1. How do we measure "engagement" in children? How do we know they are?
I measure engagement in many objective ways. If a student wants to participate in an activity, and they loose track of time when they are participating then they are usually engaged. Engagement to me is not measured by quiet or lack of conflict. Sometimes engagement can be seen on the students faces through smiles, frowns, or perhaps they are staring off into space - inwardly engaged. I think when students are engaged, they often generate many questions on their own.
2. Are there ever times when one needs to assert authority with children? If so when, how, why?
I think there are times when one ("adults"?) needs to assert authority over children. I think it becomes necessary when issues of safety are at hand, especially dangerous situations which require quick action. Outside of that realm, I think that making generalizing statements is not the answer. Each child may learn their own boundaries and assertion through different balances of authority assertion and freedom.
3. Will children learn EVERYTHING they need to learn in there own time or are there pieces that adults need to 'slip in' somehow?
I think that children will learn everything they need to learn to function in their own time. Maybe they won't need to know how to read for a long time, but chances are it will happen. However, I think that some qualities aren't necessary, but that I think are valuable human qualities. Qualities such as compassion, trust...and I think that adults can model and cultivate these qualities without forcing a child to understand. But even as I wrote those I think that
4. How does learning in a free school relate to the concept of constructivist learning?
The learning theory of constructivism is not aligned with one particular pedagogy. This theory was developed by Jean Piaget and says that individuals construct new knowledge from their experiences. This construction include assimilating knowledge by incorporating new experiences into an already existing framework without changing the framework. Accommodation is another way of constructing knowledge, where an individual adapts the framework of their previously constructed knowledge to accommodate new experiences, which don't fit into the previously constructed knowledge. The theory of constructivist learning is often aligned with theories of active learning, or learning by doing.
Shared understandings of constructivism and Free School/democratic school theory:
-learning by doing
-each learner as a unique individual with unique needs and backgrounds
-encourages the learner to arrive at his or her own version of the truth, influenced by his or her background, culture or embedded worldview.
-child/learner centered
-internal motivation
-learning is a social process
-all participants (teachers, students) are collaborating and constructing knowledge
-holistic
5. If students choose to enter more "compulsory" settings after attending a free school, in what ways are they equipped to manage that situation and in what ways are there learning curves?
There is limited objective research on student's experience after leaving a free school. I think with any examination of a student's "success" in compulsory schooling after attending a free school, one first must decide what sort of evidence of success they are looking for? Good grades, well-liked, many friends, participation in school activities? Students who come from free schools and go to compulsory schools are equipped to interact with other students and teachers. Many free school graduates have told me that they were able to find the resources they needed in compulsory school. Those that I spoke to found that often there were subjects where they were far beyond the standard curriculum for their grade-level and other subjects where they were far below their peers. Although it probably doesn't happen all the time, I have heard account of students who have brought themselves up to speed in a class where they were behind in a matter of weeks by applying themselves and asking for help.
6. Would free schools work in the public education setting?
I personally think that any one pedagogy is not appropriate for all schools and learners. I do think that the United States has too much of one approach to education, and that there isn't enough support for parents, teachers, schools, and communities who are trying different ideas, and amending their teaching to best fit the needs of children, adults, people.
One thing that I discovered while I was working at a behaviorist school was that I had a hard time implementing my personal views on teaching (for example, teaching students self-governance by trusting students to make choices that effected themselves), because there wasn't support from the learning community I was in. However, at the Free School there is a culture in that community that supports that type of structure.
I think there would need to be support from the families, community, government: money, trust, volunteers...
Even with all the support I think that Free Schools may not be the right place for every child.
Thursday, January 31, 2008
Sunday, December 9, 2007
Utilizing Technology
I use technology many ways in my everyday life, as well as utilizing it in my role as a teacher.
The most important way that I use technology right now, as a teacher-in-training, is to complete my school work. I research, write, and relay my work to my adviser using my handy-dandy laptop. Additionally, I post to this blog using the internet. I started the blog this fall. When I first started writing in it, I was posting mainly academic pieces, but as time has gone on I have used it more for reflecting on my day to day activity at the school. I blog, because I know I wouldn't take the time to sit and hand write reflections as often. There is also a community of bloggers, including other teachers who blog, so I feel a sense of accountability to keep up with my blog, and to read others. If I didn't write about my experiences I feel like I might not remember many of them in detail in the future. By having the blog to document how I was feeling, I can reflect on how I have changed as a teacher in the last month, year, or few years. I do not use names in my writing to honor the privacy of my students and their families. I would change the names in a story if I felt like it was important to the flow of the piece.
My first exposure to using technology, from a teacher's perspective, was in my Introduction to the Teaching Profession class my Freshman year in college. The teacher would use Blackboard, an online teaching tool to post grades, meeting times, discussion boards, assignments and quizzes. It opened my eyes to the breadth of resources there are for teachers on the internet, and through technological applications. During one unit, we studied web programs to use in the classroom, provided by the site www.4teachers.org. It has programs to help teachers organize lesson plans, write quizzes, write rubrics, share lesson plans, plus many more tools. I haven't found that website especially useful thus far, but I will keep it in my toolbox for when I teach in a more traditional school.
