In the final chapter of Fires in the Bathroom, the How to Help Students Learn Outside Class sheet seems very useful to me. It is an exercise to help teachers stimulate students' interest in their academic areas (Cushman 181-182).
This tool seems like it will be very useful in the future. Directing students to locations other than the school to improve knowledge of the material is very important. This will help students realize why they are learning what I am teaching, maybe make them want to learn more. It will be very easy to think of places for students to go relating health. They could go anywhere from a health clinic to a summer camp.
Sunday, March 2, 2008
Chapter 9: When Things Go Wrong
I appreciated the comments from Lauraliz and Vance in Chapter 9 of Fires in the Bathroom about teachers having confidence. They discussed how if a teacher comes across as scared, then students will pick them apart and take advantage of them. If teachers portray themselves as confident, students will respect them more (Cushman, 168).
Lauraliz and Vance's comments about teachers were definitely true when I was in high school. If a teacher was really nice and quiet, students would push the limits because they knew they would not do anything about it. If we had a teacher that was confident and made it clear that they are in charge, students would respect them and always ask before leaving the room. I think teachers need to be nice to their students and make it clear that they want their students to succeed, but they really need make certain that their students know they will not tolerate disrespect.
Lauraliz and Vance's comments about teachers were definitely true when I was in high school. If a teacher was really nice and quiet, students would push the limits because they knew they would not do anything about it. If we had a teacher that was confident and made it clear that they are in charge, students would respect them and always ask before leaving the room. I think teachers need to be nice to their students and make it clear that they want their students to succeed, but they really need make certain that their students know they will not tolerate disrespect.
Saturday, March 1, 2008
Chapter 8: Teaching Teenagers Who Are Still Learning English
Something that I can relate to in this chapter of Fires in the Bathroom is a comment made by Elaine. She expressed how difficult it is for students who do not speak English properly to make friends outside of ELD classes. This is because they are scared to speak to English students improperly. When they do not speak to English students, they fall back on speaking their own language to each other, which does not allow them to practice their English-speaking skills (Cushman, 146).
This reminds me a lot of the international kids that come to the YMCA Camp of Maine (where I work in the summer). Their parents send them expecting for them to work on speaking English. Most of them do not want to approach the English kids, and cling to kids from their own countries, speaking in their first language. As counselors, we do not allow them to speak their own languages when they are around English kids. We tell them that the reason they came to the US is the learn how to speak English better. Once the kids open up and start speaking English more, the American kids are always open to helping them and do not belittle them for speaking slow, stuttering, etc. I think that this is a very positive experience for international kids, and schools should be like this. Students like Elaine should be encouraged to speak to everyone in order to strengthen their English.
This reminds me a lot of the international kids that come to the YMCA Camp of Maine (where I work in the summer). Their parents send them expecting for them to work on speaking English. Most of them do not want to approach the English kids, and cling to kids from their own countries, speaking in their first language. As counselors, we do not allow them to speak their own languages when they are around English kids. We tell them that the reason they came to the US is the learn how to speak English better. Once the kids open up and start speaking English more, the American kids are always open to helping them and do not belittle them for speaking slow, stuttering, etc. I think that this is a very positive experience for international kids, and schools should be like this. Students like Elaine should be encouraged to speak to everyone in order to strengthen their English.
Chapter 7: Teaching Difficult Academic Material
One thing that really stuck out to me in Chapter 7 of Cushman's Fires in the Bathroom was the part about group work. Mahogany told of how her teacher put her in a group with three unmotivated students who never did any work. The teacher claimed that he thought Mahogany would help push the other group members to do work. She was frustrated with being in a group because she was doing all of the work, so she might as well work alone (Cushman, 130).
I can really relate to Mahogany's experience with group work. I feel like when a teacher assigns groups, students are immediately passing judgment on the types of workers they have in their group. If the person is an overachiever and they have all underachievers in their group, they realize that they will be doing all of the work. If the person is an underachiever and they have at least one overachiever (or even someone who is conscious about getting work done) in their group, they will be excited to know they will not have to do work in order for it to get completed. Teachers definitely need to be aware of this. I think that when students work in groups they should be graded individually based on their participation and contributions to the group. This way, all of the work will not be on one student's shoulders.
I can really relate to Mahogany's experience with group work. I feel like when a teacher assigns groups, students are immediately passing judgment on the types of workers they have in their group. If the person is an overachiever and they have all underachievers in their group, they realize that they will be doing all of the work. If the person is an underachiever and they have at least one overachiever (or even someone who is conscious about getting work done) in their group, they will be excited to know they will not have to do work in order for it to get completed. Teachers definitely need to be aware of this. I think that when students work in groups they should be graded individually based on their participation and contributions to the group. This way, all of the work will not be on one student's shoulders.
