memory cards which helped student memorize the language words. Usually, they had the summary sheets which they could review them after class. 13. What do I typically do to help students reflect on their learning? (0 Not Using) I did not these strategies when I was teaching Chinese. 14. What do I typically do to review content? (3 Applying) Every lesson, in the beginning, we would review the content we had learned. 15. What do I typically do to organize students to practice and deepen knowledge? (2 Developing) We usually had students play games for practice and sometimes let students watch a relevant video and they would fill out the sheet, then we would discuss the content together. Meanwhile, students would take notes. 16. What do I typically do to use homework? (0 Not Using) We could not give sixth grade students homework since the policy does not allow. 17. What do I typically do to help students examine similarities and differences? (3 Applying) We usually used Quizlet which is a tool for students to learn language. We discussed the similarities and differences in the class together then we would put it on Quizlet and students could play with it to examine their memory. 18. What I typically do to help students examine errors in reasoning? (0 Not Using) I did not know the strategy when I was teaching Chinese. 19. What I typically do to help students practice skills, strategies, and processes? (3 Applying) We used Quizlet as the tool for practicing skills, strategies and processes. Quizlet also provides different games for different purposes. 20. What I typically do to help students revise knowledge? (2 Developing) We corrected students’ knowledge about language but we did it in a mechanistic way. 21. What I typically do to organize students for cognitively complex tasks? (0 Not Using) I did not the strategies when I was teaching Chinese. 22. What I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing? (0 Not Using) I did not know the strategies when I was teaching Chinese. 23. What I typically do to provide resources and guidance? (0 Not Using) I did not know the strategies when I was teaching Chinese. 24. What I typically do to notice when students are not engaged? (3 Applying) Usually if I noticed some students were not engaged, I would prefer to ask them questions and would get them engaged again. 25. What I typically do to use academic games? (3 Applying) As I mentioned before, we used Quizlet as the academic games for practice. 26. What I typically do to manage response rates? (3 Applying) Usually, after the first class, I would know which students prefer to answer the questions, and which students are shy. Normally, I would give some students who were more shy opportunities to answer. 27. What I typically do to use physical movement? (3 Applying) I used some physical games when students’ energy is low or I would lead them to watch some funny videos. 28. What I typically do to maintain a lively pace? (3 Applying) Usually, I would lead them to do something funny in 10 mins before class is over. 29. What I typically do to demonstrate intensity and enthusiasm? (3 Applying) I always shared them with my teaching experience or traveling experience in China. Actually, I am a funny teacher. 30. What I typically do to use friendly controversy? (3 Applying) I allowed some controversy existing in the classroom, however, I always repeated my main point that everyone has his/her own opinion that is why the world is colorful. We should respect everyone’s opinion even though we disagree. 31. What I typically do to provide opportunities for students to talk about themselves? (0 Not Using) My students in Chinese class, if they got a problem or they wanted to talk about themselves, I usually listened to them after class. I was so happy to hear their experience and stories. 32. What I typically do to present unusual or intriguing information? (3 Applying) Usually, when I provided some intriguing information, I would invite guest speaker who could bring something new. 33. What I typically do to demonstrate withitness? (3 Applying) When I was teaching, I always scanned the entire classroom. If something happened which I could not handle with, my co-teacher would come to help me. 34. What I typically do to apply consequences for lack of adherence to rules and procedures? (2 Developing) I usually used nonverbal signals and verbal signals but in a mechanistic way. 35. What I typically do to acknowledge adherence to rules and procedures? (2 Developing) I provided nonverbal signals but in a mechanistic way. 36. What I typically do to understand students’ interests and backgrounds? (0 Not Using) I did not know the strategies when I was teaching. 37. What I typically do to use verbal and nonverbal behaviors that indicate affection for students? (3 Applying) I always showed my positive altitude to my students in Chinese class. And I always complimented them even though their answers were incorrect. 