Synthesis Blog 2

On page 168, the author states, “A class where students work well together and respect one another needs to be an orderly group. And the results are not just a better climate, but greater learning. Students who know each other well and have been taught to listen to one another are are likely to take risks and stretch beyond their comfort level as they learn” (Subjects Matter, 168). I believe in structure and discipline, as, like this author, I believe most students strive where there is order and direction. In creating an open and inviting classroom environment, your environment must be clean and orderly. Much like you clean your house before guests come over so they feel comfortable, you keep your classroom neat and clean for your students to feel comfortable. Once our expectations are set from the beginning, we can start to give the independence and choices our students need to feel trusted in the classroom. In this Tedx Talk, we learn from Esther Wojcicki about how to do this in our classroom.

https://www.youtube.com/watch?v=FbN8g6oPjBo

In this video, she discusses students as learners who need independence and trust. She led a student newspaper that went from 19, to over 600 students at her public high school. When she was first observed for her teaching style, she was almost fired because she chose to do project based, student led learning over lecture style education. Though her observation did not go well, she chose to continue this method, and completely changed the atmosphere of her public school. If we are to say we want to make education better, we have to move away from practices that are harmful to our youth. They need structure and rules, followed by choices and independence. That is how you create an engaging classroom; not just a youtube video every few powerpoint slides. [312]

Book Pitch- The Tree Karen Gray Ruelle

The Tree by Karen Gray Ruelle 

• Title and author- The Tree Kevin Grey Ruelle
• Page number- 32 pages, illustrated
• Lexile, if available- 810 lexile level
• Grade level(s) & content area- Upper Elementary
• Relevance to curriculum- History from 1756-present, Civil War, Reconstruction, WWI
• Basic premise- The Tree follows the story of a majestic elm tree planted in Madison Park in New York from seed, sapling, to maturity. It chronicles historical events such as the founding of the city, various wartimes, the building of the base of the statue of liberty, and more. The park in which it has planted has served as a field for yellow fever victims, a campground for civil war soldiers, and so much more. Throughout times of trial and transition, this tree has stood tall through it all, and bared witness to the United States collective history. This book encourages readers to consider all that this tree has seen, but also all that all other trees we see everyday have also seen. Our time on this Earth is much shorter than the time trees have, so it can also help students conceptualize time. In reading this book, students across reading levels could easily do activities related to their understanding of the book, from “imagine what you would see if you were a tree”, artistic activities (the book is known for its illustrations), and writing activities to improve technical skills. The length of the book is also conducive to upper elementary, as it touches on  a lot of the standards in history, but also is short enough to be given ample time for activity and discussion as well with no need to rush or jigsaw.
• Quote from a review (professional or reader)- “Delightful description dances, as a seed pod grows into an elm tree in what is to become Madison Square Park. Seasons pass and turn to years. The elm tree stands and beholds the passage of time. First comes a cemetery, then an arsenal for soldiers, after that a fire, and finally, a park. Circus animals thunder, and a Statue of Liberty arm is built to stand watch alongside of the tree. The tree becomes a landmark, and around it a bustling city grows. Who knows when a new seed pod will take root? A calming look at how time passes and nature transcends.” Amazon review

Chapter 9- Book Clubs

In my years of schooling, I don’t remember ever doing a successful book club. In 4th grade, my crazy, part time gifted teacher made an effort to host a book club. She did not have our respect as her students, and we simply dreaded being pulled out of class for the book club. On top of that, we hated the book. We didn’t choose it and we weren’t allowed to make any decisions around the activities we did in book club. I find this is important to note because that could have changed the outcome of book club for us as students. We have learned throughout this semester that all students need independence, and book clubs could be a great venue for student choice in learning.

Another concern I have with book clubs lies in the amount of time it takes to complete a book club. In the already fast paced setting of public schooling, I’m unsure of the practicality of using book clubs in a content area classroom. Completing an entire book around a topic would take more time than is usually allotted for one particular topic in the curriculum. However, if the books panned multiple topics in the curriculum I could understand the appeal of using a book club in a content area.

Other than that one experience, I never had a teacher try to establish book clubs in our classrooms. Because I had such a negative experience, I am hesitant to say I will try to implement them into my content area classroom, but it is definitely something to consider.

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Chapter 8

Chapter 8 of Subjects Matter places a huge emphasis on trust and comfort in the classroom environment. Though there is a lot that is out of the teacher’s control, this environment and comfort is something teachers can control. Subjects Matter encourages teachers to take responsibility for the classroom environment they are creating and in doing so, gives some examples of how to create the open, trusting space students may need to feel safe and respected in the classroom. One thing I have always tried to do when teaching at camp or in my environmental education background is to give students roles to help them feel involved in the learning. Whether that be assigning actual responsibilities in lessons or classroom activities, or simply allowing students an option in their learning. According to Subjects Matter, “giving [the students] choices, even in the small things, helps students feel respected and viewed as people who are maturing and worthy of trust” (168). Students who are comfortable are more willing to ask questions, take risks, and stretch beyond in their learning.

Throughout public school, I always felt comfortable asking questions when I needed to do so. I believe this was due to the fact that I lived in a small town where everyone knew everyone, and my parents taught (or were good friends with) a good many of my teachers. At UGA, however, I have experienced the uncomfortable classroom setting where no one was willing to ask questions, and when we did, only received snarky answers in response. In those classes, learning was so impaired that it often resulted in complete frustration and exasperation to the point where I simply couldn’t completely grasp the material, and even going to office hours simply wouldn’t help. (By now you’ve all figured out I’m talking about UGA chem department, right?). In seeing such bad teaching and how it affected my learning, I can use that experience to help ensure my class is never a dead end road for my students and their learning.