Global+Educator

Global Educator

Thus far in China I have spent the past two days doing observations of classrooms. I am currently located in a 12th grade classroom in which the students are preparing for the completion of college applications and TOEFL exams. The teachers are very focused on teaching to the test and making sure that the students pass the test in order to get into top notch Universities. It blew my mind how focused the teachers are not teaching to a ciriculum rather to a test. In the States we do similar things because we focus on preparing students for End of Course Tests and End of Grade Tests through lots of test preparation and assessments. From what I have witnessed the preparation for testing here in China consists of memorization and listening to several audio records. After my observation I yearned to see and implement differentiated instruction. It was evident that many of the students were unfocused and did not realize the importance of learning the concepts that the teacher was implementing.

As a pre-service educator preparing to enter the classroom, I focused my educational coursework specifically on researching the purpose of assessments and focusing on how students learn. Through my student teaching observations in China and in the US I am seeing the true underlying value in pre-assessments, assessments, and post assessments. In order to know where to begin a lesson implementation and to see where to go with the lesson or how to get the students to another level of academic success it is important to have a foundation. Without a foundation or laying a framework for understanding students will end up losing focus, interest and miss out on learning opportunities. I reference this quote from behavior management course I took...."You can not change one's behavior rather you can only change your own behavior". It is vital that we as educators study our students and conduct critical explorations of on our students so that we can understand how they learn. Through this understanding we can made accommodations and shift our instruction to meet their needs.

In just a few days, I have witnessed a lot. I shifted from a first grade classroom in the States to a 12th grade classroom here. The obvious difference is age and maturity level but what is strikingly similar is the need for educators to understand differentiation and how to develop new schema while building on existing schema to aid the students in making meaningful connections to sustain learning.

To be continued.....

Go Pack!! Go Tarheels!!! As students prepare to apply to Colleges/Universities many can get caught up applying to a school simply because of the school's name/affiliation. Today, I was able to witness two rival schools come together and work on one accord focusing on one common goal. NCSU and UNC had a round table discussion to talk out ways to help future student teachers and current students at BRS meet academic success.

As pre-service educators, we have studied 21st century standards and become familiar with "buzz words" such as diversity, globally diverse and culturally competent. As educators we can immerse ourselves in books to study those terms however living and working abroad will allow for those "buzz words" to become daily vocabulary.

Currently, my placement in China has allowed for my foreign ear the ability to unfold the true meaning of being a global educator. As a global educator, one will constantly seek ways to help students learn while also learning in an environment that is unfamiliar. Being placed in an unfamiliar environment allows one to have the dual role as teacher and learner. The most difficult teaching component in this unfamiliar environment, is classroom behavior management. Classroom behavior management is difficult because of culture differences and language barriers. I have not quite found the perfect solution or method to implement my previous classroom management strategies but I am working to develop a plan. In the next few weeks, I am hoping to be able to share what strategies worked and did not.

To be continued....

Resources!! Resources!! Resources!! During my student teaching experience, I was placed in a school where resources were bursting out of the classrooms. The school was supported by an active PTA and staff. Technology was easily accessible and used throughout the entire school day. With that experience, I assumed that many schools might function in the same way and have resources as readily available if need be. On the flip side of that, my student teaching experience here in China has opened my eyes to the need of resources. Supplies such as markers, construction paper, computers, and other school supplies are not as easily accessible as I had been accustomed to. I am not sure if it is related to culture and all I need to do is ask for the supplies but I have learned how the absence of resources can impede instruction.

As a teacher, it is important to be able to have activities/lessons prepared prior to the school day. Teacher preparation allows for students to move easily through transitions of different subjects. It also creates a positive climate! Teacher resources aid instruction through encouraging students to be actively engaged in lessons. Our society has become dependent on the use of technology but in the event that we are experiencing technical difficulties it is important to know how to continue the lesson. The use of simple resources such as, construction paper or chart paper can allow the lesson to go on.

In just a short few weeks, I have witnessed the importance of flexibility and the use of resources. Having a strong PTA to support the school makes life in the classroom easy but if you do not have limited PTA support teaching must continue to go on. Therefore, break out the scissors, glue sticks, chalk, markers, and crayons to make lessons engaging using what supplies you have.

To be continued...

Student attendance is essential for students to meet academic success. The students here at BRS make the decision to attend class. How is attendance an option? Students have to be intrinsically motivated to engage in any type of learning. Let alone, the students need to be motivated in order to come to class. This week started a new schedule of courses for my 12th graders. The teacher decided to enforce attendance and attach their grade to their attendance in the classroom. The students who come to class late, do not participate, or turn in assignments will have points deducted off of their grades. Immediately, there was a change in the classroom environment. Implementing an incentive or consequence changed the students morale and regained the students attention.

How powerful it Positive Behavior Support? Wake County Public School System pushes PBS throughout all schools. As a former student of WCPSS and employee, I have witnessed the positive results. As previously mentioned, students respond to motivation and incentives. When the teacher and I circulated throughout the classroom giving positive feedback, the students worked harder. In my opinion, students meet academic success through structure, positive/constructive feedback, and supportive environments.

Challenge: Have you considered your teaching strategy lately? Are you encouraging PBS in your classroom?

<span style="color: #0036ff; font-family: 'Comic Sans MS',cursive; font-size: 130%;">To be continued....

<span style="color: #0036ff; font-family: 'Comic Sans MS',cursive; font-size: 130%;">What excites teachers? What makes teaching worthwhile? These two questions can be answered differently based on personal perspectives. In my opinion, what makes it worthwhile for me is when students are understanding material and are enjoying learning. Today, I had an "ah-ha" moment. During class, I had students transition from independent responses to small group instruction to whole group discussion. The students were able to give both written and verbal responses. At the beginning of class, I played music that I knew many of the students knew and got their attention through the use of music. The entire dynamics of the classroom was positive as well as engaging. After class, a student approached me and told me that she and her friend enjoyed the class and how class flowed. That was very encouraging. Comments like that make me say....that is why I decided to teach:)