38. What I typically do to display objectivity and control? (1 Beginning) Actually, I exhibited extremes in positive or negative emotions when I was teaching at SMS. I compered SMS students with GMS students which was a bad example. I need to control my feelings and emotions in the class. 39. What I typically do to demonstrate value and respect for low-expectancy students? (3 Applying) I cared about every student in my class, including the low-expectancy students. I believe that every student has his or her own shining spot. In the first session Chinese class, I knew some low-expectancy students. I chose to ask them questions more and rewarded them often. I always showed my smile to them and encouraged them to practice and answer the questions even though the answers were incorrect. 40. What I typically do to ask questions of low-expectancy students? (2 Developing) I did the strategy but in a mechanistic way. 41. What I typically do to probe incorrect answers with low-expectancy students? (3 Applying) As I explained in the 39th question, I always asked low-expectancy students to further explain their answers and I would rephrase the questions and his or her answers. When I compare Dr. Marzano’s self-ratings with 12 QUALITIES, I would say 12 QUALITIES are inclined to focus on human’s emotions and feelings, while Dr. Marzano’s teacher self-ratings are more specifics and detailed which tend to like a rational audit. Obviously, there are some ideas emerging, for instance, in Dr. Marzano’s 29th question, the teacher demonstrates intensity and enthusiasm for the content in a variety of ways which is similar to the 1st quality PASSION FOR TEACHING and the 3rd quality LOVE FOR THEIR SUBJECTS, because they are all talking about human’s emotions and feelings. REFERRENCE Robert J. Marzano, Becoming a Reflective Teacher (Identifying Instructional Strengths and Weaknesses to Improve Teaching) (Classroom Strategies) Chapter 3 P37-48 Parker Palmer, To Know As We Are Known, Chapter 3 The Teaching Behind the Teaching, P33-46 PEER RESPONSE Jenna: Hi Jenna, I love your interpretation of Palmer’s article, it helped me understand the article deeply. Actually I read this article three times, but I am still confused about the objectivism. Is it possible that the classroom is full of objectivism instead of human’s emotions and feelings? How do teachers avoid subjective thinking? Thanks for sharing the example of your ceramics teacher. I feel like I really want to take ceramics course next semester. Meanwhile, it reminds me of my fibers teacher, and she also gives us open ended space for exploring the idea of portrait with fibers. Right now, I realized Abba Felix’s teaching style, giving students opportunities for exploring the world rather than tell them his own thought. Alison: Hi Alison, when I was in the college, I observed classroom that demonstrated different than objectivism. It was in my critical theory class that my professor depicted his ideas and emotions many times, especially the stereotype of Tibet. Actually, I think objectivism is hard existing in the classroom, because teachers have their own feelings, bias and stereotype. However, I love your practice which I could use in the future classroom. I agree with your idea that “objectivist teaching is boring”. That is the reason why teachers should create some practical and useful methods to get students really engaged. I heard about the choice-based assessment but I haven’t heard choice-based approach. Same or different? Zach: Hi Zach, I admire that the objectivism is currently is currently in your classroom. Previously, I doubted whether it is possible the objectivism existing in reality? However, I believe that teaches try to leave students more space for investigating the world. I am a photographer, and I like your teaching style which is similar to my advanced photography professor, but in the advanced class, it involves a lot critical thinking instead of hand-on learning. On teacher scares, I think the teaching ratings are all strategies that you could use in your classroom if you think they are appropriate. Also, the scares could not judge a teacher who is good or not. They are reference. Thanks for sharing your experience, I am willing to know more about your teaching experience.
4 Comments
Amy R
1/29/2017 08:23:11 am
Hi Jenny
Reply
Jenny Z
1/29/2017 10:07:07 am
Good morning Amy, you are an early bird because you get up early! Thank you Amy, I just notice that I'd better not to mention the name of the school, so I change it. In addition, I realized that Dr. Marzano's teaching ratings convey a value which is different from Abba Felix. I am thinking your question how Abba Felix responds to the teaching ratings? I imagined that he would reject to do the ratings.
Reply
Hi Jenny, wow, I didn't know it was so competitive in China!, but I guess that since China is very populated, that that would make some sense. As for in America, I think there is competitiveness to some degree, maybe not as much as in China, but definitely to some extent.
Reply
Zach
1/29/2017 06:17:59 pm
Wow Jenny,
Reply
Leave a Reply. |