Another exciting experience using technology this fall has been while working with the 7th and 8th graders at the Free School. They are planning a two week trip for next May. It has to have a service component and they have to fund raise all of the money. I have been helping the students research options for their trip online. They need to find ideas like places to volunteer, where to stay, airplane tickets, and how to get a passport. I have taught them how to use Boolean operators to refine their searches. Another element of planning the trip requires technology: the fund raising. I helped one student write letters to potential donors for a fish fry fund raiser and I helped another student make fliers. I grew up using the internet, and word and flier publishing programs, so I am able to show the students some features that they don't already know, although they have all had exposure to the internet, and writing programs in the past.
Recently I started working for the Alternative Education Resource Organization (AERO) helping with outreach. I have been compiling a database of alternative education organizations, networks, schools, etc. for us to make a mailing to promote the conference that AERO holds. Making a database of these education organizations has been so easy, and is very easy to translate into mailing labels. I have been researching the organizations by using the internet, and have found out about many useful organizations. I will hold on to my database to refer to organizations in the future that relate to my teaching career. The biggest idea that I have learned by doing the organizing for AERO is that there are a very large amount of people in the United States, and the world, who hold similar values to me regarding education.
The most important way that I use technology right now, as a teacher-in-training, is to complete my school work. I research, write, and relay my work to my adviser using my handy-dandy laptop. Additionally, I post to this blog using the internet. I started the blog this fall. When I first started writing in it, I was posting mainly academic pieces, but as time has gone on I have used it more for reflecting on my day to day activity at the school. I blog, because I know I wouldn't take the time to sit and hand write reflections as often. There is also a community of bloggers, including other teachers who blog, so I feel a sense of accountability to keep up with my blog, and to read others. If I didn't write about my experiences I feel like I might not remember many of them in detail in the future. By having the blog to document how I was feeling, I can reflect on how I have changed as a teacher in the last month, year, or few years. I do not use names in my writing to honor the privacy of my students and their families. I would change the names in a story if I felt like it was important to the flow of the piece.
My first exposure to using technology, from a teacher's perspective, was in my Introduction to the Teaching Profession class my Freshman year in college. The teacher would use Blackboard, an online teaching tool to post grades, meeting times, discussion boards, assignments and quizzes. It opened my eyes to the breadth of resources there are for teachers on the internet, and through technological applications. During one unit, we studied web programs to use in the classroom, provided by the site www.4teachers.org. It has programs to help teachers organize lesson plans, write quizzes, write rubrics, share lesson plans, plus many more tools. I haven't found that website especially useful thus far, but I will keep it in my toolbox for when I teach in a more traditional school.
Another exciting experience using technology this fall has been while working with the 7th and 8th graders at the Free School. They are planning a two week trip for next May. It has to have a service component and they have to fund raise all of the money. I have been helping the students research options for their trip online. They need to find ideas like places to volunteer, where to stay, airplane tickets, and how to get a passport. I have taught them how to use Boolean operators to refine their searches. Another element of planning the trip requires technology: the fund raising. I helped one student write letters to potential donors for a fish fry fund raiser and I helped another student make fliers. I grew up using the internet, and word and flier publishing programs, so I am able to show the students some features that they don't already know, although they have all had exposure to the internet, and writing programs in the past.
Recently I started working for the Alternative Education Resource Organization (AERO) helping with outreach. I have been compiling a database of alternative education organizations, networks, schools, etc. for us to make a mailing to promote the conference that AERO holds. Making a database of these education organizations has been so easy, and is very easy to translate into mailing labels. I have been researching the organizations by using the internet, and have found out about many useful organizations. I will hold on to my database to refer to organizations in the future that relate to my teaching career. The biggest idea that I have learned by doing the organizing for AERO is that there are a very large amount of people in the United States, and the world, who hold similar values to me regarding education.
winter time
It has been getting colder and colder here in Albany! My first winter in the northeast. There is definitely more snow and ice than I am used to so far. I will walk into places and be the only one bundled from head to toe. I worry that my Kansas-ness sticks out like a sore thumb.
The cold weather brings everyone inside at school. Everyone inside at school brings conflict with it. Energy at school escalates so high when everyone is feeding off each other. We have had many council meetings lately (conflict resolution meetings), some of them have been short and sweet, but others have been epic. A notable council meeting recently was called on two boys who have been bullying a lot of the younger children. The teachers don't generally call council meetings on the students, but they might encourage a student who is having problems with another to call a meeting. The bullying had been going on for a while, but no other students had called one on them. So I was relieved it finally happened.
I am excited to be going home in two weeks. I was feeling a little homesick and it will be so nice to see my family.
The cold weather brings everyone inside at school. Everyone inside at school brings conflict with it. Energy at school escalates so high when everyone is feeding off each other. We have had many council meetings lately (conflict resolution meetings), some of them have been short and sweet, but others have been epic. A notable council meeting recently was called on two boys who have been bullying a lot of the younger children. The teachers don't generally call council meetings on the students, but they might encourage a student who is having problems with another to call a meeting. The bullying had been going on for a while, but no other students had called one on them. So I was relieved it finally happened.