Chapter 6: Motivation and Boredom
In Chapter 6 of Fires in the Bathroom, Hilary's comment about school restricting her really interested me. She felt that schools was keeping her from learning because she did not have time to read books she chose or do artwork (Cushman, 100).
Hilary's comment reminded me of a paper we read in Beth's class about a boy who did poorly in school but knew everything about vehicles, engines, directions, and more. The boy possessed a lot of knowledge, but his schoolwork did not keep his interest and he learned nothing from it. His teacher should have related the material to his passion for effective learning. I think that teachers need to accommodate to students' needs and realize that they all learn differently. What works for one student may not work for the next. Teachers need to be flexible and realize that they need to help their students reach their full potentials.
Hilary's comment reminded me of a paper we read in Beth's class about a boy who did poorly in school but knew everything about vehicles, engines, directions, and more. The boy possessed a lot of knowledge, but his schoolwork did not keep his interest and he learned nothing from it. His teacher should have related the material to his passion for effective learning. I think that teachers need to accommodate to students' needs and realize that they all learn differently. What works for one student may not work for the next. Teachers need to be flexible and realize that they need to help their students reach their full potentials.
Chapter 5: Teaching to the Individual, Working with the Group
In Chapter 5 of Fires in the Bathroom, the part that I related to the most is Mika's comment about the way teachers ask their students questions. She said that she likes it when teachers ask her opinion questions rather than questions that have a right or wrong answer. This makes students want to participate more(Cushman, 91).
I feel that I can relate to Mika's comment from my experiences at Mt. Blue High School. The health classes that I have been teaching/observing have many different levels of students. Some of them are very advanced, while some have a difficult time understanding simple concepts. My practicum teacher's lessons always consist of discussions about various topics. When he calls on a student, he always asks them an opinion question, never a question that has a straight-forward answer. This way, students of all levels can participate equally. If he asks a question that is looking for a certain answer and a student gives him a wrong response, he does not make them feel inadequate. He will say something like: 'that is a really good answer, another answer is...' and then tell the class what he was looking for. I noticed that this makes his students feel very comfortable and they all participate without holding back. I definitely want to use this teaching style in my classroom. I need all of my students to participate and give me their opinions, or I will not know about their views on health and themselves.
I feel that I can relate to Mika's comment from my experiences at Mt. Blue High School. The health classes that I have been teaching/observing have many different levels of students. Some of them are very advanced, while some have a difficult time understanding simple concepts. My practicum teacher's lessons always consist of discussions about various topics. When he calls on a student, he always asks them an opinion question, never a question that has a straight-forward answer. This way, students of all levels can participate equally. If he asks a question that is looking for a certain answer and a student gives him a wrong response, he does not make them feel inadequate. He will say something like: 'that is a really good answer, another answer is...' and then tell the class what he was looking for. I noticed that this makes his students feel very comfortable and they all participate without holding back. I definitely want to use this teaching style in my classroom. I need all of my students to participate and give me their opinions, or I will not know about their views on health and themselves.
Chapter 4: Creating a Culture of Success
When I read Chapter 4 of Fires in the Bathroom, the How Do I Grade? sheet really caught my attention. It asks questions about how a teacher grades and how they can improve the success rate of their students (Cushman, 79).
The reason that I liked this sheet is because I have never seen a reflection tool for teachers like this before. It is simple, yet a teacher may not think of their grading styles as deeply without using a tool like this one. I am definitely going to keep this in mind when I start grading.
The reason that I liked this sheet is because I have never seen a reflection tool for teachers like this before. It is simple, yet a teacher may not think of their grading styles as deeply without using a tool like this one. I am definitely going to keep this in mind when I start grading.
Chapter 3: Classroom Behavior
One thing that really caught my attention in Chapter 3 of Cushman's Fires in the Bathroom was Maribel's comment about being in a class where her fellow students misbehave. Maribel told of how it does not feel good when a student wants to learn but the other students are not letting the teacher teach. It makes the students who are trying to pay attention zone out and lose interest (Cushman, 36).
I can relate to Maribel. If I am in a class, I want to get something out of it. In high school I was in an elective class that had many disruptive students in it. I got so frustrated, and would always leave the class in a bad mood. It is hard for the students that try their best in their classes to learn when all of their peers are being rude.
I can relate to Maribel. If I am in a class, I want to get something out of it. In high school I was in an elective class that had many disruptive students in it. I got so frustrated, and would always leave the class in a bad mood. It is hard for the students that try their best in their classes to learn when all of their peers are being rude.
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