I was a special education teacher for more than 11 years…given that background, I was trained in behavior modification, positive reinforcers, and classroom/behavior management!  It was always my job to shape behaviors, mostly inappropriate!  I still strongly believe in many of those principles and have been able to apply them to the “regular” classroom and my own children.  I think that every child and classroom is unique and what may work with one child or class may not work with another.  It’s all about balance…I strongly believe in “logical consequences” for children whenever possible.  If you break it, you fix it…if you hurt someone, make it right, etc.  I’m also a big fan of positive reinforcement “gimmicks” in my classroom.  I’ve used everything from sticker charts, to marble jars, to raffle tickets, to candy.  I was really surprised and curious to learn more about the programs discussed during Thursday’s class that eliminate any type of “tangible reinforcers”.  I understand the idea in theory…but it comes down to the question of intrinsic motivation…Do all children have it?   I know that I love my job but I think that I would  question my committment to it if I didn’t get a paycheck each week!  I think we all could use a little “boost” or a pat on the back when we do a good job.  Once again, it all comes down to balance.  I don’t “reward” my students for every single accomplishment in my room.  I also encourage them to evaluate their own work (and behavior) to determine if it is their best, provide rubrics and exemplars to help with expectations, and offer constructive feedback on assignments and not just the global “Good Job”.  I don’t want my students becoming completely dependent on me for the evaluation of their work or solely eliciting my opinion to validate their efforts.  But for now, in second grade, I’m going to stick with my sticker charts and “catch em being good” reward systems.  It’s working!

I’ve thought a lot about what Rhina said on Thursday…what if an outside observer, new to our educational settings observed my classroom.  What would they think was happening and what are my students actually learning?  How do I help my students construct meaning from specialized lesson plans in various content areas?  This year as I began teaching second grade and familiarizing myself with all the standards, I became somewhat overwhelmed with all there was to teach and master.  An administrator’s blanket response was to “integrate” the curriculum.  Sounds good in theory except when you get to the point in the year when you are being asked to teach about the Solar System and Native Americans at the same time!  There were some loose connections to be made in terms of constellations and the Native Americans use of the sun and moon but to most second graders (and outside observers) the two subjects did not integrate well. 

If I look at my basic values and belief that it is my responsibility to prepare my students to be successful, productive members of society, then my students’ knowledge of basic skills and the ability to read and write fluently should be priorities in my curriculum.  That is a truth in second grade.  Everything that I do revolves around those requisite skills.  Along the way, I am also teaching my students to be problem solvers, to ask critical questions, and to analyze information.  Hopefully they are also learning about kindness, respect, and friendship…qualities that will not help them achieve a perfect score on the CRCT, or earn me the status of Master Teacher, but will better enable them to be successful, contributing, HAPPY, members of society! 

“Good teachers will always find ways of using their professional knowledge on behalf of their pupils.”  Great in theory, but not enough these days if you want to be a teacher.  Schools are driven by data and test scores.  Everyone needs to be accountable.  There is a lot of truth and merit to that idea, but at what cost.  I spent most of last week in a panic because I was scheduled to attend an SST meeting for one of my students.  Given all the new information and guidelines that we received about RTI, I was deathly afraid that my possible lack of documentation would result in my student not receiving the extra help that he needs!  I’ve been teaching for almost 15 years and yet I felt completely inadequate and down-right nervous about attending that meeting!  Imagine a new teacher, still trying to figure out the system or teachers, like those on my team who refuse to do all of the paperwork and will just pass along a struggling student and let next year’s teacher “deal with it”.  What happened to respecting my professional opinion, experiences, and work samples to show that this student needs more help?  The response:  use a direct instruction reading program that is currently being utilized in the resource room with identified special needs students.  I need to document more data for the next six weeks.  If it works, doesn’t this justify the need for additional services?  Yet, the answer will be that he has responded to “intervention” and keep up the good work! 

I will continue to do what is necessary to ensure that all students in my room succeed.  My professional knowledge and experiences are my guiding forces, not the results of a one minute DIBELS reading test or a week-long, completely developmentally inappropriate CRCT test.  I am all for accountability, but at what cost?

When I initially read this article, I completed related to the literal meaning.  So many times in this EdS. program I have had to “read” articles that were “over my head” and that I did not feel equipped to read.  Fortunately, I was not asked to read these articles in preparation for a test or quiz!  I have utilized a variety of strategies to help myself “get through” some tough articles.  Often I read it once to get a general sense of what it is about.  I re-read paragraphs or pages that are un-clear in an effort to sort out their meanings.  I have resorted to dictionaries and thesauruses to pull out un-known vocabulary.  However the most helpful tool has been to discuss these articles in class and respond to them in writing.  By having to put my thoughts into written words, I am forced to synthesize new information and make connections to my own experiences and previous text.  Often as I write, my own thoughts evolve and I cause myself to re-think what I have read and written.  More surprising and engaging if to discuss these difficult articles with my peers.  It still amazes me that two or three different people can read the same article and come away with various interpretations of the same words.  I truly enjoy these challenges and varying perspectives.  And if someone constucts meaning from the text in a manner similar to my own, then I am validated in my beliefs and comprehension!

     If I look at the more figurative meaning of this chapter and think about how it relates to this course, beyond the readings and reflections, I look at how it related Jaeger’s article.  I am sure that on many occasions, she was very afraid…afraid for he students, and her own profession.  However, she did not close her door and allow that fear to paralyze her.  She found the inner strength to fight for what she truly believed in, no matter what the risk.  I like to think that I am an advocate for my students and that if “push came to shove” I would do the right thing.  By doing so, I am providing my students and own children with a positive role model for critical change.  If I can instill that value in all the children that come through my classroom, the world just might be a better place!

This article left me feeling very uneasy as an educator.  The sad fact is that I’m sure incidents like the ones described are occurring in districts across America.  I understand a district’s need to implement research based programs in an effort to promote achievement.  So much of what we do in our county is driven by data.  I’m curious as to what kind of data the Open Court program was producing at Downer elementary school.  It’s a very scary proposition to be a teacher and have to advocate for what you truly believe is right, especially when it goes against the top-down mandates provided by central office.  It’s also very difficult to teach something that you truly don’t believe in or have enthusiasm for…the students respond to the attitudes of the teachers.  We are the decisive elements in our classrooms.  I have been very fortunate to have worked in settings where my philosophies and teaching methodologies match the visions and goals of my school.  I can’t imagine being at odds with my administrators on pedagogy.  Teaching is too complex and difficult when everyone is on the same page!  After reading Fullen’s book, What’s Worth Fighting For in Schools, and providing a staff development opportunity to our staff, I realize that issues such as the ones described in this article are worth fighting for, not necessarily jeans days or even common planning time.  We have to pick and choose our “battles” on a daily basis, with our students and with our administrators.  I have to strongly believe that what I am teaching each day is in the best interest of my students and will help to promote their achievement.