You Are Not The Teacher

I recently had the opportunity to be part of Ed Camp Spark in the QC (Charlotte that is) and one of the workshops I visited was for PBL.  Not Project Based Learning however, but Problem Based Learning.  It is a hot topic among educators and a style that if you are not familiar with, you should be.  I have not been able to use it obviously, but I plan to incorporate it into student teaching as much as possible.  The premise is you allow students to, in a sense, design their own learning.  As opposed to the traditional lecture, drill, do a worksheet, and take a test (which has been proven not as effective for learning in most cases.)  But in a way, with PBL, You are not the teacher.

 Now don't get excited.  Don't kick your feet up just yet.  You are still in charge, but you will be acting as a moderator, a catalyst if you will, to get the students into deep thinking mode.  One article I found stated: "Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem." (Cornell) So you can see how this can really open up a new learning experience for students and teachers alike.  Granted, this may take a little more planning and attention to detail, but it really shouldn't be anymore difficult than another style of teaching and instructing.  In an article from Stanford:

 "Regardless of how topics were selected, the instructor presents the problems to student groups before providing any formal instruction on the topic. (Allen, Duch and Groh [1996], however, suggest that problems be introduced with “minilectures” that provide some context for the problem and identify areas of potential difficulty.)" (Standford)

 This approach to the classroom has been an ongoing technique for a number of years so it is not cutting edge necessarily.  But it encourages deep thinking, problem solving, leadership, personalized learning and teambuilding skills.  It breaks from the traditional model in a good way and hopefully, if done well, encourages students to WANT to learn as opposed to having to learn.  I can see it being beneficial to differentiating the learning experience by offering students who may struggle in an independent context as well as those who are more advanced learners hone in on some new skills.  You can really diversify the content by creating "jobs" for each student within the assignment.  It also teaches students to think for themselves and learn how to develop the best solution or correct one another if they are off track: 

"A critical part of assessment in PBL is the feedback students receive from their peers." (Standford)

 This connects to Standard 2: Teachers establish an environment for a diverse population of students.  This helps the variety of students within a classroom regardless of ability or social group.  It encourages team mentality and potentially helps all students learn more efficiently.  PBL also can connect to standard 4: Teachers facilitate learning.  It is the teacher's responsibility to design, learn about and deliver the best possible teaching methods for their classroom.  Each student is different in their abilities and comprehension.  Each year is different (sometimes every quarter) so being able to implement new strategies throughout the year is imperative.  So how could you use PBL in the classroom?  I can see it being beneficial in Unit design as well as on the fly lessons as long as they teach the standards obviously.  One thing to consider is time and resources, but I feel like it is certainly possible in most all situations. 


Works Cited:

 

http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/problem_based_learning.pdf

http://www.cte.cornell.edu/teaching-ideas/engaging-students/problem-based-learning.html

Classroom Chaos or Classroom Masterpiece?

All of us will eventually (hopefully already) come up with a game plan for classroom management.  This is something I feel will be a weak point for me at times because I am kind of a push over.  BUT, I am aware of what I need to work on so I am constantly looking at articles to find out what great strategies are out there in the world of education.

My dilemma is how do you control those Lone Rangers, quiet those chatty Kathys and encourage those Debbie Downers?  All while teaching those students who were sent from heaven?  How do you punish or discipline students without creating a negative outcome?  How do you reward some students while denying others?  For some students, the classroom is their only solace and safe haven. Some students, they are natural born class clowns....like I was.  But there are ways (tricks of the trade) that we can accommodate all students' needs while instructing and enjoying the classroom.

I recently found an article that was a bit old, but had some great resources in it on classroom management.  I am cruising into the upper grade levels for my teaching journey, so it is exactly what I was looking for. The article was from the site: middleweb.com . It is titled: "10 Ways to Sabotage Your Classroom Management".  Some of the ideas and issues on the list are Smiling at the Wrong Times, Handing Behavior issues Publicly, and only speaking in "Don'ts".  For example: If I tell you not to think about a hot fudge sundae, what do you think about? Yep, a hot fudge sundae. Similarly, if you tell a seventh grade boy not to tap his pencil, he still has pencil tapping on the brain. Alternative: Tell students what to do. These directives can address the problem at hand (Jake, put your pencil under your textbook until I tell you to use it) or distract the student with another activity altogether (Jake, read number 4 for me, please). (middleweb.com) This is one example.  It really kind of make sense doesn't it?  Also, sometimes, teachers talk too much not giving students enough time to answer or talk through their answer.  Another point was that the teacher doesn't wait until everyone is paying attention to give instruction or just plain being boring.  One other tidbit she noted was that sometimes, distracting the student or asking them to read aloud or explaining what times it is appropriate to crack jokes and or be silly can help you keep your students on track.  

Having kids myself, I get the fact that each kid is different and each student's needs are different.  That is why as an educator, it is imperative that we know how to handle each situation whether it is a class clown trying to get a laugh or a student who has home life issues and just needs someone to love them and encourage positivity in their life.  This is different every year so you can't really pass a test to learn how to do this other than trial and error.  I feel this is right in line with Standard 1 (Teachers demonstrate leadership) in that teachers lead their classrooms well.  It is an important and probably easiest parts of the profession in my opinion.  It also emphasizes Standards 2 and 4.  We are to facilitate learning for all students in all circumstances as well as know how to organize a classroom that empowers, challenges and leads students in the best way possible.  Are we going to have "THOSE" days?  Of course!  It would be boring if we didn't.  But classroom management is possible without being "that" teacher that no one wants.  Hopefully, we will become "that" teacher that students respect and look up to.

Works Cited: 

http://blogs.edweek.org/teachers/coach_gs_teaching_tips/Classroom%20Chaos%20to%20Control.jpg

http://www.middleweb.com/19037/10-ways-sabotage-classroom-management/
https://mentalillnessmom2mom.files.wordpress.com/2014/03/chaos-classroom.jpg