I am excited to be going home in two weeks. I was feeling a little homesick and it will be so nice to see my family.
Tuesday, November 27, 2007
"The traditional approaches treat mathematics as a cumulative logical development....The new approach would present what is interesting, enlightening, and culturally significant...Every topic must be motivated. Mathematics proper does not appeal to most students and [their] question, "Why do I have to learn this material?"is thoroughly justified (Kline, 1973, pp. 178-179).
Thursday, November 1, 2007
Girls Group at Grafton
Last Friday the Girls identity group took a day trip to the wilderness land that the school owns. It is near Grafton lake and the Grafton Peace Pagoda that I mentioned before. There were about 12 girls from 3rd grade to 8th grade, as well as myself and two other female teachers.
We met with Liz around 10:00 a.m. Liz is co-caretaker of the Free School Grafton land with her partner Dan. They live on a house there, take care of the land, and offer outdoor education. Liz was raring to go, and did not allow any time to dilly-dally. It took about 10 minutes to walk from her house to the teaching lodge located in the woods. We didn't actually use the teaching lodge, but it is an octagonal building with windows on all sides built by Free School students and teachers to use as a teaching space. Instead we used the fire pit next to the teaching lodge.
Oh! I almost forgot to mention, before we took off we circled up, introduced ourselves and each said something we were grateful for. I said I was grateful for my first north-eastern fall. It was hard not to be aware of the beautiful fall leaves and the crisp coldness of the approaching winter. Also along the way, we played a game called "Eagle Eye". Liz called out "Eagle Eye" while we were walking along the path when we weren't expecting it. She counted to 15 while not looking and we each had to try to camouflage ourselves in the surroundings. After 15 seconds she opened her eyes and called the names of any of the people she could see, and they came to where she was standing. Then everyone out of hiding counted another 5 seconds and anyone in hiding had to come closer to the counters in a new spot. I lasted the first round, but no one lasted the second.
So once at the fire pit, Liz taught us how to make a fire with natural means. We used a bow to start a coal, which we placed in a firestarter of highly flammable natural materials, then we placed it into a small teepee of twigs that we had gathered. It actually took a long time, but it was the first time that I had ever started a fire without matches or something similar.
After that we ate lunch, and then created jewelry out of the fibers of milkweed stalks. We also used a pumpkin shell to boil water and cook noodles, and we roasted the seeds on a sizzling rock that had been in the fire.
After that point the girls went and played in the woods and we cleaned up a bit and relaxed.
On the way back to the car we played Eagle Eye once more. This time I ran out as far as I could so that I still had time to come in during round two. I was the only one to survive past round two.
On the way to and from Grafton, the girls brought along the book Women who run with Wolves and we read stories to each other from it.
It was really great to get out into nature with the girls, and we were all really happy to learn wilderness skills. Sometime in the future (maybe in the spring) they would like to do an overnight out there.
We met with Liz around 10:00 a.m. Liz is co-caretaker of the Free School Grafton land with her partner Dan. They live on a house there, take care of the land, and offer outdoor education. Liz was raring to go, and did not allow any time to dilly-dally. It took about 10 minutes to walk from her house to the teaching lodge located in the woods. We didn't actually use the teaching lodge, but it is an octagonal building with windows on all sides built by Free School students and teachers to use as a teaching space. Instead we used the fire pit next to the teaching lodge.
Oh! I almost forgot to mention, before we took off we circled up, introduced ourselves and each said something we were grateful for. I said I was grateful for my first north-eastern fall. It was hard not to be aware of the beautiful fall leaves and the crisp coldness of the approaching winter. Also along the way, we played a game called "Eagle Eye". Liz called out "Eagle Eye" while we were walking along the path when we weren't expecting it. She counted to 15 while not looking and we each had to try to camouflage ourselves in the surroundings. After 15 seconds she opened her eyes and called the names of any of the people she could see, and they came to where she was standing. Then everyone out of hiding counted another 5 seconds and anyone in hiding had to come closer to the counters in a new spot. I lasted the first round, but no one lasted the second.
So once at the fire pit, Liz taught us how to make a fire with natural means. We used a bow to start a coal, which we placed in a firestarter of highly flammable natural materials, then we placed it into a small teepee of twigs that we had gathered. It actually took a long time, but it was the first time that I had ever started a fire without matches or something similar.
After that we ate lunch, and then created jewelry out of the fibers of milkweed stalks. We also used a pumpkin shell to boil water and cook noodles, and we roasted the seeds on a sizzling rock that had been in the fire.
After that point the girls went and played in the woods and we cleaned up a bit and relaxed.
On the way back to the car we played Eagle Eye once more. This time I ran out as far as I could so that I still had time to come in during round two. I was the only one to survive past round two.
On the way to and from Grafton, the girls brought along the book Women who run with Wolves and we read stories to each other from it.
It was really great to get out into nature with the girls, and we were all really happy to learn wilderness skills. Sometime in the future (maybe in the spring) they would like to do an overnight out there.
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